by Robin Howe, EdD | Administrative Team, Educational Program Coordination, Faculty, Lower Elementary (6-9), Montessori Administrators, Montessori Curriculum, Montessori Teachers, School Leadership, School Resources, The International Montessori Council, Upper Elementary (9-12), Video, Webcasts / IMC
The Montessori Elementary curriculum is so vast, especially when student-led inquiry is encouraged. Dr. Robin Howe will share some strategies for managing the curriculum, while also giving students the opportunity to explore their own interests. This included managing the curriculum in multiple ways to ensure that students complete the three or six-year work cycle in preparation for the next level. These are strategies that were developed by the late Dr. Michael Dorer, which have evolved over the years while working with students and in schools with the challenges of everyday modern Montessori.
by Cassi Mackey | Lower Elementary (6-9), MFA, TC May 2024, Upper Elementary (9-12)
Note from the Director: This article includes so many tips for helping children and adolescents in the transition from one school to another. It is packed with practical ways to be of support to them whether they are changing schools or levels within schools. Much of the material applies to all ages, but you will need to determine what is age appropriate for your child or adolescent’s stage of development.
Change is a part of life. It is not always easy, but it speaks to the beautiful ebb and flow of our existence. When we trust the transitions, the changing seasons, and all the new roads we choose to take, we can fully celebrate our journey. The ability to gracefully embrace and receive change is a key to living a fulfilled, meaningful life and is a powerful part of our growth. If we can help our children embrace change, they will have the foundation to meet life with the resilience, optimism, fortitude, and joy that it demands.
Just as this age group is learning to cope with the emotional and physical turbulence of early adolescence, along comes the new challenge of transitioning from elementary to middle school; it also comes with new expectations, from academic to social. Changing schools from a Montessori school to a more traditional school or changing levels within a Montessori school is the perfect opportunity to teach about graceful transitions and embracing change.
All children manage change differently, but most Montessori students adapt to their new school environment fairly quickly, making new friends and experiencing success, within the definition of success understood in their new school. This phenomenon is possible because they have the advantage of growing up in Montessori. Montessori programs focus on helping children develop self-motivation, confidence, independence, problem-solving, and coping strategies for new situations, along with a strong sense of respect and responsibility. These skills, along with supportive parents and caregivers to help them embrace the change, will serve them well in any transition they make. What follows are suggestions to help make the school transition smoother for all.
Follow Montessori Principles In The Home
Following Montessori principles at home can be an impactful way of nurturing and maintaining skills and lessons that your tween learned from their experience in the Montessori school. Encouraging independence, love of learning, curiosity, self-motivation, and order are fundamental to the Montessori approach and, if nurtured, will continue to serve your tween as they make this transition.
Model A Positive Attitude About Change
Children are regularly learning how to be adaptable and flexible from their parents/caregivers. When children see you try new things, take risks, and handle change with grace, they are more likely to follow suit.
Talk to your child about change in a positive way. For example, you might say, “I am a bit nervous about starting a new job today, and it’s ok to be nervous. I am going to make myself feel better by listening to some good music. Even though I am nervous, I am also excited about meeting new people and making new friends.”
When your tweens are anxious, help them change the story they are telling themselves about what might happen. Encourage them to imagine all the great things that could happen instead of all the things that could go wrong. By changing the story and the images, anxiety can turn to excitement.
Acknowledge The Uncertainty And Loss
Acknowledging the fear and anxiety regarding the change that both you as a parent/caregiver and your tween is experiencing makes it much easier to talk about and embrace the change together. This is a good opportunity to explain the differences between Montessori and traditional schools, emphasizing the positives of both school systems.
While we want to be positive about the change, change also means that there will be a loss of friends, teachers, familiar routines, etc. Let your tween experience the sadness, and let them know they can speak to you about it or talk it over with friends that are experiencing the same thing.
Offer your tween a sense of agency by involving them in making choices… it can be as simple as letting them select a new backpack.
Practice Mindfulness
Practice mindfulness with your tween; it will help both of you to accept the present moment as it is, without judgment. This mindset can be useful when facing unexpected changes. After acknowledging your anxiety or fear and telling yourself that it’s ok to feel this way at this moment, carry on in a way that purposefully isn’t stuck in the negative mindset.
Show Empathy
Acknowledging your tween’s emotions will help them feel seen and heard. For example, a parent/caregiver could say, “I understand that moving schools is a big fear of yours. There will be new things that you are not used to; I can see how not knowing what to expect can cause anxiety.”
Rephrasing the tween’s emotions can help to increase their self-awareness and emotional intelligence, which will help them identify what they are feeling and can thereby talk about it.
Engage In Open Communication
Talking and listening are key to helping your tween manage change. It is a valuable opportunity for you to sit and talk with your tween about what they think about this upcoming change, what is making them hesitant or nervous about this new opportunity, and what you can do together to make the process easier.
Find The Root Of Anxiety And Fear
Ask questions to help guide your tween to what may be truly bothering them. For example, “What are you feeling right now?” or “What feels scary to you about this?” or “What is the thing you think about most regarding this change?”
