The Montessori Preschool/Kindergarten Assistant, Part 2 of 2

This is the second of a two-part article. Click here to see Part 1.

Several years ago, two weeks before a new school year began, my director came to me with bad news. My Montessori assistant’s husband had been transferred and they were relocating out of state. Not to worry, my director said, she would find me a new assistant before school started. Two weeks later, at noon on the Friday before the first day of school, I met my new assistant. Fresh out of college, she looked at me and innocently asked “So, what’s this Montessori stuff all about anyway?”

A good, well-trained assistant is irreplaceable in the Montessori environment. It is a position that requires high energy and a gentle spirit combined with a willing “can-do” attitude and a healthy sense of humor. The roles and expectations of both the Montessori teacher and assistant should be clearly defined in the beginning. Assistants are entitled to clear, concrete expectations, policies, and procedures. Clear verbal and written communication is the key to this collaborative and interdependent relationship. It is important to put this in writing so that it may be referred to as needed.

Susanne, from Beautiful Sun Montessori in Aruba, has put together an Assistant’s Album which she uses with new assistants in her school. She includes sections on the following information:

• a brief history of the Montessori Philosophy and Method
• key concepts of Montessori Education
• comparisons between Montessori and Traditional Education
• overview of the school
• detailed daily schedule with detailed assistant’s tasks
• the role of the assistant in the classroom
• communicating with children
• observation tasks and techniques
• further readings
• lessons that may be given as the assistant becomes more familiar with her role

Working knowledge of the history and philosophy of Montessori education is crucial for anyone working in the Montessori environment. Orientation programs, workshops, books, articles, and videos can all help accomplish this goal. However, that is not enough. It takes practical, hands-on experience in the Montessori environment to develop both familiarity and competence. It is important to encourage and develop ongoing relationships with a variety of Montessori professionals who can model, guide, and answer questions on how best to apply the Montessori philosophy and theory into practice in the classroom.

The NAMC Classroom Guides provide detailed information on the Montessori history, philosophy, theory and method.

North American Montessori Center: http://www.montessoritraining.net/

The Montessori Preschool/Kindergarten Assistant, Part 1 of 2

When we speak about freedom in education we mean freedom for the creative energy which is the urge of life towards the development of the individual. ~ Maria Montessori, The Child, Society and the World

The Montessori assistant plays a very important role in the overall success of the Montessori environment. She provides support to the lead teacher, and through gentle interaction with the children, all in service toward a peaceful, harmonious classroom. It is a personally challenging and rewarding experience, and preparation for this role requires education and dedication to the Montessori philosophy.

This article is Part 1 of a two-part series, and outlines briefly some key elements of the assistant’s role in the Montessori classroom.

With the exception of the infant and toddler environments, most Montessori classrooms have between 25-35 children with one teacher and one non-teaching assistant. In the preschool environment, the Montessori assistant plays an active role with the children. As most of the lessons are presented to individual children by the teacher, the assistant is responsible for maintaining peace and order in the Montessori classroom. Knowledge and understanding of the Montessori philosophy and methodology are vital, along with a calm, respectful approach.

General Characteristics

The Montessori assistant values and respects the uniqueness of each child while consistently nurturing and modeling a love of learning. The assistant often finds herself in the role of helping to resolve conflicts between children. She must be able to use positive language to redirect student behavior. The assistant is a keen observer and is knowledgeable about developmentally-appropriate behavior and practices. She is aware of the individual needs and interests of the children.

While the Montessori teacher is presenting lessons, the Montessori assistant moves quietly throughout the classroom. She understands the importance of the uninterrupted, three-hour work cycle and values the importance of the children’s work as well as the necessity for intense concentration. She makes it a practice to never interrupt a child who is working. If she sees a child who needs help, she crouches down to child’s eye level and quietly and respectfully asks if the child needs help rather than taking over the task or giving unwanted help. She may say “It looks as if you are struggling. Would you like me to help you?” If the answer is “no”, she respects the child’s wishes and only assists if the situation seems unsafe. If she has questions about a work or material, she makes notes and asks the teacher at the end of the day.

