Hi Everyone! I originally posted my assignment as a comment on the first page, but I realized that was a boo-boo! Here it is!
Chapter One: The Child's Part in World Reconstruction
In order to create a new future, the natural and spontaneous psychic energy of every new life must be released with active care.
Chapter Two: Education for Life
Education must begin from birth and be a help to life.
Chapter Three: The Periods of Growth
The child's mind, which is completely different than our own, is able to unconsciously absorb knowledge from his life, effortlessly and joyfully.
Chapter Four: The New Path
Survival of the human species is based on a deep love for children who must be studied from the beginning of their creation.
Chapter Five: The Miracle of Creation
The cells of the developing embryo pass through distinct phases from seeming nothingness, to having organs of specialized functions formed around active points. The cells with the most complex tasks must have the most specialization to do the work “nature” has planned.
Chapter Six: Embryology and Behavior
Mental development passes through distinct phases from seeming nothingness to the formation of psychic organs around points of sensitivity.
Chapter Seven: The Spiritual Embryo
The newborn baby enters into a second embryonic phase during which her mental development is guided by awakenings that are similar to an animal's behavior instincts.
Chapter Eight: The Child's Conquest of Independence
The child, whose very nature is to achieve independence, can only achieve this state through constant, free activity.
Chapter Nine: The First Days of life
The child's mental life is created at birth, a time during which the mother-child bond must be protected and special attention paid to the environment.
Chapter Ten: Some Thoughts on Language
All children develop language spontaneously through stages as a result of unconscious work that manifests in bursts of growth followed by slower development.
Chapter Eleven: How Language Calls to The Child
A special mechanism exists for acquiring speech which helps the child to focus in on words and not other sounds in his environment. He should be offered many opportunities to hear clearly spoken words and not be kept in isolation.
Chapter 12: The Effect of Obstacles on Development
Children, being very sensitive to trauma, should be protected from violence of any kind, especially during the first two years of life which tend to influence the rest of his years.
Chapter 13: The Importance of Movement in General Development
Mental and spiritual growth is developed through purposeful physical actions guided by the child's mental activity. All living things move purposefully, unable to keep still.
Chapter 14: Intelligence and the Hand
The hand serves as a companion to the mind and the child must be given things over which he can exercise an intelligent activity on his way toward independence.
Quotes and Anecdotes
The role of the teacher
“To rule is the most difficult task of all, and requires a higher specialization than any. So there is no question of election, but of being trained and suited to the work. Whoever directs others must have transformed himself. No one can ever be a leader, or a guide, who has not been prepared for that work” (p. 45).
In my personal experience as a teacher and also as a mother of a child in a non-Montessori setting, I find the above quote to be absolutely true. In the last four years, the biggest change in my classroom and in my teaching has been an intense, internal preparation. I have questioned my old methods and assumptions about learning and the role of the teacher in a classroom and as a result I have been able to trust and to allow the children to lead their own learning. Teachers I have encountered in my son's school seem to be incredibly focused on “results” and “methods” and classroom management, completely ignoring their own importance as an influencer of children. My son and daughter have incredibly different views of learning already. My son abhors it and is only motivated by the constant stream of extrinsic rewards offered him at school. My daughter looks forward to trying new things and is excited to go to our school.
“We have to help the child to act, will, and think for himself. This is the art of serving the spirit, an art which can be practiced to perfection only when working among children” (p. 281).
On Thursday, I was visited by an inspector for the CACFP program which reimburses me for the food that I serve the children each day. The inspector periodically visits and watches snack or lunchtime, makes sure I am serving balanced and nutritious foods, and looks to see that my paperwork is up to date. On this visit, which was around 10 am, no children happened to be eating snack. The inspector said that since I stated snack time to be around 10 am, all children must be eating at that time and they have a 15 minute window to complete their snack! I spent a great deal of time explaining our snack routine (two kids at a time, by invitation, when they are hungry). I tried to explain that I am helping the children to recognize when they are feeling hungry, not to merely eat when I decide to feed them – that i am helping them to think for themselves. Needless to say, she was unconvinced and we are trying to work out a solution.
Normalization
“The deviated child has no love for his environment because he feels it to contain too many difficulties. For him it is too harsh and resistant.......The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences” (p. 92).
I am struggling to reach three children in my classroom right now. One chooses no work (this is her second year), one chooses work occasionally, such as blocks or other transitional works (this is her fourth year), and one is constantly busy with her own work (usually dough or collage work) and wants nothing else (this is her third year). All three often complain of being “tired” and must take several rests despite not ever finding a state of deep concentration or contentment. We have a beautiful classroom filled with interesting works that seem to call to the other children. I am having trouble understanding what role I should take with these children since the environment itself is not calling to them.