Encourage An Open Mind Towards Change
Once you get a handle on what is causing them the most stress or fear, you can try to address it with your child ahead of time to help the change go smoothly. Start by asking them to reflect on what has helped them through other transitions they have had to make in their life and what they would add to that process to support this change. Change can feel overwhelming and scary to tweens because it often signals a loss of control. Offer your tween a sense of agency by involving them in making choices regarding this change, it can be as simple as letting them select a new backpack.
Maintain Routines Yet Add New Ones
If possible, maintain your family’s normal routines. It will provide a sense of normalcy and security for your tween, since they will be experiencing new routines at school. You may also want to consider creating new routines for them to associate with this new phase of their life.
For example, you may decide to have family game nights on Thursdays. Get your tween involved in deciding on a new addition to the family schedule. Connecting as a family provides comfort for tweens who are navigating change, and these new activities can help.
“It will take the time it takes” for your tween to adjust to a new school. Don’t assume either that they will have a hard time adjusting or that they will have an easy time adjusting.
Be patient and let your child know you are there for them. Reassure them that they are going to have a great school year, and, before they know it, they’ll no longer feel like the new kid.
PREPARE FOR LOGISTICAL, SOCIAL, AND ACADEMIC CHANGE
Researchers have found that tweens anticipating the move to middle school worry about these aspects of the change: the logistical, the social, and the academic.
LOGISTICAL
- Accompany your tween on a campus or new-environment tour and orientation. The better you understand the logistics of the school and the program, the more you can support your tween. Invite their friends who are also making the transition.
- Ask for a copy of your tween’s schedule and mark the locations and times of their classes on the school map. Ask for the length of the break between classes. Walk the route between classes with them. Time it out with your tween, so they can see how long it takes to walk from class to class.
- If you have an opportunity, sign your tween up for any summer programs that may be offered by the school for incoming students. Not only will your tween get to know the campus, but they also will have the opportunity to make some friends in a much more relaxed atmosphere.
- Review the rules and requirements in the student handbook. Ask the school staff for any clarification or questions you may have before the beginning of school.
- If the school has lockers, make sure they know how to open the lock. Or, buy your tween a lock with time to practice opening and closing it.
SOCIAL
- Talk to your tweens often and openly about friendship. Equip them with the information and knowledge to make good friendship choices. Talk about how they should treat other people and how they should allow other people to treat them. Encourage them to stay away from gossip and drama. Help them learn how to navigate conflict and how to resolve disagreement. Remind them to be kind and inclusive.
- Emphasize the importance of being who they are. Remind them that it is more important to be yourself than to fit in. Encourage them to spend time with people they like and with whom they are comfortable, but to also look for less obvious connections and be open. Talk about the importance of not compromising their values to gain friends.
- Support your tween’s personal interests. Suggest your tween join sports teams, school clubs, or extracurricular activities.
- Offer them opportunities to spend time with any new friends they have made.
- If they are experiencing loneliness, you could arrange a get together with old friends.
- Encourage your tweens to join conversations or activities. You can role play how to join without interrupting or how to add something interesting or relevant to the conversation in progress.
- Let them see your own positive supportive joyful friendships.
- Get to know the tweens that your tween spends time with, and, if possible, their parents or caregivers.
- Discuss how their bodies are (or will be) changing and the importance of self-care and good hygiene.
ACADEMIC
- Meet with your tween to discuss academic expectations in the new school and at a new level and how the family is going to support them.
- If you have concerns about your child’s academic needs, meet with the middle school’s academic team in the spring (before they begin school) to discuss your concerns.
- Reach out to the teachers to introduce yourself and offer any support. You can give teachers some information about your child regarding their strengths and where they experience challenges. This introduction is a good time to give teachers strategies that have been successful specifically for your child.
- Find out if there is a homework hotline or if there is a tutor service.
- Help your tween with their time management and organizational skills. Work together on a schedule that allows for study time, social time, chore time, etc. Show your tween how to organize binders, set up assignment calendars, and use an academic planner.
- Receiving grades may be new for a Montessori student. Try not to react either way to the grades. Making sure your tween is happy and navigating the expectations of the new system is the most important factor in the first couple of months.
- Stay connected to your tween’s schoolwork by lending support when needed. Know due dates for homework, projects, or other tasks. Periodically check to see if your tween is getting assignments done, yet continue to build independence.
- This should not be a problem for a former Montessori student, but encourage your tween to be their own advocate by discussing problems and solutions with their teachers on their own. Of course, you will be ready to support them if need be.
- If your tween is struggling, meet with the academic team sooner than later.
- Model the behavior you want to encourage in your tween. Are you arriving at places on time? Are you keeping appointments? Do you use a calendar to keep your schedule?
