I was trained first as a Montessori teacher and I later taught at a traditional school. I must give my Montessori training credit because I would not be half the teacher I am today with out it.
Maria Montessori believed that the best way for children to learn about a subject was to explore it through the five senses. If a child is first learning to read, a typical Montessori reading station is set up where the students can hear what SOUNDS the letters make (Montessori children learn the sound of the letter, not the name of the letter first.) There would also be flat wooden blocks where the letters that had different textures the students could feel with their hands. The students could match letters with colorful pictures, "F" for flower, for example. The possibilities are endless.
If you wanted to teach children about the different uses of garden herbs in cooking what would be more educational: lecturing your students on herbs and giving a coloring sheet of an cartoonist's depiction of what a generic herb looks like or would you rather have them plant an herb garden, talk about seeds, what seeds look like for each herb, discuss the plant life cycle, count how many seeds are planted, keep track of how many seeds take root, experiment with different types of soil and predict and calculate the progress of the herbs based on different soil types, collect the herbs, feel the herbs, smell the different herbs, draw the herbs, collect the herbs from the garden, use the herbs in cooking a small batch of soup for snack one day, teach sharing and cooperation in the meantime.
The main point of this tidbit of information is that children learn very differently from one another, and often at different rates. Montessori can provide the environment for students at different levels and with different learning styles in the same classroom.
Tuesday, November 11, 2008
Punishment and Coercion. Ugh.
The best classroom environments are found where students are following classroom rules and learning is taking place. Typically, learning cannot take place when the classroom environment is chaotic, especially when classroom rules are not being followed. I appreciate a calm atmosphere but I do not believe, however, that a smooth transition from subject to subject can take place when punishment exists in a classroom.
Saying I disagree with punishment would be an understatement. Punishment never seems to fit the "crime" when it comes to children. I scoff at parents who spank their child for hitting their sibling. What does that teach? The child becomes angry with their sibling, maybe they want a toy, maybe they what the sibling to leave them alone, and then the child hits their sibling because they are angry and frustrated and communicate their feelings as such. The hit sibling cries for Mom and Dad. Mom and Dad punish the child by taking their anger out and hitting the child. What did this child learn from getting hit by their parents? Did they learn how to communicate better with brother/sister when they are angry and want that toy, or want to be left alone? No. The child was only reinforced with the belief that if they are angry with someone, it is okay to hit them.
I have a better alternative. In the beginning of a child's development, they have very short attention spans. When a negative behavior is observed by a care giver, the care giver should redirect, or distract, the child. "Let's read a book," "Come play with this toy." Children naturally out-grow the redirection on it's basic level, and that is expected.
Once a child develops a longer attention span, it is more acceptable to have a discussion with the child about their inappropriate behavior. When a negative behavior is observed, it is much more logical to speak with the child concerning the negative behavior (as along as their bodies are in control.) Often times, a negative behavior starts a chain of negative behaviors.
Let's reuse a previous example and take the child that just hit their sibling. Both children are crying and yelling as they run up to you. As long as the child(ren)'s body is in control I follow these steps to resolve the conflict:
1. Get down on the children's level and speak to them. (Crouch down so you are eye-to-eye if possible. Bending over the child to speak to them is often just as intimidating as standing three feet above them scolding them.) If there is an item of conflict present, place the object between the children. This naturally prompts them to face each other.
2. Ask the children to talk to about what happened, why it happened, and how it made them feel. Feelings are so important! (Why do we, as adults, want to discredit children's feelings so quickly?) Too often, it is repressed or denial of feelings that cause the bursts of negative behavior.
3. Depending on their age level, you can guide them into a conversation about how to avoid future incidents.
4. Lastly, and this step is the most important, is to let the the child(ren) decide what they feel the consequences for their negative behaviors should be, (which reinforces self-discipline.)
This basic model can still be used for negative behaviors that do not stem from a conflict between two or more children. Instead of the child talking to another about how they feel, they should tell YOU how they feel and discuss what happened and why and how they can do better.
I also prefer to offer alternatives to avoid situations where many parents and educators would simply coerce the child into an option. Allow the child freedom with one just word, "or." For example, "Would you like to read this book or that book?" In the caregiver's mind, the child is provided with limited choices which are approved by the caregiver. In the child's mind, they are given freedom without too many confusing choices.
Saying I disagree with punishment would be an understatement. Punishment never seems to fit the "crime" when it comes to children. I scoff at parents who spank their child for hitting their sibling. What does that teach? The child becomes angry with their sibling, maybe they want a toy, maybe they what the sibling to leave them alone, and then the child hits their sibling because they are angry and frustrated and communicate their feelings as such. The hit sibling cries for Mom and Dad. Mom and Dad punish the child by taking their anger out and hitting the child. What did this child learn from getting hit by their parents? Did they learn how to communicate better with brother/sister when they are angry and want that toy, or want to be left alone? No. The child was only reinforced with the belief that if they are angry with someone, it is okay to hit them.
