The Circle of Life in the Montessori Classroom

Celebrations and rituals are important in the lives of children. Through them, they learn that we experience the circle of life, death, and the large milestones in between. Children feel deeply; they express joy and grief openly without reserve. It is therefore important that the circle of life be celebrated within the Montessori community.

Celebrating Birth

Recently, our art teacher and her partner adopted a new baby. Because they found out about the new baby at the last moment, the children were very surprised. When Baby Autumn was old enough, Miss Ruth brought the baby to each Montessori classroom to introduce her to the children. My Montessori lower elementary class was in complete awe. Each child gathered around Miss Ruth in quite reverence, as if drawn to her and the baby by a cosmic force. To honor a new baby in your community:

• Plant a tree to honor the new baby.
• Organize a Welcome Book. Children can write a note, poem or letter to the new baby and add a picture of themselves so the baby will be able to "see" who wrote it.
• Discuss any Welcoming, Dedication, Naming, and/or Baptism ceremonies that the children had. Since they were too young to remember, encourage them to bring pictures, keepsakes, or articles of clothing that represent their special day.
• Discuss the importance of names. Research each child's name and their meaning. The children can then draw pictures or write a poem about what their names mean.
• Ask the children to bring in a small, thoughtful gift for the new baby. This doesn't have to be store bought. In fact, those that are hand crafted are most treasured.
• Make a Wish Book. Have the children make a special wish or advice for the new baby. Record these and present them to the baby.

Celebrating Marriage

In November of 2006, my husband and I were married. I had begun teaching at a new school in August and my upper elementary students were very curious and excited. After all, many had been to weddings, but they had not had the opportunity to experience a teacher getting married, especially during the school year. There were talks about my dress, the flowers, the ceremony, and the reception. Because we had a small wedding (only our families) the children were disappointed they were unable to come, but found a way to celebrate my special day with a surprise bouquet of flowers and handmade cards full of best wishes. Two of my girls even made me a blue necklace and bracelet so I had "something blue" to wear for traditions sake.

Other ideas may include:

• Making and decorating a special cake together to present to the bride and/or groom

• Listen to traditional "wedding music" and discuss how it makes them feel. (Some suggestions may be the "Bridal Chorus" from Lohengrin by Wagner or Pachelbel's Canon in D.
• Discuss different wedding cultures from around the world.
• Sample some traditional wedding food.
• Invite parents to share their memories of their weddings or watch their wedding videos.
• Invite the children to write their ideas of "what it means to be in love"

Understanding Death

Death, though sad, should not be hidden from children. Grief is a very real and deep emotion that children should be allowed to experience. They need to know it is ok to grieve and what it means to mourn the loss of someone we love.

Last week, one of our Montessori lower elementary teachers experienced the loss of his father. The loss was very sudden; his father had been diagnosed with brain cancer just a few weeks beforehand. During these kinds of situations, it is important to explain to children how devasted we all are when we lose a loved one, and how important it is that people express their grief. It is a very appropriate time to explain to children how much grieving members need support during this time of healthy, deep sadness. Brainstorm with the children how, as a classroom community, they can support a grieving friend. Some examples are artwork to send to the home or funeral, baking cooking for the reception, or planting flowers at their friend’s house.

Celebrate! Celebrate life and celebrate a life well lived. Celebrate with our children so that they may, in turn, teach others to celebrate in this, the great Circle of Life.

(From Disney's The Lion King Lyrics by Tim Rice; Music by Elton John)

The Circle of Life

From the day we arrive on the planet

And blinking, step into the sun

There's more to see than can ever be seen

More to do than can ever be done

There's far too much to take in here

More to find than can ever be found

But the sun rolling high

Through a sapphire sky

Keeps great and small on the endless round It's the Circle of Life

And it moves through us all

Through despair and hope

Through faith and love

Till we find our place

On the path unwinding

In the Circle

The Circle of Life

Celebrating Mother's Day in the Montessori Classroom

God could not be everywhere, so he created mothers. – Jewish Proverb

The history of Mother's Day dates back to ancient Greece, where festivals were held to honor Rhea, the mother of the gods. Later, early Christians honored Mary, the mother of Christ, on the fourth Sunday of Lent. This holiday came to include all mothers and was renamed Mothering Sunday. In 1907, Anna M. Jarvis, a Philadelphia teacher, wanted to honor her mother and began a movement to set aside a national day for mothers. In 1914, President Woodrow Wilson proclaimed the second Sunday in May to be a national holiday to honor and celebrate mothers.

