tag:blogger.com,1999:blog-5018244326767337532024-03-29T04:02:56.859-07:00NAMC Montessori Teacher Training BlogNorth American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.comBlogger829125tag:blogger.com,1999:blog-501824432676733753.post-10373892520653358202023-09-26T16:00:00.006-07:002023-09-26T16:00:00.142-07:00Baking Bread in the Montessori Environment is Cross-Curricular and Delicious!<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFyGg9N90OKyu9Zr4MUUVs5Evv-TxA98rA-CKFcbWD03Ek3GKCUZHfwCxu_bHtWd01rMuTGr3cN-Vsl9UiQAxapAGG7cfFAMrGlSbyJCyaS-PELu9S8ltQZlrfmy3avm63e2DTA79Vnp7F6oLElZ4KNKgpXqTzZtVR4ebB-CiyOUzvYOamioOtRFnPJh8/s4576/iStock-1250559013.jpg" style="display: block; padding: 1em 0; text-align: center; "><img alt="" border="0" width="600" data-original-height="3882" data-original-width="4576" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFyGg9N90OKyu9Zr4MUUVs5Evv-TxA98rA-CKFcbWD03Ek3GKCUZHfwCxu_bHtWd01rMuTGr3cN-Vsl9UiQAxapAGG7cfFAMrGlSbyJCyaS-PELu9S8ltQZlrfmy3avm63e2DTA79Vnp7F6oLElZ4KNKgpXqTzZtVR4ebB-CiyOUzvYOamioOtRFnPJh8/s600/iStock-1250559013.jpg"/></a></div>
Baking bread is a well-loved activity in the Montessori environment that provides children with an enjoyable hands-on experience along with some valuable learning opportunities. When children bake bread together, they practice math skills, such as measuring and estimating, and develop practical life skills such as mixing, kneading, and following a recipe. In addition, the teacher can use the activity as an opportunity to introduce topics related to cosmic education and cultural geography. Baking bread is a powerful tool that can help children learn about the world around them while also developing practical skills.
<h2><span style="color: #ffa400;">Cosmic Education and Bread</span></h2>
Cosmic education is the Montessori idea that everything is connected and has a purpose in the universe. Bread is an excellent example of this concept in action. When we make bread, we use ingredients that come from the earth – grains, water, yeast, etc. – and transform them into something new. This process not only teaches children about the interconnectedness of all things but also gives them a sense of purpose and responsibility in the world.
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<h2><span style="color: #ffa400;">Cultural Geography and Bread</span></h2>
Bread has a rich history and cultural significance around the world. Each culture has its own unique bread traditions. Exploring these traditions can be an excellent way to introduce children to geography and cultural diversity. For example, in France, baguettes are a staple of everyday life, and in India, naan bread is a popular accompaniment to curries. By exploring these different bread traditions, children can gain a deeper understanding of the world around them and develop a sense of empathy and respect for other cultures.
As Montessori teachers, we have the unique opportunity to use bread as a tool to educate and inspire children to become curious, empathetic, and respectful global citizens.
<h2><span style="color: #ffa400;">Simple Bread Recipes for Children</span></h2>
Here are a few simple bread recipes from around the world for you and your students to try together in the Montessori environment:
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<div><br />For more ideas of incorporating cosmic education and cross-cirricular activities in your Montessori classroom enroll in NAMC's Montessori Diploma Programs today! </div><div>
<a href="https://www.montessoritraining.net/diploma-programs/early-childhood-3-6" target="_blank">NAMC’s Montessori Early Childhood Diploma Program</a></div><div>
<a href="https://www.montessoritraining.net/diploma-programs/lower-elementary-6-9" target="_blank">NAMC’s Montessori Lower Elementary Diploma Program</a></div><div>
<a href=" https://www.montessoritraining.net/diploma-programs/upper-elementary-9-12" target="_blank">NAMC’s Montessori Upper Elementary Diploma Program</a></div><div>
<!---- Regular Author Byline ---->
<p class="AuthorByline"><b>Michelle Irinyi</b> — NAMC Tutor & Graduate</p>
<!---- End Byline ---->
</div><div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-41725754296989284102023-09-12T16:30:00.001-07:002023-09-12T16:30:00.132-07:00Belonging and Agency in the Montessori Environment<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMxSWspW07ba28mumXhdMdav_aadwoH2Q72OgC1KP6hGagHTUDBuH82fwkFT5iEs00f0o7iBhg-Ynb4RfVHo8idQwSbZG2P0NmayaWJDayPhy4Rl0hS6YZH1Fzc8AB7gQdn0iVddJ3CMBf9xbjh81uw7uDeP2PYZpRyyQKG7385h7vbhShQD0jruEZz3c/s6720/iStock-1285993424.jpg" style="display: block; padding: 1em 0; text-align: center; "><img alt="" border="0" width="600" data-original-height="4480" data-original-width="6720" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMxSWspW07ba28mumXhdMdav_aadwoH2Q72OgC1KP6hGagHTUDBuH82fwkFT5iEs00f0o7iBhg-Ynb4RfVHo8idQwSbZG2P0NmayaWJDayPhy4Rl0hS6YZH1Fzc8AB7gQdn0iVddJ3CMBf9xbjh81uw7uDeP2PYZpRyyQKG7385h7vbhShQD0jruEZz3c/s600/iStock-1285993424.jpg"/></a></div>As Montessori educators, it is our goal to create an environment where children feel a sense of belonging and agency. <div><br /><div><span style="background-color: white; color: #274e13;"><b>Belonging </b></span>is a sense of connection and acceptance within a community. It is the feeling of being welcomed, valued, and supported by others. When children feel a sense of belonging, they are more likely to feel safe, secure, and confident in their environment. </div><div><br /></div><div><span style="color: #274e13;"><b>Agency</b></span>, on the other hand, is the sense of control and autonomy that individuals have over their lives. It is the ability to make choices, take action, and influence one's own destiny. When children have agency, they are empowered to pursue their goals, take risks, and overcome challenges. </div><div><br /></div><div>Belonging and agency are both crucial for children's development and growth, and it is our responsibility to cultivate these qualities in our students. </div><div>
<h3><div><span style="color: #ffa400;">The Importance of Agency in Child Development </span></div></h3>
<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgE3pK3G_RBT6Vgmd9NTT7CIb1fkvMiw65DB_aPwGpI5zDtJ0cBuHl26wmzyaE0ZhhBEe7XJVsfXBsJ8DMkvCTYotn8G1x5jbe5Zd1LEpAzE2oXP8y63VT8DhQMSyCkbZV25eAu2B6vtDfj9NOvHKh7-Ng-yMJYjk6zkui0B2bRQpKhm1yU3yKUmeLGtmQ/s6720/iStock-1430627347.jpg" style="display: block; padding: 1em 0; text-align: center; "><img alt="" border="0" width="600" data-original-height="4480" data-original-width="6720" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgE3pK3G_RBT6Vgmd9NTT7CIb1fkvMiw65DB_aPwGpI5zDtJ0cBuHl26wmzyaE0ZhhBEe7XJVsfXBsJ8DMkvCTYotn8G1x5jbe5Zd1LEpAzE2oXP8y63VT8DhQMSyCkbZV25eAu2B6vtDfj9NOvHKh7-Ng-yMJYjk6zkui0B2bRQpKhm1yU3yKUmeLGtmQ/s600/iStock-1430627347.jpg"/></a></div>Supporting a child’s sense of agency and giving them opportunities to make choices is beneficial to their development in a number of ways. </div><div><br /></div><div>Exercising their agency promotes a child’s sense of responsibility. When they are given the freedom to make choices and take responsibility for their actions, a child learns to become accountable for their decisions and behaviors. </div><div><br /></div><div>Agency and autonomy also foster creativity and innovation. When a child is encouraged to take risks, try new things, and pursue their interests, they are more likely to develop a sense of curiosity and creativity. This can lead to greater innovation and problem-solving skills in the future. </div><div><br /></div><div>Finally, encouraging agency helps build the child’s self-esteem. Giving a child the freedom to make choices and pursue their goals shows confidence in their decision making. Experiencing this type of trust from others reinforces the child’s trust in themself and builds their self-confidence, which is important for success in all areas of life. </div><div><br /></div>
<h3><div><span style="color: #ffa400;">Promoting Belonging and Agency in a Montessori Environment </span></div></h3>
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<div>There are several ways to promote both belonging and agency in a Montessori environment. </div><div><h2><span style="color: #6aa84f;">Create a welcoming and inclusive environment</span></h2></div><div>One of the most important ways to promote belonging is to create a warm and welcoming environment where all children feel valued and included. This can be achieved by acknowledging and celebrating diversity, providing opportunities for children to share their cultures and traditions, and creating an atmosphere of acceptance and respect. </div><div><h2><span style="color: #6aa84f;">Support independence and autonomy </span></h2></div><div>To promote agency, provide children with opportunities to make choices and take responsibility for their actions. Allow children to choose their own activities, encouraging them to problem-solve on their own, and provide them with the tools and resources they need to succeed. </div><div><h2><span style="color: #6aa84f;">Encourage collaboration and teamwork </span></h2></div><div>Provide opportunities for children to work together on projects and activities, and encourage them to share their ideas and perspectives with others. This can help promote a sense of belonging and community within the classroom. </div><div><h2><span style="color: #6aa84f;">Provide opportunities for self-reflection and self-evaluation </span></h2></div><div>Providing children with opportunities to reflect on their learning and evaluate their progress promotes their sense of responsibility, control, and accountability over their learning. One way to do this is to encourage children to set goals and track their progress. Giving children the tools they need to evaluate their own progress promotes their sense of agency and autonomy. </div><div><br /></div><div>Creating a sense of belonging and agency in the Montessori classrooms is crucial for students' growth and development. By promoting independence, autonomy, collaboration, and reflection, we can empower students to become responsible, accountable, creative, and confident individuals. As Montessori educators, it is our responsibility to provide students with a safe and inclusive environment where they can thrive and reach their full potential. By doing so, we can help shape the future leaders of our world.</div><div><br />Learn more about Montessori principles and methodology when you enroll in one of NAMC’s four Montessori Diploma Programs:</div><div><a href=" https://www.montessoritraining.net/diploma-programs/infant-toddler-0-3" target="_blank">NAMC’s Montessori Infant/Toddler Diploma Program</a> </div><div><a href="https://www.montessoritraining.net/diploma-programs/early-childhood-3-6" target="_blank">NAMC’s Montessori Early Childhood Diploma Program</a> </div><div><a href="https://www.montessoritraining.net/diploma-programs/lower-elementary-6-9" target="_blank">NAMC’s Montessori Lower Elementary Diploma Program</a> </div><div><a href=" https://www.montessoritraining.net/diploma-programs/upper-elementary-9-12" target="_blank">NAMC’s Montessori Upper Elementary Diploma Program</a>
<!---- Regular Author Byline ----><p class="AuthorByline"><b><br /></b></p><p class="AuthorByline"><b>Michelle Irinyi</b> — NAMC Tutor & Graduate</p>
<!---- End Byline ---->
</div></div><div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-46641764439436420772023-09-05T05:30:00.002-07:002023-09-06T10:42:42.343-07:00The Value of Working with Montessori Materials to Prepare for Abstract Learning<!---- Maria Montessori Quote ----->
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<div class="MMquote">This system in which a child is constantly moving objects with his hands and actively exercising his senses, also takes into account a child’s special aptitude for mathematics. When they leave the material, the children very easily reach the point where they wish to write out the operation. They thus carry out an abstract mental operation and acquire a kind of natural and spontaneous inclination for mental calculations.</div>
<div style="text-align: right;">
<span class="MMsig">—Maria Montessori</span><br /><span class="MMbook">The Discovery of the Child, p. 279.</span></div><div style="text-align: right;"><span class="MMbook"><br /></span></div>
<!---- End Maria Montessori Quote ---->
In Montessori education, the practice of learning through hands-on experiences and concrete materials holds great significance. Adults who are not familiar with Montessori principles sometimes find the materials to be fussy and time-consuming to use. However, to young learners, these hands-on materials are fascinating. Exploring and working with the Montessori materials provides children with a valuable, concrete means of understanding concepts, laying the foundation for abstract learning.<div><br /><h2><span style="color: #ffa400;">The Power of Concrete Materials</span></h2>
One of the fundamental principles of Montessori education is providing children with concrete materials that represent abstract concepts. These materials engage multiple senses, allowing children to explore, manipulate, and internalize complex ideas in a concrete and tangible manner. As children practice using these materials, they develop a strong foundation of understanding which makes the transition to abstract thinking far easier. Concrete materials, such as the Sandpaper Letters for language, facilitate hands-on learning experiences that accommodate different learning styles, ensuring a deeper level of comprehension.
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<h2><span style="color: #ffa400;">Building a Solid Foundation</span></h2>
By engaging with Montessori materials, young learners gain a thorough understanding of the concepts they represent. For instance, before moving to pencil-and-paper methods for addition or subtraction, children are introduced to the Golden Beads material. This material helps them grasp the concept of place value and understand the regrouping or “exchanging” process, as they physically exchange units for tens, tens for hundreds, and hundreds for thousands. By actively participating in this concrete practice, children develop a profound understanding of mathematical operations, paving the way for successful abstraction later on.
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<h2><span style="color: #ffa400;">Sensorial Exploration and Mathematical Concepts</span></h2>
The Montessori approach recognizes the importance of the senses in a child's development. Sensorial exploration serves as a bridge between the concrete and the abstract, aiding in the acquisition of mathematical concepts. A material like the Pink Tower, which is introduced around age 3, seems like a simple stacking exercise. However, as the child works with the Pink Tower, they are gaining a hands-on understanding of the properties of diameter, height, width, length, area, and volume. The Pink Tower also concretely demonstrates base 10 in both quantity and measurement: there are 10 pink cubes and each successive cube increase by one unit (1 cm) on all sides; therefore, the cubes increase in size in three dimensions — length, width, and height. Another early childhood material, the Constructive Triangles explore geometric shapes, allowing children to visually and kinesthetically experience how all non-curvilinear plane geometric shapes can be constructed from triangles, the closed figure with the fewest sides. Through these experiences, children develop spatial awareness, visual discrimination, and an intuitive understanding of mathematical relationships.</div><div> <h2><span style="color: #ffa400;">Fostering Engagement and Interest</span></h2>
Montessori materials have a remarkable ability to captivate children's attention and foster a genuine interest in learning. The carefully designed materials are aesthetically appealing, inviting children to explore and discover. The use of engaging materials encourages active participation, concentration, and a sense of accomplishment when a child successfully completes a task. By utilizing Montessori materials, educators provide children with an enjoyable learning experience, laying the groundwork for a lifelong love of learning.
