Summer Montessori

"The greatest gifts we can give our children are the roots of responsibility and the wings of independence." -Dr. Maria Montessori

It's time to shift gears once again and transition to summer. After the kind of spring we have had, we are probably all ready to close this chapter, and find our new summer rhythm. Some of us will stay put, while others may travel. Many camps have been cancelled and that is a huge disappointment. But, as parks, playgrounds, pools, and recreation centers open up, I am sure many of us will be heading there. Over the last few months, we all found a routine and schedule that worked for our individual families. The same will happen this summer. For our children, consistency and knowing what to expect each day, remains important. 

For starters, I plan to give my children (and myself!) a week off. A week to breath, and rest, and play, and enjoy. To not worry about school and assignments. I encourage everyone to take a break from "teaching" and celebrate all that you accomplished and supported the last few months. As a teacher, I thank you, and as a mother, I validate you. We will then have a family meeting where we sit around the table and discuss what each of us hopes to get out of the summer. Its important for each family member to be heard...even if what they dream about is a vacation to Disney World (kids) or the spa (me), for example. (haha!) You can use your spring schedule as a model and set shorter, smaller increments of time to do various activities. I would like to see my children, and my students, reading, writing, and working on some math over the summer. We will have a time each day to work independently and a time to come together. And of course, we will have lots of opportunities to get outside. 

We have floated the idea of setting up a 1-2 hour work cycle each day and that's it. Keeping a journal is a great way to get in summer writing. Helping make grocery lists, counting various objects, telling time, or reading a book together, and then watching the movie if one exists. Maybe you decide as a family to each research one topic during the week and present it to one another at the end. Maybe you learn about an artist, or a country, or a type of food. Maybe you select an children's author and embark on an author's study by comparing different books written by them. Maybe you decide to make a meal together and take the week to learn how to prepare one part each. There are so many opportunities for learning and growing over the summer. And even when you can't see it, our children are growing, connections are being made. Even in the smallest, most unexpected places, a flower can bloom.  

Look to the Child

"The child is both a hope and a promise for mankind." -Dr. Maria Montessori

In a week where there is a lot of heaviness, I am thinking about what Maria Montessori would do if she was still alive. My gut tells me she would remind us to look to the child. Not necessarily back or forward, but to the present child sitting before you. Children center us and they pull us into the right here and right now. Their needs are timely and often stop us in our tracks, or even mid-sentence. Children are innocent and unbiased. Loving and open by nature. My own children have helped me to focus on what matters this week. My students, too. To be hopeful and grateful. To be soft and forgiving. To be optimistic that our children are our future.

"Peace is what every human being is craving for. And it can be brought about by humanity through the child." -Dr. Maria Montessori

Patterning

"Children display a universal love of mathematics, which is par excellence the science of precision, order, and intelligence." -Dr. Maria Montessori

We are almost at the finish line. T-minus two weeks left of school. We have been supporting distance learning in a variety of ways and homeschooling our children for three months now. Wow. We have set up new routines and structures. New patterns. Some of these have worked and some have not. And that is okay. Our students have had to learn in a whole new way to learn, and for part of it, we have had to sit back and let them navigate it on their own. As a parent, I can attest, that this has been quite hard at times. For the children and for us. But it is also something I am beyond words proud of to have been a part of. To have this unexpected, precious time with all three of my children and to be able to observe their minds at work. To watch them grow and evolve before my very eyes. As a teacher, it has been incredible to witness my students' resiliency and flexibility. They have taught me so much about the importance of not looking back, or fretting about something down the road, but rather, to be in the present moment. I am grateful to each and every one of them.

At this point in the school year, whether we are in the classroom or at home in quarantine, the feelings are the same. A mix of sadness for the school year ending and the thought of missing our friends and teachers over the summer. But it is also exciting to look forward to summer adventures and what the next school year will be like. At my home, we are still keeping up with our morning and afternoon work cycle, but our extra activities have become more creative and free form. One thing we have been doing is patterning. This fosters math and spatial reasoning skills. It also encourages creativity and mindfulness. Patterns are all around us. Some patterns are more obvious such as in blocks or Legos, while some take an outside-the-box thinking such as in food, crayons, or items found in the laundry. And of course, there are some incredible patterns out there in nature- in flowers, rocks, leaves, sticks, or even clouds. 