As your child crosses this bridge on the path towards a new school experience, they don’t disappear, they transform, and you get to witness this marvelous show of becoming. Change will be their constant ally, leading them through unexplored places and presenting opportunities for growth and self-discovery. Their willingness to adapt and evolve will be essential in shaping who they become. If they learn to embrace the change, the challenges, the unpredictability, and the disconcertment, they will truly uncover the unlimited potential that lies within them.
Teach them how to embrace change, and watch them emerge… stronger, peaceful, and wiser.
Cassi Mackey, M.Ed. is passionate about helping communities create identity-safe spaces where people are encouraged to make changes to improve relationships. Cassi has witnessed the transformational power of communities that engage in…Courageous Conversation, Collaborative Coaching, and Diversity, Equity, Inclusion, Justice, and belonging practices. It is a promise of more meaningful relationships, greater depth of experience, and a broader, more compassionate view of oneself and the world. These practices are essential in order to serve our children and the future of humanity.
Cassi has been in the Montessori field for 30 years as a teacher and school leader. She is currently an American Montessori Society (AMS) School Accreditation Commissioner, Instructional Guide for CGMS Leadership Certification and a trainer for the AMI Administrator certification course. She is certified as an Association Montessori Internationale (AMI) School Administrator and has completed the AMS Anti-bias Anti-racist certification course. She consults with and provides advice to Montessori communities that are intent on generating positive and lasting change.
by David Rotberg | Family Resources, Lower Elementary (6-9), MFA, Montessori Curriculum, Montessori Education, Montessori Family Life, Montessori Parenting, Upper Elementary (9-12), Video, Webinars / MFA
by Joe Newman | Communication, Emotionally Healthy Children, Family Resources, Infant-Toddler (0 to 3), Kindergarten, Lower Elementary (6-9), Montessori Family Life, Primary (3-6), Toddler (18 months-3 years), Upper Elementary (9-12), Webinars / MFA
Do you feel like you talk too much about your child’s behavior? Are you constantly repeating your requests and explaining things your children already understand? Joe Newman, the author of “Raising Lions” will talk about how replacing our explanations and lectures with action boundaries, will get better behavior from our kids and will raise those kids into adults who are both confident about themselves and connected to other’s feelings and needs.
by Jackie Grundberg | Kindergarten, Lower Elementary (6-9), Primary (3-6), Research, Science, Upper Elementary (9-12), Webinars / MFA, Writing
Have you ever wondered what is the difference between a nature journal, field notes,or a scientific journal? Jackie Grundberg helps sort that out and offers guidance on how they are used in the classroom and at home.
by Lorna McGrath | Adolescence, Communication, Early Adolescence (12-15), Emotionally Healthy Children, Empowerment, Kindergarten, Later Adolescence (15-18), Lower Elementary (6-9), MFA, Mixed Ages, Montessori Graduates, Montessori Secondary / High School, Peace Education, Toddler (18 months-3 years), Upper Elementary (9-12), Video, Webinars / MFA
by Cathie Perolman | Dear Cathie, Family Resources, Lower Elementary (6-9), MFA, Montessori Education, Montessori Family Life, Montessori Parenting, Montessori students, Montessori Teachers, Primary (3-6), Tomorrow's Child, Tomorrow's Child Online Issue, Upper Elementary (9-12)
DEAR CATHIE—
I have visited a number of Montessori schools as we consider a placement for our 3 and 4 year old children next year. I see the children all busy on different projects, and it all looks great. But can it really work? How can one teacher, even with an assistant, really keep track of who did what and be sure that each child is progressing and getting what she or he needs? All those children—all those needs. I can see it more for younger children, but I really get concerned in the Elementary grades. Does this method really work?
— A CONCERNED PARENT
Dear Concerned Parent,
I am so glad you are looking at Montessori schools for your children and that you have started the search so early. Many schools have rolling admissions and are open to admission at times other than the start of the school year or semester.
The Montessori Method works, as it is truly an individualized approach to education. Each child spends his or her school days in a carefully prepared environment with a group of multi-aged learners and a guide. A child chooses activities that call to her from within that environment while her guide watches her interests and offers lessons. From there, she develops a set of skills upon which to build. She practices the lessons she has learned and asks for new lessons as soon as those are comfortably mastered.
Children in the Montessori prepared environment also have the opportunity to watch others work and are often enticed by the work of those older children, aspiring to do what they do. This leads to more and more advanced work within the classroom as a whole and by your child individually. No child needs to wait for another child to have mastered a skill to move on! She has a new lesson as soon as she is able. Children also assist others younger than themselves, often teaching lessons they have already mastered. The child teaching lessons is one of the best ways to ensure mastery and confidence about something they have learned. It also leads to a kind and caring community.
Children have a say in what parts of the curriculum with which they engage and when they do so—always with awareness and support from the guide and other adults in the room.
Guides spend time observing the class to see which children are working at the mastery level on certain skills and are ready for a new lesson, which children need re-presentation, and which children need social
encouragement. They carefully chart these observations on paper or on the many computer programs that are now available and used in schools. While the classroom may look free flowing and easy going, it is actually a skill and data-driven environment, even though students do follow their own interests and work on projects and activities of their choosing. Their connection with their guide—often for three
years—enhances this relationship and connection and allows for learning to happen more easily from year to year. They offer carefully timed lessons to children as they are ready. These lessons are often one on one, but can be executed with the whole class or small groups. It is often hard to find the guide in the classroom as she is working with only a few children at a time.
