When families are first learning about Montessori, there is a lot to take in about the philosophy, classroom structure, materials and lessons. Even as a teacher having taught nine years in a Montessori environment, I am still learning and seeing the many benefits of a Montessori environment. Every work, every choice made in the space regarding furniture, folder boxes, rugs, materials, is a well thought out process that is discussed thoroughly with all the teachers. We constantly go back to the philosophy and ask ourselves why we want to do things a certain way and how it sets children up for success. We make decisions and then watch how the children interact with the decision made. For example, we recently changed our folder box to a larger one. We noticed the children were having trouble finding their folder because the folder box was smaller and the folders weren't able to move easily. So, we purchased a larger one and it's much more successful or the children and they can be independent putting work in their folder, then taking their work from the folder to their backpack. We also recently moved two tables in the our Math room because we noticed how crowded it was with rug works when the tables were in the space they were. We moved them earlier this week and the improvement has been wonderful!
Our classroom has several areas: Everyday Living, Art, Manipulative, Sensorial, Math, Language, Geography, Science and Unit (this is an area that changes monthly-We study something new every month (Transportation, Mammals, etc)). In every area, works are sequenced on the shelf from simple to complex and concrete to more abstract. Through the lessons presented, we guide children through a series of skills and watch carefully before presenting something new. We always want children tasting success as they progress. The works on the shelves are placed left to right which lays a foundation for left to right reading. Rug works are presented left to right as well. The children are presented a process that best sets them up for success and helps them organize their materials in the space they choose. Within each work on the tray, materials are also set up from left to right. For example, when we present pouring or spooning, the teacher presents the work pouring from left to right and when they spoon, they spoon from the bowl on the left to the bowl on the right. When counting works are presented, numbers are placed at the top of the rug from left to right. Sound boxes and pre-language materials are presented from left to right.
Children learn almost immediately that they get one work out at a time. It truly does amaze me how quickly the children learn that this is how they do things in the classroom. The language we use for cleaning up is 'getting it ready for the next friend'. Children are asked and presented when shown the work that they prepare the work for the next person who will choose it. Certainly, as young children, they learning how to clean up. But, building the awareness in them that how they return a work to the shelf affects their community is important. Sometimes, a child will choose a work and it's messy. They often know who had the work prior and will go to that friend and ask them to clean up the work. Every time I have seen this happen, the child very willingly goes back to clean up the work. It builds a strong sense of respect in the classroom as well as personal accountability. It's a much more powerful accountability when it comes from another friend vs. the teacher.
I hope this gives you a little insight into our classroom at Community Montessori.
www.CMontessori.com
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