Montessori Insights and Reflections of a Preschool Student’s First Year

Jordan’s Increasing Sense of Independence

It is great to see Jordan starting to take more of an interest in the Montessori Practical Life area. His comfort level in the classroom is increasing and he is beginning to relish in his new found sense of independence.

I presented the screwdriving work during our Montessori circle time and he was the first child to raise his hand to indicate he was ready to go to work. I called his name and he knew exactly what he wanted to do - he went straight to the shelf that housed the screwdriving work and removed it from the shelf. He worked with the activity for about 15 minutes and then carefully returned it to the shelf in the same spot he found it (without any reminder!)

Immediately after returning the screwdriving tray, he decided to try some of the pouring activities. He chose one with lentils and looked nervous about carrying the tray by himself. I stood back and simply observed the concentration on his face as he carried the tray from the shelf to a table. He was being so careful not to tilt the tray and was walking extremely slow and with intense purpose. When he reached the table, he said to one of his classmates, “I carried my tray so careful like a big teenager. Nothing spilled, not even one bean!”

It is wonderful to hear Jordan speak with such pride in his voice and so great to see him starting to busy himself with the Practical Life activities. He is still clearly more comfortable with the activities in the other areas of the Montessori classroom, but at least he is starting to choose ‘works’ from the Practical Life shelves and is doing so all by himself! I’m sure in the weeks to come, Jordan’s comfort level will increase even further.

The essence of independence is to be able to do something for one’s self. ~ Dr. Montessori

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.

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

Lessons in Montessori Grace and Courtesy: Cyberbullying – Part 2 of 2

In Part 1 of this series,  I wrote of the dangers of cyberbullying and the importance of talking about this to you children and students.  Today, I’d like to speak about other ways Montessori teachers and parents can keep children safe.

The other night, we had to attend a meeting regarding appropriate computer and internet usage so my son could receive his school laptop. Call me old fashioned, but I was appalled at the number of teens who were texting during the presentation.  The lack of respect given to the speaker and the content of the presentation was unnerving.  One girl, sitting directly in front of me, was texting on two devices at the same time.  As soon as she finished with one, she picked up the other one.  During the entire half-hour presentation, there was not a minute that she was not texting.  And what she was texting was not nice.  (Yes, I looked!)

Be aware and informed

·    Talk to your children about what they are doing online.  Just as you ask them about their day or their friends, talk to them about their usage of the internet and cell phone.

·    Know who your children are communicating with.  We would never allow our children to talk to strangers in the park and strangers online should be treated in much the same way.  Get to know about their chat and gaming friends and what they are talking about.

·    Make sure they understand the long and short term consequences of inappropriate behavior. 

·    Consider limiting and monitoring electronic communication.  I know my 14 year old must think I’m totally behind the times, but up until this spring, he didn’t even have his own email address.  He still does not have a cell phone and probably will not until he starts driving.  All computer usage takes place at the dining room table where I can casually walk by and check and see what he’s doing.  This is all part of our ongoing parent/child communication.  He knows any inappropriate usage will severely limit his ability to go online.

·    Be aware of what your children are posting on social network sites.  One rule of thumb that my son and I continually discuss is “Don’t post anything you wouldn’t want your mother or grandmother to read!”  Remember, nothing is private.  People can copy and paste your words in and out of context and send them around the world.  And knowing that grandma might one day read it can really help kids keep focused on the importance of what is written, and how it is written.

·    Set clear expectations.  Be straightforward about the expectations of behavior in public and in private, including the internet.  Just because it is typed on a screen doesn’t excuse bad behavior and inappropriate language.  Tell them what is off limits and remind them from time to time.  There’s no need to nag, just a gentle, “Remember, no chatting”, for example, is enough.

·    Know the lingo.  If you don’t know what “9 gtg ttyl” means, you need to learn.  http://www.netlingo.com/acronyms.php is just one of the many places online to look for Internet abbreviations.  (By the way, it says “Parent is watching.  Got to go.  Talk to you later.)

Technology Contracts

The NAMC Upper Elementary Health Sciences manual discusses media awareness and the importance of maintaining privacy and anonymity online.  It suggests creating a classroom Internet contract as a way to discuss and visualize the importance of Internet safety.  At home, you could include the use of cell phones and text messages as well.

Filtering

There are a number of ways to filter the information your child has access to online.  Many Internet providers offer parental blocking filters that you can set up through them.  Filtering is really only good for offensive and inappropriate content sites. 

For texting and email, there is a program called MouseMail™ that blocks inappropriate messages from being delivered to your child’s email, cell phone, smartphone – basically anything that connects to the Internet - and notifies parents that either an incoming or outgoing message was identified as having “questionable content”.  Programs like MouseMail™ help keep your children safe as well as provide adults with peace of mind. 

As much as I advocate for the use of technology to enhance learning and expand research, I realize, like any tool, in the hands of the wrong people it can become dangerous.  At the push of a button, rumors, gossip, and images can circulate like wildfire.  We, as Montessori teachers and parents, know and understand the importance of keeping childhood sacred and keeping our children safe.   Being aware of cyberbullying is the first step.  Doing something about it is the second. 

Related links

·    Lessons in Montessori Grace and Courtesy: Cyberbullying – Part 1 of 2

·    NAMC's Upper Elementary 9-12 Health Sciences curriculum

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

Lessons in Montessori Grace and Courtesy: Cyberbullying – Part 1 of 2

My son began high school a few weeks ago, and like many parents of freshmen, I worried about harassment and bullying from other students. Luckily, it seems that my son has not encountered any of the initiation rites that seemed so rampant when I was in high school. Instead, he gets his own personal laptop issued by the school district to use throughout the school year. And that brings to mind texting, emails, IMing (instant messaging), and social networking. In a word – my mind is on cyberbullying.
I read some alarming statistics today:

• 42% of kids have been bullied while online. 1 in 4 have had it happen more than once.
• 35% of kids have been threatened online. Nearly 1 in 5 have had it happen more than once.
• 21% of kids have received mean or threatening email or other messages.
• 58% of kids admit someone has said mean or hurtful things to them online. More than 4 out of 10 say it has happened more than once.
• 53% of kids admit having said something mean or hurtful to another person online. More than 1 in 3 have done it more than once.
• 58% have not told their parents or an adult about something mean or hurtful that happened to them online.

