You know your kids are Montessori when …
Imagine an education system that trained students to be creative innovators and leaders without the use of grades, tests or homework. It actually exists and it’s called the Montessori Method.
The Montessori Method focuses on fostering a hands-on, self-paced, collaborative and enjoyable learning experience. It teaches students to start small with their ideas, to build them through experimentation and to solve the problems that come up along the way with a sense of stimulating curiosity.
One of the most striking aspects of Montessori education is its similarities with the “fail fast, fail forward” do-it-yourself hacker mentality that has built many of the most innovative companies in Silicon Valley. Even the popular innovation frameworks in the global start-up scene, like agile development and lean startup methodology, share similarities with the experimental process of Montessori learning.
I believe that if we want to become better creators and innovators, we would be wise to study the principles of the Montessori Method. Even though the Montessori Method is usually associated with the primary education of children, the seven pillars of self-directed learning that it is based on also apply to adults who want to become more creative, adaptable and self-motivated:
1. Independence
2. Responsibility
3. Self-Discipline
4. Leadership
5. Initiative
6. Academics
7. Lifelong Learning
With the rate of change in our world accelerating and all kinds of new opportunities being created by technological innovation, lifelong learning is now a necessity for keeping up-to-date, staying relevant and thriving.
Unfortunately, our public education system with its narrow focus on rote learning and standardized testing is failing students and jeopardizing the future prosperity of our society. While this traditional form of education was suitable for training people for 20th-century industrial economy jobs in factories and corporate bureaucrats (jobs that are on the road to obsolescence), it does a poor job of instilling the self-directed initiative and flexibility to adapt knowledge and skills as new challenges arise.
In his popular TED Talk, Sir Ken Robinson points out the process of how our schools kill creativity (it’s the #1 TED Talk of all time so it clearly resonates with a lot of people). He argues that to thrive in the post-industrial 21st-century economy, the most important skills are self-directed initiative, curiosity and social intelligence. This is especially true for the most coveted high-paying jobs in our knowledge-based economy.
Most education reformers agree our public education system doesn’t do a great job of teaching students how to innovate. But the problem is that in a learning environment geared toward providing the right answers on standardized tests, failure is discouraged and conformity is encouraged. This makes it difficult for individual students to follow their own trial-and-error process of learning from failure, which is required to develop their capacity to become creative innovators.
If you want to learn about the differences between Montessori and traditional schooling, I highly recommend watching this video:
by Judy Hanning
The ‘X-Box Generation’, ‘Stranger Danger’, protective parenting and a shortage of safe, clean playing spaces are just some of the reasons children are not outside playing in nature as much as they should be.
As carers of children, we may prefer to keep them safe within the views of our watchful eyes but are this sedentary generation of children suffering as a result of the way society is going?
Obesity, Attention Deficit Disorder, misbehaviors, weaker physical skills and co-ordination, inhibited creativity and a lack of social skills are some of the worrying trends arising amongst children today. Are our children innocent victims, made to suffer the consequences of a “progressive society” led primarily by us adults? Are we taking them further and further away from where our species has been growing and adapting throughout evolution? It appears so!
On the positive side, we are now aware of this and so have the power to do something about it. Let’s first remind ourselves of some of the amazingly powerful benefits of spending time in nature:
• Immunity Booster - Studies have shown that regular time spent in the great outdoors reduces stress levels, perhaps by reminding us there is a bigger picture to consider and enjoy. There also seems to be a co-relation between engaging in regular outdoor activities and an increased number of white blood cells in our bodies, helping to protect us from diseases.
• Improved Concentration – Attention Deficit problems and fatigue seem to be relieved from time spent outdoors Children especially, need time and freedom to engage in exploration and large-motor activities. Their bodies are going through rapid growth, strengthening and conditioning. Once they have satisfied this need they will be better able to concentrate on smaller tasks and mental activities.
• Healthy Habits – Children who experience growing their own food outside are more likely to eat fruit and vegetables Playing outside encourages them to engage in energetic physical activities, which helps keep them fit and at a healthy weight. Absorbing vitamin D from the sun will help strengthen their growing bones.
