What Montessori Education is not?
I started the Montessori pre-school 2 years ago, one of the frustrations of running a pre school and trying to follow the Montessori way is : there is so little understanding of what Montessori education is about, yet there is so much misconception about what Montessori education is.
I also could understand many people whom I met wasn’t really impressed with Montessori schools, because they have not seen an authentic Montessori schools, I myself wasn’t impressed with the “Montessori” schools here that I visited. I would say some have the Montessori apparatus, some have the name “Montessori”, but none is close to the basic ingredients of an authentic Montessori school.
One of my ex-colleagues said: “Yeah, Montessori, the kind of school where kids play only”
1)Are Montessori schools just play only?
To the untrained eyes, maybe.
2) Montessori is just for preschool children.
While the majority of Montessori schools in the world are preschools, Montessori programs exist at age levels from Birth to eighteen.
3). Montessori is just for special learners: the gifted or the learning-disabled.
The methods used in Montessori schools are highly effective with both learning-disabled and gifted learners; the reason for their effectiveness, however, is that the learning environments have been designed to ensure success for all children.
4). Children in Montessori classrooms are relatively unsupervised and can “do whatever they want.”
Montessori is based on the principle of free choice of purposeful activity. If the child is being destructive or is using materials in an aimless way, the teacher will intervene and gently re-direct the child either to more appropriate materials or to a more appropriate use of the material.
5). Montessori is a cult.
Montessori is not part of the educational mainstream locally, but it’s growing over the last 100 years all over the world, as evidenced by growing number of graduate-level programs in Montessori education and the increasing popularity of Montessori in the public school system in some countries.
6). Montessori classrooms are too structured.
Although the teacher is careful to make clear the specific purpose of each material and to present activities in a clear, step-by-step order, the child is free to choose from a vast array of activities and to discover new possibilities.
7). Montessori is against fantasy; therefore, it stifles creativity.
The fact is that the freedom of the prepared environment encourages creative approaches to problem-solving. And while teacher-directed fantasy is discouraged, fantasy play initiated by the child is viewed as healthy and purposeful. In addition, art and music activities are integral parts of the Montessori classroom.
8). Montessori classrooms push children too far too fast.
Central to the Montessori philosophy is the idea of allowing each child to develop at his or her own, individual pace. The “miracle” stories of Montessori children far ahead of traditional expectations for their age level reflect not artificial acceleration but the possibilities open when children are allowed to learn at their own pace in a scientifically prepared environment.
9). Montessori is out of date.
While appropriate changes have been made to the original Montessori curriculum (including the introduction of computers and modifications to the Practical Life exercises to keep them culturally relevant), the basic pedagogy has not changed much since Dr Montessori’s lifetime. Contemporary research and evaluation, advancement in the neurology and brain research, however, seem to be confirming Montessori’s insights.
10. Montessori is only for the rich.
Not so! Although the authentic Montessori materials are costly, and the environment relies on aesthetics, there are thousands of Montessori schools in existence in poverty-stricken areas. These schools rely on home-made materials but you will find the true spirit of Montessori shines like a beacon. Philosophy doesn’t cost a cent.
Filed under Montessori Education | Comment (0)How you can laminate inexpensively?
When I first started the pre-school, the photocopy place I frequent charged me RM1.50 per copy for laminating A4 sized paper. Later, I found a work from home service that charged me RM1.20, I was quite happy. But then I still have to be very selective about what I sent for laminating, I just couldn’t afford to laminate everything. So, to save cost in the long run, I decided to invest in a laminator. I bought one of those low end laminators from Tesco for RM100 odd. It was a nightmare trying to use that machine, not just heartache to see all the DIY materials went to waste, I also wasted so much of the laminating sheets trying to figure out the temperament of the machine. The cheapo machine must be so poorly made that the temperature is always fluatuating and overheating.
Somebody on the Montessori groups shared that she used the iron to heat the laminating sheets. I thought I will try, it turned out fine. Then I asked the maid to iron some materials, she tried to do it fast and had the temperature at the highest, it caused “bubbles” and not to say she ruined the materials. After playing around with the temperature, on the National dry iron that I am using, starts with No 2 and occasionally turn it to No 3 worked fine.
