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What is Montessori, Montessori classroom, Montessori preschools

The Prepared Environment

Be prepared!  This is the motto for scouting organizations worldwide.  Maria Montessori would have a said “Si Preparato!” in her native Italian tongue.  And this is the message that Dr. Montessori shared with educators as she created her Casa di Bambini for the children she first taught.  Providing a carefully prepared environment, in addition to well-prepared teachers, is the tradition Montessori schools uphold today and remains one of the essential elements that makes this method of education successful for the millions of Montessori students worldwide.

Dr. Montessori believed that the school environment best served children if it was welcoming and felt like a home.  Casa di Bambini literally translates to ‘house for children’, and her school was designed with the needs of the children at the forefront.  In his biography of Dr. Montessori, Maria Montessori: Her Life and Work, E. M. Standing tells us that “…realizing the peculiarly absorbent nature of the child’s mind, she has prepared for him a special environment; and, then, placing the child within it, has given him the freedom to live in it, absorbing what he finds there” (p.265).  The environment provides the framework that allows the children’s curiosity, confidence, and spontaneous learning to unfold.  It is central to Montessori education, and the environment is the first thing which makes an impact not only on Montessori students, but on visitors to Montessori schools, as well.

Walking into a classroom at The Montessori Children’s Academy (MCA), the first comment from guests touring the school is often to say how beautiful it is.  It is a carefully prepared, beautiful, organized environment filled with an abundance of the highest quality Montessori materials.  The natural wooden shelves display an array of neatly arranged, attractive materials.  The shelves and materials are organized by area of study, including Math, Cultural Subjects, Language, Sensorial, and Practical Life.  The child-sized furniture is carefully placed to promote both independent work spaces, as well as places where children may sit together to work and socialize.  There is a cozy place to read, a well-lit area to create artwork at an easel, and plenty of opportunity for controlled movement throughout the room.

Every component of the Montessori classroom has a purpose.  The unique materials created by Dr. Montessori grow with the children through various stages of development, as the children are ready to proceed.  The classroom and materials are organized carefully and in sequential order, providing another aspect to the children’s development and learning.  Materials of advancing degrees are placed left to right and top to bottom, just as we read text from left to right and top to bottom.  Children are taught from the start where each particular material belongs, and they learn to return each item to its proper place after they are finished using it.  This keeps things predictable for the children, and they know where to go to find what they need very quickly.

The environment and the materials within it provide the children with choices, and they allow the children to experiment and to learn with their special ‘control of error’.  If a child doesn’t carry the material carefully from the shelf to the table or workspace on the floor, it may spill.  There is no punishment involved in that—instead the child learns how to clean it up and put it back in order.  Similarly, Dr. Montessori’s materials are created as ‘self-correcting’.  The child will easily see whether or not he or she has used them in an appropriate fashion, and the child will learn inherently from his or her mistakes.  This is incredibly careful preparation, and it allows children to take on challenges without feeling fear of failure.  Instead, the environment promotes positive risk-taking and fosters innate encouragement for the child to succeed through his or her repeated experiences with the materials.

In addition to the academic materials, careful consideration is taken in placing furniture, decorations, and other components of the classroom.  Montessori classrooms allow children to work at tables or on the floor.  The furniture and shelves are arranged with purpose to allow children to navigate their way around the classroom and to practice “grace and courtesy” and self-control.  Artwork is placed at the children’s eye-level, not the adults, because after all, the classroom is for the children.  Generally, the artwork displayed is that of well-known artists, and it reflects the best examples of a variety of types of art or enhances a current class study of a particular artist.  Living plants not only bring elements of nature into the classroom, but they also provide the children with the opportunity to learn responsibility for their care.  Montessori classrooms usually contain a Peace Table (or Peace Area) where children may sit and meditate over natural objects, forming designs in a sand tray, building a small tower with smooth stones, or looking at symbols of peace, such as a wooden carving of a dove.

