Showing posts with label montessori. Show all posts
Showing posts with label montessori. Show all posts

Monday, September 5, 2011

Grace and Courtesy Lessons

In the Montessori classroom Grace and Courtey lessons are continous. These lesson allow the children to become aware and mindful of what they are doing in the classroom. For example, I may say "I am closing the door quietly." or " I am walking slowly in the classroom."

Everyday kindness and courtesy are vital practical life skills. Lessons in Grace and Courtesy teach everyday social customs, such as how to enter a room, not to disturb another’s work, how to ask if you may join in an activity and how to graciously decline an invitation, table manners, and how to offer an apology.

"We must help the child to act for himself, will for himself, think for himself; this is the art of those who aspire to serve the spirit. It is the teacher's joy to welcome the manifestation of the spirit." 

This year at our school, we are having a new monthly parent gathering called Montessori & Munchies. Within the 1 hour, teachers have prepared a Montessori topic that will lead into a group discussion. In August the topic was Grace and Courtesy lessons. Below I would like to share few lessons my collages put together for Toddler to Elementary.
- Maria Montessori 

Toddler
Eating Habits
  • Using s fork and spoon correctly
  • Chewing food with mouth closed
  • Sitting quietly in chair during a meal
Toilet Training
  • How and when to go to the bathroom
Proper Hygiene
  • How to wash hands
  • How to blow your nose
Manners
  • How to say "please" and "thank you"

Primary

Social Skills
  • How to greet people
  • How to shake hands when greeting someone
Manners
  • How to excuse oneself when walking in front of someone
  • How to interrupt when necessary
  • How to hand objects to another person, especially sharps objects like scissors and knives
  • How to say "please" and "thank you"
  • How to care for a pet
  • How to water a plant
  • How to clean up a spill
  • How to open and close a door quietly
  • How to pick up and carry a chair

Elementary

Social Skills
  • How to work with another person
  • How to resolve conflict
  • How to mediate between friends
  • How to help a younger friend

Manners
  • Writing a thank you note
  • Speaking politely to friends, family and teachers
  • Being kind to others

Environment
  • How to care for plants and animals
  • Setting up a table for a meal
  • How to clean and straighten a classroom or home
  • How to serve in the community
  • Caring for the earth

Friday, August 5, 2011

Montessori Classroom Photographs: Language

Welcome to my Primary environment. This week I am sharing my photographs of the language area. Enjoy!



Writing Shelf, on the left is an object box for Sand Paper Sounds


Writing sequence, we teach cursive handwriting,



Above is the Waseca Reading Program (I love it!), below is language enrichment materials




Readers, Phonograms and Long Vowel


Grammar shelf: The Farm and grammar boxes. A fish tank goes on the top left.







Sunday, July 24, 2011

Spiritual Nurturers

This blog is not intended to deny anyone of any religion or spiritual journey you may be on. We are all on one. I teach in a non-sectarian Montessori school with the many religions and cultures in my very own classroom. I myself am on my own religious journey. You may be wondering, "What does she practice?",  "Does she attend church?" and/or  "Does she believe in God."  I believe those are very important questions to make a quick judgement of this blog, however it is not my intention at all. You may be Christian, Jewish, Atheist, Hindu, Buddist, Baha'i', Native American or believe in another religion. Welcome. Our common bond is we are all "spiritual nurturers".

What we do as Montessori teacher's is much larger than we can ever imagine. Our connection with all our children that we encounter is extremely precious.  Spirituality is and has always been present in our classrooms. You may have seen a child help another by picking up beans off the floor, reading to another child, giving a child a picture they just drew. A child may be sitting quietly outside in the garden. These are all aspects of spirituality. Some believe spirituality is present with the religion that they believe in. But as Montessorians in a non-sectarian school, we cannot "teach" a religion but may have to see "spirituality in a much broader sense" (Wolf, 16). It is everyday acts such as compassion, generosity, helpfulness, love, trust and more virtues we can share with the children. How do we show compassion? How are we generous? I am helpful to others by....., I show love when....

