Salt in the Sensory Table

In December I introduced the sand tray....the next day I removed it from the shelf. Sand on a shallow tray with 10 toddlers? What was I thinking?

In January I introduced the corn meal tray...hoping for better results....this new work became more about getting to use the super cool carpet-sweeper than the corn meal tray itself, and when the corn meal was gone, so too was the tray.

I decided perhaps this work could wait until Spring.

Any-who, I reintroduced the concept today by putting just a little bit of salt in our sensory table. Just enough to practice letter formation. We've been using our sand paper letters all year; I began today's lesson by passing the letter "O" around our circle, then demonstrating how to make the letter in salt (using a small red tray with salt) I then lead the children to the sensory table, and dramatically removed the cover for the big reveal: Salt in the sensory table! "oo"s and "ah"s followed and many little hands began making circles in the salt.



I will share that, also within moments, the plug had been removed and salt poured onto the floor beneath. After MUCH sweeping, more salt writing took place. Moments later salt was being sprinkled into other people's hair by one over excited fellow and one child (yes, my child) even ATE the salt.

Good times.

But, all in all, I think the majority enjoyed the idea and I will present it again tomorrow also. I love when I can find a way to link toddlers to traditional Montessori materials.

As always, thanks for reading.
PS: I the photos you may have noticed that there are Q-tips in the salt table. This is because sometimes children prefer to 'make their mark' without using their hands, so the Q-tips work like a writing utensil. *If you have a sensory sensitive child in your home or classroom giving them a tool to avoid touching the undesirable material; can often be helpful.
PEACE
Jennifer

On the PL Shelves This Week....

"Peaceful Feet" This isn't so much a Practical Life work as much as a Grace and Courtesy or community building activity but in our room it was born out of necessity for busy twos! Running is a common trend among toddlers; they can help themselves! So I put this work together to encourage slower movements and to bring a focus on deliberate and purposeful walking. I simply traced a shoe of Little one's and cut out felt foot prints (about 10) included in the basket are a peace dove (Christmas ornament) and a Tibetan bell with a pipe cleaner handle. The idea is the children set out the foot prints (to tread lightly and slowly upon) and carry either the dove or the bell as they walk peacefully along. a younger child would carry the dove, an older child the bell, being careful not to make it ring. This could be done along a tape line or around a circle rug or anywhere really.



This bunny was a candy box. I used sharpie markers to color in the dishes to match with corresponding color pom-poms. Include wooden tongs and this tweezing activity can simply be tweezing to transfer OR a more challenging color matching activity.



The next two photos are of another color matching work I created using playdough container covers (the color circles) and a dollar store storage jug with a twist off top. I cut a hole in the handle of the top and used the tape to cover any possible sharp plastic. I realize the dark tape takes away from the presentation but it doesn't seem to deter from the toddlers wanting to do this activity. They LOVE this, from the twist off top they can do themselves, to the "curplunk" sound the lids make as they fall in. This is a big hit (and it cost just under $3 to pull together). If these types of playdough lids are not available to you, milk container lids would work also. They don't come in bright colors but you could cover them or paint them or even affix an image to them to create matching pairs.




What's most important is to have fun! Use what's available, during these tough times, we all need to spend less money and to re~use materials when possible.
Happy Spring!
In PEACE ~ Jennifer

Toddlers Spring PL Shelves

A view from the toddler's shelves: This week's favorites!
Color sorting pom-poms (we call them eggs)



Flower arranging (using florist foam and plastic flowers)

AMS National Conference

Are you attending? I AM!! I am so very excited and grateful to share this news with all of you. As I mentioned before my first book is being published as we speak, and will be released at this year's National Montessori Conference. I never thought I could attend because it is in New Orleans and I am well, in Maine. The funds are just not available for me, money is too tight.

This weekend however, I learned that my very dear friend and wonderful Directress, Paula, worked some magic and inspired some other gloriously generous folks to pay my way! I can't believe it and I hope I have written enough flattering words about those who contributed in the above sentence :)

I am so appreciative to everyone who has helped make this possible and I can't wait to attend the National AMS Conference! My publisher is arranging some book signing spots for me. So if you will be attending this year's conference PLEASE come by the Parent Child Press vendor table and introduce yourself! Even if you are not planning to make a purchase, I would still love to meet you. Stop by and say hi!

