Posts tagged #Elementary

Practice Makes Better...

Here we see current Primary students Yuko and Savannah (top and bottom), as well as Elementary student Samuel (center photo). Pictures courtesy of the Portland Montessori School

Here we see current Primary students Yuko and Savannah (top and bottom), as well as Elementary student Samuel (center photo). Pictures courtesy of the Portland Montessori School

Montessori Northwest is noticeably quieter this week, as our Primary and Elementary students have left the training center and are spending time in local schools.

Observation and practice teaching offer students the opportunity to continue their study of the child in AMI Montessori classrooms. During observation sessions, students observe the children’s interactions with the materials and each other, as they apply to developmental principles. During practice teaching, students give lessons to children under the supervision of an AMI Primary-trained host teacher.

These two quotes from students sum it all up:   

“Practice teaching is going well…Overall it's really sweet and splendid, but a little daunting at the same time. My host classroom is amazing, and  I am sure it will feel more natural soon!” 

“I presented the bow tying frame, and it was so cool to see the look of utter joy on her face when she did the entire frame!  Then I got to see her do it two more times!  So great to see what we’ve been talking about all year in training come to fruition!”

Thanks again to the dozens of school who host the students of Montessori Northwest--your contributions are appreciated!

Great Visual Resource

As educators, we often seek out unique and fascinating visuals to engage our students. With this in mind, an interesting resource for you--Enjoy!

(This post originally appeared on the Public Domain Review.)

Last week the ever-incredible British Library announced that they were gifting more than 1 million images to the world, uploaded to Flickr Commons under the public domain mark, meaning complete freedom of re-use. The range and breadth of images is phenomenal. As they say in their post announcing the release the “images themselves cover a startling mix of subjects: There are maps, geological diagrams, beautiful illustrations, comical satire, illuminated and decorative letters, colourful illustrations, landscapes, wall-paintings and so much more that even we are not aware of”. Each image was extracted from its respective home (books making up a total of 65,000 already digitised volumes) by a program known as the ‘Mechanical Curator’, a creation of the British Library Labs project. A crowdsourcing application is being launched in the new year to help describe what the images portray – and the British Library is also putting out a general plea for people to innovate new ways to navigate, find and display this incredible array of images. (Email BL Labs here).

Free Workshop for Hosts

Supporting the Emergent Reader:
From Learning to Read to Reading to Learn

In appreciation, Montessori Northwest is offering a free workshop open to Guides and Administrators who offered to host our students for Observation and Practice Teaching.

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It is well documented that children typically develop their reading skills between the ages of 4 and 8. Reading bridges both Primary and Elementary, and Montessori educators meet children where they are. The goal of “Total Reading” – reading comprehension, appreciation of style, and understanding of emotional content is both an achievement and a launching point for children in the first and second planes.

Guides and Administrators who offered to host our students for Observation and Practice Teaching are invited to join us as we explore playful and rich supports to Total Reading that will give every child the foundation for a lifetime of literacy.

Wednesday, January 15th
Social time begins at 5:30PM
Workshop from 6 - 7:30PM
Montessori NW: (map)


**RSVP by January 10th**

TO REGISTER:
503.963.8992
JANET@MONTESSORI-NW.ORG

"It is all a help to the child’s personality to reach this appreciation: it is imperative to give the child this preparation at the beginning of his study of language. It is not something which you give at the end – something artificial to train him as an actor or orator. We must help him to grow into something really beautiful. We as educators can give this help...”

Mario Montessori’s 1946 London Training Course

Look to the Leaves

It's that magical time of year when our attention is drawn to the fantastic color-changes, shapes, sizes, and physical characteristics of the falling leaves. It's the perfect time to present the leaf presentations from the botany work to the Elementary students.

A few days in advance, the students were invited to bring in a collection of leaves and a beautiful collection was assembled. A few were chosen to be used as examples to illustrate the parts of leaves and their many characteristics.

A few days in advance, the students were invited to bring in a collection of leaves and a beautiful collection was assembled. A few were chosen to be used as examples to illustrate the parts of leaves and their many characteristics.

The presentation shelf is prepared with all the materials needed for the Trainer to present the series of leaf lessons.

The presentation shelf is prepared with all the materials needed for the Trainer to present the series of leaf lessons.

Specially made nomenclature cards and booklets give the adult students more specifics about leaves and experience with a material that they will eventually make for their own classrooms. 

