Ms. Marissa: The Three Period Lesson

Posted on by Marissa Frisk

When we introduce new concepts or materials to the children, we often do so using a three-period lesson. This is an important tenet of Montessori education and it helps to move the child from basic understanding of a concept to mastery.

Period One is the introduction stage. In this stage we are isolating new vocabulary to the children. For example, if we are introducing the color tablets, we say, “This is blue.”  Repeating that statement and allowing the child to manipulate the blue color tablet are crucial during this stage.

Period Two is all about association and recognition. It is often a separate lesson. We do not ask the children to remember the vocabulary or recall the concept.  We are simply reinforcing the concept taught in Period One. We use words such as “Show me the blue tablet,” or “Can you place the blue tablet on your lap?”

Period Three is the recall stage and the first time we ask the child to remember the concept independently. We ask them, “What is this?” when showing them the blue color tablet. We are careful not to begin Period Three until we know they are ready for success.

Every time a child masters a new concept it builds the foundation for the next lesson or concept to be taught.

On Monday, the Kindergarten children had the opportunity to visit New Pond Farm in Redding.  We had a wonderful time walking around and learning about the different animals that live on the farm. The highlight of our field trip was when the children used previously shorn fleece, washed and combed it and then made a bracelet to keep.

Have a wonderful weekend!

Marissa & Sue

Mrs. Doyle: The Three Period Lesson

Posted on by Michelle Handibode

 

When we introduce new concepts or materials to the children, we often do so using a three-period lesson. This is an important tenet of Montessori education and it helps to move the child from basic understanding of a concept to mastery.

Period One is the introduction stage. In this stage we are isolating new vocabulary to the children. For example, if we are introducing the color tablets, we say, “This is blue.”  Repeating that statement and allowing the child to manipulate the blue color tablet are crucial during this stage.

Period Two is all about association and recognition. It is often a separate lesson. We do not ask the children to remember the vocabulary or recall the concept.  We are simply reinforcing the concept taught in Period One. We use words such as “Show me the blue tablet,” or “Can you place the blue tablet on your lap?”

Period Three is the recall stage and the first time we ask the child to remember the concept independently. We ask them, “What is this?” when showing them the blue color tablet. We are careful not to begin Period Three until we know they are ready for success.

Every time a child masters a new concept it builds the foundation for the next lesson or concept to be taught.

On Wednesday, the Kindergarten children had the opportunity to visit New Pond Farm in Redding.  We had a wonderful time walking around and learning about the different animals that live on the farm. We met Sugar the cow and her newborn calf, chickens and sheep.  The highlight of our field trip was when the children used previously shorn fleece, washed and combed it and then made a bracelet to keep.

Wishing you a week filled with peace and love!

Michelle & Maria

Mrs. Doyle: Do You Know the Continents?

Posted on by Michelle Handibode

The Montessori approach to teaching Geography is unique and comprises two components: physical geography and political geography, also known as Culture. From the beginning of the school year, we weave Geography lessons and terminology into our day as we learn about our physical world. The Geography materials are always fascinating to the children and are a springboard for wonderful discussions.

Early in our school year, we categorized the planet Earth into air, land, and water.  We then sorted what we would find in each of these different components of our world.  Next, we introduced the geometric solid known as a sphere to the children and compared it to the shape of the globe.  We start with a sandpaper globe that helps to distinguish land and water.  The colored globe comes next, and we begin to teach the continent names.  We make a sphere out of play dough and cut it in half to help them visualize the concept of a hemisphere.  Simultaneously, the children are learning about landforms that introduce the concept of lake, island, bay, cape, peninsula, gulf, isthmus, strait, archipelago, and a system of lakes.  These sensory experiences help the children learn about their physical world.

After learning the continent names, we introduce the puzzle maps for each continent, starting with North America in November. We learn that there are many countries in North America.  The older children will trace and paint each of the puzzle maps. We will learn about the animals, people, and climate often associated with each of the continents.  Our goal is to encourage the children to appreciate the beauty and wonder found in the similarities and differences around the world. In our classroom, we have a cultural shelf with artifacts from each continent.

Last week, we introduced the song “Do You Know The Continents,” and we often hear the children singing it quietly to themselves as they work.

