Introducing Computers to Upper Elementary Montessori Students

In this day and age, odds are that many of your Montessori upper elementary students are extremely familiar and comfortable with computers. They may even know the computer better than you! If you have computers in your Montessori classroom or school that your students will be using, I find it is helpful to do an introductory lesson to the computer with your Montessori students regardless of their pre-existing knowledge and savvy. I have discovered that upper elementary students are often overly confident about their computer skills and/or too embarrassed to admit they don’t know as much as they claim. Often a simple difference in brand (Dell vs. Toshiba) or operating platform (Mac OS vs. Windows Vista) can make a difference in their comfort level and knowledge.

If the interest is there, begin your introduction to computers with a discussion and book about the history of computers. In small or large groups, show your students all the important parts of the computers you will be using (power button, mouse, screen, hard drive, etc.) Have your students draw and label a diagram of the computer. If necessary, you can write the names of the parts on slips of paper, place them in a hat or bowl, draw a name and have students “race” each other to locate the part. There are many opportunities for later extensions to this introductory activity, such as defining the functions of various parts of the computer, even taking it further to identify, define and explore concepts such as memory and other inner workings of the computer.

Next, I move on to the software programs we will be using. My students mainly use a word processing program (for typing completed research essays and other writing) and an internet browser (for research). Occasionally we have used a typing program, such as Kidspiration and Inspiration. Similar to introducing the parts of a computer, I show my Montessori students five to ten basic functions of the program they will be using (opening the program, minimizing and maximizing, typing a document, entering a web address, etc.). I keep simple “cheat sheets” posted beside the computers that include reminders on using the computer and its programs.

As an activity for the word processing program, I give a card to each student with a set of directions that walks them through creating a simple document that they print and give to me. I have a series of these activities that increase in difficulty that students can complete at their own pace. For an internet browser program, I give each student a card with an information scavenger hunt that includes a series of questions that they answer and then submit to me. I have also created folders with these cards that include a control/self-checking sheet so students may work independently. There is a plethora of activities available online that have been developed by teachers.

Make sure you have researched the safety measures that your IT administrator, media specialist, or school district have put into place on your computer system. If none are in place, use a kid-safe internet browser or safety program for all activities and research being done by students.

Computer Related Books for the Montessori Teacher and Classroom

• The History of the Computer, by Elizabeth Raum
• Oxford Illustrated Computer Dictionary 2009, by Ian Dicks
• Arthur's Computer Disaster, by Marc Brown
• Computer Activities Through the Year, by Susan L. Gimotty
• Online Activities for Kids: Projects for School, Extra Credit, or Just Plain Fun! by Preston Gralla
• Hello World!: Computer Programming for Kids and Other Beginners, by Warren Sande and Carter Sande
• Windows Vista and Internet for Children: The Best Book About Computers for Kids Grade 3 and Up, by Studio Visual Steps
• Exploring the United States on the Net: Grades 4-6, by Cynthia G. Adams
• Exploring the World on the Net: Grades 4-6, by Cynthia G. Adams
• Faux Paw's Adventures in the Internet: Keeping Children Safe Online, by Jacalyn Leavitt, Sally Linford, J. Chad Erekson, and First Lady Laura Bush

Safe Surfing Resources

• http://www.4kids.org/safesurf/
• http://www.safekids.com/
• http://www.safesurfingkids.com/

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

The Montessori Three-Period Lesson Revisited

One of the hardest things I had to learn as a Montessori teacher coming from a public school background was to resist asking students questions that led to guessing or children second-guessing themselves. This type of questioning leads to wrong answers and mis-information, which puts the teacher in a correcting mode, not a teaching mode. Montessori was very clear that we should teach, not correct. We need to tell the students exactly and simply what it is they need to know and allow them to practice the concepts until they reach mastery.

The three-period lesson is the approach used in the Montessori classroom to present new material to students. It first introduces the concept, allows for practice, and finally, provides a demonstration of mastery. First the teacher names the object, second, asks the child to touch the object when the name is given, then third, asks the child to name the object to which the teacher is pointing. Most often associated with teaching vocabulary, the three-period lesson is used throughout the curriculum to help students gain information and master concepts. For this purpose, I will use the concept of architecture and Greek Columns.

