Loon's Nest Primary Classroom Blog
Winter 2019
In a recent conversation with a Montessori teacher in Virginia, the topic came up, “what do I do with my three year old students?” Somewhat confused I asked for more details when I found out that she had her age groups divided so that the children who are three years old were in a different session from the four, five and six year old children. She said that her threes just wanted “to run around and wreck stuff.” I couldn’t help but laugh at the image and at the same time I was again struck by Dr. Montessori’s genius in her understanding of the planes of development and why planes were placed together in the same classroom.
As Dr. Montessori understood, learning is not linear, with the child simply building on previous knowledge, but rather, learning is cyclical, with the child. As a child understands things and concept are developed it is done through the lens of each stage of development. Meaning the concepts are specific to his or her age. This is one reason that it is so important for the child to experience being the youngest, the middle and the oldest child in the setting that Dr. Montessori referred to as a “society of children,” in each plane of development.
This is my third year at Damariscotta Montessori and it is a privilege to see the children, who were new to the school as I was, become the leaders of their classroom. When the five and six year old children are struggling to focus, there is instant enthusiasm and peace when I ask one of the older children if they would like to give a younger student a lesson. If a young child and an older child are having difficulty attending circle, rather than inviting them to go choose a work while we continue with the community lesson, asking an older child to help the younger child brings joy and confidence to both the children, instantly order is restored. The complementarity of the entire span of children within the plane of development in this society of three to six year old children is an integral part of what builds harmony within the classroom. When each new class comes in each year it is amazing to think that the older children in the group were just this way not so long ago.And the oldest children in the class who have come from needing their coats zipped and stories read to them are now reading to the group and zipping jackets of the younger friends, it really does seem as though I have seen them live a lifetime in three years.
As Dr. Montessori understood, learning is not linear, with the child simply building on previous knowledge, but rather, learning is cyclical, with the child. As a child understands things and concept are developed it is done through the lens of each stage of development. Meaning the concepts are specific to his or her age. This is one reason that it is so important for the child to experience being the youngest, the middle and the oldest child in the setting that Dr. Montessori referred to as a “society of children,” in each plane of development.
This is my third year at Damariscotta Montessori and it is a privilege to see the children, who were new to the school as I was, become the leaders of their classroom. When the five and six year old children are struggling to focus, there is instant enthusiasm and peace when I ask one of the older children if they would like to give a younger student a lesson. If a young child and an older child are having difficulty attending circle, rather than inviting them to go choose a work while we continue with the community lesson, asking an older child to help the younger child brings joy and confidence to both the children, instantly order is restored. The complementarity of the entire span of children within the plane of development in this society of three to six year old children is an integral part of what builds harmony within the classroom. When each new class comes in each year it is amazing to think that the older children in the group were just this way not so long ago.And the oldest children in the class who have come from needing their coats zipped and stories read to them are now reading to the group and zipping jackets of the younger friends, it really does seem as though I have seen them live a lifetime in three years.
Fall 2018
Discipline and Creativity
Montessori is a pedagogy of education that employs a solid methodology and a philosophy that has been tried and found true for the past one hundred years. As old as it is, it is often misunderstood among parents and educators. A solid understanding of the philosophy is the answer to one of the more controversial topics with regards to education surrounding creativity, art and exploration. The overall impression ranges from 1. a belief that Montessori has no discipline, to (more so on the international front,) 2. Montessori is overdisciplined and hyper-focused on academics. Laura Flores Shaw wrote about why Montessori was the perfect pedagogy to give freedom and form to the children’s creative outlets.
It is a misunderstanding to state that out of chaos comes creativity. Flores points out that Picasso and Braque were able to revolutionize art after years of perfecting their craft in the genre of realism. So too, there is discipline within the Montessori classroom with the handling and method of the work. The Montessori materialsare designed to help the child master an isolated difficulty which is based in reality and form. This eventually enables them to be more creative with their knowledge in order to create and formulate new ways of doing things and thinking. Dr. Montessori stated that imagination was fueled by sensory impressions and contact with reality. In the Montessori primary classroom the work is designed to assist the children at just the time when they are attaching to reality and they are able to refine their senses in order to greater unleash their potential. Because of this the “sensorial materials are far better training for imaginative thought than the dress-up corner found in conventional preschools as the research shows that pretend play doesn’t enhance creativity.” (A. LillardThe Impact of Pretend Play on Children’s Development: A Review of the Evidence.) That’s not to say that imaginative play is unimportant, it is! But it does not play a role by itself in creativity without a foundation in reality and a discipline of sensory perception.
Thus, creativity is born from a solid foundation of the presentation of the materials offered to the students in sequential steps. As the child is offered a way to attach to reality and form to a position where they can construct knowledge in math, language and science, this gives freedom for creative thinking. For more information on this I recommend Flores’ work in The Montessori White Papers vol I.
Montessori is a pedagogy of education that employs a solid methodology and a philosophy that has been tried and found true for the past one hundred years. As old as it is, it is often misunderstood among parents and educators. A solid understanding of the philosophy is the answer to one of the more controversial topics with regards to education surrounding creativity, art and exploration. The overall impression ranges from 1. a belief that Montessori has no discipline, to (more so on the international front,) 2. Montessori is overdisciplined and hyper-focused on academics. Laura Flores Shaw wrote about why Montessori was the perfect pedagogy to give freedom and form to the children’s creative outlets.
It is a misunderstanding to state that out of chaos comes creativity. Flores points out that Picasso and Braque were able to revolutionize art after years of perfecting their craft in the genre of realism. So too, there is discipline within the Montessori classroom with the handling and method of the work. The Montessori materialsare designed to help the child master an isolated difficulty which is based in reality and form. This eventually enables them to be more creative with their knowledge in order to create and formulate new ways of doing things and thinking. Dr. Montessori stated that imagination was fueled by sensory impressions and contact with reality. In the Montessori primary classroom the work is designed to assist the children at just the time when they are attaching to reality and they are able to refine their senses in order to greater unleash their potential. Because of this the “sensorial materials are far better training for imaginative thought than the dress-up corner found in conventional preschools as the research shows that pretend play doesn’t enhance creativity.” (A. LillardThe Impact of Pretend Play on Children’s Development: A Review of the Evidence.) That’s not to say that imaginative play is unimportant, it is! But it does not play a role by itself in creativity without a foundation in reality and a discipline of sensory perception.
Thus, creativity is born from a solid foundation of the presentation of the materials offered to the students in sequential steps. As the child is offered a way to attach to reality and form to a position where they can construct knowledge in math, language and science, this gives freedom for creative thinking. For more information on this I recommend Flores’ work in The Montessori White Papers vol I.
spring 2018
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If an educational act is to be efficacious, it will be only that one which tends to help toward the complete unfolding of life. To be thus helpful it is necessary rigorously to avoid the arrest of spontaneous movements and the imposition of arbitrary tasks.-Maria Montessori This blog is a brief reflection on the spontaneity of the child, what it means when someone says “follow the child” and freedom within limits and give parents a window into why we do the things we do in the classroom. Each child is born striving for independence. This is to be encouraged by the teacher and respected. The drive that children have to run, touch things, do repetitive tasks and learn is a gift that, when encouraged, allows the children to develop precision that positively effects their work, school and mindfulness. Years of debate regarding child learning and development took psychologists, psychiatrists and educators for years and years. Dr. Montessori gleaned a lot of wisdom from Erickson and Foebel. She noted that working in conjunction with the developmental needs of the child allowed children to continue to develop a love for learning, children often know their limits, how long they would like to do something and where they want to go with it next. Guidance, demonstration and modeling is the work of the teacher. This doesn’t happen all at once. It takes time for the children to settle in and, a Montessori specific term, normalize. Observation, understanding why children are avoiding something or drawn to something aid us in knowing what direction to move in with the child. What this specifically looks like in the classroom is connecting children to the environment, designing the environment and the work so that it is appealing to the children and has met, “the problem of the match,” that is, the children can be independent with the work, they are set up for success with it, and that is offers a challenge and an opportunity for growth. When a child asks for a lesson in something that is not next in the sequence of their learning they are encouraged by the teacher with an observation that it is a really fun work and we can’t wait to do it with them but let’s practice this other work first so that we can get ready for that one. The lessons can also be simplified, if someone really wants to do the dot game, ( a game that teaches the concept of 10,000) and they haven’t completed the work in math operations with large numbers, ( a game that teaches the places of units, tens, hundreds and thousands ) they can always observe and they can receive a simplified lesson and demonstration. They usually want to come back to it at a later time when they have laid the groundwork, undiscouraged and confident. This freedom can be allowed when firm boundaries are lovingly set for the children and they can operate with the boundaries in a joyful and familiar way. |
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Winter 2017
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“Any unnecessary assistance arrests development.” Maria Montessori.
It can be difficult to say no when a child asks you to do a task for them such as finding their things, putting their jacket on them or getting them some water. It can seem like the most loving thing to do is to always be there when they need anything make sure that they are comfortable and enjoying themselves. Dr. Montessori believed that every child, from the moment of birth is seeking to achieve independence. This can look like a roller coaster from the time that a two year old is insisting on tying her own shoes to when a seven year old checks in for a hug at every transition. Although the child goes through various expressions of striving for independence with each stage needing different things from parents, teachers and caregivers, the truth remains the same. Each child is a developing adult who is asking for help to do it by themselves. In the classroom we have a policy of “ask yourself, ask a friend, ask a teacher.” The three to six year old child has no issue with this policy as it actually gives them a lot of freedom and security that no one is going to come and take their job or their task. Children who frequently ask you to do their job or serve them often are seeking something else. It can be a matter of control that they want to see if they are in charge or the parent is. Do they decide what and when things get done or the routine really a routine, is a boundary really a boundary. When boundaries are held the child can rest secure within them and, although they may occasionally come back to test them, the most comforting thing is to know that they are still there. In light of this somewhat nuanced belief within the Montessori philosophy we find countless examples that the truly loving and respectful thing to do is allow the children to receive the benefit of confidence that they can get their own water, make their bed and feel the positive and negative consequence of these decisions. The safety net is there for the adult to give them the freedom that they can handle and the reinforced boundary that will allow them consequences both negative and positive that are beneficial for their age. When a child is striving for control in a situation and seeking to be in charge they can receive that positive feeling of responsibility by having a chore that helps the family in a real way. Stacking wood, building a fire with mom or dad and setting the table are jobs that give the child a sense of purpose, a stake in the family so that they can know that they hold real value within the group that isn’t just emotional value. This can be the most beneficial thing for a child’s self esteem. |
NOvember 2017
As we approach a season filled with holidays and open up the classroom for family Fridays, I would like to use this blog post to reflect on the Grace and Courtesy aspect of the classroom. We practice the obvious skills, introducing oneself, interrupting politely, setting boundaries and table manners but the entire Montessori philosophy has a global and holistic approach to everything and in particular in Grace and Courtesy.