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• Creativity and Problem Solving – Children are blessed with a natural sense of awe and wonder about the world they live in Granting them time outside and leaving them to their own devices, gives them the chance to explore, form ideas and hypothesis, become confident making discoveries and experience challenges which require them to use decision making skills. Qualities such as these will stand to them when they are older, in the ever progressive entrepreneurial work trend we are currently witnessing.
• Better Social Skills – Children are more likely to get creative and express their true natures when they are playing outside Often they create games from nothing, learning lessons such as the need for rules and fair play. Some children may find themselves in the role of group leader, others, team-players, but each will discover what they can bring to ensure the success of the activities. Playing outside helps children to develop the skills needed for successful communication such as making eye-contact and listening and responding, which they wouldn’t experience to the same extent, whilst distracted playing video games, watching TV and the likes, indoors
If you care to research this topic further you will undoubtedly discover more benefits associated with spending time in nature. However, even if you are only reacting to this article I would urge you to think about and create more opportunities for the children in your care to experience outdoor play.
Ways to Achieve this:
• If safety is an issue, do your best to create an outdoor play space with a variety of learning opportunities You could include sand and water play, muck and green areas with trees to climb and gardening opportunities, with tools at their disposal, playground swing and climbing sets, etc
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• Bring your child to a variety of outdoor environments including the beach, park, playgrounds, go for forest and mountain walks etc. Remember time outside is good for you too!
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• If you can, enroll your children in community groups and activities such as sports teams, scouts, camps etc If this doesn’t work for you however, try to at least accumulate a supply of cheap sports equipment such as balls, hoola hoops and skipping ropes and arrange play dates with friends.
As you can see, where there is a will, there is a way! One last thing I will ask you to seriously consider however, is outdoor safety As adults and protectors of children, it is our duty to educate children on the possible dangers associated with outdoor play, including ‘stranger-danger’, water-safety, road safety, proper use of play-equipment, safety in numbers etc. It is important that children experience freedom and independence but it is also important to regulate, monitor and grant them this at a rate suited to their stage of development and knowledge.
Now in case you’ve forgotten just how good it feels, why not treat yourself to some invigorating time in the great outdoors. After-all, there’s a kid in all of us just dying to get out!
Sinead Hamill is a full-time Montessori Teacher and After- School Practitioner. She trained in St Nicholas Montessori College Dun- Laoighre for four years, where she qualified with a BA Honours Degree She has also trained in vocal and performance coaching Sinead has over ten years experience in the Montessori and Child Care Sector.
Through her experience, Sinead has noticed how receptive children are to movement and music. With a diverse mix of children entering her class each year she has taught many foreign national children and children with additional educational needs such as Down Syndrome, Autism and Speech & Language difficulties Over the years Sinead learned the best way to hold her pupils attention was through song and movement. This led her to create songs and rhymes, to accompany the lessons she was presenting. All of her pupils respond without exception very positively to this method of teaching which led Sinead to creating her own educational phonics and solar system CDs
By Marnie
The Montessori lifestyle? Yes. That is right. Montessori is a way of life. So, what do parents need to know about the Montessori lifestyle? Maria Montessori wrote extensively about the relationship between parent and child. She also wrote about the role of parents in a Montessori environment. The parental role is critical in the success a child has within a Montessori environment.
I often hear from Montessori teachers about the disconnect between parents and teachers within a Montessori environment The issue is not that parents don’t want to learn, but more an issue of not knowing how or where to learn about Montessori. Where can parents easily education themselves on the basics of the Montessori philosophy? Where can parents learn that they must need to embrace Montessori as a lifestyle and not simple an educational philosophy that begins and ends at the classroom doors?
➢ Montessori starts way before an early childhood classroom.
➢ Respecting the child is at the core of the philosophy. Positive discipline is at the heart of it.
➢ “Teach Me to Do It Myself” trumps doing something a capable child can do for himself. Here are a few Montessori at Home ideas
➢ Intervening is your last resort
➢ Child are capable of communicating
➢ Books for Montessori Parents
➢ Montessori at Home Tips
➢ Combine learning & movement as much as possible
➢ Connecting the indoor and outdoor classrooms is a key aspect to learning
➢ Peace education is at the center of the Montessori philosophy
“The greatness of the human personality begins at the hour of birth.” ~ Dr. Montessori
The best thing you can do for your Montessori child is to embrace the Montessori lifestyle in your home and in your parenting.