The First Period: "This Is..." (Naming)

This is the introduction of the concept or nomenclature. There is no sense of urgency as the teacher moves from one isolated concept to another, using simple language to simply state "This is.... Sometimes called "the gift", this first period lesson gives the student knowledge they had not previously received.

Presentation

• Place one picture of each of the three types of Greek Columns (Doric, Ionic, and Corinthian) on a work mat.
• Point to the Doric column and state “This is a Doric column. It is the most plain.”
• Repeat the name several times, slowly, with purpose.
• Point to the Ionic column and state “This is an Ionic column. It has fancy scrollwork.”
• Repeat the name several times, slowly, with purpose.
• Point to the Corinthian column and state “This is a Corinthian column. It is very ornate.”
• Repeat the name several times, slowly, with purpose.

The Second Period: "Show me...” (Recognizing)

Often, this lesson occurs at a later time, after the first period lesson. You may wish to briefly repeat the first period lesson. The purpose of the second period is to present action and build muscle memory of the concept. If the objects are tangible, the student holds them, moves them, and touches them in order to fully absorb the object with tactile movement and his senses.

The second period lesson is the most critical and most important lesson. It is a time to review and reinforce vocabulary. It is also the time where the teacher observes the thought processes of the student. What connections are being made? What is not understood? What needs re-teaching or more emphasis?

Presentation

• Randomly place the pictures of the Greek Columns on the mat.
• Ask the student to show you the Corinthian column (or the last object named in the first period).
• Repeat with the remaining columns. You can also ask them to manipulate the objects: turn it over; hand it to another student; return it to the shelf; etc.
• *If the student is unable to correctly identify the item, the teacher returns to the first period lesson, stating the word and pointing to the correct item. The second period is not an assessment period, it is still a learning period. This is not a time for correction or guessing (process of elimination).

The Third Period: “What is…?” (Pronouncing)

Now is the time the teacher asks the student to name or verbalize the concept or object. This should only be presented when the teacher is certain the student will experience success. It may not be immediately after the first and second periods: mastery takes time. If the student makes a mistake, do not correct him, but bring the lesson to a close and move on to something else. At another time, repeat the second period lesson and allow the student more time to practice and internalize the concept. The Montessori teacher teaches by modeling and teaching, not by correcting.

Presentation

• Place the pictures of the Greek Columns on the mat.
• Point to a column and ask the student “What is this?”
• Continue until the student has correctly identified the objects.
• If the student is unable to correctly identify the correct item, quietly close the lesson and suggest the student find another work. The second period lesson should be repeated with this student at another time.

When the teacher has completed all three periods of the lesson, she/he finishes by pointing to each object one at a time and stating, “Now you know three Greek columns: Doric, Ionic, and Corinthian. You may work with these whenever you like.”

If the lesson was unsuccessful, the teacher may do one or all of the following: simply start the lesson over with the first period; decide whether to repeat the lesson another day; reduce the number of objects being learned; or all of the above. The three-period lesson can be demanding for a child, which is why it should not exceed a few minutes in one sitting. Depending on the child’s level of success, the teacher may also decide that the child is simply not ready for this type of information yet.

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

Christmas and Boxing Day – Further Reflections on a Season of Peace and Good Will

The end of the year is always a time of reflection, no matter where we live. Very often, this reflection centers on thanksgiving, good will and peaceful deeds. As we write about the celebrations surrounding this time of year as they relate to the education of young children, we are always reminded of how important our example and support are toward the development of these citizens of tomorrow. This is a brief article about Christmas and Boxing Day, but it also contains ideas and links to other related articles for the Montessori classroom.

Christmas is celebrated every year on December 25. It is the day that Christians recognize as the birth of Jesus Christ, who they believe to be the Son of God. The widely-used Gregorian calendar is based on this date. Leading up to Christmas Day is the season of Advent. Some churches will display a wreath with five candles, one for the four Sundays leading up to Christmas Day and one final candle for Christmas Day. On Christmas Day, families celebrate by giving and receiving presents. There is often a special meal prepared for family and friends.

