Some of this blog's readers are interested in learning more about the Montessori approach to life. There are many wonderful Montessori blogs! The ones I have are as follows:
Montessori Station
Various resources that relate to Montessori
Montessori Trails
Our homeschool blog
Montessori Nuggets
Nuggets of Montessori knowledge
Showing posts with label montessori principles. Show all posts
Showing posts with label montessori principles. Show all posts
Sunday, July 7, 2019
Wednesday, September 25, 2013
Sweet Concentration
I have been slow in picking up the blog this year - with 5 days a week of atrium, 2 home businesses, homeschooling, family and dear friends - well, we're focusing on living life more than recording it ;)
Thus, my first post of the school year arrives - and is likely to be my FAVORITE.
I am officially back in level 1 this year with a wonderful group of 2-6 year olds. The youngest of the bunch is also the most energetic - but he sure know what he's about! He listens to every word I say, makes himself understand in the sweetest of ways, and loves to make sure you know he is present.
He set up the first altar work our second week of class - and gestured to me to light the candles. I still can't figure out how he did it, as I was on the other side of our very large atrium, but he did it!
I lit the candles for him, after a bit (we reviewed the names of the items first - he knew them all, but was slower with the chalice and paten) - and he wanted to snuff them. I had shown the children the week before, but he had not had a turn, as I wanted to "show" them several times before starting with the oldest children to snuff.
Well, this was his work and he was ready. So I let him snuff the candles - and I observed.
(Montessori principle: observe and respond and observe some more)
We lit and snuffed the candles 3 times over.
Thus, my first post of the school year arrives - and is likely to be my FAVORITE.
 |
| On the move. Usually on the move. |
He set up the first altar work our second week of class - and gestured to me to light the candles. I still can't figure out how he did it, as I was on the other side of our very large atrium, but he did it!
I lit the candles for him, after a bit (we reviewed the names of the items first - he knew them all, but was slower with the chalice and paten) - and he wanted to snuff them. I had shown the children the week before, but he had not had a turn, as I wanted to "show" them several times before starting with the oldest children to snuff.
Well, this was his work and he was ready. So I let him snuff the candles - and I observed.
(Montessori principle: observe and respond and observe some more)
We lit and snuffed the candles 3 times over.
 |
| Enough said. |
Lesson confirmed:
Observe. Trust.
Lay a strong foundation.
Monday, August 5, 2013
Cosmic Education in the Christian Profession of Faith
We believe in God, the Father Almighty,
Creator of Heaven and of Earth:
of all things visible and invisible.
~First lines of the Nicene-Constantinopoitan Creed (Nicene Creed for short)
Some people, when first approaching Montessori and Catechesis of the Good Shepherd, are uncomfortable with the notions of "cosmic education" - doesn't this all sound rather New Age? No! To the contrary, our very foundation is the Creator Himself! God as the Holy Trinity. Maria Montessori was a Catholic; even her final letter/address out to the world was addressed to catechists passing on the Truths of the Faith. Her foundation was Christ, and Christ is the center of the Catechesis of the Good Shepherd.
From the Catechism of the Catholic Church on "The Visible World"
See this link for the entire section on "Heaven and Earth": http://www.vatican.va/archive/ENG0015/__P1A.HTM
II. THE VISIBLE WORLD
337 God himself created the visible world in all its richness, diversity and order. Scripture presents the work of the Creator symbolically as a succession of six days of divine "work", concluded by the "rest" of the seventh day.204 On the subject of creation, the sacred text teaches the truths revealed by God for our salvation,205 permitting us to "recognize the inner nature, the value and the ordering of the whole of creation to the praise of God."206
338 Nothing exists that does not owe its existence to God the Creator. the world began when God's word drew it out of nothingness; all existent beings, all of nature, and all human history are rooted in this primordial event, the very genesis by which the world was constituted and time begun.207
339 Each creature possesses its own particular goodness and perfection. For each one of the works of the "six days" it is said: "and God saw that it was good." "By the very nature of creation, material being is endowed with its own stability, truth and excellence, its own order and laws."208 Each of the various creatures, willed in its own being, reflects in its own way a ray of God's infinite wisdom and goodness. Man must therefore respect the particular goodness of every creature, to avoid any disordered use of things which would be in contempt of the Creator and would bring disastrous consequences for human beings and their environment.
