Tag Archives: Montessori environment

A Day in the Life of a Montessori Teacher

by Alex Chiu and Sue Gallo

What is Montessori, Montessori classroom, Montessori preschools

A teacher’s carefully prepared environment

Montessori teachers possess a special passion for their chosen field of education and a strong desire to promote the growth and well-being of children in their classrooms. They approach teaching with warm hearts, open minds, careful attention to detail, and a strong commitment to the Montessori Method and to their students. Here’s a peek into one teacher’s preparation and progression through a ‘typical day’.

I have thought long and hard about how best to describe a ‘typical’ day as a Montessori teacher. The first thing that comes to mind is preparation. Preparation is one of the essential elements in the Montessori classroom, and a typical day begins with preparation for the children even before we enter the school. Every day, Montessori teachers have a ‘plan’ for each individual student. We believe it is important to follow the child, and to do that we need to know the children and provide each one with guidance in the areas that will help him or her grow. Being prepared for every school day means knowing which students are ready for new lessons, which need a bit of support in completing a work, who could use some extra attention, and who might be ready to take on new class leadership roles. Using her or his skills of observation from each day in the classroom, the Montessori teacher plans how to approach and work with the students on a daily basis. This preparation is ongoing, and many Montessori teachers find themselves involved in this type of preparation at home, in the car, and in the classroom, as they are always looking for ways to make the most of each day for each child. As Dr. Montessori said, “Our care of the child should be governed, not by the desire to make him learn things, but by the endeavor always to keep burning within him that light which is called intelligence.”

Beyond preparing how to work with our students, another type of preparation we engage in is the preparation of the environment. Monthly, we prepare our room with work that focuses on a variety of Practical Life skills. We try to keep the work fresh and inviting to draw the students to this area so that they can continue working on skills that develop eye-hand coordination, left-to-right orientation, and concentration, just to name a few. Using seasonal colors, or enticing objects, we carefully arrange the materials in an organized and beautiful way. We teachers often try out the work ourselves to make sure it is appropriate for a young child to use, with just the right level of difficulty. We also change our Science activities or add something new to the Cultural shelves or the Art area in order to engage and challenge some of our older students or to extend a lesson of interest to the class. According to Maria Montessori, “The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.” She also believed, “The teacher must not content herself with merely providing her school with an attractive environment; she must continuously think about this environment, because a large part of the result depends on it.”

On a daily basis, we always take care to make sure that each area of the classroom is in order, with clean shelves that hold complete, carefully placed materials. When we arrive at school around 8:00AM (or earlier), we make sure chairs are in place, fresh water is added to the necessary materials in Practical Life, fresh food preparation work is set out, and that the work in each part of the environment is inviting. In some MCA classrooms, we prepare other items, such as the classroom job chart, fresh paint in the Art area, or pet food for the feeding of the class pet. Each day we remember, as Maria Montessori did, that “To assist a child we must provide him with an environment which will enable him to develop freely.”

Once the physical classroom is prepared, we remember to prepare ourselves with a smile and a positive attitude, grateful for another Montessori day! Dr. Montessori stated, “It is not enough for the teacher to love the child. She must first love and understand the universe. She must prepare herself, and truly work at it.” So we teachers work to present our best selves every day. By 8:30AM (or earlier in some classrooms), we begin to greet the children at the door. We welcome them in and depending on the classroom, the Assistant Teacher may read a story or have a conversation with the children at circle as they wait for their classmates to arrive. In other classrooms, students may begin choosing their work from the shelves for their work cycle immediately upon entering the classroom. It is always a joy to see our students in the morning, as they come to school filled with anticipation and excitement about what they will be doing that day!

At some point during the morning, students will have the opportunity to go outside on the playground. Outside playtime is an essential element of childhood. The children need fresh air and outdoor movement, and their free play is a chance to socialize and play creatively outside the classroom walls. As teachers, we use this as yet another opportunity to observe, facilitate, and enjoy time with our students. We observe both the leaders and the children who need some help interacting with others. We see opportunities to foster relationships on the playground and in the classroom. We take very seriously Dr. Montessori’s tenet that “To stimulate life, leaving it free, however, to unfold itself – that is the first duty of the educator.”

