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

Parent Communication, Part 2 of 2

Part 1 of this series offers some ideas for establishing and maintaining effective parent communication throughout the school year. As promised, here is a sample of a regular newsletter that we use – our parents really enjoy reviewing these together with their children, and it provides the opportunity to reflect and appreciate all the learning opportunities and progress of our young Montessori students. I hope you will find it helpful information for creating your own methods of Montessori parent communication.

Montessori May Newsletter

The most important period of life is not the age of university studies, but the period from birth to the age of six, for that is the time when intelligence itself is being formed and carried on throughout a lifetime. ~ Maria Montessori

What an exciting month we’ve had exploring metamorphosis, flowers, the water cycle and insects. Spring is always a wonderful time of year to help children feel connected with nature and to instill in them an appreciation for the amazing world in which we live!

The water cycle has continued to be a popular topic and the children really seem to be understanding the concept and using the terms in context. We had a child the other day comment on the water in Monty’s fish bowl and how it has “evaporated” and just today one of the children commented on how much “precipitation” is coming down from the clouds. The children take great pride in learning new terms, especially when the words have five syllables (e-vap-or-a-tion)!!!!

We have also been exploring the wonderful world of bugs and the children have been fascinated to learn facts about a variety of different insects. We have been classifying and sorting creatures and the children have learned that an insect has an exoskeleton, no backbone, six legs, three body parts (head, thorax, abdomen) and that all insects start from a tiny egg. To make the learning more concrete, we became bug explorers outside and they all had a chance to investigate insects up close with a variety of magnifying glasses. They also enjoyed using the magnifying glasses to look at their friends and see their giant eyes and noses … I wish I had brought my camera that day! We also had the opportunity to become a human centipede … we took all 20 of our Montessori students outside and blindfolded them in a line behind Clarian. Mrs. Currie was the head of the centipede and the children became the body and the 20 pairs of legs. They held on to the shoulders of the friend in front of them and explored the yard being careful to stay attached the whole time----definitely a lot of fun! We have been learning the importance of respecting all living creatures and the children have been taking that role very seriously. We have some very keen ‘bug rescuers’ and if they see a bug in a puddle or a worm out of the dirt, they quickly find a safe spot for it!

Metamorphosis was also a big topic of interest this month and the children have enjoyed creating posters and booklets, and hearing the story about the very hungry caterpillar who turned into a butterfly. The story was told with a sock puppet and felt pieces and the looks on their faces when the butterfly emerged from the cocoon was absolutely priceless!

In Music, the children have been creating even longer rhythm patterns than they have done in the past and have enjoyed the opportunity to act as a conductor for the entire group. They have become expert drummers and have refined their skills on the glockenspiel and xylophone. Ms. BJ always has fun games prepared for them and they always look forward to ‘Freeze Dancing’ at the end of music class … they especially enjoy Teacher Linda’s groovy dance moves!

In Language Arts, we have now completed the whole alphabet and the children are very proud to see the entire alphabet posted on our wall. It is so rewarding to see so many of the children choosing their own ‘reading works’ and being able to complete the activities independently … their confidence is truly soaring! The younger children continue to request lessons with the sandpaper letters and are keen to make a follow up booklet in which they trace the sounds to take home. A big “thank you” to everyone who attended the Usborne Literacy Fair. There were so many amazing books to choose from and our school benefitted from your purchases, as we now have a new set of phonetic readers and many other educational books that are full of vibrant pictures and interesting information.

In Art, the children have created some amazing ladybugs, flowers and butterflies and we apologize to those parents whose children came home looking like a spotted butterfly … a few of them got a little carried away with the bingo dabbers (LOL)! The art shelf is continually changing with new and exciting activities and this week stenciling seems to be a big favorite as well as the magic painting activity using a candle! It was also fun creating the Mother’s Day keepsakes and so cute to see the expression on the children’s faces as we painted their hands … some of them are very ticklish!! We hope the handprint hot plates/coasters will be a keepsake that you will cherish for many years to come, as your children are truly precious!

