Montessori for Everyone Blog

How I Found Montessori (Or, How Montessori Found Me)

noreply@blogger.com (montessori_lori) — Mon, 21 Jul 2008 02:00:00 +0000

The year was 1994. Newly married, I had nothing to offer the job world but a degree in History and a winning smile. By that point, I had figured out that I liked working with kids and was pretty good at it. As I scanned the local job ads, I saw that a Montessori school in Niles, IL was advertising for an assistant.

"Hmm, Montessori," I thought. "Isn't that just for gifted kids?" Other than that, I knew nothing about Montessori. But I needed a job, so I called and set up an interview. When I went to the school, the director was friendly and seemed to like me.

But what really got my attention was the classrooms - I had never seen anything like it. Open shelves, rugs on the floor, kids working quietly and independently. So this was Montessori! And, the director assured me with a laugh, it was for any child, not just gifted ones.

I started work immediately in the new preschool (3-6) classroom that was just opening up. I watched the directress present the math materials, show children how to scrub a tire, and carry pink cubes to a rug one at a time. When she gave one child an eggbeater to make bubbles in a bowl, I couldn't believe it. How was she able to think of all these creative activities? It wasn't until later that I realized that Montessori teachers had "albums" full of "presentations"; they weren't coming up with ideas all on their own.

In her office, the director had several shelves full of Montessori books and magazines. She told me to feel free to read anything I found interesting, so every day at my lunch hour, I went and grabbed some reading material. The first things I read were back issues of the North American Montessori Association's Teacher Journal. It was scholarly, but I devoured every word.

Worlds opened up to me as I read - ideas I had never heard before, about respecting a child's mind, following the child's lead, and the teacher's primary role as a guide, not an autocrat. It was so different from my own schooling experience, which was frequently miserable; it called out to me because I knew, just knew, that this was how children were supposed to be educated.

After working as a 3-6 assistant for several years (and soaking up every piece of knowledge I could about Montessori), I decided to take the 3-6 training. I applied to Midwest Montessori Teacher Training Center in Evanston, IL and was accepted. Just a month or two after acceptance, I found out I was pregnant. Reluctantly, I called an dropped out of the program. While I could have finished the training before having the baby, I wouldn't have been able to complete the internship because I planned on staying home the first few years.

Then, the unthinkable happened. Our daughter, Sarah, was stillborn when I was 6 ½ months pregnant. As we dealt with our grief, I began another school year as a 3-6 assistant. The directress I worked with was very understanding and kind during that year, which was especially hard for me because she gave birth to a baby girl a few months after I had been due. Sweetly, she gave her daughter the middle name "Sarah" in honor of my daughter and of our strong friendship.

That spring, I decided to apply for the Montessori training again, but this time for elementary. During that year, I had learned about the 6-9 program and instinctively knew that age group was a better fit for me. I began the training in the summer of 1997, and everything clicked. Needing a job (my current school didn't have an elementary program), I asked our trainer, Sister Mary, if she knew of any job openings. She said, yes, that she herself needed an intern for the coming school year.

So in the fall of 1997 I started teaching at the Midwest Montessori Training Center School under Sister Mary . We were a "model school", a place where interns and teachers could come to see the perfect classroom setup and correct presentations. This added an extra layer of difficulty to the already challenging situation of mastering the 6-9 curriculum and presentations, but I learned an enormous amount during that year. (Photo: Sister Mary & me. I think we're wearing corsages because it was Teacher Appreciation Day).

Think of how easily I could have missed out on a life devoted to Montessori. Think of all the "ifs": if that school hadn't been offering a job at that time, if they hadn't hired me, if I had never seen that job ad - I would have never found Montessori.

Now that I can look back on my early Montessori years, I can see just how much those chance circumstances affected my life. But it really wasn't chance at all - God was leading me, even though I had no idea what awaited when I applied for that first job - and now, my life is forever changed because of Maria Montessori and her educational method.

But enough about me - how did you find Montessori? Or, did Montessori find you?

July Update - New Materials & Lots of Revisions!

noreply@blogger.com (montessori_lori) — Mon, 07 Jul 2008 04:32:00 +0000

We've been enjoying unusually lovely weather here in Chicago this summer! It helps make up for the long, hard winter we endured this past year.

