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toaglass
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| Posted: Jan 09 2007 at 1:27am | IP Logged
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I'm starting to homeschool my 3 1/2 year old next week -- we're both so excited -- and I've gotten together a number of materials (a big number) some from my old teaching supplies (I used to teach 3rd), some that I bought, some from my closets and kitchen cabinets, and some that I've liberated from the kid's playroom.
Just recently I had one of my 2-year-olds with me while I was working on setting up the "schoolroom" which my 3 year old hasn't seen yet. My 2-year old was so excited to see all the new things that she went around from new thing to new thing, playing with each for a few minutes before putting it away to get something else out.
Here's what I'm worried about: when I start homeschooling my 3 year old, if I have all these new things out and ready to be played with, he's going to be so overwhelmed and excited that he's going to burst! I foresee him doing just about what my 2-year old did, spending just a few minutes on each thing.
So here's my question: I know that when using the Montessori method exploration is good, but should I have my child explore just a few new things each day, rather than throwing him in a schoolroom full of new and exciting teaching materials? Should I hide all but a few materials and bring them out slowly for him, day by day, so he can get a really good understanding of each thing before new toys/materials arrive? Or is it okay for him to see how exciting school is with all the materials visibile on the first day?
If you're wondering, the heavenly host of materials that I'm talking about include picture books at his level, a variety of sensory, arithmetic, and language materials in the Montessori style, puzzles and board games, and art/craft supplies. Like I said, I can't wait to begin teaching him!
Sorry for the long post! I appreciate any responses!
Aaron
toaglass.com
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Becky Parker
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| Posted: Jan 09 2007 at 6:40am | IP Logged
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Aaron,
I am no Montessori expert but I learned the hard way that it is better to put just a few things out at a time and take the time to present each thing. Maybe put out 3-4 for exploration for the first day and each day after that do a presentation on something new. I know my dc - 3 and 5 get very overwhelmed with shelves full of choices. That usually leads to them using and item incorrectly which I get quite frustrated with - and that does not make for a peaceful Montessori morning. Just my opinion. Hopefully you'll get some replies from the Montessori pro's on this list!
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Becky
Wife to Wes, Mom to 6 wonderful kids on Earth and 4 in Heaven!
Academy Of The Good Shepherd
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Kim F
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| Posted: Jan 09 2007 at 7:43am | IP Logged
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I have heard Montessori teachers say that they start the year with a nearly empty school room. Each day they introduce a material and explain how to use and store it. Once the children can demonstrate they can use the material properly she will bring out another. Apparently it looks pretty stark initially but it makes for a smoother year.
Kim
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mary theresa
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| Posted: Jan 09 2007 at 9:06am | IP Logged
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I worked in a Montessori school and there they did what Kim just explained.
The first week or two only practical life work was on on the shelves, and once the children had learned the "rules" of choosing work -- i.e. have to have a lesson, return to shelf b4 choosing another, respecting their work and having it taken away if they won't use it properly, etc. -- then each week more things were brought out. The children were allowed to look at un-presented lessons on the shelf, but were not allowed to remove them from the shelf until a presentation was given. (This is really key, otherwise they would run from thing to thing in curiousity and excitement.  ) If they want to choose one that they are not ready for by saying something like: "You look like you are very interested in this, and IS a really cool work! I will give you that lesson when you are ready. Let's choose a work that you have already had a lesson on." (Or "Let me give you THIS lesson instead.")
Also, if he is frustrated by not being able to work with everything, emphasize the FREEDOM he has to, for example, work with ANYthing on THIS shelf!
Also, i think the atomosphere of the room helps contain their tendencies towards bursting at first! If the room is quiet, and calm and you are as well, that peace will translate to the child and they will not feel rushed or hurried. You want your son to feel as if he has loads of uninterrupted time to work at his own pace. This will help him develop his ability to concentrate for extended periods of time, without being distracted or over-stimulated by other people or work.
Hope this helps! I can't wait till my daughter is old enough for me to set up just such a room for her! It must be so exciting!
