orlandomontessori

Achieving Economic Independence

hello@montessorithrive.com (Montessori Thrive) — Mon, 19 Sep 2022 19:33:43 GMT

Adolescents exist between two worlds: they are no longer children but they aren’t yet adults. On this bridge to adulthood, adolescents need opportunities to develop real, meaningful, adult-level skills. They aspire to do what adults do. They are curious about how to make their own way in the adult world.

As adults, we are part of an economic system. Even if we aren't using money to buy something, through our work or our hobbies we produce or consume aspects of culture. In this way, economics is about the web of interdependence we have with other people. We all depend upon the work and activity of others.

Economics and Interactions

If we look at economics as how people offer value in their interactions, as well as the production, distribution, and consumption of services and goods, we can really think about economics as how we organize ourselves in society. Because adolescents are building the skills for stepping into the adult world, it’s important to consider how they are developing their ability to navigate this economic aspect of adult life.

How many of us had the opportunity, as adolescents, to develop the skills necessary for economic independence? How would our lives be different if, as adolescents, we had a support system so we could Oigure out a fair and reasonable cost for goods we produced, faced the reality of a proOit and loss statement, or found our way in navigating the paths of spending, saving, and sharing?

Road to Achieving Economic Independence

Dr. Maria Montessori realized the importance of adolescents developing these kinds of skills. In From Childhood to Adolescence, Dr. Montessori made a bold statement about our approach to education and its impact on the greater society. She stated it clearly: “The essential reform is this: to put the adolescent on the road to achieving economic independence.”

So in Montessori adolescent programs, we offer our emerging young adults the opportunity to learn key skills of production and exchange. We sometimes call this “microeconomy.” The basic idea is that adolescents need opportunities to produce goods and services, and work with money and monetary systems, so they can develop an understanding and appreciation for how economies work and their own role in economic systems.

Real, Meaningful, and Purposeful Work

This experience can take many different forms depending upon the community. Whether running a farm stand or a holiday marketplace, adolescents get to learn key skills. They learn to balance proOit and loss. They discuss and determine how much money should be reinvested into the business to help it grow or how much money should be reinvested in the greater community. They respectfully listen to their customers’ needs and concerns and incorporate that feedback in useful ways.

In order to have these learning experiences, adolescents need real, meaningful, and purposeful work. Just like young children need to actually prepare food rather than play with a pretend kitchen set, adolescents need actual experiences in creating a business plan, keeping track of income on a spreadsheet, and balancing a budget. They need to practice accounting work so they can build the skills for their own economic independence. They need to have the thrill of handfuls of cash and then face the responsibility of keeping track of those earnings. They need the experience of paying for replacement materials when they have overused key supplies. If they have developed some savings and want to invest the money, they need to Oind opportunities that align with their values.

Preparing for Adult Life

Too many of our young people enter the world of adult lives without having experienced their role in an economy (perhaps other than being consumers!). Economic independence is a key part of preparing for adult life. We want our adolescents to step into maturity with conOidence that they can independently navigate their new responsibilities and roles. If we give adolescents the opportunity to learn how to have a sound basis for their economic decisions, imagine where they will be when they are adults and making decisions that affect broader aspects of society!

From Independence to Interdependence

hello@montessorithrive.com (Montessori Thrive) — Mon, 05 Sep 2022 19:28:30 GMT

In Montessori, we talk a lot about independence. However, one of the lesser known or understood aspects of Montessori is that independence isn’t the end goal.

As humans, we are each wonderful, unique individuals. But we don’t exist in isolation. We live amongst other wonderful, unique individuals! In order to effectively live in community with other people, though, we need to be able to function independently. Said another way, before we can offer help to others or make ourselves useful, we need to be able to meet our own needs.

How can we be independent and interdependent at the same time?

We all want to make choices for ourselves, exercise our liberty, and be responsible for our own lives. At the same time, we also want to be part of something. We are designed to be both independent and be in community. These two needs are not mutually exclusive, but in fact, operate in relationship to each other. We have an innate desire to be autonomous and to belong.

When we develop the ability to act for ourselves, make choices, control ourselves, and accept responsibility, we are able to be functioning, contributing members of society. We can see what needs doing and do it because we have the skills to do so. We can work with others to create solutions or produce goods and services. We can be part of a community by acting and taking responsibility for our actions, each able to contribute because we all have the skills to do so.

What does this have to do with children and Montessori education?

From a very young age, children are trying to exert control over their lives. Children are trying to gain functional independence from birth to about age three. In Montessori classrooms, we offer all sorts of opportunities for young children to develop skills that help them take care of their basic needs. But we don’t stop there! We also provide so many ways children can care for others and for their surroundings.

Once children have mastered pouring from one pitcher to another, they are able to pour water into a vase and arrange flowers to beautify the classroom. After they learn how to sweep, they are quick to notice a spill and rush to get the dustpan and dust brush so they can help. When someone is struggling to zip their jacket, they take pride in sharing their newfound skill in service to someone else’s need.

As children move into the elementary years, this service to others often takes on a slightly different form, in part because elementary-age children are developing their intellectual independence. Thus, their contribution often involves applying these newfound intellectual skills. They might notice a classmate struggling to figure out the steps in a math problem and offer support. Or when friends are in conflict, they might provide some mediation to help each party listen to the others’ perspective.

In adolescence, young adults are ready to work toward being socially and economically independent. They want to figure out their place in society, grapple with real problems, and contribute in a useful way. Thus, Montessori adolescent programs offer teens the chance to develop and feel secure in their own abilities while also collaborating in real and meaningful social endeavors. In the process of running a small business, for example, adolescents are applying their intellectual skills from marketing to mathematics, while also navigating how to communicate with customers and collaborate with classmates.

Why is this important?

As humans, we want to achieve independence and belonging. Being independent is about learning the skills to be able to contribute in a meaningful way. All the little conquests of independence–throughout each age and stage of development–matter! When our infant reaches to grasp an object, our two-year-old demands to put their shirt on themselves, our eight-year-old argues about just and fair rules of a game, or our adolescent insists they can solve a problem with their peers, we can remember that these acts of independence are laying a foundation for our children to become part of an interdependent, harmonious society.

Independence is just a step. Interdependence is the ultimate goal.