Based on 2004 i-SAFE survey of 1,500 students grades 4-8 (http://www.blogger.com/www.isafe.orgblogger.com/www.isafe.org) What is even more alarming is that this survey is six years old; today’s statistics are even higher.
“Sticks and stones may break my bones, but words will never hurt me.”
As a kid, I was often teased about my Polish last name. My dad told me that the only way to get peers to stop teasing me was to know better “Polish” jokes than they did. That worked in elementary school. But when I reached middle school, my family moved to a new state. I was in seventh grade and I didn’t fit in to my new environment. My accent was different, my haircut wasn’t like every other girl’s, my clothes weren’t right. To top that off, I was smart, shy, and naive. Several boys started bullying me, making terrible, sexually-suggestive comments and suggestions in the halls and even in class. I spent my lunch time in the library rather than face them in the student cafeteria. For months this went on because I was too ashamed to tell my parents. The breaking point came when one of the boys pulled a knife on me in the hallway. I broke down and told my father who immediately went to the principal. I expect that if this happened today, the boy would be suspended. I believe he was only “talked to” at that time. It took years to rebuild my self-esteem and I was never comfortable being near those boys and their friends.
My point is words do hurt. At the extreme, some children have committed suicide over being targeted by cyberbullies. At the very least, this kind of behavior is affecting the targeted child’s emotional state, and ability to function comfortably in social environments. As well, some youth are being charged with trafficking child pornography and having to register as sex offenders due to explicit pictures of themselves or classmates being sent online or through what is being dubbed “sexting”.
In this ever-changing world of technology, the fastest growing problems associated with cyberbullying are:

• Stealing someone’s name and password to a social networking site and using their profile to post inappropriate messages or pictures.
• Altering pictures of others using photo editing software and posting them with the intent to humiliate.
• Secretly recording conversations and posting the calls online for others to hear.
• Creating polls online for others to vote for the ugliest/dumbest/fattest kid in school.
• Using personal websites, social networking sites, and blogs to post humiliating, hurtful, and embarrassing information or rumors about others.

Lessons in Montessori Grace and Courtesy: Five Things to Think About Before Pressing the *Send* button
Montessori teachers and parents need to be aware that negative online contact can be happening to our children. We need to have open and frank discussion with our children about the hidden dangers of cyberspace. Through our lessons in Montessori Grace and Courtesy, we need to be modeling what to do should they ever encounter these situations.

• Never assume that an email or text is private. People will share information that is intended only for them. (Remember how hurtful it is when a friend tells your “secret”?)
• Once something is in cyberspace, it never goes away, even if you delete it! What you do and say now can be found years from now by parents, friends, teachers, and even prospective employers.
• Don’t give in to peer pressure. If something makes you uncomfortable, even online, don’t do it.
• Consider the recipient’s reaction. How is this message or picture going to make them feel? Would you like to feel that way?
• Nothing is ever truly anonymous. With today’s technology, people can be found using only a screen name or email address.

Some parents and teachers feel that they are keeping their children safe by not discussing certain topics. But if cyberbullying or any form of negative online experience is not happening to your child, chances are it is happening to someone they know. We have to be informed. We have to be the “safe place” for children to turn to. We have to talk about it with our children so that they will come to us for help. Below are more related websites for further information. In Part 2 of this series, I will offer further suggestions for parents and teachers to take action to keep your children and students safe online.
Stop Cyberbullying
Wired Safety
North American Montessori Center: http://www.montessoritraining.net/

Montessori Insights and Reflections of a Preschool Student’s First Year

Classroom Design
Although each Montessori environment is special and unique, they do resemble one another with respect to how the environment is arranged. Every Montessori preschool classroom is divided into the five main Montessori subject areas: Practical Life, Sensorial Development, Language, Mathematics, and Culture & Sciences, and my classroom is no different. Additionally, there is usually an area set aside for artistic projects and outdoor area for play and further experiential learning.
The Montessori preschool classroom in which I teach is situated in the lower level of a home and is such a bright, beautiful space. There is the cubby area to the right of the main entrance where the children keep their shoes, coats and slippers. A large area rug in the classroom delineates where we have circle time and shelving units around the perimeter of the area rug hold an assortment of sensory manipulatives. These include blocks, puzzles, sorting activities, matching activities, pattern blocks, etc. Each main subject area of our classroom has between two and four special shelves and they are arranged as follows:
Cultural Area

