General Layout of the Classroom

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. 

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Social Skills in the Montessori Classroom

One of the many things I love about Montessori is that Montessori teachers see the 'whole' child-developmentally, academically, socially, emotionally, and physically.  There is a myth out there that says simply placing children in the same room and having them do activities helps them develop social skills.  I disagree.  Developing social skills needs to be a value in the classroom as well as modeled by the teachers/adults who are around the children.  Using manners, demonstrating what Montessori called 'Grace and Courtesy' and always being respectful of the child are key ingredients to helping a child develop social skills.  When new 3 year olds enter our classroom, often times, it's their first experience at engaging with people other than their immediate family or close babysitter.  So, they are learning how to greet or talk to a friend, ask a teacher a question, tell someone they have to use the restroom, and express their many needs they may have throughout the day.  In the Montessori classroom, we intentionally talk about these situations-how to say hello to a friend, how to introduce themselves, how to ask a friend to have snack with them or how use their words to express an emotion.  We will also role play these situations so the children can actually see and hear how these social situations are played out.  When teachers speak to one another, they do so respectfully, and in complete and clear sentences.  Over the last three weeks of school I have witness some precious moments as we have been acclimating children into the environment.  I watched a little girl (second year in our classroom-3 year old) walk another child through the steps of snack using gentle, sweet words as she reminded this little boy what to do next when choosing snack.  They both walked through the many steps of snack (choosing name, washing hands, laying out napkin etc).  When they both sat down to enjoy their banana and water, the little girl said, 'So (child's name)-what did you do today?'....she was practicing with her new friend some conversation skills.  They sat together for about five minutes talking back and forth with one another.  They were practicing a very important life skill-communication.  I also watched as one of our first graders observed a new 3 year old looking at and touching the Pink Tower.  The first grader came over to me asking if she could please give (child's name) a lesson on the Pink Tower because she said that he looked interested in it.  I, of course, said yes and proceeded to watch this little girl give a complete and thorough lesson on the Pink Tower as this 3 year old sat in awe and watched her.  She engaged him and allowed him to touch her work and help her grade the cubes.  They worked together for close to 15 minutes and she was modeling to him some wonderful social skills!  There are so many layers to the Montessori classroom.  So much is going on in every area~sit back and let the children show you! 

Why 5 days in a Montessori Program?

Most Montessori schools offer a five day program only.  Since Community Montessori offers a three, four, and five day program, I am often asked what I recommend.  My reply is the same-I recommend the 5 day program for all children ages 3-6.  The school I taught at prior to opening my own school only offered five day program so in many ways I am used to that.  However, there are some strong arguments and rationale for having your child attend five days in a Montessori program.  Children love exploring, discovering, experiencing their environment.  Doing this takes time.  We live in a such a fast paced world-we want results and mastery immediately in the time frame we want.  Children don't operate like that.  Children need time to develop-time spent to unfold and become who they are meant to be.  The Montessori environment offers quality, purposeful work for children to engage in.  Each day they are presented lessons that are age appropriate and will hopefully stir something inside of them to choose that activity.  We see children spend pockets of time in certain areas, repeating works and activities that they are enjoying.  Being in the classroom for five days, allows that process to continue more consistently as well as gives them the opportunity to choose many interesting works.  Being in a Montessori environment for five days allows the natural pace of a child's learning to happen. Additionally, the more time children spend in the Montessori environment, the more time there is to build strong focus and attention skills as well as longer work cycles.  This development is critical to children's success as they continue on with their schooling.   Think about when you are engaged in a project you are enjoying and what it feels like to have it disrupted.  We are thrilled to offer the three/four day option because we want to offer families the Montessori experience even if they are not interested in having their child attend five days.  We do ask that our three day students come three days in a row to allow consistency for that child as well.  At Community Montessori we enjoy serving the needs of our community and families, but, my heart will always be with the five day program.  My guess is that many of you with children who are attending less than five days, are hearing from your children that they want to go to school on the days they are not attending.  :)  How wonderful that they are learning to love their school, their friends, and their work! 

Education is a natural process carried out by the child and is not acquired by listening to words but by experiences in the environment.” Maria Montessori

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Transition into School

This week at Community Montessori School, we will be welcoming our children for the 2nd year!  The teachers have been working hard planning, preparing the environment, and anticipating the wonderful year ahead.  Our goal for the beginning of the year is to begin to build relationships with the children and help them develop a 'work cycle'.  The work cycle involves choosing a work, doing the work, returning the work, and moving on to the next work.  The development of a child's work cycle is critical to their development of concentration and focus.  As we present lessons and provide opportunity for exploration of the beautiful materials, children will become engaged in their work.  The teacher will work as a guide and supporter during this process.  Sometimes children develop their work cycles quickly and other times, it can take an entire school year for this to work itself out.  There are many things that may effect the development of a work cycle (for example age, experience in the classroom, interest, distraction level etc) and as the teachers get to know the children, we will learn how to best support their development.  Our hope is that the children develop a love of work, concentration, self-discipline and sociability. 