The poet William Makepeace Thackeray said "Mother is the name for god in the lips and hearts of little children". Our mothers love us unconditionally, kiss our hurts away, listen to our stories, mend our broken hearts, and help us grow into capable adults. They kiss us goodbye and love us when we come back home. They are who we call for when we have a nightmare, are scared, or hurt. They are who we call when we have good news. They are, in fact, our best friend.

Mother in different languages

Young children enjoy learning that familiar words sound different in other languages. It's also interesting to note that 52% of the words for mother have either ma/me/mo or na/ne/no in the root syllable! Here are a few examples:

• French – Maman

• Spanish - Mamá
• German –Mami
• Italian – Madre
• Serbian – Majka
• Hungarian – Anya
• Greek – Màna
• Hawaiian – Makuahine

A Love Story for Mommy

Love notes to mommy become treasured memories. Children of all ages can write and illustrate their own love story for mom. Use acid free paper as the front and back cover and laminate them for a book that will be treasured forever. Children can expand on each of the following topics to create their book:

• You make me laugh when…
• When I'm sad you…
• I have so much fun when we…
• I remember when we…
• If you were a food, you would be… (because…)
• I wish we could…
• The three things I love most about you are…
• Older children can think of their own topics if they wish.

Mother's Day Acrostic Poem

An acrostic poem uses the letters in a topic word to begin each line. All the lines in the poem should relate back to the main topic. Remember, Grandmothers are important in the lives of children, too. "Sometimes our grandmas and grandpas are like grand-angels." ~Lexie Saige

Greatest love of all

Ready to listen to my stories

Always ready with a hug or a kiss

Nap taker

Dreams with me

Maker of cookies

Around when you need to feel special

Priceless Mother's Day Gifts

This is a good activity to do when sitting in circle. Ask the children what they could give their mother for Mother's Day if they had no money to spend. Brainstorm ideas with the children while writing them on the board. Some possible answers might be…

• Breakfast in bed
• A family picnic
• A day at the beach or lake
• Mom's day out of the kitchen
• A clean house or the laundry done
• Washing her car for her
• Spending time together
• Reading or playing a game together
• Quiet time so she can take a nap

When is Mother's Day?

While Mother's Day is celebrated on the second Sunday in May in the United States and Canada, it is celebrated at different times of the year in other parts of the world. Challenge older students to find out other dates for celebrating mothers and motherhood. Create a calendar with all the dates and plan on celebrating Mother's Day all year long!

Whatever you decide to do, you are helping children honor those they love and create happy memories that will last a lifetime.

NAMC’s Lower Elementary Language Arts curriculum incorporates a section on Creative Writing

Ideas for Mother’s Day crafts

NAMC blogs on Mother’s Day: Montessori Curriculum Ideas for Mother's Day

Stages of Normalization

Normalization is the foundation upon which "spontaneous discipline, continuous and happy work, social sentiments of help and sympathy for others.…" (The Absorbent Mind) arise. It is a time where children learn to focus and concentrate their energies for long periods of time, while taking personal satisfaction in their work. Normalization occurs during the first plane of development (ages 0-6). The child who is normalized displays:

• love of order

• love of work
• spontaneous concentration
• attachment to reality
• love of silence and of working alone
• sublimation of the possessive instinct
• power to act from real choice
• obedience, independence and initiative
• spontaneous self-discipline
• joy

There are three stages of normalization and the typical Montessori classroom contains children from all three stages.

The first stage of normalization

Children who are very young (three years old or just under 3) or who are new to the Montessori classroom are said to be in the first stage of normalization. So, too, are children who habitually disturb the work and concentration of others. These children are not ready for the freedom and responsibility granted to others in the Montessori classroom. They are given limited choices and may be kept near a Montessori teacher, or are invited to work in a specific area of the Montessori classroom with a teacher checking on them frequently throughout the day.

