Montessori had me at "Follow the Child"; the discoveries that occur on a daily basis resulting from this work have kept me engaged. And when I say, "discoveries," I mean both the auto-education of the child and the teacher. I simply never tire of the children, the environment, and the method. Having guided children for this long, I cannot imagine simply feeding children information.
Decades ago, I entered a Montessori classroom, sat down, and began to observe a group of children who were working independently, and in small groups. My first impression was that the children were behaving completely differently than the children I knew, and with whom I worked. My second impression was that the environment called to them -- and called to me! The children were not being ordered about by anyone, the materials were remarkable in their design, and in the consideration of the child's development. I could see that the activities were developmentally appropriate, and were addressing a multitude of skills. Some children were more engaged than others, (also developmental,) yet all were peaceful and calm. They were not loud, or rowdy, but were obviously enjoying themselves. They were happy children! It made perfect sense, and I had absolutely no idea how this could be possible. So I jumped in feet first.
I have, over the years, met traditionally trained educators who express an interest in Montessori, and actually tell me that they would really like to take training. Most of these women, however, proceed to explain that it is just not the "right time" for them. Someday. And I think, "Maybe, but probably not."And then I think, "Maybe you shouldn't." Because there never is a right time. Because you have to feel it in your heart and you have to want it in your soul. Because if you are not as exhilarated by this method that enables you to really make a difference in a child's life, in a child's self-construction -- think about this: they are constructing themselves and you get to observe this incredible process, and help them along their path -- then I don't think you are a good match for the work. Because if you have convinced yourself that there has to be a perfect time for everything to happen in your life, how are you going to adjust that thinking enough to truly follow and trust in each child?
Decades ago, I had my first revelation in the classroom I visited. Nothing could have stopped me after that, and I was enrolled in training immediately, even though I had three young children and a full-time job. After two years of study, I drove to Memphis State University to train for two final weeks in preparations for my examinations. During this time, my instructor presented an example of color mixing in a traditional classroom and in a Montessori classroom, in response to a student's question regarding differences in philosophies. This resulted in another revelation that stays with me to this day. She described the traditional approach of a color wheel poster, and a teachers saying something like, "Now look class, these are primary colors and if I mix two together, I get a secondary color. See if I mix yellow and blue I get green, and if I mix yellow and red I get orange, and on and on." Next, she said, "This is color mixing in the Montessori classroom. A little child selects the color mixing work from the shelf, puts on a smock, and sits down to work. The child adds drops of color. The child stirs them together. Suddenly, the child jumps up, forgets to put her/his chair away, rushes to the teacher carrying the bottle, and exclaims, 'LOOK teacher!!! I made SUNSET!!!'"
I have said that I continue to discover the child every day, and that I still learn something new within the Montessori environment each day, and this is true. High school students visit our school, and express their desire to become a teacher some day. I like to ask them why they want to be a teacher. The usual answer is, "To help children, or 'give' children a better education." And I wonder how they think they are going to achieve this. Do they feel that they can drill and test, and drill and test better than those before them? I ask them if they would like to educate in a research-based, scientific method, rather than traditional, and they nod, but I can see that they are not sure about this. To watch and to wait for children to make discoveries on their own takes a certain type of individual. A teacher who understands that she or he is not directly teaching the child, with exception to modeling the behaviors and actions one wishes to see. A teacher who can wait, knowing that all children in the room will not discover "sunset," and that this is O.K. (I know from experience though that a good number will go to that shelf and try to imitate what they saw, and that others glanced over, and thought it was really cool, and that is O.K. too.) I believe that Montessori attracts the teacher who is both so impatient to learn Montessori that she jumps in feet first, only to learn to be patient enough to wait for the discoveries the child will make with just a little guidance. And once in possession of this capacity to wait, not for the 'right time', but just for the child's inner drive to become ignited, she will also discover herself.
AN HOMAGE TO COLOR MIXING. . .