The purpose of the Grace and Courtesy curriculum is to promote harmony within each person, in relationships, communities and the world around them. As culture ebbs and flows with a belief that being free from social norms is sometimes a good thing we see through history’s lens that freedom within the limits of respect is truly liberating. When children are taught social skills, care of the environment, responsibility and respect it can impact their ability to attain and keep a job, a healthy marital relationship and rewarding and lasting friendships. Dr. Montessori believed that children knowing correct behavior liberated them by giving them the choice to join a community, progress in their careers and see others and themselves as worthy of respect. Rather than being rigid and dull, grace and courtesy develops a warm environment of acceptance and safety.
It is a truly wonderful to see children at the primary level taking such care to set the table so well for family Fridays, practice interrupting one another and a teacher and talking about fun table manners rules and if you hear the term, “elbows off the table, this is not a horse’s stable,” my apologies. I told them that was what my mother used to tell us as children and they thought it was so funny that they give daily reminders to everyone during lunch, especially to me.
The purpose of the Grace and Courtesy curriculum is to promote harmony within each person, in relationships, communities and the world around them. As culture ebbs and flows with a belief that being free from social norms is sometimes a good thing we see through history’s lens that freedom within the limits of respect is truly liberating. When children are taught social skills, care of the environment, responsibility and respect it can impact their ability to attain and keep a job, a healthy marital relationship and rewarding and lasting friendships. Dr. Montessori believed that children knowing correct behavior liberated them by giving them the choice to join a community, progress in their careers and see others and themselves as worthy of respect. Rather than being rigid and dull, grace and courtesy develops a warm environment of acceptance and safety.
It is a truly wonderful to see children at the primary level taking such care to set the table so well for family Fridays, practice interrupting one another and a teacher and talking about fun table manners rules and if you hear the term, “elbows off the table, this is not a horse’s stable,” my apologies. I told them that was what my mother used to tell us as children and they thought it was so funny that they give daily reminders to everyone during lunch, especially to me.
October 2017
“There is a great sense of community within the Montessori classroom, where children of differing ages work together in an atmosphere of cooperation rather than of competitiveness. There is respect for the environment and for the individuals within it, which comes through experience of freedom within community.” Dr. Montessori
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Loons Nest October Blog
One of the great joys of being in a Montessori environment is to watch the children exist within the community and communicate in ways that are unique to their respective stages of development. What is important to a three-year-old can be unfathomable to an adult and I frequently am challenged to be more disciplined in allowing children to figure things out, work things out and sometimes even hash it out. When an argument erupted over who would carry the longest red rod it was a great reminder of the children’s capabilities and empathy. Seeing that her friend held this task in such high importance the comrade working with the disappointed child handed longest rod over to her friend. In my adult mind,my first inclination was that justice was the important thing here. In the children’s minds kindness was more important and they could understand what was going on far deeper than I did in the moment. Later those same children were discussing who could count the beads in the bead stair and one turned to me and said, “She can do it, she’s my friend who lets me carry the longest red rod.” At the ages of three to six, how “fair” was the tradeoff was not the deciding factor, but the fact that they were friends was what made each child make the decisions to allow another to do the task that was so important to them. This will not always work out so nicely but the more freedom we allow, while mediating rather than taking sides, the more children will develop self-advocacy and compassion and compromise at the same time. The freedom within the community builds healthy relationships and allows the children to develop trust in the peers and teachers. Freedom to be upset, argue, say yes or no is respecting the stages of communal living. |
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September 2017
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After an amazing two weeks of school, it is incredible to see the children acclimate to their new routines and the school environment. The transition had been difficult for some young children who are experiencing their first time away from Mom and Dad and even some older children who are experiencing their first school.
One of the great aspects of the Montessori education is the emphasis on precision. As the children begin to have lessons in the work they are taught to take great care in everything that they do. There is a precise way that the red rods are carried, the pouring works are done and in each work of the classroom. The younger the student is the easier this way of doing things is. In Montessori we take this approach in order to teach diligence in the process. The product comes later. As they learn these careful movements and examination of each work, children develop the ability to discern things that adults without the benefit of a Montessori education can find difficult. It hones children’s abilities to discriminate letter shapes, quantities, colors and textures that allow for a refined ability for the rest of their lives. When counting things out we carefully place things one at a time to allow for processing and appreciation of the process and the materials. In just a few short weeks this has been amazing to watch develop in each child and I’m excited to see them become connected to the work on the shelves and engaged in school. |
May 2107
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As I go through my classes to achieve my master’s degree in education, I am more and more thankful that I am in a Montessori environment. Several of my classes are heavily focused on the public-school systems whys and methods and I am excited to contribute my experience of the freedom and yet the amazing results of a Montessori based education. I don’t want to make this blog post a personal reflection but I would like to share some funny things from the classroom that are unique products of a Montessori environment.
“Let’s not ask Miss Rock, we all have to be the bosses of ourselves, especially when she’s giving a lesson.” I overheard this when two children were wondering how to do a work on the shelf. I was so happy to hear them say that! The self-confidence and independence within themselves has been protected. “Next time I need to get my fingers ready for a sandpaper letter lesson, I’m just going to rub my head. I’m my own Montessori work.” When I heard that I decided that I would vote for that child in the next presidential election. Another great one was, “I found this big rock in the field next to the school. Maria Montessori was buried under it so don’t step on it, you’ll hurt her.” I appreciate the imagination and part of me hopes that child never learns where Maria Montessori is actually buried. When Dr. Montessori toured America she gave a great tribute to the United states and called Americans the smartest people in the world and went on further, “Your wonderful country is one of the hopes of the civilized world. The feel of youth in the air and soil. You will rear here the greatest race the world has ever known. It is in your blood. The mixing of the peoples of the earth will produce great posterity. No country has the heritage to leave to its children like the heritage of the American people. America is glorious. Glorious because of its achievement, of course, but more than that, glorious because of the thought it has taken for its children. And I must bow with humility to the American mother. She is one of the wonders of your growing men.” |
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March 2017
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Many of you are noting that your kindergartner is shifting from the independent spirited individual to someone sticking a little closer to Mom and Dad and needing more hugs at goodbyes. Every person, from the moment that they are born is striving for independence. Our job is to encourage that, help them to help themselves and give them the emotional support that will make them feel that they can accomplish things, take risks and be loved and guided through it.
As your five or six year old is making a sometimes difficult transition from the first plane of development to the second many children vacillate between every growing independence and fear of losing the warmth and bond with their families. I’m seeing this in the Loon’s nest everyday with our kindergartners. These children need more love and time and more responsibility, opportunities for leadership and outlets to be creative and productive. The best message we can send these emerging second planers is belief that they can do it and a challenge. Tasks such as packing their own lunches, carrying their own things into school and putting away their belongings in their cubbies after taking their own outdoors things off show that we believe in them, they are capable and we are here for support but not to do for. Another gift that gives the children is the opportunity to help each other. Often we in the classroom send the message, “ask yourself, if you need more ask a friend, then ask a teacher.” I love to help the children and I love doing things with them, tempered with that must be a message that they are capable, their peers are capable and the natural consequences of choosing not to take responsibility is something that they can deal with. It can take more time and require more patience from us but asking them if they have everything they need? What do you need for water? Did you pack your lunch? Are respectful reminders that they have a job, we know they can do their job and we are to help them and want them to succeed. This is something we can do while not robbing them of these self-esteem building activities. |
february 2017
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Spirituality and Silence in the classroom:
Dr. Montessori has, inherent in her philosophy the belief that children’s spirits must be nurtured. A child’s sensitive period for religion and spirituality is not until nine to twelve years where they are curious about what people believe and how they practice it. Rather than creating strife and discord within a group such as a classroom where many religions are represented, it is an opportunity to learn, respect and grace and courtesy toward those that differ from us in belief system. At the three to six year old classroom we nurture the spirit by playing the silence game. Children love silence and they desperately need calm and quiet so that they can look out the window, dream and imagine and reground themselves. In the classroom we gather together, place our arms in front of us palms facing forward, cross their arms so that the back of their hands are facing, turn their palms toward each other, link their fingers and then turn their clasped hands inward. We then rest our chins in our hands and maintain silence for a few seconds. We practice lengthening the amount of time that we can maintain silence. A few rules about it are; the children have to be 100% on board, the silence has to be short enough for a three year old to maintain and there can’t be a consequence if we fail as a group. Toward the end I will whisper the name of the child very quietly and they enjoy listening for themselves to be called. Dr. Montessori speaks of the importance for silence for a child from three to six years old. If there is silence he can concentrate and from there his genius is unleashed. My particular favorite quote of hers on the subject is this, “Remember, you are never the same person before the silence as you are after it.” |
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January 2017
Movement, or physical activity, is thus an essential factor in intellectual growth, which depends upon the impressions received from outside. Through movement we come in contact with external reality, and it is through these contacts that we eventually acquire even abstract ideas
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Even now, when childhood obesity is at an all time high and the revolutionary stand up desk is becoming the norm rather than the exception in offices across the country institutions like the institution of parenting come out with statement claiming the importance of a kindergartener sitting still and listening for long periods of time. Schools in Wisconsin are “breaking ground” because they are experimenting with children sitting on large balls at desks or on stools that allow them to swing their legs, and schools such as SOAR are reporting incredible success at their work with ADHD students who have an equal opportunity to move and exercise as well as receive academic support.
Leonard Sax has introduced the notion of “Boy-friendly schools” and largely this is as simple as maximizing movement within the academic portion of school. This has been very well received and the positive results have spoken for themselves. This was a lesson that Dr. Montessori had learned a long time ago. She identified the ages of zero to four to be sensitive period for gross motor and she talks at length about the importance of movement for children of all ages. My own Montessori Theory professor offered us the question, “should you really be correcting a three year old for running across the room when his entire nature is driving him to run?” I still ask that the children walk in the classroom for safety reasons but I would not do that if every opportunity weren’t made to support the need for movement in the classroom. Doctor Montessori was a revolutionary in understanding the needs of the child and meeting them. Through direction and modeling the children are shown the appropriate means of controlling their bodies and the benefit of movement is maximized. One of the concerns that people have over children in movement is that it may incite chaos. I would argue that restricting children’s movement incites chaos. When taught how to be aware of space, your own body and the exactness that children prefer anyway the health both physical and mental is nourished. |
December 2016
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This time of the year as we take a moment to spend with our families and friends, I have been reflecting on how two weeks at home will effect the return to school at the start of the new year. The children may have a different perspective upon a return to school than many of us who feel refreshed and with a new commitment to our work. For children, it may be a harder transition when they leave the festive and cozy atmosphere of home. I would like to share some of the things that have proven surefire ways to ease the transitions into and out of vacation mode.
