by Joyce St. Giermaine | MFA, Peace Education, Planes of Development, The International Montessori Council, Tomorrow's Child, Tomorrow's Child Online Issue, Young Adolescent, Young Adults
If we have no peace, it is because we have forgotten that we belong to each other.”
—Mother Teresa
Out with the old; in with the new—year, that is.
What will be different this year, this week, this day, or this moment?
If you feel like you’ve fallen down the rabbit hole and, like Alice, you are trying to make sense of an alternate reality, you are not alone. Paradigm shifts are taking place so fast, it’s hard to keep our footing.
A Taoist parable teaches: “Good and bad; it’s all the same.”
Since we can’t see the future, it’s only possible to guess how what we are doing now will impact our world in years to come. Perhaps we ‘need’ to experience the ‘bad’ to appreciate the ‘good’ that would not have come to fruition without the impetus of the ‘bad.’ While that totally seems messed up, I have come to the conclusion that it is completely impossible for our human brains to reason or rationalize what I can only describe as the spiritual algorithm of life on planet Earth.
If we can’t see the future and we can’t change the past, all we have is now and an upcoming year of opportunities to be more mindful of what we are doing to our planet, our fellow humans, and, most importantly, the children who look to us for guidance.
When children are young, what they want the most is your attention. When they grow older, what they need the most is your attention. If they cannot receive what only you have to offer, they will seek out other ways to learn life lessons. That would be a loss not only to your children but for all of us who look to the next generation for leadership.
So … when you are with your children, honor the moment that will never come again. Whatever else is happening can wait.
Peace,
Joyce St. Giermaine
Editor, Tomorrow’s Child, and Montessori Leadership
by Tesha Miller | Communication, Emotionally Healthy Children, MFA, Mindfulness, Mixed Ages, Peace Education, Tomorrow's Child
Portrait Of Pupils At Montessori School During Outdoor Break
If we are to teach real peace in this world…we shall have to begin with the children.
—Mahatma Gandhi
Montessori education has been referred to as “peace education”; Montessorian Sonnie McFarland calls peace education a “Montessori best practice” (Montessori Life, January 2005); and even Gandhi praised Montessori’s approach to world peace. So, how is peace cultivated in a Montessori classroom?
The Quiet Hum of Peaceful Activity
Visitors often marvel at how Montessori classrooms seem to have a “hum” to them. It is no wonder that children in a Montessori classroom seem joyful, relaxed, and happy. They are able to choose an activity and work at it as long as they like. The children interact with their peers and move about the room freely. The teacher’s main goals are to make sure children are engaged, to connect children with the prepared environment, and to protect their work once they are immersed in concentration. One can sense a spirit of purpose, satisfaction, and joy permeating the room.
But this does not happen magically! It is the teacher who helps to protect children’s work by showing other children in the classroom how to watch, how to walk around a work rug, or how to interrupt politely. With ongoing Grace and Courtesy lessons, we are able to give children tools for resolving conflicts peacefully and ways to cultivate a peaceful and productive environment for learning.
Although the process of engaging in purposeful work, itself, evokes a sense of calm, it is also due, in large part, to our Grace and Courtesy presentations. Based on observed behavior, these related presentations contribute to what can become a harmonious state. It is also through the Grace and Courtesy framework that we are able to teach in a proactive, rather than reactive, way.
Constructing Grace & Courtesy Lessons
Grace and Courtesy lessons can be carefully planned or done in an impromptu fashion. By keeping a few of these lessons in the back of one’s mind, they can be a great way to fill in the gaps during transition times. These lessons can be modeled by the teacher and/or rehearsed and modeled by the children themselves.
At the beginning of the year, it may be necessary to introduce and practice up to seven or eight Grace and Courtesy ‘skits’ per day. From modeling “how to walk around a work rug” to “how to ask for help,” these quick lessons (sometimes with words and sometimes without) give children tools to navigate their environment and social landscape. Other lessons are more social and provide a way to establish a classroom management technique that is child-driven rather than teacher-driven.
Always relevant to the classroom community, Grace and Courtesy lessons empower children to be responsible, self-aware, and independent. These activities are about respecting children’s needs and considering the whole classroom community as a collective unit. Practicing modeled behaviors at neutral moments allows children to discover much-needed tools, and they are grateful to know what to do and say in frustrating or difficult circumstances.
Through the structure of Grace and Courtesy, children are able to practice respectful communication, and they are given tools to respond to others. Grace and Courtesy lessons are an invaluable tool for the teacher in the way that they allow us to put special energy on behavior we want to support. The lessons serve our classrooms well because we can revise what lessons are given, as needed, in response to observing how the children interact with certain objects and/or others.
The Value of the “Invisible Curriculum”
Angeline Lillard, in her book Montessori: The Science Behind the Genius, wrote that the lessons of Grace and Courtesy “are on par with lessons in math, music, and language.” (2007, 198-99) There are no physical materials on the shelf to remind us of the importance of Grace and Courtesy; these activities cannot be seen, but they mustn’t be forgotten. Ginni Sackett (AMI trainer, Montessori Institute Northwest) has said that Grace and Courtesy is a part of Montessori’s “ invisible curriculum.” Other “invisible” activities that can be considered a part of this curriculum are Spoken Language, Silence, and Walking on the Line. This “invisible curriculum” is one of the most significant components of the Montessori environment. In fact, because of the invisible aspect of these activities, it is all the more critical that the Montessori teacher is conscientious about implementing them.
Grace and Courtesy presentations are an ongoing, collaborative aspect of our curriculum that invites the children and teachers to work together to forge a culture of responsibility, tolerance, and harmony. Every classroom is unique, and the great beauty of a Montessori classroom is that its educational construct and style allows each classroom’s own definition of peace to develop and flourish. We are not teaching to a test or moving children along, and we are able to pause to explore the dynamics of an issue or problem.
How to Make Lessons Most Effective
When presented, Grace and Courtesy lessons should have the same points of interest and analysis of movement that a Practical Life or Sensorial lesson would contain. Emphasis on body mechanics, body language, and enunciating words clearly (if the skit includes words) are all critical, as children may absorb every aspect of the modeled behavior. Often, we take for granted the behavior we have mastered as adults; whereas, children might see our actions as a flurry of movement that they couldn’t possibly master themselves. So backing up, and even reviewing what you might do to execute a specific series of motions that make up a complete action, can be helpful when emphasizing certain aspects of a Grace and Courtesy lesson to children.
Just as a scientist evaluates his data, the Montessori teacher is advised to watch and discern what is and is not working as a result of a Grace and Courtesy lesson and to revise the variables accordingly. For example, if a Grace and Courtesy lesson on “what to do when you say excuse me” isn’t working (i.e., the children are still bumping into each other), you could follow up by isolating the words and then the movements. Re-present the lesson with not just the words, “excuse me,” but 1) by first verbalizing “excuse me,” and 2) by then making a very clear demonstration of how you would move your body by stepping to the side.
A Framework for Peace
Grace and Courtesy lessons are our framework for modeling peace. Participating in Grace and Courtesy skits gives children the confidence they need to function independently in the classroom, and since the classroom is a microcosm of the larger world, these rehearsed social scenarios are great tools for life. As Montessori teachers, we have a built-in foundation for peace education; all we have to do is come up with the appropriate Grace and Courtesy lessons to model.
A Sampling of Grace
& Courtesy Lessons
How to walk around a rug
How to ask for a hug
How to blow your nose
How to greet a visitor
How/when to say “excuse me”
How to ask for help from a teacher/friend
What to say if someone says “you’re not my friend”
How to walk with scarcely making a sound
How to tell someone you want to be alone
How to watch someone do work
How to clean up your snack
What to do if you’re really angry
How to agree to disagree
Tomorrow’s Child / Jan 2019 / Pg 23
by Maureen Healy | Communication, Emotionally Healthy Children, Empowerment, Kindergarten, Lower Elementary (6-9), MFA, Mixed Ages, Montessori Teachers, Peace Education, Planes of Development, Primary (3-6), Tomorrow's Child, Upper Elementary (9-12)
Cute toddler boy and his pretty sister with long curly hair sitting at the dinner table and eating delicious pasta with hands
“It is our responsibility to learn to become emotionally intelligent. These are skills. They’re not easy. Nature didn’t give them to us. We have to learn them.” —Paul Ekman
Children today are more emotional, strong-willed, and reactive than ever before. They have big feelings and oftentimes don’t yet know how to constructively release them. Of course, this is one of the reasons I wrote the book, The Emotionally Healthy Child, which gives adults the ideas and tools to help their children with these emotions. But you have a front-row seat witnessing your child’s emotions whether she’s saying, “That’s not fair” followed by tears or your son doing his happy dance when he finds out today’s a snow day!
Boys and girls tend to react to their emotions quickly—sometimes in smart ways, and sometimes the opposite. The good news is that any healthy child can learn how to slow down and make smarter choices, even when challenged emotionally– and I know it means that the classroom becomes a central place for this education. Just today, I had a teacher ask me: What makes an emotionally healthy classroom? In this short article, I’ll share what emotional health is and what it looks like in today’s 21st-century classroom.
Emotional Health: A Starting Point
The starting point for emotional health is learning to identify your emotions, and then beginning to express them constructively. Of course, there’s much more to emotional health, but to simplify the concept, that’s where we begin. And it’s approximately age four and up when we can expect children to be able to make more logical (smarter) choices consistently. Before the age of four, logic and reason aren’t commonly online in your child yet. Remember Jerry Seinfeld said, “Having a toddler is like having a blender that you do not have the top for,” which explains their high energy and emotional disorganization.