In answer to your question, yes, the Method can and does work!
Children have a say in what parts of the curriculum with which they engage and when they do so— always with awareness and support from the guide and other adults in the room. Children learn initiative, self-control, and discipline while mastering basic skills. This method truly parallels the expectations and skills needed as a child grows and faces more adult challenges.
Enjoy your journey looking at schools! Montessori schools truly are unparalleled! •
Cathie Perolmanis a reading specialist, elementary educator, author, consultant, and creator of educational materials for primary and elementary students. Check out her new downloadable materials on her website cathieperolman.com.
For more than three decades she has dedicated her energies to improving reading for all youngsters.
She is the author of Practical Special Needs for the Montessori Method: A Handbook for 3-6Teachers and Homeschoolers published by the Montessori Foundation (available throughmontessori.org.) She is a regular contributor to Tomorrow’s Child and Montessori Leadership magazines.
Cathie Perolman holds a BS in Early Childhood Education and a MEd in Elementary Education with a concentration in reading. She is credentialed as a Montessori teacher. She is married and has two adult children and two adorable granddaughters. Cathie lives in Ellicott City, Maryland with her husband.
TOMORROW’S CHILD © • NOVEMBER 2019 • WWW.MONTESSORI.ORG
by Chip DeLorenzo M.Ed. | Discipline, Lower Elementary (6-9), Montessori Administrators, Montessori Teachers, Primary (3-6), School Resources, The International Montessori Council, Upper Elementary (9-12)
Damariscotta Montessori School uses positive discipline, which is implemented in a developmentally and age-appropriate fashion to meet the needs of the individual child. Our focus is on how to help children resolve problems and empower them to have a successful experience in the classroom and school community. The goal of our discipline policy is to provide an environment that promotes respect and safety for each person as well as the space we share.
The need for discipline within a Montessori classroom is greatly reduced by the prepared environment. The teachers make a point of keeping engaging activities available for the children so there is never a lack of something interesting for each student to do. The teacher may also redesign the work areas, jobs available, number of children allowed in a work area, etc., in response to classroom behavior.
For younger children, the primary method in a Montessori classroom is redirection – moving the child from a disruptive activity and engaging him or her in something more productive. Emphasis is put on directing a child to what they may do (making appropriate choices) rather than telling them what they may not do. For elementary-aged children, the primary method used in a Montessori classroom is involving the child in making respectful and constructive choices. This may be done using mini-conferences, reflective listening and questioning, giving limited choices, making agreements, class meetings, helping to resolve conflict, etc.
The classrooms also utilize a peace area. This is a comfortable area in which the child may relax and calm down, or to try to resolve conflict with another child. The child may choose to go to the peace area her- or himself or may be requested to visit the area by a teacher, or, in the case of conflict resolution, by another child. On occasion, in the event of unsafe physical or verbal behavior, or a persistent problem, a child may be removed from the classroom for a period of time to collect him or herself and to give the staff an opportunity to help resolve the situation.
Parents will be notified of significant or persistent disciplinary problems at school in a timely manner. If it is necessary to involve parents in the resolution of a problem at school, it will be done with a spirit of cooperation and with the aim of helping the child. Parental support during that time is very much appreciated. Through conferences, goals will be mutually agreed upon. If the goals are not able to be met within an allotted time, further professional help or other school placement will be considered for the child. Parents or faculty may call upon the Head of School to act as a facilitator at any time. Should it become apparent that a family cannot be supportive of the school’s missions or goals, it may be necessary for the Head of School to consider whether it is in the best interest of the school to keep the child enrolled at DMS.
In order to provide an environment that is physically and emotionally safe for all children, suspension or expulsion procedures may be executed in the event of serious and/or persistent behavior problems. Such behavior includes but is not limited to: defacing or damaging property (school or other), profanity (verbal or written), triggering a fire alarm, violence, threats of violence, blatant disrespect, disorderly conduct, and endangering the safety of self or others. This kind of disciplinary action will be determined by the Head of School upon consultation with the faculty. The Board of Directors will be notified in the event that such disciplinary action is taken.
—
44 Deer Meadow Lane
Jefferson, ME 04348
207-380-3465
www.chipdelorenzo.com
by The Montessori Foundation Staff | Lower Elementary (6-9), Montessori Education, Montessori Teachers, Upper Elementary (9-12)
This is a PDF of a PowerPoint used by Joel Wilkinson at the 2013 IMC conference.
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by The Montessori Foundation Staff | Lower Elementary (6-9), Montessori Charter Schools, Montessori Curriculum, Montessori Materials, School Resources, The International Montessori Council, Upper Elementary (9-12)
List of Recommended Montessori Materials for an Elementary Class
This is an Adobe Acrobat PDF file with a detailed list of the Montessori materials recommended by the Montessori Foundation for an elementary class for either ages 6 to 9 or 9 to 12.