In Practical Life, the children have been refining their sweeping skills and also their folding skills. They have enjoyed polishing the class mirror and caring for the plants outside … the watering cans have been a huge hit and the children are very conscious that the ‘roots’ are getting enough to drink. Mrs. Currie is very lucky to have so many wonderful little helpers to help look after her beautiful garden! As well, we have continued mixing colors, and have had many opportunities to use measuring cups, a strainer, a funnel and so much more! I love the fact that a Montessori classroom helps children become such responsible little people. They are taking very good care of our classroom and are always on the lookout for chairs that need to be tucked in, for mats that need to be rolled up and for messes that need to be tidied. If only I could bring them all home with me---I would have the cleanest house around!

With the end of the school year just around the corner, it is great to see how far the children have come since the beginning of the year and how independent they have become. Several times this week, I took a step back and just observed how the class was functioning. I couldn’t help but smile as I observed 20 children choosing their own work, solving their own problems, cleaning up after themselves, lending a hand to those in need, reading, writing, adding, creating maps, drawing, painting and so much more! The growth from September to now is incredible! A child’s insatiable curiosity, infectious joy of discovery and respect for their peers and the world around them reminds me that children are capable of so much more than we give them credit for and we couldn’t be more proud of each and every one of them!

With Father’s Day a few weeks away, we would like to begin preparing for a special project. We will be creating something special for all of the Dads and would like to ask that each child bring in one white t-shirt that fits Dad. Please send the shirt to school in a bag that is clearly labeled with your child’s name. If we could have all of the shirts at school by (date), that would be great! Thank you so much!

Also, we hope that all of you have marked the year-end picnic on your calendars (date) and keep your fingers crossed for sunshine!

We look forward to another busy month ahead and as always, if anyone has questions or concerns, we welcome you to discuss things with us at anytime. Thank you for your continued support, everyone … we are truly blessed to have such a wonderful group of children and supportive parents!

Sincerely,

Teacher Bree, Mrs. Currie, Teacher Linda & Teacher Pat

Related NAMC blog:

• Parent Communication Part 1 of 2

NAMC’s Classroom Guides provide tips, tools and techniques for effective parent communication throughout the year. Order your copy today!

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

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

Parent Communication, Part 1 of 2

As a teacher, I can’t stress enough the importance of establishing an open line of communication with each parent. Taking the time to communicate to the parents and keep them updated as to how their child is doing is paramount to achieving an environment where children feel happy and secure and families feel connected and informed.

Parent-teacher communication can be as simple as talking to the parents at drop-off and dismissal or as extensive as arranging a parent-teacher conference. Over the years I have found parents really appreciate an open door policy where they feel like they can come in at any time to ask questions and touch base about their child. It is rare that they do, but just knowing they have that option makes them feel more confident and secure.

At the beginning of the year, it is important to start out on the right foot and establish that sense of trust so I always provide a personal phone call to each family after the first couple of weeks. It is wonderful way to acquire addition information about each child and the perfect way to bond with each family. I also find it is helpful to arrange a couple of scheduled 30-minute observations throughout the year where parents can simply sit in the background and observe. It is always so interesting for them to see what their child does while at school and they are usually pleasantly surprised by how capable, responsible and busy they are! As a parent, there is nothing more rewarding than getting a glimpse into all that your child does while at preschool.

Another touch that goes a long way is a monthly newsletter or even weekly updates. I have received such positive comments over the years from parents with regard to the monthly newsletters that I email to each family. They love hearing about the themes that were covered, the new concepts that were learned and anything else that was special and exciting. I also find it important to give them a little “sneak peak” as to what’s in store for the month ahead.

Part 2 of this series offers a sample newsletter as an example of how I communicate regularly with each family.

Related NAMC Blog:

• Parent Communication, Part 2 of 2

NAMC’s Classroom Guides provide tips, tools and techniques for effective parent communication throughout the year. Order your copy today!

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.

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/

Teaching Civics in the Montessori Classroom

If a person were to grow up with a healthy soul, enjoying the full development of a strong character and a clear intellect, they could not endure to uphold two kinds of justice—the one protecting life and the other destroying it. Nor would they consent to cultivate in their heart both love and hate. Neither could they tolerate two disciplines—the one aimed at building, and the other at tearing down what has been built.