<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNRkFA7p1PSN-kdXc8LGRwk9KJINpXYXucyf_a52XqJgeso0PQxVza-v8NFAkZLP358Y9ZTrxVLVlr9vEwdPXTy0V-GTMog5IQK5u0z4CZvWAMD8T-qrSVwa5UAUCkEh8x0ZlMKPaU11MbTjgAGmU7dimx1LhYyc-Gs0ZZP-su2p97Gj-n5kLGgOt5JXo/s600/NAMC%20Montessori%20Color%20Tablets.jpg" style="display: block; padding: 1em 0px; text-align: center;"><img alt="" border="0" data-original-height="558" data-original-width="600" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNRkFA7p1PSN-kdXc8LGRwk9KJINpXYXucyf_a52XqJgeso0PQxVza-v8NFAkZLP358Y9ZTrxVLVlr9vEwdPXTy0V-GTMog5IQK5u0z4CZvWAMD8T-qrSVwa5UAUCkEh8x0ZlMKPaU11MbTjgAGmU7dimx1LhYyc-Gs0ZZP-su2p97Gj-n5kLGgOt5JXo/s600/NAMC%20Montessori%20Color%20Tablets.jpg" width="600" /></a></div>
As Montessori teachers in early childhood, lower elementary, and upper elementary classrooms, it is our responsibility to provide children with ample opportunities to work with the Montessori materials, fostering a strong foundation of knowledge and understanding. Let us celebrate the beauty and effectiveness of Montessori materials, embracing their intricate nature and allowing children the time and space they need to explore, practice, and truly comprehend abstract concepts. After all, it's only time-consuming if you're an adult. For children, working with the Montessori materials is a captivating journey of discovery and growth. </div><div><br /></div><div>Learn more about Montessori materials and how to present them when you enroll in <a href="https://www.montessoritraining.net/diploma-programs/early-childhood-3-6" target="_blank">NAMC's Montessori Early Childhood Diploma Program</a> and when you purchase <a href="https://www.montessoritraining.net/curriculum-and-resources/early-childhood-curriculum-resources" target="_blank">NAMC's Montessori Early Childhood Curriculum</a>.
<!---- Regular Author Byline ---->
<p class="AuthorByline"><b>Michelle Irinyi</b> — NAMC Tutor & Graduate</p>
<!---- End Byline ---->
</div><div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-29342121679300188932023-08-22T16:30:00.026-07:002023-08-22T16:30:00.143-07:00Nurturing Communication in the Montessori Environment: Speaking Respectfully to Infants and Toddlers <div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPxctGl8inlUfZyUP5CFApCB0OuAIBnjsWikRBT4lLZjiVvI3-q0-Kn0ODM05fFjAh3xjBGRnajOPAHUrDSrRYJTO3cYjARKXSAs0HFD3d9oG9GDe1ABazkSylQ_XXjdwlxT7FeHrfFhoNgH3VcKl8YiB0h1DAOS3XR5qYrxqRFq8gcGYXnzNdCvyU-NI/s6093/iStock-1311405065.jpg" style="display: block; padding: 1em 0px; text-align: center;"><img alt="" border="0" data-original-height="3428" data-original-width="6093" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPxctGl8inlUfZyUP5CFApCB0OuAIBnjsWikRBT4lLZjiVvI3-q0-Kn0ODM05fFjAh3xjBGRnajOPAHUrDSrRYJTO3cYjARKXSAs0HFD3d9oG9GDe1ABazkSylQ_XXjdwlxT7FeHrfFhoNgH3VcKl8YiB0h1DAOS3XR5qYrxqRFq8gcGYXnzNdCvyU-NI/s600/iStock-1311405065.jpg" width="600" /></a></div>
<!---- Maria Montessori Quote ----->
<div class="MMquote">If you consider this absorbent mind in relation to language, you will understand how necessary it is to put a small child among people who speak well and correctly, and who talk a great deal.</div>
<div style="text-align: right;">
<span class="MMsig">—Maria Montessori</span><br /><span class="MMbook">The 1946 London Lectures, p. 66.</span></div>
<!---- End Maria Montessori Quote ----><div><br /></div>
In the Montessori environment, communication is a fundamental component of establishing a nurturing and respectful relationship between adults and young children. By employing effective communication techniques, parents and teachers can create an enriching environment that promotes the development of language skills, independence, and mutual respect. In this article, we explore the importance of respectful language when speaking to infants and toddlers in the Montessori environment and highlight the significance of asking permission before touching or moving a child.<div>
<h2><span style="color: #ffa400;">Creating a Language-Rich Environment</span></h2>
The Montessori philosophy emphasizes the importance of providing infants and toddlers with a language-rich environment. Research suggests that the first 3 years of life are crucial for language development as children's brains are highly receptive to language acquisition during this period. An important and simple way for parents and teachers to support this critical stage is to engage young children in purposeful and meaningful conversations. <div><br /></div><div>When speaking to infants and toddlers, use clear and simple language, enunciate words, and make eye contact to capture their attention. Narrate your actions and thoughts as you go about your daily routine, involving the infant in your world. Engage them in descriptive conversations about their surroundings, objects, and daily experiences. Naming objects, actions, and emotions helps expand their vocabulary and understanding of the world. </div><div><br /><div><div>Use body language effectively, incorporating eye contact, facial expressions, and gestures. These non-verbal communications convey warmth, attentiveness, and emotional connection. Also, the power of touch should not be underestimated. Gentle touches, caresses, and hugs during conversations communicate love, security, and a sense of trust, building a deeper connection between you and the infant.
<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwdA036fgfXvTpv5pdLizgnBbqpPDYWwnYS3RkFYz91rkFvAiN3XxtmPNu2evqRHk5A7hkl_OmJwkYStGwG5uLte94pzDzx6MCM0SDNmAjYTJsJZRV9e_qw--llCexYl_fLnopcKxb9G-LR2aGhRPg9jTdmZGEro2vaVbodqY4tOdt4l2yjshXhvM6nvA/s1312/pexels-ksenia-chernaya-3965562.jpg" style="display: block; padding: 1em 0px; text-align: center;"><img alt="" border="0" data-original-height="1082" data-original-width="1312" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwdA036fgfXvTpv5pdLizgnBbqpPDYWwnYS3RkFYz91rkFvAiN3XxtmPNu2evqRHk5A7hkl_OmJwkYStGwG5uLte94pzDzx6MCM0SDNmAjYTJsJZRV9e_qw--llCexYl_fLnopcKxb9G-LR2aGhRPg9jTdmZGEro2vaVbodqY4tOdt4l2yjshXhvM6nvA/s600/pexels-ksenia-chernaya-3965562.jpg" width="600" /></a></div>
<h2><span style="color: #ffa400;">Respectful Communication</span></h2>
Respectful communication lies at the heart of the Montessori approach. Infants and toddlers should be treated as individuals with their own thoughts, preferences, and boundaries. By valuing their autonomy and creating a culture of respect, parents and teachers can build trusting relationships that foster healthy communication.</div><div><br /></div><div>When addressing young children, use a calm and gentle tone. Maintain a respectful distance, allowing them personal space while ensuring their safety. Avoid talking down to them or using baby talk; instead, treat them as competent individuals capable of understanding and contributing to conversations.
<h2><span style="color: #ffa400;">Language and the Power of Observation</span></h2>
Observation is a crucial component of the Montessori method. By closely observing infants and toddlers, parents and teachers gain valuable insights into their interests, needs, and developmental progress. This knowledge allows adults to tailor their communication strategies to meet each child's unique requirements effectively.</div><div><br /></div><div>Take the time to observe children's cues, body language, and facial expressions. This enables you to respond appropriately, demonstrating your understanding and respect for their non-verbal communication. By acknowledging their signals, you can create an environment that encourages children to express themselves confidently.
<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiX9P4sQuV6KCAu-RM9Hxw0eMQMf14h2RWZCifUAKiwKCYxHzf35ZGwYD47Z2YMNwqKaYYApvL_fPrJ9GlYgCSQGTv80fbijAHzXsTUR562l8lbukp-dUyLr9yStr4KBc9fC8AEEqt0GLRIzLV25dI_HRlU6kMxxZXnCesawnjwyKLVKtI_E5ugHUJteQ4/s6046/iStock-1211770917.jpg" style="display: block; padding: 1em 0px; text-align: center;"><img alt="" border="0" data-original-height="4035" data-original-width="6046" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiX9P4sQuV6KCAu-RM9Hxw0eMQMf14h2RWZCifUAKiwKCYxHzf35ZGwYD47Z2YMNwqKaYYApvL_fPrJ9GlYgCSQGTv80fbijAHzXsTUR562l8lbukp-dUyLr9yStr4KBc9fC8AEEqt0GLRIzLV25dI_HRlU6kMxxZXnCesawnjwyKLVKtI_E5ugHUJteQ4/s600/iStock-1211770917.jpg" width="600" /></a></div></div><div><h2><span style="color: #ffa400;">Asking Permission: Respecting Boundaries</span></h2>
In the Montessori environment, asking permission before touching or moving children is of utmost importance. Respecting children's boundaries contributes to the development of trust, autonomy, and a healthy sense of self. </div><div><br /></div><div>Before touching or picking up an infant or toddler, politely ask for their permission. For example, you can say, "May I pick you up?" or "May I help you with your jacket?" By seeking their consent, you demonstrate respect for their autonomy and foster a sense of agency. </div><div><br /></div><div>Additionally, encourage children to express their own preferences and set boundaries. If a child indicates their discomfort or resistance through body language or verbal cues, honor their feelings and find alternative ways to support them. Respecting boundaries not only promotes a sense of self-worth but also helps children develop skills in self-advocacy and assertiveness. </div><div><br />
<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHoD1NJKljGroDMUAhrlqklZDMFpKaXv2QsC0vx5m1Gy0raUlEpmcpHSJQwzBHLbDX2FOWN_NwEevIijGwIigfOd7Bs9EVodqgsiDCHWZeabnBLBQDvsPt05BOtYJZ_0H1zt2eCf-tAL77ktg6f-N2HorwaHvyjATJVZ9JLRK3ifyihcjesaK7ZVNCxas/s5472/iStock-1315034114.jpg" style="display: block; padding: 1em 0px; text-align: center;"><img alt="" border="0" data-original-height="3648" data-original-width="5472" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHoD1NJKljGroDMUAhrlqklZDMFpKaXv2QsC0vx5m1Gy0raUlEpmcpHSJQwzBHLbDX2FOWN_NwEevIijGwIigfOd7Bs9EVodqgsiDCHWZeabnBLBQDvsPt05BOtYJZ_0H1zt2eCf-tAL77ktg6f-N2HorwaHvyjATJVZ9JLRK3ifyihcjesaK7ZVNCxas/s600/iStock-1315034114.jpg" width="600" /></a></div>
</div><div><br /></div><div>Every interaction with an infant or toddler is an opportunity for language development, social-emotional growth, and the building of meaningful relationships. By speaking to them with respect and honoring their boundaries, we empower young children to become self-assured, communicative, and independent individuals who can navigate the world with confidence.
Learn more about guiding the youngest of Montessori children by enrolling in <a href="https://www.montessoritraining.net/diploma-programs/infant-toddler-0-3" target="_blank">NAMC’s Montessori Infant Toddler Diploma Program</a>. <a href="https://www.montessoritraining.net/diploma-programs/enroll-now" target="_blank">Begin your Montessori journey with NAMC today!</a> <p>
<!---- Regular Author Byline ---->
</p><p class="AuthorByline"><b>Michelle Irinyi</b> — NAMC Tutor & Graduate</p>
<!---- End Byline ---->
<p></p></div></div></div></div><div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-20583858138878569652023-08-15T15:30:00.001-07:002023-08-15T15:30:00.137-07:00Hands-On Montessori Materials: The Key to Effective Learning Beyond Memorization<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXdMincmtKkYwdCLgyTf3ZDBTEn_hsxKRP--UOEUtuFd6YBZdbjQRwrY5x_vpKNozFZhhSM4ypcjnFcaCPJ9Iav0gJ_--v9cuJKDmmyUIjyTSWzOLQcg-FUntIF7zDDDrxdg4GXMt8gLEt7q_2cNaGpMNXaCYN_OVKeqflsVTvNMJqqSO474V5rV6jVE0/s1890/NAMC-Pink-Tower.jpg" style="display: block; margin-left: auto; margin-right: auto; padding: 1em 0px; text-align: center;"><img alt="Montessori teacher and student working with the Pink Tower.© NAMC" border="0" data-original-height="1435" data-original-width="1890" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXdMincmtKkYwdCLgyTf3ZDBTEn_hsxKRP--UOEUtuFd6YBZdbjQRwrY5x_vpKNozFZhhSM4ypcjnFcaCPJ9Iav0gJ_--v9cuJKDmmyUIjyTSWzOLQcg-FUntIF7zDDDrxdg4GXMt8gLEt7q_2cNaGpMNXaCYN_OVKeqflsVTvNMJqqSO474V5rV6jVE0/s600/NAMC-Pink-Tower.jpg" width="600" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Pink Tower</td></tr></tbody></table>The discussion between memorization and learning is an ongoing topic amongst elementary Montessori teachers. There is a striking difference between these two approaches to learning. While memorization may have its merits in certain contexts, true learning is best fostered through hands-on experiences and the utilization of Montessori materials. Hands-on Montessori materials facilitate a deeper understanding of concepts that move beyond mere memorization.<p>
</p><h2>Engaging the Senses</h2>
One of the fundamental principles of the Montessori approach is to engage the senses in the learning process. By using hands-on materials, children are actively involved in their own education. These materials stimulate multiple senses, such as touch, sight, and even hearing, resulting in a more holistic and effective learning experience. When children manipulate objects and physically interact with Montessori materials, they internalize concepts and build a solid foundation for future learning.<p>
</p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinsNXkmbWA1azVUfxgW_VTyLvtHpZ03cjkRXQflhmkk2cjWnvBH2wn4mQYZ7np6CYN1FQ1Es8qPkEGlmoxD6q7ysAY99qkJ9mFdWcN1ErE4BA6I-45608xF9GhDiWxhjRctX78CZtQQ4VZbZxk-_1c0w6-VS6T0NZj6svPcL-PUG8fkJHWlyM8t-uGrsc/s2892/Addition-Strip-Board-NAMC.jpg" style="display: block; margin-left: auto; margin-right: auto; padding: 1em 0px; text-align: center;"><img alt="Montessori teacher and student working with Addition Strip Board.© NAMC" border="0" data-original-height="2152" data-original-width="2892" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinsNXkmbWA1azVUfxgW_VTyLvtHpZ03cjkRXQflhmkk2cjWnvBH2wn4mQYZ7np6CYN1FQ1Es8qPkEGlmoxD6q7ysAY99qkJ9mFdWcN1ErE4BA6I-45608xF9GhDiWxhjRctX78CZtQQ4VZbZxk-_1c0w6-VS6T0NZj6svPcL-PUG8fkJHWlyM8t-uGrsc/s600/Addition-Strip-Board-NAMC.jpg" width="600" /></a></td></tr><tr><td class="tr-caption" style="text-align: left;">Addition Strip Board</td></tr></tbody></table>
<h2>Moving from Concrete to Abstract</h2>
The transition from concrete to abstract understanding is a critical aspect of education. Montessori materials facilitate this transition seamlessly. For example, the Addition and Subtraction Strip Boards enable students to comprehend mathematical operations visually and physically. As they progress, they develop a mental image of the abstract concept of numbers and calculations. This method helps students move beyond rote memorization, developing not only a visual understanding but also muscle memory which builds neural pathways. This allows children to grasp the underlying principles and apply them in various contexts.<p>
</p><h2>Mastery and Independence</h2>
Montessori materials empower students to become independent learners. The Addition, Subtraction, Multiplication, and Division Finger Charts serve as invaluable tools for mastering math facts. Instead of memorizing isolated facts, children engage in hands-on exploration to discover patterns and relationships among numbers. This approach cultivates a deep understanding of mathematical concepts, enabling students to solve problems creatively and with confidence.<p>
</p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-n7y3MadkypXiVmyJaKaMWM1R2BElNZ9m1agINIH2A8aSdgjVAa7jTfmMjHV9AivViG0NuGYZKlY_cT6WeKSRYLjdrHUeUJmT2FJKv9QAOVdsm_f__kxYXywssMby9W5p_A9YRtkL4eERtr95A-dUI9enYRJJ9acsFqV3kItcRFROWWfZwPL81AniGLI/s865/NAMC-Addition-Chart.jpg" style="display: block; margin-left: auto; margin-right: auto; padding: 1em 0px; text-align: center;"><img alt="Montessori teacher and student working with Addition Chart. © NAMC" border="0" data-original-height="731" data-original-width="865" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-n7y3MadkypXiVmyJaKaMWM1R2BElNZ9m1agINIH2A8aSdgjVAa7jTfmMjHV9AivViG0NuGYZKlY_cT6WeKSRYLjdrHUeUJmT2FJKv9QAOVdsm_f__kxYXywssMby9W5p_A9YRtkL4eERtr95A-dUI9enYRJJ9acsFqV3kItcRFROWWfZwPL81AniGLI/s600/NAMC-Addition-Chart.jpg" width="600" /></a></td></tr><tr><td class="tr-caption" style="text-align: left;">Addition Finger Chart</td></tr></tbody></table>
