by Jonathan Wolff | Administrative Team, Communication, Mindfulness, Montessori Administrators, Research, School Identity, School Leadership, School Resources, The International Montessori Council, Video, Webcasts / IMC
In this Leadership Forum, based on a recent article in Harvard Business Review, we will explore the mental shifts needed to be an effective and resilient school leader and handle the challenges you encounter. “The process involves identifying and communicating your core values and learning how to approach tough decisions. It requires setting the bar for your team’s performance and learning to compartmentalize so that you can find the right pace for yourself. And it requires expanding your self-awareness and paying attention to the stories you tell yourself about your experiences.” Join Jonathan Wolff, Montessori school consultant and school leadership coach, for a lively discussion on the mindsets of successful Montessori leaders.
by Kristen Ancker MS. Ed. | Administrative Team, Educational Program Coordination, Mindfulness, Montessori Administrators, Research, School Identity, School Leadership, School Resources, The International Montessori Council, Video, Webcasts / IMC
Discover the art behind the science that unlocks a student and a guide’s potential–observation. In this session, we’ll review the types, stages, and the C.O.R.E. of observation, sharing strategies that allow us to develop a deeper self-understanding and to empower classroom teachers to improve their practice. We’ll share recording methods that might be useful in various observational settings and will discover how to analyze our observations to determine action plans. Come be inspired to accept the challenge of engaging in the regular practice of the art of observation!
by Hillary Drinkell | Administrative Team, Communication, Faculty, Mindfulness, Montessori Administrators, Montessori Teachers, School Leadership, School Resources, The International Montessori Council, Video, Webcasts / IMC
As a teacher or school leader, how do you know if your middle school or high school program is on the right track? How are you continuing to take practical steps to ensure your original vision for the program is realized? Schools with new adolescent programs (middle school or high school) may be familiar with the cycles of elementary or primary classes, but do those same expectations apply for classes with teenagers?
by Riane Eisler | Educational Program Coordination, Emotionally Healthy Children, Faculty, Mindfulness, Montessori Administrators, Montessori Teachers, School Leadership, School Resources, The International Montessori Council, Video, Webcasts / IMC
Dr. Eisler is the founder and president of the Center for Partnership Studies (CPS), dedicated to research and education, Editor-in-Chief of the Interdisciplinary Journal of Partnership Studies, an online peer-reviewed journal at the University of Minnesota that was inspired by her work. Dr. Eisler keynotes conferences nationally and internationally, has addressed the United Nations General Assembly, the U.S. Department of State, and Congressional briefings, and has spoken at corporations and universities worldwide on applications of the partnership model introduced in her work.
There are powerful connections between her work and Montessori education. As Tim Seldin, President of the Montessori Foundation, puts it, “Riane Eisler puts Montessori in a greater context that we all sense but have not always been able to articulate as clearly. Generations from now, future Montessori educators will study both Montessori and Eisler.”
Riane’s work is inspirational, deeply informative, and practical down to the level of the Montessori classroom, our curriculum, and school leadership.
by Riane Eisler | Educational Program Coordination, Emotionally Healthy Children, Faculty, Mindfulness, Montessori Administrators, Montessori Teachers, School Leadership, School Resources, The International Montessori Council, Video, Webcasts / IMC
Join our special guest Riane Eisler and Tim Seldin to discuss her new book, Nurturing Our Humanity.
by Hillary Drinkell | Educational Program Coordination, Emotionally Healthy Children, Faculty, Health / Nutrition, Mindfulness, Montessori Administrators, Montessori Teachers, School Leadership, School Resources, The International Montessori Council, Video, Webcasts / IMC
Hillary will discuss techniques for developing focus, harmony and positive life habits by balancing the mind and body.
by Renee DuChainey Farkes | Communication, Covid, Faculty, Health / Nutrition, Mindfulness, Montessori Administrators, Prepared Environment, School Leadership, School Resources, The International Montessori Council, Video, Webcasts / IMC
Join our special guest Renee DuChainey-Farkes and other school leaders as we talk about how to support and meet the needs of our faculty as they continue to move forward. The faculty are the heartbeat of our schools. What do we know about their needs?
by Cassi Mackey | Grace and Courtesy, Health / Nutrition, MFA, Mindfulness, Montessori Family Life, Montessori Grandparenting, Parenting on the Same Page, Video, Webinars / MFA
A Cup of Calm…Whether you and your family have just finished celebrating or are about to be immersed in a celebration we thought that you would all appreciate some time to take a deep breath. Cassi Mackey will lead this session of relaxation ideas and experiences for you and your family.
by The Montessori Foundation Staff | Emotionally Healthy Children, MFA, Mindfulness, Montessori Curriculum, Montessori Education, Montessori Teachers, Peace Education
Culture Comes Alive!
Reinvigorating Culture and Peace Curriculums with Yoga, Music & Movement
Are you a lead teacher looking for new ideas to spice up your culture circles and shelves? Are you intimidated by integrating music & movement into your classroom? Or are you are a music specialist/phys ed. specialist looking for new ways to marry your curriculum with the themes occurring in the Montessori classroom?
A message from Sarah:
This handout outlines some initial ideas for introducing shelf lessons and circle ideas to inject some cultural excitement into the exploration of the continents, zoology and peace education!
*** On my blog I have free printable card materials, lesson plans, songs, and yoga zoology stories that can be acted out during circle time! I hope these free resources somewhat make-up for the cancellation of this workshop.***
www.organicmontessorimom.blogspot.ca
Please check the blog often for free resources regarding yoga, music & movement for the Montessori Culture & Peace Curriculums. If you have any questions or need ideas regarding a specific topic please email me anytime:
musicwithsarah@gmail.com
Sincerely, Sarah Perritt
On the Shelves!
World Music Instruments
As part of the Montessori philosophy we strive to introduce the concrete before the abstract. Ideally we do the same when introducing instruments from other cultures. If your budget allows, you can gradually collect instruments from different continents over time. Here are some places to look:
• Global/music stores & websites:
o http://www.tenthousandvillages.ca/shop/en/75-musical-instruments
o http://www.worldmusicalinstruments.com
o www.amazon.com
• Ask a willing parent/friend/family member who is going on a trip to bring back an instrument (I’ve asked parents to bring back the receipt so that I can reimburse them/ this may or may not work in your school environment so it is best to consult your administrators first)
• Festivals & markets
Instruments can be placed in a beautiful basket and placed on the culture shelf or floor. This works well as a one person activity on a work mat (to prevent instruments from rolling off a table). The initial presentation should be how to carry the instruments safely, place them gently on the mat, and how to create sound with them (shake, tap gently together etc.). This can be done individually or during group lessons or circle (see below “In Your Circles”).
The 3 Period Lesson can be used to introduce the names of the instruments.
Caution: I usually avoid putting wind instruments into the basket because they are just too tempting to blow into and if multiple children use them then germs inevitably spread. Avoid plastic instruments whenever possible to encourage handling with care and aesthetic appeal.
World Music Instrument Nomenclature Cards
You can introduce these 3-part cards in a number of ways. Have one set on your culture shelf at a time to correspond with your continent study. Use them for matching or sort them into their instrument families (percussion, string, wind). For an extra challenge continue adding sets of instrument cards as you study new continents and have the child sort the instruments by continent. Check above blog for free resource.