340 God wills the interdependence of creatures. the sun and the moon, the cedar and the little flower, the eagle and the sparrow: the spectacle of their countless diversities and inequalities tells us that no creature is self-sufficient. Creatures exist only in dependence on each other, to complete each other, in the service of each other.
341 The beauty of the universe: the order and harmony of the created world results from the diversity of beings and from the relationships which exist among them. Man discovers them progressively as the laws of nature. They call forth the admiration of scholars. the beauty of creation reflects the infinite beauty of the Creator and ought to inspire the respect and submission of man's intellect and will.
342 The hierarchy of creatures is expressed by the order of the "six days", from the less perfect to the more perfect. God loves all his creatures209 and takes care of each one, even the sparrow. Nevertheless, Jesus said: "You are of more value than many sparrows", or again: "of how much more value is a man than a sheep!"210
343 Man is the summit of the Creator's work, as the inspired account expresses by clearly distinguishing the creation of man from that of the other creatures.211
344 There is a solidarity among all creatures arising from the fact that all have the same Creator and are all ordered to his glory: May you be praised, O Lord, in all your creatures, especially brother sun, by whom you give us light for the day; he is beautiful, radiating great splendour, and offering us a symbol of you, the Most High. . .
May you be praised, my Lord, for sister water, who is very useful and humble, precious and chaste.
May you be praised, my Lord, for sister earth, our mother, who bears and feeds us, and produces the variety of fruits and dappled flowers and grasses. . .
Praise and bless my Lord, give thanks and serve him in all humility.212
May you be praised, my Lord, for sister earth, our mother, who bears and feeds us, and produces the variety of fruits and dappled flowers and grasses. . .
Praise and bless my Lord, give thanks and serve him in all humility.212
345 The sabbath - the end of the work of the six days. the sacred text says that "on the seventh day God finished his work which he had done", that the "heavens and the earth were finished", and that God "rested" on this day and sanctified and blessed it.213 These inspired words are rich in profitable instruction:
346 In creation God laid a foundation and established laws that remain firm, on which the believer can rely with confidence, for they are the sign and pledge of the unshakeable faithfulness of God's covenant.214 For his part man must remain faithful to this foundation, and respect the laws which the Creator has written into it.
347 Creation was fashioned with a view to the sabbath and therefore for the worship and adoration of God. Worship is inscribed in the order of creation.215 As the rule of St. Benedict says, nothing should take precedence over "the work of God", that is, solemn worship.216 This indicates the right order of human concerns.
348 The sabbath is at the heart of Israel's law. To keep the commandments is to correspond to the wisdom and the will of God as expressed in his work of creation.
349 The eighth day. But for us a new day has dawned: the day of Christ's Resurrection. the seventh day completes the first creation. the eighth day begins the new creation. Thus, the work of creation culminates in the greater work of redemption. the first creation finds its meaning and its summit in the new creation in Christ, the splendour of which surpasses that of the first creation.217
IN BRIEF
350 Angels are spiritual creatures who glorify God without ceasing and who serve his saving plans for other creatures: "The angels work together for the benefit of us all" (St. Thomas Aquinas, STh I, 114, 3, ad 3).
351 The angels surround Christ their Lord. They serve him especially in the accomplishment of his saving mission to men.
352 The Church venerates the angels who help her on her earthly pilgrimage and protect every human being.
353 God willed the diversity of his creatures and their own particular goodness, their interdependence and their order. He destined all material creatures for the good of the human race. Man, and through him all creation, is destined for the glory of God.
354 Respect for laws inscribed in creation and the relations which derive from the nature of things is a principle of wisdom and a foundation for morality.
Footnotes:
204 ⇒ Gen 1:l - ⇒ 2:4.205 Cf. DV 11.206 LG 36 # 2.207 Cf. St. Augustine, De Genesi adv. Man 1, 2, 4: PL 34, 175.208 GS 36 # 1.209 Cf. ⇒ Ps 145:9.210 ⇒ Lk 12:6-7; ⇒ Mt 12:12.211 Cf. ⇒ Gen 1-26.212 St. Francis of Assisi, Canticle of the Creatures.213 ⇒ Gen 2:1-3.214 Cf. ⇒ Heb 4:3-4; ⇒ Jer 31:35-37; ⇒ 33:19-26.215 Cf. ⇒ Gen 1:14.216 St. Benedict, Regula 43, 3: PL 66, 675-676.217 Cf. Roman Missal, Easter Vigil 24, prayer after the first reading.
