Peaceful Morning

Words of wisdom from a gifted parent educator-- Susan Tracy:  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