Areas of Montessori method

Practical life

The practical life exercises are one of the pillars of the Montessori method and in them is the key for children to become more independent every day.

The practical life activities are an important part of the day to day, the child repeats them and perfects the movements, which contributes to the development of physical coordination.

The practical life materials provide the means for the total development of the child, of all aspects of his personality, they are "a help for life". Practical life is the area where the activities of daily life are practiced. The child practices for example how to take care of himself by listening to his needs (combing his hair, washing his hands, buttoning his buttons, etc.), how to take care of the indoor environment (sweeping, mopping the floor, watering flowers, etc.).

The development and control of movement is one of the purposes of all practical life exercises, and this movement is essential for the development of the intellect; as Maria Montessori said "the hand is the instrument of intelligence". Children develop their will, self-discipline, concentration and confidence through practical life exercises.

Sensorial

Sensory material helps the mental order, and it makes sense through unconscious absorption. Sensitive periods are windows of opportunity to absorb knowledge and sensations perceived by the senses, hence the name sensory.

A perception is established in three ways: Relation, between objects, function of each object and qualities of an object.

Sensory material can be considered as a materialized abstraction, because it presents colour, dimension, form, smell and sound in a tangible, distinct and gradually ordered way so that its qualities can be classified and analyzed.

The sensory material takes advantage of the richness of the impressions that the child has already received in the first three years of life and elevates to a higher level of order and classification, favors observation and opens paths to child intelligence.

The sensory material will continue to develop:

• Concentration and repetition capacity
• Ability to complete jobs
• Order and logical sequence
• Patience
• Self-control
• Material care

Language

According to Maria Montessori "The language that develops, because it is new in the same child. He develops it naturally; that is to say he has that hereditary power, but he acquires it himself by taking it from the environment".

Spoken language is a very important part of our Prepared Environment. It is the basis of any activity in this area. Its invisible nature indicates that it is found everywhere, on every shelf, in every material. At every moment of the day, and therefore, it is part of the child's life from the moment he enters the Environment.

When the child arrives at the Children’s Home, he has already absorbed a large part of its language, he already possesses it and now we want to enrich it and help it to form more complex structures.

Montessori children first learn to write - spontaneous writing, Maria Montessori defines it as an explosion of writing. Reading comes later as a new explosion.

Reading and writing are achievements that belong only to the child, so the adult can only help and support this process. As an extension of reading, children enter the world of history, geography, and biology.

Mathematics

The teaching of mathematics is introduced at this level for the following reasons:

• The child shows a great attraction for this science
• The child's mind is ready and it is a mathematical mind
• Everything in life is connected to mathematics

The child is interested in exploring this knowledge and Dr. Montessori found how to transmit it, through scientifically designed materials that the child can manipulate in a clear way, explore and establish their own relationships. The material fosters a reasoning activity, which helps her to develop a logic, which had been thought impossible to reach for this age and which each child carries out day by day with his work, achieving a mental and systematic progress.

The child is introduced in this area with concrete materials, with sensorial impressions, being exposed to diverse experiences that help him to develop the necessary thought and reasoning.

ÁREAS DEL MÉTODO MONTESSORI

Vida práctica

Los ejercicios de vida práctica son uno de los pilares del método Montessori y en ellos está la clave para que los niños sean cada día más independientes.

Las actividades de vida práctica son una parte importante del día a día, el niño las repite y perfecciona los movimientos, lo que contribuye al desarrollo de la coordinación física.

Los materiales de vida práctica proporcionan los medios para el total desarrollo del niño, de todos los aspectos de su personalidad, son “una ayuda para la vida”. La vida práctica es el área donde se practican las actividades de la vida cotidiana. Practica cómo cuidarse a sí mismo escuchando sus necesidades (peinándose, lavándose las manos, abrochándose los botones, etc.),  cómo cuidar el ambiente interior (barriendo, fregando el suelo, regando las flores, etc.)

El desarrollo y control del movimiento es uno de los propósitos de todos los ejercicios de vida práctica, y este movimiento es esencial para el desarrollo del intelecto; como decía María Montessori “la mano es el instrumento de la inteligencia”. Los niños/as desarrollan su voluntad, su autodisciplina, la capacidad de concentración y la confianza a través de los ejercicios de vida práctica.

Sensorial

El material sensorial ayuda al orden mental, y éste cobra sentido a través de la absorción inconsciente.

Los periodos sensibles son ventanas de oportunidad para absorber conocimientos y sensaciones percibidas por los sentidos, por ello recibe el nombre de sensorial.

