Connections Among Living Things: Montessori Cosmic Education

The most important thing we can do is to hear inside ourselves the sounds of the Earth crying. - Thich Naht Hahn

A few years ago, my upper elementary Montessori class spent a few days on Ocracoke Island on the Outer Banks of North Carolina, camping and having class on the beach. We learned about the Wright brothers and built and flew paper airplanes, studied coastal dune environments, learned about simile, metaphor, and onomatopoeia while writing poetry about the ocean. We gathered the huge seashells that are common on the North Carolina coast, built sand castles, and played in the waves. But the most poignant part of the trip was our final evening. We gathered at sunset on the beach and made s’mores and as it grew dark we invited the Council of All Beings to join us. What happened next amongst these 50 children was nothing short of amazing.

Montessori’s vision of Cosmic Education is to understand the interdependency of all life on earth and, indeed, the universe. Created in 1985 by Joanna Macy and John Seed, The Council of All Beings is a time for us humans to come together and take on the persona of non-human beings on earth. It is a reflection of Cosmic Education as it fosters compassion for the hardships facings other living things. Often, the hardships are caused by humans and the Council of All Beings gives voices to those who don’t have a voice.

To hold a Council of All Beings, invite the students on a nature walk. Listen to the nature sounds around you. Look closely at the beauty of the earth around you. When you return to the Montessori classroom, explain that we are going to be having a Council of All Beings where the students can speak for the living things on earth. Ask the students to choose which being they will represent. Though animals are the most popular, they can choose plants, rivers, oceans, wetlands, mountains, glaciers, soil, fungi, etc. Next, ask the students to create a mask of their beings. This well help them indentify with their beings. Masks can be made from paper plates, using grass, leaves, and twigs to embellish them.

After the masks have been made, invite the students to bring them to circle. With soft sounds of nature in the background, the Montessori teacher acts as the facilitator and introduces the exercise as a place to speak for a non-human being in a sharing circle called the Council of All Beings. She tells the students that humans are not part of the council be cause their voices are strong and now it is time for the other voices on the planet to be heard. The teacher begins by welcoming the Council.

We come together because our planet is in trouble. Our lives and ways are in danger. There is much that needs to be said so that others may hear.

There are three steps in a successful Council of All Beings. Examples:

Greetings & introductions.

• I am polar bear, and I speak for all polar bears.
• I’m bumble bee and I speak for all pollinators.

Concerns, fears.

• I have to swim farther and farther to find food. The ice is melting and I have no place to rest. I am drowning because I am so tired. My children are left alone, starving, unable to take care of themselves.
• So many insecticides cover the flowers. They are killing us as we try to gather the pollen we need to survive. Without us, many crops will not be pollinated and they will die.

Beings offer their gifts to humans.

• I, polar bear, offer you the majesty, strength, and solitude of one who lives against the odds.
• I, Bumblebee, offer you my sweet honey to sweeten your lives.

At the end of the Council, the teacher thanks the beings for participating. The masks are gathered and can be displayed on a wall or bulletin board to serve as a reminder of what was said during the Council. You may wish to invite the students to put on their ‘human’ masks as you return to your classroom activities.

The Council of All Beings serves as a way to discuss what is happening in our world today. It has greater connections to the Montessori Curriculum through Cosmic Education, the Five Great Lessons, Cultural and Physical Geography, Botany, and Zoology. It can serve as a catalyst for projects and activities which reach beyond the classroom, with your students making a difference in the world around them.

On that North Carolina night, as the Council of All Beings drew to a close, we sat in silence watching the embers of the bonfire die out. Many of us lay back on the sand to look at the stars. Not a voice was heard as each of us thought about what had just happened. Suddenly, three shooting stars flashed across the night sky. The collective “oohs” and “ahhs” echoed a deep appreciation for the natural wonder that had just occurred, when out of the darkness a young voice called out “The perfect ending to a perfect night”.

