My children were used to having input into their studies and lessons, they were encouraged to ask questions and seek answers on their own, they were expected to take the lesson further if they found it of particular interest and expand on what they wanted to learn. The children really ran the classroom; they voted on policy, enforced procedures and expectations with each other and were very much autonomous in their goals.
They were not used to sitting for long periods of time, listening to lectures. As my son stated, "They don't let you work, they just want you to listen and take the work home". They were also not used to having to sit in rows, having movement limited, and switching classrooms every 45 minutes. My daughter initially had a hard time limiting her papers and projects to what the teachers requested...she always wanted to expand or take the projects in another direction, and was marked down for not following the outlines exactly. She still says that they do not allow for individualism: she does it their way, but she does not like it.
I do believe their background within Montessori fostered their skills in guiding themselves through the public schools. In fact, while they found the transition to be a little hard, they found the work to be easier than what they had experienced in Montessori.
They also learned to stand up for their beliefs and argue their opinions with facts behind them - and this was actively taught - that in order to change a rule, a policy or decision, they had to research and fact find and bring to the table an entire supporting discussion. Their Montessori teachers encouraged them to discuss and debate, while their traditional teachers see it as 'arguing' and 'being disrespectful'. I do recall one incident (in the Montessori program) where quite a few kids were upset with one of the procedures put in place by the administration. The principal was informed and put out a letter to the kids stating that if they could come to a consensus in what they wanted changed, how they would change it so that it would work for kids and staff alike, and how they would enforce it, that the staff and administration would listen to arguments and they could work towards an agreement that would make all happy. The kids got together during recesses and after school and crafted their argument, gathered supporting facts and created their own panel of peers to present the information. They won, too! There were over 60 kids involved in the entire process, and the teachers would point out some inconsistencies when asked to review some parts. (I'm sure the admin had some advance notice as to what was being discussed and worked on, but they followed through with the promise to hear the arguments). So, yes, I do believe that the past experiences really did and do enable my children to 'guide themselves'.
Out of curiosity, I was wondering what your experiences were and what was the basis for your initial question.
On 10/22/10, Alison wrote: > Thank you for sharing your experience. > > If you don't mind me asking, why do you think the transition was > rough at first? > > The way you describe them "guiding themselves" through high > school, do you think their Montessori background allowed them to > feel in charge of their days like this? Do you think they would > be more apt to following everyone else rather than self-guiding > if they had been in public school the whole time? > > > On 10/19/10, my response wrote: >> I can only speak for my own children. They attended Montessori >> schools from the age of two through the 8th grade. Their >> transition into a traditional high school was, to be honest, a >> little rough at first, but they quickly adjusted. Both kids >> guide themselves through school and are both honor roll >> students. They made many friends, joined clubs and are active >> in band, drama, chorus and sports. >> >> Some places have Montessori through high school, though rare. >> I wish my area did, as my own children would have continued. >> >> On 10/18/10, Alison wrote: >>> Since Montessori schools exist at the elementary level, how >>> does a child react when he enters a high school that does >>> not follow those same methods?
Of course, I had one fantastic teacher that loved creativity, so that was a huge plus.
I guess this question someone posted:
> Out of curiosity, I was wondering what your experiences were and what > was the basis for your initial question. >
Might help me give a better answer. I'm wondering where your question comes from. Are you looking into Montessori? Are your kids in Montessori now? Are you just curious?
> > > > On 10/22/10, Alison wrote: >> Thank you for sharing your experience. >> >> If you don't mind me asking, why do you think the transition was >> rough at first? >> >> The way you describe them "guiding themselves" through high >> school, do you think their Montessori background allowed them to >> feel in charge of their days like this? Do you think they would >> be more apt to following everyone else rather than self-guiding >> if they had been in public school the whole time? >> >> >> On 10/19/10, my response wrote: >>> I can only speak for my own children. They attended Montessori >>> schools from the age of two through the 8th grade. Their >>> transition into a traditional high school was, to be honest, a >>> little rough at first, but they quickly adjusted. Both kids >>> guide themselves through school and are both honor roll >>> students. They made many friends, joined clubs and are active >>> in band, drama, chorus and sports. >>> >>> Some places have Montessori through high school, though rare. >>> I wish my area did, as my own children would have continued. >>> >>> On 10/18/10, Alison wrote: >>>> Since Montessori schools exist at the elementary level, how >>>> does a child react when he enters a high school that does >>>> not follow those same methods?