When Maria Montessori made the observation that children, from the moment of their birth, are striving for independence, the impact it had on the design of her environment was total. The classroom transformation went from a place that was designed for children to require help and service to an environment that enabled children to be both independent and contributing members of the group. Modern parenting can take such a form that, as Jennifer Senior wrote in “Parenting all Joy and no Fun,” children have gone from being employees, working on the family farm or assisting in the family business to being our bosses. Many parents who don’t have the benefit of Montessori may feel that, unless they are bringing their child to Mandarin classes, music lessons, dance and every sport available, they are out of the running for the Nobel Peace Prize in their lifetime. Thanks to the Montessori movement this is not as widespread as it could be. Expecting children to be able to clear the table, help with the daily chores required for the benefit of the family and the home, is both a respectful and a natural expectation. Montessori children are taught from a young age how to be independent as well as how to be a dependable, contributing member of the group. Practical life and grace and courtesy lessons break down difficulties in each area so that what could be an overwhelming task is doable and a source of confidence and self- esteem. It is amazing to see the capability and confidence in the children that springs from knowing that they are necessary contributors and they can be depended on. Have a wonderful holiday!! |
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November 2016
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This month and the one upcoming is a wonderful time for the children to share the respective cultures and traditions. We have been sharing stories and celebrations unique to our families and backgrounds with one another at circle. I love the acceptance that children have for one another’s cultures and values. Maria Montessori believed that peace education started at the earliest stages of human development. As children are nurtured and loved in every environment, they can extend that to their peers, elders and eventually those younger than themselves.
It has been very edifying to see the kindergartners extend a hand of peace and help to the first- year and second-year students. As lessons are being offered from kindergartner to three and four-year-olds, a bond is being created and empathy is growing within each of the children. It is a good reminder to accept one another and recognize differences without needing to pass a judgement on the quality of each person but recognizing that each person is unique, precious and unrepeatable. |
“Do we believe and constantly insist that cooperation among the peoples of the world is necessary in order to bring about peace? If so, what is needed first of all is collaboration with children.... All our efforts will come to nothing until we remedy the great injustice done the child, and remedy it by cooperating with him. If we are among the men of good will who yearn for peace, we must lay the foundation for peace ourselves, by working for the social world of the child.” (International Montessori Congress, 1937)
back to school 2016
“The education of the senses has, as its aim, the refinement of the differential perception of stimuli by means of repeated exercises.”
- Maria Montessori, the Montessori Method
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Autumn is the perfect time to sharpen the developing sensorial skills of the children. The smells, sights and sounds of fall are rich in Maine and we have been using nature to our advantage. Practices in “What do we hear, see, smell” has yielded wonderful observations from the children. These practices give the children the tools they need to differentiate the degrees of importance that the senses yield. Greater stimulation of the senses by exposing them to good art, both visual and auditory can yield refinement and skill.
We started the school year out with lessons on matching the bells. This is a beautiful work that showcases each note that would be in an octave on the piano. By practicing matching this sound to a counterpart, the child is given the opportunity to perceive note and pitch. This is helpful in further musical pursuits, auditory perception and appreciation for the surrounding world. As we add more bells, and so more notes to the work, the work retains its interest and greater skill is achieved. We also have been honing sensorial skills in touch. By consciously feeling the bark of a tree and being given the words to differentiate the different feeling they sense depending on the type of tree we can draw attention to the ability to differentiate by more than sight and, again to appreciate the surrounding world. As the seasons progress we will be able to continue our studies using our senses and enjoy the beautiful world around us as well. Kathleen Rock and Kristen Robinson |
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Spring 2016
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Recently I was having a conversation about freedom in the Montessori classroom with an acquaintance who was curious about what I do. When people hear about Montessori, they hear many different ideas and theories on what it is and how it works. One of the most common misconceptions that I hear is that there is no structure in a Montessori classroom. People are concerned that children are choosing to play trains and Barbies all day. While it is true that children are free to progress at their own pace and follow their individual interests, it is not true that they are “free” to do whatever they want, whenever they want, however they want. One of my favorite Montessori quotes: “To let the child do as he likes when he has not yet developed any powers of control is to betray the idea of freedom.” Montessori saw freedom as one of the most important factors in allowing children to develop as spontaneous, creative individuals.She saw the role of education as providing environments in which the children could be set free to follow their natural development - to be allowed to 'unfold' into their unique selves.She saw that free choice was a higher activity - linked to the child's innate spirituality and it was only by allowing the child free choice that her spirit would be free to expand and express itself to its full potential. By freedom, however, Montessori did not suggest that the child should be free to do whatever he chooses, whenever he chooses.Montessori saw that the child had an innately loving and caring nature and that freedom from external pressures would allow this nature to be expressed.She recognized that the child relied on a sense of order within the environment and that by carefully preparing the environment adults could allow children to move freely, working with those objects that most attracted them. This along with a sense of community and respect toward fellow students make for the foundation of freedom within the Montessori environment. Children are encouraged to think independently and act as a member of a social group. This is achieved, within clearly defined boundaries, through the freedom the children have of movement, of interaction and association, and the freedom they have to choose their own work and to learn at their own pace. This is what freedom looks like in a Montessori classroom. https://youtu.be/99V9Li6A8MA |
December 2015
Recently I was having a conversation about freedom in the Montessori classroom with an acquaintance who was curious about what I do. When people hear about Montessori, they hear many different ideas and theories on what it is and how it works. One of the most common misconceptions that I hear is that there is no structure in a Montessori classroom. People are concerned that children are choosing to play trains and Barbies all day. While it is true that children are free to progress at their own pace and follow their individual interests, it is not true that they are “free” to do whatever they want, whenever they want, however they want. One of my favorite Montessori quotes: “To let the child do as he likes when he has not yet developed any powers of control is to betray the idea of freedom.”
Montessori saw freedom as one of the most important factors in allowing children to develop as spontaneous, creative individuals.She saw the role of education as providing environments in which the children could be set free to follow their natural development - to be allowed to 'unfold' into their unique selves.She saw that free choice was a higher activity - linked to the child's innate spirituality and it was only by allowing the child free choice that her spirit would be free to expand and express itself to its full potential.
By freedom, however, Montessori did not suggest that the child should be free to do whatever he chooses, whenever he chooses. Montessori saw that the child had an innately loving and caring nature and that freedom from external pressures would allow this nature to be expressed. She recognized that the child relied on a sense of order within the environment and that by carefully preparing the environment adults could allow children to move freely, working with those objects that most attracted them. This along with a sense of community and respect toward fellow students make for the foundation of freedom within the Montessori environment. Children are encouraged to think independently and act as a member of a social group. This is achieved, within clearly defined boundaries, through the freedom the children have of movement, of interaction and association, and the freedom they have to choose their own work and to learn at their own pace. This is what freedom looks like in a Montessori classroom.
Montessori saw freedom as one of the most important factors in allowing children to develop as spontaneous, creative individuals.She saw the role of education as providing environments in which the children could be set free to follow their natural development - to be allowed to 'unfold' into their unique selves.She saw that free choice was a higher activity - linked to the child's innate spirituality and it was only by allowing the child free choice that her spirit would be free to expand and express itself to its full potential.
By freedom, however, Montessori did not suggest that the child should be free to do whatever he chooses, whenever he chooses. Montessori saw that the child had an innately loving and caring nature and that freedom from external pressures would allow this nature to be expressed. She recognized that the child relied on a sense of order within the environment and that by carefully preparing the environment adults could allow children to move freely, working with those objects that most attracted them. This along with a sense of community and respect toward fellow students make for the foundation of freedom within the Montessori environment. Children are encouraged to think independently and act as a member of a social group. This is achieved, within clearly defined boundaries, through the freedom the children have of movement, of interaction and association, and the freedom they have to choose their own work and to learn at their own pace. This is what freedom looks like in a Montessori classroom.
October 2015
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Parenting and worrying go hand-in-hand—we want to protect our children from big mistakes and we want to guide and nudge them in the direction that we think is right for them. There is absolutely nothing wrong with this. But, at the same time, we also need to learn how to allow our children to make choices, decisions and even mistakes too; and we need to trust that they will make choices and decisions that are right for them—even if they are not the same choices we would make!
Each year as fall weather settles in, some parents approach me about their concern regarding their children’s lack of jacket/mittens/hat etc. When a child comes to me and asks, “Do I have to wear my jacket?” as we are getting ready to go out, I confidently reply, “I trust you to make decisions for your body.” That is a very different message than lecturing on about how cold it is and telling each child what will happen because it’s cold out. Instead, we talk about the weather before-hand, decide what to do if you change your mind and then try it out. And imagine the foundation of empowerment that child has when she gets older and has to make tough decisions about trying alcohol or caving into peer pressure. She knows that she is in control of her body and makes decisions that make her feel good. She doesn’t have to check in with anyone else: parents, teachers, or friends. Trusting and allowing room for personal choice starts early. I know that some of us would like to think that our children need to earn our trust, and that they need to prove themselves before we “allow” them problem-solving and decision-making opportunities, but think of how empowering it is to show our trust up front- showing our children that we have confidence in them and trust that they will do what is right for them. Of course they will make mistakes, and of course they will learn from these mistakes. Mistakes are a part of living and a wonderful opportunity to learn, whether one is 2 years old or 90 years old, we all make mistakes. We might think that older children and teenagers are the ones who need us to trust in their managing their own lives to an extent, however, we can give our youngest children an advantage by helping them to learn to listen to their needs, wants, and feelings at a young age. Confidence, self-esteem and mutual trust is built by our stepping back and providing support and encouragement instead of sending the message that we think they need us to do things for them. |
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september 2015
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Wow! What a great start to the school year! Our first couple of days were quiet with the veteran students returning and getting back into the swing of the classroom. They all remembered the ground rules in the classroom and were excited to help the new students when they arrived.
We welcomed all of the new students to the classroom over the last week and the classroom has really been buzzing with activity. Many of the practical life jobs are being used: scooping, pouring, stirring and polishing. Through using these everyday living activities children are able to develop concentration, coordination, independence and order. All of these skills are imperative prerequisites to the sensorial, math and language areas in the classroom. It is important to have these foundations set solidly for the progression of the curriculum to unfold and for each child to blossom. As part of our cultural studies and kindergarten lessons we are beginning to look at biomes. We are learning about the parts of a biome: air, water, plants, animals, soil and energy. We are also looking forward to a trip to the apple orchard and enjoying the first apples of the autumn! |
May 2015
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Greetings from the Loon’s Nest! Hard to believe that summer is almost here! A common question that I get before summer vacation is how to support children’s learning over the summer months. Here are a few ideas.
Though summer can and should be a time of relaxation and rest for your student, for a parent, summer can be daunting! As a parent of a Montessori student, it is important to find the balance between the freedom and bliss of summer without losing the routines and knowledge for which you and your child worked so hard during the school year. Of course it is acceptable to ease up on schedules and routines during the summer months. Bedtimes and rising times can be moved around and numerous opportunities for spontaneous activities can present themselves. Simply remember to start easing back into your school year schedule and other transitions a couple of weeks before school starts again in the fall. Some ideas for summer activities include visiting a bookstore as a family at the beginning of summer vacation. Help your children select a blank book or journal. Encourage them to record something in this book every day during the summer. This helps with literacy skills and creative writing. It also has the potential to serve as a keepsake your children will cherish for years to come. For younger students an entry might be a drawing of something they did or saw or even something they want to do. Explore local resources and places of interest. We are fortunate to live near so many farms, walking trails, botanical gardens, beaches and many other interesting opportunities that can be fun and educational adventures. Take small field trips throughout the summer and include your child in the planning. Remember to include your children in your daily household activities. If they aren’t doing so already, summer is the perfect time to encourage their assistance with planning meals for the week, grocery shopping, and meal preparation. Tending to (or starting) a family garden is work that will see delicious rewards. Do you have a clothesline? If not, install one immediately. Your children will love snapping wet laundry, hanging it on the line, and wagering how quickly it will dry in the summer sunshine. Start a family book club. Ask everyone to suggest one or two book titles that they have not read. Debate the titles as a family and vote on one that everyone will read and then discuss at a later date. Are some members of your family too young to read? In lieu of television, end every evening by taking turns reading a book aloud. The anticipation of knowing what will happen next will keep everyone coming back for more. Another great resource is Skidompha Library. The children’s librarians are magical there and they run terrific programs for young children throughout the summer. Put together a scavenger hunt for your children. This can be a great option for a rainy day, but on a sunny day you can include biology and botany related clues outdoors. The hunt can be fun and educational in origin, testing your children’s knowledge or research skills (via the internet, books, etc.). Another possibility is a work-related scavenger hunt. Maybe a clue is at the bottom of a bowl of potatoes that need to be peeled. Another clue may appear on the washing machine when the cycle is complete. The possibilities are endless; a scavenger hunt is something that may be done just once or several times throughout the summer.Be creative, have fun, and have a terrific summer! |
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April 2015
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“At what point do you burst the Montessori bubble?” a friend recently asked. She has two young children in Montessori, but is considering enrolling them in a traditional private school after they finish Primary.
