Tag Archives: Montessori Childrens Academy

Montessori Childrens Academy

Classrooms Filled With Character

While many parents today continue to put an emphasis on the academic rigor of their children’s education, more and more are asking how schools are addressing their child’s development of character. We hear buzz words like “grit”, “self-motivation”, and “emotional intelligence”, and begin to worry that our children are not adding these skill sets into their personal repertoire. Indeed, many schools are incorporating ‘character building’ into their curricula along with ‘anti-bullying’ and other similar social development and prevention programs. Adding these types of curricular areas is a beneficial component to a more holistic educational approach. Those who have been involved in Montessori education as former students, parents, or educators might find it interesting that current trends are just now catching up to something that Montessori education has been doing for more than 100 years.

Dr. Montessori believed in “educating the human potential”. The potential she referred to was not limited to academic potential, but rather reached beyond the limitless possibilities we all possess to learn and do meaningful things. Every aspect of Montessori education contributes to educating the whole child. Let us look at what it is about the Montessori approach that contributes to character building:

  1. The Environment: Children entering a Montessori classroom for the first time are introduced to the various works on the shelves by a teacher. The children learn how to handle the materials with care. After using a particular work, they know to return it to the shelf so that the work is ready for the next person. Children learn how to walk around the work rugs on the classroom floor. They receive lessons in making a ‘safe chair’. They learn to wait for a turn if something they want to do is being used by someone else. They learn to work cooperatively with their peers in a non-competitive environment. These seem like simple lessons, right? That is where Montessori is magical. These are so much more than simple lessons. At their core, these are lessons in safety, respect, and patience. To handle the materials with care keeps them in good condition for the benefit of everyone in the classroom. To move safely about the classroom demonstrates concern for others and their well-being. To learn to delay gratification and be patient is an enormous lesson in self-control. Respect, care, concern for others, and patience—character building in progress!
  2. The Work Cycle: Over the course of the school day, Montessori students are given an ‘uninterrupted’ period of time in which to choose and do their own work. They have the freedom to decide which activities from the shelves they would like to do, and so long as they are working purposefully, they may work with the materials for any length of time. This work cycle is another example of a multi-purpose lesson in Montessori education. By providing children with the opportunity to make choices, they learn decision-making skills, responsibility, and accountability for what they do. In addition, they build concentration and persistence by being permitted time to work on an activity without being rushed to complete it. This often results in children gaining mastery over skills and an understanding that ‘hard work pays off’. Again, we see character being developed through these opportunities as children gain skills in decision-making, persistence, concentration, and the rewards of self-motivation and diligence.
  3. Peace Education: We have already shared the importance of Peace Education in Montessori curriculum. It bears repeating, however, as this is another central and direct method of imparting values and building character in our students. Learning that there are peaceful methods for solving conflicts and providing children with tools for positive problem solving all contribute to well-rounded, healthy, communicative individuals, both inside and outside of the classroom.
  4. The Mixed-Age Classroom: Montessori classrooms consist of students across a 3-year age span. Much like in families, everyone in the classroom has his or her special role and important responsibilities. Older students act as mentors and role models in Montessori environments. Younger students learn from classmates as much as they do from a teacher. There are opportunities for collaboration and many discussions in which everyone participates. Working and learning together in a mixed-age setting promotes acceptance of differences, appreciation, and respect for individual skills and gifts, and an ability to work with a variety of people.
  5. The Teacher: Montessori teachers often are referred to as ‘guides’, which is a fitting term for their role in the classroom. They are the primary example-setting individuals in the classroom whom children are meant to model. Their words and actions deliver messages of how to speak kindly, respectfully, and clearly. And the teacher’s role in observing the needs of the children in the class is crucial, as it is the teacher who then presents lessons and creates an environment that meets the needs of the children who are served in the classroom.
  6. Stories as Teaching Tools: Many Montessori lessons revolve around The Great Stories. As children learn about time, history, math, and language, they learn these things in the context of stories that make sense as a whole and in a context children understand. In addition to these ‘teaching stories’, many circle time lessons in Montessori classrooms incorporate children’s literature rich with examples of virtuous characters. These stories are the springboard for classroom discussions, role-playing, and games to help students better understand how character makes a difference. Stories and fables about courageous mice, boys who cry wolf, hardworking pigs, and more, help children come to value these good qualities in the heroes of these important stories. Students are encouraged to share thoughts and ideas, and to apply the lessons in their everyday interactions.