NAMC's Montessori Curriculum Materials

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

Montessori Preschool Outdoor Play: Activity Ideas for Social Development

Let us always remember that inner discipline is something to come and not something always present. - Maria Montessori, The Absorbent Mind

Outdoor playtime in your Montessori preschool does not have to be completely unstructured. In fact, studies have shown that unstructured or lightly-supervised playtime can actually lead to aggressive play and behavior problems. Playing organized games and activities teaches cooperation, sharing, following the rules, helpfulness, social skills, and control of emotions. Additionally, organized play makes sure that all students are actively participating in some physical activity.

Here are some suggestions for activities during your Montessori outdoor play time:

Outdoor Car Wash

• Materials: Riding cars, bikes, wheelbarrows
• Description: Set up an area outside where the children can wash the playground “cars”. Children can have three stations: soap and sponges; clean water and sponges; and drying cloths.

Outdoor “Hot Potato”

• Materials: Medium-size playground ball
• Description: Put a medium size ball (‘hot potato’) in the center of a circle along with a student chosen to be 'in the oven'. The rest of the students stand in a circle representing the boundary of the oven, holding hands. The student who is 'in the oven' tries to kick the ball out of the circle using only her feet. The others try to stop the ball with their feet. Once the ball is out of the circle, another student is chosen be be ‘in the oven’.

Links on a Chain

• Materials: a length of rope
• Description: Form a line, holding the length of rope at intervals. Tell the children they will be following a leader and doing everything the leader does. The Montessori teacher begins the game as the leader, but hands off to a student. Rotate leaders every thirty seconds or so.

Hop to it!

• Materials: open space
• Description: Call the name of an animal and see if the children can imitate how they move. Examples: Bunny – hopping; snakes – slithering; horses – galloping.

Bubbles

• Materials: bubble solution made with 2 cups warm water, 1 cup liquid dishwashing soap, ¼ cup glycerin and 1 tsp. of sugar; funnels, straws, bubble ‘wands’
• Description: Mix all the ingredients for the bubble solution together and pour into several small containers. Dip various objects in the bubble solution and blow or wave them in the air to create bubbles.

With a little creativity, you can have your Montessori outdoor time turn into cooperative fun for everyone!

The NAMC Classroom Guides provide helpful information for creating an effective outdoor environment.

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

Make It Fun! Integrating New Cultural Units and Themes in the Montessori Classroom

Culture and education have no bounds or limits; now man is in a phase in which he must decide for himself how far he can proceed in the culture that belongs to the whole of humanity. - Maria Montessori, Four Planes of Education. AMI, 1971 (Edinburgh and London lectures): p. 11

Setting up a new Montessori elementary classroom for the new school year? Doing a different cultural theme than you have in the past? Maybe your school has added a new classroom or age grouping? I’ve known Montessori classrooms that rotated three cultural themes over the three-year cycle (for example, Greek and Roman Civilizations, Middle Ages, and Renaissance). I have also heard of classrooms that studied a different continent every year, chosen by student votes.

Montessori students and teachers both will enjoy and benefit from a cultural unit that is integrated into as many curricular areas as possible. At the Montessori Preschool/Kindergarten level, geographical and historical study of continents and oceans will lay the foundation toward more in-depth elementary cultural themes.

At the Montessori elementary level, the best cultural units also make global connections by relating all aspects of the culture being studied, including animal and plant life, language, food, people and customs. Of course, don’t forget the cultural aspects of art, music, dance, legends, folktales, games, festivals, traditions, and religions! The year we studied Ancient Greece and Rome, our class play was based on the Greek tale of “Jason and the Golden Fleece.”

When planning the year-long study of Greek and Roman civilizations mentioned above, my co-teacher and I began with ample research. We searched online for teacher resources and gathered books that would be helpful for reading aloud and student research (at the top of our list: D'Aulaires' Book of Greek Myths). Our search began locally with historical museums, art galleries, and other non-profit organizations. Luckily, Nashville has its own Parthenon and we were sure to plan a field trip and tour. We also “put the word out” about our plans by telling the director of our school, our Arts coordinator, fellow teachers, and parents who would be visiting Greece during the summer. Before we knew it, we had books, art, and artifacts for our classroom. We were also fortunate enough to have volunteers for cooking lessons and field trips. One field trip was to see a play of Greek myths.

