Montessori and Imagination: the Second Plane of Development

The Montessori elementary child is exposed early to the story of the universe. Notice, I said “story” and not lesson. This is because the explanation as to the creation of the universe and every living and non-living thing is told to them in a series of imaginative stories we call the “Great Lessons”. Usually told during the first eight weeks of school and for all six years of the elementary cycle, the Great Lessons are the catalyst for learning and discovery throughout the Montessori elementary years.

With the Montessori teacher in the role of the story teller, not lecturer, the First Great Lesson unravels the great mysteries of the universe. Abstract concepts such as The Big Bang, stellar nucleosynthesis, gravity, magnetism, composition of the earth and other planets, and plate tectonics all come alive through the power of IMAGINATION! Using impressionistic charts and simple experiments, the Montessori teacher-story teller weaves a story which spurs the imagination of the children around her and lays the foundation for physics, astronomy, physical science, chemistry, and physical geography.

Pretty heavy-duty stuff for a first grader! But Montessori believed, that at this sensitive period, we are to give children the keys to unlock their potential. We do this by grounding them in reality while allowing them to imagine things that are bigger and more abstract than the world around them.

Some people believe that Montessori was against imaginary thought and play. Quite the contrary! She believed that a child could not develop and progress without the use of his or her imagination. She saw the ability to imagine things that were not truly present as a higher order thinking skill. So strongly did she believe this, she went on to say that imagination was the foundation of intelligence and that no modern scientific thought would have been possible without the power of the imagination.

Human consciousness comes into the world as a flaming ball of imagination. Everything invented by man, physical or mental, is the fruit of someone’s imagination. In the study of history and geography we are helpless without imagination, and when we propose to introduce the universe to the child, what but imagination can be of use to us?”…”The secret of good teaching is to regard the child’s intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination. Our aim therefore is not merely to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his inmost core. (Maria Montessori, To Educate the Human Potential)

What Dr. Montessori did not agree with was the use of fantasy before the child was able to think abstractly. Fantasy play and stories are based on unreal objects – dragons, fairy godmothers, and toys which serve no purpose other than to entertain for a few brief moments. During her early work, Montessori provided the children with toys and fairy tales, but her own scientific observations brought her to this conclusion: children want real things that serve a real purpose.

Though the school contained some really wonderful toys, the children never chose them. This surprised me so much that I myself intervened, to show them how to use such toys, teaching them how to handle the doll's crockery, lighting the fire in the tiny doll's kitchen, setting a pretty doll beside it. The children showed interest for a time, but then went away, and they never made such toys the objects of their spontaneous choice. And so I understood that in a child's life play is perhaps something inferior, to which he has recourse for want of something better... (Maria Montessori, The Secret of Childhood)

The Montessori elementary environment is full of creativity. Children rush to discover that which truly excites them. They research the planets and write creative stories of their adventures in space. They immerse themselves in marine biology and write songs of the humpback whale. They explore the use of simple machines and construct a ramp at the entrance to the school. They learn about the Middle Ages and design, sew, and present a medieval fashion show. All of this stems from the interest and the imagination of the child.

Even dramatic plays are performed in the Montessori elementary environment, usually with one important difference: the subjects are real. I had a Montessori upper elementary classroom that enjoyed writing, acting and delivering weekly plays based on the ancient civilizations we were studying at the time. There were numerous performances of ancient Egypt and conspiracies theories! We also performed a play for the entire school community based on the creation of the universe and the timeline of life.

The Montessori environment is a place of imagination, creativity, and dramatic play. It differs from traditional education in its view of reality versus fantastical concepts. The strength of Montessori lies in building concrete realities and allowing students to move toward more abstract thought as they become more developmentally prepared and ready.

For further reading:

• McKenzie, G.K. (Spring 1998). Creative drama in Montessori elementary classrooms.
• Dubinsky, Barbara. The Great Lessons Play. www.missbarbara.net/theplay.html

Related NAMC Blogs:

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

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

Montessori and Imagination: The First Plane of Development

Imagination is the real substance of our intelligence. All theory and all progress comes from the mind's capacity to reconstruct something. (Maria Montessori, The Child, Society and the World p.48).