Again MANY thanks to those individuals who have supported me and inspired me and helped me make this dream come true. I am so thankful you are all in my life.
In PEACE
Jennifer Howard aka Montessori Mama
and author of When I Make Silence
PS I found my camera, Obama is our 44th President and a friend gave me a ton of beautiful fabric! Today is a wonderful day. Please leave a comment or email me at spirals@gwi.net and tell me if you are planning on attending the AMS National Conference in February? I look forward to meeting you!

My first published work!

I'm very excited tonight, I have just found out that my book, When I Make Silence, will be in print in time for the Feb. 26th American Montessori Society National Conference (held this year in New Orleans)!!!
It's a small book, a poem really, that the kind folks over at Parent Child Press read and enjoyed. I sent it along with Maria Mouse, hoping she would become a story book. They liked the poem better and now IT will be a book!

Alicia Jewell is the illustrator she wrote and illustrated a book called The Peace Rose which is a beautiful book, a treasure for primary classrooms especially. Anyway, she agreed to work on my book and is just finishing up the illustrations now so the book can go the graphic designers and then to print!

So, if any of you fellow Montessorians, parents and educators alike, plan to attend the up-coming AMS Conference PLEASE stop by the Parent Child Press table and buy one of my books!

When I have a copy myself, I will post more about it. Our local library wants me to do a book signing! Did I mention I was excited? Thanks for sharing in my joy. PEACE to you all during this busy time of year.

Now, I'm back to my sewing crafts....each night I get a little bit closer.
Oh! today I received the MOST delicious cookies from a sweet parent. They were so yummy! Thank you, you know who you are!
PEACE to all,
MM

For the Birds

The story goes that Maria Montessori observed the "children's joy in making silence" when one of her assistant teachers visited the classroom with her infant daughter. The baby, just weeks old, was asleep when the teacher visited.

Maria observed that the children, who had been excited about meeting the new baby, quickly quieted down and sat down on the floor forming a circle of awe and silence around the visiting baby and mother. With respect and reverence they circled the infant, admiring it's small features and soft hair. The once busy and bustling classroom had become quiet, peaceful and reflective.

Dr. Montessori later went on to introduce 'The Silence Game' recreating the peaceful atmosphere by leading the children in 'making silence', and in doing so she would share with the children and with the world, that even young learners benefit from a quiet time in their day, a time to listen and nurture one's inner peace.

In our classroom making silence has been inspired by hungry birds. The kindergarten class that used our classroom last year, had attached a bird feeder to one of the low windows. Each day one of the toddler students will ask to feed the birds. Once every child who wants to, has had a chance to scoop bird seed, the window is closed and the waiting begins. Some of the toddlers leave the window as quickly as the arrived to it, moving on to other activities in the classroom. But there are some friends who patiently wait for the birds to come and eat.

And Oh! When they come,the birds eat and the hop about making sounds and gazing at their own reflections, while the children sit quietly and smile, making silent observations. Truly, it happens just this way, almost every day. And it is beautiful. At the beginning of the school year when we introduced the bird feeder; the children would run to the window shrieking with excitement and of course, the birds would fly away. On occasion this will happen still but usually one or two out of the ten will stop the shrieking friend by saying, "Shhhh...you'll make them fly away." Then together they will creep closer and quietly, finally sitting down to watch together. Sharing the moment with quiet appreciation.

Our classroom is called 'The Nest'. At circle time, I lead the children in making silence, by reminding them about the birds at the bird feeder. It is a tangible point of reference for them and it works. They so love those birds!

Pine Cone Bird Feeders:

The toddlers loved making these pine cone bird feeders. Using small spreaders they spread sun butter (a peanut butter substitute made from sunflower seeds) all over the pine cone they chose. Next they spooned bird seed over the sticky pine cone. We later hung these yummy bird ( or squirrel) snacks from the monkey bars for our feathered friends to enjoy.

Pictures from my week...

It's been a long but fun week. With my assistant out yesterday a substitute was needed and as you can imagine, my toddler friends were not so keen on this idea at first. It went well though, eventually they warmed up to her and enjoyed her stories and play dough ideas. Thank you Jane!