Montessori is a popular buzz word these days. There are many articles and ideas floating out there. So, how do you truly being to take steps forward to integrating these ideas into your home and your family’s life. You feel Montessori is right for your family but feel a bit overwhelmed with the gargantuan amount of information being thrown at you. So, where do you start to take steps towards Montessori in your home? This post include two key steps in bringing Montessori in the Home!
“It is in the encounter of the maternal guiding instincts with the sensitive periods of the newly born that conscious love develops between parent and child.” ~ Dr. Montessori
The first step to integrating Montessori at Home is to educate yourself and to fully embrace Dr. Montessori’s approach to education. Montessori is a lifestyle. It is not learning that begins and ends at the classroom doors. The best way to achieve this understanding and acceptance is to read as much as you possibly can about the philosophy Read articles, peruse Montessori minded blogs, and read Montessori in the Home books for parents such as Montessori Madness, The Science Behind the Genius, and Montessori: a Modern Approach.
Blogs such as how we montessori, The Kavanaugh Report, Natural Beach Living, Living Montessori Now, Montessori Mischief, Racheous Lovable Learning, and my own blog, Carrots Are Orange, are tremendous resources for you. The authors provide a tremendous amount of Montessori knowledge.
Why did you choose Montessori over Waldorf or Inquiry based or Reggio Emilia? Where do these philosophies overlap? How are they different? Take a bit of time to understand the various differences and similarities of Montessori and other learning philosophies. By far the best overview I have read is Michael Olaf’s comparison. A much meatier version of the Montessori comparison is found on the Early Childhood Research & Practice website. PBS Parents offers a user friendly comparison of education philosophies. There is even a video on YouTube comparing Montessori to other philosophies Once you’re committed to bringing Montessori ideals into your home, embrace the philosophy
For more, check out Montessori 101 posts!
“Within the child lies the fate of the future.”
Dr. Maria Montessori
by Heike Larson
When toddlers and young preschoolers start in Montessori, parents are often amazed at the sudden spurt in independence and skill their children display.
If your child is starting in a Montessori toddler or preschool program, and you want to witness this incredible development in your own child, it helps if you are able to prepare your home environment in ways that support your child’s new skills and desire to be independent.
Here are some ideas to consider:
1. Provide simple storage spots for belongings right inside the front door.
A small rug to place shoes or a basket to put them into and some hooks to hang jackets are a great start. This can help your child get out of the house and back in more independently, and maybe prevent some meltdowns! A little stool to sit on helps, as well.
Find a low shelf or drawer to store cups, placemats, and utensils within your child’s reach. Buy glass cups and inexpensive ceramic plates (IKEA is great!) that you don’t mind getting broken. Invite your child to set his own place at the table. A bigger step stool, or a learning tower can be a great help to little people who want to join you in the fun cooking activities at counter height. And, of course, when it comes time to sit down and eat, encourage your child to feed himself: Even young toddlers can eat finger-foods on their own, and start using a spoon; this is what they do in their Montessori classrooms, too.
Fewer toys, displayed on open shelves, are preferable over lots of toys in boxes that the children can’t see.
Facilitates with independent snack time and organized playtime. Provide some buckets, sponges, rags, and child-sized brooms, and your child can even clean up after himself.
Low open shelves, low racks, a mirror and a bench with brush or comb can enable even 2- or 3-year-olds to begin to dress independently, especially if you pre-select an outfit the night before, or lay out two simple choices for a younger child.
Some Montessori parents never have cribs; instead, they baby-proof an entire room and let even infants sleep on a floor bed. While this may not work for every parent, a low bed or a twin mattress on the floor can be a great step up after a crib, instead of a toddler bed.
The more that books are all over your house, the easier it is for your child to grab a book instead of asking for your iPhone or the TV when you are not available to play.