Specially made nomenclature cards and booklets give the adult students more specifics about leaves and experience with a material that they will eventually make for their own classrooms. 

Elise Huneke-Stone, MNW's Director of Elementary Training, shows the Elementary students a demonstration indicating that leaves give off oxygen. A clipping of an aquatic plant is submerged in such a way as to catch the bubbles of oxygen the leaves release.

Elise Huneke-Stone, MNW's Director of Elementary Training, shows the Elementary students a demonstration indicating that leaves give off oxygen. A clipping of an aquatic plant is submerged in such a way as to catch the bubbles of oxygen the leaves release.

The Montessori Elementary classroom feeds the six to twelve year old child’s insatiable appetite for learning, offering boundless opportunities to build their own knowledge within a collaborative community. The AMI Elementary training supports your growth as a storyteller, imagination-sparker, and ethical compass to provide the child with the keys to explore the universe.

Interested in learning more about Elementary Training? Learn more here.

Posted on November 25, 2013 and filed under Elementary, From MNW Staff.

Quote me on this...

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Montessori Northwest's students look to the texts of Dr. Maria Montessori for inspiration and guidance when working with children.

Here we see an exercise in which Primary students read passages from Montessori, then consolidate their meanings into more contemporary language--Creating some beautiful temporary original artwork for our walls. Do you have any Montessori quotes hanging on your walls?

Posted on November 14, 2013 and filed under From MNW Staff.

Talking Points

This article is available in Spanish by clicking here.

For those of us in Montessori, the idea that one should feel shamed, embarrassed, dumb, or sad in connection with a normal urge is the antithesis of what we want for children.  We want children to feel respected and supported.  We want to be an aid to life, in service to the human potential.  And yet, one place where it can be hard to overcome our own obstacles and conditioning is in connection with the natural tendency for children to talk!  Because I’m here to tell you, if elementary children are not shamed, embarrassed, put down, or saddened into silence, then chances are they will be talking.  Often.  About everything. 

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The most important thing about spoken language in the elementary is that it should be recognized as important work for the children.  “They don’t want to work; all they want to do is talk,” is sometimes what we hear from Montessori teachers.  What’s needed here is a wider, truer definition of work, because the talking is the work.  What happens when children talk to each other? How can we see this talking as developmentally appropriate and beneficial?  We start by recognizing that when children are talking, they’re doing a lot of cognitively and emotionally important things.  They are noticing, attending, perceiving, commenting, describing, explaining, abstracting, comparing, connecting, debating, defending, experimenting, opining, synthesizing, bonding, and expressing, to name just a few.  Whey would we want to interfere with that?  Our role as adults is not to keep them from talking, but to help them find interesting and useful things to talk about.

Over the years, I’ve experimented with some different structures or rules to help the conversations in my elementary classrooms be useful and productive for the children.  “We talk about whatever we want at lunch,” is a good one, but some practitioners find that it doesn’t support the children enough.  “We don’t talk about television or video games or movies at school,” is one that worked for a while in one community.  I explained to the children that what children are allowed to see on screens was a family decision made at home, and out of respect for each other’s families, we kept our focus in school on what could be shared at school without compromising those decisions.

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But the most useful “rule” about talking was this one:  We talk about our work.  Talking is a sign of interest.  So if the children are talking about something, they are telling you they’re interested in it!  And you, the adult, can probably think of a dozen ways to relate what they’re talking about to something they might explore or work on in your Montessori classroom.  So join in the conversation and redirect them!  “You know, what you’re saying reminds me of a lesson I’ve been wanting to give you…” We can tolerate a few irreverent noun booklets or sentence analysis sentences about the Portland Timbers; we can turn a discussion of Halloween candy into a word problem that can be solved with the checkerboard.   And any conversation gets deeper and more philosophical if the Fundamental Human Needs Chart is guiding it. 

Furthermore, the children can share in the responsibility of making their conversations useful and productive.  “Oh, I hear that you’re talking about Disney World/ghosts/your new Nikes/your grandma’s cat that got hit by a car/Miley Cyrus/etc.  How can you make that your work?”  Warmth, humor, and the absolute conviction that they are here to work and they will be happier if they’re working is what you, the adult, can bring to the conversation.    When we can see the children’s talk as a natural manifestation of a healthy community, we can guide them in positive, pro-social ways.

 

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Posted on November 7, 2013 and filed under Articles, From our Trainers, Elementary.