Montessori Preschool: Full-time or Part-time?

Guest Contributor: NAMC graduate, Robert Thompson

Robert Thompson, B.A., B.Ed., M.Ed. is the owner/principal of Willowglen Montessori School in Oakville, Ontario, Canada, established in 2000 and providing Montessori education for Toddlers through to grade 6. We are delighted to welcome Robert as a guest contributor to the NAMC web blog, and to share an article from his Principal’s Corner website:

Dear Principal,

I am planning to enroll my son in a preschool program next September. Is part time or full time better? Ideally 2 full days a week would give me time to get my work done while he was at school but is this too much or too little for him?

Mrs. Gonzales

Dear Mrs. Gonzales,

Children, even more than adults, need routine in their lives. While a full day program is probably not too much for most four year-olds, attending 2 or even 3 days a week is difficult. Attending school Monday through Friday allows the child to develop the routine of going to school every day.

As adults we know how hard it is to come back to work on a Monday after being off Sunday. It is equally difficult for children to come to school every other day. Attending every day means children make friends quicker, learn the classroom routine quicker and generally feel more at ease in school.

Although five half days is about the same number of hours in school as two or three full days, attending daily is an important component in adjusting to school life.

The schedule of many working parents requires children to be in school all day. It is actually easier for children to adjust to 5 full days as compared to 2 or 3 full days.

If full time care is needed, it is better to keep the child in school all day. If 3 year-olds can be at home for half the day, then half-day attendance at school is best. Four-year-olds are usually ready for full day schooling.

Links:

• http://www.principalscorner.org/
• http://www.willowglenschool.com/index.htm

Use What You Have: Group Problem-Solving with Montessori Colleagues

Before I left my Montessori teaching position to be at home with my son, I shared a Montessori classroom with the best co-teacher. If one of us was struggling or challenged with something, the other would notice from across the room and find a way to assist. Before and after the school day, we spent a lot of time discussing and brainstorming our observations of our Montessori students and the classroom environment. Sometimes, we had a situation with a student, or a curricular or logistical issue, that was particularly challenging. To resolve this type of issue, we employed a special role-playing/ brainstorming process introduced to all of our staff at our regular faculty meetings.

Our school likes to refer to this process as “Teachers Helping Teachers”. Montessori educators Robyn Breiman and Pat Werner developed a similar group problem-solving process that helps teachers use the vast resources that exist among their colleagues. In one of their workshops, Breiman and Werner suggest starting preparation for the group problem-solving a week before the faculty meeting where the discussion will take place. One person is designated to gather all relevant information (or the “history) about the problem, student, etc. For example, they would look at all student records and documentation that exists related to the student. They could also interview anyone relevant to the situation. While the “historian” gathers information, three separate observations by three separate individuals should take place. Each observation should be 15 minutes and should be at various times. These observations should be performed by various people, including those who are involved and those who are not, new teachers, assistants, experienced teachers, inclusion specialists, guidance counselors, teachers from other age groups and classrooms. The more varied the observers, the more varied and helpful the potential information to come out of the observation. Remember to stress that observations are completely objective! This is not a time for assessments and formed opinions.

At the scheduled meeting, allow five minutes for the historian to share the information they collected. Following this, each of the observers can report for two minutes apiece. Now the entire group can discuss and brainstorm all the positive aspects and attributes of the situation. This is done for five minutes and then the whole group has five minutes to brainstorm the negative aspects. Finally, the group can start to brainstorm and choose solutions. Five to ten minutes is allowed and in this time the group has to develop a plan for implementing the solution. This includes who is involved with implementing the solution, what the solution is and the deadline by which it is to be implemented. I personally think that role-playing, especially if a student is involved, could be helpful. Also, I would suggest setting a time to follow-up with colleagues on the success of the solution and as an opportunity for possible tweaking.

Simple Steps to Problem-Solving Preparation (one week before meeting date):

• “Historian” gathers information on the situation
• Observations by three different people

Meeting:

• Report by Historian (5 minutes)

• Reports by Observers (2 minutes each)
• Whole Group Brainstorms on Positives (5 minutes)
• Whole Group Brainstorms on Negatives (5 minutes)
• Whole Group Brainstorms Solutions and Plan for Implementation (5-10 minutes)

This collaborative process works well, whether you are a first-year Montessori teacher or a seasoned classroom veteran.

The NAMC Classroom Guides provide helpful information on observation, assessment, and teacher collaboration and communication.

Music: an integral part of the Montessori curriculum

“…There should be music in the child’s environment, just as there does exist in the child’s environment spoken speech. In the social environment the child should be considered and music should be provided.”