I bought the A4 sized laminating pouches RM23 per 100 sheets (2-ply), so I am able to laminate an A4 sized sheet for less than RM0.25. I have been laminating everything made of paper in my classroom since then. :-)
Filed under Material making | Comments (2)Visual Discrimination Cards
Materials:
A tray containing:
(1) deck of visual discrimination cards in a basket (red?)
(1) deck of visual discrimination cards in a basket (green?)
Preparation:
The Visual Discrimination Cards may be purchased from various educational supply stores. Or, you may make your own cards by mounting drawings/pictures on 3” squares of poster board. I have made three sets here that you may download for your own use:
(right click and “save target as”)
Visual Discrimination Cards set 1 (pdf)
Visual Discrimination Cards set 2 (pdf)
Visual Discrimination Cards set 3 (pdf)
General Presentation - Introduction:
1. Invite the children to join you on the rug.
2. Invite everyone to sit down (in circle or as a group – your choice).
3. Tell the children that you are going to show them a very special deck of cards.
4. Explain to the children that they will need to look very closely at each picture in order to match them.
5. Remove the basket from the tray that contains the red deck of cards.
6. Place the cards in a horizontal line in front of yourself, left to right.
7. Put the empty basket back on the tray.
8. Remove the basket from the tray that contains the white deck of cards.
9. Place the basket right in front of you.
10. Take the first card and hold it while scanning below the red cards to find a match. Place the matched card below it’s partner.
11. Repeat until all the red and white cards are matched.
Variations and Extensions:
1. Use different cards/objects
2. Talk about the differences
Points of Interest:
1. It takes time to study the pictures
Control of Error:
1. Cards aren’t matched.
Aims:
Visual discrimination, ability to match, preparation for writing and reading, eye tracking from left to right, etc.
Age:
2 ½ and up
Language:
Same, different, etc.
Sound Cylinders
Materials:
This is the homemade economical version. You can also buy the sound cylinders at the store that sell Montessori materials if you prefer the “real” stuff, not cheap though.
(1) 6 film canisters with grey lids partially filled with 6 different grains to make different sounds when shaken.
(2) 6 film canisters with white lids (or any other colour) partially filled with 6 different grains to make different sounds when shaken. (they match the first 6 film canisters)
(3) Table mat
PREPARATION:
Label the canisters with same grains using the dots of same colour as control of error.
SET-UP
Prepare the Sound Cylinder for the first presentation by keeping only three of the cylinders with the greatest variance in sound.
GENERAL PRESENTATION:
1. Invite the child or group of children.
2. Take a table mat and place it on a table.
3. Go over to where the Sound Cylinders are kept.
4. The teacher should name the material for the child, “Sound Cylinders”.
5. The teacher should demonstrate how to carry the box with two hands (thumbs on top and fingers underneath the tray).
6. Invite the child to carry the tray over to the table.
7. Place the canisters at the top left hand corner of the table.
8. Take off the lid and place it to the left of the box.
9. Take out each cylinder, one at a time, and place them in a horizontal line (left to right) below the lid.
10. Pick-up the first cylinder on the left with your fingers and
gently shake it. Return the cylinder to its place.
11. Pick-up each of the remaining cylinders, one at a time, and
gently shake them. Return them to their places.
12. Return the Sound Cylinders, one at a time starting with the
cylinder on the left (left to right).
13. Return the box to the shelf where it belongs.
14. Replace your table mat as you have been shown to its
appropriate place.Presentation #2 - Grading Partial Grey and White Cylinders:
Follow the General Presentation through Step #8. Repeat Steps
#6 - #9 with the grey Sound Cylinder Box. Have the child pick-up
the first white cylinder on the left with the dominant hand and
gently shake it near their ear. Then have the child place the
cylinder in the center between the boxes. Next, have the child
pick-up the first grey sound cylinder with the dominant hand and
gently shake it near their ear. If it matches the white cylinder,
place it next to it on the right side in the center. If it does not
match, return it to the line and repeat the activity with each blue
cylinder until a match is found. Continue until all the cylinders
have been matched by sound. Replace the grey cylinders into the
box beginning with the top cylinder. Replace the lid. Repeat with
the white cylinders. Follow the General Presentation Steps
# 13 - 14 to return the Sound Cylinder Boxes.Variation #1 – Complete Grey and White cylinders:
Prepare each box to hold all 6 cylinders (total of 12). Repeat
Presentation #2.