Older children can begin their journey in earnest of mastering their emotions and expressing them constructively through education. But remember this isn’t simply a lesson for children—cultivating positive emotional health is a lifelong endeavor. Some days we’re learning about enthusiasm and excitement, while other days it’s disappointment and loss. But the school, and even more specifically, the classroom is where many children’s feelings bubble up, from disappointment to sadness to excitement and enthusiasm, and oftentimes they don’t yet have the skills to handle.
The Emotionally Healthy Classroom
What makes a classroom go from good to great? I would say the teacher, but when it comes to emotional health and the classroom, the teacher is doing certain things to elevate that room. He or she is:
1. Handling emotions first.
2. Creating connections second.
3. Focusing on learning third.
The emotionally healthy classroom puts emotional health front and center. They don’t hope that children learn about their emotions or gain self-awareness at home, but they teach children how to calm and connect with the present moment. Take for example a group of first-graders returning from recess, which may include some quiet and some rowdy children. Using a breathing tool, (for example, “Five for Five” from my new book, The Emotionally Healthy Child) when children get back into the classroom can help them become calm and centered before they start their next project.
Along with teaching children what emotions are, how they work, and smart ways to express them, the emotionally healthy classroom teaches how to interact with others. Every classroom has children from varying backgrounds—some dealing with serious issues, whether it’s a parent with chronic health problems or a wildfire in their community—life isn’t always easy for today’s children. But helping children make, keep, and repair relationships are essential to cultivating positive emotional health. Take Tommy for example, he forgot his lunch, but his cousin Juniper was quick to share hers with him. This is a healthy connection, which mitigates stress and challenges.
Of course, the emotionally healthy classroom also inspires children to learn. This is one of the main tenets of Montessori education, as you know. Maria Montessori said, “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.’” Because learning happens when we, as adults (teachers, professionals, parents), create the conditions for learning to occur, then step back and allow children to use their curiosity and ability to discover new things on their own. Yes, we can point them in certain directions, coach them, and keep them safe, but, ultimately, learning is a solo act that happens when the conditions are correct.
Emotional Health is a Learnable Skill
Children who feel their best can do their best. This isn’t rocket science, but deliberately including exercises and activities to help children manage their emotions is the first step towards creating a well-being centered classroom. Also, there isn’t shame or embarrassment if someone cries, or stomps their feet to the other side of the room. Instead, the teacher says: “What do you need right now?” and helps that child calm down as well as come back to center so engagement and connection can begin again. So along with children learning, adults are learning how to feel our best and, ultimately, do our best, too.
We’re all in it together!
Tomorrow’s Child/ Jan 2019 / pg 12
by Jonathan Wolff | Communication, Empowerment, Mindfulness, Mixed Ages, Montessori Teachers, Peace Education, Sensitive Periods, The International Montessori Council, Webcasts / IMC
Webcast The Power of Individualized Leadership Practicing Personalized Acts with Kathy Leitch and Jonathan Wolff
by Lorna McGrath | Adolescence, Communication, Early Adolescence (12-15), Emotional Intelligence (EQ), Later Adolescence (15-18), Lower Elementary (6-9), MFA, Mindfulness, Montessori Family Life, Montessori Parenting, Peace Education, Primary (3-6), Upper Elementary (9-12), Webinars / MFA
How many times have you heard an adult say to an upset child, “Calm down,” “Just relax,” or “Pull yourself together. It’s not so bad”? Children are not born knowing how to calm themselves when they get emotional. Self-regulating our emotions is a skill to be learned. In part 1, Lorna will define learning styles and help make the connection between the way that we learn with the way that we self-calm. In part 2, she will share how to create a place for each family member when they need get calm, what activities to put in, when a family member should go there, and how to get them there.
by Tesha Miller | Communication, Peace Education, Sensitive Periods, The International Montessori Council
I wanted you to know that our students sent this email to Montessori elementary schools across the nation on the day that students nationwide did a ‘walk out.’ I asked them to think of something else that they could do rather than a walkout, and this is what they shared.
Dear Montessori Students,
“I will write peace on your wings and you will fly all over the world.” —Sadako Sasaki
We write to you hoping we can all come together and call out for peace. The students at the Child Unique Montessori Elementary School of Alameda have been impacted emotionally and spiritually with the violence happening all around us. In the spirit of Dr. Maria Montessori, who believed in peace, we call for a change.
One ancient Japanese legend states that if one folded one thousand cranes, a wish would come true. The crane is also a symbol of hope and healing.
We plan to fold over one thousand cranes as a symbol of peace. Our wish is for world peace.
We invite you to join in on our mission to create one thousand cranes to help make the world a better place. The cranes will be sent to Major Stoneman Douglas High School in Florida and to Washington DC as a way to stand in solidarity.
“We realize the importance of our voices only when we are silenced.” —Malala Yousafzai
Sincerely, MESA students
ML/September 2018/pg 15
by Christine Lowry | Empowerment, Mindfulness, Montessori students, Peace Education, Psychology, Sensitive Periods, The International Montessori Council
This was to be the last in a series of three articles on Advocacy. Instead, it is an article on the power of community and the passion and commitment that leads to action. This is true grassroots advocacy.
MARCH FOR OUR LIVES March 24, 2018, Washington, DC and 800 other cities around the world
Reflections: Watching and listening to these children (9 to 18 years of age), who have been forced to grow up too soon, experiencing trauma that no one should have to experience. This is their moment—their passion, their commitment, their deeply honest truth, spoken from the heart.
The crowd of young people, grown “children” with their parents, families, grandparents able to stand together in silence for 4 minutes and 20 seconds. A community with differences but coming together to shout “No More” “Enough is Enough” “Never Again.”
The striking inclusiveness of the organizers, the speakers, the events that brought them to this day and to this place. Speakers who suffered the loss of siblings, speakers who were themselves, victims, a 9-year-old girl (Yolanda Renee King) whose grandfather, 50 years before her, led those who suffered and suffer still. They each shared their voice, they each were heard, and the community came together.
All shared their strength, their courage, and their conviction.
“If the processions of children appeared among us we would have to welcome them reverently and bow down before them in admiration. The child would appear before us as the teacher of peace.” —Dr. Maria Montessori.
As I stood in amazement at the power and grace of these “children” sharing their pain, speaking so boldly, I reflected on our role as leaders and educators. We are raising the generation that will follow, the generation that will lead.
As Montessori educators, we attempt to follow in Dr. Montessori’s footsteps. We teach peace, we believe in the children who can be the force of peace to change the world. We believe in the values of compassion, empathy, and a strong community. As we stand in admiration, and maybe a bit of awe, of these “children” who captured the attention of the world, can we use this as an opportunity to remind ourselves of our values, can we reflect on how we as a community, and each of us individually, can contribute to peace?
How do we live, how do we teach, how do we strive to solve problems and respect the “messiness” of each of us reflecting, growing, and developing at our own pace? Do we really appreciate diversity—not just racial or economic or religious or gender identity- but of the ways we each offer the best we can in whatever way, and whatever time? Do we honor and respect and accept that we, like our students, are individuals who each bring our story, our experience, our education to this task of becoming a Montessori educator? And most of all, can we as adults, as educators and school leaders, share in the collective reflection that will guide us as we guide our students?
The most basic foundation of “advocacy” for Montessori education begins with each of us as educators, in our respect and acceptance of the value of each student in our classroom. As school leaders, we honor each student, regardless of need or life situation. We honor each family as giving the best that they can. We honor and support each educator in our school regardless of position, experience, or training. To follow in Dr. Montessori’s footsteps means to be willing to actively participate in this “transformation” of our personal biases, our values, our beliefs, and our behavior. We make mistakes, we stumble, but we are open to learning and listening because, truly, we share the common goal of supporting our children as they grow toward their role as “the teacher of peace.”
Grassroots advocacy and activism is local, it is “common, ordinary” people building community through inclusive and engaging collaborative effort.
At the classroom level, we prepare an environment that becomes a “social environment.” “It is perhaps a natural thing—something that allows easy communication between individuals—sympathy, cooperation, etc. I have called this society by cohesion.” (Dr. Montessori). At the school level, this cohesion becomes a social organization that “connects all the people together.” In our greater Montessori community, we have leaders who are moving beyond organizational goals to acknowledge our collective goals while accepting and respecting our diversity. This is our time to come together. It is for the children.
As we look at the children who spoke with such eloquence, such passion, and such grace as they marched for their lives, we can use this as our opportunity to reflect on how we serve the children we guide every day. Our students each have their stories, their struggles, their challenges, and their joys and achievements. We contribute to who they will become. Let’s give them our best.
“We see the child who stands before us with arms held open, beckoning humanity to follow.” (Dr. Montessori.) ′
Christine Lowry has served children and families as a special educator, Montessori teacher, and a school leader. She guides schools and Montessori communities as they support students with challenges. Her commitment to Montessori education has led to experiences in support of local, state, and national organizations as they engage in advocacy efforts. She can be reached at christine@montessori-now.com or christinehlowry@gmail.com.
ML/ September 2018/ pg16
by Michael Dorer, EdD | Early Adolescence (12-15), Empowerment, Later Adolescence (15-18), Lower Elementary (6-9), Montessori Curriculum, Montessori Education, Montessori Middle School, Montessori Secondary / High School, Montessori students, Montessori Teachers, Peace Education, Primary (3-6), School Leadership, The International Montessori Council, Upper Elementary (9-12), Webcasts / IMC
Join Dr. Michael Dorer as he shares his unique insights on peace in education. Education for peace is essential for building a culture of peace. How can peace become an essential part of your Montessori experience? Everyday practices and regular attention on activities of peace can establish a community of peace in every Montessori classroom, Join Michael to think about and discuss seven simple but essential peaceful strategies that can transform your classroom into a model of peace.
by Christine Lowry | Empowerment, Maria Montessori, Mindfulness, Mixed Ages, Montessori students, Peace Education, The International Montessori Council
This was to be the last in a series of three articles on Advocacy. Instead, it is an article on the power of community and the passion and commitment that leads to action. This is true grassroots advocacy.
