A World of Distractions

It's not easy being a student sometimes. And being a Distance Learning student has its own challenges. I know lots of us choose the Distance Learning course for very different reasons. Some live too far away from college to commute, both in the UK and abroad; some have day jobs which they cannot give up to study. And some, like me, are also parents with childcare responsibilities that mean it would be totally impossible to do any course that requires a regular commitment to college attendance.

For people like me, then, the chance to study a little more 'remotely' is an absolute lifesaver. My three children are very small. There is no way I would be able to have trained to become a Montessori pre-school teacher without Distance Learning. It has let me take a different avenue in my life, enabled me to study something I am passionate about, supported me through a time where, if it weren't for the flexibility of doing the Early Childhood Course via distance learning at MCI, I would not have been xable to study at all. I am very grateful and positive about the experience and feel I am lucky to have had the opportunity to learn the latest research on child development, to hone my teaching skills, to discover the truly amazing world of the Montessori Method. 

Having studied full-time for my degree many years ago as a single person without children, I know that any course has difficulties that must be overcome. Distance Learning is no exception; those challenges are just different ones this time around. As I sit and prepare my final assignment, I become aware once again of just how those difficulties manifest themselves. 

I tend to do most of my study at weekends when my husband is around to help look after three small and very demanding girls, after spending a hard week at work. And sometimes it's somewhat harder to create my own 'prepared environment' to foster my concentration than it is in the Montessori setting.

I sit in my study, tapping away, trying in vain to find that perfect quote. Which of Montessori's books did it come from? As I shut my eyes to concentrate, there is a series of loud shrieks from the room next door as one small girl remonstrates with another, then the padding of feet across the hall and my door is wrenched open. In tumble two cross, red-faced children, mouths open, both passionately describing who pinched who first. Then the baby crawls in as I am trying to usher the two out, picks up my text books from the floor and begins to eat them. My husband attempts to entice all three out of the study. The noise level reaches new heights.

By this time, I've practically forgotten what my name is, let alone what point I was trying to prove with my long-lost quote.

I also work in the evenings. This is normally calmer, as hopefully the children are in bed. But sometimes, sadly, they have other ideas; the stairs become a busy thoroughfare with them descending and me marching them back up to bed with a drink, a book, a toy, a blanket, a watering can (yes, really) or anything else that they decide Can Not Wait Until Morning. And sometimes, after feeding them, bathing them, reading stories, singing lullabies, settling imaginary friends and finally shovelling them all into their own beds, I am so tired that after about an hour or so, I realise I've spent the last few minutes doing less evaluating and more staring into space. I really ought to call it a day myself.

Studying from home means having to be very fierce about resisting distractions, whether they be pleasant ones, spending time with my family, or less alluring ones, loading the washing machine, changing the beds, cleaning the house.

My family are pretty supportive, but I do feel a little guilty when I hear my five year old role-playing with my three year old, saying 'I must do my essay now.' 

Still, as another month goes by, another milestone is ticked off. One more assignment deadline to go and I move into a new phase of the course, concentrating on my teaching practice and then exams. There's still some way to go, lots of hard work ahead, but studying via Distance Learning has meant I've managed to come so far and learn so much and for that I am truly thankful.

What are your distractions when studying or working? Let us know in the comments below!

The Montessori Method II

This is the latest in a series of regular blogs from Barbara Isaacs, Academic Director of Montessori Centre International, Europe’s No.1 Montessori Teacher Training Organisation.

This article first appeared in http://www.teachprimary.com/teachnursery/.

We hope you enjoy the piece. Please let us know your thoughts.

Montessori education is well-known for its sensory focus, which lies at the heart of young children's learning. The sensorial apparatus, activities and materials are designed to enhance the child's understanding of shapes, colours, textures, sounds, tastes and smells.

In Montessori settings exploration using all the senses provides the starting point of the early years curriculum. Practical life and sensorial activities offer young children opportunities to develop manipulative skills and eye-hand coordination, as well as problem solving and thinking skills. This early independence and exploration are the foundation for creative thinking, as well as the basis for later more academic work. 

Many of these activities are available to children inside the classroom and are extended to the outdoors when appropriate. The key is to build on learning facilitated by these materials and place it in context of the child's everyday experience. Many of the sensory materials develop cognitive frameworks which support the child's organisation and classification skills. These learning opportunities can be applied to the free-flow nature of early years practice advocated today; however, Montessori (2007), along with Froebel, recommended close contact with nature and talked about “taking the inside out and bringing the outside in”. 

