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

Introducing the Sandpaper Letters – Three-Period Lesson

Over the past couple of weeks, Jordan has been showing interest in the Montessori Sandpaper Letters and is always watching the lessons I give to other children. We have worked with the I Spy game several times and he has become quite proficient with identifying which objects begin with the various sounds. Today, Jordan brought me the box of Montessori Sandpaper Letters and asked if we could do sounds together. It was wonderful to see him initiate the presentation and of course, I seized the opportunity.

We sat down together at a table with three of the Sandpaper Letters, “m”, “a” and “s”. Jordan was very eager to begin and fortunately, the other students were all working beautifully at the time. I moved the Sandpaper Letter on the left (m) toward us and slowly and lightly traced it with my primary fingers while saying its sound. I then invited Jordan to try. It was delightful to see him carefully trace the m with such precision and focus. Jordan told me that he wants to learn his sounds so that he can read big books like his sisters. We continued with “a” and “s” and it was clear that he was ready for a Montessori Three-Period Lesson.

First Period (Naming):

• Using my primary fingers, I slowly traced the sandpaper letter, “m” and stated its sound: This is “m”[phonetic sound "mmm"]. Jordan did the same.
• Using my primary fingers, I slowly traced the sandpaper letter, “a” and stated its sound: This is “a” [phonetic sound "aaa"]. Jordan did the same.
• Using my primary fingers, I slowly traced the sandpaper letter, “s” and stated its sound: This is “s” [phonetic sound "sss"]. Jordan did the same and even told me that “s” starts the word snake……definitely off to a good start!

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

• I randomly placed all three Montessori Sandpaper Letters on the table and began the second period.
• I asked Jordan if he could show me the sound, “s” and he pointed to it right away.
• I repeated the process with “a” and “m” and he was very quick to point them out and trace the shape of each one.
• I then asked Jordan if he could place each sound in my hand as well as in the corner of the table. He did so with a grin on his face and without any hesitation whatsoever.
• The second period was clearly a success and he was still very focused on the presentation………on to the Third Period!

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

• Again, I placed all three Sandpaper Letters face up on the table and began the Third Period.
• First, I pointed to the sound, “s” and said, “What is this?” Jordan responded, “’s’ [phonetic sound] like in snake.”
• Then pointed to the sound, “a” and said, “What is this?” Jordan responded “a” [phonetic sound] and said, “A starts my sister’s name, Ashley.”
• I then pointed to the sound, “m” and said, “What is this?” Jordan responded “m” [phonetic sound] and said, “Just like mom.”

Jordan clearly understood the lesson and I asked him if he would like to play the “Knock Knock Game” with me. The Knock Knock Game is something that I have been implementing for years when presenting the Montessori Sandpaper Letters and the Montessori preschoolers love it. It is essentially a follow-up to the Third Period and reinforces the sounds one final time. He was keen to play the game so we began.

The Knock Knock Game - Extension

• I invited Jordan to flip over each of the three sounds so that the sandpaper side was face down on the table. Jordan had seen the game played many times before and knew exactly what to do. He promptly turned over “m”, “a” and “s”.
• Then, I asked him to gently knock on a door. He carefully knocked on one of the letters and as I flipped the letter over, I said “Who’s There?” Jordan responded correctly……”m”.
• He then knocked on the other two “doors” and correctly identified both of the sounds.
• I thanked him for working with me and recorded his progress on his ‘sound card’.*

Jordan worked so hard today and remained focused the entire time. It is clear that although we haven’t formally worked with the Montessori Sandpaper Letters until today, he has been watching and absorbing the sound lessons that I have been presenting to other children. Some children are such careful observers while other children need more repetition and hands-on practice before they master a particular concept. It is wonderful that the Montessori environment is so conducive to each child’s unique learning style and I love the effectiveness of the Montessori Three-Period Lesson!