Se establece una percepción de tres formas:

• Relación entre objeto y objeto
• Función de cada objeto
• Cualidades de los objetos

El material sensorial puede considerarse como una abstracción materializada, porque presenta el color, la dimensión, la forma, el olor y el sonido de un modo tangible, distinto y ordenado gradualmente para que se pueda clasificar y analizar sus cualidades.

El  material sensorial aprovecha la riqueza de las impresiones que el niño ya ha recibido en sus primeros tres años de vida y eleva a un nivel de orden y clasificación superior, favorece la observación y abre caminos a la inteligencia infantil.

El material sensorial continuará desarrollando:

• Capacidad de concentración y repetición
• Capacidad de completar trabajos
• Orden y secuencia lógica
• Paciencia
• Autocontrol
• Cuidado del material

Lenguaje

Según María Montessori “El lenguaje que se desarrolla, pues es nuevo en el mismo niño. Él lo desarrolla naturalmente; es decir tiene ese poder hereditario, pero lo adquiere él mismo tomándolo del ambiente”

• El lenguaje hablado es una parte muy importante en nuestro Ambiente Preparado
• Es la base de cualquier actividad de esta área

Su naturaleza invisible indica que se encuentra en todas partes, en cada uno de los estantes, en todos los materiales. En cada momento del día y por lo tanto, forma parte de la vida del niño desde que ingresa en el Ambiente.

Cuando el niño llega a Casa de los Niños, ya ha absorbido una gran parte de su lenguaje, ya lo posee y ahora queremos enriquecerlo y ayudarlo a formar estructuras más complejas.

Los niños Montessori aprenden primero a escribir –la escritura espontánea, María Montessori la define como una explosión de la escritura. La lectura viene después como una nueva explosión.

Leer y escribir son logros que le pertenecen solamente al niño, por lo que el adulto solo puede ayudar y apoyar este proceso. Como una extensión de lectura, los niños se adentran en el mundo de la historia, geografía y biología.

Matemáticas

La enseñanza de matemáticas se introduce en este nivel por los siguientes motivos:

• El niño muestra una gran atracción por esta ciencia.
• La mente del niño está lista y es una Mente Matemática.
• Todo en la vida se conecta a las matemáticas.

El niño se muestra interesado en explorar estos conocimientos y la Dra. Montessori encontró cómo transmitirlos, por medio de materiales científicamente diseñados, que de un modo claro puede manipular, explorar y establecer sus propias relaciones. El material fomenta una actividad razonadora, que le ayuda a desarrollar una lógica, que se había creído que para esta edad era imposible de alcanzar y que cada niño realiza día a día con su trabajo, logrando un progreso mental y sistemático.

El niño está introducido en esta área con materiales concretos, con impresiones sensoriales, siendo expuesto a diversas experiencias concretas que le ayudan a desarrollar el pensamiento y razonamiento necesario.

El Método Montessori

Principios fundamentales

Los principios fundamentales de la Pedagogía Montessori están basados en:

• Respetar profundamente al niño, sus ritmos, intereses y necesidades.
• Trabajar de manera congruente con las verdaderas necesidades del niño según el plano de desarrollo en el que se encuentra.
• Trabajar siempre hacia la independencia y la autonomía: somos una ayuda para que el niño vaya logrando diferentes niveles de independencia según su etapa.
• Construir una sociedad por cohesión y ofrecer una educación para la paz.

Uno de los pilares de la filosofía Montessori es la observación del niño, una habilidad que las Guías adquieren a través de la práctica y que requiere una preparación individual de conocimiento, comprensión y mucho amor hacia el niño. Es un proceso activo que produce resultados y tiene consecuencias. La observación va a ser en todo momento positiva, constructiva y respetuosa.

Otros elementos fundamentales son el material de desarrollo, el ambiente preparado, la libre elección, la preparación del maestro y la educación cósmica.

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CaracterísticAS

El método Montessori se caracteriza por:

Ofrecer al niño un ambiente preparado, ordenado, limpio, sencillo, real. Con materiales que representan la vida cotidiana donde cada elemento tiene su función en el desarrollo del niño. Este ambiente ofrece al niño la posibilidad de trabajo con el material que el mismo eligió, que le ayuda a tener periodos prolongados de concentración que no deben ser interrumpidos y que ayuda al niño a perfeccionar todas sus aptitudes naturales para aprender.

Los materiales son científicamente diseñados, son la llave que ayuda al niño a explorar el mundo.