What’s a Work Period? Your Questions Answered

hello@montessorithrive.com (Montessori Thrive) — Mon, 16 May 2022 19:39:14 GMT

"The mind takes some time to develop interest, to be set in motion, to get warmed up into a subject, to attain a state of profitable work. If at this time there is interruption, not only is a period of profitable work lost, but the interruption produces an unpleasant sensation which is identical to fatigue.”

-Dr. Maria Montessori, What You Should Know About Your Child

Consider, as an adult, what it takes for you to do your best work. What must your environment look like? What do you need from others? What constraints do you need removed in order to meet your goals?

Dr. Montessori spent years observing children as they played. She quickly recognized that immense learning takes place during play, leaving it reasonable to call it the child’s work. Left without interruptions, she witnessed pure magic.

Children, even very young children, have the capacity for intense concentration. They have the innate ability to work through problems and develop solutions all on their own. They want to do these things. And what’s even better? They do it with a sense of self-satisfaction, not because they feel pressure or expectation to.

What Montessori realized is that we, as adults, sometimes need to get out of kids’ way. We often imagine they require more help than they actually do, or that we must offer rewards or incentives to ensure they do their schoolwork, but those assumptions are misguided. What children really need is time, respect, and an environment in which they may focus deeply on their work.

Thus, the work period was born. Generally spanning about three hours long in the morning, this precious time is a cornerstone of Montessori education.

How does it begin?

The start of the work period varies, but typically it begins as children arrive in the morning. For some classes, on some days, and during some parts of the year, there may be a whole class morning meeting or circle time at the start or end of the work cycle.

A typical day begins with the child hanging their belongings on a designated hook, changing their shoes, and greeting their teacher as they walk into the room. They may say hello to a friend or two, take a moment to transition, and then select a work from the shelf. Others may be so eager to begin, they waste no time at all and go straight to the material they have been thinking about since the day before.

Prior to age six the child will likely work by themselves, but near their peers, most of the time. They may lay out a work rug, set up their material, and delve into a deeply concentrated state. They use the materials in the way they have been taught, then clean up and replace everything when they are done.

As children older than six, due to their development and desire for social connection, the start of the day can be a bit noisier and more chaotic. They still get to work rather quickly, although it’s often in the form of group or partner work.

What do the adults do?

A Montessori classroom typically has two adults present: the guide and an assistant. The assistant busies themselves with ensuring the room stays neat and orderly and that everything the children need is available to them. If children need help or redirection, the assistant is quick to engage while still allowing the child to maintain an appropriate level of independence.

This allows the guide to focus on two main tasks: observation and presenting lessons. During the work period lessons are not given to the whole group; individuals or small groups of children work with the guide to learn or review skills and materials. This is done as unobtrusively as possible. Adults in a Montessori classroom do their best not to interrupt the work of a child. If they need to speak with a student, there is often a non-verbal structure in place, such as leaving a name tag beside the child as they are working. This alerts the child to check in with the guide whenever they complete the task they are focused on.

Do children really focus the entire time?

Not usually! Can any of us truly focus for three hours straight without breaks? We definitely don’t expect our students to, either. This is one of the reasons our environments are designed for students to meet their own needs independently, when the time is right for them. If they feel hungry, they are welcome to have a snack. If they need to use the restroom, they don’t need to ask permission. Even if they just need to get up and stretch their legs or look out a window - we do not prevent children from doing these things. Allowing for breaks lets us all focus better in the long run anyway.

There is one interesting phenomenon worth mentioning here. Sometime around 10:00-10:30 in the morning, toward the end of the work cycle, classroom communities often experience what we refer to as false fatigue. Like clockwork, the volume of the children’s voices will rise, there is noticeably less engagement with the materials, and fewer children are sitting in one place - rather they seem to be wandering around the room. The adult instinct is to ring a bell or clap and make a plea for re-engagement, but we have learned to hold back. False fatigue is a normal part of the flow of the day. If we pause, observe, and wait even two or three minutes, we will see the children find their way back into their work. It can be pretty amazing to observe.

What might one work period look like for an individual child?

This article has probably already given you a fairly good idea of what this might look like. Once the child completes their first work of the day, they begin another. This repeats for the duration of the morning, but is fractured by any number of other activities. The child will likely have a lesson or two with their guide while the rest of their classmates continue working independently. At some point, the child will get hungry, have a snack, and clean up after themselves. They may take several water breaks, socialize with friends, or even spend some time watching a squirrel climb a tree outside.

In short, the work period is a way to honor the child’s way to balance focused learning with meeting one’s own needs, on one’s own timetable. It’s a way to show the child we trust them, and our students absolutely rise to the occasion.

Curious to see what a morning work period looks like in action? We would love to have you visit. Reach out today to schedule a time to observe.

Montessori and Adolescence: What Does the Research Say?

hello@montessorithrive.com (Montessori Thrive) — Mon, 07 Dec 2020 19:44:08 GMT

Montessori programs for adolescents are on the rise. There is a strong interest among parents, and for good reason! Montessori adolescents experience a rich educational setting that is unlike anything found in conventional education today.

The best news? Montessori adolescent programs are backed by research. Read more to find out how.

Montessori programs lead the way in supporting adolescent autonomy, competence, and self-determination.

Based on past research that has shown strong correlations between self-determination and achievement, this study sought to measure the former in seventh-grade students. Data collection relied on student voice, a measure that researchers and others state to be the most valuable in making decisions regarding education. A guiding question of the study, which examined how these seventh graders acclimated to their new environment, was, “How would a learning environment designed to support students’ development of autonomy, competence, and relatedness affect their sense of self-determination during their seventh-grade year?”

The BNSW-S (the basic needs satisfaction at work scale) was modified so that the wording was applicable to students. Student volunteers then completed the survey and their scores were used to determine their various levels of self-determination (below, at, and above-expected levels). From there, one male and one female student at each of the levels were chosen to participate in the study.

Students in the study were asked specific, open-ended questions that necessitated a narrative response. After transcribing and analyzing the interviews, some of the most commonly shared thoughts and themes were as follows:

Choose type of work
Choose order of tasks
Scared at first...now I can
Organize time
More Social Confidence
Capability to do well in high school
Teacher care: help me stay on top of things
Student care: community meeting

Several interesting themes emerged. It was clear that all student participants had a strong sense of choice in their school experience. While students felt uneasy about their ability to complete their work at the start of the school year, by November all students felt confident in that area. Another interesting finding is that students overwhelmingly spoke about the support they received from their teachers.