*Note about recording a child’s progress:

I keep a recipe box on the Language Arts shelf and inside the box I have a ‘Sound Card’ for each child. Essentially, it is simply a recipe card on which all 26 letters of the alphabet are written. When I introduce a particular sound or sounds, I circle or underline them on the student’s index card. The next time I do a sound presentation with Jordan I will check his sound card and review those that are circled or underlined. If Jordan is able to identify a sound without any hesitation, I will circle the letter to indicate mastery and will move on accordingly.

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:

• The Montessori Three-Period Lesson Revisited

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

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

Another Step Toward Independence

Another milestone occurred during snack time today in our Montessori preschool classroom. Since the start of school, Jordan has needed help finding his lunch bag, unzipping it and opening his containers. Despite our constant efforts to encourage Jordan to be independent, he falls apart when he is not confident in doing something on his own and refuses to even make the effort.

About a week ago, I decided to try something different … I paired Jordan with one of the five-year-old students and explained that before he asks a teacher for help, he needs to first request help from his ‘big buddy’. Doing so has enabled me and the other teacher to remove ourselves from the situation, but still be close by to give Jordan the support that he feels he needs. After a few classes of having his classmate help him, Jordan finally began to show readiness to do it on his own.

Today, Jordan took great delight in doing everything on his own at snack time. First he got his snack out of the cubby area all by himself. Then, he washed his hands, opened his containers, and prepared his snack. When he was done his snack he tidied his crumbs with a small broom and dustpan until every last crumb was picked up. To top it off, he then assisted a younger child with pouring her own glass of water and asked her if she wanted him to carry it to her table. It is so rewarding to see Jordan becoming more independent and I love that he is working hard to not only help himself, but also his classmates. He is becoming so much more confident and takes great pride in helping others … such an amazing transformation!

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 Musings: Further Thoughts About Thanksgiving

Let us in education always call the attention of children to the hosts of men and women who are hidden from the light of fame, so kindling a love of humanity….a reverent consciousness of its dignity and worth. ~ Maria Montessori, To Educate the Human Potential

I have to admit, Thanksgiving is not one of my favorite holidays. I think it all comes down to a lot of cooking and dishes for what seems like a very short meal. I’m not a big fan of turkey, either. Or, dare I say it, pumpkin pie. And I’d rather decorate my house with stockings and mistletoe than pilgrims and turkeys. I do, however, appreciate the theme of Thanksgiving.

Thanksgiving, when you get down to it, is not about a feast or football or the day-after-Thanksgiving holiday sales rush. Remember the Charlie Brown Thanksgiving special? (Charles M. Schulz, 1973) All the kids invite themselves over to Charlie Brown’s house for dinner. They arrive expecting the traditional feast and are outraged to find themselves served toast, popcorn, pretzels, and jelly beans. “What blockhead cooked all this?” shouted Peppermint Patty. Wouldn’t she have been surprised to find out it has all been prepared by Snoopy – the dog!? Marcie tries to explain: “Thanksgiving is more than eating…we should just be thankful for being together.” Then, in true Linus fashion, an oratory is given:

In the year 1621, the Pilgrims held their first Thanksgiving feast. They invited the great Indian chief Massasoit, who brought ninety of his brave Indians and a great abundance of food. Governor William Bradford and Captain Miles Standish were honored guests. Elder William Brewster, who was a minister, said a prayer that went something like this: 'We thank God for our homes and our food and our safety in a new land. We thank God for the opportunity to create a new world for freedom and justice."

Many people I know have a tradition of going around the table at Thanksgiving, voicing aloud what they are thankful for. In my Montessori classrooms, I had the children write down what they were thankful for. We usually wrote them on colorful construction paper feathers and decorated construction paper turkeys or hung them around the dining hall where we had our Thanksgiving feast. A child’s heart tells the truth: I am thankful for my family, my friends, my pets, and my teachers. Sometimes their feathers read like Christmas lists, but that, too, was ok.

Even though Linus is a cartoon character, I really think he was on to something. Thanksgiving is a time to be thankful for the greater truths of freedom, peace, and justice. It’s a time to reflect on our past and pay homage to those courageous enough to fight for what they believed. It’s time to make connections and learn from our ancestors. It’s time to make amends and start anew. It’s time to honor the past and step into the future with the promise of making the world a better place for those yet to come.