Wednesday, October 1, 2008
Assignment 1 - Quotes 1,2
Assignment I Quotes
Quote: Pg 7.
Education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment.
The teacher’s task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.
Example:
There are many, but I pick this one because it is very recent. It has not even been three full weeks of school…there is a little boy L, who is still in many ways yet to get out of the 0-3y sub phase. L has been working with the world map puzzle day after day. He matches the continents to the control map over and over again. Just yesterday, I happened to be by him and said can you place N. America on my lap and HE COULD! I continued with the other continents and he knew all of them. I still do not know if he can name them himself…but he is well in the second period! He just turned three! He already can visually recognize the continents on earth…..Except for naming them for him the first couple of times our role was only in providing him with an environment in which he could internalize this all by himself!
Quote: Pg. 83.
The child seeks for independence by means of work; independence of body and mind.
Example:
I was in a class a handful of years ago…in a full day school. One girl C used to have difficulty undressing and dressing up (I believe everything was done for her at home). At school her clothes were very accessible to her. She went through a phase when she would get to her bin and keep changing her clothes multiple times a day. I noticed that over a period of few weeks she became very proficient with zippers, buttons, pulling clothes over her head, turning her clothes inside out etc. She was the class helper for any child struggling with their clothes. She slowly stopped changing her clothes multiple times a day. She had become completely independent in dressing herself up. I was so amazed with how she had sought out to grow independent in an area that she had difficulty in.
Quote: Pg 7.
Education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment.
The teacher’s task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.
Example:
There are many, but I pick this one because it is very recent. It has not even been three full weeks of school…there is a little boy L, who is still in many ways yet to get out of the 0-3y sub phase. L has been working with the world map puzzle day after day. He matches the continents to the control map over and over again. Just yesterday, I happened to be by him and said can you place N. America on my lap and HE COULD! I continued with the other continents and he knew all of them. I still do not know if he can name them himself…but he is well in the second period! He just turned three! He already can visually recognize the continents on earth…..Except for naming them for him the first couple of times our role was only in providing him with an environment in which he could internalize this all by himself!
Quote: Pg. 83.
The child seeks for independence by means of work; independence of body and mind.
Example:
I was in a class a handful of years ago…in a full day school. One girl C used to have difficulty undressing and dressing up (I believe everything was done for her at home). At school her clothes were very accessible to her. She went through a phase when she would get to her bin and keep changing her clothes multiple times a day. I noticed that over a period of few weeks she became very proficient with zippers, buttons, pulling clothes over her head, turning her clothes inside out etc. She was the class helper for any child struggling with their clothes. She slowly stopped changing her clothes multiple times a day. She had become completely independent in dressing herself up. I was so amazed with how she had sought out to grow independent in an area that she had difficulty in.
The Absorbent Mind
10/1/2008 Assignment
Philosophy Part II
The Absorbent Mind
Feng Mei Shao
In chapter 1, Montessori stresses the "greatest marvel of the Universe, the human being" and says that teachers can only give their help.
In chapter 2, Montessori continues to stress the importance of a child's learning and living of life through proper guidance.
In chapter 3, the periods of a child's growth are discussed and a rough timetable of what a child should be able to do at that time is shown (ex Age 5: make sounds)
In chapter 4, Montessori discusses the new path of human life and in order to study life effectively, we must start at the beginning.
In chapter 5, sketches and notes are presented on the formation of life and simple cells.
In chapter 6, we look at embryos and their behaviors for different species.
In chapter 7, we learn that man has two embryonic periods and outlines the
importance of a newborn baby and the care right after birth.
In chapter 8, the child's brain and thought process is discussed and we learn that he/she strives to be independent.
In chapter 9, the child's surroundings affect the child's mental life greatly and he will explore to satisfy his "mental hunger".
In chapter 10, language is shown to be a collective thought and a child will gradually develop language skills as he/she pieces words together.
In chapter 11, we see the awakening and the "need to express" of the child, thus creating language.
In chapter 12, we look at possible obstacles in a child's development like speech, courage, and knowledge.
In chapter 13, we see the importance of movement in an early child's development because it provides for his physical well being and puts a man
in touch with his world.
In chapter 14, we see how the hand and the mind work together and see how the brain affects the motor capabilities of the body.
Quote: “But the promise they hold can only be fulfilled through the experience of free activity conducted on the environment” (p. 96)
I observed two boys working on the Broad Stair. M was working on the Broad Stair. The boy Chase approached him and appeared to have made a suggestion. After a negotiation, the two boys agreed and together walked towards one of the shelves. They helped each other to bring back pieces of the Pink Tower. They kept going back and forth, combining the two materials together with frequent discussions, the children having fun while they learn. I believed that the enjoyable self-teaching and self-correcting. The children naturally would interact among themselves when solving their problems
Quote: “Once we have focused our attention and our studies on life itself, we may find that we are touching the secret of mankind and into our hands will fall the knowledge of how it should be governed and how helped.” (p. 17)
S is 5 ½ years old and an only child. He is much excelled in math and reading. S is very sensitive to making mistakes, and failures. Whenever he does something incorrectly, he will throw the material that he is using onto the ground, and become very upset with himself. Because of this behavior, none of the other children tend to talk to him. Because I observed this, I placed S with some younger children in the class. This was to have him see that it was okay to make mistakes as long as he learned from the mistakes.
