I love this time of year. This is the time of year when I get to spend a good portion of my time at work talking about the phenomenal Montessori method of education. You're probably thinking, "Isn't that what you do most of the time anyway? Isn't that your job?" And in some ways you're right. But this is different.
This is the time of year when new families, who know very little if anything about Montessori, come and tour our school. Many of them are checking out various schools. They're doing their homework and making all the right steps to choosing a school for their child. They're unsure, they're undecided, they're worried about making the best choice for their family. And then they come to The Montessori School.
I usually spend anywhere from 15 to 20 minutes with a prospective family in my office. I have an 80/20 rule that I try to live by where I try to only talk 20% of the time and let them talk 80% of the time. If you think that I should be trying to sell them on the school, we disagree. I can't sell Montessori; no matter how much I talk, they'll never buy it. Because Montessori isn't a product. It isn't merchandise. It's a philosophy, a thought process, a lifestyle. As I take time to listen to this family talk about their child, their family, their educational beliefs, I can begin to get a sense of how Montessori will fit into their lives and to tailor the tour to meet the needs and desires they express.
After we chat for a while, I take them into the classrooms and watch for the "Ah ha!" moment to come. As we move through the environments, I can begin to see the wonder and amazement in their eyes. They are awed by what the children are learning, how they are interacting with teachers and peers, the works on the shelves, and everything else that goes into a Montessori environment. You can almost see the wheels turning as their mind rewinds to their education experience and how different these classrooms seem to be. And, more often than not, by the time we make our way back to the office, they are so excited to be making an interview appointment for their child.
Do you remember that moment you had, the moment when you realized that Montessori is what you wanted for you child? I encourage you to think back to that moment every once in a while. Try to re-envision the awe and wonder you felt the first time you truly experienced a Montessori environment. And share that with a friend. Encourage them to come discover for themselves why you made the Montessori choice. I can't wait to meet them and help create that moment for them.
Thursday, March 5, 2009
Thursday, February 26, 2009
What I Like Most About Montessori
Today our students made a list of what they like most about Montessori. It's such a great list and really says a lot about what our children get from a Montessori education. This list starts with our youngest learners and goes through our oldest. Watch as their answers change from concrete to abstract - just like their Montessori education!
Our tots like Fridays, lunch, their friends, playing, and painting.
Our primary students like their teachers, Accelerated Reader books, color box three, the bank, the 10 board, the bead stair, nouns and verbs, the 100 board, BOB books, the puzzles, the cutting works, the calendar work, the flag ceremony, the hanging beads, writing word families, working on chains, word building, the movable alphabet, the U.S. map, stamping, practical life, push pinning, frame papers, and storytelling.
Our lower elementary students like time tests, the large bead frame, spelling, checker board, math operations, function of words, grammar boxes, adjective cards, live animals, reading skills, S.R.A.s, stamp game division, stamp game subtraction, rhyming words and verbs, fractions, and punctuation.
Our upper elementary students like the materials, the good teachers, the challenges, the self-selection of personal research, the group projects, the uniqueness of the school, and the privileges they get as the oldest kids in the school. The like that they are independent, impromptu, responsible, good time managers, respectful, and intelligent because they attend a Montessori school. The believe their school is inspirational, welcoming, and known for grace, courtesy, love, hope, and peace. They listed the familiarity they have with the staff and other adults as one of their favorite things. They say it is a comforting place where individuality is respected and fundamental needs are met. They like that they can have snacks in class. They think their school is a special place with great friends.
And, just for fun, here's a short list of what some of our parents said during a recent survey about what a Montessori education means for their child. It means:
Our tots like Fridays, lunch, their friends, playing, and painting.
Our primary students like their teachers, Accelerated Reader books, color box three, the bank, the 10 board, the bead stair, nouns and verbs, the 100 board, BOB books, the puzzles, the cutting works, the calendar work, the flag ceremony, the hanging beads, writing word families, working on chains, word building, the movable alphabet, the U.S. map, stamping, practical life, push pinning, frame papers, and storytelling.
Our lower elementary students like time tests, the large bead frame, spelling, checker board, math operations, function of words, grammar boxes, adjective cards, live animals, reading skills, S.R.A.s, stamp game division, stamp game subtraction, rhyming words and verbs, fractions, and punctuation.
Our upper elementary students like the materials, the good teachers, the challenges, the self-selection of personal research, the group projects, the uniqueness of the school, and the privileges they get as the oldest kids in the school. The like that they are independent, impromptu, responsible, good time managers, respectful, and intelligent because they attend a Montessori school. The believe their school is inspirational, welcoming, and known for grace, courtesy, love, hope, and peace. They listed the familiarity they have with the staff and other adults as one of their favorite things. They say it is a comforting place where individuality is respected and fundamental needs are met. They like that they can have snacks in class. They think their school is a special place with great friends.