The Montessori curriculum is well grounded in the realities of the universe. This is not to say that Maria Montessori discouraged imagination. She was a big believer in the child imagining the greater truths of the universe. Indeed, the Montessori Great Lessons curriculum first presents the creation of the universe with having children close their eyes imagine the coldest, darkest place they can think of. This, Montessori says, can’t begin to compare to how cold and dark space was before the universe was created. Montessori stated that “Reality is studied in detail, then the whole is imagined. The detail is able to grow in the imagination, and so total knowledge is attained.” (Maria Montessori, From Childhood to Adolescence, pg. 18).

Montessori believed that the universe is a wonderful creation and the Montessori curriculum presents all its wonder to the child, from birth to six years. Children in this first plane of development are grounded in concrete reality. Their ability to discern what is real and what is not real is not yet in place. Montessori discouraged the use of fantastical play and images until the after reality is established and the child enters into the second plane of development and is capable of more abstract thought.

Montessori states that “The true basis of the imagination is reality” (The Advanced Montessori Method, pg. 196). Further, research shows that intelligence is developed by critical analysis of perceived reality, not through fantasy and make-believe. Reality is perceived by the senses, something that is easily recognizable. Imagination is based on the senses and is firmly tied to reality. In order to construct oneself, the child must have real, multi-sensory experiences with real objects.

This is why Montessori refers to the activities of the child as “work” rather than play. These reality-based activities take on importance because they are respected as the work of adults rather than the fantasy play that has no grounding in reality. The materials used in the Montessori preschool classroom are also real. There is no pretend kitchen. If the children are hungry they prepare a snack using real utensils and food. Snack is served using real plates and cloth placemats. Woodworking tools are real and serve a real purpose – they cut, hammer, and pry. Plastic tools have no purpose and do not hold the child’s intent concentration for long.

This is not to say that there isn’t dramatic or imaginative play in the Montessori preschool classroom. Think of the child who cuts a strip of zigzagged paper and turns it into a crown, now imagining that he is the king. This type of dramatic and imaginative ‘play’ occurs frequently and spontaneously. Children “conduct” the classical music being played on the Montessori classroom CD player; a real stethoscope is used to listen to heartbeats while children imagine being doctors.

Faced with the choice of providing toys and fairy tales or serving the developmental needs of children, Montessori chose to serve a higher purpose – that of the child.

Fairy tales are very important literature. If I could I would make a collection of all the fairy tales in the world, so that grown-ups could know them better ... They are beautiful little stories for children, but not in place of this concentration on work." (Maria Montessori, The Child, Society and the World. p. 46)

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

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

Praise Versus Encouragement

Let’s take a look at the implications of using praise versus encouragement. A few years ago, I was approached by a parent who requested a meeting with me after school. We sat down together and I could tell she was clearly angry about something. I remember the conversation vividly and it began with the mother saying, “I am feeling angry because Larissa tells me that you don’t like her artwork. She comes home daily telling me that you don’t like what she creates and this is very upsetting for her!” I was definitely taken aback but quickly had to gather my thoughts to provide an explanation. The little girl was new to the preschool and almost five years old. She was a lovely child, full of spirit and creativity but was constantly looking for recognition and complimentary feedback. What was happening in the classroom is simple. Every time Larissa completed a creative project, she would approach me and ask, “how do you like it?” I would always reply with an encouraging phrase instead of direct praise by saying something like, “you really worked hard on your picture. Are you proud of your drawing?” or, “Wow, look at all the colors you used.” I explained to the mother my views on praise versus encouragement but because I didn’t respond by saying, “I love your picture or what a beautiful drawing”, Larissa felt I didn’t like her art work. It took several months before Larissa started to feel that internal sense of satisfaction and no longer felt the need to ask me or the other Montessori teachers if we liked her work.