Researcher Casquejo Johnston suggests that conventional educators of middle school students who are interested in reform consider finding ways to implement personalized learning and community support, both of which are hallmarks of Montessori adolescent programs and can be attributed to the study’s positive findings.

In Montessori adolescent programs, STEM is naturally cross-curricular and mirrors real-life scenarios.

The concept of STEM (science, technology, engineering, and mathematics) in education is theoretically meant to be taught in a cohesive, interdisciplinary, and authentic manner. Realistically, this is rarely the case, and “STEM disciplines are often implemented separately using contrived contexts”.

The researchers of this study argue that Montessori, by design, meets the theoretical intentions of STEM while also mirroring the challenges faced locally and globally, giving students practical experience and meaningful learning. They felt that in Montessori adolescent environments, STEM occurs naturally and organically, because “In these spaces, interdisciplinary science, technology, engineering and mathematics learning is contextualized within the real work of running a farm.”

In a Montessori Erdkinder environment, students are required to meet the needs of the working farm. This allows them to face challenges and learn critical STEM skills that are required in doing so. The farm is a business, and the students must not only care for the farm itself, but successfully run the business. Working together with peers and adult guides to do so gives them the necessary skills to contribute as successful adults in their communities.

Researchers surveyed guides at Montessori adolescent programs across the United States asking a variety of questions, including both scaled and short-response open-ended questions. A total of 96 responses were collected.

Interestingly, most respondents hailed from programs that did not utilize the traditional Erdkinder farm program, but rather a different program more suited to their school, as well as strong implementation of other core Montessori principles.

Six important themes emerged as components of Montessori adolescent programs surveyed:

Authentic & contextualized work
Community & communities of practice
Integrated STEM teaching & learning
Holistic education
Driven by student interests and funds of knowledge
Socio Cultural & socio political connections

The researchers concluded that their assumptions regarding Montessori adolescent programs’ authentic and meaningful application of STEM were correct. They believe the model has much to offer students, as well as serving as a basis from which other educational settings should derive inspiration.

Montessori adolescents report higher intrinsic motivation, interest, energy, and more compared with peers in traditional settings.

In this study, 290 middle school students from both Montessori and traditional schools were surveyed. Analysis of the results indicated that the Montessori students displayed:

Greater affect
Potency (feeling energetic)
Intrinsic motivation
Flow experience
Undivided attention (a combination of high intrinsic motivation and importance)

Researchers noted that many studies have revealed the struggles most adolescents face during this period in their lives, and the unfortunate fact that most adolescent educational programs are not designed to meet the specific needs of the children they are meant to serve. They note that while Montessori education is typically associated with early childhood, they believe there is important information to be learned about the model’s approach for older children.

When considering the ideas set forth by numerous researchers regarding adolescent’s needs for their educational settings, Montessori provides solutions to current problems in mainstream education. Young people need experiential learning, opportunities for metacognition, increased autonomy, and a model that honors their drive to work with peers.

Typical middle school environments enact strict and rigid policies; Montessori does not. Teens in Montessori environments are given structure and guidance, but also a good amount of freedom and choice.

The Montessori schools that were chosen for this study had the following characteristics in common: each had a built-in philosophy of intrinsic motivation, rather than block periods they allowed for extended periods for self-directed work, neither grades nor standardized tests were used for comparison or placement, students took a prominent role in daily decision-making, and small-group work was encouraged over whole-class lectures.

Researchers noted that Montessori students did, indeed, display significantly higher levels of intrinsic motivation. They suggest that Montessori adolescent environments might serve as excellent models for traditional middle school reform across the United States.

Montessori or Conventional: What’s Best for Your Family?

hello@montessorithrive.com (Montessori Thrive) — Fri, 07 Aug 2020 19:19:14 GMT

You already know that Montessori is different from conventional education methods. You may have heard some folks rave about the benefits while others share their doubts. The truth is, there are a lot of differences. Montessori education is nothing like the type of schooling that most children experience – including us adults when we were children.

Understanding the differences can help you decide whether or not Montessori might be a good fit for your family. We invite you to read the comparison below, then come see for yourself. Visiting our classroom environments in person is the very best way to understand our approach.

When viewing this chart please keep two important points in mind:

All schools are different. There is no one standard for conventional or Montessori educational settings. The statements below are generalizations, thought widely considered accurate.
You may see similar charts like this floating around the internet. Ours is different in that we aim to provide factual, observational comparisons. The intention is not to convince you that Montessori is somehow better, but to assist you in your decision-making process. We do, of course, believe in the validity of our methods, but we fully acknowledge that Montessori is not the best fit for every family.

Montessori

Mixed Age Groupings
Montessori classrooms utilize a multi-age
model. Ranges are typically 3-6, 6-9, and 9-12.

Individualized Instruction
Teachers are trained to guide children
through a set curriculum, however each child sets their own pace and is able to more deeply explore areas of interest.

Focus on Intrinsic Motivation
Montessori educators believe that children
have an innate desire to learn and that the
learning itself is a reward. Progress reports
typically include teacher narratives and
information on skills that have been
presented, practiced, and mastered.

Physical Autonomy
Montessori environments are set up so that children may safely and independently use the toilet, eat a snack and get a drink of water when their bodies signal the need and without the permission of an adult.

One Teacher for Three Years
As a result of multi-age class groupings,
children remain with the same teacher for
three years.

Variety of Seating Options
Children may choose to sit and work alone or with others, at a table or on a carpeted floor. They may move throughout the day to seek out different seating options.

Select Art on Walls
Framed prints or artwork are hung on
classroom walls. Select, specific curriculum materials (such as timelines) that may be seen in elementary and adolescent environments.

Natural Materials
Montessori classrooms emphasize the use of wood, glass, and natural fibers. Plastic is
avoided whenever possible.

Hands-On Materials
Specially designed hands-on materials are
used in Montessori classrooms. As children
get older (throughout the elementary years), they rely increasingly on pencil and paper, typically using notebooks. There are generally no textbooks, workbooks, or worksheets.

Formative Assessment
Montessori teachers rely heavily on formative assessment, which entails observing a child as they work. During lessons this often means staying flexible enough to change course depending on the child’s understanding of the skill.

Conventional

Single Year Chronological Grade Levels
In conventional schools, children generally
move to a new grade and class each year.