We have two shelves allocated for Culture and Sciences, along with the Montessori geography map stand and land & water forms. There are always flag activities available, Montessori nomenclature activities for vocabulary building, and a variety of other manipulatives to spark an interest in botany, zoology and geography and to help my Montessori preschool students explore and discover the world around them.
Math Area
We have two shelves that house our Montessori Math materials and a separate shelf that holds the Golden Bead Material. The first shelf houses materials and activities to reinforce quantities and numerals 1 to 10 (Large and Small Number Rods, Sandpaper Numbers, Spindle Box, Cards and Counters, Counting Puzzles, Bead Stair 1 to 9, Bead Stair Frame, etc). The other shelving unit holds materials for adding and subtracting as well as the Seguin Boards for teaching and reinforcing teens and counting by tens.
Language Arts Area
Our Montessori classroom has two shelves for the Language Arts materials and a variety of materials to teach and reinforce sounds, writing and reading. There are name tracing cards with tracing paper, “Eye Spy” Tray, Sandpaper Letters, Cornmeal Tray, Language Stepboard, Moveable Alphabet, Wooden Reading Cards, Sight Word Bingo, and a variety of materials for reinforcing phonetic reading.
Practical Life Area
A beautiful dressing frame stands along with three shelves allocated for Practical Life - they are by far the most popular shelves in the whole Montessori preschool classroom. The Practical Life activities help students become responsible members of society. The activities help them learn and express a sense of order, independence, respect for the environment, respect for others, and at the same time, help to refine their concentration and hand-eye coordination. The Montessori Practical Life shelves are full of activities to reinforce pouring, spooning, tonging, dusting, sweeping, napkin folding, mixing colors, making bubbles, folding laundry, hanging clothes, using a screwdriver, locks and keys, screws and bolts, setting a table, using a whisk, etc. I change the activities regularly so there are always new and exciting activities to refine the children’s fine motor skills and promote increased concentration skills.
Sensorial Area
The Montessori Sensorial shelf is another popular area of the classroom with so much to explore and discover. Each scientifically designed material isolates a quality found in the world, such as color, size, shape, etc. which focuses the attention on that one aspect. Also available are the Pink Tower, Cylinder Blocks, Color Tablets, Knobless Cylinders, Smelling Bottles, Binomial Cube, Trinomial Cube and much more to explore through the senses!
Reading Area and Book Shelf
As part of the Montessori Language Arts curriculum, I visit the public library and borrow books to stock our Book Shelf every two weeks. We also have a basket in the reading area where I keep books and the children have so much fun reading to one another and on their own. We have a quaint little reading area under the staircase which serves as the perfect, cozy and comfortable space to cuddle up with a good book.
Science Shelf and Nature Table
This part of the Culture & Science curriculum is where the children can feel like scientists and have plenty of opportunities to try new experiments, explore an assortment of nature items, use a magnifying glass and microscope, work with magnets, and experiment with the sink and float activity. Throughout the year I encourage my Montessori students to bring in new and exciting things for our nature table and we enjoy everything from tadpoles to fungus!
Outdoor Area
The children’s outdoor play area is amazing at our Montessori preschool. Gardening magazines have recognized its beauty with special awards, and the preschool’s owner pays special attention to detail for the students’ learning opportunities. It is a pristine, well maintained park-like space full of beautiful, unique flowers and trees. There is a play center to encourage gross motor skills, a covered sandbox,fruit trees, raspberry bushes, grapevines and a long brick path along which the students can draw using sidewalk chalk. This Montessori outdoor environment fosters respect and appreciation for nature and there are plenty of opportunities for raking, watering, planting, running, jumping, bubble blowing and discovering.
Art Shelf
There is one art shelf in my Montessori preschool classroom and each week the activities change. The Art Shelf provides a variety of open-ended art activities that include; stamping, cutting, modeling dough, collage activities, coloring, tracing, painting, crayon rubbings, etc. We also try to have a couple of structured crafts available as well so that the children can work on following instructions and following steps.
We also have a circular area rug for end of the day story time, a sink for washing dishes, a Peace Table, a lovely little snack table as well as an area where we keep the brooms, dustpans, mops, and dusters. Along the wall in the hallway that leads to the washroom area there are four large whiteboards at a preschooler’s eye level - two for drawing with dry erase markers, one for working with magnets and another one for painting.
I feel very lucky to be teaching in such a gorgeous space that is well equipped with Montessori materials, aesthetically pleasing, and full of opportunities where each child can grow and thrive.
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.
North American Montessori Center: http://www.montessoritraining.net/

Montessori Insights and Reflections of a Preschool Student’s First Year

Start of School Insights: Meeting New Classmates

It is always interesting to see how new students adjust and interact with one another in a new social environment and there is never a dull moment. Some children naturally gravitate to one another while others shy away from their new classmates and want to work by themselves. Age is also a variable with regard to peer interactions as the majority of first year Montessori preschoolers (2 & 3 yrs) are typically not at a point developmentally where they are eager to interact with their peers at a cooperative level. This is one of the reasons why young preschoolers enjoy the Montessori Practical Life activities so much as they enable the youngest preschoolers to refine their fine motor control while becoming completely absorbed in the various activities. Young Montessori students enjoy working independently and feel so proud of their big work!

There are five main stages of play and each stage is very much apparent in a Montessori preschool environment. The youngest preschoolers tend to keep to themselves and engage in “solitary play”, meaning they are completely engrossed in their own activities without showing interest in the other children. The next stage is the “onlooker stage” where the student begins to notice and observe others around him/her and may even modify their own play after watching someone else. The third stage is “parallel play” whereby two Montessori preschoolers may be working with a similar activity, but on a floor mat beside one another, not together. The fourth stage is “associative play” where two students will engage in an activity together, but in a very loosely organized manner. The last stage is usually observed with the older preschoolers and is called “cooperative play”. In this last stage, students work together to achieve a common goal, such as two children working with the blocks to create a castle. No matter what stage or level a child is at, Montessori preschool teachers need to be respectful of their needs and guide accordingly.

At ages four and five, students are typically much quicker at bonding with one another and can often create friendships with ease. For this age group, a big part of Montessori preschool is the social aspect and once they have created bonds with a few of their peers, they usually feel more comfortable and more at ease with their Montessori environment. For this reason, I usually try to create opportunities for students of this age to work together, especially at the beginning of the year. For the two and three year age group, I find it works well to create opportunities for them to bond with the older children in the Montessori classroom and the older students are usually very proud to help their younger classmates.