This photo is of Little One playing with dolls in the PEACE corner. Both of his older brothers are into the dramatic arts so participating in dramatic play is a favorite of his day. He enjoys visiting the PEACE corner to play with these soft dolls; he makes them talk and sing and dance in front of the mirror. Catching him there lost in his play is one of my favorite moments of my day.

Here is a photo of a not quite two year old girl who has carried her chosen 'work' to her rug and has begun playing. The interesting part about this is that moments before I snapped this photo, this little girl was standing and watching a small group presentation of this activity. She stood off to the side and watched curiously and intently. As soon as the work became available to be chosen off the shelf, she picked it up and brought it over to her work space. I observed her use the materials just as I had done, even repeating some of the same language that I had used. This young learner only attends school twice a week and this was her first time using a rug for her work. It was a very rewarding moment for me.

We use the sand paper letters every day it seems; this is a very appealing Montessori material for young twos! One of my students is especially interested in rubbing the letters and asked to color them. I wouldn't have normally introduced this extension this early in the year but the child's interest was there and so were pumpkins! I set up a stationary crayon rubbing work that includes:
a real pumpkin to admire
the sand paper letter 'p'
an orange crayon
and metal inset paper
[I am happy to share that this work has been very popular]

I'll post more tomorrow, we are in the middle of a storm here in New England...
PEACE
~MM

On the Same Page

We're off to a great start. My assistant Mallory and I are in sync. I couldn't be happier. She's sweet and smart and obviously wants to learn more about the why and how come of the Montessori way.
And I love it when she calls Little One, "Ollie", like they've always been chums. He adores her and I couldn't be happier...did I already say that?

Here's hoping you and your co-teacher/assistant or spouse, are getting off on the right foot and enjoying one another as you begin this school year together.
There are so many joys in this work; sharing them with someone who is looking in the same direction as you is such a helpful added piece that makes the bumps in the road easier.

Phase in is a wonderful thing. With fewer kids it is an opportunity to get to know each one of them (and their parents) and to have the afternoon for conversations with your co-teachers. A time to share observations and connections made.
PS:
Little One has successfully napped at school these past few days! Say a prayer he will continue to when other small people are trying to do the same thing.
How is school going for YOU?
In PEACE,
Montessori Mama

Happy Birthday Maria!

Today is the anniversary of Maria Montessori's birth. Written in Italian on a commemorative tablet at the Montessori family grave in Rome are these words:
Maria Montessori
1870 - 1952
Famous scientist and pedagogue
who dedicated her entire life to the
spiritual renewal and to the progress
of humanity through the child.
She rests in a Catholic cemetery
Noordwijk (Holland) far away from the
country she had so profoundly loved, far
from her loved ones buried here. This she
decided, to give testimony to the universality of her work, which made her a citizen of the world.

Universally she is renowned as a physician who became an educational innovator ~a woman who removed rigid benches from classrooms and replaced them with small movable tables and chairs. In this comfortable environment, filled with ingenious materials of her own design, she invited children, ages three through six, to select work according to their own interests, thus taking advantage of their individual sensitive periods for learning. The teacher who had formally been seen as the source of all knowledge and discipline in the classroom, became a gentle guide who prepared the environment, intensely observed each child, demonstrated the materials that the children had individually chosen and encouraged the children in self discipline.
This is how the world knows Montessori, but how many know that behind all her educational efforts was her continuous desired to reform humanity ~ to uncover the true nature of the child ~ in order, ultimately, to bring peace and harmony to the world?
~from Aline D Wolf's Nurturing the Spirit

"The child is endowed with unknown powers, which can guide us to a radiant future. If what we really want is a new world, then education must take as its aim the development of these hidden possibilities." ~ Maria Montessori, The Absorbent Mind

In PEACE,
Montessori Mama
PS I drew this picture long ago but have been reluctant to share it because I dislike the pearls. Oh well, it's one of those things I wish I could do over but time has never allowed me. So enjoy the sentiment & ignore the pearls.