One of the simplest curricular areas to integrate is practical life. As a class, determine what everyday life was like and what special tools and utensils were used. This is easy and fun to incorporate in the Montessori classroom. Your students will have plenty of ideas on how to do this. The year my students studied American pioneers, we washed our cloth napkins by hand, made applesauce with some very willing grandparents, and had a “One Room Schoolhouse Day” complete with individual blackboards and lunch pails. The smell and taste of spices, special musical instruments, the textures of fabrics can all be used for sensorial studies.

To integrate your cultural study with your mathematical studies, evaluate the number system of the time or place you are studying. Is the number system Arabic, Hindu, Chinese or Roman? How do they write numbers in that culture? Our study of Ancient Greece and Rome led to lessons and works using Roman numerals. We even began writing the date in Roman numerals. We also looked at the mathematical contributions made by Greeks and Romans. While studying American pioneers, the individual blackboards from “One Room Schoolhouse Day” made their way into regular use for math work.

For language integration, use reading time to read books aloud on the cultural unit. The year we studied Ancient Greece and Rome, we ended every day with a reading from D'Aulaires' Book of Greek Myths, and when we studied American pioneers, we read from Little House on the Prairie and other Laura Ingalls Wilder books. Explore the alphabet and vocabulary, and stories and songs from that time.

Working with your students’ sense of wonder can be a powerful and magical activity. Find something connected to your unit that will do this. For instance, when studying American pioneers, my students popped popcorn, grew heirloom vegetables, and watched bread dough rise. Also, seeing and touching artifacts from another time or place can be very powerful for a child.

Remember to include your Montessori students in the planning and above all, have fun!

Resources:

• Jason and the Golden Fleece
• D'Aulaires' Book of Greek Myths, Delacorte Books for Young Readers (March 1, 1992)

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

Character Education Ideas for the Montessori Classroom

We must help the child to act for himself, will for himself, think for himself; this is the art of those who aspire to serve the spirit. - Maria Montessori, Education for a New World

In a previous blog article on Educating the Human Potential, we wrote about the importance of Character Education in the Montessori classroom.

Montessori believed that children learn wisdom, virtue, courage, honesty, and character by hearing, reading, and telling stories that model these virtues. Our world is rich with literature about individual heroes who have made the earth a better place for others. Reading these stories and poems aloud to students builds a strong curriculum for Character Education in conjunction with other subjects such as History, the Sciences, Practical Life, Peace, etc., and opens the floor for further exploration and discussion, whereby Montessori students can identify and learn to define the character virtues demonstrated in a particular story or poem.

The Montessori classroom can also be the environment where students learn to practice character virtues, and recognize these virtues in their peers and community, every day. You may have heard the term “Scroll of Virtues” in the Montessori classroom. This can be a simple pen-and-paper wall display that lists character virtues as students discover them through stories and actions in daily life. Here are some examples of character virtues that you may explore through shared literature:

Responsibility, Fortitude, Courage, Compassion, Caring, Honesty, Justice, Fairness, Hard Work, Perseverance, Politeness, Sharing, Courtesy, Kindness, Patience, Role Modeling, Awareness, Flexibility, Humility

Encourage your Montessori students to do further work with the Scroll of Virtues, such as keeping a Character Virtue journal, whereby they can identify specific virtues and write about their own experiences or their own stories about each virtue. Art projects are a creative expression of character virtues and their significance. Field trips can be organized in such a way that encourages Montessori students to practice character virtues, such as community service initiatives. Special school events, such as a formal spring tea for parents and grandparents, engage the students in the virtues of grace and courtesy. Even everyday actions, such as an older student helping a younger student, or a practical life activity such as caring for the environment, can be acknowledged and celebrated in the Montessori classroom.