This beautiful, carefully prepared environment is an outward, physical example of the beautiful, carefully prepared education Montessori students receive.  Montessori teachers prepare their classrooms with the knowledge that children respond to beauty and order.  Of course, the final element to the prepared environment is the prepared Montessori teacher or guide who has created this place where children can feel at home, feel secure in taking risks, feel challenged, and are excited about learning each and every day.

In her book Education and Peace, Dr. Montessori said, “There is a constant interaction between the individual and the environment.  The use of things shapes man, and man shapes things.  This reciprocal sharing is a manifestation of man’s love for his surroundings.  Harmonious interaction – when it exists, as in the child, represents the normal relationship that should exist between the individual and his surroundings.  And this relationship is one of love.” (p.57)  At the Montessori Children’s Academy, the teachers and children all share in a deep love of learning as they continue their Montessori journey together each day, prepared for a variety of daily adventures in their beautifully, carefully prepared Montessori environment.

MCA Book Club Inspires Summer Reading List

By: Alex Chiu

In the fall of this past school year, The Montessori Children’s Academy (MCA) was proud to host Dr. Eileen Kennedy-Moore as a guest speaker for a Speaker Series event.  Dr. Kennedy-Moore shared her professional insights on a variety of parenting topics, balanced with her own honest experiences as a mother of four.  She was an engaging speaker, and she enlightened everyone who attended this special event.  Her focus on the topics in her book Smart Parenting for Smart Kids stirred up lively conversation.  The book, which is filled with vignettes and strategies for raising smart kids who will become healthy, happy, and independent adults, raised a great deal of interest and intrigue among the audience members.

In order to keep the conversations going, MCA sponsored a Parent Book Club featuring Smart Parenting for Smart Kids in the spring of 2016.  Twenty parents from all three MCA campuses participated in the six weekly sessions, with each week zeroing in a different topic of discussion taken from sections of the selected book.  A Head Teacher at each campus guided the conversations where parents exchanged personal experiences about the challenges of parenting, asked questions, and bonded over the content of the conversation.

The Book Club provided a platform for delving into a variety of issues that were commonly experienced by members of the group, and together, using the book as a guide, they brainstormed methods for better understanding and helping their children.  Certainly this was the common denominator for the group – all parents seek new techniques for working with their children as they grow up.

We reached out to Dr. Kennedy-Moore and invited her to share some background information about why she wrote Smart Parenting for Smart Kids. She shared the following:

One of the comments that my co-author, Mark Lowenthal, and I hear a lot from parents in our practices is “My kid is smart, but…” The “but” could be that their children get very upset when they make mistakes, or they have trouble getting along with other kids, or they constantly argue with adults… These parents know that their children are bright, but they worry because they also know that it takes more than school smarts to create a satisfying life…

This book is about helping children develop inner strength and outward empathy. The world tells bright children that their performance matters; they need us, their parents, to tell them that they are much more than the sum of their accomplishments. They need to know that we love them for their kindness, curiosity, imagination, determination, and sense of fun. Qualities like these aren’t necessarily impressive, but they matter deeply.”

MCA’s Director of Montessori Development, Camilla Nichols-Uhler, added that many of the tenets in Dr. Kennedy-Moore’s book complement Montessori education, making this book choice something which dovetails with what our parents are learning about how their children work within a prepared Montessori environment.  She explains:

“In Montessori classrooms, teachers guide the children to develop solutions to challenges and problems in a practical way while at the same time gaining self-confidence.  Children find ways to be successful working independently and in groups through each stage of their development and throughout their Montessori education.  The focus is not just on academics, but also on developing the whole child.  Smart Parenting for Smart Kids and the Montessori philosophy share the value of nurturing the whole child.  Parents learn how to lay the best foundation at home just as we lay the foundation for our students’ academic, social, and emotional growth while at MCA.”

Our Book Club facilitators and parent participants enjoyed Dr. Kennedy-Moore’s book and the discussions about positive parenting that ensued at the club meetings.