I just started a job in a brand new Montessori school. I want to draw an ellipse on the floor for walking on the line activity. could you please tell me that what is the efficient way to do it to get a perfect ellipse. Thanks a lot.
MaryHi CM - let me see if I can explain this. Use a long piece of rope or yarn, as long as you want your ellipse to be at the farthest curve. Then double it. Using chalk or marker, draw inside the rope while pulling it out.
They worked with Sensorial materials with much less enthusiasm. They would repeat Cylinder Block. But to my disappointment, they seldom touched Pink Tower, Brown Stair even color tablets. I haven't presented Red Rods yet. I tried Geo. Cabinet with them but the interest only lasted for a couple of days.
One of the Moms told me that her girl doesn't want to come to the class recently. Obviously there's not too much challenges for the girl. But I'm at the end of my rope. What kind of work I should provide with them to keep them being challenged?
MaryFor AMI training, these small group lessons are given a bit differently. It is not a whole group lesson. You can give small group lessons (2 or 3 children who are wandering without choosing work). Gather a small group and do a short lesson (song, poem, etc) then excuse them with an idea of something they will go to work on. I don't think any AMI to...See MoreFor AMI training, these small group lessons are given a bit differently. It is not a whole group lesson. You can give small group lessons (2 or 3 children who are wandering without choosing work). Gather a small group and do a short lesson (song, poem, etc) then excuse them with an idea of something they will go to work on. I don't think any AMI toddler teachers do the walking on the line. My answer to you was phrased from my experience introducing 2 year olds to a primary class. I think for toddler classes you will do things a little differently. What sort of training do you have? Here is a simple recipe for salt dough: 1/8 cup flour 1/8 cup salt 1/8 cup water mix and play, this can be baked in small oven 350 for 10 min. then painted or use markers to decorate. with very young children, the focus is on mixing, kneading and cleanup (if they don't end up w/ a finished project - that's ok) it's the process, not the product that counts. There are some simple sewing cards and another "sewing block" that can start the child off to sewing. also, use large beads and string to practice going in and out. Good luck!
I finished my 3-6 AMI training 2 years ago. P...See MoreThanks Mary for the salt dough recipe. I do have the children to make play dough by themselves and they love it! I don't have oven in the classroom right now. Maybe I shall buy one.
I also prepared threading work as well as sewing cards for them. Making necklace was a hit 1 month ago.
I finished my 3-6 AMI training 2 years ago. Per my training, for a new class, you have to start from 2.5-3 yo, right? I'm not sure if toddlers in IC class do walking on the line, but I do see these younger ones( I mean 2 -3 yo) need to control their movements and walking on the line is of great help to them.
Toddlers like to copy. If one runs, the others follow. If one screams, all do so. I just have no idea how to do with such situations?
The place I work is a new setup. It is just one month old school. For the sound cylinders they have the cylinders from some manufacturer but no contents. Could you please suggest some materials to fill the cylinders, if any one has done this. Also any ideas or substitute for pink tower stand. Thanks a lot.
I have used measured gravel(fish gravel is at least clean) beans and rice for the sound cylinders. I have also used a pretty crocheted "doily" for the pink tower to just have on the floor. I love brand new classes. How is it going so far? maureen
It seems that four year olds are old enough to work with using more polite terminology like "I would like to work alone please". "No thank you" or similar replies. You can tell him that using those words are polite and you are sure he is old enough to want to be polite! Children at this age like to know good manners and what he is saying comes across as very rude when it is said to people. Surely the parents do not use the go away to each other???!! Just point out to her that when used for objects or imaginary situations, those words are fine, but when spoken to people, the tone and abruptness hurts feelings. Does this help? maureen
LeahOn 11/17/10, maureen wrote: > On 11/17/10, CM wrote: >> I have twin brothers in my class (4 year old). They say at >> home 'go away' to pretend monsters, go away cough,go away >> to anything they don't like. One of them uses it so much in >> the class. When ever my assistant or I talk to him, he will >> just say, go...See MoreOn 11/17/10, maureen wrote: > On 11/17/10, CM wrote: >> I have twin brothers in my class (4 year old). They say at >> home 'go away' to pretend monsters, go away cough,go away >> to anything they don't like. One of them uses it so much in >> the class. When ever my assistant or I talk to him, he will >> just say, go away and also to the other children in the >> class. Now other children are catching it too. I talked to >> mom and she told me how they use the words 'go away' at >> home. Please let me know how this issue could be resolved. >> I am not sure how to resolve this problem. I have a meeting >> with parents after Thanksgiving. Please help!! > > It seems that four year olds are old enough to work with > using more polite terminology like "I would like to work > alone please". "No thank you" or similar replies. You can > tell him that using those words are polite and you are sure > he is old enough to want to be polite! Children at this age > like to know good manners and what he is saying comes across > as very rude when it is said to people. Surely the parents do > not use the go away to each other???!! Just point out to her > that when used for objects or imaginary situations, those > words are fine, but when spoken to people, the tone and > abruptness hurts feelings. Does this help? maureen
I agree with Maureen about teaching them more polite terminology. I would also encourage the parent(s) to change the wording at home.