Boxing Day is celebrated on December 26 in Canada, the United Kingdom, Australia, Hong Kong, New Zealand, and the Commonwealth of Nations. It is also known as St. Stephen’s Day in many European countries. The day began in England under the rule of Queen Victoria in the mid-19th century. At that time, the higher classes would exchange gifts on December 25. On the following day they would give gifts to the lower classes. They often placed money, food and clothing in boxes (for ease of transportation) which is how the day was named. The gifts were based on the family’s needs and the services they provided to the gifter (cleaning, driving, etc.) Today, it is a day that the more fortunate give gifts to the less fortunate. It is a way to show appreciation for the community. Americans do not celebrate Boxing Day but during the time of slavery, slaves did receive Boxing Day gifts. Boxing Day can prompt some wonderful and poignant discussions with your Montessori students about needs, wants, social classes and the less fortunate.

As Christmas day and a New Year fast approach, we wish you all the beauty, joy, love and peace of this holiday season.

Seasonal Activities for the Montessori Classroom

• Do a botanical study of pines and evergreens. Create diagrams, booklets and art from these seasonal plants.
• Use lyrical books such as The Night Before Christmas or How the Grinch Stole Christmas! to prompt seasonal poetry written individually or as a class.
• Learn a song related to this time of year, and explore its history.

Advent, Christmas and Boxing Day Books for the Montessori Classroom

• Advent Storybook, by Antonie Schneider, Maja Dusikova, and Marisa Miller
• The Jesse Tree: Stories and Symbols of Advent, by Raymond Anderson
• Jotham's Journey: A Storybook for Advent, by Arnold Ytreeide
• The Advent Book, by Jack Stockman and Kathy Stockman
• Latin American Christmas, by Charito Calvachi and Marco Vinicio Rueda
• Christmas around the World, by Mary D. Lankford, Karen Dugan, and Irene Norman
• What Does Santa Do on Boxing Day? by Becky Plenderleith and Allan Plenderleith
• Children Just Like Me: Celebrations! by Anabel Kindersley and Barnabas Kindersley
• The Night Before Christmas, by Christian Birmingham and Clement C. Moore
• A Christmas Carol, by Charles Dickens
• How the Grinch Stole Christmas! by Dr. Seuss
• A Wish to Be a Christmas Tree, by Colleen Monroe

Web Resources

• http://www.bbc.co.uk/schools/religion/christianity/christmas.shtml
• http://teachertipstraining.suite101.com/article.cfm/origin_of_boxing_day
• http://teacher.scholastic.com/activities/holidays/

2008 related NAMC Blogs

• Winter Enrichment Activities for your Montessori School
• The Profoundness of Peace: Montessori Curriculum
• Symbols of Christmas - Montessori Curriculum
• More Montessori Giving to share ...
• Christmas Crafts in the Montessori Classroom
• Season of Giving in the Montessori Classroom

2007 related NAMC blogs

• Montessori Classroom: Teachable Moments
• Montessori Classrooms Celebrate Holidays Around the World
• Montessori Classroom: Christmas Crafts (6-12 yrs)
• Montessori Classroom: Christmas Crafts (3-6 yrs)
• Montessori Classroom: Christmas Activities
• Montessori Perspective: Age Appropriate Toys (9 to 12 yrs)
• Montessori Perspective: Age Appropriate Toys (6 to 9 yrs)
• Montessori Perspective: Age Appropriate Toys (3 to 6 yrs)

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

Year-end Reflections on the Montessori Philosophy

If I had to list one of my favorite movies of all time, it would be the 2004 animated film, The Polar Express, based on the Caldecott winning book by Chris Van Allsburg. It’s a coming-of-age story of a young boy on the cusp of adolescence fighting the child-like desire to believe in Santa Claus and the magic of Christmas and the need to grow up and find “the truth”. As the boy journeys one Christmas Eve to the North Pole on the Polar Express train, he vacillates between belief and disbelief and it is only at the last moment of his imaginary journey that he chooses to believe. We find later that he holds on to his belief throughout his life, experiencing the pure joy of the magic of Christmas long past those of non-believers.