<h2>Personalized Learning</h2>
Montessori materials accommodate individualized learning, providing children with the opportunity to learn at their own pace. The variety of Montessori materials allows all learners to progress at their own speed, with small incremental steps that lead to abstract comprehension. The use of Montessori materials caters to diverse learning styles, ensuring that each child's needs are met.<p>
</p><h2>Cognitive Development</h2>
The Bead Cabinet Material is a valuable resource for developing cognitive skills. By manipulating beads of varying quantities, children internalize the concept of quantity, counting, skip counting, and even squaring and cubing. They develop number sense and mathematical reasoning, transcending mere memorization of mathematical facts. The bead cabinet material fosters critical thinking, problem-solving, and logical reasoning skills, setting the stage for lifelong learning.<p>
In the Montessori classroom, hands-on materials play a pivotal role in promoting deep learning and understanding. Experiential learning with Montessori materials allows children to truly internalize concepts. As Montessori teachers, we have the privilege of guiding young minds towards meaningful learning experiences. By providing students with hands-on opportunities and engaging them with Montessori materials, we build their love of learning and critical thinking skills, and we empower them to become independent life-long learners. </p><p>
Learn more about the Montessori materials and presenting activities by enrolling in <a href="https://www.montessoritraining.net/diploma-programs/early-childhood-3-6" target="_blank">NAMC’s Montessori Early Childhood Diploma Program</a>. <a href="https://www.montessoritraining.net/diploma-programs/enroll-now" target="_blank">Begin your Montessori journey with NAMC today!</a> <p>
<!---- Regular Author Byline ---->
</p><p class="AuthorByline"><b>Michelle Zanavich</b> — NAMC Tutor & Graduate</p>
<!---- End Byline ---->
<p></p><p></p><p></p><p></p><p></p><p></p><p></p><div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-84881423346510503392023-08-08T15:28:00.001-07:002023-08-08T15:28:00.144-07:00Following the Child: Why Montessori Preschool Teachers Abandon "Letters of the Week"<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhh97KkA0cz7X8F8EOF1NBbqcVsiHo686h7FYlv1nronPhxfl_uZGCJDnn5rFGqlNFsSeCSvG3KE3pVLj_CNi3RUHhocOcFPvIEeS9_UjKfdIJsbeb3Cv_40Q_PcKYNPiO39_wo6wfCNn9SgevB7nkESJ-A40V4EoMpJ54_AAjurKTvSpq8XqLvLDVeWxo/s2682/_DSC3693.JPG" style="display: block; padding: 1em 0; text-align: center; "><img alt="Montessori Language Sound Pouches NAMC" border="0" width="600" data-original-height="2000" data-original-width="2682" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhh97KkA0cz7X8F8EOF1NBbqcVsiHo686h7FYlv1nronPhxfl_uZGCJDnn5rFGqlNFsSeCSvG3KE3pVLj_CNi3RUHhocOcFPvIEeS9_UjKfdIJsbeb3Cv_40Q_PcKYNPiO39_wo6wfCNn9SgevB7nkESJ-A40V4EoMpJ54_AAjurKTvSpq8XqLvLDVeWxo/s600/_DSC3693.JPG"/></a></div>
</a></div><!---- Maria Montessori Quote ----->
<div class="MMquote">With the profound interest of one who has made a discovery, he had understood that each of these sounds corresponded to a letter of the alphabet. Indeed, what is alphabetical writing, if not the correspondence of a sign with a sound?</div>
<div style="text-align: right;">
<span class="MMsig">—Maria Montessori</span><br /><span class="MMbook">The Secret of Childhood, p. 138.</span></div>
<!---- End Maria Montessori Quote ---->
The Montessori method is a holistic and child-centered approach to learning. One notable aspect that sets Montessori early childhood teachers apart from their traditional counterparts is their deliberate abandonment of the popular practice of teaching the alphabet with "letters of the week." Instead, Montessori educators emphasize the importance of following the child's individual development and interests. In this blog post, we explore the underlying philosophy behind this approach and delve into the benefits it brings to a child's early educational journey.
<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFOOD_4_fjB52GSzLZ1WGbROIIgjHJYt854NHBRVGd629E7BIIffrlhvkHm50CQriiURTus-P-hqlaPDvMf6eZeP10pqMS61205t3JMhGLXs_m6FtDGdlVMdsuw5eIokqWiOVd2rjT7h-knbhN6gZpDq2omoqq4N0YoOV02G280mLVOpgaIWe4s6RggdQ/s8256/iStock-1166891999.jpg" style="display: block; padding: 1em 0; text-align: center; "><img alt="Montessori Early Childhood Classroom" border="0" width="600" data-original-height="5504" data-original-width="8256" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFOOD_4_fjB52GSzLZ1WGbROIIgjHJYt854NHBRVGd629E7BIIffrlhvkHm50CQriiURTus-P-hqlaPDvMf6eZeP10pqMS61205t3JMhGLXs_m6FtDGdlVMdsuw5eIokqWiOVd2rjT7h-knbhN6gZpDq2omoqq4N0YoOV02G280mLVOpgaIWe4s6RggdQ/s600/iStock-1166891999.jpg"/></a></div>
<p></p><h2>Letters of the Week: A Traditional Approach</h2>
In many traditional preschool settings, the "letters of the week" approach is commonly employed to collectively introduce children to the alphabet. Each week, a specific letter is chosen, and various activities, crafts, and worksheets are designed around that particular letter. While this method may seem structured and organized, it tends to overlook the individual needs and interests of each child. It also assumes that all children are ready to learn these concepts at the same time in the same manner. <p>
</p><p></p><h2>The Importance of Following the Child</h2>
Montessori preschool teachers choose to abandon "letters of the week" because they believe in following the child's unique developmental journey. They understand that each child has their own pace of learning and a varied range of interests. By observing and interacting with each child, the teacher gains insight into their strengths, weaknesses, and current interests. This valuable information allows the teacher to tailor the learning experience to the individual child, ensuring optimal growth and engagement. Instead of imposing a predetermined curriculum, the teachers creates an environment where each child is free to explore and discover at their own pace.<p>
<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilqrDuyrBIvFcoiHtjNNHDq5mfa08obOQU4sVNPvaqeVhkqoXw_-M_2wcaHoo7zxprOhr5KsFVmxN1UO5aEE99slPrSbuUk1rzkmhQnRvUqxzVKU7d_aGJ5OcDDC8mDtq2yRRJrkgb_35EOqG2pIZ4dlvuJBT1KrkJsY0NPSJDNj3PxwDYCEfqUBxuIGA/s2190/_DSC3852.JPG" style="display: block; padding: 1em 0; text-align: center; "><img alt="Montessori Language Double Sandpaper Letter NAMC" border="0" width="600" data-original-height="2000" data-original-width="2190" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilqrDuyrBIvFcoiHtjNNHDq5mfa08obOQU4sVNPvaqeVhkqoXw_-M_2wcaHoo7zxprOhr5KsFVmxN1UO5aEE99slPrSbuUk1rzkmhQnRvUqxzVKU7d_aGJ5OcDDC8mDtq2yRRJrkgb_35EOqG2pIZ4dlvuJBT1KrkJsY0NPSJDNj3PxwDYCEfqUBxuIGA/s600/_DSC3852.JPG"/></a></div>
<p></p><h2>Individualized Learning</h2>
In a Montessori classroom, the absence of rigid lesson plans enables the teacher to provide individualized instruction and support. When a child is ready and interested in exploring letters and sounds, the teacher can introduce language materials such as the Sound Pouches and Sandpaper Letters that align with the child’s developmental readiness. These materials focus on the phonetic sounds of each letter rather than on letter names to avoid confusion between the two. By focusing on the child's readiness, the Montessori approach avoids the pitfalls of rote memorization and allows for a deeper understanding of language concepts.<p>
Learn more about following the child and presenting individualized learning with the Montessori method in <a href="https://www.montessoritraining.net/diploma-programs/early-childhood-3-6" target="_blank">NAMC's Montessori Early Childhood Diploma Program</a> and <a href="https://www.montessoritraining.net/curriculum-and-resources/early-childhood-curriculum-resources" target="_blank">NAMC's Montessori Early Childhood Curriculum</a>.
<!---- Regular Author Byline ---->
</p><p class="AuthorByline"><b>Michelle Zanavich</b> — NAMC Tutor & Graduate</p>
<!---- End Byline ---->
<p></p><p></p><p></p><p></p><p></p><p></p><div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-9652794500936464472023-08-01T15:00:00.002-07:002023-08-01T15:00:00.141-07:00Seven Strategies for Embracing Montessori’s “Follow the Child” Philosophy in the Public School System<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKfHOoW8ZWIb4dY6MLU0fYyhj_aTUSx0Q54DxqPX3LO-7fDTGuGae66xMySg7JxWV1ovRQdAww9o4UftPR9V9XKa363xTOon_3DbZk9XThiM4jSyivZ9kd_V1iRb-I72WcWT0nxPh2wfQ2ZnoMu4oG_VqpOY9V279GZCqrvrGlBAMgTUPxcSu2io1FnKc/s5345/iStock-1150731451.jpg" ><img alt="Montessori in the public school system" border="0" width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKfHOoW8ZWIb4dY6MLU0fYyhj_aTUSx0Q54DxqPX3LO-7fDTGuGae66xMySg7JxWV1ovRQdAww9o4UftPR9V9XKa363xTOon_3DbZk9XThiM4jSyivZ9kd_V1iRb-I72WcWT0nxPh2wfQ2ZnoMu4oG_VqpOY9V279GZCqrvrGlBAMgTUPxcSu2io1FnKc/s600/iStock-1150731451.jpg"/></a></div>
<!---- Maria Montessori Quote ----->
<div class="MMquote">So there are two plans: one is to disseminate knowledge, to follow a syllabus. The other is to look to the life of man and serve it, and in serving it, help humanity.</div>
<div style="text-align: right;">
<span class="MMsig">—Maria Montessori</span><br /><span class="MMbook"> The 1946 London Lectures, p. 31.</span></div><br>
The Montessori philosophy has garnered significant attention for its emphasis on child-centered learning and the philosophy of “follow the child.” NAMC students learn about "following the child" in all four of our <a href="https://www.montessoritraining.net/diploma-programs/early-childhood-3-6" target="_blank">diploma programs</a> when they study <a href="https://www.montessoritraining.net/curriculum-and-resources/early-childhood-curriculum-resources" target="_blank">NAMC's Montessori Classroom Guide</a>. Montessori schools provide a unique environment to implement this philosophy. But what about Montessori teachers working in the public school system? How are they able to follow the child in the constraints of a system traditionally focused on standardized collective education?
<div><br /></div><div>
<h2>Understanding “Follow the Child”</h2>
<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHPHTr1cTfL9jKzsRTWql_T8chdUsDg8PdIzSz_8QAKklkDz7gZ8jlPwcMvthuHx-UmKG96AZJ9H2HFHf6O4Vi6c-BpoTOG0uyUBhVctwtTMdLMLfbd8TsJUeFec44DxnSfXuu7qGNWzuGV54EPG9nxX-Z1uR9HHQF0Ae2xFzGypMEfeD-O7YDBUpdU8o/s7740/iStock-1255384901.jpg"><img alt="Following the child in the public school system. Two students working at a desk." border="0" height="474" data-original-height="5160" data-original-width="7740" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHPHTr1cTfL9jKzsRTWql_T8chdUsDg8PdIzSz_8QAKklkDz7gZ8jlPwcMvthuHx-UmKG96AZJ9H2HFHf6O4Vi6c-BpoTOG0uyUBhVctwtTMdLMLfbd8TsJUeFec44DxnSfXuu7qGNWzuGV54EPG9nxX-Z1uR9HHQF0Ae2xFzGypMEfeD-O7YDBUpdU8o/s600/iStock-1255384901.jpg"/></a></div>
Maria Montessori’s philosophy of education revolves around the belief that each child is a unique individual with their own interests, learning style, and pace of development. “Follow the child” encourages educators to observe and understand the needs of each child, fostering an environment that supports their natural desire for exploration, independence, and self-directed learning.<br><br>
<h2>Integrating Montessori Principles in the Public School System</h2>
While not without challenge, it is possible to implement Montessori’s philosophy in a standardized public-school environment. Teachers must take extra care to prepare themselves and the environment to create a path of least resistance to working with children who are used to a standardized curriculum.
<p><h3>1. Create an Engaging Classroom Environment</h3>
Incorporate elements of Montessori classrooms by organizing materials in a visually appealing and accessible manner. Allow students to move freely within the classroom, choose their work space, and engage with learning materials based on their interests.<p>
<p> <h3>2. Individualized Learning Plans</h3>
Develop individualized learning plans for students, taking into account their strengths, weaknesses, and areas of interest. Provide students with choices in selecting topics for projects and assignments, fostering a sense of ownership and motivation.<p>
<p><h3>3. Self-Directed Learning Opportunities</h3>
Design lessons that allow students to take charge of their learning journey. Incorporate inquiry-based activities, research projects, and hands-on experiences that encourage students to explore topics of personal interest within the framework of the curriculum.<p>
<p><h3>4. Flexible Schedules and Time Management</h3>
Allow students to manage their time and tasks to some extent. Provide flexibility within the schedule to accommodate independent work, collaboration, and reflection. Encourage and work with students to set goals, plan activities, and monitor their progress.<p>
<p><h3>5. Student-Led Conferences</h3>
Replace traditional parent-teacher conferences with student-led conferences, where students take responsibility for showcasing their work and discussing their progress. This approach empowers students to communicate their achievements and challenges, fostering self-reflection and self-advocacy skills.<p>
<p><h3>6. Collaborative Learning</h3>
Encourage collaborative learning opportunities that promote peer-to-peer teaching, group projects, and critical problem-solving activities. Give students the freedom to choose their partners or groups for such activities, allowing them to collaborate with like-minded individuals and develop interpersonal skills.<p>
<p><h3>7. Reflection and Feedback</h3>
Incorporate regular opportunities for self-reflection and student feedback. Create activities and lessons with built-in controls of error. Encourage students to evaluate their work, set personal learning goals, and provide suggestions for improving the learning environment. This feedback loop empowers students to actively participate in shaping their educational experience.<p><br>
<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheFQ0-Sq15I-jlAqKkqMl5fxtZWqpvCTmT2916lsyYBhD_mo65UQkCJx_NHz9b7Lf9RKhs4gSjojBkeaanU-OfQVVRAURmvCBSm5kL1RZQjsdTW-FtnFmthz_dOb7tFM2-wsxIh8SMZKE5y9uPztE6cwobRQpSEFBGMe4bIFSfqzSyIHrijLBIcKV0vjY/s5760/iStock-502585927.jpg"> <img alt="Following the child in the public school system. Smiling student working in classroom" border="0" height="474" data-original-height="3840" data-original-width="5760" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheFQ0-Sq15I-jlAqKkqMl5fxtZWqpvCTmT2916lsyYBhD_mo65UQkCJx_NHz9b7Lf9RKhs4gSjojBkeaanU-OfQVVRAURmvCBSm5kL1RZQjsdTW-FtnFmthz_dOb7tFM2-wsxIh8SMZKE5y9uPztE6cwobRQpSEFBGMe4bIFSfqzSyIHrijLBIcKV0vjY/s600/iStock-502585927.jpg"/></a></div>
<p>While the public school system often follows a standardized approach to education, Montessori public school teachers can embrace the “follow the child” philosophy and introduce agency and choice in various ways. By creating an engaging environment, personalizing learning plans, fostering self-directed learning opportunities, and promoting collaboration, teachers can empower students to take ownership of their education. Even within the constraints of the system, the principles of Montessori can inspire a more student-centered approach, ultimately nurturing a love for learning and personal growth in every child.<p>
Learn more about Montessori philosophy and "following the child" in NAMC's Montessori <a href="https://www.montessoritraining.net/diploma-programs/early-childhood-3-6" target="_blank">Diploma Programs</a> and <a href="https://www.montessoritraining.net/curriculum-and-resources/early-childhood-curriculum-resources" target="_blank">Curriculum</a>.