Group Paced Instruction with Elements of Differentiation
Teachers often teach skills to the whole class at once and pacing does not allow for extra support or challenge. In recent years efforts are being made in some settings to find ways to provide elements of differentiated instruction.

Use of Rewards and Punishments
Conventional schooling typically takes the
approach that external rewards are
motivators. Children receive grades on their report cards, stickers or stamps on papers deemed “good”, and class celebrations for positive behavior.

Adult Permission Required to Fulfill Certain Needs
In order to maintain order within a class that largely does the same activities at the same time, children have scheduled snack/restroom use times or they may ask an adult for permission.

New Teacher Each Year
In typical conventional schools, children move on to a new classroom with a new teacher each school year.

Desks with Chairs
Most conventional classrooms utilize
individual desks with chairs. There are many configurations; some teachers rely on the traditional row formation, while others use desks to form small groups, a horseshoe shape, or other setups.

Environmental Text
Many conventional educators hang reference materials on the walls of their classrooms, as well as motivational and/or decorative posters.

Variety of Materials
A variety of materials can be found in
conventional classrooms, with an emphasis on paper and plastic.

Textbooks, Worksheets, and Manipulatives
A variety of teaching tools are used, including textbooks, workbooks, and photocopied worksheets. In the last two decades, conventional schools are finding ways to include the use of manipulative materials, especially in math and science.

Summative Assessment
Teachers in conventional schools rely on a
variety of assessment methods, but tend to lean heavily on summative assessment.
Examples include tests, quizzes, and graded assignments. Summative assessments place a value on student understanding at a particular point in time.

5 Ways to Live a Montessori Life

hello@montessorithrive.com (Montessori Thrive) — Mon, 27 Jul 2020 19:07:22 GMT

The more we learn about Montessori, the more it tends to seep its way into all aspects of our lives. We find ourselves seeing the world just a little bit differently, and the changes are so positive! This week we thought we would share five simple ways to live a life guided by Montessori values. (You may be surprised to find how closely this aligns to what you already do!)

The quotes throughout this article are those of Dr. Montessori herself.

1. Prepare Yourself

“The real preparation for education is the study of one’s self. The training of the teacher is something far more than the learning of ideas. It includes the training of character; it is a preparation of the spirit.”

Montessori believed that before a teacher could be effective, they needed to rid themselves of preconceived ideas, take a genuine interest in studying the world and the universe, and look inward to ignite change. Since the parents are a child’s first and most influential teachers, this idea extends beyond the classroom. Some helpful questions we might all revisit from time to time:

Do we let our children see us as readers? Do they know we read not just out of necessity, but for pleasure as well?
Do we approach elements of parenting and learning in certain ways because it’s the way we experienced them when we were younger, or do we take the time to consider other methods and ideas?
Have we taken the time to put on our figurative airplane oxygen mask? Are we physically, mentally, and emotionally prepared to show up for others (including our children)?
Do we live with a sense of curiosity and wonder? It can be easy to fall into ruts with work and life, but are we remembering to stop and really appreciate the world around us?

2. Prepare the Environment

“The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.”

“Plainly, the environment must be a living one, directed by a higher intelligence, arranged by an adult who is prepared for his mission.”
You already know that Montessori guides put great effort into creating beautiful, functional learning environments that foster growth and independence. You have likely already tried to implement little tweaks to your home environment. It may not come as a surprise to learn that this is an ever-evolving process. Your home should function to serve the needs of everyone who shares it. Whether your home is any combination of infants, toddlers, children, teenagers, adults, and seniors, everyone has different interests and needs. Our advice? Start to notice how your family interacts with the home environment and what can be done to ensure everyone can be as independent as it is possible for them to be. Make changes as the people change.
Consider:

Access to food and drink
Access to personal hygiene items
Furniture that is suited to various individuals
Lighting that allows for different activities
Organization, minimalism, and aesthetic

3. Understand Human Development

“Education should not limit itself to seeking new methods for a mostly arid transmission of knowledge: its aim must be to give the necessary aid to human development… If ‘the formation of man’ becomes the basis of education, then the coordination of all schools from infancy to maturity, from nursery to university, arises as a first necessity: for man is a unity, an individuality that passes through interdependent phases of development. Each preceding phase prepares the one that follows, forms its base, nurtures the energies that urge towards the succeeding period of life.”

Okay, so this is a tall order. What we can say is empathy goes a long way. Sometimes we stop and remind ourselves that every child is exactly the way they are for a reason. This applies to pretty much every situation and goes for adults as well. Our biology and life experiences shape our behavior, and each stage of life builds a foundation for the next. Every skill learned helps prepare us for another. Every relationship we form develops our social understanding of the world. Want to learn more about children’s development? Read about Montessori’s Planes of Development.

4. Consider a Global Perspective

“This is education, understood as a help to life; an education from birth, which feeds a peaceful revolution and unites all in a common aim, attracting them as to a single center. Mothers, fathers, politicians: all must combine in their respect and help for this delicate work of formation, which the little child carries on in the depth of a profound psychological mystery, under the tutelage of an inner guide. This is the bright new hope for mankind.”

“The land is where our roots are. The children must be taught to feel and live in harmony with the Earth.”

As Montessorians, our teaching is based on the idea that we are all interconnected. And by we all, we mean not just humans, but all living things across the planet, as well as the environment itself. If we consider this perspective it’s easy to see how critical it is for us to all be united. To raise ourselves up as a species we must join together to work toward common goals, and we believe that children are the best inspiration to do so.

Each human being is unique, but we are so much more when we think about our connections to each other and to the Earth.

5. Truly Embrace Individuality

“Free choice is one of the highest of all the mental processes.”

“No adult can bear a child’s burden or grow up in his stead.”

“It is not in human nature for all men to tread the same path of development, as animals do of a single species.”

When our children are born they rely so heavily on us for every aspect of their care. Our instincts to protect them are fiercely powerful, and we all want them to have every possible advantage in life. This is a good thing; children need people who are always in their corner, ready to support them no matter what.

But…

We must learn to master the delicate balance of slowly guiding them toward independence. We want our children to be able to do things for themselves, and they are capable of so much. We must also remember to let them be who they are meant to be,
not who we imagine them to be. The only person who can determine the path of one’s life is that person themselves. As parents and teachers, our most important task is to support the journey.