My three-year-old student, Jordan tends to keep busy for the first hour and then starts to fade and wander around aimlessly. A few days ago, I paired him with a kindergarten student and they worked together on an art project for quite some time. It was the perfect way to refocus Jordan and he had no difficulty finding ‘work’ once he had completed the art project. Since then, I have noticed that Jordan often gravitates to that same girl when he is tired or looking for comfort and she is always eager to lend a hand and give him a hug when he’s feeling down. It is so special to see them interacting in a way that an older sibling might with his/her younger brother or sister. At such a young age, it is incredible to observe such a strong support system and it reinforces in my mind just how beneficial the mixed age group of a Montessori environment truly is!

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.

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

Montessori Insights and Reflections of a Preschool Student’s First Year

Start of School Insights: Meeting a New Teacher

Every child reacts differently to meeting a teacher for the first time and it is important that we respect each child as well as their unique needs. Some children are extremely excited to begin Montessori preschool and have no problem adjusting to their new teacher, while others are very apprehensive and react by crying, clinging, withdrawing and even exhibiting extreme shyness.

When my Montessori preschool students arrive on the first day of school, I always greet them at the door with a warm smile and a positive comment about the day ahead to try and make them feel comfortable. I always extend my hand and invite them to shake my hand, but I never force the issue if I can see the child feeling uneasy. Some children require much more time than others to adjust to their new Montessori classroom environment and need their space before feeling comfortable.

This year, I had a brand new student begin Montessori preschool. Kyra is not yet three years old, and it was obvious that she was feeling extremely apprehensive and upset about being at Montessori preschool. Kyra came in the door sobbing and clinging to her Mom. I welcomed her to the school and told her how excited I am about working with her and showing her all of the interesting things we have in the Montessori preschool classroom. I showed her where her cubby is and her Mom assisted her with taking off her shoes and coat. Kyra’s mother indicated that she needed to leave and gave me the signal, after which she gave her daughter a big hug and kiss and told her she would be back soon. I took Kyra in my arms and she was crying uncontrollably. I made a point to acknowledge how she was feeling and said, “I know you’re feeling sad that Mommy had to go, but we are going to have a fun day and Mommy will be back very soon.” We walked around the classroom for five minutes or so and I pointed out the different items on the shelves, as well as Monty, our classroom fish. It was almost time for circle to start and she was beginning to settle a little, so we sat down together with her classmates and as soon as I pulled out my puppets and began to sing, she relaxed completely … success!

I made a point to spend time with Kyra throughout the day on several activities to maintain that bond and I also paired her up with two of the older, returning students, which worked out beautifully. When Kyra’s mother returned and the end of the day, Kyra was happily ready to talk about the activities and new friends introduced on her first day at Montessori preschool.

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.

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

Montessori Insights and Reflections of a Preschool Student’s First Year

Jordan’s First Week

The end of the first week arrived at our Montessori Preschool. Jordan has become so much more comfortable with his surroundings and is already remembering the rules of the classroom with ease. He entered the Montessori classroom Friday morning with a big smile on his face, a confident handshake and a story about getting dressed all by himself. He informed me that he took his pajamas off (the tricky kind) without any help at all and that he managed to get his socks on too! Already I can see him starting to relish in his newfound sense of independence. He hung up his own coat today without asking for help and persevered for several minutes trying to get his slippers on, until an older classmate offered to lend a hand.

Jordan is still most comfortable working on a floor mat with the foam blocks, the farm blocks and the various building sets that we have available and has not yet shown any interest in the Montessori Practical Life activities. I am hoping to spark his interest in the next couple of weeks by creating a few Practical Life activities that incorporate fish, as it seems to be something he is really interested in. As I have mentioned before, Jordan finds great comfort in watching the classroom fish and he talks a lot about fishing with his Dad. I have some colorful fabric fish that will make a great transferring activity (with tongs), a magnetic fishing activity that I am sure he will enjoy as well as two beautiful fish containers that I will use to create a spooning activity. I hope that by following his lead and creating a few Practical Life activities that focus on something he is really interested in, that he will start gravitating more to the Practical Life area in our Montessori classroom. I will keep you posted!

I have also noticed Jordan walking on the floor mats in his first week, instead of around them. I have made a note to remind myself to spend time this week reviewing how we walk around the mats - I think some role-playing will help as there are several students who could use this review. I have also noticed Jordan looking very interested in the Montessori Pink Tower and I am hoping to present to him the initial Pink Tower presentation this week.

An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the child's energies and mental capacities, and leads him to self-mastery. ~ Maria Montessori, The Absorbent Mind

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.

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

Montessori Insights and Reflections of a Preschool Student’s First Year

Jordan’s Experience with Separation Anxiety
One never knows how a child is going to react to their first few days at Montessori preschool, especially if it is their first time being away from home. For Jordan, one of my three-year-old students, he had never been in any sort of daycare or preschool setting before, so this week is his first experience in a classroom setting, meeting a teacher and meeting peers his own age. Fortunately, Jordan had no problem saying goodbye to his Dad at drop off time and was excited to show me his new indoor slippers for the Montessori classroom.
The aspect that troubled Jordan was seeing some of the other children upset. I glanced over at him while he was at his personal cubby getting his slippers on and could see his lip quivering and his eyes filling up with tears … definitely a sensitive little guy. I quietly approached him and talked to him about how he was feeling and explained that sometimes children have a hard time saying goodbye to their Mommies and Daddies but once they start feeling comfortable at preschool, they won’t feel so sad anymore. I asked him if he would like to take my hand and sit beside me for circle time which he did. Once everyone was gathered together for circle, we talked a little about feeling sad and a few of the older children shared how they used to feel sad when they first started Montessori preschool. We talked about the drop-off and pick-up routine and I explained that pick-up time always happens after snack and outdoor playtime.
Knowing the Montessori classroom routine and feeling in control gives children such a sense of security. I also mentioned to the older Montessori students that if they notice one of the new students feeling upset, maybe they could offer to read them a book or do a special work with them at a floor mat to help them feel better. Jordan seemed much more at ease after the discussion and didn’t appear so anxious when he heard another child cry. In fact, the following day, he offered a little girl a tissue when she was crying - such a kind gesture!
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.
Related NAMC blogs:

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

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

Montessori Insights and Reflections of a Preschool Student’s First Year

Coping with Separation Anxiety

The first few weeks of Montessori preschool are always a time of adjustment and many students (and parents) feel a sense of separation anxiety which is perfectly normal. Separation anxiety is often caused by fear of the unknown when it comes to a new situation or it can relate to something that is happening at home or to something that the child has just experienced before arriving at school. No matter what the cause, it is heart-wrenching to everyone involved and as teachers we need to be able to nurture the child who is upset, provide support to the parents who feel like they are abandoning their child and also, help the other children feel at ease as they may start feeling anxious with seeing one of their classmates so distressed. As a parent of three, I have experienced my own share of separation anxiety and it is extremely challenging. It is one of the hardest things to deal with as a parent, and can be very stressful as a Montessori classroom teacher as well. I have included below, a number of strategies to help Montessori parents and teachers. Remember, separation anxiety is a phase, it is perfectly natural and it will pass.

Tips for Montessori Parents

• Make the goodbye prompt and positive. This sounds easy, but can often be one of the most difficult things to do. Giving your child “one more minute” or staying to work on a puzzle together simply prolongs the inevitable. As a parent, the best thing you can do is give your child a hug and kiss, say, “I love you” and reassure him/her that you will be back soon.
• Establish a goodbye routine. Preschoolers crave routine and Montessori parents who establish a consistent goodbye routine usually have better luck with successful goodbyes. I have seen parents use a secret handshake with their child or a secret hand gesture. Other parents give their child a kiss on the forehead or offer a reassuring thumbs-up or rub noses with their child. By giving your child something he can count on, he is likely to go to school much more willingly and that special moment between the two of you is a great way to start the day and provide that sense of reassurance.
• Send along a comfort bag with your child. My daughter had a very tough transition to kindergarten and I tried everything to help ease the goodbye. Her Montessori teacher suggested I send her to school with a comfort bag and fill it with a few items that will offer comfort and remind her of home - her advice was invaluable. In a large zip-lock plastic bag, I placed her favorite book, a few photos of our family (so she knew we were always with her), a package of tissues and a small teddy. She kept the bag in her cubby and whenever she felt uneasy she would take the bag to the library corner, cuddle her teddy, look through the book and take a look at the photos. It worked like a charm! Some mornings the first thing she did was look through her comfort bag and then she was ready to start the day.
• Trust your child's teacher. This may be difficult to do when you do not yet know your child’s Montessori teacher that well, but keep in mind that Montessori preschool teachers have chosen this profession because they love children and they have a wealth of ideas and strategies to help settle a child who is feeling upset. The strategies might involve anything from a nurturing hug, redirection, pairing them up with another Montessori student or simply keeping the child close until he/she is ready to engage with an activity. Ask your child's Montessori teacher to step in to help with goodbyes when you give the sign that you are ready to go.
• Acknowledge how your child is feeling. It is important to accept and respect your child's temporary unhappiness as it is very real and very normal. Say things like "I know you feel sad when Mommy leaves, but you will have a good time, and I will be back very soon.” Avoid the temptation to pressure your child not to cry or to offer bribes for "good behavior". Learning to cope with sadness is an important learning process for your child.
• Never sneak out on a child. As tempting as it is, sneaking out the door can make matters worse. Although you do not have to stay to witness a meltdown, it may be very upsetting for the child when they realize Mom or Dad has simply disappeared without saying goodbye and it can make the next day even more difficult. The best thing a parent can do is deal directly the situation and before you know it, the tearful goodbyes will be no more. Besides, you want your child to know unequivocally that he/she can trust you.
• Ask for help. Sometimes stepping back from the drop off routine can make a huge difference in how your child reacts. Often, a child who experiences separation anxiety with one parent is absolutely fine if the other parent does the drop off. You could also try having another relative, close friend or grandparent give it a try for a few days.
• Do not linger. As a parent, I know how reassuring it can be to stay to peek at your child through the window. However, for the child, it can be pure torture. As a child, seeing your parent when you are upset, but not being able to be with your parent is not a good feeling. My suggestion to Montessori parents is to leave quickly and if you are feeling really uneasy, call the school in 15-20 minutes to ask how your child is doing. Chances are, he/she settled within a few minutes.
• Stay calm and be enthusiastic. Modeling the appropriate behavior is key to a smooth transition from home to Montessori classroom, so try very hard to ensure your child does not sense your anxiety. Talk about how much fun Montessori preschool will be, talk about her friends and classmates. Discuss the different works she might want to choose and reinforce how lucky she is to have such a special school and that you cannot wait to hear about her day when you pick her up.
• Always be on time. Arriving late can often spark separation anxiety. Arriving late can be upsetting to some children as the Montessori class has already. Give yourselves plenty of time in the morning. Children often get anxious when rushed, so do your best to give your child extra time in the morning to get ready and to arrive at school on time with the group. Additionally, it is important to be punctual when picking up your child. I know how easy it is to lose track of time, but no matter who is picking your child up, whether it is you or someone else, make sure you are there on time. If you are late, it can cause your child even more anxiety and make dropping her off the next time that much harder.
• Encourage friendships. Make a point to set up ‘playdates’ for your child. Invite children from the Montessori class over, so your child can make friendships that will in turn make the transition to the new Montessori environment easier.

NOTE: Be prepared for regression. Just when you think your child has conquered his/her feelings of separation anxiety, along comes a weekend or an illness that keeps your child home for a few days and you are right back to square one. As frustrating and upsetting as this can be, it is perfectly normal. Stick to the above strategies and you should notice a significant different in a couple of days.