Communication

The communication and trust between a Montessori assistant and lead teacher is vital to the success of an organized Montessori classroom. Often, the day is so busy that the only time to really communicate is before and after school. The Montessori assistant should make clear, detailed observations of what happened in the classroom during the day and share her notes with the teacher at the end of the day. Confidentiality is of utmost importance, and parent communication regarding student progress, behavior, etc. is the lead teacher’s responsibility. Additionally, the Montessori assistant needs to observe the teacher and learn how best to compliment her classroom style.

Daily Routine

An assistant’s day begins by arriving early, often before the teacher, to begin the daily preparations. The Montessori environment is clean, beautiful and at all times, welcoming and inviting to the children. All preparation work must be completed before the children arrive so that they may start working as soon as they enter the classroom. In addition to preparing the environment, the Montessori assistant may be responsible for:

• Preparing snack
• Greeting early arrivals and taking them to before school care
• Greeting children and parents as they arrive
• Assisting children with outdoor clothing and shoes
• Observing children’s needs and adjusting the activities based on the level of energy
• Observing the dynamics of the classroom and looking where to be most useful
• Ensuring safety and harmony outdoors
• Helping children get ready, wash hands, etc., at lunch
• Supervising at nap time
• Administrative duties – filing papers, making copies, laminating and cutting materials, sharpening pencils, cutting paper, etc.
• Replenishing supplies, snacks, etc.
• Checking to ensure that all parts to all the materials are in working order
• Cleaning the classroom and shelves at the end of each day

The Montessori classroom assistant is more than someone who cleans the classroom. She inspires and guides children through modeling and examples. She is an extra pair of hands, a watchful eye, and a comforting smile. She is confident and happy to be contributing to the lives of children.

Further related NAMC blogs:

• The Montessori Teacher and Her Role
• The Goals of Montessori Education

North American Montessori Center: http://www.montessoritraining.net/

Universal Children’s Day: Montessori Classroom Ideas

It is not enough to ensure for the child food, clothing and shelter; on the satisfaction of his more spiritual needs the progress of humanity depends – the creation indeed of a stronger and better humanity. ~ Maria Montessori, To Educate the Human Potential

We’re past the newness of the beginning of the school year. We’ve normalized. We know our routines and schedules. At this time of year, I like to introduce something new to reignite the students’ excitement and continue their engagement. November 20, 2009 is National Child Day in Canada, and it is also the UN’s Universal Children’s Day. Children’s Day is meant to be an observation of “worldwide fraternity and understanding between children and of activity promoting the welfare of the world's children.”

In this spirit, one appropriate activity for a classroom of any age of Montessori students is to sponsor a child. Utilizing organizations such as Heifer International, World Vision, Compassion, Children International, and Save the Children will connect your students with a child (or more than one child). As your students raise funds to donate, they will enjoy writing letters to and receiving letters from their sponsored friend. Your students will not only practice their language skills (and possibly foreign language skills), they will foster their generosity, empathy and understanding of others. They will also help contribute to the welfare of other children.

Pen Pals are another option for fostering these skills. World Pen Pals, The Student Letter Exchange, and Amazing Kids! Penpals offer traditional letter writing pen pals. World Pen Pals and The Student Letter Exchange have both been in existence for several decades. With today’s technology, email pen pals are also available through organizations such as Circle of Friends Penpal Club and ePALS Classroom Exchange. Email pen pals are a great alternative, especially for children in the developing world, where the price of postage may be prohibitive. You can also contact other Montessori schools nationally or internationally to see if they would be interested in being pen pals either as a class or as individuals. Having a pen pal is such a simple and classic pleasure for children. Some children will continue to write their pen pals for years. It’s an opportunity to introduce your students to a very unique relationship.

For younger students, “fraternity and understanding between children” can begin at home. Many of us have used Flat Stanley by Jeff Brown in the classroom. A common project involves sending a paper Flat Stanley through the mail and asking recipients to take pictures with Flat Stanley. These pictures allow students to see sights across North America and the world. Better yet, create your own unique classroom “buddy”, either a paper character or even a hand-made puppet or soft-toy character to share. Why not require that this “buddy” only be sent to other children? Friends, relatives and children of friends can be the recipients. You can also contact other Montessori schools nationally or internationally to see if they would be interested in hosting your class character for a couple of days. Younger children might also enjoy having a class “friend” such as a stuffed panda or other animal. Every weekend this “friend” goes home with a different student. The student documents the weekend with a journal and photos. The other students will enjoy learning the kinds of activities and traditions that take place in other children’s homes.

