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United in Faith and Community as we begin Catholic Schools Week
You know the feeling the morning alarm goes off, and you begin the process of getting yourself and your children ready to leave for school and the business of your day. You may start this process each morning with the added time constraints of getting your children to school and yourself to work on time or to a personal appointment. Each new morning gives us the possibility of a peaceful morning. You know, the ideal morning when you can sit down and enjoy a hot and uninterrupted coffee. Your children are dressed and eating their breakfast with a delightful hum in the air. All is right with your world. How does this day look so different from yesterday's quarreling and tears? What did you change? The first thing that most likely changed was that you placed time in the position of a friend versus a foe. So, how did you go about that? Most likely, you prioritized what had to be done. Each of you needs to dress, eat, brush your teeth/hair, and put on shoes with everything packed for the day. Perfection isn't the aim, so let that go quickly—take deep breaths.
A frequent question of prospective parents recommended to us by friends and family members involve our reading approach. We get (and love) that our approach is different and based on how the brain develops in children from infancy through sixth grade. Let’s take a look inside the many pieces of our Montessori Center of Our Lady reading process…
"Any help one can give the inarticulate child to become articulate is a defense of his life and dignity." ~Rosa Covington Packard
"Feeling gratitude and not expressing it is like wrapping a present and not giving it." William Arthur Ward
Children are born to be adventurous and our new outdoor wooded trails naturally fill their desire for adventure, while bringing our Montessori science curriculum to life! We are the first to say we are blessed to have such beautiful green space on our campus! We have a "commercial" playground, a bike path, open running spaces, concrete pads, and 12 raised garden beds our students tend. While we ❤️ love these incredible outdoor offerings, we longed to add wooded outdoor trails for the children we serve.
I am sure we can all agree that a toddler's mind is a glorious thing and nothing short of miraculous! With our unspoken agreement in mind, let's go further and explore the transition from the unconscious (birth to three) to conscious (ages three to six years) absorbent mind. Let’s start with the following bullets from Montessori educator, Sue Kennedy – "The job of the infant is being, deciding to be. The job of the toddler is to do. The job of the preschool child is to think." Our focus in this blog is the toddler's mental transition from the period of the unconscious absorbent mind to the conscious absorbent mind. Toddlers initially straddle both periods as the transition is underway. We must keep that information in our minds as the adults guiding these amazing beings!
On those days where the wind chill feels a bit too much to venture outdoors, and you are looking for purposeful yet fun activities for your child, we have a few suggestions!
Have you ever wondered how Montessori guides teach children about language? Parents are often astounded when they observe children learning to read at a young age in our schools. What’s the secret? There’s no secret - we’re happy to share our methods! Read on to learn more about our approach, how we align our teaching with a child’s natural development, and what the progression looks like as children get older. Early Language Activities Children’s language development begins long before they enter the classroom. Dr. Montessori asserted that children from birth to age 6 were in the age of the absorbent mind. During this time they are able to learn language simply by living around others who are using language. Montessori classrooms incorporate both spoken and written language into the environment to further enrich this early learning. In our primary classrooms we teach children songs and poems so that they may hear and experience language in a fun and playful way that appeals to them. We encourage parents to do the same! Share poems from your childhood with your children and discover new ones together. Sing your favorite songs from when you were little, or enjoy kid-friendly tunes from musicians such as Raffi or Tom Chapin. Montessori guides introduce children to as much vocabulary as possible in their early years. This may start with naming objects around the classroom, but will also expand toward specialized nomenclature. Children learn the names of the continents, plant and animal names, and specific terms that apply to areas of interest. These vocabulary words are spoken and shown in written form. Writing As you may have guessed, writing starts earlier in Montessori classrooms than in many other settings. Consider the goal of writing: to visually communicate one’s ideas with others using standardized symbols. This is actually separate from the ability to hold a pencil and form strings of letters, words, and sentences on a piece of paper. Once a child has a basic understanding of most of the letter sounds, they begin to use a material called the moveable alphabet. Exactly what it sounds like, the moveable alphabet is a box containing sorted wooden letters. Children lay the letters out to write words, and eventually sentences. At this stage we do not expect children to conform to conventional spelling, but rather we allow what is often referred to as inventive spelling. “I love my mom” may look like “I luv mi mom”. Montessori classrooms use many materials to help children strengthen their finger muscles in preparation