by Christine Lowry | Children with Exceptionalities, Communication, Empowerment, Infant-Toddler (0 to 3), Kindergarten, Later Adolescence (15-18), Lower Elementary (6-9), Mixed Ages, Montessori Administrators, Montessori Education, Montessori Middle School, Montessori Secondary / High School, Montessori Teachers, Planes of Development, Primary (3-6), Sensorial, The International Montessori Council, Upper Elementary (9-12), Young Adolescent, Young Adults
The numbers of students with a variety of behavior and learning challenges are on the rise. In both Montessori and traditional schools and classrooms, school leaders and classroom educators are asking for the knowledge, understanding, and skills they need to support these students.
The current trend in special education is serving children in inclusive classrooms; data indicates that approximately 65 percent of students diagnosed with a special need are being served 85 percent of the time in the regular classroom. Research shows that an inclusive classroom that guides each student on a path of meaningful learning and social-emotional growth benefits all students.
How do we as Montessori educators create a school-wide, inclusive community and still provide a high- fidelity Montessori education to all students? A Montessori-Based Multi-Tiered System of Support (MTSS) is one framework that might be an answer.
As the body of research on child development and learning increases, the field of special education continues to evolve in ways to support students with challenges in behavior and learning in
inclusive classrooms.
A brief history over the past twenty years traces this evolution:
1997 Reauthorization of the Individuals with Disabilities Education Act (IDEA) includes Positive Behavior Interventions and Supports (PBIS).
2001 Pyramid Model: A model to promote positive emotional and social growth and specific interventions for challenging behaviors.
2004 Response to Intervention (RtI) as an alternative model for identifying students with specific learning disabilities. The framework was expanded to include all students.
2010 Prevent-Teach-Reinforce Model for a standardization of the PBIS model.
With the reauthorization of the Elementary and Secondary Education Act, renamed Every Student Succeeds Act (ESSA), PBIS and RtI were dropped and replaced with the Multi-Tiered System of Support framework. ESSA allocates Title I, II, and IV funds to implement this framework at the state, district, and school level.
A most recent analysis of MTSS suggests the importance of linking behavior and learning; the interdependence of classroom management and instruction; a “prevention vs. response” framework focusing on success strategies to minimize challenges; individualized supports based on formative assessment, and monitoring progress to adjust and “fade-out” specific intervention.
A MTSS framework starts with the best universal practices, an intentional teaching of social skills, and specific Individualized Behavior Support plans. MTSS is “label” independent, research-based, and is a prevention vs. response model.
In a Montessori-Based Multi-Tiered System of Support, we can think of these
tiers as:
♣ Tier One Prepare
♣ Tier Two Manage
♣ Tier Three Guide
A Montessori-Based MTSS framework stays true to our best practices based on Montessori philosophy and pedagogy. It is school specific for large, small, public, charter, and independent schools with an implemented framework that is doable, manageable, and beneficial at all levels. It focuses on the whole child.
As Montessori educators, we begin our tasks with reflection. To successfully support all students, we look at our beliefs and assumptions. Some of the assumptions we make in special education are:
♣ All children are unique individuals with strengths and challenges.
♣ All children want to be respected, accepted, and to belong.
♣ Behavior is communication of a need.
♣ Behavior and learning cannot be separated.
♣ There is no single ‘cure’ or model for categories of special needs.
♣ A child is not a label and is not disabled, or disordered.
♣ Behavior can change.
♣ Best practices benefit all children.
♣ Inclusion classrooms benefit all children.
A Montessori-Based-Multi-Tiered System of Support
Tier One: Prepare
As Montessori educators, we know how to prepare an environment for the Plane of Development of the level we teach. We attend to the physical, emotional, social, and learning environment in our classrooms. When we prepare an Inclusive Prepared Environment, we must attend to all those “best-practice” details that maximize success for all students:
♣ A physical environment that is aesthetically pleasing.
♣ An environment with minimal visual/auditory clutter.
♣ A supportive room arrangement with organized, sequenced materials and shelves, and all details needed for independence.
♣ A classroom climate that is positive, responsive, attentive, and has nurturing relationships, which includes an attitude of respect and acceptance, predictable schedules, routines, and structured transitions, and clear, consistent expectations with DAP language and a socially cohesive classroom community.
♣ A learning environment that is engaging for every student, using effective scaffolded instruction, providing opportunities for repetition, self-paced learning, and work, along with freedom of choice.
♣ Teachers use ongoing observation to Inform and Impact lesson planning and individualized instruction.
Tier Two: Manage
We need to attend to a proactive, social-emotional learning environment in our classrooms. We begin by creating a classroom climate that feels safe, secure, and predictable in schedule and routine; we provide clear expectations for behavior and learning, using consistent, developmentally appropriate language to communicate these expectations to our students.
We teach emotional “literacy” and practice for competency so that our students learn to label their feelings, learn to “read” feelings, and learn and use positive ways to handle feelings.
We include Grace and Courtesy lessons for each level (yes, even elementary and secondary), but we go beyond those basics we learned in training to include activities that support our specific group of children in any given year.
In the Montessori classroom, we have many “built-ins” for developing self-regulation, but we can add a quiet space for the child who needs a private place to sit; we can teach our students deep breathing techniques; we can teach any number of self-calming tools; and we can have a positive attitude toward mistakes and encourage program solving.
We can use the foundation of the Peace Curriculum in a responsive and intentional way to teach our students how to talk about conflicts with a peer and, together, come to a resolution. We engage with our students in guided conflict resolution and social problem-solving.
We embed this instruction throughout the day in a very “real-time,” way but we can also include role playing, discussing specifics at a class meeting, and working together to share and solve problems in a supportive and respectful way.
In a Proactive Learning Environment, we are attentive to how we present lessons, use materials and provide engaging activities to differentiate instruction. We can provide learning supports for attention, sensory needs, self-regulation, and learning. We use accommodations and curricular modifications when needed, and we always use positive classroom management systems based on respect, understanding, and acceptance of each student.
Tier Three: Guide
We know we’ll have students who need more support than Tier One and Tier Two provide alone. Students whose challenges are seriously impacting their social development and learning will need Positive Behavior Supports plans (individualized interventions that will teach them positive behaviors to replace their challenging behaviors).
Here we must begin with a Functional Behavior Assessment to discover as much as we can about a student’s struggles. We use Inquiry Observation to gather as much “data” as we can to understand the function of the behavior and what might be the underlying causes that we can address.
We are going to do this with a Collaborative Team that includes the classroom teachers, someone in a leadership role (be it school director, or level director), the family, and other professionals as needed.
As a group, we are going to design the Positive Support Plan that will encourage the replacement behavior and minimize the challenging behavior. The person responsible for each piece of the plan will be identified.
When the plan is implemented in the classroom, Progress Monitoring must begin. Using a variety of methods to observe the progress being made gives us the information to tweak the plan and know when to begin a “fade-out” process as the replacement behavior becomes generalized for the student.
This is only a high-level Overview of a Montessori-Based Multi-Tiered System of Support with the goal of giving you a general idea of how MTSS works and supports a Montessori environment. A crucial partner in the success of the MTSS framework at your school and in your classroom is a consultant familiar with MTSS, special education, and (ideally) Montessori education, who can provide professional development to the staff as it develops a school-wide framework. The consultant must provide embedded positive coaching, mentoring, and support to the faculty with Tier One and Tier Two implementation. The coach will assist the team’s development of individualized positive behavior support plans and the necessary progress monitoring that will result in success for the student, the classroom community, and the teachers.
The ultimate goals of consultation should be much like those we have for our Montessori students: to develop the knowledge, the skills, the confidence, and the competence to independently support an inclusive classroom for all students.
ML / September 2018 / Pg 22
by Margot Garfield-Anderson | Discipline, Early Adolescence (12-15), Empowerment, Kindergarten, Later Adolescence (15-18), Mindfulness, Mixed Ages, Montessori Education, Montessori Parenting, Practical Life, Prepared Environment, Primary (3-6), Tomorrow's Child, Tomorrow's Child Online Issue, Young Adolescent, Young Adults
Your child’s Montessori guide spends a tremendous amount of time planning and organizing the classroom. Modifications and adjustments are sometimes done daily, depending upon the need. When you step into a Montessori classroom you might be awestruck by the highly organized, simple beauty of the room.