</div><div><p class="AuthorByline"><b>Michelle Zanavich</b> — NAMC Tutor & Graduate</p>
<!---- End Byline ---->
<div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-23214002029294982322023-07-25T15:30:00.001-07:002023-07-25T15:30:00.141-07:00Planning for the School Year in the Montessori Environment<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQU83D8O7vcptyrqa_CFwGJ5AOuW8pi7k6PYQ7H8vvNzKRAeeNF7Djfzp_itWiCIBZevk9cAhqbZtRu7fkJJJ7lWgZt2gs3d1YFl306arZHkZ42sRazPP838BEm6UnSkvhfDhmgC22IHMow3Gc5ehHqF5uM_ydSLKBT329gjv4rcvtqFFSwlfQz5Ps8iI/s5444/iStock-1047620446.jpg" style="display: block; padding: 1em 0; text-align: center; "><img alt="Planning the School Year in the Montessori Environment. Teacher working with student." border="0" width="600" data-original-height="3629" data-original-width="5444" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQU83D8O7vcptyrqa_CFwGJ5AOuW8pi7k6PYQ7H8vvNzKRAeeNF7Djfzp_itWiCIBZevk9cAhqbZtRu7fkJJJ7lWgZt2gs3d1YFl306arZHkZ42sRazPP838BEm6UnSkvhfDhmgC22IHMow3Gc5ehHqF5uM_ydSLKBT329gjv4rcvtqFFSwlfQz5Ps8iI/s600/iStock-1047620446.jpg"/></a></div><!---- Maria Montessori Quote ----->
<div class="MMquote">So there are two plans: one is to disseminate knowledge, to follow a syllabus. The other is to look to the life of man and serve it, and in serving it, help humanity.</div>
<div style="text-align:right;">
<span class="MMsig">—Maria Montessori</span><br/><span class="MMbook">The 1946 London Lectures, p. 31.</span></div>
<!---- End Maria Montessori Quote ---->
<p>
For Montessori teachers, the summer break is not only a time to relax but also a time to reflect on and plan for the upcoming school year. Planning in the Montessori environment is very different than in the conventional school environment.<p>
In the traditional setting, the teacher gives knowledge and students passively sit and absorb it, regardless of love, passion, or interest in the subject. Traditional teachers must have daily plans that drive the direction of their teaching. <p>
In the Montessori environment, the teacher guides students to create their own knowledge through self-discovery. Making prescribed daily plans doesn’t work for the Montessori environment because the teacher follows the interests and progress of each individual child. The teacher’s planning is dependent on the observations they make on a daily basis. <p>
<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCv3NuUHrbkqTHURN2v6KqtmLZw9Y1DNV8CuNFA3xTX01LAaIMW9isqCgmnyUNPzWTXhyQhMzIqVxqG-PjwroMitvKbQbOf3KmMZGvXrrFE-Qe1n5INJxqPCOVXEKi0Yt6bsHtNqMMmTvQxgxM4l_eMIjykiTSmZ_KANWNFm-3-IVk87SWm9hdzi6qMiA/s2804/pexels-kampus-production-5940706.jpg" style="display: block; padding: 1em 0; text-align: center; "><img alt="Planning the School Year in the Montessori Environment. Teachers planning together." border="0" width="600" data-original-height="1955" data-original-width="2804" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCv3NuUHrbkqTHURN2v6KqtmLZw9Y1DNV8CuNFA3xTX01LAaIMW9isqCgmnyUNPzWTXhyQhMzIqVxqG-PjwroMitvKbQbOf3KmMZGvXrrFE-Qe1n5INJxqPCOVXEKi0Yt6bsHtNqMMmTvQxgxM4l_eMIjykiTSmZ_KANWNFm-3-IVk87SWm9hdzi6qMiA/s600/pexels-kampus-production-5940706.jpg"/></a></div>Moving away from daily plans and focusing on individualized learning can be difficult for a teacher. However, Dr. Montessori told us that “The teacher, when she begins work in our schools, must have a kind of faith that the child will reveal himself through work. She must free herself from all pre conceived ideas concerning the levels at which the children may be.” (The Absorbent Mind, p. 252.)<p>
Dr. Montessori also said, "The concept of an education centered upon the care of the living being alters all previous ideas. Resting no longer on a curriculum, or a timetable, education must conform to the facts of human life." (The Absorbent Mind, p. 12.) In other words, each child develops according to their own timeline. It is the Montessori teacher’s job to follow the child not to make the child follow us.<p>
When planning for the upcoming school year, <a href="https://www.montessoritraining.net/curriculum-and-resources/lower-elementary-curriculum-resources" target="_blank">NAMC's Montessori Lower Elementary Curriculum</a>,<a href="https://www.montessoritraining.net/curriculum-and-resources/upper-elementary-curriculum-resources"target="_blank">Upper Elementary Curriculum</a> and <a href= "https://www.montessoritraining.net/docs/default-source/lower-elementary-curriculum/namc-le-curriculum-resources.pdf?sfvrsn=4" target="_blank">Mastery Checklists</a> in our Curriculum Support Material are helpful planning resources for your Montessori environment. <p>
The following NAMC blog articles also provide helpful guidance on how to plan for the year in the Montessori environment.<br>
<a href="https://montessoritraining.blogspot.com/2016/10/personalized-learning-montessori-observation-individual-readiness.html" target="_blank">Personalized Instructional Goals Based on Scientific Observation and the Individual Readiness of the Child</a><br>
<a href="https://montessoritraining.blogspot.com/2013/12/the-order-of-presentations-in-montessori.html"target="_blank">The Order of Presentations in the Montessori Environment</a><br>
<a href="https://montessoritraining.blogspot.com/2012/08/approaches-to-presenting-montessori.html"target="_blank">Approaches to Presenting the Montessori Culture and Science Curriculum</a><br>
<a href="https://montessoritraining.blogspot.com/2010/01/namc-mastery-checklists-for-montessori.html"target="_blank">NAMC Mastery Checklists for the Montessori Elementary Classroom</a><br>
<!---- Regular Author Byline ---->
<p class="AuthorByline"><b>Michelle Zanavich</b> — NAMC Tutor & Graduate</p>
<!---- End Byline ---->
<div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-76472237894023288772022-01-20T12:34:00.003-08:002022-01-20T12:40:15.685-08:00Montessori Mealtimes with Toddlers <img alt="montessori mealtime with toddlers. child eating independently" border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/a/AVvXsEjPoVzzZa2SOR8WHjCNPmckIMVEihmVhZSQaSyV3O443aAawgEzL0gvwr6l7kvhdgcLNHAIaGnyUuvZWmYYnpKVYvvIFruaxBfTWBcPtANFxHQSEnAIy9X3Nq4SXsVo8tsjeza2OVpvR3HSDMRfSuRq8SdEB5TEZwTLKGI7aGncBHiIBYIcTjNZNwor=s600"/><p/>
NAMC Tutors often receive questions from students about setting limits for children, like this one from a student in our <a href="https://www.montessoritraining.net/diploma-programs/infant-toddler-0-3" target="_blank">Infant/Toddler Diploma Program </a>. <p/>
<img alt="montessori mealtime with toddlers.question for tutors." border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/a/AVvXsEhIHZDg17oPs69CSW221ELKV-Dh3rb5RBk1A-G83ozCE11zQockrIN0JmlPoL8mKsiB-Y5GbFmUxIus-7uGnbxnx7pGxsm-jMD_fKDmGeYipIwKRK4-RQc6tQZyEoT_2fnReLRBi2-aoukKpD2Lkko1YptWAYDaMANSQXOmSVzk9TX9uyA-WFj2EHuZ=s600"/><br/>
<h3>It’s not too early and they aren’t too young to understand limits</h3><p/>
Have you ever gone someplace new and weren’t exactly sure what the expectations were? Maybe you have gone to a country where you don’t speak the language and don’t understand what is going on around you. How did you communicate your needs or ask questions? A young toddler finds themself in very much the same situation. Unable to communicate clearly, they test limits through behavior. They aren’t being willful or naughty; they want to know the rules. And when introduced to rules, they want to test them to see which ones are set in stone and which have some wiggle room. They are figuring out that sometimes rules apply in one instance and not another. The only way to know for sure is to test them.<p/>
In previous articles, we have discussed how to set <a href= "https://montessoritraining.blogspot.com/2018/05/montessori-freedom-setting-limits-positive-statements.html" target="_blank">limits with positive statements</a>. But how do we know when we need to set limits? Dr. Jane Nelsen, counsellor and co-founder of the Positive Discipline Association, suggests that we imagine our child at 25 years old and ask if the behavior we are reinforcing today is preparing the child to be the adult we imagine. If the answer is no, it’s time to “take time for training.”<p/>
<img alt="montessori mealtime with toddlers. family mealtime." border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/a/AVvXsEi3nzlFLV8jRFmoFpTD7v7zPoTsK3AxEpYLmL4XchpSZ5VfB88XHLBSD71AfhDfLYqQOuwRZqt8U39iIn-9iERRS2Nw9OpMy10BsosR52HyV5YjYxOOdwqpS6zYeMVFFR8Yv64ZLEXGOr25hhk_yH2eN3JINrxJJtpfiCm11wWTuCNlp3qBECNg71S0=s600"/><p/>
If a child is old enough to sit at the table, they are old enough to learn the social rules of eating. For them to be successful at this task, they need to know what our expectations are — and we need to take the time to teach these expectations to them. It is not too early to say, “When it's time to eat, we sit at the table.” When they get up to wander, remove the food from the table and restate the expectation: “It's okay to get up, but when it's time to eat, we sit at the table.” If they fuss, simply repeat the statement: “When it's time to eat, we sit at the table.” They will test your limits because, remember, they want to know the rules. In a kind, gentle, but firm way, repeat the same message: “When it's time to eat, we sit at the table.” They will soon figure out that if they are hungry, they need to sit at the table.<p/>
<!---- Maria Montessori Quote ----->
<div class="MMquote">‘To let the child do as he likes,’ when he has not yet developed any powers of control, is to betray the idea of freedom.</div>
<div style="text-align:right;">
<span class="MMsig">—Maria Montessori</span><br/><span class="MMbook">The Absorbent Mind, p. 205.</span></div>
<!---- End Maria Montessori Quote ----><p/>
It is important is to use kind, firm language consistently. When children are learning, there can be very few exceptions. You cannot say that it’s okay to wander around while eating at home, and then expect your child to sit quietly in a chair in a restaurant or at grandma’s house. Set clear, consistent expectations and be sure to follow through. If you say, “When it’s time to eat, we sit at the table” but don’t remove the food, your child will learn that there is no follow through and, therefore, the rules can be broken. Providing children with clear limits in a consistent manner helps them understand what is expected of them and ultimately, sets them up for success.<p/> <p/>
<!---- For a note, clarification, asterisk, appendix, or special indented text ---->
<div class="sidenote"><b><u>Works Cited</u></b>
<div style="margin: 5px 0px 0px;">
Gfroerer, Dr. Kelly and Dr. Jane Nelsen. Positive Discipline. <a href="https://www.positivediscipline.com/articles/take-time-training-3-step-process"> “Take Time for Training: A 3-Step Process.”</a> Dec. 8, 2019. <br/>
</div></div><p/>
<!---- End note, clarification, asterisk, appendix, or special indented text ---->
<!---- Regular Author Byline ---->
<p class="AuthorByline"><b>Michelle Irinyi</b> — NAMC Tutor & Graduate</p>
<!---- End Byline ---->
<div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-6992076669033059542021-11-26T06:00:00.011-08:002021-11-26T09:13:23.042-08:00Cosmic Education: A Blueprint for Peace at All Levels<img alt="cosmic education. a blueprint for peace. group of students." border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDA4VCyr3fkEBBbxP0tRrBIW6qyvdgE2zZetC8VIMv9MnGmi-835W3kmdu61pZ9ME5rZFzw-kLKKrfvTAfaJE6ljSteq25mhLkYwEbSdIn8BOrvoUA3aY0d2EXoC51YDc-B9DGrwKn2n4/s2048/iStock-1165422409.jpg" />
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<!---- Maria Montessori Quote ----->
<div class="MMquote">To the young child we give guides to the world and the possibility to explore it through his own free activity; to the older child we must give not the world, but the cosmos and a clear vision of how the cosmic energies act in the creation and maintenance of our globe.</div>
<div style="text-align: right;">
<span class="MMsig">—Maria Montessori</span><br /><span class="MMbook">The Formation of Man, p. 6.</span></div>
<!---- End Maria Montessori Quote ---->
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<span><a name='more'></a></span>
<h3> Building Peace through Cosmic Education </h3><br/>
When we think of Montessori’s model for cosmic education, we tend to think only about the second plane of development. After all, this is really where the main discussion about the interdependence of all living things comes to the child’s consciousness. Using the Great Lessons as a catalyst, children are introduced to patterns of universal truths in our past, present, and future. Within these patterns are four common themes:<br />
<ul><li>The search for our common ancestry.</li>
<li>The interdependence of all living things.</li>
<li>That we are diverse, but there is unity in the common needs that we all share as people.</li>
<li>The concept that everything has a purpose (or in Montessori terms, a cosmic task).</li>
</ul><br />
Maria Montessori envisioned a new human, one whose consciousness was raised to a higher sense of unity and awareness.
<!---- Maria Montessori Quote ----->
<div class="MMquote">This is the hope we have – a hope in a new humanity that will come from this new education, an education that is a collaboration of man and the universe that is a help for evolution.</div>
<div style="text-align: right;">
<span class="MMsig">—Maria Montessori</span><br /><span class="MMbook">Citizen of the World, p. 50.</span></div>
<!---- End Maria Montessori Quote ----><br />
A survivor of two World Wars, exile, internment, and the beginning of the Korean War, Maria Montessori made it her life’s goal to promote the idea that “Averting war is the work of politicians; establishing peace is the work of education.” (Maria Montessori, Education and Peace p. 24.)