La libertad de la que disfruta el niño en el ambiente Montessori se desarrolla dentro de unos límites claros que le permite convivir en la pequeña sociedad del ambiente, bajo el respeto por sus compañeros, al material y a sí mismo.

La Filosofía Montessori no incita a la competencia entre compañeros, se respeta y valora el logro de cada uno en su momento y su ritmo.

El error es considerado como parte del aprendizaje, no es resaltado sino integrado como una etapa en el proceso.

Los ambientes en método Montessori están formados por grupos de niños de edades comprendidas entre 6 a 17 meses, 18 meses a 3 años, 3 a 6 años lo que ayuda naturalmente la socialización en el grupo, el respeto y la solidaridad.

MONTESSORI METHOD

Fundamental principles

The fundamental principles of Montessori Pedagogy are based on:

• To deeply respect the child, his rhythms, interests and needs.
• To work in a congruent way with the real needs of the child according to the development in which he is.
• Always work towards independence and autonomy: we are a help for the child to achieve different levels of independence depending on their stage.
• Building a cohesive society and offering an education for peace.

One of the pillars of the Montessori philosophy is the observation of the child, a skill that the guides acquire through practice and that requires an individual preparation of knowledge, understanding and much love for the child. It is an active process that produces results and has consequences. The observation will at all times be positive, constructive and respectful.

Other fundamental elements are the developmental material, the prepared environment, free choice, teacher preparation and holistic education.

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Characteristics

The Montessori method is characterized by:

• Offering the child a prepared, orderly, clean, simple and real environment, with materials that represent the daily life where each element has its function in the development of the child. This environment offers the child the possibility of working with the material he chose, which helps him to have long periods of concentration that should not be interrupted and which helps the child to perfect all his natural abilities to learn
• Materials that are scientifically designed, they are the key that helps the child explore the world
• Clear limits that allow the child to live in the small society of the environment, with respect for his peers, the material and himself
• The respect and value of the achievement of each one in his own moment and his rhythm, without encouraging competition between peers
• A consideration of error as part of the learning, it is not highlighted but integrated as a stage in the process
• Environments formed by groups of children from 4 to 17 months, 18 months to 3 years, 3 to 6 years which naturally helps the socialization in the group, respect and solidarity.

Teacher Series: Creating a Dream Environment on a Discount Budget

The Montessori curriculum provides children with an opportunity to learn in a beautiful environment with real materials. However, creating an environment with natural and realistic materials can get quite costly, especially if you buy from Montessori stores and websites.  Montessori educators spend a large amount of money working to create an environment made up of mostly natural materials and calm, natural colors because, in Montessori, it is believed that the prepared environment enables curious learners and allows children to be independent.
One of the largest parts of the pre-primary curriculum is Practical Life, where children learn how to be courteous and obtain life skills. In this curricular domain, children work with a small suitcase and clothing to master packing and folding, several pairs of socks to master matching and fine motor, a mortar and pestle to grind cinnamon sticks, and even colanders to practice sifting.  Estate sales, garage sales, and thrift stores are fantastic places to find inexpensive materials to stock the Practical Life area.
Some of my finds:

Index cards, garage sale stickers, small Tupperware containers, and Target dollar spot erasers make a perfect, and very inexpensive, math activity.

I found beautiful bamboo bowls as a set of four at an estate sale. I also found a set of six at the Salvation Army. I use these bowls for an endless amount of activities throughout each year. I think the ten bowls cost me $4. I also found a grater for a quarter – the plastic makes it less likely for my preschoolers to hurt their fingers.

Some of my peers’ finds:

One of my peers uses birdseed, colanders, and scrabble letters in her sensory table – all of these items can be found at thrift stores and garage sales. They can all also be used for several other activities, such as sifting, letter matching, pouring, and making a bird feeder.

Another one of my peers uses this large basket The beads, colored rice, and heart counters were 25 cents for each bag. These materials can be used for transferring, sorting, counting, sensory table experiences, anything really. I also found this gorgeous solid wood serving tray for 50 cents. I’ve used it for numerous activities and it’s perfect because it can double as a tray and sit directly on a shelf. to hold her work rugs.