Here children are given some of their first lessons on care for their environment. They are taught, along with grace and courtesy, to replace any of the materials they can freely explore on the shelves, in the same order in which they found them. They learn to put their uneaten food in the trash and their dishes in the sink or the wash bin. When they spill a liquid, they rush to get the proper materials to clean up after themselves. They learn how to sweep and table wash. Why can we not expect the same behavior at home?
Ask yourselves, why did I choose Montessori for my child(ren)? Montessori is much more than a method of learning. It prepares children to be active, responsible participants with academic and everyday living skills. Being organized is a great way to support Montessori in the home.
Stop for a second and look around you, right now, no matter where you are reading this article. What do you see? Are you in the kitchen with dishes and food on every surface? What about your bedroom? Is last week’s unfolded laundry still sitting on a chair? What about the lawn? Are bags of discarded yard waste still sitting there all wet and soggy after last night’s rain?
We live BUSY lives. We rush from one activity to the next. Weekends are just as crazy with errands and other activities. Who has the time to organize? Here’s the thing; you are the most influential role model your child(ren) have. You need to set the bar by being the living example to them and not the taskmaster! That simply doesn’t work.
I once read a book from a Montessori guide who became a family counselor. He said the first exercise he put families in stressful times through was putting everything from the playroom into a pile in the middle of the room. When they were done, they realized that the children still only used the things they had on the outside of the mountain. Everything else could be donated or thrown away. That one thing can be the very catalyst to start the process with your family. It’s important that the children realize why you are doing it and the whole family will be invested in the process.
Next, Montessori children understand responsibility. They can certainly set the table for dinner, clear their own plates and bring them to the sink, sweep up the crumbs on the table or floor, and other simple tasks. Matching socks is a great skill to teach your little ones; they can make a game out of it.
Do you have a child who fights you on what they are wearing to school in the morning? Try starting the process while they are getting ready for bed the night before. Let them choose between two outfits and then do not waffle in the morning if they aren’t willing to wear one or the other. Remind them, this was their choice and they still have two choices. Then have them put the one they didn’t choose back into the drawer.
Spend a few minutes after dinner asking your child to show you any paperwork that might have come home in their folders or backpacks. Mornings are stressful enough without having to discover it was your morning to provide a snack for the entire class or money is needed for a class trip and you don’t have cash in your wallet. Work together with them.
Taking simple first steps to get organized at home might take some initial time and, perhaps, a long time to become a habit, but in the long run, it will reduce stress and you will find yourself with more time at the end of the day and an organized home. You’ll also be less stressed when you look around to see the order in your lovely prepared environment.
Tomorrow’s Child/ September 2018/ pg 20
by Tim Seldin | Empowerment, Imagination, Lower Elementary (6-9), Mixed Ages, Montessori Materials, Montessori students, Tomorrow's Child, Tomorrow's Child Online Issue, Young Adolescent
Young girl doing woodwork in a workshop
Anyone who has witnessed young children tinkering away with tools in the woodworking area will know just how magical it can be. While absorbed in constructing, children display extraordinary levels of concentration and engagement. Encompassing many aspects of the curriculum, the benefits of woodwork for children’s development are evident across all areas of learning. Woodwork is now making a comeback in early childhood.
The Return of Woodwork
Once almost eradicated due to fears of litigation, woodwork is now making a comeback in early childhood. This indicates a more balanced attitude towards risk and the growing view that health and safety measures are there to help children do activities safely, not deny opportunity. It is important for young children to experience risk in a controlled environment, promoting the development of self-management and decision-making skills.
The renewed interest in woodworking is also a reaction to our increasingly digital world. We are seeing a new generation of children who learn to “swipe” before they can walk. Children are surrounded by complex technology but this has limited their experience of basic technology. Many children today may never have the chance to use simple tools during their entire education.
Woodwork can be seen as a wonderful alternative, engaging children with real tools and authentic materials. Woodwork also provides children with an experience of making and repairing as opposed to our prevailing culture of consuming and disposing of. Globally there has been an upsurge in “making” as is evidenced in the rise of the “maker” movement. Makerspaces and tinkering studios are appearing in cities all over the world, providing spaces where children can be curious, inventive, and develop their creative and critical thinking skills.
It is extraordinary to see just how much learning is involved in a woodworking session.
Learning and Development
There is something really special about woodwork. It is so different from other activities. The smell and feel of wood, the sounds of hammering and sawing, the use of strength and coordination, all go together to captivate young children’s interest. Visiting teachers, observing the woodworking area, always notice the children’s deep levels of concentration and engagement and are surprised to find the same children still working on their creations an hour or two later. They observe children working with their hands, constructing models, and working on projects, but in fact, the real transformation is inside the child—personal development is at the heart of woodwork.
Woodwork is a powerful medium for building self-esteem. Children feel empowered and valued by being trusted to work with real tools. They show satisfaction in their mastery of new skills and take immense pride in their creations. This sense of empowerment and achievement provides a visible boost to their self-confidence.
With woodworking, children develop at their own pace and find their own challenges. Once they have mastered basic skills, they move into open-ended exploration—tinkering, discovering possibilities, and then making unique creations. Because children follow their interests, making what they want to make, they have the intrinsic motivation to persevere to resolve problems and learn from mistakes. Their imagination, creative thinking, and problem-solving skills really flourish as they meet and conquer new challenges.
It is extraordinary to see just how much learning is involved in a woodworking session. It encompasses all areas of development, fostering confident, creative children with a passion for life-long learning. Woodworking incorporates mathematical thinking, scientific investigation, developing knowledge of technology, a deepening understanding of the world, as well as physical development and coordination, communication and language, and personal and social development.
Essentially, woodwork is a ‘win-win’ experience: children greatly enjoy it and remain
Tomorrow’s Child/ September 2018/ pg 26
by Tim Seldin | Communication, Early Adolescence (12-15), Free Reads, Infant-Toddler (0 to 3), Kindergarten, Later Adolescence (15-18), Lower Elementary (6-9), Maria Montessori, Mixed Ages, Montessori Charter Schools, Montessori Education, Montessori Family Life, Montessori Middle School, Montessori Parenting, Montessori Secondary / High School, Montessori students, Montessori Teachers, Primary (3-6), Tomorrow's Child, Tomorrow's Child Online Issue, Upper Elementary (9-12), Young Adolescent, Young Adults
Children in kindergarten playing and exploring the concept of balance using weights
When we try to define what our children really “get” from Montessori, we need to expand our vision to include more than just the basics. Of course they learn to read, do four-digit mathematics, recognize geometric shapes, and identify the parts of a plant and a mollusk. They also learn how to be a contributing member of a community.
A Montessori school is more than a classroom. It is a society in a microcosm, and the skills and lessons they learn in this environment extend well beyond the traditional definition of academic success. They are life lessons that were very much needed at the time when Dr. Montessori developed her teaching methodology, and they are life lessons that remain relevant to our children today.
“The basic nature of our society and the family itself have changed radically, and only an equally radical change in education will suffice.”—John Dewey, School, and Society, 1899
In her book, The Schoolhome: Rethinking Schools for Changing Families (Harvard University Press, 1992, revised 2009), Dr. Judith Rowland Martin writes that she was not very impressed when she first encountered Montessori education. She understood that Montessori schools placed children in multi-age classrooms and used manipulative learning materials, which may have been very unusual during Montessori’s lifetime, but have since been incorporated into most early childhood and many elementary classrooms, thanks to the Open Classroom movement of the 1960s. However, Dr. Martin’s understanding of the value of the Montessori approach became dearer when she came across a statement in Dorothy Canfield Fisher’s book, A Montessori Mother (first published in 1912), in which Fisher disagrees with the universal interpretation given to Montessori’s “Casa dei Bambini” or “Children’s House.”
In A Montessori Mother, Fisher wrote, The phrase, ‘Casa dei Bambini,’ is being translated everywhere nowadays by English-speaking people as “The Children’s House,” whereas its real meaning, both linguistic and spiritual, is “The Children’s Home (or Children’s Community, ed.).” Fisher insisted upon this rendering, which she felt offered a much more accurate and complete insight into the character of the Montessori classroom.
Dr. Martin recognized that “This misreading of the Italian word ‘Casa’ as ‘house’ has effectively cut off two generations of American educators from a new and intriguing vision of what school can and should be. Read ‘casa’ as ‘house’ and your attention is drawn to the child-sized furniture, the Montessori materials, the exercises in practical life, the principle of self-education. But if you read ‘casa’ as ‘home,’ you begin to perceive a moral and social dimension that transforms your understanding of Montessori’s idea of a school.
