Montessori Method

Training the Senses

/ Cosmicnissa / 1 Comment

2014-04-12 16.43.09

“The development of the senses actually precedes that of higher intellectual faculties, and in a child between ages three and six it constitutes his formative period.” (p.143 para. 4)

Montessori education focuses on helping the child develop naturally and during his Early Childhood years a child is growing and adapting to his environment around them.  They are attracted primarily to discover things they can discover through their senses.  What a key time to hone in on observation skills as well as discerning slight differences between stimuli!  Often children in this age group truly enjoy the sensorial exercises where that practice sorting, organization, and grading exercises picking up on the smallest differences and elements that can attribute to their success in their future careers.

One example is the chef who may need to determine how much more seasoning to add to a dish using sight, taste or smell.  A doctor may need to be able to pick up on various symptoms through observing with their senses such as listening carefully to heartbeat.

Montessori, M. (1972). Generalizations on the training of the senses. In The discovery of the child (pp. 143-152) New York: Ballantine.

Letting go to allow the child to learn

/ Cosmicnissa / Leave a comment

IMG_8708[1]

“Everything must be taught, and everything must be connected with life; but this does not mean the actions which children have learned to perform and to integrate with their practical lives should be suppressed or directed by us in every detail….How he is to use what he has learned is a task for his own conscience, an exercise of his own responsibility. “ (p.93, para. 3)

Thoughts after reading: 5. Education in Movement (Part 3)

The lesson is separate from the implementation of what was learned. Montessori Lessons introduce the child to exercises or materials for them to do for themselves.   They are mostly self-correcting and through practice the child can develop personal satisfaction in their ability. A child does not learn through imitation, but through immersing themselves in their own work. Although it may be difficult to pull back from the child as he becomes involved in his work, it is essential. Montessori warns that the teacher can be the child’s biggest obstacle. The child benefits from choosing work for himself that he is drawn to and from working with the work without disruption.

The child must also be allowed the opportunity to use the skills they learn, in their everyday world without being told exactly how to do it. The child should synthesize their learning in the real world. They should determine for themselves what action they ought to perform in relationship to the circumstance. Adult coaching holds the adult accountable for the child’s action, preventing the child from developing their own sense of responsibility.

Montessori, M. (1972). Education in Movement. In The discovery of the child (pp. 91-98) New York: Ballantine

Allowing Inner Discipline and Independence to Develop

/ Cosmicnissa / Leave a comment

IMG_8362[1]

“It is our object to train the child for activity, for work, for doing good, and not for immobility or passivity. It would seem to me that children are very well disciplined indeed when they can all move around in a room in a useful, intelligent, and free fashion without doing anything rude or unmannerly.” (p. 54 para. 3)

Thoughts after reading: 3. Teaching Methods Employed in the Children’s Houses

Many wonder how discipline works in a Montessori Classroom. It is hard for many to imagine an environment in which allows the child so much freedom which also maintains a sense of order.  The environment  and the philosophy used in a Montessori classroom helps the child develop inner discipline.  They learn to find joy in their own accomplishment instead of seeking attention and rewards from the adult.

When the Montessori teacher intervenes, she does so without judging the child, but teaches the child through modeling, asking the child questions, or by redirecting the activity. Today when I was observing a classroom, a teacher reminded a child the proper use of an art material by asking him questions. In a Socratic way, the other students within hearing range were also remembering how they are to all to use the art materials. After the student answered the questions, the other children went quietly back to their own activities. The child who had either forgotten or decided to take a short cut, happily went to get the proper equipment and did not feel shamed or embarrassed.

The freedom allowed in the Montessori classroom, gives the child the opportunity to develop independence.  Montessori classrooms are designed for the child to do for themselves.  If they need something, they can go get it.  If something spills, they can clean it up.  When adults do things for children that they can do for themselves they are doing the child a disservice.

“We wait upon our children; and to serve them in this way is not less fatal than to do something that would tend to suffocate their own useful, spontaneous actions.” (p. 57, para. 4)

Montessori, M. (1972). Teaching methods employed in the children’s houses. In The discovery of the child (pp. 64-75) New York: Ballantine

Letting the child do for himself

/ Cosmicnissa / 1 Comment

IMG_1651

“Our concept of the education of children thus differs not only from those who do everything for a child themselves but also from those who think they can leave the child in a purely passive environment. It is therefore not enough to prepare objects for children adapted in size shape to their needs: adults must also be trained to help them.” (p. 198, para. 3-4)

Thoughts after reading Part III: 26. The Instinct to Work

The Montessori teacher helps the child perform tasks alone and they are trained to observe the and guide the child based on their individual needs. It is a disservice to prevent a child’s natural growth and development. Children need to act for themselves in order become independent adults who can learn, think and act for themselves.  When the action is accomplished the child is elated and their confidence blossoms. When they are interrupted they may feel discouraged to try again or they may become too dependent on the adult to do for them.