To see growth in your child’s independence, it’s not necessary to reorganize your entire house (who has the time and energy for that?!). Just pick one or two ideas and make little changes over time. You might think your child is too young to take advantage of these kinds of opportunities for independence—but once she starts school, you might be just as surprised and thrilled as the LePort Montessori parents who wrote the Facebook posts above!
Ms. Larson discovered Maria Montessori’s ideas while in college, and decided back then to have her children attend Montessori schools. Over the years, as she learned more, her interest in the Montessori method only deepened. When her daughter started attending preschool, her discussions with other parents led her to discover that few others shared her appreciation of Montessori’s value–even at a Montessori School! As a result, she developed a deep passion for educating parents about the tremendous benefits that a proper Montessori education offers to young children.
In early 2010, Ms. Larson’s interest in education led her to discover LePort Schools, and she was impressed with the consistently high quality of their Montessori programs. When the opportunity arose, she took on the project of guiding the organization’s development of its new website. In the process, she became fascinated by LePort’s innovative approach to elementary education and pedagogy.
Thanks to Bernadette, a LePort parent of three children, ages infant to preschool, for inviting us into her house to take many of these beautiful pictures!
by Elizabeth Vice
You know your kids are Montessori when your oldest will be graduating from the college of his dreams at 20 years old. His college offers a four-year bachelor’s degree in timber framing and a full progress of traditional historic preservation major class. And he’s at the top of his trades classes because of his work ethic. Head and Hands: check.
You know your kids are Montessori when your 18-year-old is heading to “uni” in England because he wants to immerse himself in a different culture and thinks England is a good launching point for visits to Europe “and then the rest of the world.” And, yes, he was obsessed with maps at five years of age.
You know your kids are Montessori when the oldest isn’t particularly adept at bubble tests or algebra but still get the “Math” award from their high school because he aced the state algebra test after being out of the algebra class for six months. (Mom and Dad were blown away because we both are horrid at math )
You know your kids are Montessori when they both graduate high school (at 17 and 15 years old) and have their sophomore year completed though a community college at the same time. (We are very grateful to SC Whitmore School for being a mastery based, on-line high school and willing to let our children take the majority of their core classes through the local community college with AP credit.)
You know your kids are Montessori when your child decides that he can’t buy a pair of shoes because the suede will get messed up and he would be bothered by the lack of order. (This is not the other child. He loves his suede shoes, and they are blue.)
You know your kids are Montessori when a friend explains that you encourage your teenaged students to carry their knives to school.
You know your kids are Montessori when an older one gets ready to tell the younger ones to pipe down. He closes his mouth midsentence because he sees that they have a moment of joyous discovery.
You know your kids are Montessori when one spends a half-hour watching the birds in the yard and one week researching all of them. You know your kids are Montessori when they plaster polite smiles on their faces as older adults praise them on their ability to sit still through “such boring lectures that you all couldn’t possibly understand.” (They vented later.)
You know your kids are Montessori when during a medical crisis at work, one turns and walks to the nearest stairwell and once in it races up the stairs to locate additional help, never panicking “I didn’t want to panic the patrons,” they said
You know your kids are Montessori when trying on glasses takes twice as long because he feels that it is only right to polish the lenses in between each pair he dons.
You know your kids are Montessori when given the usual Public School writing prompt and “just take 15 minutes to think it over” takes two days to research the history and figure out the geography of the creative writing assignment. He then starts writing.
You know your kids are Montessori when one begins to spontaneously organize the magazine shelves at the barber shop. “It just bothered me.”
You know your kids are Montessori when one comes barreling through the room saying, “I’ve got to hold the number in my head! I don’t want to re-do my problem – 84,84,84 ” He was on the way to the bathroom and didn’t want to forget his partial product in cross multiplication.
You know your kids are Montessori when one comes in to say they might need a little bit of help, and you walk outside to see three kids on the roof and one in the tree. They are hatching a plan and want to vet the physics of it.
You know your kids are Montessori when they strike up a conversation with a lady at the meat counter and discuss their learning life, getting into a discussion of how Montessori is different and better for them. (Mom was lurking behind the bread display.)