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Tips for Preparing for the First Day of School

What an exciting time of year!  Summer is coming to an end and families are gearing up for the start of school.  As a teacher in a Pre-Primary classroom, we get to experience a family's first time sending their child to school as a 3 year old. As exciting as it is, it can also cause some anxiety-the unknown, change, and concern of a child's emotions can cause parents to be a bit apprehensive as their child starts a new chapter in their life.  As teachers prepare the classroom and lessons, there are also some great tips for parents to follow as we approach the first day of school.  

*Begin by talking to your child about school in a very positive way. Tell them the reasons you chose the school for your child:  wonderful materials, great playground, caring teachers etc. Children are adaptable to change, especially when they know what to expect.  If the school is new for your child, try and schedule a time they can visit the school prior to the first day.  It's helpful for children to see the space and meet the teachers. 

*Set up a plan for drop off~ask the school/teachers what their procedure is and what they suggest for the drop off.  Many schools have car lines and recommend starting the Carline routine the first day.   However, if you feel more comfortable walking your child in the first day, that shouldn't be a problem.  Practice how drop off will go with your child at home-role play and explain that you are dropping him/her off at at safe place where they will have fun and meet new friends.  Be prepared for the fact that separating may not go smoothly at first, but be confident that the teachers have a lot of experience on how to handle these types of situations.  

*Know that most children will become calm and interested in the classroom soon after you depart.  The teacher can give you an update of how things went when you pick up your child at the end of the day.  Most children learn to separate pretty quickly.  If there is a pattern of a difficult separation, talk with your child's teacher to come up with a plan that can help support your child.  

*Remember that teachers and parents are working together to instill self-confidence and independence for every child.  The goal is to help your child enter the classroom confidently, hang up their backpack, wash their hands and choose work.  Every child will reach this stage of independence and teachers and parents should be respectful of that process for each child. 

Ultimately, your child will learn to love their school and look forward to coming each day! 

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Reflection on a Class taken this week

I attended a class this week presented by Xavier and GCCME (Greater Cincinnati Center for Montessori Education).  The name of the class was 'Montessori and Special Education-Returning to Our Roots'.  The week was so rich with knowledgeable and passionate presenters as well as time set aside to share and learn from other Montessori teachers from here locally as well as out of town.  As I reflect and remember, many things are stirring in my heart and mind.
Dr. Thomas Knestrict from Xavier University shared his research on the resiliency of families who are raising a child with special needs.  He spoke about the importance of Rules/Routines/Rituals.  These are important for all children, but particularly children with learning challenges or special needs.  Here is why it's important to establish rules/routines/rituals in your family.
**Rules are important because it establishes order and predictability.  Even though children won't always agree with the rule we are asking them to follow, the fact that there are rules that are followed consistently sends a message of security and love.   
**Routines are also a way to create structure and predictability.  This helps a child organize themselves within a safe framework of people who care about them.   From small tasks (setting a table, throwing dirty laundry in the hamper, helping prepare a meal) to larger tasks (mowing the lawn, washing the car, cleaning the house) routines are a way for children to find a rhythm to their lives which again, helps them to feel safe and secure.  When everyone knows and understands a routine, it can provide stability for the entire family.
**Rituals are routines with meaning. Rituals bring about connectedness among family members.  Rituals help family members attach to each other in healthy, loving ways. They also helps establish a value system in the family.  Caring about nightly meals together, or going to church together teaches children what is important and shows that the family is going to stay committed to doing these  consistent activities because of what it brings the family. 

How can you establish these things with younger children?

~Bedtime routines can be a special time with young babies through school aged children. Establishing a routine that is followed each night is a good idea-bath, story, lights out each night give children an opportunity to relax and prepare for sleep.
~Pick a day each week to go to the library or visit a favorite park.   
~Serve something special one particular night a week (Monday is pasta night or Tuesday is taco night). 
~Do a monthly give away of toys/books/clothes to a local charity-involve children in this process and routine of giving away.

Decide what is important to your family and help bring order and stability by implementing rules/routines or rituals.  I'm quite certain everyone will enjoy the time together!

A Visit from a Mentor

Today a very important person came to my school.  For several summers, I have been able to spend time with Marian who was one of my teachers when I received my Montessori training.  She has become a friend, a mentor and someone I greatly respect and turn to for advice, guidance and support.  She is in her 70's and so very passionate about Montessori.  In fact, she was trained by women who were trained by Maria herself.  She owned a school for many, many years and provided a wonderful, respectful, loving environment for many children living in the Forest Park area.  I believe it's critical for Montessorians to stay in touch with those who have (and continue to go) gone before us. It's important to hear their stories and allow them to share their wisdom and knowledge with us. It's important to constantly be reminded why we do what we do-what we value and why we believe so strongly in the ability and beauty of children.  Children have a lot to teach us if we allow ourselves to be humbled in their presence and learn by observing, rather than moving in, directing, controlling, fixing.  Instead, we build relationships with children and understand and respect where they are developmentally, socially, academically etc.  We believe that their hearts, minds, and spirit guide their choices and providing them with a prepared environment with beautiful materials and allowing them to build their independence, magic happens in the hearts of children and adults alike who are blessed to be a part of the unfolding of a child.  Thank you Marian for sharing your time and passion with us today.  I am forever grateful that I met you and thank you for the impact you have had on me personally and Community Montessori School.

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