We are thrilled to be having Parent/Teacher Conferences!  They will be on Thursday, October 26th.  If you have not yet had the chance to sign up for a time, please click here to do so.

Wishing all of you a week filled with peace and love!

Michelle & Maria

Mrs. Lopes: Do You Know the Continents?

Posted on by Amanda Lopes

 

The Montessori approach to teaching Geography is unique and comprises two components: physical and political geography, also known as Culture. From the beginning of the school year, we weave Geography lessons and terminology into our day as we learn about our physical world. The Geography materials are always fascinating to the children and are a springboard for wonderful discussions.

Early in our school year, we categorized the planet Earth into air, land, and water.  We then sorted what we would find in each of these different components of our world.  Next, we introduced the geometric solid known as a sphere to the children and compared it to the shape of the globe.  We start with a sandpaper globe that helps to distinguish land and water.  The colored globe comes next, and we begin to teach the continent names.  We make a sphere out of play dough and cut it in half to help them visualize the concept of a hemisphere.  Simultaneously, the children are learning about landforms that introduce the concept of lake, island, bay, cape, peninsula, gulf, isthmus, strait, archipelago, and a system of lakes.  These sensory experiences help the children learn about their physical world.

After learning the continent names, we introduce the puzzle maps for each continent, starting with North America in November. We learn that there are many countries in North America.  The older children will trace and paint each of the puzzle maps. We will learn about the animals, people, and climate often associated with each of the continents.  Our goal is to encourage the children to appreciate the beauty and wonder found in the similarities and differences around the world. In our classroom, we have a cultural shelf with artifacts from each continent.

We are thrilled to be having Parent/Teacher Conferences!  They will be on Thursday, October 26th.  If you have not yet had the chance to sign up for a time, please click here to do so.

Wishing all of you a week filled with peace and love!

Amanda & Hema

Ms. Marissa: Starting BIG and Ending small

Posted on by Marissa Frisk

The Montessori approach to teaching Geography is unique and comprises two components: physical and political geography, also known as Culture. From the beginning of the school year, we weave Geography lessons and terminology into our day as we learn about our physical world. The Geography materials are always fascinating to the children and are a springboard for wonderful discussions.

We start the school year by zooming way out from ourselves and studying the Solar System (we end the year by studying the human body and ourselves). This month, we are moving on to our own planet, Earth. We categorize the planet Earth into air, land, and water. We sort what we would find in each of these different components of our world. Next, we introduce the geometric solid known as a sphere to the children and compared it to the shape of the globe. We start with a sandpaper globe that helps to distinguish land and water. The colored globe comes next, and we begin to teach the continent names (we start that towards the end of the month!). We make a sphere out of play dough and cut it in half to help them visualize the concept of a hemisphere. Simultaneously, the children are learning about landforms that introduce the concept of lake, island, bay, cape, peninsula, gulf, isthmus, strait, archipelago, and a system of lakes. These sensory experiences help the children learn about their physical world.

Our goal is to encourage the children to appreciate the beauty and wonder found in the similarities and differences around the world. Our classroom has a cultural shelf with artifacts from each continent.

I look forward to seeing some of you this week for our conferences!

Have a wonderful weekend!

Marissa & Sue

Mrs. Sargeant: A Montessori Approach to Sharing

Posted on by Christine Sargeant

Sharing does not come naturally to children under the age of three. They are not developmentally ready to share. From a Montessori point of view, sharing should never be imposed upon a young child. We emphasize independence, self-directed learning, and respect for each child. As adults, it is our job to protect the concentration and focus of the children when they are deeply engrossed in an activity. It is also our responsibility to empower the children and model for them how to advocate for themselves and communicate effectively and respectfully with their peers.

Most of the activities in a Montessori classroom are set up for just one child at a time. All the materials are shared by all the children. However, each child is free to work as long as they’d like with any material. The children learn that if an activity is not present on the shelf, then it is unavailable. Once the activity is returned to the shelf, then it becomes available, and it can be another child’s “turn”.

Instead of forcing immediate sharing, Montessori teachers often encourage turn-taking. If a child is using a material or working on an activity, another child might be asked to wait or observe until it’s their turn. This approach helps children develop patience and understand the concept of taking turns.

Throughout the day, you will hear many murmurs of  “This is my work” and “I’m using this right now”, as well as “May I take a turn?” It is important for children to feel comfortable saying ‘no’ and also to respect when others do, too.