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toaglass
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| Posted: Jan 10 2007 at 11:23pm | IP Logged
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Thanks for the responses -- that really helps. Looks like my closets are going to be full for a little while.
Your message, mary theresa, reminded me of another question I had. You mentioned some of the rules of choosing work:
"have to have a lesson, return to shelf b4 choosing another, respecting their work and having it taken away if they won't use it properly"
What are other good rules that I should go over with my son during our first week? Does anybody know of a good source (online or book) that lists rules and procedures for Montessori classrooms? Things like, for instance, how much free play is good as compared to teacher-lead lessons?
Thanks,
Aaron
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mary theresa
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| Posted: Jan 14 2007 at 8:34pm | IP Logged
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Aaron,
Sorry I can't be of help pointing out any online resources. I'll just mention some quick thoughts and hope this will help!
The couple "rules" I mentioned are the main ones. It sometimes takes little ones a while to get used to the idea of taking a work to a table or a work mat (symbolizing their own individual, undisturbed learning space) and not just pulling it off the shelf and plopping down right there. You will want to foster in him a respect for the materials in his classroom, that they must be treated with care for they are special and were lovingly made, also important is a sense of order: restoring the room to tidyness when finished, one work put completely away before another is begun, also an understanding that everything has a proper use and it is not okay to "play" with a particular work in any way he feels like it. As an example, the math bead chains are not necklaces, the sphere from the geometric solids is not a playing/bouncing ball, etc.
Now while this is the case, obviously careful observation is necessary in order to see whether the work is in fact being misused. Sometimes, while a child may not be using it exactly the way you presented it to them, they are exercising creativity and focused learning in a way that is not distructive or goofy.
For example, a 3yr old in my classroom last year chose a work that he had not had a lesson on and carried it to his table. While this would usually be the time to stop him and help him return the un-presented work to the shelf -- for after all, picking out a work that one does not know how to use is not really CHOICE, it is simply CURIOUSITY. However, he proceeded, with GREAT focus to use the work in very nearly the right way and as I watched the concentration in his face, I knew that the concentration was more important at that moment. And, he must have glimpsed the lesson being given to another child.
As regards to "free play" (although I think I would not call it that to your son -- this learning is his special work, the work of building his little person, and besides, kids love to know they have imp. "work" to do!) versus teacher lessons. in the beg. it will be alot of lessons from you. Some children ask for new ones ALL the time. Later on, as he has some under his belt he may enter the room with plans or thoughts in his head about what he wants to do that day -- follow his lead. Let him choose and choose and choose dif. works until maybe he looks a bit lost, or maybe like he doesn't know what to do now. Then get him for a new lesson! If he returns to the same work over and over and over -- let him. He must know somehow that that work is important. Of course, progress is good, and so if, for ex. all a 5 yr old wanted to do was dishwashing, or painting, and they needed to be getting on with math and moveable alphabet, maybe dishwashing should be unavailable for a while and the child would have to make sure to get X in this morning. But 3 year olds don't need have that pressure yet.
Sorry this is so long! I hope it helps! i'm kind of shooting from the hip as I do not know your son and am *trying* not to generalize! I have only been an assistant in a classroom, not actually the teacher, so I was kind of the "rule enforcer." If you have any other ?s I would be glad to try and answer!
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Mary Theresa
mother to 3 little girls --March '06, Dec '07 and Jan '10
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toaglass
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| Posted: Jan 14 2007 at 10:42pm | IP Logged
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Thanks, Mary Theresa. That does help a lot.
As I've been reading more about Montessori I have learned about the difference between work and play, so I know what you mean about not calling it "free play."
You've given me a lot to think about, especially when (as I expect will happen frequently) my 3 year old is using a work in a different way than it was taught. I guess it's a fine line between thinking outside the box and drawing graffiti all over the box, you know?
We'll see how things go. We start school tomorrow! 
Aaron
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4Real Forums : Nurturing the Years of Wonder
Topic: getting started next week