Long ago, Dr. Montessori knew the importance of educating the ‘whole child’—from the academics to character development. She said, “The child is capable of developing and giving us tangible proof of the possibility of a better humanity. He has shown us the true process of construction of the human being. We have seen children totally change as they acquire a love for things and as their sense of order, discipline, and self-control develops within them…. The child is both a hope and a promise for mankind.” (Education and Peace). Indeed, these Montessori classrooms are filled with students of great character who are a beacon of hope for our future as they are learning the skills they will need to be productive, peaceful citizens of the world.

Five Questions to Ask at a Preschool Open House (Repost from October 2016)

As this is a common time of year for families to begin their preschool search for the next school year, we would like to once again share with you some pointers when attending a preschool Open House. An Open House provides parents with a firsthand impression that cannot be replicated via a website or a brochure. The opportunity for parents to establish a personal connection with the administration, the teachers, and the classroom environment is one that shouldn’t be missed.

Moreover, an Open House gives parents the opportunity to ask questions to help determine whether the school is the right fit for their family. If you’re just starting out on your family’s preschool search, begin by asking the following five questions when attending preschool Open Houses:

  1. What is the school’s educational philosophy?

Today, there are dozens of different philosophies and methods applied in preschool settings.  First, do your research. Once you know a bit about the different early education philosophies, you may be able to narrow your search based on what you believe fits in with your family’s values and educational goals.

At The Montessori Children’s Academy (MCA), we believe that a Montessori education benefits children in so many ways. Montessori classrooms are designed to recognize and address various learning levels and styles. Teachers take unique roles as classroom guides and observers, providing children with the freedom and opportunity to learn at their own pace within a carefully prepared, stimulating environment.

It’s also important to determine how strictly the philosophy is adhered to at each school. This is particularly important if you are looking at Montessori schools. Many parents are unaware that the American Montessori Society (AMS) has established guidelines for adhering to Dr. Montessori’s practices. Programs that work with AMS are required to uphold high standards in areas including teacher certification, classroom preparation, and parent education regarding Montessori education. The Montessori Children’s Academy is an AMS Member School.

  1. How does learning take place at the school?

Children must have opportunities to explore how things work, to move their growing bodies, and to engage in activities that they find enjoyable. Especially with preschoolers, hands-on activities involving multiple senses often better facilitate the growth of children’s natural curiosity and their interest in learning for learning’s sake. When attending an Open House, ask what types of activities the children participate in during their school day. How much time is spent in teacher-directed activity? Do children have opportunities to make choices and move throughout the classroom? What types of learning materials are used?

The materials in Montessori classrooms are attractive, inviting, and meaningful. They also grow with the children, as the lessons move from concrete to abstract concepts. Every aspect of the Montessori classroom promotes the development of fine and gross motor skills, the expansion of new knowledge, and the joy in learning. Children have a balance of independent work time where they choose what they would like to do, small group learning lessons, and large group activities. Learning opportunities are integrated into all aspects of the Montessori classroom.

  1. What is the school’s standard for teacher qualifications?

Some early childhood facilities, like cooperative programs run by local parents, and traditional day care centers, do not require state or nationally recognized teaching certificates for their staff. Regardless of the type of school setting, it is important that preschool teachers understand how children grow and learn. You will also want to find out whether teachers and their assistants are trained in CPR and First Aid, and if they regularly attend continuing education workshops to stay current in their field.

If you are looking exclusively at Montessori schools, check that the teachers have their Montessori teaching credentials. This will ensure that they have been trained in the Montessori Method by a qualified teacher education program. You can learn more about AMS Montessori teaching credentials from the Montessori Center for Teacher Development.

