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The Montessori idea

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1The Montessori idea. Montessori 12lessons are used throughout the Montessori
materials, and the ideas behind. environment to help introduce a new
2Malin Ringblad Head of school, lesson/concept and lead the children along
Norg?rdenskolan, Uddevalla, Sweden. a path to understanding and mastery.
Highschool teacher, Social Science and However, in the area of language they are
English Montessori teacher 0 – 18 years used to increase, enrich and broaden a
Worked at a Montessorischool for 12 years, child's vocabulary.
headteacher in middleschool Started an 131. Naming. Begin by presenting the
exchangeprogramme with Inlyschool, Boston child with three objects of contrast and
Was the first European Montessori teacher isolate them on a table or mat. For this
to bring students to Montessori Model example the objects will be dog, snake and
United Nations in New York Head of school bird. 1. First Period - Naming Period this
at a public middleschool, working to period is short as it simply involves
implement the foundamental montessori giving the object a name point to the
ideas in such environment. first object (dog) and say "dog"
3Why Montessori? The Montessori method repeat the name several times, clearly and
is a thoughtful and purposeful approach to slowly "This is a dog. Can you say
education and focuses on children’s dog? dog." continue on with the
ability to direct their development when second and third objects (snake and bird)
given the opportunity and tools. The once all three objects have been named,
method's focus on multi-age grouping, review them one last time by pointing to
since it benefits children in many ways. each one and saying the name clearly and
Children of different education levels, slowly It's a known fact that we have an
abilities, and ages are grouped together easier time remembering items at the
and taught to learn from one another. beginning and end of lists and have the
Younger children begin to adapt the older hardest time remembering items in the
children's attitudes and behavior, and middle. When deciding what order to place
older children learn about caring and the 3 objects in, place the object that
mentoring their younger classmates. you are sure your child is most familiar
Montessori schools inspire confidence, with in the middle, to increase his chance
nurture the child's inate desire for of success. The first and last objects
learning, discovery, and social should be the newer objects.
interaction skills in an environment where 14Recognition & Association. 2.
teachers are encouraging, engaging and Second Period - Recognition and
value the individual child. Children learn Association rearrange the objects and ask
how to learn, and this prepares each child the child to show you a specific object
for future academic and social excellence. "Please show me the snake."
4Montessori Madness. "Can you place the bird in my
http://www.youtube.com/watch?v=GcgN0lEh5IA hand." point to spot on the table -
5What makes Montessori unique? The "Please put the dog here."
whole child approach?The primary goal of a "Put the bird on the basket."
Montessori program is to help each child "Hold the dog in your hand." ask
reach their full potential in all areas of the child to close their eyes while you
life. Activities promote the development move the objects around, then continue
of social skills, emotional growth and This period is much longer than the first
physical coordination as well as cognitive to extend the handling and movement of the
preparation for future intellectual objects. This handling and movement
academic endeavors. The holistic increases the kinesthetic memory and will
curriculum, under the direction of a solidify a child's recognition of the
specifically prepared teacher, allows the object's name. There are many variations
child to experience the joy of learning, to the Second Period that can be used to
the time to enjoy the process and ensures hold a child's interest. The movement will
the development of self esteem. It make the lesson more attractive and help
provides the experiences from which the child be successful; so be creative!!
children create their knowledge. 15Recall. 3. Third Period - Recall place
6Prepared environment. The Prepared the 3 objects back in front of the child
environment?In order for self directed point to the first object and ask the
learning to take place, the whole learning child "What is this?" repeat
environment - classroom, materials and with the second and third object This is
social setting / atmosphere - must be the 'testing' period. This is in fact, the
supportive of the child. The teacher very first time you have asked the child
provides the necessary resources, to verbally recall the name of the
including opportunities for children to objects. It is important to proceed to
function in a safe and positive this period only if you feel the child
environment. Together, the teacher and will be successful. If the child is unable
child form a relationship based on trust to recall the names of the objects, simply
and respect that fosters self-confidence give them the names again, and casually
and a willingness to try new things. end the lesson without making the child
7Montessori materials. The Montessori feel as though they've failed.
materials?Dr. Montessori's observations of 16Demonstration of Stamp game. Stamp
the kinds of things which children enjoy Game Three-Period #23C204.
and go back to repeatedly, led her to 17Progress. The materials are designed
design a number of multi-sensory, to start out very ”hands on”, concrete, to
sequential and self correcting materials develop towards more and more abstract.
to facilitate learning. Each material is The students come back to the same
designed to focus on a specific skill, and problems they have already dealt with as a
to lead on to the next material. young child, but in a more and more
8Teacher. The teacher?Originally called abstract way. For example the math
a "directress”. The Montessori materials that are very ”hands on”, and
teacher facilitates learning and functions eventually the student work independently
as a designer of the environment, resource in a math book with the same types of
person, role model, demonstrator, problems, and they can always go back and
record-keeper and meticulous observer of get the materials and match them with
each child's behavior and growth. their abstract work.
9The materials. The first materials 18Older students. For middleschool
were developed for working with mentally students it is important that the work
retarded children. Montessori adapted them they do is challangeing. It needs to be
in the early 1900s, and modified and added abstract, but at the same time ”hands on”
to those. A lot of work and – real life work. They need to feel the
experimentation went into the development purpose of the work, that it is important,
of these materials and their use. The Pink and that they lead it. As much as
Tower, for example, is not just a tower of posssible should be connected to the
blocks of increasing size, but instead is society they live in, their country and
a carefully calculated instrument to the world. At this age they want to become
educate the senses and the motor system, a member of society and they are finding
and to introduce the decimal system and themselves.
the notion of cubing. Each block is one 19Materials for older students. The
centimetre longer on all sides than the design; Define the subject and the area
one that came before, and there are ten Clarify what the purpose of the work is
such blocks going from one cubic Point out the most important features that
centimetre to ten. The increasing size is needs to be included Give examples of how
reflected not only visually but also to find the facts, ex books, internet,
haptically and barically: each block is interwievs etc Give different suggestions
heavier by an exponentially increasing on how the work can be presented, and
magnitude. Good Neighbor include creative ways like a film,
Montessori#23C1D5. presentation, presentation in a foreign
10Observing. Dr. Montessori watched language, a report, an art show,
children in the classroom and thought exhibition etc..
about their developmental needs; she 20How it works. Produce ”worksheets” for
developed materials that she thought would all subjects and areas Decide wich year
suit those needs; and she then watched the the students shall do what Make bundles
children with the materials, and revised Let the students choose which subject they
and refined them until she thought she had want to do when.
a material that would meet one or more 21Why does it work? The student have
specific needs. control over their education The teacher
11Purpose and interweaving. Each let the student know that he/she has full
material have many purposes Each material confidence in the fact that the student
was developed in the context of all the will be successful By making their own
other materials. By design the materials descisions the students will have a
have this complex interweaving nature, so positive feel for the work By a supportive
one material feeds into or plays off of teacher everyone is successful in their
another. Montessori Sensorial Exe#23C1F9. work.
12The three period lesson. Three period
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The Montessori idea

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