Quote: “The immense influence that education can exert through children has the environment for its instrument, for the child absorbs his environment, takes everything form it, and incarnates it in himself. (p. 66)
Emily is four years old. Everyday, she will immediately go to the art section. She can focus on her art for three or four paintings. She uses many colors, and I personally think that her artwork is very pretty. She doesn’t go to other sections of the classroom very often. After I started noticing this, I began using art-related materials to teach her lessons. For example, I told Emily to draw out the Pink Tower blocks on pieces of paper, and color in the shape so she could see the sizes of the shapes. In the Practical Life section, I took several beginners materials and changed them into different colors. This way, it would catch Emily’s eye and make her want to come to different stations. After changing these things, I observed that Emily started going to different stations more often. (Although her first choice is still to go to the art section.) In conclusion, the prepared environment is important in motivating or engaging the child to learn.
Philosophy Part II
The Absorbent Mind
Feng Mei Shao
In chapter 1, Montessori stresses the "greatest marvel of the Universe, the human being" and says that teachers can only give their help.
In chapter 2, Montessori continues to stress the importance of a child's learning and living of life through proper guidance.
In chapter 3, the periods of a child's growth are discussed and a rough timetable of what a child should be able to do at that time is shown (ex Age 5: make sounds)
In chapter 4, Montessori discusses the new path of human life and in order to study life effectively, we must start at the beginning.
In chapter 5, sketches and notes are presented on the formation of life and simple cells.
In chapter 6, we look at embryos and their behaviors for different species.
In chapter 7, we learn that man has two embryonic periods and outlines the
importance of a newborn baby and the care right after birth.
In chapter 8, the child's brain and thought process is discussed and we learn that he/she strives to be independent.
In chapter 9, the child's surroundings affect the child's mental life greatly and he will explore to satisfy his "mental hunger".
In chapter 10, language is shown to be a collective thought and a child will gradually develop language skills as he/she pieces words together.
In chapter 11, we see the awakening and the "need to express" of the child, thus creating language.
In chapter 12, we look at possible obstacles in a child's development like speech, courage, and knowledge.
In chapter 13, we see the importance of movement in an early child's development because it provides for his physical well being and puts a man
in touch with his world.
In chapter 14, we see how the hand and the mind work together and see how the brain affects the motor capabilities of the body.
Quote: “But the promise they hold can only be fulfilled through the experience of free activity conducted on the environment” (p. 96)
I observed two boys working on the Broad Stair. M was working on the Broad Stair. The boy Chase approached him and appeared to have made a suggestion. After a negotiation, the two boys agreed and together walked towards one of the shelves. They helped each other to bring back pieces of the Pink Tower. They kept going back and forth, combining the two materials together with frequent discussions, the children having fun while they learn. I believed that the enjoyable self-teaching and self-correcting. The children naturally would interact among themselves when solving their problems
Quote: “Once we have focused our attention and our studies on life itself, we may find that we are touching the secret of mankind and into our hands will fall the knowledge of how it should be governed and how helped.” (p. 17)
S is 5 ½ years old and an only child. He is much excelled in math and reading. S is very sensitive to making mistakes, and failures. Whenever he does something incorrectly, he will throw the material that he is using onto the ground, and become very upset with himself. Because of this behavior, none of the other children tend to talk to him. Because I observed this, I placed S with some younger children in the class. This was to have him see that it was okay to make mistakes as long as he learned from the mistakes.
Quote: “The immense influence that education can exert through children has the environment for its instrument, for the child absorbs his environment, takes everything form it, and incarnates it in himself. (p. 66)
Emily is four years old. Everyday, she will immediately go to the art section. She can focus on her art for three or four paintings. She uses many colors, and I personally think that her artwork is very pretty. She doesn’t go to other sections of the classroom very often. After I started noticing this, I began using art-related materials to teach her lessons. For example, I told Emily to draw out the Pink Tower blocks on pieces of paper, and color in the shape so she could see the sizes of the shapes. In the Practical Life section, I took several beginners materials and changed them into different colors. This way, it would catch Emily’s eye and make her want to come to different stations. After changing these things, I observed that Emily started going to different stations more often. (Although her first choice is still to go to the art section.) In conclusion, the prepared environment is important in motivating or engaging the child to learn.
