Montessori Primer: A Day in Our Lives, Part 2 – A Daily Timeline

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Today, we continue our look at a day in the life of a Montessori student with an overview of the timeline of a typical day in the Montessori classroom.


7:45 to 8 a.m. – Day Begins
Guides are greetings students at the door with a warm handshake. The students are learning confidence as they greet their teacher with eye contact and a hearty handshake. They then place their items in their cubby and set out to choose their first work.

8 a.m. – Three Hour Work Period Begins

Students work independently. The teacher is providing individual and group lessons. The assistant is reinforcing the importance of the environment’s rules and routine. Children will choose pre-reading work such as spelling, sight words, big movable alphabet, while others will choose golden bead addition or stamp game. Younger children are building concentration in practical life by pouring water or spooning. Others who have a bit more energy may be scrubbing tables. It is wonderful to see the child with a great imagination using the farm for not only creative enjoyment but language work as they label the nouns on the farm.




9:30 a.m. – False Fatigue Occurs
It is generally around this time that noise levels tend to escalate in a Montessori environment. Usually there are several wanderers who are restless from their work. As Maria Montessori observed classrooms, she referred to this time as “False Fatigue.” To an outsider, this time may seem disorganized. The Montessori guide notices this phenomenon and remains calm. The students will feel this ease and the restlessness will subside and the students will continue their work until 11:00 a.m.

10:45 a.m. – Clean Up and Outdoor Playtime
The guides ring the bell to signal it is time to clean up. The students tidy their environment and everyone joins in for line time. After line, everyone lines up for outdoor play. Everyone plays 30 minutes outside in our beautiful Montessori outdoor environment. Our outdoor space is perfect for running, gardening, riding tricycles, climbing, and having fun on the slide. And before anyone realizes, the 30 minutes is over!

11:15 a.m. – Lunch Time
Some of our friends go home for the day. The rest of the class begins washing their hands for lunch. Grace and courtesy lessons are practiced during our lunchtime: napkins in laps, using utensils, please and thank you, and restoring the environment.

12:00 to 2 p.m. – Rest Time and Kindergarten Work Cycle
By this time, students have finished their lunch and restored the environment. As the younger students are preparing for a one-hour rest time, the kindergarten students are practicing more complex lessons. They are working one on one with the teacher in math and language. Students may be learning the bank game, advanced language lessons, and reading work.



2 to 2:15 p.m. – Saying our Goodbyes
At the end of the day, everyone sits for one final line time. The Montessori guide reads to the students as the assistant helps prepare the students to go home. After the line is over, the students line up at the door, say goodbye to their friends, and are escorted to car line.

What a wonderful day everyone has had!

Montessori Primer: A Day in Our Lives

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The Montessori classroom is a “living room” for children. Self-correcting lessons are displayed on the shelves awaiting the children. The environment’s purpose is to in unify the psycho-social, academic, and physical development of the child. As guides, our purpose is provide children with a solid foundation that includes positive self-image of oneself and school, security, sense of order, curiosity, and persistence. This foundation will help the child become self-disciplined, and have a sense of responsibility to others.

We have parents who observe our classrooms and wonder, “How does the teacher manage the students?” What a wonderful question. The answer is, “The guide designs an environment that allows each student to engage in what interests them.” The students in a Montessori classroom become engaged and involved in their community. Respect is the foundation from which great work stems. The environment works so well because the children have respect for themselves, each other, and their materials.

This wonderful video from Montessori School of Los Altos provides a beautiful view of a day in the life of the Montessori student.

Join us tomorrow as we take a deeper look at the progression of your child’s day with our timeline of a typical day in the classroom!

Montessori Primer: The Peaceful Classroom, Part 3

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Today, we conclude our exploration of the Peaceful Classroom, part of our ongoing Montessori Primer. In our previous posts, we examined the principles of Preparing the Environment for Peace, Making Room for Peace Education, Peace through Nature and Peace through Creativity; today we discuss Peace through Giving and Making a Difference in the World..

Peace through Giving

“The purpose of human life is to serve, and to show compassion and the will to help others.” Albert Schweitzer

Children need direct experiences with giving, joining the heart and hand. Children love to make things, small and large, and share with family, friends, and neighbors – they naturally want to share and help. Montessori addresses this desire with mixed-age classrooms where older students help the younger. Practical life in Montessori is practiced at every level with the purpose of preparing children to take excellent care of themselves, our planet, and the people on it. Children are engaged in gift giving projects and works of charity throughout the year. The art of giving from the heart builds empathy and compassion, two essential ingredients of a peaceful person.

Make a difference in the world (Elementary and Middle School)

Help young people find active ways of working for peace, the preservation of the natural world, the relief of human suffering, or other concerns through organizations like Kids Can Make a Difference, Free the Children, Roots and Shoots, or Peace Jam, in which students work directly with Nobel Peace Laureates.

Join us on Wednesday as we begin the next part of our Montessori Primer – A Day In the Life.