for the physical act of handwriting beginning at age 3, or arguably even earlier. Our experience has taught us that children are ready to express themselves in writing before they are ready to start writing in the traditional sense. That pencil-to-paper writing usually starts in kindergarten, though it varies with individual children. Reading One beautiful material that you have likely seen is called the sandpaper letters. The letters are used to teach both reading and writing. It’s important to note that when Montessori guides begin teaching children about letters, our focus is on the sounds the letters make and not so much their names. This means we do not teach the alphabet song, because knowing the names of letters isn’t really helpful in learning how to read. That’s not to say there is no value in such learning; it will certainly come in handy when learning to alphabetize, or when talking about letters when they are a bit older. We just want parents to know that if you want to continue the work we do in our classrooms, consider using a letter’s most commonly used sound when referring to it. An example: when a Montessori child learns to spell cat, they will say, “k-ah-t” rather than “see-ay-tee”. Object boxes are used to help children learn to read as well. A box labeled with the letter p may contain tiny toy versions of a pig, pot, pin, etc. Eventually, children are able to match the objects with label cards. Much of our reading work is done while teaching children other subjects. For example, if they are learning about mammals, they will read lots of text at their level about mammals. There are also special series of books used by many Montessorians, including Miss Rhonda’s Readers (created by a Montessori guide) and Bob Books. Guides typically prefer that families not use these same books at home. Young children are often able to memorize text, and if they have been exposed to the same books at home and school, it can be difficult for guides to have an accurate observation of the child’s true decoding skills. Check with your child’s guide if you’re curious or would like some advice on what books to read at home. Card materials are also used as children progress, allowing guides to help children isolate specific sounds and blends. One series of cards/lessons may focus on the various ways to make a long a sound. One color of cards displays words containing ai, another will contain ay, and yet another will teach children about words with the silent e. Word Study This area of study includes a wide variety of skills and begins once a child has begun to read; some of the earlier lessons are given during the final (kindergarten) year of primary, but many are given during the first two years of lower elementary. The guide will give the child a lesson teaching the skill. In the days and weeks following, children practice the skill independently using special card materials. The skills include: ● Classification ● Alphabetizing ● Compound words ● Synonyms ● Antonyms ● Prefixes ● Suffixes Grammar Grammar is taught early and in what we call a spiraling curriculum; that is, we circle back on the same content as the child gets older, building on previous knowledge and giving more depth to their understanding. Parts of speech are taught in a very specific order, and each one has a corresponding symbol that children use in many activities. Beginning in the final year of primary, children typically learn about nouns, articles, and verbs, as well as their corresponding symbols. This helps them to understand the core parts of our sentences and gives them an introduction to grammar in a way that appeals to them. Sometime during that final year in primary or the first year of lower elementary, children are introduced to grammar through what we call the function of words. Traditionally, a model of a farm, complete with animals, is used to guide children through the process. Again, they begin by learning that nouns are naming words, and they name each animal and feature of the farm. They then go on to learn the corresponding articles, followed by all other parts of speech, including adjectives, verbs, adverbs, pronouns, conjunctions, prepositions, and interjections. Once a child has learned the functions of words, they will move on to the Montessori grammar command cards. Knowing that children learn by doing, these cards give children specific directions to physically follow so that they may experience the words for themselves. Another classic Montessori activity involves the use of colored wooden grammar boxes. Children use cards to recreate sentences, word by word, and sort the words by various parts of speech. There are many extensions to grammar work that Montessori children enjoy. Some will write their own sentences and use colored pencils to label each word with its corresponding grammar symbol. Others enjoy using grammar strips: a material that shows a series of grammar symbols which students must use a guide to write a sentence with that particular pattern. Sentence Analysis Going beyond grammar, elementary-aged children learn to analyze sentences. This begins simply with subjects, verbs, direct, and indirect objects. As children get older and have a better grasp on language, the work extends considerably. Children in upper elementary classes learn about complex sentence structures. This includes structures like predicate adjectives and nominatives, attributive adjectives, various types of phrases and clauses, and many more. For seasoned Montessori parents: did you learn anything new from this article? New families: what do you find the most interesting, or what do you still have questions about? As always, we believe in the power of observation, and we invite you all to schedule a time to visit us .