Children in the first stage enjoy the practical life skills area of the Montessori classroom. Here, children practice developing motor skills while increasing their level of concentration. Practical life activities are structured so that children are able to see the results of their work quickly. They take pride in their accomplishments and enjoy working.

Montessori teachers working with children at the first stage of normalization gradually give them practice in making choices. She starts by offering one choice. Later, as he demonstrates responsibility, she offers the child two choices. "I noticed that you like working with the metal insets. Today, you may choose to work with the sandpaper letters or the metal insets. You decide." She then encourages the child to complete the activity. Should the child refuse either of the choices and chooses another work, the teacher allows him to do that until he finishes. However, she continues to calmly direct his choices until he is able to focus on an activity and want to work on it more than once. Gradually, the Montessori teacher gives the student less directed choices. "What would you like to work on today?" If the child says he doesn't know, the teacher offers directed choices of work until the student is able to make his own choices.

The second stage of normalization

As he is ready for it, the child experiences more freedom. In the second stage of normalization, children are able to move from one activity to another, selecting several works during the work period, though they seldom repeat an activity. Children in the second stage of normalization usually make up the biggest population of the Montessori classroom. Because this child is not deeply engaged with the materials she moves quickly from one activity to another, demonstrating that she has not developed true self-control or inner discipline. As long as they are able to make constructive choices, these children are given the freedom to select their own work.

Children at this stage benefit from frequent lessons or presentations. Montessori teachers should observe the children closely to see which works they are interested in to make sure they are receiving instruction they need.

The third stage of normalization

Children who reach the third stage of normalization are typically five to six years old and have attended a Montessori school for several years. The child at the third stage of normalization is able to focus on one activity and then move successfully to another without disturbing the work of others. She may concentrate on an activity and its extensions for weeks at a time. She appears deeply interested and content in her surroundings. Because she does not require much supervision her teachers must carefully observe her so they know when she is ready to move on to new and interesting activities or to the next level.

Knowing that the typical child may take several years to become normalized is liberating for the Montessori teacher. Instead of saying "When will they be normalized?" the teacher may sit back and delight in watching each child's journey towards independence and normalization.

For more on this series:

• Montessori Philosophy: Normalization
• Deviations in the Normalization Process
• Redirecting Behavior in the Montessori Classroom

Redirecting Behavior in the Montessori Classroom

The one thing that frustrated me the most when I was in college was the feeling that this “theory” and “philosophy” is all well and good, but how do I apply it? How do I make it work?

I felt the same way when became a Montessori lead teacher in my first Montessori classroom. I understood the philosophy behind normalization and deviations, but how would I put it to practical use when the time came to approach a child who was misbehaving. What would I do? What would I say? I cannot stress enough the importance of observing veteran Montessori teachers. Even today, I am in awe of those gracious and courteous mentors. In their Montessori classrooms I could experience a place where every child was actively engaged and working and not a soul spoke above a hushed whisper. There was a sense of peace and harmony and I felt that I could dwell there forever. These are the Montessori teachers I sought out to be my mentors. These were my role models and I frequently found myself asking them for practical advice when it came to redirecting student behavior.

Redirecting student behavior in a Montessori classroom relates to how a Montessori teacher interacts with a child when she is misbehaving. Because of the importance placed on the well-prepared environment and well-prepared teachers, there should be relatively little misbehavior when the teacher is experienced and the children are normalized.

Children often enter the Montessori environment ready to struggle or "fight". In the Discovery of the Child, Dr. Montessori states "…every defect of character is due to some wrong treatment sustained by the child during his early years". It is the duty of the Montessori teacher to remove any obstacles (including herself) which impede the development of the child. With careful observations, "earnest words", spontaneous work, commitment to the Montessori philosophy and principles, the Montessori teacher is able to successfully redirect and refocus student behavior.

