A Montessori quick bite from The Center for Guided Montessori Studies

“Often what we call naughtiness on the part of the individual child is rebellion against our own mistakes in educating him. The coercive means which we adopt toward children are what destroy their natural tranquility. A healthy child, in his moments of freedom, succeeds in escaping from the toys inflicted upon him by his parents, and in securing some object which arouses the investigating instinct of his mind; a worm, an insect, some pebbles, etc.; he is silent, tranquil and attentive. If the child is not well, or if his mother obliges him to remain seated in a chair, playing with a doll, he becomes restless, cries, or gives way to convulsive outbursts (“bad temper”). The mother believes that educating her child means forcing him to do what is pleasing to her, however far she may be from knowing what the child’s real needs are, and unfortunately we must make the same statement regarding the school-teachers!”

— Dr. Maria Montessori, Pedagogical Anthropology, page 443

Fathers had little role in child care when Dr. Montessori wrote the passage above, but if we substitute “parent” for mother, the quote still applies. In the last century a liberation of gender has swept through western civilization. Though incomplete, this wave of liberation has swept much faster and further than a similar liberation for childhood.

Scientific evidence has long since demonstrated the ineffectiveness of authoritarian treatment of children. Chillingly, some parents and most traditional schools still persist in labeling children “good” or “bad” based on their ability to passively accept arbitrary constraints and to parrot back facts and dogma placed in front of them. Many educators treat children as potential criminals who need to be forcibly “civilized”. 

As Montessorians, we uncategorically reject this notion. A child’s behavior communicates his or her needs clearly to those who listen.  One child may break her toys in order to learn how they work inside.  Another may get dirty while exploring the mysteries of nature. A boy may chatter in class because he is unengaged by the work, or because he is simply hungry for social interaction. Consider that social intelligence, like all other kinds, also needs stimulation in order to develop.

Is there a disruptive child in your classrooms? Many well-meaning and thoughtful people have suggested that Montessori is not for all children. Others, both idealistic and with great depth of classroom experience, suggest the opposite, that the Montessori classroom is the ideal environment for every youth, and perhaps adult learners as well!

We would rather not paint with too broad a brush. Instead, we wouldsuggest that at least many of these more “difficult” children may be able to find a wonderful place within your classrooms. The key is for teacher and parents collaborate to discover – and unlock! – the key of the child’s interest.

Thoughts for the day:

Think back onto your own childhood. If you weren’t lucky enough to be in a Montessori classroom yourself, can you remember times that you misbehaved, or were judged to be “misbehaving?” What happened?  Were you being purposefully troublesome, or was there some need of yours that was unmet?  How can we become more tuned in to the children? How
can we better understand what their behavior is communicating and sobetter support them in meeting their unmet needs?

As you know, our Montessori Method has many materials and techniques to help children master both recognizing and writing words and letters.  From sandpaper letters to metal stencils we help your children develop good handwriting skills.  This week’s Wall Street Journal highlighted some interesting research on handwriting and cognitive skills:

Ask preschooler Zane Pike to write his name or the alphabet, then watch this 4-year-old’s stubborn side kick in. He spurns practice at school and tosses aside workbooks at home. But Angie Pike, Zane’s mom, persists, believing that handwriting is a building block to learning.

She’s right. Using advanced tools such as magnetic resonance imaging, researchers are finding that writing by hand is more than just a way to communicate. The practice helps with learning letters and shapes, can improve idea composition and expression, and may aid fine motor-skill development.

…

Studies suggest there’s real value in learning and maintaining this ancient skill, even as we increasingly communicate electronically via keyboards big and small. Indeed, technology often gets blamed for handwriting’s demise.

A  Montessori “quick bite” from The Center for Guided Montessori Studies:

 “A child asked his father once why leaves were green. The father
thought how intelligent his child was, so he gave a long explanation
of chloroplasm and chlorophyll and of the blue rays of the sun, etc.
Presently he heard the child mumbling and listened; the child said:
‘Oh, why did I ask Papa? I want to know why the leaves are green, not
all this about chlorophyll and the sun!’ “…The teacher requires a
special preparation, because it is not our logic that solves problems.
In no point on which we have touched, does our logic help, we have to
know the child’s development and to shed our preconceived ideas.
“Great tact and delicacy is necessary for the care of the mind of a
child from three to six years, and an adult can have very little of
it. Fortunately the child takes more from the environment than from
the teacher. We must know the psychology of the child and serve him
where we can.”– Dr. Maria Montessori, The Absorbent Mind

As adults we have built up layers of abstraction into an
understanding that helps us navigate a complex world. What did our
ancestors need to know of chlorophyll or the various spectra of
reflected light? Entering the world anew, our ways of thinking may be
useless, and actually add confusion. At worst, by imposing
abstractions onto a child we may diminish their pleasure in exploring
the world and subvert that natural science that children do best.