<!---- Maria Montessori Quote ----->
<div class="MMquote">TWe must take man himself, take him with patience and confidence, across all the planes of education. We must put everything before him, the school, culture, religion, the world itself. We must help him to develop within himself that which will make him capable of understanding. It is not merely words, it is a labour of education. This will be a preparation for peace – for peace cannot exist without justice and without men endowed with a strong personality and a strong conscience.</div>
<div style="text-align: right;">
<span class="MMsig">—Maria Montessori</span><br /><span class="MMbook">Citizen of the World, p. 38.</span></div>
<!---- End Maria Montessori Quote ---->
<br /><img alt="cosmic education. a blueprint for peace. children hugging." border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHry-PiH4XVoL4lHcJeH1iXl7Sl3L26BWDIDI_u5PDepLG8idspSa5He9bD3FS3Q-X3wiYPzVdS8cIVfa8ltSXXNg8fPk3pAslKyXxKNMASJiYd_yzojZ6DCwMXW2mQ3kVtPjbLCTtot8/s2048/iStock-920513450.jpg" />
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How do we put these grand ideas into practice? First, we can model behaviors that promote peace and kindness to all. Commonly referred to as the lessons of grace and courtesy, these behaviors can be modeled and practiced across all levels of Montessori programs.<br />
<ul><li><a href="https://www.montessoritraining.net/diploma-programs/infant-toddler-0-3" target="_blank">Infant/Toddlers</a>: Learning to take turns; saying please; thank you; and you’re welcome; showing empathy for others.</li>
<li><a href="http://www.montessoritraining.net/diploma-programs/early-childhood-3-6" target="_blank">Early Childhood</a>: Continued practice in grace and courtesy; respecting others and the environment; learning about peace by calming one’s body with the Silence Game or through simple conflict resolution, using a peace rose and peace corner.</li>
<li><a href="https://www.montessoritraining.net/diploma-programs/lower-elementary-6-9" target="_blank">Lower Elementary</a>: Continued practice of grace and courtesy (as above) and the introduction of active listening and “I” messages; working towards win/win situations.</li>
<li><a href="https://www.montessoritraining.net/diploma-programs/upper-elementary-9-12" target="_blank">Upper Elementary</a>: Introduction of class meetings and using the elders in the class as moderators in conflict resolution.</li>
</ul><br />
In conjunction with learning about and promoting peace comes the need for and understanding of social justice. Montessori teachers begin planting the seeds for understanding social justice early on through the same practices mentioned above. Additionally, social justice in the elementary years focuses on <br />
<ul><li>the study of global economic geography.</li>
<li>school service projects</li>
<li>asking questions such as “What can be done about this situation?”</li>
<li> looking at the past and thinking about the implications for the future.</li>
<li> learning and practicing environmental respect and conservation. </li>
<li> the idea of global citizenship. </li>
</ul><br />
<br /><img alt="cosmic education. a blueprint for peace. children exploring globe." border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj19hipastJBYJBTA_1cCwbBj438pwPxdf9AHNYI24rTZsZwFoZQL_Bx3W2yfvmVtsvF2gNJZ8PL6lkhMV5c1DABZ9MHb0u9RwmMfLpaVoHyBQoN3vHLq6Em7aZ4-znUAxoZL_aDClePgs/s2048/iStock-1150910504.jpg" />
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Children discover and learn about these ideas through their research and studies of the lessons that are first presented in the Five Great Lessons. It is not through the teacher’s direct teaching methods or views. Knowledge and its long-lasting effects are far stronger when children discover and become aware of the information themselves.
There is so much more to cosmic education and peace than surface-level agreement. At its core is the overwhelming idea that we must all work together to attain peace and prepare our children to be stewards of the planet. <br/><br/>
Learn more about Cosmic Education and Peace in NAMC's <a href="https://www.montessoritraining.net/curriculum-and-resources/early-childhood-curriculum-resources" target="_blank">Montessori Curriculum</a> and <a href="http://www.montessoritraining.net/diploma-programs/early-childhood-3-6" target="_blank">Montessori Diploma Programs!
<!---- Regular Author Byline ---->
<p class="AuthorByline"><b>Michelle Irinyi</b> — NAMC Tutor & Graduate</p>
<!---- End Byline ---->
</a><div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-18418699428312630592021-10-27T05:00:00.001-07:002021-10-27T05:00:00.197-07:00Montessori Homeschooling: Sparking Interest in the Work<img alt="montessori homeschooling. Working with your child." border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJ84RzwJnyKEsVibYe-6vINZ_KCZqgDdpUBiLQSLx98aik6VRojaMw_zU0g2ruAVgZnbq0kOZTfkpFrSB0OmKB-ZEexNw0NsYvIrhwO-_4chZ361H6l4ZoTbZ99DDsKjZC0YXjAR9MTH4/s600/iStock-907080458.jpg" />
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<!---- Maria Montessori Quote ----->
<div class="MMquote">At some given moment it happens that the child becomes deeply interested in a piece of work; we see it in the expression on his face, his intense concentration, the devotion to the exercise.</div>
<div style="text-align:right;">
<span class="MMsig">—Maria Montessori</span><br/><span class="MMbook">The Discovery of the Child</span></div>
<!---- End Maria Montessori Quote ---->
<br/>
As the movement to <a href="https://www.montessoritraining.net/montessori-home-schooling/" target="_blank">Montessori homeschooling</a> continues to grow, more and more parents are enrolling in <a href="https://www.montessoritraining.net/diploma-programs/early-childhood-3-6" target="_blank">NAMC’s Montessori training programs</a> to learn how to educate their children at home. One of their common questions is how to entice their children to work with the Montessori materials after a presentation. One parent recently explained that his child would ask for a presentation and be interested and attentive throughout. But, she would say “no thanks” when he asked if she would like to work with the material afterwards. “After a few days I can sometimes coax her into trying the materials after doing another presentation,” he said – but why isn’t she interested in working independently with the materials before that? <br />
<br />
One reason for this could be that they don’t have as much active peer engagement to spark their interest. Learning in the Montessori environment includes a social aspect. Even though the children may be working independently, there is a constant flurry of activity. The <a href="https://montessoritraining.blogspot.com/2016/08/benefits-of-mixed-age-groups-montessori-environment.html" target="_blank">mixed-age classroom</a> provides plenty of peer-teaching-and-learning opportunities. Younger children and those new to the environment observe their peers working with materials and learn the rhythm and expectations of the classroom indirectly. Children learn the intricacies of choosing work from each other, and they develop an interest in new activities when they see their peers using the materials. These opportunities are not always as available in the home environment. <br /><br />
Their reluctance may also be a reflection on how we as parents play with children with games and toys. When we get a game out to play, we set it up, play the game, put it away, and move on to something new. Games by their very nature are social and usually multi-person. Rather than working by themselves, the child is waiting for us to play with them again – as they do with games. <br /><br />
<img alt="montessori homeschooling. Sparking interest." border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqs17vx4rNBgidOkdZ100xOx_T4yaErL9yOlrItbZNMTq2WcWgX_rAo-uCNDH6upAhXE0HNVlVC9IzTFIhrxRWwTw9n3-NGqZnnrqAjRWelcSZpQ_dX-nX6qdB4hO1iaw8PmPPMiPDbGk/s600/BH015495.jpg" />
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One way of encouraging your child to work with the material is by using the material yourself. This provides them with the benefits of seeing someone else working with the material and showing them that the material can be worked with independently. Set the material up on the mat and without talking or asking if your child wants to join, slowly and silently begin working with the material. I did this many times in my own Montessori classroom environments — even in <a href="https://www.montessoritraining.net/diploma-programs/upper-elementary-9-12" target="_blank">upper elementary</a>. It’s likely that your child will get curious and pretty soon, they will sit with you and want to participate. Allow them to take over with the material, and sit silently while they work. They may just be waiting for that type of silent invitation and visual reminder. Don’t be disgruntled if they don’t join in — that's okay, too. Remember, they were watching you work by yourself, and that’s a lesson in and of itself. Plus, it gives you the benefit of some extra practice with the materials in a quiet, Zen-like Montessori moment. <br />
<br />
Another reason your child may be reluctant to revisit a material after a presentation may be that they are waiting to see if you use the material again, or they just might not want to use the material for right now. Leave the material on the shelf and see what happens. Or, maybe they’re waiting to see what comes next. Are they ready for more? The one thing we shouldn’t do is try to coax children to use the materials. Remember, our role is to follow the child, not make them follow us. <br /><br />
Our job as a Montessori guide is to demonstrate materials, present lessons, and then step aside and allow the child to work. This freedom allows the child to choose the work that interests them at the time. It is easy to impose our desires and will upon the child, but we reap much greater success when we practice patience and learn to trust the inner voice of the child in our care. <br/>
<!---- Maria Montessori Quote ----->
<div class="MMquote">The child who has never learned to work by himself, to set goals for his own acts, or to be the master of his own force of will is recognizable in the adult who lets others guide his will and feels a constant need for approval of others.</div>
<div style="text-align:right;">
<span class="MMsig">—Maria Montessori</span><br/><span class="MMbook">Education and Peace</span></div>
<!---- End Maria Montessori Quote ---->
<!---- Regular Author Byline ---->
<p class="AuthorByline"><b>Michelle Zanavich</b> — NAMC Tutor & Graduate</p>
<!---- End Byline ---->
<div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-16129901654397935462021-07-06T08:00:00.015-07:002021-07-06T09:58:24.153-07:00Montessori Elementary: The Power of I Don’t Know and Inquiry<img alt="montessori elementary. power of inquiry." border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigcLwMaEaMMpI6LboFGdDMihghDXNKz_Ft7zvQlOHsALZydwFS0oTIdytvb27ClJ7StJP_p0UOjFNW61uiT87XPnRRF0fb69j7TqDTHX2-gFor6_ObBWi7ZGQ39rEFhkdQrPUuWFTy0Rk/s2048/iStock-1138366277.jpg" />
<!---- Maria Montessori Quote ----->
<div class="MMquote">A child does not know why he is interested in a particular object or movement at a particular moment – the important thing is that he is interested, and that it is natural for his mind to grow just as his body does, therefore what interests him at the moment is appropriate for his needs.</div>
<div style="text-align: right;">
<span class="MMsig">—Maria Montessori</span><br /><span class="MMbook">Maria Montessori Speaks to Parents, p. 23.</span></div>
<!---- End Maria Montessori Quote ---->
<br />
As an upper elementary Montessori teacher in a new school, I was often bombarded with questions from the children.<br /><br />
<img alt="montessori elementary. student and teacher using technology." border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjoBuTGHBKctQyQyWwt2LSA_7Jz0jBoL47lQY02dW79P17vAQHSHGM6tNuNBhptqMlpMaBYqvKwdCLDIy97WIZs0BvQ1U7PdFjGh4ZeDAhSpYRUl4jHA360vTseg0vv-FyiYhyphenhyphenA6SWmu1M/s2048/Miss+Michelle+Questions.jpg" /><br /><br />
<span><a name='more'></a></span><h3>The Power of "I Don't Know"</h3>
My response was usually, “I don’t know. Let’s go find out.” Off we would go to the computer to search for information online. I know, some of you are thinking, “Why didn’t you go to an encyclopedia or other reference book?” Based on observation, I noticed that once those options were mentioned, my students’ interest would wane, and they would move on to something else before discovering the answer. Their interest didn’t extend to the time it took to use what they saw as old-fashioned, cumbersome materials.<div> <br />
<!---- Maria Montessori Quote -----><div class="MMquote">During many years of experiment and observation, I discovered that children learn naturally through activity, and that their characters develop through freedom. But these are general principles, which require practical application, and the Montessori materials have been evolved to meet this need.</div>
<div style="text-align: right;">
<span class="MMsig">—Maria Montessori</span><br /><span class="MMbook">Maria Montessori Speaks to Parents, p. 20.</span></div>
<!---- End Maria Montessori Quote ----><br />
</div><div>Like the evolution of Montessori materials, research materials have evolved. The use of the internet opens gateways to information that was once limited only to the books we had available. Now, we have the world at our fingertips. With the click of a few buttons, the answers to the universe unfold before us. This ability to gain understanding that adults so readily employ should be accessible to children, too. Affording them this opportunity can only lead to more spontaneity and creativity as they get answers to their questions. </div><div><br /></div><div>My approach of letting students know that I don’t have all the answers and inviting them to actively participate in finding the answers themselves has led to some amazing learning opportunities. However, some teachers find this difficult to understand. This was the case with one of my co-teachers: “I would never admit that I don’t know something. It makes you look weak. If I don’t know an answer, I tell students that I’ll get back to them.” Surprised, I wondered if she really thought she knew it all. As Montessorians, we are called upon to be generalists. We know a little about many subjects. We can’t possibly know it all or have the answers to every question. And while I may have be known as the ‘grammar queen’ in every school in which I have taught, I am the first to admit when I am stumped. The challenge – and most importantly, the learning – comes from trying to figure out the answer. </div><div><br /></div>
<img alt="montessori elementary. student and teacher using technology." border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiu5BxZN1-DtOQ5vXN6AWJ2kGM7MDyyzT6VgOEE3HCe0y6GwXE85UEwd4lq-Qqudb3kxFIef9jybagg-u5BHWvJgfEtm-YkKhFHo8wsNNvGyB1xjqmMhNEfc1AYI5Jh4ojh528Rituu7ig/s2048/iStock-602335664.jpg" /> <br />
<div>In the article, The Power of I Don’t Know in the Learning Process, author Terry Heick tells us that true learning happens when the answer is no longer accessible inside us. It happens when we have to go find it. Using “I don’t know” is liberating for both the teacher and the student. The student is no longer burdened by thinking that the teacher always knows more than they do and that they are somehow less worthy because they don’t know. The teacher can rest easier because they no longer have to be all knowing. The context “moves from beyond an interaction between a teacher and student to everything else but the interaction between the teacher and the student.” (Heick) Similarly, Dr. Montessori told us that “Our goal is not so much the imparting of knowledge as the unveiling and developing of spiritual energy.” (<i>The Child in the Family</i>, p. 63.)<br /><br />
<img alt="montessori elementary. power of i dont know.rebeca zuniga lee." border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaRCUxWqKvD2A8gPvGBQDJhkrPlqkLB8MdRiwtHOIJKj6meYqrQYZXrIUsMBxHXSDJc2237EtF55q4olOAz7U5PpuhiMMTW2hm3KtflVcmfdc-73hZFdO1ayZdEIrsnZSe5T0CPaBjEFw/s1000/the-power-of-i-dont-know_15268475448_o.jpg" />
<span style="font-size: x-small;">Visualnote by <a href="https://www.rebezuniga.com/f0mi1bfqbshm6ayf479ppef1s7hj3e-426d7" target="_blank">Rebeca Zuniga Lee</a> based on the work of <a href="https://www.edutopia.org/blog/power-i-dont-know-heather-wolpert-gawron" target="_blank">Heather Wolpert-Gawron, The Power of "I Don't Know."</a></span><br /><br />
When was the last time you told a student that you didn’t know the answer to their question? Did you leave it at that, or did you offer to find the answer together? Rather than feeling inadequate, use the power of “I don’t know” to drive the inquiry. After all, it’s usually not about the answer; as with most things Montessori, it’s about the process we use to get there.<br /><br />
<!---- For a note, clarification, asterisk, appendix, or special indented text ---->
<div class="sidenote"><b><u>Works Cited</u></b>
<div style="margin: 5px 0px 0px;">
Heick, Terry. <a href=" https://www.teachthought.com/learning/the-power-of-i-dont-know/" target="_blank">The Power of I Don't Know in the Learning Process.</a> Teach Thought. </div></div>
<!---- End note, clarification, asterisk, appendix, or special indented text ---->
<!---- Regular Author Byline ---->
<p class="AuthorByline"><b>Michelle Zanavich</b> — NAMC Tutor & Graduate</p>
<!---- End Byline ---->
</div><div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-22047145377736192752021-06-03T07:30:00.001-07:002021-06-03T07:30:00.214-07:00Montessori Infants and Toddlers: Maximum Effort<img alt="Montessori toddlers. Maximum Effort. Child with vacuum" border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiY2oHxjM5GUDXcliU8yzkYk_TLphQshOyKcebzZtemyIhk1fSog8F_NmhA89oMQ7KsMALo-tCqNg_mIODN2yrkP7PviYZgdxwKI7jAEOVIygwzzHDNnKzqIz85VFJcy5Y_z1QMKDacuyI/s0/auggie1.jpg" />
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<!---- Maria Montessori Quote ----->
<div class="MMquote">The child does not follow the law of the least effort, but a law directly contrary. He uses an immense amount of energy over an unsubstantial end, and he spends, not only driving energy, but intensive energy in the exact execution of every detail.</div>
<div style="text-align: right;">
<span class="MMsig">—Maria Montessori</span><br /><span class="MMbook">The Secret of Childhood, p. 204.</span></div>
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Watching my friend’s toddler the other day, I discovered that he is fascinated by their robot vacuum. He has been preoccupied with it for months. When he began crawling, he constantly crawled over to the charging station to push the button. He would watch the vacuum go around the room, often chasing it as fast as he could crawl, laughing and giggling along the way. Now that he can walk, he is no longer content to simply push the button; instead, he picks up and carries the vacuum, placing it in other areas of the house. This is no easy feat as the vacuum easily weighs 7–8 pounds, almost one-third of his body weight!