My first thought (as a Montessori parent, and teacher) was, Why would you want to burst it? Why leave Montessori if you don’t have to? But my friend is not alone in her concern: many parents feel that Montessori shelters children from tests, grades, and competition. Based on their own background, they believe that only a conventional approach to education can provide the tough experiences that will prepare children to be successful when faced with the hardships of real life. Finding myself at a loss for a coherent answer, I posed the question to Dr. Steve Hughes during his recent visit to our state for a workshop hosted by the Maine Montessori Association. He looked at me from behind his glasses for a moment, and then asked: “Which is the real bubble?” His question was all the answer I needed. Because the truth is, success in life is not built on a foundation of standardized tests, but on the freedom to make difficult choices and experience their consequences. Success in life is not built on grades and percentages, but on self-awareness and self-improvement. Success in life is not built on artificial competition among same-aged peers, but on genuine collaboration between generations. Success in life is not built on cheating the system, but on having the wisdom and courage to transform it. In Dr. Maria Montessori’s words… “If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man’s future. For what is the use of transmitting knowledge if the individual’s total development lags behind?… The child is endowed with unknown powers, which can guide us to a radiant future. If what we really want is a new world, then education must take as its aim the development of these hidden possibilities. Sources: The Full Montessori. https://thefullmontessori.wordpress.com/about/ |
March 2015
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Recently, with all the talk about enrollment, reenrollment, alumni meet and greets and open houses, I have been reflecting on my family’s experience with Montessori and DMS. As most of you know, both of my daughters attended Montessori from the age of 3 through 8thgrade, many of those years here at DMS.
My first experience with Montessori was when we were looking for pre-school for Autumn. She kept asking to go to school. I looked in the phone book and called around. Luckily, one of the schools was a Montessori school. I visited several of the local nursery schools but when I stepped into the Montessori environment and saw the children working independently on math, reading and button sewing, I was hooked. It just felt right. I didn’t know anything about Montessori before that. As a matter of fact, one of the questions that I asked was whether it was a religious school. The rest, as they say, is history. At the end of her primary years, we started wondering what we were going to do for elementary as the current school she attended did not go beyond kindergarten. Again, I started to look around at local public schools, but again, as soon as I walked into the Montessori school, I was blown away at the level of engagement, excitement for learning and the advanced skills the young children were working on. The materials just fascinated me and I remember thinking, “This makes so much sense!” It was then and there that we (my husband and I) decided that we were committed to a Montessori education for our girls. Where there was a will, there was a way. We have made many financial, time, and family sacrifices, to keep our kids in Montessori, so I am no stranger to what the decision can entail. We moved hours away from family so that our girls could go all the way through their elementary years in a Montessori environment. We took the leap of faith based on our present observations, a little bit of reading and hoped for the best. All that being done and over, we now have the great pleasure and satisfaction of seeing the benefits our children have gained because of those years spent in Montessori. When they transitioned into high school they were ready: academically, emotionally and socially. They’d had a solid foundation of healthy social interactions with peers and adults and understood that they were capable of encountering and learning from variety of life scenarios. They had “good heads on their shoulders” so to speak. Confident, independent, empathic…I could go on but I have to admit, I am a little biased. In conclusion, I just want to tell a story about an experience Autumn had recently. She was unable to attend the meet and greet because she works 3 jobs (that she loves and because she wants to) and couldn’t (or wouldn’t) get the time off. She is in her second year at Simmons College down in Boston. She is planning on graduating a year early with a double major in Economics and Financial Math. (I really don’t know where she came from). The story that I want to relate has to do with her interest in Finance. She had decided that she wanted to study finance and economics and as she was looking at places to work/intern. She found a company called Society For Grown-ups and became really excited about their mission and purpose. She looked and looked but could not find any information on internships for college students. She decided to email the director of the program to find out more. When the director got her email, he was so impressed with her inquiry and motivation, that now they are working together to design an internship program specifically for her as they did not have an existing one. She attributes her confidence and willingness to ask for what she wants to her years as a Montessori kid. She says that she has never felt like adults were there to "teach“ her or tell her what to do but to guide her in the direction and support her on her way. This sums up what I am so thankful for in deciding to keep my kids in Montessori. Life is life: ups, downs, in’s, and outs. And, I know that confidence, independence, resilience, empathy, motivation, excitement about learning and joyfulness are not exclusive to Montessori kids, but I do believe that being given the gift of a Montessori education has set my kids up for success and a bright future. I am so grateful to have had the opportunity to give this gift to my children. |
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February 2015
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Greenings from the Loon’s Nest! It’s hard to believe but spring time is coming! I see it when we go outside in the afternoon and the sun is still shining! With spring comes reenrollment time and the tough decision about whether to send your 4 year old back to Montessori for their kindergarten year. There is so much literature out there on this subject that I am just going to summarize some of the key points here for you.
Obviously, family comes first and each family has to make a decision that is right for them. As a parent, I can relate to the place you are in right now. I had to make the same choice for my daughters (it seems like hundreds of years ago now). It depends on where each family places its priorities and how strongly parents sense that one school or another more closely fits with their hopes and dreams for their children. In a nutshell, the most important short-term disadvantage of sending your five year old to a more traditional setting is that the first few months at this new school, your child spends adjusting to the new class, the new system and different expectations. Additionally, many of the local public kindergarten programs hold a much lower set of academic, emotional and social expectations for five year olds which could potentially cut into the learning that your child could be adding on to. Another common question among parents of four year olds is whether it is better for kids to join their peers who are just starting kindergarten especially if you plan to transition at some point anyway. Why is it better to wait until first grade? The American Montessori Society tells of one father who wrote, "We considered the school years ahead. We realized a child usually does his best if he has good learning habits, a sound basis in numbers and math, and the ability to read. We realized that he has had an excellent two-year start in his Montessori school. If he were to transfer now to kindergarten, he would probably go no farther than he is now, whereas if he stays in Montessori, he will reap the benefits of his past work under the enthusiastic guidance of teachers who will share his joy in learning." Many families are aware that by the end of the kindergarten year, Montessori students will often have developed academic skills that may be beyond those of children enrolled in most American kindergarten programs. However, parents should remember that academic progress is not our ultimate goal. Our real hope is that the children will have an incredible sense of self-confidence, enthusiasm for learning, and will feel closely bonded to their teachers and classmates. We want much more than competency in the basic skills; we want to them to honestly enjoy school and feel good about themselves as students. Once children have developed a high degree of self-confidence, independence, and enthusiasm for the learning process, they normally can adapt to all sorts of new situations. While there are wonderful and exciting reasoning to carefully consider keeping a child in Montessori through elementary school and beyond, by the time they are first grade they will typically be able to go off to their new school with not only a vibrant curiosity and excitement about making new friends and learning new things. Please don’t hesitate to let me know if you have any questions or concerns. Enjoy vacation! (Source: Why Montessori for the Kindergarten year? By Tim Selden and Dr. Elizabeth Coe) |
January 2015
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Hello from the Loon’s Nest and Happy New Year!
Things are off to a great start this New Year in the Loon’s Nest. It seems that we have hit the season of sicknesses, however and that has prompted us to really concentrate on practicing our hand washing and coughing into elbows to keep everyone healthy. Recently I was having a conversation about freedom in the Montessori classroom with an acquaintance who was curious about what I do. When people hear about Montessori, they hear many different ideas and theories on what it is and how it works. One of the most common misconceptions that I hear is that there is no structure in a Montessori classroom. People are concerned that children are choosing to play trains and Barbies all day. While it is true that children are free to progress at their own pace and follow their individual interests, it is not true that they are “free” to do whatever they want whenever they want however they want. One of my favorite Montessori quotes: “To let the child do as he likes when he has not yet developed any powers of control is to betray the idea of freedom.” Montessori saw freedom as one of the most important factors in allowing children to develop as spontaneous, creative individuals.She saw the role of education as providing environments in which the children could be set free to follow their natural development - to be allowed to 'unfold' into their unique selves.She saw that free choice was a higher activity - linked to the child's innate spirituality and it was only by allowing the child free choice that her spirit would be free to expand and express itself to its full potential. By freedom, however, Montessori did not suggest that the child should be free to do whatever he chooses, whenever he chooses. Montessori saw that the child had an innately loving and caring nature and that freedom from external pressures would allow this nature to be expressed.She recognized that the child relied on a sense of order within the environment and that by carefully preparing the environment adults could allow children to move freely, working with those objects that most attracted them. This along with a sense of community and respect toward fellow students make for the foundation of freedom within the Montessori environment. Children are encouraged to think independently and act as a member of a social group. This is achieved, within clearly defined boundaries, through the freedom the children have of movement, of interaction and association, and the freedom they have to choose their own work and to learn at their own pace. This is what freedom looks like in a Montessori classroom. |
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December 2014
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The only language men ever speak perfectly is the one they learn in babyhood, when no one can teach them anything! –Maria Montessori
To help the child in his development in language, the Montessori classroom is designed to help the child reach the 3rd period of consciousness. Because the learning of language is not done through subjects as in a normal classroom, the child is learning at his own rhythm. This allows the child to concentrate on the learning of each important step in language so that each progressive step is done easily and without any thought on the part of the child. The special material also plays an important role in aiding the child to develop the powers of communication and expression, of organization and classification, and the development of thought. Since most of what the child will be reading is written in lower case letters, you will be doing the child a great favor to begin with these ("a" and "b," not "A" and "B"), and by giving only the sounds instead of the names of the letters. Introducing capital letters too early can make the learning both reading and writing take much longer than necessary. For those who were not physically ready to hold a pencil and write, but who were mentally ready, Dr. Montessori prepared cutout movable letters for their work. Movable alphabets, usually in cursive because they flow more easily and are easier to trace, are still used in schools today. Refrigerator magnets of lower case letters can offer this experience in the home. When prepared by means of the “I spy game” and sandpaper lower case letters, children sometimes spontaneously "explode" into writing, and almost always “write” for a long time before they spontaneously read. This is not writing as we usually think of it, with correct spelling, space between words, correct grammar, but it is a first experience of expressing oneself with letters with great joy and enthusiasm. It is very important the child's first "writing" is from her own head, and not from objects and pictures. In fact one of the first “writings” done by a child in one of my classes was, “dontuchthiswrkiewilbeeritebak” (Don’t touch work, I will be right back). I got the message. To prepare for this experience verbally, ask questions like "What did you have for breakfast?" or "What did you see on the way to school?" Then when the child is ready to “write” with movable alphabet you can ask the same questions. Written language, just as spoken language, should come from the child’s own experience and desire to express himself. When a child first begins to recognize the sounds of letters in groups—words—he is doing this silently in his head. Saying these words aloud complicates the process, especially if someone is listening. To provide practice with this new, exciting single-word skill, we use pictures with separate labels for objects for which he already knows the names (pink boxes). He reads each label and matches it to the picture. Children love reading and checking their own work and will repeat over and over again till they get it exactly right. Hundreds of meaningful words can be added to the child's reading vocabulary in this way. Just as with giving spoken vocabulary, the most important words to give the child when beginning to read are the labels of the common objects in the home or classroom. Above all, this early introduction of the world or language must be offered in a spirit of enjoyment and not imposed. We have to put behind us memories of the painful way most of us learned to read and write and enjoy the joy of discovery children experience when language is given to them in this way. (The Secret of Childhood, Page 63-74) |
November 2014
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Hello from the Loon’s Nest! It is hard to believe that November is more than half over! For this month’s blog I want to revisit praise versus encouragement. Every time I do a positive discipline workshop I always feel re-inspired by this concept.