When we return to our classroom, students may finish their morning jobs, teachers may present new work, and other students may share something with their classmates, which encourages listening and speaking skills. After being outdoors, we are ready to go back to work. The children are allowed and encouraged to choose work to which they are drawn. Teachers facilitate a work period during which children can become absorbed in what they are doing with few interruptions. The children are absorbed because they have the freedom to choose to work with something that is fascinating to them in their particular stage of development. All the while, the teachers are observing, presenting lessons, and facilitating learning. We enjoy hearing the delight in students’ voices as they make new discoveries, achieve goals, and solve problems. The steady low hum of classroom activities tells us that our classroom is productive. We strive to achieve the goal set forth by Dr. Montessori when she said, “The greatest sign of success for a teacher is to be able to say, “The children are now working as if I did not exist.””

After the work period, some teachers ring chimes to end work and prepare for lunch. The children clean up their work, wash their hands, and get their lunches. Lunch is an extremely valuable learning time. Children are encouraged to be independent as they set up their lunch spaces and open their containers. Teachers help them to ‘do it themselves’. As we learned from Maria Montessori, “We must support as much as possible the child’s desires for activity; not wait on him, but educate him to be independent.” Throughout the day, students practice grace and courtesy, but this is especially true at lunchtime. Just as we do on the playground, teachers use this time to join in casual conversations with our students and to listen to how they interact with one another, all the while tucking our observations into our memory banks to help us in the future. When finished, the children clean up after themselves, taking good care of their classroom before they leave.

To end the morning session, students and teachers gather together on the carpet to conclude the day with songs or a story and always good conversation. As children await whoever is picking them up from school, they have this final time as a community until we meet again the next morning. After the last child has left, we will check our emails or voicemails for any parent communications, confer with our Assistants or other Teachers about the day’s events, and perhaps attend a school meeting with the Director or other staff.

Once the students are dismissed and any teacher meetings have concluded, the typical day ends in much the same manner that it began. We inspect each area of the classroom to make sure the materials are complete and in order, put away any water or food work, complete the clean-up of tables, chairs, and the floor, and ensure the environment is safe and clean. As we move about the room, we also reflect upon our observations of the day, taking down notes about student progress, concerns, and the general classroom climate. We take time to consider which lessons students will need the next day, what types of guidance to provide to certain students who were especially quiet (or noisy or unsettled), and how to make sure each child is challenged, secure, and attended to – all in preparation and anticipation of… tomorrow!

“Whoever touches the life of the child touches the most sensitive point of a whole
which has roots in the most distant past and climbs toward the infinite future.”
~ Maria Montessori

Eye on the Montessori Elementary Experience

By Alex Chiu

Most people equate Montessori education with early childhood or the preschool years. However, did you know that there are Montessori programs which begin serving children in infancy and extend up through the elementary, middle, and high school grades? For families who embrace the Montessori philosophy, they truly do see Montessori education as an ‘education for life’ and something that continues throughout their children’s school years and beyond. Many adopt a Montessori approach to their family home life, especially if there is not an opportunity to continue in a Montessori program beyond preschool. We are lucky in that The Montessori Children’s Academy offers programs which invite families to begin the Montessori journey at age 18 months in the Montessori, My Child, & Me child-caregiver program and continues with programs for Preschool, Kindergarten, and Lower and Upper Elementary students. The MCA Elementary Program, one of the few Montessori Elementary programs in our area, serves students in grades 1-8 and is located at our Short Hills campus.

MCA Elementary Highlights
Let’s take a peek into just some of the unique opportunities that students have when they continue their Montessori education beyond the Preschool and Kindergarten years and move into the Elementary Program. Our MCA Elementary students benefit from many varied and unique experiences both in and out of the classroom. Here’s a sampling of just some of the special activities they’ve participated in so far this school year.

The MCA Garden
This year, our MCA Elementary students have taken over the responsibility of maintaining our school garden. When the weather was warmer, the students used tools such as pitchforks and hand trowels to clean up the garden and pull out bulbs that were no longer needed. Next, they will begin indoor planting in February. Students have also been in contact with the Master Gardeners of Essex County to help plan their garden. They even tied the garden to math lessons as they measured the area and perimeter so that they could draw, to scale, graphs of the garden in order to plan how they will utilize the space most efficiently. The garden is just one example of how our students connect with community members, such as the master gardeners, and extend their learning beyond the classroom walls. It also illustrates cross-curricular learning where gardening meets math, science, and more.