What makes young children pick up and carry heavy objects or attempt “adult” jobs like emptying the dishwasher? Montessori called this the exertion of maximum effort and said that the greater the amount of effort involved in work, the greater the sense of satisfaction. (Montessori, 2012) Children truly need this big, heavy work. It’s as if, once they are mobile, they need to work. The worst thing an adult can do is to stop the child by saying “I’ll do it” or “It’s too heavy.” Instead, we should find work that satisfies the child’s inner drive.<br><br><span><a name='more'></a></span><div><h3>Big Work for Little People</h3><br>
<img alt="Montessori toddlers. Maximum Effort. Toddler carrying leaves" border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjb449WB47p0MgYmWAtGbLnlJ39fW55dto1ruMa9OZFSJpsjHl8ouPBn0d-t8-SS8f-0K7jjbqY_iudZW_7cwPscPm6G2GbMxM4NR0FHs4K-GwV1Za5dzUeAbxbKA_NS6H7krDxeUfkEwU/s0/iStock-1221489184.jpg" />
<br />
<!---- Maria Montessori Quote ----->
<div class="MMquote">How does he achieve this independence? He does it by means of a continuous activity. How does he become free? By means of constant effort. ... we know that development results from activity. The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.</div>
<div style="text-align: right;">
<span class="MMsig">—Maria Montessori</span><br /><span class="MMbook">The Absorbent Mind, p. 84.</span></div>
<!---- End Maria Montessori Quote ----><br>
The work of the family is most interesting to young children. In the Montessori environment, we call these the practical life activities. At home, they are our daily tasks – and young children love them. Rather than providing toddlers with heavy toys, encourage them to work along side you. Through this work, children can learn their place in the family and take their first steps towards independence.
What kinds of work can they do? Maybe a better question would be what can’t they do? Here are some suggestions:
<ul><li>Put pots and pans in the cupboard</li>
<li>Stack dishes to put away</li>
<li>Empty the silverware from the dishwasher</li>
<li>Set the table</li>
<li>Pour water</li>
<li>Stir batter</li>
<li>Help carry bags of groceries</li>
<li>Remove laundry from the drier</li>
<li>Fold and carry towels</li>
<li>Make a bed</li>
<li>Move child-size furniture and large pillows</li>
<li>Sweep the floor or rake the garden (with child-size tools, of course!)</li>
<li>Water plants </li>
<li>Dig holes in the garden </li>
<li>Fill and push a child-size wheelbarrow</li>
<li>Carry firewood</li>
<li>Climb (stairs, Pikler triangles, playground equipment, ‘up’ a slide, stepladder)</li>
<li>Go for long walks without a stroller or being carried</li>
</ul><br>
<img alt="Montessori toddlers. Maximum Effort. Toddler sweeping" border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQfRknqdbEWWSkRtAov-IMU4MDRSx1AiFLb0Bg-vqQnqGDWPVn2KKuSUXUmnUpZoi_MDAJAgHEGe6_9flMGIxDN4Wd5N6CKNrgNio6ZaYBKl5t1NSSs6ncaVuB4Ak9VmwZSiRtH0NLmG4/s0/iStock-1139082441.jpg" />
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What if the floor doesn't need sweeping or pots and pans don't need stacking? It doesn’t matter – let the child work on the task anyway. For an adult, movement and effort without a need is wasted energy. But for a child, the purpose of movement is not to do or accomplish a task. It is simply to satisfy an inner need to move. Through movement, they refine their coordination. And through purposeful movement, the child learns to coordinate movement with this great effort. <br /><br />
Learn more about the importance of movement, independence, and other Montessori principles in <a href="https://www.montessoritraining.net/curriculum-and-resources/infant-toddler-curriculum-resources" target="_blank">NAMC's Montessori Infant/Toddler Curriculum</a> or by enrolling in our <a href="https://www.montessoritraining.net/diploma-programs/infant-toddler-0-3" target="_blank">Montessori Infant/Toddler Diploma Program</a>.<br><br>
<!---- For a note, clarification, asterisk, appendix, or special indented text ---->
<div class="sidenote"><b><u>Works Cited</u></b>
<div style="margin: 5px 0px 0px;">
Montessori, Maria. <em>The 1946 London Lectures (Montessori series Book 17).</em>. Amsterdam: Montessori-Pierson Publishing Company, 2012.</div></div>
<!---- End note, clarification, asterisk, appendix, or special indented text ----><br />
<!---- Regular Author Byline ---->
<p class="AuthorByline"><b>Michelle Zanavich</b> — NAMC Tutor & Graduate</p>
<!---- End Byline ---->
</div><div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-8165937722583279142021-01-28T14:26:00.009-08:002021-01-28T14:58:03.136-08:00Talking About Mental Health: Bell Let's Talk Day<img alt="talking about mental health" border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiLRilpq569Zf7eFDS3sz-7DZjRAhk21hQ5EsxuFZ9I37ecdVkNvWHkTiR1CYOSPCdshISxHt-fZMpx2ttnUTE0hZb41XV5cPwtdw4uGhsiYqAvNBU-E8jZ_Gs21Jq_Fr6Aq_1sFsiinE/s600/iStock-1210226489.jpg" /><br /><br />
<p>January 28 is <a href="https://letstalk.bell.ca/en/bell-lets-talk-day" target="_blank">Bell Let’s Talk Day</a> in Canada, a campaign that encourages dialogue about mental health and raises funds for mental health initiatives. Established 11 years ago, Bell Let’s Talk is now the world’s largest conversation about mental health. The more we talk openly about mental health, the sooner the stigma surrounding it will diminish. This year, the discussion seems more vital than ever as an increased number of people report that they are experiencing depression and/or anxiety.</p>
<p>We have all been impacted by the stresses of the past year, but people who are likely to feel the effects most strongly include people who are older, people with mental health conditions, people with few social supports, children and teens, and frontline workers, including teachers. </p><br>
<h3>What Can We Do?</h3>
<p>The first step in reducing the stigma around mental health and to getting support is to open a dialogue. If you need help, talk to someone. And if you think someone may be struggling, ask them about it. Check in with your friends and family, your colleagues, and your students – because young children are experiencing an increased amount of stress this year, too.</p>
<p>Bell Let's Talk shares these five tips for talking about mental health:<br>
1. Language matters: the words you use can make all the difference.<br>
2. Educate yourself: knowing the facts and myths about mental illness can be a great way to help end the stigma.<br>
3. Be kind: simple acts of kindness can help open up the conversation and let someone know you are there for them.<br>
4. Listen and ask: being a good listener and asking how you can help can be the first step in recovery.<br>
5. Talk about it: mental illness touches us all in some way directly or through a friend, family member or colleague. Most people with mental health issues can and do recover, just by talking about it.<br></p>
<div style="text-align: right;"><p>courtesy of <a href="https://letstalk.bell.ca/en/ways-to-help" target="_blank"> Bell Let’s Talk</a></p> </div>
<p>Another important tip is to take care of yourself, both mentally and physically. Stay connected with others, maintain as many of your routines as possible, and focus on the things in your life that you can control. Remember to exercise and get outside when you can. Eating healthily and getting regular sleep also help.
Most of all, be brave and talk to someone. Be part of the conversation and help reduce the stigma around mental health. #BellLetsTalk</p>
<p>Visit the <a href="https://letstalk.bell.ca/en/" target="_blank">Bell Let's Talk</a> website for helpful tips, a downloadable toolkit, support services, and information about the campaign. </p>
<!---- Regular Author Byline ---->
<!---- End Byline ---->
<!---- NAMC Staff or Dale Byline ---->
<p class="NAMCByline">— NAMC Staff</p>
<!---- End Byline ----><div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-74825021933592069252021-01-06T06:00:00.006-08:002021-01-06T06:00:04.731-08:00Montessori and the UNESCO Futures of Education Initiative<img alt = "futures of education initiative. happy Montessori students."border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcV49u9bcR5w73CHqNJ2xIfPmoWBz4xC8fDFD3Shaq334dbmjvvEAyVDvX4p5mWmBEA_9dpsW0fgcoijCr5Jp_5AJJCraiHlm91hP6VbGZM4-K1DYKfatH0VLfM2XUCFwq2G6NHRvIObo/s600/iStock-803172042.jpg"/>
<!---- Maria Montessori Quote ----->
<div class="MMquote">An education capable of saving humanity is no small undertaking: it involves the spiritual development of man, the enhancement of his value as an individual, and the preparation of young people to understand the times in which they live.</div>
<div style="text-align: right;">
<span class="MMsig">—Maria Montessori</span><br /><span class="MMbook">Education and Peace</span></div>
<!---- End Maria Montessori Quote ---->
<p>Dr. Montessori had no intention of creating a system of education when she opened the first Casa dei Bambini in San Lorenzo, Rome. In fact, she was not hired as a teacher in San Lorenzo but as the medical officer, overseeing the hygiene, food, and sanitation in the housing development of about 10,000 people. (Montessori) While the project revitalized the living conditions of families, there was no provision for the children. Fifty children were relegated to one room to keep them out of the way, and Montessori tells us it resembled a prison. </p>
<p>Dr. Montessori provided the children with didactic materials she had used previously when studying experimental psychology; materials that would later become the foundation of her practical life and sensorial materials. She was surprised when the children not only used the materials but learned from them as well. “And the strangest thing of all was that although nobody had cared for them physically, they flourished in health as if they had been secretly fed on some nourishing food. And so they had, but in their spirit.” (Montessori) The children’s transformation had a ripple effect, bringing about positive change in their community as well. <br /></p>
<img alt="futures of education. Casa dei Bambini."border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoJVz_BVCijrIMK04vg0d10pJSoxhCAcNqXKlgOemxFn8oMUnaySZDgC7J1lc2dzHIXv7oEQicI8yKETBqnU5LcsWqRWJ4ck2xI0RD4ImyfjezWggAwD1hY84imzGb5c5a19oEDSXi2ok/s600/Casa.jpg"/>
<p>Perhaps the most astonishing aspect of Montessori’s experiment was that no one forced the children to learn. There were no mandatory collective group lessons. There were no textbooks or memorization exercises. The children learned because they were excited to do so. This new knowledge called to the children and satisfied an inner curiosity and drive that had never been seen before. Calling this “the secret of life” (Montessori), Montessori denounced that she had anything to do with it. “It is not possible that it came because of my method, for at the time my method did not yet exist.” (Montessori)<br /></p>
Now, 114 years later, <a href="https://en.unesco.org/futuresofeducation/get-involved/your-view-futures-education">UNESCO</a> is calling for global thoughts on how education should be used to change the future of humanity and the planet. Perhaps the best suggestion for how to move forward is to consider the work done by Dr. Montessori, who gave up a successful medical career and university professorship to dedicate her life to the scientific observation of children. Over a century ago, Dr. Maria Montessori refuted educational philosophies that are still practiced today:<br />
<br />
<ul><li>Standardized curriculum and testing</li>
<li>Standardized collective lessons</li>
<li>Grades and rank as a form of incentivizing learning</li>
<li>Constant drill and repetition to force memorization</li>
<li>Children as tabula rasa (blank slates)</li>
<li>Education as adult (teacher) centered</li>
<li>Passive learning with everyone sitting in neat rows</li>
<li>Single-age classrooms</li>
<li>External validation </li>
<li>Child as dependent and helpless</li>
<li>Children needing to be enticed and entertained in order to learn</li>
<li>Learning and growth as a linear progression</li>
<li>Knowledge must come from a higher authority</li></ul><br />
Of course, a change in global education shouldn’t be based on the findings of just one person. Educational theory and methods should be based on valid and reliable research and brain development theory. That said, over a hundred years later, current neuroscience concurs with Dr. Montessori’s conclusions:<br />
<br />
<ul><li>Sensory information gathered from the hands is “significantly superior” to information gathered using other parts of the body. (Exploring your Mind)</li>
<li>Activity and active learning “promote a better mastery of motor, sensory, emotional, and cognitive skills.” (Exploring your Mind)</li>
<li>Children who attend Montessori preschools have greater executive functioning skills. (Exploring your Mind)</li>
<li>Neuroscience concurs that there are definite sensitive periods for learning and development. (Exploring your Mind)</li>
<li>Frontal lobe mirror neurons absorb information through the senses. (Exploring your Mind)</li>
<li>Praise, rewards, and punishments tend “to reduce the recipient’s interest in the task or commitment to the action.” (Kohn)</li>
<li>Low-income, at-risk students demonstrate higher levels of academic achievement when learning is centered on their interests and questions and “organized around real-life problems and projects,” when "exploration is both active and interactive,” and when “success is judged by authentic indicators of thinking and motivation.” (Kohn)</li>
<li>Children who choose their own work problem-solve twice as much and freely choose to do more work than children who have no choice (or perceive they have no choice). (Matte)</li></ul><br>
<img alt="futures education initiative. Montessori classroom."border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzoKMB5jE_VPXYDc6q9HZauSaAz1qMNeW8H2ygGV5742u1YzOdWA-n__wWBcWNTY5EUHXtoiw9rAKqyVF80lJ8rUcUyDYtTHG6jsXpUH8HFN1JJ9F-v4CiNtAoE_r-bvjuYA1VgsHsdv4/s600/iStock-684058844.jpg"/>
<p>How should education be used to shape our future? To find the answers, we need only look as far as the child before us. By making the child the center of educational reform and removing our own egos, we quickly realize that we must educate the child to be the adult of the future. This is a future we cannot envision for it doesn’t exist yet and the world is changing so rapidly, we can’t predict what it will look like. What we do know is that the world will need people who ask questions, are inquisitive, problem-solve, collaborate, are inclusive, are independent, and who are peaceful. And we can only form these adults by cultivating these qualities in the child. <br /></p>
<!---- For a note, clarification, asterisk, appendix, or special indented text ---->
<div class="sidenote"><b><u>Works Cited</u></b>
<div style="margin: 5px 0px 0px;">
Exploring Your Mind. <a href="https://exploringyourmind.com/5-discoveries-neuroscience-support-montessori-teaching/">5 Discoveries In Neuroscience That Support Montessori Teaching.</a> August 7, 2019. <br />
Kohn, Alfie. <a href="https://www.alfiekohn.org/blogs/criticizing-common-criticisms-praise/">Criticizing (Common Criticisms of) Praise.</a>February 3, 2012. <br />
Kohn, Alfie. <a href="https://www.alfiekohn.org/article/poor/">Poor Teaching for Poor Children … in the Name of Reform.</a>April 27, 2011. <br />
Matte, Austin. <a href="https://www.learningandthebrain.com/blog/montessori-the-new-science-behind-a-century-old-methodology/">Montessori: The New Science Behind a Century-Old Methodology (Part I).</a> Learning and the Brain, June 11, 2017. <br />
Montessori, Maria. <a href="https://montessori.org.au/first-casa-dei-bambini">The First Casa dei Bambini.</a> Montessori Australia. <br />
</div></div>
<!---- End note, clarification, asterisk, appendix, or special indented text ---->
<!---- Regular Author Byline ---->
<p class="NAMCByline"><b>Michelle Irinyi</b> — NAMC Tutor & Graduate</p>
<!---- End Byline ----><br />
<div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-72855791868164111742020-11-27T06:00:00.001-08:002020-11-27T06:00:03.366-08:00How Do Children Learn with the Three-Period Lesson?<img alt="How Do Children Learn with the Three-Period Lesson?" border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkLy5EQn8XhSkovZBvNNdsGKGMRBLDQAQwCjAZrIk8DRhLJWfYa47PdBWzyJqKwAWv5bcfsiJyDy0EeP77hvfXzMXQbAZmAYkVRhYL4kPtXGHvnWlKBvSEUtp6zQuAO9l77hb_UnZV1Ag/s600/BH018220.jpg"/><br /><br /><div>
The iconic three-period lesson is a simple, effective tool for concretely presenting vocabulary and concepts to the child through the use of materials. The teacher names the objects or qualities in the first period using the key words “this is”: “This is South America.” The child repeats the term. In the second period, the key words are “show me”: “Show me South America. Point to North America. Move the piece for Africa to the top of the table.” The child actively and repeatedly demonstrates his learning in this phase, so this is the longest part of the lesson. In third period, the child shows his mastery by recalling the name of the object when the teacher asks, “What is this?” Used from everything from objects in the child’s environment, to sensorial materials, to math concepts, the three-period lesson helps the child make connections between language and the real world.
