Cultivating Stillness in Montessori Classroom

What could be more beautiful than being in silence and listening to the sound of morning birdsongs, the rhythm of the rain, the whisper of the wind, or the chirping of the crickets at night?  Yet an article by The New York Times magazine revealed that more and more natural sounds are in danger of becoming extinct. In our modern world today, the sounds of nature have been replaced with sounds of cars and traffic, non-stop television and commercials, radio and music, computer games and telephones. Surrounded by these constant noises, Aline Wolf stated, many of today’s children have never known the tranquility of silence (Nurturing the Spirit, 1996).

Maria Montessori believes in the importance of cultivating silence and stillness in children.  Many visitors who visited Montessori classroom expressed their opinion about how quiet it was in the classroom.  Contrary to the common belief that harsh silence were forced upon them, children in the Montessori classroom actually are permitted to speak freely as long as they are being respectful to others.  By giving children freedom to work in the prepared environment, they build within themselves self discipline, which spontaneously manifests in form of order and quietness in the classroom.  “Silence”, Montessori said, “often brings us the knowledge which we had not fully realized, that we posses within ourselves an interior life. The child by means of silence sometimes becomes aware of this for the first time” (E.M. Standing, Maria Montessori:

Her Life and Work, p.226).



Meditation time before work!

 Another way to help children cultivate stillness in a Montessori classroom is through what we call as “Silence Game”, which can be played in the group or individually. In this game, silence and stillness are presented to children as a special challenge. It helps children to develop their control of movement and bring awareness of self and the surrounding environment and perhaps because it encourages an inner quiet and searching of self, silence seems to promote the child’s creative power as well, Paula Polk Lillard added(Montessori Modern Approach, 1972).

Life can be so loud and hard  sometimes. Perhaps, not just children, but we all can learn to find our quiet place inside – a place where there is stillness and silence, a place where we can listen to inner guidance.

“In the attitude of silence the soul finds the path in a clearer light,

and what is elusive and deceptive resolves itself into crystal clearness. (Mahatma Gandhi)

Religious concepts in children life!

Dr. Montessori did not only develop amazing materials for child use but she also believed that society, family and teachers should strive to introduce religious concepts in child’s life; since young children also absorb the church, temple, Mosque and other religion ceremonies.  Recently, all over Thailand we celebrated the “Wan Khao Pan saa” festival – meaning rain retreat or Buddhist lent day. The school children marched to their local temples to mark the procession. The celebrations were obviously at our Montessori classrooms as the children showed their dance movements and participated by carrying candles, and some modeled out as Monks to mark this colorful event.



" Wan Khao Pan Saa" at Huay rai bon CDC



Study Tour and Montessori clinic

Last week, the KLDF Montessori teacher staffs organized educational trip to Baan Huay rai bon CDC in Mae chan district, Chiangrai. The trip was to get the resident teachers observe, interact, motivate and learn more about other KLDF Montessori converted classrooms.

 

Discussion time



Later, we hosted a Montessori ideas sharing workshop –known as the Montessori clinic. There was opportunities for debriefing and ask questions moments which was quite energizing with creative ideas, discussions and own experiences were shared on both challenges and triumphs based on our classroom situations.

Eventually we emphasized on strengthening our relationships with parents and students to help establish workable problems solving in the classroom community.

   

Teachers from different KLDF Montessori classrooms 



The exploration into writing

" I can write by myself" - Baan Rim lao School

More than a century ago, a group of young children in the slum section of San Lorenzo, Italy revealed unexpected phenomenon – “the explosion into writing”.  Although at first Maria Montessori had never intended to expose these young children to any writing or reading activity but because their illiterate mothers began to beg her, she finally gave the four and five year old some sandpaper letters to manipulate and trace. What came next was amazing as some children spontaneously started to write and their example was at once followed by a great number of other children in the classroom.

In “The Formation of Man”, Maria Montessori described this phenomenon:

There was a real explosion of activity and enthusiasm. Those small children carried the letters of the alphabet in a kind of a triumphal procession with shouts of joy. They continued writing without any sign of fatigue or boredom. They covered the floor and walls with their unrestrainable writing. Their progress was really marvelous. 