I mention this because I am able to see parallels between the boy in The Polar Express and my own Montessori journey. Over the years I have found myself in situations where I have doubted the Montessori Method both in my classroom and in my home. I’ve struggled with children who are not yet normalized, parents who speak “Montessori” but want rigid structure and homework, assistants who refuse to do any thing other than play with the children, and even my own preconceived prejudices regarding children’s behavior. I’ve spent many sleepless nights wondering what was wrong in my Montessori environment and how I could fix it. And only after worrying and fretting and doubting it could ever work, I returned to the works and words of Montessori to be gently, yet firmly, reminded to believe in the child. She tells us to prepare the environment so that the child may freely choose that which interests him and to closely observe what happens next. She cautions us not to interfere unless absolutely necessary as that stifles creativity. She tells us that our own ego has no place in the classroom and that we must wait upon the children as a servant to a master.

At the Fall 2009 AMS conference, Jonathan Wolff pointed out that “We need a paradigm shift back to Montessori philosophy.” He said that when adults are pushed to their limits, they often revert back to the methods we experienced as a child – both at home and at school. We need to step back and ask ourselves, “Are we controlling the child or are we creating an environment which creates self-awareness and empowerment to gain life skills?”

When I bring Montessori back into my classroom, I find that there is peace. There is a sense of calm and purpose. When I use Montessori’s techniques of grace and courtesy and respect, I find that my classroom works as a harmonious whole with kind, engaged children who enjoy learning. I find I am not dissimilar to that boy who summoned the courage to believe when others around him were cynics.

As we return to our classrooms, let our New Year’s resolution be to return to the words of Dr. Montessori and find ways to bring her good works back into our Montessori classrooms. Only when we truly believe and implement the words and works of Maria Montessori will we discover the true joys of helping guide children along the pathways to independence and knowledge.

Happy New Year and may peace prevail on earth!

Some suggestions for further reading:

• The Absorbent Mind, by Maria Montessori
• The Secret of Childhood, by Maria Montessori
• Discovery of the Child, by Maria Montessori
• Montessori: The Science Behind the Genius, by Angeline Stoll Lillard
• The Tao of Montessori: Reflections on Compassionate Teaching, by Catherine McTamaney
• Children Who Are Not Yet Peaceful, by Donna Goertz
• The Polar Express, by Chris Van Allsburg

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

Montessori Planes of Development: Lower Elementary Characteristics

The task set before themselves by masters has generally been to mould soft material and fill empty vessels, but we must set ourselves to see the marvels hidden in the child and help him to unfold them. ~ Maria Montessori, The Child, Society and the World

As a Montessori elementary classroom teacher, I have often heard parents voicing frustration over behaviors their children were exhibiting. I listened to their concerns about whether certain behaviors were “normal” and when I thought their children might “outgrow” these behaviors.

Thankfully, my Montessori training had adequately prepared me to help guide these parents. Drawing upon my knowledge of Montessori’s planes of development, I was able to reassure parents that the behaviors of their children were not only normal, but developmentally appropriate and expected.

The Second Plane of Development (ages 6-12) is called the plane of childhood. While experiencing great growth both physically and mentally, children in the second plane of development are drawn to more social interactions and are learning about social relationships within their environment. They are genuinely interested in the thoughts, feelings, and treatment of others. They’re also developing and testing their sense of humor.

The multi-age classroom is a dynamic, vibrant environment in which children move through the planes of development in incremental stages. While children progress and develop at their own pace, there are certain characteristics of children at certain ages.

