I was not impressed. The students appeared to be quietly engaged in their work, but what I saw was students who were listless and bored, not actually doing much of anything. I spoke to a few students individually. One was copying a book about roots and stems (in his own words) He was extremely polite, knew exactly what the task was, explained copyright to me and said he needed to get going on the next step (research on one kind of root). But he was bored out of his mind and was certainly not engaged or enthusiastic about it. At one point an adult quietly suggested that he get to work or be given 5 minutes. She didn't even approach his table, just wrote his name on the board.
Another smaller boy was matching compound words. He asked for help, was told "in a minute" then the teacher went and helped someone else. He just sat and waited. I asked him to show me what he was doing. We worked through the matching cards. He had no idea what some of the compound words meant: Ear ache, toad stool and sea weed were stumpers for him. He then had to copy the words into his book. It seemed to me this lesson was out of order for him. He could sound out words, but wasn't engaged in the meaning. There were no pictures to apply, no sentences or other way to apply what he was learning. He was also bored and listless.
There were other similar individual activities going on. There was also a group doing a matching activity on the History of Writing. They were also...bored and listless and not at all engaged. Were they then going to have to copy this into a copy book?
I like the quiet environment and lack of pressure. The materials were lovely. There were TONS of books and students were using encyclopedias and dictionaries. There were lots of matching activities which IMHO do not seem to be 'higher order thinking'. There was also a LOT of copying, and in one case, the teacher had taken over and was copying into a child's book.
Is this typical of a Montessori classroom? These kids do have to take state testing, I would be very surprised if they were prepared based on our state's curriculum. I'm not challenging the montessori method, only wondering if it was appropriately applied.
I'm going to observe at a small private scho...See MoreThanks for the feedback...just wanted to make sure I'm not crazy! Regardless of the cause for the weird dynamic in the room (it has been confirmed that those teachers don't get along) I would be Interning under someone who only just finished her training...I need to be with someone experienced.
I'm going to observe at a small private school tomorrow (only one Lower El class) and a large private school next week (4 Lower El rooms).
I have been seriously considering getting trained in Montessori Elementary. I want more meaningful work, and work that will coalesce with my home life. This year I completed my master's degree and I am considering getting an Education Specialist degree. Toddler and Early Childhood are fun but already fill our lives. Elementary appeals to me because it seems the students are prime for new and complex topics.
What I am curious about is:
1. Best teacher training options (AMS vs. AMI vs. University). Barry University offers an ED.S. in Montessori Elem. If anyone has attended I would love to hear about their experience.
2. Is an ED.S. worth the expense?
3. Pros and Cons of the Montessori elementary classroom experience.
Hi, can anyone give me information on public or low fee montessori schools in the las veags for 4th and 6th grade entering in august. Im new to the american schooling system so any information will be of great value to me. I want my kids to continue in montessori education. Thanks
I have taught 8 years in Montessori. 6 years in Primary (3- 6), then 1 yr in Lower Elem. I then took a break for a year & spent the last yr back in Primary in a horrible school which I leave next week (I only stayed to finish out the school year & for the kids) .
I love teaching & I can safely say I'm good at what I do. But for the past couple of years I miss teaching when I'm not doing it but dislike the daily grind when I am back at it!
I will be on a *short* break (again) after leaving the current school next week so I am hoping to get back into "something" in the Fall & there truly are many opportunities in my area.
My question for you is, after so many years working, have you ever felt like this? What kept you going as long as you have? Did you not ever feel the "burn" & "monotony"?
Thanks - CS.
I personally don't know if I have hit rock bottom & maybe "I am done with this."
I have been asked that several ti...See MoreMy question for you is, after so many years working, have > you ever felt like this? What kept you going as long as you > have? Did you not ever feel the "burn" & "monotony"? > > Thanks - CS. > > I personally don't know if I have hit rock bottom & > maybe "I am done with this."
I have been asked that several times over they years. Out of the 25+ years I taught, the closest I got to feeling that way, which I probably did, was when my long term assistant had to leave unexpectedly for 3-4 months. They gave me a different assistant each day so I had no continuity and many times these assistants were just "trained" parent volunteers. The bathroom toilet broke in my room so the children were on an honor system to use the large bathroom right across the hall. I had the afternoon extended day class with no assistant since I "only" had 15 students. These 15 came from three different classrooms so it was like a brand new class. Normally, I probably would have handled that ok, but with the bathroom mess (wasn't fixed for over 6 weeks) and the active personalities I had in the afternoon, it got overwhelming. I got to the point that I didn't want to go in in the morning. I asked three times for help in the afternoon, but I finally had to break down and cry and BEG for help before they listened and I got a really wonderful intern the rest of the school year. That was all at the beginning of that school year, so it didn't start my year off happily. I think the damage was done to me by then even though the rest of the year went fine.
So, I don't think it was the grind or monotomy that got to me, but more that the environment was not a good match for me that year. I lacked consistency in support and felt unheard and taken advantage of. I was very experienced and very capable, but the whole situation was just too much. I think that was the second to the last year I taught there. I came back the next year but I still felt "off". I had the opportunity to teach at the training center. I was told I could not do it because one of the institutes was the same part of the week that the school had a required of all staff personal development day. The reason they were having this particular PD day was because most of the other teachers couldn't get along with each other. Lots of bickering and "claiming their territory" type of stuff. My assistant and I got along great and didn't have any of those problems. I decided then that I would teach the class anyway which I did.