Yoga Pose Cards
This is a simple matching exercise. This lesson requires matching the picture of a child doing an animal pose to picture of the animal. Check above blog for free resource.
In Your Circles!
Music & Continent Ideas
World Music Mailbox
A fun way to add some excitement when introducing new materials during your culture or music circles! You can use a real mailbox (the sturdier option), make one out of cardboard, or you can sometimes find pre-designed ones that just need to be assembled from school supply retailers such as Scholar’s Choice, S&S Worldwide etc. Whatever choice you make just be sure it is big enough to fit a few items, such as a postcard & small instrument, and its even better if it has the red arm to signal new mail!
Children LOVE to get “mail” through the World Music Mailbox! There are endless possibilities here, but I will share some of my favourites with you!
1. Postcards: collect postcards (new or used) from countries and continents from around the world (you can ask your school community if anyone has any they are willing to donate). I use these postcards as a means to introduce new concepts to the children. The post cards are from a “Mystery Traveler” who sends us postcards from around the world… but we never find out who they are! The Mystery Traveler tells us about the music & culture of the place they are “visiting.” Sometimes I use the postcards to tell the children about a particular instrument or introduce a famous composer. The children enjoy hearing a quick postcard… but sometimes the Mystery Traveler sends something more concrete!
2. Instruments: there are many stores (such as Ten Thousand Villages) that carry small musical instruments from around the world. I have collected a few from each continent over time that fit wonderfully inside the mailbox. After reading the postcard the children ooh and ahh as I carefully take out each instrument and place it on the mat in front of me. At this point we learn the names of the instruments (never more than 3) and discuss what instrument family (percussion, wind, string) they belong to and why. I play the instruments for the children so we learn their sounds.
Extensions:
During future circles we play a guessing game where I play an instrument out of their sight (behind a piece of fabric for example) and the children try to guess which instrument made the sound. This can also be a small group activity during the work cycle.
Yoga, Zoology & Peace Education Ideas
You don’t need yoga mats to add yoga into your circles! If you do have yoga mats they are helpful for children to stay within a designated space. If you do not have yoga mats it may be helpful to begin yoga time with a quick discussion about the rules for keeping everyone safe:
1. The spot you choose is the spot you stay in. (Explain if everyone moves around this middle of the circle people can bump into each other and get hurt)
2. Hands to yourself. (Unless we are doing a special “partner pose” we keep our hands on our own bodies for yoga)
3. Listening ears on. (Just like every other circle ☺)
We open and close our circles the same way every time, creating a routine which the children become accustomed to.
We begin our yoga/movement circles by centering and calming ourselves. This ties in well with the Peace curriculum. We exaggerate the actions spoken in this poem and gradually increase the time we hold the silence over the year.
I cross my legs (uncross & re-cross legs)
I put my hands in my lap (raise hands, clasp them, set down in lap) I sit up veeeery straight (sit tall, roll shoulders up, back and down) I close my eyes (squint eyes closed)
I ask my mouth not to talk (shake head from side to side)
I take a deep breath (inhale & exhale)
And together we make silence. ~Author Unknown
Following our silence we begin our yoga story of the animal family we are studying. Depending on your class, you may find that after the opening poem may be the best time to do your zoology culture circle and then finish the circle with the zoology yoga story and poses, or the reverse. Sometimes the stories are fun & fictional and sometimes they have to do with the life-cycle of that animal.
Please check the blog for posts with free yoga stories and corresponding poses… or get creative on your own!
During my Montessori training with CGMS we were introduced to the beautiful Universal Greeting from the wisdom of Mahatma Gandhi. This is how we close our yoga circles together.
I Offer You Peace (palms up together with elbows bent, stretch arms forward)
I Offer You Love (palms to heart)
I Offer You Friendship (hands clasped in front of chest)
I See Your Beauty (cover eyes with both hands, open hands to reveal eyes)
I Hear Your Needs (cup hands behind ears)
I Feel Your Feelings (cross arms over chest, hands rest rear shoulders)
My Wisdom Flows From the Highest Source (left hand palm up at chest, right palm up at head move hand from head down to join left hand)
I Salute that Source in You (both palms together in prayer position at chest, bow head slightly)
Let Us Work Together for Unity and Love (gently hold hand of person next to you)
While we are holding hands in our circle we send a gentle “friendship squeeze” around the circle to remind us that we are all connected and part of a special classroom community. I generally take this time to acknowledge each child.
“Each one of you is very special. There is no one in the world exactly like you! Our class would not be the same if one of you was missing. We are so lucky to have Anna here, and Rowan, and Liam and … each of you is an important part of our community!”
Be sure to make eye contact and give a smile to each child as you acknowledge them.
The final thing to remember is that YOU ARE AMAZING! It takes a special type of individual to guide children with such care. Your enthusiasm for the Montessori curriculum is contagious. If you are excited about what you are introducing to the children they will be too! I hope some of these ideas become classroom favourites or inspire you to create your own. Please contact me anytime with any questions or to share new ideas!
Best Wishes, Sarah Perritt
by A. McAfee | Children with Exceptionalities, Family Resources, MFA, Mindfulness, Montessori Family Life, Montessori Parenting, Parent Education
Realizing that your child is not learning or growing as anticipated is one of life’s most daunting challenges. In this article, we explore ways of dealing with that challenge.
Coming to the realization that one’s child is not learning or growing as anticipated is truly one of life’s most daunting challenges. Each family’s experience of having a child with an exceptionality is completely unique. And yet, there are a few common threads that can make the journey a bit easier for teachers and for families to navigate.
STAGES AND PERSONAL NARRATIVES
Being the parent of a child with a special need is a deeply personal experience. Disability experts suggest that families go through the classic stages of grief. However, families may find this approach stereotypical and even insulting. To suggest that a family is ‘in denial’ or in any of the other stages of grief can feel dismissive and insensitive. On the other hand, being aware of a range of possible feelings can be helpful for both families and teachers.
Shock, denial, guilt, isolation, panic, anger, bargaining, acceptance and hope comprise the usual set of stages (Boushey, 2001). I am the mother of a very grownup daughter who is deaf. Alicia is 35, married, and part of her job involves lobbying on Capitol Hill for employment opportunities for people with disabilities. I can certainly remember each of these stages. I also remember feeling confused when several of these feelings (especially panic and anger) would reoccur. “I was already angry and scared last year. How could I be mad and fearful again this year?” Then I remembered a counselor explaining that this is not a checklist of sequential steps. It is a cyclical and often reoccurring process. And it plays out differently for every mother, father, grandmother, and grandfather, as well as each additional member of the child’s family.
An alternative view suggests that every family has their own narrative or story or journey (Lavani & Douglas, 2013). Early childhood specialists who employ this family-centered approach focus on each family’s concerns, their priorities, and their particular set of resources. As families and teachers work together, these three components drive conversations, planning sessions, and evaluations. Specific concerns, priorities, and resources (‘CPR’) of the family are honored and valued, along with professional recommendations. While keeping the stages of grief in mind can be helpful, placing the family’s unique set of ‘CPRs’ front and center is often more productive. These two approaches (stages and personal narratives) can be seen when families and teachers first begin talking about a child’s special need. They are not mutually exclusive; in fact, they can work well together.
