Tag Archives: Montessori Chatham

“Shaping Peace Together” at MCA

Peace before me; Peace behind me
Peace at my left; Peace at my right
Peace above me; Peace below me
Peace unto me; Peace in my surroundings
Peace to all; Peace to the Universe

Most of us think of September as the end of summer and start of a new school year, celebrating Labor Day as the month’s main holiday. However, around the globe, September is known for something different – it is the month in which the International Day of Peace is celebrated. Established in 1981, September 21st has been designated as the date when “the United Nations invites all nations and people to honour a cessation of hostilities during the Day, and to otherwise commemorate the Day through education and public awareness on issues related to peace.”  Each year, the United Nations adopts a theme for their peace celebration, and this year’s theme is “Shaping Peace Together”.  At MCA, this very idea has long been the foundation of our peace curriculum, following in the footsteps of Dr. Maria Montessori who dedicated herself to peace efforts. The work continues today, as we all strive for peace in our homes, peace in our communities, and peace in our world.

As the school year begins, Montessori classrooms work very hard to establish a peaceful community by focusing on respect for self, others, and the environment. Teachers know that one key to external peace is having internal peace and that one method of instilling inner peace in children is by showing them respect. At its core, Montessori education focuses on respecting children, as we ‘follow the child.’ In the classroom, teachers observe their students, looking at and attending to the interests and needs of each individual.  Children’s work is valued and their needs are considered. Students in Montessori classrooms learn that what they do matters, what they feel matters, and what they say matters. The primary lessons shared in class relate to those three factors and move children towards doing good work, acknowledging their feelings and the feelings of others, and expressing themselves kindly, clearly, and respectfully. This in turn helps promote feelings of being centered, confident, and capable. Children show respect for themselves in the work choices they make at school, in the self-care activities they practice and learn, and in they way they come to understand their feelings. These small but important steps help children feel at peace within themselves.

As children gather this sense of self, they then can begin to extend respect beyond themselves. They learn simple Grace and Courtesy lessons in sharing greetings, asking for help, contributing to circle time discussions, and making their needs known. As they grow in their communication and social skills, they form friendships, manage disagreements, and acknowledge differences. Inner peace and respect for self moves outward as children begin showing respect for others and creating a peaceful environment for all. Moving forward on this path, the classroom community very quickly begins to collectively take ownership of the beautiful materials they share, the space they inhabit, and the kind of feelings they want to sustain while working together. The classroom becomes a place where a peaceful community works together.

At each level, from toddlers up through Upper Elementary students, these basic lessons about respect and peace are built upon year after year, further cementing this important foundation. The beginning of every school year at MCA is all about “Shaping Peace Together”, by planting the seeds of peace and respect inside of each individual child and growing these values so they can be shared with peers, teachers, and the classroom environment. Ultimately, the goal is that peace and respect spread and bloom beyond classroom walls and into our homes, communities, and the world. We see the promise of peace each September when we welcome our students. And we strive to continue Dr. Montessori’s peace efforts as we celebrate the International Day of Peace and promote peace in our world not only on September 21st, but each and every day.

You may enjoy reading some of the following books centered on the theme of peace with your families at home:

A Handful of Quiet – Happiness in Four Pebbles by Thich Nhat Hanh

Can You Say Peace? by Karen Katz

Maybe – The Story about the endless Potential in All of Us by Kobi Yamada

Peace is an Offering by Annette LeBox

Somewhere Today – A Book of Peace by Shelley Thomas

The Peace Rose by Alicia Olson

And for parents of older children, you might like to explore the United Nations site at https://www.un.org/en/observances/international-day-peace, which presents various ways to engage in the International Day of Peace and includes information about its virtual event for students on September 17th, a summary of which follows as taken from the website:

Online Student Observance
This year’s International Day of Peace Observance will be a virtual event under the theme “Shaping Peace Together”, to be held on 17 September 2020 from 10:00 a.m. to 12:00 p.m. EDT. The online Student Observance will begin with a dialogue between United Nations Messengers of Peace and young people around the world on the United Nations Secretary-General’s call for a global ceasefire and the importance of coming together peacefully to turn the COVID-19 crises into an opportunity for peace and inclusivity. The Peace Bell Ceremony will follow, featuring the participation of the United Nations Secretary-General, the President of the General Assembly and the Permanent Representative of Japan to the United Nations. There will also be a performance by the Universal Hip Hop Museum.

