Same Children: A New Mix

Many times, the children get into patterns - patterns of follow-up work, patterns of who they will work with - developing habits which can be good and perhaps some that limit their growth.

LOVE that smile!
He was TRYING to be goofy -
he turns out handsome!

In a recent atrium (our last for this group before Christmas break), one boy (who had been absent the week before) was taken aside to move ahead on his First Missal. Of the 3 children in this group preparing for the sacraments this year, one has flown through and just about finished (strong reader/writer plus a few other reasons ;) ), one likes to write/trace/copy but takes a bit longer (absent last week), and one would really prefer not to do so much paper-based work but did spend last week working on his.

So while the second from above was working on his First Missal, the first and third spent quite a while working on the pin-maps - the strong reader could read and the not-so-strong reader could match the pins/labels and find locations - they made a perfect team!

This freed up the usually joined-at-the-hip-little-sister to spend some work time with the other girl her own age (who usually quietly does her own thing or follows the 7yo girl).

They seem to be making their own missal -
but focusing on the moments with which they are familiar
from their previous gestures work.
They might just do all the pages for a Missal
but we'll assemble them at a later time ;) 

The older boys and girls were working individually and in pairs on the prophet studies. Having a grand time. Really.
Finding all the issues and errors in the material would be a more accurate statement ;) Guess what I'll be spending Christmas "break" doing - while it's all still fresh in my mind ;)

Interesting observation here: my Sunday morning children have issues with this material but no-one can articulate it; my Wednesday evening children are able to work through it with an adult on hand to help - they've not reported any issues to me; my Thursday children somehow have worked out any issues, so while I am aware they had some, they figured it out. My Friday children - are the ones who can say "here is the issue; here is how I am addressing it, but here is the actual issue in the material itself." So I can actually correct it for everyone else.

Atrium Work Cycle - a new take

We talk a lot about the work cycle in Montessori environments - on a variety of levels.

The physical work cycle - gather your materials, work with the materials, return the materials in a way they are ready for the next child.

The internal work cycle - preparing for one's work (asking questions, wondering, articulating a need), locating the material to fulfill that need; internalizing the experience


Perhaps we can look at the work cycle in another way as well:

1. Introduction to the material
2. It drives you totally crazy - unsettling - trying to fit the new pieces into your current framework (or re-create the framework!!)
3. Peace at last - the joy that comes from internalizing the new experience and being fulfilled

Introduction to the material

yeah, easy stuff. alright.
Prophets - prophecies - I know this. 

It drives you totally crazy - unsettling - trying to fit the new pieces into your current framework (or re-create the framework!!)

Wait.
There's new stuff here.
Wait.
That doesn't fit!
I have to re-think this!
Why do you DO this to me!?!?

Peace at last - the joy that comes from internalizing the new experience and being fulfilled.

Hey Ms. Jessica -
despite all the mistakes in the material
I am really learning and loving this study!
No, really! 

A Lovely Day in the Atrium

Father presenting Isaiah 40:3-5

working on calligraphy strokes with markers

calligraphy strokes - and mounting on sturdier paper

she almost always sits in this spot...
left-hander

left-hander - working on calligraphy strokes
yeah, we'll have that book next time she comes

mounting prophecy tracings onto colored paper

reviewing geography work - pop quiz in January
to ensure they remember levels 1 and 2 work ;)

The Proud, the Eager and the Reluctant

The Proud

The Eager

The Reluctant

he was definitely happier than this, I promise ;)
he gave me permission to take his photo - he had a choice ;) 

tracing - only tracing
comes for presentations on his own terms ;) 

And he didn't want to touch ANYthing 2 weeks ago.
Hm. Can't resist the enticement of the atrium! 

Yup - resistance is futile.
Reluctance doesn't last long, when the adults are supportive. 

3D Paper Creations in the Atrium

Children share inspiration with one another. I am so happy that my first inclination to say 'no' was overturned by my desire to 'see where the child would lead me.'

A 3rd grader in our atrium chose and created a Bible story out of paper. He asked if he could so beforehand - it is not a story we typically utilize in the atrium (Jesus and Peter walking on the water) which prompted my instinctive 'no' - but why would I say that? Because I didn't want the children distracted, I thought to myself. That is silly - distracted by a miracle? Hm. Set aside my petty little issues and let's just see what happens.

We typically have paints, colored pencils, some atriums have markers - all paper crafts, but in the second dimension only: booklets, drawings, paintings, charts, timelines, diagrams, tracings, calligraphy, illumination. This 2D limitation has inspired much creativity, but perhaps not enough in my other atriums. Some atriums bring in clay, typically that which does not dry out; I have not reached a point of adding this material to my self-organized atriums, but it is certainly a consideration in the near future. 

His work ultimately inspired two other children (1st and 2nd grades), both who made something at home, one of whom then made another creation in the atrium. While I do not have a photo of the original creation, I do have the work that was inspired by it!

The City of Jerusalem

Jesus and Peter Walking on Water (Take 2)

Inspired Other Children Re-Creating Jerusalem together

she was just getting up to collect supplies when I snapped the photo ;) 

Moses Receiving the 10 Commandments on the Mountain, while the people pray below

Lesson Affirmed: 

Follow the Child!

(and who wouldn't want to follow such a charming smile as that!?)

A Rainy Morning in October

walking the line extension - walking up/down stairs

timelines, timelines, everywhere!

in and out of the hall to compare the mute to the control
I don't suppose we need that small table - they don't use it
update: remove the medium table and rearrange the small and large tables

setting up the prayer table
they all really like that silver garland
note to self: get some other colors

They enjoy being in the atrium

exploring the control again after setting up the mute

prayer time - in the dark - they read the story of Creation of Light

Work of the Children - Start of the Year

What do the children do during their work time in the atrium?

The answer differs according to their atrium experience, temperament, interests and most importantly: the time of year. We have different expectations and a different selection of choices depending on the time of year.

We also try to over-present in the first few weeks to help the child acclimate and get some options available. When I give a new presentation, I may give the children some suggested options, or I may list some options and give them a choice between A and B for what they will do with the work now - with the other options as follow-ups at another time. This falls in line with the process of normalization as described by Maria Montessori - giving choices until a child can make choices of his own; while also allowing for the children to reveal themselves and their spiritual needs to the adult during times of wandering and considering all the open choices.


Level 1:

get out last year's presentations and review for oneself
in level 1, observation is also allowed  (see child in background)

wander
yes, this is allowed to an extent in every level
to a large extent in level 1

 

charm the catechist into lighting the candles 20 times in a row,
just so they can be snuffed
(the catechist is more than happy to oblige!)

polishing
so much polishing can be done with the items in use in the atrium
that we don't need "samples" for the children ;) 

Level 2:
In level 2, a very limited amount of wandering is allowed; some observation; but the requirement is to find work to do. The catechist should help guide this requirement but cannot catch every moment (hence observations from other adults are necessary too). The children can also be helping each other.

stand and look handsome
while your friend does all the clean-up

set up the altar

build on last year's work

tracing and artwork

walk the line

Level 3:

At this level, the children are truly collaborating. Almost no child does work by himself unless they are working on similar individual projects while chatting at the same table. The children can do more reading and research, but are still required to find real work to do. They are capable of doing so, with the right tools in hand.

share level 2 work with brand-new-to-level-3 children

plan communal prayer
(this would be an end of year option for 3rd graders in level 2)

plan communal prayer
she is thinking seriously about something - she is normally all smiles and wonderful silliness