Wednesday, October 24, 2012
Three Period Lessons in the Atrium
I have always been a bit thrown-off by the 3 period lesson. Not because I don't "get" it, but because I had Montessori experience first, then Catechesis formation for levels 1 and 2, then Montessori training at primary and elementary, with level 3 interspersed with elementary training.
Now, we do not utilize the 3 period lesson as much in levels 2 and 3 - just when we are working with a brand new child at age 6 or 7.
Three period lessons are used to provide vocabulary in a very focused manner. Starting with 3 objects, providing the names (and functions for the older child); play little games with the objects, utilize them, manipulate them - the child knows them by you saying the name; finally the child can label the objects himself. As the child learns the names, more objects can be added.
Within both CGS and Montessori, there is an over-arching concept, beyond the three period lesson, that the child will have EXPERIENCE first. We don't just toss some items at the child and say "here are their names, now let's learn them" - no, it is all done in context of experience.
At elementary we can give experience and language at the same time; at primary we want experience first, then language so it becomes meaningful.
The conundrum?
My Montessori experience is that the three period lesson is done in one sitting. If a child is truly stuck in one of the periods, then we say, "Thank you for joining me in this work today; we'll have more another time!" and we come back to it when the child is ready and refreshed. But for the most part, if a child "gets it", we move on and we might add additional objects at that sitting, if they are ready. This applies to names of objects, comparative qualities and superlative qualities.
CGS seems pretty adamant that the three-period lesson for one set of items is to potentially be dragged out over 2-3 years. I LOVE CGS. My concern here is that going too slow violates the child's dignity and intelligence. We are telling them, "You can't possibly learn these names in one fun little presentation." Again, some children DO need more time and we should honor that; but over and over again I see catechists who have a 3rd year child who still has not "completed" the 3-period-lesson for the basic articles of the Mass. By slowing down too much, we actually bring the child to a stand-still. Ouch!
In the first period, we provide the names while laying out the items. We then use the names several times ourselves as we re-name the items, replace them, etc. Many times the catechist will then invite the children to do a portion of the 2nd period, asking them to put away or take out particular items by name. But never in that first sitting have I seen a non-Montessori trained catechist even attempt a 3rd period in the first sitting, even for children who are eager-eager-eager to say those words! I'm not saying it doesn't happen - just sharing my own experience.
Perhaps it is that CGS is trying to give that experience first, since the children do not normally get to handle the objects of the Mass. Also, CGS is not about tests and quizzes; it is about being in relationship and developing that relationship; allowing the Holy Spirit to guide. This does not explain the extreme slowness of the process when this is nourishing food for the children. It happens with the geography work, other liturgical work and other areas as well. The three period lesson is not a test - it is a tool for the child to recognize what he already knows, to be able to verbalize what he already knows, to honor his development and intelligence, and thereby the dignity of his inner soul.
The other day, I had a conversation with a highly intelligent young lady (9 years old; has had a good deal of previous atrium experience) who was laying out the articles of the Mass and meditating upon the presence of Christ in the Eucharist. She had a green stole over one shoulder that a much younger child had placed there. During our conversation, I asked her about the item on her shoulder. She said, "This is after the feast." "Ah, I said - and what is it exactly?" "It is after the feast. Oh, it is Ordinary Time." She was saying the two phrases as if they were the name of the object, rather than what the object represented. That would be like saying a statue of Jesus IS Jesus. It is not that the mis-labeled stole leads directly to idolatry, but I am quite concerned that the mentality is set up towards that line of thinking, if we do not provide nomenclature in a timely and appropriate fashion for the young child.
Later, I gathered a group of 3rd and 4th graders and we did the 3 period naming lessons on the vestments of the priest. At this age, I could give a lot more detail on function. And we ended with the 3rd period, which was a bit of a stumbling block but they got it.
Now, we do not utilize the 3 period lesson as much in levels 2 and 3 - just when we are working with a brand new child at age 6 or 7.Three period lessons are used to provide vocabulary in a very focused manner. Starting with 3 objects, providing the names (and functions for the older child); play little games with the objects, utilize them, manipulate them - the child knows them by you saying the name; finally the child can label the objects himself. As the child learns the names, more objects can be added.