You know your kids are Montessori when they disassemble an old joy stick, figure out how it works, and then put it back together.
You know your kids are Montessori when you leave them home alone for an hour, and when you come back they have made Creme Anglaise and cleaned the kitchen
You know your kids are Montessori when one of them takes a project to a college professor to find out if it is good enough to sit in on his college cellular biology class and the professor thinks it is.
You know your kids are Montessori when they grab their nature journal to sketch the “snot” coming from corals.
You know your kids are Montessori when you go to the County Fair and they won’t race from one ride across the midway to another ride. They methodically move down the row riding rides (even again and again) until they have “completed” that ride.
You know your kids are Montessori when you kids can’t do just a “written science project” It has to involve history, science, geography, linguistics, and art
You know your kids are Montessori when your son insists his birthday cupcakes go to “Mike, the Glass Guy” and his staff. Then when he is offering them round, he insists that the customers be included, too. Grace and courtesy are still ingrained in an 11 year old. Yes!
You know your kids are Montessori when an afternoon at the park playing involves no play equipment or the ball field but a mound of sand, a mound of dirt, several turtle eggs, a garter snake, and a toad.
You know your kids are Montessori when they finish the roof sweeping job and announce their work is done, but that they are not done working. What was their new work? Laying on the roof to watch the tree branches and the clouds. They stayed there 15 minutes or more.
You know your kids are Montessori when they spend seven minutes making order from the chaos of the name tag table after church. (No we were not talking with anyone. We were waiting.)
You know your kids are Montessori when they spend three hours working on a fused glass project to say: “I don’t want to go to lunch I have not completed my work ”
You know your kids are Montessori when they take an old (yet clean) oval bath mat and make a cell work out of it. They’ve been calling it the “Pink Amoeba” and pretending it is encircling them to digest their legs.
Elizabeth Vice is certified as a Directress in Casa and Elementary. She also holds a 3 to 6 certification in Catechesis of the Good Shepherd. Her sons attended Montessori schools from Casa onward through age 13 and 11 when they began to be home schooled with a Montessori cooperative and began online high school at the ages of 15 and 14. They are now 20 and 18. Elizabeth consults with parents and tutors students as well as writes specialized curricula for schools and churches of all stripes. She spends her spare time weaving.
We especially need imagination in science. It is not all mathematics, nor all logic, but it is somewhat beauty and poetry. Dr.
Maria MontessoriThe concepts of creativity, fantasy and imagination are some of the most hotly debated topics in Montessori education. One needs to keep in mind though that they were not Dr. Montessori’s actually words. She used early Italian words which were then translated into these words for the English speaking public in the early 1900’s. Since that time, their meanings have changed.
Today the meaning of creativity, fantasy and imagination almost synonymous, but in Dr. Montessori’s time they had different meanings.
fantasy - the departure of truth from reality. Another more up to date term that I have heard from my Italian speaking family members is “day dreaming”.
imagination- the use of ones intellect and ability to design something new and different.
When Dr. Montessori opened her first school for 3-6-year-olds she filled it with dolls and other traditional make-believe toys, but she soon found that when children were given the opportunity to do real work such as cooking, cleaning, caring for themselves, each other, and the environment, they completely lost interest in make-believe and preferred real work
As time continued Dr. Montessori also noticed that young children had a hard time distinguishing between real and imaginary. They were constantly asking. “Is this real?” This observation still rings true today, as Barbara Curtis author of the Montessori BLOG Mommy Life says, “How is a three or four year old American child reading picture books to understand that though he's never seen one, a camel is real while a fairy is not? Or that places like the Grand Canyon or the Sahara Desert or Niagara Falls or the Great Wall of China are real while Disneyland is not”
Additionally, part of Friedrich Froebel's kindergarten curriculum was teacher guided imaginary play. Although Montessori agreed with Froebel an many aspects of education, here was one place their beliefs diverged. Montessori felt that instead of pretending to be a farmer, children understand farming better by actually tending a garden, instead of pretending to be cooking dinner, children learn more by actually cooking So at times some of Dr Montessori's comments on fantasy were actually a direct commentary on Froebel's guided imaginary play
It was through these observations that Dr. Montessori spoke out against fantasy- the adult lead departure of truth from reality and why she felt that “real activities” as opposed to make believe ones were more important to the young child trying to make sense of the world around them. It was her belief that the world is such an amazing and wonder-filled place, that we should focus on giving as much of it as we can to the young child to help them discover everything possible about our natural world.