Variation #2 – Grading Partial Grey and White Cylinders:
Follow the Presentation #2 through Step #11. After both boxes
have been placed and the lids removed, have the child pick-up
one of the red cylinders and gently shake it near their ear. Repeat
for the other two cylinders.
Grade the three cylinders by first placing the loudest cylinder in
the center between the two boxes. After the three have been
graded and placed, have the child pick-up one of the grey cylinders and gently shake it near their ear. Have them place it to the right of the white cylinder that it’s sound matches.
Variation #3 – Complete grey and white cylinders:
Prepare each box to hold all 6 cylinders (total of 12). Repeat
Variation #2.
Variation #4 - Memory:
Place the two boxes of cylinders on two different tables. Match
according to Presentation 2.
Extension #1 – Classroom Sounds:
During circle time, have the children find objects in the classroom
that make sounds. Grade them soft, loud and loudest.
Extension #2 – Outside Sounds:
During circle time, have the children close their eyes while you
produce sounds from objects you brought in from outside of the
classroom. Grade them soft, loud and loudest.
Extension #3 – Sounds from Home:
Have the children bring in objects from home that produce
sounds. Have the children close their eyes while you produce the
sounds. Grade them soft, loud and loudest.
Extension #4 – Ticking of a Clock:
During circle time, have the children close their eyes while you
walk to various places in the classroom with a clock that’s tick-
tock is loud enough to be heard. Have the children point to where
they hear the sound coming from.
Points of Interest:
1. Different sounds inside the cylinders
Control of Error:
1. End up without a match for the last cylinder
Aims:
Sound discrimination, grading sounds, order, concentration, independence, ability to make a choice, etc.
Age:
3 ½ and up
Language:
Loud, louder, soft, softer, gently, shake, etc.
Radio shows on Montessori Education
1) On Joan Kenley ShowHow Waldolf and Montessori Schools Benefit Children
Click on the link above to download the audio file and listen to the Joan Kenley Show.
Have you been wondering about educational options for your child or a child you know and love? This wonderful program will share with you how the Waldorf and Montessori Schools approach learning. Hear our two gifted, dedicated teachers — Wendy Baschkopf from the East Bay Waldorf School and Paul McNees from the Montessori Family School — describe the care and attention brought to each student. The wealth of information will touch your mind, body, heart and soul.
You’ll find out:
Why Jennifer Anniston values her Waldorf education.
The three dimensional way Montessori schools teach math.
Some differences between the two schools.
How they both value mental, emotional, physical and spiritual learning.
What they offer as alternatives to public education.
Do you know what George Clooney, Julia Child, and Prince William have in common? All of them went to Montessori schools. Ben Merens and his guest discuss how to raise a child the Montessori way. Guest: Timothy Seldin, president of the Montessori Foundation, and author of “How to Raise an Amazing Child the Montessori Way” (DK Publishing)
http://clipcast.wpr.org:8080/ramgen/wpr/bme/bme070110m.rm
Click on the link above to listen to the radio show.
Filed under Montessori Education | Comment (0)Sewing cards I
Sewing cards
 |
 |
 |
 |
MATERIALS:
Tray containing:
(1) 2-3’ shoelace
(1) sewing card
PREPARATION:
Make a Sewing Card by pasting a bright picture to a piece of cardboard. Be sure that you have at least a 1” border around the picture. Place the picture on the table picture side up, and mark dots 1” apart around the border. At this point you may wish to laminate your card. Using a hole puncher, punch a hole where you made a mark every 1”.
YOu may print from http://www.abcteach.com/directory/fun_activities/crafts/sewing_cards/
PRESENTATION:
1. Invite the child or group of children.
2. Go over to where the work is kept.
3. Invite the child to carry the tray over to the table as shown before.
4. Place the tray on the left side of the table
5. The teacher should demonstrate by grasping the end of the shoelace, that does not have a knot in the end, with the thumb, index and middle fingers of the dominant hand and raise it up (so that it is in front of you and not on the table).