"The greatest challenge we all face as spiritual nurturers is to become attuned to the young child's authentic spirituality, which unlike our own - is still such an integrated part of life...Children's exuberant spirituality is reflected in everything they do...A child shows us the extraordinary in the ordinary." (Wolf/Fitzpatrick, p.29)

Quotations from:
Nurturing the Spirits in Non-Sectarian Classrooms,  Aline D. Wolf

Thursday, July 21, 2011

Exploring Kids Brains On Yoga

In our mother’s womb, sixteen weeks after conception, our brains start receiving signals from our ears. This experience of sound begins a life long bombardment of stimulation from the senses to the brain. When we are thrust into the light of day our baby brains are flooded with all the senses: sounds, sights, smells, tastes and touch.
Our baby brains begin organizing neurons to understand this onslaught of sensation. Making sense of our senses becomes a life long project we undergo as infants, toddlers, kids and eventually  as yoga teachers.
As we age we experience ourselves as a “self” exploring a physical world; a self that faces the ultimate questions of life. Who am I? Where am I? What can I do? Modern brain scanning techniques reveal our brains take a starring role in our exploration of the world.  These brain scans also reveal Exploring builds better brains.

Three Ways to Encourage Exploring with Kids Yoga

Kids engage in exploring when they interact with their environment in new and novel ways that pushes their physical, mental and emotional boundaries. Through exploration kids push their brains to develop new connections and learn new skills.
You can foster healthy brain development by providing good exploring activities for kids:
  • Moving the body –  Teaching big movements that involve the entire body and small movements that involve just parts of the body.  Kids Yoga: try a rocket ship launch – start in a squat position and use your fingers to do a countdown from ten to one (small movements) then stand up slowly like a rocket ship launching and flying to the moon (large movements).
    Explore Music in Yoga - Try a Singing Bowl
  • Handling physical objects – Teaching the handling of age appropriate toys, props and musical instruments.  Kids Yoga:  Introducing a Singing Bowl during class is a fun way for children learn to play it, while the other children watch and learn how to play and listen for the sound of the bowl singing.
  • Interacting with others – Teaching singing, dancing, game playing  and partner yoga.  Kids Yoga:  consider partner yoga bicycle legs (see picture).  For toddlers try adult/child partner yoga, with the adult moving a child’s legs like they are riding a bicycle.  Then switch and let the toddlers grab the adult’s feet while they slowly bicycle.
    Partner Yoga - Bicycle Legs
In the Young Yoga Masters kids yoga teacher training we emphasize choosing postures and activities appropriate for the age group. Remember for toddlers merely standing up is a balancing posture.

Exploring Develops Confidence

When kids Explore they not only develop problem solving skills and motor skills they also develop emotional strength in the face of hardship. Kids faced with a hard task or a complex movement will struggle and learn to deal with struggling.
Kids’ yoga teachers need to be keenly aware that stress can be devastating for children; nevertheless, they shouldn’t be too quick to help a struggling child. Struggle in the right doses helps kids go from not being able to do something to being able to do it easily. We don’t want to deny kids this lesson as it is one they will benefit from for their entire lives. Ziggy Marley and Paul Simon explain it perfectly in song, “Walk tall, walk tall, even if you fall get up.”

Monday, July 4, 2011

Liberating

"To see the child as he is, is made difficult for us as adults on account of our own defects. Between us and the baptized child lies the gulf created by our own sins. Because of this defective vision the adult is generally to much occupied in looking for defective tendencies also in the child and seeking to correct them. We must first remove the beam from our own eyes, and then we shall see more clearly how to remove the mote in the child's. In the "removing of the beam from her own eyes" consists the spiritual training of the teacher." - Maria Montessori, Her Life and Work. (p.300-301)

The answers have always been in front of me. Some were simple, "What are you grateful for?" or "Who do you love?" and some were a little difficult "What is your biggest regret?" or "What was the toughest time in your life?"  for me to answer and just to say it out loud.  This activity was self-searching and brought an awareness to myself. But amazingly it was very liberating. The questions can be found in a previous post, A Montessori Teacher's Mask?.

Monday, June 27, 2011

A Montessori Teacher's Mask?

Do you put on a front to accept others? Do you pretend everything is perfect? Do you say things you don't mean? Do you accept yourself just the way that you are? Do you buy things you can't afford?