MARCH FOR OUR LIVES March 24, 2018, Washington, DC and 800 other cities around the world
Reflections: Watching and listening to these children (9 to 18 years of age), who have been forced to grow up too soon, experiencing trauma that no one should have to experience. This is their moment—their passion, their commitment, their deeply honest truth, spoken from the heart.
The crowd of young people, grown “children” with their parents, families, grandparents able to stand together in silence for 4 minutes and 20 seconds. A community with differences but coming together to shout “No More” “Enough is Enough” “Never Again.”
The striking inclusiveness of the organizers, the speakers, the events that brought them to this day and to this place. Speakers who suffered the loss of siblings, speakers who were themselves, victims, a 9-year-old girl (Yolanda Renee King) whose grandfather, 50 years before her, led those who suffered and suffer still. They each shared their voice, they each were heard, and the community came together.
All shared their strength, their courage, and their conviction.
“If the processions of children appeared among us we would have to welcome them reverently and bow down before them in admiration. The child would appear before us as the teacher of peace.” —Dr. Maria Montessori.
As I stood in amazement at the power and grace of these “children” sharing their pain, speaking so boldly, I reflected on our role as leaders and educators. We are raising the generation that will follow, the generation that will lead.
As Montessori educators, we attempt to follow in Dr. Montessori’s footsteps. We teach peace, we believe in the children who can be the force of peace to change the world. We believe in the values of compassion, empathy, and strong community. As we stand in admiration, and maybe a bit of awe, of these “children” who captured the attention of the world, can we use this as an opportunity to remind ourselves of our values, can we reflect on how we as a community, and each of us individually, can contribute to peace?
How do we live, how do we teach, how do we strive to solve problems and respect the “messiness” of each of us reflecting, growing, and developing at our own pace? Do we really appreciate diversity—not just racial or economic or religious or gender identity- but of the ways we each offer the best we can in whatever way, and whatever time? Do we honor and respect and accept that we, like our students, are individuals who each bring our story, our experience, our education to this task of becoming a Montessori educator? And most of all, can we as adults, as educators and school leaders, share in the collective reflection that will guide us as we guide our students?
The most basic foundation of “advocacy” for Montessori education begins with each of us as educators, in our respect and acceptance of the value of each student in our classroom. As school leaders, we honor each student, regardless of need or life situation. We honor each family as giving the best that they can. We honor and support each educator in our school regardless of position, experience, or training. To follow in Dr. Montessori’s footsteps means to be willing to actively participate in this “transformation” of our personal biases, our values, our beliefs, and our behavior. We make mistakes, we stumble, but we are open to learning and listening because, truly, we share the common goal of supporting our children as they grow toward their role as “the teacher of peace.”
Grassroots advocacy and activism are local, it is “common, ordinary” people building community through inclusive and engaging collaborative effort.
At the classroom level, we prepare an environment that becomes a “social environment.” “It is perhaps a natural thing—something that allows easy communication between individuals—sympathy, cooperation, etc. I have called this society by cohesion.” (Dr. Montessori). At the school level, this cohesion becomes a social organization that “connects all the people together.” In our greater Montessori community, we have leaders who are moving beyond organizational goals to acknowledge our collective goals while accepting and respecting our diversity. This is our time to come together. It is for the children.
As we look at the children who spoke with such eloquence, such passion, and such grace as they marched for their lives, we can use this as our opportunity to reflect on how we serve the children we guide every day. Our students each have their stories, their struggles, their challenges, and their joys and achievements. We contribute to who they will become. Let’s give them our best.
“We see the child who stands before us with arms held open, beckoning humanity to follow.” (Dr. Montessori.) ′
Christine Lowry has served children and families as a special educator, Montessori teacher, and a school leader. She guides schools and Montessori communities as they support students with challenges. Her commitment to Montessori education has led to experiences in support of local, state, and national organizations as they engage in advocacy efforts. She can be reached at christine@montessori-now.com or christinehlowry@gmail.com.
Montessori Leadership/ May 2018/ Pg 16
by Cindy Acker | Mindfulness, Mixed Ages, Montessori Family Life, Montessori students, Peace Education, The International Montessori Council, Young Adolescent, Young Adults
I wanted you to know that our students sent this email to Montessori elementary schools across the nation on the day that students nationwide did a ‘walk out.’ I asked them to think of something else that they could do rather than a walkout, and this is what they shared.
Dear Montessori Students,
“I will write peace on your wings and you will fly all over the world.” —Sadako Sasaki
We write to you hoping we can all come together and call out for peace. The students at the Child Unique Montessori Elementary School of Alameda have been impacted emotionally and spiritually with the violence happening all around us. In the spirit of Dr. Maria Montessori, who believed in peace, we call for a change.
One ancient Japanese legend states that if one folded one thousand cranes, a wish would come true. The crane is also a symbol of hope and healing.
We plan to fold over one thousand cranes as a symbol of peace. Our wish is for world peace.
We invite you to join in on our mission to create one thousand cranes to help make the world a better place. The cranes will be sent to Major Stoneman Douglas High School in Florida and to Washington DC as a way to stand in solidarity.
“We realize the importance of our voices only when we are silenced.” —Malala Yousafzai
Sincerely, MESA students
Montessori Leadership/ May 2018/ Pg15
by Tim Seldin | Emotional Intelligence (EQ), Empowerment, Kindergarten, Lower Elementary (6-9), Mindfulness, Mixed Ages, Montessori Education, Montessori Teachers, Parent Education, Peace Education, Primary (3-6), Upper Elementary (9-12)
Lessons in Grace, Courtesy & Community Service
Learning how to work and play together with others, in a peaceful and caring community, is perhaps the most critical life skill that Montessori teaches. Learning how to greet someone graciously is one of the first acts of courtesy learned in the Montessori classroom.
Everyday kindness and courtesy are vital Practical Life skills. Lessons in Grace and Courtesy teach everyday social customs, such as: how to enter a room; how to act in a way that does not disturb another’s work; how to ask if you may join in an activity; how to decline an invitation graciously; how to use table manners; and how to offer an apology.
Even the youngest child is treated by her teachers and classmates with dignity and respect, and the everyday example of the older children behaving graciously reinforces the lessons in kindness.
Montessori students come to understand and accept that we all have responsibilities to other people. They learn how to handle new situations that they will face as they become increasingly independent. They develop a clear sense of values and social conscience and absorb everyday ethics and interpersonal skills from the earliest years.
The Silence Game
The Silence Game helps children develop a much higher level of self-discipline, along with a greater awareness of the sounds around us that most people take for granted. In this group activity, the teacher will get the children’s attention, either by ringing a small bell or by hanging up a sign with the command Silence. The children stop where they are or gather on the line, close their eyes, and try to remain perfectly still. The children sit still, with their eyes shut, and wait to hear the teacher whisper their name. When they hear it ever so softly spoken, they silently rise and join the teacher.
Sometimes, the teachers will vary the Silence Game by challenging the children to carry bells across the room without allowing them to ring, or they may use the calm atmosphere to introduce the children to guided visualization. At first, the younger children may not be able to hold the silence for more than 20 – 30 seconds, but gradually their ability to relax, listen, and appreciate the perfectly calm environment increases. In many classes, the Silence Game is an important daily ritual.
Teaching Peace & Compassion
The Peace Table plays an important role in Montessori classrooms.Two children having a disagreement will normally decide to retreat to the Peace Table to solve their problem. Sometimes, children may not remember, and the suggestion might come from the teacher.When classmates observe an ongoing disagreement, somebody might bring them a peace rose with the reminder to solve their problem at the Peace Table.
Once arrived at the table, the child who feels wronged places her hand on the table, indicating that she wants to have her say without interruption. The other hand she places on her heart, indicating that she speaks the truth, from the heart.She then looks the other in the eye, speaks her name, “Lisa,” and proceeds to state how she feels, “Lisa, I feel very angry …” and continues to state why she feels that way, “… because you didn’t let me play with you and Lily!” She states how she wants to resolve the conflict: “And I don’t want you to do that ever again, if you want to be my friend!” Now that she has stated her case and opened the door for further discussion, she withdraws her hand from the table and from her heart and gives Lisa a chance to respond.
Lisa proceeds that same way. She places a hand on the table and one on her heart, looks Eleanor in the eye, and responds: “Eleanor, I feel unhappy that you are angry. I did not mean to hurt your feelings. However, Lily is a good friend of mine also, and the game we played can be played by only two children.If I had been playing it with you, nobody else could have joined us either.So, you see, it’s just one of those things.I want to remain your friend.”
With that, Lisa is finished and withdraws her hands. Now it is Eleanor’s turn to agree or disagree. In any case, they continue the dialogue until they reach some kind of agreement, even if that means that they disagree. At least they are talking, without yelling, screaming, and blaming.They want to solve the problem. When they have reached an agreement, they ring the bell to let the others know. In case they cannot come to a positive conclusion, they may ask for a mediator. This may be one of the older children, who has been trained to be impartial and to listen well.
However, if the problem or conflict is too involved, then one of them may ask for a pow-wow. During a pow-wow, the entire class, or a large part of the class, sits in a circle, listens to first one, then the other person’s side of the story. The class members contribute what they can, either as facts of what they have seen or heard, as ethics (right and wrong), or in perspective to class rules, upon which all have agreed previously. It is wise for the teacher to observe and monitor the entire process from the sidelines.