Within both CGS and Montessori, there is an over-arching concept, beyond the three period lesson, that the child will have EXPERIENCE first. We don't just toss some items at the child and say "here are their names, now let's learn them" - no, it is all done in context of experience.
At elementary we can give experience and language at the same time; at primary we want experience first, then language so it becomes meaningful.
The conundrum?
My Montessori experience is that the three period lesson is done in one sitting. If a child is truly stuck in one of the periods, then we say, "Thank you for joining me in this work today; we'll have more another time!" and we come back to it when the child is ready and refreshed. But for the most part, if a child "gets it", we move on and we might add additional objects at that sitting, if they are ready. This applies to names of objects, comparative qualities and superlative qualities.
CGS seems pretty adamant that the three-period lesson for one set of items is to potentially be dragged out over 2-3 years. I LOVE CGS. My concern here is that going too slow violates the child's dignity and intelligence. We are telling them, "You can't possibly learn these names in one fun little presentation." Again, some children DO need more time and we should honor that; but over and over again I see catechists who have a 3rd year child who still has not "completed" the 3-period-lesson for the basic articles of the Mass. By slowing down too much, we actually bring the child to a stand-still. Ouch!
In the first period, we provide the names while laying out the items. We then use the names several times ourselves as we re-name the items, replace them, etc. Many times the catechist will then invite the children to do a portion of the 2nd period, asking them to put away or take out particular items by name. But never in that first sitting have I seen a non-Montessori trained catechist even attempt a 3rd period in the first sitting, even for children who are eager-eager-eager to say those words! I'm not saying it doesn't happen - just sharing my own experience.
Perhaps it is that CGS is trying to give that experience first, since the children do not normally get to handle the objects of the Mass. Also, CGS is not about tests and quizzes; it is about being in relationship and developing that relationship; allowing the Holy Spirit to guide. This does not explain the extreme slowness of the process when this is nourishing food for the children. It happens with the geography work, other liturgical work and other areas as well. The three period lesson is not a test - it is a tool for the child to recognize what he already knows, to be able to verbalize what he already knows, to honor his development and intelligence, and thereby the dignity of his inner soul.
The other day, I had a conversation with a highly intelligent young lady (9 years old; has had a good deal of previous atrium experience) who was laying out the articles of the Mass and meditating upon the presence of Christ in the Eucharist. She had a green stole over one shoulder that a much younger child had placed there. During our conversation, I asked her about the item on her shoulder. She said, "This is after the feast." "Ah, I said - and what is it exactly?" "It is after the feast. Oh, it is Ordinary Time." She was saying the two phrases as if they were the name of the object, rather than what the object represented. That would be like saying a statue of Jesus IS Jesus. It is not that the mis-labeled stole leads directly to idolatry, but I am quite concerned that the mentality is set up towards that line of thinking, if we do not provide nomenclature in a timely and appropriate fashion for the young child.Later, I gathered a group of 3rd and 4th graders and we did the 3 period naming lessons on the vestments of the priest. At this age, I could give a lot more detail on function. And we ended with the 3rd period, which was a bit of a stumbling block but they got it.
One boy reflected, "No one has ever asked me to actually SAY the names of these items myself without telling me the name right before. I like that. I actually know it now."
Monday, October 1, 2012
Fundamental Needs and Tendencies of the Human Being
Consider how each of the needs and tendencies is fulfilled in the prepared environment of the atrium - more particularly the tendencies over the "needs". Or consider how to assure each being fulfilled:
From Montessori Nuggets:
The five (5) physical needs of human beings include
- sufficient food
- appropriate clothing
- shelter
- defense
- transportation.
The four (4) spiritual needs human beings include
- love
- arts/music
- vanitas (to improve and embellish one’s environment)
- religion: “To deny, a priori, the religious sentiment in man, and to deprive humanity of the education of this sentiment, is to commit a pedagogical error similar to that of denying, a priori, to the child, the love of learning for learning’s sake. This ignorant assumption led us to dominate the scholar, to subject him to a species of slavery, in order to render him apparently disciplined.”[1]
Tendencies
- exploration
- orientation
- order
- communication
- to know/to reason
- abstraction
- imagination
- the mathematical mind
- work
- repetition
- exactness
- activity
- manipulation
- self-perfection
Each human need and tendency has historical implications, as well as cultural, modern, practical, educational, spiritual and physical implications.
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