Observation, our greatest tool

by Sara Berge, All Day Primary Teacher

In training we were warned against being too sensitive to the noise level in our classroom. I recall one of my trainers saying that if a teacher takes the volume to be the indicator of concentration or work happening in the room, she may trample upon a productive work period by interrupting in her attempt to quiet the room. 

As a first year teacher, I am reconciling everything I encounter with the impressions I received from training. (As an aside, “training” is the process Montessori teachers go through to earn their Association Montessori International diploma, which is required to teach at an AMI school such as CFMS. Many of us went through training at Washington Montessori Institute, associated with Loyola University Maryland). I find myself harkening back to bits of practical advice, laced with the pedagogical, such as this one. The alternative to ringing the bell too quickly and gathering as a group, or reminding the class to use small voices is to fade away, and observe. Observation is one of our greatest tools in the classroom—it gives us the opportunity to look beneath the surface, and glean what’s really going on, before we make a rash judgement and jump in at the wrong time.

With so many children to attend to, the opportunity to observe can feel unattainable. In lunchroom conversations and meetings with colleagues this fall, each time I have asked for advice on a particular dynamic or challenge, I was compassionately encouraged to observe. The times that I have even paused from wherever I may be perched to scan the room in an intentionally resigned manner, or at best, grabbed a stool and notebook and formally observed, forbidding myself from interacting, I have heard loud noises and seen constant movement, but embedded in the commotion I have also seen spontaneous help, concentration via movement, and challenging social scenarios navigated. 

This week many of you have assumed the task of observation, and some of you will embark on your own precious thirty minutes next week. If this is your first experience with observation at CFMS, know that it may look messy on the surface. Particularly if you are visiting a primary environment during the morning work period, there will undoubtedly be some noise, and a lot of movement. This is inevitable where 25 tiny bodies are hard at work, finding their own tasks and interacting with others along the way; the “buzz” is a hallmark of an environment that grants children freedom of communication and movement. 

My hope for you is that you can see past what may be present superficially, to the essence of a buzzing Montessori environment. You may hear the coffee grinder smash to the floor and see dozens of beans scatter across the classroom. It is also very likely that the immediate follow-up will be 3 or 4 older children getting out the orange cones to mark the spill, and setting themselves immediately to the task of cleaning, with an announcement or two about the “emergency” along the way. You may hear a child singing to themselves while painting at the easel, or a young child asking an older one for help tying their apron. Montessori told us that the strongest indicator of our own success as teachers would be that the children were working as if we were not there. 

Wonder in the Atrium

By Jodi-beth McCain, Director of Religious Education/Elementary Catechist

Historically, the atrium was the space within the church where newcomers gathered to learn about Jesus and church traditions. Sofia Cavalletti chose to call a space within her home “the atrium” – this was the place where she shared with children the materials and reflections that would become the Catechesis of the Good Shepherd.

At its core, the atrium is about creating space:

A space in which to welcome children;

A space to live in and contemplate the mystery of God;

A space to dwell in relationship with God.

Rebekah Rojcewicz, the first catechist at CFMS, explained that the child’s inner conversation with Jesus is similar to those who gathered around Jesus when he walked on earth: “I’ve seen you; I’ve heard you; I know you, but I know there is more of you to know. I need and want to know more.”

In the atrium we can enter into the mystery of God through wonder.  During presentations catechists may say: I wonder who the sheep are? I wonder what Jesus was teaching us? or I wonder how this tiny seed can grow into a tree?  After these words of wonder, sometimes we share silence, sometimes a child will share their thoughts, and sometimes a child will say, “Me too. I wonder too.”

When a child asks a question like “I wonder why we have Jesus’ light?” or “Why did Jesus die?”  we can again enter into the mystery through wonder.  Rather than offering an answer to the child’s question, we reply, “I wonder.”

Our wondering creates space – a space to hear and know and linger with God.

Before the Thanksgiving Liturgy, Oona Waxenfelter, CFMS’ catechist who works with the primary children, will be hosting a Coffee and Conversation session about wonder in the atrium.  Watch your Wednesday envelope for an invite to RSVP.

How do the Children Know what to do?

by Nieva Armstrong, Lower Elementary Teacher

My husband, Joe, who teaches adults, is fascinated by my stories of the children in my class. Three years ago, Joe expressed interest in observing the class. On the day that he observed, the classroom flowed like any other day. The children worked, I gave lessons, and the assistant teacher observed and helped children who needed a little more assistance. As we reflected on his observations later that night, one question he asked was, “How do the children know what activity to do?”

I was not surprised to hear this question. It’s pretty commonly asked by those who are unfamiliar with the Montessori method.  How can it be that the child is directing his work? How is this possible?

In order to understand this arrangement, where the child is directing his own work, we first need to alter our view of the children. Maria Montessori said in one of the addresses she gave in 1937 explaining the Montessori Method, “… when one attempts to explain this method in concrete terms, it is necessary to discuss child psychology, for it is the psychology of the child, the life of his soul, that has gradually dictated what might be called a pedagogy and a method of education. If I can be said to have a method of education, it is one based on the psychic development of the normal child.” (Maria Montessori, Education and Peace, The Method, p. 76). 

The Montessori Method is developed with the children as the focal point. It is designed to serve the children according to their developmental characteristics. In order to help in the development of the children, she pointed to two factors. One is the prepared environment. It needs to have materials designed to serve and respond to the needs, interests, and developmental tendencies of the children.

The second factor is the adult, the teacher. As a trained teacher my role is to give lessons and to show the children how to use the materials. As their guide, I give lessons across subject areas, like Language, Mathematics, Music, Biology and others. But it’s in those moments that the child is left to work with the material without an adult at their side that the real learning happens. In those moments, the teacher must make prudent observations, assessing their how they are working with the materials, their needs and challenges, their work habits, successes, and attitude toward the work. Whatever it is that the children manifest, I use that to lead their work either to more advanced lessons or to a presentation of parallel materials.

Elementary children have interest for great work. They have developing intellect and power of abstraction. With these characteristics, the children receive lessons that begin with the materials that assist them to the use of their imagination. When the children start abstracting, for example in multiplying numbers with multi-digit multipliers, they do not have to go through all the materials that are designed to help them do long multiplication. On the other hand, if there is a child who is having difficulty abstracting a concept, for example in division, there are materials to help the child understand the concept more deeply.

Of course, the parents of the child would have been informed early on if the child is experiencing any difficulty. Maria Montessori said the trained teacher “must investigate and discover the limits of the difficulties the child can handle and discover the level that keeps him most interested.” (Maria Montessori, Education for Peace, Role of the adult, p. 80)  

What happens if the children do not apply themselves well in the work that they have chosen? Elementary children are developing morality and a sense of responsibility. Calling the children to task, when I do a check in, and holding work conferences produces positive results because of these developing characteristics. They are able to take responsibility for the missteps that surface in the course of our conversations during work conferences. There are children who need more regular conferences and check-ins because they are still developing their self-discipline. Others need them occasionally. For these latter children, I put more effort in, quietly observing them and planning the lessons they need.

Here is what Maria Montessori said about the work of the trained teacher: “The work of the new teacher is that of a guide. She guides the child in his use of the material, in finding the exact word, in facilitating and clarifying all his labours, in preventing him from wasting his energies, and in rooting out chance disturbances.” (Maria Montessori, The Discovery of the Child, The Technique of the Lessons, p. 161.)