Once I realized that she thought of school on the model of a home, the elements of her system took on a different configuration. Where before I had seen small children manipulating concrete learning materials, I now recognized a domestic scene with its own special form of social life and education.”
Martin realized that what Montessori had established was not simply a more attractive classroom in which children would be taught to read and write. The Casa dei Bambini represented a social and emotional environment where children would be respected and empowered as individual human beings.
It was an extended family, a community in which children truly belonged and really took care of one another. Montessori described this process of emotional growth as “valorization of the personality,” a strong sense of self-respect and personal identity. Within this safe and empowering community, the young child learned, at the deepest possible level, to believe in herself. In an atmosphere of independence within the community and personal empowerment, she never lost her sense of curiosity and innate ability to learn and discover. Confident in herself, she opened up to the world around her and found that mistakes were not something to be feared, but rather an endless opportunity to learn from experience.
This special relationship that is so common among Montessori children and their teachers and schools is very different from, and much more dramatic than, the experience most children have in school.
Frances Merenda, a 1990 graduate of The Barrie School in Silver Spring, Maryland put it this way:
“I started in Montessori at age two. I’m a product of the entire system. I did well, but still many people wondered if I had been prepared for college and whether I could ‘make it’ in a ‘real’ school? The skepticism was so disconcerting that I never bothered to step back and see what 15 years of trust, respect, teaching, and learning had done for me. When I went off to Northwestern University, I left my support system and community behind and entered a world that was much colder and uncaring.
At first, I deeply missed that sense of belonging. I didn’t realize that Barrie had not only given me a second family, but had also taught me how to build new friendships, support systems, and community wherever I go. I now use my years of experience in community building to cultivate secure relationships with people I have come to know. Barrie did more for me than just prepare me academically for college. It prepared me for anything to which I chose to apply myself.”
To understand how this evolved, it’s helpful to understand the world in which Montessori lived at the time she developed her educational approach.
Montessori was a professor of medicine, specializing in psychiatry. At that time, there was no such thing as Freud’s “talking cure.”
There were basically two approaches to the treatment of disturbed individuals.
The most common and familiar treatment was to confine people who acted strangely to insane asylums.
The second, and almost forgotten, approach was the “Moral Education” movement that spread across Europe and North America during the 1700 and 1800s.
These therapeutic communities were villages set off in the country where chronically despondent or nonviolently dysfunctional individuals lived in group settings with caring individuals.
The fundamental principle of the Moral Education movement was respect and kindness. Instead of treating their patients as prisoners, the staff acted on the belief that within each human being there is a core of goodness and a “sound mind.” The community lived and worked together as an extended family and developed a sense of belonging that is dearly reminiscent of what we see in our children’s classrooms today.
These communities were much like an Israeli Kibbutz, self-sufficient farming communities in which each individual was encouraged to become more independent while contributing to the overall operation of the village. Patients lived in small homes with a couple who served as their mentors. Surviving reports suggest that a great bond developed among those who lived and worked together. The movement recorded success rates that were far more effective than traditional approaches; returning their clients to their home communities as productive, happy citizens after an average stay of eleven months. A sense of close personal community and positive human relationships was proven successful as a means to help bring these disturbed people back to reality.
Montessori was well aware of this movement through her medical research into innovative strategies for treating the intellectually disabled. She used this same model with tremendous success in her own work with mentally disabled and autistic children in Rome and later hypothesized that even more dramatic results might be achieved with “normal” children. Her first “Children’s Community” was made up of 60 inner-city children from dysfunctional families.
In her book, The Montessori Method, Montessori describes the transformation that took place during the first few months of operation, as the children evolved into a “family.” The children had a sense of becoming the owners of their school. They were encouraged to rearrange the furniture, prepare and serve the daily meals, wash the pots and dishes, help the younger children bathe and change their clothes, sweep, clean, and work in the class garden. Through their day-to-day involvement in their classroom community, Montessori saw these children develop a sense of maturity and connectedness that helped them realize a much higher level of their potential as human beings.
While times have changed, the need to feel connected is still as strong as ever. In fact, for today’s children, it is probably even more critical.
Whether it’s an inner-city child or a child from an affluent suburb, the sense of community has all but disappeared from our children’s lives. Families regularly move from house to house, and from town to town. Grandparents usually live in other cities or other states. Both parents work out of necessity, and when they are at home, they are very, very busy. The over-programmed, hurried child has become the norm for this generation.
Many children have the sense that they do not belong to anything or anybody, which is why peer friendships, which give a sense
of belonging, are especially important to children today.
Along with whatever else Montessori gives our children, it definitely gives them the message that they belong-—that their school is like a second family.
Children will normally grow up to be productive, happy and confident individuals if given the right emotional environment. It seems clear that our attitudes about people, the ability to overcome our egocentric tendencies, our willingness to share, to compromise, to resolve conflicts non-violently, and our ability to discover an underlying sense of self-worth are not qualities that human beings develop spontaneously, but rather through years of experience with caring people who convince us that we belong and give us the opportunity to practice and master these skills of everyday living. As in all things, we learn by doing.
One of the greatest strengths in the approach that Montessori developed is the three-year age grouping that you will find in every Montessori school.
By consciously bringing children together in a group that is large enough to allow for two-thirds of the children to return every year, the school environment promotes continuity and the development of a very different level of relationship between children and their peers, as well as children and their teachers. For teachers, this relationship presents itself as a commitment that they make to stay with the children in their class for a prolonged period, rather than jumping from job to job or from classroom to administration. Montessori teachers do more than present curriculum. The secret of any great teacher is helping students open their minds and hearts so they are ready to learn; where motivation is not focused solely on good grades, but a fundamental love of learning.
As parents know their own children’s learning styles and temperaments, teachers, too, develop this sense of each child’s uniqueness by establishing a relationship over a period of years with the child and her parents. Montessori schools give our children not only the sense of belonging to a family but also of how to live with other human beings. By creating a bond of parents, teachers, and children, Montessori sought to build a community where individuals could learn to be empowered, where children could learn to be a part of families, where they could learn to care for younger children, learn from older people, trust one another, and find ways to be appropriately assertive rather than aggressive. To reduce these principles to the most simplistic form, Montessori proposed that we could foster peace by healing the wounds of the human heart and producing a child that is more secure. She envisioned her movement as potentially leading to a reconstruction of society.
Montessori schools are different, but it isn’t just because of the materials that are used in the classrooms. Look beyond the pink towers and golden beads, and you’ll discover that a classroom is a place where children really want to be—because it feels a lot like home.
Tomorrow’s Child/ September 2018/ pg 23
by Lydia Dumais MS | Early Adolescence (12-15), Later Adolescence (15-18), Mindfulness, Mixed Ages, Montessori Middle School, Montessori Parenting, Montessori Secondary / High School, Montessori students, Montessori Teachers, Tomorrow's Child, Tomorrow's Child Online Issue, Upper Elementary (9-12), Young Adolescent, Young Adults
Reduce, reuse, recycle is a common theme in a Montessori classroom. We teach the different categories of recyclable materials and have students sort paper, plastic, and metal. We use real cutlery and plates over plastic and paper products. We encourage students to bring reusable water bottles and discuss with them the environmental impact of plastic water bottles. We talk about care for the environment and take walks to pick up trash around our campus. We have our students recycle cardboard and plastic at school, and we encourage parents to recycle at home with their children.
Something that is not often discussed is how we should be dealing with a new, and growing, type of waste: electronics. As guides, many of us are grappling with the increasing presence of technology in our classrooms. Elementary students now come to school with cell phones. Young adolescents are learning how to navigate their digital lives. Something that is often overlooked is how we can engage our students in a meaningful discussion of how those electronic devices are produced, their impact on the environment, and what happens to those devices when they are no longer being used.
It is not easy to apply “Reduce, Reuse, Recycle” to our technological lives. If your household is like mine, there is likely a plethora of unused cell phones or maybe a laptop or tablet collecting dust in a closet. The average American replaces their cell phone approximately once every two years and replaces their laptop approximately every three and a half years. That is about 125 million new cell phones and 90 million new laptops being purchased each year.