The core experience the students gain from these procedures is that it is necessary to solve disturbances honestly and with good will to maintain a harmonious and cooperative atmosphere in the community
Community Service
Community service is an important element in Elementary and Secondary Montessori programs. Even very young children can learn to share with friends and help their classroom community.
by Kathy Leitch | Mindfulness, Montessori Administrators, Montessori Education, Montessori Teachers, Peace Education, School Leadership, The International Montessori Council, Webcasts / IMC
On December 20, 2017, Kathy Leitch led a conversation on the topic of “Caring for the Head of School…Fresh Start for the New Year!”
Well, we were definitely in full holiday swing! Our question is, as always, how are we keeping yourself centered and sane? We engaged in a discussion about caring for ourselves in the midst of meeting so many needs. Kathy will present several strategies that will provide the opportunity for reflection and renewal while being available and open to the season’s demands. Come prepared to share what works for you and where you find solace. We’ll prepare our personal environments for a fresh start in the New Year!
by Sharon Caldwell | Later Adolescence (15-18), Lower Elementary (6-9), Montessori Education, Montessori Middle School, Montessori Secondary / High School, Montessori students, Montessori Teachers, Peace Education, Primary (3-6), The International Montessori Council, Upper Elementary (9-12), Webcasts / IMC, Young Adolescent
On November 8, 2017 Sharon Caldwell, Senior Montessori Consultant in South Africa explored the important topic of giving children a greater voice and sense of shared decision-making and ownership at both the classroom and school-wide level in Montessori.
We remember that Montessori speaks often about the children’s sense of pride in the care of their environment and treatment of one another within the community. These are children’s houses, not teacher’s classrooms.
Sharon has a background in both Montessori and democratic education and will look at practical steps to create a large scope of children’s engagement in the school.This can lead to long-term loyalty, price, and continuing enrolment.
Remember, we store videos of all of our webcasts and much more in The International Montessori Council member’s resource center. If you or your school are not members yet, you should look into it. https://stage.montessori.org/the-international-montessori-council-imc/
The IMC offers great benefits, especially to schools, and is very affordable because of its connection to the Montessori Foundation. It only takes a moment to join online.
If you’d like to know more about having any of us from the Montessori Foundation come to your school or present a live online class by video broadcast to your entire staff, contact timseldin@montessori.org
by Brynn Rangel | Discipline, Later Adolescence (15-18), Lower Elementary (6-9), Montessori Administrators, Montessori Middle School, Montessori Secondary / High School, Montessori Teachers, Peace Education, Primary (3-6), Psychology, School Leadership, The International Montessori Council, Upper Elementary (9-12), Webcasts / IMC
A Case Study of Task Avoidance, Verbal Aggression, and Physical Aggression
On November 8, 2017 our guest was Behavior Analyst, Brynn Rangel, MBA, BCBA. She will speak about Addressing Challenging Behaviors Part 2: A Case Study of Task Avoidance, Verbal Aggression, and Physical Aggression
What happens when a child struggles to normalize? What do we do when challenging behaviors disrupt the learning environment?
In this week’s webinar, we will examine a case study of a student exhibiting avoidant and aggressive behaviors. The discussion will focus on positive behavior support strategies that best support the student through environmental modifications, teaching new skills and supporting appropriate behavior. We will discuss in detail what to include in a behavior intervention plan so that teachers, administrators and support staff members are able to implement with consistency and fidelity.
Participants were invited to share their thoughts on applying these strategies to their own environments.
In this webinar, Board Certified Behavior Analyst, Brynn Rangel guided a discussion about assisting students struggling to adapt to the Montessori environment by using positive behavior support strategies. The discussion will explain the process of identifying functions of behavior, utilizing data collection systems, linking social and emotional learning goals to the Dimensions of Observable Growth, and implementing positive feedback systems within the classroom.
The webinar aimed to reconcile contradicting principles of Montessori pedagogy and data-driven behavioral analysis while shedding some light on the sympatric nature of the two practices. Participants are invited to share their thoughts on applying these strategies to their own environments and have an open dialogue about the science behind the practice.
by Punum Bhatia Ph.D | Archived Issues / Montessori Leadership, Maria Montessori, Mixed Ages, Peace Education, The International Montessori Council
Climate change is one of the most pressing issues of our time and one of the biggest challenges facing the international community today.
Desmond Tutu, Nobel Peace Laureate and Archbishop Emeritus of Cape Town alerts us to this fact:
“Climate change is the greatest human-induced crisis facing the world today. It is totally indiscriminate of race, culture, and religion. It affects every human being on the planet.”
(Kagawa and Selby, 2010)
Back in 1946, Maria Montessori describing Cosmic Education wrote:
“Similarly, all other animals, by the process of feeding themselves or seeking food, carry out a ‘cosmic’ task, which contributes to keep nature in a harmonious state of purity. Each kind works for the whole and, upon the work of each, depends the possibility of the life of the whole. … When one observes the generality of this contribution, one cannot but wonder about Man. Is Humanity the only parasite who lives among useless struggles and immense work merely to keep itself living?” (1989, p. 107)
It certainly seems so. We have selfishly used our planet to serve our own needs, and scientists claim that two human actions are solely responsible for global warming: burning fossil fuels and deforestation. We have been warned that if greenhouse gas emissions keep going up, with business as usual, this will produce rapid and devastating warming. This is not just bad news for animals, such as polar bears; dependable food and water supplies could be disrupted, too, and rising seas could remake maps. What’s more, extreme weather, worse droughts, and more fierce wildfires could become increasingly common.
It was in December 2015 that world leaders began assembling in Paris to try and do what they were unsuccessful in doing for the past two decades: steer the world away from climate disaster. They signed an important historic agreement to fight global climate change. In the words of President Barack Obama:
“I believe this moment can be a turning point for the world. We’ve shown that the world has both the will and the ability to take on this challenge…the planet will be in better shape for the next generation.”
A beginning was made to save the planet and, at Montessori Casa International, we thought it was time to do our bit. Now, more than ever, it seemed like a great time to talk to the children about the amazing planet that we live on and how we can best use and protect its resources. Montessorians are well versed when it comes to protecting the Earth and its environment. Dr. Montessori believed wrote:
“The land is where our roots are. The children must be taught to feel and live in harmony with the Earth” (1948/1973, p. 35). She also said, “There is no description, no image in any book that is capable of replacing the sight of real trees and all of the life to be found around them in a real forest” (1948/1973, p. 3). Montessori placed great importance on Cosmic Education, beginning with the miracle of the cosmos, filling children with a great sense of awe, as they encounter the wonders of creation and realize their role and responsibility. She wrote:
“Let us give the child a vision of the whole universe…for all things are part of the universe and are connected with each other to form one whole unity” (Montessori, 1948/1989, p. 5-6).
Dr. Montessori felt that human existence had become overshadowed by a focus on materialism and external goals. She spoke of a lack of balance between mankind and the environment, regarding people as victims of their own technological progress, greedy for personal gain at the expense of others. She maintained that the rapid pace of technological advancement exceeded man’s pace of psychological adjustment and urged that “man should raise his values and become the master instead of the victim of the environment he himself has created” (Montessori, 1989, p.11).
It is easy to forget that Montessori was writing over a century ago, for her ideas are so relevant today. In order to reinstate ‘inner’ goals, Montessori maintained that we must acquire a fundamental respect for life, derived from an understanding of how life has evolved and the conditions it requires for continuation. She wrote:
“This is not the time to fight each other…The real enemy is man’s impotence against his own products…To vanquish this enemy, man has only to react and behave in a different manner towards the environment.” (Montessori, 1955/1989, p.13).
She believed that we must consciously educate the child towards an understanding and appreciation of the environment that will, in turn, awaken his/her sense of responsibility towards it. Montessori referred to this as her ‘Cosmic Plan’ (Montessori, 1948/1989), the aim of which was to bring about world peace. She firmly believed that educating children according to these values is the only way of improving a lot of mankind.
At Montessori Casa International, we wanted to spread the sense of responsibility and ownership that the children had towards their classroom to the larger environment. We wanted them to know that there was always a choice and that they should choose responsibly as citizens of the world. Empowering them to care for the planet would have a long-lasting impact that would take them into their adult lives, where environmental protection would be second nature to them.
Opening the young child’s mind to the richness and diversity of life requires a thoughtful approach on the part of the adult. The young thinker, who is just beginning to develop conscious memory, is dependent on concrete, physical experiences to make sense of things.
We realized that we must, therefore, find ways of making information about the wider world accessible to the child. Since ours is a lab school, we gave this task to our teachers in training. Each teacher trainee took, as her project, one aspect of caring for our environment. She explored it in many ways, realizing that what we must offer to the children is a whole host of first-hand experiences. This would arouse their interest and provide sensory stimuli that can be internalized and used as a basis for the imagination. Without this initial input, the child would be unable to ponder aspects of the world beyond his/her immediate environment.
This was quite a challenge for the teacher trainees, but they had plenty of opportunities to learn as they went, changing their lesson plans to meet the needs of the children. They began as a group, showing the children pictures of the sad state of our planet: drylands, melting glaciers, extinct animals, and so on. They discussed with the children how this made them feel and what could be done to change and make the planet healthy again. Gradually the children were steered in the direction of teaching responsibility. Compositing, recycling, reusing, repurposing, and water harvesting were all introduced to them over the next few months.
All these projects have stayed in the school, becoming a part of the children’s daily life. There is much less wastage. Everything is composted or recycled or reused. The families were also involved in this program and urged to help us teach environmental responsibility to the children. The children certainly had come a long way from the initial responses we received. For instance, when asked, “What if the water in the drinking fountain ran out? What would you do?” The response from a four-year-old was, “We could drink lemonade!”
The lesson on melting ice caps seemed to have made a lasting impact on them. A discussion on water pollution and its negative effects on our ice caps had one of the children remarks when looking at the picture of the sick polar bear, “Oh no! We have to save his home!”