  1. How is discipline handled?

Preschools have a very important responsibility in how their teachers manage their classrooms and help children grow and develop in a healthy, safe environment. Since preschool is often a child’s very first school experience, how discipline is handled can make a difference in how children view school and how well they succeed in learning.

MCA focuses on positive discipline and conflict resolution. Teachers are keen observers in their classrooms, and they are carefully trained to manage a variety of situations before there is any escalation of improper behavior. Redirection, positive reinforcement, and logical consequences allow teachers to help children learn respect, self-control, and responsibility in the most natural of ways. Peace Education is also a significant component of the Montessori curriculum, and children are guided through conflict resolution techniques with the aid of teachers and peers. Montessori classrooms are communities, and children learn that every member of the classroom is valued and important.

Later this month, MCA will host guest speaker Teresa LaSala, a positive discipline expert and author. If you are interested in learning more about this topic, please consider attending this Parent Education event, as it is open to the public. Details can be found on MCA’s website.

  1. What will a typical school day look like for my child?

This is an important question because it will help to alleviate some of the common anxieties that parents have when the first day of school arrives. Understanding how the day flows will help you to determine if your child will be comfortable in the classroom. As young children thrive on routines, it would be helpful to learn about things like what the procedures are for eating snack or lunch at school, using the restrooms, spending time on the playground, or having a resting time. It is important to know how much structure is in the school day. You might also ask what opportunities the children have for socializing with peers, spending one-on-one time with the teacher, or learning responsibility by having a classroom job.

At any Open House, it is important to get a feel for the facility and to meet the staff. Above all, you want to be able to picture your child in the classrooms. If possible, bring your child along to the Open House so that he or she can meet the teachers and interact in the school space. Watching your child explore might make your choice just a little bit easier.

The Montessori Children’s Academy is hosting Winter Open Houses at each of its campuses on the following dates:

Morristown: Saturday, January 21, 2017, 9:00-11:00AM

Chatham: Saturday, January 28, 2017, 9:00-11:00AM

Short Hills: Saturday, February 4, 2017, 9:00-11:00AM

 

Enriching Your After-School Schedule

Enrichment classes are offered by schools, community recreation programs, churches, and even the local library. Enrichment offerings fall into many different categories: sports, STEM, and art are just a few. Enrichment is for everyone, too; there are classes around town geared towards toddlers on up to adults. These recreational activities have something in common. They teach many lessons that go beyond just the subject of the class. I learned this firsthand when I took an enrichment class in college.

In my junior year, my advisor feared that I was working too hard. She suggested taking an enrichment course to break up my tough schedule. I recall laughing at her suggestion, but I soon found myself loving my lunchtime Tennis 1 course.

I learned a lot more than how to hit a backhand in that course. In fact, it became one of my most important college courses. There are four reasons why Tennis 1 was so important to me. And I have since discovered, in my time working in a school setting, that these same four reasons describe the value of enrichment for learners of all ages.

  1. It taught me a skill: Tennis is a game that I can play for the rest of my life. Like learning to cook or to appreciate art, tennis is something that I’ve never forgotten and continue to enjoy. Enrichment classes are designed to help students discover stimulating, social activities that will complement their natural inclination to learn. While enrichment classes are not always purposely designed to teach “life skills” like cooking or playing a sport, they provide your child with the opportunity to learn new things outside of the traditional classroom setting.
  1. It gave me the opportunity to make new friends: I took Tennis with students who were neither in my classes nor my social circle, and I made new friends. Enrichment classes give children the opportunity to interact with children from different classrooms every day. Enrichment thus allows them to broaden their horizons not just through new activity, but also through new personal connections in their school communities.
  1. It helped me to build character: Tennis reminded me to exercise good sportsmanship. I became more respectful of the athletic abilities of others and learned not to take a win or a loss too seriously. Enrichment programs bring children together on a level playing field, as many participants are trying out activities for the first time. Students come together to explore a new activity, often encouraging one another through the process. Enrichments allow students to simultaneously develop confidence in their own abilities and respect for others through group activity.
  1. It led me to adopt healthy habits: In addition to being good exercise, my tennis course reminded me of the importance of taking time to do something fun for myself. I learned to invest more time and effort into my personal well-being and spent time building new relationships with my tennis classmates. Many of us feel overwhelmed by school, work, and family pressures, and we all seem to have never-ending ‘to do’ lists. However, we have to remember to make some time for fun and to focus on things that we are passionate about. This applies to both children and adults. Our mental health is as important as our physical well-being, and enrichment activities allow for uplifting experiences that provide that positive boost. This is one of the most important things that you will learn from enrolling your family members in enrichment classes.