In between walks to the park, swim class, and field trips, I've found the time to make some new items and update some others. Read on for more info!

Revised Materials

Several years ago, I began selling a Five Kingdom Chart. As I did some reading this past spring, I discovered that most textbooks in North America are now using a Six Kingdom classification system instead of five. So, I've created a new Six Kingdom Chart, and Six Kingdom Nomenclature Cards to go with them.

If you purchased the Five Kingdom Chart from me at any time (whether on CD, as a PDF, or printed), please email me and I'll email you the new Six Kingdom Charts as well as the Six Kingdom Nomenclature Cards.

If you live in Australia or the UK (and most other countries besides NA), please know that your textbooks are still using the Five Kingdoms so you don't need to update if you don't want to. There are no Five Kingdom Nomenclature Cards because the definitions were already included with the Five Kingdom Charts.

I will continue to provide the Five Kingdom Charts to anyone who wants them; they just need to purchase the Six Kingdom Charts and then let me know that they want the older version.

As promised, I've begun the Pink/Blue/Green Series updates; right now, I have new versions of the Pink Series Spelling Cards and Blue Series Spelling Cards. I've you've ever purchased these items from me and would like the new versions (the words are the same; the clipart has been replaced with photos), please email me and let me know.

One last updated item: my husband has made lovely new 3-D graphics for the Parts of the Earth. Again, email me if you've ever purchased this item and you'd like the new version.

New Materials and a Freebie

There are a couple of new items too - some sensorial card sets for the knobbed/knobless cylinders and a lovely set of grammar cards. Click here to see the new items.

There's one new freebie this month: a Triangle Stars work for teaching about circles, angles, and triangles. Download it now!

Thanks again for all of your support, comments, compliments, ideas, and for making the Montessori community as wonderful as can be! If you want to be sure that you don't miss any updates, new materials, or other announcements, please sign up for our email newsletter.

Hands-on Projects Bring Nature Indoors

noreply@blogger.com (montessori_lori) — Mon, 30 Jun 2008 14:23:00 +0000

Kids love nature. The endless varieties of trees, bugs, rocks, and flowers provide unlimited opportunities for learning and exploration. Naturally, they love nature-themed projects, too. Here are a few of my favorite ways to bring the outside in:

1. Construct a Miniature Biome
These are one of my favorite projects. I start with an inexpensive glass bowl (less than $1 at craft or hobby stores) and provide the kids with materials to make a biome. Here are a few ideas:

Desert Biome: a layer of dirt, then a layer of sand. Add some real miniature cacti and small plastic desert animals (spiders, scorpions, lizards). Water occasionally. Here's our version:

Ocean Biome: Start with a layer of sand, then add colorful shells, dried sand dollars, and dried starfish. Add some plastic ocean animals, or have the children make some out of clay and then paint when dry.

Forest Biome: When I comb through the local garden center, I can usually find some plants that look like miniature trees and shrubs. After putting in a layer of gravel (for drainage) and then a layer of dirt, plant the mini-trees and add some animal figurines: deer, squirrels, chipmunks, bears, etc.

You can make mini biomes for just about every climate, including the rain forest, tundra, and savanna. They’re a nice project to do with Biome Research Guides 1 & Biome Research Guides 2.

2. Hatch Some Butterflies or Ladybugs

Every year, we buy ladybug and butterfly larvae and have a great time watching them metamorphose and then hatch. I get all my supplies from Insect Lore; they have a ton of bug- and nature-related items, from books and videos to gardening supplies and habitats.

3. Make Some Nature Trays

Nature trays are a great way for kids to get their hands on a variety of nature objects. You can put the trays together yourself and set them in the classroom for kids to explore (don’t forget the magnifying glass!) or you can have kids gather their own items and add them to the nature trays over time. Here’s one we made with a tree/forest theme:

4. Carve Out Some Animal Tracks

You might remember the free Animal Tracks file I made awhile back. My son and I decided to get some white Sculpey (clay) and make all the tracks. We divided the clay into even amounts, then flattened it into oval discs.

Using a variety of clay tools and kitchen implements, we did our best to make all the tracks. We also "wrote" the name of the animal on the clay. After baking, we had a beautiful set of animal track imprints. Besides the six animals in the Animal Tracks work, my son added a human footprint using the side of his fist and fingertips for toes:

Have any other great ideas for bringing the outdoors inside? Please share!