Before jumping into assist the child, take a few minutes to watch. If the child is having difficulty and asks for help, try to model the action for them in distinct and easy to follow motions that they can copy on their own. Try to be patient and do not rush the child as they try to perform the task. If the child seems intent on their task, let them continue to work on it on their own. If they accomplish the task entirely on their own, they will experience intrinsic reward of accomplishment.

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 185-198). New York: Ballantine Books. (Original work published 1966)

Children and mealtime issues

/ Cosmicnissa / 1 Comment

2014-01-19 12.02.45

“When the time came to eat, tiny children would occupy their time with properly arranging their napkins, with looking at their knives, forks, and spoons in an effort to remember the exact way to hold and use them, or in assisting a companion smaller than themselves.” (p.178, para. 2)

Thoughts after reading Part II: Repercussions on Physical Health

Maria reminds us that animals know when to eat and even an infant has their own rhythm and pace when eating. Over-eating may be caused by psychic issues, “The child is attracted by the sight of food, which is judged only by the external sense of taste. The instinct of self-deprivation, the vital exterior force is weakened or disappears.” (p. 178, para. 2) The child who become part of the food preparation process and focus on the proper use of utensils or setting place settings has increased their interest in eating beyond the flavor of food.

Another issue that arises is the child that refuse to eat. We want to feed and take care of children and if our child does not want what we make for them, we may get upset or disappointed. We tell our children not to waste food or encourage them eat faster. In response, children put up self-defense mechanism regarding mealtime they may include extremely slow eating or even refusal to eat at all. If other areas of their life are under extreme adult dictatorship, they may be more apt to punish the adult through their mealtime actions.

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (177-181). New York: Ballantine Books. (Original work published 1966)

 

Deviating off the path of development

/ Cosmicnissa / Leave a comment

IMG_1572

“Experience has shown that normalization causes the disappearance of many childish traits, not only those which are considered to be defects but also others which are generally thought to be virtues. Among the traits that disappear are not only untidiness, disobedience, sloth, greed, egoism, quarrelsomeness, and instability, but also so-called “creative imagination,” delight in stories, attachment to individuals, play, submissiveness, and so forth.” (p. 154, para. 1)

Maria lists deviations which cause a child to depart from their “primitive plan of development.” A deviation is something has pulled the child off the path of development which they would naturally be drawn to follow. In these instances it is in response to the adults in the child’s lives influence, which is often not purposeful. Understanding these deviations can help us assist the child to return to his intended path.

Fugues: Fantasy play is often encouraged by adults. We relish the fantasies of children. Places like Disneyland are magical places to escape the realities of our own world. For some children the fantasy world becomes a huge distraction of activities that lack a purpose and does not develop concentration except by the way of fantasy. Santa Claus, Easter Bunny’s and Tooth Fairies are fun for the parents, but don’t ground our children in reality.   I have always been honest with my children about what is real and not real. Now that they are older, they appreciate having been told the truth.

Barriers: There are many adults that still carry barriers from childhood caused from childhood experiences relating to education. I hear adults say things like “I’ve never been a good speller” “I’m terrible at math,” or “I can’t draw.” Regardless of their intelligence, they have managed to build barriers in response to a teacher’s judgment of their capacities.

Attachment: Children need to be able to develop a sense of self instead of learned helplessness. When a child attaches themselves to close to an adult, they seek to have the adult direct them and help them in everything. This is also hard for the adult because they become like a slave to the child.

Possessiveness: Maria says that if children have not developed a natural attraction to their environment to develop their senses they are attracted instead to things, trading in love for possession. Some children are collectors, taking and storing things, even if they have no use or value. It is important for the child to reach a higher regard for nonmaterial things and to respect other’s property.

Desire for power: The manipulative child will use adults to get what they want, until the adult has nothing left to give. The child sees the adult as a source of fulfilling their wants and desires. The adult, again like a slave to child, gives and gives until they realize that their child has become spoiled and it is nearly impossible to correct. As difficult as it is, the adult should not start this unhealthy path by submitting to the child’s every whim.

Inferiority complex: The child may develop inferiority complex should he be constantly interrupted or not allowed the opportunity to complete a task. Children develop confidence through completing activities. When children are placed below adults in their ability to do or face constant correction, they feel as though they can’t do it. The child does not want the humiliation with constant correction and would rather refuse to perform an activity requested.

Fear: We want to protect our children from any harm or danger. Although our own fear is understandable, do we want to instill fear into our child? In a Montessori classroom, you will see children using knives to cut as part of a practical life exercise. The child should develop prudence, to know how to avoid danger without holding them back from developing life skills. Instead of being told not to touch the knife because it is dangerous, the children are shown how to use the knife in a safe manner.