Character Education continues to be one of the most important aspects of the Montessori curriculum, across all ages. The Montessori teacher and parent are important role models and guides toward the “education of the whole child” through thoughtful practice and shared experience.

NAMC teaching manuals provide a rich curriculum centered on the development of the whole child, for each age group.

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

Developing Penmanship: Montessori Elementary Work

A teacher said a word rapidly in passing, and on return saw it had been written with moveable letters. For these mites of four, once was enough, though a child of seven requires much repetition before he grasps the word correctly. All this was due to that special period of sensitivity; the mind was like soft wax, susceptible at this age to impressions which could not be taken in at a later stage, when this special malleability would have disappeared. - Maria Montessori, Education for a New World

In my work as a NAMC personal tutor, I have listened to NAMC students express an ongoing concern regarding penmanship in the lower elementary Montessori classroom. It applies both to students coming from the Montessori Children's House and those who are new to Montessori. Whether or not this may be due to inconsistencies in teaching methods or issues with Sensory Processing Disorder (formerly known as Sensory Integration Disorder), there are ways to help Montessori elementary students improve their penmanship.

Montessori observed that between the ages of two and six, children undergo two sensitive periods for writing. The first begins at around the age of two, when there is refinement of the senses (taste, sound, smell, sight, weight, touch) through the Montessori Sensorial activities. The second sensitive period for writing takes place around the age of three or four, as the student develops a fascination with writing. Students at this age begin to attempt to reproduce numbers and letters. It is during this sensitive period for language and writing when the Moveable Alphabet, Metal Insets, and Sandpaper Letters are introduced to the child.

Montessori observed that once the sensitive period for language had passed, the child could still learn, but not as rapidly or with the ease and comprehension that there was at the height of the early period of natural curiosity. In order to help the lower elementary student who has moved out of this sensitive period for language improve her penmanship, the Montessori teacher carefully observes the student in order to determine the specific areas that require improvement.

Fine Muscle Control

Strengthening the muscles in the hand provides a more secure pincer grip. Try returning to the Metal Insets with your Montessori student, working first on simply tracing each shape. When the student experiences success, move on to extend the activities: Trace one shape in two different positions: Trace the inside of one shape using the frame, then place the matching inset on top of that shape and trace it with a different-colored pencil; make designs using more than one shape; complete an entire sheet (5” x 5”) with designs using a variety of insets, colors, and types of lines; repeat a design on a long strip of paper.

Other Montessori activities which improve fine muscle control are found in the Practical Life area of the classroom. These include: transferring objects with tongs and tweezers; transferring liquids with turkey basters and eye droppers; pinning and unpinning clothespins; weaving; sewing on buttons or cross stitching; latch hook rugs; working with nuts and bolts and locks and keys.

Letter Formation

Some students do not experience the proper way to form letters during their sensitive period of language development. For these children, involving the senses is still important; we want to develop the student’s “muscular memory”. The Sandpaper Letters can serve as a review for the correct writing direction of letter shapes, if the Montessori teacher determines that this is required. In the past, I have used the Montessori student’s list of weekly spelling words and a tray of sand, which is kept on the shelf in the Language area. Beginning with the first word, use the index finger of your dominant hand to trace the letters in the sand, emphasizing the correct formation of the letters. Shake the tray to “erase” the word and invite the child to try. Repeat this process for the entire list, each time emphasizing proper letter formation. When the child is ready to move to pencil and paper, remind the child to think about how the letters were formed in the sand.

Other useful techniques for improving letter formation include:

• Use the Small Moveable Alphabet on a cardboard or wood strip, marked with lines to represent penmanship paper.
• Use erasable whiteboards and markers.
• Use penmanship booklets (a writing practice paper template is also available on the NAMC Lower Elementary Blackline Master CD-ROM).

Poor penmanship can result in low self-confidence and poor self-esteem. With practice, modeling, patience and positive encouragement, lower elementary Montessori students will improve their penmanship which will lead to greater success in the classroom and beyond.