Tips for Montessori Teachers

• Establish a consistent greeting routine. It is important to greet the children at the door, shake hands, smile and welcome them into their Montessori classroom
• Create a bond. Do your best to create a relationship with the child at the beginning of the day. Talk about the weather, comment on something the child is wearing or maybe even tell them about a new activity that is on the shelf. That initial dialogue really helps to reassure the child and make her feel at ease.
• Reassure the parent. It is difficult for parents to leave their children in an unfamiliar environment, so be patient, reassuring and understanding. Offer the parent tips and strategies to create a successful drop off and pick up routine for your Montessori classroom.
• Reassure the child. Be sure to acknowledge how the child is feeling. Let the student know that you understand it is hard to say goodbye to Mommy and Daddy, but that they will be back soon. Let them know about the interesting activities you have planned and try to engage them in an activity to take their mind off of being upset.
• Encourage parents to say goodbye at the door. It is sometimes difficult for parents to leave the Montessori classroom once they are in and it can be hard on the other children. Instead of having other adults in the room, encourage older Montessori students to welcome younger classmates, direct them to their cubbies and show them around their new classroom.
• Have familiar materials available and visible. Children are often reassured by familiarity so have available simple coloring activities or a modeling dough activity or a favorite puzzle … it will help ease the transition and help them to feel excited about what they are going to work with first.
• Redirection. Definitely one of my favorite strategies. I often redirect an upset child to a calming Montessori Practical Life activity or to the classroom pet. Our beta fish and our African Dwarf frog have helped to settle many upset children over the years!
• Have a special circle time basket. If you begin your day with a circle time, have a basket available full of puppets, felt finger plays, mystery objects, etc. My Montessori students love my Circle Time basket and are always eager to see what I am going to pull out that day. Any sort of interesting visual works well for settling a child who is upset and after a few songs they are ready for a fun day at Montessori preschool!
• Keep an upset child close. When a student is feeling uneasy, I try to keep the student close to me whether it is at circle time or during ‘work time’. At circle, I often invite the student to look after a special puppet for me and quite often that is all it takes. If the student is staying close to me during work time, we simply walk together through the Montessori classroom and I point out things that the other students are working on. When I am presenting a lesson, I put a chair beside me for the student to sit on and it is not long before the student loses interest in following me around and is off choosing her/his own work.
• Engage the child in meaningful work. A child who is busy quickly forgets about missing Mom and Dad so it is important to find some meaningful work for the child as soon as possible. The Montessori Practical Life activities are wonderful activities for settling a child…they are very therapeutic and calming and a great way to begin any day!

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.

Related NAMC blogs:

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

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

Montessori Insights and Reflections of a Preschool Student’s First Year

Jordan’s First Day of Montessori Preschool

The first day of school arrived, and everyone was full of excitement, anxiety and anticipation. It was wonderful to see all of the returning families and the smiles on the faces of the children warmed my heart! I missed them so much over the summer and it felt great to have them back and eager to be the “big helpers” in the Montessori classroom. Just as thrilling for me was the experience of welcoming all the new students and their families to our Montessori school.

As always, I greeted students individually at the door with a handshake and a warm hello and welcomed them to their Montessori preschool. One of my new Montessori students, Jordan (age 3) entered the classroom looking quite shy and apprehensive. It was clear that he was not yet comfortable shaking hands, so none of the teachers including myself pushed the issue. Jordan was overwhelmed with all of the new faces and I thought he might need a little space to adjust. I bent to his level to make eye contact and asked Jordan if he would like to meet our classroom fish, Monty. Jordan smiled and said yes, so we walked together to Monty’s place in the classroom. As Jordan watched Monty swim in and out of its little castle, I was happy to see the calming effect this had on him.

After a few minutes, Jordan joined circle time already underway and carefully observed. He did not wish to sing any of the songs or finger plays, but he was definitely watching and taking it all in. Jordan seemed to understand the demonstrations of the work mat and table, and the Montessori classroom orientation discussion. He kept to himself for most of the morning and visited Monty each time he heard another child cry or any time he felt uneasy. It is so interesting how a class pet can have such a profound impact on a young child.

During work time, Jordan gravitated toward the blocks as well as the elastic band board, and even ate a snack with one of the other boys. He really opened up during outdoor time at the end of the day and was proud to choose the books for story time. He needed a few reminders to use a work mat for the work that he carefully chose, and to tuck in his chair when he was finished at a table, but for his first day at Montessori preschool, he adjusted amazingly well!

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.

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

Montessori Insights and Reflections of a Preschool Student’s First Year

Circle Time on the First Day – Establishing Routines Part 2 of 2

This is the second of a two-part series on Circle Time on the first day of the school year. Part 1 is about greeting and getting acquainted on the first day.

Orientation to Open and Closed Shelves

I might then explain to the young students that there are many special ‘works’ in the Montessori classroom, but there are some very important rules that they need to remember about these works. I would then physically show them the ‘open’ and ‘closed’ shelves so that they know exactly which shelves I’m referring to. This year I have done something a little different and instead of writing the word, ‘closed’ on the shelves that house the Montessori learning material, I have placed a visual sign showing a picture of a teacher working with a child. I feel it is a softer, more subtle way to remind the children that the ‘works’ on those shelves are special. I plan to show the children the sign at circle time and explain that if they see this sign on a shelf, it means that the works on that shelf require a special lesson and they must be done with the Montessori teacher. There are only a few shelves that require this sign at the beginning of the school year; all of the other shelves are “open” and include entry item activities that do not require a formal presentation, and that the Montessori preschool students may use whenever they wish. The returning students are usually the first ones to receive lessons from the closed shelves, as they may already be familiar with the material. I also remind my Montessori students that each work is for one person at a time, so students may have to wait their turn if the work they wish to do is being used by a classmate. I explain that it is important to be patient and to wait until the work is returned to the shelf in the same manner in which it was found.