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[pdf-embedder url=”https://stage.montessori.org/wp-content/uploads/2021/09/List-of-Recommended-Montessori-Materials-for-an-Elementary-Class-1.pdf” title=”List-of-Recommended-Montessori-Materials-for-an-Elementary-Class”]
by The Montessori Foundation Staff | Early Adolescence (12-15), Later Adolescence (15-18), Lower Elementary (6-9), Montessori Education, Montessori Teachers, Primary (3-6), Upper Elementary (9-12)
When Dr. Montessori first opened the original Casa dei Bambini she was intent on creating an environment that would meet all the needs of her students in a classroom setting that closely approximated the warmth and comfort of home. Children were given the responsibility of caring for this environment so that they would find pride in ownership and be fully invested in the community. One of the many approaches she instituted was the area we call practical life. Children as young as three years old were taught to sweep, cook, serve meals, clean up, and generally care for themselves as independently as possible. Each day they tended the garden, prepared their own meals, served them to each other and cleaned up after themselves. Astonished adults came from all over the world to witness the incredible achievements of the first Montessori children. Over the years, her method has continued, but many of the original ideas have been substantially diluted. It has always been a source of major discussion among the various groups that claim the Montessori name.
Montessori philosophy does not limit itself to academic concerns only. Dr. Montessori is often quoted for her belief that education is for life. Life, as we all know, does not contain itself to the cognitive. Our reality flowers in the human complex, which is at once, physical, emotional, cognitive, social, and spiritual. Therefore, as a school, we have the obligation to address all the facets of our humanity. We are concerned about the child’s life in each of these areas. Just as parents are responsible for the growth and development of their children, we take seriously our responsibility to create and maintain the best possible environment for children so that they may grow into full and complete human beings. To ignore any area of development would be offering an incomplete educational experience.
In 1998, we instituted a fuller use of the practical life area in the elementary class by allowing the children to prepare their lunch at school each day. We have worked as a community for a long time and the children are accustomed to classroom jobs. Food preparation, set up, and clean up became part of this daily activity. A simple lunch consists of fruit, homemade bread, cheese, peanut butter, and a soup, stew, casserole, or chili. The children prepare the menu and agreements are made by consensus of the group. At the Preprimary level the children prepare fresh fruits and vegetables and sandwiches and the parent from a specific list of choices determines the menu. The parents at each level provide the basic ingredients on a rotating basis. Parents are asked to supply the groceries generally for a week at a time. They are sorted and stacked by the children who do the inventory. As a result of our work together the children have enjoyed all the physical and spiritual benefits that come from working cooperatively, eating well and sharing meals in community.
In response to the many needs of our families and children today, we have developed a comprehensive program that speaks to the body, mind, and spirit of the child.
Program goals
- Community Building and Celebration
- Developing Independence and Self-confidence
- Developing Good Nutritional Habits, Physical Wellness, and Consumer Awareness
- Developing and Applying Practical Life Skills
- Developing Good Table Manners and Grace and Courtesy
- Reducing Waste and Connection to Environmental Studies
Elementary children make the bread in bread machines first thing in the morning. The main meal consisting of a:
- Soup
- Stew
- Chili or
- Casserole
is prepared in an electric pot or on the stove.
Children get to practice peeling, cutting, chopping, grating, and sautéing thus expanding their practical life skills and learning the rudiments of basic cooking. They learn to measure, and calculate. They use their imagination and creativity as well. It is the tangible application of practical life skills.
At the Preprimary level the children are guided by the classroom assistant to prepare the vegetables and fruit and make the sandwiches.
Set Up:
Twenty minutes before lunch time the elementary set-up crew or supervisor:
- Sets the tables with plates, cups, napkins, and tableware
- Makes the drinks and puts out the pitchers
- Puts out the peanut butter and cheese on each table
- Prepares and puts out the salad or fruit and vegetable trays
Clean up
- When tables are called the elementary children bring their dishes to the common area for rinsing and loading into the dishwasher. Preprimary children wash their dishes at the dishwashing table.
- Table ?captains? or designated supervisor clears and wipes the tables and sweeps the floor. Preprimary children are responsible for their own spot.
- Teachers assist as needed.
- Children who are finished wait quietly with a book before everyone is dismissed to go outside.
Jobs and duties are organized and displayed in classroom charts. Sometimes seating is
also rotated on a chart.
Parent responsibilities
- Class coordinator formulate the schedule for bringing groceries.
- Each parent generally has no more than two weeks a year.
- Parents are encouraged to come as our guests.
- A parent helper sometimes assists with unloading and storing groceries and
keeping inventory at the lower elementary level.
Outcomes include:
- Better Eating Habits
- Children expand their food choices and experience different kind of foods.
- Better attendance, less sickness
- Children become more independent and confident.
- They learn to be confident creative cooks and carry it home.
- Children practice their academic skills.