Tuesday, September 30, 2008
Assignment I - Philosophy Part II
Philosophy Part II Assignment 1
October 1, 2008
Rati Sivashankar
Chapter 1:
The greatness of the human personality begins at birth and any change to be brought about on earth has to come from children for they are the makers of man.
Chapter 2:
Education must incorporate biological and social aspects wherein it is not only an education of the sciences but that of life itself to help form a whole human being.
Chapter 3:
There are distinct phases of growth in a child 0 – 6y (0-3, 3-6); 6y – 12y; 12y– 18y (12-15, 15-18). The first period is when impressions do not merely enter the child’s mind but form it…this has been referred to as the Absorbent Mind.
Chapter 4:
The child’s life is a connection between two adult lives; the adult who creates the child and the other who the child becomes. The whole life of the child is an advance toward perfection; as a result the child will enjoy doing the work to complete himself.
Chapter 5:
A single germ cell multiplying to multiple cells and then the different cells evolving to perform unique functions cause the formation of a human being.
Chapter 6:
Within the embryo is summed up the whole evolution of a species and the ability to incorporate changes to itself in response to its environment.
Chapter 7:
The child absorbs his environment, takes everything from it, and incarnates it in himself. What children are exposed to in this young age can bring humanity to a deeper understanding, a higher well- being and to a greater spirituality….the child is one that brings us great hope and a new vision.
Chapter 8:
The child is following nature’s plan; he arrives at freedom which is the first rule of life. He achieves independence by means of continuous activity and becomes free by means of continuous effort.
Chapter 9:
It is of great importance that the first few days of the infant’s life are spent in close proximity to its mother with minimal intrusions to his being. After a short period the child may be exposed to its culture / language and surroundings as it actively seeks out its environment mentally.
Chapter 10:
Language in a child develops naturally like a spontaneous creation provided there is language in his environment. There is an unconscious activity that prepares speech in a young child followed by a conscious process which slowly awakens and takes from the unconscious what it can offer.
Chapter 11:
The child is born with an innate ability to hear and then form language in speech form. The child must be exposed to clear articulate language to serve the need to acquire language which unites communities.
Chapter 12:
It is often we the adults who obstructs the child, and so become responsible for anomalies that last a lifetime. The real preparation for education is the study of one’s self; it is far more than the learning of ideas, it is the training of character and preparation of the spirit.
Chapter 13:
The whole system of brain, senses and muscles is called the system of relationship. The system must exert itself in all its parts, none of them being neglected for excelling in any one of the parts. To perfect any given activity, movement is needed provided that the action which occurs is connected with the mental activity going on.
Chapter 14:
The child whose intelligence is developed with the help of his hand reaches a higher level of intelligence and has a stronger character.
October 1, 2008
Rati Sivashankar
Chapter 1:
The greatness of the human personality begins at birth and any change to be brought about on earth has to come from children for they are the makers of man.
Chapter 2:
Education must incorporate biological and social aspects wherein it is not only an education of the sciences but that of life itself to help form a whole human being.
Chapter 3:
There are distinct phases of growth in a child 0 – 6y (0-3, 3-6); 6y – 12y; 12y– 18y (12-15, 15-18). The first period is when impressions do not merely enter the child’s mind but form it…this has been referred to as the Absorbent Mind.
Chapter 4:
The child’s life is a connection between two adult lives; the adult who creates the child and the other who the child becomes. The whole life of the child is an advance toward perfection; as a result the child will enjoy doing the work to complete himself.
Chapter 5:
A single germ cell multiplying to multiple cells and then the different cells evolving to perform unique functions cause the formation of a human being.
Chapter 6:
Within the embryo is summed up the whole evolution of a species and the ability to incorporate changes to itself in response to its environment.
Chapter 7:
The child absorbs his environment, takes everything from it, and incarnates it in himself. What children are exposed to in this young age can bring humanity to a deeper understanding, a higher well- being and to a greater spirituality….the child is one that brings us great hope and a new vision.
Chapter 8:
The child is following nature’s plan; he arrives at freedom which is the first rule of life. He achieves independence by means of continuous activity and becomes free by means of continuous effort.
Chapter 9:
It is of great importance that the first few days of the infant’s life are spent in close proximity to its mother with minimal intrusions to his being. After a short period the child may be exposed to its culture / language and surroundings as it actively seeks out its environment mentally.
Chapter 10:
Language in a child develops naturally like a spontaneous creation provided there is language in his environment. There is an unconscious activity that prepares speech in a young child followed by a conscious process which slowly awakens and takes from the unconscious what it can offer.
Chapter 11:
The child is born with an innate ability to hear and then form language in speech form. The child must be exposed to clear articulate language to serve the need to acquire language which unites communities.