Encourage your children to find or build some patterns. You might even find yourself joining in the fun! It is both relaxing and satisfying. And when they show you their work, ask them to tell you about it. Listen to what patterns they see or create. Hear their connections and observations. That is enough. And, IF a child wants to do more with their patterning, of course, they can draw or write about it. Some may want to create a story or play. Great! Anything goes. No expectations. No pushing them to do more. Just letting the patterns (and our children) come and be. 

Creativity

"Never underestimate the creative intelligence of a child." -Dr. Maria Montessori

Children are so good about using their imaginations. In their play, in the story-telling, in their Lego building, and in their writing. If left to it, they create their own games and often their own, little worlds. Their uninhibited nature leads to so many wonderful things, in and outside of the classroom. Dr. Montessori believed children are able to teach themselves, if given the right environment. Yes, this means Montessori materials and classrooms full of multi-aged children. But there is more to it. Children mostly need some space to breath and the freedom to explore. Its okay for parents to send kids off to play or work, without much direction. But, sometimes they need help from us to find this independence. Montessori teachers and parents alike, encourage children to make choices for themselves. Children don't all know how to ask with words, but will relish in this independence once it has been found. 

While living in Tucson, we saw rainbows all the time. We were talking about rainbows and how they form. We looked at pictures, read some books and watched a couple videos to help us understand. My idea was to draw or paint them. But, my middle child, who is very tactile, asked if she could make a rainbow. I asked for some ideas and she ran around the house "thinking". When she came back she asked if she could use food. Sure, why not, I replied. And we looked around the kitchen for supplies. She decided she could bring her rainbow to life using mostly fruit, and some marshmallows. What a great opportunity I had in front of me. To allow my child to use her imagination- and with very little assistance needed. We reviewed how to hold the knife when cutting, and off she went. She was focused, and happy, and satisfied with her efforts. Her idea brought to life. It was tangible. It was concrete. And, it was delicious! But it also allowed her creativity to come through. Her personality. Her spirit. And that is worth its weight in gold. 

Hiking the Mountain

"If we compare our ability as adults to that of the child, it would require us sixty years of hard work to achieve what a child has achieved in (their) first three years." -Dr. Maria Montessori

In addition to being a mother and a Montessori teacher, I am an avid hiker. Being outdoors, surrounded by nature, truly feeds my soul. And if I can hike near an actual mountain, even better. Lately, I have been thinking about mountains and hiking and what I love about them so much. Hiking is peaceful, active, and a physical reminder to put your phone down and to be present. To smell the trees and dirt, to hear the sound of the birds chirping or the wind rustling through the leaves, and to feel the spray of water from a river or fall spread across your skin. Hiking alone or with my family of five- there is nothing more centering. At the same time, hiking can be hard, strenuous, and tiring. There are points at which you want to give up or turn around, and yet, you push yourself. You keep going. And the thrill of completing the hike, that sense of satisfaction and pride, makes it all worth it.

For me, there is a juxtaposition between hiking a big mountain and where we are right now. We have been home for 8 weeks- homeschooling, working, raising our families, keeping up with friends and extended family, all while trying to follow the social distancing recommendations. In essence, we have been on a long, strenuous hike. And if you are anything like me, there have certainly been moments when you have felt like the climb was difficult and exhausting. The learning curve has been steep. But, just like that, we are more than half way. We got to the top of our mountain, are finding our rhythm and making it work. We are better than making it work. The children are growing and developing, and we are ALL learning and evolving as human beings. We have started to descend now and I hope it is all downhill from here.

Trusting the Process

"Education cannot be effective unless it helps a child open up himself to life."  

-Dr. Maria Montessori

One of the wonders of Montessori education is the time given to the process. The freedom and flexibility to follow the student over the schedule. This translates to the time given to the formation of the child. Montessori children have a three year cycle to receive lessons, practice with the materials, and internalize new skills. And one could argue most Montessori children, in essence, have even more than three years seeing as Guides have countless lessons to provide scaffolding or additional challenge when needed. Its all about what is observed within the individual.