Exploring textures

When speaking about textures we usually consider experiences which involve children's hands in finding out about rough, smooth, sticky, knobbly, spiky, silky surfaces. Children in Montessori settings explore fabrics, papers, stones, trees and other natural materials for texture. Starting with spontaneous exploration of treasure baskets and heuristic bags, Montessori toddlers gradually progress on to the more formal activities, matching and grading textures of sand paper and fabrics as well as a variety of different types of paper. This exploration is accompanied with conversations and discussion during which the child and adult describe the shared experience.  The final stage of this learning is evident when young children begin to use the rich experiences and language originally associated with Montessori sensory materials in the every day context of their nursery life. 

Have you considered providing some of these experiences by organising a sensory walk in your garden and offering children more than just the chance to encounter different textures? Sounds and smells can be easily incorporated into the sensory walk in which textures will guide the children in their exploration.

If you are in the process of designing your garden, you may consider planning for a permanent sensory  walk, but you could also design a less permanent experience with opportunities for changes in the surfaces reflecting seasons and providing children with a 'sensory obstacle course'.

Using old tyres you could offer children sensory areas for their feet. There are an array of materials with which you could fill the tyres to make this walk exciting for young children – for example, different textures of sand, pebbles, leaves and grass cuttings, as well as off-cuts of different types of fabrics, paper or plastic materials. You could also mix herbs and scents with you textures to enhance the experience.

And to make it even more fun you could connect the tyres or areas of exploration with walkways using wooded planks to make the challenge of reaching the next 'tyre of discovery' a little more exciting. Using different types of footwear according to the season with bare feet in the spring and summer could make this activity even more fun for the children. 

Taking it further

Fast track your career with a Montessori teaching qualification...

Montessori Centre International is Europe’s largest Montessori training college, based in central London with regional study centres. It offers two main courses, a diploma and foundation degree. Study is available: full, part-time and distance learning.

            To find out more about Montessori teacher training, log on to montessori.org.uk or phone 020 7493 8300.

The Montessori Method

We have pleasure in introducing the first of a series of regular blogs from Barbara Isaacs, Academic Director of Montessori Centre International, Europe’s No.1 Montessori Teacher Training Organisation.

This article first appeared in http://www.teachprimary.com/teachnursery/.

We hope you enjoy the piece. Please let us know your thoughts.

Children attending Montessori settings are encouraged to be independent in every aspect of their life at nursery. They are given opportunities to make choices about their activities, and therefore  spontaneous engagements with the environment and child-led activities flourish. Freedom of choice is promoted on the understanding that there are also some rules linked with the freedom – such as making sure activities are left ready for another child to use. This type of social focus promotes freedom with responsibility, as well as social awareness and initiative, because once children know the routine they are in charge. 

The approach requires consistency from the adults, as well as an understanding that children need to be shown, helped, reminded and given time to undertake tasks such as washing up after a snack – and remember, the job may not be done to our adult expectations, because children need opportunities to develop competence through repetition. The bonus for the child is a feeling of achievement, and control over their actions and environment.  

Paint a picture

There are many routines in the daily life of the Montessori classroom which promote this sense of achievement such as the setting of a table, helping oneself to a café-style snack and also washing up dishes at the end. Children are also encouraged to think about their friends by returning activities where they found them, for example placing books back on the bookshelf or making sure that the unused resources from the art trolley are returned to their appropriate boxes and baskets.   

A good example of such a routine is painting and washing the easel afterwards. As most children enjoy painting and using water, this routine offers the practitioner a perfect opportunity to introduce the whole cycle of activity starting with deciding to paint and finishing by leaving a clean easel and washing one's hands. Consider the sequence of steps required for this activity and how they support all aspects or learning and development:

• Making the decision to paint 
• Remembering to put on an apron and rolling up one's sleeves
• Deciding what size paper to use
• Attaching it to the easel
• Choosing the colours to use
• Painting the picture 
• Writing one's name on the picture, either by oneself or with the help of the practitioner
• Taking the picture off 
• Putting it out to dry
• Fillinng up a bucket with enough water to be able to wash the easel
• Squeezing the sponge/cloth 
• Wipingg the easel and the paint pots if necessary
• Making sure they are clean
• Rinsingthe sponge or cloth 
• Emptying the water from the bucket
• Checking that there is no spilled water and mopping it if necessary 
• Washing one's hands
• Taking off the apron

Each step also requires its own skills and procedures – indeed they involve an array of problem-solving, remembering, thinking and physical skills.