I just had one of those experiences the other day. I went out with my child to the local farmers market and after we decided to go to our favorite antique store. Knowingly we are going on vacation in a month, we made a family agreement not to make purchases of things we don't need. How am I setting an example to my child? Many thoughts were going through my mind. Apparently the mask went on as I went to the register to pay for the items. I was hoping the clerk did not see my face, hopefully hiding from my mask. As we went home that day, I did have to explain why that was not the best thing for mom to do. We all make mistakes sometimes...even moms and Montessori teachers.

In Nurturing the Spirit in Non-Sectarian Classrooms, by Aline Wolf, she talks about how "how we are all human beings, wounded in some way." We hide our "shadow side" from others and most of us wear an invisible mask. She states, "The mask is not our true self but is the way we want others to see us. Teacher's often wear the mask of perfection, never wanting to admit weakness to their students, when actually talking about their own flaws would make them accessible." (p.35)
"Mistakes bring us closer and make us better friends." - Maria Montessori (The Absorbent Mind, p.249)

Below are some questions you may want to ask yourself. I will be answering and sharing with you...some are a little tough. Please feel free to comment or add more additional information to Mindful Montessori. Follow me and cheer me on!

75 Questions to Ask Yourself

1. Why not me?
2. Am I nice?
3. Am I doing what I really want to do?
4. What am I grateful for?
5. What’s missing in my life?
6. Am I honest?
7. Do I listen to others?
8. Do I work hard?
9. Do I help others?
10. What do I need to change about myself?
11. Have I hurt others?
12. Do I complain?
13. What’s next for me?
14. Do I have fun?
15. Have I seized opportunities?
16. Do I care about others?
17. Do I spend enough time with my family?
18. Am I open-minded?
19. Have I seen enough of the world?
20. Do I judge others?
21. Do I take risks?
22. What is my purpose?
23. What is my biggest fear?
24. How can I conquer that fear?
25. Do I thank people enough?
26. Am I successful?
27. What am I ashamed of?
28. Do I annoy others?
29. What are my dreams?
30. Am I positive?
31. Am I negative?
32. Is there an afterlife?
33. Does everything happen for a reason?
34. What can I do to change the world?
35. What is the most foolish thing I’ve ever done?
36. Am I cheap?
37. Am I greedy?
38. Who do I love?
39. Who do I want to meet?
40. Where do I want to go?
41. What am I most proud of?
42. Do I care what others think about me?
43. What are my talents?
44. Do I utilize those talents?
45. What makes me happy?
46. What makes me sad?
47. What makes me angry?
48. Am I satisfied with my appearance?
49. Am I healthy?
50. What was the toughest time in my life?
51. What was the easiest time in my life?
52. Am I selfish?
53. What was the craziest thing I did?
54. What is the craziest thing I want to do?
55. Do I procrastinate?
56. What is my greatest regret?
57. What has had the greatest impact on my life?
58. Who has had the greatest impact on my life?
59. Do I stand up for myself?
60. Have I settled for mediocrity?
61. Do I hold grudges?
62. Do I read enough?
63. Do I listen to my heart?
64. Do I donate enough to the less fortunate?
65. Do I pray only when I want something?
66. Do I constantly dwell on the past?
67. Do I let other people’s negativity affect me?
68. Do I forgive myself?
69. When I help someone do I think “What’s in it for me”?
70. Am I aware that someone always has it worse than me?
71. Do I smile more than I frown?
72. Do I surround myself with good people?
73. Do I take time out for myself?
74. Do I ask enough questions?
75. What other questions do I have?

These questions are from: http://www.lyved.com

Sunday, June 26, 2011

A Young Chic's Montessori Journey of Becoming a Spiritual Aware Adult

I am in the beginning of Nurturing the Spirit as a Montessori teacher. With seven years under my belt I may still be considerd a young chic. I came upon Montessori as many Montessori teacher's do. I was a parent looking for a place for my child to be while I was at work.


With a suggestion from a friend, I observed the toddler Montessori classroom where my 2 year old would spend her days. It was in the most peaceful, caring and loving environment. As I continued with the tour, it amazed me. Teaching was always deep in my heart, but I was always yearned for something more...something that I believed would make some kind of difference in the world. As I was touring the Primary and Elementary environments, this is the place I knew my child and I had to be.