HEARING “THE NEWS”
More often than not, families have a sense that something is not going right before their child’s teacher shares a concern. Families hear this statement (“Let’s find a time to meet. I’d like to talk with you about a concern I have regarding T’s reading… or behavior… or… ”) in a myriad of ways. It is not unusual for families to feel devastated or at least upset. It’s vitally important for teachers to understand this reaction. Some families sit quietly, appearing polite and ‘on board’ but not actually hearing anything stated after the word ‘concern.’ Others respond quickly that the teacher is mistaken and provide specific examples of why their child is just fine.
Most are somewhere between these two reactions. They try to understand the teacher’s concern and even try to engage in planning how to address the concern. But as they ask questions and share their own insights, their hearts are usually racing and their thoughts are tumbling into a confused jumble. Here, it is important for teachers to gently guide families toward identifying their concerns. What worries the family? Are they concerned that more information is needed? That they can’t afford an evaluation? That their child might have difficulty making and keeping friends? Or that he or she might start to feel ‘different’? Or … ? Every family is different; every conversation will take its own course.
Teachers need to provide time and support for families at this point. Hearing and understanding ‘the news’ can take weeks, months or even years. During this time, teachers can provide clear examples of both the child’s areas of difficulty and the child’s areas of strength. Sharing balanced, accurate information will help families begin to set a course of action.
COMMON GROUND
As teachers and families begin the process of working together, remembering their shared goal of supporting the child is crucial. This is the first of two golden keys to partnering with families. Questions about this first key include: What is in the child’s best
interest? What can we do to support the child’s learning? Is this the best we can do for the child? These questions can provide common ground during difficult conversations between teachers and families. They can also steady teachers and families during upsetting interactions with the child.
Returning to the initial conversation, it is important to remember that each family’s reaction to the teacher’s concern is a demonstration of their care for their child. Whether the family objects, agrees, or appears to not respond, all families want the best possible outcome for their child. During this very difficult conversation, families appreciate hearing that their child’s teacher also truly cares and is searching for ways to assist the child grow and learn.
“PLOP”
The second golden key for families, as well as for teachers, is to know and honor the child’s present level of performance (affectionately known as the PLOP.). This is tricky. Teachers and families both want the child to be moving forward (that vitally important common ground). But progress can be slow. At times, there may not be any progress at all; or worse, the child may regress. Knowing what the child is able to do (rather than focusing on what he or she cannot do) is key. Can the child stay focused for 5 minutes? Rather than lamenting that the child cannot focus for 6 minutes, begin planning ways to support reaching this goal. Can the child recognize three letter sounds? Hold this as the child’s present level of performance (rather than as a problem), and with the family, implement lessons to assist the child in recognizing four sounds.
PARTNERING FOR THE CHILD
This seems like a lot of alphabet soup and jargon (CPR, PLOP, stages, narratives, journeys, common ground). Dr. Montessori provided a simple, clear focus. She urged us to recognize each individual child’s potential. She also pointed out that teachers transform themselves by observing the child carefully. Finally, she considered families as the cornerstone of each child’s journey toward adulthood. This is true for all children. Our work as teachers
and parents, then, is to be partners on behalf of children, particularly children who learn and grown differently.
RESOURCES:
Boushey, A. (2001). The Grief Cycle – One Parent’s Trip Around. Focus on Autism and Other Developmental Disabilities, 16(1), 27-30.
Lalvani, P. & Douglas, L. P. (2013). Historical perspectives on studying families of children with disabilities: A case for critical research. Disability Studies Quarterly, 33(3), 9–9.
TOMORROW’S CHILD © ♦ APRIL 2014 ♦ WWW.MONTESSORI.ORG
by Kathy Leitch | Communication, Mindfulness, Montessori Administrators, Montessori Teachers, Parent-Teacher Communication, School Leadership, School Resources, The International Montessori Council, Video, Webcasts / IMC
Join Kathy Leitch and the Montessori Foundation as they discuss mindful leadership.
by Chelsea Howe, PsyD | Communication, Discipline, Emotionally Healthy Children, Family Resources, MFA, Mindfulness, Montessori Family Life, Montessori Parenting, Parent-Teacher Communication
Montessori Teachers: How DO they do it?
I’m sitting at home right now, drinking my second coffee of the day. My two boys have finally given in and are taking naps (at the same time!), and all is right with the world. It is a snow day, and this morning, when I saw the cancellation notice with the name of my kids’ school go by at the bottom of the TV screen, I silently sighed. I love my children, but the thought of a whole day snowed in
… two against one …all that ‘boy energy’ … another sigh.
This is snow day number two. My husband stayed home with them yesterday, and I received several texts from him reassuring me that they were alive (though he was only barely). Then, hours later, I received another text telling me that he was going to get Hudson’s head examined after a mishap with a ‘monorail’ that they had constructed in the house. Sometimes it’s just better not to ask. My husband has a degree in engineering, so a monorail running through the house is entirely possible. Anyway, an hour later, my 15-month old’s forehead was super-glued back together and as good as new. Nothing surprises me with these boys, NOTHING.
I don’t know how their Montessori teachers do it and remain positive and upbeat every day. I drop my children off in the morning, wish them a good day, transition through my own busy work day, and am worn out by the time I return to pick them up. They, on the other hand, are not worn out. I return to school and find my children happy, playing outside, and not ready to go home! In fact, I often get a tantrum about their intense desire to stay at school and play with their friends. And, I get it! I’m not nearly as cool as their peer group.
But, I wonder how these teachers do it. I once asked my older son’s teacher if she is exhausted at the end of the day, and she said, “No, they are great.” Either she is a great liar or that woman drinks more coffee than I do! But, I’ve been given the opportunity to observe her, and she is genuinely loving, caring, kind, compassionate, and warm. She speaks to the kids firmly but as though they are people, not kids. When one of them behaves badly, she explains what was wrong with their behavior and shares that they need to apologize. She has a heart of gold and wears it up and down her sleeves. And, the kids love her.
One day, I came to pick up my kids, and she shared with me that my lovely child hit another child (as if I ever thought he was an angel). I asked her how she handled the situation so that I can model my behavior based on hers. She shared the following: “I sat down, eye-level, and said, ‘That is not nice. These hands are made for hugs and helping other people, not hitting other people. These hands can do amazing things without hurting others.’” She had him sit in a chair until he had calmed down, walked him to the little boy, and the two hugged while my son said he was sorry.
Seriously?!?!?! How does she do it? At home, my older son will hit my younger one (or vice versa), and he laughs and snickers at me when I attempt to discipline him. But, that’s just it! His teacher attends to him and sees it as an act of communication rather than a reprimand. I have come to realize that we are constantly learning from our teachers, even when they are no longer OUR teachers. These teachers are setting the example of how to interact, inter-personally and intra-personally … with the children and with the parents.
The main lesson that I continue to learn about parenthood is that it is not easy. It is particularly not easy if you put on your parent goggles and reject the idea of asking for and receiving help. No matter how much you think you know, there will always be ideas and solutions that are new to you and may just be exactly what you and your family need to make life a little bit less stressful.