- Maria Montessori, Lecture #13, p. 9,London, 1931

Educators, behavioral scientists and researchers, medical professionals, and child development specialists are confirming that musical training can significantly enhance child development. Several studies indicate that exposure to music— listening, learning, and playing music, does have beneficial effects for children of preschool and elementary age. Active musical training, in particular, can improve their problem-solving skills, physical coordination, poise, concentration, memory, visual, aural and language skills, self-discipline, as well as their self-confidence and ability to learn.

The purpose of the Montessori musical program is to develop the children’s nonverbal affective communication, to increase their understanding and enjoyment of music within our culture, and to enhance their ability to express themselves through music. For many Montessori teachers who do not have a formal music background, creating and implementing a rich music curriculum can be daunting. This is why NAMC is always looking for ways to enhance our programs and offer resources in specific disciplines for Montessori educators.

A few years ago, NAMC was introduced to Deborah Lyn Ziolkoski, an educator and music specialist who has developed the Fun with Composers classical music series. This is a dynamic music program that is simple to implement and follow, and designed to develop in children a true love and appreciation for classical music. Today, Fun with Composers is being integrated into preschool and elementary music and piano curriculums around the world.

Fun with Composers embraces much of the Montessori philosophy and method, and NAMC has recommended this program to Montessori teachers and schools that are seeking a complete classical music program in a user-friendly package including the student and teacher handbooks, CD and DVD.

Deborah has a B.Ed music major, and her Masters Orff level from the University of Memphis. In addition to her international work with Fun with Composers¸ Deborah also works with the Vancouver Symphony Orchestra designing the Teacher-Guided Activities for the VSO’s Elementary School Concerts.

We invited Deborah to write a little about Fun with Composers for our readers:

Let me introduce Fun with Composers…

Fun with Composers is a proven powerful orchestration of storytelling and song that draws children into the intriguing world of classical music while creatively weaving in concepts corresponding to the National Standards. Charming storybook characters like Magical Chefs, Ringmasters and Hatching Chicks are just a few of the fascinating characters that appeal to the musical imaginations of children, taking classical music from a complicated, mysterious form to one that is child-centered, fascinating, and so much fun! Before you know it, children will sing, dance, act and play to the music of Strauss, Mozart, Tchaikovsky and other great composers. It’s a brilliant sight to see; children transforming so quickly from apprehension to appreciation!

Teacher Guides…

Our Teacher Guides are designed for a successful outcome for those with little or no musical background. The 27 Orff-based lesson plans are clearly laid out in a dynamic ensemble featuring movement choreography, rhythmic play, listening questions, reproducible activity sheets, composer images, art activities, cross-curricular integration and FWC’s very own Music Maps – a visual presentation of music in an organized child-centered format. The guide for teachers also includes a CD and an instructional DVD that guarantees success demonstrating the teaching process and final outcome of each selection in a real classroom setting!

Just For Kids Guides…

Fun with Composers Just for Kids Guides are designed with the parent and child in mind. Large-font stories, composer and character coloring pages, art activities, Music Maps and a CD which includes orchestral music with fun-filled lyrics and a recording of the orchestral music as it was originally intended. Perfect for the school library or for any parent wishing to give the gift of music to their child.

For a limited time, Deborah is kindly offering a special 15% discount when you click on “NAMC” under “How did you hear about us” on the order page of her website: Fun with Composers. Review the complete program package, and see what others have to say about this dynamic classical music program.

If you have implemented Fun with Composers into your Montessori music curriculum, we would love to hear from you!

The NAMC 3-6 Sensorial Development and Music Enrichment manual contains activities for introducing music into the Montessori Preschool/Kindergarten curriculum.

Montessori Parenting: Further Thoughts on Consequences and Positive Discipline Techniques

Another reader comment about the Natural and Logical Consequences blog, comes from a mother who states that she has been trying for some years to deal with misbehavior around play dates in a similar fashion as my anecdote suggests, but without sustained success. She reasoned that my child must have a very different temperament from hers.

First, let me start by saying I often hear parents of my Montessori students tell me something similar, such as: “They only behave for Miss Michelle” or “I tried to be like Miss Michelle but my kids just ignore me.” These parents seem to think that I have a magic wand that I wave and their children are, somehow magically, “good.”

To be sure, there was regression on my son’s part, as well. Consistency was key with him, and as we worked toward a respectful solution, I obtained some helpful tips and tools along the way, and will share a small sampling here in the hope that it provides some assistance for our readers.

