The New Montessori Parents’ Introduction to the Montessori Preschool Classroom

You have resigned not to cry. After all, preschool is going to be fun for your child. There are nice teachers and lots of children to play with. There is a playground with a sandbox, tricycles, and a garden to rake. There will be story time, singing, painting, and all those wonderful Montessori Practical Life materials on the shelf that you saw on your visit to the classroom. You just know it’s going to be wonderful, but the hardest part is going to be leaving your little one at the door of his or her new Montessori classroom on that first day.

To help you prepare for what to expect from your child’s Montessori classroom experience, here is a short primer on what she may be talking about when she comes home.

• Circle time - These are daily gatherings of the whole Montessori class and occur at the beginning and end of the day as well as at transition times. Circle may include: calendar, singing, stories, science experiments, group lessons, problem solving.
• Lessons/Activities – This is direct instruction by a teacher. Lessons (also referred to as activities) are usually presented one-on-one or in a small group. After a lesson is presented, your child may work on that activity any time it is available.

• Work – A child’s work refers to a learning activity or set of Montessori materials. It includes direct and indirect aims, control of error, points of interest, and extensions. Work in the preschool classroom mostly consists of one- or two-person activities.
• Mats – All work in the Montessori classroom, except written work, is done on mats. The mat clearly delineates the student’s personal work space. Don’t be surprised if your child comes home asking for a mat to work on!
• Aprons – Students in the Montessori classroom are required to wear an apron for work involving water or art.
• Snack – It is not unusual for snack to be a child’s favorite activity! Snack in the Montessori classroom is treated as a work. Your child will have a lesson on snack preparation. Afterward, he will be able to prepare and serve himself a snack during the day. Snack is kept simple and is not meant to replace a healthy meal.
• Quiet or “Inside” voice – Children often need a lesson on finding and using their quiet voice in the classroom. This ensures a respectful working environment for everyone.

• Practical Life – Practical Life activities are the traditional works of the family and home. They allow children to gain independence and self-discipline, develop gross and fine motor skills, build concentration, as well as indirectly prepare for math and writing. Maria Montessori observed that children prefer real work over imaginary work and real, child-sized tools are used.
• Sensorial –Sensorial work covers every quality that can be perceived by the senses. The purpose and aim of Sensorial work is for the child to acquire clear, conscious, information and to be able to then make classifications in the environment. The Sensorial and Practical Life work is unique to the Montessori classroom.
• Grace and Courtesy – Preschool children are in a sensitive period for learning good manners and becoming aware of being part of a community. Common courtesies such as saying please and thank you, greeting visitors, serving food, holding the door open and pushing in chairs are presented as lessons to the children.
• The Peace Table or Peace Place – Dr. Montessori recognized children as the redeeming factor in the evolution of humankind. The Peace Table (or Place) is a designated place where children can go to peacefully resolve conflict and work out their differences.

Your child’s enthusiasm for her Montessori classroom may become contagious. For further reading on the Montessori preschool environment you may wish to try:

• A Parents’ Guide to the Montessori Classroom, by Aline D. Wolf
• Child of the World: Michael Olaf’s Essential Montessori for Ages 3-12+, by The Michael Olaf Company
• How to Raise an Amazing Child the Montessori Way, by Tim Seldin
• The Montessori Way, by Tim Seldin

Montessori Schools: Developing a Montessori Parent Handbook

Providing a Montessori education for families who share the values and beliefs regarding the Montessori method and philosophy is extremely rewarding. However, there are families within many Montessori schools who may not share these values and beliefs, or who may disagree on the core Montessori philosophy. While Montessori administrators and teachers take time to educate prospective families during the initial interview process prior to enrollment, it’s always a good idea to have a Montessori Parent Handbook. Such a handbook sets out in writing the basic tenets of your Montessori school by providing detailed information regarding the Montessori philosophy and methods, school policy and procedures, and even contractual agreements.