This a kind of ‘miracle’ of children teaching themselves how to write, according to Maria Montessori  was evidently a revelation of psychological nature of children – the special forces that they possess that guide them in their own self-constructions.

It is a common scene to see children deeply engaged in teaching themselves how to write using any media available: black board, white board, notebook or any single piece of papers – and sometimes at home they cover walls, or any books with their writings.  In our classrooms at Baan Hswa Mu Taw, Mae korn and Rimlao in Mae Sot and Chiangrai respectively, we have witness this phenomenon happenining  recently. 

Baan Hswa Mu Taw School

At Hswa Mu Taw Montessori classroom, it started when one child was given one piece of paper to practice writing letters after he got the lesson with the Sandpaper Letters. Soon other children started to ask for the same papers and sometimes they prefer to practice their writing than do any other works in the classroom.   With their notebook, set of sandpaper letters, a piece of pencil….they write and write and write ….without any sign of boredom or fatigue….and continue to write….

Ground Rules



Ground rules cards.



For many students and teachers, all over the world, this is probably one of the most exciting and busiest time of the year as the school year is coming to an end. It is too for us here in Thailand, except for one different reason: our new school year just begun in May last month!

Managing a Montessori classroom filled with 15 to 35 students - most of them have never been to a school before – is certainly not an easy task to do - but it is crucial to do it right at the very beginning if we want to have a smooth run and peaceful classroom for the entire school year. And establishing the clear classroom ground-rules at the beginning of school year is one of the most important tools that we can use for this purpose.

Although they may vary from class to class, the Montessori ground-rules are basically based on respect for self, others, and the environment while at the same time still give the children freedom to choose and promote the joy of learning and self-discovery. Some of the ground-rules that we use in our classroom are: sit properly during circle time, use walking feet and indoor voice in the classroom, put the material back where it belongs after use, and be kind to our friends. The lessons of Grace and Courtesy, such as how to greet, how to ask teacher for help, or how to observe friend’s work, are given through role plays and discussions in the circle time. 



Looking at the ground rules.



Having a set of ground rules, of course, doesn’t automatically guarantee a peaceful classroom.  Consistency is the key. This is the part where teachers play an important role to help the children internalizing pro-social behavior and achieving self-discipline. One of the mistakes that many teachers make is to think and give the ground-rules lessons only at the beginning of the school year.  Ground-rules and Grace and Courtesy lessons are year-long lessons as the children continue to learn to socialize and establish pro-social behaviors. One last thing to remember, actions speak louder than words. One of the most effective ways to promote pro-social behavior in our classroom is by being a good role model for our students.

Beginning of new school term!

It’s a warm welcome to all. We are back after a long summer holiday.

For some children it’s their first experience away from familiar surroundings.

For parents, it’s a time filled with separation anxiety or may be a time of pride!

Mummy, stay with me!

For the teachers it is a challenging bonding time for providing the children with physical presence assurance, acknowledging their feelings and time to reassure the parents all will be fine beside the tearful goodbyes!

Such experiences have been significant at Baan Pakwao,  Paming, and  Patung, CDC’s  our this term Montessori converted classrooms. In order to sooth this change, our teachers have been guiding the children adjust to school routine at their own individual pace by engaging them into the practical life meaningful activities to enable them ease the missing of parents and familiar home environment.

                        

 



Control of movements : Walking up/down the stairs, around the mats

            and on the line with objects.



This transition period has reminded the teachers on the need to prepare themselves emotionally, spiritually and physically in readiness to answer the many questions that surround them like:  How can I ensure everyone feels at home? Which activity works “magic” to calm down the cries?  How will I remember their names?  etc.  Next time I will tell you how we have progressed in these classrooms.

Classroom Layout and Design.

“To assist a child we must provide him with an environment which will enable him to develop freely.”

Maria Montessori

Besides freedom, prepared environment is one of the most important aspects of Montessori education. Maria Montessori’s grandson, Mario Montessori. Jr in his book  “Education for Human Development: Understanding Montessori” explains some general requirements for a Montessori classroom.  Not only it should be attractive and aesthetically, but it also should stimulates the interest of the children – it must appeal to a child’s whole personality and finally it also should contain materials purposely constructed to help child’s own self-construction.