From that moment it all seemed to fall into place. The following year I was an assistant in the elementary classroom and learned many of the important aspects of the Montessori Philosophy such as Caring for the Environment, Order and Independence. That summer I began my training to become a Primary teacher. I then continued my independent study and began in my very own Primary class. Seven years later, I continue to be forever thankful for the Montessorians that have been around me to help guide and direct me on this journey.


At the end of each year, I take the time to reflect on the past year. What worked? What didn't? Do I need to change the environment? What will my goals be for the following year? What are the spiritual needs of the children? How will I implement these in the classroom? How will I prepare myself?


I have always wanted to expand my spirituality. Why not with the Montessori philosophy and children I work with. How do I begin? I began reading, Nurturing the Spirit in Non-Sectarian Classrooms, by Aline Wolf. This is an amazing guide for all Montessorians who want to be true to Montessori's philosophy, "Help me to help myself". This is a widely used Montessori quote. It is not only Practical Life skills, but more about guiding the spirit of the child. "We must help the child to act for himself, think for himself, this is the art of those who aspire to serve the spirit. It is the teacher's joy to welcome the manifestation of the spirit." - Maria Montessori, Education For A New World.


Below are some more links that may help you continue on your journey of nurturing the spirit within yourself and the children you guide.


Montessori Conferences:
www.montessori.org
www.amshq.org
www.montessori-ami.org


Mindful Blogs:
http://blog.beliefnet.com/mindfulnessmatters/

Please feel free to comment or add more additional information to Mindful Montessori. Follow me and cheer me on!

Friday, June 24, 2011

Mon"tea"sori Herbal Facial, Nurturing Your Spirit and Yourself

Stop sewing aprons, stop making 3 part cards and YES please put down The Absorbent Mind! Did I get your attention? Now I would like you to walk out to your garden and pick some Thyme, Peppermint and Lavender. If you do not have a garden I am sure you can find these herbs locally or in your neighbor's garden. (a little sarcasm) Below is a familiar "lesson" on how to give yourself a Monteassori Herbal Facial. It may fit nicely in your Montessori Philosopy, Botany or Practical Life album.

Monteasori Herbal Facial

Material:  A large pot with lid, water, dried or fresh herbs or essential oils and 2 large towels.

Preparation: Clean your face thoroughly and tie your hair back if needed.

Exercise: 

1. Boil a kettle or pot full of water then add the herbs and fruity ingredients (about 1/3 cup fresh or dried herbs and fruit slices per 4 cups of water). Boil for a minute or two then remove from heat. Cover and let steep for about 5 minutes.

2. Place pot on counter or table on top of a towel and remove lid. Cover your head with a another large clean towel and position your face over the steaming water (with the towel acting as a tent over the bowl to capture the steam).

3. Keep your eyes closed and your face at least 10 to 12 inches from the boiling water during the facial. Enjoy the fragrant steam and relax, but don’t overdo it–keep the facial time between 5 to 7 minutes.

4. Once the facial is over, splash face with slightly cool water and pat dry.

Points of Interest:
  1. Nurturing your Spirit
  2. Taking time for yourself
  3. Need I say more?
Control of Error: Yourself

Direct Aims:
  1. Order
  2. Sequencing
  3. Organization
  4.  Thinking
 Indirect Aims:
  1. Relaxing
  2. Furthering use of herbs
  3. Observing which combinations you like.
Ages: 20 and something years.

Variations:
  1. Spearmint, Lemon Balm, Lemon or Orange Slices
  2. Chamomile, Rosemary, Peppermint
  3. Green Tea, Rose Petals, Chamomile
  4. Rosemary, Lemon, Honey
  5. Lemon Slices, Peppermint
  6. Lemon balm, Lavender
  7. Chamomile, Fennel Seeds, Rose Petals
  8. Thyme, Peppermint, Lavender
  9. Parsley, Lavender, Lemon balm
  10. Sage, Lavender, Rosemary, Thyme
  11. Cinnamon, Orange Slices
  12. Peppermint, Cloves, Rosemary