As we often tell our students, it all boils down to three simple guiding principles: care for yourself, care for the environment, and care for others. Here’s to a lifetime of Montessori!

Why choose Montessori?

hello@montessorithrive.com (Montessori Thrive) — Mon, 22 Jun 2020 18:44:56 GMT

We know parents have choices when it comes to their children’s education. We know these choices are not easy. There are many factors to weigh, but we hope this article will help you make an informed decision at least as far as Montessori is concerned. Montessori education has been successfully serving children and families around the world for over a century. The basics remain - and for good reason. Our methods are consistently backed by current research in education and human development. As we move forward into a new future, we believe Montessori has what it takes to prepare children.

Montessori Meets Children Where They Are, Without Judgement

Conventional methods of education were developed specifically to prepare large numbers of children to enter the workforce. Traditionally, little thought has been given to differentiating instruction or catering to the needs of individual children. That has been changing in recent years, but many schools are still in the early years of personalizing education.

Montessori schools are specifically designed to allow each child to move at their own pace. We know that learning is not linear, and that children are not ready to learn specific skills according to an adult-prepared timeline, or in perfect harmony with their peers. Kids who need more support with certain skills get that support, and those who are ready to move ahead are able to find the challenges they crave. We do not teach a whole class of children the same skill at the same time; that may seem more efficient from the perspective of an adult tasked with teaching, but it’s not necessarily what serves the children the best. No two people should be expected to grow at the same rate, and it’s our job as educators to meet children where they are and give them the support they need to get where they want to be.

Montessori Emphasizes More Than Just Academics

Lots of people use the phrase ‘teaching to the whole child’ but in Montessori schools we mean that on a very deep level. We do not teach just to convey academic information. In fact, academics share equal emphasis with our efforts to develop other aspects of the child, including emotional, social, sensorial, and practical life development. We integrate the arts and movement into everything our children do, rather than isolating these areas of study into a separate class. We intentionally teach children how to navigate and resolve conflict and how to adhere to grace and courtesy social norms.

Our greatest task is, we believe, to give children a global view of the world. We want them to understand the interconnectedness of all things so that they may be fully integrated members of their greater community as they grow and mature.

…But The Academics Are a Huge Strength

The abovementioned being said, Montessori academics are often hailed as some of the highest standards there are. It is not uncommon to see four-year-olds in our schools reading, six-year-olds completing long division problems, and nine-year-olds classifying botanical specimens. These tasks are completed joyfully, in part because we present information in such a way that children discover it for themselves rather than passively taking in facts given by an adult.

Another reason Montessori students seem to work at an advanced academic level is because of what we call sensitive periods . Through years of observation, Dr. Maria Montessori noticed that young children seemed primed and particularly interested and ready to develop certain skills during very specific time periods. While, of course, there is variation between individual children, she noticed some general patterns that have helped us develop our curriculum. One interesting example is that of the study of geometry. Many of us were first exposed to the subject during our high school years, when it turns out that primary- and elementary-aged children are not only interested in geometry, but have a great capacity to learn far more than we typically give them credit for. This is why you may hear your five-year-old talking about rectangular prisms, or your seven-year-old discussing the differences between isosceles, right, and scalene triangles.

Our Schools Cultivate Community

A Montessori school is more than just a school. First and foremost we are there for our students, but we believe schools have the capacity to be so much more. We aim to make meaningful connections between everyone involved. Some of the ways we do this include:

Giving our guides opportunities to connect with one another for development
Encouraging our guides to form connections within the larger Montessori network
Making sure parents and guides have ample time to discuss the child’s growth and needs
Providing opportunities for parents to form relationships with one another
Supporting families via parent education offerings
Gathering as a whole school periodically
Forming bonds between children at different levels
Reaching out to make connections with the local community
Giving our educators and families a voice in school decision making

We also believe that it is our job to take the guesswork out of making these types of connections. We aim to build in structures that make it simple for everyone to find commonalities and open streams of communication seamlessly.

Montessori Aims to Lift Up Humanity

We know. This is quite the lofty goal. From the very beginning, Dr. Montessori saw it as her mission to improve the world through education. She believed that by giving children the honor and respect they deserved, the benefits would trickle through to families, the community, and society in general. She believed in equality of all people, and saw that education has the potential to be a great leveler. Montessori schools aim for peace. This starts between individuals, and teaching our youngest students how to be kind and gracious toward one another. A great respect for the environment and other living beings is another important aspect of our work, as is a reverence for the wide diversity of cultures around the globe. Combined, these elements are meant to cultivate within the child a respect for themselves and others, as well as a desire to ensure connection and fairness for all.

We hope this article has been helpful. To continue the conversation, connect with us for a chat or to schedule a tour and observation. We look forward to meeting you.

Montessori: A Woman Who Flourished in the Face of Adversity

hello@montessorithrive.com (Montessori Thrive) — Mon, 18 May 2020 19:03:23 GMT

Dr. Maria Montessori: You probably know her as the woman who created a unique method of educating children. You may know she was from Italy and was one of the nation’s first female physicians. What you may not know is she was a woman who consistently faced adversity throughout her life and still managed to cultivate incredible progress.

During Dr. Montessori’s childhood, literacy rates were very low across Italy. She was fortunate, however, and received a more advanced primary education than most. Still, women of her time were expected to focus on domestic work. Those that went on to professional careers were often in the field of teaching, a job she ironically said she would never pursue. She originally had an interest in becoming an engineer, but eventually decided to pursue medicine.

Montessori’s father made it clear that he was not in support of her decision, which was a sentiment echoed by other male figures in her life. Upon meeting with a professor of medicine at the University of Rome to discuss her plan, she was denied the opportunity to apply to the program. She enrolled at the university anyway to study math, science, and physics, and after several years worked hard to take and pass the entrance exams necessary to enter the medical program. Women were not allowed, and her enrollment was denied.

Not one to take no for an answer, Montessori persisted. Her efforts even garnered the support of Pope Leo XIII, and she was eventually granted admission to the medical program.

Throughout her time studying medicine at the university, Montessori faced discriminatory standards that would frustrate any one of us. As a woman, she was not even allowed to walk to school by herself, so her disapproving father walked with her each day. She could not enter lecture halls alongside her male peers and was made to wait outside until everyone else was seated. The idea of her standing alongside men during dissections of naked human cadavers was considered highly inappropriate, so she was forced to do her own dissection work alone in the evenings.