LEAF Approach to Enrichments

From November through February, The Montessori Children’s Academy (MCA) will offer eight different enrichment classes (seven for 3-6 year olds and one for elementary students) through LEAF Approach to Enrichments. LEAF’s enrichment programs provide an array of areas for exploration, creative expression, and social connections after the students’ formal school day is over. LEAF programs combine learning and fun under the guidance of experienced and enthusiastic instructors, many of whom are MCA staff members.

For the 2016-2017 Fall/Winter session, LEAF is offering the following classes for 3-6 year olds*:

  • Adventures in Art
  • All Sorts of Sports
  • Creative Builders
  • Games Galore
  • Kitchen Chemistry
  • Musical Adventures Around the World
  • Science in Bubbles

For students in MCA’s Elementary Program, LEAF is offering an exciting class called Project Discovery. This is a STEM class that combines science, technology, engineering, and math skills, and challenges the students to use their classroom knowledge in a practical setting. The students will be inspired to utilize innovative approaches to take on a variety of design challenges. We’ll be excited to see what all these students create!

Classes will run between November 28, 2016 and February 6, 2017. Enrollment for LEAF classes will begin on Monday, November 7, 2016. For more information about the classes or to register, visit the LEAF website.

Enrichment classes provide lasting benefits. They provide a space for acquiring positive attitudes and healthy habits that promote future academic and social success. They provide opportunities for your children to build new friendships, gain confidence, and discover new passions. Most importantly – they are fun!

 

 

 

*Please note that these classes are offered at different times on different MCA campuses. When registration opens on November 7th, a full class schedule for Chatham, Morristown, and Short Hills will be available on the LEAF website.
practical life montessori

Practically Speaking: Why Practical Life Matters

“The hands are the instruments of man’s intelligence.” ~ Maria Montessori

Often at the beginning of a new school year, children in Montessori classrooms tend to choose much of their work in the Practical Life area over the other areas of the classroom.  For one thing, they are drawn to the pretty materials, which are usually very colorful and inviting in so many ways.  Transferring brightly colored rice from one container to another with a shiny silver spoon or pouring blue-dyed water from one large pitcher into three small cups is very appealing.

Children are also most comfortable with Practical Life work because it involves activities that they see being done every day at home.  Things that are ‘real’ appeal to children who want to do ‘grown up’ types of work and make a meaningful contribution to their homes and classrooms.  Practical Life is the area of the classroom in which children also receive the most lessons from the teacher at the start of the year, and for a very good reason.

On the surface, Practical Life activities provide the children with just that—practical, everyday skills that they need to survive.  Learning how to button and zip, how to set the table and wash dishes, or how to do simple food preparation, is necessary.  But even beyond these essential lessons, Practical Life, if you look at it closely, promotes additional skills that lead children to succeed in each and every other area of the classroom.  How?  Let’s look at just some of the skills that Practical Life teaches:

  1. Planning and Order:  The children learn, step by step, how first to take the work from the shelf to their work space and then set it up.  Sometimes the work requires items from other areas of the classroom, such as an apron, a mat, a bucket, or other tools.  The children learn where things are kept in the classroom and quickly realize the importance of putting things back in their proper places when they are finished using them.  This ensures that everything is ready for the next person who wants to choose that work.
  2. Self-Control: At first, children using the Practical Life materials may be tempted to rush through the activities.  However, in the careful presentation of the work by the teacher, the children discover the beauty and joy of the work done with control.  Instead of hastily scooping up beans with a spoon in a rushed, careless manner, the children learn to observe the beauty of the shape and color of the beans that they collect on the spoon and the lilting sound that they make as they are carefully spooned into the bowl.  Their senses are attuned to each part of the lesson, and they begin to gain an appreciation for a work performed well and with control from start to finish.
  3. Coordination: Grace in movement is important when using the Practical Life materials.  Trying hard to not spill out any drops of water from a pitcher or bowl, the child learns to move with control and purpose.  The children must negotiate how they travel from the shelves to the work space, making sure that all of the materials stay on the tray that they are carrying.  Once at the workspace, the children develop a variety of hand-eye coordination and fine motor skills.  These grow as the children continue using Practical Life works specifically designed to support this growth.  While teachers may adapt the appearance of the lessons (perhaps changing the color of the water or the types of materials being used), the essence of the lessons remains constant to help children continue to develop their coordination with each activity.
  4. Patience: There is only one of each activity on the classroom shelves.  Popular activities fly off the shelves quickly, and classmates learn that they must wait for their turn if something is already being used.  There is no grabbing a work out of someone else’s hands.  Instead, a child might be invited to watch while waiting.  Similarly, a child must practice patience in order to complete the work.  Many involve several steps, and each step, from set up to clean up, is equally important and necessary.  If a step is skipped, there is a natural consequence that affects whether or not the work can be completed correctly.  Children respond to these natural results and will strive to do the work to the best of their ability with the goal of getting it done ‘just right’ with practice and patience.
  5. Persistence: The Practical Life work is attractive for a reason.  It entices children to return to it again and again to practice important skills and achieve their goal of doing it correctly.  Because the Practical Life area ultimately helps the children develop skills they need in every area of the classroom, persistence and repetition are especially important.  Pouring wet or dry ingredients helps develop hand-eye coordination and estimation; using tweezers or tongs to transfer items strengthens the pincer grip needed for holding a pencil and other tools.  These will become important across academic areas.
  6. Mastery: The repetition of movements helps the children to eventually gain mastery over specific skills.  This is the aim of the Practical Life works, as it is with everything found on the shelves in a Montessori classroom.  The self-correcting materials let the child know whether or not the work was done well and with accuracy.  If the water spills when being poured, the children know they need to pour it more slowly or that they need to pour less in each cup so that the cups don’t overflow.  There is little to no teacher intervention required—the child can see for himself or herself if the work was done right.  Imagine the joy when a child who has struggled with one skill or another finally sees that success has been achieved!  It is that intrinsic feeling of pride that most strongly motivates children to continue to try, to continue to learn, in order to attain that wonderful feeling again and again!

Children’s time in the Practical Life area supports their success all throughout the Montessori classroom and extends into skills that help them all throughout their lives.  Planning, concentration, persistence, patience, and self-control all contribute to the children’s effectiveness in learning every academic subject and in their success in managing social interactions as well.  While Practical Life may seem simple, it is an area of significant importance for life skills.  It is the foundation for all of the learning areas within the classroom and extends beyond it into all areas of life.  As one parent commented to her son’s Montessori teacher, “I love that my child is learning to sew buttons in preschool.  Not only will he be able to fix his own clothes when the time comes, but he may also make a fine surgeon one day!”  Practically speaking, Practical Life really does matter!

The Montessori Children's Academy

Sing for Peace!: International Day of Peace Celebration 2016

September 21st may not be a date you recognize, but around the world and in our Montessori community, we look forward to celebrating the International Day of Peace on this day.  Established by the United Nations in 1981, the International Day of Peace began as a way to promote a time for people worldwide to “honour a cessation of hostilities…and to otherwise commemorate the Day through education and public awareness on issues related to peace” ().

The Montessori Children's Academy

The UN’s theme for the International Day of Peace this year is “The Sustainable Development Goals: Building Blocks for Peace”.  Youth from around the world have been invited to share via YouTube their video messages of peace with ideas related to this year’s theme.  Solutions related to ending poverty and helping the environment are evident in the concerns of today’s youth.  The videos can be viewed on the United Nations Peace Day 2016 YouTube Channel, and they include brief messages from young people representing many different nations.