I may be exhausted and sleep deprived, but I am still able to appreciate life’s little lessons that creep up on me, daily. My kids are no angels. But, they are kids. And, I am reminded about the care that their teachers (who actually spend more time with them than we do) give my children when I observe their private moments: laughing, continuously hugging, consoling, and loving them. This is co-parenting at its best.
TOMMOROW’S CHILD © ♦ JANUARY 2014 ♦ WWW.MONTESSORI.ORG
by Lorna McGrath | Emotional Intelligence (EQ), Emotionally Healthy Children, Family Resources, MFA, Mindfulness, Montessori Family Life, Montessori Parenting, Video, Webinars / MFA
In this session Lorna McGrath shares ways to help children retain their natural instincts of kindness and empathy in a world that seems to have forgotten what that means.
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by Claire Salkowski | Challenging Behaviors, Discipline, Early Adolescence (12-15), Educational Program Coordination, Emotional Intelligence (EQ), Emotionally Healthy Children, Empowerment, Faculty, Grace and Courtesy, Kindergarten, Lower Elementary (6-9), Mindfulness, Montessori Education, Montessori Secondary / High School, Montessori Teachers, Peace Education, Primary (3-6), School Leadership, The International Montessori Council, Uncategorized, Upper Elementary (9-12)
Montessorians are familiar with the daily “Circle” and use this important practice for starting or closing the day, but the Peacemaking Circle or Conferencing approach has become part of restorative practices in schools, workplaces, prisons, and Court systems around the country and throughout the world. Based on ancient practices of aboriginal peoples, this approach creates an intentional space with a particular process designed to:
- support participants in bringing forward their ‘core self”
- to help them conduct themselves based on the values that represent who they are when they are at their best
- make visible our interconnectedness even in the face of very serious differences
- recognize and access the gifts of every participant
- elicit individual and collective wisdom
- engage participants in all aspects of the human experience – mental, physical, emotional and spiritual or meaning-making
- practice ‘core self,’ value-based behavior when it might feel risky to do so.
The more people practice that behavior in circle, the more those habits are strengthened to carry that behavior into other parts of their lives. Create a space and time for participants to voice their thoughts and feelings, to take ownership for their behaviors, connect them to others, and learn from the collective wisdom of the group.
Peacemaking Circles: Creating Peace in Our Schools One Circle at a Time
Presented by Claire J. Salkowski IMC Peace Conference
ADR Specialist and Educational Consultant Nov 4, 2012
Planning the Specifics of the Circle – The Keeper puts together the circle plan answering the following questions:
• Who will be part of the circle?
• What time?
• Where?
• What will be the talking piece?
• If and what will be in the center?
• What opening ceremony will be used?
• What question will be used to generate values for the circle?
• What question will be used for an introduction or check-in round?
• Is there a need for further relationship building before getting into the issues? If so, how will that be done?
• What question(s) will be used to begin the dialog about the key issues?
• What further questions might be useful if the group is not getting deeply enough into the issues?
• What closing ceremony will be used?
Circle Outline
The detail in this outline is provided to offer concrete examples and stimulate creative thinking. It is not intended to be prescriptive. The circle is not a rigid process. It is always important to be responsive in the moment to the needs of the circle participants which may not follow the outline you planned. Nonetheless, it can be useful to have an outline to guide you as a keeper.
Welcome: Welcome everyone to the circle. Thank them for coming. Express appreciation for the willingness to work together in a shared space.
Opening: Openings mark the time and space of the Circle as a space apart from the pace and tone of everyday life. The opening ceremony is designed to help participants center themselves, be reminded of core values, clear negative energies, encourage optimism and honor the presence of everyone there. Lead the group in whatever opening ceremony you have chosen
Explain center: If you have created a centerpiece, identify any items in the center and why they are there.
Explain Talking Piece: Explain that the talking piece is a critical element of creating a space in which all participants can both speak and listen from a deep place of truth. The person holding the talking piece has the opportunity to speak without interruption while everyone else has the opportunity to listen without the need to respond. The talking piece will be passed around the circle from person to person. Only the person holding the talking piece may speak. It is always okay to pass the talking piece without speaking. The keeper may speak without the talking piece if necessary to facilitate the process. If the talking piece has a particular meaning explain that.
Purpose: Remind participants of the purpose of the circle
Introduction/Check-in Round: Tell participants that you are going to pass the talking piece around so that we can all hear how everyone is doing today. Invite participants to introduce themselves if they are not already acquainted. We suggest the keeper share first. People will most likely model their response after the keeper. Be authentic. Pass the talking piece and ask, “How are you feeling today?” “Is there anything you feel is important for us to know about how you are doing?” Sometimes it is useful to pose a question in this round that invites sharing about oneself so the participants get to know one another better.
Values/Guidelines: Before the circle starts place a paper plate or half sheet of paper and a marker at each seat. Ask participants to think of a value they feel would be important in order to feel safe to speak from the heart and listen from the heart. Ask them to write the value on the paper plate or sheet of paper. Pass the talking piece and ask them to share the value they chose, explain why it is important, and place their value in the center of the circle. Keeper models.
After establishing values, develop guidelines for the circle. The guidelines of the Circle are the agreements that participants make with one another about how to behave in the Circle. They establish clear expectations and common ground to provide a space where people feel safe to speak in their authentic voice, connect to others in a good way and ensure a space that is respectful for all. Pass the talking piece and ask participants to name one agreement important to their participation in Circle. (e.g. “Speak only for yourself.” or “Keep body language respectful.”) Write down the suggested guidelines on a sheet of paper or flip chart. When the talking piece has gone all the way around, read the list. Pass the talking piece and ask participants to indicate whether they accept these guidelines. If there are objections explore the objections and the original purpose of the person who proposed that guideline and work to find wording that is acceptable to everyone.
Extensive conversation about the guidelines can be good practice for working through a difference in opinion or perspective in a respectful way. In an on-going circle group the values and guidelines generated at the first circle are brought back to any subsequent circles.
Storytelling round: In some circles it is crucial to take the time for people to share stories from their own lives to increase understanding of one another or to build empathy. Stories often shatter stereotypes or assumptions people have about one another making it possible for them to hear one another more clearly when they discuss sensitive issues later in the circle. The Keeper generally goes first in a storytelling round.
Exploring the topic of the circle: Pass the talking piece, posing a question about the issue or topic that is the purpose of the circle. Alternatively, direct participants in an activity which helps participants connect with their thoughts and feelings on the topic. Follow with multiple rounds reflecting on the experience of the activity or exercise and reflections about the topic. Thank participants for the wisdom shared in the process. Acknowledge the courage that it takes to speak and listen from the heart.
Check-out Round: Pass the talking piece around and ask participants to share their thoughts about the Circle or one word that sums up how they are feeling right now as the Circle comes to a close.
Thanks: Thank everyone for coming and for their efforts to understand themselves and others in a way that allows everyone to be at peace with themselves.
Closing: Lead the circle in a closing ceremony. Closing activities bring closure to the circle, help participants feel centered and mark the ending so that everyone can transition from the reflective circle space back to the outer world. It maybe a poem, quote, song or music or it could be a ritual such as extinguishing a candle flame or ringing a soft bell.
