I'll be the first to admit that I'm biased toward the Montessori method of education. Personally, I see what it does for my children academically, socially, emotionally, and physically. Professionally, it most closely aligns with what I believe as an educational expert about curriculum and instruction. But as I sat and watched the Lower Elementary community time today, I was almost moved to tears.
Mrs. Hines tapped a small bell that peeled softly throughout the classroom and called the community meeting to order. The children eagerly put away what they were doing and gathered on the rug, faces expectantly upturned to their guide.
She began in a very quite voice by asking if there were any acknowledgements to be made today. Immediately half a dozen hands went into the air followed by a myriad of praise for their classmates and teachers. "Anissa helped me with my double digit multiplication today when I forgot one of my math facts." "Ms. Robison helped me read a word I didn't recognize." "Leighton spent over 20 minutes helping me look for a 1,000 tile I had misplaced." "Fooad helped me find the right answer in my SRA." And on and on they went for almost 10 minutes, exhorting one another and publicly thanking those who had helped them.
After acknowledgements, it was time for sharing. Three children chose to share today. A third level student created a poster board about her ballet research project and shared all she had learned with her friends, a first level student wanted to read a story she had written, and a second year student had been to Dallas to see the King Tut exhibit and wanted to share what she had seen and learned. Two of the sharers were confident - simply sharing their garnered knowledge with others, while one was very shy - choosing to share a self-created work with others, hoping they liked what she wrote. I was amazed as the students raptly listened and then asked questions. They were respectful, attentive, and excited to hear from their classmates and learn new things.
Finally, Mrs. Hines brought community time to a close with class announcements including details about tomorrow's field trip. Instead of just talking to the students, however, she prompted their involvement in the announcements by asking them questions like "what special event do we have planned for tomorrow? what is appropriate attire for a trip to a farm? and what does it mean to be a representative of our school when we are on a trip?" The students responded appropriately, asked a few questions, and then were dismissed for lunch time.
What about this almost brought you to tears??? is probably what you're thinking right now. Well, stop and think for a moment. How many children, teenagers, or adults do you know that can't acknowledge good things about other people, have terrible listening skills, and no deductive reasoning whatsoever. As I sat there and watch our children have these ideas reinforced (and knowing that happens on a daily basis) I began to truly understand what a privilege a Montessori education is.
In traditional schools where it is all about the test scores, teachers can't even take time to properly teach the material - they simply fling it out there for immediate memorization and regurgitation. Nothing, not even the academic stuff, is being learned. I almost can't even continue typing as I think about what your child learned at Montessori today aside from the academic stuff. Did your child touch language, math, science, and history work today? Yes, and in a more meaningful, relevant way. But more importantly today your child learned again that it's just as important to be a decent human being - respectful, kind, compassionate, courteous, gracious, generous, patient, loving, empathic - with convictions and the strength to stand for what is right.
I'm not saying that academics are not important; as an educator it would be blasphemous for me to even suggest such a thing. In fact, as a staff we are continuing to refine the way we report progress to parents - trying to find the best way to help you feel confident that your child is moving forward, learning, and growing in every important aspect of their development. All I'm trying to point out is what a privilege it is that your child attends a Montessori school. When you find yourself obsessing over all the stuff you think your child might be missing by being in a "nontraditional" school, take a moment to think about all that they are not missing.
I don't feel like my children are missing anything; I wholly believe that they are gaining more. And I am grateful they have that opportunity. But I'm biased, right?
Tuesday, October 28, 2008
Thursday, October 9, 2008
Everybody Makes Mistakes
"Everybody makes mistakes, everybody has those days..." Yes, I know I just started the blog with lyrics from a Hannah Montana song. But "nobody's perfect! I gotta work it...again and again 'til I get it right." Sorry, I'll stop.
What lessons are you teaching your child about making mistakes, failure, criticism, success, and self worth? Either directly or indirectly, you are laying the lifelong foundation for these principles in your child's life today. Every day. Are you sure you're laying the right foundational blocks in the right place in the right way? Let's talk about what Montessorians believe about mistakes and how they are dealt with in the classroom.