Characteristics of First Graders

The average first grader is absorbed with herself and learning to understand herself as a person. She enjoys being the center of attention. First graders…

• enjoy being first in line
• have an unending supply of energy
• may act silly, critical of others, or defiant
• are learning to control their emotions and may cry easily
• become attached to their teacher
• enjoy routines
• are developing their imagination and enjoy imaginative play

Characteristics of Second Graders

By second grade, students are more composed. They are continuing to learn about themselves and others. Second Graders…

• are beginning to reason
• worry and are self-critical. They may express a lack of confidence
• demand more of their teacher's time

Characteristics of Third Graders

The average third grader is curious and emotional, becoming easily inspired or upset. They recognize the needs of others. Third graders…

• tend to be extremely active and are sometimes impetuous
• are quick to laugh and can be silly
• are able to assume some responsibility for their actions
• may take on more tasks or projects than they are capable
• are self-critical

Montessori teachers and parents can help children in the early Second Plane of Development by helping them to:

• develop a positive, realistic self-concept
• respect themselves and their unique identity
• understand, respect, and build relationships with others
• gain awareness of feelings and how to express them
• participate in groups
• learn from their mistakes

Montessori believed that education was not necessarily about teaching in the traditional sense, but more about assisting in the psychological development of children. If we are to help children grow psychologically, we must understand what is developmentally appropriate behavior in all planes of development.

The NAMC 6-12 Classroom Guide provides further information about this developmental period, and tools and techniques for Montessori educators.

Related NAMC blog: Montessori Philosophy - The Second Plane of Develoment: Ages 6-12

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

The Library: A Wealth of Options for the Montessori Classroom

I loved going to the library as a child. The smell, the endless possibilities of books, and the freedom to pick any book and as many books as I wanted. I still love the library and I especially love sharing its wonder with children. While working in a Montessori elementary classroom, the other teacher and I would alternate taking small groups to the local public library. Sometimes we would take a parent from the classroom as an additional adult. These trips allowed our Montessori students to complete research using resources that we were unable to provide in our classroom. The elementary Montessori curriculum has many research components and as teachers, we can’t always have all of the needed resources in our classroom or school. For younger children, we called ahead and, if possible, set up a time for our students to receive a library lesson from the children’s librarian. For older children, we did the lesson ourselves. If your school has its own library, the librarian would surely be delighted to give your students lessons on any aspects of the library.

Before going to the library, ask students what they already know about the library. It’s possible many of your students have already been to a library. Discuss with your students that at the library they will see books, computers and other people. Explain that because of the other people, the appropriate voice volume for a library is to whisper. You can share with them that we also keep our bodies quiet in a library. We walk with soft steps and look with our eyes and not our hands. It might also be helpful to discuss that a public library is for everyone. Remind students to stay with the group until told otherwise. Students may enjoy learning about the impressive library of ancient Alexandria and its accomplished librarian, Eratosthenes of Cyrene, who figured out how to measure the circumference of the Earth. (See the recommended book list for some books on Alexandria and Eratosthenes.)

After a tour of the library (including the computer card catalog), I like to send my students on a scavenger hunt. Depending on the length of the visit and the age of the students, I prepare index cards before hand that are labeled with either a subject keyword, author or book title. For example, one card might say llamas, another Judy Blume and a third might say Miss Nelson is Missing! For younger students, I would give one card and if time permits, give them another when they complete the task on the first card. For older students, I would prepare a bingo grid of tasks and consider it complete when they complete a bingo row or the whole card. Another option for older Montessori students would be more challenging clues such as, “Find a book that would help you write a research paper on the war that was taking place during Adolf Hitler’s lifetime.” No matter the age group, it is important to remind students of library grace and courtesy before this activity. Their excitement can make it challenging for them to remember! Whether it’s your school library or the local public library, utilizing the library is an opportunity to work with your students on practical life skills, practicing grace and courtesy, history and research skills.