- Pleasant lunchtime atmosphere.
- Relationships enhanced between children and their peers and children and their teachers.
- By working together from start to finish real community is practiced every day.
- Staff gets lunch as well.
- Children, parents, and staff learn cooking skills.
- Less Waste and trash
- Gardening and composting are an extension in order to teach the full cycle.
Everyone benefits! What could be more archetypal than coming together to break bread with each other each and every day? We invite you to join us for lunch any day.
by The Montessori Foundation Staff | Health / Nutrition, Later Adolescence (15-18), Lower Elementary (6-9), Montessori Parenting, Montessori Teachers, Parent Education, Practical Life, Primary (3-6), Upper Elementary (9-12)
Lunch should be made a major focus of the day, with children and teachers eating together in their classroom as a community with real tablecloths, napkins, plates, flower vases, pitchers, and silverware. Children should do almost all of the work of setting up, serving, and cleaning. Tablecloths and napkins should be purchased in enough quantity for three days or so per class, and dirty ones taken home at night to be washed and ironed by each family in turn.
Although local laws and issues of practical logistics normally get in the way, ideally, every classroom should include a kitchen designed with children in mind. Low worktables should allow children to cut, mix, roll dough, pour, and participate in virtually all of the steps of food preparation. Small refrigerators should keep perishables within reach. A low two- or three-part sink, or small dishwasher makes it possible for children to wash their glasses, plates, and silverware after eating. Front loading washers and dryers are available that can be built right into the classroom off in a small alcove. If you decide to explore these options, and find it difficult to locate very small appliances, consult a yachting supply company, such as BoatUS in the USA. The problem of small washers, dryers, dishwashers, and refrigerators was addressed long ago in the boating community.
If your children need to bring in their own lunch, we recommend that they use containers that can be reused rather than disposable drink containers and plastic bags to hold sandwiches and
other food items. Set aside a specific place in each class for lunch boxes and have the children remove their lunch and return the lunch box to the shelf before sitting down. Even in areas where local regulations prevent food preparation, you should be able to create a pleasant atmosphere by using table clothes or place mats.
Again, ideally each classroom should have access to a coffee pot and kettle for making tea. The children should be taught how to offer and prepare tea or coffee for visitors.
Older students (elementary and secondary) can make wonderful use of complete kitchens and benefit from having similar more formally organized meals together, especially when they themselves have planned, prepared, and serve the food, as well as cleaning up afterward.
by Sharon Caldwell | Early Adolescence (12-15), Later Adolescence (15-18), Lower Elementary (6-9), Montessori Curriculum, Montessori Education, Montessori Parenting, Montessori Teachers, Primary (3-6), School Leadership, The International Montessori Council, Upper Elementary (9-12)
Sharon Caldwell and Hillary Drinkell presented this Power Point at the 2013 IMC conference.
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by The Montessori Foundation Staff | Infant, Infant-Toddler (0 to 3), Lower Elementary (6-9), Mathematics, Montessori Curriculum, Montessori Education, Montessori Teachers, Practical Life, Primary (3-6), School Leadership, Science, Sensitive Periods, Sensorial, Upper Elementary (9-12)
This is a very useful document developed by the Montessori Foundation and included for IMC member reference. An even more robust version of this scope and sequence has been aligned to the Common Core State Standards and is exclusively available as part of Montessori Compass, an excellent Montessori student record keeping solution (
www.montessoricompass.com)
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[pdf-embedder url="https://stage.montessori.org/wp-content/uploads/2023/07/Montessori-Curriculum-Scope-and-Sequence-Science.pdf"]
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 Sharon Caldwell | Child's Work, Educational Program Coordination, Effective Boards, Lower Elementary (6-9), Montessori Curriculum, Montessori Education, Montessori Materials, Montessori Middle School, Montessori Secondary / High School, Montessori Teachers, Prepared Environment, Primary (3-6), School Leadership, The International Montessori Council, Upper Elementary (9-12)
Download PDF of Article: Workbooks – Is there a place for them in Authentic Montessori Education?
by Tim Seldin | Early Adolescence (12-15), Educational Program Coordination, Empowerment, Kindergarten, Later Adolescence (15-18), Lower Elementary (6-9), Mixed Ages, Montessori Administrators, Montessori Curriculum, Montessori Education, Montessori Middle School, Montessori Secondary / High School, Montessori Teachers, Practical Life, Primary (3-6), The International Montessori Council, Upper Elementary (9-12)
By Tim Seldin and Jonathan Wolff
The exercises in Practical Life are the very heart of Montessori education. As young children wash tables, pour liquids, polish silver, sweep and dust, they are developing the inner aptitudes of calmness, order, concentration, coordination, and fine motor skills. At the same time, through the process of learning to meet their own needs, learning to take care of the classroom environment, and through the experience of helping others, children in Montessori programs begin to develop independence, self-confidence, and self-respect.