Practical Life Skills Put to Work
The Montessori Practical Life exercises came in handy to the Elementary students recently. They decided they needed to adjust the height of some classroom tables, so they grabbed screwdrivers and went to work. The students made tables taller so they could fit more comfortably, as they have all grown so much this year! Here, too, students took the lead in problem solving, putting their skills to use in a practical way, and working together for their classroom community’s comfort and well-being.

Exploring History and Making Predictions for the Future
Our Elementary students have been continuing to study pre-humans and the theory of evolution. In order to understand how scientists develop theories based on evidence, the students analyzed models of pre-human skulls. They wrote down observations, drew what they saw, and compared the skulls to one another. The students then developed theories based on what they saw, as well as their prior knowledge from class lessons, to hypothesize what the skull changes meant for humans and why these changes might have occurred. One student even took it upon himself to predict what evolutionary changes could happen in the future and why those changes might occur! Montessori students continuously build upon prior learning, making connections and discovering ways to answer their many thoughtful questions.

Protons, Neutrons, Electrons, Oh My!
To kick off our chemistry studies, the MCA Elementary students explored atoms! The students used three-part cards and books to learn about the different parts of an atom. Some students took the initiative to take their studies one step further. Here you can see 3-D atoms built by our students with materials they found around the classroom. Montessori students are hands-on, engaged, active learners!

What Montessori Elementary is All About
It’s important to note that our MCA Elementary Program maintains the hallmarks of the Montessori philosophy, keeping its true values at the core. Here is what Montessori Elementary (and beyond) is all about:

Classroom Community
One thing that remains consistent in Montessori education across ages is the mixed-age groupings of the students. The benefits of the mixed-age group are clear when students fluidly move from one level to the next as they are ready, not limited by age or grade, and as students learn from one another, with each bringing different talents and skills to the classroom. A younger student may already be an ‘expert’ in dinosaurs because of a vast amount of interest and research done on the subject, so that student might take on a teaching role to share his or her knowledge with the others, regardless of whether they are same-age peers, or younger or older students. Students take on various leadership roles at different times throughout the school year, and all work together in a way similar to how families function, with each class member taking on different responsibilities and everyone working together for the common good of a happy, productive, learning environment.

Teachers Who Guide Students
Montessori Elementary teachers have a certification that is specifically designed for teachers working with the elementary age groups. Using their finely tuned observation skills, they adapt lessons to the needs and readiness of their students, continuously offering appropriate, challenging, and engaging activities. Montessori teachers act more as guides than lecturers, helping their students understand that the students must take ownership of their learning, which makes their learning so much more meaningful. This is not to say that Montessori teachers don’t ‘teach’. They meticulously prepare their classrooms, work alongside their students, and provide all of the support necessary to promote active, challenging, and real learning in their classrooms.

Montessori Materials and More
Elementary students may continue to use some of the same materials familiar to them from their Primary classes, but they do so in a much more advanced, sophisticated way. The materials grow with the students, moving them ever forward from concrete to abstract thinking. Supplementing these Montessori materials are important curriculum materials that equal and surpass what is being presented in traditional elementary schools. These may include supplemental writing exercises, literature, science tools, and current technology. What is different is that Montessori students continue to have the freedom to explore these varied academic components after having been provided with initial guidance by a teacher. After an introductory lesson on a material or concept, students move forward with their learning at their own pace, oftentimes seeking out independent study of special areas of interest. Very often, learning is interconnected across subject areas, and students can see how the skills they learn in their core academic areas work together in so many real life situations.

An Uninterrupted Work Cycle
The work cycle of the Elementary classroom is similar to the Primary class in that the Elementary students also have a long, uninterrupted work time. During this work cycle, they may move from one activity or subject to another, completing experiments, writing essays, doing research, and working independently, in small groups, or with a teacher. The school day also includes special classes, such as Spanish, Music, Art, Technology, Physical Education, and Health.

Peace Education and Community Connections
The MCA Elementary Program continues developing the students’ global awareness and civic responsibilities through the ongoing Peace Education curriculum. This includes not only learning social graces, but also incorporating environmental education and involvement in community service activities. Students are encouraged to make community connections, and as they do, they discover that there is so much that they have to offer in making the world a better place starting right within their own communities.