What happens to these devices we are replacing? We all know we can’t throw those items into a landfill, so we end up holding onto them. Although there are recycling bins for paper products and plastics in both schools and at home, there is not yet a convenient way to recycle the growing amount of electronic items we are all accumulating. As our students are growing up in an increasingly technological world, we should be beginning a conversation with them about the kind of impact those items have on the planet, the same way we talk with them about how to manage paper and plastics.
One way to begin this conversation is to start an electronics recycling program at school. Today it can be surprisingly easy. One option is to start a program through MyWay2Give. There is no cost to participate, and they accept a multitude of electronic items that will be refurbished, reused, or responsibly recycled. Common items like smartphones, laptops, and tablets can all be recycled, as well as game consoles, controllers, video game disks, and peripheral items such as keyboards. The program also acts as a fundraiser, because any electronics that are able to be successfully refurbished or sold for parts earns money for the school. This is a program that can serve several purposes.
Students can easily manage the program, as all that needs to be done is to pack up a box (or boxes) of the electronics collected, print out and tape on a shipping label. The packaging material does not have to be anything special. Reuse any old box and reuse packaging material or recycled paper. Students can wrap up their electronics in the recycled paper, gently pack the box so the items don’t slide around in transit, and then ship the box on its way. This could become a care-of-environment task for your students, the way students may sort other recycling bins at school. Signing up to start your own electronics recycling program is as simple as visiting www.MyWay2Give.com.
As students, parents, and guides continue to learn how to navigate this new technological frontier, it is important for us to also acknowledge its impact on the environment. Starting an electronics recycling program can help students add a new facet to their relationship with those devices by understanding what went into their production and our responsibility to the environment to do something sustainable with them. It is also a service we can provide our families, friends, and neighbors by giving the community a simple, convenient way to recycle their electronics, benefiting both the environment and their school. ν
Lydia Dumais, M.S. teaches middle and high school science. She is also an International Baccalaureate Diploma Program Instructor. This is Lydia’s 5th year at NewGate. She graduated from New College of Florida, with a double major in Biology and History and an M.S. in Biology from Clemson University. She presented academic papers at the Florida Historians Conference and New Scholars. Part of her undergraduate research included working with wild sea turtles in Costa Rica as part of international conservation efforts. As a life-long learner and having earned the IB Diploma in high school, she brings enthusiasm, hands-on learning, and a spirit of keen intellectual inquiry to the secondary program. In her spare time, she works on conservation projects, including working with leatherback sea turtles, gopher tortoises, and wetlands water quality monitoring.
Tomorrow’s Child/ September 2018/pg 16
by Christine M A Lapierre PhD | Adolescence, Communication, Empowerment, Infant-Toddler (0 to 3), Lower Elementary (6-9), Mindfulness, Mixed Ages, Montessori Parenting, Tomorrow's Child, Tomorrow's Child Online Issue, Young Adolescent
I believe that every child is born with a unique purpose in life, as did Maria Montessori.
Young mother and her cute little son walking in a park
With all her endeavors, Montessori was trying to improve the world by discovering the true nature of the child (1972). It is understandable, then, that parents are the child’s first and long-lasting teachers. Their role is to observe the interests of their child so that, in turn, they can learn how to best support his developmental efforts.
How can parents achieve this? Some ways I will explore are: to become acquainted with their own childhood issues, to support the child’s inner-teacher, to do self-care activities, such as breathing, to perceive oneself as a learner, and to develop humility.
Children are naturally kind, loving, compassionate, and truthful. When the child is in a loving and kind environment, he blossoms into who he really is as an individual. For this to happen, parents must know and understand themselves so that they are not affected by “hot buttons” that their child presses when he misbehaves. The resource Parenting from the Inside Out (Siegel & Hartzell, 2003) provides great support to parents to fully understand and resolve their own childhood experiences so that, in turn, they can raise a joyful and happy child.
One way for parents to achieve this goal is to nurture their own inner-teacher, a Montessori concept. Montessori stated, “It must be remembered that in the small child of three years, the inner-teacher is still at work guiding him unerringly, and when we speak of a free child, we mean one following the guidance of that nature, which is powerful within him.” (Montessori, 1972, p. 42). This inner-teacher is of a spiritual nature. It helps the child to walk, to talk, to develop the pincer grip to pick up small objects and to learn how to read and write. In the adult, the inner-teacher is sometimes referred to as the voice of conscience or higher self. When the inner-teacher of the parents is honoring and respecting the inner-teacher of the child, they feel peaceful and calm.
One way for parents to re-connect with that sense of calm when peace is disrupted with anger or irritation is to take a few minutes away from the situation and focus on their breathing. Breathing exercises decrease stress and anxiety; they activate the body’s relaxation response (Newberg & Waldman, 2010). Parents can practice breathing with their child or just comfort the child until her calm returns. Using a combination of strategies (Siegel & Bryson, 2016), parents can learn how to peacefully and lovingly reconnect with their child when she misbehaves, while continuing to set clear limits.
For that reason, parents should see themselves as perpetual learners. They are continuously learning about themselves as persons and as parents, as they cultivate their relationship with their child. When faced with a challenging situation, or any novel circumstance, of which there are many, parents can ask themselves: “What can I learn from this situation?” They can adopt the attitude of constantly learning alongside their child. This takes humility.
Humility is one of the qualities that Montessori (1995) spoke of in developing a positive relationship with the child. When parents are humble, they attribute the young child’s growth and development to the guidance of the child’s inner-teacher and spiritual nature, rather than their own authority. They are in fact, supporting the efforts of their child’s inner-teacher.
These simple, yet very effective, ideas on how to parent more successfully can be expanded to the whole family. In the process, parents will be building a more peaceful world.
References
Montessori, M. (1972). The secret of childhood. New York, NY: Random House Publishing Group.
Montessori, M. (1995). The absorbent mind. New York, NY: Holt Paperbacks.
Newberg, A., & Waldman, M. R. (2010). How God changes your brain. New York, NY: Ballantine Books.
Siegel, D. J., & Hartzell, M. (2003). Parenting from the inside out. New York, NY: Penguin Books.
Siegel, D. J., & Bryson, T. P. (2016). No-drama discipline. New York, NY: Bantam Books.
Christine M. A. Lapierre Ph.D. enjoys motherhood and all its rewards. She is passionate about the role of parents in bringing out their best for a peaceful family. She is a MACTE trained early childhood teacher and believes very strongly in Montessori’s recommendations to parents to bring Montessori principles into the home. As a consultant, she offers parent workshops, teacher workshops, and coaching. Christine can be reached at clapierr@ucalgary.ca.
Tomorrow’s Child/ September 2018/ Pg 22
by Kath Kvols | Adolescence, Communication, Early Adolescence (12-15), Later Adolescence (15-18), MFA, Montessori Family Life, Video, Webinars / MFA, Young Adolescent
Sometimes Dad’s feel like a “duck out of water” when it comes to relating to their tween/teen daughter. The little girl’s body that used to rough and tumble now has begun to develop making roughing and tumbling awkward. Also, this stage in a girl’s life is fraught with emotional upheavals which often make Dads shy away. A father’s influence in his daughter’s life shapes her self-esteem, self-image, confidence and opinions of men. The type of men that women date are directly related to the kind of relationship a girl has with her father. It’s imperative that, no matter what, Dads avoid the temptation to pull away or withdraw during this challenging stage of growing up. Explore ways that dads can stay connected during this session with Kathryn Kvols.
by Robin Howe, EdD | Adolescence, Early Adolescence (12-15), Kindergarten, Later Adolescence (15-18), Lower Elementary (6-9), MFA, Montessori Family Life, Montessori Middle School, Montessori Secondary / High School, Primary (3-6), Upper Elementary (9-12), Webinars / MFA, Young Adolescent
What Montessori parents need to know about assessment, data collection and how we use it to not only support children’s learning but also to validate the Montessori method of education. Dr. Howe explains what this means for children in Montessori schools and the larger education community.
by Christine Lowry | Adolescence, Empowerment, Later Adolescence (15-18), Lower Elementary (6-9), MFA, Montessori Family Life, Montessori Parenting, Upper Elementary (9-12), Webinars / MFA, Young Adolescent
Join Christine Lowry for Part 2 of Chores, Allowance,and Paid Work. During this session Christine will share ways that parents can involve their elementary and adolescent children in the life of the family, in managing their money, and earning money from jobs at home as well as out in the larger community.
by Cheryl Allen | Adolescence, Early Adolescence (12-15), Empowerment, Family Resources, Imagination, Later Adolescence (15-18), Lower Elementary (6-9), MFA, Montessori Middle School, Montessori Parenting, Montessori Secondary / High School, Practical Life, Upper Elementary (9-12), Video, Webinars / MFA, Young Adolescent
Most people think of Montessori Practical Life as scooping and pouring in the Early Childhood years but as Maria Montessori said, “Education should not just be preparation for university, it should be preparation for life.” Cheryl Allen will guide us through activities and ideas for Practical Life during the elementary and adolescent years.
by Cindy Acker | Mindfulness, Mixed Ages, Montessori Family Life, Montessori students, Peace Education, The International Montessori Council, Young Adolescent, Young Adults
I wanted you to know that our students sent this email to Montessori elementary schools across the nation on the day that students nationwide did a ‘walk out.’ I asked them to think of something else that they could do rather than a walkout, and this is what they shared.