Observations and Reflections on Current Practice
As Montessori consultants and teacher educators, between us we have observed hundreds of Montessori programs all over the United States. Among countless examples of beautiful environments and excellent Montessori classes at work, we have tended to notice that the area of Practical Life in many Montessori classrooms deserves a fresh look.
For example, in many early childhood programs, there seems to be the assumption that five-year-olds are ready for “real work.” New Practical Life lessons are no longer presented and the older children are discouraged from wasting their time doing Practical Life activities. But while these children may have mastered the simple tasks that absorbed them when they were three, and while they may not particularly enjoy table scrubbing any longer, Practical Life is just as vital as it was before.
The key is to keep in mind once again the two distinct objectives of Practical Life at any age level:
1) to help children continue to develop concentration, coordination, self-reliance, and self-discipline; and
2) to help children master increasingly challenging and developmentally appropriate tasks and situations that lead them toward the care of self and of the social community within which they live and learn.
Observation in many Montessori classrooms we see children rarely spending much time on Practical Life after age four-and-a-half as if it is not developmentally or socially necessary.
Reflection The fine motor development that children are working toward in the basic Practical Life tasks needs to continue through the elementary years and into adolescence, as does the development of calmness, concentration, order, and independence. Often times in classrooms where teachers complain about children who are restless, disruptive, and unfocused, you see an absence or weak presence of Practical Life work.
Observation Many Montessori teachers rapidly rotate their Practical Life materials; every month we see new variations on the basic exercises.
Reflection Montessori pedagogy is based on allowing children to move toward self-mastery. If we rotate exercises out of the environment too quickly, we prevent them from mastering each task in turn. For example, when we begin to teach young children how too pour liquids, we show them how to hold the front of the pitcher with their non-dominant hand. The extension of this exercise comes when the child is ready to pour using just one hand.
Observation In many classes, we find a great many short sequence activities, such as cloth folding, water pouring, rice spooning, as opposed to the more complex sequence exercises, like table washing, dishwashing, food preparation, and polishing.
Reflection If there is one developmental competency lacking in American children of all ages it is the ability to focus on one task through to completion. In providing children with Practical Life activities that are completed very quickly with just a few steps, we are not adequately addressing the need for children to interactively practice skills of concentration and perseverance. In following the many steps involved in washing a table, children learn to attend to an entire sequence of visual-motor tasks.
Observation In many classrooms, Practical Life exercises tend to be discrete developmental tasks on a shelf. There is no transfer of the skills learned abstractly to the real-life application of caring for the environment or oneself. For example, in some classes, children learn to sweep by pouring dried beans on the floor and sweeping them onto a square laid down with tape, but then fail to progress to taking charge of sweeping the room on a daily basis.
Reflection The Montessori classroom for three, four, and five-year-olds is designed to be a “Children’s House.” The children are guided to participate fully in the actual life of their community. They help to prepare snacks and meals, clean the environment, and maintain the order of the classroom. In this way, they develop not only muscular control and competency over daily tasks, but a deep sense of self-respect, independence, and interdependence.
Observation In many classrooms, we observe teachers presenting most of the lessons to younger children themselves instead of encouraging older children to take the lead.
Reflection Who ultimately do we want to own and operate the classroom community: the children or the adults? Who ultimately needs to learn to lead, mentor, and be mentored by their peers? Who ultimately ties the shoes in your classrooms? Who prepares the snacks? Who sets the tables, washes the dishes, and cleans up the spills? What is the role of the older children? Do they mentor and teach the younger ones?
Toward best practice: Suggestions for enhancing the Exercises in Practical Life
• When new materials arrive from the manufacturer, consider showing the children how to carefully unwrap and unpack them; just one more exercise in Practical Life and a first step toward appreciating the beauty of the materials and the importance of using them carefully.
• Place a photo on each shelf showing how the entire shelf looks when it is set up with all the materials that belong there placed in proper order. This allows the children to use the photo as a Control of Error whenever they take the materials off the shelves to work, dust, polish, or inspect them for damage.
• When a piece of Montessori material needs repair, rather than taking it home or working on it after school, consider working on it right in the classroom when the children are present. Where appropriate and practical, teach the children how to help you repair or do simple repairs themselves.
• Likewise, when you have new card materials that have been laminated, consider sitting back to quietly observe the children at work while you cut them out from the laminate. Older children can be taught how to help you with this process.
• Demonstrate how you personally take responsibility for the care of the environment and encourage the children to do likewise on a daily basis. Draw their attention to the small details, such as picking up stray paper, beads, or other debris from the floor.
• In selecting trays, pitchers, and other utensils for Practical Life exercises, look for the most attractive materials that you can find and afford. Design activities that will draw the child’s interest and create a prepared environment that is harmonious and beautiful.
• If possible, avoid using plastic pitchers, bowls, trays, and other materials in preparing Practical Life activities. Children respond to the beauty of wood, glass, silver, brass, and similar natural materials.