Take this opportunity to use Children’s Day as a chance to add some “spice” to your Montessori classroom activities while teaching your students to connect with and understand other children. Have fun!

Resources for Sponsoring a Child:

• Heifer International
• World Vision
• Compassion
• Children International
• Save the Children

Resources for Pen Pals:

• Students of the World
• World Pen Pals
• The Student Letter Exchange
• Circle of Friends PenPal Club
• ePALS Classroom Exchange
• Amazing Kids! Penpals

Former Children’s Day Blog: http://montessoritraining.blogspot.com/2009/05/show-your-appreciation-with-childrens.html

North American Montessori Center: http://www.montessoritraining.net/

Montessori Musings: Lasting Impressions on the Meaning of Thanksgiving

Children must experience social life through living, through experience. ~ Maria Montessori, The Child, Society and the World

I was teaching in a lower elementary Montessori environment two years ago. As Thanksgiving approached, I found myself wanting to do some impressionistic lessons that would really capture the imagination of my Montessori students while imparting the understanding of the first Thanksgiving and why we still celebrate it. I spent a few days wondering how I could do this when I received an email from Scholastic Inc. asking if I wanted to receive letters from pilgrim and Native American children from the time of the first Thanksgiving. I quickly signed up, thinking that this might be just the solution to my quest.

When the first letter arrived in my inbox, I printed it off and mounted it on a piece of brown construction paper. I invited the students to circle and proceeded to explain to them that I had a very important document that I wanted to share with them. I told them that I had received a letter from a girl about their age who had traveled on the Mayflower. Their eyes grew wide with excitement and anticipation. I asked if they wanted me to read it and they readily agreed and listened with rapt attention. When I finished, we had a short discussion about the contents of the letter. I explained that I would be getting more letters as Thanksgiving approached. I placed the letters in our cultural area so the students could revisit them as the desired.

Scholastic has put together a wonderful interactive Thanksgiving unit for teachers and students for kindergarten through high school. Not only will they email you the above-mentioned letters, but there are interactive lessons about the Mayflower, Daily Life, and the Thanksgiving feast. There are slide shows, audio files, and even a webquest that students can participate in online. There is a timeline of the pilgrims as well as a timeline of Thanksgiving. There is an easy to follow teacher’s guide that gives ideas on how to use the material. There are recommendations for Thanksgiving-themed books for your classroom library. This year they have included reader’s theater presentations as well as additional research on Plymouth Colony, the Colonial Period, and a link for visiting Plimoth Plantation. There will even be a live chat with Plimoth Plantation on Thursday, November 19, 2009 at 11 am and 2 pm EST.

I appreciate Scholastic making history come alive for my Montessori students. My students could readily identify with the children that were portrayed through the letters and activities. They especially enjoyed learning about what it was like to grow up as a Native American or pilgrim child. Many reenactments were played out on the playground during our studies of the first Thanksgiving. I know it left a lasting impression on my young students, which it was I was hoping for all along.

For more information or to sign up to receive the Thanksgiving letters, please visit http://www.scholastic.com/scholastic_thanksgiving/.

The NAMC cultural manuals are rich with information and activities on this and other cultural themes and celebrations around the world: 3-6 Culture & Science, 6-9 Cultural Geography and 9-12 Cultural Geography.

We invite you to visit a previous Thanksgiving blog: Celebrating Thanksgiving in the Montessori Classroom.

North American Montessori Center: http://www.montessoritraining.net/

Using Veterans Day and Remembrance Day in the Montessori Classroom to Promote History and Service

Education depends on a belief in the power of the child and on a certainty that the child has within himself the capacity to develop into a being that is far superior to us. He will not only be capable of a better way of living, but will be the only person who can show us this. ~ Maria Montessori, The Child, Society and the World

Maria Montessori believed that education was integral toward realizing a world vision of peace and harmony among all living beings. She also believed that children are the peacemakers of the future. November 11 provides learning opportunities for students to understand their ability to be peacemakers in the world.

With exposure to today’s world events, elementary and middle school students may have begun to get a sense of the complications that can come with war. As a Montessori teacher, a national holiday like Veterans Day can provide an interesting backdrop and context for history lessons. Remembering the men and women who died serving your country to uphold its values can be a strong contextual basis for lessons in history. Honoring veterans and discussing the significance of their sacrifice can create an opportunity for teaching tolerance, citizenship, and peace.