Books

• Please Bury Me in the Library, by J. Patrick Lewis
• Library Mouse, by Daniel Kirk
• "L" Is for Library, by Sonya Terry
• Manners in the Library, by Carrie Finn
• Dewey: There's a Cat in the Library!, by Vicki Myron and Bret Witter
• Curious George Visits the Library, by H. A. and Margret Rey
• Learning About Books and Libraries: A Gold Mine of Games, by Carol K. Lee and Janet Langford
• Goldie Socks and the Three Libearians, by Jackie Mims Hopkins
• The Boy Who Was Raised by Librarians, by Carla Morris
• Richard Wright and the Library Card, by William Miller and Gregory Christie
• The Library of Alexandria, by Kelly Trumble
• The Librarian Who Measured the Earth, by Kathryn Lasky

Library Resources

This excellent website is full of activities students can do at the library: http://www.libraryinstruction.com/lessons.html

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

Integrating Winter Solstice Activities into Your Montessori Classroom

I worked at a Montessori school that had a wonderful winter solstice tradition. On the last day before winter break, the entire school would gather for the “Festival of Light.” This day always fell close to, if not on, the day of the winter solstice. The festival began with a student lighting the solstice candle. A small group of elementary students would give a brief lesson on the science and meaning behind the solstice. A father of a student, who was also a musician, wrote a song about the solstice that we sang every year. Sometimes a group of Montessori students or a whole classroom would contribute a relevant performance or presentation as part of the celebration.

This year the winter solstice will occur on Sunday, December 21, 2009 at 12:47 PM EST. This marks the first day of winter and the shortest day of the year in the Northern hemisphere. It is also the longest night of the year. Because of the tilt of the Earth’s axis, the north receives less direct light on this day as the sun shines directly on the Tropic of Capricorn. On this day, the sun appears at its lowest in the sky. The sun’s position at noontime appears to remain the same for several days before and after the solstice. The origin of the word “solstice” means sun (sol) stoppage (-stitium). The days begin to grow longer and the nights begin to grow shorter after the winter solstice.

Winter Solstice Montessori Curriculum Ideas

• Students may find it interesting to learn that the earliest sunset of the year in their area may not fall on the winter solstice. Latitude determines the date of the earliest sunset. Check http://www.idialstars.com/eass.htm for the date in your area. You can also find information on solar noon.
• Have a circle time that focuses on the winter solstice, using natural items, diagrams, photos, music, and poetry to illustrate what it is and how it historically has been celebrated.
• Begin a Festival of Light or other winter solstice tradition at your Montessori school.

• Demonstrate the winter solstice with a globe or ball and a flashlight and/or human bodies and a lamp.
• Have a winter feast of foods entirely in season, fresh, and local. If you did this for the summer solstice, have your students compare the difference in foods. How does the sun affect what we do and eat?
• Play a winter themed piece of classical music in your Montessori classroom. Ask the students to listen quietly. Play the piece again, this time asking the students to close their eyes and let their imaginations follow the music. Invite the students to share their thoughts, visions, or feelings about the music, and to write a poem, a story, or draw a picture from this. If you did a similar activity for the summer solstice, allow your students to compare and contrast the music and how it made them feel.

Books

• The Winter Solstice, by Ellen Jackson
• The Shortest Day: Celebrating the Winter Solstice, by Wendy Pfeffer
• A Solstice Tree for Jenny, by Karen Shragg
• The Winter Book, by Rotraut Susanne Berner
• We Gather Together, by Wendy Pfeffer
• Lights of Winter: Winter Celebrations around the World, by Heather Conrad
• A Winter Solstice Celebration, by Didi LeMay
• Winter Moon, by Jean Craighead George

Resources

• Understanding the Winter Solstice
• Scholastic - celebrations

See NAMC's related blog: Summer Solstice the Montessori Way

NAMC's Lower Elementary Matter & Astronomy manual offers activities on The Life Cycle of the Stars, The Solar System, Earth and the Sun, and much more! See sample here.