I typically choose to shop at estate sales over garage sales because they have so much more to shop from.  In an estate sale, usually the entire house and garage are stocked with items that the previous owners collected throughout the years.  Always remember to shop the garage because I have found some absolute gems in garages: locks and keys, nuts and bolts, old screwdrivers and other tools, small gardening tools, brooms, bird seed, sand, and potting soil with pots and seeds. I’ve also found beautiful things in the houses of estate sales: sets of bamboo bowls, wicker baskets, wooden trays, miniature spoons (some were the collectable ones), clipboards, tissue paper and wrapping paper, art materials, miniature pieces for Sound Pouches, small beads and transferring materials, fabric, towels, vintage suitcases, socks and cloth napkins (to practice matching and folding), rugs, serving utensils and measuring cups, dishes, and decor.Because it is so easy to buy way too much,
I keep this quote from Maria Montessori in mind as I shop; “education is a natural process carried out by the child and is not acquired by listening to words but by experiences in the environment”.  As I walk through the garage sale or the aisles of the Salvation Army, I think “what can I buy here that the children in my environment can learn from?”
I also always stop and consider the following:

• Is this object aesthetically pleasing?
• Can this material be cleaned or sanitized?
• Is this a natural material?
• How often can I use this?
• What can the children in my environment learn from this object?

Set Goals with Your Child the Montessori Way

As adults we naturally set goals for ourselves throughout our lives, but never more so than at this time of the year. We understand that working toward a goal is an effective way to improve ourselves. Children set goals as well, but they do it as a natural part of the growing up process; children call them ‘dreams’. These ‘dreams’ allow them to gain self-confidence, begin to define themselves outside of parents’ norms and expectations, and challenge themselves toward positive change. Maria Montessori described them as a vital force that is active in every individual and leads them towards their own evolution.

The simplicity and growth that transpires from goal setting can be found in these three key ideas.

1. Define attainable and realistic goals.
   Take the time to help your child define the goal in a realistic manner, keeping it to a sentence or two, and most importantly, keep it attainable. When a child of any age, elementary through adolescence, is able to identify a target, create steps toward it, and successfully achieve it, that child also attains an increased sense of self-efficacy. With this comes a sense of having control over one’s direction, impact and role in the world and a naturally increased sense of self-confidence. This is what both, Maria Montessori and we want for our children.
2. Allow your child to set goals that will shape their identity.
   When children get a bit older, and have mastered the basic understanding of setting achievable goals, goals take on the role of helping the child to bridge the span of childhood to adulthood and step beyond the their childhood world, the confines of parental expectations, and finally into the identity they craft for themselves. Start setting goals early with your child and help them to plan out their dreams for the future.
3. Support them along their journey.
   Sometimes, goals can be difficult for parents to support, as they may be disparate to family-held traditions or norms. A child may decide at this stage to travel long distances or for long periods, take on a new hobby, or go to a college that isn’t what the parents had planned for or expected. When your child’s goal is contrary to what you chose for yourself, understand that the confidence that you instilled in him/her is good. This development is normal, and, though it may be difficult for you, allowing your child to create that identity for him/herself, as long as the goals are healthy and positive, is the role you must now adopt.

Children’s goals are not only challenging for parents, but for the children as well. A goal, by its very nature, should be set up to be somewhat beyond the current state of the individual. It should stir in the child, a will to make change, and change doesn’t come easily for anyone. When a child is able to meet an obstacle, persevere through it, or have to create an alternate plan to achieve the goal, he or she is learning critical processes for success in all things.
Challenges to goals exist in many forms, some more manageable and less poignant than others. The degree of the challenge will bring out that level of determination in the child; at this point the child must put forth additional effort, push beyond current mindset, and ‘do the hard thing’ to achieve his/her goal. Children, for this reason, especially require the buy-in of parents during these challenging times. Displaying the written goal, reminding your child of the hoped-for end result, and verbally pointing out observations about progress are all ways that parents can be invaluable during the difficult stages of working toward a goal.

Is Montessori Right for My Child? Is it a Good Fit?

There is a lot of information available about Maria Montessori and the method she created based on observation and following the child through their sensitive periods of their academic growth.  This piece is not what the Montessori Method is all about.  This is about YOU the parent and searching for the right fit for your child.
I, myself, have been in education my whole life as a student, a teacher, and now an administrator.  I taught in public and international schools.  I have taught in gifted and talented programs and in schools full of students at-risk of dropping out of school.  I was trained as a traditional, western conventional teacher.
But, when my son was born and grew into a preschooler, it was time to consider a method I only knew of as small, footnote in the education world.  However, my education of Montessori and all of its wonderful work began as a parent seeing his son coming home learning practical life lessons, geography, a second language, along with mathematics and reading.  What my son would learn in a day and how he learned it (focused, peaceful, and attentive) amazed me.  His early Montessori education blew me away and I know I wanted in.
Fast forward to today – I have completed my Montessori training and am now a Headmaster at a public Montessori school in a large metro area.  Both my children and I are now at the same Montessori school and we are learning and growing every day.
So, when you ask if Montessori is right for your children ask yourself these questions:

• Do I want my child to be an independent learner who is peaceful and polite?
• Do I want my child to be able to select their own work and follow it to conclusion?
• Do I want them to learn practical life skills as well as know a second language?
• Do I want my child to have the option to learn from older peers and grow at their own speed?