Let us consider the following scenario. Miss Jen has observed that this week during circle time, Jonathan wanders around, interrupting presentations and disturbing others during work time. Today, he interrupted a Montessori lesson on the pink tower. Miss Jen knows that Dr. Montessori stated that "if he shows a tendency to misbehave, she will check him with earnest words…" and she quietly, but firmly uses her words to convey that he may not interrupt her presentations. "Excuse me, Jonathan, you may not interrupt our lesson. You may work with these materials later, when we are finished with them."

Later, after finishing her presentation, Miss Jen sees Jonathan disturbing another child who is trying to arrange flowers in the practical life area. Often times, a quiet, gentle reminder inviting a child to find appropriate work is all that is required. "Jonathan, I noticed you were working on sharpening pencils earlier. Would you like to show me that work? By redirecting him to find work, the teacher is refocusing him on his true purpose. Dr. Montessori said "Discipline is therefore attained indirectly, that is, by developing activity in spontaneous work." (Discovery of the Child) As children concentrate on their work, their need to misbehave decreases as they move toward normalization.

With some children, especially those new to the Montessori classroom and are still in the first stage of normalization, a simple request to find appropriate work may not be enough. In this case, the Montessori teacher employs another strategy called gluing, whereby the teacher keeps a child close to her before inviting the child to find an appropriate work. If, after having shown Miss Jen how to sharpen pencils, Jonathan is still wandering aimlessly around the Montessori classroom, she may quietly ask him to join her for a brief while. "Jonathan, I noticed you are having difficulty settling down this morning. Please come join Samantha and me while I give this lesson. Afterward, you and I will find some work for you to do." Notice that Miss Jen has told Jonathan that she will decide when it's time for Jonathan to leave her side.

Gluing is not punitive. It gives the child time to refocus and observe others working in the Montessori classroom. It is a way to re-center and calm themselves so that they may work effectively in the classroom.

Learning to redirect behavior takes time and practice; it does not happen overnight. Dr. Montessori observed that "The teacher…has many difficult functions…She must acquire a precise knowledge of the techniques…for dealing with the child." (Discovery of the Child) There may be a period of trial and error as you practice different techniques for guiding appropriate behavior. Remember, the children need emotional care as well as physical care. The teacher who is patient yet firm and slow to anger will inspire goodness and confidence in the children.

…defects in character, disappear of themselves…One does not need to threaten or cajole, but only to 'normalizing the conditions' under which the child lives." (Maria Montessori, Discovery of the Child)

Read more on this series:

• Montessori Philosophy: Normalization
• Deviations in the Normalization Process

Deviations in the Normalization Process

If you're a Montessori teacher like me, you've probably caught yourself at times wondering "Why aren't these children normalized yet?" After all, I'm doing everything I've been taught to do. I speak in a quiet and respectful voice, my Montessori classroom is beautiful and the environment is well-prepared. I present my lessons using a 3-period model and I've spent much time working on and creating beautiful materials. So why won't Julia share the red shovel? Why does Jason still cry when mommy leaves? Why does Sofia continue to run and skip around the classroom instead of using walking feet?

Dr. Montessori referred to these misbehaviors as "deviations", or detours from normalization. The deviations are created when development is not allowed to proceed in a normal way. If the misbehavior is not corrected, it will only become worse as time progresses.

Dr. Montessori classified deviations in two categories: deliberate (adult-fostered) and non-deliberate (those not fostered by adults). Deliberate deviations are caused by the lack of purposeful activities in the home and/or school environment. These children feel the need to be constantly entertained. They are continually bouncing between toys, TV, and computer time to alleviate boredom, but nothing holds their interest for very long. These children may also have the tendency to cling to a parent or older sibling well beyond the developmental plane of letting go. This is because their independence has been denied and they are unable to recognize themselves as a separate person.

There are several deviations that are not fostered by adults and are often seen as "normal" stages of development. Dr. Montessori referred to these as deviations as fugues and barriers (The Secret of Childhood) and deviations that are demonstrated by the strong and the weak (The Absorbent Mind).