The Information section of your school’s Montessori Parent Handbook can “paint a picture” and give parents clear, concise information regarding the Montessori method and the goals of your school. It should include:

• Your school mission statement
• School history (if there is one)
• Information on Maria Montessori
• A discussion on “What is Montessori”
• Montessori “Key” Concepts
• Daily routine in a Montessori classroom

Just as a Montessori classroom has guidelines that help it run smoothly and efficiently, the Montessori school must have Policies and Procedures in place. Policies are statements of where the school stands on issues that affect the children, the teachers, and the school. Procedures explain the consequences of conformance and non-conformance to those policies. While some policies may come from your state licensing board, others come from collaborative communication based on experience. The clearer you are in the beginning of your relationship and communication with Montessori families, the fewer problems you will encounter later. The following list provides a guideline for policies to include in your Montessori Parent Handbook:

• admission /registration
• nutrition
• immunizations

• school rules
• school calendar
• child release (who is allowed to take the child off campus)
• confidentiality
• health (sick child)
• medical management (including giving of medical emergencies, administration of medicines, first aid, use of sunscreen, illness prevention, and bodily fluids handling)
• allergies
• sanitation
• evacuation
• behavior management and Code of Conduct
• discipline procedures
• dress code
• dismissal, referral, suspension, expulsion
• transportation (drop off/pick up, school provided)
• child abuse and neglect policy
• non-discrimination statement
• emergency procedure
• conflict resolution policy
• Sudden Infant Death Syndrome (SIDS) prevention
• policies for celebrating cultural birthdays, holidays and religious events
• pet policy
• substitute-teacher and volunteer policies
• field trips
• internet use
• photo releases for children
• parent access/observations
• parent conferences
• homework
• extended care/late pick-up
• late payment policy

The Contract section of your Montessori Parent Handbook clearly states what you, the Montessori school, and the parents are contracted to do. It should include information on:

• tuition
• other fees
• trial period
• termination/withdrawal
• insurance

At the end of the Montessori Parent Handbook, there should be a one-page contract requiring the signature of both the parent(s) and the administrator stating that they have read and agree to the content in the handbook. This document should be kept on file along with the child’s application in case of later disputes.

A Montessori Parent Handbook is your tool for establishing successful and healthy school-family partnerships. While it may seem a lot of work in the beginning, it gives prospective Montessori parents a clear picture of your Montessori school. Clear policies and procedures help everyone focus on what is most important – the children.

For related information: Educating the Montessori Parent

Dealing with Separation Anxiety at the Start of the Montessori School Year

I had been teaching in a Montessori upper elementary classroom for several years when my director asked me to take over as lead teacher in a lower elementary classroom. I’d always been fascinated by the curriculum of the Montessori lower elementary and the natural inquisitiveness and wonder of the lower elementary child. I had, I thought, thoroughly prepared my classroom environment in anticipation of the first day of school. I did not, however, take into account the tears from my first graders as moms and dads left them at my door and went to work. For one little girl in particular, her whole body was wracked with sobs as she ran out the door in a desperate attempt to stop her mother from leaving. Luckily, my assistant had experience with this sort of behavior and quickly helped diffuse the situation before all 32 students decided they, too, missed mommy and daddy.

Separation anxiety is a normal part of development in children, usually ranging from eight months to two years of age. Around eight months, a child begins to understand about object permanency. When a baby is not able to see an object in front of her, she believes it to have disappeared. It is therefore important to create a sense of trust and security so a child understands she is not being left alone. Attempts to leave the child alone, either with a caregiver or in their bed to go to sleep, are often met with anxiety and tears. Most children overcome this anxiety by age two, especially those who experience being left in the care of others for short periods of time.

The first day of school can bring about a reoccurrence of separation anxiety for some children. It is often caused by the fear of the unknown in a new situation. Parents’ attitudes as well, often play a deciding role in the child’s outlook and approach to starting school. Modeling appropriate behavior and attitude plays an important role in the success of the first day of school.

Tips for Parents

• Create and establish peaceful (and happy) morning routines.
• Place “love notes” in your child’s lunchbox and a picture of her family in her backpack.
• Always say goodbye to your child and include a light hug and/or kiss. Tell her you’ll be back when school is out. Prolonged goodbyes are harder on both child and parent.
• Allow the teacher to assist her in the classroom.
• Stay positive and enthusiastic at drop off. Don’t cry!
• Don’t linger and peek through the classroom door or window.
• Don’t linger in the parking lot.
• Read books together about going to school.
• Be prompt at pick-up and turn off your cell phone so you can focus all your attention on your child.

Tips for Teachers

• Greet children at the door, shaking hands and introducing yourself, welcoming her to your classroom.
• Do not allow parents into the classroom. Instead, have older children act as classroom ambassadors, welcoming younger classmates and showing them where to put their lunch, hang their backpack, and where the bathroom is.
• Have a prepared “first day of school” snack set out to welcome students. (Check beforehand regarding food allergies).
• Have transitional materials plainly visible near the door so children are greeted with familiar materials.
• Engage the child in meaningful work as soon as possible.

