Tag Archives: Montessori education

Standards

18 Thursday Apr 2019

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Standards. We all have them, whether we name them as such or not. We have a standard for everything from the clothes we wear, to the food we eat, to the work we do and the relationships we enjoy. Some of the standards we live by are established externally – the FDA determines the health and safety of the food we eat and the medicines we take. The regulations by the EPA determine the standard for the air we breathe and the water we drink. OSHA determines what safety standards must be in place in every workplace. These standards were established so that we could all live safely and be unharmed in our daily existence. Most of us would agree that we are better off with these standards and regulations in place than without them.

Education has standards. We hear about them all the time – No Child Left Behind, Common Core, NSTA, NCTM, NCTE, ISTE and many other governing bodies. A school’s job is to live up to these standards. Again, most people agree that we are better off with the standards than without. However, how is it determined if a school, a classroom, or a teacher is indeed meeting the standards? How do we know it to be true? Is it the curriculum that is used? Is it the training of the teachers? Is it the performance of the students?

As a Montessori school, it is clear that some schools adhere to the Montessori standards of excellence more than others. Some classrooms within a school administer the standard differently. Some schools have “Montessori” in their name, yet make no attempt to adhere to the standards set forth by the American Montessori Society, the governing body for excellence in Montessori education. Though standards can sometimes push or pull in varying directions, it is important for schools to determine the standards to which they will hold themselves and work to uphold the excellence of those standards. Educating children is the work of schools. Using standards to inform instruction holds schools accountable as they work to serve all students in the very best ways.

Paying Attention

15 Thursday Nov 2018

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All learning occurs from a foundation of previous lessons and skill acquisition. As babies develop, they build muscles and learn from prior experiences. Children learn what they can and can’t do based on the feedback they receive from a particular action or activity. Smiles and affirmation reinforce behavior, and scolding or stern looks provide negative reinforcement. Businesses learn from their customers’ behavior. Over time, they provide more of what customers buy and less of the items that remain on the shelves. This works for just about everything if we are paying attention.

Maria Montessori did a great deal of research as she built her educational model. She observed what children were doing, created a lesson or material, and then observed how the materials were used to make sure they served the intended purpose. She learned from the children in her midst, and adapted lessons and materials accordingly. Continue reading →

Photo-what???

25 Thursday Jan 2018

Posted by in Learning, Montessori Education, Teachers, Uncategorized, Wilmington Montessori School

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Photosynthesis 9-12Much of what we learn in school is memorized, tested and forgotten. Dr. Maria Montessori believed that children must experience learning through multiple senses; sensory experiences are crucial in the earliest years of development. She developed materials that you will find in most Montessori schools. These materials allow children to explore a concept through their hands, their eyes and language. They provide more than one pathway to learning.

Experiencing learning in a variety of ways provides more opportunity for learning and retaining information. Just about all of us learned about photosynthesis in science class. Some of us probably learned it more than once. Yet, if asked explain the process, could we do it?

As a school that focuses on integrating the arts AND Montessori education, Wilmington Montessori School’s Upper Elementary students had a tremendous opportunity to learn more about photosynthesis. They not only read about it and watched a movie about it; they also actually became photosynthesis. Students collaborated to demonstrate the parts of a plant (root, stem, leaf, flower) and the process of photosynthesis.

When learning about this process again in a higher level of biology in high school, do you think they’ll remember what they read or what they did? Will they know that a certain child represented the roots while another was the sun? This is learning that will last. This is how the arts impact learning. This is Montessori education at its best.

How well do you know yourself?

11 Thursday Jan 2018

Posted by in Learning, Montessori Education, Research, Wilmington Montessori School

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Knowing YourselfOne of my favorite thinkers, Daniel Pink, has just released a new book: When: The Scientific Secrets of Perfect Timing. I began reading it yesterday and am completely hooked. According to my Kindle, I am about 20 percent into the book and have already learned so much. Things that I have spent decades “figuring out” about myself are presented with scientific evidence supporting my deeply held assumptions. For example, I am an early bird. I have most of my energy in the morning. I always have. If I have jobs to do, morning is the most productive time to accomplish my goals. However, I think more freely and creatively later in the day, as my energy wanes. I’m typical in these ways. I accomplish more before noon than I can hope to achieve after 7 p.m.; my best ideas come to me as I am feeling less energetic.

What do you know about yourself? Do you have evidence to support your beliefs? Montessori education supports students as they learn about themselves. What are the best times to accomplish work? How do they learn best? What do they need to be successful? Who can they go to for help? How should they prioritize their tasks based on individual needs and energy peaks and valleys? Learning about themselves serves them during their time in a Montessori environment and beyond. It gives them the opportunity to try things out, build on their successes and learn from their mistakes. We may assume that analytical subjects such as math need to be taught in the morning, when most of us are fresher and have more energy. According to When, there is a subset of people who actually peak after noon and would benefit from having math in the afternoon.

One of the things I have come to appreciate about Montessori education is the focus on children’s individual differences – not only academically, but socially and emotionally as well. As adults, we may know these things about ourselves, but it probably has taken the better part of our lives to figure them out. Montessori children have the opportunity to experience and reflect on their work, their friendships and their approach to problem solving. They have the chance to get to know themselves in a safe nurturing environment. As they move beyond their Montessori years, they take this self-awareness with them to the next school, their work and social lives. They have a leg up on the rest of us as they explore “when” might be the best time for them as they make decisions in their lives.

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!

Montessori Education: An Example of What’s Possible

29 Thursday Jun 2017

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Sir Ken Robinson jokes that when he goes to a dinner party and says he works in education, the conversation stops.