• Whenever possible, Montessori exercises are designed with a control of error. By the same principle, Practical Life exercises should be created with materials that will break if they are dropped or misused. This becomes a superb teaching tool for the child in the prepared environment, and an opportunity for a re-presentation by the teacher or further exploration by the child. It may also lead to a new lesson in problem-solving (“How do I gather up all those beads?” or safely clean up the broken pieces. )
• Practical Life exercises should not be confined to a small tiled area of the room, with the exception of exercises that may lead to damaged carpet or similar concerns. Practical Life should be integrated into every area of the classroom throughout the day and should be a natural outgrowth and progression from the introductory shelf exercises designed to help the children gain initial mastery and control. For example, every shelf and piece of material in the prepared environment can be regularly dusted, washed or polished, and inspected for damage; books returned to order on the shelf; plants watered, and class pets feed.
• In providing opportunities for young children to negotiate across the classroom carrying materials balanced on a tray, children are challenged to become courtesy and self aware of others’ needs. Being careful not to step on other children’s work or bump into them, walking slowly and carefully, and remaining aware of the tray’s position in space are all integrated.
• Two critical areas of Practical Life that are often underdeveloped are grace and courtesy (the language of respect) and lessons in control and coordination of movement.
A few grace and courtesy lessons
• Saying please and thank you
• Using an appropriate indoor voice
• Begging pardon/apologizing
• Asking for permission to observe
• Asking for assistance
• Asking for permission to join in an activity
• Declining a request graciously
• Greetings
• Shaking hands
• Greeting visitors/offering coffee or tea/serving as a tour guide
• Expressing complements and appreciation
• Expressing one’s feelings appropriately
• Setting personal boundaries and being appropriately assertive
Experiences in the control and coordination of movement:
• Montessori saw a direct correlation between the child’s ability to move through the environment gracefully with control. In orienting and reorienting children into your class, take care to emphasize the importance of careful and purposeful movement.
• Remember the importance of modeling the process of walking on the line every day. Teach the children to walk along the line that you have made on your classroom floor, walking heel to toe, carefully balancing their bodies while carrying small flags. They can do the same exercise while carrying things on trays or cups on saucers.
The under-utilized and unappreciated Silence Game:
• The Silence Game helps children to develop a higher level of self-discipline, along with a greater awareness of the beauty of silence and subtlety of sound.
• 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 with allow 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 or 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.
A few examples of elementary and middle school exercises in Practical Life
• Animal training
• Assertiveness skills
• Self-defense
• Affirmation skills
• Project and time management
• Stress management
Setting personal goals
• Knowledge and respect for common laws
• Calligraphy
• Care of one’s clothing: ironing, using the washing machine, spot removal
• Child care & baby-sitting
• Computer skills
• Cooking
• Public speaking
• Dancing
• Peer mediation
• Community service
• Mentoring younger children
• Craft skills: how to make gifts
• Earning your own spending money
• First aid and CPR
• Group communication skills
• Growing flowers in the garden
• Growing food in the garden
• Growing plants in a greenhouse
• Hobby skills: model building
• How to resolve conflicts peacefully
• How to use a public library
• How to use public transportation
• How to win and keep friends
• How to write formal letters
• Map reading – finding your way about town
• Nutrition: menu planning
• Operating audio-visual equipment
• Outdoor camping and hiking skills
• Photography
• Physical fitness: keeping in shape
• Planning a luncheon for guests
• Planning your own field trip
• Practical politics: How to speak out effectively on public issues
• Practical rules of social etiquette
• Preparing food for a large group
• Preserving food: canning, drying
• Public speaking
• Raising classroom pets
• Raising small farm animals: chickens, ducks, rabbits, goats, or sheep
• Safety at home and school
• Sewing and knitting: making clothes
• Shorthand
• Simple acts of charity and kindness
• Study skills
• Swimming and canoeing skills
• Test-taking skills: playing the game well
• The young citizen and the law
• Typing: speed and accuracy
• Using hand tools for simple carpentry
• Writing and putting together a play
In summary, we recommend that Montessori teachers keep 5 points about Practical Life in mind:
Practical Life exercises have individual developmental objectives like calmness, concentration, cooperation, self-discipline, and self-reliance.
Practical Life exercises have social objectives, such as self-awareness, sensitivity to others, and service to the community.
To have meaning, Practical Life exercises must be applied to real life.
Lessons in Practical Life skills and their application to daily living are as important at age 18 as they are at age 3 and at every age in between.
As Montessori teachers, we bear the responsibility of setting the tone and serving as daily role models for Practical Life skills. We need to be poised, purposeful, precise, caring and giving.
Quotes
“In the special environment prepared for him in our schools, the children themselves found a sentence that expressed their inner need: “Help me to do it by myself!” His work will no longer weigh him down.” Montessori
“No one can be free unless he is independent. Little children, from the moment they are weaned, are making their way toward independence.” Montessori
“The essence of independence is to be able to do something for one’s self.” Montessori
“Such experience is not just play. It is work he must do in order to grow up.” Montessori
“Just as the little child cries out “help me to do it by myself” through his actions, so does the older child demonstrate the same need at successive levels of sophistication as he grows.” Montessori
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.