Jane Nelsen (Positive Discipline. Ballentine Books, 2006) points out that misbehavior is all about power and the struggle to see who holds the power. Remember, it takes two people to participate in a power struggle. Win/lose situations are never good. We need to move to a win/win situation where there is trust and closeness, not “blame, shame or pain” (either physically or emotionally). For this to occur, parents and teachers need to avoid engaging in a struggle for power.

So, your child is throwing a tantrum, kicking and screaming, because it’s time to leave a birthday party. What do you do? It is clear that your child’s goal (to stay at the party) directly opposes your own (to go home and fix dinner). The behavior, in this case a tantrum, occurs because children are young and inexperienced in attaining their goals. In his book, Children: The Challenge (Plume, 1991), Rudolf Dreikurs states that there are four levels of children’s mistaken goals. In all cases of misbehavior children are:

• Seeking undue attention (not normal attention seeking, undue attention).
• Seeking undue power (trying to control other people and situations that are not areas of concern for a child).
• Seeking revenge (children feel hurt and want to hurt back twice as much, either in retaliation or to make the offender reluctant to hurt them again).
• Assuming inadequacy (a passive form of revenge; children feel they are a ‘bother’ to others and want to ‘disappear’).

Understanding that misbehavior is centered on these four principles enables adults to respond effectively. The child is looking for a reaction. Any time an adult gets mad or raises her/his voice, the child is the winner of the situation. Why? The child got attention through the reaction. Good or bad, it’s still attention. The child knows the adult cares enough to react. So, Dreikurs says, show you care, but don’t react. Instead, redirect the behavior.

When an unwarranted behavior occurs, the first thing to do is realize it’s the behavior, not the child, that you are adverse to. Then, ask of yourself, “How does this make me feel?” Using Dreikurs’ Mistaken Goals Chart, locate that feeling (or the feeling that comes closest) on the “feelings” column of the goal chart. Moving horizontally to the right, you will see how you currently react, what your child’s response is and why, along with suggestions for the adult to redirect and encourage appropriate behavior.

Remember, it takes time, patience and perseverance. Implementing positive discipline techniques requires much practice. At first, the adverse behavior may even escalate because your child is not used to your new behavior. Taking time to talk about the changes will help your child understand. Role-playing the new situation with an adult partner can help to prepare you for working things out with your child. Many people keep a copy of the Mistaken Goals Chart in a place where they may access it quickly: on the refrigerator, in the car, posted in the classroom. Try to implement one new strategy at a time in order to avoid feeling overwhelmed and frustrated.

Children who are constantly told to "behave" or "obey" rarely develop the ability to distinguish between right and wrong. On the surface, they may appear well-behaved, but when tempted, they may seek out what is in their best interest at the time, with adverse behavior. Using positive discipline techniques in the Montessori home and classroom help children learn to be responsible for their own behavior and not to rely on external factors and motivation.

Montessori Parenting: Practical Life Challenges - Dressing

My recent blog on Natural and Logical Consequences has generated some empathetic comments, so we’ve decided to offer some further thoughts about specific stories that our readers have shared.

The first is from a mother whose two-year-old daughter resists dressing, either with or without assistance. Trying to dress a reluctant toddler can certainly be a challenge. You may try to begin the process by telling her ahead of time what is going to happen. “After breakfast, we are going to change out of your pajamas and into your play clothes so we can go to Grandma’s house.” This way, she knows and is prepared for what is coming next. When it is time to change clothes, remember to give her limited choices so she has a sense of having some control over the situation. Too many choices can be overwhelming to a toddler and will lead to discontent.

• “Would you like to wear your blue jumper or pink skirt?”
• “Would you like to wear your brown lace-up shoes or your black buckle shoes?”

Allow her to dress herself, offering assistance at appropriate times.

• “Would you like Mommie to help you button your sweater?”

If she lets you know that she prefers to do it herself, be respectful of her wishes. It can be difficult to do when you see her struggling or if you are in a hurry, but she will feel a great sense of accomplishment when she is able to express her preferences and “do it herself”.

As you observe your child dressing, make mental notes or even ask her about her preferences. Does she prefer Velcro to snaps, zippers to buttons? Does she prefer certain colors? Is she partial to certain fabrics and adverse to others? This will help you when choosing clothes for her. It will also let you know where she might need more practice with different types of fasteners.

Set up her bedroom so items of clothing are easily accessible. Using small hangers, low hooks, shelves and baskets that are within reach will heighten her curiosity and she will delight in being independent.

Exercise patience and conduct observations, and you may find that your child will teach you about her needs and interests and soon, dressing will no longer be a power struggle.

NAMC offers a full curriculum and training program specific to Infants, Toddlers and Twos.