Suggested Books

• First Day Jitters, by Julie Dannenberg
• Mouse’s First Day of School, by Lauren Thompson

The NAMC Classroom Guides provide guidance and insight for starting the school year well.

Have the Best Year Yet: Simple, Inspiring Ideas for the Montessori Teacher

The summer has flown by, and many of us are getting ready for the start of a new academic year. I find that thinking about the basics and essentials of a Montessori classroom helps inspire me for the upcoming year. Spending this time examining why I chose Montessori, what makes it unique and wonderful, has been a truly helpful start to every school year. The following is a list of simple ideas that will help to develop a routine in your Montessori classroom, build a sense of community and develop peacefulness, mindfulness and social grace and courtesy.

Start of the Day: The minute your students walk in the door, your community-building work begins. Building a sense of community in your Montessori classroom is the key to classroom harmony and success. It also helps foster skills that your students can apply to other communal situations.

• Greeting each student as they enter the room - Be sure to shake each student’s hand and make eye contact. Feel free to do a High 5 or pinky finger shake too!
• Morning Circle/Group - This is your time to set the tone for the day by establishing a routine. This time might include announcements about the day, sharing by students, or a song.

Any Time of the Day: These are ideas that can be introduced and then used as needed.

• Peace Table - Include a book for questions, issues and grievances. These can then be discussed and worked out in class/community meetings. Also, some appropriate books about peace and a “talking object” will be helpful.
• Grace and Courtesy - Role playing is an extremely helpful technique for both peace education and grace and courtesy that masquerades as fun acting!

Celebrations: Decide as a class what may be appropriate ways to express cheer and joy. Will you shake your hands while being silent? Will you silently disco a la Saturday Night Fever? More than one possibility is fine!

Sharing: Nearly everyone likes to share a little something about themselves. This will help you get to know your students and will help foster a community within your Montessori classroom.

• Decide as a class whether you would like a set sharing time. For example, will everyone be allowed a brief time on Fridays at the end of the day? Or will five people share on Monday, five on Tuesday, etc? Maybe your students would rather that sharing be a more organic process, i.e., people share when they are ready, but they must give the adult advance notice?
• Students can share something from home and/or their work. You can establish a place (a basket, table, etc.) where students can place what they would like to share with their fellow students.
• Community meetings can also be a time to share joys and appreciations.
• Students may also enjoy reading to their classmates.
• Does your school have a policy for birthday celebrations? A sharing ritual can be developed to acknowledge this milestone.

Source: Focused on the Principles: Classrooms United and Thriving, Workshop March 2, 2007 in NYC, American Montessori Society National Conference, Compiled by Gretchen Courage.

The NAMC Classroom Guides provide guidelines and insight for starting the school year well.

Nurturing Concentration in the Montessori Child, Part 2

Dr. Maria Montessori believed that one of the best gifts we can give children is an environment that enables them to develop their ability to concentrate. In fact, one of the aims of the Montessori Practical Life Activities is to develop strong concentration skills.

A child who is interested in the work she is doing will have an easier time concentrating. It is the job of the Montessori teacher and parent to arouse the interest of the child. As mentioned in Part 1 of this two-part series, a young child’s interest and attention level is at best, delicate; the world has so many distractions. As a result of these distractions, a young child may show seemingly little interest in one activity, and be incapable of remaining on one task for very long, choosing to move quickly from one activity to another.

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' (Montessori, The Absorbent Mind, p. 206).

How, then, can we help to arouse and sustain the interest of the young child? Montessori realized that we cannot force interest or concentration onto the child. Therefore, it is the responsibility of the adult to look for the child to guide us. Here are some suggestions to consider:

Make Observations – By observing the child, you will notice which activities she stays with. Using directive praise (rather than evaluative), let her know you are pleased that she completed a task. Instead of “What a good girl to finish washing the table.”, try “I appreciate how clean the table is. Now we will be able to eat lunch at it”.

Offer Choices – Now that you’ve observed her preferences, let her choose activities she prefers. “I see that you like pouring. Would you like to pour grain or water today?”

Model Concentration – Children are watching you all the time. By exaggerating your own movements and efforts at concentration, children will understand that this is a task to be taken seriously.

Encourage Repetition – When your child completes a task, suggest she try again. “I appreciate the way you worked on that puzzle. Would you like to do it again?”

