Tag Archives: environment

The Wonder of Childhood

04 Monday Nov 2019

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Kids can surprise us. They say cute and quirky things from the moment they learn to speak. They ask questions that catch us a bit off-guard and leave us scrambling for an adequate response. They are genuine, approaching life from a place of innocence and certainty that we, the adults in their lives, are there to accept them, guide them and help them as needed.

As children enter adolescence, moving quickly into their teen years, they are more reserved – at least when adults are present – and less willing to ask those questions and behave in those ways that are so endearing when they are younger.

The best thing that can be seen in schools is when adolescents don’t do what is expected – those times when we think they will shut down and they rise, times when they are expected to disengage only to lead the charge for a new idea or initiative. Experiences like these are quite simply jaw-dropping. What conditions allow this to happen? What circumstances allow kids to feel comfortable enough to take a risk, to dare to do something their peers may make fun of or laugh at? How do we create an environment that encourages them to put themselves out there, engaging in situations that are not always familiar and comfortable?

That is our charge as educators working with all children; it cannot be abandoned when the children are entering adolescence. They are kids trying to figure out their world, just like they did when they were younger. Our charge is to establish environments where kids can continue to surprise us, and where curiosity and wonder are the order of the day.

Preferences

13 Thursday Dec 2018

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At a recent staff meeting, we conducted a survey of sorts. People were asked to line up along a wall according to their preferences about a variety of things: introvert/extrovert, lots of light/minimal lighting, quiet/background noise, math/language, spare/busy environments, etc. The goal wasn’t to solve a problem or change anyone’s mind about their preferences. It was simply to bring the preferences to light.

In our homes, offices and classrooms, our surroundings tend to reflect what makes us most comfortable or productive. For example, I prefer a very well-lit space at work because it keeps me alert and engaged. However, at home I don’t turn a lot of lights on, using only those for the task I am doing. As teachers we need to have an environment that is comfortable for us, but first and foremost, the environment needs to be conducive to learning for the students we are serving.

The environment serves as a teacher in a Montessori classroom. Through a well-prepared environment, students are able to have great success. They can easily move throughout the space independently, needing a teacher as a guide not a facilitator. They don’t need to ask where to locate materials or how to use them. Once a lesson is given, the children move independently throughout the space, gathering the materials needed to perform a task. The classrooms allow students to experience the same independence adults have; the materials are accessible to all.

In order to allow each child to succeed, teachers need to create an environment that is suitable for their needs. How many teachers have asked their students what they prefer or have experimented to see what leads to greater productivity and learning? Have we observed how children interact with the environment and remedied any glitches that are noticed? Classroom environments must allow for independence and access. They serve their occupants – students and teachers alike. Everyone needs to be comfortable and capable of navigating the space. How do your surroundings reflect your preferences? How do they meet the needs of the students who spend much of their days in them?

 

 

Montessori and Structure

04 Thursday Jan 2018

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Math - Bead ChainMontessori education is unfamiliar to many. Some think they know what it means, but when the topic comes up, they often say that Montessori schools are loosely structured environments in which children can do whatever they like. The teachers are in the background, and kids move freely through the environment. Where is the truth in these statements?

Dr. Maria Montessori developed this innovative educational method by carefully observing children. She created materials that allow learning to occur through students’ use of their hands to manipulate materials in ways that demonstrate a certain concept, following the children’s path. What she did not do was allow children to do whatever they liked whenever they chose to do it. She did not have a loosely structured environment. Quite the contrary.

In order for children to be free to explore, the classroom environment must be organized, and a schedule must be firmly established. Children must understand the ways in which materials are used. They need to understand the expectations and know the rules. When I first encountered Montessori classrooms, I was amazed at how tightly run they were. I did not understand this before I saw them in action. I, too, was under the misconception of the loosely run environment.

Children feel safest when they know what to expect. Being safe and cared for are foundations for learning. Learning cannot take place in an environment that is disorganized and unpredictable. Though it may be difficult to view the environment as essential to learning, upon deeper reflection it is clear that, in order to build relationships, entertain new and challenging ideas, explore and risk failure, the structure has to be there to support and encourage each child to learn. Dr. Montessori made sure that those employing this educational method partnered with their surroundings to make it the best experience possible. Take a look around a Wilmington Montessori School classroom, and it’s easy to see this concept in action!