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

Going Green in the Winter: Six Simple Ideas for the Montessori Classroom

Depending on your location, winter might not be the greenest time of year outside, but it’s still a great time to be “green” inside your Montessori classroom. Appreciating the earth and taking responsibility for your environmental impact are both concepts fitting with the Montessori approach. Here are a few ideas that are simple and easy to implement:

• Start a campaign to ban plastic sandwich bags from lunches. Challenge your students to work with their parents to find reusable options for packaging their lunches. As a class, you could sew simple, washable fabric sandwich and snack bags by hand or with a borrowed sewing machine.
• Are you using cloth napkins, cloth hand towels (if appropriate by Department of Health standards) and cloth rags? Not only are cloth napkins and hand towels more pleasurable feeling on your hands and face, they make your classroom more beautiful and homey. Like the sandwich bags above, your students can cut and sew napkins, towels, and rags from donated fabric. You can repurpose old bed sheets and bath towels for napkins and hand towels. Clothes do well for rags. If cloth is not an option, research recycled options for the paper versions. You may be able to compost your paper towels.
• Make “green” cleaners using ingredients such as vinegar, baking soda and essential oils. Students will enjoy the science behind the cleaning magic, parents will enjoy knowing their children are around safer cleaners, and you will enjoy not having bleach spots on your work wardrobe. An internet search will bring up a wealth of recipes.

• Do you compost in your classroom? Some local governments will give schools compost bins. If a similar program is not available in your area, ask parents for compost bins they are not using or build one with your Montessori students. The composted mulch can be used to benefit campus landscaping or a campus garden.
• With your students, research what plants you will want in your campus garden this coming spring. You might discover that there are seedlings you can start indoors now for spring planting.
• Many state governments are offering a green school certification program. Research your state’s option and discuss with your students their level of interest in this challenge. A lot of the activities you are already doing will likely qualify.

Brainstorm ideas with your students. Ask what they do at home that might also work in the classroom. Be sure to explain how the things you do make a difference in an age-appropriate manner. Older students might want to do some math problems that show how many paper towels do not go in the trash when you switch to cloth rags, etc. The local government may have educational programs that show students the positive effects of recycling or how water pollution affects our lives. Challenge other classrooms at your school to “out green” your classroom. Have fun and involve your students!

Resources for Going Green in Your Classroom

• The New 50 Simple Things Kids Can Do to Save the Earth, by Sophie Javna
• 50 Ways to Save the Earth, by Anne Jankeliowitch
• Easy to Be Green: Simple Activities You Can Do to Save the Earth, by Ellie O'Ryan
• 101 Ways to Save the Earth, by David Bellamy
• The Best Go Green Websites for Kids!

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

Hanukkah in the Montessori Classroom

When I taught in an elementary Montessori classroom, one of my Jewish students enjoyed giving a lesson to the class for every Jewish holiday. The best part of the lessons was her personal and personable approach to storytelling. Her classmates were completely engaged, asked tons of questions, and other, shyer, Jewish students would eventually join her in giving the lesson. I would recommend starting with your Montessori students and their knowledge for these kinds of lessons. You can supplement their lessons with your research and experiences, books and activities.

This year Hanukkah begins on Friday, December 11 at sundown. Hanukkah (also spelled Chanukkah) is the festival of rededication, also known as the Festival of Lights and is a 2,000-year-old tradition. It celebrates the Jewish people’s ancient triumph over their enemies. More than 2,000 years ago, the king of Syria, Antiochus, marched with soldiers into Judea which was the home of many Jewish people. He tried to force the Jewish people to worship the Greek gods. When they refused, the Temple in Jerusalem was attacked by the Syrian soldiers, who killed many Jewish people and stole sacred objects, including a menorah – a holy candelabrum used in the Temple. Until then, the flame of this menorah had never before been extinguished. The soldiers defiled the special oil used to light this menorah.

The king returned to Syria but the soldiers stayed and disrespectfully terrorized the Jewish people. An old Jewish man named Mattathias, along with his sons, began to fight the soldiers. When Mattathias grew sick, he named his son, Judah the Maccabee, as leader of the group. For two years the Jewish people continued to fight the soldiers. Eventually Judah and his followers overthrew their enemy from Jerusalem. The Jewish people were now free. They began to clean up the Temple and restored the holy menorah. They only had enough oil to burn for one day, but despite that the flame burned for eight days, giving them time to replenish the oil for the menorah. Ever since that time, Jewish people have celebrated Hanukkah by lighting candles for eight nights in a row, and eating food cooked with oil, such as Latkes. Today, the menorah typically has nine candles; the ninth candle is used to light the other eight candles.