Despite everything, Montessori went on to graduate in 1896. Her accomplishments were recognized and she was asked to represent Italy at an international women’s conference. At the conference, scores of protesting women gathered outside, frustrated with the privileged bourgeois women of the conference whose ideas of feminist reform were not enough in their eyes. The women outside believed in revolution, and felt that the slow pace of reform would get in their way.

Montessori was chosen to address the crowds. She spoke passionately about the movement of feminism and how it was not bound to a specific social class. Her words were uniting, and she was well received not just by the women outside, but by the press and the other international delegates as well.

Montessori’s feminist ideals were radical for her time. She believed in equal pay for women. She believed that women who wanted to study in the areas of math and science should be allowed to, but she thought that did not excuse them from being proficient in the areas of domestic life as well. To that end, she believed that boys should be taught practical life skills in the home just as well as girls, and these beliefs carried over into her eventual development of the Montessori primary program.

Several times during her early career, Montessori was charged with overseeing children who were not deemed competent by the standards of society. Each time, she used her scientific background and approaches to develop new ways of working with the children and guiding them to exceed the expectations of others. This first happened in a psychiatric ward where she noted young children housed alongside mentally ill adults. They were forced to exist in plain rooms with nothing to entertain themselves. Gathering ideas from educators who came before her, she began to develop methods and materials to help these children learn. They did, and before long she became the director of a new school in Rome that was to educate children that typical schools were unable to, as well as to train other teachers to do so. Unsurprisingly, this venture was a huge success. On standardized tests, the children at the school were even able to perform as well as or better than their peers in typical schools.

The next phase of her life and career was a natural progression. San Lorenzo, Rome, was a very poor area in which parents who had to work during the day were forced to leave their young children at home. The children ran amok and caused general mischief and destruction. Thus was the creation of the famous Casa dei Bambini, the first Montessori school; a school within the apartment complex of the children it served. It opened in 1907 and welcomed children ages 2-6.

It was at Casa dei Bambini that Montessori developed many of her founding principles and materials for what would become the primary program. The school was such a huge success that for the remainder of its existence welcomed people from around the world who would come to see it for themselves. Countless people would visit to observe and leave astounded and inspired.

Decades later, after the Montessori method had begun to spread around the world and find enthusiastic supporters in many countries, a political shift began to take place globally. In Montessori’s own Italy, Mussolini rose to power and brought the country into a fascist regime. Somehow, the two came to an understanding: Mussolini wanted Montessori to further develop her work in Italy, and she, denying allegiance to politics of any kind, accepted the support. She felt that her work would bring about peace in the long run, while he was more focused on the fact that Montessori students presented as well-behaved and compliant. When it eventually became evident that he intended to use her schools as a vehicle to train a nation of young fascists, Montessori schools across Italy quickly closed and she fled the country.

For the next twenty years she lived in Spain and cultivated a vibrant and strong extension of the Montessori movement. Sadly, in 1936, the country found itself in a civil war and Montessori and her family quickly escaped to England.

At one point, after having lived in so many different places, she was asked about her nationality. Her response? “My country is a star which turns around the sun and is called Earth.”

Dr. Montessori was a woman who never let others stand in the way of her own progress and success. She lived through two world wars, was a staunch supporter of the early feminist movement, proved her abilities academically, and went on to dedicate her life to enriching the lives of others. She did not allow others to hold her down, and used her own success as an example of what we are all capable of.

Montessori stood, and continues to stand, as a beacon of hope for humanity. She was nominated for the Nobel Peace prize in 1949, 1950, and 1951. She died in 1952 in the Netherlands, yet her legacy carries on.

Montessori Basics: The Cultural Subjects

hello@montessorithrive.com (Montessori Thrive) — Mon, 13 Apr 2020 19:50:18 GMT

Montessori is known for fostering academic excellence. While most people think of how we teach children reading, writing, and mathematics, you might be amazed to learn how we teach other subjects!

In Montessori classrooms (particularly elementary classrooms) the following subjects are referred to as cultural areas of study. They often overlap, as they do in the real world, and guides are adept at weaving language and math work into lessons as well.

It is important to note that while we do have a standardized cultural curriculum, our guides are specially trained to honor and support the personal interests of their students. This means some areas may be studied more deeply than originally intended, or they may end up branching off into other related areas of study in addition to typical lessons and materials. Doing this allows us to continually foster curiosity and internal motivation as young children grow and develop.

Science

When it comes to science in Montessori classrooms, biology is the main event. With work that spans basic biology as well as botany and zoology, we provide authentic points of interest by keeping living things in our environments. Our classrooms are home to both plants and animals, both of which are cared for by the children. When teaching various lessons in biology, guides often utilize living samples to increase interest and engagement.

Children in our primary classrooms begin this work by way of nomenclature. Card materials that double as reading practice help them learn the names of body parts of different animals. For example, one set of cards might include a picture of a horse with label, along with cards highlighting and labeling hoof, mane, tail, eye, ears, etc. Primary-aged children also get plenty of hands-on experience with botany learning; they cut and arrange flowers, they prepare various fruits and vegetables to eat, and many get a chance to garden and/or compost. They also learn the basic parts of plants, as well as the different shapes of leaves.

The learning continues into the elementary years, where students study the kingdoms of life on earth, differentiate between invertebrates and vertebrates, and study the external features and body functions of the five classes of vertebrates. Their understanding of botany expands and deepens, as they learn in greater detail how plants are formed, how they reproduce, and how they interact within their broader ecosystems.

In addition to their work in biology, Montessori students study a wide variety of other subjects in science. They learn about the scientific method, how to conduct experiments, and topics such as the solar system, chemistry, physics, and more. They attend lessons with guides, explore topics independently and with peers, and learn how to conduct research.

Geography

Montessori children learn to view geography as an interesting and multi-faceted area of study. Primary-aged children learn about the continents and biomes of the world using specialized globes, wooden puzzle maps, and other materials. During the elementary years this work is expanded significantly. Children learn about the different countries around the world, the cultures of the people who live there, and the animals who inhabit the various biomes. They also learn about landforms and bodies of water.

Beyond the surface of our earth today, our students learn about how it has changed over time. They are taught about the beginnings of our universe and how our planet was formed. They learn about the layers of our atmosphere and the layers of the earth itself. They explore the mechanics and functions of various natural occurrences around the planet, including how water (in all three states of matter) and wind can contribute to significant change over time.