The Montessori Intern and Master Teacher – A Shared Experience

It is my belief that the thing which we should cultivate in our teachers is more the spirit than the mechanical skill of the scientist; that is, the direction of the preparation should be toward the spirit rather than toward the mechanism.

-Maria Montessori. The Montessori Method. Dover Publications. 2002. pg 9

When I finished my 3-6 Montessori training I was excited about stepping into my new role, that of a loving and respectful guide of young children. Although I had a background in public education, I was relatively new to the Montessori method. I had enjoyed my Montessori training, and was looking forward to my first year as a Montessori educator.

During the interview process, I was pleasantly surprised to receive several job offers. This illustrated to me that Montessori-trained teachers continue to be in great demand, and it highlighted for me the importance of nurturing new Montessori teahers.

One of the tenets of the Montessori approach is a shared community for optimum learning, which applies to Montessori educators as well as their students. The first year of any teaching career is one that is rich with new experiences and learning opportunities. More and more Montessori schools are recognizing the importance of this first year by offering a collaborative approach to professional development whereby the new Montessori teacher is able to hone her/his skills by practicing the Montessori Method and procedures with the guidance and leadership of a more experienced Montessori teacher. For the purpose of clarity in this blog, I will call the new teacher the intern teacher, and the experienced Montessori the master teacher.

Below are some thoughts on the roles of Montessori intern and master teachers:

Goals of a Montessori Intern Teacher

• Prepare and maintain a beautiful, developmentally-appropriate classroom environment
• Serve as a guide between the child and the prepared environment
• Present Montessori materials and lessons to the children, demonstrating proper Montessori principles such as control of error and isolation of difficulty
• Provide children with opportunities for choice, decision making, problem solving, independence, and responsibility
• Plan and implement group activities
• Effectively communicate with children, parents, staff and administration
• Work as a team member with staff and administrators
• Actively observe individual children, analyzing and documenting individual growth and learning, evaluating objectives and helping to prepare professional reports
• Attend and participate in parent-teacher conferences
• Actively participate in self-evaluation and shared inquiry with the master teacher

Goals of a Montessori Master Teacher

• Serve as guide and role model
• Demonstrate effective classroom procedures
• Execute proper Montessori practices and techniques
• Collaborate with intern in regards to planning and implementation of lessons
• Model instruction in both individual and group settings
• Meet on a daily and weekly basis with the intern with a view to preparation and assessment
• Support the intern, encouraging problem-solving techniques
• Provide growth opportunities as needed
• Share classroom duties and responsibilities
• Provide for the intern’s ‘basic needs’: a place to store her Montessori albums and materials, effective communication, extra practice time
• Provide positive, constructive feedback, both informally and formally

In the spirit of this shared practice and guidance, the intern gains experience and demonstrates increased competency as a Montessori teacher. In turn, the master teacher is exposed to a “fresh” perspective on the Montessori approach, which often reinforces her/his commitment to the work and its rewards. Based on the principal that teachers learn best when supported by other teachers, the Montessori master teacher and intern explore the world of Montessori education together, with the continual goal being a deeper understanding and mastery of the Montessori Method and materials, and a more confident and inspired approach to enriching the curriculum with shared ideas and experiences.

NAMC's Classroom Guides provide teachers with guidance on classroom management, the role of the teacher, and much more.

Montessori Parenting: Logical and Natural Consequences

When my son was in kindergarten, I used to dread play dates. Everything would be fine until it was time to leave. My son would cry, whine, bargain for more time, and refuse to get in the car. The last straw was when his grandfather went to pick him up. Grandfather found him hiding in a closet, and had to carry him to the car, crying. Something, obviously, had to be done!

Punishment & Reward

Dr. Montessori believed that using rewards & punishment inhibits the development of self-discipline. Rewards and punishment deny children the opportunity to make their own decisions and to be responsible for their own behavior. Rather than learning how to analyze situations and make wise decisions, children may make decisions based on what an adult might do to (punishment) or for (reward) them.

Logical and Natural Consequences in the Montessori Environment.

Our goal as Montessori parents is to raise independent, productive citizens of the world. The purpose of defining and understanding natural and logical consequences is to motivate and allow children to make responsible decisions, not to force their submission.

Natural consequences - children learn from the natural order of the physical world.

• Example: If you leave the gate open, the dog will likely run away.

Logical consequences - children learn from the reality of the social order.

• Example: If you accidently break a neighbor’s window, it still must be replaced, and you must use your own money (or work) to pay for it.

Setting up Consequences

Sonnie McFarland (Shining Mountains Press) suggests these steps when setting up a system based on natural and logical consequences.

• Discuss acceptable behavior prior to the event.
• Talk about what it will look like for the child to successfully manage the experience.
• Express confidence that the child can be successful.