This concept of allowing the child time is not always easy to accept. Parents and teachers want their children and students to possess all the academic and social skills. And we want them to have these NOW. Am I right? Its easy to lose sight of whose path it truly is. But we must always bring it back to the child. We have to trust the process and know that young people learn on their own schedules, on their own time, and in their own ways. They will learn to read, become more proficient with their math facts, and build their writing skills. But if we push a child before they are ready, we create frustration. If we teach something too simplistic, we create indifference. Its only when we can allow the child to lead, to show us when they are ready to learn, that our goal can be accomplished.

Children want to take in all life has to offer. And they do! It's theirs for the taking, after all. By nature, children are open and ready to learn. Every day is something new. They want to know what new things are out there waiting for them to explore, to see and touch, to taste and smell. Sponges ready to absorb and soak in the world around them. Why? They trust the process.

Role of the Guide

"An adult can shape the environment, but it is the child that perfects his own being." 

-Dr. Maria Montessori

The role of the Guide in a Montessori classroom is different than that of a Teacher in a traditional classroom. A Teacher is at the center, where as Guide is there to observe. A Teacher makes plans based on curriculum standards and timetables first. A Guide has her albums ready, but pays attention to what lessons a child is truly ready for. A Teacher follows a schedule, while a Guide follows the child.

 Our job as Guides is to bring the child to the door, so close they might be able to peek in through the key hole, but then we are to leave them there. And when are ready, the child will open the door for themselves. This is the opposite of what mainstream education is built upon. When I was a traditional classroom teacher, I delivered information. But now as a Montessorian, I know it's not just about disseminating curriculum. Guides are trained to present impressionistic lessons, often through storytelling, to entice the child to want to go deeper into a topic of interest and learn more. The child is our teacher, Maria Montessori believed.

Its easy to feel overwhelmed by the amount of resources, suggestions, and advice on how to home school. But what our children are saying, and what they are displaying, should be most important. The children are still themselves. Laughing, playing, creating, imagining, learning. They have their moments of upset, frustration, and boredom. Sure. And all of these patterns and emotions are telling us good information. Helping us to understand what our children need next. The Guides are working tirelessly to help bring Montessori to your homes. But our answers can often be found within the children themselves. If they are happy, leave them be. If they are stressed, back up a little bit and let them breath. If children are asking for help, by all means sit with them. Like Guides, parents should not do the work for them. Most parents are not teachers and needn't pressure themselves to juggle this additional job. No. The child more often than not just longs to know we are there, supporting and encouraging them. Believing in them. A Guide has been trained to step out of the way of the child.  The child is wired to work and persevere. To try and fail and try again. The child is carving the path right now, and it is important that we, as parents, follow their lead. 

The Planes of Development

"Our aim is not merely to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core." -Dr. Maria Montessori

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Dr. Montessori based her philosophy on four, distinct planes of development, or stages of learning. These are: Infancy, Childhood, Adolescence, and Maturity. Infancy is broken into two parts, The unconscious Absorbent Mind, from age 0-3, and The conscious Absorbent Mind, from 3-6 years. This is the "Help me do it myself" phase. Children here learn primarily through the senses. Childhood (The Reasoning Mind, ages 6-12), is the "Help me think for myself" plane. Here, we see exploration of ideas and information. Adolescence (The Humanist Mind, ages 12-18), is the "Help me think with you" section. It marks the transition from family to society. And finally, Maturity (The Specialist Mind, ages 18-21/24), where we find the "How can I help you" mindset. This final plane focuses on self-knowledge and self-realization.

Each plane has a very distinct set of characteristics which can be observed within the child. These characteristics can be physical, intellectual, emotional, or spiritual, and are what help to construct the individual. There is a range, of course, as each human being develops and learns in different way. Dr. Montessori made space for this in her three year cycles of education. She believed that children were always absorbing, taking in the world around them, and growing. 