Montessori Primer: The Peaceful Classroom, Part 2

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Today, we continue our Montessori Primer exploration of the Peaceful Classroom. In our last post, we examined the principles of Preparing the Environment for Peace and Making Room for Peace Education; today we discuss Peace through Nature and Peace through Creativity.

Peace through Nature

“Nothing is more beautiful than the loveliness of the woods before sunrise.” – George Washington Carver

The beauty of nature is a great balm to the soul. Children often seek out their own secret outdoor spaces, even if it’s only a corner of the backyard. Respect children’s need for private exploration and inner reflection that nature inspires. At our school, the outdoor environment is rich in peaceful garden spaces to work the soil with our gardener. Outdoor seating arrangements are comfortable places to spend with friends.

Peace through Creativity

“Creativity is just connecting things. When you ask creative people how they did something, they feel a little guilty because they didn’t really do it, they just saw something. It seemed obvious to them after a while. That’s because they were able to connect experiences they’ve had and synthesize new things.” – Steve Jobs

Children need plenty of time for unstructured creative play and artistic endeavors. Unstructured creative time invites children to express their inner most personality and make profound connections between what they have learned and how they feel about themselves and others. During this time, adults keep a watchful eye, but remain unobtrusive to allow children to explore and develop the powers of problem solving through creativity.

Join us on Monday as we conclude our look at the Peaceful Classroom by examining Peace through Giving and Making a Difference in the World.

Montessori Primer: The Peaceful Classroom, Part 1

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Today, we continue our Montessori Primer with a deeper look inside the Montessori classroom, beginning with the importance of peace.

Prepare the Environment for Peace

“Peace is what every human being is craving for, and it can be brought about by humanity through the child.” – Dr. Maria Montessori

Montessori begins with the prepared environment for each plane of development as aesthetically pleasing and inviting space for the child to grow up naturally. Classrooms are clean, simple and orderly, yet rich in age-appropriate materials that aid in independence of body and mind with lessons in care of the self, care of the environment (physical and natural), and care of others. Children have a better emotional response in a serene and beautiful environment that is organized for their unique sensibilities.

Make Room for Peace Education

“Peace is always beautiful.” – Walt Whitman

Outer peace begins with inner peace. Children need special places that give them a sense of privacy that can serve as a soft refuge for times when hurt or angry feelings might lead to violent words or actions. Decorated humbly and lovingly, each of our classrooms has a peace corner, table, or shelf where children go to work through unsettled feelings. Peace quotes, art, journals, books, natural objects, or perhaps a sand garden give the child a place to reflect and restore calm. Older children learn to use the peace area for conflict resolution by modeling peaceful communication practices. Learning to use the peace area is a process that takes time, and is nurtured with positive adult guidance.

Join us on Friday as we continue our look at the Peaceful Classroom by examining Peace through Nature and Peace through Creativity.

Montessori Primer: Applying Montessori Principles at Home, Part 4

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Today, we conclude our look at 8 principles of Montessori education and how they can be applied in the home, as explored in Angeline Lillard’s book, Montessori: The Science Behind the Genius. In our last three posts, we discussed Movement and Cognition, Interest, Choice, Avoidance of Extrinsic Rewards, and Interaction with and Learning from Peers. Today we conclude by examining the final three principles, Learning in Context, Communication, and Order the Environment and Mind.

Learning in Context

“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

Create a meal from scratch, or make ice cream from a recipe
Visit a museum – bring a sketch pad and colored pencils and have the child create their own art
Spend time in the garden studying bugs, flowers, and listening to the sounds of peace and quiet
Allow your child to have their own shopping list at the grocery store – have them record their prices and add their total

Communication

“If we could say, ‘We are respectful and courteous in our dealing with children, we treat them as we should like to be treated ourselves,’’ we should have mastered a great educational principle and be setting an example of good education.” – Maria Montessori

Have family meetings – discuss family expectations regarding behavior and academics
Create chore lists together where each person chooses their assigned chore(s)
Create an annual family newsletter
Involve your child in rearranging their bedroom or playroom
Do things you wouldn’t normally do or do not like to do – children need to see that you are flexible and willing to do new things or do things you do not like to do

Order the Environment and Mind

“The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult.” – Maria Montessori, The Secret of Childhood, 1966

Adopt the “ten minute tidy” to end of the day
Keep the environment clear of clutter
Have child’s belongings displayed on low shelves and not in toy boxes

Join us on Wednesday as we continue our Montessori primer!

Montessori Primer: Applying Montessori Principles at Home, Part 3

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Today, we continue our look at 8 principles of Montessori education and how they can be applied in the home, as explored in Angeline Lillard’s book, Montessori: The Science Behind the Genius. In our last two posts, we discussed Movement and Cognition, followed by Interest and Choice; today we move on to examine Avoidance of Extrinsic Rewards and Interaction with and Learning from Peers.