If you answered yes to any of these questions, then you should look into a local Montessori school.
More importantly, look into a local public Montessori school.  Public Montessori schools work within state and federal guidelines to ensure every student has a free and appropriate education.  Call and schedule a visit.  Tour the school and ask questions.  Bring your child along and let them explore the room and all of its areas. You just might find surprise and intrigue as your child and family begin to fit into the prepared environment.

Why Travel Matters

Travel was common in my family.  Whether it was visiting family an hour away in Canada on the weekends, RVing with my grandparents from Texas, or visiting other countries, I was lucky enough to travel often while I grew up.  Many of my trips were to Aruba, a small island just north of Venezuela. They have their own language and currency, and the culture is filled with many Dutch influences. Many of my memories include spending time with locals, climbing the “rough” side of the island, and snorkeling.  My parents also made it a point to teach me some of the language, Papiamento.
Every other year, my parents and I would travel to Aruba for two weeks. My parents always made it a point to get my homework ahead of time so that I wouldn’t fall behind in school, especially as I got older.  When I was in 6th grade, I was given a project to work on; I spent some time in Aruba learning about their treasury and currency. When I got back to school, I got to teach my peers about Aruba, how the island is different from Michigan, and how their treasury and currency differ from ours.  On that trip, my parents and I visited a government building, learned about their currency, the Florin, and learned about different parts of their government. Almost 20 years later, and I can still remember which building we visited and how much I learned that trip.
When I was 7, I went to England to visit family. My parents set me up with a travel journal and cameras to “document” my trip.  From the very beginning, that trip was an experience. I can’t remember when our flight left or landed but I recall my parents waking me up on the flight to watch the sunrise.  I was awestruck. I remember that experience every single time I have a window seat on a flight. While we were in England, my mom and I took time each night to write in my journal about what I did that day.  I had the opportunity to milk a goat, have a tea party, see castles, and learn about royalty. My favorite part? My Great Aunt had a milk man! I mean, glass bottles left outside for pick up and a wire crate of glass containers of milk delivered to the porch.  I still have that travel journal and the photo album with my pictures in it. And again, 20 years later I can still remember how exciting and interesting parts of that trip were.
Traveling with children looks different for every family but traveling with your children is important.  Traveling doesn’t have to be eccentric and weeks long – a road trip on a long weekend could teach your children about different places and different people.  A “staycation” where you camp in the backyard and unplug is the perfect opportunity to learn about constellations and mindfulness. A visit to a cousin’s house where the theme is “Monte Carlo” and you learn how to play Roulette with gowns on (yes, that really happened and my cousins and I still talk about it today) – that type of creativity and “travel” is super inexpensive and can be tailored to teach your child just about anything.  Even picking a different type of cuisine and cooking with new spices can help your child learn about the world. With your creativity and guidance, travel can ignite passions for knowledge, culture, human ecology, aesthetics, and global responsibility for your children.
Travel Provides Opportunities to Teach Our Children:

• Curiosity
   Children are naturally curious and one of the goals of Montessori is to allow the children to follow that curiosity.  Every place you travel, whether it’s international or the next county, there are different landscapes, different smells, and different aspects to discover.
• Peace
  Finding peace in the hustling cities, enjoying the silence, staying in the moment, mindfulness – all of these are important parts of learning and growing as human beings.  Being able to explore new cities like New York City and find the peace in a busy place is just as important as taking in the view of a silent sunrise is Aruba. Each person’s peace is different and giving our children the opportunity to explore places that set their souls on fire is one of the fun parts of parenting.
• Global Responsibility (and the “Leave No Trace” philosophy)
• Flavors and Cuisine
• Empathy, Compassion, and Diversity
• Aesthetics
  Every culture values a different type of architecture and defines beauty in a different way.  In downtown St. Louis, they have beautiful gardens and art sculptures replacing city blocks. In parts of Asia, they have pristine mausoleums, like the Taj Mahal. Exploring these with your children will help them appreciate different forms of beauty and design.

Our world is a beautiful place – give your children experiences that leave them awestruck and curious about what else is out there.

