From the pen of Dr. Montessori

Every once and a while I find myself combing through my collection of Montessori books and articles.  Sometimes I’m preparing for a Parent Ed session; sometimes I’m looking for topics for blog articles.  Sometimes I’m just in need of inspiration.  Each time I dive into her words, I’m struck by the wonder and awe she had of the child as well as the vision she had for what education should be like. 

I’ve included some of my favorite quotes to share with you.  May they help you appreciate the beauty and depth of Cosmic Education, and inspire you as they inspire me.

“Human consciousness comes into the world as a flaming ball of imagination.  Everything invented by man, physical or mental, is the fruit of someone’s imagination… I consider it a crime to present such subjects as may be noble and creative aids to the imaginative faculty in such a manner as to deny its use, and on the other hand require the child to memorize that which he has not been able to visualize.  These subjects must also be presented so as to touch the imagination of the child, and make him enthusiastic, and then add fuel to the burning fire that has been lit.” (Montessori, 2007, p. 10).

 “To the older child we must give not the world, but the cosmos and a clear vision of how the cosmic energies act in the creation and maintenance of our globe.  This must be accompanied by a clear vision of how- through work- the naked and feeble man he was on his appearance upon the earth became the supraman who had built our present civilization.  That is what cosmic education for the older child is: give him God as He functions in the cosmos to create earth- and give him man who, starting to live in nature, created the supranature in which we live today” (Montessori, 1976, p.5)

“If the idea of the universe be presented to the child in just the right way, it will do more for him than just arouse his interest, for it will create in him admiration and wonder, a feeling loftier than any interest and more satisfying.  The child’s mind will no longer wander, but become fixed and can work.  The knowledge he then acquires is organized and systematic; his intelligence becomes whole and complete because of the vision of the whole that has been presented to him, and his interest spreads to all, for all are linked and have their place in the universe on which his mind is centred.” (Montessori, 2007, p. 6).

“Let us in education call the attention of children to the hosts of men and women who are hidden from the light of fame, so kindling a love of humanity; not the vague and anaemic sentiment preached today as brotherhood, nor the political sentiment that the working classes should be redeemed and uplifted. What is most wanted is no patronizing charity for humanity, but a reverent consciousness of its dignity and worth.  This should be cultivated in the same way as a religious sentiment, which should indeed be in us all, for we should not need to be reminded that no man can love God while remaining indifferent to his neighbor” (Montessori, 2007, p.18).

Montessori, Maria, 2007. To Educate the Human Potential, Amsterdam, The Netherlands: Montessori-Pierson Publishing Company.

Montessori, Mario.  (1976).  Cosmic Education.  Association Montessori Internationale     Pamphlet.

Mary Hanyok

Listening

Children and adults alike speak to us through many different ways, - not only through words, but body language, facial expressions, and even through sounds.  As babies, your child spoke to you through cries, smiles, giggles, and grunts. As they were growing, words were added. What joy it must have brought you to hear those first words. You may have felt some relief that they could now tell you what they needed. Yet, while children increase their vocabulary, they still develop new ways of communicating.  Despite the words they now have, they remain a mystery to us. We wonder who they will become, what will their interests be, and what will bring them great joy? One of my greatest joys as a teacher is watching the children in their primary years grow and show these interests.  Maria Montessori tells us to “follow the child”, and many times it takes a kind of listening that goes beyond words to support what peaks his or her interest.      

 

During our daily afternoon playtime outside, one of the youngest children in our class has recently been expressing to the adult on the playground that she would like to go in and take out a work. At first, we were not sure if what she was saying was really what she wanted; but the teacher outside called me and said the young girl was headed in to take out a puzzle map.  I was surprised and a bit doubtful. It was almost 5:00 p.m., and here this 3-year old wanted to work! As I continued to sweep the classroom, she came in, put her coat away, retrieved a rug, found a place for it, got her puzzle map, and began to work. She did not say a word.  She carefully laid out each piece and just as carefully fit each one back into its spot.  She carried the map back to the stand, rolled up her rug and put it away.  She went back to the cubby room and put on her coat. I asked her if she wanted to go back outside. She said yes, and she returned to playing.  I was completely amazed! Since then, she has done this a few more times, choosing different materials and working ever so carefully with no other child around. 