Forcing children to share may unintentionally send the message to the child that their needs and opinions don’t matter. Often, children also learn that crying or throwing a tantrum is a way to immediately get what they want.

The goal of Montessori education is to support the child’s development of social skills in a respectful and individualized manner. While sharing is an important aspect of social development, it is approached in a manner that aligns with the child’s natural development and readiness to understand and practice this skill. It is exciting to observe the children’s growth in both patience and confidence (and, down the road, empathy).

Mrs. Sargeant: A Peek at the Week

Posted on by Christine Sargeant

With all the rain over the past week, we had to find ways to have fun and move our bodies indoors. We played in the gym – used hula hoops, balls, stacked cones, climbed on foam blocks, and enjoyed running safely in the wide open space. In the classroom, we danced with scarves and used a salad spinner to paint!

We finished sampling red, green, and yellow apples. Do you know which type your child likes best? The yellow received the most requests for “more, please!”

The children enjoyed arranging flowers to add beauty to our classroom.

We’ve been singing a variety of songs – they love ‘Baa Baa Black Sheep’ and ‘Cluck Cluck Red Hen,’ especially the exaggerated head nod as they say ‘yes’ in both songs. The children who stay for lunch have been listening to Dave Brubeck’s greatest hits while they eat. We’ve been listening for different instruments, and I’ve noticed a few children moving their bodies subtly to the music as it plays. 

We’ve been counting everything! We count the children when we line up, we count the animals on the pages of books, the beads we are stringing, the apples we are sorting, the number of times we push the salad spinner, and the list goes on!

This week, we tried red bell peppers. The children had been so used to having apples for the past three weeks that the pepper was quite a surprise! Throughout the week, we tried both cooked and raw. Raw was the clear favorite! 

We’ve had the same group of middle school students visiting on Wednesdays. The children eagerly greet them upon their arrival. Chloe and J.C. come first. When they leave, William joins us. Then Mia meets us on the playground. This program clearly benefits everyone involved. I’ve been pleasantly surprised to witness the interest and care between the toddlers and middle schoolers.

Enjoy the weekend with your families. We are looking forward to beginning a new week with your children on Tuesday!

Mrs. Sargeant & Ms. Lizette

Mrs. Lopes: Friday Folder Fun Facts

Posted on by Amanda Lopes

As adults, we must remember that we want things done as quickly as possible so they are finished and out of the way. In contrast, the child is interested and content in the doing, not the done.” –Margaret Stephenson, The Art of Montessori in the Home.

Each Thursday, we send home Weekly Folders with the work the children have completed over the past week. We often receive emails asking why there was so little work inside and what exactly the children are doing.

Sometimes, it can be difficult to accept the idea of focusing on the process, not the product. What exactly does that mean? Many works in the Montessori classroom do not end with a physical product the children will bring home to share with everyone. There is often no way to visually assess what a child is learning. Overall, as a society, we are product-driven and often base our success on this factor. The experience a child has when working with the materials is truly what is most important. However, it can often be unsettling when you hear they did “nothing” day after day.

Research shows children ages three to six learn best through their hands. To truly understand a concept, they need to explore it through touch. This is why so many lessons in the Montessori environment are not based on memorization alone. Most concepts we teach involve tracing, manipulating, and exploring with their hands. Perhaps most importantly, focusing on the process protects the child’s intrinsic motivation to learn and understand. External factors such as recognition, praise, or reward do not influence it. We truly value and encourage the time and experience with the materials.

So, if your child’s folder comes home with little to no work, know that their accomplishments can’t always ‘fit’ in that folder. Maybe after weeks and weeks of trying, they learned how to zipper their coat, or perhaps they can finally carry a work without it dropping. Maybe after observing a lesson day after day, your child tried it independently for the first time. The list of skills each child can accomplish will never be fully represented in the Weekly Folder. So please enjoy the work in there, but know it will never be an accurate portrayal of all the children are learning and accomplishing.

Fall conferences are scheduled for Thursday, October 26th. Please click here to sign up and choose your time. We look forward to seeing everyone on conference day and sharing all of the exciting growth that has taken place these past few weeks.

Wishing you a week filled with peace and love.

Amanda and Hema