Our hope is to give children a view of the whole world, and our work in geography serves as an impressionistic platform to inform them of the interconnectedness of everything on our planet.

History

While the bulk of the history curriculum begins in the elementary years, primary children often have an opportunity to reflect on their own lives during our traditional birthday celebrations, as well as gaining an initial sense of the passing of time. They learn about the days of the week, the months of the year, and start to use a calendar together as a group.

Beginning in the first grade, we know that children are developmentally ready (and eager) to explore the concepts of history. As mentioned in our summary of the geography curriculum, we give our students a look at the history of our universe. This leads to a study of the evolution of organisms on Earth, as well as a look at early humans.

Our study of the history of humans branches off into many directions. After learning about the earliest humans, children learn about ancient cultures, the fundamental needs of humans, and how people in different societies have (and continue to) meet those needs. We explore the origins and history of mathematics and language, which children at the elementary level find particularly relevant and interesting.

Perhaps unsurprisingly, these three subjects tend to overlap and connect quite a bit. Sometimes we guide children to discover these connections, and other times they recognize connections on their own.

Want to learn more? We believe the best way to discover Montessori education (or just to expand your understanding) is to visit our school and come into our classrooms. We welcome you to schedule a tour or an observation. Today, we leave you with a quote from Dr. Montessori’s book, To Educate the Human Potential:

"…to give the whole of modern culture has become an impossibility and so a need arises for a special method, whereby all factors of culture may be introduced to the six-year-old; not in a syllabus to be imposed on him, or with exactitude of detail, but in the broadcasting of the maximum number of seeds of interest. These will be held lightly in the mind, but will be capable of later germination, as the will becomes more directive, and thus he may become an individual suited to these expansive times."

Montessori 101

hello@montessorithrive.com (Montessori Thrive) — Mon, 30 Mar 2020 19:53:18 GMT

Are you new to Montessori? Have you had a child in our program for a while but find it difficult to explain Montessori in a nutshell? This educational philosophy is more than meets the eye, and it can be easy to get bogged down in the details when trying to explain it to someone. While we could talk about Montessori all day (and, let’s face it, we do!) sometimes it’s helpful to have a succinct article both to learn from and to share with others. Many people have heard of Montessori, but there are plenty of misconceptions and misinformation out there!

Check out our ten points that help explain what Montessori is really all about.

1. We follow the child

This means we don’t teach the same skill to a whole classroom of children at once. Each individual enters our school with different knowledge and levels of readiness, and it’s our job to help them along their own path. We don’t see education as a means of cramming identical prescribed information into the minds of each child, but rather as an opportunity to cultivate joyful learning, curiosity, and independence. Sure, there are basic skills that we all need to learn, but we don’t all learn them at the same time or in the same way. When children are allowed to learn at their own pace and take time to deeply explore their interests, they understand more and enjoy school more.

2. We value scientific observation

Dr. Maria Montessori was a physician who conducted research. She used scientific observation to better understand how children learn and continued to use observation as she developed her methods and materials. Today, in every Montessori class around the globe, guides step back and watch the children in their classrooms. They notice what the children are doing, take notes, and adapt their plans accordingly. The data they collect drives individualized instruction.

3. Deep knowledge of child development informs every decision

While we fully embrace each child as an individual, it’s fair to state that humans tend to follow a basic standard path of development. Montessori classified different stages of life as planes of development, and each plane is defined by specific characteristics. These planes are part of why we utilize multi-age classrooms, and they help us structure our classroom environment and tailor our teaching approaches so that they match where children are developmental.

Dr. Montessori also developed a theory of sensitive periods. These are times in a child’s life where they are particularly primed to learn certain things. Montessori guides know approximately when to anticipate various sensitive periods and what to do to support that critical learning.

4. The environment is key

We believe a well-prepared classroom environment is a better teacher than direct instruction from any adult. Our guides take great care to create a setting in which the children they serve are free to learn, explore, and to develop independence and positive work habits. Our classroom environments are neat, spacious, full of natural light, and pleasing to the eye. We don’t hang distracting posters with loud colors on our walls, but instead, display art and other carefully chosen pieces that will inspire the children and beautify the space. In a Montessori classroom you will see living things – both plants and animals – that the children admire and learn to care for. Even the furniture is arranged to serve the children instead of the adults.

5. We utilize freedom within limits

The rumors are true: Montessori students are given a lot more choice than children in conventional school settings. But it’s important to note that the choice is given carefully and with plenty of forethought in order to cultivate independence while keeping children safe and guiding them to learn. One tip we like to offer parents who want to try this more at home is to give your child two choices that would both lead to desirable outcomes. This means you get to maintain order while they feel empowered by your trust in their abilities to decide for themselves.

6. Our guides are specially trained

A high fidelity Montessori program will make sure all their guides are well-trained. Commonly accepted credentials are approved by two main organizations: AMI and AMS. It’s important to keep in mind that anyone can open a school and call it “Montessori”, but that doesn’t make it so. Guide training is rigorous, comprehensive, and is completed in addition to a college degree.

7. Our students use carefully designed learning materials

Traditionally made of natural materials, our learning environments are outfitted with specially designed materials that help children learn and work independently. Guides demonstrate how to use each material, and children are then free to select if from a shelf to repeat as often as desired. Materials are autodidactic, meaning they generally have a built-in control of error. There is only one way to use a material correctly, and children are able to correct their own mistakes in the moment. Materials are designed to be more concrete when a child is younger, and move gradually toward more abstract concepts as they grow, so that they are eventually able to work without the materials, but with a solid understanding of basic skills.

8. Traditional academics are only one component of our education

Adults are often amazed at the level of academics students learn at a young age in Montessori classrooms. We absolutely believe children are capable of more than most settings give them credit for, but it’s important to note that learning doesn’t stop there. We believe in educating the whole child, which means appealing to and supporting their growth socially, emotionally, and physically. There are specific structures in place to ensure this happens for each and every child.

9. Montessori should extend beyond the classroom

Montessori began as a way to educate children, but it has become so much more than that. The basic principles can be applied by parents at home, but they can also be applied to the lives of adults. Some organizations are even taking a closer look at how Montessori might benefit elders and people living with dementia to lead richer and more independent lives. It’s all about meeting people where they are, celebrating individuality, and working to contribute our special talents to the greater good.