The teacher trainees learned that, if we take time to share the child’s interest in the environment (making sure we model positive attitudes) and find ways to extend the child’s discoveries, we will go a long way to developing a true ‘citizen of the world’ —an individual who has a fundamental respect for life in all its manifestations. This was Montessori’s vision, to promote the child as an agent of humanity’s survival and improvement.
References
Kagawa & Selby. (2010)
Education and Climate Change: Living and learning in interesting times. New York: Routledge
Montessori, M. (1948/1976). From childhood to adolescence. New York: Schocken.
Montessori, M. (1948/1989). To educate the human potential. Oxford: Clio
Montessori, M. (1955/1989). The formation of man. Oxford: Clio.
Montessori, M. (1989). The child, society, and the world: Unpublished speeches and writings (Vol. 7). Oxford: Clio.
Montessori Leadership/ Sept 2017/ Pg 17
by Biological Diversity | Archived Issues / Tomorrow's Child, Early Adolescence (12-15), Empowerment, Family Resources, Health / Nutrition, Later Adolescence (15-18), MFA, Montessori Family Life, Nature, Outdoor Education / Resources, Peace Education, Tomorrow's Child
Every day we make choices in our lives that affect the environment, the climate, and other species. Here’s how you can ‘choose wild’ and reduce your environmental footprint to leave more room for wild animals and plants.
1. Think twice when shopping. Before you buy something new, ask yourself if you really need it. If so, consider buying gently used and look for minimal packaging.
2. Boycott products that endanger wildlife. Avoid places that sell products from threatened species, such as sushi restaurants that sell bluefin tuna, and look for products made from sustainable materials that don’t endanger the habitat.
3. Take extinction off your plate. You have three chances a day to reduce your environmental footprint by eating less or no meat. Eating locally sourced fruits and vegetables also lowers the amount of fossil fuel used to transport food over long distances.
4. Pay attention to labels. Choose Fair Trade certified goods and buy organic food whenever possible. If you’re a coffee drinker, look for “shade-grown” coffee.
5. Make sure big purchases have big environmental benefits. Look for the Energy Star label on home appliances and look for more fuel-efficient car models.
6. Be water-wise. Skip the bottled water. Conserve water by taking shorter showers, fixing leaky toilets, and choosing low-flow or low-water appliances.
7. Ditch the plastic. Cut down on plastic waste by shopping with reusable bags, ditching one-time-use water bottles, and avoiding products made from, or packaged in, plastic.
8. Drive less, drive green. Walk, bike, carpool, or use public transportation whenever possible. Combine errands to make fewer trips and keep your car in shape with regular tune-ups and tire inflations.
9. Choose a smaller family. With more than 7 billion people in the world, we’re not leaving much room for wildlife. We need to talk about human rights, overconsumption, and choosing a better future for wildlife, the planet—and us.
10. Green your home. Improve your home’s energy efficiency with adequate insulation, energy-saving windows, and a programmable thermostat. Call your energy provider to see if it offers free energy audits and efficiency incentives or knows of a company that does.
11. Choose renewable energy. If your state allows you to pick your electricity supplier, use a Green-e certified company. Explore the options—and tax credits—for installing solar in your home.
12. Use your voice and your vote. Vote for candidates with strong environmental platforms and urge them to pass policies that protect the environment and wildlife. Sign and share action alerts, and talk to your friends about endangered species protection and the need to address human population growth and overconsumption.
Learn more:
www.biologicaldiversity.org/population_sustainability
Facebook: Facebook.com/PopulationSustainability
Twitter: @choosewild
Instagram: @CrowdedPlanet
Retrieved from http://www.biologicaldiversity.org/programs/population_and_sustainability/sustainability/pdfs/12WaysToLiveMoreSustainably_factsheet.pdf
Tomorrow’s Child/ November 2017/ Pg 26
by Tim Seldin | Archived Issues / Tomorrow's Child, Children with Exceptionalities, Emotional Intelligence (EQ), Executive Functioning, Language & Reading, Mathematics, MFA, Montessori Curriculum, Montessori Education, Montessori students, Peace Education, Re-enrollment, Reading, Science, Sensitive Periods, Tomorrow's Child, Writing
To inspire academic excellence; nurture curiosity, creativity, and imagination; and awaken the human spirit
As children near the end of their kindergarten year in Montessori, many parents struggle with the question of whether or not to keep their children in Montessori for the elementary program.
On the one hand, the typical Montessori five-year-old’s self-confidence and love of learning lead many families to ask: Why tamper with something that is clearly working?
Other parents feel that, since their kindergarten graduate will be moving on to another class one way or the other, next year might be the logical time to make the transition from Montessori.
A major consideration for many families will be the opportunity to save the cost of private school tuition by taking advantage of the local public schools. Some will wonder if a more highly structured and competitive independent school will give their child a better preparation for college.
If you are facing this choice, I encourage you to take a good look at your school’s elementary program. Although you will, of course, want to gain an impression of the teachers, focus your attention on the students themselves. Elementary students are often the best spokespeople for the value of a Montessori education!
There are four aspects of the elementary program:
Academic Excellence
Universal Values
Global Understanding
Service
Inspiring Children To Work Hard and AchieveAcademic Excellence
Let’s begin by being very clear. Montessori is one of the most sophisticated pre-collegiate programs available anywhere in North America. It has been described as the ultimate gifted-and-talented program that is offered to a very wide range of students. However, this doesn’t tell the whole story. What makes Montessori special is its ability to nurture talent without needless competition and stress. In a nutshell, Montessori children never lose the joy of learning.
Montessori is, first and foremost, concerned with a child’s character and emotional development, rather than academics for grades and test scores alone. We inspire children toward academic excellence and nurture the curiosity, creativity, and imagination hidden within every human being.
Many Parents Worry That Montessori Will Not Prepare Their Children For The ‘Real World.’
Hearing that we do not give children letter grades (at least until high school), assign hours of nightly homework, give children weekly tests, or expect students to compete for the highest rank in the class, some parents wonder if we’ve lost our minds! After all, who wants to run the risk that Montessori, which was so charmingly right when they were young, doesn’t work in the elementary years or prepare children for the Real World?
Montessori Elementary Education Is Distinctly Different
First, let’s talk about highly selective programs for ‘gifted’ children.
Montessori demonstrated that intelligence is common among human beings. Most schools assume that giftedness is statistically rare and that, given half a chance, children will accomplish little without external structure, extrinsic rewards, and the fear of being embarrassed.
Many of us attended challenging elementary schools. Do you remember what happened in your highly disciplined classrooms when your teacher left the room? In many cases, it was disorder. What use is it to earn high grades, keep your notebook neat, pass every test, and hate your schoolwork? Many children in many good schools are bored, apathetic, or overwhelmed. They do only what must be done to get along. That is not a sound foundation for a real education. In truly wonderful schools, classrooms are filled with students who retain a sense of wonder, curiosity, and eagerness to learn. Those qualities are the almost universal description of elementary Montessori children.
I find the difference between the way many of us think about gifted children in this country and the attitudes we find abroad quite interesting. Americans unconsciously assume that intellectual ability and scholastic success is inborn, i.e. a child is born with special talents and abilities. Many parents in other countries assume that success is more the result of hard work, self-discipline, and high personal motivation.
In writing this, I don’t mean to suggest that truly gifted children (and adults) can’t be found. They are simply uncommon. What we focus on is the human potential hidden within young children.
Montessori demonstrated that intelligence has many forms and that children learn in different ways at different paces. Anyone who has worked with children knows this is true, but traditional schools normally follow a pre-established curriculum.
Montessori felt it was illogical to dismiss a child who finds it difficult to memorize facts without understanding or to remember what the teacher covers in a lecture. She also understood the powerful connection between a child’s inner emotional life, self-confidence, self-esteem, and the ability to learn.
A Montessori elementary program is based on warmth, kindness, and respect. There is a strong sense of community among the children. The classes are more like little villages, with powerful friendships and a clear sense of group identity. Teachers are normally seen as mentors and friends.
Building Character and Teaching Universal Values
There is an old saying that if you abandon a garden, the weeds will run wild. Abandon a child’s moral and spiritual education, and the weeds of confusion, materialism, self-centeredness, and spiritual emptiness will take hold.
Dr. Montessori observed that the elementary years are a sensitive period for moral reasoning. The elementary program integrates character development and family involvement throughout the curriculum.
The teaching of kindness and courtesy, self-discipline and self-respect, and fundamental values is crucial in a child’s moral development, sense of dignity, and academic success. With proper guidance from parents and educators, children can and will excel.
Montessori Schools Strive to Create Global Understanding
They tend to attract teachers from all over the world.
It is normal to find an international student body in a Montessori school anywhere in the world.
Montessori schools generally teach at least one foreign language and often offer programs in several.
World geography, international cultural studies, and world history are central to the elementary Montessori curriculum.
Elementary Montessori students begin to understand the global economy.
As more Montessori schools develop strong upper elementary and middle school programs, many are beginning to sponsor travel-study programs. Some participate in the Montessori Model United Nations and foreign exchange programs.
Service
Children must be inspired to contribute to the betterment of the world. They often begin with projects that care for the environment: planting trees and flowers; composting garbage; controlling erosion around the campus; recycling; and cleaning up litter and debris in the local community. It is quite common for elementary classes to adopt an acre of rainforest in Costa Rica or work to support an environmental organization, such as the Wildlife Federation.
They will normally progress to projects that provide direct help to the needy. Younger children commonly collect canned goods, clothing, and toys for the homeless or needy families. As they are ready, most Montessori schools will take children out into the community.
As they reach the upper elementary class, Montessori children become quite concerned about issues of social justice and human rights. The rights of the poor, homeless, and hungry are of real concern. Some children will begin to explore the possibilities of supporting causes that are meaningful to them.