Begin by helping students to unveil the history of Veterans Day (Remembrance Day in Canada). Fighting ceased during World War I on the eleventh hour of the eleventh day of the eleventh month and therefore, November 11, 1918 is known as the end of “The Great War.” The following year, President Wilson declared November 11 as Armistice Day which was celebrated with parades and a break in the business day that began at 11:00 a.m. On May 13, 1938 an act made Armistice Day a legal holiday. After the great efforts made by American soldiers in World War II and the Korean War, legislation was passed in 1954 to rename Armistice Day and create Veterans Day, a day to honor all American veterans. In the early 1970s, the date of Veterans’ Day was changed but was quickly reinstated to November 11. Veterans’ Day continues to be observed on November 11 with parades, ceremonies and the closing of many businesses for the day.

Canadians also honor their veterans on November 11 with a national holiday called Remembrance Day. Like US citizens, Canadians wear poppies and visit war memorials. Students might be very interested in discovering how other countries honor their veterans.

Please take a moment to review these related NAMC November 11 blogs:

• Veteran's (Remembrance) Day: November 11
• Celebrating Veteran's Day in the Montessori Classroom

Activity Ideas (more ideas for various age groups are provided in the links above):

• Study the significance of the poppy for this day of remembrance. Create poppy-themed art (painting, tissue paper flowers, origami, etc.), and explore related literature (i.e., poetry).
• Veterans Day and Remembrance Day are ideal occasions for service in your school’s community. Contact your local veterans’ organizations for opportunities.
• Invite family members, or members of your community who are veterans to speak with the class.
• Students could prepare and serve a breakfast for veterans in your community.
• Research any of the major wars or create a timeline of all wars in which North Americans have participated.
• The books and web resources below provide more information and ideas for further studies.

Books:

• Veterans Day, by Jacqueline S. Cotton
• Veterans Day: Remembering Our War Heroes, by Elaine Landau
• H Is for Honor: A Millitary Family Alphabet, by Devin Scillian and Victor Juhasz
• The Wall, by Eve Bunting and Ronald Himler
• America's White Table, by Margot Theis Raven and Mike Benny
• Remembrance Day, by Liz Gogerly
• The Story of Remembrance Day, by Monica Hughes

Web resources:

• http://www1.va.gov/opa/vetsday/
• http://www.military.com/veterans-day/celebrate-veterans-day.htm
• http://www.vac-acc.gc.ca/remembers/sub.cfm?source=history/other/remember

Find curriculum activities that examine the impact of world wars and other events on modern society. Order your copy of NAMC’s US or Canadian History manual today!

North American Montessori Center: http://www.montessoritraining.net/

The Montessori Classroom and the Language of Virtue

As a Montessori teacher, I try not to assign copious amounts of homework. I believe a student’s homework is meant to be in the form of sharing time with family and participating around the home. When I do assign homework, I try to make sure it is significant and meaningful. Projects, reading literature, and assignments that were not finished during the school day are the sort of things I most often assign.

I am excited about implementing more character education activities into the Montessori classroom that can also be taken home.

The Listening Bracelet

I have heard of teachers using something called a listening bracelet. This is a bracelet kept in the classroom that Montessori students use when they are having a conversation or discussion and need a reminder to use their listening and communication skills. The teacher presents this item with a lesson and role-playing. The bracelet can help the students practice and utilize giving, listening, understanding, exchanging and thanking. The bracelet can be made by the students and could also be a necklace, rock or other small, beautiful object. Whatever your listening object, it is housed in a basket and kept in a place easily accessible to students.

A listening object could be sent home with each student to use with their families. A letter of explanation to parents along with the student’s knowledge from using the object in the classroom will allow parents and children alike to develop their listening skills.

Character Education Cards

I am also interested in adding character education cards to my classroom, as a tool for expanding my students’ virtues vocabulary. A character education card could include simply one or two words describing a character education trait or a virtue (grace and courtesy, honesty, prudence, etc.) The cards could also be more explicit and give an example for the student in the classroom and home settings. Each card could also have a sentence started that the student would have to complete. These cards could be used for practice in the classroom and/or for role-playing. Like the listening object, these cards could be sent home once per month to reinforce the work that is happening in the classroom.