Better humans than we are would use their intellects and the attainments of civilization to end the fury of war. War would not be a problem for them at all. They would see it simply as a barbarous state, opposed to civilization—an absurd and incomprehensible phenomenon, as expendable and defeatable as the plague. (Maria Montessori, Peace and Education, 1932)

Maria Montessori endured living through both World Wars. She watched as European nations crumbled under self-serving dictators. Forced into exile by the fascist regime of Benito Mussolini, Maria Montessori moved to India and turned her vision toward education and World Peace.

… they will be witnesses to the unfolding of the human soul and to the rising of a New Man who will not be a victim of events, but will have the clarity of vision to direct and shape the future of human society. (Maria Montessori, Education for a New World)

Civics, or Civic Education, is the course of study which applies knowledge of history and cultural geography to the world today. Aligned with Montessori’s vision of Cosmic Education and Peace, civics uses the study of state and local governments and the Common Needs of Humans to help children prepare to become citizens of the world. Children explore such common global themes such justice, law and morality, genocide, and religious and racial persecution. And they learn what it means to be a participating member of a community.

Most importantly, studying civics helps children become problem solvers. Working together, they challenge each other to creatively find solutions to social injustices. As a community, they choose an issue that matters to them and decide on a course of action to seek change. Working together with peers and adults, young people are able to enact change that might otherwise have been ignored.

Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world. (Paulo Freire, 1968)

Our job as Montessori teachers is to empower children to become the next world leaders. Civic education provides them the tools early on to be harbingers of peace and catalysts for change.

To learn more about teaching civics, as well as helpful teaching plans, please visit:

• ImagineAction
• Constitutional Rights Foundation
• World Movement for Democracy
• Center for Civic Education
• Montessori Muddle

The NAMC cultural geography and history manuals provide rich curriculum activities to encourage active citizenship and community participation.

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

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

Exploring South America

One of my favorite aspects of teaching in a Montessori environment is being able to celebrate diversity and instilling in my students an awareness of and interest in other cultures. This month we have been exploring the continent of South America and the theme has been integrated into every area of the classroom. The painted tree on our main wall has been transformed into a rainforest tree and the Montessori students have enjoyed creating animals and placing them in each of the layers (forest floor, understory, canopy and emergent layer).

When studying a particular continent, it is nice to reinforce the color of that continent by putting activities on the shelves that reflect the continent’s color and the Montessori Practical Life shelves gives us the perfect opportunity to do just that. I have included below a list of some of the activities that we have had on our shelves over the past few weeks:

Montessori Practical Life:

• Transferring activity with pink pom poms
• Pouring activity with pink rice
• Spooning activity with coffee beans
• Sewing a button on South America
• Sorting nuts
• Transferring plastic snakes (anacondas) with a pair of tongs
• Slicing bananas
• weaving a placemat
• South America lacing
• Beaded bracelets

Montessori Culture & Science:

• Working with the puzzle map of South America
• Reproducing flags of Brazil and Chile
• Nomenclature for Parts of a Toucan and Parts of a Crocodile

Montessori Art Activities:

• Tracing animals such as a capybara, on our light-up tracing table
• Insect rubbings
• Pink playdough
• Painting toucans
• Coffee filter butterflies
• Paper plate piranhas
• Making a button snake
• Butterfly collage

Montessori Language Arts:

• Matching activity with rainforest word labels and corresponding pictures
• Journal stories about living in the rainforest
• labeling the layers of a rainforest
• South America booklets (labeling the animals)

Montessori Math:

• Cards and counters with pink pom poms
• Cards and counters with wooden ladybugs
• Addition with tree frog counters

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.

The NAMC 3-6 Culture & Science teaching manual provides a rich curriculum for exploring our natural world and its history, and our place in this amazing universe.