Chapter 12:
It is often we the adults who obstructs the child, and so become responsible for anomalies that last a lifetime. The real preparation for education is the study of one’s self; it is far more than the learning of ideas, it is the training of character and preparation of the spirit.
Chapter 13:
The whole system of brain, senses and muscles is called the system of relationship. The system must exert itself in all its parts, none of them being neglected for excelling in any one of the parts. To perfect any given activity, movement is needed provided that the action which occurs is connected with the mental activity going on.
Chapter 14:
The child whose intelligence is developed with the help of his hand reaches a higher level of intelligence and has a stronger character.
The Absorbent Mind: The Absorbent Mind: Outline of Montessori Philosophy Part 2
October 1, Homework
The Absorbent Mind
Chapter 1: From the moment a child is born he is ready to learn and fulfill his destiny in the world that surrounds him.
Chapter 2: The child must be provided from birth with education to insure his success.
Chapter 3: Every stage of life is capable of different levels or forms of learning and physical and mental growth, the ages from birth – 6 being the most important.
Chapter 4: The child is an extension of their parents and also a new beginning for those parents.
Chapter 5: The development of an embryo from a single cell and how complex all the cells that multiply are to form a life.
Chapter 6: The development of cells their individuality, adaptability and importance to each living being.
Chapter 7: A child absorbs his environment and makes it his own, imprinting memories as he experiences life.
Chapter 8: A child has an inner need for independence, for his mental and physical development.
Chapter 9: From birth a child should part of his mother’s everyday life and be exposed to its new world and surroundings so it become comfortable with it and learns from it.
Chapter 10: A baby learns to speak from hearing human voices; the brain is programmed to favor that over any other sound it hears.
Chapter 11: How a child speaks develops from what he can hear and process and then verbalize, being sensitive to the sound of the human voice.
Chapter 12: The development of language should be carefully watched and the child should be allowed to express themselves, and we should be patient so we may understand.
Chapter 13: Movement is needed for the physical and mental development of a child.
Quote: All movement thus has a most intricate and delicate machinery. But in man none of it is established at birth. It has to be formed and perfected by the child’s activity in the world. Page 143
Quote: Dancing is the most individual of all movements, but even dancing would be pointless without an audience; in other words, without some social or transcendental aim.
Page 147
At my school there is one little girl that is very daring, loves to climb and hand upside down and swing from the play set wherever she can grab, trying to get higher every time. She scares us sometimes but we let her do as much as she wants at a safe level. Her movements have improved so much since last year. The best part of it all is that she has inspired movement in other children also. Even our three year old want to swing and hang upside down like her.
Quote: The child’s first instinct is to carry out his actions by himself, without anyone helping him, and his first conscious bid for independence is made when he defends himself against those who try to do the action for him. To succeed by himself he intensified his efforts. Page 90-91
When I read this right away I though of so many children that get so frustrated and upset when an adults does something for them because they (the adult) feel they need help or just can’t wait any longer for the child to be done. I watched this happen recently at school when a child was being picked up. The child wanted to open the sliding door on his mother’s van and attempted it several times to pull it. The mother waited for him to try a few time but then went ahead and opened the door. The child was so upset and started to cry and yell that “he wanted to do it”. She felt embarrassed because other parents were watching and I just felt sad for the little boy who just wanted to do it himself.
Quote: We can only use the machinery of our own language; no one but a child can construct his own machinery and so learn to perfection as many languages as he hears spoken about him. Page 111
We have a new little girl in our classroom that doesn’t speak a word of English, or I should say she didn’t speak a word of English when she started two weeks ago. She already says and understands the commands of our routine, wash hands, hanger, jacket, draw, line, paper, outside, and can follow and remember song that we sing at circle time. I am in constant amazement of what children can learn when it comes to languages. We have another little girl that last year didn’t speak English and is speaking almost perfectly this year. I can’t remember from one day to the next a word that she teaches me. When I started school in this country in Kindergarten I didn’t speak English either and remember clearly not understanding the teacher but I don’t remember when I started to understand. I know that by first grade I spoke and understood perfectly.
The Absorbent Mind
Chapter 1: From the moment a child is born he is ready to learn and fulfill his destiny in the world that surrounds him.
Chapter 2: The child must be provided from birth with education to insure his success.
Chapter 3: Every stage of life is capable of different levels or forms of learning and physical and mental growth, the ages from birth – 6 being the most important.
Chapter 4: The child is an extension of their parents and also a new beginning for those parents.
Chapter 5: The development of an embryo from a single cell and how complex all the cells that multiply are to form a life.
Chapter 6: The development of cells their individuality, adaptability and importance to each living being.
Chapter 7: A child absorbs his environment and makes it his own, imprinting memories as he experiences life.
Chapter 8: A child has an inner need for independence, for his mental and physical development.