What was interesting about the PD class when they did have it was that we learned about different personality types and what types worked best together. My assistant and I were exact opposites on that chart and that was why we worked well together. The other teachers all had the same "label" on the chart which helped them realize why they had their issues. I was the only one with my particular personality type. When we stood around in a circle and gave one thing we had learned about ourselves from the class, it hit me what was off. I said, I realized at that point why I never felt like I fit in at that school. I knew then that was my last time there.
When I work in a small school setting where I have the ability to do things the way I want, I am very happy. That was the majority of my teaching years. When I work for larger schools with all the politics and no other teacher on staff who felt the passion I did about Montessori, I just focussed on my own classroom and ignored the rest when possible. So, I would say being in the right school setting is what kept me going all those years. I thoroughly enjoyed the children and their families and we really had a true community each year. When I worked in the large schools and had that way about my classrooms, other teachers lacked the initiative or ability to do what it takes to create that kind of community. If anything they tried to change it so that I would be restricted in what I could do because they didn't want to make the effort. I think one reason that happened in one school in particular is that a lot of the teachers there only had a high school education plus their Montessori training. Where else would they get paid that well with just a hs education? However, I felt the professionalism was missing a lot of the time. The years there were at least one other teacher on my wavelength it was very professionally fulfilling. We would both come up with great ideas for the school at those staff meetings. When the others left, I had no one else to feed off of and the last few years, let's just say the staff contributions towards creating an even better school were just not forthcoming. Any ideas that required change or effort often got voted down.
I am sorry this got so long. I am writing as I think about your question. I would think your own personality, a good match with you and school, the freedom to do what you feel is best for the children and being obsessive about Montessori all contribute as to how one does or doesn't have burn out
I have seen other teachers with burn out and it stood out very much to me although they seemed to fight it. The one in particular I am thinking about simply was in the wrong age group. She should have been upper elementary instead of pre primary. She thought about quitting at the end of the school year. Instead she thought taking the summer off would be enough of a break. She came back in the fall and quit within two weeks after the start of school. That put the school in a real bind but it was better then having a teacher who hated being there.
So, I guess I am not able to really tell you which way you are in all this. That is up to you. I do know that I always had a life outside of school and was able to keep the two separate. For instance I always found time to exercise and I started a part time retail job to be able to work in a completely different environment. That helped. I also taught summer school each year I taught which I loved doing; so burn out really wasn't anything I struggled with.
Most of my friends who used to teach went into completely different fields. One worked as an administrative assistant. One I don't know. My neighbor does something in the Entomolgy department at our university. One works as a para in a public school. Most left due to not having benefits in their schools. Hope this helps! maureen
I am GIVING away a whole primary classroom and everything to start a small school. The catch, it must stay in the north party of my country. (Forsyth, Cumming, GA, USA) and be a non-profit. It's worth about $15,000.
I am a start up Montessori in a very deserving community in Atlanta. I am interested in discussing with you.
On 6/14/12, BJS wrote: > I am GIVING away a whole primary classroom and everything > to start a small school. The catch, it must stay in the > north party of my country. (Forsyth, Cumming, GA, USA) and > be a non-profit. It's worth about $15,000.
How many elementary field trips do classes take during a year or per month? How do schools manage "Going Out" trips for pairs or small groups of children in a class?
I do not clear the shelves, but I do reduce the materials until we can do refresher lessons on some things. I like for the students to show mastery in cultural in prior topics before moving forward in the beginning of the year to make sure they retained the information. The majority of the math and language does remain out, but I do also do refresher lessons with the larger materials. The first graders do still have the need to touch new things, not all of them, but some. I usually have a first grade shelf and have materials they are all comfortable with. Then I am able to give older students refresher lessons and the younger students are still busy choosing work. Hope that helps.
On 6/28/12, Kell wrote: > On 6/22/12, MM wrote: >> I'll be starting an elementary classroom next fall and I >> have a question about the first few days. In my training, >> it states that there should be limited materials on the >> shelf for the first few weeks of school- just like in >> Primary. There should also be "entry materials" for new >> children to work with. Shouldn't the children at this age >> be able to handle a classroom of materials without feeling >> the need to touch all of them? I would think after one or >> two reminders, they would be able to remember. I've even >> been able to keep all of my materials out for some of my >> Primary classes at the start of the year. >> Do you clear your shelves for elementary too? > > > I do not clear the shelves, but I do reduce the materials > until we can do refresher lessons on some things. I like for > the students to show mastery in cultural in prior topics > before moving forward in the beginning of the year to make > sure they retained the information. The majority of the math > and language does remain out, but I do also do refresher > lessons with the larger materials. The first graders do still > have the need to touch new things, not all of them, but some. > I usually have a first grade shelf and have materials they are > all comfortable with. Then I am able to give older students > refresher lessons and the younger students are still busy > choosing work. Hope that helps.
On 7/11/12, CM wrote: > Hope everyone is enjoying the summer. I want to create > impressionistic charts for my lower elementary classroom. I > came to now recently that blackline masters are available > for these charts and then you can color them in. Is anyone > familiar with any one selling those blackline masters. > Could you please let me know how you made for your own > classroom Thanks!
I'm going to observe at a small private scho...See More