“Of course,” he says, “if you’re in education, you aren’t invited to dinner parties.”

When you say that you work in Montessori education, polite looks of curiosity often follow; not many people know about Maria Montessori and her educational methodology, which was developed more than a century ago. Although there are literally hundreds of Montessori schools throughout the world – and many of those are in your town – people remain puzzled by them. They may not look like the schools of their youth. Continue reading →

Expectations Matter

13 Thursday Apr 2017

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A few weeks ago, I had the pleasure of hearing Sonia Manzano speak. You may know her as Maria from Sesame Street; she was on the show for more than 40 years. Ms. Manzano spoke about the importance of a strong early childhood education, sharing the inequities that persist today. She said of her childhood, “I was smart in the Bronx and stupid in Manhattan.”

She was speaking to Montessorians and spoke with her audience in mind. Ms. Manzano understands that children learn through play and that it takes experienced educators to guide them in their choices and explore mistakes with them along the way. As she warmed to her topic, I was profoundly moved by her statement that, “I was good in school because so little was expected of me.”

Expectations matter. It is one thing to guide children through a curriculum. It is another to learn what is needed for each child to stretch themselves, to learn all that is possible at a given moment and to communicate that we know they can reach their goals, offering support as needed. Educators must know their students. They must offer opportunities to learn and expect the best from them. Communicating expectations for success allows children to rise to those expectations and beyond. When educators set goals that require children to stretch and yearn for more, they are proud of their accomplishments. Children count on us to share the world with them and to stand firmly beside them while they explore, question and learn to expect the best of themselves and their educational experiences.

It Takes A Village

02 Thursday Feb 2017

Posted by in community service, Montessori Education, Wilmington Montessori School

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About 20 years ago the phrase, “It takes a village,” was brought to the nation’s attention in a book written by Hillary Rodham Clinton. She did not author the phrase; instead it is believed to be an ancient African proverb, which translates to, “It takes a village to raise a child.” In the past month, I’ve been reminded of this proverb many times over.

Maria Montessori has shared her vision regarding the world village in which we live. We are called to honor those who came before us, to learn from the lessons others have learned and can teach us, and to rely on and support each other as we navigate our ever more complicated world. This is true for children and adults alike.

Every day in Wilmington Montessori school, I see examples of the village – children and adults alike – “raising” the children and adults in our community. This occurs from the moment a child holds the door for an adult entering the building in the morning to the adult who provides a warm smile when needed, and an entire classroom celebrating a child’s birthday with the birth and life celebration during which a child walks around the sun to commemorate each year of his or her life. Each of these examples may seem small when taken in isolation. When recognized as a tiny part of each day, they represent the village… our world and our planet.

Nothing we do for each other or in memory of others is too small an act. We are the village and we are here to support, nurture, and raise each other to continue to contribute to the global community or village in which we all live.

Establishing Peace

19 Thursday Jan 2017

Posted by in making a difference, Montessori Education

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This week, our country celebrates the life of Martin Luther King, Jr., the week that our first African-American President leaves office, and the week of the presidential inauguration. It’s a momentous week to be sure. As we honor these dates, we reflect on what has led us to this place in history – some things we are proud to claim and others we may prefer to forget.

Through many years of working with upper elementary students, one thing I learned is that looking at history through their eyes is nothing short of remarkable. As we have shared stories from World War II – books about children treated as less than because of their race or ethnicity and people immigrating to the United States only to face more struggles than they imagined – the students’ reaction is one of disbelief. They cannot understand why anyone would treat another person in any of these ways; they are rightly appalled. In their lack of understanding of the world, they tend to see it more clearly than we do. Things are much more simple. Kindness results in kindness. Rising up to denounce the cruelty of a person or a society’s actions is an obvious act that must occur. Why did we, the adults of the past and present, allow these things to persist? Why did we not create the changes needed to protect and preserve the people of our world?

Education for peace is a central focus of the Montessori curriculum. As Dr. Montessori stated, “Establishing lasting peace is the work of education.” As children move through their school years, history reveals itself. The good and the bad are apparent. Students are sure they can do a better job than their ancestors. They are certain they would not stand for many of the things that have occurred throughout our world’s history. They want to create change and to treat people in the same ways, no matter who they are. They know they have the answers. It is our responsibility to help them find those ways, to right those wrongs and to learn how to make a difference. We open their eyes to what has happened, to see what is wrong with our world so they can move steadily forward making the changes that are needed. They need to know that their actions are imperative, that they have meaning. They are creating the future. And we are there by their side to stand with them, answer their questions and guide them along the way. Peace education is a critical aspect of educating all children. Thank you to Dr. King, Dr. Montessori and all of those who went before us leading the way for our future.

 

Follow the Child

22 Thursday Dec 2016

Posted by in Learning, Montessori Education, Teachers, Wilmington Montessori School

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_dsc6313As a Montessori teacher, parent or someone affiliated with Montessori education, one often hears the phrase, “Follow the child.” Searching for this quote from Maria Montessori’s writings is challenging. However, her peer Loris Malaguzzi, founder of the Reggio Emilia approach to education, stated clearly that “the teachers follow the children, not plans.” Learning is paramount; teachers are guided by the students.

Each student approaches the materials on the shelves, the lessons and the learning process in different ways. Some meet a challenge head on, yearning for more. Others sit back and watch, while still others work together, talk about what they’re doing, experiment and do things in an entirely different way. There are as many ways to approach student work as there are materials in the classroom. It is the teacher’s job to see how students do their work and where the areas of understanding meet those of confusion. Following the child supports the children where they are in their learning while offering new lessons and materials to move them further along. Children lead; we provide the conditions for learning, serving them and their quest for knowledge.