Research by Carol Dweck, Ph.D. a professor at Columbia University, has now proven what Adler taught years ago. Praise is not good for children. Dweck found that praise can hamper risk taking. Children who were praised for being smart when they accomplished a task chose easier tasks in the future. They didn’t want to risk making mistakes. On the other hand, children who were “encouraged” for their efforts were willing to choose more challenging tasks when given a choice. The differences between encouragement and praise can be difficult to grasp for those who believe in praise and have seen immediate results. They have seen children respond to praise with beaming faces. However, they don’t think about the long-term effects. Praise is not encouraging because it teaches children to become “approval junkies.” They learn to depend on others to evaluate their worth. Encouragement leads to self-reflection and self-evaluation. Those who want to change from praise to encouragement may find it awkward to stop and think before making statements that have become habitual. It will help to keep the following questions in mind when wondering whether the statements you make to children are praise or encouragement:
Encouragement is helping your children develop courage—courage to grow and develop into the people they want to be—to feel capable, to be resilient, to enjoy life, to be happy, contributing members of society, and, as Dreikurs said, “To have the courage to be imperfect;” to feel free to make mistakes and to learn from them. The successful use of encouragement requires adult attitudes of respect, interest in the child’s point of view, and a desire to provide opportunities for children to develop life skills that will lead to self-confident independence from the negative opinions of others. |
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mid october 2014
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Greetings from the Loon’s Nest!
I often think to myself that many parents must wonder what their child is doing during the work cycle each morning. With our age group it is a challenge to get an answer from the question, “What did you do today?” Children at this stage are very present and may not be able to remember what happened earlier that day or may not have the vocabulary to share it effectively. The foundational area in the classroom is known as the practical life area. This is where we see work such as pouring, scooping, squeezing, polishing, and table setting. The Montessori environment is a meticulously prepared environment designed to specifically meet the needs of the child both physically and emotionally. Many of the practical life activities are tasks that the child sees performed routinely, and they each serve a meaningful purpose as the child masters them. Through the activities in practical life, a child will also develop and refine social skills. The skills that children gain through practical life work build self-esteem, determination and independence. Each child learns to take care of herself, the classroom environment and the greater community environment. Dr. Montessori explains, “Through practical life exercises of this sort the children develop a ‘social feeling,’ for they are working in the environment of the community in which they live.” Practical Life activities can be divided into six main categories. First, are preliminary exercises which assist in creating routine and order in the environment and are prerequisites for other activities. How to a roll a mat, carry a chair, or how to open and close a door are examples of preliminary exercises. Practical life exercises also include fundamental skills such as pouring, spooning, or tonging. As with all lessons in the Montessori classroom, these activities follow a sequential order and ideally, each lesson builds upon the last. Another category is care of self. Activities such as washing hands, buttoning, or tying shoelaces assist the child to become physically independent. Care of environment is another category involving activities such as sweeping, watering, cleaning, etc. control of movement is an area of Practical Life which encompasses lessons such as walking the line and the silence game. Additionally, social grace and courtesy lessons are introduced to the child. These may include lessons on how to say please and thank you, interrupting someone, or introducing friends and acquaintances. Montessori stressed the relationship of these exercises to the general happiness and well- being of the child. “A child who becomes a master of his acts through long and repeated exercises [of practical life], and who has been encouraged by the pleasant and interesting activities in which he has been engaged, is a child filled with health and joy and remarkable for his calmness and discipline.” Montessori believed the prepared environment is directly correlated to the child’s development. The classroom is a specifically designed area arranged solely for the children. There should be a variety of movement and activity and all work operates together through the disciplines. Montessori also believed in the importance of aesthetically pleasing classrooms. Children respond well to beauty, order, and quality in their environment. Through the Practical Life activities in the Montessori classroom, a child not only learns concentration, coordination, independence and order, but also how to interact with others and gain an understanding and appreciation of the environment. The child begins to build himself from within while learning to treat himself and others with respect and dignity. These understandings ultimately prepare the child for entry into society and a lifetime of self-respect and self-worthiness. Practical Life activities in the Montessori classroom ultimately provide the foundation for success in all areas of life. |
Mid September 2014
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Greetings from the Loon’s Nest!
Welcome and welcome back to everyone. What a quick summer we had. Summertime is never long enough in Maine, but we are all excited to get back to school and routine and friends and learning! One of the curriculum areas that we have already begun to delve into is the Cultural Area. Dr. Montessori believed that through the study of geography, science, art and music, children become “cultured” citizens. She said, “Let us give the child a vision of the whole universe…for all things are part of the universe, and are connected with each other to form one whole unity. Our ultimate goal is to help children realize they are part of an interconnected system of relationships between everything that exists in this universe. It is to help them develop a sense of respect and responsibility for not only other people, but also everything in the natural environment. This is done by exposing the child to a multitude of varied experiences at a time when he is in the process of absorbing his environment, internalizing his surroundings and forming himself. It is the experiences that children have at this age that they will carry with them into adulthood and will form the basis from which they compare everything else. These are the things that they will be comfortable with as they grow older. The first lesson in the science area is living/non-living which the kindergarteners have already mastered and are giving to the younger children. We had a circle to discuss our planet, Earth, land, air and water and that our special planet is the only one that has life that we know of. We talked about what makes something living or not living. We decided that in order to be alive, something must breathe, eat, and grow. We will continue to build on this foundation through unit studies and plant and animal studies. Things that we have coming up that we are looking forward to include International Day of Peace (we have been practicing our song every day), a field trip to the apple orchard (and a bus ride!) and the Nobleboro fire department’s visit with their trucks and equipment thanks to Mary’s dad, Dave Gallagher (Thank you, Dave!) Until next time, take care! Casey Beaudoin |
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June 2014
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Greetings from the Loon’s Nest! Hard to believe that summer is here! Throughout the recent conferences I was asked over and over about how to support children’s learning over the summer. A few ideas came to mind:
Some ideas for summer activities include visiting a bookstore as a family at the beginning of summer vacation. Help your children select a blank book or journal. Encourage them to record something in this book every day during the summer. This helps with literacy skills and creative writing. It also has the potential to serve as a keepsake your children will cherish for years to come. For younger students an entry might be a drawing of something they did or saw or even something they want to do. Explore local resources and places of interest. We are fortunate to live near so many farms, walking trails, botanical gardens, beaches and many other interesting opportunities that can be fun and educational adventures. Take small field trips throughout the summer and include your child in the planning. Remember to include your children in your daily household activities. If they aren’t doing so already, summer is the perfect time to encourage their assistance with planning meals for the week, grocery shopping, and meal preparation. Tending to (or starting) a family garden is work that will see delicious rewards. Do you have a clothesline? If not, install one immediately. Your children will love snapping wet laundry, hanging it on the line, and wagering how quickly it will dry in the summer sunshine. Start a family book club. Ask everyone to suggest one or two book titles that they have not read. Debate the titles as a family and vote on one that everyone will read and then discuss at a later date. Are some members of your family too young to read? In lieu of television, end every evening by taking turns reading a book aloud. The anticipation of knowing what will happen next will keep everyone coming back for more. Another great resource is Skidompha Library. The children’s librarians are magical there and they run terrific programs for young children throughout the summer. Put together a scavenger hunt for your children. This can be a great option for a rainy day, but on a sunny day you can include biology and botany related clues outdoors. The hunt can be fun and educational in origin, testing your children’s knowledge or research skills (via the internet, books, etc.). Another possibility is a work-related scavenger hunt. Maybe a clue is at the bottom of a bowl of potatoes that need to be peeled. Another clue may appear on the washing machine when the cycle is complete. The possibilities are endless; a scavenger hunt is something that may be done just once or several times throughout the summer.Be creative, have fun, and have a terrific summer! |
Mid-May 2014
Greetings from the Loon’s nest! We are so glad that spring is finally here. Well, mostly anyway. There have been many exciting things going on around school, as you know. This is a busy time of year for everyone. The auction was, as usual, a great time and Mother’s Day Tea went off without a hitch! Thanks to all the moms and grandmothers who attended. The kids always have so much fun preparing for and serving you tea. They start talking about next year as soon as this year is over.
As I am sure you heard, Pumpkin, our class Guinea pig, died a few weeks ago. While it is a sad occurrence, it is also an opportunity for us to learn about the life cycle and to learn about grieving. Pumpkin had been part of our classroom for nearly 6 years and will be missed, but we appreciate the joy he gave us while he was here, and the gift he gives us by letting us practice grief and saying goodbye.
When we learned that Pumpkin had passed, we had a classroom meeting to converse about how each of us felt and to share our memories of his life. We remembered how Forest used to toss hundred board tiles into his cage, how he would squeak good morning to us and how we shared our vegetables from lunch with him each day. Many of us expressed our appreciation to Pumpkin for helping us find peace within ourselves when we were upset.
After talking about Pumpkin’s life, we decided to decorate a box to bury him in. We each made a heart with a picture for Pumpkin’s box. We ceremoniously decorated his box and placed him in it. The box was passed around the circle and we each said goodbye to Pumpkin.
It was pouring rain out and the somber weather seemed to fit perfectly to our task of burying Pumpkin. At our meeting we had discussed where we would bury Pumpkin and decided there would be no more perfect a place than in the pumpkin patch. Pumpkin would eventually decompose, turn to soil, and be part of our harvest festival pumpkins, thereby remaining part of our community eternally. So, to Pavarotti’s touching and moving rendition of Ave Maria, we laid Pumpkin to rest, each taking a turn to dig his grave and to bury him.