Orientation to Work Mats

Once we have discussed the “open” shelves that the students may choose work from, I will explain that I would like to show them how we do our work in our Montessori classroom. I always invite the returning Montessori students to help me demonstrate, and thank them each time for their assistance. I might say something along the following lines:

Marisa, would you please show our new friends where we keep our floor mats? Thank-you Marisa and would you please show our friends how we place the mat on the floor and carefully unroll it?

Johnny, would you please show our new friends how we carefully choose a work from the shelf and place it on the floor mat? Thank-you Johnny and I appreciate that you remembered that your work goes on the mat and your body sits on the floor, not on the mat.

Kriya, would you please show our friends how we walk around the work mat and how careful we are to never step on the mats? Thank-you, Kriya, for being so careful as you walked around mat, and not on it. Would anyone else like a turn to walk AROUND the work mat?

Maya, would you please show our friends how we tidy up our work, and how we always remember to put our work back in the same spot where we found it on the shelf? Thank-you, Maya, and would you also show our friends how we roll up our mat slowly and carefully and place it back in the basket so it looks straight and tall like all of the other mats?

After the work mat demonstrations, I usually notice that my students are a little restless, so I like to refocus them by performing another song and/or finger play. I try and keep these simple and use songs or finger plays that most of the students already know (Itsy Bitsy Spider, Twinkle Twinkle Little Star, Head Shoulders Knees and Toes, Open Shut Them, etc.)

Orientation to Work Tables

Next I demonstrate in the same manner as above how we work at a table by choosing an activity, carefully carrying the work tray to a table, remembering that each work is for one person only, how to tidy our work so it looks just how we found it, how to tuck our chair when we are finished and how to put the work tray back in the same place it was found. The older Montessori students love helping with the demonstrations and it really builds their confidence and make them feel very grown up. The pride on their faces as they are showing the younger children how to do things is so endearing!

Preparing for Work

After the table demonstration, I would thank all of the students for sitting so patiently and would tell them that it is almost time for them to choose some work in the classroom. I would end with another short finger play and remind them that in our Montessori classroom we use walking feet and soft, inside voices. I might then ask them to politely raise their hand if they are ready and then call them one by one (beginning with the returning children) to quietly find a work on the shelf.

Learning the Montessori preschool classroom routine does not happen overnight, so the Montessori teacher’s role in the first few weeks is to reinforce the rules and routines during ‘work time’ and at circle time whenever possible.

It is also important that the Montessori teacher provides a great deal of encouragement and reminders, and be consistent with reinforcing the routine and modeling the behavior you want your Montessori preschool students to emulate. Circle time for the first week should be kept very simple because the shorter you can keep it, the greater your chance of having a successful circle time. It is especially challenging for the new Montessori students to sit still for any great length of time, so the shorter the circle time, the better! Once your Montessori preschool students have a better understanding of the routine and are able to sit a little longer, you can enrich your circle time in so many ways, from calendar time, props, sharing time, show and tell, sound of the week, material presentations, role-playing, story time, music and movement etc. My next blog will touch on enriching a circle time.

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.

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

Montessori Insights and Reflections of a Preschool Student’s First Year

Circle Time on the First Day – Establishing Routines Part 1 of 2

The first day of school is about establishing routines in the Montessori preschool classroom and we all know that preschoolers love routines! Preschoolers thrive on understanding how their day will unfold and predicting what will happen throughout the day. The first week of school can often be a little scary and stressful for some young Montessori students because they aren’t yet able to predict how the day will unfold and it is the Montessori teacher’s responsibility to make the transition as simple and stress-free as possible!

Each Montessori school structures their day slightly differently. I prefer to begin my day with a circle time to get acquainted and to orient them to the Montessori classroom. I love gathering the children together and helping them to feel a real sense of community, and I try my best to show them that this is their Montessori classroom. I delight in hearing them share stories that are special to them, sing songs, ask questions and bond with one another. The first week, my aim is to make my circle routine in the Montessori classroom as predictable as possible and I share below a basic outline of what I typically do.

Greeting Arriving Students

I always have peaceful music playing while the children are arriving. The children enter the class and shake the hand of the teacher who is welcoming them at the door. They are directed to find their personal cubby, take off their shoes and coat, put on their indoor slippers and find a spot to sit on the floor in circle.

Focusing Attention With Songs

Once the majority of the children have arrived, I turn off the music and sing a welcoming song to ensure that I have their attention. I find movement songs work the best for focusing their attention. A quick song like the one below works very well:

This is the way we clap our hands, clap our hands, clap our hands
This is the way we clap our hands and fold our hands in our lap
This is the way we tap the floor, tap the floor, tap the floor
This is the way we tap the floor and fold our hands in our lap
NOTE: Continue with roll your hands, wiggle our fingers, tap our head, wiggle our toes etc.

Circle Time – Getting Acquainted

I welcome everyone and let them know how happy I am to see them all and how excited I am to meet our new classmates. I might then tell them that I brought something special to help me learn their names and to help them learn the names of all their new Montessori classmates. I pull a ‘Mystery Bag’ out from behind my back and reach in very slowly. The children are usually very quiet at this point and anxiously anticipating what I am going to pull out. Slowly, I pull out a bumblebee puppet showing a little bit of the puppet at a time. I then pass the bumblebee around the circle while I sing the following song and ensure that I remember to include each of the Montessori teachers as well as any class pets that we might have. They love it when I get to Speckles, our African Dwarf Frog and Monty, our Beta fish!

Iggeldi Piggeldi Bumble Bee,
Can you say your name for me,
(Child’s name), (Child’s name)
That’s a very nice name.