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

Montessori Thoughts on Teaching Values: Apologies

I recently had an encounter where the teenage son of a friend typed a very inappropriate response to a message I had sent my friend during an online chat. My response was “That was very inappropriate.” My friend was devastated when she realized what happened and was ready to ground her son. I asked her not to be hasty and let her know that I had already responded. I suggested that she allow some time for them both to calm down and then to ask what her child was thinking at the time. What made him think his response was okay? Why would he think to do that? And then, ask him what he was going to do to remedy the situation. She asked me if I wanted a written apology. I told her to please ask her son what he thought would be the right thing to do. If he wanted to apologize, that was fine, but it had to be his idea. An apology without sincerity is not an apology.

How many times have you had personal encounters which made you think a person just wasn’t sincere? Was it a disgruntled sales clerk who told you “Have a nice day” when you know she would rather have been texting her boyfriend? Maybe it was when you knew you were having a bad hair day and your mother told you looked great? Or maybe an older child pushed her younger sister down on the playground and yelled “sorry” over her shoulder as she laughed and ran away?

As Montessori parents and educators, we want our children to grow up happy, healthy, and responsible. We want them to be well-adjusted, caring and concerned members of adult society. We teach them to say please and thank you at an early age. However, teaching them the words is not enough. How do we teach a child about sincerity? It is a difficult task! We must teach them how to feel and care. We must teach them to not simply go through the motions, but to put themselves in the position of others.

Because children learn from their environment, modeling behaviors is crucial. Children are very perceptive. When adults demonstrate respect to others around them, the child sees and emulates that behavior. If the child sees that you respect people in the home, but show disrespect to others outside the home, that too can become the standard operating procedure.

Setting a good example is important, but it goes farther than that. Giving children the words to recognize their own thoughts and feelings and those of others can nurture understanding, empathy, and compassion. Ask children questions that help them understand their own behaviors.

• How do you think grandma felt when you gave her a hug today?
• How do you feel when someone is kind to you?
• How would you feel if someone said “thank you” for a gift, but then threw it aside with the rest of the wrapping paper trash?
• What could you have said or done differently?
• What do you think you can do to remedy the situation?
• Do you know why your words were hurtful?

My friend’s son later came online himself and apologized for his behavior. He told me he didn’t realize it was me and we had a very brief discussion on needing to think how his words and actions are perceived by others. I know he felt badly; he had acted on sheer impulse and regretted it.

It is important that we as adults take time to talk to our children about our own values and how we feel about things. We need to use daily occurrences as teachable moments so that our children grow up strong, moral, and happy.

NAMC related blogs:

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

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

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

The Earthquake and Tsunami in Japan

...we see that a child has a natural tendency to adapt himself to the other human beings who surround him in a striking way. In this tendency we should strive to find a basis for a love for, and a solidarity with, all mankind. ~ Maria Montessori, The Discovery of the Child

It has been a very interesting week at our Montessori preschool, full of emotions and unusual behavior. The recent earthquake in Japan and its aftermath has been a huge topic of conversation and it is clearly weighing heavily on the minds of many of the children. In fact, first thing Monday morning one of my Montessori students raised his hand during circle time to share some news with his classmates and I was shocked at his interpretation of what happens during an earthquake. He began to tell his fellow students about the earthquake in Japan and said the following, “Where there’s an earthquake, the earth starts to shake and then it just opens up and swallows people. The earth swallowed lots of people in Japan and then a tsunami washed away their families.” There were a few horrified looks from several of the younger preschoolers and I knew at that moment a discussion was needed to explain the situation clearly.

Often the emotional reaction of a traumatic event is related to how far away one is, but with television and technology bringing intense images right into our homes, we are all impacted, especially children! Observing a catastrophe like the earthquakes and tsunami in Japan can be devastating for young children, and the visual images and emotions connected to the event can be on their minds for a long time. Children may absorb worry and sadness from their parents and feel anxious about whether something like that will happen to them and affect their own lives.