Praise

Giving a child continual praise can make it difficult for the student to feel a sense of self satisfaction and can put pressure on the student to live up to someone else’s standards instead of simply taking pride in doing their best. Statements like the following can inhibit children from gaining independence because they are constantly wanting praise from others, in particular, those in authority positions.

Praise Statements:

• “I am so proud of you for coloring in the lines.”
• “You are always such a good boy.”
• “You deserve a reward for cleaning up so well.”

Encouragement

Encouragement on the other hand is empowering and fosters an intrinsic feeling of self satisfaction. Encouragement helps the student to judge their own work and their own behaviour without seeking adult approval. Encouragement is honest, unconditional, and promotes a feeling of self worth.

Encouraging Statements:

• “You worked so hard sweeping the floor.”
• “That was a difficult puzzle but you didn’t give up.”
• “Are you proud of your drawing? You spent a long time on it.”

Near the end of the year, Larissa’s mom gave me a beautiful thank-you card and told me that after our discussion she did a lot of research on praise versus encouragement and has been making a diligent effort to avoid over-using praise at home. She couldn’t believe how much stronger and more confident Larissa is and feels so grateful to have learned how to empower her at a young age.

Related NAMC blogs:

• Montessori Philosophy: Praise vs. Encouragement

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

The Montessori Work Mat

You could travel to a Montessori school anywhere in the world and you will see Montessori students working at floor mats as well as at child-size tables. The purpose of the floor mats and tables is to define the student’s workspace and to reinforce Montessori's principle of "freedom within limits". There is such an element of respect with having that defined workspace and it is something that the students take very seriously. The Montessori preschool students are shown how to walk around the mats, how to place their work on the mats and how to respect one another’s personal workspace. They also learn that it is never okay to disturb a classmate’s work or join a classmate’s work unless permission is given by that student.

I always love the first few days of school when I present to my group how to roll and unroll a mat. I present with silence and preciseness and the students watch very intently. I show them how we carefully take a floor mat from the basket, hold it with two hands and set it down on the carpet. Once the mat is on the carpet, we carefully unroll it (despite many children wanting to flap it out in midair)! I then demonstrate how to walk around it (heel to toe), being careful not to step on the mat. When I show them how to roll it up again, I pay great attention to keeping the sides even as I roll. I then admire my tightly rolled mat and use two hands to return it to the basket. I always choose a few returning Montessori students to go through the steps while the remainder of the group patiently watches and anxiously awaits their turn. We talk about the importance of placing our work on the floor mat (not our bodies) and the importance of walking around the mats (not on them).

It is so sweet to observe a child in a Montessori classroom unroll and roll a floor mat with pride and purpose and often, the youngest students will do so over and over and over again, as was the case with my three-year-old student, Jordan. For the first couple of weeks, he practiced his mat-rolling skills daily and didn’t necessarily choose any work to place on the mat, but simply delighted in the rolling and unrolling process. I even noticed a slight smile on his face as he admired his tightly rolled floor mat.

Although Jordan enjoys the process of rolling and unrolling, he stills struggles with remembering to get a mat before choosing a work. He either forgets the mat altogether and simply places his work on the carpet itself, or he forgets to carry his work and mat separately. He often has a mat in one hand and his work in the other and is wandering around in search for the perfect spot on the carpet. I simply approach him and provide him with a reminder, “Jordan, remember first we put a floor mat on the carpet and then we choose our work.” I then place his work back on the shelf and say, “Once you have unrolled your mat, you may go and find your work.” I know with reminders and role-playing, Jordan will eventually understand the importance of having that defined space, but it will likely take some 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.

Related NAMC blogs:

• Encouraging Motor Skills in the Montessori Classroom – Part 1 of 2
• Montessori Insights and Reflections of a Preschool Student’s First Year

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

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

A Humorous Montessori Moment

I would like to share with you a story of what happened today while working with the Montessori Color Tablet Box 1 (red, yellow & blue tablets). Jordan and I had been working with the red, yellow and blue Color Tablets and when it was time to provide a three period name lesson with all the three colors, the funniest thing happened:

• Period 1: Introduction (This is…) I pointed out the three colors while naming each one for Jordan (this is red, this is yellow, this is blue).
  