Mrs. Gallo, one of the club facilitators, shared her experience with us:

I thoroughly enjoyed hosting the MCA Book Club.  The parents were great and really positive and supportive of each other.  We had five parents and most were able to attend the entire series. We typically started out with the chapter topic, but often parents had parenting issues that they wanted to talk about.  The biggest takeaway from the series was tuning into the child by reflecting what the child is saying.  This enables the child to know that you heard him or her and allows the parent to slow down and focus on the child.  I think a forum for parents to come together and discuss parenting concerns is so needed…  All-in-all it was a positive experience…”

With so many challenges facing parents and children today, having a place where people can come together to exchange ideas and glean insights from experts and peers can alleviate some of the stress of parenting.  It can also foster feelings of confidence when parents realize that they are not alone and that there are people and resources out there to support them in their efforts to be the best parents that they can be.  As the saying goes, “It takes a village.”

A parent participating in our Book Club commented:

“The Book Club offered me an opportunity to pause and reflect on some of the struggles I face as a parent in addressing my children’s needs.  I found it helpful to hear other parents’ experiences and to discuss strategies with them….  I enjoyed participating in the Book Club and found it helpful, overall.”

We were thrilled by the positive response to our inaugural Parent Book Club and are looking forward to hosting another in the 2016-2017 school year.  Stay tuned to learn when it will be held and which book will be the focus for the next set of meetings!  If you were unable to be a part of our Parent Book Club this year, we recommend that you add Smart Parenting for Smart Kids to your summer reading list. And while you’re at it… Here are some other titles you may want to check out while traveling, lounging poolside, or just taking a lemonade break in your backyard:

  1. Montessori Madness!: A Parent to Parent Argument for Montessori Education, Trevor Eissler
  2. The Childhood Roots of Adult Happiness: Five Steps to Help Kids Create and Sustain Lifelong Joy, Edward Hallowell, MD
  3. The Big Book of Parenting Solutions, Michele Borba, Ed.D.
  4. Getting It Right with Children, Madelyn Swift
  5. Montessori: The Science Behind the Genius, Angeline Stoll Lillard
  6. Parents Do Make a Difference, Michele Borba, Ed.D.
  7. The Pressured Child, Michael Thompson, Ph.D.
  8. Raising a Self-Disciplined Child, Roberts Brooks, Ph.D. and Sam Goldstein, Ph.D.
  9. Building Moral Intelligence, Michele Borba, Ed.D.
  10. Generation Text, Michael Osit, Ph.D.

Pennies for Peace 2015-2016

By: Camilla Nichols-Uhler, Hannah Ferris, and Alex Chiu

Since September, MCA students have been raising funds for Pennies for Peace, a “service learning program that brings cultural and philanthropic education to students and educators all over the world”.  Each campus recently totaled its pennies, with the help of our math-savvy students, and now plans to send the contributions on to assist children at schools throughout Asia.  Read on to learn how many pennies our MCA students counted, resulting in a significant contribution to this very worthy cause!
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Program Overview

Pennies for Peace is part of the educational component of the Central Asia Institute (CAI).  CAI is an international development organization that works with communities to improve access to education in Asia.  The CAI believes that education can alleviate poverty and reduce conflict.

Pennies for Peace is a fundraising program designed specifically for children, and its philosophy of “students helping students” is relatable even to preschoolers.  MCA students, whose capacities for compassion find their foundation in the Montessori Philosophy, have taken ownership of this yearlong project.  The children collected pennies from home and then brainstormed additional ways to engage the community to help them with their fundraising efforts.

Through their classroom Cultural studies, the children have learned a great deal about the state of education in certain areas of Asia.  And perhaps of more significance, they have also come to understand the importance of sharing some of what they have with others who are less fortunate.  When the MCA students discovered that just a few pennies could buy school supplies like notebooks and pencils for children in these far-away communities, they realized that many pennies could do even more.  They wondered if they could work toward collecting enough pennies to build an entire school.