Dear Montessori Students,
“I will write peace on your wings and you will fly all over the world.” —Sadako Sasaki
We write to you hoping we can all come together and call out for peace. The students at the Child Unique Montessori Elementary School of Alameda have been impacted emotionally and spiritually with the violence happening all around us. In the spirit of Dr. Maria Montessori, who believed in peace, we call for a change.
One ancient Japanese legend states that if one folded one thousand cranes, a wish would come true. The crane is also a symbol of hope and healing.
We plan to fold over one thousand cranes as a symbol of peace. Our wish is for world peace.
We invite you to join in on our mission to create one thousand cranes to help make the world a better place. The cranes will be sent to Major Stoneman Douglas High School in Florida and to Washington DC as a way to stand in solidarity.
“We realize the importance of our voices only when we are silenced.” —Malala Yousafzai
Sincerely, MESA students
Montessori Leadership/ May 2018/ Pg15
by Chelsea Howe, PsyD | Communication, Psychology, Sensorial, Tomorrow's Child, Tomorrow's Child Online Issue, Young Adolescent, Young Adults
With a fast-paced society that often turns to medication for ‘quick fixes,’ we often perpetuate stigmas and neglect to consider all information prior to making diagnoses. As a psychologist and a mother, I know all too well how difficult it is to watch children struggle to find their way in classrooms that work to produce (and support) other “neurotypical” children.
But, what if our children are “neurotypical” but deviate only slightly (perhaps a half standard deviation) from the normal bell-curve? Do we provide supportive assistance to them to help maintain their self-esteem and guide them on their way? Or, are we too quick to judge that Johnny, at age four, “fits the criteria” for Attention Deficit Hyperactivity Disorder (ADHD)?
When I first started graduate school, over ten years ago, mind you, the ‘hot topic’ was ADHD. Everyone and their siblings were being diagnosed with ADHD, and why not? Wouldn’t we love all of our children to fit the “seen-but-not-heard” perfect-child stereotype and slap some medications into those neurotransmitters to help them “focus.” But, in my years of practicing, other trends are now popping up: Autism Spectrum Disorders; Bipolar Disorders; Sensory-Processing Disorders; and so on. But, these disorders have always existed, or have we just not paid attention? Or, were these kids just labeled weird, quirky, or angry?
Far too often, in my opinion, children get diagnoses that, truly, they do not deserve. That’s not to say that all are misdiagnosed, as many should and will benefit from pharmaceutical treatment. However, let’s remember that children at age four will be active (and quite active, at that). First and foremost, energy is a given at age four. Not being able to sit in a seat and focus for long intervals is also normal and typical; we call this “driven by a motor” or “restlessness” in the Diagnostic and Statistical Manual-Fifth Edition. The reality, however, is that developmentally, per age, we are asking kids to fit a norm that is counter-intuitive to what is biologically warranted. Children are being diagnosed (more than ever) with Bipolar Disorder or Disruptive Mood Dysregulation Disorder (both of which are real disorders), but we are not inclined to consider environmental and attachment patterns that mimic both disorders, in which case, drugs would not be the treatment of choice).
But, all of this takes time. It takes hours and hours of evaluation to determine what is really going on with each child. Thankfully, many schools are beginning to require psychologists to use testing to confirm a diagnosis rather than solely accepting diagnoses from pediatricians, who (respectfully) are not as well trained in the nuances of diagnosis. Further, we need to begin considering other factors.
How many hours is a child sitting in front of a television per day? While there is some research to suggest that television (particularly specific shows, such as Sesame Street) can help in acquiring language and beginning to learn (not develop) empathy, most are not beneficial. We know that television can be a ‘black hole’ for our minds (and particularly our children’s minds). Imagine if little Johnny is watching television all day long, while the parent or caregiver is trying to get laundry done, dinner made, and activities scheduled? And, Johnny doesn’t care! You know why? Because he’s happy! So, when he is at school, we are asking him to focus on something less stimulating when his ‘baseline’ is that of over-stimulation by watching television.
What about Johnny’s sleep and appetite? Is he getting adequate sleep per night? Is he attending to night-time rituals to help him both fall asleep and stay asleep? If not, perhaps that should be considered? And food? Does your child (like mine) exist on chicken nuggets, pizza, cheese, and yogurt? While there are worse foods that could be eaten, these are not nutrient-dense foods. So, we have a thriving child with less than “thriving” food upon which his brain is attempting to rely on fuel. At the very least, a good multivitamin and Omega-3 fatty acid supplement should be given. But, teaching kids at a young age about eating nutritious foods is important! Even attempting to “sneak in” nutritious foods is also important.
Teachers are also doing a great job of ‘thinking outside of the box.’ Kids are intrinsically active, more so the lower the age. My child, for example, fidgets non-stop. He plays with his tie, he eats his tie, he put his tie up his nose. Not the most hygienic of examples. There are options out there! If the teacher is willing to work with your child, all the better! There are sensory tools that exist for this reason—and they are not the classic fidget-spinners. There are necklaces, rubber rulers, mesh pockets, and so much more. They are tiny and unassuming, and children simply touch them while completing their work as a way to ‘stay busy.’ When used properly, they are discreet and can be quite helpful in helping children to be busy but focused.
Some teachers will also have children stand up to learn, as they know that sitting for long periods of time can be particularly difficult. Again, when done discreetly, this can be quite helpful. The key is to ‘normalize’ this rather than calling attention to it. I’ve seen teachers (with psychologist’s support) even use bouncy balls for kids to sit on while completing projects in class. Kids may also benefit from seat-bands, which help kids fidget with their feet to self-stimulate while working.
Again, the key to all of these techniques is to support the child, not stigmatize the child. We all have our habits when we get nervous or over-stimulated. We may chew on our nails, play with our hair, tap our pen, or bounce our legs. By providing kids with these outlets, we are treating their need for stimulation rather than diagnosing them with ADHD. If the behavior persists and/or worsens, there are certainly further accommodations and treatments that are available. But, in the interim, perhaps we should support our children and their development and try to find ways to hone in on their excitability rather than begin with diagnoses.
As a side note, my child is one of these children. He is a brilliant little boy with ‘magic hands’ that are incessantly busy. He has peeled just about every sticker and taped item from his workspace and his folders. A quick necklace fidget has fixed the busy hands, and he has frequent ‘breaks’ to go to the water fountain for a ‘change of scenery.’ And, our teacher has worked closely with us to help support him to be the best learner possible!
It’s worth a try rather than a pill.
Tomorrow’s Child/ April 2018/ pg 22
by Johann Christop Arnold | Kindergarten, Later Adolescence (15-18), Lower Elementary (6-9), Mixed Ages, Tomorrow's Child, Tomorrow's Child Online Issue, Young Adolescent, Young Adults
blonde three years old baby shirt and shorts, sitting comfortably in sofa inside the home at night reading and watching digital tablet, face illuminated by the light of the screen
Children of the twenty-first century can navigate distant worlds from their video game controllers but are not equipped with an understanding of the real world outside the window. Fascinating entertainment options have them hooked almost as soon as they can focus their eyes.
As parents and teachers, we know that too much technology is bad for children. And we’ve all heard horror stories about cyber-bullying, easily accessible porn sites, and online sexual predators. Parents can try to put controls on what their children can see and limit their access time. But what if the technology itself turns out to be bad for childhood?
Rhonda Gillespie is an infant and toddler specialist who has worked in early childhood education for decades. When I asked her what she thought about technology and children, she shared her own story:
I have seen a devastating impact on children over the last twenty years. Technology attacks the foundation necessary for healthy development.