Sunday's toad stool

Yesterday before our church service began, a small boy, I know from teaching the children's religious ed. classes, wandered around outside waiting for a friend to arrive. It was a beautiful late summer morning and the grass was lush and still wet with dew. This young friend of mine sat on the front steps with a long face. I asked him, "How are you this morning?" to which he responded by shrugging his shoulders.
So I sat down next to him and asked him if he believed in Gnomes? He looked at me sharply and quickly returned the question,
"Do you?"
"Of course." I said, a matter of factly because of course, I do.
"I've never seen one." he said
"Neither have I."
"Oh." he smiled at me. Then I asked him if he would like to see where the Gnome minister stills when she leads the gnome church service? (As I had made my way up the street earlier that morning I had noticed a lone toad stool standing in the grass aside our building.) I lead him to it and we both stood over it looking down upon it with admiration.
"When do you think the gnome's service starts?" he asked me.
"Probably around the same time ours does." was the best answer I had to this question I didn't expect.
"Well," he said, "we should probably get inside because I don't think the gnomes will come around if we are here and I don't want any of them to miss their service."
We held hands while we walked into the church; before we turned the corner he looked back over his shoulder at the mushroom. "They're arriving!" he whispered to me and before I could look for myself he tugged me along to the front steps.
Once inside the boy's father greeted us and asked,
"What have you two been up to?"
"We were looking at a Gnome stool Dad, Jennifer said some people call them 'toad' stools, I think those people need glasses."
"Oh." his father looked at me with curiosity.
For a moment I thought to myself, "Had he truly seen a gnome atop the mushroom?"
And in the next moment I knew the answer,"Of course he did."
Perhaps I need new glasses?

"How often is the soul of man, especially that of the child, deprived because one does not put him in contact with nature.
There is no description, no image in any book, that is capable of replacing the sight of real trees, and all the life to be found around them, in a real forest. Something emanates from those trees which speaks to the soul, something no book, no museum is capable of giving. The wood reveals that it is not only the trees that exist, but a whole interrelated collection of lives. And this earth, this climate, this cosmic power are necessary for the development of all these lives. The myriad lives around the trees, the majesty, the variety are things one must hunt for, and which no one can bring into the school."
~Maria Montessori

My favorite List

A few posts back I shared Chick Moorman's 10 Best and Worst things to Say to Your Students, I promised to share my favorite list; so here you have it.
During my training I had the opportunity to attend several lectures given by Sister Anthonita Porta, O.P. I can not say enough wonderful things about Sister Anthonita; she is an inspiring teacher, entertaining and joyous person, a Spiritual Montessorian. I adore her!
This list is from her "Teaching to a Child's Spirit" lecture. During this lecture she talked at length about the differences between Evaluative and Appreciative and Descriptive praise.
The titles pretty much say it all but I will define them briefly for you.
Descriptive Praise:
Praise given that describes child's behavior, quality of work or accomplishments.
Often used when making observations about art work, practical life works, or performances.
Examples:
"I see you created green by mixing yellow and blue."
"I noticed you put away the red rods one at a time and carried them carefully."
Appreciative Praise:
Praise that is given to show appreciation for following ground rules, being helpful, kind etc. (the behavior we desire whatever that may be at the time)
Examples:
"Thank you for raising your hand."
"I appreciated your cooperation on the play ground today."
"I observed that you finished the 100 board, would you like to help our friend Tommy get started with the material? You would! Thank you."
"Thank you for collecting the library books, that was very helpful."
Evaluative Praise:
Sister Anthonita referred to this type of praise as 'meaningless'. She said it is the verbal equivalent to a pat on the head or a gold star sticker. This confused me and most of my fellow students because we were all raised hearing these types of comments and have come accustom to using some of them ourselves. But after she explained I came to understand what she was saying. I personally do often used "Wonderful" and "I'm proud of you." with my own children.
But I also understand her point and try to use my observation skills whenever possible.
Examples:
"Good work."
"Good job"
"Nice work"
"I'm proud of you."
"Fantastic."
"Wonderful"
"You are so good!"
"Perfect!"

Dear Sister, If you are reading this...
These few words can not express my admiration and my appreciation for having met you in my life! Thank you for all you've done for children, teachers, parents, and our earth!

~~In PEACE
Montessori Mama

Creative Preschooler Wants to Know?

"Is there such a thing as TOO much paint?"

While visiting Cornerspring recently I had a chance to observe the art lesson as well as the children during the creative process. The lesson was Ways to Create Texture with Paint and the art teacher, parent and artist Eva, did a beautiful job of demonstrating the use of different tools: Natural sea sponge, paint brushes, foam brushes, paper towel etc. Some of the children, as is often the case, had creative ideas of their own.