• Talk about what the consequence will be if the child is not successful. (It must be related to the experience.)
• Get the child’s agreement.
• If the child is successful, express appreciation.
• If the child is not successful, calmly and firmly apply the consequence. (Do not nag or lecture!)
• Express confidence that the child will be successful the next time.

I felt sure I could employ these techniques to help my son develop self-discipline at the end of play dates. One day, when we were having a calm, peaceful afternoon, I brought up how his behavior at the end of play dates was inappropriate and if he had any thoughts on how make it a more enjoyable experience for everyone. We role-played what the end of a play date should like. We discussed logical consequences. He decided he shouldn’t have play dates for a while if he behaved inappropriately. I reminded him that he was going to have a play date the next day and I was sure that he could do this. We developed a mantra that went something like this:

Mom: And when it’s time go …

Son: There will be no fussing or crying

As we approached the front door the next day, we repeated our mantra together. When it was time to leave, my child looked at me, nodded, and politely helped clean up and thanked the mother for a lovely time. We were all pleasantly surprised!

When we got to the car, I told him how much I appreciated how peacefully and happily the play date had ended and that I was sure he could continue his behavior in the future. Our mantra worked well for the next several years, as a gentle reminder of expectations for behavior, and an unspoken reminder of consequences.

Montessori Musings: The Importance of Infant/Parent Interaction

All children need a laptop. Not a computer, but a human laptop. Moms, Dads, Grannies and Grandpas, Aunts, Uncles – someone to hold them, read to them, teach them. Loved ones who will embrace them and pass on the experience, rituals and knowledge of a hundred previous generations. Loved ones who will pass to the next generation their expectations of them, their hopes, and their dreams.

-- General Colin L. Powell, Founder, America’s Promise – the Alliance for Youth.

So much of Dr. Maria Montessori’s original theory and philosophy concerning early childhood development and education remains relevant today, over one hundred years later. Montessori claimed that education begins at birth. Simply stated, it is the family that serves as the most important environment for a child. Families today may look different from what they did in the time of Dr. Montessori – single parents, working parents, grandparents as parents – but they still serve the same important function, to love the children in the family, protect them, and to nourish them physically, emotionally, and spiritually.

In the first plane of development, children up to the age of around six years old possess what Montessori called “an absorbent mind”, that is, the child relies on his/her senses to create himself and his personality by absorbing the very details of all he/she encounters. “The things about him awaken so much interest and so much enthusiasm that they become incorporated in his very existence”.¹ Studies show that children who are well-adjusted, competent, and self-controlled had positive, healthy family relationships.

The best advice I ever had from my mother was a few hours after my son was born. She simply said “You can’t hold him enough. Don’t worry about spoiling him. Babies aren’t spoiled because you hold them too much.” Indeed, Montessori teaches that The child must remain as much as possible in the first few days in contact with his mother. There must not be too much contrast, as regards to warmth, light and noise, with his conditions before birth.² Simply lying close to the parent’s body, and being nourished and comforted builds a loving bond between parent and baby in the early days of her/his life.

Children openly and unconditionally love their parents. Who among us hasn’t smiled when a toddler rushes to bring you a handful of crushed dandelions and ceremoniously presents them with a resounding kiss and a simple “I picked them just for you!”? It is this love and affection that must be returned just as unconditionally.

Sharing Love with Young Children

• Eye contact – by maintaining eye contact with your children, you are letting them know you are genuinely interested in them and what they have to say.
• Physical contact – keeping infants close to your body, holding a toddler on your lap while reading a story, sharing hugs and pats, giving piggy-back rides at the zoo or park, holding hands when you for walks, sharing whispers and giggles while playing on the floor, give a massage when tired or cranky, cuddling for no reason other than to be close, all of these physical expressions go a long way in developing healthy psyches. (Rough play, such as tickling, throwing a child in the air, should be discouraged as it is not respectful to the child).
• Give focused attention – read stories together, play ball, go to the park, make cookies, play games, plant and water flowers, rake the yard, wash the car. One-on-one activities make your child feel that she/he is important, that you’ve taken the time to spend time with just her/him.

It is important to remember that the first plane of development is the one that has the most influence. It is where thought, feeling, behavior, self-image, and self-esteem are formed. It is therefore of utmost importance that we, as parents, create a secure and loving family that will counteract negative outside influence.

1 Maria Montessori. The Absorbent Mind. New York: Holt, Rinehart, and Winston, 1967. p.14

2 ibid. p.15

The NAMC 0-3 Classroom Guide is a good resource for information on early childhood development and the Montessori prepared environment for Infants/Toddlers/Twos.