The NAMC Preschool/Kindergarten curriculum and Lower Elementary curriculum material provide extensive activities for developing fine motor skills and language/writing abilities.

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

The Montessori Community: Parent Volunteers

Parent (or grandparent, aunt, uncle, neighbor, etc.) volunteers play an important role in the Montessori community. By donating their time and talents, good volunteers make a huge difference in the lives of your Montessori students. It is important, therefore, to educate your volunteers on the philosophy of your Montessori school as well as their important role within your community.

Just as a parent handbook is important to communicate the philosophy and policies of your Montessori school, a volunteer handbook acquaints the helper with your expectations of a good volunteer. There should be a Montessori volunteer orientation meeting for those who are able to attend to go over the handbook and discuss areas where volunteers are needed. Following is a guideline of information to include in the Montessori Volunteer Handbook:

• The role of the Montessori volunteer – Volunteers are important role models and should be respectful and set good examples for Montessori students. Loud voices and inappropriate language should not be used at school. While volunteering, it is not appropriate to hold private conversations with teachers or other volunteers. A good volunteer communicates openly with the Montessori teacher and frees the teacher to teach. Unless it is an emergency, the volunteer should not interrupt the teacher while she is working with her students.
• A discussion on commitment – Volunteers should plan to arrive a bit early for their scheduled tasks in order to receive some direction. If for some reason, the volunteer is unable to attend, s/he should contact the person in charge as soon as possible in order to provide ample time to organize a replacement volunteer. The Montessori school also has a commitment to be prepared and to respect the time and talent of the volunteer.
• Child care – Volunteers should not bring younger children with them. Their focus should be on the children in their care and the job at hand.
• Reporting child abuse and neglect – Just as with teachers and administrators, school volunteers are required by law to report suspected child abuse and/or neglect. If the volunteer suspects child abuse or neglect, they need to report it immediately and confidentially to the Montessori classroom teacher or administrator.
• Transportation of students – Volunteers should not transport students without prior permission.
• Confidentiality – Volunteers, like teachers, are bound by strict rules of confidentiality. What is said or heard during volunteer hours at the Montessori school or a school function is to be kept confidential in order to respect and protect students and teachers.
• Master volunteer list – see below.

Be Specific

Volunteers need to know what you need them to do and exactly what your expectations are. Setting out and communicating expectations clearly serves to avoid uncertainty and misunderstanding, and will enhance the Montessori volunteer experience. It helps to have a volunteer master list or calendar for both the Montessori school and individual classrooms. If presented at the beginning of the year, parents can plan ahead and choose the volunteer opportunities that are right for them.

When planning a Montessori volunteer master calendar, be sure to include the following:

• Date
• Event Name
• Job Function & Description
• Estimated Time
• Number of Volunteers Needed
• A blank space to record names

Date	Event	Job	Est. time	Number Volunteers	Names
Nov 1-5	Coat Drive	Create flyers to send home & post on classroom doors	1 hr	1	1.__________
.	.	Place boxes in classrooms	30 mins	1	1.__________
.	.	Collect & deliver coats to chosen charity	1.5 hrs	2	1.__________ 2.__________
Dec 15	Holiday concert	Parking lot attendants	1 hr before & 1/2 hr after concert	3	1.__________ 2.__________ 3.__________
.	.	Welcome and direct people to auditorium	30 mins	2	1.__________ 2.__________
.	.	Set up, serve, and clean up refreshments	2 hrs	4	1.__________ 2.__________ 3.__________ 4.__________

Volunteers are an integral part of keeping your Montessori school running smoothly. With a little advanced preparation and effective communication, you and your Montessori volunteers will have a positive, ongoing relationship.

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

Introducing and Exploring The Five Great Lessons in Montessori Elementary

Our goal is not so much the imparting of knowledge as the unveiling and developing of spiritual energy. - Maria Montessori, The Child in the Family

The Five Great Lessons is a group of impressionistic stories that are meant to provide elementary Montessori students with a “big picture” of the world and life. At this stage of development, children are becoming aware of the world and their place in it. For a child, the Great Lessons are more than just educational and inspirational stories. They spark the imagination and lead students to contemplate not only the past, but the future. It is through the telling (and re-telling) of these important Cosmic lessons that students are motivated to further research and works in the Montessori classroom.