And they still are. I promise you. Even today, when far away from their Montessori classrooms and working at home, our children are still learning. They may not have access to bead frames or checkerboards or pin maps. They may not be rolling out a rug to place their work on. They may not be using grammar boxes or metal insets. But they ARE learning. They are still working on their reading, writing, and math. They are still researching topics of interest and virtually exploring geography and cultures around the globe. They are playing outside more, enjoying art, and using their imaginations to create new games. They ARE learning. They are learning to adapt and be flexible. They are learning to be more independent and responsible. Today's learning may look and feel different to all of us. It may involve Legos or wooden blocks instead of traditional Montessori materials. Maybe we feel happy for the family time one minute, and then overwhelmed by the juggling act that is our new normal. Some may feel nervous about how all of this will effect our children long term. But I promise you, they ARE still learning.

The Prepared Environment

“Education is a natural process carried out by the child and is not acquired by listening to words but by experiences in the environment.” 

-Dr. Maria Montessori

The prepared environment is something unique and special to a Montessori classroom. Dr. Montessori designed work environments to encourage creativity, concentration, and independence. She believed everything should be beautiful for the child. Today, Guides spend countless hours sorting, organizing, and positioning various shelves and materials in the classroom before your child steps one foot through the door. And when the children do arrive, the responsibility becomes a shared one. The children, along with the teacher, work together to care for their sacred environment. Everything has a place and everything has order. 

Well, we are home now. So how do we replicate even a portion of this? We don't have room for separate Language, Math, Geometry, History, Geography, Science, or Practical Life shelves. But with some creativity, we can prepare a home environment that will indeed support the Montessori principles. 

If you can, designate a special area for your child to work. Ideally, it is separate from where the family eats or plays. It can be a small table or a corner of a room- that's enough. In our house, it took some rearranging, but our home school work area is clearly delineated from the rest of the house. Our materials are there and stay there. This sets the tone for work and is not accessed unless we are "at school". As we wrap our brains around the next few months, and are all looking at more time in our homes than usual, I encourage you to do some thinking about this. Discuss the options with your children. Together, make a list of items needed...paper, pencils, art supplies, books, etc. And they can brainstorm a few jobs to help care for their new home school environment...table washing, sweeping, or dusting, for example. The more you involve the children, the more connected and responsible they will feel. Go ahead! Move some furniture around, rearrange some shelves, or empty some baskets. Have a little fun finding what works for your family. 

The past several weeks have been a big adjustment and there wasn't much time to plan. We should give ourselves permission to pause and breath. Its not always easy, but the shift in mood that occurs when we allow ourselves to take a walk, play a game with our children, or to do something fun, is powerful. I have tested it myself. And when we remember to step back, we let in a growth mindset. And with this, we can prepare our home environments to best support the next few months of home learning. This sets up our children, and ourselves, for success.

Schedules

"One test of the correctness of the educational procedure is the happiness of the child." 

- Dr. Maria Montessori

Last week we talked about Work Plans and how outlining a list of tasks each day is helpful. This encourages the child to prioritize their own work and responsibilities. But there is more we need to consider here. And that is OUR schedule. I don't know about you, but the lack of a clear beginning and end to OUR work day has been one of the hardest parts during this enormous transition. We are parents, professionals, parents again, trying to work again, and then parenting some more. No separation. Someone once said that when work comes home, home is what seems to suffer. Truth, right? Work is always there, calling us. And the children need us, too. How can we find our balance once again? How do we claim those boundaries for ourselves, our jobs, and our families? The answer I keep coming back to is a Weekly Schedule.

In the classroom, Montessori philosophy is all about structure, routine, and community. We are home now and those principles don't have to disappear. Whether you use a planner, a wall calendar, or your phone, we need to record our schedule for the week- and honor it. For me, the very act of writing something makes it feel more official. When does work start and end? Write it down. When do we take a break for lunch? Write it down. When can we help our children with school work and help facilitate their scheduled virtual class meetings? When can we check our emails or make phone calls? Write it down. And last, but certainly not least, when can we schedule self-care? Just as we tell our children to run around and play, we, too, need to heed this advice. To take walks, do yoga, read, or garden. If we don't model to our children the importance of caring for ourselves, how will they learn it? As parents, OF COURSE, we prioritize the happiness of our children. But, OUR happiness, our work-life balance, is important, too. And if we can stick to that schedule we create, in the end, everyone benefits.