Abstractions are wonderful tools of the intellect, and sharing them
with a child receptive to them can be joyful. Much of being a
Montessori guide is learning to observe a child and understand best
where their sensitivities lie. A book on photosynthesis might be
perfect for one child, whereas another child may do best with an
activity on the life cycle of the seed and yet another child might
have her curiosity met by taking care of a classroom plant. In all
cases, the concrete precedes the abstract; hence, a prism is a better
tool for introducing the notion of spectra than a dry discourse.

Part of the challenge of being an educator is to unravel the cloth
of our adult perceptions. We must see the world as a child in order to
understand how to help them knit together their own understanding and
mastery.

And that’s just what teachers at The Montessori House are trained to do, and do so well!

Last Thursday, December 10, Montessori House parents organized a delightful surprise for the teachers and staff.  First, a big THANKS to all the parents and families who worked so hard, so creatively, and so successfully on this splendid event.

Ms. Maria was really taken with it all, “This was a memorable experience.  Even before entering the carefully veiled room, we knew something special was waiting on the other side.  Moments before stepping into the room, the scent of incense, the flickering of candle light, and the beating rhythm of exotic music all indicated that this was going to be extraordinary – and it was!   A plain meeting room, wholly transformed into a Moroccan-style escape, complete with savory foods and drinks, spa treatments, delectable sweets, and fabulous furnishings.  The highlight was the photo album conveying special messages from the children to the teachers.   This was a wonderful gift from the families to the teachers, and we thank all of the parents (and their helpers)  for this amazing escape.  “

The party guests couldn’t believe how the room had been transformed.  It wowed Ms. Kathy, “What a transformation of the living room!  I can’t believe how those women did that.  I thought the evening was wonderful … they really made me feel very special, appreciated and loved.”

Ms. Anne Marie added, “I was amazed at how they could transform the entire room.  There were so many brand new parents involved … what a family!  That’s what we’re all about.”

Ms Suzy was also amazed, “The moms who pampered us completely transformed the room into a beautiful scene, with delicious food, soothing lights and music, lovely flowers, and a fantastic masseuse.  Thanks for the generosity, and the sincere and kind appreciation they showed us.”

“The hand massage, the back massage and the food were all absolutely delightful”, continued Ms. Deepthi, “it must have taken many volunteer hours.  My thanks to all the kind parents for their hospitality and generosity.”

Ms. Hillarie said, “I most enjoyed the people and atmosphere … and the food was fabulous.  I plan on making the yogurt and blue cheese appetizer for Christmas. The Montessori House is a truly special place. I’m so lucky to be a part of it. Thanks so much for inviting me.”

Other menu items included: Mint Tea; Vegetable Platter; Mixed Olive Salad; Hummus & Lamb with Vegetables; Eggplant Dip served with Warm Pita; Beef Skewers; Chicken Meatballs; Almond Spiced Cookies; Fruit Platter (a specialty of The Montessori House!); as well as Yogurt & Blue Cheese Dip with Pitas.

“Everything.  I enjoyed everything,” enthused Ms. Delores, “the delicious food, beautiful relaxing atmosphere, and the great massage!  We were all touched by this totally amazing party and how much effort, time and thought the parent put into making it all very special.  Thank you.”

Having a masseuse was a novel and popular touch.  One of the guests has a regular Thursday massage appointment.  She planned to reschedule, no need, “The massage therapy was delightful and a real treat!”

But it was more than just the afterglow of massage that Ms. Marcia refers to when she says, “I left wrapped in your warmth and gracious care.  Thank you for your time, thought and tremendous effort.  What an extraordinary group of parents.  No wonder your children are amazing!”

The entire staff of The Montessori House extends its most heartfelt thanks to all the parents and students for a wonderful event, and especially to those who contributed directly to an absolutely spectacular afternoon last week, including:

Cathy C. (Ritchie’s mom)

Eunsoo K. (Joshua and Nicholas’ mom) – Event Organizer and Photo Album Book Design and Décor

Joy O. (Sebastian’s mom) – Event Organizer Assistant and Décor

Samantha S. (Isabelle’s mom) – Décor

Christine C. (Caitlyn’s mom) – Menu

Kyung-Hae Park-Kim (William’s mom) – Flowers

Jennifer O. (Sienna’s mom) – Invitation, Favor, and Music

Annie C. (Olivia’s mom) – Invitation, Favor, and Music

Geetika Patel (Priyanka’s mom) – Spa

The Cho-Choi Family

The Uram Family

The Garcia-Miller Family

The Chia Family

The Staphos Family

The Chan-Ellis Family

The Bakhru Family

The Gold Family

The Collins Family

The Chun Family

The Ramaswamy Family

[Note: you can find many pictures of the teachers, the parents, and the party in the Parents section photo gallery.]

Sorry, we’re running a little behind in publishing the news from The Montessori House.

The two days of school before the Thanksgiving break were devoted to preparing a traditional Thanksgiving dinner, including turkey and stuffing.  The children helped prepare much of the menu (with a little help from parents and teachers).  Thanks to all the parents who were able to lend a hand in the preparation and in the eating!

If you’d like to see pictures, please look at the photo galleries in the Parents section.