I am the Director at Heritage Montessori Academy in Murphy,TX and I am looking for a Lower Elementary Instructor (6 to 9 yrs) to co-teach with my Upper Elementary teacher. I would like to find someone to fill this position in January.
I'm an AMS infant toddler and 3-6 teacher. My family is currently looking into a move (not sure where).
We really want my daughter to attend Montessori, but the tution is difficult. So, I would likee to look for a job at a school that offers a 100% tuition benifit for my daughter (7).
Do most schools offer this? I have 11 years teaching experience. Is this something I can negotiate?
In my school, toddlers had 50% free tuition, primary was 100...See MoreAs far as I know, 100% free tuition is not too common. I have heard of most schools offering 25-50-75% but then it depends on the management & area. Of course, if they really want you (since you seem pretty qualified), I would definitely say negotiate & get it in writing.
In my school, toddlers had 50% free tuition, primary was 100% & elementary was 50% again.
On 11/20/10, Mrs. P wrote: > Hello, > > I'm an AMS infant toddler and 3-6 teacher. My family is > currently looking into a move (not sure where). > > We really want my daughter to attend Montessori, but the > tution is difficult. So, I would likee to look for a job > at a school that offers a 100% tuition benifit for my > daughter (7). > > Do most schools offer this? I have 11 years teaching > experience. Is this something I can negotiate? > > Advice is much appreciated.
I'm thinking to use some classic music in the classroom as background music when the children are working. Not sure if this is a good idea. Have anyone used it before? I would love to hear some advices. Thanks!
Certain types of music have been shown to lower neural activity resulting in faster processing of information (that's a really quick explanation). I have tried music before and have been pleased with the outcome, the children also enjoy hearing the music and notice when I change the selections.
Try it out and let us know how it works!
Misty
On 11/21/10, Lily wrote: > I'm thinking to use some classic music in the classroom as > background music when the children are working. Not sure if > this is a good idea. Have anyone used it before? I would > love to hear some advices. Thanks!
You can choose to vary a different classical CD for each of the 5 days. Whatever you choose to do, I highly recommend it.
On 11/26/10, Misty wrote: > Hi Lily! > > Certain types of music have been shown to lower neural activity > resulting in faster processing of information (that's a really > quick explanation). I have tried music before and have been > pleased with the outcome, the children also enjoy hearing the > music and notice when I change the selections. > > > Try it out and let us know how it works! > > Misty
My work centers around ReEnchant Planet Earth, a movement to ins...See MoreHi, my name is Chris and I live in Raleigh, NC. Recently, I've been learning more about the Montessori teaching methods as I have two young children. I've been very impressed that this teaching methodology includes a focus on ensuring the teacher's own spiritual development.
My work centers around ReEnchant Planet Earth, a movement to inspire people to pursue their passions, live with integrity and strive to reach their dreams. Please feel free to visit our website: [link removed].
Each month, we feature several stories from folks who are doing just that. It would be a great honor to have a Montessori teacher share his/her story about what brought you to this particular teaching method as well as how you nurture your own spirituality as part of your teaching in our next internet-based newsletter, Thee Talking Stick.
If you'd like to learn more, please contact me at: [email removed].
Thanks very much and have a wonderful December,
Chris
I look forward to hearing from you. Thank you for the important work that you and your organization does!
My children were used to having input into their studies and lessons, they were encouraged...See More