I have a better alternative. In the beginning of a child's development, they have very short attention spans. When a negative behavior is observed by a care giver, the care giver should redirect, or distract, the child. "Let's read a book," "Come play with this toy." Children naturally out-grow the redirection on it's basic level, and that is expected.
Once a child develops a longer attention span, it is more acceptable to have a discussion with the child about their inappropriate behavior. When a negative behavior is observed, it is much more logical to speak with the child concerning the negative behavior (as along as their bodies are in control.) Often times, a negative behavior starts a chain of negative behaviors.
Let's reuse a previous example and take the child that just hit their sibling. Both children are crying and yelling as they run up to you. As long as the child(ren)'s body is in control I follow these steps to resolve the conflict:
1. Get down on the children's level and speak to them. (Crouch down so you are eye-to-eye if possible. Bending over the child to speak to them is often just as intimidating as standing three feet above them scolding them.) If there is an item of conflict present, place the object between the children. This naturally prompts them to face each other.
2. Ask the children to talk to about what happened, why it happened, and how it made them feel. Feelings are so important! (Why do we, as adults, want to discredit children's feelings so quickly?) Too often, it is repressed or denial of feelings that cause the bursts of negative behavior.
3. Depending on their age level, you can guide them into a conversation about how to avoid future incidents.
4. Lastly, and this step is the most important, is to let the the child(ren) decide what they feel the consequences for their negative behaviors should be, (which reinforces self-discipline.)
This basic model can still be used for negative behaviors that do not stem from a conflict between two or more children. Instead of the child talking to another about how they feel, they should tell YOU how they feel and discuss what happened and why and how they can do better.
I also prefer to offer alternatives to avoid situations where many parents and educators would simply coerce the child into an option. Allow the child freedom with one just word, "or." For example, "Would you like to read this book or that book?" In the caregiver's mind, the child is provided with limited choices which are approved by the caregiver. In the child's mind, they are given freedom without too many confusing choices.
Positive Expectations
One of the best lessons I learned working as a Montessori Preschool Teacher was the effectiveness of being positive. During Montessori training, I was re-taught how to speak with children. I have three simple rules of what 'being positive' entails:
1. It is more important to tell the student what they are expected to do than it is to tell them what not to do. For example, if you want the child to follow the classroom rule of speaking softly inside, it makes more sense to say to the child in a soft voice, "speak quietly, please" instead of screaming, "no talking!" (This is also an example for acting purposefully, and behaving like the student you would want the children to mimic.) It can be acceptable, at times, to use negative words like "don't" and "no" as long as you follow it with what is to be expected of the students.
2. Children will strive to achieve what you tell them they can achieve. High expectations are key, here. If a teacher tells a student they are "bad" or "stupid," that child, desperately seeking the teacher's approval, will subsequently live up to that label. However, if a teacher tells a student that they are "smart" and "a good student" than they will reach to achieve that label, too.
3. Only give a child tangible encouragement. For example, never tell a child their work is beautiful. (You could only understand this rule if you truly understand and accept Rule #2.) With the understanding that children often perceive themselves the way other adults perceive them, it is also important to instill in them their own positive thinking skills and self-esteem. This being said, when a child asks you about their artwork, do not tell them it is beautiful. Instead, point out what you DO see: "Wow! I see you used a lot of blue today!" "I can tell you've been working hard on that!" When all else fails, and you're at a loss for encouraging words, simply ask the child "Well, what do you think about your work?" "Do you like it?" "What makes this special to you?"
1. It is more important to tell the student what they are expected to do than it is to tell them what not to do. For example, if you want the child to follow the classroom rule of speaking softly inside, it makes more sense to say to the child in a soft voice, "speak quietly, please" instead of screaming, "no talking!" (This is also an example for acting purposefully, and behaving like the student you would want the children to mimic.) It can be acceptable, at times, to use negative words like "don't" and "no" as long as you follow it with what is to be expected of the students.
2. Children will strive to achieve what you tell them they can achieve. High expectations are key, here. If a teacher tells a student they are "bad" or "stupid," that child, desperately seeking the teacher's approval, will subsequently live up to that label. However, if a teacher tells a student that they are "smart" and "a good student" than they will reach to achieve that label, too.
3. Only give a child tangible encouragement. For example, never tell a child their work is beautiful. (You could only understand this rule if you truly understand and accept Rule #2.) With the understanding that children often perceive themselves the way other adults perceive them, it is also important to instill in them their own positive thinking skills and self-esteem. This being said, when a child asks you about their artwork, do not tell them it is beautiful. Instead, point out what you DO see: "Wow! I see you used a lot of blue today!" "I can tell you've been working hard on that!" When all else fails, and you're at a loss for encouraging words, simply ask the child "Well, what do you think about your work?" "Do you like it?" "What makes this special to you?"