Shifting Gears

"The greatest sign of success for a teacher is to be able to say, "The children are now working as if I did not exist." - Maria Montessori

This past week was hard. Life as we once knew it, is no more and as a parent, it is easy to feel overwhelmed right now. I sure do. So many questions, fears, concerns, pressures from work, and academic resources flooding in at an astounding rate. It's a lot. But let's pause for a moment. Let's breath and validate ourselves. We did it. We got through. In fact, we did better than that. We succeeded. Our children are safe, content, and working on various tasks. It's easy to focus on the negative, or all that we didn't get done. But let's try and shift gears here. Let's hold our chins up high.

Everyone's home situation is going to be different during this unprecedented time and what works for the next person, may not work for you. And that is understandable. So how do we get through each week- each day- without feeling paralyzed? In the spirit of shifting gears, I will use this platform to help you bring Montessori into your home. You have more skills than you realize and are already sharing your many gifts. But, let me remind you that your job is NOT to sit and teach your child all day. You have work, life, and a whole slew of other responsibilities to tend to. So let's put some onus back on the child. The biggest goal of a Montessori education is independence. And your children are more than capable.

The key for all of us, children and adults, is routine. This starts with a schedule, or "Work Plan". Your children can look at their options and chart their own course for the day (see my daughter's plan above.) You can make one, too. Decide when you will do YOUR work and discuss with children that they have THEIR work to do as well. If you have times you are not available, put it on the schedule and set clear boundaries. Children can always read, practice math facts, draw, play games, go out in yard, and even (gasp!) watch cartoons while they wait for you.

We can't do it all. That is a never-ending battle, and one that we will not win. You have a lot of resources at your fingertips. Choose what works for YOU and push the rest aside. I can't stress that enough. Having a Work Plan helped me as a parent last week. This does not mean every day went perfectly. It did not. Some days will be better than others. Some days children will be motivated, while other days will feel like a struggle. As we shift gears, and find our new normal, I am working to practice patience and to extend some grace to my children... and myself. 

Answering Big Questions

"We should help the child therefore no longer because we think of him as a creature, puny and weak, but because he is endowed with great creative energies, which are of their nature so fragile as to need a loving and intelligent defense." -Maria Montessori

***

Children have many questions, about many things. And it is our job to give them the information they seek, either by answering directly or finding someone else who can. We may sway them to a reference book or even an online source. Children want to know all of the why's and the how's. They want to know how the stars came to be or what the first human being was like. They want to know how stuffed animals are made or where our food comes from. And the Montessori child especially craves such answers, often in as much detail as possible. Don't shy away from answering your children's questions. They trust you and depend on you to help them to understand and make sense of complex ideas and things. It is important we answer on their level, of course, with honesty, but also with discretion depending on the age of the child and the topic. And the Coronavirus is no different. Many parents have asked me how I am talking to my students and my own children about this health emergency. Well, I am being honest. It is a flu-like virus that is making people sick all over the world and the best thing we can do is wash our hands often and keep away from those who are not feeling well. Yes, I mention that the Coronavirus has taken people's lives but that the threat to most of us is still quite low. Then I wait for their questions, and answer honestly and matter-of-fact. Below is a great video put out by BrainPop, an educational website where children (and adults) can learn just about anything via a short, animated film. My children are 12, 8, and 5 and it was a great starting point for a conversation. BrainPop - Coronavirus

Technology

"The environment must be designed in terms of the needs of the child himself, who step by step will be free from the necessity to combat obstacles and begin to manifest his own superior characteristics." - Maria Montessori