When I was a child, our neighborhood was safe and I played outside every day with my friends. We used our creativity and imagination, enhanced our problem-solving skills and develop healthy bodies. But by the time my son was growing up, I rarely saw neighborhood children playing outside. The trend had shifted, and the outdoors was perceived to be unsafe.
I had to return to work full time, which meant long days and less evening time to play and enjoy the outdoors with my son. The biggest mistake I made was purchasing him his first video game console. It started off with rules and time limits, but as time progressed, so did the hours at the game controller.
In the beginning, it seemed like a win-win: he was interacting with children from all over the world and could casually socialize with his age group. He became good at some games and his confidence rose. I always thought that at some point he would find friends to play in the neighborhood. Socialization has always been a challenge for him, and video game companies often bill their products as a bridge to forming connections. Now I feel he was
denied the chance to develop healthy interactions.
My son is seventeen years old now. He will text all day long, but when he’s around people, he does not know what to say or how to start a conversation. He says he is comfortable talking to people on the computer because he does not get bullied. But the flip side is that he did not learn to work through those awkward childhood moments that are an opportunity for growth. If he had never had the choice of online “friends,” would he have learned better social skills?
Part of childhood is about problem-solving, working out strategies and solutions to everyday life issues. Life became easier with technology, but it also made children unfamiliar with the process of success: hard work and patience. We have created a generation that expects things immediately without effort. For example, when I was in school I would spend months on a research paper, taking many trips to the library, spending hours studying and collecting verified data. My son can now produce the same report in a few hours, on his computer, without the element of verification or proof.
The accessibility of screen devices has caused a significant decline in children’s resilience, self-determination, desire for hard work, and sense of pride in achievement. And socialization among children is becoming extinct.
Technology affects people of all ages, simply because it transfers our interest and consideration from human beings to machines. It’s especially damaging for young children, who used to rely on the adults close to them for guidance and example. In his book, Simplicity Parenting, educator Kim John Payne touches on this point:
The late MIT professor and pioneer of artificial intelligence Joseph Weizenbaum came to wonder about the appropriateness of computer technology for young children. He questioned whether we want to expose our young children to artificial minds without human values or even common sense. Weizenbaum believed that there are transcendent qualities of human interaction that can never be duplicated by machines; he used as an example “the wordless glance that a father and mother share over the bed of their sleeping child.”
Used too soon, does the two-dimensional screen of a computer actually interfere with a young child’s complex learning systems of relationships and sensory exploration? I don’t believe that computers should be a part of a young child’s daily life. How curious will children be, how mentally agile, creative, and persistent in seeking answers to their questions if, from a young age, they learn to Google first, and ask questions later (or not at all)?
There is no easy way to relieve the burden that technology places on children. But if we love them, we can’t slip into resignation just because we don’t know where to start. One way to take action is to give children more “white space.” In a book, white space is the room between the lines of type, the margins, the extra space at the beginning of a chapter. It allows the type to “breathe” and gives the eye a place to rest. White space is not something you’re conscious of when you read a book. It is what isn’t there. But if it were gone, you’d notice it right away. It is the key to a well-designed page.
Just as books require white space, so do children. They need room to grow, in a space shielded from the onslaught of the information age. It does not take a brilliant mind to see the effects of a lack of white space. When children are overwhelmed by entertainment, material goods, high-pressure academics, and frequently unstable home life, it’s as if their flashlight batteries are being run down. Their light gets dimmer, and they don’t know what’s wrong. If we deny them the time, space, and flexibility they need to develop at their own pace, they will not be able to recharge their batteries.
The ancient Chinese philosopher Lao-Tzu reminds us that “it is not the clay the potter throws that give the jar its usefulness, but space within.” If stimulation and guidance are the clay, then time by oneself is the space within. Hours spent alone in daydreams or in quiet, unstructured activities—preferably out in nature—instill a sense of security and independence and provide a necessary lull in the rhythm of the day. Children thrive on silence. Without external distractions, they will often become so inspired by what they are doing that they will be totally oblivious to everything around them. Unfortunately, silence is such a luxury that they are rarely allowed the opportunity for such undisturbed concentration.
As parents and caregivers, how can we find creative ways to give children more silence and space?
We don’t all live as close to forests and streams as we might wish. But creative teachers can do a lot with a little. Dana Wiser, a friend of mine, remembers how his daughter’s teacher found a way to give her students white space during the day:
When my daughter Mary was in first grade, she was lucky to have a teacher wise in the ways of both children and nature. She encouraged every child to adopt one of the trees that were grouped around the children’s playground. Mary’s “pet tree” was a sycamore, strong and tall, and of a girth, she could hide behind. Each child studied the adopted tree, tracing its leaves and bark pattern. Quiet time spent with their pet trees was extra special, and when something about the school day upset Mary, all she had to do was visit her Sycamore, drawing solace from its strength and comfort from its shade. She will love all trees, and especially sycamores, all her life; more than that, something of nature’s healing power lives in her heart as a gift from her pet tree. ′
Looking for more stories of creative ways to give children time and space in a media-saturated society? Request a free copy of Their Name Is Today.
Tomorrow’s Child/ April 2018/ pg 12
by Patricia De Leon | Adolescence, Communication, Early Adolescence (12-15), Later Adolescence (15-18), MFA, Montessori Family Life, Montessori Parenting, Young Adolescent
Join as we explore ways for you to connect with your teens. Connection comes before “real” communication. When “real” communication is established we can foster peace, understanding, and collaboration.
by Jonathan Wolff | Adolescence, Communication, Infant-Toddler (0 to 3), Kindergarten, Later Adolescence (15-18), Lower Elementary (6-9), MFA, Montessori Family Life, Montessori Parenting, Primary (3-6), Upper Elementary (9-12), Video, Young Adolescent
As children, most of us were raised and schooled with answers and rules. “These are the facts. And here’s how I expect you to behave.” While such adult pronouncements and prescriptives may win a battle of learning and behavior in the moment, they are rarely victorious in the long war of independence. In this week’s Montessori Foundation Family Alliance webcast, Jonathan Wolff will discuss how parents can retrain themselves to pose questions that encourage children to think for themselves, think of others, and think out-of-the box – toward becoming responsible decision-makers and creative problem-solvers.
by Lorna McGrath | Book Reviews, Later Adolescence (15-18), MFA, Tomorrow's Child Online Issue, Young Adolescent
Fantastic Forts: Inspiration for Wild Hideaways
by Jo Schofield and Fiona Danks
The photography in this book is stunning! The authors presented many ideas for forts through instructions as well as photographs. They categorized the forts by Woodland Forts; Garden Forts; Fantasy Forts; Junk Forts; Sleepovers; Parties; and Natural Forts. There is also a section at the end called ‘Fort Building.’ In each section, there are at least three or four examples of forts, materials needed for building, sometimes extra props to go with a specific fort and often, goodies to eat.
There are also always safety tips for building and for where the fort might be located. The last section, ‘Fort Building,’ is useful for tips about being prepared for constructing the fort and includes fort feasts and fort safety. This would be a great resource for home, camp or after-school programs.
Tomorrow’s Child / January 2018 / p 32
by Joyce St. Giermaine | Communication, Early Adolescence (12-15), Infant-Toddler (0 to 3), Later Adolescence (15-18), MFA, Mixed Ages, Montessori Parenting, Tomorrow's Child, Tomorrow's Child Online Issue, Young Adolescent, Young Adults
African American mother (20s) and daughter (5 years) at the park, little girl frowning.
Have you ever caught your child lying? It would really be surprising if you said no.
Lying is part of growing up.
Thomas W. Phelan, Ph.D., author of 1-2-3 Magic Parenting™ broke down the probability of lying into age groups, as follows:
♣ 2-year olds: 20%
♣ 3-year-olds: 50%
♣ 4-year-olds: 90%
♣ 16-year-olds: 70%
Depending on the age of your child, the reasons for lying vary.
Really young children, technically speaking, may not even know that what they are saying is not true. At certain developmental stages, young children may not be able to separate truth from a lie or reality from fantasy, which is, by the way, the reason that Montessorians keep make-believe out of their early childhood classrooms. Young children have a very real fascination with a fantasy that does not need reinforcement at school.