</div><div><br /></div><div> Learn more about the Three-Period Lesson and other Montessori principles and lessons in <a href="https://www.montessoritraining.net/curriculum-and-resources/early-childhood-curriculum-resources">NAMC’s Montessori Early Childhood Curriculum</a> or by enrolling in our <a href="http://www.montessoritraining.net/diploma-programs/early-childhood-3-6">Montessori Early Childhood Diploma Program</a>!
<!---- NAMC Staff or Dale Byline ---->
<p class="NAMCByline">— NAMC Staff</p>
<!---- End Byline ----></div><div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-32872208177779384272020-11-25T06:00:00.001-08:002020-11-25T06:00:15.546-08:00How Do Children Learn with the Large Movable Alphabet? <img alt="How Do Children Learn with the Large Movable Alphabet?" border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJL0rGnzpcMmoHk49KlH50BGrXjT3g6sfEUAXV7_CEOyH8Vrwaj7sFD56iuqvDxCV7ysF7XN9QU-6CeJbiyjR8yMznjYry_KDtkeUZhD2Xnn_rzc6249BIk1WOhDuYp2f3eu9B5OuhHU8/s600/_DSC9463.JPG"/><br /><br /><div>
The Large Movable Alphabet allows the child to begin the exciting process of writing, allowing her to express her own ideas in a written format. She works with material repeatedly and often daily to build her understanding of how language can be written. She uses the material to write words, phrases, sentences, and eventually, stories. This is a time of exploration and discovery – there are no wrong answers or spelling corrections to be made. The child is learning to create the code that is the written word and unlocking the keys of language. </div><div><br /></div><div> Learn more about the Large Movable Alphabet and other Montessori language materials when you purchase <a href="https://www.montessoritraining.net/curriculum-and-resources/early-childhood-curriculum-resources">NAMC’s Montessori Early Childhood Curriculum</a> or by enrolling in our <a href="http://www.montessoritraining.net/diploma-programs/early-childhood-3-6">Montessori Early Childhood Diploma Program</a>!
<!---- NAMC Staff or Dale Byline ---->
<p class="NAMCByline">— NAMC Staff</p>
<!---- End Byline ----></div><div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-88465709772938519362020-11-24T09:30:00.012-08:002020-11-24T09:30:16.098-08:00Wearing Masks in the Montessori Environment<img alt="wearing masks in the Montessori environment" border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJgJzDAD8vGx0VTr-EvGO71UOSECEj44KtEGwy6KBH_HZGTmVqYU97mhBIhpId2qkGZEXiY5_fVIHIsk2uACbXOVroU6UINnxHEzd__-KAcPBPMk7KbeYQ-xIC6mn-MBW2hvvY8-z3OOU/s2048/child+in+mask.jpg" /><br />
<!---- Maria Montessori Quote ----->
<div class="MMquote"> We shall walk together on this path of life, for all things are part of the universe, and are connected with each other to form one whole unity.</div>
<div style="text-align: right;">
<span class="MMsig">—Maria Montessori</span><br /><span class="MMbook">To Educate the Human Potential, p. 6</span></div><div style="text-align: right;"><span class="MMbook"><br /></span></div>
<!---- End Maria Montessori Quote ---->
As of August 4, 2020, more than half the countries in the world have mandated the use of face masks to help reduce the spread of the Covid-19 virus. (<a href="https://www.cfr.org/in-brief/which-countries-are-requiring-face-masks" target="blank">Which Countries Are Requiring Face Masks?</a>) For Montessori schools that have returned to in-person learning, the international use of masks to help reduce the spread of disease has been a topic of discussion. From concerns over getting young children to wear masks, to teachers’ fears of limited non-verbal communication, mask wearing protocols can seem daunting if you are caught unprepared. <div><br /></div><div>One way of reducing your concerns and the concerns of your community is to think of how mask-wearing aligns with Montessori principles. As well, integrate mask-wearing into the daily routine and introduce related practical life activities to help your students feel comfortable wearing masks in the Montessori environment.
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<h3><br /></h3><h3>Mask-Wearing and Cosmic Education</h3><br />
<img alt="Montessori child wearing a mask. Photo by Helena Lopes from Pexels" border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgopXMcF1I5zxTKjhBqyVICytYZ0yxLp6jCBnKUtLwVhZckgDWX-sY5aCoJ7iZxtubIdMdYoUhSCSe3jN3-aUOTeWRMsWqHp-Lpsusj9ucmA_fGY3tfMQM_aYedqPwmIrwQZvL9MmDsbhI/s600/pexels-helena-lopes-4453122.jpg" /><br />
Mask-wearing, whether we like it or not, is a social movement of moral obligation. In the early childhood years, we stress being kind to all living things. In the elementary years, we help children explore and discover cosmic connections, understanding that all living things on earth rely on each other to live in peace and unity. In 2001, Camillo Grazzini told the 24th International Montessori Congress that “Cosmic Education results in creative attempts to lead a new and different kind of human life, with responsible participation in all natural and human phenomena.” (p 84) As responsible global citizens, is our duty to protect and defend our neighbors. At this time on earth, wearing a mask is a cosmic responsibility.<br />
<h3><br /></h3><h3>Practical Life Activities</h3><br />
<img alt="wearing masks as a practical life activity. Photo by Ketut Subiyanto from Pexels." border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilLCsFQLp_lmWUVJc-zcBax8niyt19L_f8JCJXxvIoJBY4MEZCeDB5tJe4mDuJkoWjQR7GE7_OlVpXzh4ta-l9Qz9GmRI7X2tpYZ5hAFcjWe9xh9YgXK8dGsLw2L-_bQoZwheQ9Z-x4eo/s2048/pexels-ketut-subiyanto-4546140.jpg" /><br />
<a href ="https://www.montessoritraining.net/curriculum-and-resources/early-childhood-curriculum-resources" target="blank">Practical life</a> activities are a means by which we promote independence and social responsibility in the Montessori environment. Hygienic practices of washing one’s hands, blowing one’s nose, and coughing or sneezing into one’s elbow are generally taught to toddlers and preschoolers and are sometimes reviewed in the elementary years. As children learn these practices, they gain independence over their bodies and contribute to the well-being of themselves and others. Mask-wearing can be approached in the same manner. </div><div><br /></div><div>Here are a few ideas of activities you can present in the Montessori environment.</div><div>
<ul><li>Where to find a mask</li>
<li>How to put on a mask</li>
<li>Ensuring correct fit, covering both nose and mouth</li>
<li>How to remove a mask and where to place it for eating and drinking</li>
<li>Where to put a mask when you’re done wearing it for the day</li></ul><br />
Lower and upper elementary students can even learn how to sew masks. These masks can be used as a fundraiser for the school or as a service-learning activity where masks are donated to the community.
Whether you decide to provide masks for your students or they are provided by individual families, masks must be washed to maintain hygienic standards and reduce the spread of germs. (Visit the <a href="“https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/how-to-wash-cloth-face-coverings.html”" target="blank">American Center for Disease Control and Prevention (CDC)</a> to learn more.) </div><div><br /></div><div>While it may seem like mask washing would be a great practical life activity, children should not participate in washing masks to prevent possible contagion. </div><div><br /></div><div><span style="font-size: x-small;">*The care and distribution of face masks may be regulated by your local government. It is always best to check with your local health services to make sure you are following their guidelines.</span></div><div><br /><div class="sidenote"><b><u>Further Reading </u></b>
<div style="margin: 5px 0px 0px;">
<a href="“https://www.urmc.rochester.edu/strong-center-developmental-disabilities/resources/masks-toolkit.aspx”" target="“blank”">Masks Toolkit</a> </div><div style="margin: 5px 0px 0px;"><a href="“https://www.cnn.com/2020/07/22/health/get-kids-to-wear-face-masks-wellness/index.html”" target="“blank”">5 Ways to Get Your Kids to Wear Masks</a></div><div style="margin: 5px 0px 0px;"></div></div>
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<!---- Regular Author Byline ----><p class="NAMCByline"><b>Michelle Zanavich</b> — NAMC Tutor & Graduate</p>
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</div><div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-11527745627056827622020-11-23T13:17:00.002-08:002020-11-23T13:18:57.176-08:00How Do Children Learn with the Mystery Bag? <img alt="How Do Children Learn with the Mystery Bag?" border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilPTqG0eBdis9QGvlIpMM_7BarJBSOk9X8p72qI3g80PtGbXelMtCnqpGttONUlDbKq4kLrxX9WDk-mBPzC6udR5uwl77yFBZQoO4inSMRqPhiQiG6uO0oDfFY0sxorE_ZYcwBCPCfZPs/s600/DSC_0494.jpg"/><br /><br /><div>
The Mystery Bag is a sensorial material that helps the child refine his stereognostic sense. The bag holds small objects that the child identifies by touch alone. That’s a simple way of describing the stereognostic sense – recognizing an object by feeling it instead of by looking at it. But it’s really more than that. The stereognostic sense is a higher brain function that combines tactile and muscular sensory input for texture, form, and weight into a coherent experience of an object. Refining the stereognostic sense builds the child’s ability to discriminate sizes and shapes through touch. It also indirectly builds spatial awareness, logic, and the ability to form abstractions – important skills for math and language! </div><div><br /></div><div> Learn more about the Mystery Bag and other Montessori sensorial materials when you purchase <a href="https://www.montessoritraining.net/curriculum-and-resources/early-childhood-curriculum-resources">NAMC’s Montessori Early Childhood Curriculum</a> or by enrolling in our <a href="http://www.montessoritraining.net/diploma-programs/early-childhood-3-6">Montessori Early Childhood Diploma Program</a>!
<!---- NAMC Staff or Dale Byline ---->
<p class="NAMCByline">— NAMC Staff</p>
<!---- End Byline ----></div><div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-48949013821675724162020-11-18T10:43:00.004-08:002020-11-18T10:47:25.317-08:00Celebrating Thanksgiving with Montessori’s Third Great Lesson<img alt="Celebrating Thanksgiving with Montessori." border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxTTCTdN83oc-zYDlVZYm5p-SvYprG-77bPPeelpM5bZhsIfmaeZbkreAP4zUs_7R7mHYhi0RkWCS1O3WUGsaFknLxZtcbViRDz4eQB6czbc1Zqu5CJF1HSv31Ek0EPdflLQ5s-0fnjpM/s2048/iStock-1278015540.jpg" />
The holiday season is upon us once again. With the Covid-19 pandemic, our beloved Montessori traditions may not be actualized this year due to social distancing restrictions. In a time when learning to pivot is now a fact of life, it feels like we are once again being called to give up something beloved without much in return. Rather than dwell on what is being lost, what if we looked at the holidays through a new lens? What if, during this time of what feels like enforced solitude, we return to the <a href="https://www.montessoritraining.net/curriculum-and-resources/lower-elementary-curriculum-resources">Five Great Lessons</a> and the Common Needs of People?<div><br /></div><div><h2>The Common Needs of People: Exploring Human Culture Through Our Commonality</h2></div><div><br /></div><div>In the Third Great Lesson, Montessori elementary students discover that the fundamental needs of humans are the same now as they were when humans first appeared on earth. Humans around the world need food, shelter, clothing, medicine, transportation, defense, art, and religion/spirituality in order to survive. Using the story of the first American Thanksgiving as the setting, we can retell the Third Great Lesson through the eyes of the Native Americans, the Wampanoag people, and the Pilgrims who settled in Plymouth Colony.
<p style="background-color: #e6f2b2; border: 2px solid rgb(169, 192, 68); color: #555555; padding: 2px 6px 4px;"><span style="font-family: Dancing Script; font-size: large;">The Third Great Lesson begins about 2.5 million years ago and is primarily a story about the early humans who lived in the Stone Age (or Paleolithic Period) and how they satisfied their Common Needs: ● food ● shelter ● clothing ● medicine ● transportation ● defense ● art ● religion/spirituality</span></p>
This is the perfect opportunity for group projects, pairing older students with younger, to explore how both the Native Americans and Pilgrims satisfied their needs in the years 1620–21. Whether in person or virtual, working in pairs helps students build relationships and promotes collaborative learning.</div><div><br /></div><div>When presenting project-based learning, guide students to using higher-level thinking skills that demonstrate true learning and mastery. Rather than copying and pasting facts into a written report, students should develop projects that demonstrate the ability to analyze, evaluate, and synthesize information and creatively produce something new that informs their audience of what was learned. (Read about higher-level thinking skills and project-based learning in the NAMC blog article <a href= "https://montessoritraining.blogspot.com/2012/10/project-based-learning-montessori-elementary-examples.html">Project Based Learning in the Montessori Elementary Environment</a>.)