• Period 2: Association/Recognition (Show me…) Then I asked Jordan to point out each of the three Color Tablets (show me red, show my yellow, show me blue).

• Period 3: Recall (What is this…?) The final period is confirming the student’s knowledge and asking for the actual name. I pointed to the red Color Tablet and asked, “What is this?” and Jordan gave me the funniest answer:“Teacher Bree, if you don’t know your colors by now, maybe I should be giving you a lesson!”

I had such a hard time keeping a straight face because he said it with such seriousness. Jordan really felt I was asking him to tell me the color because I couldn’t remember what it was……after 18 years of Montessori teaching, that was a first for me!

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

Rules and Routines: The Daily Greeting

The daily greeting between a Montessori preschooler and teacher is a special moment. It is a key transition of the day and must be carried out with respect, care and consistency. The initial greeting can often set the tone for the day ahead, therefore, it is important to make the initial greeting a joyful one so that the child feels welcomed, and respected. Upon the daily departure a similar routine should occur and again; each Montessori student should feel genuinely cared for and know that you will be looking forward to seeing him/her again.

Some children are very responsive to the daily greeting while others are shy and more reserved. I find role-playing during circle time is a great way to reinforce respectful greetings and handshake routines. My Montessori students really enjoy it when I choose one of them to be the teacher and they take their role very seriously. The “Montessori teacher” stands at the door while the rest of the children line up outside the door and demonstrate a proper greeting one by one. I usually make a comment after each greeting to reinforce the desired behavior. For example, “Ben, it is nice to see that you remembered to look in the teacher’s eyes” or “Dima, thank you for remembering your walking feet when you came into the classroom” or “ Gemma, you waited so patiently in the line for your turn to shake hands - that is a very respectful thing to do”. Role-playing is such an effective strategy for reinforcing rules and routines as well as important grace and courtesy lessons.

The daily greeting is such a nice way to start the day as well as bring closure to a school day and below is a general presentation detailing how we do it.

Initial greeting:

• Lower yourself to the student’s height and attain eye contact
• Extend your hand with a warm smile, and be sure to maintain eye contact
• As you shake hands, verbally welcome the student and exchange some sort of dialogue. For example, “Good morning, Johnny. It is so nice to see you this morning. How are you today?”
• The child should be encouraged, but never forced to respond positively. For example, “I’m fine, Teacher Bree. How are you, today?”
• Be sure to respond to the child and thank him for asking. For example, “I’m very well, today Johnny. Thank-you for asking.”

End of the day greeting:

• Lower yourself to the child’s level and attain eye contact
• Extend your hand, shake hands and be sure to say something positive about the day. For example, “Goodbye Johnny. Thank-you for being such a good friend to Haika today. It was so nice that you helped her reassemble her continent map. Have a great day and I will see you on Tuesday.”

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

A Montessori Moment

A “Montessori Moment’ is any moment in a Montessori environment that is particularly fulfilling or touches your soul in an especially impactful way. Today I experienced a moment that was very special and I would love to share it, but first a little background information.

Kasia is a little girl who is three years old and new to our Montessori preschool. She is still very timid and reserved and has only spoken a few times. She is having a very difficult time engaging with the other children and struggling to find “work” on the shelves. I have tried to spark an interest in several different Montessori materials, but so far nothing has worked. She will come with me and watch the presentation, but as soon as I leave the mat or table, she quickly puts everything away and returns it to the appropriate place on the shelf.