Chapter 9: From birth a child should part of his mother’s everyday life and be exposed to its new world and surroundings so it become comfortable with it and learns from it.
Chapter 10: A baby learns to speak from hearing human voices; the brain is programmed to favor that over any other sound it hears.
Chapter 11: How a child speaks develops from what he can hear and process and then verbalize, being sensitive to the sound of the human voice.
Chapter 12: The development of language should be carefully watched and the child should be allowed to express themselves, and we should be patient so we may understand.
Chapter 13: Movement is needed for the physical and mental development of a child.
Quote: All movement thus has a most intricate and delicate machinery. But in man none of it is established at birth. It has to be formed and perfected by the child’s activity in the world. Page 143
Quote: Dancing is the most individual of all movements, but even dancing would be pointless without an audience; in other words, without some social or transcendental aim.
Page 147
At my school there is one little girl that is very daring, loves to climb and hand upside down and swing from the play set wherever she can grab, trying to get higher every time. She scares us sometimes but we let her do as much as she wants at a safe level. Her movements have improved so much since last year. The best part of it all is that she has inspired movement in other children also. Even our three year old want to swing and hang upside down like her.
Quote: The child’s first instinct is to carry out his actions by himself, without anyone helping him, and his first conscious bid for independence is made when he defends himself against those who try to do the action for him. To succeed by himself he intensified his efforts. Page 90-91
When I read this right away I though of so many children that get so frustrated and upset when an adults does something for them because they (the adult) feel they need help or just can’t wait any longer for the child to be done. I watched this happen recently at school when a child was being picked up. The child wanted to open the sliding door on his mother’s van and attempted it several times to pull it. The mother waited for him to try a few time but then went ahead and opened the door. The child was so upset and started to cry and yell that “he wanted to do it”. She felt embarrassed because other parents were watching and I just felt sad for the little boy who just wanted to do it himself.
Quote: We can only use the machinery of our own language; no one but a child can construct his own machinery and so learn to perfection as many languages as he hears spoken about him. Page 111
We have a new little girl in our classroom that doesn’t speak a word of English, or I should say she didn’t speak a word of English when she started two weeks ago. She already says and understands the commands of our routine, wash hands, hanger, jacket, draw, line, paper, outside, and can follow and remember song that we sing at circle time. I am in constant amazement of what children can learn when it comes to languages. We have another little girl that last year didn’t speak English and is speaking almost perfectly this year. I can’t remember from one day to the next a word that she teaches me. When I started school in this country in Kindergarten I didn’t speak English either and remember clearly not understanding the teacher but I don’t remember when I started to understand. I know that by first grade I spoke and understood perfectly.
Monday, September 29, 2008
October 1 Homework
Chapter 1
Everytime a baby is born there is a new chance for a better person to exist on our planet, who can create a better, peaceful, loving world.
Chapter 2
Education begins at birth and should incorporate all aspects of the human in order to create a healthy normalized person.
Chapter 3
There are three stages to human growth. The greatest changes occur from 0-6 and 12-18. After 18 we only grow in age.
Chapter 4
People and animals live two lives, one as parent and one as a member of society. Our better half comes through with our children.
Chapter 5
Nature is brilliant. Every organ in our body is intricate and all the organs are interconnected yet man is created from a single cell.
Chapter 6
The newborn baby is like the single cell. He is about to transform through absorbing his environment in to a man of his time that can accomplish wonders.
Chapter 7
Surroundings and experiences in childhood have an immense effect on the spirit of man. You cannot change or fix an adult. To influence society we must turn our attention to childhood.
Chapter 8
It is normal for a child to want to be mentally and physically independent. A child achieves freedom through constant movement, work and interaction with the environment.
Chapter 9
At first a child must remain with his mother but then needs mental stimulation through social interactions for psychological health.
Chapter 10
Learning your first language happens effortlessly through absorption. It is incredible how easily and effortlessly a child learns to speak correctly by the age of 6.
Chapter 11
Hearing human voices stimulates and excites a baby more than any other sound. Babies need to be exposed to adult language spoken clearly.
Chapter 12
If children do not or cannot communicate or be understood it may cause tantrums and if they are not gently encouraged to speak it can cause a permanent difficulty with speech.
Chapter 13
Mental development and physical development go hand in hand. Work is inseparable from movement.
Quotes and experiences…
1. "It is because the adult cannot always understand what the little child is trying to say that the child’s bouts of irritation and anger occur…All his efforts if not crowned with success, provoke him to rage." (128)
2. "…It often happens that a child does not react violently. It might be better if they did, because the child who gets angry has discovered how to defend himself, and may then develop normally. But when he replies by a change of character, or by taking refuge in abnormality, his whole life has been damaged. Adults are unaware of this and think there is nothing to worry about unless the child gets angry." (p132)
3. "I have worked for a long time…trying to make myself the child’s interpreter, and have noted with surprise how if you try to do this for them, they come running to look for you, as if understanding that here is someone who can help them."(p133)
4. "It seems clear that the tiny child’s basic need for order takes priority over all other social claims that the world may make upon him." (135)
I found chapter 12 very interesting; I had to pick four quotes and examples because I felt they all were connected. I was reminded of experiences with my son (3) and daughter (4 ½) and one of my students, named E (4 1/2).