Montessori by the Sea

It’s fun to put on a ‘Montessori hat’ and observe families at the shore. Vacation sometimes brings out a different dynamic for family members, but it’s inspirational to see those who seem to embrace a Montessori-style approach as a way of life whether at home or at the beach.

Recently, a family of six made their way down the hot sand looking for their socially distant and safe place to set up for the day. The children immediately dropped their beach bags and toys and ran for the ocean’s edge. The parents paused just a moment, almost as if they were preparing to shout for the children to come back and help set up ‘camp’. Instead, they, too, set down their day’s supplies, and followed their children to the water. Letting their toes get tickled by a few waves that rolled to shore, they clearly were delighted by the sand and surf. After a few minutes they all turned around and walked back up to their beach area. There was not one murmur of dissent spoken by any of the children. All four skipped back to their belongings and helped organize their beach spot by spreading out their blankets, putting their flip flops in a pile under one chair, and placing their toys beside another. In this small moment, these parents followed their children’s lead in a lovely way. The joy the children exhibited for being at the beach was obvious, and their excitement to just get a feel of the water right away was met with understanding. Once that urge was satisfied, the children seemed happy to comply with the direction to help set up and organize their beach area before continuing with their fun.

Throughout the day, the family displayed many examples of a Montessori-type of approach to their entire beach experience. While they enjoyed activities together like swimming and playing paddle ball, they also had time where they each ‘did their own thing’. At one point, both parents and an older child were reading, one child napped under the umbrella, one was drawing with a stick on the sand, and one played a solo card game. All were completely content. No one’s ‘solitary work’ was interrupted by another. And when a couple of children were hungry, they simply went to the family’s cooler and helped themselves, remembering on their own to throw away their trash in the can at the top of the beach when they were done. The children seemed secure in knowing that they would have time when their parents played with them and gave them their full attention as well as time to make personal choices in what they could do alone or with one another. And the things they needed, like snacks and drinks or certain toys and supplies, were available to them to access on their own. It was like a modified Montessori classroom moved to the beach in all its simplicity and flexible ‘freedom within limits’ structure on the sand.

In the afternoon, when the children wanted to build a sandcastle, the parents joined in the initial efforts by providing their children with buckets of water but let the children take the lead in deciding what methods they would use to build it and how it would look. Like many Montessori materials, the sandcastle was a self correcting ‘work’. When it collapsed, the children accepted the challenge to see what they could do differently to prevent that from happening the next time. They spent hours on this endeavor, long after the parents retreated to their beach chairs close by just looking on from the distance. In the end, the sandcastle was quite the topsy turvy architectural wonder, decorated with seaweed and broken shells. It withstood the waves that crept closer due to the clever ‘moat’ the children dug all around it. This was a beautiful, child-created masterpiece. When the castle finally succumbed to the high tides that gradually came in, the children laughed as they watched it sink into the wet sand. It appeared that the process of building was what they enjoyed even more than the final product, and so they didn’t seem upset when their castle washed away.

Much later, as many families were packing up to leave, this one, too, faced the end of their perfect beach day. Not surprising, there were a few protests from the children requesting to ‘stay a little longer’. But again acknowledging their children’s feelings, the response was so Montessori-like in nature. “We’ve had such a great day and it’s hard to leave. But aren’t we lucky we get to come back again tomorrow?” Such simple, respectful words made an impact. The children, who very likely would have stayed hours longer if allowed, accepted that response since there was nothing to argue against it. These parents seemed to possess a toolkit of kindness, respect, understanding of their children’s needs, and gentle language, as well as the foresight of simple preparation of mind and materials, which created a simply beautiful Montessori by the sea kind of day for the whole family.