Judging from the looks on the faces of my Montessori preschoolers on Monday morning, I knew there was much anxiety in the room and many questions. I began our discussion by presenting the Colored Continent Globe, pointing out exactly where Japan is located. We talked about the earthquake that just occurred in Japan and we talked about what an earthquake is. We also talked about a tsunami (as many of the children didn’t know what that term meant) and how the tsunami affected the people in Japan. One of the little girls said that her heart feels sad for the Japanese people and I told her that mine does, too. I reassured her and the other children that there are many people all over the world who are doing what they can to help the people of Japan, either by rebuilding homes, cleaning up the area, providing food, and donating money. My four-year-old Montessori student, Jordan, suggested that we donate money to help the people of Japan and thought maybe we could have a lemonade stand on a sunny day to earn money. I always find that when children are given the opportunity to take action and help others, it ends up being such an empowering experience and reinforces the fact that no matter where we are in the world, we are all connected! I was really touched by Jordan’s suggestion and his willingness to help those in need at such a young age!

Because we live in an area that is susceptible to earthquakes, I then explained the importance of being prepared for an earthquake and knowing what to do if one ever occurs where we live. We reviewed the earthquake drills that we have performed in the past. We discussed our earthquake procedure and each child had a turn to practice doing a “turtle tuck” under one of the classroom tables. If an earthquake was to occur while preschool was in session the children are taught to respond to the Montessori teacher’s command, “Earthquake”. Once they hear the command, they know to DROP (drop to the floor, specifically under a classroom table), COVER (cover their head with the hands similarly to a turtle using its shell for protection) and HOLD that position until the shaking has stopped and the “all clear” is given by one of the teachers. I invited each child, one by one to show me how they drop, cover and hold and to demonstrate their best “turtle tuck” under a table. I also showed them once again where we keep each of the comfort bags as well as the food, water and supplies that we would need if an earthquake ever occurred. The discussion and drill really seemed to ease their anxiety and nervousness, and it is something we will continue to do regularly. When children feel like they know what to do in a dangerous situation, and when they are able to talk about their feelings and ask questions, it empowers them and alleviates the level of fear and anxiety.

I am sure that there will be amazing survival stories and heart-warming accounts of the compassionate assistance that is being extended to the people of Japan in the weeks to come, and I will monitor these with a view to finding appropriate opportunities to focus on positive community service discussions with my young Montessori students.

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.

The NAMC 3-6 Culture & Science teaching manual provides a rich curriculum for exploring our natural world and its history, and our place in this amazing universe.

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

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

Cultural Studies

We shall walk together on this path of life, for all things are part of the universe, and are part of the universe, and are connected with each other to form one whole unity. ~ Maria Montessori, To Educate the Human Potential

Young children are eager to learn about the world and they soak up the information like little sponges. In the Montessori preschool classroom, children discover their relationship to other humans through stories, cultural celebrations, and the enriched cultural curriculum and materials. I so enjoy introducing the beautiful Montessori Sandpaper Globe and Colored Continent Globe to the children as they are always mesmerized by the beauty of each of the globes as well as what they symbolize.

Earlier in the week my four-year-old Montessori student Jordan asked if he could have a lesson with ‘the Earth’ and pointed to the Montessori Colored Continent Globe. He carefully carried the globe to a mat and gently placed it in the middle of the mat. We had a few other children join us; it allowed for a great discussion about the continents and we reinforced the names of each continent by singing the Continent Song. Jordan was very interested in knowing which animals live in each continent so we placed the world puzzle map beside the globe along with a basket of animals and one by one placed the animals on their respective continent. Jordan made a comment about Australia being surrounded by water on all sides and was especially interested in knowing how the kangaroos and koalas of Australia would visit the panda bears in China if they aren’t good swimmers … the logic of a four-year-old is priceless!

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.

The NAMC 3-6 Culture & Science teaching manual provides a rich curriculum for exploring our natural world and its history, and our place in this amazing universe.

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

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

Following the Child - Part 2 of 2

I have a very amusing story to share, and it is the result of me NOT following a child’s lead. I have a wonderful, spirited little boy in my class this year who just turned three years old and he definitely keeps me on my toes. He is so full of life and keen to try everything and anything.

For the past couple of weeks, this enthusiastic young Montessori student has been asking to use the Montessori Land and Water forms, and each time, I have redirected him to another activity explaining that he hasn’t yet had a lesson with them, and letting him know that he will have the chance to work with them one day soon. He asked me again this morning and I gave him the same response.

