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SeaStar
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Anyone want to talk about it? It's been very interesting to read about how the classroom works, although it makes me feel even more daunted about trying to recapture that at home.
I loved the "secret walk" activity for cleaning up the room. We've jumped on that at my house- the kids love going on the secret walk to see what they missed.
I noticed that in the book the author mentions that a couple of the students have a harder time working independently- that they want to stay close to the teacher. My ds would be just that way!
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Melinda, mom to ds ('02) and dd ('04)
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Mackfam
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I'd love to Melinda.
We must be in the same place in the book. I'm finding it really helps me visualize how a classroom works. I love some of the ideas I'm learning about. You mentioned the "secret walk" and I too instantly latched onto that one! What a brilliant way to facilitate some independent observations about the environment!
I also am really benefiting from her discussions on how and when to direct the students. She really wants them to choose, but finds that sometimes she has to direct them. I really like hearing about that because I know that in a home environment I'm going to have to direct sometimes. I too have one that tends to clinginess, like Madan, but I have observed my ds really does connect with materials. While reading, I could see my ds in Madan, but when she talks about Madan not really connecting or having a meaningful experience, I realized my ds wasn't as bad off as I previously thought, because he can really connect. So, it helped me distinguish between what might just be a simple maturity issue, and a real discipline problem. I'm encouraged, but really learning from Madan!
I loved hearing how she set up her classroom too. One toybox for choice time until she could present some materials. That was helpful.
Oh - one more thing I've learned and really appreciate is that some of the more industrious activities like watering and trimming the plant, cleaning the windows, etc, can be used for restless children who need calming.
I know there were other things, but that's all I can remember for now. I do see some challenges beginning to present themselves, multiple ages in the home being one of them.
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Jen Mackintosh
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Donna Marie
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One thing that hit home for me was the idea of starting with empty shelves. I have a large motor boy who does not focus very well at first. I found it so hard for a time to keep him on task. The revelation to me was that he was overwhelmed with his environment. My simplification of the learning area and introducing him to one thing at a time helped LOADS! He was more apt to PUT THINGS BACK!! YIPPEE!!  Can I tell you how long I fought that battle (with myself) to hold him to that task?! Can I tell you how much I love reading about "Montessori real life" aka how it works in the classroom?!
I read this book 2 years ago...off to refresh my memory! I know I will get even more from it this time...
God Love you!
Donna Marie from NJ
hs momma to 7dc 
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Finding Elegant Simplicity
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Mackfam
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Yes Donna Marie - the empty shelves, simplifying the environment - those are going to be a big help around here as well.
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Jen Mackintosh
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AndreaG
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You guys are good! I only read the first chapter so far- I was really struck by a line "When they have developed discipline and concentration through giving attention to things of their own choice, they are ready and able to concentrate on materials that I choose for them." I think I have gone about it backwards- trying to get them to do what I wanted them to work on first, rather than giving them the freedom. I also liked reading about the "inner guide" it really struck me as I am also reading A Charlotte Mason Companion, that this is just like the idea of "self-education" in Charlotte Mason philosophy. So either I am finding montessori and CM to be very similar philosophies or I am picking out the parts of both approaches that I like and happen to be the same!
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Meredith
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Oh my goodness, I LOVE this book!! and thanks for jumpstarting this! I know Angela wants to join in here too, Theresa???
I am adding this to my library as it has SO MUCH valuable information for all of the Montessori principles IMO. I am still unpacking and doing laundry so I'll be back to add some more thoughts later today if I can!
The part that is the most inspiring for me is her unending positive stream through her notes, and the care and love she clearly has for her class/children. I can see how it would be so sad to have to leave the class every year and start over again and I'm so thankful that we don't have to go through that painful cycle with Montessori home education  Back soon...
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SeaStar
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I hope I wasn't premature starting this thread- I didn't mean to hijack Angela's great idea. I probably wouldn't have stumbled onto this book without her heads up. But now that I am reading it, I just have to talk to someone!
Another thing that has helped me- the way she kept the restless children with her to help settle them. At home now when the kids are getting really rowdy, I realize that is my cue that they need my attention to help settle them. It works so well and saves me a lot of frustration.
I can see I need to delve deeper into how to use the maps properly- how to present them, how to start with tracing, etc. The maps seemed to be a big part of everyday work in the classroom.