• Fugues – A fugue is when a child "runs away" from a task. While they are never still, they lack purpose. They begin a work, leave it unfinished, and rush to another.
• Barriers – A barrier is a deviation which is strong enough to keep a child from engaging in his surroundings. It may be disguised as disobedience or obstinacy. It manifests itself as dependence, possessiveness, power struggles, feelings of inferiority, fear, lying, and psychosomatic illness.
• Strong – Being strong means being able to overcome obstacles. When children are not strong, they are prone to aggression, violence, rage, insubordination. They can be destructive and unable to concentrate. They are termed naughty, disobedient. Dr. Montessori observed that "They have difficulty in coordinating their hands. They are generally noisy, unkind, and often greedy at the table."
• Weak – Children who are demonstrating a deviation in the weak give in to unfavorable conditions. They cry easily, are passive, manipulative, and easily bored. Rather than do something for themselves, they exert effort in trying to get others to do it for them. They are afraid of the world around them and cling to adults.

So how is an adult to help a child overcome these deviations and help them along the path to normalization? Dr. Montessori stated that first the Montessori teacher must practice patience rather than anger. An adult who is impatient or angry cannot build confidence or independence in a child. She recommended interrupting the misbehavior because it is an obstacle to development, and to offer interesting and purposeful activities to re-channel that energy in a productive way. She believed the only way to re-direct misbehavior was to return to the work cycle. Once the child has returned to a state of normalcy, the adult must not interrupt while the child is focused and concentrating. By observing and protecting those moments, they will become more frequent and the child will not have to deviate as much. His energy will have found a new outlet in his work.

Read more on this series:

• Montessori Philosophy: Normalization

Montessori Philosophy: Normalization

Normalization is the single most important result of our work. (The Absorbent Mind - Maria Montessori)

Upon hearing the term "normalization" for the first time, most people cringe. "What do you mean my child isn't normal?" The term normalization is a term borrowed from anthropology and means "becoming a contributing member of society" (Dr. Rita Shaefer Zener, 2006). Normalization describes the process that occurs in the Montessori classroom, where young children (usually with short attention spans) learn to focus and concentrate for sustained periods of time, while deriving self-satisfaction from their work. Normalization occurs when development is proceeding normally.

Dr. Montessori stated that there are four characteristics that show that normalization is happening:

• Love of work - The first characteristic of the process of normalization is love of work. Love of work includes the ability to choose work freely and to find serenity and joy in work. (The Absorbent Mind, p. 202)

• Concentration - To help such development, it is not enough to provide objects chosen at random, but we [teachers] have to organize a world of 'progressive interest'. (The Absorbent Mind, p. 206).
• Self-discipline - After concentration will come perseverance . . . It marks the beginning of yet another stage in character formation . . . It is the ability to carry through what he has begun. The children in our schools choose their work freely, and show this power unmistakably. They practice it daily for years. (The Absorbent Mind p. 217)
• Socialibility - There is only one specimen of each object, and if a piece is in use when another child wants it, the latter—if he is normalized—will wait for it to be released. Important social qualities derive from this. The child comes to see that he must respect the work of others, not because someone has said he must, but because this is a reality that he meets in his daily experience. (The Absorbent Mind, p. 223).

How long does it take?

Do many new Montessori teachers have similar frustrations? When will my children learn to share? Why do they refuse to help clean up? Why is this child running around the classroom? In essence: When will they be normalized?

The process of normalization, like a 3-period lesson, occurs in three steps. Children build the foundations of character and personality by following this work cycle.

• Preparation for work – this includes gathering the materials necessary to do the work. The preparation allows the mind to begin to focus on the activity before the work actually begins.

• The work – The works in a Montessori classroom are meant to engage the child so that she is able to focus and concentrate in depth.
• Rest (or completion) – The work is done and the child has derived satisfaction of completing the work. This is a time of putting the Montessori materials away and sharing his accomplishments with others.

Dr. Montessori believed that if a child is placed in a carefully prepared environment she would learn to live in harmony with her surroundings. It is up to the Montessori teacher to prepare that environment so that the child is free to develop her personality and her mind from the opportunities that are presented to her in her classroom.

NAMC’s Preschool/Kindergarten diploma program guides the Montessori teacher on how to correctly prepare the classroom environment.