Lies: Lies are often told as a camouflage for something else. A child may say something that they really believe is true, they also say something because they want it true. Children also tell untruths in order to defend themselves in a reflexive nature. Adults should not shame children who lie, but try to understand why the child is lying. If they are trying to defend themselves from us, we should try to create an environment where the truth is okay.

As a parent or teacher, we should recognize these deviations if they manifest in a child.  We should examine the way we interact with the child and see what we can do to help him find the way back to his natural developmental path.

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 154-176). New York: Ballantine Books. (Original work published 1966)

 

Transformation of a child

/ Cosmicnissa / Leave a comment

IMG_7727[1]

“Actually the normal child is one who is precociously intelligent, who has learned to overcome himself and to life in peace, and who prefers a disciplined task to futile idleness…..Man’s true nature lies hidden within himself. And this nature, which was given him at conception, must be recognized and allowed to grow.” (p. 148, para. 1)

Thoughts after reading Part II: 21. The pampered child

It is amazing to watch a classroom transform and become normalized. The first day of school may seem a bit chaotic as new children are added into the mix without previous Montessori experience; however, they will see the actions of the children who are used to the Montessori environment. The teacher will start introducing materials to the student, hoping with each lesson that the child will become interested and begin the transformation.

The normalization process is not just for a certain type of child. Each child has their own developmental obstacles. For a child the normalization process is easier without the distractions. Today’s children may be too involved video games, computer apps or other electronic devices. Some children may seem to fancy elaborate toys or fantasy play. Yet, the Montessori classroom is organized with materials that aid in a child’s self development. Lessons are meaningful and help the child build their own imagination with real knowledge as a foundation.

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 143-148). New York: Ballantine Books. (Original work published 1966)

 

Freeing the child from external pressure

/ Cosmicnissa / Leave a comment

IMG_7721[1]

“Their parents were illiterate, and their teacher an ordinary working woman, without ambition and without preconceptions. This led to a kind of intellectual calm.” (p.137, para. 2)

Thoughts after reading Part II: 20. The “Method”

Teachers are under pressure to have their students perform well on tests. Placing expectations on what the student’s potential should be may limit or discourage the child. When a child puts their heart and soul into an assignment and gets negative feedback  their confidence can be shattered.

Montessori noticed that one of the key ingredients in the Children’s Home success was that the teacher did not have personal ambition attached to the child’s performance. Regardless of what the children accomplished, the teacher would not feel worried or concerned.  Freedom from expectations, allows one to be free from external pressures. The goal of a Montessori education is to help the child develop his own potential.  Freeing him from the expectations, allows him to set his own goals and aspirations.

Montessorians want students to experience self-accomplishment, developing intrinsic motivation which refines self-discipline. Every year in our Lower Elementary Program for 1st -3rd grade, our students create a Passion Project.  This is a report about a topic the student is passionate about.   I observed the students sharing information from their projects with each other and I saw each child gaining credibility with their peers and self-confidence. Free from external expectations, the child experiences their own success and sense of accomplishment.

 

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (p. 136-142). New York: Ballantine Books. (Original work published 1966)

 

In the beginning, there were fifty children

/ Cosmicnissa / Leave a comment

rose bud (1 of 1)

“I had nothing more than fifty extremely poor, ragged, obviously timid children,  many of whom where weeping….  A room had been set aside in the apartment house which these children lived, and I was invited to take care of this place of refuge, so the children would not be left abandoned on the stairs, where they would dirty up the walls and be a source of annoyance.” (p.113, para.4-5)

Thoughts after reading The Secret of Childhood, Part II: 18. The Education of the Child

The beginning of Montessori’s work began really like a science experiment. She had very little to offer the 50 children.  Since she had done work with mentally disabled youth, Maria had some tools available to her to try with her disadvantaged 3-6 year olds. Her students surprised her with their use of materials and their ability to concentrate. The children seemed rested and content when given the opportunity to engage in such concentration and focused activity.

In today’s world many children are over stimulated. Too much stimulation can be exhausting for a child. Maria’s classroom was not immersed with toys to tire a child, but meaningful and purposeful activities that helped the child feel good about themselves. Maria was amazed at the child’s mental state upon completing activities. She said the children’s minds were healthier and stronger after engagement.

What stands in the way of a child’s learning? Sometimes it is an adult that does for a child what they can do for themselves. Sometimes it is an environmental factor that stresses a child. Or it could be a nutritional or health issue holding the child back. removing distractions opens up the child’s minds for learning and  to listen to their inner yearning to develop physically and emotionally. As parents and educators we should be observant enough to recognize these obstacles and help break down the barriers in order to free the child’s spirit.

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 109-118). New York: Ballantine Books. (Original work published 1966)