Continuing a Montessori education beyond the preschool years allows children to further develop their love of learning while taking ownership of their education. Elementary students in a Montessori environment are provided with the opportunities to follow their interests and identify their passions. With the support and guidance of their teachers, these older Montessori students apply knowledge to new areas, make connections among subject areas, and delve deeper into each area of study. They come away with skills that stretch beyond strong academic performance. From their Montessori experiences, they learn how to learn, how to ask questions and seek answers, and how to be part of a community that works together for the benefit of all.

For more information about Montessori elementary in general, you might enjoy reading Montessori Today by Paula Polk Lillard, which provides an in-depth look at what Montessori elementary education is all about. We also invite you to visit our website at www.TheMontessoriChildrensAcademy.com for more details about our MCA Elementary Program, or call our Short Hills campus at 973-258-1400 to schedule a tour to visit and see for yourself.

The Gifts of a Montessori Education

By Alex Chiu

During this busy holiday season, many people find themselves frantically searching for ‘that perfect gift’. They are looking for the right size, color, and fit. Or they are trying to find something unique and one-of-a-kind. Some parents have their children write out wish lists of items they are hoping to receive, in order to be sure to select just the right thing. However, if we look beyond the clothes, toys, games, and gadgets, there are some incredible gifts that our children receive every day in the form of their Montessori education. Let’s unwrap some of the ‘gifts of Montessori’.

Montessori students are given:

A Beautifully Prepared Environment
From the moment children enter the classroom, they are welcomed into a carefully prepared environment that has been created especially for them. Child-sized furniture allows them to sit comfortably and with correct, safe posture. The beautiful Montessori materials, designed in specific inviting colors and crafted with care, are organized sequentially so that children may work with them and build on their growing skills from one material to the next. Items are placed where children can easily access them, and artwork is hung at the child’s eye level for their enjoyment and appreciation. Everything in the classroom has a purpose in further developing the child while at the same time welcoming them into a comfortable, aesthetically pleasing, home-like environment in which they can grow, learn, and thrive.

The Guidance of a Carefully Trained Teacher
Montessori teachers undergo many hours of training as they learn the purpose and practice of using the various Montessori materials in the areas of Language, Math, Sensorial, Practical Life, and Cultural Studies. In addition, they practice the art of observation, a key component of teaching in Montessori. Their keen observations of their students drive teachers to modify the environment make decisions about which lessons to present, and continuously work to maintain a productive, engaging, inspiring classroom environment for their students. Montessori teachers are passionate about their calling to be in the classroom.

A Global Perspective
Perhaps we could say that Montessori students are given the world. The Cultural Studies area introduces children to geography, cultures and traditions from around the world, and fundamental, basic human needs. Montessori students ‘travel’ the world as they learn about the continents, countries, states, and regions. They explore the unique differences between areas because of geographical features, as well as because of the people and animals that inhabit each place. They also come to learn what is fundamentally similar among all people, no matter where they come from or live. This global perspective allows students, even from the confines of their classrooms or communities, to move beyond what is familiar and to learn to respect, admire, and take interest in others.

Time to Develop Independence, Confidence, Responsibility, and Mastery
Within the Montessori work cycle, students have the opportunity to choose which types of work they would like to complete. They might spend a good part of their morning captivated by a Montessori Math material or engrossed in creating a map of Europe. Once an activity is completed, the child then moves on to his or her next choice, and is allowed time to work without interruption. Students learn to take ownership of their learning. They are responsible for using their time well. And by having time to engross themselves in their learning, they lead themselves to mastery in a variety of areas of learning. Having freedom to choose what work to do helps students develop independence, as do the self-correcting materials. As students work in the Language, Math, Cultural, Sensorial, or Practical Life area, they develop confidence in their abilities as they build on acquired skills with new knowledge. All of this naturally moves with them from their earliest Montessori classroom experiences on into adulthood where these skills will enable them to be productive, inquisitive, creative, and diligent workers in the world.

Opportunities to Contribute
In conjunction with Cultural Studies, students also engage in a Peace Curriculum, as Dr. Montessori strongly believed that “establishing lasting peace is the work of education”. Learning problem-solving strategies, becoming comfortable with silence, and developing strong communication skills all encompass this peaceful component of the school day. Students, through their cultural and peace studies, gain empathy and compassion. This is then translated into a variety of community outreach service projects. Montessori students understand that they are part of a greater whole, and that they have a responsibility for making positive contributions to their communities and the world at large. They learn that small actions can have big impacts, and they learn to facilitate ways for others to join in doing things for the greater good.