Thanksgiving isn’t about turkey, pilgrims, or football…it’s a Cosmic Celebration!

Related NAMC blogs:

• Exploring the US History of Thanksgiving in the Montessori Classroom
• Montessori Musings: Lasting Impressions on the Meaning of Thanksgiving
• Thanksgiving in Canada Touches on Many Areas of the Montessori Curriculum
• Celebrating Thanksgiving in the Montessori Classroom

Other teaching resources:

• Scholastic - Thanksgiving Resources
• Enchanted Learning - Thanksgiving Theme

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

Exploring the US History of Thanksgiving in the Montessori Classroom

When I was growing up, one of my favorite school holidays was Thanksgiving. As a young child, I loved making turkeys out of pinecones and pilgrim fashions out of construction paper. I imagined myself a young pilgrim girl making an exciting adventure on the Mayflower, landing at Plymouth Rock and befriending some young native children. Not much was told to us about the original inhabitants of the North American continent. We were content to hear stories of how the Wampanoag Native American, Squanto, taught the Pilgrims to plant corn with fish fertilizer and how the Pilgrims invited the great Native American leader Massasoit (aka Ousamequin) and his people to celebrate the first Thanksgiving. As children, we didn’t question these stories. It wasn’t until I was much older that I learned more about the Wampanoag people.

The Wampanoag, “People of the First Light”, were an Algonquin-speaking people who lived in what is now Massachusetts and Rhode Island. They lived in wetus (a circular home made of bent saplings) and moved seasonally. Summers were spent in open clearings where they could grow corn. During winter, they moved into the forest for more shelter from the harsh winters. Their diet consisted mostly of corn (maize), fish, and game, such as rabbit, squirrel, wild turkey and deer.

In November 1620, the Mayflower landed near the Wampanoag village of Meeshawm. Cold, hungry, and with no shelter and dwindling supplies, the new colonists were excited to find corn buried in pits in the earth. What they didn’t realize is they were stealing the Wampanoag’s winter store of corn, not to mention their seed for the next planting season. By December, the colonists decided to build their new homes near the village of Pawtuxet.

In 1620, native high chief Massasoit, thinking to preserve the peace between his people and the colonists, struck an agreement and signed a treaty with the Plymouth colonists. He also believed that by becoming allies with the colonists, they would be stronger against their enemies, the Narrangasett. Later, in 1659, Massasoit sold a large tract of land to Plymouth Colony treasurer and military first commander, Myles (aka Miles) Standish. The Wampanoag and colonists lived peacefully together until the death of Ousamequin in 1661. It is important to note that in 1600 there were nearly 12,000 Wampanoags. Sadly, by 1620, devastated by epidemics brought by the colonists, there were fewer than 6,000.

While it is true that, in 1621, the Plymouth colonists and Wampanoag Indians shared a bountiful harvest feast, this great feast did not consist of turkey, mashed potatoes, stuffing and cranberry sauce. Based on historical and geographical evidence, we can conclude that this thanksgiving consisted of venison, duck, lobster, fish, clams (quahogs), cabbage, onions, squash, and of course, corn!

Here are further ideas for your Montessori study of Thanksgiving:
• Act in a Thanksgiving play
• Make and share a Thanksgiving meal
• Write a poem about what you are thankful for
• Create a Thanksgiving tree (http://www.familycorner.com/archives/familytime/2.shtml)

• Make a map of the voyage of the Mayflower and the pilgrims
• Explore with Thanksgiving webquests
o http://www.plimoth.org/education/olc/intro.html (complete with teacher lessons and guide)
o http://www.scholastic.com/scholastic_thanksgiving/

References: http://www.history.com/topics/wampanoag http://www.scholastic.com/scholastic_thanksgiving/ http://www2.scholastic.com/browse/article.jsp?id=5107

The NAMC elementary history geography manuals include curriculum activities for studying and celebrating cultural events and the history associated with them.