Part way through the morning, a little girl frantically approached me to tell me what this little boy was doing and I couldn’t believe it. I walked over to where he was working and “Monty”, our classroom fish was having a wonderful time swimming around the island of one of our Land and Water forms. I didn’t know whether to laugh or cry!? He had taken out the landform that represents ‘the island’ and placed it on a table right beside our classroom fish named, “Monty” and then proceeded to pour some water as well as the fish into the landform. He had obviously poured the water and the fish ever so carefully, as there were no spills at all on the floor or table … I suppose all of the pouring works that he enjoys have paid off! It was definitely an adventure for “Monty” and a lesson to me about how I may have made more of an effort to follow my student’s interest in working with the land and water forms!!

Related NAMC blogs:

• Following The Child’s Lead - Part 1 of 2

As much as possible, NAMC’s web blog reflects the Montessori curriculum as provided in its teacher training programs. We realize and respect that Montessori schools are unique and may vary their schedules and offerings in accordance with the needs of their individual communities. We hope that our readers will find our articles useful and inspiring as a contribution to the global Montessori community.

NAMC's Montessori Classroom Guides are lifetime teaching resources, providing information, tips and techniques for preparing and managing the Montessori classroom, and implementing the Montessori curriculum.

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

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

Following the Child - Part 1 of 2

I have such respect and admiration for Maria Montessori and all that she accomplished during her lifetime. The impact that she has had on education and child development is incredible and she is truly an inspiration! For me, one of the most beautiful components of a Montessori environment is the fact that teachers “follow the child” and that respect is given to the child to work at their own pace. A Montessori teacher is a guide who facilitates lessons based upon each child’s unique needs, strengths and interests and believes that the child instinctively knows what he or she needs to do. I was definitely a skeptic at first that a child had the ability to guide their own learning, but over the years I have seen it proven time and time again. Young children choosing an activity and working with it over and over until they “get it”!

Several years ago, I remember one of my three-year-old Montessori students who really struggled with using tweezers ... every day she would come to school and work with the various tweezer activities on the shelves and every day she would struggle and persevere. This went on for weeks until finally she had perfected the skill of using tweezers ... she was ecstatic! Her birthday was a few days away and I remember her Mom telling me that she was asking for a pair of tweezers for her birthday and wondering if I had any idea why she might want such a gift. I knew exactly why she wanted tweezers and I’m sure for her, she couldn’t think of a better present! To this day, thinking about it warms my heart.

My Montessori preschool student, Jordan (who is now 4 yrs) has been so interesting to observe over the past few weeks. It is clear that he is in a sensitive period for language as he has become so drawn to learning his phonetic sounds. Not a day goes by that he isn’t tracing the sandpaper letters or watching an older child build words with the Montessori Movable Alphabet or making the shapes of the letters in the cornmeal tray. A few weeks ago when I reviewed Jordan’s ‘sound card’ with him, there were only a few sounds that he was able to recognize and identify and yesterday when I reviewed his ‘sound card’ with him, he identified 15 of the phonetic sounds ... amazing! I invited him to build a few words with the Movable Alphabet today and he was so excited. With immense pride, Jordan carried the Movable Alphabet to a floor mat and one by one, we removed the sounds that he knows. He then sounded out the words, ‘cat’, ‘hat’ and ‘rat’. I suggested he put the work away until next time and he asked if he could keep making words. Of course, I said he is more than welcome to continue and he spent another 20 minutes or so building the words, ‘pot’, ‘mom’, ‘hot’, and ‘stop'. I’m sure he would have kept going but the music came on to signal clean-up time, so he promptly tidied up his work.

I once worked with a Montessori teacher who felt very strongly about not giving children the opportunity to build words with the Movable Alphabet until all 26 sounds had been mastered, however, I have always believed that if a child is showing interest and you can facilitate that interest while ensuring you set them up for success then it is a win-win situation for everyone. My experience with Jordan proved just that, and he is definitely well on his way to writing and reading with ease! I feel so fortunate to have found a method of teaching children that empowers the child and allows them to guide their own learning path!