Materials Needed: Determine from the outline all the materials you need to bring to the circle (e.g. paper plates for values, markers, talking piece, center items, readings or other opening materials, the circle outline, etc.)
Circle Prep Sheet for Longer Circles
Preparation
• Co-Keepers:
• Circle Purpose:
• Where and When:
• Talking Piece, center piece and what other things you need to bring:
• Who do you have to talk to and what prep do you do ahead of time:
Circle
• Opening Ceremony/Activity:
• Check-in question:
• Questions for going into guidelines (what you might be able to ask):
• Story telling/Trust Building Question:
• Guiding Questions on the Topic or Issue:
• Guiding question for consensus building, planning or summary round:
• Check-Out round question – what you might be able to ask:
• What “must” be addressed in the circle:
• What is the follow-up:
• Closing Ceremony/Activity:
Circle Prep Sheet for (Shorter) Classroom Circles
Preparation
• Co-Keepers:
• Topic:
• Talking Piece, center piece and what other things you need to bring:
Conducting the Circle
• Opening Ceremony/Activity:
• Quick Check-in round question:
• Guiding Questions on the Topic or Issue:
• Question to elicit Storytelling/Personal experience related to the Topic:
• Questions for Deepening Round(s):
• Question for consensus building/decision making/planning/summary:
• Check-Out round question:
• Closing Ceremony/Activity:
Follow-up
• Decisions/Insights that need to be shared with others:
• Work that needs to be implemented before the next Circle:
Revised and adapted by C.J. Salkowski from Heart of Hope Resource Guide by Kay Pranis and Carolyn Boyes-Watson
CONDUCTING THE CIRCLE
As keepers or facilitators you are responsible for creating and keeping the “form” of the circle. The basic manner of interacting in the circle generally involves use of a talking piece which is passed from member to member during sharing “rounds.” Only the person holding the talking piece may speak and they may do so as long as they have the talking piece. Typically the talking piece is passed around the circle, in order, although the keepers may choose to use a different form of passing the piece. The circle may also use other activities to move the group. These are described more fully below.
Keepers or facilitators act as guides to move the circle through the phases of circle it needs to experience. Note that these phases are flexible depending on the purpose for which a circle has been called. In a school setting, the circle can be used for many purposes. Circles can be used with the children in the classroom, faculties or parent groups. They can be the vehicle for discussions, resolving conflict, celebration, healing or learning about a particular topic.
It is important that all circles include an opening and closing, and that these two elements are always given time and depth.
Four phases of circles – Although the content or topical focus of circles may vary, all circles generally follow four phases. How you facilitate these phases is flexible. For example, a new group may need to spend more time on guidelines and on storytelling rounds. As keeper, trust your instincts on how to structure the circle, and be flexible enough to let the circle move in the way that it needs.
The four phases of circles are:
Phase One – Introductions
Phase Two – Building Trust
Phase Three – Issues
Phase Four – Solutions
Phase One – Introductions
The introductions phase of circle may include the following elements, all of which are designed to create safety and form and to begin to prepare participants for deeper sharing and understanding. This phase generally should include the following:
Welcoming – Make sure everyone is greeted warmly.
Opening ritual – All circles start with an opening ritual that helps us make the transition from the outer world and into the reflective circle space. Openings are designed to help us feel more centered and open to sharing. Openings may involve burning sage or incense which someone either places in the middle of the circle or passes over participants, using a feather to move the smoke around them – allowing people to cleanse themselves of negative energies and to prepare for sharing deeper emotions. They may include a poem, song or meditative music. Consider asking one of the participants (in advance), to offer the opening. With children and adults, I have found that using the Tibetan bells as an initial opening and a final closing, offers a quick way to a begin and end the circle when time is a perplexing concern. If they are used consistently in an on-going group it becomes a valuable ritual in itself. With children they will often ask to ring the bells in order to open or close the circle. We ring the bells three times with a sustained moment to let the sound move out into the group and find its own ending. It creates a reverence for what we are doing and brings us to that place of quiet and peace.
Introductions and check-in – In the first round, the keepers ask participants to introduce themselves by name (perhaps first name only), how they feel, why they are here in circle, and what they hope for.
Seeking consensus around guidelines – If it is a new group, then participants develop guidelines of how they want to be together while in circle (e.g. respect all opinions, confidentiality, etc.) Then, take a complete round of the circle to ensure that each person indicates support of the guidelines. If it is an ongoing circle, then the keeper might review the basic circle guidelines and if invite the group to add any additional guidelines if necessary. Take a full round to be sure everyone has a chance to comment on the guidelines and to demonstrate their support of the final list. Remember that the guidelines are a “living document” and may be revised in circle at any time.
Acknowledgment of those present – Remember to acknowledge those present in circle, especially if the circle is gathered to discuss a difficult topic or resolve a conflict or find healing and resolution for an incident of harm. It takes courage and commitment to participate in circle. Also be sure to acknowledge the volunteers who have helped make the circle happen.
Clarifying the purpose of circle – The keeper summarizes what has been experienced in phase one of the circle, using this summary to further set the tone of the circle and to clarify the purpose of the circle.
Phase Two – Building Trust
Next, the keepers move the circle into deeper sharing as a way of increasing the level of trust among members. This may take a variety of forms. Depending on the nature of the circle, keepers may guide it toward a single or multiple rounds of sharing, and may or may not choose to use other methods of sharing such as ice breakers, art work, individual reflection or small group activities depending on the amount of time available.
Ice breaking – With groups involving young people it might be useful to begin with individual reflection, or sharing in pairs or small groups. Consider using art supplies to having members (individually or as teams), draw representations related to themselves or the purpose of the circle. Or consider using icebreaking activities that are neutral to the purpose of the circle, but which help members to get to know one another as people.
Storytelling round – If the issue or purpose for the circle involves a difficult issue, it may be useful to have a storytelling round. Invite participants to share a personal life experience related to the issue offers (perhaps in a very indirect way.) Storytelling is a powerful way to move beyond masks and appearances and to develop a better understanding of one another. Story telling is a powerful way to share our wisdom with each other and allows us to take in what we might otherwise reject if we were simply “told” in some other form.
Deepening rounds – The circle may move into deepening rounds of sharing. These rounds get to the heart of why the circle was called or if time allows, a topic is explored in depth for further insight and deeper learning. Depending on why it was called, these rounds may include an expression of needs and interests (in the case of a conflict circle), sharing memories and grief (in the case of a healing circle). If small group activities or dyad sharing feels appropriate they may be used here, but always come back to the circle and to sharing in the full circle.
Phase Three – Issues
In this phase, the focus expands from what’s gone wrong or what’s hurting to what can be done to make things right, to promote healing, or to initiate positive change. In many circles, such as those focused on healing, listening may be what’s most needed – giving people a chance to tell their story and to have it received deeply. In other circles, though, exploring options helps break the sense of being stuck in either a painful experience or a self-destructive way of life.
Phase Four – Solutions
Some circles, such as those involved in healing or understanding, do not require decision making. In these circles, the focus of the keeper may be to work toward creating a sense of unity. Other circles do require decision making or resolution of conflict. In these circles the keeper attempts to build consensus by building on each circle participant’s input, until a decision is reached that all members are at least “able to live with.”