Wednesday, June 22, 2011

The Teacher, Prepare Self

The Mindful Montessori blog has come to fruition as a goal for my Montessori classroom in 2011-2012 school year. Every year, the Head of School will give all staff members a Professional Development and Goal Setting form that will has several questions. The final question is "What are your two goals for next year?" In the years past, I remember having....finish my Montessori training.....a clean and organized closet...consistent daily record keeping....and now nurturing the spirit. Over time, this has been an area of my montessori environment I have not given as much attention to as I  would like. As time has gone by I began to observe playing the "Silence Game" and Grace and Courtesy lessons are not a Montessorian's only option to establish mindfulness. So where do I begin?...with myself.
This is my summer plan to begin my practice.
  • Reading...Nurturing the Spirit, In Non-Sectarian Classrooms ...and any books that I come across I will share.
  • Workbook...Shining Through, A Teacher's Handbook on Transformation
  • Yoga classes,  2-3 times a week
  • Daily Meditation
  • Journal writing 
Mindful Montessori will include topics of The Teacher's Preparation, The Environment and Mindfulness Practices. I am looking forward to a Mindfulness year.

Tuesday, June 21, 2011

Summer Solstice, A New Season


Happy Summer Solstice!


My Mindful Montessori summer plan is going well so far. I have started my yoga routine. Yesterday was my first class in about two weeks. My body is sore! To keep myself going I have made the commitment to go two more times this week. Above is a video on how to do one of my favorite yoga poses...Sun Salutation in honor of the first day of summer.

Meditation has been the most difficult thing for me do. Finding a place where you can have no interruptions may be difficult. My favorite place is on my back deck surrounded by beautiful large trees.  Meditation is the first thing I have to do in the morning, even before I have my coffee.  I find myself wanting to keep my eyes closed but I have read to keep them open and looking downward. I have started with ten minutes and I hope to move to 15 minutes by the end of next week.

I continue to wait for a couple of my books that I have ordered. I am looking forward to future posts. What does all this have to do with Mindful Montessori?... the teacher must prepare herself.  Please leave comments. I would love to hear from you!

Sunday, June 19, 2011

"The training of the teacher who is to help life is something far more than the learning of ideas. It includes the training of character, it is a preparation of the spirit."

- Maria Montessori

Saturday, June 18, 2011

Mindfulness Meditation

How to do Mindfulness Meditation

By “Mindfulness practice is simple and completely feasible. Just by sitting and doing nothing, we are doing a tremendous amount.”


In mindfulness, or shamatha, meditation, we are trying to achieve a mind that is stable and calm. What we begin to discover is that this calmness or harmony is a natural aspect of the mind. Through mindfulness practice we are just developing and strengthening it, and eventually we are able to remain peacefully in our mind without struggling. Our mind naturally feels content.

An important point is that when we are in a mindful state, there is still intelligence. It’s not as if we blank out. Sometimes people think that a person who is in deep meditation doesn’t know what’s going on—that it’s like being asleep. In fact, there are meditative states where you deny sense perceptions their function, but this is not the accomplishment of shamatha practice.


Creating a Favorable Environment

There are certain conditions that are helpful for the practice of mindfulness. When we create the right environment it’s easier to practice.

It is good if the place where you meditate, even if it’s only a small space in your apartment, has a feeling of upliftedness and sacredness. It is also said that you should meditate in a place that is not too noisy or disturbing, and you should not be in a situation where your mind is going to be easily provoked into anger or jealousy or other emotions. If you are disturbed or irritated, then your practice is going to be affected.


Beginning the Practice

I encourage people to meditate frequently but for short periods of time—ten, fifteen, or twenty minutes. If you force it too much the practice can take on too much of a personality, and training the mind should be very, very simple. So you could meditate for ten minutes in the morning and ten minutes in the evening, and during that time you are really working with the mind. Then you just stop, get up, and go.

Often we just plop ourselves down to meditate and just let the mind take us wherever it may. We have to create a personal sense of discipline. When we sit down, we can remind ourselves: “I’m here to work on my mind. I’m here to train my mind.” It’s okay to say that to yourself when you sit down, literally. We need that kind of inspiration as we begin to practice.


Posture
The Buddhist approach is that the mind and body are connected. The energy flows better when the body is erect, and when it’s bent, the flow is changed and that directly affects your thought process. So there is a yoga of how to work with this. We’re not sitting up straight because we’re trying to be good schoolchildren; our posture actually affects the mind.