Since then we have had several conversations about the life cycle and have answered questions about death and dying. Mostly, we have just listened to the children and validated their thoughts and feelings. Some say Pumpkin went to Guinea pig heaven with many other Guinea pigs while others insist that he is now part of the Earth and helping our garden to grow.
Some resources to help you talk to your child about death and dying:
http://www.dougy.org/grief-resources/how-to-help-a-grieving-child/
http://www.naeyc.org/files/tyc/file/Childrens%20Books%20About%20Death.pdf
As I am sure you heard, Pumpkin, our class Guinea pig, died a few weeks ago. While it is a sad occurrence, it is also an opportunity for us to learn about the life cycle and to learn about grieving. Pumpkin had been part of our classroom for nearly 6 years and will be missed, but we appreciate the joy he gave us while he was here, and the gift he gives us by letting us practice grief and saying goodbye.
When we learned that Pumpkin had passed, we had a classroom meeting to converse about how each of us felt and to share our memories of his life. We remembered how Forest used to toss hundred board tiles into his cage, how he would squeak good morning to us and how we shared our vegetables from lunch with him each day. Many of us expressed our appreciation to Pumpkin for helping us find peace within ourselves when we were upset.
After talking about Pumpkin’s life, we decided to decorate a box to bury him in. We each made a heart with a picture for Pumpkin’s box. We ceremoniously decorated his box and placed him in it. The box was passed around the circle and we each said goodbye to Pumpkin.
It was pouring rain out and the somber weather seemed to fit perfectly to our task of burying Pumpkin. At our meeting we had discussed where we would bury Pumpkin and decided there would be no more perfect a place than in the pumpkin patch. Pumpkin would eventually decompose, turn to soil, and be part of our harvest festival pumpkins, thereby remaining part of our community eternally. So, to Pavarotti’s touching and moving rendition of Ave Maria, we laid Pumpkin to rest, each taking a turn to dig his grave and to bury him.
Since then we have had several conversations about the life cycle and have answered questions about death and dying. Mostly, we have just listened to the children and validated their thoughts and feelings. Some say Pumpkin went to Guinea pig heaven with many other Guinea pigs while others insist that he is now part of the Earth and helping our garden to grow.
Some resources to help you talk to your child about death and dying:
http://www.dougy.org/grief-resources/how-to-help-a-grieving-child/
http://www.naeyc.org/files/tyc/file/Childrens%20Books%20About%20Death.pdf
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End of March 2014Greetings from the Loon’s Nest! We are hoping that spring has come to stay! If that is the case, there will be mud. Please be sure to send snow pants or rain pants throughout the spring-season to enable us to go out to play.
Video Blog! This is an interesting overview of Montessori. It’s less than 10 minutes long, but full of great information. Enjoy! https://www.youtube.com/watch?v=iOZlQ-43oX0 |
Mid-March 2014
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Hello from the Loon’s Nest! It is becoming increasingly difficult to wait patiently for some warmer weather! Even when it does get to be more than 15 degrees outside, the playground is like a skating rink and not really safe to run around on. One sign that spring is on the way, though, is that we have open house coming up quickly on the calendar. March 29 is the open house and on Friday, March 28 we do not have aftercare for a classroom clean-up in preparation for that.
Another sign of spring is the annual DMS spring auction! This is a very exciting and fun event for the school. As a class we have been discussing what to make for our contribution to the auction. We have narrowed it down to a couple of choices including an ABC photo where the children form the letters of the alphabet and some hand-glazed dinnerware. We will keep you posted about a final decision. See above for some pictures from our wonderful Winter Field Day! The inter-classroom teams made it so much fun for all the students! |
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End of February 2014
Greetings from the Loon’s Nest! I hope that everyone had a wonderful break! Recently, I have had some questions about how we give lessons in the classroom. One of the most important tools I have for lesson giving is the three period lesson. Without doubt, one of Dr. Montessori's most important innovations was the inclusion of a technique called the Three Period Lesson. Adopted from the work of Eduoard Seguin, a French doctor and educator, the three period lesson is used by Montessori teachers on a daily basis and is an indispensable way to teach new language and the concepts intrinsic to that language. Used properly, the three period lesson gives children information in an orderly and straightforward way which allows them to glean knowledge over a long period of time. This lets children reflect on the new knowledge and gives them time to apply it to concepts they've already mastered. As they gain more and more bits of knowledge, they begin to draw conclusions about the world around them based on a solid, fact-based stockpile of information.
So how does it work? Well, as the name implies, there are three parts to the lesson. The first period is the naming lesson in which the child is told the names of objects (one by one, in isolation). The second period is the recognition stage in which the child is asked to remember a specific object. Finally, the third period is when the child recalls the name of a specific object.
The importance of the Three period lesson can't be underestimated. This tool can be used anywhere. In the classroom we use it to introduce letter sounds, number values and symbols, continent names, plants and animals, but it is not limited just to the classroom. It can also be used in the playground, in the kitchen, at music lessons, even at the super market. It can even be used to introduce object names in a second language. There is no limit to how this lesson can be used because, under the right circumstances, there is no limit to the amount of information a child between the ages of 3 and 6 is capable of absorbing. Nor does the three period lesson stop when a child enters a Montessori elementary classroom. Like so many other concepts, the lesson becomes more abstract as the older child gradually moves away from the concrete. For example, a botany lesson might begin with the examination of a flower and the naming of its various parts (naming). The second period (recognition) happens when a child works with the three part cards of the flower. (Each card has a picture and corresponding label. Working with this material, the child gradually memorizes the name for each part.) Finally, in the third period, the child challenges himself by using the definition cards to identify the correct picture and label.
The real beauty of the three period lesson is that it allows Montessori teachers to meet each child exactly where they are. In other words, the technique allows the children as much time as they need to learn each new concept - some children will absorb a concept quickly and only need the lesson once or twice while other children may want to be given the lesson many times until they are confident enough to move on.
So how does it work? Well, as the name implies, there are three parts to the lesson. The first period is the naming lesson in which the child is told the names of objects (one by one, in isolation). The second period is the recognition stage in which the child is asked to remember a specific object. Finally, the third period is when the child recalls the name of a specific object.
The importance of the Three period lesson can't be underestimated. This tool can be used anywhere. In the classroom we use it to introduce letter sounds, number values and symbols, continent names, plants and animals, but it is not limited just to the classroom. It can also be used in the playground, in the kitchen, at music lessons, even at the super market. It can even be used to introduce object names in a second language. There is no limit to how this lesson can be used because, under the right circumstances, there is no limit to the amount of information a child between the ages of 3 and 6 is capable of absorbing. Nor does the three period lesson stop when a child enters a Montessori elementary classroom. Like so many other concepts, the lesson becomes more abstract as the older child gradually moves away from the concrete. For example, a botany lesson might begin with the examination of a flower and the naming of its various parts (naming). The second period (recognition) happens when a child works with the three part cards of the flower. (Each card has a picture and corresponding label. Working with this material, the child gradually memorizes the name for each part.) Finally, in the third period, the child challenges himself by using the definition cards to identify the correct picture and label.
The real beauty of the three period lesson is that it allows Montessori teachers to meet each child exactly where they are. In other words, the technique allows the children as much time as they need to learn each new concept - some children will absorb a concept quickly and only need the lesson once or twice while other children may want to be given the lesson many times until they are confident enough to move on.
End of January/Early February 2014
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Greenings from the Loon’s Nest! It’s hard to believe but spring time is coming! I see it when we go outside in the afternoon and the sun is still shining! With spring comes reenrollment time and the tough decision about whether to send your 4 year old back to Montessori for their kindergarten year. There is so much literature out there on this subject that I am just going to summarize some of the key points here for you.
Obviously, family comes first and each family has to make a decision that is right for them. As a parent, I can relate to the place you are in right now. I had to make the same choice for my daughters (it seems like hundreds of years ago now). It depends on where each family places its priorities and how strongly parents sense that one school or another more closely fits with their hopes and dreams for their children. In a nutshell, the most important short-term disadvantage of sending your five year old to a more traditional setting is that the first few months at this new school, your child spends adjusting to the new class, the new system and different expectations and a new teacher. Additionally, many of the local public kindergarten programs hold a much lower set of academic, emotional and social expectations for five year olds which could potentially cut into the learning that your child could be adding on to. Another common question among parents of four year olds is whether it is better for kids to join their peers who are just starting kindergarten especially if you plan to transition at some point anyway. Why is it better to wait until first grade? The American Montessori Society tells of one father who wrote, "We considered the school years ahead. We realized a child usually does his best if he has good learning habits, a sound basis in numbers and math, and the ability to read. We realized that he has had an excellent two-year start in his Montessori school. If he were to transfer now to kindergarten, he would probably go no farther than he is now, whereas if he stays in Montessori, he will reap the benefits of his past work under the enthusiastic guidance of teachers who will share his joy in learning." Many families are aware that by the end of the kindergarten year, Montessori students will often have developed academic skills that may be beyond those of children enrolled in most American kindergarten programs. However, parents should remember that academic progress is not our ultimate goal. Our real hope is that the children will have an incredible sense of self-confidence, enthusiasm for learning, and will feel closely bonded to their teachers and classmates. We want much more than competency in the basic skills; we want to them to honestly enjoy school and feel good about themselves as students. Once children have developed a high degree of self-confidence, independence, and enthusiasm for the learning process, they normally can adapt to all sorts of new situations. While there are wonderful and exciting reasoning to carefully consider keeping a child in Montessori through elementary school and beyond, by the time they are first grade they will typically be able to go off to their new school with not only a vibrant curiosity and excitement about making new friends and learning new things. We are having a kindergarten information night on Tuesday at 5:30. Please feel free to join us to discuss these and other questions regarding the Montessori kindergarten year. (Source: Why Montessori for the Kindergarten year? By Tim Selden and Dr. Elizabeth Coe) |
January 2014Greetings from the Loon’s Nest!
What strange weather we have been experiencing lately. Last week we didn’t make it out once because it was so cold and now all the snow is melting away. Ah, the joys of a Maine winter. When we are unable to go outside, we have an indoor recess and use games and puzzles that are typically reserved for morning and aftercare. The first day of indoor recess this can be quite exciting, but after a few days it gets a bit old. I just want to remind everyone to send all necessary outdoor gear as it is becoming increasingly important to make it outside if even for a few minutes. We have recently begun a study of Asia and specifically China. The Chinese New Year is on January 31 this year and has inspired us to learn more about Chinese culture and geography. This coming year will be the year of the horse. The kindergarteners in particular have been taking a more in depth look at China in the afternoons during a special kindergarten lesson. Finally, I just wanted to let everyone know that Shawnaly Tabor from the lower elementary class and I will continue to facilitate a Positive Discipline for parents book club and Parents helping Parents session Thursday afternoons at 3:35 in the library. It is a great opportunity to get to know other parents and learn something while having fun together. The sessions will take place during aftercare hours for ease of childcare and hopefully convenient timing. Everyone is welcome! |
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December 2013Greetings from the Loon’s Nest! We have really been enjoying ourselves these past few weeks. There has been lots of math, reading, writing and practical life happening in the classroom. Our Thanksgiving feast was a great success! We gathered together and ate a wonderful meal. I felt so grateful to be part of such an amazing community.
