10/8/2008 Assignment 2
Philosophy Part II
The Absorbent Mind
Feng Mei Shao
In Chapter 15, we learn that we, as teachers, should be careful not to destroy any of life’s natural tendencies.
In Chapter 16, we learn that the child is completely dependent on us early on, then he/she progresses to take control of his/her life.
In Chapter 17, the real explosion takes place in inner personality; the child will find himself under his own circumstances and not through educational method.
In Chapter 18, Montessori discusses the upbringing of a child; the mother should not threaten or pamper, but let the child “normalize”.
In Chapter 19, Montessori discusses classification of children into society groups, if they are “good” or “bad”
In Chapter 20, children need to achieve their own character; they do not need so much help from the outside as they do from their inner character.
In Chapter 21, the child is a spiritual builder who influences his own free development, they act under natural laws.
In Chapter 22, children develop by their own in groups; their social development is done in schools.
In Chapter 23, children first try to develop themselves, then they put the group first and develop for the whole.
In Chapter 24, mistakes and correction methods are used, gently correcting a child is best as he develops on his own.
Quote: “It is as though nature had drawn a dividing line; on the one side are happenings we can no longer remember: on the other side is the beginning of memory.” (p.165)
When this boy walked into classroom in the morning, he said that wanted to complete the math today. (He works on math everyday). After attendance, he prepares two rugs and the needed materials. He opens the container first, and takes out one set of numerals (10, 20, 30 … 100). He mixes up the cards, and then finds the corresponding one. Afterwards, he takes the Numeral Cards 10, 20. 30,…100 and matches them with the corresponding beads. As he worked, he was very quiet and concentrated. Occasionally, he would stop to take a break. He would get a snack, talk to other children, then go back to work. When he found that there were some numbers that he was confused about, he called a teacher over to help him. He spent 2 hours focusing on this activity. I have found that he is interested in math, because when he is free to choose whichever activity he wants to do, he always chooses the math. There are prepared environments for children at each successive developmental plane.
Philosophy Part II
The Absorbent Mind
Feng Mei Shao
In Chapter 15, we learn that we, as teachers, should be careful not to destroy any of life’s natural tendencies.
In Chapter 16, we learn that the child is completely dependent on us early on, then he/she progresses to take control of his/her life.
In Chapter 17, the real explosion takes place in inner personality; the child will find himself under his own circumstances and not through educational method.
In Chapter 18, Montessori discusses the upbringing of a child; the mother should not threaten or pamper, but let the child “normalize”.
In Chapter 19, Montessori discusses classification of children into society groups, if they are “good” or “bad”
In Chapter 20, children need to achieve their own character; they do not need so much help from the outside as they do from their inner character.
In Chapter 21, the child is a spiritual builder who influences his own free development, they act under natural laws.
In Chapter 22, children develop by their own in groups; their social development is done in schools.
In Chapter 23, children first try to develop themselves, then they put the group first and develop for the whole.
In Chapter 24, mistakes and correction methods are used, gently correcting a child is best as he develops on his own.
Quote: “It is as though nature had drawn a dividing line; on the one side are happenings we can no longer remember: on the other side is the beginning of memory.” (p.165)
When this boy walked into classroom in the morning, he said that wanted to complete the math today. (He works on math everyday). After attendance, he prepares two rugs and the needed materials. He opens the container first, and takes out one set of numerals (10, 20, 30 … 100). He mixes up the cards, and then finds the corresponding one. Afterwards, he takes the Numeral Cards 10, 20. 30,…100 and matches them with the corresponding beads. As he worked, he was very quiet and concentrated. Occasionally, he would stop to take a break. He would get a snack, talk to other children, then go back to work. When he found that there were some numbers that he was confused about, he called a teacher over to help him. He spent 2 hours focusing on this activity. I have found that he is interested in math, because when he is free to choose whichever activity he wants to do, he always chooses the math. There are prepared environments for children at each successive developmental plane.
Quote: “We may regard everything concerning character under the guise of human behavior.” (p.194)
On Share Day, a child will bring his or her own favorite thing to classroom to share with everyone. When the child brings something in, he or she will a few minutes to describe it. Then, other children will ask questions about it, or make comments about it. They will ask things such as “Where you get it?”, “Who give to you?”. However, a few younger or quieter students will be very timid and will not know what to say about what they brought in. In these cases, the teacher will give guidance and tell the child to say something simple like, “I like it.” In the social environment, the children help and learn from each other, by sharing or talking. They develop confidence, self-esteem and nurturing skills as well as skills in maintaining their love for learning.
Quote: “Once we have created an environment in which all the objects are attuned to children’s developmental needs, we have done all that is needed to produce this phenomenon.” (p. 244)
J is a 5 ½ year, in her second year in Montessori school. During the week, she spends a few days in a special school. She has never spoken to anybody. This year was the first year that she began to speak a little bit to others. All her movements are very slow because her hands are not well coordinated. Because the activities in the classroom such as Practical Life- Pouring Activity, buttoning, and folding, Sensorial-Pink Tower, Broad Stairs, Geometric Cabinet work, help to strengthen her muscles and hands, when she is working on them, she often repeats what she does many times. Those works are reinforces aided by touch, light tracing. I observed that she was very concentrated in her work. Also, she alternates the way she works too. For some activities, she will place things differently or move all the different objects around. One day I decided to give her new lesson – Metal Insets presentation I. Metal Insets are exercises that give practice in pencil control, and draw shapes to produce the graphic symbols of the English alphabet. The teacher’s role is to step back and not interrupt and giving children a sense of control did it.
On Share Day, a child will bring his or her own favorite thing to classroom to share with everyone. When the child brings something in, he or she will a few minutes to describe it. Then, other children will ask questions about it, or make comments about it. They will ask things such as “Where you get it?”, “Who give to you?”. However, a few younger or quieter students will be very timid and will not know what to say about what they brought in. In these cases, the teacher will give guidance and tell the child to say something simple like, “I like it.” In the social environment, the children help and learn from each other, by sharing or talking. They develop confidence, self-esteem and nurturing skills as well as skills in maintaining their love for learning.
Quote: “Once we have created an environment in which all the objects are attuned to children’s developmental needs, we have done all that is needed to produce this phenomenon.” (p. 244)
J is a 5 ½ year, in her second year in Montessori school. During the week, she spends a few days in a special school. She has never spoken to anybody. This year was the first year that she began to speak a little bit to others. All her movements are very slow because her hands are not well coordinated. Because the activities in the classroom such as Practical Life- Pouring Activity, buttoning, and folding, Sensorial-Pink Tower, Broad Stairs, Geometric Cabinet work, help to strengthen her muscles and hands, when she is working on them, she often repeats what she does many times. Those works are reinforces aided by touch, light tracing. I observed that she was very concentrated in her work. Also, she alternates the way she works too. For some activities, she will place things differently or move all the different objects around. One day I decided to give her new lesson – Metal Insets presentation I. Metal Insets are exercises that give practice in pencil control, and draw shapes to produce the graphic symbols of the English alphabet. The teacher’s role is to step back and not interrupt and giving children a sense of control did it.