 

What could she be telling me? There's a skill she wants to build, whether it be mastery of the material or getting work by herself. Maybe she enjoys the peacefulness of being the only one in the classroom. Or is it simply that she is just cold and not wants to be outside? I may never know the answer to this; but I was so grateful that as adults we could “listen” to her unusual request and were able to respond to this child’s spontaneous desire to do work. 

 

When I think about the children and prepare lessons for them, I hope to find activities that are calling to each one of them at that time.  I try to listen to the children – beyond their words - and “hear” what they are telling me throughout the day, in order to bring them closer to what fulfills a need for their individual growth and development.

 

Lindy Rivera  

Observation and Not-Quite-Night School

With parent observations and Not-Quite-Night School coming up soon, I have been wondering what the similarities and differences between those two events are. Both take place in the classroom with the children doing the kind of work they daily engage in. Both offer a window to our children’s progress. In both situations we take a mental step back and quiet our personal “noises”, i.e. specific parental expectations, because we want to allow the child to reveal him or herself to us.

 

The difference seems to lie in the way we as parent interact with the children. Observation is the pillar of Montessori. Teachers are specifically trained in and continue to refine their observational skills in order to assess each child’s developmental needs, progress, and readiness for the next lesson. Similarly, when we come as parents to observe in our children’s classroom, we want to find out how they work with concentration, what kind of activities they choose, and how they receive a lesson from their teacher with curiosity and focus. We can observe how they interact with their peers and how they joyfully engage in the classroom environment. These observations lead into parent/teacher conferences and give us a common base with our child’s teacher for our upcoming conversation.  

 

At Not-Quite-Night School each child brings a parent to the classroom and spends special one-on-one time with Mom or Dad. Rather than sitting silently on the observation chair, we get down on our knees and wait for our child to present chosen work to us. The child may engage the parent in one long “lesson” or flit from one activity to the next, mainly from joy and excitement about the parent’s presence. Depending on the child, he may be talkative or do his demonstrations silently. A very young child in the primary class may pick an activity off the shelf she has never done before; or an older child may suddenly resort to spooning beans. For some children, the new situation of so many adults in the room, of choosing work for which they usually have at least three hours time, or of encountering chairs and tables occupied by visitors, may be confusing. So, as Montessori tells us, “Follow the child.”

 

Both events are but snapshots into each child’s development. But the excitement the children feel to “teach” their parent and the parent’s opportunity to spend time in the classroom is worth the short visits.

 

So, come to enjoy and be surprised by the unexpected!

 

Inga Sieminski

Collective laughter and enthusiasm

About three weeks ago I gave a lesson on collective nouns to four 8-year old students, both native and non-native English speakers. Using the noun box from the shelf, I gave them a short explanation of what a collective noun is, namely nouns that stand for members of a group acting as one (e.g. flock, team). I worked with them sorting a few noun cards. Those cards that indicated a group acting as one were placed under the heading “Collective Nouns” and those that did not were placed in a separate pile. Then, if they were still willing, they matched each collective noun to its appropriate plural noun from the other pile, for example: a litter of kittens. When the children encountered a word they did not recognize, I encouraged them to find it in the dictionary. After I provided them with a little help to find the word and to discern whether the noun is collective or not, the children appeared ready to take on this lesson.

 

Working with them, we completed the last period of the three-period lesson, which demonstrated that each of the children understood collective nouns. We did a short review of what they need to do if they encounter unfamiliar words and on how they know they have accomplished their goal. I also reminded them that they could ask any of the adults for help if needed. Then I stepped back.

 

Though interacting with the children during the presentation was fun, observing them take on the lesson on their own was truly delightful. It was a joy to observe the children discuss what they believed to be true, be challenged about it, and then be able to prove, with the use of the dictionary, that what they believed to be true was in fact correct. It was heartwarming to hear their laughter as they searched to find the plural nouns that match the collective nouns. Other children were attracted to the laughter and enthusiasm they were hearing from these four children. Completing this work was not easy, but they were persistent to learn the words and accomplish their goal.

 

As for me, I have learned to follow Maria Montessori’s advice: When the children are ready to take on the work, do what John the Baptist said about Jesus, “He must increase, while I must decrease.”

 

Nieva Armstrong