The Optimization of Classification

noreply@blogger.com (montessori_lori) — Mon, 23 Jun 2008 00:32:00 +0000

In Montessori, we pay particular attention to the skill of classification. At its simplest, classifying means organizing objects by their similar or dissimilar characteristics. The process of classifying helps children obtain information about the world around them, as well as developing their thinking and reasoning abilities.

Being able to manipulate objects is essential to internalizing the concepts of classification. That's just one reason that Montessori materials are so perfect for strengthening skills like abstract and logical reasoning.

It Starts Early

Classifying can start as early as toddlerhood, when a child might put all the blue blocks, red blocks, and yellow blocks in their respective piles. They might not even know the word for each color yet, but they can observe the differences between them.

"One of these things is not like the other", goes the famous Sesame Street song, and children are extremely adept at picking out things that just don't fit. Think about what they have to do to figure out these kinds of puzzles: first, they must decide what universal attribute the majority of the items share, and then they must decide which item doesn't fit the pattern. It's a two-step process.

Classification becomes more sophisticated when children begin to notice that items can share some attributes but differ in others. For instance, buttons could be sorted by color or shape. Regrouping a collection of objects can strengthen a child’s ability to closely observe and organize according to specific characteristics.

Younger children are usually focused on very obvious characteristics, like color, size, and shape. Examples of these activities include button or bead sorting; small, medium, and large; and shape sorters where only the correct shape will fit through each hole. More advanced classification work includes living/non-living, land/air/water, and fruit/vegetable.

An older child will begin to look at objects with more discrimination: they may notice that while oranges, lemons, and limes are different in color, they are all citrus fruits. Or they may realize that insects, while varying widely in appearance, all have three body parts and six legs.

The Science of Classification

A few weeks ago, my family and I went to the Chicago Botanic Gardens. Right in the middle of the gardens is a huge statue of Carl Linnaeus, known as the father of modern botanical classification. My husband took this lovely picture of the statue; Carl is holding out his hand, signifying the eternal quest for knowledge:

Carl Linnaeus was a Swedish botanist, physician, and zoologist born in 1707. He devised the first cohesive system for classifying specific species. Before his time, plants and animals were often classified by things like geography (forest plants, ocean animals). He looked deeper, at the shared characteristics of species.

His system classified nature within a hierarchy, starting with kingdoms and moving on down through phylum, class, order, family, genus, and species. At each level, the classification becomes more and more specific. Take a step backward, though, and you'll see that at its most basic level, it's still the process of looking for universal similarities.

That means that this:

Is actually just a more highly sophisticated version of this:

As you work with young children on simple classification activities, you are laying the groundwork for them to understand the complicated way we organize the entire living world!

For easy reference, here's a list of classification/sorting work in Montessori, listed by curricular area: Classification_Work_in_Montessori.pdf

The Shape of Geometry in Montessori

noreply@blogger.com (montessori_lori) — Mon, 16 Jun 2008 03:31:00 +0000

Many of you have heard me talk about my dislike of mathematics during elementary school. I began algebra in 7th grade, and the negative feelings continued. Math just wasn't for me. Imagine my surprise when I took geometry my sophomore year of high school and absolutely loved it.

What was it about geometry that caught and held my attention? Part of it was a great teacher (that always makes any subject more enjoyable) but I was really drawn to the geometric theorems and step-by-step methods of proving or disproving them. Somehow, having a shape to measure was more meaningful than an abstract equation.

Early Humans Measure the Earth

Geometry is one of the oldest studies in human existence . The beginnings of geometry can be traced back to ancient Egypt, from around 3000 BC. (You might want to check out my Story of Geometry for a neat way to tell kids about these ancient beginnings). Since geo means "earth" and metria means "measure", early geometry was all about measuring the earth to determine boundaries of ownership.

Geometry was originally a very practical science (as opposed to theoretical), involving measurements, areas, and volume. Important early discoveries include formulas for determining lengths, areas, and volumes; circumference and area of a circle; area of a triangle; volume of a cylinder, sphere, and pyramid. Quickly, geometry began to be applied to many other disciplines, most notably astronomy. The intersection of astronomy and geometry enabled scientists to determine the placement and movement of stars and planets.