Each of the Great Lessons serves to initiate student exploration and discovery. While children develop an awareness of the natural world and its laws, they are also moved to explore topics such as history, geography, math, science and language. Most importantly, the Great Lessons develop in Montessori students reverence and gratitude for those who have come before us.

Because of the importance and wealth of information that can be discovered in each lesson, it is important, therefore, not to rush through them, but to give ample time in between for research on the topics presented in the lessons. Here is a list of possible topics that can be explored for each of the Five Great Lessons:

The First Great Lesson: The Beginning of the Universe and Earth

• The Universe
• The Solar System
• Composition of the Earth
• Volcanoes
• Rocks
• Chemistry: The Three States of Matter
• Creation Stories

The Second Great Lesson: Life Comes to Earth

• Bacteria
• Plants (classification and parts of: ferns, conifers, and flowering plants)
• Fossils
• Trilobites
• Dinosaurs
• Living and Nonliving
• Classification Work
• Kingdom Animalia (Classification and parts of: insects, fish, amphibians, reptiles, birds, mammals)
• Oceans and Ocean Life
• Supercontinents (Pangaea, Laurasia, Gondwanaland)
• Continents
• Mountains
• Oxygen & Carbon Dioxide

The Third Great Lesson: Humans Come to Earth

• Ancient Civilizations
• Fundamental Needs
• The History of:
  • Tools
  • Food preparation and Storage
  • Clothing
  • Shelter
  • Transportation
  • Medicine
  • Defense
  • Art
  • Religion/Spirituality

The Fourth Great Lesson: How Writing Began

• History of Writing
• Hieroglyphic and Cuneiform Writing
• Different Alphabets
• Different Writing Systems (letters and characters)
• Ancient Civilizations
• The Printing Press

The Fifth Great Lesson: How Numbers Began

• History of Numbers
• History of Mathematics
• Different Number Systems
• How ‘zero’ came to be
• The invention of the Calendar
• Systems and Units of Measurement
• Economic Geography

As you can see, there is plenty of material to cover in between the telling of the Lessons. While it is important to tell the First Great Lesson as early in the year as possible, time should be left between the Great Lessons to give students the opportunity to explore the information contained within them. Rushing through the Great Lessons bombards children with information, thus negating the importance of that knowledge. It is important to remember that not all of these lessons need be given every year, but should be rotated over your three year cycle.

Related NAMC Blogs:

• Montessori Philosophy – The Second Plane of Development: Ages 6-12
• Montessori Elementary: The Five Great Lessons Part 1 – Purpose
• Montessori Elementary: The Five Great Lessons Part 2 – When to Tell the Stories
• Montessori Elementary: The Five Great Lessons Part 3 - Preparation
• Montessori Elementary: Five Great Lessons Part 4 – Cosmic Education
• Montessori and Imagination: the Second Plane of Development

NAMC is proud to offer the elementary teaching manual, The Five Great Lessons/Cosmic Education and Peace: a comprehensive curriculum manual for Montessori elementary teachers.

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

Montessori Schools and Influenza – Have a Plan

Back to school this year is more than just new lunch boxes and backpacks. Now, more than ever, parents and teachers are stressing the importance of hand washing, not just as proper hygiene, but as disease prevention. With the outbreak last spring of the H1N1 virus, people all over the world are voicing concern about this highly communicable illness.

Among those at highest risk are children who are younger than five years old as well as their caregivers. Infants under six months are at highest risk, as they are unable to receive flu vaccines.

All Montessori schools, especially those with programs for children five and younger, should examine and revise, if necessary, their crisis plans. Contingency plans should be put in place in case of excessive staff absences. Sick leave policies might need to be revised, allowing for staff members to have both an adequate recovery period as well as allowing them to stay home with sick family members.