Avoidance of Extrinsic Rewards

“The prize and the punishment are incentives towards unnatural of forced effort, and therefore we certainly cannot speak of the natural development of the child in connection with them.” (Maria Montessori, The Montessori Method, 1912)

Challenge children to reach goals
Praise effort in completing a task. Do not over praise; authenticity is important.
Ask the child, “How do you feel about accomplishing…?”

Interaction with and Learning from Peers

“There is a great sense of community within the Montessori classroom, where children of differing ages work together in an atmosphere of cooperation rather than competitiveness. There is respect for the environment and for the individuals within it, which comes through experience of freedom within the community.” (Maria Montessori, The Essential Montessori, 1986)

Host playdates with friends from school
Schedule outings with other families and observe how the children play together
Host family game nights with another family

Join us on Monday as we continue our exploration of the 8 principles of Montessori education and how they can be applied in the home!

Montessori Primer: Applying Montessori Principles at Home, Part 2

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Today, we continue our look at 8 principles of Montessori education and how they can be applied in the home, as explored in Angeline Lillard’s book, Montessori: The Science Behind the Genius. In our last post, we began with Movement and Cognition; today we move on to examine Interest and Choice.

Interest

“An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the child’s energies and mental capacities, and leads him to self-mastery.” (Maria Montessori, The Absorbent Mind, 1995)

Have different genres of books readily available in basket or on low shelf
Play educational board games focused on language or math skills
Take mini field trips to pet store after researching an animal
Write letters to family members in other areas of the world
Have a basket of interesting pictures available during dinner time and discuss the pictures together
Allow children quiet time to think and develop their own interests

Choice

“No one can be free unless he is independent. Therefore, the first active manifestations of the child’s individual liberty must be so guided that through this activity he may arrive at independence.” (Maria Montessori, The Montessori Method, 1912)

Place a few choice shirts, bottoms, socks, and underwear in drawers the child can reach and allow the child to choose his own clothing
Place a basket in the refrigerator with snack items from which your child may choose
Allow your child to set the table for meals by making place settings (plates, bowls, utensils, cups) available in a low cabinet
Allow your child to serve himself food (small pitchers make serving himself easier)

Join us on Friday as we continue our exploration of the 8 principles of Montessori education and how they can be applied in the home!

Montessori Primer: Principles of a Montessori Classroom (and How They Can Be Applied at Home)

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As we’ve discussed in earlier posts, at its core, Montessori philosophy celebrates and nurtures each child’s authentic nature, his part in a bigger picture, and his intrinsic desire to learn. Montessorians view Montessori philosophy as a way of life; carried throughout all facets of the child’s life. So if Montessori isn’t just something that happens at school, how can it be practiced at home?

To help build a bridge from home to school, let’s begin with a look at 8 principles of Montessori education. In Angeline Lillard’s book, Montessori: The Science Behind the Genius, she discusses Montessori’s holistic approach to educating the child. Today, we begin with the first principle of a Montessori classroom, as explored in Lillard’s research on Montessori education, Montessori’s thoughts, and ideas for the home.

Movement and Cognition

“The child needs activity concentrated on some task that requires movement of the hands, guided by the intellect.” (The Science Behind the Genius, 1966)

Tips for the Home:

Dance to music in the house – count the beats
Ride bikes together
Play at the local park
Count the number of steps up to the slide
Play hopscotch
Play I-Spy
Explore unstructured art and crafts
Work with mazes
Try intricate coloring patterns
Play together with wooden blocks and games: pattern games, Legos, etc.
Develop structures, pulleys, vehicles
Allow your child alone-time to explore his own creativity

Montessori Primer: Core Philosophies, Part 2 – The Guide

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Today, we continue our exploration of the core philosophies of the Montessori classroom by looking at philosophies embodied in the Montessori guide.

It is the transformation of the adult that is the underlying theme of a Montessori teacher, where as a Montessorian is first and foremost an observer, exemplar and protector of the child’s right to learn. Parents likewise can adopt these philosophies in their approach at home, creating an environment consistent with the classroom.

Core Philosophies of A Montessorian

Be an Observer

To learn from the child, one must observe the child. Observation is an art that must be a highly developed skill in Montessorians. Observing a child is a learned art. The teacher needs to be able to anticipate the needs of a child and act on this need.

Be an Exemplar for the Child

The adult needs to “show” rather then “tell.” It is important for the Montessorian to carefully study their demeanor from which the children will derive behavioral clues. Teachers learn to move quietly, work carefully and give the child a chance to follow an example that is geared to the child’s capability and not to the adult’s expectations.

Be the Protector of the Child’s Right to Learn

A Montessorian recognizes that children learn at their own pace, with varied activities, which are both direct and indirect. If a child is to increase, the adult must decrease. The adult must have experienced a transformation in order for a child’s learning to take place.

For more information on this topic, see “What Makes a Montessorian?” by Nancy McCormick Rambusch, EdD (Montessori Life magazine, Summer 2013 Volume 25 No. 2).