People who need to use a chair for meditation should sit upright with their feet touching the ground. Those using a meditation cushion such as a zafu or gomden should find a comfortable position with legs crossed and hands resting palm-down on your thighs. The hips are neither rotated forward too much, which creates tension, nor tilted back so you start slouching. You should have a feeling of stability and strength.

When we sit down the first thing we need to do is to really inhabit our body—really have a sense of our body. Often we sort of prop ourselves up and pretend we’re practicing, but we can’t even feel our body; we can’t even feel where it is. Instead, we need to be right here. So when you begin a meditation session, you can spend some initial time settling into your posture. You can feel that your spine is being pulled up from the top of your head so your posture is elongated, and then settle.

The basic principle is to keep an upright, erect posture. You are in a solid situation: your shoulders are level, your hips are level, your spine is stacked up. You can visualize putting your bones in the right order and letting your flesh hang off that structure. We use this posture in order to remain relaxed and awake. The practice we’re doing is very precise: you should be very much awake even though you are calm. If you find yourself getting dull or hazy or falling asleep, you should check your posture.


Gaze

For strict mindfulness practice, the gaze should be downward focusing a couple of inches in front of your nose. The eyes are open but not staring; your gaze is soft. We are trying to reduce sensory input as much as we can. People say, “Shouldn’t we have a sense of the environment?” but that’s not our concern in this practice. We’re just trying to work with the mind and the more we raise our gaze, the more distracted we’re going to be. It’s as if you had an overhead light shining over the whole room, and all of a sudden you focus it down right in front of you. You are purposefully ignoring what is going on around you. You are putting the horse of mind in a smaller corral.


Breath
When we do shamatha practice, we become more and more familiar with our mind, and in particular we learn to recognize the movement of the mind, which we experience as thoughts. We do this by using an object of meditation to provide a contrast or counterpoint to what’s happening in our mind. As soon as we go off and start thinking about something, awareness of the object of meditation will bring us back. We could put a rock in front of us and use it to focus our mind, but using the breath as the object of meditation is particularly helpful because it relaxes us.

As you start the practice, you have a sense of your body and a sense of where you are, and then you begin to notice the breathing. The whole feeling of the breath is very important. The breath should not be forced, obviously; you are breathing naturally. The breath is going in and out, in and out. With each breath you become relaxed.


Thoughts

No matter what kind of thought comes up, you should say to yourself, “That may be a really important issue in my life, but right now is not the time to think about it. Now I’m practicing meditation.” It gets down to how honest we are, how true we can be to ourselves, during each session.

Everyone gets lost in thought sometimes. You might think, “I can’t believe I got so absorbed in something like that,” but try not to make it too personal. Just try to be as unbiased as possible. Mind will be wild and we have to recognize that. We can’t push ourselves. If we’re trying to be completely concept-free, with no discursiveness at all, it’s just not going to happen.

So through the labeling process, we simply see our discursiveness. We notice that we have been lost in thought, we mentally label it “thinking”—gently and without judgment—and we come back to the breath. When we have a thought—no matter how wild or bizarre it may be—we just let it go and come back to the breath, come back to the situation here.

Each meditation session is a journey of discovery to understand the basic truth of who we are. In the beginning the most important lesson of meditation is seeing the speed of the mind. But the meditation tradition says that mind doesn’t have to be this way: it just hasn’t been worked with.

What we are talking about is very practical. Mindfulness practice is simple and completely feasible. And because we are working with the mind that experiences life directly, just by sitting and doing nothing, we are doing a tremendous amount.


Sakyong Mipham Rinpoche is holder of the Buddhist and Shambhala lineages of Chögyam Trungpa Rinpoche. He has received teachings from many of the great Buddhist masters of this century, including Dilgo Khyentse Rinpoche, Penor Rinpoche and his father Trungpa Rinpoche. In 1995 he was recognized as the incarnation of the great nineteenth-century Buddhist teacher Mipham Rinpoche.

This article was originally published in the January 2000 issue of the Shambahala Sun, and is excerpted in our 30th-anniversary collection of the finest meditation teachings from the magazine, as printed in our January 2010 issue