One child used his fingers to create texture and another just kept adding paint, paint, paint and more paint. When I asked her if she felt she had enough paint her quick and quiet response was,
"Is there such a thing as too much paint?"
I enjoyed the moment and took this photo to share with you all.

*Point of interest: My role in the classroom this day was as an observer, therefore I did not want to interfere with the art teacher's lead. I did point out to Eva that allot of paint was being used at that end of the table and she took it from there.

But it made me think about how I would have handled the situation ...
I think my answer might have been, "That is up to the artist to decide."
I would also point out to her that she was welcome to use another piece of paper if she wanted.

Most likely the piece she had been painting on, would tear when she tried to carry it to the drying rack. When this happened, I would comfort her if she was disappointed (of course) but I would also try and facilitate learning from the experience by asking open ended questions such as, "Why do you think the paper tore?" and "I wonder if your paper had less paint on it would it have torn?" It is important when asking these questions to keep your tone non-judgmental.
"You could do an experiment," (I would suggest) "you could use less paint with your next piece of paper and see if your paper ends up tearing."

Our goal as Montessori teachers/parents who lead art exploration with young children, is to:

• Provide the materials and space,
• Give a brief introduction of how to use the materials respectfully and the intention of the activity (as well as how we would clean up something specific, if this is a concern)
• Allow for freedom of creative expression (i.e. coloring outside the lines, using too much paint, making a mess)
• Make observations and share appreciative praise with every child in the group.

*I also feel that while leading an art activity it is not the time for me to create. Children may compare their art to mine and feel less confident about their abilities. My goal is for all the children to feel successful and to enjoy themselves. I will (when possible) share with the children examples of the style of painting or sculpture done by famous or local artists. We admire and appreciate but I make a point to express it is not our goal to recreate something someone else has already done, we are unique and special and so too is our art work.

~~MM

My 15 Minutes...

I was recently interviewed by Jean Vant Hul over at The Artful Parent. I am excited to share with all of you and hope you stop by to read it. I feel so special, thank you Jean!
Hugs to all
~~MM

Tweezing and Transfering

Here's a 3-6 Practical Life work I created (green for spring). This dino-shaped soap tray when turned over, has suction cups just the right size for holding marbles! Add a metal tong (with grippers) and use a tray with a lip in case they spill, they don't roll away.
Have fun!
It has been my experience that four year old boys LOVE this activity!
[*notes:
I found the dino-shaped soap tray in a package of 6 at the dollar store, the small dish is a dish designed for soy sauce dipping.]
~~MM

Montessori Math

In the Math area of the Montessori 3-6 classroom you will find The Blue Number Counting Book
this book helps children learn basic mathematical concepts using a unique tactile approach. Pages show a blue, textured numeral and the appropriate number of objects to count. I stumbled across these nifty RED numerals and improvised! I used white poster board cut into squares and punched a hole in the upper right corner for an optional ring.
By touching and counting items numbers zero to ten, children associate numbers with their quantities and learn the sequence of numbers. Seeing and touching the large, felt numerals helps children identify and remember numbers. Tracing the number shapes with the fingers is a valuable preparation for writing numbers.

Because the ring is optional (and can be opened) these cards can be used as a movable number line as well. I'm working on a Spring Time sets baskets and will post when my camera is cooperating better.
Happy Counting!
~~MM

Bringing Montessori Home from School

I recently lead a Parent Education night at school. When the evening came to an end, I said that I would include the information presented on my blog should anyone want to refer to it. So today I am feeling a bit better and Little One is napping so I thought I would keep my promise and post the material I presented.

As I've said before and I am sure I will say again, you are your child's first teacher. It is important to say also that you are your child's most important and influential teacher. You set the tone for your child's love of learning from the very start and it is you who bridges (or widens) the gap between school and home. [For those of you homeschooling you ARE both school and home, and my hat is off to you!]. I know this can sound overwhelming but it need not BE overwhelming. I hope I will make it a little easier to accomplish with the following suggestions.