As you can clearly see from the photos, reading has been keeping us busy lately. Loons reading to loons or elementary students coming in, it seems as though someone is always reading in the classroom. It is exciting to see so many students inspired by books and even more exciting to see them exploding into reading! The sensorial area has also been quite busy as you can see. Children are practicing their large motor skills when carrying some of these large works to their mats and fine motor when manipulating them. They have to go back and forth to the shelf ten times as we can only carry one piece at a time. Montessori was so cleaver to incorporate movement into the curriculum and it is an integral part of each day in the Loon’s nest. As the children are carrying each block children are building muscle memory in sets of 10 which our number system is based on. They don’t even know they are doing math! While they are not consciously realizing that they are carrying 10, their brains are literally being wired to recognize and remember 10. One more thing: Friday before vacation (next Friday) we will be joining the Puffins in a pajama day. If they would like, your child is encouraged to wear pajamas to school. Thank you for all that you do, parents! Happy Holidays to you and see you next year! |
Mid-November 2013
Greetings from the Loon’s Nest!
How can it be possible that Thanksgiving is next week? Things in the Loon’s nest have really been humming. The children are beginning to tap into their intrinsic ability to concentrate and complete work cycles. It is an exciting time of year for a Montessori teacher. We have started our study of nutrition in the classroom and this always brings up interesting lunch time conversations. We talk about the food groups and what kinds of food our bodies use to help us grow strong and healthy versus those that taste good to us but don’t really help our bodies. This is one of those touchy subjects for parents as well. With all the conflicting information we get about what is healthy and what is not healthy, combined with a picky eater, it can be overwhelming. I want to use this opportunity to suggest some solutions for those picky eaters. Much of the following advice comes directly from Positive Discipline A-Z by Jane Nelson, Lynn Lott and H. Stephen Glenn.
Mealtime should nourish both the body and the soul. Too many families forget this and turn mealtime into a nightmare of corrections, nagging, threats, fighting, and individual grandstanding—if they even have a mealtime. Many families take the kids out for fast food, or everyone eats at a different time of day. In some families, the kitchen is open all day with family members grabbing snacks whenever they feel hungry. While some children seem to survive on an unhealthy diet, there is an epidemic of overweight children and adults. Quite often, instead of providing healthy choices and trusting your kids to eat when they are hungry and stop when they are not, you inadvertently interfere in this natural process. Without knowing it, you could be planting the seeds for eating disorders.
Suggestions
1. At least once a day, sit down as a family and eat a meal together. Do not eat in front of the television. Adults should sit down and eat with the kids—at a table. Occasionally set the table with flowers, candles, or place mats, or eat in the dining room to create a special experience for the family.
2. If kids know it’s okay to choose what they will or won’t eat, they are less apt to complain. Don’t try to force your child to eat anything. Do not insist on children eating everything on their plates or tasting every food. Don’t give your child a lot of undue attention if they refuse to eat something.
3. It is normal for young children to play with their food, spill their milk, and drop food on the floor. Behavior appropriate for their ages is not misbehavior. Clean up spills, let kids finger-paint in their food, and let the dog eat what drops or put a plastic sheet under your young child. Teach your children to help you clean up the mess.
4. Let your kids serve themselves and do not discuss what they eat or don’t eat. Simply clear their plates at the end of the meal (fifteen to twenty minutes is plenty of time).
5. If kids complain about your cooking, tell them it’s okay not to eat what they don’t like, but it hurts the chef when people complain. With a young child, when he says, “I don’t like this,” remove his plate and say, “Okay, you don’t have to eat it.” That usually ends the complaining very quickly.
6. Some families allow children to make themselves a sandwich or tortilla with cheese if they don’t like the meal. This is better than cooking special dishes for each child. My children became proficient pb&j makers while they tested the boundaries of what I would do if they didn’t eat what I cooked.
7. If you think your children’s behavior has become too obnoxious, you might try deciding what you will do instead of trying to control your children. Pick up your plate and go to another room to eat.
Planning Ahead to Prevent Future Problems
1. Schedule your meals. (But allow snacking on healthy things -- don’t make children wait until they are overly hungry to eat.) Stress that mealtime is a time to share stories about the day, visit with each other, and share the good feelings of being together as a family.
2. When children complain about the food, it may be time to involve them in choosing what they eat, at least one night a week. Let each child cook dinner one night a week. Even small kids can tear lettuce leaves, open a can of beans, and make a simple salad.
3. Plan with kids what they can do to contribute. Talk about the different jobs that need to be done, such as setting the table, cooking dinner, washing the dishes, and feeding the pets.
4. Do not bring junk foods into the house. Of course children won’t eat regular meals when they have filled up on snacks or junk foods. Especially avoid products that contain sugar. Sugar can really mess up the body’s natural craving for good foods.
5. Provide healthy snacks. It is fine if your children don’t eat because they have filled up on cheese, carrot sticks, or other healthy snacks. Who said good food should be eaten only at mealtimes?
6. Practice good table manners at a time other than mealtime, or choose one night a week to practice. Make it fun. Exaggerate.
7. During a family meeting, get the whole family involved in planning ways to make mealtime enjoyable for everyone.
8. Look at your own attitudes about weight, food, and eating patterns and what they may be suggesting to your children. Are you saying things like, “Finish everything on your plate,” and then later getting upset because your child is overweight? Do you tell your kids they can’t eat between meals, which may encourage them to binge at mealtimes? Are there other ways you are unconsciously trying to control your child’s food intake?
Parenting Pointers
1. You can help your child learn to listen to his or her feelings and body wisdom instead of training the child to be an overeater to please you or a picky eater to defeat you. Think of how many overweight adults were members of the “Clean Plate Club” as children, and have completely lost touch with the meaning of the word “hungry.”
2. If you see mealtime as a time to make kids eat and to lecture about manners, the kids will probably pay you back with bad manners. If your attitude is that meals are one of the special times that families can share together, the kids probably reflect that thinking.
3. At different stages of development, your children’s bodies may not fit the national ideal, so be patient with them and with yourself. When all else fails, trust your sense of what is normal for your children.
4. Encourage regular exercise. Turn off the television and kick the kids off the couch if necessary.
5. We have talked to people who were raised during the Depression. They say picky eating was never a problem. Parents didn’t make a fuss when a child didn’t want to eat because there often wasn’t enough to go around. When children didn’t get any “mileage” out of being a picky eater, they ate what was available or went hungry.
How can it be possible that Thanksgiving is next week? Things in the Loon’s nest have really been humming. The children are beginning to tap into their intrinsic ability to concentrate and complete work cycles. It is an exciting time of year for a Montessori teacher. We have started our study of nutrition in the classroom and this always brings up interesting lunch time conversations. We talk about the food groups and what kinds of food our bodies use to help us grow strong and healthy versus those that taste good to us but don’t really help our bodies. This is one of those touchy subjects for parents as well. With all the conflicting information we get about what is healthy and what is not healthy, combined with a picky eater, it can be overwhelming. I want to use this opportunity to suggest some solutions for those picky eaters. Much of the following advice comes directly from Positive Discipline A-Z by Jane Nelson, Lynn Lott and H. Stephen Glenn.
Mealtime should nourish both the body and the soul. Too many families forget this and turn mealtime into a nightmare of corrections, nagging, threats, fighting, and individual grandstanding—if they even have a mealtime. Many families take the kids out for fast food, or everyone eats at a different time of day. In some families, the kitchen is open all day with family members grabbing snacks whenever they feel hungry. While some children seem to survive on an unhealthy diet, there is an epidemic of overweight children and adults. Quite often, instead of providing healthy choices and trusting your kids to eat when they are hungry and stop when they are not, you inadvertently interfere in this natural process. Without knowing it, you could be planting the seeds for eating disorders.
Suggestions
1. At least once a day, sit down as a family and eat a meal together. Do not eat in front of the television. Adults should sit down and eat with the kids—at a table. Occasionally set the table with flowers, candles, or place mats, or eat in the dining room to create a special experience for the family.
2. If kids know it’s okay to choose what they will or won’t eat, they are less apt to complain. Don’t try to force your child to eat anything. Do not insist on children eating everything on their plates or tasting every food. Don’t give your child a lot of undue attention if they refuse to eat something.
3. It is normal for young children to play with their food, spill their milk, and drop food on the floor. Behavior appropriate for their ages is not misbehavior. Clean up spills, let kids finger-paint in their food, and let the dog eat what drops or put a plastic sheet under your young child. Teach your children to help you clean up the mess.
4. Let your kids serve themselves and do not discuss what they eat or don’t eat. Simply clear their plates at the end of the meal (fifteen to twenty minutes is plenty of time).
5. If kids complain about your cooking, tell them it’s okay not to eat what they don’t like, but it hurts the chef when people complain. With a young child, when he says, “I don’t like this,” remove his plate and say, “Okay, you don’t have to eat it.” That usually ends the complaining very quickly.
6. Some families allow children to make themselves a sandwich or tortilla with cheese if they don’t like the meal. This is better than cooking special dishes for each child. My children became proficient pb&j makers while they tested the boundaries of what I would do if they didn’t eat what I cooked.
7. If you think your children’s behavior has become too obnoxious, you might try deciding what you will do instead of trying to control your children. Pick up your plate and go to another room to eat.
Planning Ahead to Prevent Future Problems
1. Schedule your meals. (But allow snacking on healthy things -- don’t make children wait until they are overly hungry to eat.) Stress that mealtime is a time to share stories about the day, visit with each other, and share the good feelings of being together as a family.
2. When children complain about the food, it may be time to involve them in choosing what they eat, at least one night a week. Let each child cook dinner one night a week. Even small kids can tear lettuce leaves, open a can of beans, and make a simple salad.
3. Plan with kids what they can do to contribute. Talk about the different jobs that need to be done, such as setting the table, cooking dinner, washing the dishes, and feeding the pets.
4. Do not bring junk foods into the house. Of course children won’t eat regular meals when they have filled up on snacks or junk foods. Especially avoid products that contain sugar. Sugar can really mess up the body’s natural craving for good foods.
5. Provide healthy snacks. It is fine if your children don’t eat because they have filled up on cheese, carrot sticks, or other healthy snacks. Who said good food should be eaten only at mealtimes?
6. Practice good table manners at a time other than mealtime, or choose one night a week to practice. Make it fun. Exaggerate.
7. During a family meeting, get the whole family involved in planning ways to make mealtime enjoyable for everyone.
8. Look at your own attitudes about weight, food, and eating patterns and what they may be suggesting to your children. Are you saying things like, “Finish everything on your plate,” and then later getting upset because your child is overweight? Do you tell your kids they can’t eat between meals, which may encourage them to binge at mealtimes? Are there other ways you are unconsciously trying to control your child’s food intake?
Parenting Pointers
1. You can help your child learn to listen to his or her feelings and body wisdom instead of training the child to be an overeater to please you or a picky eater to defeat you. Think of how many overweight adults were members of the “Clean Plate Club” as children, and have completely lost touch with the meaning of the word “hungry.”