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:

• Following the Child - Part 2 of 2
• Introducing the Sandpaper Letters – Three-Period Lesson
• Interest in the Movable Alphabet – Part 1 of 2
• Interest in the Movable Alphabet – Part 2 of 2

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

Montessori Cultural Celebrations – St. Patrick’s Day, March 17

March 17 is St. Patrick’s Day, and many people around the world enjoy this cultural celebration that originated in Ireland, whether or not they have Irish roots! Children especially enjoy cultural celebration activities that appeal to their sense of fun and creativity. St. Patrick’s Day offers great opportunity for learning history, geography and culture while at the same time providing fun, artistic ways to incorporate Montessori practical life activities. Here are previous NAMC blogs that offer Montessori student activity ideas:

• Celebrating St. Patrick’s Day in the Montessori Classroom
• Cooking a St. Patrick’s Day Feast in the Montessori Classroom

This year, you might add a new activity such as a simple St. Patrick’s Day parade!

A common form of celebration is the St. Patrick's Day parade. Some of the more widely known and longest parades are held in Montreal (since 1824), New York City (since 1762), Philadelphia (since 1771), and Chicago (since 1843). This activity can be as simple or complex as you wish. Your Montessori students may plan the route of their parade. Will the parade be outside or inside? Will the parade include other classrooms or stop inside each classroom? Your Montessori students can also plan and create costumes (green is the color of St. Patrick’s Day), decorations, and noise makers. Your students could share a treat with the other classrooms. Shamrock-shaped rolls or small pizzas or green cookies would all be fun to create and eat. Your Montessori students could also give short presentations at their parade stops that share some interesting information about St. Patrick, Ireland, and St. Patrick’s Day.

Have a happy St. Patrick’s Day!

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

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

Welcoming New Students Mid-year, Part 2 of 2

Montessori is an attitude, not just a technique and one must have great love for and understanding of each individual child. Montessori is a spiritual attitude toward mankind and mankind begins with childhood. ~ Maria Montessori

Making a Friendship Salad

In Part 1 of this blog, I explained some of the challenges faced when new students join the Montessori preschool classroom mid-year; students who have not yet been in a Montessori environment. One activity that we chose to reinforce respect for community is the Friendship Salad. This is a continuation from Part 1.

Finally, it was Friday and each child arrived at the door with a piece of fruit in their hand. They told me what type of fruit they brought and I thanked them very much for bringing a piece of fruit to share. The items were placed into a basket and the basket was placed in the middle of the circle. During circle time, we talked about the types of fruits and the fact that everyone is going to work together to make the most delicious fruit salad ever.

After circle, I excused the children one by one and asked two children to go and wash their hands so that they can begin preparing the Fruit Salad. There was a washing station set up, a cutting station, and of course, a clean-up station. Throughout the morning the children were busy washing their hands, washing the fruit, cutting the fruit, placing the fruit in bowls (one bowl for each type of fruit), and then cleaning their cutting board and cutting tools. Once everyone had a turn at each station, it was time to enjoy the salad together and everyone was so excited.

We had bowls of different types of berries, pieces of pineapple, and many pieces of apple, orange, kiwi, mango, watermelon, banana and even dragon fruit. It was an amazing spread and definitely symbolic of how well the children worked together. At circle time, one child was invited to pass out a bowl to each of their classmates and another child was invited to pass out the spoons and the napkins. Once everyone had all three items, I chose four children at a time to go and scoop into their bowl the types of fruit they would like to try. I couldn’t believe how popular the dragon fruit was! Once everyone had a bowl full of yummy fruit, we folded our hands in our laps and said the following poem:

We fold our hands and quietly say
Thank you for our Friendship Salad today.
Bon Appetit!
Now we may eat.

While we enjoyed our Friendship Salad, I played one of my favorite songs, “Light a Candle for Peace” written by Shelley Murley [http://www.shelleymurley.com/] and we reflected on all of the virtues we had talked about throughout the week … it was a very powerful moment and I must say, it has had a very positive impact on the children and their tolerance for one another. I have especially noticed a change in our two new Montessori students and I couldn’t be happier. The activity seemed to create a real sense of togetherness in our little Montessori community … what more could any Montessori teacher ask for?

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.