BASIC PRIMARY COLOR MATCH, PRIMARY COLOR MIX WITH WATER, THEN CLAY, FOLLOWED BY MIXING ALL COLORS ON THE WHEEL
NOTE: The children love to help prep the primary colored clay balls for the mixing of secondary colors.
PRIMARY COLOR MATCH
PRIMARY/SECONDARY MATCH
PRIMARY TO SECONDARY ADD WATER, WATCH THE COLORS SWIRL DOWN, THEN MIX!
THE PRIMARY COLORS ARE PREPARED AND SET UPON THEIR PLACES. CHILDREN TAKE TWO PRIMARY COLORS, AND MUST SQUISH AND MIX FOR A VERY LONG TIME TO GET THE SECONDARY COLORS. (SECONDARY COLOR CONTAINERS START OUT EMPTY.)
VERY FANCY! IF WE JUST GO AROUND THE COLOR WHEEL MIXING EACH NEW COLOR WE MAKE, VOILA!
SOMEONE IS ALWAYS INVOLVED IN THESE MATERIALS, AND SOMETIMES, GREAT CONVERSATIONS AND DISCOVERIES ENSUE.
THIS BOY TEARS PAPER FOR AN EXTENSION OF COLOR MIXING. TEARING PAPER IS A WONDERFUL ACTIVITY FOR DEVELOPING PINCER GRIP IN YOUNG CHILDREN. ASK A CHILD TO TEAR SOME PAPER. OBSERVE HOW THEY GRASP THE PAPER. MOST WILL GRAB AND WAD, AND THE PAPER SIMPLY WILL NOT TEAR. SHOW THEM TO GRAB IT WITH THEIR THUMB AND INDEX FINGER. "USE YOUR PINCHING BUGS!" UNDER THE COLOR MIXING ACTIVITIES ARE VARIOUS EXTENSIONS, SUCH AS WATER COLOR, PASTELS, AND THIS ACTIVITY WHICH IS GLUING LAYERS OF PRIMARY COLORS OVER AND OVER EACH OTHER TO MAKE NEW COLORS. PART OF THIS PROCESS IS SHOWING CHILDREN GLUING AND "SEALING" THE PAPER SO IT IS PERFECTLY FLAT WHEN THEY ARE FINISHED.
Decades ago, I entered a Montessori classroom, sat down, and began to observe a group of children who were working independently, and in small groups. My first impression was that the children were behaving completely differently than the children I knew, and with whom I worked. My second impression was that the environment called to them -- and called to me! The children were not being ordered about by anyone, the materials were remarkable in their design, and in the consideration of the child's development. I could see that the activities were developmentally appropriate, and were addressing a multitude of skills. Some children were more engaged than others, (also developmental,) yet all were peaceful and calm. They were not loud, or rowdy, but were obviously enjoying themselves. They were happy children! It made perfect sense, and I had absolutely no idea how this could be possible. So I jumped in feet first.
I have, over the years, met traditionally trained educators who express an interest in Montessori, and actually tell me that they would really like to take training. Most of these women, however, proceed to explain that it is just not the "right time" for them. Someday. And I think, "Maybe, but probably not."And then I think, "Maybe you shouldn't." Because there never is a right time. Because you have to feel it in your heart and you have to want it in your soul. Because if you are not as exhilarated by this method that enables you to really make a difference in a child's life, in a child's self-construction -- think about this: they are constructing themselves and you get to observe this incredible process, and help them along their path -- then I don't think you are a good match for the work. Because if you have convinced yourself that there has to be a perfect time for everything to happen in your life, how are you going to adjust that thinking enough to truly follow and trust in each child?