Consensus involves an agreement among all participants to “live with the outcome” – to accept a decision or course of action because it promises the best for everyone given the circumstances. Generating consensus involves patience, creativity, candor about interest and concerns, and a willingness to think outside the box. We are challenged to set aside our personal agendas and fixed notions about outcomes, so that something may emerge that is larger than any one person’s preconceived ideas. Consensus is about dialogue, listening and honesty.
To help the group move toward a consensus decision the keep
1. Help participants to identify areas of disagreement,
2. Encourage participants to explore and understand one another’s perspectives, and
3. Work with participants toward final consensus decisions that are as inclusive as possible, and that are respectful of differing viewpoints.
Reaching decisions by consensus often takes more time than other decision making models, such as voting. The strength of the process is that it assures that all participants will “own” and support the decision. In consensus there are no winners and losers, but rather everyone is in agreement and willing to move forward on whatever plan or decision has been devised. When using this process it is important that the group commit to addressing issues or concerns that may be raised on the way to achieving a consensus decision.
Closing
All circles end with a closing ceremony that helps us make the transition from the reflective circle space back to the outer world. Closings are designed to help us feel centered and to bring a sense of closure to the circle. They may include a poem, song or meditative music. Consider asking one of the participants (in advance), to offer the closing.
AFTER THE CIRCLE (FOLLOW UP)
Follow-up is one of the greatest challenges of the successful use of circles. Follow up may include:
• If strong emotions are shared in circle, affected individuals need to be contacted to see how they are doing and ensure that they are getting the support they need.
• Planning one or more follow up circles, if necessary.
• Discussions with people who were not in the circle, but who have relevant information or position to affect issues discussed in circle.
• If agreements are made in the circle, it is important that someone follow up to see if people are accountable to those agreements.
One of the responsibilities of the circle keepers is to attend to follow up. It is not necessary that the keepers handle all follow up activities, only that they ensure that members commit to specific follow up. It is the keepers’ responsibility to follow up with those individuals to ensure that follow up is in fact occurring.
Adapted by C.J. Salkowski From Circle Keepers Manual (draft) by Kay Pranis
For more information or to schedule a circle session or training contact:
Claire J. Salkowski
CJConsulting@comcast.net
410-593-9601
410-499-4732
by Maren Stark Schmidt | Child's Work, Early Adolescence (12-15), Emotional Intelligence (EQ), Later Adolescence (15-18), Lower Elementary (6-9), MFA, Mindfulness, Montessori Education, Montessori Teachers, Upper Elementary (9-12), Young Adults
Tired and agitated, Sara got ready for bed. What had happened to the day? She had woken up fresh that morning, ready to have a productive day.
During breakfast, Sara’s assistant had called to alert Sara that she wouldn’t be in to copy the reports for the next day’s meeting. When Sara went to make copies of her presentation, the toner cartridge was low, the paper jammed and the machine ran out of staples. When Sara reviewed the copies, page 17 had been skipped by the machine. Sara’s lunch appointment cancelled while Sara was waiting in the restaurant. After lunch, she couldn’t get online to do some research. Then Ron, a co-worker, came in and complained about his weekend for half an hour. What went wrong with Sara’s day? Sara was unable to get a work cycle completed.
A work cycle consists of selecting an activity, doing it, achieving some internal satisfaction for the work and then selecting the next task.
When we experience this cycle of ”choose-do-return to order-satisfaction, then choose again,” we create a powerful success
cycle with feelings of accomplishment and contentment.
When we are having a productive work cycle, we’ll say we are ”on a roll.” We go from task to task, choosing progressively harder tasks as time allows. On those high-achieving days, we feel unstoppable.
Then there are the days when we get off to fits and starts because we are interrupted, don’t have enough time to complete a task before another commitment or lack the necessary supplies. How that trip to the hardware store can sabotage the best efforts for a productive workday!
Most of us, even small children, have a built-in three-hour work cycle. We might contrast and compare it to our sleep cycle. When we know we have at least three hours of uninterrupted time, we will tackle a multitude of jobs and enjoy doing it. If our time is interrupted, we may not even try to start anything. ”It’s not worth the effort,” or ”I don’t feel like doing anything,” we might say. Sound familiar?
When given a regular three-hour period, children (and adults) learn to tap into a success cycle. After accomplishing a series of short and familiar tasks in a 90-minute time frame, a child will choose a task that is challenging and represents ”true learning.” At this 90-minute mark there is a period of restlessness that lasts about ten minutes, until the choice for the challenging activity is made. The new activity may last for 60 to 90 minutes.
Here’s an example of a recent Saturday morning three-hour work cycle for me. Not very glamorous, but I was on a roll.
Clean kitchen, 15 minutes. Start laundry, 15 minutes. Make phone calls for appointments, 20 minutes. Vacuum, 20 minutes. Feeling of restlessness. What should I do next? Cup of coffee, 10 minutes. Balance bank statements and pay bills, 90 minutes.
Here’s an example of a four-and-a-half-year-old’s work cycle that I recently observed. Work puzzle, 10 minutes. Build with blocks, 15 minutes. Water plants, 20 minutes. Sweep floor, 10 minutes. Number counting cards, 15 minutes. Walk up and down steps, 5 minutes. Talk with dad, 10 minutes. Do 100-piece puzzle, 45 minutes. Practice tying shoes, 45 minutes.
When we have achieved a three-hour work cycle, normally we are eager to begin the next cycle. Productive adults have two to four work cycles a day. Children under the age of five usually have one work cycle a day. Around five, children will start a second work cycle if given the opportunity.
The gift of uninterrupted time gives us, children and adults, the opportunity to engage in our own powerful three-hour work cycles, creating personal success in learning, concentration and independence.
Next Week: Punishing with Rewards
Kids Talk™ is a column dealing with early childhood development issues written by Maren Stark Schmidt. Mrs. Schmidt founded a Montessori school and holds a Masters of Education from Loyola College in Maryland.
by The Montessori Foundation Staff | MFA, Mindfulness, Montessori Education, Montessori Teachers, Peace Education
Thoughts about peace education within our schools
by Ann Mason
As the new millennium unfolds we have made promises of hope and peace to ourselves and our children. The United Nations has declared a decade of peace and non-violence for children and we as educators aspire to developing a peace culture within our teaching and learning environments. As we decide together as teachers, educators and even as parents the essential understandings upon which to base the programs we undertake in our schools and universities we consciously try to attend to these promises in every moment. The notion of peace education has been bantered amongst us for at least 5 decades since the dropping of the atomic bombs on Hiroshima and Nagasaki and we pay serious attention when the children of Hiroshima bravely cry out to us every August 6th.
The challenge is to now pay serious attention to their plea for peace on the 7th and following days.
Honoring our promises
In our classrooms and lecture theatres we have courageously attempted to define peace and establish many peaceful processes that reflect our heartfelt desire for a world that is safe for our children and one in which they will be treated fairly and justly. As we present the truth in relation to the inequities that painfully exist throughout the world we also actively search for ways to alleviate these injustices and make the world, especially in relation to our own local communities, better. In our genuine efforts to create ‘peace and harmony echoing across the lands’. We have incited a true commitment amongst many people in educational communities throughout the world to develop a peace culture…and our children we influence are also committed to ensuring that peace is a self-fulfilling prophecy.