Some Related NAMC Blogs:

• Montessori Insights and Reflections of a Preschool Student’s First Year Welcoming New Students Mid-year, Part 1 of 2

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

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

Welcoming New Students Mid-year, Part 1 of 2

Back in January, I was discussing with my Montessori assistant how lovely it is to see all of the children working in a normalized manner and thriving on all of the activities on the shelves. The Vase of Kindness was being filled on a regular basis and the level of productivity in the class was incredible. Recently two of our older children moved away and our Montessori preschool has welcomed two new children into our Montessori preschool program. Subsequently the dynamics of the group have changed, and an adjustment is underway.

Both incoming students are new to a Montessori environment. I observe that they will benefit from guidance to develop the social skills necessary to compromise and problem solve, and that both are a little on the aggressive side. The impact of this new dynamic on the tone of our class community requires some care and attention. Our Montessori newcomers need particular guidance to choose their own work, to remember not to touch the work of others, to stay on task and to solve their problems in a peaceful manner. Our once normalized Montessori preschool classroom is experiencing a temporary change requiring time for adjustment.

I have been searching diligently for ideas and activities to foster kindness, patience, consideration and tolerance among my students, and although the role-playing and stories have been helpful, I still have a long way to go. I decided to involve the students in creating a Friendship Salad. We sent a note to our Montessori parents explaining the activity and specifying the recipe ingredient their child could bring for the Friendship Salad. Each child was responsible for contributing with a piece of fruit or a bowl of fruit chunks to be shared with their classmates and Friday was scheduled to be the big day. Throughout the week we had many discussions about friendship and what it means to be a good friend. We did numerous role-playing activities, I brought in some amazing books from the library and we talked a lot about tolerance, patience and working together. Finally, the big day arrived and in Part 2 of this blog, I will share with you how things turned out.

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.

Some Related NAMC blogs:

• Montessori Insights and Reflections of a Preschool Student’s First Year Welcoming New Students Mid-year, Part 2 of 2
• Montessori Insights and Reflections of a Preschool Student’s First Year - The Path to Normalization
• Montessori Insights and Reflections of a Preschool Student’s First Year Grace and Courtesy - Part 1 of 2
• Montessori Insights and Reflections of a Preschool Student’s First Year Grace and Courtesy - Part 2 of 2
• Montessori Insights and Reflections of a Preschool Student’s First Year The Vase of Kindness

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

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

Interest in the Movable Alphabet – Part 2 of 2

I was so excited to be able to introduce Jordan to the Movable Alphabet simply because he wanted to do it for so long and it is wonderful to see that he is finally ready to be introduced to it. The look on his face as we carried the Movable Alphabet to a floor mat was priceless! Jordan eagerly sat down on the floor and removed the lid of the box, his eyes wide with anticipation.

I began taking out the letters one by one asking him to tell me the sound of each one. He did so effortlessly and was clearly ready to move on to the next step. I pulled a small cat figurine out of a small fabric bag and said to Jordan, “Let’s see if we can write the word, cat.” I placed the cat on the floor mat and said, “What is the first sound you hear in the word cat?” He quickly responded by saying “c” and then searched for it in the Movable Alphabet. Once he found it he placed it on the floor mat beside the little cat figurine.

I then asked, “What sound do you hear after the sound ‘c’?” He gave me a bit of a blank stare, so I provided a little assistance … I said the word, ‘cat’, but really emphasized the middle sound. Jordan then heard the sound, “a” and removed it from the Movable Alphabet placing it carefully beside the ‘c’. He then found the last sound and placed it at the end of the word. I sounded out each of the sounds so that he could hear they in fact made the word, ‘cat.’ After that, I could tell he was starting to lose focus, so I suggested we put the work away and try a different word on another day. He then asked me the cutest question, “Teacher Bree, could we please leave “my word” on the floor mat so that I can show my mommy when she comes to pick me up. She won’t believe her eyes that I sounded out the word by myself!” How could I say ‘no’ to that? We left his work on the mat and he showed his Mom with such pride when she came to pick him up.

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:

• Interest in the Movable Alphabet – Part 1 of 2
• The Montessori Three-Period Lesson Revisited

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