Respect the Child’s Work – Just as adults need to concentrate on tasks and work, so do children. Refrain from interrupting a child who is absorbed in a task. Interrupting her concentration is disrespectful.

Concentration is crucial to learning. We need to provide activities which engage a child so that she reaches a deep level of intense concentration sustainable over an extended period of time. As the ability to concentrate develops, the child will learn to persevere and move on to greater, more complex concepts and tasks.

For more ideas on activities to promote and develop concentration:

• Montessori Practical Life at Home
• The Importance of Practical Life Activities in the Montessori Classroom (3-6)
• Montessori Philosophy: Normalization

Nurturing Concentration in the Montessori Child, Part 1

If a child’s cycle of activity is interrupted, the results are a deviation of behavior, aimlessness, and loss of interest…So whatever intelligent activity we witness in a child – even if it seems absurd to us…we must not interfere; for the child must be able to finish the cycle of activity on which his heart is set.

- Maria Montessori, The Absorbent Mind. New York: Henry Holt and company, 1995. pg. 160.

Learning, by itself, cannot happen without concentration. Whether we are learning to tie our shoes, write our name, wash a car or solve complex algebraic equations, there is intense concentration specific to the task at hand. Dr. Maria Montessori understood the power of concentration, and her methodology is designed to nurture this power. In this, the first of a two-part article, we explore the importance of concentration in early childhood.

Montessori observed that the formative stage of concentration occurs from birth to about the age of three. I recently had the pleasure of watching my nine-month old niece discover a piece of adhesive tape. As she tried to pull it off the fingers of one hand, it stuck to the fingers of the other. As she alternated between hands, her inquisitiveness and delight was apparent to all who observed this new experience. Wisely, her parents did not rush to take it away from her, though they were watchful, fearing she might put in her mouth. Rather, they sat nearby waiting until the adhesive strength lessened, thus ending her concentration. My niece spent 5-10 minutes in intense concentration to this new sensorial experience.

Concentration in infants is a fragile thing. Well-meaning adults often rush in to “fix” things. A whimper suddenly demands that new toys be offered, a frown means a change of scenery is required. Concentration is broken by the adult trying to shift the focus of the child. Indeed, Montessori said “no one acting from the outside can cause him to concentrate”. (Montessori, The Absorbent Mind. page 222)

As the child grows and enters the Montessori Children’s House (ages 3-6), concentration and attention span increase. In fact, that is an indirect aim of most Montessori Children’s House activities. Practical Life activities are the cornerstone of the Montessori Children’s House curriculum which serves the purpose of building independence, improving coordination, and following steps in a sequence. All of these build on focus and concentration, with some activities requiring fifteen minutes or more to complete.

In the Montessori classroom and home, there is a deep respect for the child. In the Montessori environment it is rare that a child is interrupted while he is focused on his work. It is understandable that there will be times when a child must be interrupted. However, at these times, it is ideal to let the child know ahead of time, for example: “It’s almost lunch time. We will need to stop playing in the puddle and clean up in 5 minutes.” In five minutes’ time, offer a choice: “Would you like me to help you clean up or would you like to do it yourself?” Or, offer an alternative: “I know you are having fun playing in the puddle. After lunch, we can come back and play some more.

Our modern culture contains a multitude of distractions: video games, computers, television, and any number of sports- or arts-related extra activities. Combined, these can create an overabundance of sensory stimulation. Maintaining a calm, controlled, prepared Montessori environment and a clear approach to reducing distractions and sensory overload is an important task of the Montessori caregiver. This directed approach is designed to foster the power of concentration in children, so that they may grow to become happy, independent, and fulfilled adults.

Part 2 of this topic will further examine the role of the Montessori educator with respect to interest and concentration in early childhood.

Related articles:

• Montessori at Home: The Prepared Environment
• Montessori: Nurturing the Authentic Child
• Principles of the Montessori Prepared Environment
• Montessori Teachers: Reflections of Purpose

NAMC Summer Studies – Montessori training is in high gear!

Ahhhh….Summertime. Thoughts of time spent at the pool, catching fireflies, sipping lemonade, and studying. Yes, you heard me right, I said studying. It seems as if our NAMC students are using this time away from their own students and classrooms to concentrate on their own studies. Summertime, for NAMC tutors is one the busiest times of the year. Our mailboxes and inboxes are continually filling with Montessori assignments that need to be read and marked and our phones are ringing off the hook with student questions. It is exciting to witness the enthusiasm of our students as they ready themselves for the start of a new school year.