North American Montessori Center: www.montessoritraining.net

Tall Tales in a Montessori Elementary Classroom

Born on a mountain top in Tennessee

The greenest state in the land of the free

Raised in the woods so's he knew ev'ry tree

Kilt him a b'ar when he was only three

Davy, Davy Crockett, king of the wild frontier

from: “The Ballad of Davy Crockett”

Lyrics by Tom Blackburn

Music by George Bruns

In the elementary Montessori classroom, children are surrounded by literature – both fiction and non-fiction. Good literature and good story telling encourage students to use their imaginations and further their creative writing skills. Because of this, it is important to expose elementary students to a wide variety of different literary genres. Elementary age students enjoy reading and listening to many types of literature. One genre elementary age students particularly enjoy is the tall tale.

A tall tale is an adventure story about a larger-than-life character. The character, based on a real person or purely fictional, performs extraordinary feats of strength, courage, daring, or intelligence.

Tall Tales in North America started during the 1800s as a way to explain and understand the greatness of the North American west. The characters in the stories became heroes and heroines with their exploits passed down orally from pioneer to pioneer as a way to deal with the harsh realities of huge mountain ranges, vast prairies, and wild animals. Told from the first person point of view, the listener felt like the storyteller had actually witnessed these events.

Children like tall tales because they are often humorous and because they attempt to explain a larger-than-life phenomenon. They want to think that they are capable of great feats and are always on the look-out for adventure. Hearing about tales of heroic Americans (Davy Crockert, Johnny ‘Appleseed’ Chapman, Pecos Bill, Paul Bunyan and his blue ox Babe, Annie Oakely) and Canadians Big Joe Montferrand [Mufferaw], Ti-Jean, Johnny Chinook, help students learn about the history of their country through the eyes of historical storytellers. In some cases, these tall tales have been put into poems or songs, which can be a fun way to explore them as well.

Here are a few ways to expand your study of tall tales in your Montessori classroom:

• Write, act, or sing a song about your own tall tale

• Interview a tall tale character for a newspaper or news broadcast

• Illustrate a tall tale comic strip

• Read about a real tale hero/heroine and compare and contrast the real person and their literary character

• Have a “Dress as Your Favorite Tall Tale Character Day”

• Complete a tall tale webquest:

http://www2.mcdaniel.edu/slm/student/carterm/webquest.htm

http://www.canandaiguaschools.org/create/webquests/talltales/

• For more information for teachers:

http://42explore.com/talltale.htm  (includes more webquest links)


Tall Tale Anthologies

• Cut From the Same Cloth: American Women of Myth, Legend & Tall Tale, by Robert San Souci (each tale features a woman as the main character)

• American Tall Tales, by Mary Pope Osborne

• From Sea to Shining Sea compiled, by Amy Cohn

• Ripsnorting Whoppers: Humor from the American Heartland, by Rick Sowash

• Folklore of Canada: Tall Tales, Stories, Rhymes and Jokes from Every Corner of Canada, by Edith Fowke

• Johnny Chinook : Tall Tales and True from the Canadian West, by Robert E. Gard


North American Montessori Center:  www.montessoritraining.net

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

Three Period Lesson

The Three Period Lesson is a fundamental technique used by Montessori educators to present new material to students. It is used throughout the Montessori curriculum and is extremely effective with teaching vocabulary. It uses three simple stages of teaching (naming , recognition and recall) and each stage gradually increases in difficulty. The first period is intended to introduce the concept, the second period allows for practice, and finally, the third period provides a demonstration of mastery.

Prior to carrying out a Three Period Lesson, it is important to be familiar with the vocabulary that you will be introducing and to have the necessary Montessori materials on hand. It is equally important to be sure the student is interested and ready to learn the concept that you are introducing. I always begin by inviting the child to join me for a lesson, so that they feel it is their choice. I might say, “Would you like to work with me?” or “Would you like to join me and learn some new words?”

For the purpose of this article, I will explain how I would use a Three Period Lesson to introduce three of the Geometric Solids (Cube, Sphere, Cylinder).

