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mumsrea
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| Posted: July 22 2008 at 7:11am | IP Logged
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how does your dc know what 'works' are available to him....
what i mean is, if you are using say a decanomial set for most of your bead work, how does your dc know that he can choose addition snake game, or multiplication table or prepared equations or whatever? Do you have other indicators on your shelves that the child associates with these works?
i am a very "if i can't see it, it's gone forever kind of person" i wouldn't know my range of options with a give material without a cue...
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montessori_lori
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| Posted: July 22 2008 at 9:28am | IP Logged
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If you present the work using the bead bar box, then when the child takes it off the shelf, they'll know that they need the bead bars too. Or, you can gently remind them if they forget. The bead bars get used for a ton of stuff - kids quickly figure out that they're versatile.
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Mackfam
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| Posted: July 22 2008 at 9:11pm | IP Logged
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Sometimes I just set out trays for specific work (if space on the shelves allow for it - it doesn't always). So, I might set out a tray with little equation booklets, or a tray with the perfect squares flags, etc. Then, there is a visual tray with a representation of a work and the children know they must also grab the decanomial box.
If your child is reading you could easily make up little choice cards to set out with labels on them that list the work name and the materials needed for that work alongside a collection of extra trays. We do this during the year.
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Jen Mackintosh
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montessori_lori
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| Posted: July 22 2008 at 10:42pm | IP Logged
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Do you have other indicators on your shelves that the child associates with these works?
Remember, he won't be doing any work that you haven't presented first. So if you want to make it a point of interest, you can say at the beginning of the presentation, "Today we're going to do the multiplication bead layouts, and we'll need the bead bar box to do it."
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mumsrea
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| Posted: July 23 2008 at 6:27am | IP Logged
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and what 'cues' him to decide on multiplication bead layouts, instead of say, some addition work?
mr
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montessori_lori
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| Posted: July 23 2008 at 8:20am | IP Logged
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There's no cue - if you're using the work plan, he'll simply choose work off of it, doing what you've presented. (In other words, he can't choose a work off of it unless you've presented it).
As long as he completes the work plan in a month, the order in which (and how frequently) he chooses the work is up to him. You are certainly free to make suggestions to him, of course, and you control the order in which work is presented. But if he brings his work plan and says, "Mom, can you show me pink series rhyming today?" feel free to do that even if you hadn't planned on it that day.
I can't emphasize enough how much you'd be helped by visiting a Montessori school before you start - you'd get a real feel for how things work by observing.
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mumsrea
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| Posted: July 23 2008 at 10:07am | IP Logged
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I have visited montessori schools and observed. My son has attended two; and i observed in the elementary class where he had been registered for next september (until we decided to hs.) This is precisely the springboard from which my questions spring.
In a regular school there would be - beads for bankgame, beads for addition snake game, subtraction snake game, and beads for the decanomial. The child would know exactly the purpose for which each material is intended. My concern is that the one box conveys a multitude of purposes less clearly.
Your suggestion about the workplan is a great one, although my son isn't that proficient a reader yet - he's still between blue and green series.
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montessori_lori
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| Posted: July 23 2008 at 10:58am | IP Logged
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In a regular school there would be - beads for bankgame, beads for addition snake game, subtraction snake game, and beads for the decanomial.
This is sort of true and sort of not. Works with specialized beads (snake games) will have their own boxes with the beads already set out. However, for most activities that use the regular bead bars, the kids just take the bead bar box off the shelf and use it as needed. The beads aren't divided up.
If you've observed, then you've seen how the kids choose work; your son will do it the same way.
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mumsrea
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| Posted: July 23 2008 at 3:03pm | IP Logged
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thanks, as always for your patience and help!
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montessori_lori
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| Posted: July 23 2008 at 3:06pm | IP Logged
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I was thinking later that this might be a difference between preschool and elementary. In preschool, the teacher would put specific beads in containers for making ten, ten and teen boards, etc.
In elementary, so many works use beads, you'd have to buy 10 boxes of them if you wanted a separate set for each material. Instead, classrooms just buy one or two boxes and use them for everything, as needed - keeping the set together.
Does that make sense?
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mumsrea
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| Posted: July 23 2008 at 3:23pm | IP Logged
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Yes, it makes alot more sense because i know that my son is not at an age where, looking at a box of beads, all of the possibilities will be obvious to him. Maybe as he gets older.
R
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montessori_lori
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| Posted: July 23 2008 at 4:40pm | IP Logged
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That's the part I guess I'm not making clear...he doesn't have to think of all the possibilities. You'll be presenting the materials to him, reminding him of his choices, etc. He doesn't have to think/remember that for himself. No first grader does :)
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mooreboyz
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| Posted: July 24 2008 at 10:39am | IP Logged
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Just to add...I read recently in one of the Montessori books I've been reading that children before age 6 have a tough time getting their own materials together which is why the trays are used. This was helpful to me because I hadn't really understood before why my kids would struggle with this. Perhaps this is where child is at too.
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4Real Forums : Nurturing the Years of Wonder
Topic: if you have one set of beads for all work