Weed or Wish?

How many of you have children who just don’t understand why people pull out dandelions from garden beds and lawns? Do your children insist that rather than being pesky weeds, these are actually lovely bursts of sunshine that spring up everywhere brightening the landscape? Do they squeal with glee when they see the ‘wishers’ popping up all around and moan with mourning when they are mowed down each weekend in an effort to keep the lawns looking nice and manicured? So what is a dandelion—a weed or a flower? Is the fluffy ball a wish or a weed? Whichever side of the garden fence you are on, this is just one example of a great teachable moment. And while you might want to teach your personal opinion about dandelions, what we mean is that this is a great opportunity to engage in a friendly debate with your child!

Many parents may believe their children are already experts at arguing (!), but learning how to express an opinion constructively rather than combatively is an important skill to possess. Children can be encouraged to think about their stance on an issue and learn that there’s more to it than arguing just for the sake of arguing. They can be prompted to collect information from reliable sources to help them make better informed comments on whatever position they may take. As they gather information, your children may discover that the facts indeed support their opinions. Or maybe they learn that they don’t, perhaps resulting in a change of mind. Moreover, children can learn that there are at least two sides to every issue and that each side might just have some valid points. Being able to consider an opposing view is as important as having your own. Children can gain empathy as they look at things from different perspectives. Even in the simple ‘weed vs. wish’ discussion, valuable learning is taking place as children actively engage in conversation, thoughtfully debate a topic, and listen to another’s viewpoints.

We’ve compiled just a few topics to get you started. Depending on your child’s age and interests, think of some questions or conversation starters that inspire some deeper thinking. By incorporating these types of questions into your long drives or dinnertimes, you will no doubt begin to have some fun and lively conversations with your family!

Is a dandelion a weed or a wish? Ask your child what he or she thinks about the dandelions that are growing in the yard (or on the soccer field, or in the garden). Are they a beautiful part of nature that should be free to grow voluntarily wherever their seeds land and germinate or are they destructive to the landscape and other growing plants?

Is a spider (or a snake) helpful or harmful? With this question, you might narrow down what type of spider or snake you’re talking about—maybe choose one that you’ve seen in your own area. Should the spider be exterminated because it looks scary or could potentially bite people? Or should it be allowed to spin its web to catch some other pesky bugs?

Should parents always allow children to eat dessert after dinner? Children could call on what they’ve learned about ‘red light’ and ‘green light’ foods with Nurse Bliss as they form their opinions. And what is the definition of dessert? Does it always mean ice cream or cookies? Through some fun research, children might learn that in some parts of the world, the last part of a meal, or ‘dessert’, is actually cheese and fruit.

Is it better to live in a city, a suburb, or a rural area? What does your child like and dislike about your own community’s lifestyle? Who might benefit from living in each type of environment and why? What are the pros and cons of each?

Should animals to be kept in zoos? How do animals benefit from care in a zoo? Are there some animals that are more suited for zoo life than others? Is it ‘fair’ for animals to live in cages?

Is it necessary to say ‘thank you’ to a robot? With our “Siris” and “Alexas”, we often are talking to “robots” of some sort. What are the rules of etiquette, if any, in thanking them for their help?

Naturally, your own family experiences and the ages and developmental stages of your children will guide in your choice of topics. As you engage in these discussions, it might be fun to keep track of your children’s current perspectives in a journal or time capsule. In the future, perhaps to celebrate a milestone birthday or upon high school or college graduation, take out your ‘conversation journal’ and see if your children maintain the same opinions or if they have made some changes in their attitudes towards different subjects. Either way, it’s very likely you will have had some spirited discussions and laid a foundation for effective communication.

“The development of language is part of the development of the personality, for words are the natural means of expressing thoughts and establishing understanding between people.” ~ Maria Montessori

Let’s “Light a Candle for Peace”

Our families know that a key component of the Montessori philosophy is the focus on peace education. Not only do students learn about cultures from around the world to gain respect for and understanding of people of many backgrounds, but they also participate in ongoing grace and courtesy exchanges, mindfulness exercises, and conflict resolution lessons. In addition, Montessori students learn about responsibility for themselves and their choices and for the care and caring of others and the environment, too.

