Our First Full Week

As evidenced by the few opportunities for me to take photos, we have been very busy in our classroom this week.  The beginning part of the school year is dedicated to establishing classroom routines and rhythms while promoting peaceful interactions among classmates and teachers.  This week has been filled with lessons geared toward keeping safety which is of paramount importance - i.e. we always walk in our classroom, push in our chairs so children will not trip and fall, etc.  We also have been encouraging kindness with our hands - i.e. "gentle hands help our learning, ourselves, and our friends."  Most important to me is that the children feel safe in our environment so confidence may flourish with the exploration and learning occurring within their prepared classroom!


Playing our 'Apple Picking' Math game.




Sensorial exploration of European countries.



Practical Life - Tonging

Math work with Cards and Counters.



Weaving with various ribbons.



Chopping apple slices - the perfect blend of Practical Life and Grace and Courtesy!

Number Rods and Cards - Here, the child is choosing a number card and bringing the corresponding Number Rod to the mat.

Preparation for writing with the Metal Insets.



Extension work with the Solid Cylinders - visual discrimination of size while promoting use of the pincer grasp (necessary for writing).

  

Fun with an apple craft...

  

Language enrichment with 'Animal Babies.'

The PinkTower - read more about it in a previous post.

Wow, we were busy indeed!  And I feel as though these pictures represent only a fraction of what was happening in the classroom!  I am looking forward to even more lessons and activities next week as I get to know my students.

We've Got the Rhythm

This title is actually quite fitting...  As we head towards the end of almost two weeks together, it does feel like we have established some rhythm in our Montessori work cycles.  I have been presenting new lessons to our newest class members and also showing extensions and variations of activities for returning students.  There is nothing more comforting for me than to give these lessons - the use of the Montessori materials evokes such a sense of peace for me in the classroom!

Going back to the title of this post, however, I have recently introduced the children to the concept of 'steady beat' in rhythm and language.  The ability to hear a steady beat in a rhythm is an important aspect not only in musical training, but also in spoken language.  As written in my Montessori Music album, "We begin our study of rhythm with the steady beat as the underlying pulse of music.  The beat is everywhere in the life of the child.  Each child experiences the heartbeat of its mother while in the womb.  Therefore, it is believed that at birth, every child has a strong sense of the steady beat.  When we combine patterns of long and short sounds, the result is 'rhythym.'  Rhythm is very important to the development of speech patterns and the natural flow of words can provide an easy transition to musical notation.  An understanding of steady beat and rhythm can be taught through rhythm chants, songs, classical music, and movement."  To that end, I have taught the children a fun rhythm chant with a steady beat which follows the current apple theme in our classroom:

Apple tree, apple tree,

Will your apples fall on me?

It's okay, I won't shout

If your apples knock me out!

The first time I introduced this chant to the children, I simply tapped the steady beat on my knees - they quickly followed suit.  Next, we practiced clapping the steady beat as we sang the chant together.  Then, I introduced the children to our wooden rhythm sticks and we took turns using them while saying the words.  Lastly, I plan to show the children a visual representation of the steady beat using a paper with apple pictures - each beat is represented by one apple:



Visual representation of the steady beat in our 'Apple Tree' chant.

Now, while using the rhythm sticks and saying the words, the children can follow the visual representation of the rhythm.  What a fantastic way to incorporate musical notation at such an early age!

Montessori Monday Link-Up

 

It's More Than Just a Pink Tower...

The Pink Tower is an essential piece of Montessori material in a Primary Classroom.  I would like to share with you an informative video which details the critical significance of this apparatus which is part of the Sensorial sequence in the classroom. 

I have been presenting this material to many of the newest members of the classroom during these initial days of school.  Many of the children who were part of the class last year are exploring the material in other ways, as described in the video.  The last part of this post from last year showcases some extension work and variations with the Pink Tower and Brown Stair - another Sensorial apparatus.

As a Montessori educator, it brings me much joy to see the Pink Tower in active use each day!  What a pleasure it is to watch as an eager three year old purposefully unroll a mat, carefully place each cube onto it, thoughtfully construct a tower, and admire his work...  It may appear to be a simple tower of pink cubes, but as you now know, it is so much more!

