Holiday Traditions


Holiday celebrations are an ideal opportunity to teach children about cultures, traditions and values. Montessori offers meaningful activities to celebrate special days.
Holiday celebrations offer an ideal opportunity to teach children about cultures, traditions and values. In a Montessori classroom, meaningful special day activities engage a child’s interest, appeal to his senses, offer active participation and encourage exploration and discovery.
Which holidays to celebrate in a classroom is a decision that needs to be made every year by teachers, parents and children collectively. The holidays chosen need to be meaningful to the children and families, be developmentally appropriate, and represent the teacher, children and families of the class. By placing a limit on the total number of holidays celebrated in a school year, a special significance will be associated with each individual festivity.
Holiday celebrations in a Montessori environment incorporate hands-on active experiences through cooking, dramatic play and the exploration of authentic objects.

Exploring Holiday Traditions with Authentic Objects
In every early childhood Montessori environment, a set of authentic objects and photographs from each continent is always available for a child to explore and become interested about a community of people other than his own. A collection of authentic objects that reflect a specific holiday offers a similar opportunity to touch and feel and learn about a special tradition.
Authentic objects are not toys or plastic representations. A child should be offered real items associated with the holiday to experience. Objects could include traditional costumes to try on, natural decorations to touch and feel, real photos to look at, traditional music to listen to, and any other objects that are meaningful to the culture and values of the holiday. Ideally, these authentic objects should be available for the child to explore at will both before and after the holiday celebration.
Holiday celebrations are a wonderful opportunity for a child to learn about the traditions of others. Special day activities need to be meaningful, interesting and actively engaging to each child and really offer a hands-on experience of a holiday.


Holiday Cooking with Children

A large part of many holiday celebrations involves the preparation and enjoyment of traditional foods. Young children love to help cook, but finding the right tasks that are safe and not too difficult, yet still allow hands-on participation can be a challenge. In a Montessori classroom, each child is actively involved in preparing his own snack and participating in food preparation activities daily. Montessori food preparation activities that are easy to implement with a young child involve washing, peeling and slicing whole fruits and vegetables using child sized tools. Additionally, every young child can help to measure, pour, stir, whisk and mix with any recipe.
Choose traditional foods to prepare that have meaning to the holiday and represent the culture being celebrated. Families are encouraged to share any expert holiday knowledge with the class and be a part of the preparations. This is the ideal time for a child to try a new food that he has helped to prepare. Tasting and sharing a meal with friends is a meaningful way to celebrate a holiday.
From the Chicago Montessori Learning Examiner--Jocelyn Scotty

Montessori Grace & Courtesy is Education for Life!

    
After spending the morning watching our new and returning students master apple cutting and serving so nicely, I am inspired to post these wise words from Montessori Services:

According to E.M. Standing, in Maria Montessori: Her Life and Work, Montessori Grace and Courtesy activities are a natural expression of communal life. They teach children how to interact with people in a respectful way. Learning how to politely greet others, interrupt respectfully, open and close a door quietly, sit and stand up properly, and tuck in a chair will inspire children to spontaneously extend hospitality and respect to others.
Montessori teachers start the year with grace and courtesy lessons to help children become oriented to the classroom and each other. “Manners” are a welcome side effect; however, the intrinsic value of courteous communication reaches much deeper.
These activities give children practical tools they can use throughout their lives to interact respectfully with the children and adults with whom they share the world.
Grace and courtesy lessons also prepare children for later social (and business!) encounters, at an age when they are eager to imitate (and ready to internalize) the social behavior they see around them. Young children in Montessori schools are delighted to start the day with grace and courtesy: they greet the teacher, shake hands, make eye contact, and say a pleasant, “Good morning.”
As the year progresses, children become accustomed to greeting each other respectfully, using polite words, walking around each others’ work without disturbing it, and even waiting politely for their turn to speak. By the end of the year, such courtesies have become practically second nature.
Those early experiences serve children well beyond the classroom! Montessori teacher/consultant Pam Personette remembers her recent encounter with the technician who responded to her call for computer repairs. “Steven arrived promptly at the appointed time,” Pam recalls, “He immediately extended his hand, introduced himself and said a polite, 'Good morning.'
“Steven listened carefully and patiently as I explained my problem; he spoke to me respectfully. I asked Steven if he had attended Montessori school when he was young. Yes! He had.”
Invite Grace & Courtesy Home for the Holidays
In the classroom, the teacher presents new tasks one skill at a time, without the pressure of a schedule. Later, children will spontaneously apply what they’ve learned in a real-world social setting. You can use the same principle to help children prepare themselves to interrupt politely, use courteous words amidst the social whirl, and write “thank you” notes after the holidays.
Before dinner out with the extended family or a visit with seldom-seen friends, find opportunities to practice grace and courtesy with your children — and watch how they blossom in a relaxed, familiar setting with plenty of time to practice.
Interrupting politely
Unfamiliar settings will be more comfortable for children if they know how to attract your attention appropriately. Montessori Grace and Courtesy consultant Pam Personette offers this comforting, non-verbal technique from her classroom days.
In Pam’s classroom, a child needing her attention placed a hand on Pam’s arm without speaking. In response, Pam placed her free hand over the child’s, to let the little one know his “turn” to speak would come soon. Some teachers have reported that children would line up behind each other, waiting for their turn to “interrupt” respectfully!
Well in advance of the event, role-play interrupting with your child to teach the technique. A similar one is most likely in use at school (you might ask your child’s teacher how it’s done and use the exact same method).
Using courteous language
“May I get you a cup of tea?” “Yes, please.”
“Would you care for some butter?” “No, thank you.”
“Thank you.” “You’re welcome.”
Don’t all parents use such courteous language all the time? As hard as we try, the truth is it’s terribly easy for busy adults to forget ourselves in the rush. Yet modeling may be the most potent way for parents to help children extend their new social skills beyond the classroom. More important, these polite words and phrases set a climate of mutual respect within which your children will thrive.
Use the same simple, polite phrases at every opportunity. Rather than prompting children to offer appropriate responses, enlist a friend or family member (or an older child) to demonstrate courteous language. This kind of role playing is truly “play.” You may even find children practicing with their friends (be they stuffed bears or children!). Children are naturally inclined to imitate your speech and will join in with the proper responses in time.
1.    Seat the two role players at a set table.
2.    Model one set of phrases at a time: 

“Would you like some water?” “Yes, please.”
 
(Pour the water.) “Thank you.” “You’re welcome.”
 

“Would you please pass the bread?” “Yes, here it is.”
 
(Pass the bread.) “Thank you.” “You’re welcome.”
3.    Invite the younger child to take the place of one of the role players and repeat the exchange exactly the same way.
Tip: Children need lots of repetition. Rather than correct their early or incomplete efforts, choose another opportunity to role play again on another day.
Writing thank you notes
When is it appropriate to say “Thank you”? Knowing is not as easy as it seems! Of course, parents can model for their children by thanking them verbally for their efforts and their company. Thanking friends, relatives, and guests in writing is an appealing activity for children, especially when they can participate in the whole communication process.
Children need little urging to draw or write on a postcard they will mail themselves. Let them watch you address the postcards. Children can then affix stamps and, if at all possible, carry postcards to the post box and drop them in.
Before the holiday season begins, find an occasion for your children to create and mail a few postcards or letters in this way and they will be eager to repeat the activity after the holidays.
 “Practice” for the Holidays with a Tea Party 
Children love everything about a tea party! Having a friend to tea gives children a chance to write and mail an invitation, greet, serve, and thank a guest — every step is a wonderful opportunity to exercise grace and courtesy. After some time to practice individual skills, a tea party gives children a chance to synthesize what they’ve learned in a comfortable, low-key setting (before that big family dinner!).
When children have snack in the Montessori classroom, they chat quietly with each other and with adults. They take turns speaking and use their napkins. At the end of snack, they thank each other for the delightful experience, clear their dishes and glasses, and tuck in their chairs.
A tea party is a perfect chance for similar polite conversation at home. Parents can use the party to set the stage for a future event by pretending to be at a fancy restaurant (or Grandma’s house!). Ask the children to dress up the table accordingly. Even simple decorative touches like a doily, flowers, and special serving dishes bring out their formal best!
Prepare small servings of child-friendly foods with your child. Think apple wedges and cheese, crackers and sliced eggs, veggies and dip — foods that will call on plenty of passing and serving are perfect.
Life Beyond the Montessori Classroom
The mother of Anna, a former Montessori Primary student now enrolled in a third grade public elementary school, stopped Pam Personette at a clothing store to thank her for Anna’s early Montessori Grace and Courtesy lessons. Pam reports, “Anna’s mother told me her child always tucks in her chair (at home, at school, and in restaurants). When other parents are prompting their children to say ’please’ and ’thank you,’ it comes naturally to Anna.”
And then there is Steven, the college student who came to repair Pam’s computer.
When asked about having attended Montessori school, Steven was intrigued. How did Pam know? It wasn’t just the greeting! Pam says, “I prepared lunch for him (we have three computers...there was lots of work). He waited for everyone to sit down before he began to eat. We had a pleasant conversation and he thanked me for lunch. When we got up from the table... Steven tucked in his chair!”
Montessori truly is education for life! Montessori school prepares children to become citizens of the world and, whether at home or at school, it all begins with mutual respect — otherwise known as grace and courtesy.