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

This is the period when the desired vocabulary words are isolated (e.g., “cube”, “sphere”, “cylinder”) The teacher names each of the objects/cards and does so in a slow, simple manner. If I am introducing nomenclature cards, I simply point to each card. However, if I am introducing concrete objects, I like to actually pick up the object, feel it in my hands and place it back down on the floor mat.

Presentation

• Place all three Geometric Solids on the floor mat.
• Pick up the cube and state, “This is a cube”. Place it on the mat and again say the name, “cube”.
• Pick up the sphere and state, “This is a sphere”. Place it on the mat and again say the name, “sphere”.
• Pick up the cylinder and state, “This is a cylinder”. Place it on the mat and again say the name, “cylinder”.

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

The purpose of the second period is for the Montessori student to show you the specified object and card. If the objects are concrete and tangible, you should encourage the child to hold them, move them, and touch them in order to fully absorb the object with tactile movement and his senses. The second period is by far the most critical and enables the teacher to really observe whether the child is understanding the concept being presented. The children always enjoy the second period because it does involve an element of movement.

Presentation

• Randomly place the three Geometric Solids on the mat.
• Ask the student to show you the cylinder (or the last object named in the first period) by pointing to it with their finger.
• Repeat with the remaining solids. You can also ask them to manipulate the objects: place it on your hand, put it in a basket, hand it to another child, etc.
• If the child is unable to correctly identify the item, you should return to the first period. We should never correct a child, but instead make a mental note and go back to the first period. Again, point at each item and state the name. Remember, the second period is not an assessment period, it is still a learning period.

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

The third period is when the Montessori teacher asks the student to name or verbalize the concept or object. Some students will need to repeat the steps more than others and that is just fine. It is important to remember that the need for repetition is far more important than the need for mastery. Our goal is always to set the child up for success, so if the student makes an error in recalling the name, do not correct, but instead bring the lesson to a close and at another time, repeat the first two periods.

Presentation

• Place the three Geometric Solids on the mat.
• Point to one of the solids and ask the student “What is this?”
• Continue until the child has correctly identified each of the objects.
• When all three periods have been successfully completed, state what has been accomplished, “Now you know the names of three of the Geometric Solids: sphere, cube and cylinder and you may work with these whenever you like.”
• If the child is unable to correctly identify all three solids, quietly close the lesson and thank the child for working with you. Make a note for yourself indicating that the second period lesson should be repeated at another time.

If the lesson was unsuccessful, try to determine why. Perhaps the child was particularly distracted that day and simply needs a refresher the following day. Maybe you need to reduce the number of objects being presented, or perhaps the lesson was too lengthy. The three-period lesson can be demanding for a child, and should not exceed a few minutes in one sitting.

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

Montessori Moments: Insects

My Montessori preschool students have been showing so much interest in insects over the past couple of weeks and consequently I have been trying to integrate our insect theme into every curriculum area. Jordan has been refining his fine motor control by using tongs to transfer flies into a ceramic frog and he loves the new “cards and counters” activity which I placed on the shelf - it is so much fun to watch him carefully order the Number Cards 1 to 10 and then carefully count out the corresponding amount of wooden ladybugs below each numeral.

Today, I observed a four year old Montessori student self-initiate an art project which showed great concentration and knowledge on his part. First, he organized a tray with two pencil crayons as well as the circle frame from the metal inset stand. He then found a large piece of paper from the art shelf and took everything to a table. He carefully traced the circle frame 3 times, one on top of the other (like a snowman). Next he drew two antennae, six legs, two eyes, a mouth, and interesting decorations. I continued observing him and to my delight he asked one of the Montessori kindergarten students to help him label the body parts: head, thorax, and abdomen. He then cut out his insect, taped on some string, and swayed it side to side to make it fly. The look on his face was priceless… a self-initiated masterpiece!