Knowing how to set up a prepared environment is a very important skills that a Montessori teacher must have and during our Montessori Basic Training workshop last month, together we learned how to set up a Montessori classroom. 

The participants were working in the group creating a classroom layout.  With our pencils, markers and papers we shared our idea on designing the classroom that embodies the principle aspects of a Montessori prepared environment.

Two Shift Classes!

The sound of happily transformed children singing “Mingalaba Seyama” (or "Hello, Teacher" in Burmese) has become part of our morning routines as we begin our day at the Hsa Mu Htaw Montessori class in Mae Sot, Thailand.

With a large number of children (90 plus) in Hsa Mu Htaw's nursery program, we had plans to accommodate only 45 children. However, after considering the issue further we decided to take in all the children by diving them into two shift classes--morning and afternoon. This arrangement enabled all the children benefit from working hands-on with Montessori materials. Just like their friends in the morning class, our afternoon children also are adjusting well to the classroom routines and rules.

Since having implemented this change 3 weeks ago, the children have been enjoying their first experience in the Montessori classroom. As with most learning activities, the transformation does not happen over night, this process requires a lot of patience but it finally happened. That there were some days when our circle time was filled with ground rules…ground rules…and ground rules again, our work time is filled with work…and work…and work. These busy little children move freely in the classroom – choosing activities and exploring every area independently as long as they wish.

 After their long day at school, we end our day with our good-bye song….”Ta ta seyama…see you tomorrow”, the students sing as they wave goodbye.

Montessori December Activities

Newly completed Montessori Room at Hsa Mu Htaw School, Mae Sot, Thailand

Happy New Year!

On an early crisp morning in late December, we made another trip to Mae Sot. After long months of preparation, our goal of starting a pilot Montessori pilot project for Burmese migrant students in Mae Sot finally came to fruition.

We spent the last week of 2011 conducting a Montessori Basic Training at Hsa Mu Htaw School (HMT). Together with the school's teachers, we discussed and practiced the Montessori Method and philosophy (To see YouTube footage from the training, click here ). The participants shared their great enthusiasm by asking a lot of questions and exploring their new understanding of Montessori education.

We greeted the new year of 2012 with our scissors and glue as we began a material making workshop at HMT (for photos click here). All of the participants worked diligently; hence, we completed producing the planned teaching materials pieces in just three days! This gave the participants an ample opportunity to practice with the newly-made materials in all curriculum areas. Our new Burmese sandpaper letters are one such example.

The amazing part came when we had to name all the Montessori materials in Burmese language. The Pink Tower was referred to as ‘Pam-yaung-mial-sen’….. . We quickly realized language would not hinder the Burmese children and community from learning the Montessori method, for we totally believe Dr. Maria Montessori 's texts can be represented by any style and tone of voice to reflect her original version. It was such a fulfilling moment and now we are excited to start our “real” work with the children in this new environment!

Another View of the HMT Montessori Room

Ooops! …we forgot to mention: the food at Hsa Mu Htaw was DELICIOUS!  :-)

November Activities

Loikrathing is a traditional ceremony in Thailand on every lunar month (mid-November). Our Montessori classrooms celebrated the Loikrathing festival in different styles at their schools. The peak of this event was marked by the making of the Krathong which is made of the banana leaves decorated with fresh colourful flowers, candles and incense sticks. Later the children enjoyed floating them at various waterways and rivers near their schools as they made a wish!

 

               Ban Phuko CDC and  Mekorn Sch. children floating their krathong                                                                 

On Friday the 11^th, after a long day school, we gathered together for some yoga. We started our session with a presentation by Patricia Solar about the importance of diet and exercise in our daily life. It was surprising to find out the amount of sugar intake we consume daily from different food sources without being aware!

Soon we were treated with stretch-up exercises before we embarked on our 8^th Anniversary celebrations since the Khomloy foundation began. So far we are proud of our achievements, and we also realize that we still have lots of works in front of us. It’s happy birthday to Khomloy and we wish ourselves many successfull years to come!