Technology in the classroom is a hot topic these days. This is doubly so within a Montessori environment where even trained Montessorians do not agree. My stance is this. If Dr. Maria Montessori was still here today, I believe she would have found a balance. A small place for technology in the classroom, in support of the child. After all, Dr. Montessori created her own materials to aid in the individual child's learning and understanding. So if there is a website that could help a child, why not at least consider it? While not all technologies, apps, programs, and sites are created equal, there are some good ones out there that truly do support student learning. There is a balance to be struck, however. No child should be on the screen for hours a day. In fact, there is plenty of research out there that proves how over-stimulated parts of the brain become when exposed to even 20 minutes of screen time, while other parts literally begin to atrophy. Before the child is 6 years old, according to Montessori philosophy, there really is no benefit to technology. The Primary child will use Montessori materials and books in the classroom, and also spend time out in nature. The Lower Elementary child follows this structure as well, with the occasional exposure to technology. An example might be a math game with dozens of practice equations or a language app with countless books to read or listen to. Such apps have parameters which can be set by the teacher (or parent) to stay aligned with a child's individual developmental level. As you reach Upper Elementary, one could argue the need to incorporate technology into the classroom increases. Being able to bring "more" to the child is important. Such as pictures or models of detailed artifacts, maps on Google Earth, examples of plant species, the sounds of various musical instruments, cultural examples like parades, pod casts, science videos, or research information, (to name a few). Still, technology is a personal preference for parents. Follow your parental gut. For the typical Montessori teacher, the answer to technology in the classroom is... everything in moderation.

Traditional vs. Montessori Education

"Education cannot be effective unless it helps a child open up himself to life." -Maria Montessori

***

Montessori and Traditional education philosophies are often compared and weighed by parents. There are so many aspects of Montessori philosophy that truly set it apart from the others. We have talked before about the prepared environment, the three-hour work cycle, the three-year age groups, but there is more to discuss. Montessori emphasizes learning through all of the five senses. Children in Montessori classrooms learn at their own pace, and according to their own choice of activities. Learning is a process of discovery, leading to concentration, motivation, self-discipline...and a love of learning. The mixed aged classrooms allow for the older children to spontaneously share their knowledge with the younger ones. This is a remarkable phenomena to observe. Montessori encourages individuality and creativity, while maintaining a structured environment. There is much room for freedom of choice with individual works that are chosen, but it all begins on a small scale where more independence is granted as the child reveals they are ready.

A few, quick comparisons to ponder...
Montessori: Views the child holistically, valuing cognitive, psychological, social, and spiritual development.
Traditional: Views the child in terms of competence, skill level and achievement with an emphasis on core curricula standards and social development.
Montessori: A carefully prepared learning environment and method encourage development of internal discipline and intrinsic motivation.
Traditional: Teacher acts as primary enforcer of external discipline promoting extrinsic motivation.
Montessori: A child's learning pace is internally determined.
Traditional: Instructional pace is usually set by core curricula standard expectations, group norms or teacher.

Peace Education

"Peace is what every human being is craving for, and it can be brought about by humanity through the child." -Maria Montessori

Peace education is a core tenant in Montessori education. Peace, meaning the inner peace and balance of the individual, which leads to a community of people at peace...then a society, and world, according to Dr. Montessori. At a very young age, the Primary Montessori child is introduced to a peace table or area, and often a peace rose or talking stick. The area provides a space for a child to go and breath and re-center. This area is sacred in the classroom and while a child is using the peace area, the others know not to disturb them. The peace area typically contains activities and prompts to calm the mind such as books, meditation trays with rakes, putty, wooden brain puzzles, and finger labyrinths. The peace rose or talking stick is a symbol used when one child brings it to another child signaling they want to talk things out and share feelings. This is modeled extensively by the Guide in the room early in the year. The children learn to take turns talking and listening and the turn is decided based on who is holding the peace rose. These simple, yet structured, conversations encourage young people to use their words to solve conflict, rather than violence. The peace area is a tool used by the child when they feel they need to take a break. What a life skill, right? To take a mindful minute to breath and refocus before reacting harshly or unproductively. This is a tool for life. 
*Please enjoy the singing of this traditional Montessori song heard around the world in honor of peace... Light a Candle for Peace

Normalization

"Let us leave the life free to develop within the limits of the good, and let us observe this inner life developing." -Maria Montessori

The first time I observed in Montessori classroom, I remember someone pointing out to me how "normalized" the classroom was. I remember sitting in parent education sessions and the term "normalization" being used over and over. I knew what it meant to be normal, so I concluded that it must be synonymous with that. But in terms of Montessori, that is not what it means at all. A normalized child means one who is able to focus deeply and concentrate on their work. A classroom environment that is set up where children are given the time and space to work for as long as they wish, uninterrupted (as in a three hour work cycle), is said to be called normalized. A normalized classroom offer the child freedom and choice. When I first made the switch from traditional to Montessori, as a teacher, I expected to be able to normalize my classroom the first weeks of school. But this was way off. It takes time and patience. And while students and teachers are both eager to dive back into academics the first few weeks of school, a trained Montessorian is allowing time for the students to adjust and settle into their prepared environment. Several days, even weeks, are devoted to practicing routines, establishing systems, and learning to respect themselves and each other through peace education.