Sharing the Gifts of Montessori
For those of you who are current MCA parents, we believe that you will agree that the ‘gift of Montessori’ is one that will stay with your children long after they leave The Montessori Children’s Academy. And we hope you are considering extending the gift to your child(ren) for another year or beyond. As you know, MCA will soon hold its in-house registration for the 2018-2019 school year, which is then followed by open registration. Our program offerings include:

Montessori, My Child, and Me (for 18-30 months old with a parent or caregiver),
2 ½ – 3 ½ Year Old Program,
3 – 6 Year Old AM and PM Programs,
Full Day Kindergarten
Elementary for students in grades 1 through 8

We will be holding an MCA Kindergarten Open House at each of our three campuses during the month of December.

Chatham Campus Kindergarten Open House:      Tuesday, December 5th,        3:15 – 4:15PM
Short Hills Campus Kindergarten Open House:    Wednesday, December 6th,   3:15 – 4:15PM
Morristown Campus Kindergarten Open House: Thursday, December 7th,       3:15 – 4:15PM

Our MCA Elementary Open House will be held on Thursday, December 7th from 7:00 – 8:00PM at our Short Hills campus. We hope you will join us to learn how you can continue to enrich your child’s educational experience by extending this beautiful ‘Montessori gift’ through the Elementary and Middle School years.

We invite you to attend our Open Houses to learn more about the benefits of our Kindergarten and Elementary Programs, and we hope you will bring your family and friends so that they, too, can learn about the many gifts a Montessori education has to offer!

Photo Credit: http://www.discovertheregion.com/wp-content/uploads/2014/12/blog-giving.jpg

The Language of Montessori

By: Alex Chiu

If your family is new to Montessori, you might think you hear your child speaking a ‘new language’ when he or she returns home from school each day. As the children are learning their new classroom routines, they are also learning some of the terminology unique to Montessori. In order to help you ‘translate’ some of the new phrases that might be coming home, we’ve put together a brief list of common terms you may encounter as you begin your Montessori journey.

The Prepared Environment: This is your child’s classroom. However, the Montessori classroom is specifically and meticulously arranged in such a way as to provide teaching opportunities at every turn. Organized by areas of learning, your child’s prepared environment at MCA includes the full complement of beautiful Montessori materials designed to facilitate learning and exploration in the areas of Math, Language, Sensorial, Practical Life, and Culture/Science. Teachers thoughtfully place the materials, furniture, rugs, and adornments with the children’s needs in mind. You’ll notice that the furniture is just the right size for the children and that artwork is hung at the child’s eye level. The classroom is set up to facilitate independent and group learning, and to offer children a safe, comfortable space in which to grow and learn.

Work: This is the term used for the activities the children engage in at school. Montessori ‘work’ includes all of the meaningful, beautiful materials the children will receive lessons on and then may choose from the classroom shelves while they are at school. At home you might ask your child, “What work did you choose today?”

Normalization: As defined on the American Montessori Society website, “normalization” refers to “A natural or “normal” developmental process marked by a love of work or activity, concentration, self-discipline, and joy in accomplishment. Dr. Montessori observed that the normalization process is characteristic of human beings at any age.” In Montessori schools, the beginning of the year focuses on the activities and skills that lead to a ‘normalized’ classroom in which students understand the expectations and are able to function in the classroom independently and successfully.

Grace and Courtesy: Part of the “normalization” process at the beginning of the school year involves a big focus on “grace and courtesy” in Montessori classrooms. Teachers model and then have students practice using simple courteous phrases such as “please”, “thank you”, and “excuse me”. Students learn the polite way to ask for help or to get someone’s attention. They learn how to walk around the work rugs of their classmates so as to not disturb them. They learn how to stand in a line or how to sit at circle without interfering with the physical space of their friends. These lessons are the fundamentals of a functioning classroom, and Montessori students learn them quickly and wonderfully!

Work Rug or Work Mat: Students define their work space in the classroom by using a work rug or mat. This keeps the materials contained and safe, and it also designates the area for the child’s activities. Other children learn to walk carefully around the work rugs or mats of their classmates. Your child may also use a special work mat at a table, especially when working with water or paint. The tablemat also contains the work to a specific area and helps in the cleanup of the work area as well.

Three-Period Lesson: When a student is introduced to a new concept for the first time, he or she is given a three-period lesson.