By the age of four, you see a dramatic increase in lying. By this age, their ability to communicate is much more advanced, and they have a better grasp on reality, but it’s hard to let go of those precious princess costumes and ballet tutus that may now be equal parts fantasy and fashion statement. And then there are super-hero phases that change by the week. One week, a child is Spiderman™; next week, you find yourself sitting across the breakfast table from a warrior Ninja Turtle™. At the age of five, one of my grandchildren changed his name from Jackson to Hong and insisted that he was born in Korea. It lasted about a year. Was he technically lying? A definite maybe. Was it really annoying? Oh, yes!
Past the early childhood years, the two main reasons for lying are:
1. To impress other people
2. To avoid punishment by covering up misbehavior
or mistakes
Is there anything parents can do to reduce the lying behavior?
Dr. Phelen would suggest the answer is yes!
Don’t freak out. Just because your five-year-old told parents accompanying their children to his birthday party that the family moved to their new home because it was just too sad to stay in the house where his other (non-existent) brother died, it doesn’t necessarily mean that he is doomed to become a serial killer or, worse, a politician. While that was quite a whopper of a lie, after the other children’s parents stopped crying and learned the truth, it did become a teachable moment.
Don’t ask emotionally loaded questions, such as: “I cannot believe you did this! What were you thinking?” The truth is that many unfortunate acts happened soooo 5 minutes ago; in child time that was a long time ago, so a very creative response becomes necessary, even if it makes absolutely no sense. For example: When I found a very sharp carving knife in my five-year-old’s bedroom, I freaked. When questioned, my son answered: “A big spider brought it into my room.” True story.
Don’t back the perpetrator into a corner if something unfortunate happens and you already know who did it, and you suspect you even know why the behavior occurred. Calmly, tell her you to know what she did. Instead of demanding an immediate answer, give her time to think about her response. You are more likely to get an honest answer. Thank her for telling the truth and discuss the consequences and, most importantly, what can be changed to prevent a repeat of the offense.
Teenage behavior deserves an article all to itself because the consequences are much more serious. Fortunately, in my case, I was lucky to get through the teen years without too many extraordinary lies, angst, or dangerous behavior, but other parents are not so lucky. I can’t take credit for incredible parenting skills. To the contrary, I was (and still am) of the pick-your-battle school of getting along with the people (young and old) with whom I share my life.
For now, remain calm, consistent, and carry on. ′
Joyce St. Giermaine is the Editor of Tomorrow’s Child and Montessori Leadership magazines.
Tomorrow’s Child / January 2018 / p 25
by Tim Seldin | Brain Development, Early Adolescence (12-15), Infant-Toddler (0 to 3), Kindergarten, Language, Language & Reading, Later Adolescence (15-18), Lower Elementary (6-9), Mathematics, MFA, Montessori Curriculum, Montessori Education, Montessori Family Life, Montessori Middle School, Montessori Secondary / High School, Primary (3-6), Reading, School Leadership, The International Montessori Council, Young Adolescent
by M. J. Rosanova, Ph.D.
The Montessori Bilingual Institute (MOBI) The children are playing outside. I can hear them outside my window. They’re singing and calling out to each other in Japanese. No, our school isn’t located in Japan. InterCultura Montessori is located in Oak Park, Illinois, a suburb of Chicago. Only about fifteen percent of our children are from international families; in the past, it was even fewer. Most of our children come from English-only monolingual families.
InterCultura is a dual-language or two-way immersion school’. Some of the children who come here know no English (or very little English) when they arrive. But all of the children here become bilingual.
At InterCultura, children not only play in Japanese. They learn in Japanese. For the first three years, from as early as 7:00 or 8:00 in the morning until 2:30 in the afternoon, the children are in total immersion environments, that is, the entire range of the normal Montessori curriculum is delivered to the children by Montessori certified native speakers of Japanese.
In our Spanish immersion program, the teachers are from Latin America. When we first founded InterCultura in 1985, all of the teachers had received their Montessori training in Latin America. Now, many of our teachers are immigrants who have found their way to us as assistant teachers and then have taken Montessori training here.
After 2:30 in the afternoon, our Anne Frank Communities convene. Anne Frank was a Montessori child, beginning at the 3-6 level in Frankfurt, Germany. When the family moved to Holland, Anne continued at the elementary level. Anne, of course, was a bilingual child: German and Dutch. She became bilingual through her experiences at home and in her Montessori school.
At InterCultura, the language of the Anne Frank Communities is English. For most of our children, this is native language development time. For those new to English, this is the time for total immersion in English.
About half of the children from our English-only monolingual families attend the Anne Frank Communities. But all of the children who are new to English are required to attend. Some stay ëtil 6:00 p.m. ñ the normal length of a daycare-length day here in Chicago.
By the way, at no time does anyone force any child to speak either in English or Japanese or Spanish. The children talk and talk and talk in whatever language or combination of languages occurs to them. The average child begins to speak spontaneously in the second language (‘L2’, the ‘target language’) after about eight to ten months of full-time attendance. People who don’t speak any English (but who do speak Spanish or Japanese) can understand them by about that point.
Why Total Immersion?
Why total immersion? Well, it all depends on what your goals are. If your goal for your child is ‘useable fluency in the second language, you’d better start early. Current neurological research indicates that the brains of small children have remarkable ‘plasticity’ in comparison with the brains of older children and adults. There is a neurological window of opportunity for language learning early in life which begins to close around eight to ten years of age.
In the past, when knowledge of human development was less available than today, people assumed that a second language was not for preschool but for high school. They presumed that children would master grammar first, and that then fluency would magically appear. Since most children did not have the discipline to study the boring abstractions of grammar until at least fourteen or sixteen years of age, it made no sense to start a foreign language until freshman or junior year of high school.
Even today, there are many very fancy, very expensive high school level programs where after four solid years of daily grammar drill classes almost none of the students can say much more than hello and goodbye and sing a few songs in the second language. Proponents of such programs are quick to point out that their graduates are much more likely to have positive associations with the people and cultures who actually speak the target language. And this is an important and worthy accomplishment, to be sure.
But if useable fluency is your goal, you need to take another route. The research on outcomes overwhelmingly endorses immersion; and the younger the child, the better the outcomes. I’ve taught middle school children (in Montessori), college kids, and adult learners in corporate courses. American children and adults at those ages very seldom become functionally bilingual. One in a hundred may do so; or maybe one in a thousand. But it’s so rare that a statistician would tell you: you may as well say it doesn’t exist. Most of the time you’d be right.
But with small children in total immersion in a developmentally appropriate Montessori environment, barring any grave developmental or emotional problems, it’s startlingly close to one hundred percent. Almost every child becomes functionally bilingual in a total immersion Montessori environment. Or at any rate, since 1985, that’s been our experience at InterCultura Montessori.
Alternatives to Total Immersion
InterCultura is a special Montessori school with a special mission. But not every school needs to undertake a total immersion program. There are various practical reasons why a school might choose not to create an immersion program.
For one thing, it takes a lot of work to identify and recruit qualified Montessorians who are native speakers of the second language. How do you balance the English-speaking faculty with the second language faculty? How do you deal with visas?
If a school decides not to commit to a total immersion program for every child, what other alternatives are open? Should the school offer total immersion not for all of its students, but only for a part of the student body? Some schools may prefer simply to have one or two classrooms within the school devoted to total immersion. And this may be practical in some situations.
But failing that, what else can a school do? There are at least a few other options open to Montessori schools. The language reference person approach, the magic scarf approach, and the language lesson approach can all be found in Montessori settings. Any of them may be appropriate for a given Montessori school if they fit the school’s goals.
The Language Reference Person Model
In some Montessori classrooms, there is one teacher (usually the Montessori-certified lead teacher) who speaks English all the time. And there is a second teacher (usually an assistant teacher with no Montessori training) who is intended to speak Spanish with the children.
If you have several Spanish-speaking immigrant children in your class, and if your goal is to get everyone to speak English, this is a fine model. In some states where ‘transitional bilingual education’ is mandated by the legislature, this approach makes sense. Because of their ability to access Spanish during their time in the classroom, the Spanish-speaking children will continue to grow in Spanish as they begin to acquire English. And because their knowledge of their native language is growing (even though they’re at the disadvantage of having little or none of the usual environmental support that the majority language enjoys), their knowledge of English begins to flourish. To those unaware of the research, it sounds illogical; but actually, more of the home language, used for serious academic purposes at school, means more progress in English.