Geometry through the Senses

In Montessori, we start working with shapes and patterns early. The Sensorial area of the 3-6 classroom is really the study of geometry; in elementary, this area becomes geometry. Early geometry materials include the triangle boxes, the geometric cabinet, and the geometric bases and solids. We call these early studies "Exploration of Forms". (Thanks to Alison's Montessori for the geometric cabinet picture!)

In these early activities, children are simply learning the names of shapes and beginning to associate the name with the shape. In true Montessori fashion, the early geometry activities also increase hand/eye coordination and fine motor skills as the child traces the outline of the shape with a fingertip or pencil.

Naming & Knowing

After the child has explored forms and shapes, they are invited to understand figures and their details. These are the nomenclature cards (or geometry folders) that comprise much of the 6-9 geometry curriculum. (See picture: Types of Angle Pairs). Additional materials include the geometry stick box and command cards. Now, the child is learning the different parts and types of lines, angles, triangles, and other shapes.

The difference between 3-6 and 6-9, as in any curricular area, is this: the child in 6-9 is discovering the properties of whatever it is they explored sensorially in 3-6. The child begins to understand simple definitions and express concepts in their own words. Besides the ready-made geometry materials (both wooden and printed), I find it helpful to keep small wooden sticks (found at craft stores) and string available in the geometry area for freeform exploration.

The Golden Elements of Geometry

In 9-12, the child is introduced to three great concepts of geometry: congruence, similarity, and equivalence. These concepts are referred to as the "Golden Elements" of geometry. The dynamic aspect of this level includes taking figures apart, moving them about, and then putting them back together in such a way that they show equivalency to another figure. For example, a child might reconfigure a triangle to show that it is equivalent to a particular rectangle.

The nomenclature cards at this level include the Golden Elements as well as terminology for figures, including such terms as height, width, and base, area, and volume. Children at this level will also enjoy researching and learning about famous names from geometry, including Pythagoras, Euclid, and Archimedes. I'm a big fan of using books to teach these sorts of concepts; you'll find a few geometry titles listed here under the 9-12 age group.

Measuring Our Earth

Geometry should be fun! Shapes are all around us, and we use the concepts of geometry every day without realizing it. By introducing children to geometry step-by-step, we insure their firm grasp of concepts as well as enjoyment of the exploration that comes naturally when we measure the earth and everything in it.

Note: the Comprehensive Lists include a section for geometry, listing all the materials and concepts for geometry in each age group. Very helpful!

Is Labeling Kids a Mistake?

noreply@blogger.com (montessori_lori) — Sat, 14 Jun 2008 19:10:00 +0000

It's really, really easy to label kids. "She's so artistic" or "He's such a troublemaker" are phrases that fall from our lips without a second thought. The sad thing is, we come to expect from kids exactly what we've already decided they are, and they usually fall in line with our expectations.

Some people see only negative labels as being bad. They would never call their child "fat" or "stupid", but in fact even supposedly positive labels can have a down side too. A child labeled "gifted" might begin to feel like they can't endure the pressure associated with being gifted, or that if they don't get straight A's and high test scores, they've failed.

A recent article on this topic in Chicago Parent magazine says this:

A child strives to match the labels she is given, whatever that label is...a labeled child often wonders if he would be as loved if he were not so handsome (or funny or well-behaved). Assigning a label to a child frequently limits that child's ability to explore other aspects of himself because he worries he will lose others' admiration or love if he no longer fits the label."

Self-Fulfilling Prophecies

Labels don't always arise externally. Children often come up with labels for themselves, based on their behavior and the comments of others. They may think of themselves as klutzy when they're picked last for a basketball team, or as "bad at math" after getting a low grade on a test.

Just as with labels bestowed by others, self-labels can stick with you forever. They can also become self-fulfilling prophecies when you begin to actively seek behaviors that fit the label's definition. A normal-sized child who thinks of herself as fat may begin to overeat in order to prove to herself that she really is fat.

Growing up, I was the "smart" one, and my sister was the "pretty" one. Truth is, she's also smart and I'm pretty (at least my husband thinks so), but it seemed to be easier for everyone to pigeonhole us that way. Why? I can't say, exactly. Maybe my parents felt like it was too much for both of us to be smart and pretty, and decided to pick the one that fit our behavior best: she was a cheerleader and I read all the time.