Hanukkah Activities for the Montessori Classroom

• Study the menorah and its origin, along with its symbolism connected to Hanukkah.
• Cook potato latkes and other traditional Hanukkah foods. Have a feast!
• Study the history of the dreidel, and how it is related to Hanukkah. Bring a dreidel into the classroom to show the students.
• Explore the number “8” for an entire day. Find 8’s nature. Look at all of the mathematical relationships that include 8. Write a poem about 8.

Hanukkah Books for the Montessori Classroom

• Light The Lights! A Story about Celebrating Hanukkah and Christmas, by Margaret Moorman
• Hanukkah Moon, by Deborah Da Costa
• Holidays around the World: Celebrate Hanukkah: With Light, Latkes, and Dreidels, by Deborah Heiligman
• Festival of Lights: The Story of Hanukkah, by Maida Silverman
• Moishe's Miracle: A Hanukkah Story, by Laura Krauss Melmed
• The Miracle Jar: A Hanukkah Story, by Audrey Penn
• Hanukkah at Valley Forge, by Stephen Krensky
• The Power of Light: Eight Stories for Hanukkah, by Isaac Bashevis Singer
• The Stone Lamp: Eight Stories of Hanukkah through History, by Karen Hesse
• Eight Lights for Eight Nights, by Debbie Herman
• Milkweed, by Jerry Spinelli
• The Cage, by Ruth Minsky Sender

Resources

• http://www.jewfaq.org/holiday7.htm
• http://www.chabad.org/holidays/chanukah/default_cdo/jewish/Hanukkah.htm
• http://www.education-world.com/a_lesson/lesson040.shtml

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

Meaningful Winter Celebrations in the Montessori Classroom

Incorporating holidays into the Montessori classroom in a meaningful and memorable way can sometimes be a challenge, particularly now, during this highly commercial time of year. In many ways, winter celebrations are centered on community – what a great opportunity to inspire in your Montessori classroom a spirit of gratefulness and goodwill.

Since there are a number of cultural celebrations during the winter season, this creates an opportunity to learn about the purpose and traditions of each, and to compare the different celebrations. Scholastic’s Winter Holiday website has a wealth of resources for the classroom or homeschool teacher who strives for a higher quality study of the holidays.

Christmas, Hanukkah, and Kwanzaa are all featured with an interactive “scrapbook.” Through the scrapbook, students can learn about different traditions and customs for each holiday, discover the history and cultural significance of each, and share their own traditions with one another. Most of the features are available in an audio format in addition to a written format. Students can also create their own scrapbook. In addition to the scrapbook, students can send e-cards, hear songs, and discover recipes and craft projects. For teachers, the site provides a teacher guide, book suggestions and questions to prompt further thoughts and ideas among their students.

Leading up to the winter break in December, Montessori teachers may plan to explore one holiday per week with their Montessori students. Using the Scholastic website enables teachers to keep ideas, inspirations, and information in one location, but further allows your students to continue to look at the “holiday of the week” at school and at home. The week could begin with exploring the history and background of that week’s featured holiday. The week might culminate with the students cooking one of the traditional recipes. Each week could also include an art project inspired by the holiday. During the second and third weeks, the holidays can be compared to the ones previously studied.

Be sure to encourage your students to share their own experiences. Invite special guests to speak about their particular cultural traditions and to bring activities into the classroom for shared participation. Encourage related activities to inspire a sense of shared community and respect. One important theme around winter cultural celebrations is community service; encourage your Montessori students to create a project centered on this theme.

We hope that you will enjoy with your students all the beauty and peace that this season has to offer.

Other related NAMC blogs:

• Montessori Practical Life Activity: Napkin Folding
• The Profoundness of Peace: Montessori Curriculum
• Symbols of Christmas - Montessori Curriculum
• Christmas Crafts in the Montessori Classroom
• Season of Giving in the Montessori Classroom
• Montessori Classroom: Teachable Moments
• Montessori Classrooms Celebrate Holidays Around the World
• Montessori Classroom: Christmas Activities

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