Connecting Curriculum with a Cause

The Pennies for Peace program ties in nicely with the Montessori Culture and Science curriculum. Over the course of the year, MCA students have learned a lot about life in the more educationally deprived areas of Asia.  For example:

  • In many communities, the need for children to work on family farms often prevents them from going to school;
  • Often the physical terrain is very difficult to travel, and many children cannot get to schools in larger villages because roads through the Himalaya Mountain Range are dangerous;
  • Cultures place an emphasis on boys’ education at the expense of girls’ education. In some areas, only 12% of girls can read.
  • The culture in countries is very different from that in the United States: many families move from place to place based on the seasons to farm, they celebrate different holidays, and they eat different types of food.

In addition, participation in Pennies for Peace relates to the Montessori Peace curriculum, which aims to teach children how people working together peacefully can make the world a better place for everyone.  The Pennies for Peace program also taught the MCA students about organizing their efforts for a good cause.  They learned the process of brainstorming ideas, developing a plan for collections, and then putting that plan into action.  All of these efforts resulted in building their understanding that working together towards a common goal is hard work, but that it reaps wonderful results and is well worth it!

MCA Students and Families Take Initiative

At first, the children came to school with handfuls pennies that they found around their homes.  The sound of the pennies clinking as they were dropped into the collection jars was music to the children’s ears.  As the number of pennies in the jar grew, so did the enthusiasm and creativity of our students, leading some of our students and families to go beyond dropping their pocket change in the classroom penny jars.  We are extremely grateful to everyone for supporting this schoolwide project, and we wanted to recognize a few for their extra special effort:

  • One of our students took advantage of the warm autumn weather and sold lemonade to his neighbors. He accepted payment only in pennies and explained to his customers that the lemonade proceeds would benefit MCA’s Pennies for Peace  He collected thousands of pennies in one afternoon!

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  • Back in December, on an unseasonably sunny and warm Saturday, one family spearheaded a community fundraiser with the help of our friends at Café Beethoven in Chatham. Their children and friends from MCA created posters illustrating facts about the project and shared their knowledge about the countries they studied through the program with passersby.  Many kindly donated their coffee change after learning about the project.  This group of friends raised a total of $270 at the Saturday morning Café Beethoven fundraiser.

Cafe Beethoven

  • Recently, our MCA Elementary students sent a letter to the Short Hills Director, Mrs. Amy Hidalgo, and our Elementary Director/Senior Director, Mrs. Jeanine Christiana, pitching an idea for yet another Pennies for Peace In this letter, they asked permission to host a car wash before the end of the school year.  They explained in the letter:

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Bragging Rights

The students at MCA are growing in their sense of responsibility as citizens of a global community through their involvement with the Pennies for Peace project.  As part of the Pennies for Peace philosophy, MCA students have helped spread the word about the project to other Montessori schools in the Tri-State Area, including sharing information about their participation with their pen pals at Brooklyn Heights Montessori School.  Our students recently found out that their friends at Brooklyn Heights are also in the process of totaling their pennies.  They realize that together they are making a difference!

Across our three campuses in Morristown, Chatham, and Short Hills, the MCA community has raised a grand total of $1,081.43 so far this year for Pennies for Peace.  That’s a lot of pennies… 108,143 to be exact!  Our Elementary students are currently working on a Math project to determine exactly how many school supplies this $1,081.43 can purchase for their friends on the other side of the globe.  Perhaps they will not build an entire school, but they are well on their way to building enormous positive changes in the lives of children in Asia who will benefit from their hard work this year.

We are incredibly proud of our students for sharing information about Pennies for Peace with their families, their Montessori counterparts at other schools, and their communities.  And we want to sincerely thank all of the parents, staff members, and community members from Chatham, Morristown, and Short Hills who contributed their pennies and their time to our various projects this year.

For more information about the Pennies for Peace program, please visit their website http://www.penniesforpeace.org.

 

 

 

 

References for this post:

“Pennies for Peace – a Free Service Learning Program.” Pennies for Peace. Central Asia Institute, Oct. 2015. Web. 10 May 2016.