Peaceful Morning



Children in our society are often rushed and ordered around, especially in the
mornings.  Parents tell me this is the time they are most likely to become, 
shall we say, unpleasant with their children.
It is important to consider how mornings are going, because morning sets the
tone for the day.   We would like children to arrive at school feeling happy and
peaceful, not stressed. Walking in late can be disruptive to child and class, 
so make an effort to set up an efficient morning routine and avoid running late.
A good morning starts the night before.  Everything that can be done to ease 
the morning should be.  Some ideas:
  • Tidying up
  • Child packs school bag and/or lunch and places them by the door
  • Check that shoes or boots, coat, snow pants, TWO mittens, hat, etc.are ready. 
  • Provide low coat hooks and manageable storage near the door for these.
  • The child lays out clothing for tomorrow
  • Bath
  • Use the toilet
  • Pajamas
  • Snack and/or drink (if bed wetting is not a problem)
  • Brush teeth
  • Pleasant stories - no monsters or disasters, and no television in the evening. 
  • Light from any screen hinders sleep.
Begin the evening routine with the necessities, followed by some pleasant, quiet
time together, perhaps reading stories, saying prayers, tucking in, expressing 
your love for your child.  This could all be done by candlelight. 
Your child should go to bed at approximately the same time each evening to 
set asleep habit.  Most young children need a bedtime of 7:30 or 8 p.m.  Allow 
ten hours of sleep, or more.
Plan an evening routine for yourself also. Prepare for the morning.  Plan eight 
hours of sleep, or whatever you know you need to feel rested.  This helps you
to be pleasant in the morning!
Get up a half-hour before your children so you have time to get yourself ready,
uninterrupted.  Then, greet them with a smile!  This sets the tone for a good day. 
Children’s morning routines may include the following:
  • They get up on time, using an alarm. 
  • Make the bed.  Simplify bedding, perhaps using just a duvet.
  • Use the bathroom.
  • Get dressed in the clothing chosen the night before. 
  • Provide clothing that children can put on independently.
  • Brush hair
  • When they finish these steps, THEN they may join you for a lovely breakfast.  
  • You have spent the last little while preparing this breakfast,
  • INSTEAD OF nagging your children.  I call this the "Muffin Method". 
  • Remember, no nagging.
  • They will know what needs to be done once the routine is established.
  • If they are ready early, then reward them with time spent in an activity they enjoy.  
  • Perhaps they have 20 minutes to play outside before they leave. (Note: Getting outdoors before school aids concentration).
What’s your routine now?  Searching for shoes, laundry, the school bag, 
car keys…
Easier mornings start THE NIGHT BEFORE.  Do everything you can ahead 
of time. For both morning and night,observe how long it takes your child to get 
ready INDEPENDENTLY, with no unneeded help from you.  Allow this much time,
plus some extra. I find that children respond better to nonverbal cues than verbal 
reminders. Instead of repeating “Time to go!” numerous times, I would just get my
jacket and keys, and slowly head for the door, about 10 minutes early.  If a child is
not ready and it is time to go, I put a young child in the car “as is” (unless it is 
dangerously cold).  They might get dressed quickly in the car (they must be 
buckled before we depart), or at school.  This could be too embarrassing for some 
children, but it can be a very effective logical consequence.
Once your mornings are running smoothly, you may find you have some extra time. 
Enjoy that time together reading a book, playing a game, playing outside, listening
to music, or having a conversation…something healthy that your child especially 
enjoys.  No television before school – it has a sedentary effect on children and adults alike.