One thing Montessori children learn from an early age is that repetition brings mastery. Very few Montessori lessons can be accomplished correctly and mastered in a single attempt. This successive progression toward a larger goal begins teaching children at an early age how to take the risks necessary to achieve success - not that success is a required result for every attempt. Children then begin to internalize the ideology that failures are experiences from which to learn from and build upon rather than defeats. Also, most Montessori lessons have a built in "control of error" brilliantly designed by Dr. Montessori to "...lead the child to apply his reasoning power to work." Montessori students learn over time that mistakes are not to be feared; they are not criticized or ridiculed by others when they do something wrong. Mistakes may often go unnoticed by others or might even be corrected quietly by peers in collaborative engagement. As children advance through the Montessori program their self worth grows in proportion to their repeated successes.
Do you consider your child a failure if he does not get something right on the first attempt? Or do you encourage his repeated attempts and then praise success when it comes? Do you wait for him to discover his own mistakes and self-correct or do you belligerently or embarrassingly point them out for him? What do you personally believe about success and failure and what do your actions say to your children about those beliefs? There are lots of things to consider when rearing children but dealing with successes, failures, and mistakes cannot be left to chance or haphazardness. We must deliberately and with forethought seize daily moments to talk age-appropriately with our children about personal growth, making the most of failure as a learning opportunity, how to accept criticism and deal with difficult people, and keeping on keeping on until success is achieved. We must be conscious of our own thoughts and actions about failure, carefully considering the model we are setting for them to follow.
So as Hannah Montana sings, "you live and you learn it and if I mess it up sometimes...Nobody's perfect! Next time you feel like... it's just one of those days...when you just can't seem to win...if things don't turn out the way you plan, FIGURE SOMETHING ELSE OUT! Don't stay down! Try again! YEAH!"
Don't you just love Hannah Montana!?
What lessons are you teaching your child about making mistakes, failure, criticism, success, and self worth? Either directly or indirectly, you are laying the lifelong foundation for these principles in your child's life today. Every day. Are you sure you're laying the right foundational blocks in the right place in the right way? Let's talk about what Montessorians believe about mistakes and how they are dealt with in the classroom.
One thing Montessori children learn from an early age is that repetition brings mastery. Very few Montessori lessons can be accomplished correctly and mastered in a single attempt. This successive progression toward a larger goal begins teaching children at an early age how to take the risks necessary to achieve success - not that success is a required result for every attempt. Children then begin to internalize the ideology that failures are experiences from which to learn from and build upon rather than defeats. Also, most Montessori lessons have a built in "control of error" brilliantly designed by Dr. Montessori to "...lead the child to apply his reasoning power to work." Montessori students learn over time that mistakes are not to be feared; they are not criticized or ridiculed by others when they do something wrong. Mistakes may often go unnoticed by others or might even be corrected quietly by peers in collaborative engagement. As children advance through the Montessori program their self worth grows in proportion to their repeated successes.
Do you consider your child a failure if he does not get something right on the first attempt? Or do you encourage his repeated attempts and then praise success when it comes? Do you wait for him to discover his own mistakes and self-correct or do you belligerently or embarrassingly point them out for him? What do you personally believe about success and failure and what do your actions say to your children about those beliefs? There are lots of things to consider when rearing children but dealing with successes, failures, and mistakes cannot be left to chance or haphazardness. We must deliberately and with forethought seize daily moments to talk age-appropriately with our children about personal growth, making the most of failure as a learning opportunity, how to accept criticism and deal with difficult people, and keeping on keeping on until success is achieved. We must be conscious of our own thoughts and actions about failure, carefully considering the model we are setting for them to follow.
So as Hannah Montana sings, "you live and you learn it and if I mess it up sometimes...Nobody's perfect! Next time you feel like... it's just one of those days...when you just can't seem to win...if things don't turn out the way you plan, FIGURE SOMETHING ELSE OUT! Don't stay down! Try again! YEAH!"
Don't you just love Hannah Montana!?
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