NOTE: Name Songs are so important for the first few weeks as they really help the students learn the names of one another and their teachers, which in turn help them to feel more comfortable in their new Montessori environment. They love hearing the sound of their own name which is great for building confidence and self esteem.

I have included below a few examples of simple greeting songs that can be implemented during the first circle time. Part 2 of this series on Circle Time will cover classroom orientation.

Hello (Original Author Unknown)

Sung to: "Frere Jacques"
Hello, (child's Name) Hello, (child's name)
How are you? How are you?
We're so glad to have you,
We're so glad to have you.
Here at school, here at school

Roll Your Hands (Original Author Unknown)

Roll your hands as slowly as you can, as slowly as you can, as slowly as you can FREEZE!
Roll your hands as quickly as you can, as quickly as you can, as quickly as you can FREEZE!
Roll your hands as slowly as you can and fold them just like me
NOTE: Continue with clap your hands, tap your fingers, touch your nose, tap the floor etc.

Start the Day (Original Author Unknown)

Sung to: "Merrily we roll along"

Clap your hands to start the day, start the day, start the day
Clap your hands to start the day,
How are you this morning
Stomp your feet to start the day, start the day, start the day
Stomp your feet to start the day,
How are you this morning
Wiggle your fingers to start the day, start the day
Wiggle your fingers to start the day,
Sitting with your hands in your lap

Glad To See You (Original Author Unknown)

Sung to: "Frere Jacques"
Teacher:
I'm Ms. (name), I'm Ms. (name).
That's my name, That's my name.
Glad to see you here.
Glad to see you here.
What's your name? What's your name?
Child:
I am (name), I am (name).
That's my name, that's my name.
I am glad to be here,
I am glad to be here.
At school today, at school today.

Greeting Song (Original Author Unknown)

Sung to: "The farmer in the dell"
Teacher:
I'm glad you came today,
I'm glad you came today.
Hello to everyone, (wave hello)
I'm glad you came today.
Children:
We're glad we came today,
We're glad we came today.
Hello, hello to everyone, (wave hello)
We're glad we came today.
All:
We'll work and play today,
We'll work and play today.
Hello, hello to everyone, (wave hello)
We'll work and play today.

Welcome (Original Author Unknown)

Sung to: "Happy Birthday"
We welcome you here,
We welcome you here.
We welcome everybody,
We welcome you here.

How We Start Our Day (Original Author Unknown)

Sung to: "The Mulberry bush"
This is the way we start the day,
Start the day, start the day.
This the way we start the day,
So early in the morning.
First we smile and shake a hand,
Shake a hand, shake a hand.
First we smile and shake a hand,
So early in the morning.
Then we sit down quietly,
Quietly, Quietly
Then we sit down quietly,
So early in the morning.
We listen very Carefully,
Carefully, Carefully.
We listen very carefully,
So early in the morning.

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.

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

Montessori Insights and Reflections of a Preschool Student’s First Year

Entry Items for the Start of School – Part 2

As mentioned in Part 1 of this two-part blog series, I emphasized the importance of preparing and introducing “entry items” in the Montessori classroom to make the first day of the school year an enjoyable and successful day for my new and returning Montessori students.

Entry items are manipulatives (non-Montessori) that are already familiar to most preschoolers, such as puzzles, blocks, elastic band board etc. and I do like to keep them as natural looking as possible. Entry items don't require a specific presentation, aside from the basics of how to carry the activity to a table or mat and tidy it up upon completion. Even thought they aren’t traditional Montessori materials, they should still be displayed in a Montessori manner - each item should be placed in a basket or on a tray and placed neatly on the “open” shelves.

On the first day of school, I take the children on a tour of our Montessori classroom and show the students which shelves are “open” and which shelves are “closed”. I have the children stay at circle but look with their eyes as I move throughout the room and stop in each subject area. For the first few weeks, I put a little sign on the closed shelves to serve as a visual reminder and I always make a point of showing each child what the closed sign looks like and explaining the purpose that it serves. Once I return to circle time, I provide a group lesson on how to work with the items on the open shelves so that each child learns the proper routine right from the start. I show them how we remove the activities one at a time and take them to a table or mat and then once we are finished, we return the activity to the same spot and either tuck in our chair or roll up our floor mat. By ensuring the materials are familiar, it allows the teachers to focus on reinforcing the important rules throughout the day, such as tucking in chairs, walking around the mats, replacing the tray in the same spot etc, instead of having to present to each child how to use the materials.

The children love the idea of having “open” and “closed” shelves and take it very seriously. They understand that they will one day be able to work with the items on the closed shelves, but that they need to wait for a lesson. Most of the time the children are very careful about remembering to work from the open shelves and it helps build the excitement and anticipation to receive a lesson with the other materials. To ensure the children have plenty of work to keep them interested for the first few weeks, I make sure there is a shelf of entry items in each of the curriculum areas of the classroom and I have included a few examples below.

Math: number puzzles, number peg boards, counting train puzzle, number foam board with pegs

Language Arts: lower case letter puzzles, letter magnetic board, chalkboard and chalk

Sensorial: Elastic band geo boards, wooden shape puzzles, shape sorter box, geometric shape sorter

Practical Life: Lock box, lacing activity, bead stringing (making a necklace), linking chain, sorting activities

Art: tray of paper, 2 playdough trays, basket of stencils, container of pencil crayons, 3 trays with paper and crayons

Culture: feltboard with planets, basket with animal figurines for matching

Other manipulatives: wooden farm, large lego (duplo), mosaic blocks, wedgits, variety of wooden puzzles

As the children settle and feel more comfortable with the routine, I slowly remove the entry items and replace them with the more traditional Montessori learning materials. I then provide the corresponding presentation as to how to use them, either to the group, or to those individuals who are ready.

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.

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