Top 10 Reasons to Choose a Montessori Education for Your Child

Is Northfield ready for a Montessori Elementary Program? It's not just for preschool!

1.“ Follow the Child
One of the most beautiful components of Dr. Maria Montessori’s philosophy is that teachers “follow the child” to her own potential. This means that teachers present individual lessons to children based on their own intellectual capabilities. Respect is given to the child to work at her own pace. Subsequently, children may excel beyond grade level and surpass state standards.
2.Freedom of Choice in Work
Because the children may choose their own work based on the lessons that they have been presented, the children are engaged, enthused, and purposeful in their work. The children develop a sense of ownership in their work, their lessons, and become active participants in their education.
3. Freedom of Movement
In the Montessori classroom, the child is free to move with purpose to acquire materials needed to perform a lesson or activity. Movement in the classroom requires that the child develop self-discipline and self-control. The child becomes independent and confident in the environment. Because the child is allowed to take care of him or herself, the child feels respected and safe in the classroom.
4.   Educational Manipulative Materials
Montessori created beautifully inviting materials as an integral part of her lessons. The materials are not only aesthetically pleasing, but serve as important concrete models of concepts presented in the lessons. Montessori also believed in isolating the difficulty for the child, therefore, a multitude of materials may be used in sequence to facilitate the child’s progression from the concrete to abstract thinking.
5.  Multi-Age Classrooms
Observing that children learn best in environments likened to family and home, Montessori designed her classrooms to include children of three sequential ages. Her extensive studies of children and how they learn led her to divide children into four planes of development and sensitive periods of learning. The children are grouped together in multi-age classrooms to meet the needs of the child. In the Montessori classroom, the younger children feel encouraged and capable of achieving mastery of work when they see older students completing the lesson. These groupings benefit older students as well because older children will feel capable, confident, and competent serving as mentors and role models to the younger children. Ideally, the children spend three years in the same Montessori classroom with the same teacher who nurtures and educates the child with a continuum of development.
6. Cosmic Curriculum
Maria Montessori developed the cosmic curriculum to excite and enthuse the child to his or her inner most core. The child is presented lessons on subjects from the entirety of the universe to discover how wonderful and wonder-filled the universe actually is.
7.  Practical Life
Montessori believed that children should be empowered to become independent, stating, “The essence of independence is learning to take of oneself.” Practical life activities, such as scooping, pouring, sweeping, sewing, gardening, and conflict resolution, encourage independence, responsibility, confidence, and competence. The children feel valuable, capable, and empowered.
8.  Earth Conscious Curriculum
Believing in the importance of honoring, respecting, and understanding the inter-connectedness of all living things, Montessori developed her botany and zoology curriculum to inspire children to care for the Earth and all of her living creatures. Lessons also include introducing and practicing the concept of “reduce, reuse, and recycle,” in turn, reducing our carbon footprint.
9.  A Global Village
With multi-cultural curriculum and classrooms, children learn to be respectful of all human beings from all corners of our Earth. Students learn the names of each continent’s countries, capitals, flags, and landforms, as well as examining customs and cultures of people throughout our globe. Montessori believed that children who know about the Earth and its inhabitants would be the peacekeepers of our world. The Montessori method is perhaps even more relevant is today’s global village.
10.  Peace Curriculum
Maria Montessori was committed to creating peace in our world through the education of our children, stating “Creating peace is the work of education. All politics can do is keep us out of war.” She believed that children were “both the hope and promise for the future of mankind” and developed lessons for children to learn how to solve their own problems peacefully. Maria Montessori was nominated for the Nobel Peace Prize in 1951 and 1952.
By Rachel Wallace Reid, Certified Montessori Teacher and Parent Educator

Summer Reading

How glorious to have the seemingly endless time to really read. Aside from travel picks at the airport ("Room", "Her Fearful Symmetry", "Angels and Demons"). In between beach time with "The History of Love" by Nicole Krauss (recommended by a new librarian friend of mine) and an ever present Jim Harrison novel, I am spending my summer with some work related reading.
The following are on my list--let's hope the vacation time allows for some thorough digestion.