Unfortunately, very few of the English-speaking children acquire any Spanish in this situation. Most of the children acquire positive attitudes concerning Spanish. Many of them learn how to say hello and good-bye, and sing a few songs. These are worthwhile goals. But it would be difficult to say that the children are learning lots and lots of Spanish.
One of the reasons why the English-speaking children don’t learn much Spanish in this situation is the status of Spanish in the class. Usually, the minority language speaker is the assistant in the class. The children understand clearly that English is the ‘power language’ both in the classroom and in the United States in general. When something important needs to be said, it’s said by the lead teacher in English.
The minority language is often confined to things which are incidental or trivial. Something as important as words of comfort for a hurt child are not likely to be delivered in L2, the second language. If the second language begins to catch on with majority language children at all, it tends to reflect the smaller, more peripheral status that the minority language is given. For many English-speaking children, the minority language just doesn’ t seem very important.
Another, perhaps more critical, reason why English-speaking children don’t learn much Spanish in this situation is simple interpersonal dynamics. If English-speaking preschoolers know that they have a choice of English or Spanish, generally they will choose English, simply because it’s the path of least resistance. They already know English; it doesn’t require them to concentrate or make a special effort.
In addition, they quickly note that, if push comes to shove, they can make even the Spanish-speaking teacher speak English to them. All they have to do is misbehave. The teacher will feel that she has lost control, and will want to scream. Whether she actually does scream or not, the next words out of her mouth are likely to be English. The teacher assumes that with English she is going to regain control.
The children soon learn that they can vary this strategy. In order to avoid time-out or other unpleasant repercussions, they can mask their misbehavior as incomprehension. They can simply ignore the teacher who speaks to them in Spanish, even though a little attention would make the teacher’s message obvious. This strategy will also put the teacher ‘in her place’. She will get desperate, feel out of control, and drop Spanish.
In one Montessori classroom following this model, there are two credentialed co-teachers, one Spanish speaker, one English speaker. Half the children in the class are Spanish speakers; the other half, English. Because of the equality of status between the teachers, and also because of the presence of so many Spanish-speaking children, the situation is more likely to foster interest in Spanish among the English-speaking children. By the end of the first year, two four-year-old English-speaking girls did spontaneously request that Montessori project work be presented to them in Spanish. However, none of the other English-speaking children were so moved.
Perhaps more significantly, none of the Kindergarten-age children were involved. Typically, the Kindergartners in a 3-6 classroom are the leaders whom the younger children follow. This may support goals in which the teachers believe, or it may subvert them. Because the issue of language choice is open in this model, it is open to become the source of much aggravation and disappointment to adults who think that the English-speaking children should be learning some Spanish. Not too many English-speaking American children will learn very much Spanish in this situation.
This is very different from the situation in a total immersion environment where all of the teachers speak the minority language all of the time before the shift into English when the afterschool program begins. In the total immersion environment, there are no power struggles over what language the teacher speaks. If it’s before 2:30, the teachers all speak Spanish all the time.
And the children are fine with that arrangement. The children themselves have developed a relationship with the teacher in which Spanish is an essential element. In a total immersion environment, the children would feel strange to hear the teachers switch into English. The children not only accept but prefer to hear the teachers speaking Spanish.
The ‘Magic Scarf’ Model
Another approach in some Montessori classrooms is the ‘magic scarf’ model. From time to time, the lead teacher dons a special ‘magic scarf’ or some other symbol of the second language and walks about the class greeting the children in the target language. The teacher wears the same symbolic totem during group time when she teaches a phrase or a song in the second language.
Although this method is picturesque and appealing, it is not likely to awaken serious interest or much useable fluency in English-speaking children. Because it is based on a theatrical performance by the teacher rather than a learner-initiated activity, it runs the risk of provoking authority conflicts. Children who feel provoked or merely inconvenienced will not become engaged, and will not learn a great deal of L2.
The ‘magic scarf’ model is an interesting alternative in some situations because it certainly looks like ‘teaching is going on’. Since many parents assume that ‘teaching’ is the same as ‘learning’, many parents may pay extra for Montessori classes where obvious direct teaching is going on. But not too many children will be very interested.
In a total immersion Montessori class children are interested in the second language because they actually use it to accomplish goals which are important to them. Everything from the rules of the classroom to the presentations on the project materials, everything from hello and goodbye to words of comfort when you cry, everything comes to the child in the second language. In that situation, how can a child assume that the second language is not important? How can a child not be interested?
The Language Lesson Approach
For many Montessorians, line time is sacrosanct in a time reserved for songs, greetings, sensory integration work such as line-walking, and perhaps a short presentation featuring one of the traditional project materials. At the 3-6 level, however, line time is not supposed to be ‘group lesson time’ because the children are not ready for passive listening or unassisted abstraction. ‘Group lessons’ in a particular subject area are not officially sanctioned in Montessori before first grade. But many Montessori schools make an exception when it comes to language lessons.
Some of the language lesson approaches are excellent. In Other Words by Alice Renton takes advantage of both line time and Montessori project work. Line time activities are connected to a shelf of project materials which the children can work with even when the second language teacher is not in the classroom. The connection with the project materials and the children’s cycle of spontaneous work is what makes Renton’s materials appropriate for a Montessori classroom. This is essentially different from the ‘magic scarf’ approach which is arbitrary and teacher-centered, and which bears little resemblance to the basic logic of Montessori work with preschoolers.
The style of teaching in Montessori is primarily indirect. The Montessori teacher shows children how to manage project materials, and helps children to focus on the potential of the material. A good Montessori teacher will also help children to reflect on their learning experiences so that the children will begin to understand and make order of what they know.
This is very different from the cycle of declaring information and testing memory which is the centerpiece of ‘direct teaching’ outside Montessori. Devotees of direct teaching emphasize information and product, manipulating learning by rewarding externally with incentives such as candy, happy faces, stickers and frequent (implicitly competitive) grades. Montessorians, on the other hand, tend to prefer internal, intrinsic rewards such as the feeling of competence a child attains when he solves a problem or demonstrates an ability within a context that matters to him.
Most language lessons lean heavily on ‘direct teaching’, and so are somewhat out of step with the Montessori environment. But materials like Renton’s demonstrate that it is possible to come much closer to the spirit of the Montessori environment.
After three years of fifteen or twenty-minute language lessons once or twice a week in a Montessori preschool/Kindergarten setting, it’s reasonable to hope that most children will be able to recognize about three or four dozen words and phrases in the second language. They might be able to spontaneously produce as many as twenty-five percent of them spontaneously.
In addition, they will tend to have positive feelings about the second language and the people who speak it. They will probably recall some of the tunes they’ve learned as well. And they may acquire the ability to produce the sounds of the second language with a high level of accuracy. These are important accomplishments, which merit respect as important goals for Montessori programs.
In a total immersion Montessori environment, on the other hand, children acquire thousands of words within the same period of time. Within less than a calendar year, they begin to make sense to L2 speakers who know no English.
And oddly enough, the higher the quality of Montessori work in the total immersion classroom, the greater the L2 abilities of the children. Unlike the other situations, in the total immersion setting Montessori principles do not need to be bent or compromised. No traditional ‘direct teaching’ is necessary; the second language is embodied in the Montessori work itself.
How Do I Find Out More?
InterCultura has a website, www.intercultura.or, where you’ll find more information and more suggestions. The Montessori Bilingual Institute at InterCultura (MOBI) sponsors a listserv, a kind of group e-mail, for teachers and administrators interested in exploring issues and exchanging ideas.
An entertaining and useful resource for parents and teachers is Growing Up With Two Languages: A Practical Guide by Una Cunningham-Andersson and Staffan Andersson. A wonderful little periodical for families who would like to become bilingual is The Bilingual Family Newsletter, available from Multilingual Matters at www.multilingual-matters.com.
Whether you’re a teacher, administrator or parent, you need to begin by clarifying your goals. There is probably some approach currently in practice in Montessori environments which will help you reach the goals you set, no matter how modest or how ambitious they may be.
Once you have identified your goals, you need to begin making choices concerning program design. The best choices will be the ones that affirm and strengthen Montessori ideals and Montessori practice at your school.
The author, M. J. Rosanova, is executive director of The Montessori Bilingual Institute at InterCultura (MOBI). He holds Montessori teacher certification (AMS), as well as a Ph.D. in social psychology (Yale).
Tomorrw’s Child, Sept, 2000