Also- I was struck at how the children responded to the fresh flowers she brought in. They really enjoyed them and missed them if she went awhile without bringing them in. I so rarely buy fresh flowers- mainly because of the cost. I think I will have to budget for these in the future.
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Melinda, mom to ds ('02) and dd ('04)
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SeaStar
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And I just wanted to add- does anyone know if any of the Montessori suppliers sells a Joan? I was thinking of adding one to my wish list
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I'm glad you started it Melinda! I was bursting from all the good reading.
Every time you guys post, I think "oh, yes, that struck me too." I am completely loving this book, and finding it so helpful in so many ways!
I'll be watching for a link to the "Joan" helper for the classroom. Seriously, I'm wondering if those of us with older children can't enlist them in this role in a limited capacity. I know we can't expect the "Joan" level of patience or knowledge, but I am hoping to enlist my 10 yo in helping with some presentations and work with the little guy. Anybody else doing this?
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Jen Mackintosh
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Meredith
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Yes, Jennifer, my dd 11 will be doing MANY of the toddler presentations with me so she can hlp me observe I will also have her work along side the 5yo when I'm with the toddler so he can have an assistant if need be!! I think it will be good for her too!
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Meredith
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Meredith
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I was going to get this going today too Melinda, so you read my mind and I'm so grateful. I know Angela has been out of town, so I'm sure she'll pop in here when she can!
I am SO excited to read all about how *into* the geography materials her children were as well. I am just thrilled that I invested in these and want to really take advantage of all the great extensions. I just love her descriptions of how she presented carrying the puzzle pieces so carefully and modeling for the children just exactly how precise they needed to be when setting them on their papers so as not to turn them in the slightest way! I can't wait to try it and see if *I* can even do it
And YES can I have a Joan too
Keep chatting it up, there's SO much good stuff here. Have you read the back sections yet on Language and Math, hurry hurry!!!
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Angel
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Melinda,
Thanks for getting things going! I was meaning to start a thread today, too -- oh, this week has been busy! So I'm glad you jumped in :-) I think I need a Joan, too, because I am about to give up on the computer right now; we've been out of the house all day and since we've been home the babies have not left me alone for a minute! (Where's that tearing out your hair icon? )
Oh well. Maybe dh will suffice as Joan when he gets home.
--Angela
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lapazfarm
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Oh, gosh, I have not been able to get my hands on this book yet! 
If you wouldn't mind, could you please use quotes from the book when you discuss things, so I can follow along too?
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Meredith
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lapazfarm wrote:
Oh, gosh, I have not been able to get my hands on this book yet!
If you wouldn't mind, could you please use quotes from the book when you discuss things, so I can follow along too? |
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Theresa, this is an excellent suggestion and I meant to mention italics or quotes! Have you checked out amazon for it, I think it will be a book you'll want to own if you can 
Allright ladies, quote away!!
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Mackfam
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I was so disappointed when I couldn't find it at our library and had to order it. But what a blessing that was for me. Meredith is right - this is definitely one you'll want to have on the shelf to read again and again!! The author's insights are amazing. My book is totally marked up...am I the only one that does that? 
I can't wait til the kids head to bed and I can pick it back up again tonight! I'm so anxious to get to the language and math sections now after Meredith gave us the teaser!
I'll be sure to use quotes for you Theresa. I hate that you're missing all of the context though. Just in case you can make a quick jump over here to order.
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Jen Mackintosh
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I'm making a suggestion - since Theresa (and perhaps others who are silently reading) are participating *sans* book, I wondered if it wouldn't be best to just head back to the beginning so it makes a bit more sense to those without the paper copy in front of them.
I hope that's ok with ya'll...so I'm going to start us off with this first quote. It's hard to pick just one to start with cause I've underlined practically every other line.
Here goes - from the Introduction -
Lillard's thoughts on Montessori...
How did Montessori...develop an educational approach that prepares young people for the twenty-first century? the answer is elegant in its simplicity. She observed children, seeking to identify positive human behaviors in their interaction with their environment. These behaviors are universal tendencies that human beings have exhibited from our earliest days and through which we have built all human civilization. Montessori designed educational environments, redesigning and refining them throughout her long life, to encourage these positive human behaviors. All classrooms where these human tendencies are stimulated could rightly be called "Montessori" environments, whether they have specific Montessori educational materials or not.