The list below, I read recently in M magazine.
Nine things the Montessori parent can do to bridge the gap between school and home:

1.) Encourage Independence 2.) Establish Order 3.) Help children to be helpful 4.) Develop concentration 5.) Introduce Nature 6.) Provide Opportunities 7.) Enable Self Discovery 8.) Encourage choice 9.) Use appropriate language

As I read the list I interpreted it Montessori Mama style:

1.) I like to call this first one, "Caring For".
I remember being asked by my very wise Nana once (when my now 15 year old was three years old & long before I had discovered Montessori),
"Do you take care of your child or do you care for your child?"
The distinction wasn't as obvious to me at 22, as it is now. As a young mother I took care of children, now I care for children. And as a Montessori Parent I do this by teaching my children to care for themselves, their belongings, our home, pets and plants and each other.
Young children welcome the opportunity to be independent and to care for others. Sometimes we Moms and Dads can gum up the works by trying to DO for them what they can do for themselves.
"Caring For" Examples:
Blowing one's own nose
creating a center peace
setting the table for dinner
clearing the table after dinner
washing hands, drying hands
cleaning up after a spill (using a sponge/using a dust pan & broom)
dressing, undressing
using the toilet
feeding self & using spoon-fork-knife
preparing and serving snacks to self and others
Manners: "Please" and "Thank you"
putting away belongings
hanging up coat
getting dressed for outside play
watering plants
feeding pets, showing affection and playing with them also
(of course within realistic age appropriate expectations)
2.) Making Your Life Easier!
Spoken like a truly organized person (which I am not by the way).
I talked about this at length in past posts here and here, so I won't spend too much time here now. Minimize your clutter and you minimize your stress. If you want to encourage Independence and you want your children to be successful at cleaning up, give them less "stuff" to work around and with.
3.) Building Self Esteem
In the Montessori classroom there is allot of focus on the classroom community, building a sense of family. At home there already is family and shining a light on that is important. Some families have "Family Game Night" others have Sunday night dinner together as a rule because the rest of the week is hectic and everyone has a different schedule. Whatever works for your family, do it. Make it happen that you are all together regularly, celebrate what makes you a family and reflect on who does what and what you appreciate about one another. We all like to be appreciated, even the youngest of us.
As a Montessori Parent your job is to observe and to create an environment that supports your children's learning and personal development. By making observations, out-loud, when your child does something you appreciate, that supports the home and family you honor them. For example simply stating, "When you tuck your boots under the bench it makes it easier for the next person who comes in, thank you." You draw attention to the desired behavior and shine a light on your child for being a considerate member of the family.
4.) Minimizing Distractions:
This one relates closely to number 2, but also more importantly to "screen time". Limit the TV, limit the computer, turn off the radio. [This is a strong personal opinion of mine, however I personally spend allot of time in front of this computer screen....it's a fine line we parents walk. Do as I say...not as I do? This one is my biggest challenge as a Montessori parent.]
When nurturing your child's natural ability to concentrate you can also minimize the number of times you interrupt them when they are engaged. This allows them time to focus and to develop a longer attention span. I have suggested to parents that providing a carpet square at home for their child to use can be helpful. In the classroom if a child is doing a work and it is time for a transition (ex: lunch) the child places their name tag on their work rug and returns to it later. At home a carpet square can be used in the same way. No name tags are needed but it is understood that the child's belongings will all be put away in time for dinner, with the exception of the particular item they are playing with on the carpet square. They can return to it after dinner or even the next day if it is bed time. Giving our children "exceptions" is loving and shows them respect. Allowing them the time to come back to the puzzle they are three pieces away from finishing, is kind and will help them follow through and complete future tasks. Most importantly it sends the message that you value what is important to them.
5.) Slowing Down/Appreciating the World Around Us!
Go for nature walks, draw pictures or take photos of your observations, pause and ponder TOGETHER. Plant seeds indoors, tend to a family garden, look for animal tracks and listen for bird calls. Research your observations, start a sea shell collection, reserve a place to appreciate nature in your home.
6.) Let them DO it
Provide your children with real life opportunities. Aid the process by giving your child her own little broom or sweeper; hang a feather duster on a hook and provide a hamper for her dirty clothes. Show her how to wipe round the sink in the bathroom with a small scrub sponge. Folding towels and napkins is another activity to teach a young child. Use a bottom drawer to hold cutlery and a low shelf for crockery so your child can help to lay the table and put things away.