Authentic Montessori

19 Thursday May 2016

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_DSC6093Dr.  Maria Montessori developed an educational pedagogy that has now entered mainstream education. More people have heard of Montessori education than ever before; many think they know what it means. It’s not that every school has adopted the Montessori philosophy or name. Instead, what many schools have done is take her lessons and adapted them to suit their environment – it’s kind of like selling a Calvin Kline instead of Calvin Klein. Education is an open system, meaning that what happens in schools is not top secret. We all know what schools are designed to do…educate children. What many people do not know is how to do it effectively. So, ideas are taken and incorporated into existing systems where they may or may not take flight. Continue reading →

Time to Learn

28 Thursday Apr 2016

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_DSC6351I just read this article, which shares the wisdom that students perform better when having math class in the morning. The premise is that although many high schools have later start times than they used to because we all know teens need more sleep, it may not be serving them well. The data shows that students who have math in the morning outperform those who have it in the afternoon. The question this article really raises is, “What is the optimal time for learning?” That is an entirely different question.

Our education system is devised to suit a “work” model; children are at school when their parents are at work. If you think about yourself and the people you know, my suspicion is that some of them are “morning people” and others night owls. It’s a way that we categorize ourselves. I, myself, am a morning person. If I want to be sure to have the energy to complete a challenging or demanding task, I do it right away. This applies to everything from exercising to doing chores I don’t enjoy, such as grocery shopping. I can manage later in the day; I’m just not as energetic or fresh. When my son was in high school, he was once scheduled for an afternoon math class. I was appalled. I decided I was going to call the school and request a change in his schedule. He told me, in the way our children do, that he would be quite unhappy if I made that call. “I don’t wake up until noon. It will be better for me to have that class in the afternoon.” This was a learning opportunity for me…a chance to learn what I thought I knew. We are not all ready to learn at the same time in the same ways.

As I read about the difference in test scores, I was reminded once again that the time to learn cannot be determined by us. Teachers, schools or parents can’t decide when children learn. What we can do is provide an enticing, inviting, safe and creative environment that promotes a sense of wonder and engagement. We can offer experiences that engage children in things familiar and new. We can ask them what they want to learn, listen and create lessons that allow them to do just that…learn. They will learn when they are ready to learn. And when they are ready it won’t matter what time it is because for them it will simply be the time to learn.

Help

14 Thursday Apr 2016

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DSC_1946comb_cropThis week I was reminded over and over again how much we rely on others. Most of us consider ourselves to be independent people who can take care of ourselves. As our youngest children are overheard saying, “I can do it myself.” Adults work toward that goal as well. Sometimes though, we need some help.

Over the past week, WMS had lots of “unexpected”things occur. The state’s licensing people showed up unannounced to do their yearly inspection – which, in itself isn’t surprising, but the fact that it happened at the same time we had an open house tour, a photographer capturing pictures of students and a child having a bit of a meltdown in the hall was unexpected. Help arrived for each of these situations, and no one had to be asked to help – they just did. The next day I overheard two staff members trying to figure out something on the computer. One helped the other and patiently led her through the steps needed to complete a task and when they moved on to another task the roles reversed. A parent told me of a child helping another child, easing his worries and patiently helping him through a tough situation, lending her empathy and understanding in a time of need. A teacher is working to figure out how to assist a child who needs a bit more understanding and support. Help is on the way.

All of these things are “unexpected” yet part of our daily routine at WMS. We may each begin our day with a plan, only to have it quickly shifted because someone or some situation needed our help. The beauty of this is that we give this help without explanation or justification. We are working together to provide the best learning environment for children. In order to do that, we are compelled to care for one another in the process. Creating a safe and caring environment for children and adults allows us to be willing to take the risks associated with learning new things and daring to make mistakes.

At WMS we know that just as the unexpected is part of the daily routine so is the safety net that allows us to ask for the help we need to learn and to grow.