Diary of a Teacher: Working as Though I Do Not Exist

“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 ultimately is one of the goals of every Montessori teacher in their classroom: to be able to watch your students purposefully working and learning, as if you, the teacher, were not even in the room. This goal, while certainly not easy to achieve, when reached, is a thing of beauty to any Montessori teacher.  It is so different from educational norms, that to some, it may look like the students are just teaching themselves and walking aimlessly around the classroom. In reality, there is so much more than what meets the eye. It is in this state that meaningful learning takes place and the students are both responsible and accountable for their education. But it doesn’t just happen in the blink of an eye. This student-directed learning requires constant observation by the teacher and a huge behind the scenes effort by the teacher.
Here is a glimpse of just some of my behind-the-scenes narrative and preparation:

• Student A is mastering every math lesson put in front of him. I know he is ready for square rooting. I need to make sure I’m prepared so I will need to practice the presentation on my own first and make sure I familiarize myself with the materials and all of the terminology…binomial squares, peg board, periods.
• I’ve noticed that Student B is still struggling with long division. He really struggled in yesterday’s group and when I checked in with his Albanesi work, he missed some steps. He’s already had the golden bead and stamp game presentation. I need to set time aside the next class to work one-on-one with him so he can be taught in another way, using racks and tubes.
• The students have just done the pin map and puzzle map of Africa and now it’s time to lure them to the cultural studies shelf to continue their Africa work. First step-I need to print off all the nomenclature cards of African culture, animals, instruments, and shelter and then cut them all out. The next step is to head to the laminator, followed by hours and hours of cutting and cutting and cutting. Once this material is made, I’ll need to find just the right basket to display it in, which of course I won’t have just the right one, so to the store I’ll go.

The Next Day in the Classroom
Like anticipated, Student A lets me know that he is ready for the square root presentation. I join him on the rug where he has his materials laid out and we begin working through the problem together using the peg board. After a couple problems, he says, “Ok, Ms. Shannon. I think I’ve got it. I’m ready to try it on my own.” I make a mental note to check back on him to make observations about his understanding. Later in the day, I invite Student B up for a one-on-one lesson on long division using a material he’s never used before: racks and tubes. He begins working through the problem on his own. I make a note to work with him tomorrow, this time transitioning that material to abstract computation. Shortly after, I look up and see a student walk up to the cultural studies shelf and carefully pick up the African work that I prepared the day before. She walks it slowly to her rug and begins to lay the cards out. There is intense focus as she completes the work. I watch as she self-checks her work and put the material back on the shelf, ready for the next student.
I continue to walk around the classroom, making observations and notes to put in place for yet another day. Some students are working on language, some are at rugs solving math problems. Others  are using computers, typing out their research projects.  I look around the room at all the students doing purposeful work. I am there to help them meet their educational needs, but it is behind the scenes where my work truly lives. I take a minute to revel in this, for to achieve them working as if I did not exist is no small feat. It takes a lot of dedication and a prepared environment for this to happen.
And when it does, there is nothing more magical.

Encouraging Problem Solving

“Never help a child with a task at which he feels he can succeed.” –Maria Montessori
This quote speaks volumes to what the end goal is in a Montessori education: independent learners who are successful in the real-world. Unfortunately, we see it often; the “helicopter parents” who swoop in and want to solve all of their child’s problems for them. They are, in essence, making a trade off when they take this approach; that in the moment when they swoop in and solve a problem or do for their child, they rid their child of any uneasiness. But in the long term, they are taking away a child’s ability to work through what is problematic; to work through that uneasiness.  And they are ultimately not giving the tools their child needs to be a successful, independent adult who will be faced with even greater problems in the future.  And let’s face it; even helicopter parents don’t want their 40 year old child living in their basement…
Below are some tools I’ve acquired along the way to help children be able to solve problems for themselves. While I refer to them from the context of my classroom, they can really be applied to everyday life.
Encourage problem solving thinking when….
They are stumped on something.

It’ so easy to tell a student why they got something wrong. I get it. Like the times I can see their frustration when they’ve gotten a three-digit multiplication problem wrong and I can see clear as day that they just forgot to add the previous place value. But stepping in and telling them what they got wrong is doing them a disservice because all I’ve taught them is that they don’t need to take their time or figure it out themselves; I’ll just point out their mistake and they’ll go to the next problem. So, instead, encourage this type of rhetoric when you can see they are struggling in the classroom:

• “What were the steps to solve this problem again?”
• “Where do you think you might be going wrong?”
• “What other ideas do you have to solve this?”
• “Would you like to try starting over?”
• “Can you talk me through how you solved this?”