10. We honor century-old proven methods while embracing current research

As Montessorians, we know what works. For over 100 years we have seen our methods support generations of children and families, so we make sure to preserve our methods and materials. That being said, the world is a rapidly changing place, and any good educator keeps an eye on current research to make sure it aligns with their practices, or to consider if changes might be beneficial to the children we serve.

Hopefully, this article has given you a clearer understanding of Montessori philosophy and what makes our approach so special. Please feel free to reach out with any questions, and we hope you’ll share this with others!

Practical Life

hello@montessorithrive.com (Montessori Thrive) — Mon, 11 Dec 2017 18:28:59 GMT

Practical means basic, useful, and purposeful. Life means the way of living. Practical life exercises are just that, they are exercises so the child can learn how to do living activities in a purposeful way.

Meaning and Purpose of Practical Life

The purpose and aim of Practical Life is to help the child gain control in the coordination of his movement, and help the child to gain independence and adapt to his society. It is therefore important to “Teach teaching, not correcting” (Montessori) in order to allow the child to be a fully functional member in his own society. Practical Life Exercises also aid the growth and development of the child’s intellect and concentration and will in turn also help the child develop an orderly way of thinking.

Exercise Groups

Practical Life Exercises can be categorized into four different groups: Preliminary Applications, Applied Applications, Grace and Courtesy, and Control of Moment.

In the Preliminary Exercises, the child learns the basic movements of all societies such as pouring, folding, and carrying.

In the Applied Exercises, the child learns about the care and maintenance that helps everyday life. These activities are, for example, the care of the person (i.e the washing of the hand) and the care of the environment (i.e. dusting a table or outdoor sweeping).

In the Grace and Courtesy Exercises, the children work on the interactions of people to people.

Reason for Practical Life Exercises

Children are naturally interested in activities they have witnessed. Therefore, Dr. Montessori began using what she called “Practical Life Exercises” to allow the child to do activities of daily life and therefore adapt and orientate himself in his society.

It is therefore the Directress’s task to demonstrate the correct way of doing these Exercises in a way that allows the child to fully observe the movements. Montessori says, “If talking don’t move, if moving don’t talk”.

The directress must also keep in mind that the goal is to show the actions so that the child can go off and repeat the activity in his own successful way.

Montessori says, “Our task is to show how the action is done and at the same time destroy the possibility of imitation”. The child must develop his own way of doing these activities so that the movements become real and not synthetic.

During the child’s sensitive period between birth and 6, the child is constructing the inner building blocks of his person. It is therefore important for the child to participate in activities to prepare him for his environment, that allow him to grow independently and use his motor skills, as well as allow the child to analyze difficulties he may have in the exercise and problem solve successfully.

Montessori also saw the child’s need for order, repetition, and succession in movements. Practical Life Exercises also helps to aid the child to develop his coordination in movement, his balance and his gracefulness in his environment as well as his need to develop the power of being silent.

Characteristics of Practical Life

Because Practical Life Exercises are meant to resemble everyday activities, it is important that all materials be familiar, real, breakable, and functional. The materials must also be related to the child’s time and culture. In order to allow the child to fully finish the exercise and to therefore finish the full cycle of the activity, the material must be complete.

In the environment, the instructor may want to color code the materials as well as arrange the materials based on difficulties in order to facilitate the classification and arrangements of the work by the children.

The attractiveness is also of utmost importance as Montessori believed that the child must be offered what is most beautiful and pleasing to the eye so as to help the child enter into a “more refined and subtle world”.

Intro to Montessori

hello@montessorithrive.com (Montessori Thrive) — Wed, 18 Oct 2017 17:57:54 GMT

An Introduction to the Montessori Classroom for New Montessori Parents

• Circle time – These are daily gatherings of the whole Montessori class and occur at the beginning and end of the day as well as at transition times. Circle may include: calendar, singing, stories, science experiments, group lessons, problem solving.

• Lessons/Activities – This is direct instruction by a teacher. Lessons (also referred to as activities) are usually presented one-on-one or in a small group. After a lesson is presented, your child may work on that activity any time it is available.

• Work – A child’s work refers to a learning activity or set of Montessori materials. It includes direct and indirect aims, control of error, points of interest, and extensions. Work in the preschool classroom mostly consists of one- or two-person activities.

• Mats – All work in the Montessori classroom, except written work, is done on mats. The mat clearly delineates the student’s personal work space. Don’t be surprised if your child comes home asking for a mat to work on!

• Snack – It is not unusual for snack to be a child’s favorite activity! Snack in the Montessori classroom is treated as a work. Your child will have a lesson on snack preparation. Afterward, he will be able to prepare and serve himself a snack during the day. Snack is kept simple and is not meant to replace a healthy meal.

• Quiet or “Inside” voice – Children often need a lesson on finding and using their quiet voice in the classroom. This ensures a respectful working environment for everyone.

• Practical Life – Practical Life activities are the traditional works of the family and home. They allow children to gain independence and self-discipline, develop gross and fine motor skills, build concentration, as well as indirectly prepare for math and writing. Maria Montessori observed that children prefer real work over imaginary work and real, child-sized tools are used.

• Sensorial –Sensorial work covers every quality that can be perceived by the senses. The purpose and aim of Sensorial work is for the child to acquire clear, conscious, information and to be able to then make classifications in the environment. The Sensorial and Practical Life work is unique to the Montessori classroom.

• Grace and Courtesy – Preschool children are in a sensitive period for learning good manners and becoming aware of being part of a community. Common courtesies such as saying please and thank you, greeting visitors, serving food, holding the door open and pushing in chairs are presented as lessons to the children.

• The Peace Table or Peace Place – Dr. Montessori recognized children as the redeeming factor in the evolution of humankind. ThePeace Table (or Place) is a designated place where children can go to peacefully resolve conflict and work out their differences.

Your child’s enthusiasm for their Montessori classroom may become contagious. For further reading on the Montessori preschool environment you may wish to try:

• A Parents’ Guide to the Montessori Classroom, by Aline D. Wolf
• Child of the World: Michael Olaf’s Essential Montessori for Ages 3-12+, by The Michael Olaf Company
• How to Raise an Amazing Child the Montessori Way, by Tim Seldin
• The Montessori Way, by Tim Seldin