Brain Development through Artistic Expression
I come from a strong background in artistic expression. I began ballet at the age of two when my mother noticed a strong connection I had with music, movement, and rhythm. In kindergarten, several teachers (not just my classroom teacher) told my mother that I had an exceptional ability to draw and color to great detail and so, I began private art lessons at age five. Later that year, my parents bought a piano in hopes that my brother would take an interest in music. I'm not sure if he had a genuine lack of interest in the piano specifically or if he couldn't get any playing time in because I was fascinated with the white and black keys. I was quickly playing music by ear. I would play these songs by ear over and over again until finally, my parents gave me piano lessons so I could finally learn some new songs to play in excess. Some assume my parents must be artistic with the way my brother and I turned out, but in actuality, the only "right brained" thing we could have possibly inherited was our love of music from our father. Perhaps, it was my parents influence, not inherited traits, that sparked this great love for the arts. I believe that the arts should not just be incorporated with learning but also pushed as a separate entity in schools. Despite lots of research praising the effects of art education on brain development, the arts are often the first programs to get cut when budgets get tight.
The following is an article published by North Dakota State University on the Keys To Enhancing Brain Development:
Question - What are the best activities for my children to engage in to enhance their overall brain development?
Children benefit from a variety of different activities. However, three critical activities that contribute considerably to overall brain development are music, art and physical activity.
First, music engages all aspects of the brain and stimulates multiple aspects of brain functioning. Children should be exposed often to many different kinds of music, but especially rhythm, rhyme, and repetition in music and songs.
Second, art engages a variety of the brain's areas that help children learn emotion, cognition and memory. Children should receive many opportunities to draw, paint, craft and create using different types of art.
Third, physical activity and movement help stimulate much brain growth and facilitate key connections for learning. Regular exercise and engagement in all varieties of physical activity are critical for healthy brain development in children.
The following is an article published by North Dakota State University on the Keys To Enhancing Brain Development:
Question - What are the best activities for my children to engage in to enhance their overall brain development?
Children benefit from a variety of different activities. However, three critical activities that contribute considerably to overall brain development are music, art and physical activity.
First, music engages all aspects of the brain and stimulates multiple aspects of brain functioning. Children should be exposed often to many different kinds of music, but especially rhythm, rhyme, and repetition in music and songs.
Second, art engages a variety of the brain's areas that help children learn emotion, cognition and memory. Children should receive many opportunities to draw, paint, craft and create using different types of art.
Third, physical activity and movement help stimulate much brain growth and facilitate key connections for learning. Regular exercise and engagement in all varieties of physical activity are critical for healthy brain development in children.
Cyber Hunts
I am a visual and hands-on learner. As a student, I learn best when I have to search for the answer on my own. I am also a strong visual learner so visual presentation (as opposed to auditory-only presentation) is the best way for me to retain information.
In Spring 2008, I took a class on Art in the Elementary Classroom. My instructor, Dr. Baggett, introduced the class to Cyber Hunts. Cyber Hunts can be created via Microsoft Powerpoint. The slides of the Powerpoint are a series of images and text on the computer which help navigate the student to learn about a subject in a technologically hands-on way. The Cyber Hunt may have a question for the student to answer on one slide and ask the student to visit a specific website by clicking on a link and find the answer or come to a conclusion after reading the text on the website. The Cyber Hunt may also use interesting graphics and sounds to grab the student's attention. In my AED class, I created a Powerpoint on an infamous local Ocean Springs artist, Walter Anderson. In my Cyber Hunt, the students viewed a work by Anderson and were given the option to be taken to a (safe, pre-viewed) website that provided the students interactive tools which would help them analyze the work.
In Spring 2008, I took a class on Art in the Elementary Classroom. My instructor, Dr. Baggett, introduced the class to Cyber Hunts. Cyber Hunts can be created via Microsoft Powerpoint. The slides of the Powerpoint are a series of images and text on the computer which help navigate the student to learn about a subject in a technologically hands-on way. The Cyber Hunt may have a question for the student to answer on one slide and ask the student to visit a specific website by clicking on a link and find the answer or come to a conclusion after reading the text on the website. The Cyber Hunt may also use interesting graphics and sounds to grab the student's attention. In my AED class, I created a Powerpoint on an infamous local Ocean Springs artist, Walter Anderson. In my Cyber Hunt, the students viewed a work by Anderson and were given the option to be taken to a (safe, pre-viewed) website that provided the students interactive tools which would help them analyze the work.
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