In light of current events which make our hearts heavy, we wanted to take this opportunity to once again share the words of a song our school community learns and sings together each year. We know that our children are our hope for the future, so we remain hopeful that with love, respect, learning, and meaningful experiences, our children will “Light a Candle for Peace” today and always. We wish and will work for a peaceful world for all.

Light a Candle for Peace
By Shelley Murley

Light a candle for peace
Light a candle for love
Light a candle that shines all the way around the world
Light a candle for me
Light a candle for you
That our wish for world peace
Will one day come true! (repeats)
Sing peace around the world
Sing peace around the world
Sing peace around the world
Sing peace around the world (combine chorus and verse)
Light a candle for peace
Light a candle for love
Light a candle that shines all the way around the world
Light a candle for me
Light a candle for you
That our wish for world peace
Will one day come true!

To listen to a recording of the song, visit https://www.youtube.com/watch?v=K9M8SmWh2Fo .

Outdoor Learning Opportunities

While we all remain safely inside our homes, you may have noticed some significant and beautiful changes happening outdoors. This year, the grass seems greener, the flowering trees fuller, the skies bluer, and the sun brighter. It could be that we have a greater appreciation for these springtime changes given current circumstances, or it could be, as some hypothesize, due to a decrease in pollution as people stay home. Whatever the reason, the outdoors is more welcoming than ever this spring.

We’ve all heard that fresh air is good for us, that the vitamin D that we get from exposure to the sun is important, and that both can boost our immunity in general. Most definitely being outdoors on a sunny spring day can lift our spirits. So, as we continue with our physical distancing and alternative learning, why not integrate learning outdoors into a daily routine? Parents can move some of their children’s school activities to the deck, the driveway, or the backyard. Montessori learning is experiential, and incorporating learning with time spent outside is another great way to promote meaningful, sensorial, and fun at-home learning endeavors.

Without too much effort, you might create your own ‘outdoor classroom’ at home. A blanket spread out on the grass and a book (or audiobook) makes for a lovely afternoon reading experience. Bring along a few furry (stuffed animal) friends for a read-aloud picnic and book club party! Sidewalk chalk on the driveway or front walkway might be a fun way to share uplifting messages to passersby while practicing writing at the same time. Older children might do some journal writing while sitting on the front step.

You might find that many outdoor learning opportunities naturally lend themselves to cross-curricular lessons. Combine science with language by having children dictate or write descriptions of their observations of birds, trees, flowers, or backyard visitors. Invoke an art lesson, as well, by providing your child with a sketchbook and some colored pencils or watercolors to then illustrate some of those same observations.

Certain activities are best suited for outside, such as science experiments, especially if they involve water or potentially messy materials, as cleanup is much easier! Go outside and record the daily temperature, or watch which way shadows are cast at different times throughout the day. Show your child which direction is north and see if he or she can estimate the time by where the shadows fall.

You might generate new interest in math lessons involving counting, addition, subtraction, or other functions by having your child use natural objects such as leaves, rocks, or sticks. Tally how many times a squirrel passes by or how many cars drive past the house. Simply being outside invokes the use of senses, so opportunities for Sensorial lessons abound. Sort items by categories such as rough/smooth or heavy/light, or by color or shape or size. Listen to the surrounding sounds and identify or chart them. How many are made by living things (birds, people) vs. non-living things (cars, doors slamming), and then discuss how would you categorize the sound of the wind?

Also remember to offer time for simple, unstructured free-play outside. With an adult nearby but not involved, children can create entire worlds for themselves using their imaginations and their surroundings. Many ‘old fashioned’ games, as well as outdoor lessons, require very few materials or supplies. By allowing your child to take in the sights, sounds, scents, and textures in nature, you’re sure to see learning unfold naturally.