Questions like this allow children to view themselves as someone who can solve their own problems.  When they are frequently hearing these phrases, this will become so natural for them to think in this problem-solving mentality.
And I’ll be honest, sometimes these questions won’t lead to the students figuring it out. When that happens, I’ll ask the students more specific questions related to the problem itself to guide them towards the correct answer. I never give them the answer, only ask questions. It builds students’ confidence to know that they still figured out the problem and weren’t told how to do it.
They come up to you with a problem they’re having and they expect you to swoop in and solve it for them.
“He’s being mean to me.” “She isn’t working in our group.” “I l can’t my science notebook.” I could go on and on. And if you’re a teacher (or a parent) I know you understand this type of talk all too well. Here’s what I say and it has made all of the difference:

• How would you like me to help you to solve this problem?

This one question really puts it back onto the student and gets them thinking about how the problem can be solved and if I, their teacher, can do something to help them solve it. Now if you’ve never used this before, expect a lot of blank faces. Usually I tell the students that look at me like a deer in headlights to go back and think of ways I can help. However, if this is new for you, or you can see your student is struggling, try to provide a few potential solutions and let them pick from those options. But this powerful question makes the student aware that there are always numerous ways to solve a problem and it allows them to be able to weigh the pros and cons of those solutions to come up with the one that works best for them.
They need skills to deal with conflicts with their peers.
Here are two great tools that my students will use when they have problems with their peers: the peace wheel and solution wheel.

 

My students are at the point when they just take these tools out of the peace corner and go about their business. I rarely need to intervene when they are having problems amongst each other. But if this is new to you, make sure you do A LOT of modeling. Teach them how to use these effectively. I suggest having the students come up with some common problems and put them into groups to act out how to solve them using the wheels. Have a lot of discussions. I usually sit on the sidelines when students are using these for the first few times to intervene if needed. The more time you put into using the tools effectively, the more your students (and yourself!) will benefit when they are able to use them independently.
When we can give children all of these tools in their toolbox to realize that they have the ability to solve problems on their own, it really puts them on the right path to tackle anything that may come their way!

How to Get Your Kids to Clean Up After Themselves by Angela Chang

One of the perks to being a Montessori mom is that I’m not constantly cleaning up after my children. But this isn’t just a Montessori thing. All children go through a sensitive period for order from birth to age five. This means that they are naturally inclined to work towards and crave order in their lives — for routine, consistency, predictability.

This need peaks during the toddler years, which is why it is perfectly acceptable to expect your young toddlers to begin cleaning up after themselves. It’s not a chore to them, but it actually fulfills their craving for order by putting everything in its place and knowing where to expect to find it again.
When I was teaching in a toddler classroom, the very first thing I worked on at the beginning of each school year was getting my students to put their work back on the shelf when they were finished. It was exhausting and to outside observers it probably seemed like I was being way too strict, but after a couple of weeks, I didn’t have to remind anyone to clean up anymore. The children would choose a work, bring it to the table or a work rug, complete the work, put it back on the shelf, and choose another work. The work cycle flowed effortlessly. We didn’t lose vital pieces of works or trip over things left on the floor. The children knew what to expect and where they could find the activities they were most interested in. Why would I not carry that over to my home?

So how do you get your kids to clean up after themselves, even as toddlers?

1. Make it the expectation. It’s just one of the family rules. If you get something out, you need to put it away before you get anything else out. Be consistent in enforcing this rule.
2. Limit the number of pieces in each work. Do you really need 1,000 Lego pieces in the bin, or will 50 do? Too many is intimidating when it comes time to clean up, so you are more likely to run into resistance.
3. Model it. If you want your child to follow the family rule of cleaning up after yourself, YOU need to follow the rule as well. Don’t throw things across the room into the right bin at the end of the day. Model the way you want your children to do it — carry things with two hands, walk slowly across the room, place items gently into bins and on shelves.
4. Connect it to song. When you finish using a work, sing a consistent clean-up song (we like the old school one from Barney, but you can sing anything you want!). Songs make rules and expectations easier to remember, and you will find your child singing the clean-up song to herself after a few weeks without any prompting by you.

When can you start following these guidelines? FROM THE VERY BEGINNING. No, your four-month-old cannot realistically be expected to clean up after herself. But she can watch you clean up each activity before getting her another one. When your child is sitting on her own and starting to crawl, you can help her put pieces back into a bin before you take it back to the shelf. Once she is walking, you can encourage her to carry her work to a workspace and to carry it back to the shelf when she has finished. N just turned one, and I would say her clean-up rate is at about 50%. She still needs reminders. She still needs extensive modeling and help. But by the time she is 16 to 18 months, it will be a full expectation that she can do it all by herself, without constant reminders from me. A toddler at that age is fully capable of cleaning up after herself.

