PTO Update

Dear Montessori Parents,

     We have completed the first full month of the school year. The children in the Young Children's Communities are settling in. The Primary students in the Children's House are beginning to find their rhythm within the classroom. The Elementary students are working on contracts and exploring new elements in the curriculum.

     Our new instructors in World Music and Elements of Art are making presentations in Primary and Elementary classrooms. Of course, Mr. Addams is keeping the children connected with the beauty of the earth through his Environmental Education presentations.

     In August I attended the North American Montessori Teacher Association workshop for Whole School Management which was held in San Diego. The following information comes from the work we did during the workshop.

 What We Mean When We Say MCS Practices "True" Montessori

 Characteristics of a True 3-6 Program

 Work of the Child

• Depth of work, not breath-inspiring the child to develop new and more complicated means by which to use material

• Maintenance of flow/normalization

• Integration of language into all aspects of the child's work

• Freedom of choice for work, self-directed activity

• Hands-on-learning

• Spontaneous activity

 Work of the Adult

• Model appropriate behavior

• Engage the child with the environment

• Humility and respect for the child's work

• Avoid unnecessary assistance to the child

• Love and acceptance of the child

• Emphasize intrinsic motivation, not external rewards/motivations

• Firm at the edges, empathetic at the center

• Observe frequently

• Clear and precise instruction and guidance

Environment of the Classroom

• Artworks, wall hangings, cultural artifacts, and plants-changed frequently to stimulate the child's curiosity

• Large numbers of children and one lead guide

• Individualized lesson presentations

• One set of each classroom material, developmentally appropriate

• Furniture and educational materials composed of natural materials and sized to fit the children

• Educational materials designed to teach a specific concept

• Educational materials are auto-correcting

 

Nature of the Day

• 2-3 hour uninterrupted work periods

• 1-1/2 hour lunch and recess

• Minimal time in circle/gatherings

Nature of the Child's Community

• Art, cultural activities done within the context of the child's interest and explorations in the classroom

• Emphasis on grace and courtesy

World Outside the Classroom

• Integration of the outside world into the curriculum

•                        Use of the outdoor world to inspire and motivate the child to the                         classroom materials
  

Child's Record of Progress

• Allow the child to feel an ownership of his work

•  Lead Directress keeps meticulous record of daily/weekly plans and results

Nature of the Child

• Encourage the development of responsibility

• Encourage the development of independence in thought and action

• Emphasis on cooperation and collaboration, not competition

•  Social responsibility

• Emphasis on freedom within limits, to ensure responsibility for one's own actions

•  Stewardship of the earth

Characteristics of a True Montessori 6-12 Program

The Work of the Child

• Attend lessons chosen by the child or the guide - lessons are an introduction to a concept, an experiment, a procedure or a story

•  Choose work to practice based on responsibility and interest-"work" is the child's investigation of the lessons presented; the products of the child's work vary; oral presentations, written reports, drawings, models, etc.

•  Act with grace and courtesy; make positive contributions to the community

•  Know responsibilities as a part of his own education; the child is taught to recognize strengths and weaknesses, and he is provided with tools and opportunities for self-evaluation (keeping a daily journal, regularly scheduled conferences with the teacher, an introduction to the public school curriculum/state standards

 

The Work of the Adult

• Give lessons from albums (Montessori curriculum)-impart key concepts in every subject area to every child

• Instruct by demonstration, observation, guidance, rather than dictation

• Instruction becomes collaborative

• Tell stories -"Cosmic Education" is grounded in the study of history; true stories develop the children's imagination and create a profound respect for human beings who have come before us

• Engage children by inspiring them across subject areas; "touch the child's imagination so as to enthuse him to his innermost core"

•  Prepare the classroom environment -including the personal preparation of the adult

•  Provide opportunities for exploration outside the classroom

•  Encourage students to do what Montessori called "Great Work;" children should be creating large, complicated, detailed, engaging projects and working  on them with groups of peers-children learn to make a plan and carry out a process, as well as develop their conflict resolution skills

•  Observe with the purpose of identifying obstacles to the child's learning

•  Have a solid foundation in theory so as to plan appropriately, self evaluate, and be able to guide parents in their child's education

•  Guide children to learn to make good choices, not just to acquire fact

• Meet regularly with each child to confer about progress, suggest work he might do, make agreements about work yet to be done, and collaborate with the child as he moves through his development-help the child develop good time management and organization skills

• Communicate with parents, keeping the child's best interests at heart

•                                  Montessori's advice (from Cosmic Education lecture)

Prepare the environment, ensure that the child's natural tendencies can operate in that environment, let the child be free to act in the prepared environment, observe the child behaving in appropriate ways, remove obstacles as they are identified.

 

The Prepared Environment in the Classroom

• The universe is the child's environment; he should know something of the context in which his life and learning occur

•  "Going Out"- the classroom is limited so that the child must seek additional information outside the classroom in order to satisfy his curiosity; the guide lends support to the child as he seeks adults/resources from the larger community for advice, knowledge, and mentoring

 

Community

• Peers, adults, additional adults (in the school and out)

•  An environment of respect is maintained; all community members acknowledge and put into practice the ideas of grace and courtesy- conducting oneself with grace while extending courtesy to those around you

•  Children and adults express their ideas respectfully and listen to the opinions and ideas of others

•  There is a wide range of opportunities for students to be both leaders and followers; they are encouraged to share, negotiate, compromise, be patient, and take initiative

 

Framework of Montessori

•       Mixed age groups

•       Freedom and limits

•       Environment prepared for the specific developmental period

 

Curriculum

•   "Cosmic Education"- give the child tools to access  the whole world, near and far, past and present, and offer him opportunities for exploration in areas of interest

•  There are "must-knows" in every subject

•  Experiential learning when appropriate

•  Interdisciplinary

 

Recorded Progress

•  Child's own work record, regular conferences serve as check to freedom

•  Written and verbal reports to parents

•  Daily record keeping by the adult

 

 Final Thoughts:

 "Certainly there is something that compels the teacher to advise very young students continually; ultimately she must be resigned to quelling every bit of vanity, or she will obtain no results. The teacher's skill in not interfering comes with practice, like everything else, but it never comes easily for even to help can be a source of pride."

                              Maria Montessori, The Child in the Family

     I hope this is of use to you. We will add this information to the handbook on the website.

 Many thanks,

Peggy Higgins

Head of School