This method also requires a different approach from the adult, who must make sure that the environment is ready and enables children to perform all these steps on their own – for example, the apron, paper and paints need to be ready for use, the picture drying area needs to be accessible and manageable for the child, the bucket and sponge need to be nearby, as does the mop for drying up any spills. And just imagine the child's face at the end: a triumph of autonomy!

If you are tempted to try this, but are anxious about it working, why not try it as part of your outdoor activities first. You will be amazed how quickly the children will be eager to participate, and if you persevere, you will be able to introduce it inside within couple of months. Why not empower the children to be in charge of their painting activities?

Taking it further

Fast track your career with a Montessori teaching qualification...

Montessori Centre International is Europe’s largest Montessori training college, based in central London with regional study centres. It offers two main courses, a diploma and foundation degree. Study is available: full, part-time and distance learning.

            To find out more about Montessori teacher training, log on to montessori.org.uk or phone 020 7493 8300.

MSA membership is now over 4000

The Montessori Schools Association (MSA) has been steadily developing from strength to strength and we are pleased to announce that we now have over 4000 MSA members across the UK. The MSA is a professional organisation that supports Montessori Schools and teachers throughout the UK. The MSA provides information, advice, subsidised continued professional development training and networking opportunities to our members whilst raising the profile of Montessori education within the government and with the public. 

There are 11 regions in the UK and each region has its own Regional Chairman to provide support locally and invite members to regular regional meetings. Essentially, the MSA’s vision is to foster communication and unity within the Montessori movement throughout the UK and to provide support and guidance to members and their schools, irrespective of size, premises or financial position. 

The schools in membership adhere to a Code of Practice which defines the commitment of each school to the promotion of quality in Montessori settings.  Join this growing organisation in its mission of creating higher standards and increased credibility in the Foundation years and Primary Education sectors for the benefit of Montessorians and for the families and children in our schools. Visit www.montessori.org.uk/msa

 

Walking in a Winter Wonderland

It’s well and truly winter here in my part of the world. The holidays are over, celebrations done and in this corner of England at least, Spring feels a long, long way away. It had been unseasonably warm by comparison; first shoots of daffodil, snowdrop and tulip had pushed their way out of the earth. The garden birds had started to sing and it was mild enough to go for long walks on the beach (although despite what my daughters seemed to think, the water was still cold when it floods over the top of your wellies)

But it’s a false dawn; we are still weeks away from Spring and very recently, the snow we'd been waiting for finally fell; how will those tender green shoots cope? How will the birds and animals fare with this sudden icy blast? Nature might have been fooled, but not me. I’m still working hard at my assignments. I have two more to go.  One last big push to get me through to that end point, which is almost beyond my imagination. Just as I can barely remember what life was like before the winter came, so I struggle to recall how things were before I spent every spare minute working on an assignment.

 

As a mother of three small children, I’m quite used to multi-tasking, but these last months since I started the Early Childhood Course have taken it to a whole new level.  When I have eventually shovelled everyone into bed, I hit the books. I walk around like a bloodhound searching out a scent, whether I’m shopping or strolling in a wood, on the hunt for something I might be able to use in an activity. I am finding it hard to answer the door without tripping over piles of Useful Scavenged Stuff that hasn’t thus far proved that useful, but from which I daren’t part.

 

At night, I struggle to sleep because my brain is whirring, trying to think of ideas for my lesson plans. There is never any rest! I got the inspiration for my current assignment while doing the washing up, writing a shopping list and insisting that it really isn’t warm enough for a three year old to go outside without tights on.  

 

So, here I am, planning these last two assignments, waiting for Spring, knowing that when it finally does arrive, I will have finished. But the thing is, I know in reality I will never finish. I'm just beginning. I may not have any more assignments to do. But I’ll have teaching practice, exams… and even after they’re over (which I guess one day they will be) I won’t stop. I will never cease the hunt for activity materials. I will never stop taking inspiration from Nature. My house will never be a cardboard free zone. This is my life now, my Montessori life. And I love it. 