In addition, she believed that dance, art and music activities, usually considered "creative activities" were integral parts of the Montessori classroom.
"Human consciousness comes into the world as a flaming ball of imagination. Everything invented by human beings, physical or mental, is the fruit of someone's imagination. In the study of history and geography we are helpless without imagination, and when we propose to introduce the universe to the child, what but the imagination can be of use to us? I consider it a crime to present such subjects as may be noble and creative aids to the imaginative faculty in such a manner as to deny its use, and on the other hand to require children to memorize that which they have not been able to visualize The secret of good teaching is to regard the children's intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination Our aim therefore is not merely to make the children understand, and still less to force them to memorize, but so to touch their imagination as to enthuse them to their inmost core. We do not want complacent pupils but eager ones; we seek to sow life in children rather than theories, to help them in their growth, mental and emotional as well as physical."
Dr. Maria MontessoriSource: http://www.montessorianswers.com/myth-fantasy.html
We live in a busy, fast-paced world where we constantly move from one thing to another. Most children don’t know what it feels like to truly calm down, relax, and just sit still, yet these are requests they hear so often. I believe taking time to explicitly teach breathing and mindfulness techniques to our youth and incorporating these practices into their daily life sets a foundation for their future, and the future of our society.
Yoga pairs mindful breathing with physical postures. Simply put, yoga teaches us to slow down, notice what is happening in our bodies, and become present. Yoga does not need to be practiced in a hot room while you’re standing on your hands. It is for people of all ages and skill levels. That’s why I decided to bring yoga into my special education classroom. I can personally attest to the fact that big changes can happen in just 5-10 minutes with every child, every age group, every body type, and every personality, even while they’re sitting at a classroom table.
The six students in my classroom are ‘exceptional,’ they have varying special needs and some fall under the autism spectrum disorder umbrella. My students, just like all of us from time to time, struggle to regulate their emotions, handle frustration, and calm down Transitions tend to be more difficult Schedule changes often lead to meltdowns. I wanted to help them find some sort of coping mechanism
“Relax.”
“Calm down.”
“Just sit still.”
Yoga poses have fun names that children connect with and remember Many of the children love to explore their own creativity and make up names for postures. The poses offer children an opportunity to physically move, follow directions, and improve their balance and flexibility. It offers children an opportunity to play and learn simultaneously in an environment that embraces their uniqueness and supports their strengths.
Since we began practicing yoga daily, I have seen great progress in my students’ ability to calm down, quiet their minds, tolerate change, and handle stress. One day in particular sticks out in my mind. My students were returning from Art class, a class they attend with their same-aged peers They had a blast learning in a different setting, with a different teacher, and it is a nice break from the strict structure and routines in our classroom
Naturally, the students are louder and more excitable upon arriving to their usual setting, demonstrating behaviors that are less than ideal only to begin writing activities that are more difficult for my students On this particular day, instead of jumping right into our usual groups, I decided to practice my own flexibility and take a few moments for deep breaths, and to calm down with my students. I decided we would practice yoga together. At their table, each student was instructed to put their hand on their belly, close their eyes, and we took three deep breaths together. They put their heads on their desk for “desk rest” and I played our quiet song.
This is something they are able to do because we practice daily. It immediately got so quiet in my classroom that I could have heard a pin drop! When the song ended, the students were significantly calmer, less anxious, and ready to move on with the day.
Imagine a classroom, and world, full of calmer, confident, more mindful children. I know I am a calmer, more patient teacher when my students are calm and happy It is worth taking 5 minutes out of instructional time to create a healthy environment for our students.
http://montessorirocks.org/calm-bodies-calm-minds/
Teaching children to breathe deep, inhaling through the nose and exhaling through the mouth, helps them to quiet their mind, calm their nervous system, and reduce stress or anxiety.
