Wednesday, September 30, 2009
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.
Tuesday, September 29, 2009
Here are some suggestions for activities during your Montessori outdoor play time:
Friday, September 25, 2009
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.” This example of a cultural theme for the classroom will help you plan a well connected, fun year of lessons across all the Montessori curriculum!
Wednesday, September 23, 2009
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.
Friday, September 18, 2009
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.
Tuesday, September 15, 2009
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:
Thursday, September 10, 2009
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:
Wednesday, September 9, 2009
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):
Friday, September 4, 2009
Muslims use Ramadan as a time to reflect, pray, and do good deeds while spending time with family and friends. This is very much in line with Montessori philosophy, and is a wonderful time to introduce activities and reading material to your students as part of culture and peace education studies.
Tuesday, September 1, 2009
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.
Are you interested in reading back through NAMC's blog articles from years gone by? Are you looking for more information on a specific topic?
Use the menu below to select the year and then the month to narrow down the time frame the articles you are interested in were posted. You can also browse our entire list of categories below; by clicking on one, you will see every article posted under that topic since 2007.
Still having trouble finding what you're looking for? Try our search box (located in the side bar of every page) to search all posts on our site for your keyword. If you require further information, or have comments or concerns, feel free to contact us.
NAMC Montessori Teacher Training Blog Archive
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- Montessori Cosmic Education and Connections Betwee...
- Montessori Preschool Outdoor Play: Activity Ideas ...
- New Cultural Units and Themes for Your Montessori ...
- Character Education Ideas for the Montessori Class...
- Developing and Improving Penmanship With Montessor...
- Parent Volunteers in the Montessori Community: Cre...
- The Five Great Lessons for Montessori Elementary: ...
- Influenza in Montessori Schools – Tips for a Flu F...
- Ramadan Activities and Reading for the Montessori ...
- Biting in the Montessori Toddler Classroom: Causes...
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As much as possible, NAMC’s web blog reflects the Montessori curriculum as provided in its teacher training programs. We realize and respect that Montessori schools are unique and may vary their schedules and offerings in accordance with the needs of their individual communities. We hope that our readers will find our articles useful and inspiring as a contribution to the global Montessori community.
NAMC is always looking for feedback and dialogue with our students and other Montessorians. We invite you to contact us if you may have any questions or comments in regards to our blog or articles we have posted here at our Montessori Teacher Training page.
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