In what ways has Montessori changed your life? Let us know in the comments below.

 

Welcome to the Editor

Over the next three issues of Montessori International we will be focusing on three prime areas of the revised Early Years Foundation Stage, namely: personal, social and emotional development; physical development; and communication and language. For this issue, which looks at the first area, we are exploring 'meaningful relationships'. The core of this exploration are three articles by Antonella Cirillo, Elspeth Denchfield and Jeremy Clark that discuss meaningful relationships - respectively - in theory, practically in the nursery and practically in the home. These key articles are supplemented by Sally Goddard Blythe's piece on the debate about stress levels of children in child care,and of course - having already touched on relationships at home in Jeremy Clarke's article - it is also worth mentioning in this context Kristin Hulass Sunde's interview of Kathi Hughes, the author of the Charity's forthcoming book on parenting, available in March.

In addition to regular sections such as 'Research Watch' and reviews we have a lot of news this time round, including school news, a preview of the 2012 MSA National Conference, and a short article and pictures from last December's very successful MCI Graduation Ceremony and MEAB Awards. So, welcome to this issue - I hope you find it both enjoyable and enlightening. 

My final word though must be a big thank you to Barbara Isaacs for stalwart editorial assistance and guidance along the Montessori path.

Best wishes,

To order your issue or to subscribe please visit our online shop.

 

Looking Backwards, Going Forwards

It doesn't seem long at all since I was writing a post about saying goodbye to 2010, the year when I became a distance learning student on the Early Childhood Course and here I am again, a whole year later, a whole year further on in my journey.

The end of the year is always a good time to look backwards. Time to reflect on what you have - or haven't - achieved in twelve months. I'm still a student, doing the same course, still working away at my assignments, still stressing over deadlines.  For me, on the surface at least, things have stayed the same. 

Stayed the same, yet changed immeasurably. I've changed. I've experienced so many wonderful things on this course. I've met some fantastic people: my tutors, the other distance learning students on the Apparatus course, but the real change is down to the children. The children I've had the pleasure of working with over the last few weeks of my teaching practice in particular. A chance to test out the theories I've learned on the course for real.

These children have been inspiring, perplexing, heartening, hilarious, vital. And most of all, they've made me realise that they are the heart of everything I do as a trainee Montessori teacher. They are individuals, but they help me consider the essence of the child every time they surprise me with something new - a new movement, a new way of considering the material, of relating to the world.

It's because of them that I have had the chance to start again, not just in my career but in the way I look at the world. What a privilege to have the pre-conceptions and prejudices of an adult viewpoint wiped away and to be able to look again through a child's eyes. The passing of the seasons, the beauty of the skies, the intricacies of the patterns in nature. It has been a joy to experience those anew. I love seeing them come up with the answer to their own questions; working out where Jupiter is in the night sky, or discovering what anteaters have for breakfast. My house is groaning with the weight of things I would previously have thrown away or never have collected in the first place which Might Come In Useful One Day. (Must remember to move that collection of pinecones from the radiator...)

Next year, as I continue on my path to becoming a Montessori teacher, I will also continue to celebrate the children's achievements and individuality and to empathise with their struggles. I know that the world will remain an amazing place, but in ways I cannot possibly foretell, with them at the helm one day. Staying the same, but yet changing, growing and improving. I can't ask for anything more for the new year for myself and I wish the same for you for a wonderful 2012. 

What have been your highlights of this year? Please let us know in the comments below!
 

 

Awards Night for Montessori

Montessori Centre International Graduation Ceremony & MEAB Awards, December 2^nd 2011 

MCI graduates, families and Montessori schools that achieved MEAB accreditation during the Autumn of 2011 gathered at the Institute of Education, University of London on Friday 2^nd to celebrate their achievements.

It was a delight to see over 100 students, from many backgrounds and cultures, so happy and positive about their achievements.

The guest speaker on the night was Professor Mick Waters who currently works with primary schools in the Black Country.  He is also one of the founder members of the Children’s University and as Chief Education Officer in Manchester supported the introduction of the Montessori approach at Gorton Mount Primary school.

Following a welcome by Barbara Isaacs, Academic Director of Montessori Centre International, Professor Waters, shared some of his research and encouraged the audience to consider how children learn and how adults can engage with them to make the learning exciting and relevant to their interests. 