And, just for fun, here's a short list of what some of our parents said during a recent survey about what a Montessori education means for their child. It means:
- independence
- a chance to use all the senses to learn
- getting the foundation they need to start the educational process for life
- a peaceful environment with individual guidance
- the chance to learn by doing
- a love of learning
- confidence
- not treating a child as a test score
- learning rather than memorizing
- helping a child have pride in herself and to reach her greatest potential
- attention to individual pace of learning
- joyful learning and a natural curiosity
- learning in a fun and constructive way
- a happy and well-balanced child
It's been an awesome week celebrating 102 years of Montessori; and there's obviously a lot to celebrate! Happy Birthday, Montessori!
Wednesday, February 25, 2009
Montessori Picnic
Today was our picnic lunch celebrating Montessori Education Week. We had a good turn out and it seemed everyone had a great time. And the weather cooperated...quite a feat for late February. It was a little breezy but otherwise great. The kids were so excited. Every which way we turned this morning was another kid saying, "Is it time for the picnic???"
Community events like these are so important, not only for the children to have fun but also for the parents to feel connected. I know that not everyone could take off from work today to come to a picnic, but it is important that you make an effort to get involved at the school. Events like today's picnic give you ample opportunity to watch your child interact with his peers, get to know other parents, and communicate with the teachers. In fact, there are many good reasons and opportunities for you to get involved in your child's education. Did you know that parental involvement has a strong, positive effect on student achievement?
If you couldn't join us for today's picnic, be on the look out for your next opportunity to get involved at The Montessori School. Your child absolutely loves it when you show interest in their school. Believe us, we hear all about!
Community events like these are so important, not only for the children to have fun but also for the parents to feel connected. I know that not everyone could take off from work today to come to a picnic, but it is important that you make an effort to get involved at the school. Events like today's picnic give you ample opportunity to watch your child interact with his peers, get to know other parents, and communicate with the teachers. In fact, there are many good reasons and opportunities for you to get involved in your child's education. Did you know that parental involvement has a strong, positive effect on student achievement?
If you couldn't join us for today's picnic, be on the look out for your next opportunity to get involved at The Montessori School. Your child absolutely loves it when you show interest in their school. Believe us, we hear all about!
Tuesday, February 24, 2009
Hand Crafted
There are many Montessorians who believe that, had it not been for World War II, the Montessori method would have become the predominant model for U.S. schools. Unfortunately, the turn of events that led the U.S. into the second World War also led our nation farther and farther away from the basic principles of a Montessori education.
Did you ever watch Little House on the Prairie? This was my favorite television show growing up. It's one of the best views into the one room school house that was the beginning of the American education system. And what did you see in that classroom...multi-age groups, children learning at their own pace, an interwoven and integrated curriculum that was preparing children for life. It was Montessori.
With the birth of the assembly line in the early 20th century and then the factory mentality of World War II, Americans chose to do away with the one room school house for a more "effective" model. We began to streamline our schools. It became imperative that we tell teachers what to teach so that every child learns the same material. We built bigger schools and put all children who were the same age in one room to more effectively impart appropriate knowledge. We did away with learning things that interest us and focused more on memorizing things other people told us were important to know. And we began a systematic "tossing aside" any child coming down the conveyor belt who didn't fit the mold.
It saddens me that we've turned our education system into a factory line...cranking out inferior products in large quantities as fast as we possibly can. I don't know about you, but my children are special and unique. They are one-of-a-kinds and I prefer that their education help handcraft them rather than hard pressing them into a mold that doesn't fit them or throwing them out because they are different from the rest of the models rolling off the assembly line.
Think about it, when it comes to your child's education, do you want the cheap factory version or the handcrafted version? I choose Montessori.
Did you ever watch Little House on the Prairie? This was my favorite television show growing up. It's one of the best views into the one room school house that was the beginning of the American education system. And what did you see in that classroom...multi-age groups, children learning at their own pace, an interwoven and integrated curriculum that was preparing children for life. It was Montessori.
With the birth of the assembly line in the early 20th century and then the factory mentality of World War II, Americans chose to do away with the one room school house for a more "effective" model. We began to streamline our schools. It became imperative that we tell teachers what to teach so that every child learns the same material. We built bigger schools and put all children who were the same age in one room to more effectively impart appropriate knowledge. We did away with learning things that interest us and focused more on memorizing things other people told us were important to know. And we began a systematic "tossing aside" any child coming down the conveyor belt who didn't fit the mold.