To do our part to celebrate this special occasion, The Montessori Children’s Academy (MCA) plans to take part in a variety of activities leading up to September 21st.  Each class will choose its own special way to celebrate.  Some will be reading books about peace, making peacemaker necklaces, or learning how to say ‘peace’ in different languages, while others will recite peace poems or decorate symbols of peace.  Then, on the big day, we will all participate in a worldwide event called Sing Peace Around the World.  The goal of the project organizers is to have the song “Light a Candle for Peace” sung continuously over a 24 hour time period all around the globe.  The singing will begin in New Zealand and end in Hawaii 24 hours later.  Our designated time to sing “Light a Candle for Peace” in Chatham, Morristown, and Short Hills is 9:30AM.  Please consider joining the endeavor–wherever you are at that time, take out the lyrics and sing along!  To date, nearly 90,000 children from around the world are registered to participate in this event, including all of our MCA students.  We hope the sounds of children singing for peace will echo across every land on every continent, and that it will reach into the hearts of all people in every corner of the world.

Of course, peace education and awareness is not something MCA recognizes only for one day or by singing just one song.  It is an important component of the Montessori curriculum and an integral part of each and every day in all of our schools.  Everything you find in a Montessori classroom has an intentional meaning and an underlying lesson and goal.  For example, the manner in which Montessori classrooms are prepared aim to promote the development of self-discipline.  The Montessori materials are designed to provide students with challenges that spark their critical thinking.  There are countless opportunities in Montessori classrooms for creative problem solving.  Montessori students are exposed to Cultural Studies, where they learn about people, places, and traditions from around the world, gaining a global awareness and appreciation for similarities and differences among people in all nations.  The focus on ‘grace and courtesy’, as well as the modeling of respect by the adults in the classroom, helps children to, in turn, learn to exhibit grace, courtesy, and respect.  These are all intentional features which are carefully woven into the fabric of Montessori education.  Dr. Montessori developed her method of education to teach not only academic subjects, but also to instill important values in children.  Montessori education is intended to help students learn how to work cooperatively and in harmony, to discover how to solve problems peacefully, and to find ways to promote peace in their interactions with others throughout their lives.

As Dr. Montessori said, “The child is capable of developing and giving us tangible proof of the possibility of a better humanity.  He has shown us the true process of construction of the human being.  We have seen children totally change as they acquire a love for things and as their sense of order, discipline, and self-control develops within them…. The child is both a hope and a promise for mankind” (Education and Peace).  Maria Montessori knew the importance of education for the greater good of the world, and she insisted on providing children with many opportunities to learn and internalize their roles as peacemakers through educational experiences, which encompassed not only academics, but the development of responsibility and character as well.  As she is well known to have stated, “Establishing lasting peace is the work of education; all politics can do is keep us out of war.”  Dr. Montessori was nominated three times for the Nobel Peace Prize, and her advocacy for peace has made a lasting impression.  We are proud to uphold her legacy for spreading peace throughout the world.

Below are the lyrics to “Light a Candle for Peace”.

The Montessori Children's Academy

Please feel free to share the song with others, and help us to promote peace in our schools, our neighborhoods, our towns, our nation, and all around the world.  We wish everyone a meaningful International Day of Peace!

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!
(repeat)

Sing peace around the world
Sing peace around the world
Sing peace around the world
Sing peace around the world

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!

Sing peace around the world
Sing peace around the world
Sing peace around the world
Sing peace around the world

For more information about Montessori peace education and other peace initiatives, as well as to find children’s books about peace, check out the resources listed below, some of which were used as references in this article:

Duckworth, C. (2008). Maria Montessori’s contribution to peace education. In Encyclopedia of Peace Education. http://www.tc.edu/centers/epe/
Montessori, Maria. (1992; first published 1949). Education and Peace (The Clio Montessori Series). Santa Barbara: ABC-CLIO.
Wolf, Aline D. (1996). Nurturing the Spirit: In Non-Sectarian Classrooms. Santa Rosa: Parent Child Press, Inc.
www.childpeacebooks.org
www.singpeacearoundtheworld.com
www.un.org/en/events/peaceday