He shared some delightful anecdotes from primary school children who were interviewed about their achievements which included looking after animals and achieving in sport.  Their colourful comments highlighted the significant role extracurricular activity plays in helping children excel at school.

Dr. Martin Bradley the chair of the Montessori Schools’ Association introduced the MEAB accreditation awards.  Among the MEAB schools to receive their plaques on the night were the Gulf Montessori Schools in Dubai and Kuwait, their principal and co-owner Mrs Hala Roumani came to London to receive the plaques personally. 

Recognition of the quality of Montessori provision in the two Gulf nurseries reflects the consistently high standards of Montessori teacher training Mrs Roumani  and her team deliver on behalf of MCI in Dubai. 

Mrs Roumani must be congratulated on the Centre’s recent success in gaining  recognition in the UAE for the MCI International Diploma in Montessori Pedagogy.  You can find out more about Mrs Roumani’s achievement throughout the latest issue of Montessori International magazine.

The Bloomfield Awards, offered to MCI graduates in memory of Mrs Ruth Bloomfield the founder of the Maria Montessori School in Exeter and a trustee of Montessori St. Nicholas Charity,  were introduced  by Philip Bujak, the CEO of the charity and presented by Wendy Compson, one of the trustees.  The recipients were Maria Coetzee, Kathryn Gardner and Rabia Ali.

The celebrations continued well into the evening and everyone at Montessori St Nicholas, MCI and MEAB wish the accredited schools and graduates every success in their future work with children. 

Press Release: New Book Available March 2012

Montessori St Nicholas, the UK’s largest Montessori charity is delighted to announce the publication of a new parenting book: Building Strong Foundations: What Montessori can offer your family. The book takes a fresh look at family life to help parents put the child at the heart of the home and unlock their amazing potential. Packed with ideas and advice, it is relevant to parents of young children from birth upwards.

Philip Bujak, Montessori CEO says, “The parenting journey is awe-inspiring, life changing and challenging. The young child is full of future possibility.  This isn’t a how to manual on the right way to raise children. We simply hope this book will provide new insight and perspective to parents on how to bring out the best in children, whatever their budget.  Sometimes it’s the smallest activities that can make the biggest impact on a child’s development.” 

Better parenting starts from birth and is central to the life chances of every child. The book starts out exploring the first year of a baby’s life as a time of extraordinary growth and development. It stresses the key roles played by attachment, movement and communication.

It explains what the Montessori philosophy of “follow the child” means and discusses key elements of the approach which embraces child-led, natural and favorable home environments.

There are lovely personal insights from parents on how to promote a child’s independence through the daily routines of everyday family life: from getting dressed, personal hygiene, eating, and packing a bag to ideas on how to adapt a living space around the needs of the child.

Kathi Hughes, author says: “Montessori encouraged us to help the child help herself. This not only leads to an independent child in practical terms but also one who learns to believe in her own capability to do things. This sense of success feeds into positive self-esteem and a sense of achievement and to a deeper appreciation of what they can do. I hope parents will enjoy reading this as much as I have writing it.”

For further information or to pre-order your book, RRP £5.99, email book@montessori.org.uk

Can you help towards promoting this book? 

We are looking at getting a UK based famous Montessori parent to endorse the book in the introduction.

Do you know of any celebrity Montessori parents who would be happy to help drive publicity for the book through a written endorsement?

If so – please email Amanda Gilchrist – a.gilchrist@montessori.org.uk as soon as possible.

www.montessori.org.uk

Press Release: Philip Bujak Receives Medal

We are proud to announce Montessori St Nicholas’ Chief Executive, Philip Bujak has been awarded the Knightly Order Pro Merito Melitensi.

The Order of Merit Pro Merito Melitensi of the Sovereign Military Order of Malta is a knightly order of merit established in 1920. It is awarded to men and women who have brought honour and prestige to the Sovereign Military Order of Malta or actively promoted Christian values or works of charity in the Christian tradition as defined by the Roman Catholic Church.

Philip works tirelessly for the Montessori movement but is also actively involved with other charities and has most recently raised a considerable sum of money for an Oncology unit in a deprived part of Poland.

Conferees include prominent statesmen, such as Ronald Reagan and George H.W. Bush. In this way it is comparable to numerous orders of merit around the world, including the Papal orders.

www.montessori.org.uk