Week One (minus a day...)!

I have so enjoyed my time back in the classroom over the past four days of the first week of school!  What a joy it was to have the returning students demonstrate their depth of knowledge of not only the materials, but also procedures in the classroom.  The newest members of the class are so fortunate to have these special mentors in their midst!  I also continue to be amazed at the speedy rate of acclimation our newest students are exhibiting.   While this first week kept me 'on my toes,' (and mostly away from my camera) I was able to capture some moments of life during our Montessori mornings:

Coloring the Map of the World.



Preliminary Practical Life exercise:  Sponging
The children are especially drawn to the use of water and have enjoyed this particular lesson!



Paper Cutting exercises.  After practicing with scissors and cutting on the lines of small strips of paper, the children eagerly fill an envelope of their clippings to bring home to their families! 



Sensorial exploration of dimension with the Solid Cylinders.



Apple Sticker Math with numbers 1-5.



Painting with one color - read more about this activity in the previous post.



Apple Tree Math



Lots of play dough fun!  You can read more about how I've set up the play dough activity here.



Writing practice with an apple tracing activity.

  It has been delightful getting to know my students in these first few days and I look forward to learning more about each child.  We are going to have a great year!

Painting with One Color

One preliminary Art activity I have prepared for the children is painting with one color.  The Montessori setting is ideal in that each lesson or activity draws from experience with the previous one.  For this reason, I have set out only one color - red.  While appearing quite simple, this exercise allows the child not only the opportunity for creative self-expression, but also for following a sequential order of steps to carry out a task.


The materials for the lesson on the shelf:  basket with white paper;  yellow apron to wear while painting; art board which is underneath the basket; one the white, square tray - tape dispenser; bottle of red paint; on the smaller, clear tray:  castor for paint; tall vase in which the brush stands; pencil for writing name

First, the child puts on the apron - this has been an exciting part of the lesson because for many of the children, this is the first time they have used an apron at school!  Next, the child removes the art board from underneath the basket and places it in front of them on the floor.  This is actually not as cumbersome as it may seem because the materials are set up on the lowest shelf.

Here, the child has removed the art board from under the basket and taped a piece of paper onto it.  I like having the children use small pieces of tape because not only does it help to keep the paper in place, but it also presents a point of interest for the child - they love the tape dispenser!

Now, the child is ready bring the art board with paper to their chosen workspace at a table. Then, they return to the shelf to obtain paint by squeezing a small amount into the castor.


Paint in the castor.

Next, the child brings the clear acrylic tray with paint, pencil, and paintbrush to their workspace.  Space permitting, I try to have the child place this tray to the left of the art board so that while they are working, they are doing so in a left to right pattern - training the eye for reading and writing.


The materials in use.

The last part of the lesson is cleaning and drying the castor and paintbrush at the sink to leave the materials ready for another child to use.  The children are always enthusiastic to wash and dry these items and I appreciate how it cultivates a sense of ownership in the environment - the kids take care of the things they use!

Some thoughtful creations in our hallway.



"Jack be Nimble, Jack be Quick...!"

Growing up, my sister would always laugh at with me when I changed song lyrics.  To be honest, most of the time I really did not clearly hear what was being sung, so I just made up my own words.  As it turns out, this is a great skill for a preschool teacher to have! :-)  The following song and movement activity is something I made up as a fun game to play during the first days of school to the rhythm of "Jack be nimble, Jack be quick, Jack jump over the candlestick!" 

With much drama and excitement, I told the children that I had something very special to show them.  They were a bit perplexed (as I anticipated they would be) when I produced a plain, medium sized wooden dowel.   "Hmm... it's missing something!"  I said while a dozen pairs of amused eyes looked on.  Then out of nowhere, (well, really just in my other hand) I brought their attention to an extra special apple-eraser pencil top - the kind we use in the Apple Picking Math game.  This was enthusiastically placed on the tip of the dowel. "Now, we have our very own Apple Stick!"  I told the children, and we were ready to begin our game.


The now legendary Apple Stick.