Allow students freedom to decide how they will present their information rather than assigning it for them. This truly makes the project their own, and their creativity and imagination will deliver far more than we might have imagined ourselves.</div><div><br /></div><div>Whether referring to our teaching practices or the way we present topics of study, we often rely on what has always been done because it is a tradition. While traditions bring comfort in their expectation, they can also stop us from experiencing something new. Now is the perfect time to consider innovative ways in which students can learn familiar information in a new way.</div><div><br /></div><img alt="Collaborative learning" border="0" data-original-height="1201" data-original-width="1600" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNNCKPD0aiyZYfbHCrg6f09_xMnFqaMRlQHzELeJBoNFwR8Q9LglMPUGpwPtIIJL9BgaSZOnLcVNtwQtAzhk9SCcBvWA_IXprfj23RaUBowon5MboKtnnWzM7tP_1WQIdDrYVwUuynnO8/w640-h426/iStock-653909506.jpg" width="640" /> <div><br/>By encouraging students to decide how they will present their research, we are trusting them to be in control of their own learning. By sitting back and assisting rather than directing, we truly allow this to become the work of the children – and that is something we can all be thankful for. <div><br /></div><div>Learn more about the Third Great Lesson and the Common Needs of People in <a href="https://www.montessoritraining.net/curriculum-and-resources/lower-elementary-curriculum-resources">NAMC’s Lower Elementary Five Great Lessons and Cosmic Education</a> manual. Find activities about the origins of Thanksgiving, the history of American indigenous people, and Pilgrims in <a href="https://www.montessoritraining.net/curriculum-and-resources/upper-elementary-curriculum-resources">NAMC’s Upper Elementary US History</a> manual.</div><div><br />
<!---- Regular Author Byline ----><p class="NAMCByline"><b>Michelle Zanavich</b> — NAMC Tutor & Graduate</p>
<!---- End Byline ---->
<div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-930535896394333772020-10-21T12:00:00.006-07:002020-10-22T10:11:05.157-07:00How to Remain True to Dr. Montessori in Today’s Environment<img alt="remaining true to Montessori in today's environment.Photo by Julia M Cameron from Pexels." border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1zv1gJ8LHXbjEKWIzvkJnUHIPcs0mmzk3OyyY6dtShw0L8kWgku-FoAla0Nt7Ik73OdzsSsI9_8GK0NrHiBxl3wpEnqaTUTLR2o_NX86hUnB-O3vArwlngXAKsYIwStMWqLL8ZRdI8dQ/s2048/pexels-julia-m-cameron-4143795.jpg" /><br />
<!---- Maria Montessori Quote ----->
<div class="MMquote">If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future.</div>
<div style="text-align:right;">
<span class="MMsig">—Maria Montessori</span><br/></div></div style>
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Teaching in today’s climate is a challenge. So many questions abound<br />
<br/>
<ul><li>Is it safe to re-open school?</li>
<li>Do we have to wear masks?</li>
<li>Do children have to wear masks?</li>
<li>How do we enforce distancing with children?</li>
<li>How do we clean the materials?</li>
<li>Can we have our snack area?</li>
<li>How do we offer a Montessori experience and education remotely?</li></ul><br />
Perhaps the most important question teachers are asking time and time again is “How do we remain true to ourselves and Dr. Montessori’s philosophy in the midst of a global health crisis?” <br /><br/>
<h2>The Core Montessori Principles</h2><br/>
<img alt="Montessori core principles." border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXnduoEzfE8GXwnTyW5A5-p9aB9nqGgw0EAghQXvozOIWQIMoX43vdq-K9KpGh8jHK-afQ4L3STQvwoOpt34ppctXtIJPLSoe0eLPT9fnMfZWr5fTSfzs1B6-MR5GAvFq4nbfWiZQdzvE/s2048/Core+Principles.jpg" /><br />
<br/>
These core principles are the foundation of Montessori philosophy and education. What makes an environment a Montessori environment is not the materials on the shelf but the preparation and readiness of the teacher. I have been in Montessori environments that have every material and extension on the shelves only to find children working from prescribed workplans and workbooks with the materials forgotten and neglected. I have also been in public school classrooms with not a single Montessori material in sight, where the children were working independently on projects they chose themselves, as if the teacher did not exist. You see, what makes Montessori Montessori is not the materials but the teacher. <br/><br/>
<div class="MMquote">"An ordinary teacher cannot be transformed into a Montessori teacher, but must be created anew, having rid herself of pedagogical prejudices."</div>
<div style="text-align:right;">
<span class="MMsig">—Maria Montessori</span><br/><span class="MMbook">Education for a New World, p. 67.</span></div><br/><br/>
Our training, the classrooms we observe, and our reading cause us to form ideas of what Montessori should look like. However, now is the time to reconsider our preconceptions about Montessori. The world we live in does not look like the world did when Dr. Montessori developed her methodology, and we need to create our teaching practices anew as we are faced with the Covid-19 pandemic. We need to hold fast to the core principles that work in today’s environment while at the same time being open to new ideas that help children flourish. <br/><br/>
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<img alt="remaining true to Montessori in today's environment. Photo by Julia M Cameron from Pexels." border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSY1bRqa_Yw0LGQbUtQyrv5Jn2C0pqe6IyJiH6TLigwawPyV_YTCpF0lgbBsymapCtCRCaUxYhcn8dS5RbMmE-SyESW0g0JQR1hId2uIPRkYlaPXUewvpPpsP9r5TLvAlvn3lhmATWECg/s2048/pexels-julia-m-cameron-4145153.jpg" /><br />
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I have been amazed at the ingeniousness of Montessori teachers who are creating amazing online communities for their students and families. They have found new ways of communicating, involving parents, creating ways of being hands-on at home, and following the child even if it is from a distance. When I first began my Montessori teaching career, teachers were loath to share ideas. Now, online communities of Montessori teachers and parents are willingly sharing information and resources. They are setting aside differences and concentrating on what is best for the children, which is what Dr. Montessori set out to do in the first place. <br/><br/>
The past few months have been challenging and the immediate future holds no certainty that this will be behind us soon. Yet Montessori teachers will prevail because they put the needs of the children first. <br/><br/>
There are no good answers to the above questions, only good practices. <br/>
<!---- Regular Author Byline ---->
<p class="AuthorByline"><b>Michelle Zanavich</b> — NAMC Tutor & Graduate</p>
<!---- End Byline ---->
<div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-73905346163182644762020-10-19T12:00:00.001-07:002020-10-19T12:00:02.649-07:00How Do Children Learn with the Pink Tower?<img alt="How Do Children Learn with the Pink Tower?" border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHrut8aDNjM0WfKRdWUfVw0iXMfPy2ccXMxSZzrADJI5d9FssDNegbV8_MxUmtsCWkYlKeUwI4IRKNYZMdAm4nXcMFd4NZgGM-um89TWN8c69A4-tkOBRiXynPJWfGC-5TTB3m9HGBV1w/s1468/IMG_7082.jpg" /><br /><br /><div>
Children love the Pink Tower — it’s fun and immensely satisfying for them to complete the tall tower by stacking the cubes on top of each other. But we know the material provides them with much more than enjoyment. As they choose the correct cube to stack, the child is practicing a number of cognitive and physical skills. </div><div><br /></div><div>He is practicing fine motor skills as he carefully picks up the smallest cube with his fingers and then stretches his hands to pick up the largest of cubes. He is also working on gross motor skills as he moves and stacks the cubes. He is developing his visual discrimination as he considers the size of each cube, his tactile sense as he feels the smooths sides of the cubes, his baric sense as he feels the different weights of the cubes, and his kinesthetic or muscular sense as he positions his body to stack the cubes. He is also building his ability to discriminate as he judges the length, width, and height of the cubes. He is learning to grade and understand sequence and order. </div><div><br /></div><div>All of this hands-on work also allows him to experience the concept of the natural numbers from 1 to 10 (there are ten cubes in the Pink Tower), the decimal system, and the relationship between cubing and volume, and prepares him for future work in geometry. All that learning in ten pink cubes! Montessori is truly remarkable!</div><div><br /></div><div> Learn more about the Pink Tower and other Montessori math materials by purchasing <a href="https://www.montessoritraining.net/curriculum-and-resources/early-childhood-curriculum-resources">NAMC’s Montessori Early Childhood Curriculum</a> or enroll in our <a href="http://www.montessoritraining.net/diploma-programs/early-childhood-3-6">Montessori Diploma Program</a>!
<!---- NAMC Staff or Dale Byline ---->
<p class="NAMCByline">— NAMC Staff</p>
<!---- End Byline ----></div><div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-61967653261581374522020-10-16T13:00:00.007-07:002020-10-16T13:00:01.857-07:00How Do Children Learn with the Golden Bead Material? <img alt="How Do Children Learn with the Golden Bead Material?" border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9QGhIjTtQ0ueSf8L61bJrm-q8SWqNTsSi1OeZKBMiT2u71zCxuQE2wugSke4pVdpPoJzqsCx9qN_UHZReCsG2GEiEVoQP2H4AQUK71rfEL_L1z_RMMBtuMVttYXtgfXFz_nyf4FK1FOI/s2048/GBM.jpg" /><br /><br /><div>
The Golden Bead Material is an iconic Montessori material that presents quantity and place value to children in a very concrete way. The material includes golden unit beads, 10-bars, 100-squares, and 1,000-cubes. The child first works with the Golden Bead Material to understand quantity, but she later uses the same material to explore the four operations. There is no better way to understand the process of addition than by laying out two large quantities of bead material and pushing them together to make one even larger quantity! </div><div><br /></div><div>The child works with the Golden Bead Material over and over again in the early childhood environment, and she continues to build her knowledge incrementally as she works with this familiar material in the elementary years, too. In Lower Elementary, she uses the Golden Bead Material to study abstract concepts like division with three-digit dividends and two-digit divisors and for understanding points, lines, planes, and solids in geometry, for example. In Upper Elementary, she uses it to create algebraic expressions and explore different bases. The Golden Bead Material epitomizes Montessori learning – it’s a beautiful material that children use in a concrete, hands-on way to understand increasingly abstract concepts. Amazing! </div><div><br /></div><div> Learn more about the Golden Bead Material and other Montessori math materials by purchasing <a href="https://www.montessoritraining.net/curriculum-and-resources/early-childhood-curriculum-resources">NAMC’s Montessori Early Childhood Curriculum</a> or enroll in our <a href="http://www.montessoritraining.net/diploma-programs/early-childhood-3-6">Montessori Diploma Program</a>!
<!---- NAMC Staff or Dale Byline ---->
<p class="NAMCByline">— NAMC Staff</p>
<!---- End Byline ----></div><div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-55732692377255314882020-10-14T06:00:00.001-07:002020-10-14T06:00:02.059-07:00How Do Children Learn with the Sandpaper Letters? <img alt="How Do Children Learn with the Sandpaper Letters?" border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJrL58muuQgGYNhiCma_dNzA2HhPyT8hbgL-sIFW6i65xE3ido-0CQ5dO_GxIYnCiNrWYZUoMc97sAYZL0RK-veXv12JW_yRiM5WiHKeHCXetS0Sr3KiJS-EXubplcNS7UAizvQhmfxTg/s2048/DSC_2107.jpg" /><br /><br /><div>
The Sandpaper Letters are an amazing multi-sensorial Montessori material that prepares children for writing. The child’s first impression of the letters is visual, when she sees their shapes. This is reinforced through the sense of touch. The tactile work of repeatedly tracing the letters, which are made of sandpaper, gives the child a muscular memory of the letters’ shapes. She also gets an auditory impression of the letters as the Montessori teacher says the sound of the letter (not the letter’s name), and the child repeats the sound. This helps the child make a connection between the letters’ forms and their sounds. This multi-sensorial approach introduces the child to the idea language can be spoken, heard, and seen.<div><br />
Learn more about the Sandpaper Letters and other Montessori language materials by purchasing <a href="https://www.montessoritraining.net/curriculum-and-resources/early-childhood-curriculum-resources">NAMC’s Montessori Early Childhood Curriculum</a> or enroll in our <a href="http://www.montessoritraining.net/diploma-programs/early-childhood-3-6">Montessori Diploma Program</a>!
<!---- NAMC Staff or Dale Byline ---->
<p class="NAMCByline">— NAMC Staff</p>
<!---- End Byline ----></div></div><div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0tag:blogger.com,1999:blog-501824432676733753.post-13087863906588828962020-04-24T16:09:00.001-07:002020-04-24T16:11:53.476-07:00Montessori Activities at Home: Learn About Hippos!<img alt ="montessori activities at home. Hippos." border="0" data-original-height="1201" data-original-width="1600" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_71aHIJrC4ZZp15XpJ74jJreSmPSRSkFbFYexRQpQMqsJbrzNm3_HoywAI6TjeIQONh1onSRibKmtsDxLBRThMgmtueylwmrNFeq76plt7mOQtxWUrrRlwfJbU0lRbpOhPTqfqsAEV8o/s1600/hippo-783522.jpg"/><br />
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Learn all about hippos on a virtual field trip! Did you know that a hippopotamus, at a short distance, can run over 30 km/h? It can easily outrun a human in a short race. <br />
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<h3>Hippo Activities</h3><br />
Learn more about these fascinating creatures with mom and baby hippos Funani and Amashle, and Jennifer, a hippo care specialist at the San Diego Zoo.<br />
Join them on the <a href="https://www.facebook.com/SanDiegoZoo/videos/846731722498357/">San Diego Zoo Facebook page</a>. <br />
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<h4>Infants/Toddlers</h4>Get in the bath and swim like a baby hippo!<br />
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<h4>Preschool</h4>Create a <a href = "https://iheartcraftythings.com/paper-plate-hippopotamus.html">paper plate hippopotamus</a>. <br />
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<h4>Lower Elementary</h4>Find the answers to hippo questions: How much do adult hippos generally weigh? What is the difference between how much an adult hippo weighs and you? <br />
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<h4>Upper Elementary</h4>Conduct research on hippos and create a board or card game based on the facts you learned. <br />
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Visit <a href="http://www.montessoritraining.net/">NAMC</a> to learn more about our Montessori <a href="http://www.montessoritraining.net/diploma-programs/infant-toddler-0-3">Infant/Toddler</a>, <a href="http://www.montessoritraining.net/diploma-programs/early-childhood-3-6">Early Childhood</a>, <a href="https://www.montessoritraining.net/diploma-programs/lower-elementary-6-9">Lower Elementary</a>, and <a href="https://www.montessoritraining.net/diploma-programs/upper-elementary-9-12">Upper Elementary</a> diploma programs and curriculum.<br />
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<!---- NAMC Staff or Dale Byline ----> <br />
<div class="NAMCByline">— NAMC Staff</div><!---- End Byline ----><div class="blogger-post-footer">As much as possible, <a href='http://montessoritraining.net'>NAMC</a>’s web blog reflects the Montessori curriculum as provided in its teacher training programs, and as articles useful as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at <a href='http://www.montessoritraining.blogspot.com'>Montessori Teacher Training</a>.</div>North American Montessori Centerhttp://www.blogger.com/profile/03192846885830826722noreply@blogger.com0