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 Vase of Kindness

Learning to function in a peaceful, caring community is the backbone of a harmonious Montessori environment. Teaching a child to be kind, respectful and empathetic are vital skills that every Montessori educator works hard to achieve. These skills are taught and reinforced each and every day through modeling, grace and courtesy lessons as well as role-playing. I am always trying to think of new and effective ways to encourage kindness and I would like to share with you something that seems to be working very well. A couple of weeks ago, I implemented something which we call, “The Vase of Kindness”. I found a lovely glass vase in a local thrift store and collected a bag full of chestnuts to represent kind deeds and/or gestures. The vase is housed on a shelf close to the large carpet we sit on for circle time and it provides a constant reminder of the importance of helping our friends, respecting the environment and being kind to others. Beside the vase is the basket of chestnuts and anytime a child does something that they feel is kind, helpful and/or respectful, they are encouraged to place one chestnut into the Vase of Kindness. The vase has been such a wonderful addition to our Montessori classroom and the students delight in seeing the chestnuts fill the vase throughout the day.

Although Jordan is one of the younger students, he is quite mature and works hard to emulate the behavior of his older Montessori classmates. It is clear that the vase has been providing him with inspiration to help his peers and take care of the classroom and it warms my heart to watch him. For example, when Jordan notices that a jar of pencil crayons has been knocked on the floor, he is very quick to help his classmate pick them up and if he notices someone is struggling with putting on their slippers, he immediately offers to lend a hand just like the older children do. I have also observed him take the initiative to tidy the mats in the mat basket and tuck in any chairs that have been left out. He is really blossoming into a responsible member of our Montessori community and I love watching the look of pride on his face each time he places a chestnut into the ‘Vase of Kindness’.

At the end of the day, we empty out the chestnuts onto a floor mat and as a group, we count them one by one. The students are also given the opportunity to share with the group what they did during the day to help the classroom, their classmates as well as the teachers. The Vase of Kindness is proving to be the perfect way to reinforce kind, respectful behavior on a daily basis in our Montessori classroom 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.

Related blogs:

• The Montessori Classroom and the Language of Virtue
• Character Education Ideas for the Montessori Classroom

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

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

Fishing-themed Activities To Spark An Interest In Practical Life

It is always so interesting to follow a child’s lead and to find ways to spark their interest in the Montessori preschool classroom. Over the past few weeks, I have observed my three-year-old Montessori student Jordan gravitate to the blocks and building material day after day. I certainly understand the benefit of working with sensorial materials such as these. However, I have been hoping to observe Jordan take more of an interest in the Montessori Practical Life activities as they are especially beneficial to a young student in this sensitive period of development.

The direct aim of Montessori Practical Life Activities is to assist the child in developing social skills and personal independence. The indirect aim is to develop the child’s gross and fine motor movement, which involves the body, intellect and will. At this age, students are particularly sensitive to order and counting, and the Practical Life activities in the Montessori environment are also designed to address these skills.

Jordan always has fishing stories to share, has taken a particular interest in our classroom fish (Monty), and he loves books about ocean creatures. Keeping this in mind, I decided to create some “fishing activities” to try to generate his interest in the Montessori Practical Life curriculum. It worked like a charm and the activities I created include the following:

1) Tong Transferring with Fabric Fish. I found the cutest little fabric fish (in all different colors) and placed them in a wooden bowl along with a pair of tongs and a miniature fish bowl. The look on Jordan’s face as he places the fish into their home (mini fish bowl) is priceless.

2) Spooning with Fish Containers. During a trip to the local thrift store, I came across the most adorable little fish containers and created a spooning work using two fish containers and some dry lentils that look like fish bubbles. Jordan loves transferring the bubbles from one fish container to the other.

3) Suction Fish and Marbles. On a tray, I placed a suction cup fish along with a container of marbles, and a pair of tweezers. Jordan showed such concentration transferring each marble onto the individual suction cup.

As a Montessori teacher, a great deal of time and effort goes into following each individual child but when the outcome is so positive, the feeling is indescribable! I am pleased to report that Jordan is now gravitating to the Montessori Practical Life shelves daily and enjoys all the “works” not just the fish related activities.

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/