I love playing name games in the beginning of the year because it allows the children opportunities to get to know each other by name.  In the past, however, I have noticed that this can be quite uncomfortable for some children, and rightly so.  After all, how can I expect them to play a game and call someone by their name if everyone is new to each other?  So, in an attempt to eliminate this somewhat uncomfortable situation, I made a this little game to help the children learn each other's names in an unobtrusive way.

We carefully placed our new "Apple Stick" on a small mat in the center of the circle.  Then, one at a time, we took turns jumping over it while I chanted/sang, "(child's name) be nimble, (child's name) be quick! (child's name) jump over the apple stick!"  We repeated this several times so that each child had the same amount of turns.  By the last round, the children were joining me in chanting each child's name! 

I love how this activity allowed the children to learn each other's name without having to feel, "put on the spot," as is the case for typical "getting-to-know-you" games.  I'm sure we will play this game throughout the year as it is also just a fun gross-motor activity...and that Apple Stick is here to stay!

A Bit of Educational Philosophy...

As we approach the first day of school, I like to take the time to reflect and review the purposes behind my endeavors in the classroom.  The following personal educational philosophy statement was written as part of my training in the Montessori method.  It is my hope that by sharing my educational beliefs, the parents of my students will have a greater understanding of their child's overall Montessori experience in our classroom. 

Children learn most effectively when several criteria work in conjunction to create the most advantageous learning environment.  Firstly, I believe when children’s physical needs are met, along with a feeling of safety and security, they are able to take part in optimal learning.  Of paramount importance is the child’s need to know that school is a safe place, where adults will be protective and supportive of them and their endeavors.  School is a place where children can be joyful, comfortable, and relaxed.  Research of contemporary human development theorists such as Maslow and his theory of Hierarchy of Needs, or Ericson’s Psychological Stages of Development, further support this notion.  The Montessori setting fosters these conventions through the interaction of the specially prepared environment, including the role of the teacher, and its relationship with the child. 

I also believe that children need to construct their own knowledge to achieve maximum educational benefits.  Piaget’s Constructivist Theory states that children acquire knowledge and understanding of the world through the manipulation of objects.  A child’s knowledge grows as they experiment, make discoveries, and modify earlier ways of thinking to incorporate new insights.  The sequential nature of the Montessori curriculum, coupled with the child’s ability to choose his own activities, invites the child to become the constructionist of their own learning. 

Likewise, I affirm that children learn best through social interaction with adults and other children.  Social interaction not only builds self-confidence and social competence, but is also a necessary component for intellectual development.  Vygotsky’s Social Learning Theory underscores the importance of reaching one’s highest learning potential with the support of an adult.  Montessori classrooms are not only premiere locations where conscientious adults are motivated to support each individual child, but also promote the importance of social interaction among peers.

I also acknowledge that children learn through play and therefore, a child’s work is his play.  Popular human development theorists such as Smilansky and Piaget both state the importance of the child’s spontaneous exploration, experimentation and manipulation during play.  These are all elements necessary for optimum cognitive development.  For these reasons, the Montessori setting refers to all activities by the child as work.  The lessons and materials provide meaningful opportunities through which each child is able to feel a sense of accomplishment while building critical thinking skills and knowledge.

It is my opinion, based on researched theoretical perspectives, that children’s own interests and internal motivation are vital components to learning.  Individual learning styles and multiple intelligences must therefore be represented in the classroom.  The Montessori method of education not only provides a child choice in their studies, but also incorporates the effectiveness of varying ways of learning. 

Additionally, my affirmations recognize that all learning is characterized by individual differences.  Human developmentalists agree that children progress through a patterned, sequential order of development, though not at equal times.  The Montessori setting naturally distinguishes this important factor in child development and recognizes that individual variation is not only normal, but also valuable.  It allows teachers to assure that decisions regarding progress through the curriculum need to be individualized. 

Lastly, I firmly believe parents play a vital role in children’s education through their responses to their child’s growth, development, and unique characteristics.  Parents need to take time to understand and appreciate the underpinnings of their child’s development and be an active participant in their education.

As an educator, my role is to uphold, to the highest of standards and to the best of my abilities, the above mentioned personal belief system.   My educational credo matches current research regarding child development, and it is my duty to ensure that it is celebrated as a gift for each child in my care.

Reference

National Association for the Education of Young Children (NAEYC)