Decades ago, I had my first revelation in the classroom I visited. Nothing could have stopped me after that, and I was enrolled in training immediately, even though I had three young children and a full-time job. After two years of study, I drove to Memphis State University to train for two final weeks in preparations for my examinations. During this time, my instructor presented an example of color mixing in a traditional classroom and in a Montessori classroom, in response to a student's question regarding differences in philosophies. This resulted in another revelation that stays with me to this day. She described the traditional approach of a color wheel poster, and a teachers saying something like, "Now look class, these are primary colors and if I mix two together, I get a secondary color. See if I mix yellow and blue I get green, and if I mix yellow and red I get orange, and on and on." Next, she said, "This is color mixing in the Montessori classroom. A little child selects the color mixing work from the shelf, puts on a smock, and sits down to work. The child adds drops of color. The child stirs them together. Suddenly, the child jumps up, forgets to put her/his chair away, rushes to the teacher carrying the bottle, and exclaims, 'LOOK teacher!!! I made SUNSET!!!'"
I have said that I continue to discover the child every day, and that I still learn something new within the Montessori environment each day, and this is true. High school students visit our school, and express their desire to become a teacher some day. I like to ask them why they want to be a teacher. The usual answer is, "To help children, or 'give' children a better education." And I wonder how they think they are going to achieve this. Do they feel that they can drill and test, and drill and test better than those before them? I ask them if they would like to educate in a research-based, scientific method, rather than traditional, and they nod, but I can see that they are not sure about this. To watch and to wait for children to make discoveries on their own takes a certain type of individual. A teacher who understands that she or he is not directly teaching the child, with exception to modeling the behaviors and actions one wishes to see. A teacher who can wait, knowing that all children in the room will not discover "sunset," and that this is O.K. (I know from experience though that a good number will go to that shelf and try to imitate what they saw, and that others glanced over, and thought it was really cool, and that is O.K. too.) I believe that Montessori attracts the teacher who is both so impatient to learn Montessori that she jumps in feet first, only to learn to be patient enough to wait for the discoveries the child will make with just a little guidance. And once in possession of this capacity to wait, not for the 'right time', but just for the child's inner drive to become ignited, she will also discover herself.
AN HOMAGE TO COLOR MIXING. . .
BASIC PRIMARY COLOR MATCH, PRIMARY COLOR MIX WITH WATER, THEN CLAY, FOLLOWED BY MIXING ALL COLORS ON THE WHEEL
NOTE: The children love to help prep the primary colored clay balls for the mixing of secondary colors.
PRIMARY COLOR MATCH
PRIMARY TO SECONDARY ADD WATER, WATCH THE COLORS SWIRL DOWN, THEN MIX!
THE PRIMARY COLORS ARE PREPARED AND SET UPON THEIR PLACES. CHILDREN TAKE TWO PRIMARY COLORS, AND MUST SQUISH AND MIX FOR A VERY LONG TIME TO GET THE SECONDARY COLORS. (SECONDARY COLOR CONTAINERS START OUT EMPTY.)
VERY FANCY! IF WE JUST GO AROUND THE COLOR WHEEL MIXING EACH NEW COLOR WE MAKE, VOILA!
JUST THREE PRIMARY COLORS--THE CHILDREN CANNOT BELIEVE WHAT IS POSSIBLE WITH JUST THESE THREE COLORS AND SOME ADDITIONS OF WATER.
SOMEONE IS ALWAYS INVOLVED IN THESE MATERIALS, AND SOMETIMES, GREAT CONVERSATIONS AND DISCOVERIES ENSUE.
AND SOMETIMES A FELLOW WANTS TO BE ALONE WITH HIS WORK. IT TAKES A LONG TIME, AND CLEAN UP TAKES A LONG TIME AS WELL. WE ABSORB THE COLORS WITH REAL COTTON BALLS. OF COURSE THE CHILDREN FIGURED OUT THAT ONE COTTON BALL CAN ABSORB MUCH MORE COLORED WATER THAN ONE WOULD SUPPOSE. SO NOW, ONE OF THE GOALS OF THE WORK HAS BECOME THAT ASPECT--THE ABSORPTION. THEN THEY LIKE TO SQUIRREL AWAY THOSE COLORFUL, SOAKING COTTON BALLS IN THEIR CUBBIES! THIS BOY HAS FORGOTTEN HIS SMOCK...BUT HE WAS SO CAREFUL.