Here are some recommendations to safeguard your Montessori community, based on the guidelines issued by the U.S. Center for Disease Control (CDC):

• Get vaccinated against H1N1 and seasonal flu. Remember, all children and many staff members in early childhood settings will qualify for the first round of H1N1 vaccines. The H1N1 vaccine should be available in fall 2009 and will likely require 2 doses of vaccine, separated by at least 3 weeks.
• Teach and encourage proper hygiene:

• Wash hands often with soap and warm water.
• Keep hands away from the face.
• Cover noses and mouths when coughing or sneezing, using a shirt sleeve or elbow if no tissue is available. (Children should be taught not to cough or sneeze into their hands.)

• Clean the environment and materials regularly. Areas and items that are dirty should be cleaned immediately. All areas should be cleaned and disinfected with 3% hydrogen peroxide or a bleach solution daily, especially materials and high-use areas.
• Stay home when sick. Symptoms of 2009 H1N1 flu virus can include fever, cough, sore throat, runny or stuffy nose, body aches, headache, chills, and fatigue, and sometimes diarrhea and vomiting. Children and caregivers with flu-like illness should remain at home and away from others until at least 24 hours after they are free of fever (100° F [37.8° C] or greater when measured orally), or signs of a fever, without the use of fever-reducing medications. (The CDC recommends, with severe flu, keeping sick children home for 7 days after the onset of symptoms.)
• Observe children for changes in behavior or other signs of illness.
• Separate ill children (and staff) until they can be sent home.
• Get early treatment for flu-like symptoms. Early treatment (within 48 hours of the onset of illness) with antiviral medications can decrease the risk of severe illness from influenza.
• Encourage keeping children at home if there are others in the household with the H1N1 flu.

Administrators should also review what to do should the H1N1 virus prove more wide-spread or dangerous. Reactive closures might be needed when your Montessori early childhood program cannot maintain normal functioning, for example, due to high staff absenteeism. Should you need to close your school, it is recommended you do so for at least 5-7 calendar days, with infant rooms closed longer. You should also encourage and work with parents in your Montessori community to develop alternate childcare plans in case of the need to close the school.

Recipe for Bleach Disinfecting Solution

(For use in bathrooms, diapering areas, etc.) Note: Please use protective gloves when handling any bleach solution.

• 1/4 cup bleach
• 1 gallon of cool water

OR

• 1 tablespoon bleach
• 1 quart cool water

Recipe for Weaker Bleach Disinfecting Solution

(For use on toys, eating utensils, etc.)

• 1 tablespoon bleach
• 1 gallon cool water

Source:

Centers for Disease Control

For more information on Montessori health and hygiene activities, see NAMC's curriculum:

• Preschool/Kindergarten curriculum - see Practical Life manual
• Lower Elementary curriculum - see Introduction to Health Sciences, Art & Music manual
• Upper Elementary curriculum - see Health Sciences manual

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

Ramadan in the Montessori Classroom

In my Montessori classroom, I have always viewed cultural celebrations as an opportunity to help my Montessori students view the world with open eyes and minds. It is my hope that these exposures to the customs and peoples of other cultures and religions, helps children (and adults) to see everyone equally. The ninth month of the Islamic calendar is Ramadan. This year Ramadan is August 22-September 21. Muslims are celebrating when the Qur-an verses were revealed to the prophet Muhammad. The night the first verses were revealed is known as Lailut ul-Qadr (The Night of Power). It falls during the last 10 days of the month.

Muslims use Ramadan as a time to reflect, pray, and do good deeds while spending time with family and friends. During this time, Muslims around the world fast during daylight hours. This fasting helps teach discipline, restraint, and generosity. Also, the fasting is meant to remind Muslims of those who are less fortunate and do not get to eat well. Many Muslims will read much, or all, of the Qur’an during Ramadan and attend services in Mosques that include readings of the Qur’an.