Elementary Classes Are Multi-Age Group Communities
Elementary Montessori classes continue to bring children of different age levels together. Classes span three age/grade levels, with the common divisions being ages 6 to 9 (grades 1-3) and ages 9 to 12 (grades 4-6). Some schools may follow a somewhat different scheme of grouping their children.
Elementary Montessori Educators Serve As Mentors, Guides, and Friends
The best elementary Montessori teachers tend to be renaissance men and women; individuals who are equally interested in mathematics, the sciences, the arts, architecture, literature, poetry, psychology, economics, technology, and philosophy. Elementary Montessori teachers are generalists rather than a single subject-matter instructor. They provide a blend of structure to ensure that the ‘basics’ are mastered while encouraging and guiding children to explore topics and ideas that capture their imagination.
The elementary Montessori curriculum is very demanding, and requires teachers to have a broad and thorough education of their own. With lessons that range from the history of mathematics to the physics of flight, mineralogy, chemistry, algebra, geometry, linguistics, and literature, to name just a few, the average teacher would be lost.
But beyond this, elementary Montessori educators need patience, understanding, respect, enthusiasm, and a profound ability to inspire a sense of wonder and imagination. Such teachers are very rare but absolutely magical!
Becoming an elementary Montessori teacher requires almost two years of graduate study and student teaching, and many hours of hard work to gather or create the curriculum materials that constitute a fully authentic elementary Montessori environment.
The Montessori Materials And The Passage To Abstraction
At the elementary level, learning continues to be a hands-on experience, as students learn by trial, error, and discovery.
The advanced elementary Montessori materials move on to more complex and abstract concepts in mathematics, geometry, and pre-algebra. The goal is to lead students away from a dependency on concrete models that visually represent abstract concepts towards the ability to solve problems with pen and paper alone.
Part of this is made possible by the growing child’s brain’s ability to grasp abstractions, but it has been greatly enhanced over the years by countless hours of work with the concrete materials that made the abstract real, and helped him visualize the abstraction.
Similar hands-on Montessori materials help students understand grammar, sentence analysis, geographical facts, and concepts in science.
Three Elements Of The Elementary Montessori Curriculum
1. Mastery of Fundamental Skills and Basic Core Knowledge
Montessori’s international curriculum evolved out of a tradition of academic excellence and offers a rigorous course of study even in the elementary years. Elementary Montessori students explore the realm of mathematics; science and technology; the world of myth; great literature; history; world geography; civics; economics; anthropology; and the basic organization of human societies. Their studies also cover the basics found in the traditional curriculum: the memorization of math facts; spelling lessons; the study of vocabulary, grammar, sentence analysis, creative and expository writing; and research skills.
2. Montessori’s Great Lessons
The Great Lessons are five key areas of interconnected studies traditionally presented to all elementary Montessori students in the form of inspiring stories, related experiences, and research projects.
The Great Lessons include the story of how the world came to be: the development of life on Earth; the story of humankind; the development of language and writing; and the development of mathematics. They are intended to give children a ‘cosmic’ perspective of the Earth and humanity’s (and their own) place within the cosmos.
3. Individually Chosen Research
Elementary students are encouraged to explore topics that capture their imagination. Most former Montessori students look back on this aspect of the elementary program with particular fondness in later years.
Montessori curriculum guides students to become proficient at research and inquiry. Elementary Montessori students rarely use textbooks. The approach is largely based on library research, with children gathering information, assembling reports, teaching what they have learned to their fellows, and assembling portfolios and handmade books of their own. Students are taught how to use reference materials, libraries, and the Internet to gather information and uncover the facts. Their oral presentations and written research reports tend to grow in sophistication and complexity every year.
Is Montessori Opposed To Competition?
No. Dr. Montessori simply observed that competition is an ineffective tool to motivate children to learn and work hard in school.
Traditionally, schools challenge students to compete with each other for grades, class rankings, and special awards. In Montessori schools, students learn to collaborate rather than mindlessly compete. In an atmosphere in which children learn at their own pace and compete only against themselves, they learn to not be afraid of making mistakes. They quickly find that few things in life come easily, and they can try again without fear of embarrassment.
Dr. Montessori, herself an extraordinary student and a very high achiever, was never opposed to competition on principle. Her objection was to using competition to create an artificial motivation to get students to achieve.
Homework, Tests, And Grades
Many parents have heard that Montessori schools do not believe in homework, grades, and tests. This is a misunderstanding. Because Montessori believes in individually paced academic progress and encourages children to explore their interests, rather than simply complete work assigned by their teachers, we don’t assign grades or rank students within each class according to their achievement.
Whenever students voluntarily decide to learn something, they tend to engage in their work with a passion and attention that few students will ever invest in tasks that have been assigned.
Providing Structure: Setting High, But Individually Tailored, Expectations
Montessori children normally work with a written study plan for the day or week. It lists the basic tasks that they need to complete while allowing them to decide how long to spend on each and what order they would like to follow. Beyond these basic individually tailored assignments, children explore topics that capture their interest and imagination, and share them with their classmates.
Montessori children usually don’t think of our assessment techniques as tests so much as challenges. Most elementary teachers will give their students informal, individual oral exams or have the children demonstrate what they have learned by either teaching a lesson to another child or by giving a formal presentation.
Standardized Tests
Montessori educators frequently argue that standardized testing is inaccurate, misleading, and stressful for children. Many feel that standardized tests are unnecessary, since any good teacher who works with the same children for three years and carefully observes their work, knows far more about their progress than a typical paper and pencil test reveals.
However, in our culture, test-taking skills are just another practical life lesson that children need to master. Most Montessori schools regularly give students quizzes on the concepts and skills that they have been studying, and many schools use standardized tests of one sort or another, with students over first grade. Often these may be formative tests that measure each student’s progress over the course of each year, and these will be only part of a comprehensive system of monitoring and documenting learning within the school.
When tests (formal and informal) are used as a feedback loop, at times indicating that a student needs a new lesson and more practice, instead of a mark of shame and failure, then they can be quite useful. Children will face tests throughout their education, and they certainly need to develop good test-taking skills.
Homework
Homework in an elementary Montessori class rarely involves busywork assignments; instead, they are extensions and enrichment of the curriculum. Some classes will allow the children to freely pursue projects that interest them at home, while others prefer to give children a number of optional assignments or challenges. In either case, the Montessori version of homework will rarely be boring and will normally challenge students to think, explore, and pursue tangible projects that give them a sense of satisfaction.
An Integrated Curriculum
Literature, art, music, dance, drama, history, social issues, political science, economics, architecture, science, and the study of technology all complement one another in the elementary curriculum. This integrated approach is one of the elementary Montessori program’s great strengths.
An Exceptional Curriculum In Language Arts And The Humanities
The elementary Montessori language arts program places great stress on the development of strong skills in composition and creative writing. Students are asked to write continuously, emphasizing, at first, the development of an enjoyment of the writing process, rather than the strict use of correct grammar and spelling. However, formal grammar, spelling, and sentence analysis are systematically taught.
Elementary children are normally very interested in words and sentences. They like to parse and analyze; for, in this way, they are clarifying their understanding of the structure of language that they absorbed unconsciously in the primary class. Montessori takes advantage of children’s natural interest and gives them a rich assembly of learning material; for while they study the theory of grammar, spelling, and sentence analysis, they are also perfecting their knowledge of written language.
Creative writing continues to be equally important, and students are encouraged to write and share with others their stories, plays, poetry, and class newspapers.
Finally, and most importantly, the key to the elementary language arts curriculum is the quality of the material Montessori gives children to read. They are introduced, from an early age to first-rate children’s books and fascinating works on science, history, geography, and the arts. Many elementary classes follow the Junior Great Books program, with formal literary studies continuing every year through graduation. By introducing students to the very best literature available for young people, Montessori cultivates a deep love for the world of books.
Unified Mathematics
Montessori math is based on the European “Unified Math” model, which introduces elementary students to the study of the fundamentals of algebra, geometry, logic, and statistics, along with the principles of arithmetic.
Montessori students learn to recognize complex geometric shapes and figures. They learn to define, calculate, and draw all sorts of geometric relationships: angles; polygons; circumference; area; volume; squares and square root, cubes of polynomials, to name just a few. In Montessori, arithmetic, algebra, and geometry are interrelated.
Elementary Montessori students gain hands-on experience by applying math in a wide range of projects, activities, and challenges, such as graphing the daily temperature and computing the average for each month or adjusting the quantities called for in a recipe for a larger number of people. Because children love to work outdoors, we try to prepare tasks that use the school grounds whenever possible.
History And Culture Come Alive In The Elementary Class
One of Montessori’s key objectives is to develop a global perspective, and the study of history and world cultures forms the cornerstone of the curriculum.
Physical geography begins in the elementary program with the study of the formation of the Earth, the emergence of the oceans and atmosphere, and the evolution of life. Students learn about the world’s rivers, lakes, deserts, mountain ranges, and natural resources. Elementary students study the customs, housing, diet, government, industry, arts, history, and dress of countries around the world. They also study the emergence of the first civilizations and the universal needs of humankind. In the upper elementary class, the focus is usually placed on early man, ancient civilizations, and American history.
International studies continue throughout the elementary years, integrating art, music, dance, drama, cooking, geography, literature, and science. The children learn to prepare and enjoy dishes from all over the world. They learn the traditional folk songs and dances in music and explore traditional folk crafts in art. They read traditional folk tales, literature, and reference materials about the cultures under study and prepare reports about them. Units often culminate in marvelous international festivals.
Montessori’s Hands-On Approach to Science
The Montessori science curriculum is focused on the study of life, the laws and structure of the universe, and how humanity has struggled throughout history to put our understanding to practical use.