Because many of us at NAMC are certified Montessori teachers with Montessori classroom experience, we know how busy you are both inside and outside your classroom. Many of our students work full-time during the school year while they study to acquire their Montessori Teaching Diploma in their spare time. Students can successfully complete a Diploma Program with a half-hour study time per day, five days per week. Summers and holiday breaks give extended opportunities to concentrate greater periods of time on the NAMC Montessori course of study. In fact, some of my students have even told me about taking their manuals on vacation with them!

The enthusiasm is contagious! Students are asking questions such as how to set up shelves, what materials to order or make, which workplan format works best, what lessons to present during the first week, along with what to do on the first day. There is such joy and excitement in their voices! Some are first time Montessori teachers, eagerly awaiting their first Montessori classroom. Others are returning to complete their credential or obtain one for a different age level. One thing they have in common is their commitment to bringing quality Montessori education to the children in their lives.

As one of my students recently told me, “I have to say that this has been a very interesting and growing experience for me. I have learned so much and have figured out why the Montessori Method of teaching is a great way to learn. I have learned so much, I cannot wait to start school and teach my students all that I have learned. The teachers around me have commented on the fact that they can see the change in me.” (Samantha K., NAMC graduate, Upper Elementary)

Those of you who spent your summer studying and preparing for your Montessori credential may have missed a trip to the beach or spent a few more afternoons inside rather than at the pool, but I guarantee you will reap the rewards this fall as you continue to touch the lives of children. For those of you who are thinking that a career as a Montessori guide and teacher may be for you, please contact NAMC for more information. You’ll be glad you did!

Evaluating What We Do: Being a Dynamic Montessori Teacher

Teachers who understand how their goals of education relate to their teaching strategies are more likely to implement practices that consciously emphasize some goals and eliminate those practices they consider not useful.

- Dr. Marlene Barron, Maria Montessori and the Postmodern World, Montessori Life, AMS, Summer 2002.

In many parts of the world, summer is about to end and a new school year is about to begin. Now is the time when I think seriously about what I need to improve in my Montessori classroom for the coming year. I think about my older students who will be returning for another year. What were their individual challenges last year? What are their strengths? I review teacher notes for incoming Montessori students and begin preparation for their introduction into the new Montessori classroom. I assess Montessori environmental design and curriculum, asking questions, such as: Do material and subject areas make sense where they are located? Is there a logical flow to the Montessori classroom? Do I have any curricular deficiencies or challenges?

In her article, “Maria Montessori and the Postmodern World”, Dr. Marlene Barron offers ideas for evaluating what we do as Montessori teachers and schools, with a view to nurturing students as citizens today, and for the future. Dr. Barron has observed that a teacher’s beliefs and biases can be a hindrance to helping foster the development of children. Emphasizing that those of us who have the great fortune to live in a democratic society also have the opportunity to value, share and teach this important process, Dr. Barron suggests that it is critical for adults and students to discuss issues, values, ideas, etc., as part of the ongoing improvement of Montessori education programs.

Through her research and experience working with Montessori educators, Dr. Barron and her colleagues developed a list of considerations for improved approaches to Montessori education, as summarized below:

• When making decisions, help and encourage students to use a “both/and” approach instead of an “either/or” approach to the decision-making process. The “both/and” approach is more appropriate to today’s world, with emphasis on the benefit of shared expression and inclusive thought.
• Teachers who problem-solve and negotiate with others will be more likely to have students who do the same.
• Vertical classrooms, i.e., “experts” conveying their knowledge and top-down practices are things of the past. This is true for Montessori teacher education programs and Montessori schools.
• The expectation that students will “finish one’s work before beginning another activity” might be unreasonable and impractical when that is not the nature of an adult’s work day. Montessori methodology embraces an integrated curriculum, where learning is encouraged across multiple disciplines to “see” connections among varying subjects.
• Encourage student dialogue with peers and other adults during the work cycle and school day.
• Students know a lot and might even be experts on some topics.

A new school year is about to begin. Help your colleagues and yourself be the best you can be. Take time over the coming weeks to assess what, how and why you do the things you do in the classroom, thinking about today’s world and how its changes will affect your students as they grow. Perhaps you will find new ways to incorporate important cultural, educational and technological developments into the Montessori curriculum, in order to help your students become successful citizens, now and for the future!