You know Montessori classrooms are different than most. You’ve heard the rumors: children run around doing whatever they please. It’s all play and no work. Or perhaps you’ve heard the opposite: our structures are so rigid we stifle creativity and natural childhood behavior. What’s it really like? We can practically guarantee that once you step inside a classroom for yourself, sit quietly in a corner, and observe the children and adults at work, your impressions will be transformed. We encourage parents to do so whenever possible; the children are used to visitors and we have tips on how your presence can be unobtrusive to them but informative for you. We hope you’ll scheduled a visit soon if you’ve never been, or even if it’s just been a while. In the meantime, this post will give you some idea of what you might see in a typical, high fidelity Montessori classroom. Arrival From the moment they step in the door, expectations are different for Montessori children, even as young as our toddlers. Children are responsible for hanging their own bags and coats on hooks. They learn to change their own shoes, with most classrooms requiring that children wear either slippers or a special pair of shoes designated for indoor school use only. This is done in part to keep our classrooms clean, but also to give children a sense that their classroom feels more comfortable and home-like. Guides greet students upon their arrival. They often make a point of shaking a child’s hand, looking them in the eye, and saying their name along with a friendly hello. By doing this, we are intentionally modeling polite human interactions. Before long, the children learn how to greet us back, and they are even able to apply this skill outside of school. The Work Period Also called the morning work cycle, this period of time is a hallmark of the Montessori approach. We believe that children need a longer stretch of time to involve themselves deeply in independent work, so we honor this need by providing an uninterrupted block of time each morning. How much time? That depends on the age of the child. Typically, for children ages 3 and up, the work period is three hours long. It’s not quite so long for younger children, and older children may have a second work period in the afternoon. During this time children work independently while guides give small group or independent lessons. Sometimes it may appear that a child is playing, and while that is true, certain types of play are critical to learning. It is also important to note that Dr. Montessori developed her educational materials to appeal to children, so what may look like a simple puzzle could actually be a manipulative biology diagram. What looks like pretty colored beads are, in fact, tools for exploring complex mathematical concepts. Montessori children are able to make a lot of choices during this time. We allow freedom of movement: that is, they may sit where they like, stand and walk around the room if their bodies require a break, and use the restroom safely without needing an adult’s permission. We provide a range of seating options as well. Some children prefer to work alone or with others, some like to sit at a table or on the floor. Adults appreciate having choices while they work, and we believe children should be afforded the same respect. What types of work might you see? You may be surprised to see even very young children working on the following subjects: ● Math ● Language ● Biology ● Geography ● Practical life skills ● Sensory refinement (up to age 6) ● Geometry Socializing Montessori education takes the perspective that we must nurture the whole child. This is a popular concept with parents and teachers across a wide variety of settings, but Montessori schools have structures built into their programs that allow for deeper exploration and support of the social self. The aspects of choice are one way we support children’s social development. Rather than assigning seats or requiring children to work alone or in pairings that are predetermined by adults, we generally let children choose if they would rather work independently or cooperatively, and with whom they would like to work. That being said, in any group of people, some personalities work well together, while others do not; we help guide children to differentiate between what makes a positive complementary work partner for them, and what constitutes a fun (and perhaps silly) friendship that can be developed outside the work period. As children grow older, they begin to place a stronger emphasis on friendships. The process of figuring out what healthy friendships should look and feel like is a major work of children in the elementary years. Attachments form, and children come to rely on the company of one another. Of course, another reality of these years is that all children will face social conflict at some point or another. One benefit of a Montessori environment is that the guides are able to set aside time and space to help children navigate conflict. We teach mediation strategies, inclusivity, and conflict resolution. We are able to assist children both proactively and reactively. We often use stories to teach children important lessons about social skills. Role play is another tool used in classrooms when negative patterns begin to form; when children are able to have fun and remove themselves personally from an experience, they can learn positive approaches to resolving common dilemmas. The Guide’s Role Another often surprising element of the Montessori classroom is the role our guides take. To begin with, they are typically referred to as guides, rather than teachers, as we believe the name is a far better descriptor of the task. Instead of feeding children a stream of information we expect them to internalize, we lay a path before them, open the door, and give them the tools to explore and learn. In the primary years (ages 3-6), lessons are usually given individually. This allows the guide to give their full attention to the child before them, and to honor their individual needs. In the elementary years, lessons are typically given to small groups of children, honoring their developmental desire to work alongside their peers. Another delicate task of the Montessori guide is to know when to step in and assist a child, and when to stand back and allow them to find a solution themselves. Generally speaking, we tend to take the latter approach. We believe that children are capable of much more than we often give them credit for, and given the opportunity, they will rise to the occasion. This approach helps build resilience and confidence. Lastly, the guide’s job is to observe. We watch the children in our care to learn which skills they have mastered, which they are progressing in, and which they may require additional support with. Though we may not always intervene, we notice what they are doing, both academically and socially. We take copious notes to inform our practice, record their progress, and to share our findings with parents. Montessori guides don’t consider themselves the center of the classroom. We are merely there to support the learning of the children. Still curious? Good! Call us today to schedule a time to visit us. See a Montessori classroom in action for yourself. We know it will be an amazing experience.