My son C just turned three. C is having a lot of tantrums lately. The minute something does not go as expected or requires effort he gets furious and cannot be calmed down until we can figure out and mend the disorder that has disturbed him. This rage is shocking to us but to read that this is normal and actually a healthy response is a comfort.
Next I think of E my student who is 4 ½ and does not speak clearly and is very hard to understand. When you ask her to repeat herself she does but lately is beginning to respond with "Just forget it." It is easier to just give up than have to repeat herself continually to everyone. I see now that the fight to communicate in C may be better than E giving up.
E’s friend M also 4 1/2 speaks perfectly but since school began she is spending more and more time with E and she has begun to talk like E- using a silly babyish voice. It worries me because she doesn’t know that E isn’t trying to be silly (although E does act silly to cover up her difficulty with speaking.) I'm not sure what to say or do. I am worried that M will offend E. I have simply told M I don’t understand her and to please speak clearly when she is talking to an adult.
Finally, I think of how fortunate my son is to have his big sister. She is his best interpreter. When ever I don’t know what he has said I ask my daughter and she always knows. Fortunately her ability to translate has not diminished C's need to talk and make himself heard.
Everytime a baby is born there is a new chance for a better person to exist on our planet, who can create a better, peaceful, loving world.
Chapter 2
Education begins at birth and should incorporate all aspects of the human in order to create a healthy normalized person.
Chapter 3
There are three stages to human growth. The greatest changes occur from 0-6 and 12-18. After 18 we only grow in age.
Chapter 4
People and animals live two lives, one as parent and one as a member of society. Our better half comes through with our children.
Chapter 5
Nature is brilliant. Every organ in our body is intricate and all the organs are interconnected yet man is created from a single cell.
Chapter 6
The newborn baby is like the single cell. He is about to transform through absorbing his environment in to a man of his time that can accomplish wonders.
Chapter 7
Surroundings and experiences in childhood have an immense effect on the spirit of man. You cannot change or fix an adult. To influence society we must turn our attention to childhood.
Chapter 8
It is normal for a child to want to be mentally and physically independent. A child achieves freedom through constant movement, work and interaction with the environment.
Chapter 9
At first a child must remain with his mother but then needs mental stimulation through social interactions for psychological health.
Chapter 10
Learning your first language happens effortlessly through absorption. It is incredible how easily and effortlessly a child learns to speak correctly by the age of 6.
Chapter 11
Hearing human voices stimulates and excites a baby more than any other sound. Babies need to be exposed to adult language spoken clearly.
Chapter 12
If children do not or cannot communicate or be understood it may cause tantrums and if they are not gently encouraged to speak it can cause a permanent difficulty with speech.
Chapter 13
Mental development and physical development go hand in hand. Work is inseparable from movement.
Quotes and experiences…
1. "It is because the adult cannot always understand what the little child is trying to say that the child’s bouts of irritation and anger occur…All his efforts if not crowned with success, provoke him to rage." (128)
2. "…It often happens that a child does not react violently. It might be better if they did, because the child who gets angry has discovered how to defend himself, and may then develop normally. But when he replies by a change of character, or by taking refuge in abnormality, his whole life has been damaged. Adults are unaware of this and think there is nothing to worry about unless the child gets angry." (p132)
3. "I have worked for a long time…trying to make myself the child’s interpreter, and have noted with surprise how if you try to do this for them, they come running to look for you, as if understanding that here is someone who can help them."(p133)
4. "It seems clear that the tiny child’s basic need for order takes priority over all other social claims that the world may make upon him." (135)
I found chapter 12 very interesting; I had to pick four quotes and examples because I felt they all were connected. I was reminded of experiences with my son (3) and daughter (4 ½) and one of my students, named E (4 1/2).
My son C just turned three. C is having a lot of tantrums lately. The minute something does not go as expected or requires effort he gets furious and cannot be calmed down until we can figure out and mend the disorder that has disturbed him. This rage is shocking to us but to read that this is normal and actually a healthy response is a comfort.
Next I think of E my student who is 4 ½ and does not speak clearly and is very hard to understand. When you ask her to repeat herself she does but lately is beginning to respond with "Just forget it." It is easier to just give up than have to repeat herself continually to everyone. I see now that the fight to communicate in C may be better than E giving up.