It saddens me that we've turned our education system into a factory line...cranking out inferior products in large quantities as fast as we possibly can. I don't know about you, but my children are special and unique. They are one-of-a-kinds and I prefer that their education help handcraft them rather than hard pressing them into a mold that doesn't fit them or throwing them out because they are different from the rest of the models rolling off the assembly line.
Think about it, when it comes to your child's education, do you want the cheap factory version or the handcrafted version? I choose Montessori.
Monday, December 1, 2008
Blogging Up is Hard to Do
I've realized something about myself that is hard to admit - especially in such a public forum as the school blog...but confession is good for the soul, right? So here goes:
I'm not good at blogging.
There, I said it. I think the hardest thing about blogging is the consistency required. I think of things I want to write about, things I think our school community would like to read about and then promptly get distracted by other things and never get around to blogging. (Maybe you feel obligated to read the blog and are actually happy that I don't blog consistently. If so, please don't tell me - that would seriously hurt my feelings.)
Training yourself, disciplining yourself to do something consistently is a skill. It is a skill that often sets people apart whether they are more disciplined in their exercise routine and eating habits resulting in better health or their finances resulting in opportunities to be more generous to those in need or having extra money during times of crisis or in their daily meditation practices making them more balanced and in tune with their feelings and emotions.
Think about the people you know that you would describe as consistent or disciplined. How does that characteristic play out in their everyday lives? What is it about that person that sets them apart in your mind as "disciplined?" Is that something you desire? For yourself? For your child?
Montessori is about being consistent and disciplined. Children are taught from very early ages to consistently approach a task until success or completion. As Dr. Montessori said, "The more the capacity to concentrate is developed, the more often the profound tranquility in work is achieved, then the clearer will be the manifestation of discipline within the child." What this truly means for your Montessori student is that the work he delves into everyday is teaching him to be disciplined, not externally by false motivators like grades or stickers or even the praise of adults but more importantly self-disciplined by internal motivators like a sense of accomplishment and pride, a desire to grow and learn new things, and the pure joy of discovering his fullest potential. And all that aside from the actual academic learning that is taking place.
Even though blogging is hard for me to do consistently, I find joy (and thus motivation) in sharing small insights into the world of Montessori with you - hopefully helping you more fully understand your choice of Montessori education for your child and better equipping you to explain that choice to others.
I'll try to be more consistent but as the old adage goes "blogging up is hard to do."
Actually that was a song by Neil Sedaka called "Breaking Up is Hard to Do" which was an awesome song from the 60s - I just love oldies. Check it out: http://www.youtube.com/watch?v=tbad22CKlB4.
I'm not good at blogging.
There, I said it. I think the hardest thing about blogging is the consistency required. I think of things I want to write about, things I think our school community would like to read about and then promptly get distracted by other things and never get around to blogging. (Maybe you feel obligated to read the blog and are actually happy that I don't blog consistently. If so, please don't tell me - that would seriously hurt my feelings.)
Training yourself, disciplining yourself to do something consistently is a skill. It is a skill that often sets people apart whether they are more disciplined in their exercise routine and eating habits resulting in better health or their finances resulting in opportunities to be more generous to those in need or having extra money during times of crisis or in their daily meditation practices making them more balanced and in tune with their feelings and emotions.
Think about the people you know that you would describe as consistent or disciplined. How does that characteristic play out in their everyday lives? What is it about that person that sets them apart in your mind as "disciplined?" Is that something you desire? For yourself? For your child?
Montessori is about being consistent and disciplined. Children are taught from very early ages to consistently approach a task until success or completion. As Dr. Montessori said, "The more the capacity to concentrate is developed, the more often the profound tranquility in work is achieved, then the clearer will be the manifestation of discipline within the child." What this truly means for your Montessori student is that the work he delves into everyday is teaching him to be disciplined, not externally by false motivators like grades or stickers or even the praise of adults but more importantly self-disciplined by internal motivators like a sense of accomplishment and pride, a desire to grow and learn new things, and the pure joy of discovering his fullest potential. And all that aside from the actual academic learning that is taking place.
Even though blogging is hard for me to do consistently, I find joy (and thus motivation) in sharing small insights into the world of Montessori with you - hopefully helping you more fully understand your choice of Montessori education for your child and better equipping you to explain that choice to others.
I'll try to be more consistent but as the old adage goes "blogging up is hard to do."
Actually that was a song by Neil Sedaka called "Breaking Up is Hard to Do" which was an awesome song from the 60s - I just love oldies. Check it out: http://www.youtube.com/watch?v=tbad22CKlB4.
Tuesday, October 28, 2008
Community Time
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?
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?
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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