Kasia spends most of her day wandering around the classroom observing others and I have noticed her paying particular attention to the Montessori Cylinder Blocks. Last week I approached her and said, “I can see that you are really interested in watching your friends work with the Cylinder Blocks. If you would like me to show you how to work with them one day, all you need to do is ask and I would love to give you a lesson.” Today for the first time, she approached me and asked if I would give her a lesson with the Cylinder Blocks. I was absolutely thrilled but of course, didn’t want to let her know how excited I was. We walked to the shelf that houses the Cylinder Blocks and carefully carried the simplest block to a table. I provided the Montessori lesson and Kasia watched with great interest. I then invited her to have a turn and quietly stepped back. To my delight, she continued on her own for at least ten minutes and when she was done she made the following statement to Jordan, “The Cylinder Blocks are so fun. How about you do one and I do one and we’ll be a Cylinder Block team.” I stood there in awe and sure enough, they each chose their own Cylinder Block and took it to their own table. It was wonderful to see Kasia inspired, engaged and eager for more and even more excited to see her interacting with Jordan and for him to accept her invitation ... what a beautiful moment!

This was a perfect example of not pushing a student, but instead carefully following her lead and facilitating when the child shows interest and readiness. I am hopeful that Kasia’s interest and enthusiasm will continue to grow and the bond that she and Jordan made will be strengthened even further in the weeks to come.

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

Toddlers Who are Not Yet Peaceful
Toddlers and tantrums tend to go hand in hand, and it is important to remember that this phase will pass. A temper tantrum is usually a result of the child not being able to effectively express himself verbally, which leads to intense frustration.
I have had young Montessori students over the years who battle with temper tantrums; it can be a helpless feeling for the Montessori teacher at times, especially when you feel like you have tried everything! I have found that the more consistent you can be, the quicker the phase passes.
It is vital to figure out what works for the individual child. Here are a few examples to give you some further insight into different situations and how they may be handled by the Montessori teacher. As is often suggested for positive discipline, offering limited choices in a positive way can be effective. One little girl falls apart if someone looks at her the wrong way but she settles right down if she is able to regroup in the reading corner with a book and the reading teddy. A little boy falls to the floor every time he is reminded to tuck in his chair or roll up his mat, however, the quieter I say it, the better he responds. If I speak to him in almost a whisper, he is more than happy to go back and tuck his chair or roll his mat - I think he feels less threatened when the request is made in a very subtle, soft manner.
It is important not to “buy into” the tantrum … a little boy who just turned three throws a fit constantly, no matter how you phrase your request … he crosses his arms, stomps his feet and makes a noisy huff over and over again. For this young student, it works to look him in the eye, acknowledge that he is feeling frustrated and give him the choice of talking to me with his words or taking a few minutes to calm down by sitting in his cubby. He almost always chooses to sit in his cubby and when he feels ready, we then talk about the situation and I help him deal with whatever it is that is upsetting him. That few minutes to regroup are huge for him!
Temper tantrums are usually dramatic, intense and full of emotion. With a calm demeanor, patience and persistence, you can almost always help diffuse the drama of a temper tantrum and change the situation to a calm, quiet discussion. It is important to stay calm, keep control and maintain peace.
A few strategies that I implement in my Montessori preschool classroom are as follows. Please remember, it is vital to choose a strategy that is in tune with the child’s individual personality and needs:

• Maintain a consistent routine ... the more predictable your routine is, the easier it is for a child who is prone to temper tantrums.
• Provide a warning before transitions. I have two little girls who really struggle with transition times, so I always give them a quiet warning several minutes ahead of time and it works beautifully. For example, “I am going to turn the music on in five minutes for clean up time, so you have five more minutes to continue working.” If I forget the warning, they fall apart!
• Observe and be in tune with escalating frustration levels ... intervene before the tantrum occurs.
• Offer choices so that the child feels he has some control over the situation. Keep the choices limited to accomplishing the task at hand. For example, “Would you like to put your coat on yourself or would you like some help?” or, “It is time to tidy up. Would you like to roll up the floor mat or would you like to put the puzzle on the shelf?”
• Distractions and redirections work wonders with little ones.
• Try to avoid the word, ‘no’ as it adds to a toddler’s frustration. Instead, use phrases like ‘later’ or ‘after lunch’.
• Be aware of stressors that may require extra empathy (toilet training, starting daycare, etc). A little empathy goes a long way when a child is feeling overwhelmed and frustrated.
• Say something positive before making your request of the child, and make the request almost a challenge: “Johnnie, you worked so hard today with the Pink Tower, but I see that your mat is still on the floor. Let’s see how tight you can roll it” or “Marisa, you remembered to put your pouring work away, but I see your chair needs to be pushed in. Let’s see how quietly you can do it.”
• Respect and acknowledge the child’s feelings, “I know you are feeling angry………, That must have made you feel really sad when…….” When children receive verbal assurance that their feelings are important and acknowledged, they gradually learn to put those feelings into words instead of acting out.