E’s friend M also 4 1/2 speaks perfectly but since school began she is spending more and more time with E and she has begun to talk like E- using a silly babyish voice. It worries me because she doesn’t know that E isn’t trying to be silly (although E does act silly to cover up her difficulty with speaking.) I'm not sure what to say or do. I am worried that M will offend E. I have simply told M I don’t understand her and to please speak clearly when she is talking to an adult.
Finally, I think of how fortunate my son is to have his big sister. She is his best interpreter. When ever I don’t know what he has said I ask my daughter and she always knows. Fortunately her ability to translate has not diminished C's need to talk and make himself heard.
Tuesday, September 16, 2008
Monday, September 15, 2008
Outline of Montessori Philosophy Part 2
CMTE NJ 2008 Assignments:
Students will read The Absorbent Mind. They will write a summary sentence for each chapter. They will write five quotes from five different chapters they see as significant. They will write five examples from their experience in the classroom that confirms, contradicts or raises questions about these quotations. They will comment on one of each classmates examples.
Students will research and write a three page paper on Montessori and Peace Education. One page details a method of incorporating a peace curriculum in the 3-6 classroom. Further details will be provided during the course.
Each Student will write a comparison of Montessori and another educational model. Details to be provided during course.
Album check on final night of class. Philosophy albums should contain tabbed sections according to the document: Guide to Organizing Your Philosophy Album.
Sessions Dates and Assignments:
1. September 24 Wednesday The Village School, Warwick NJ 5:00PM to 8:00PM.
Receive Notes and details of assignments:
Assignment For October 1: Online session. By October 1, 5 pm you must read The Absorbent Mind. [Chapter 1-13] and
a. Post one sentence sumary of each chapter.
b. Post 3 quotes relating to:
Sensitive Periods,
Normalization,
Psychic Principles,
Prepared E Environment,
Role of the Teacher.
c. Post three examples from your experience with children that confirms,
contradicts or raises questions about these quotations.
2. October 1, Wednesday Online. 5:00PM.
View and comment on class postings.
Assignment for October 8:
a. Post summaries of chapters 14-28 of The Absorbent Mind.
b. Add two more significant quotations from these chapters.
c. Add two more experiences from your classroom that confirm, contrdict or
question the meaning of these quotations.
3. October 8, Online by 5 PM:
a. Read the class' postings. Make at least three comments on the
postings, quotations or experiences.
b. Research and Write a two page paper on Peace Education. It must
include a lesson plan for how you will implement Peace Education in the
3-6 classroom.
4.October 15 Online by 5 PM Final class
a. Post paper on Peace Education.
b. Post links to other methods of Education such as Reggio Emilia,
Rudolf Steiner Waldorf, High/Scope, Bank Street,
c. Comment on similarities and differences between Montessori and one
of these or another method.
Albums will be checked at another time.
Students will read The Absorbent Mind. They will write a summary sentence for each chapter. They will write five quotes from five different chapters they see as significant. They will write five examples from their experience in the classroom that confirms, contradicts or raises questions about these quotations. They will comment on one of each classmates examples.
Students will research and write a three page paper on Montessori and Peace Education. One page details a method of incorporating a peace curriculum in the 3-6 classroom. Further details will be provided during the course.
Each Student will write a comparison of Montessori and another educational model. Details to be provided during course.
Album check on final night of class. Philosophy albums should contain tabbed sections according to the document: Guide to Organizing Your Philosophy Album.
Sessions Dates and Assignments:
1. September 24 Wednesday The Village School, Warwick NJ 5:00PM to 8:00PM.
Receive Notes and details of assignments:
Assignment For October 1: Online session. By October 1, 5 pm you must read The Absorbent Mind. [Chapter 1-13] and
a. Post one sentence sumary of each chapter.
b. Post 3 quotes relating to:
Sensitive Periods,
Normalization,
Psychic Principles,
Prepared E Environment,
Role of the Teacher.
c. Post three examples from your experience with children that confirms,
contradicts or raises questions about these quotations.
2. October 1, Wednesday Online. 5:00PM.
View and comment on class postings.
Assignment for October 8:
a. Post summaries of chapters 14-28 of The Absorbent Mind.
b. Add two more significant quotations from these chapters.
c. Add two more experiences from your classroom that confirm, contrdict or
question the meaning of these quotations.
3. October 8, Online by 5 PM:
a. Read the class' postings. Make at least three comments on the
postings, quotations or experiences.
b. Research and Write a two page paper on Peace Education. It must
include a lesson plan for how you will implement Peace Education in the
3-6 classroom.
4.October 15 Online by 5 PM Final class
a. Post paper on Peace Education.
b. Post links to other methods of Education such as Reggio Emilia,
Rudolf Steiner Waldorf, High/Scope, Bank Street,
c. Comment on similarities and differences between Montessori and one
of these or another method.
Albums will be checked at another time.
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