Much of Montessori science takes place out of doors. Classes grow flowers and vegetables in small gardens. They often raise class pets and sometimes even small farm animals.
Students are encouraged to learn to recognize and name local trees, flowers, birds, and animals.
Older children begin to keep journals of their observations of classroom animals and write poems and stories that attempt to capture the sense of wonder and beauty all around us. Back in the classroom, they pursue their investigations using a wide variety of charts and displays, research materials, and reference books.
More formal elements of biology are taught as well, particularly at the upper elementary levels. Dr. Montessori found that systematic knowledge allows one to discriminate details among species, literally to see on a whole new level; therefore, we introduce the student to the classification of the plant and animal kingdom. The study of the internal and external anatomy of plants and animals likewise gives children a new level of awareness and sensitivity in their observation and study of life. They compare different anatomical systems among species, such as the eyes, teeth, hooves, and claws of various animals.
Elementary students also learn a wide range of important basic concepts of physics and chemistry, such as: the structure of atoms and molecules; the difference between elements and compounds; the chemical composition of familiar compounds; the three states of matter; and chemical and physical change. Students also enjoy doing research about the elements and have a first exposure to the Table of Elements.
Elementary children love to work with scientific apparatus and delight in seeing mixtures change color, testing liquids with litmus paper, experimenting with small electrical circuits, or building models of atomic compounds. Students learn to observe and record what takes place during their experiment. The goal is to teach both the scientific method and techniques for safely working with science equipment.
Foreign Languages
As part of the international studies program, most Montessori schools offer a second language. The primary goal in a foreign language program is to develop conversational skills, vocabulary, the ability to understand basic written information in the second language, and an appreciation for the culture of the countries where the language is spoken.
The Arts Are Integrated Into Every Subject
In Montessori schools, the arts are normally integrated into the rest of the curriculum. They are modes of exploring and expanding lessons that have been introduced in science, history, geography, language arts, and mathematics. For example, students might make a replica of a Grecian vase; study calligraphy and decorative writing; sculpt dinosaurs for science; create dioramas for history; construct geometric designs and solids for math; and express their feelings about a musical composition through painting.
Students participate in singing, dancing, and creative movement with teachers and music specialists. Students’ dramatic productions make other times and cultures come alive.
The ideal elementary Montessori health and physical education program challenges students to develop a personal program of lifelong exercise, recreation, and health management.
The Montessori approach to health and fitness helps children to understand and appreciate how their bodies work and the care and feeding of a healthy human body.
Field trips are often an integral part of elementary Montessori programs. Students take all sorts of trips over the years to planetariums, art galleries, the zoo, museums, and many other destinations. They visit the centers of local government, colleges, hospitals, veterinary clinics, wildlife refuges, libraries, laboratories, factories, and businesses.
Social Skills, Character, And Community Service
The elementary classroom is not only a community of close friends, it is a source of countless life lessons in social skills, everyday courtesy, and ethics. Montessori noted that elementary children not only enjoy each other’s company, they naturally form little social groups of friends, each with its own internal hierarchy and rules of conduct.
The elementary classroom takes advantage of this tendency by operating as a small social community in which children learn to work together, resolve conflicts peacefully, encourage and acknowledge each other, and work as committees to complete complex tasks. Dr. Montessori also noted that the elementary years are a time when children are developing their sense of justice and moral reasoning.
Most classes go beyond simple lessons in grace and courtesy to begin a serious exploration of moral philosophy. It is common to find elementary Montessori students discussing questions, such as: Why are some things considered a sin? What happens to us when we die? Why is it important for the fortunate to lend a hand to the poor? If kindness is so important, what can I do when I am feeling angry?
During the elementary years, Montessori children begin to seriously address the question of aid to the elderly, handicapped, critically ill, and economically disadvantaged. They explore international issues from the perspective of building bridges toward world peace. They study ecology, wildlife preservation, and conservation of natural resources.
Through these and many other efforts, we begin to introduce Montessori children to moral questions in personal relationships to encourage the awakening of their social conscience. n
Tomorrow’s Child/ November 2017/ Pg 18
by Tim Seldin | Archived Issues / Tomorrow's Child, Challenging Behaviors, Discipline, Emotionally Healthy Children, Empowerment, Grace and Courtesy, Maria Montessori, MFA, Mixed Ages, Montessori Family Life, Montessori Grandparenting, Montessori Parenting, Parenting on the Same Page, Peace Education, Tomorrow's Child
Many parents believe that the word discipline means to punish. In reality, it means to teach.
In a Montessori-inspired home, parents are empathetic, caring, and respect children as real and separate human beings. However, children also need to develop a sense of empathy for others and must learn the rules of courteous everyday behavior.
To accomplish this, we need to help them develop a sense of self-respect with both compassion and respect for others. Since we cannot always be with them, we need to teach them to act with honor and integrity whether or not someone is watching. Since we can’t prepare them for every situation that they will face over the years, we need to teach them how to apply general rules of kind behavior to new situations.
Babies and Toddlers
Infants and toddlers don’t respond to discipline, rules, and punishments, but they do respond to unconditional love. They are not yet at a stage where they know right from wrong. They live in the moment, when they want something, they want it right now!
One secret to living happily with very young children is to go out of your way to attempt to understand what they are trying to communicate when they cry. Certainly, don’t take it personally! Even though, in the heat of the moment, it may feel as if your baby is being deliberately defiant, crying is one of the very few ways that young children can use to communicate. It can mean that they are hungry or that they need to be burped, they may be in an uncomfortable position, or they may need a diaper change.
Remember, babies are people too! They can become frightened. They may be bored or lonely. They may have had a bad dream. Watch and listen carefully. If you pay attention to your children, even when they are very young, ultimately, you will be able to determine what they are trying to tell you. Just as most parents learn to recognize the sound of their baby’s cry, we can learn to recognize the way they cry to communicate different emotions.
At this stage, their behavior is impulse-driven, with a limited ability to make the choice to follow ground rules. While you always want to model good behavior and explain why a given behavior is okay or not okay, don’t be surprised when your words go in one ear and out the other.
In a climate of love and respect, toddlers slowly develop the ability to understand our words and will begin consciously to respond to them. Eventually, they begin to imitate our actions when we model polite behavior and will begin to cooperate, in part, to make us happy. Most toddlers have good days when they are cooperative and angelic, and days when they seem to be testing us constantly.
We want to take our children beyond simple obedience, where they do what we ask in hope of a reward or to avoid something unpleasant. We want to help them to develop an internalized sense of right and wrong and courteous behavior. This requires that they eventually develop a social conscience and a sense of self-discipline. This develops slowly as children mature. For better or worse, all parents are moral educators. Our goal is to teach our children the values that we hold dear and teach them in such a way that our children live by them.
Children that achieve this goal develop a high level of self-respect. They also tend to find it much easier to establish strong friendships. They tend to respect the rights of others and are generally pleasant to be around.
Don’t Punish, Teach!
As children get older, do not take it for granted that they will automatically know how to handle a new situation. It’s always better to teach them the right way to act rather than to wait for them to misbehave and then scold, threaten, or punish. If your children do act inappropriately, stop their misbehavior calmly, but firmly, and show them how to handle the situation in a socially acceptable way.
Children have the same emotions as adults, but they don’t instinctively know how to express frustration and anger appropriately, nor do they automatically know how to solve conflicts. As parents, we have to teach our children how to get along with other people.
Montessori teachers call these the ‘Lessons in Grace and Courtesy.’ These lessons set a tone of respect and kindness. We teach our children how to shake hands, greet a friend, and say goodbye. We teach them how to ask politely to join other friends who are playing and how to respond if they are rejected.
We teach them how to interrupt someone who is busy and how to tell someone ‘no thank you’ politely. We teach them how to speak indoors, so their shouts don’t hurt our ears, and how to play without damaging anything or hurting someone. We show them how to offer a sincere apology and how to resolve conflicts peacefully.
To teach a lesson in grace and courtesy we explain a situation in simple terms and demonstrate the right way to handle it. Then we have our children practice with us, role-playing the sequence of events. Most children enjoy these lessons if they are kept short and sweet, and if they have not been embarrassed or threatened because they made a mistake.
For example, if your children tend to yell at the top of their lungs inside the house, you obviously need to give them a lesson in how to keep the indoor noise to a level that does not disturb other people.
First, as it is happening, instead of scolding, instruct them firmly, but politely, to please speak softly in the house.
Wait for a moment when the situation is not emotionally charged and neither you nor the children are upset about the behavior. Then, give them the lesson on the right way to speak indoors.
Rather than giving them a lecture, speak to them in very simple language and show them what you mean. For example, you might say:
“I want to talk to you about indoor voices. When we are outdoors, it’s so big, and sometimes we need to yell so we can hear each other when we’re far away. Outdoors, it does not hurt our ears when someone talks loudly, unless they do it right in our ear. That hurts! So outdoors, we can use our outdoor voices.
But when we are indoors, it hurts our ears and bothers the neighbors, too, if we talk too loudly. Indoors, we use our indoor voices.”
Now show them what you mean. Talk very loudly, and ask, “Was I using my indoor voice or my outdoor voice?” Talk normally. “What do you think? Was I using my indoor or my outdoor voice? Indoors, we use our indoor voices. Outdoors, we use our outdoor voices.”
You can teach all sorts of lessons this way, such as saying “please” and “thank you” or closing doors without slamming.
Practice with each other. Some families have the ‘manner of the week’. They introduce a new rule of everyday courtesy and practice it with one another over meals and around the house.
Other Children and Adults Are Role Models, Too
To teach your children good manners, they need to see that their parents, older siblings, and friends follow them consistently as well. The example that we set through our own behavior is more powerful than anything we say. Especially when they are very young, children are absorbing everything they see us do, and soon they begin to talk and act just like us. We are their role models.