6. Pick up the Sewing Card with your other hand and lower the end of the shoelace under the Sewing Card.
7. Push the end of the shoelace up through a hole that has a red line to the right of it.
8. Place the index finger of the sub-dominant hand under the end of the shoelace to stop it from falling out.
9. At the same time, release the end of the shoelace with the
dominant hand.
10. Bring the dominant hand to the top of the card and grasp the
end of the shoelace with the thumb, index, and middle
fingers and pull until the know is up against the back of the
card.
11. Push the end of the shoelace down through the next hole
covering up the red line.
12. Release the end of the shoelace with the dominant hand and
cover the end of the shoelace on the top of the card with
the sub-dominant thumb.
13. At the same time, place the dominant hand underneath the
card and grasp the end of the shoelace with the thumb,
index and middle fingers and pull until the slack in the
shoelace is taken up.
14. Repeat steps #8 - #14 sewing around the entire card until all
the red lines are covered up with the shoelace.
Variations and Extensions:
1. Use a whip stitch around the outside of the card
2. Make-up Sewing Cards with pictures to go with other units of study
Points of Interest:
1. Pushing the shoelace through the hole
2. Noticing the picture on the card
3. Covering up the red lines
Control of Error:
1. All red lines are covered up with the shoelace
2. Spaces in between have no red lines
Aims:
Eye hand coordination, coordination, concentration, order, independence, development of the ability to sew a running stitch, preparation for writing, etc.
Age:
3 ½ and up
Language:
Sewing, shoelace, card, picture, etc.
3-part cards classifications
Three-part Cards
MATERIAL:
1. A tray containing:
(8) picture with label cards in a container
(8) picture cards in a container
(8) label cards in a container (These cards can represent any area of study)
2. Floor rug
PREPARATION:
The pictures for the picture cards can be sourced from National Geographic, magazines, Hypermarket flyers, used school text books or workbooks. I made mine mostly by scanning the pictures from books that I have from www.readinga-z.com and coloured them either with coloured pencils or a graphic program.
You may get some from thsi website too: http://www.montessorimaterials.org/lang.htm#class
Note:The teacher must make sure that the three containers of cards are not in order for the next child.
PRESENTATION1. Invite the child or group of children.
2. Carry a floor rug in the way shown before over to an empty place on the floor.
3. Roll the rug out.
4. Go over to where the 3-Part Cards are kept.
5. The teacher should name the material for the child, “3-Part Cards”.
6. The teacher should demonstrate how to carry the tray with two hands (thumbs on top and fingers underneath the tray.
7. Invite the child to carry the tray over to the rug.
8. Place the tray at the top left hand corner of the rug.
9. Pick-up the whole cards (picture and label are all on one card) from the tray.
10. Place the first card to the right of the tray.
11. Point to the label and say “________” (the name of the object)
12. Place the second card below the first card.
13. Point to the label and say “__________” (the name of the object).
14. Repeat Steps #12 and #13 for the rest of the cards.
15. Next pick-up the picture cards from the tray.
16. While holding the first picture card in your hand, scan the pictures (top to bottom) until a match is made. Place the picture to the right of the picture with the label card.
17. Repeat Step #16 until all the pictures have been matched.
18. Pick-up the label cards from the tray.
19. While holding the first label card in your hand, scan the picture with the label cards (top to bottom) until a match is made. Place the label underneath the picture card. Point
to the label and say “______” (the name of the object).
20. Repeat Steps #16 and #17 with the other labels.
21. Admire your work.
22. Replace the picture with the label cards to their container on the tray starting at the top and going to the bottom of that row.
23. Replace the picture cards to their container on the tray starting at the top and going to the bottom of the row.
24. Replace the label cards to their container on the tray starting at the top and going to the bottom of the row.
24. Return the tray to the shelf where it belongs.
25. Roll your rug as you have been shown and return it to its place.
26. Invite a child.
VARIATIONS AND EXTENSIONS:
1. Have 3-Part Cards made-up for other areas of study.
POINT OF INTEREST
1. Learning to match words to pictures
2. Increase in language
CONTROL OF ERROR:
1. End up not having a label to match a picture with label card
AIMS
Visual discrimination, concentration, eyes-tracking from left to right, preparation for writing and reading, etc.
AGE
3 and up
LANGUAGE:
Names of objects, etc.