Those observing Ramadan often have one meal before sunrise (suhoor) and then have another meal after sunset (iftar). Dates are often eaten during iftar because it is believed that the Prophet Muhammed did the same. Many Muslim families will come together at iftar to break the daylight fast together.

Once fasting is complete at the end of the month, the Festival of the Breaking of the Fast (Eid-ul-Fitr) takes place. This large celebration is observed by dressing in the finest cloths, children receiving gifts and continuing to spend time with family and friends. During this time, a donation is given to charity to help the poor buy clothes and food so they can celebrate Eid-ul-Fitr as well.

Ramadan Activities for the Montessori Classroom:

• Make Ramadan Fanoos (lantern), sing Ramadan songs, or create a Ramadan calendar chain: Children's Activities for the Month of Ramadan
• Make a sun catcher inspired by geometric shapes and the stained glass in Mosques: Ramadan Mosaic Sun Catcher

Ramadan Books for the Montessori Classroom:

• My First Ramadan, by Karen Katz
• Fasting and Dates: A Ramadan and Eid-ul-Fitr Story, by Jonny Zucker and Jan Barger Cohen
• Ramadan (Rookie Read-About Holidays), by David F. Marx
• Night of the Moon: A Muslim Holiday Story, by Hena Khan and Julie Paschkis
• Ramadan, by Suhaib Hamid Ghazi and Omar Rayyan
• The Last Night of Ramadan, by Maissa Hamed and Mohamed El Wakil
• Ramadan (On My Own Holidays), by Susan L. Douglass and Jeni Reeves
• Holidays Around the World: Celebrate Ramadan and Eid al-Fitr, by Deborah Heiligman
• Under the Ramadan Moon, by Sylvia Whitman and Sue Williams
• The White Nights of Ramadan, by Maha Addasi and Ned Gannon
• Ramadan Moon, by Na'ima B. Robert and Shirin Adl

Source: BBC Schools - Islam

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

Montessori Toddler Classroom Behavior: Biting

Recently, one of our NAMC graduates asked for our help and advice concerning two toddlers in her Montessori classroom who are biting other children. She and her assistant have been keeping the children close to them, but the behavior is continuing.

Most biting occurs in children between the ages of one-and-a-half and three years old. Its occurrence reflects not only the children’s feelings, but also their inability to use expressive language. Children usually bite when they’re afraid, angry, or frustrated, or in some cases, to have power over someone (i.e., to get/take something from another child). Additionally, a major change such a new baby or starting school may cause biting to surface. Children may also bite when they become over-stimulated or excited.

If biting is happening in your Montessori classroom, you may wish to keep the child close to you for a while. Often called “gluing”, having the child close by allows you to hopefully intervene and redirect behavior before the next chance to bite occurs. Also, by carefully observing and documenting when and how the child bites will help you notice a pattern emerge.

Using positive language helps children learn how to verbalize their feelings. For both children, it is important to emphasize that biting hurts and they would not want to be hurt themselves. Positive phrases that redirect behavior are helpful. “We bite apples and carrots, not people. Biting hurts.” or “People are for hugging, not biting”. Then, remind the child to “touch nicely” or “be gentle”.

For the one who bites in order to obtain items from others, help her put her emotions into words by stating “I can see that you are angry. You don’t want Kristi to play with that shovel”. This will help her make the connection between what she is feeling and the names of those emotions. Through role playing, give her the words she needs to express herself in an acceptable manner. Tell her that it is alright to feel angry or frustrated, but it is never ok to bite. She can tell someone “I am angry because (you are playing with the green shovel) and I wish (you would let me play with it). Then, role play how she may have to work out a solution with the other child (wait her turn) and what she should do if she gets a turn to play with the green shovel (tell the person “thank you”). Also role play the possible scenario where she does not have a turn to pay with the green shovel that day (i.e., walk away without biting).

Biting, like other unwanted behaviors, may require repeated redirection as the child learns new ways to express herself. With patience and positive redirection, children will learn positive outlets for their emotions.

NAMC’s 0-3 Classroom Guide offers further information on communicating with young children the Montessori way.