Here are some of my kids favorite kitchen activities:
Using an old fashioned egg beater or whisk
Sifting flour
Scooping flour, sugar, salt, etc. with large and small scoopers
washing vegetables and fruit, peeling with a vegetable peeler
Spreading (like peanut butter on a cracker)
Stirring mixture
Basting with a large turkey baster
Using a ladle
Opening and closing lids
Screwing and unscrewing lids on jars
Dish washing (okay, not my 15 year old) and washing table with a sponge.
As you can see the list can be endless. Anything your child wants to learn to do, encourage him or her by breaking everything down into small steps and slowly and patiently teaching your child using actions and very few words.

7.) Allow for Mistakes
Prepare the environment and step back.
Give your child time for reflection, problem solving and coming to their own conclusions. Don't swoop in! Ask leading questions that encourage your children to be part of the solution making process. Ex:"You spilled your milk, oops, that some times happens when we are learning how to pour; what can you use to clean up the spill?" Encourage the desired behavior but understand and accept that your children may have spills, break things and not always want to do it the way you suggest.

8.) Know Your Child
Learn about child development. Read a book, take an adult ed. class even, I can't stress this enough. Learn if your expectations are too high? School is not home, I'll say it again, school is NOT home. Bringing Montessori home does not mean creating a Montessori classroom in your home (unless you are home schooling of course). And I will write this in bold: Montessori parenting is about understanding the Montessori philosophy and believing in it; it's not about the materials. Understanding child development and the children you are caring for by following their lead and providing them with a safe and loving environment, is your responsibility as a Montessori parent.
As a Montessori teacher I speak from experience when I tell you that the most valuable thing I can do in my classroom, is to observe. I learn so much from paying attention and getting to know the children I am working with. Only after doing this can I make an estimation about what they would be challenged by, need more time to practice, and what it is they really enjoy learning about.
How often do we spend time observing our own children?
Walk around on your knees and ask yourself, "What can I reach?" Change your perspective and make observations from this different point of view.

Also, not every kid likes attention, your children may not want to "show Grandma" how they do something. These everyday living skills and responsibilities are not for show. Refrain from asking your children to demonstrate for your in-laws (however tempting that may be). Let them feel proud of their own successes and share them if they desire to do so.

9.) It IS what you say AND how you say it
Use Appreciative Praise. (see #3)
For example, "Good Job!" is a classic response to a child who has just done something their parent wanted them to, but what does it really tell them? That's right, not much. If you change your wording, to state what it is that you observed, you give them something more and you show them your appreciation.
"Pretty picture!" becomes,
"I see you made orange when you mixed red and yellow, good for you."
"Nice job!" becomes,
"When you swept up, you collected every last piece. Now the floor is clean."
"Good boy!" becomes,
"When you got your sister's doll down from the shelf, you were being kind, thank you for helping her."
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Phew~~~I might not be able to talk well, but I sure can write! Thanks for reading this very LONG post! My 100th one by the way. WOW!
In PEACE,
~~MM

All Around Our World

A wonderful Montessori teacher friend of mine, created this world map!
Isn't she talented? Wow! Using the world map mat by Montessori N' Such as a guide, she cut the continents from felt and glued them to the blue fabric using craft glue. She purchased the Continent & World Miniature Animal Set to complete this work.

Duplicating materials is not common practice but when the original material was being used by the Kindergarten program the teacher used her resourcefulness and made this one for her classroom.

Inspiring! I just had to share.
*Note: This work is used with small groups, it's purpose: identifying the world continents by name, and making discoveries about where different animals live on our globe.
~~MM

Care of Self: Nose Blowing

Providing a mirror for young children to admire themselves is a good way to buy yourself 5 to 10 minutes of time :)
Seriously, there is nothing my Little One enjoys more than checking himself out in the mirror!

When I brought this mirror out yesterday, my little guy had a bit of a runny nose. Upon noticing this in the mirror he got himself a tissue and wiped his nose, he then checked his reflection in the mirror to make sure his nose was clean. As I observed him I was reminded of a story.