Most children do grow out of the need for tantrums when they have more language skills and understanding. But the way you deal with them in the toddler years is important. If they are handled harshly, or if you constantly ignore a child’s feelings and need for comfort, they may well become worse and carry on for a much longer period of time.
A great reading resource for all Montessori educators is “Children Who Are Not Yet Peaceful”, by Donna Goertz.
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:

• Montessori Parenting: Further Thoughts on Consequences and Positive Discipline Techniques
• Toddler and Adolescent Similarities

The NAMC Infant/Toddler (0-3) Classroom Guide provides tips and tools for curriculum preparation, classroom management, communicating with young children, etc.
North American Montessori Center: http://www.montessoritraining.net/

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

Our Typical Daily Schedule

I have had several questions from readers wondering how the day is structured at my school so I felt it would be a good idea to give you some insight into a typical day in my Montessori classroom.

Prior to teaching at the school where I am currently working, I was accustomed to having a morning and an afternoon group with each class being two-and-a-half hours in duration. The afternoon class came four days per week and the morning class came five days per week, which worked beautifully.

In the class where I am currently teaching, the routine is very different. The need for the local community was to have classes in session longer than 2 ½ hours and also provide greater flexibility as to how many times the students attend each week. Being sensitive to the needs of the community, the owner opted to create a four-hour program (9:00 a.m. to 1:00 p.m.) and to give parents the choice of enrolling their child 2, 3, 4 or 5 days a week. It definitely makes things a little more challenging as there is often a different group coming each day and obviously it takes a lot longer for a child coming two days a week to learn the routine than it does for a child coming four or five days a week.

The new Montessori daily schedule was an adjustment for me initially, but like most situations I have learned to adjust, embrace and enjoy the new program routine. Now, I love having the same group of students for four hours each day, as I really get to know them, the day doesn’t feel nearly as rushed and the additional time enables me to create a special bond with each child. I also like the fact that so many grace and courtesy skills can be reinforced during lunch time when everyone is sitting and eating together. I have included below an outline of a typical day in my Montessori preschool classroom and I hope you find it helpful.

8:50 a.m. - We open the door to greet the students as they arrive. One Montessori teacher stands at the door to greet the student and parent, shake hands and help the student find their cubby so that they can take off and put away their shoes and coat. The other Montessori teacher sits at circle with classical music playing and greets the students one by one with a smile and a handshake and encourages them to find a place in circle and be seated cross-legged.

9:05 a.m. - Once the majority of Montessori students have arrived, we begin with a Good Morning song, a few finger plays, review the calendar and news time, and the special helper is chosen for the day. The special helper feeds Monty, our classroom fish and counts each classmate in the group (in both French and English). If any group presentations are required that day, they are presented at this circle time, such as when there are new Practical Life or art activities on the shelves.

9:20 a.m. - I usually ask my students to close their eyes and think about what work they would like to begin with today and when they have thought of something to raise their hand. I walk around the circle and gently tap each child on the hand (one by one). It is a really calm way to begin the day and helps each student begin the day focused and ready to find an activity to work on. While the children work independently, I provide individual and group lessons while my amazing Montessori teaching assistant reinforces the important rules and routines of the class and helps diffuse any issues as they arise throughout the morning.