"Raising Cain" - Dan Kindlon and Michael Thompson
"The Courage to Raise Good Men" - Olga Silverstein and Beth Rashbaum
"Pink Brain-Blue Brain" - Lise Eliot
Obviously preparing for the new school year after the enlightening workshop by Biff Maier at the AMS conference in Chicago.
"Tomorrow's Children" - Rianne Eisler (from the last conference in New Orleans!)
Montessori Classroom - Paula Polk Lillard (I don't know, I tend to bring this along because it always helps me shed the old year and prepare for the next in a familiar way -- old habits.)

Pour me another glass of iced tea -- I'm heading down to the beach.

Event



Where: 1400 Division St S, Northfield, MN 55057 (Northfield High School Auditorium)
  • Date: May 19, 2011
  • Time: 7:00pm–9:00pm
  • MARK YOUR CALENDARS!
    Behavioral Expert and Educator Kirk Martin Coming to Northfield
    On Thursday, May 19th, from 7:00 to 9:00 p.m., world-renowned parent/teacher/child educator Kirk Martin and his teenage son, Casey, will be coming to Northfield. Martin, the founder of Celebrate Calm, LLC,  is a behavioral expert, author and radio host.  This practical, humorous and life-changing workshop is free and open to the public.  It will be held at the Northfield High School Auditorium.  This event is being made possible by several area early childhood programs, various organizations and businesses within the Northfield community, as well as parent donations.  Don’t miss this wonderful
    opportunity.  Visit http://www.celebratecalm.com/ to learn more about Kirk and the work he and Casey have done with parents, educators and children across the U.S. and in 18 countries around the world.
    Features: Free, Open to All

Happy, Hopeful, Earth Day!

Signs of spring at our school --


the peace of wild things

When despair for the world grows in me and I wake in the night at the least sound in fear of what my life and my children's lives may be, I go and lie down where the wood drake rests in his beauty on the water, and the great heron feeds.

I come into the peace of wild things who do not tax their lives with forethought of grief. I come into the presence of still water. And I feel above me the day-blind stars waiting with their light. For a time I rest in the grace of the world and am free.

Wendell Berry
Poems to Live by in Uncertain Times

spring roll...



Hope & Inspiration


I am just reflecting on the wonderful American Montessori Society annual seminar in Chicago as I head back into the day to day world of school after spring break.

The theme of this conference was very forward thinking--technology and new educational frontiers. AMS described it in this way:
When education fails, cries for increased uniformity and standards become louder. Where does the Montessori Method, which encourages individual growth and personal development, fit into the current educational system?
What are the ways in which Montessori education can harness the ever-growing powers of technology and use it to work toward transforming lives and advancing the world toward a better future.
With over 100 years of successful Montessori education in our collective history, and current research corroborating Maria Montessori’s work, we reflect on her statement, “The child is both hope and a promise for mankind.”

As always, I left the conference very glad to be a Montessorian, but also with a real sense of hope--that isn't always the case when discussing such profound subject matter as the state of education and the future that awaits today's children.

I realize that I live with hope every day. It's not because I am an overly optimistic person (although I tend to be just that). It is because of my work environment. I am immersed in hope. Each and every day I am greeted by and spend the day with hopeful and enthusiastic people. Of course I am talking about the young children who come to Montessori Children's House in Northfield, MN. I know that almost all of the attendees of the conference in Chicago--all 3000 of them, have that same privilige. How awesome is that? My attitude alone is not the point of this posting. I would like to share with our community some of the wonderful presentations that we were able to participate in over the course of the weekend. From the opening keynote to the unbelievable opportunity of the closing by Sir Ken Robinson, we were soaked in the juices of what we can do to facilitate the future. Heady stuff, to be sure. Not that different from our day to day workload, but realized on such a different level. Having it all synthesized and handed to us, spelling out the purpose with graphs and statistics and global comparisons, was perfectly enlightening and affirming. Please allow me to lead you to some of the links from our conference in Chicago and beyond. Perhaps, like us and the planners at AMS this will lead you to a place where you can see a picture of the future and the place where tommorrow's children will dwell. I think it will be a happy place. I am filled with hope, as usual.


















AMS 

Spring Workshop




 The Well Being of the Child
Spotlight on nutrition, 
Montessori's view of the child's connection to the natural world,
 yoga for kids
(child care available downstairs during presentation and then children are welcome for yoga demonstration.)
                                     
    
Saturday, March 12
10:30-12:00
                                                                                                          
Montessori Children’s House
2400 Division St S.
645-2445