What do you do if your child refuses to clean up? What if it causes a meltdown?

1. Count objects. If your child is resisting cleaning up, sit with her and start counting the pieces as you put them away. The repetition calms the child and makes it like a game. Usually by the time you get to four or five, the child wants to join in and starts putting the pieces in with you. Continue counting.
2. Clean up objects by color/size/shape. “Hmm… let’s put all of the purple pieces away first!” Ask your child which shape she wants to pick up first. Ask if she can find all of the big pieces.
3. Hand over hand. If you are still having a hard time getting your child to clean up her work, stop talking. Take her hand in yours, put it over a piece, pick it up, and guide her hand to the bin. Repeat. Do not talk. After a few repetitions, the child will usually want to continue by herself.
4. Natural consequences. If your child is continuing to resist and nothing else is working, walk away. Tell your child that she may not choose another work until she cleans up the first work. Follow through with that statement. If she gets up and tries to get something else, guide her back to the first work and remind her of the expectation. If she needs more of a “why” answer, explain that if she leaves her work out somebody may step on it or you may lose some of the pieces. [I would not use this step until about 18 months].

Just keep in mind that in the beginning, it may not look exactly as you pictured. N just turned one, and this is what the shelf looks like when she cleans up by herself:

The works are crooked on the shelf, some of them are on top of each other — but she did it by herself.
Know that expecting your child to clean up after herself is not an unreasonably high expectation — it is perfectly in line with natural child development and actually works to fulfill her inner need for order and predictability. Your two-year-old absolutely can be expected to clean up her work EVERY TIME, no matter where she is.

10 Perks to Being a Montessori Mom / Archives by: Angela Chang

1. My house is not an obstacle course.

My kids put away their work when they’re finished with it. They are not allowed to choose another work until they clean up the first one and put it back on the shelf. This means my floors are clean (of toys, anyway…) and I can walk around my house practically with my eyes closed.

2.  I have never stepped on a Lego.

Work rugs. Floor works with many pieces (such as Legos) are done on a work rug. All of the pieces must stay on the rug while in use.  When they’re done playing with Legos, they must put them away and roll up the work rug. This dainty foot has never felt the sharp pain of stepping on Legos, but I hear it may be worse than childbirth. (Hard to imagine… a man must have decided that.)

3.  Free housecleaning.

Montessori kids love to clean. My Montessori kid especially loves to move the furniture I haven’t cleaned under so she can sweep it up herself. I’m not complaining.

4.  Instant sous chef.

I can’t even remember the last time I
got to had to cook alone. I constantly have a little sous chef in the helper tower beside me in the kitchen, usually eating the broccoli when she’s supposed to be cutting it up.

5.  I am not a butler.

There are no bells to ring or commands to yell when Montessori kids want something. That kid is thirsty? She can pour herself a glass of water. And then put the empty cup in the dishwasher.

6.  No screaming from behind bars.

Am I the only one who thinks cribs look like mini prisons? Montessori kids sleep on floor beds. They don’t need to scream for Mommy when they wake up, because they can get out all by themselves. Instead, they’ll read a few books before running to the door to knock on it and yell, “Come in!” over and over again until you do.

7.  I am not a lady’s maid.

Not only do I not have to dress a Montessori kid, I AM NOT ALLOWED TO. She has made it clear that she can do it by herself. So I get to sit back and merely comment on the fashion choices of the day while she dresses herself. That may mean that
some days  most days she’s not wearing any pants… but can you really blame her?

8.  I am not an entertainer.

My kids are busy. All day. Their works provide them with purpose and teach them concentration and focus like no TV show or battery-operated toy ever can. I don’t have to perform to keep them occupied all day. In fact, as a Montessorian, I’m not supposed to interrupt them when they are concentrating on a work.

9.  They think washing toys is the best game ever.

Give a Montessori kid some dirty toys and a scrub brush with a soapy basin of water — hours of bliss.  Hours. I’m not kidding. You won’t even know what to do with yourself.

10.  I know my kids are learning through a scientifically-founded and developmentally-appropriate method and I get to watch them work to reach their highest potentials — and have fun doing it!

Is there anything more beautiful than a child who feels like she has a purpose and is proud of what she can accomplish all by herself?  I don’t force my kids to do any of the activities mentioned above — they WANT to do them. They INSIST on doing them. I just let them. It’s as easy as that.