I felt so overjoyed when I read this. Not that this was news to me, but that Lillard would espouse this thought validated what I have been, and continue to do in my home - to design environments that allow my dc to make those wonderful connections. I was glad to read this right off, it set me at ease. She was in essence, embracing our "real learning" philosophy since we all seek to provide this rich environment for our dc. I'm not minimizing the need for materials in the environment, but I felt she was putting things in their proper perspective right away - it wasn't about *the stuff!* It's about the connection!
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Meredith
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YES, it's about the connection!!! Here is my favorite from the Introduction:
Re-reading these journal entries almost two decades after writing them has had a humbling effect on me. I am in awe of the children's learning and the resilience, courage, and intuition with which they direct their own formation. As I revisit my experiences as a younger teacher, I am better able to identify my strengths and weaknesses - a feat of sel-knowledge so much easier to accomplish in retrospect.
Coming back to this after reading much of the book I can really appreciate her wisdom here and know that we all are humbled by our children, especially as home educators (daily ) in our failings and our successes! I hope to bring away from my children's Montessori learning a feeling of awe in their connections!!
Blessings!
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Meredith
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ozlouise
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Meredith wrote:
| to read all about how *into* the geography materials her children were as well. I am just thrilled that I invested in these and want to really take advantage of all the great extensions. |
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I haven't posted an intro yet but just had to jump in here with my question. I am also nearing the end of this book after reading about it on the board.
I am really interested in getting my kids making some maps. I have my DH making continent `stencils' because I don't have the Montessori puzzles. Obviously they can trace these. However, when she talks about placing Canada on straight and labeling the countries in each continent etc- how are these presented? Are there puzzles that contain each country as a separate piece? Or do they trace the continent and then draw in some of the countries?
Thanks for your help.
Louise
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lapazfarm
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Hi Louise! Welcome!
Try checking out this link here:Alison's Montessori geography materials
Many of us have these maps for our geography presentations.
Others have made their own out of felt or other materials.
For presentations check out the albums at MTC here
Hope that helps!
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Angel
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Mackfam wrote:
Here goes - from the Introduction -
Lillard's thoughts on Montessori...
How did Montessori...develop an educational approach that prepares young people for the twenty-first century? the answer is elegant in its simplicity. She observed children, seeking to identify positive human behaviors in their interaction with their environment. These behaviors are universal tendencies that human beings have exhibited from our earliest days and through which we have built all human civilization. Montessori designed educational environments, redesigning and refining them throughout her long life, to encourage these positive human behaviors. All classrooms where these human tendencies are stimulated could rightly be called "Montessori" environments, whether they have specific Montessori educational materials or not.
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Ok, I'm going to try this again... I started a post earlier and lost it. Hopefully this one will work.
I underlined this paragraph, too -- apparently my first time through about 2 years ago.  To me, this is one of the most important insights of the whole book, but it has also been one of the most difficult for me to keep in mind. I think that it's easy, when coming at Montessori from the outside instead of inside the training, etc, to perceive Montessori as a static method governed by rules, i.e. "This is the way you do it, and these are the things you need to use." (Or maybe its just that I sometimes *wish* I could find a system of education that works that way? Gearing your approach to the individual child is so hard sometimes, after all!) But, as Lillard points out, Maria Montessori was first of all a pragmatist: she developed her method and her materials after observing children in action. She came to them without an agenda, other than that she thought children deserved respect and were capable of much more than adults expected when treated with respect.
I guess this isn't to say that pursuing an education that takes into account freedom within limits, a harmonious environment, respect for the child, and the child's need to move from the concrete to the abstract won't be easier if the Montessori materials and presentations *are* used (after all, it is much easier not to have to constantly reinvent the wheel), but I'm not sure that *flexibility* is really emphasized in many other places. And, as we all know, home environments are so different than schools that we, as home educators, *have* to do things differently. (And should, IMO. I don't really want to replicate even the best school in my house.)
Anyway, I should probably print out this paragraph and paste it up some place. It will help me when I'm feeling guilty that we don't do things *exactly* the way they're "supposed" to be done.
--Angela
Three Plus Two
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4Real Forums : Nurturing the Years of Wonder
Topic: Montessori in the classroom- discussion?