By nurturing an understanding of character virtues, and helping our students find peaceful and respectful ways for expressing themselves, we can set the stage for students to develop a keen awareness for their own character development. The hope is to encourage students to strive to embrace character virtues in their own behavior, and to recognize and acknowledge these in others. By sharing some of these lessons both in the Montessori classroom and at home, we can work toward creating a consistent, nurturing environment for that character development.

Other blogs on character education:

• Character Education Ideas for the Montessori Classroom
• Why Montessori: Part III - Educating the Human Potential

North American Montessori Center: http://www.montessoritraining.net/

Maslow and Montessori: Education of the Human Potential

[The child] learns everything without knowing he is learning it, and in doing so he passes little by little from the unconscious to the conscious, treading always in the paths of joy and love. ~Maria Montessori, The Absorbent Mind

Abraham Maslow developed a humanistic approach to psychology in the early 1940’s. Rather than focusing on behavior as a result of stimuli and reinforcement or the psychoanalytical idea of unconscious instinct, Maslow focused on the capability of humans to reach their fullest potential. Rather than looking and trying to make sense of the dysfunctional brain, he searched for what it was that made humans exceptional. In a sense, he looked at what it was to be human.

Maslow created a set of hierarchical needs that best describe the growth of the human psyche. By analyzing the environment, he synthesized that given the right environment, humans will develop to their fullest potential, that of self-actualization. If the environment is not right, therein lies the potential for damage to the human spirit.

Maslow’s Hierarchy of Needs is usually portrayed as a pyramid, with the most basic needs providing the supporting foundation. He theorized that if these basic needs were not met the higher needs, such as loving others, contributing to society, and expressing unique talents, could not be actualized.

Maslow’s Hierarchy in the Montessori Environment

Educational humanism is a philosophy which believes that developing the human intellect is what makes humans stand apart from the rest of the animal world. Humanists, such as Maslow and Montessori, believe it is necessary to study and develop the whole person over the course of his or her lifetime. Teacher candidates in traditional training programs are often asked to look at how their classrooms and lessons are addressing Maslow’s Hierarchy of Needs. The same can be done in the Montessori environment.

• Physiological – A Montessori environment is full of movement. Children are free to move about the classroom at will. In addition, the activities of Practical Life provide the opportunities to develop both gross and fine motor movement.
• Safety – The Montessori Environment is prepared with the child in mind. The classroom and materials are beautiful, simple in design, accessible to all children, and kept in a tidy, precise order. The Montessori environment is organized which allows the child to feel safe and secure, knowing his or her world is in order.
• Belonging – There is a sense of mutual respect in the Montessori environment. Children learn to develop friendship through the lessons in Grace and Courtesy by being helpful and kind to others.
• Esteem – Success builds self-esteem. The materials and lessons in the Montessori environment are self-correcting with a built in control of error. This allows the child to immediately see mistakes and learn from them rather on relying on others to point out his faults.
• Self-Actualization – Montessori said “No one can be free unless he is independent.” (The Absorbent Mind). By helping a child to develop independence and autonomy, the Montessori teacher is helping the child reach self-actualization or his full potential as a fully functioning member of society.

The Role of Education

Maslow and Montessori both felt that traditional education systems had the potential to be more of a hindrance than a help to development. Both recognized that children are to be respected as fellow human beings. Indeed, Maslow’s ideas on educating children coincide with Montessori’s own philosophy. He believed that education should help children:

• Be authentic.
• Transcend their cultural conditioning and become world citizens.
• Find their vocation and right mate.
• Know that life is precious.
• Be good and joyous in all kinds of situations.
• Learn from their inner nature.
• See that basic needs are satisfied.
• Refresh their consciousness; appreciate beauty and other good things in life.
• Understand that controls are good, and complete abandon is bad.
• Transcend trifling problems.
• Grapple with serious problems such as injustice, pain suffering and death.
• Be given practice in making choices.

~Abraham Maslow, A Theory of Human Motivation (1943).

Is your Montessori environment meeting the needs of all your children? Observe closely and ask yourself how you are addressing Maslow’s Hierarchy of needs within your Montessori environment and what you could add to make sure you are reaching and following all in your care.

The word education must not be understood in the sense of teaching but of assisting the psychological development of the child. ~Maria Montessori, The Montessori Method

NAMC’s Upper Elementary Health Sciences manual contains further related information and activities.

North American Montessori Center: http://www.montessoritraining.net/