We have explored the notion of difference and celebrated it in our schools and taught our children the meaning of equity and social justice and insist upon it operating at all levels within our profession. We creatively have established data bases that isolate the many different things children can achieve along a continuum and we diligently focus upon using the appropriate language we use to define our positive intentions. We conscientiously avoid making biased judgements and encourage and support self assessment, openness, independence and empowerment remaining confident in the knowledge that the road to a peaceful and interdependent world will be paved by the new generations of independent thinking and acting peacemakers, hopefully being the children whom we teach.
We do pay serious attention, especially to issues unfolding daily in the Middle East, but sometimes a great sense of hopelessness can prevail. Carefully must we tread this road as teaching wonderful peaceful ideals to our children can present many frustrating contradictions to them when the real world is thrust upon them. But we can reassure them that every little step counts along the road to peace and our positive intentions do matter.
As a teenager 30 years ago, reflecting on the hopelessness pervading and defining my future, my father, a man who possessed a very powerful sense and commitment to social justice, would answer when I angrily blamed God for creating or allowing such horrible things to occur:
“God had nothing to do with this mess. Humanity has managed this all by itself.”
Fortunately in the year 2000 most of us will choose resolution strategies that are guided by social justice and peaceful initiatives rather than choose “war” as our strategy and we have accepted the responsibility for making the associated positive changes in our thinking. Consultation rather than confrontation ….working as teams rather than individually….collaboration rather than competition…all dominate the thinking and actioning these days. Together we are creating a better world on many fronts well beyond the boundaries of our classrooms.
As educators trying to create new, stimulating and meaningful peace education programs we have asked ourselves if is there is anything about peace we must essentially understand before we can define processes within our educational environments that pertain to our objectives.
It is necessary that peace be defined clearly and that this definition be agreed upon by all of us before the creation of the kind of
educational experiences that will sustain and nurture
a peace culture can occur ?
I personally have explored this question with a friend who is enthusiastically developing an alternative approach to the already established peace education processes for us to consider. Hassaun Ali Jones-Bey, who lives in Fremont California, and is a US Navy veteran and peace-maker, has raised some extremely challenging notions with me. Ali has told me he believes humanity, after having eagerly explored both peace and war as options to establishing peace, now honestly would prefer to choose peaceful options only. But he also believes this choice requires some very active imagining to occur.
He invites us to explore some new thinking and creative adventuring into developing some simple but workable processes that might help in the establishment of a meaningful and lasting peace for the world…and these peace-making processes rely primarily upon our imaginations and not on the effectiveness of our expanding nuclear arsenals or equitable laws or peace keeping forces…..and the best part is that they are free and are something each and everyone of us can actively participate in. He challenges us to move beyond the exploration of issues in our classrooms and work with imagery instead.
As educators will we need to define these steps….isolate relevant understandings and produce measurable outcomes ???
Ali would suggest NO ! Peace education, as he understands it, cannot be a curriculum that requires solely upon a content and agreed upon list of understandings and measurable outcomes…or be something you can pass or fail. It should evolve from a set of on-going cross generational experiences that constantly reinforce a real sense of humanity and peace as a way of life with story-telling being the key. He reminded me of the powerful story-telling our ancestors did around their campfires and how the teachings were passed along generations via this process without the aid of books and other teaching resources except for simple tools for painting and basic musical instruments and songs and of course, stories. The understandings were intrinsically enmeshed in every word chanted, every step danced and in very symbol used on cave walls or bark to represent every ancestral story’s message that needed to be passed along to the new generations. He conveyed also his wonderment in relation to how only a few years ago some very powerful imaginations in the valleys of California magically created the multi-million dollar silicon industry that has revolutionized our communication systems let alone our entire world and he pondered what stories were these children told to ignite their imaginations? Now we have the Internet to help share our stories with each other.
Ali is developing a very unique but special project called Imagine Peace. He invites us to explore our true natures and allow and nurture a very natural unfolding to occur. He invites us to use our imaginations and create new thoughts and peace associated experiences, then create stories we can share with each other within our classrooms and lecture theatres, our homes and communities about these wonderful peaceful possibilities that we have imagined. Beginning with our imaginations we can develop so many new understandings and possibilities…
ones based upon peace and love…..
and these necessary understandings will help create experiences that will reinforce our humanity and universality not only amongst ourselves. By sharing these stories across cultural, geographical and socio-economic boundaries these understandings could also become universal. Just as the magical silicon valley was initially created by powerful imaginations perhaps a new peaceful and peace loving world can be as well..
Ali says: the first step in creation is imagination.
Ali is not naïve and doesn’t believe our imaginations alone can create peace. He does believe though they provide the necessary first step in the process because once these new understandings and peaceful options are created in our imaginations we can then set about to actively make them work in the real world. We can create with our imaginations visions of the new peaceful communities and world in which we would like to live. Our imaginations can even help us explore different ways of achieving our aims.
From my own personal experiences children innately know what peace means for them and as Maria Montessori believed, these innate understandings need to be nurtured and allowed to unfold in a non-judgmental and non-competitive yet enabling environment. Reminders of genocide and our failure as humanity to care for each other won’t sustain a peace culture and for us it just reinforces a recurrent need for revenge and perpetuation of hatred and distrust in each other…certainly not peaceful thoughts and actions…nor thoughts and actions that will secure world peace….and neither will continual debate and argument about who is right and who is wrong, even if it is undertaken peacefully.
Ali recommended I read “The Forest People” by Colin Turnbull. The book is an account of an anthropologist’s research in the forests of Central Africa. He lived with a very spiritually oriented group of people who taught him the power of molimo….the healing music. As the pygmies played their music and sang their songs they believed the forest was healed and rejuvenated and in doing so it was then able to heal and rejuvenate them, thus constantly nurturing their spirituality and providing for their physical needs as well. Ali, being African American himself, and taunted by the voices of his own ancestral spirits, appreciates this strong attachment between the pygmies and the forest and suggests we along with our children, can also create our own molimo music and stories that nurture our environment and assist in the perpetuation and growth of peace for ourselves personally and in our communities….because in healing our thoughts our imaginations will create a healed earth…and vice versa.
Ali has challenged me to create and document meaningful educational experiences that are based upon the essential understandings of his project Imagine Peace. I intend to involve my school community and not just the children I teach. Not only do the children need to be story-telling, listening and sharing but so do their parents and grandparents. As our imaginations are set to work and the reality of the day to day feasibility and practicality of them unfold, our progress will be presented as student developed webpages at the following URL. I teach at Pulteney Grammar School in South Australia:
www.pulteney.sa.edu.au
You will also be able to access information at Ali’s website:
www.ibnmusa.com
To begin and establish a focus upon Ali’s Imagine Peace based understandings we will explore educational possibilities in relation to his initiated Light the Lamp of Peace ceremony. This ceremony acknowledges the coincidence of Hanukkah, Christmas and Ramadan simultaneously occurring this December 2000 and he invites us to celebrate this once in every thirty years happening as being the appropriate time to truly commit our imaginations and energies to creating sustainable peace. Although this particular ceremony focusses upon the three main Abrahamic faiths’ celebrations he invites everyone from all faiths, or those who choose to have no particular religious association to celebrate together the possibility of world peace eventuating and begin by sharing our stories. Our involvement can be a powerful symbolic gesture to begin truly uniting us in the quest for peace.