Dealing with Special Needs Children in the Montessori Classroom

April is Autism Awareness Month, and Autism is on the rise at an alarming rate in the United States. It is estimated that there are approximately 259,425 children (ages 3-22) who have been diagnosed with autism. (http://www.fightingautism.org/) Autism is a developmental disability that is typically diagnosed during the first three years of life. It is the result of a neurological disorder that impairs the functioning of the brain which impacts development in the areas of social interaction and communication skills. Children with autism have difficulty relating to and communicating with others and they have difficulty understanding the body language and emotional expression of others.

While the causes of autism are still not known, research indicates there may be genetic factors as well as factors based on conditions affecting brain development before, during, and shortly after birth. There are still on-going discussions as to whether autism can develop later and whether allergies or dietary intolerances play a role in its development.

Children with autism are not physically disabled. As such, it may be difficult to understand and children are often thought of or labeled as naughty or difficult. Even more alarming is the fact that there is no proven cure or no standard treatment for autism. In her article "The Autistic Spectrum: Autism, Asperger syndrome "AS) and Semantic Pragmatic Disorder (SPD) – a practical Montessori response, Wendy Fidler states that children diagnosed with autism experience, to some degree, impairment in the following three areas:

• Communication- "language impairment across all modes of communication - speech, intonation, gesture, facial expression and other body language"
• Socialization – "difficulties with social relationships, poor social timing, lack of social empathy, rejection of normal body contact, inappropriate eye contact"
• Imagination – "rigidity and inflexibility of thought processes, resistance to change, obsessional and ritualistic behavior, lack of creative, imaginative play"

In addition, there are some traits that children (and adults) with autism exhibit:

• Insistence on sameness (resistance to change)
• Difficulty in expressing needs and relying on gestures instead of words
• Hypersensitivity to sensory stimuli (bright lights, loud sounds, unexpected touch, taste, smell)
• Echolalia (echoing or repeating words spoken to them)
• Laughing/crying/showing distress for no apparent reason
• Prefers to be alone
• Sustained odd play
• Spinning objects or self
• Over- or under-sensitivity to pain
• No real fear of danger
• Uneven gross/motor skills
• Noticeable physical under- or over-activity
• Unresponsive to verbal cues

Autism in the Montessori Environment

Research shows that early intervention (from birth to age 3) dramatically impacts and reduces the symptoms of autism spectrum disorders. These "Absorbent" minds are the most flexible and open to change. The prepared environment and the predictable daily routines of the Montessori classroom offer stability for children with special needs. The Montessori materials provide hands-on learning and continuous stimulations which promotes multi-sensory engagement from all students.

Special care should be taken to create an environment that is friendly to those with sensory hypersensitivity. Some considerations may be:

• Soften bright lights or remove fluorescent lighting (fluorescent lights flash many times per second which can be overwhelming to a child with autism)
• Sudden loud noises are frightening to a child with autism
• Take care when selecting and presenting fabrics, metals, or woods.
• Have a variety of eye masks or silk scarves to use as blindfold for 'tactile' or stereognostic activities
• The sound boxes and Montessori bells can also be upsetting. Take care when presenting these to children with autism.
• Carefully respond to all "accidents" as children with autism have a very high pain threshold.
• The Montessori classroom should be secure so children cannot wander into unsafe areas.
• Children with autism do not like change. Precautions should be taken when organizing field trips or other activities which stray from the predictable daily routine. Discuss the changes with the children well in advance so they are not taken by surprise.

Children with autism benefit from watching others around them. Montessori lessons on grace and courtesy allow children the opportunity to learn and practice appropriate social interactions. They learn conversational skills, how to make eye contact, facial expressions, and body language. They will also watch other children use materials before they themselves choose to participate.

Because the Montessori curriculum is by its nature, inclusive, the child with autism should feel safe and secure in the Montessori environment. It is the perfect place to learn and grown at his own pace.

For more information on Montessori and Autism, please visit the Montessori Autism Services website.

As listed in NAMC’s Montessori 3-6 Classroom Guide, further resources on Autism:

• Autism Society of America
• Autism TV (videos and audios on autism)
• Center for the Study of Autism
• Health and Medical Information on Autism