10:15 a.m. - False Fatigue Occurs……around this time in the morning, the noise level tends to escalate and there are usually several “wanderers”. This restlessness was noted by Maria Montessori when she observed classrooms and she referred to it as “False Fatigue”. At one time, I used to feel very anxious and uneasy when this occurred as I felt like I was doing something wrong, but I now know it is a phenomenon very typical of a Montessori environment and it is important to remain calm and continue with the Montessori classroom work cycle. As long as I remain calm, cool and collected, the restlessness subsides and the children settle back into their work until 11:30 a.m., when the music is turned on to signal clean up time.

11:30 a.m. -The special helper pushes ‘play’ on our CD player to signal that it is time to clean up. The music is a soft, instrumental CD which is a great reminder to clean up in a calm, peaceful manner. Once the students tidy their work, we all sit down for circle time. We then have a quick circle, reflect on the morning, play some sort of a transition game and they are sent one by one to the washroom to wash their hands for lunch. Eating lunch is the perfect opportunity to reinforce the importance of grace, courtesy and good manners in the Montessori preschool classroom……it is such a special time of day!

12:00 p.m. - Usually by noon, the students have finished eating, tidied the floor and tables, placed their lunch bags back in their cubbies and have put on their shoes and coat to go outside. Each child is encouraged to sit quietly at circle, reading until everyone is ready.

12:10 p.m. - Once every student is dressed and ready to go outside, the special helper is responsible for calling the classmates one by one to line up at the door and only those who are sitting politely and respectfully are called first. It is a joy to watch and the special helper always feels sooo proud!

12:15 to 12:45 p.m. - We usually have a good 30 minutes to play outside and the Montessori outdoor environment is incredible……the perfect space for running, jumping, playing in the sand, watering the garden, blowing bubbles, pulling one another in a wagon, drawing with chalk and having fun on the slide and monkey bars. The 30 minutes always zips by so quickly!

12:45 p.m. - To end the day, we go back inside and everyone sits on the story time mat. One Montessori teacher reads stories while the other teacher stands at the door watching for the parents. As soon as a parent arrives, the teacher calls the child’s name to come to the cubby area to get ready to go home. Once the student is dressed and ready to go, the teacher shakes his/her hand with a happy and encouraging goodbye greeting, then opens the door to ensure the child goes directly to their parent. Story time is such a nice way to end the day and makes dismissal time calm and relaxing.

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

The Peace Place

Dr. Montessori recognized children as the redeeming factor in the evolution of humankind. The Peace Place is a designated space in the environment where children can go to take a moment, calm themselves and work out a problem in a peaceful way. Our Montessori classroom is small so it has been a challenge to find the perfect spot for the Peace Place, however, I am happy to say that I did! The table I chose is away from the busy work area and right by a big window. The table is just the right size; there are two chairs and on the Peace Table I have placed a beautiful vase with a single rose. Now comes the anticipation of observing whether it will be a success.

The first year I decided to create a Peace Place in the Montessori preschool classroom was about 10 years ago and I was full of doubt as to how it would be received by my students. The Peace Table itself was beautiful, in fact we had an entire Peace Corner with a Japanese garden, a table water fountain, a basket of beautiful river rocks, a chime, and of course, our Peace Rose! The Montessori preschool classroom then was twice the size of the classroom that I am currently teaching in, so it was easy to allocate an entire corner to our Peace Place. For the first couple of months, I wondered if the Peace Table was a success, as it was taking a great deal of adult mediation to ensure the appropriate language was being used and to ensure the conflict was being peacefully resolved.

Then one day in early spring of that year, one of my five-year-old students, Cassia approached her friend, Emma and said, “Would you please join me at the Peace Table?” The two girls sat down together and I simply stood back and observed the magic unfold. The girls passed the Peace Rose back and forth and Cassia expressed that she was feeling sad because Emma was working with another classmate instead of her. After much discussion, they decided to find an activity that all of them could do together. The girls felt so proud to have resolved the issue and all three students sat at the snack table together, tidied up and then each created a flag to take home. It was amazing to observe these young Montessori students solve their issue honestly and fairly and it is amazing how the Montessori Peace Table can help to maintain a harmonious and cooperative atmosphere in the Montessori community.

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/