2. If you see mealtime as a time to make kids eat and to lecture about manners, the kids will probably pay you back with bad manners. If your attitude is that meals are one of the special times that families can share together, the kids probably reflect that thinking.
3. At different stages of development, your children’s bodies may not fit the national ideal, so be patient with them and with yourself. When all else fails, trust your sense of what is normal for your children.
4. Encourage regular exercise. Turn off the television and kick the kids off the couch if necessary.
5. We have talked to people who were raised during the Depression. They say picky eating was never a problem. Parents didn’t make a fuss when a child didn’t want to eat because there often wasn’t enough to go around. When children didn’t get any “mileage” out of being a picky eater, they ate what was available or went hungry.
Mid-October 2013Salutations from the Loon’s Nest! We have had a busy and exciting couple of weeks. Some of the highlights include making play-doh with Mrs. Andrews, a visit from Nobleboro Fire Department and the belated celebration of Sukkot.
Another thing that we are working on in class is conflict resolution. We are so lucky to have a safe, nurturing environment for our children to learn how to resolve conflicts in. I sometimes take for granted that children in the Montessori classroom have the flexibility and strength to take their time and learn how to peacefully resolve disagreements. I hear stories about how children in other environments become victims of bully’s or disturbed in other ways and think to myself how fortunate I am to work with children who are encouraged to find their own voices and take control of their own experience, guided to navigate tricky situations with their own words and to recognize their feelings and verbalize them. Some parents have asked recently about how we handle conflict in the classroom so I wanted to outline that for everyone who has been wondering. Conflict resolution is not a matter of quick fixes, magical solutions or techniques. It is an ongoing process that does not happen in isolation. Conflict resolution is based on three initial themes: cooperation, communication and affirmation, which establish a firm foundation for the fourth theme: empowering children to act responsibly (to deal with conflict so that no one is hurt physically or emotionally).
When children find themselves in a conflict, we practiced active listening skills after each child has had a chance to calm down and find peace if necessary. A conversation may look something like this:
One thing that we take into consideration is that sometimes an upset child needs to calm down before confronting a friend. This is true of everyone sometimes; I model this by sitting in the peace place or doing yoga when I am feeling flustered or frustrated. We try to use language that encourages children to notice their feelings and to verbalize them. We also discuss ways we can help ourselves feel peaceful before talking to our friends such as: yoga, listen to music, talk to a teacher, look at a book, sit in the peace place etc. At circle we play the silence game and notice what our bodies are saying to us. At the beginning of the year a teacher always attends the conflict resolution process to guide children through the language and steps, but we guide children to use the process independently when they find themselves in a conflict. Though it may seem a simple and formulaic process, it takes great courage for children to initiate it and carry it through. Every time we help a child learn to communicate intentionally, rather than reacting out of emotion, we make the world a more peaceful place. Montessori believed that through education and children, the world could be a peaceful place. We strive to help children learn how to communicate and understand each other in hopes that her vision will one day be a reality. Casey Beaudoin and Allison Roberts |
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End of September 2013Happy autumn from the Loon’s Nest! We have had a wonderful 2 weeks. Some of the most exciting occurrences have been apple picking and the cooking that has come from it. We visited Biscay Orchard in Damariscotta. We were all glad that we made the trek because we picked apples and ate them right from the tree. What is better than that? At the time, we couldn’t think of anything! The bus ride was a close second for many of us. The short ride was a highlight, certainly, and seemed just the right length.
On the day after the field trip the students peeled, cored and sliced some of their freshly picked apples with the help of Mrs. Robert’s apple “machine”. We proceeded to make applesauce right in the classroom. It smelled wonderful and we each enjoyed our homemade sauce with a small scoop of vanilla ice cream after lunch. On Friday we made our own individual apple pies. The children loved working with the apple “machine” once more, cutting apples into small pieces and delighted in filling their own crust and adding sugar and spices. Finally, I wanted to give a short explanation of the sound books that many children have been taking home recently. Many of our friends have been working very hard on the sandpaper letters in the classroom. I am attaching a link to a short video that gives a very quick look at a sandpaper letter lesson with the teacher. It gives a great overview of the lesson and includes all three periods of the lesson: introducing the sound, practice by identifying the sound and then finally, naming the sound. You can see that it is a fairly quick process and children need only learn a few consonants and a vowel to begin building words. The books that have been going home are words that begin with the sounds that the child is working with on sandpaper letter lessons which is our version of the second part of this video where the child matches the pictures. We make books instead by thinking of words that begin with a sound and drawing the corresponding object. http://www.youtube.com/watch?v=pEDzO5G1F3g Well, that is it for now. Until next time, enjoy the sunshine. |
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September 2013Greetings from the Loon’s Nest!
Welcome and welcome back! It has been a wonderful start to the school year so far. Although we have had to start inside because of weather a few times, starting on the playground has seemed to suit most of the children. This will be our last week of starting on the playground regularly. We are going in a few minutes earlier each day to lengthen our time in the classroom and to gain that all important three hour work cycle. The purpose of long, uninterrupted blocks of work time is to allow students to select work freely, eventually becoming absorbed in work that has a particular fascination for them at this point in their development. Interruptions, no matter how valuable the alternative activity might seem to be, disturbs the fragile development of the child’’s focus, concentration, and intellectual exploration on his or her own. This is the reason we wait for afternoon time to include extras such as music to the curriculum. Many of the younger children are beginning to understand the basic ground rules and routine while many of our returning students practice their gentile, kind teaching reminders for our new friends. We have learned that each of us is a teacher in one way or another. Even the students are teachers for younger, newer students. We are looking forward to the International Day of Peace on Friday and have been talking about peace: what is it and how do we find it? We have been playing the silence game at circle to see if we can feel it in our hearts. We will continue to explore peace throughout the year, but are looking forward to singing on Friday with our Montessori friends around the world. You can find more information on the Day of Peace here: We are also looking forward to apple picking next week and want to invite all of the Loon’s to join us even if it isn’t their regular day! Until next time, peace and happiness from the Loon’s! |
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June 2013Greetings from the Loon’s Nest! Hard to believe that summer is here! Throughout the recent conferences I was asked over and over about how to support children’s learning over the summer. A few ideas came to mind:
Though summer can and should be a time of relaxation and rest for your student, for a parent, summer can be daunting! As a parent of a Montessori student, it is important to find the balance between the freedom and bliss of summer without losing the routines and knowledge for which you and your child worked so hard during the school year. Of course it is acceptable to ease up on schedules and routines during the summer months. Bedtimes and rising times can be moved around and numerous opportunities for spontaneous activities can present themselves. Simply remember to start easing back into your school year schedule and other transitions a couple of weeks before school starts again in the fall. Some ideas for summer activities include visiting a bookstore as a family at the beginning of summer vacation. Help your children select a blank book or journal. Encourage them to record something in this book every day during the summer. This helps with literacy skills and creative writing. It also has the potential to serve as a keepsake your children will cherish for years to come. For younger students an entry might be a drawing of something they did or saw or even something they want to do. Explore local resources and places of interest. We are fortunate to live near so many farms, walking trails, botanical gardens, beaches and many other interesting opportunities that can be fun and educational adventures. Take small field trips throughout the summer and include your child in the planning. Remember to include your children in your daily household activities. If they aren’t doing so already, summer is the perfect time to encourage their assistance with planning meals for the week, grocery shopping, and meal preparation. Tending to (or starting) a family garden is work that will see delicious rewards. Do you have a clothesline? If not, install one immediately. Your children will love snapping wet laundry, hanging it on the line, and wagering how quickly it will dry in the summer sunshine. Start a family book club. Ask everyone to suggest one or two book titles that they have not read. Debate the titles as a family and vote on one that everyone will read and then discuss at a later date. Are some members of your family too young to read? In lieu of television, end every evening by taking turns reading a book aloud. The anticipation of knowing what will happen next will keep everyone coming back for more. Another great resource is Skidompha Library. The children’s librarians are magical there and they run terrific programs for young children throughout the summer. Put together a scavenger hunt for your children. This can be a great option for a rainy day, but on a sunny day you can include biology and botany related clues outdoors. The hunt can be fun and educational in origin, testing your children’s knowledge or research skills (via the internet, books, etc.). Another possibility is a work-related scavenger hunt. Maybe a clue is at the bottom of a bowl of potatoes that need to be peeled. Another clue may appear on the washing machine when the cycle is complete. The possibilities are endless; a scavenger hunt is something that may be done just once or several times throughout the summer. Be creative, have fun, and have a terrific summer! |
End of May 2013Greetings from the Loon’s Nest! This time of year always seems like a blur. There is just so much to do and so little time to do it! Hard to believe that Memorial Day is this weekend and judging by our recent weather, it would be hard to tell! What a wonderful Mother’s Day Tea we had! The children worked very hard to prepare and serve you on your special day and it went off without a hitch! We were so proud of all the hard work the children put in. There was a lot of concentration and coordination going on in that busy room with everyone trying to get tea and shortcake for their moms! I would like to thank the upper elementary students who helped us on that morning. And, of course, thanks to all the moms! We also had a very successful auction event! The night of the auction was so much fun! The Loons worked hard right up until the last day to finish the quilt. I worried that it might not be done in time even though we started it in March! The children were very involved in every step of the process, so it took a little extra time, but it was worth it, it turned out really beautifully. I want to give a special thank you to Noah’s Grammy, Vicky who won the quilt and to all of those who tried to win it. |
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Early May 2013
Recently I’ve seen or heard a few questions about what it means to “follow the child”. It’s one of those Montessori phrases we throw around, but what does it really mean? In the 3-6 age group, following the child typically means observing the child in the classroom and using their interests and level of ability as a guide. This may influence what work is presented to the child and when. For instance, a teacher who notices when the child has mastered the cylinder blocks will then present the knobless cylinders. Or if a teacher observes that a child needs to improve their fine motor skills she will make several materials available that use fine motor skills.
Following the child is one place where Montessori differs considerably from traditional education. Rather than following a strict curriculum, where every child learns the same things every day, we use a more flexible approach. If there are 20 children in a classroom, there may be 20 different paths being followed in terms of order and repetition of presentations.
What accounts for this difference in philosophy? In Montessori, we believe that the child instinctively knows what he or she needs to do. I see this proven over and over again. A child tries a work and struggles with it, then returns to it (sometimes dozens of times) in order to master it; all this without the interference of a teacher.
“‘Follow the child’ does not mean let the child do what he wants. It is simply an acknowledgment that the child has his or her own pattern – that we need to take into account where the child is at, rather than impose our idea of what the child should learn now.”
Following the child is one place where Montessori differs considerably from traditional education. Rather than following a strict curriculum, where every child learns the same things every day, we use a more flexible approach. If there are 20 children in a classroom, there may be 20 different paths being followed in terms of order and repetition of presentations.
What accounts for this difference in philosophy? In Montessori, we believe that the child instinctively knows what he or she needs to do. I see this proven over and over again. A child tries a work and struggles with it, then returns to it (sometimes dozens of times) in order to master it; all this without the interference of a teacher.
“‘Follow the child’ does not mean let the child do what he wants. It is simply an acknowledgment that the child has his or her own pattern – that we need to take into account where the child is at, rather than impose our idea of what the child should learn now.”