Their brothers and sisters, grandparents, friends and playmates, babysitters, and preschool teachers play a similar and very powerful role as well. Knowing that your children will be influenced profoundly by the people around them, choose wisely the children and adults with whom your children will spend time.
Especially with children under age six, avoid loud, chaotic situations where large groups of children are over-stimulated and generally behave rudely, such as indoor children’s amusement parks with lots of expensive and noisy games and rides.
Choose your child’s play-dates thoughtfully. If your children spend time with a family that allows them to create havoc in their home, tearing up the living room, knocking over lamps, and shoving one another around in rough-and-tumble play, don’t be surprised when your children bring that behavior home with them. Pay attention to the way prospective play-date parents supervise their children. Do they ignore them or talk on the phone amidst chaos? It is not your place to judge other families, but it is your obligation to make good choices for your children.
Positive Discipline: Establishing a Climate of Love
Children are actually so sensitive and impressionable that we should monitor everything we say and do, for everything we say and do will be engraved in their memories forever.
Our children love us with a profound affection. When they go to bed, they want us to stay with them as they go to sleep. When we work in the kitchen, they often want to help. When we sit down to dinner, they want to join us. We may worry that we’ll spoil them if we listen to their pleas, but we shouldn’t. They only want us to pay attention to them. They want to be part of the group.
Children are extremely sensitive to the emotional climate within the family. They love us and basically want us to be pleased with them. This doesn’t mean that they will always behave.
Why Children Test Our Limits
Every child will test the rules to some degree. In fact, most acts of testing parents are a normal part of the child’s process of growing up.
When children test adults, it is often their way of expressing feelings that they don’t understand, and from our responses, they gradually learn how to handle their emotions appropriately. By testing the limits, they learn that we really care about certain ground rules of grace and courtesy in our relationship. In acting out, they are taking their first tentative steps toward independence, attempting to demonstrate that we don’t control them completely.
Agree on your family ground rules and get them written down, where both parents can refer to them. Teach your children how to do the right thing rather than focusing on their infractions.
Family Ground Rules
In the Montessori-inspired home, there are normally just a few basic ground rules:
Be kind and gentle.
Treat everyone with respect.
If you use something, put it back correctly when you are done.
If you break something, clean it up.
Tell the truth and don’t be afraid to admit when you make a mistake.
You should be absolutely clear in your mind about your family ground rules.
Explain your family ground rules positively, rather than as prohibitions. Instead of saying, “Don’t do that!” ground rules should tell children what should be done.
Teach your children how to follow the family ground rules as if you were teaching any lesson in everyday living skills and grace and courtesy.
Model the same behaviors that you are trying to encourage in your children.
Consciously try to catch your children doing something right—reinforce and acknowledge even small steps in the right direction. Don’t wait until they have mastered every new skill. Encourage them along the way.
When your child is breaking a ground rule, there are several things you can do other than scold, threaten, or punish.
You can redirect them by suggesting a more appropriate choice.
You can remind them of the ground rule and politely, but firmly, ask them to stop.
If the event is not emotionally charged, you can calmly re-teach the basic lesson about how to handle such situations.
Be consistent!
If you can’t bring yourself to reinforce a rule again and again, it shouldn’t be a ground rule at your house.
A few good rules are much better than dozens of rules that are often ignored.
Why We Don’t Use Threats or Punishments
Threats and punishments are not good tools to get children to behave. While they tend to produce immediate results, they are rarely long-lasting. They only work as long as the person being threatened cares. Many children who respond to threats and are shaken by punishments are anxious to please us and win back our love. On the other hand, when children are angry or are asserting their independence, they often act out and don’t care if they are punished. Punishment is simply not as effective as people tend to believe.
Teach children to do things correctly and emphasize the positive rather than using insults and anger. It’s not always easy. Above all else, try never to ask your children unanswerable questions, such as, “How many times do I have to tell you … ?” to which the appropriate response would be, “I don’t know, Dad! How many times do you have to tell me?” If you ask a silly question, you’re likely to get a silly answer.
Children can correct their own mistakes
Many parents and teachers believe that they can shape a child’s personality and future through strict discipline, but children carry within themselves the key to their own development. Their early attempts to express their individuality are hesitant and tentative. Our children think that adults are all-wise and all-powerful. They are easily overwhelmed by our best intentions. Our efforts to protect children from mistakes that seem so obvious from our perspective tend to frustrate children about the process of learning for themselves about life.
Our goal should be to help children become mature, independent, and responsible. Unfortunately, as parents, we sometimes tend to overprotect our children, not realizing that they can only learn about life through experience, just as we did.
We want to help our children learn to live in peace and harmony with themselves, with all people, and with the environment. We work to create a home in which our children can learn to function as independent, thinking people. To succeed, we need to treat them with respect as full and complete human beings, who happen to be in our care. Our children need to feel that it is okay to be themselves.
Children must feel our respect; it is not simply enough to say the words. If children believe that they are not living up to their parents’ expectations, that their parents are disappointed in the people that they are becoming, there is a very good chance that their lives will be emotionally scarred.
Cutting down on the word “no”
Sooner or later, every child will stubbornly say No, I don’t want to! This is the classic power struggle that starts in the toddler years and, in many cases, continues through adolescence. Many people call the toddler stage the ‘terrible twos,’ but they don’t have to be—not with two-year-olds nor with older children.
Power struggles start in situations where parents and children are each determined to get their own way and are not willing to back down. Underneath, each feels frustrated and threatened. Parents feel that their children are directly challenging their authority. Children, on the other hand, in situations like this, are feeling generally powerless and are attempting to assert their autonomy and establish more of a balance of power in their relationship.
Here are some strategies that may work for you to reduce the number of power struggles and the word No! in your relationships with your children.
Give your children choices. Children desperately long to feel powerful and resent feeling powerless. Whenever you can, look for ways to let your children make a choice between two equally acceptable alternatives. Would you like water or apple juice with dinner tonight?
Teach your children to say no politely. Mom, I really do not feel like doing
that now.
Remember that the secret is to speak to them firmly and kindly.
Remember Robert Heinlein’s golden rule of family life: “Kindness and courtesy are even more important between husbands and wives, and parents and children, than between total strangers.”
Look for ways that allow you to back down gracefully from a power struggle without simply giving in. Often, through compromise, both you and your children can get most, if not all, of what you want. “Mom, I have so much homework and an essay to write. Do I have to help with the dishes?” Mom responds, “Yes darling, we all have to help clean up, but working together, it will only take a few minutes. Would you like my help in planning the outline of your essay before you begin?”
Many power struggles seen in some homes are cut down to a minimum simply by teaching your children how to be more independent and giving them meaningful levels of independence and responsibility. This tends to make children feel powerful and grown-up.
Preventing some of the stress in children’s lives
Do not over-schedule your children
Many families try to do too much. Sometimes it is unavoidable, but think long and hard before you sign your child up for dance lessons, baby gym, or any other prescheduled classes for young children. Racing from one scheduled activity to another raises everyone’s stress level and sets the stage for temper tantrums. Allow enough time so that you will not have to race to meet a deadline.
Look for patterns in your children’s behavior
Often there are patterns in family life. If your child tends to have a tantrum when you go shopping, why not leave her with her other parent, a grandparent, or a babysitter?
Talk things through in advance
Children do best when they know their limits in advance. For example, if you are going to the store and your children want to buy a toy, tell them in advance what you will agree to and stick with it.
Resolving Conflicts
In Montessori classrooms, the Peace Table is a child-sized table, a plant, a bell, an artificial rose, and possibly a candle. Two children who are having a disagreement decide to retreat to the Peace Table to solve their problem. This can take place at home as well.
Sometimes, children may not remember, and the suggestion might come from the parent or an older brother or sister who, observing the disagreement, might bring them a peace rose (an artificial long-stemmed rose) with the suggestion that they solve their problem at the Peace Table.
Once arrived at the table, a certain procedure ensues. The one who feels wronged places her hand on the table, indicating that she wants to have her say uninterruptedly. The other hand she places on her heart, indicating that she speaks the truth. She then looks her classmate in the eye, speaks her name, and proceeds to explain how she feels, “Sarah, I felt very angry because…” and continues to state why she feels that way, e.g., “because you didn’t let me play with you!”
She then proceeds to state what she wants to see happen to resolve the conflict: “And I don’t want you to do that ever again if you want to be my friend!”
Now that she has stated her case and opened the door for further discussion, she withdraws her hand from the table and from her heart and gives the other child a chance to respond.
The second child proceeds that same way, placing her hands on table and heart, looking the first in the eye, and responds:
“Emily, I feel unhappy that you are angry. I did not mean to hurt your feelings.”
With that, she is finished and withdraws her hands. Now it is the first child’s turn to agree or disagree, in any case, to continue the dialogue until they reach some kind of agreement, even if that means that they disagree. At least they are talking, without yelling, screaming, and blaming. They want to solve the problem. When they have reached an agreement, they ring the bell to let the rest of the class or family know.
In case they cannot come to a positive conclusion, they may ask for a mediator. This may be an older sibling/classmate or a parent/teacher, who has to remain impartial and to listen well.
However, if the problem or conflict is too involved, then one of them may ask for a class or family council, where the entire class or family sit down in a circle, listens to first one, then the other person’s side of the story contributes what they can to it either as facts of what they have seen or heard, or as ethics, right and wrong, or in perspective to rules upon which all have agreed upon previously.
The core experience the children gain from these procedures is that it is necessary to resolve disturbances honestly and with goodwill to maintain an authentically harmonious and cooperative atmosphere. n
Tomorrow’s Child/ November 2017
If we have no peace, it is because we have forgotten that we belong to each other.”