For any further information about Imagine Peace or the Light the Lamp ceremony please contact:
Hassaun Ali Jones-Bey
ibnmusa@ibnmusa.com
or Ann Mason
amason@staff.pulteney.sa.edu.au
Bibliography:
Turnbull Colin “The Forest People” Pimlico Great Britain 1993
by The Montessori Foundation Staff | Empowerment, Maria Montessori, MFA, Mindfulness, Montessori Parenting, Montessori Teachers
Retrieved from http://www.peace.ca/montessoriandgandhi.htm on November 11, 2015
Speech At Montessori Training College Mohandas K. Gandhi
London , [ October 28, 1931 ]
(Note: Dr. Maria Montessori met Mahatma Gandhi in the beginning of October, 1931 in London. And on October 28, 1931 Gandhi spoke at the Montessori Training College , London where Dr. Montessori was also in attendance. The following is the text of Gandhi’s Speech, which was published in the weekly newspaper, Young India , on November 19, 1931. For further information and/or discussions on this topic, please contact Shall Sinha at shall@ssinha.com )
Madame, you have overwhelmed me with your words. It is perfectly true, I must admit it in all humility, that however indifferently it may be, I endeavor to represent love in every fiber of my being. I am impatient to realize the presence of my Maker, Who to me embodies Truth, and in the early part of my career I discovered that if I was to realize Truth I must obey, even at the cost of my life, the law of love. And having been blessed with children, I discovered that the law of Love could be best understood and learned through little children.
Were it not for us, their ignorant poor parents, our children would be perfectly innocent. I believe implicitly that the child is not born mischievous in the bad sense of the term. If parents would behave themselves whilst the child is growing, before it is born and after, it is a well-known fact that the child would instinctively obey the law of Truth and the law of Love.
And when I understood this lesson in the early part of my life, I began a gradual but distinct change in life. I do not propose to describe to you the several phases through which this stormy life of mine has passed, but I can only, in truth and in perfect humility, bear witness to the fact that to the extent that I have represented Love in my life, in thought, word and deed I have realized the “peace that passes understanding”. I have baffled many of my friends when they have noticed in me peace that they have envied, and they have asked me for the cause of that priceless possession. I have not been able to explain the cause by saying that, if my friends found that peace in me, it was due to my attempt to obey this, the greatest law of our being.
It was in 1915 when I reached India , that I first became acquainted with your activities. It was in a place called Amreli that I found that there was a little school being conducted after the Montessori system. Your name had preceded that first acquaintance. I found no difficulty in finding out at once that this school was not carrying out the spirit of your teaching; the letter was there, but whilst there was an honest – more or less honest – effort being made, I saw too that there was a great deal of tinsel about it. I came in touch, then, with more such schools, and the more I came in touch, the more I began to understand that the foundation was good and splendid, if the children could be taught through the laws of nature – nature, consistent with human dignity, not nature that governs the beast. I felt instinctively from the way in which the children were being taught that, whilst they were being indifferently taught, the original teaching was conceived in obedience to this fundamental law. Since then, I have had the pleasure of coming across several of your pupils, one of whom had even made a pilgrimage to Italy and had received your personal blessings. I was looking forward to meeting the children here and you all and it was a great pleasure to me to see these children.
I had taken care to learn something about these little children. I had a foretaste of what I saw here, in Birmingham , where there is a school between which and this there is a difference. But I also saw that there also human nature was struggling to express itself. I see the same thing here and it was a matter of inexpressible joy to me that from their childhood the children were brought to understand the virtue of silence, and how, in response to the whisper from their teacher, the children came forward one after another in that pin-drop silence. It gave great joy to see all those beautiful rhythmic movements and, as I was watching those movements of the children, my whole heart went out to the millions of the children of the semi-starved villages of India, and I asked myself as my heart went out to those children, “Is it possible for me to give them those lessons and the training that are being given under your system, to those children”?
We are conducting an experiment amongst the poorest of the children in India . I do not know how far the experiment will go. We have the problem of giving real vital education to these children of India ‘s hovels, and we have no material means. We have to fall back upon the voluntary assistance of teachers, but when I look for teachers, they are very few, especially, teachers of the type wanted, in order to draw the best from the children through understanding, through studying their individuality and then putting the child on its own resources, as it were, on its own honor. And believe me from my experience of hundreds, I was going to say thousands, of children I know that they have perhaps a finer sense of honor than you and I have.
The greatest lessons in life if we would but stoop and humble ourselves, we would learn not from grown-up learned men, but from the so-called ignorant children. Jesus never uttered a loftier or a grander truth than when he said that wisdom cometh out of the mouths of babes. I believe it; I have noticed it in my own experience that, if we would approach babes in humility and in innocence, we would learn wisdom from them.
I must not take up your time. I have simply given you what is, at the present moment, agitating me, namely, the delicate problem, considered in human terms, of drawing out the best from these millions of children of whom I have told you. But I have learned this one lesson – that what is impossible with man is child’s play with God and, if we have faith in that Divinity which presides over the destiny of the meanest of His creation, I have no doubt that all things are possible and in that final hope I live and pass my time and endeavor to obey His will. Therefore, I repeat that even as you, out of your love for children, are endeavoring to teach those children, through your numerous institutions, the best that can be brought out of them, even so I hope that it will be possible not only for the children of the wealthy and the well-to-do, but for the children of paupers to receive training of this nature. You have very truly remarked that if we are to reach real peace in this world and if we are to carry on a real war against war, we shall have to begin with children and if they will grow up in their natural innocence, we won’t have the struggle, we won’t have to pass fruitless idle resolutions, but we shall go from love to love and peace to peace, until at last all the corners of the world are covered with that peace and love for which, consciously or unconsciously, the whole world is hungering.
Young India , 19-11-1931
_____________
INTERVIEW WITH MARIA MONTESSORI
LONDON ,
[On or before October 9, 1931 ]
Gandhiji greeting her, said, “We are members of the same family”.
“I bring you the greetings of children,” said Madame Montessori.
GANDHIJI: If you have children I have children too. Friends in India ask me to imitate you. I say to them, no, I should not imitate you but should assimilate you and the fundamental truth underlying your method.
MADAME MONTESSORI: As I am asking my own children to assimilate the heart of Gandhiji. I know that feeling for me over there in your part of the world is deeper than here.
GANDHIJI: Yes, you have the largest number of adherents in India outside Europe .
by The Montessori Foundation Staff | MFA, Mindfulness, Montessori Education, Montessori Teachers, Research, The International Montessori Council, Webinars / MFA
Help your Teachers teach with Spirit is a webinar designed to support teachers to embrace their true calling, understand the divine importance of their role and transform their teaching experience from mundane to meaningful to magical. Brain research and the left/right brain are used to define the six-step process of how an Aha! moment happens, how to replicate and sustain these learning moments of epiphanies for the the teachers and their students.