One day, when Montessori came to see how the children where getting on, she decided to give them what was at that time a rather unusual lesson--on how to blow one's nose. After explaining first of all how it should not be done she showed them how to do it as politely as possible, with as little noise as one could, and taking out the handkerchief unobtrusively so that the action remains more or less unnoticed. The children followed her demonstration with silent interest. When the lesson was quite finished they all together broke into a burst of genuine and heartfelt applause, clapping their hands "as when in a theatre a great actress evokes an ovation repressed with difficulty." she later said.
Montessori was completely amazed at this sudden demonstration of emotion, until all at once its true significance dawned on her. The question she had touched upon--keeping
one's nose clean--was one which children too often associate with discipline and humiliation. People are perpetually complaining to children about their noses being dirty. Making remarks, such as "Blow your nose, Billy." "Why don't you use your handkerchief, you dirty boy," etc. But no one had ever quietly and calmly taught them how to do it, without attacking them or criticizing them at the same time.
Okay,
I have a confession, when I ran my child care center in Massachusetts I kept the box of tissues on a high shelf in the bathroom. I did this without giving it much thought. I expect I just thought it was my job to recognize when the children needed a tissue and to care for them when they did. I would provide the older child with a tissue, and assist the younger child with their nose, by wiping it for them. I really don't recall giving this much thought at all. I will say when I began working at a Montessori School the fact that each room had its very own tissue box on a low shelf, was one of the very first things I noticed when looking around the classroom.
I remember noticing this and mentioning it to the Director; she went on to explain the story I have just shared with you. I left that day full of so much new and exciting information about Montessori and this new school I had found myself teaching art at. My head was spinning and I was so happy to be part of a place that valued children so much. But, a three year old blowing his own nose impressed me most of all!
Later, during my formal Montessori training when the instructor began sharing the "Nose Blowing Lesson Story" with all of us, I smiled to myself already knowing what she would say.
Now my not yet two year old can blow his own nose! I've come a long way in my own learning, as a mother and as a teacher. As Montessori would say, children are the true teachers.
In PEACE
~~MM

Montessori Parent

So, you have decided to research Montessori education as a possibility for your child. You have attended parent information sessions, open houses, met with the director of admissions, had a tour of the Montessori school, observed in a Montessori classroom, spoken with other parents. It’s looking pretty favorable, but there’s one more step. Before deciding if Montessori is right for your family, you must ask yourself the following questions.

Am I. . .

• Supportive of an educational method which focuses on process v. product? (Doing rather than memorizing).
• Supportive of peace education, conflict resolution, community service, and environmental education?
• Comfortable with curriculum that includes multiculturalism?
• Comfortable with (and understand the complexities of) narrative progress reports and student work portfolios. Am I willing to leave numerical/letter grades and grade level comparisons behind for now?
• Comfortable with an educational method that believes that children learn best through intrinsic motivation, where there are neither rewards nor punishments, and that competition hinders learning?
• Supportive of real-life learning situations?
• Supportive of the belief that children learn best when they have control over their own learning?
• Recognizing that objectives are usually met in a three-year cycle, as opposed to standardized grade levels?

By exploring a Montessori education, you will find that it’s not just about the education of your child. It’s a commitment to educating the whole person and family. It’s about knowing there’s something better and seeking it out and being comfortable in knowing you have made the right decision.

*from Montessori Teacher Training

I thought this may be useful as I plan to follow this post with ideas about ways to bring Montessori home. As parents we bridge the gap between school and home; bringing elements from the Montessori classroom into your home helps your children become life long learners. Remember you are your child's first teacher!
In PEACE
~~MM

Flower Arranging

Flower Arranging: Practical Life Activity

I purchased these cloth flowers (@ ACMOORE) then cut the bottoms, I taped them to prevent Little One from getting hurt by the exposed metal and also to accentuate the bottom of the stems, making them more visible when he attempts to put them into the vase. The vases are a collection of yard sale finds and one old vitamin bottle. The flowers are held in a shallow basket, the vases on a tray. These items could be presented on one tray, in a 3-6 classroom, however when working with a toddler I recommend this be a stationary work over a carpeted floor (if possible) to prevent the possibility of the glass breaking.


Extensions:
With Toddlers (or first lesson): Use just one flower for each vase, one red, one orange, one yellow. Follow with a three period lesson to identify colors.
In a 3-6 classroom: Using different colored flowers as I have done here this could be presented as a sorting work also.
In a 3-6 classroom: Use real flowers and add a water pouring component.

Enjoy and have fun! Spring is on the way, having bright flowers (either paper or cloth or the real deal) is a beautiful way to brighten your classroom during these late winter months. Bring the Natural World inside.
~~MM