Self-Correcting Materials

"Any child who is self-sufficient, who can tie his shoes, dress or undress himself, reflects in his joy and sense of achievement the image of human dignity, which is derived from a sense of independence." -Maria Montessori

When I made the switch from traditional education to Montessori, the idea of self-correcting materials was one of the very first components I learned about. When a material allows the child to assess their own work, it creates independence and a sense of responsibility. When a child requires a teacher, or adult, to tell them if something is right or wrong, it creates and fosters dependence and a reliance on someone outside themselves. What is our goal here? To encourage the child to select a work and to then independently be able to decipher whether they completed that work correctly. Montessori materials are brilliant in so many ways, and this is just another reason for such a claim. At the Primary level, the materials literally won't fit or line up properly, giving the young child a visual and sensorial cue that the work requires some additional attention. The child then takes apart the work and tries again. At the Elementary level, the number of tiles or color coded labels on the back (shown above) can be used as an indicator to the child that they may not have it quite right yet. The teacher is not needed for the work to be completed and evaluated. Many teachers like students to show them their completed mat or table work, this is true, but not as a means to check. Just to observe and learn from the child what lesson should come next.

The 3-Hour Work Cycle

"Freedom in intellectual work is found to be the basis of internal discipline." 

-Maria Montessori

The three-hour work cycle is synonymous with Montessori education. The three-hour work cycle is a gift given to the child where they can select works of their own choosing, attend lessons given by their Guide, ask for refreshers, and work with peers. The child has unprecedented time to process and internalize the material. In a traditional classroom, it is the teacher who sets the pace for the day. In a traditional classroom, the subject and coursework is decided before the child even arrives at school, and is dictated, not discussed or left open. In a Montessori classroom, the three-hour work cycle is preserved for the child to have the freedom to choose the work that speaks to them on a given day. So instead of spelling at 9 a.m. and math at 9:45 a.m., maybe the child comes to school wanting to work on multiplication tables, or an Asia map, or a set of zoology cards on a mat- and they can do just that! The child can make this decision for themselves. A three-hour work cycle allows for deep concentration and focus to take place. When one is constantly interrupted mid-problem or mid- sentence, it can be frustrating to a young learner. In the Montessori classroom this is far less likely to occur. Within a system that offers a three-hour work cycle, the child is deeply motivated and learns decision-making, responsibility, and independence. A three-hour work cycle is similar to a work setting adults are familiar with where we come to work and choose what project to work on first, or save until later. In the three-hour work cycle, the child takes the lead and the Guide follows.

The History of the Casa dei Bambini

"The education of even a small child, therefore, does not aim at preparing him for school, but for life." -Maria Montessori

A special anniversary to note this week! On January 6, 1907, Maria Montessori seized the opportunity to open the doors to her first "Casa dei Bambini", or Children's House.  She was invited to start a childcare center in San Lorenzo, a poor, inner-city district of Rome, serving the most difficult of children. Those children were left home during the day, unschooled, and considered some of the area's most disadvantaged. 

Dr. Montessori, you remember, was a scientist, a doctor and a teacher all at once. She dove right in and began observing the behaviors of these children. Montessori observed their actions to be undisciplined at first, but before too long, she noticed a change. The children were calm and peaceful and able to concentrate for stretches of time. In their new, prepared surroundings the children wanted to work and genuinely cared for their space. The children began to absorb knowledge from this environment and to teach themselves new skills, and even one another. As Montessori observed, she created more materials for the children to work with. These unique learning tools encouraged the children's natural desire to learn. (More on this intrinsic motivation in a future blog!) These unique materials are the ones we still see and use today in Montessori classrooms around the world. Stop and think about that...it's truly remarkable.