The first period is naming. Using the Montessori materials, the teacher first tells the child the name of or provides the specific vocabulary for the new concept. The teacher will say “This is a cube” or “This is a circle”.

The second period is recognition after being given the vocabulary. The teacher next will use the material in some manner, and then invite the child to show what was just named. For example, the teacher might say to the child “Show me the cube” or “Show me the circle”. The child is required only to recognize and identify the newly learned item.

The third period is when the child is able to provide the vocabulary spontaneously, showing mastery. In the third period, the teacher will ask the child to provide the vocabulary for the new concept. The teacher will ask, “What is this?” and the child is expected to give the name (e.g., “This is a cube” or “This is a circle”).

Note that a child may not reach the third period right away—a lesson may require several attempts over the course of time for a child to be able to master the third period and identify and provide the vocabulary of a new concept.

Work Cycle: Montessori students are given a wonderful gift of time called the “work cycle” during their school day. The work cycle is a long, uninterrupted work time during which the children may choose their activities and then spend time doing those activities for as long and as often as they wish. Montessori education understands that children need time to make choices, complete tasks, repeat tasks, and engage in their learning. During the work cycle, the child may complete many independent tasks, work with a teacher one-on-one, or do activities with a friend or in a small group—all productive and important components of the school session.

Practical Life: Especially at the beginning of the school year, the Practical Life area of the classroom is the most used and most popular. It is in this area that children learn the fundamentals used across all areas of the Montessori classroom. In Practical Life, they learn the steps for selecting work, taking the work from the shelf to the work space, organizing the work, performing the tasks, completing the work, and returning the work to the shelf so it is ready for the next person.

Practical Life activities involve a great deal of fine motor control, concentration, patience, and motivation to complete. Each activity assists the child in developing necessary everyday life skills from dressing to cleaning to preparing food, etc. As adults, we often take these skills for granted, but in Montessori classrooms, we know they are learned skills that promote learning across all areas!

Pincer Grip or Pincer Grasp: While not a uniquely Montessori term, children develop their pincer grip as they perform a multitude of tasks across the Montessori curriculum. The pincer grip is the combination of the thumb and forefinger working together to manipulate, move, or grasp an item.

Sensorial: The colorful and inviting Sensorial area is where children develop a heightened awareness of their five senses of sight, hearing, touch, taste, and smell. Children also develop understanding of size, space, and sequence, and the Sensorial materials provide a foundation for the Math and Language academic areas. The popular Pink Tower, an iconic Montessori material, is just one example of the Sensorial work your child might choose, building the tower from the biggest pink cube (which is 1 cubic decimeter) to the smallest pink cube (which is 1 cubic centimeter).

Control of Error: Because the child is encouraged to explore and learn at his or her own pace, the Montessori materials have a built in ‘control of error’ that lets the child know whether or not he or she has completed the work correctly. For example, if a child is learning to pour water from one small pitcher into another, the control of error is if the water spills. The child can see his or her success in completing the task without any interference from the teacher. If there is a spill, the child has learned already how to clean it up. Then, he or she can make another attempt at pouring, and another, until he or she pours without one drop spilled. Imagine the satisfaction felt after achieving that goal!

Circle: Again, this is not a uniquely Montessori term, but one that often is used in Montessori classrooms. Circle time refers to the time of day when the entire class of children come together with their teacher(s) and sit (usually in a circle) to listen to stories, sing songs, observe a group lesson, or do some other all-class activity.

Absorbent Mind: As defined on the American Montessori Society website, the “absorbent mind” is the time when “From birth through approximately age 6, the young child experiences a period of intense mental activity that allows her to “absorb” learning from her environment without conscious effort, naturally and spontaneously”.

If you encounter a Montessori term that is new and would like to learn more, or if you’re interested in gathering more information about Dr. Maria Montessori or the Montessori philosophy, you might enjoy reading some of the following books:

A Parents’ Guide to the Montessori Classroom by Aline D. Wolf
Maria Montessori: Her Life and Work by E.M. Standing
Montessori: A Modern Approach by Paula Polk Lillard
Understanding Montessori: A Guide for Parents by Maren Schmidt and Dana Schmidt
Montessori Madness! A Parent to Parent Argument for Montessori Education by Trevor Eissler
The Absorbent Mind by Dr. Maria 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:

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.
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.
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.
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.
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.
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!