Whatever the case, the labels have stuck. I remember being surprised when my sister did really well in college, even though I know very well just how intelligent she is. It just didn't fit my preconceived notion of what her strengths are.

The Dangers of Labeling

When we label children, we reduce them to a word or two. There's no way that these simple words could even begin to sum up the totality of who children are and what they're capable of. Labels will fall short every time. Here's what labels do:

1. Labels often highlight the negative characteristics of a child and not the positive ones. The focus becomes the one issue the child struggles with and not the myriad of things the child can do successfully. Why is this important? Labels determine goals. Our goal becomes "fixing" the problem rather than enjoying the child's uniqueness.

2. Labels don't give kids the room to grow and change. A child who's been labeled "the class clown" or "the athlete" often goes straight into adulthood wearing that same label, even if they've long since shed the behaviors that led to the labeling.

3. Labeling often becomes our focus, rather than an understanding of the problem. If a child does have some special needs, we can be so quick to label him or her that we miss out on other important information that could be helpful.

4. Labels can be based on faulty information. One obvious example is tests (standardized, IQ, etc.) A child may do well (or poorly) on a test and then be labeled by the teachers as bright or not bright. The test, however, doesn't take into account things like motivation, determination, artistic ability, a child's interests, and dozens of other factors that can influence a child's individual achievement.

Can We Label Well?

Many times, parents who are dealing with certain issues in their children - perhaps a learning disorder or a physical affliction - feel a rush of relief when their child's condition is finally identified. Knowing the name of the problem can lead to the right treatment.

Most schools and insurance companies require a diagnosis before beginning therapy or other special services; some kind of label is a necessity in these cases. The key is to not let the label be the sum total of the child's unique characteristics.

Can we ever talk about a child's abilities or potential without the damaging side effects of labeling? I think we can, but we have to be very, very careful about how we do it. Here are a few guidelines:

1. Never discuss a child in front of that child. The equally important corollary to this is, never discuss a child in front of other children or other parents. Teachers! Parents! We must be so careful about this. It's too easy to get into a conversation with another adult and not realize that the other children in the room are listening. They hear everything, and understand a lot more than we realize.

2. Comment on the behavior, not the child. This is a crucial difference. "Brandon, you put a lot of hard work into your art project" is so much better than, "Brandon, you are such a great artist!" Similarly, "I think you need to take another look at that math problem" or even "Do you need some extra help with math?" is completely different than, "Well, it looks like you're not very good at math!"

3. Use labels when necessary for educational or medical intervention, but not as a way to define the child in everyday life. Respect the child's privacy, and only tell people as needed. Let the child (especially an older one) take the lead on how and when to let people know about their issues.

4. Never use labeling as a motivational or behavioral tool. Children are not motivated to exercise by hearing that they are fat. They are not motivated to work harder in school when they're told they're stupid.

I'm very sorry to say that I hear parents make these kinds of comments frequently, thinking that they're going to motivate the child to do the opposite. Tragically, the child almost always goes the other direction - and pursues the negative behavior rather than abandoning it.

5. Encourage children to explore all sorts of activities. No child should ever be limited in his or her opportunities just because it doesn't fit our ideas of what their strengths or weaknesses are.

The Power of Labels

Most of us have probably heard of the famous study from years ago, where teachers were given a class of children and told that half of them were gifted and half were below average (even though the children were all of about the same ability). Indeed, at the end of the school year, the "gifted" children had better grades and test scores than the "below average" children.

The conclusion? Children meet the expectations of the adults around them. If they're expected to do well, they do. If they're not expected to do well, they don't. Wow! Labels are powerful stuff. Let's be sure to use them sparingly and carefully.

History Doesn't Have to Be Dull and Boring

noreply@blogger.com (montessori_lori) — Mon, 02 Jun 2008 04:53:00 +0000

Last week, I wrote about math. Later I realized that I've written about math many times – I even went back and linked to five previous math posts at the end of this most recent one. After a little thought, I was astonished to realize that I've never written about the study of history in Montessori (unless you count the Great Lessons article). And me a history major! For shame. Here's my chance to rectify that oversight.

History in Montessori is an interesting subject, because we take the long view. The really, really long view. We start at the beginning of the universe and work our way up to the present day. That's why astronomy is a subset of history, and why materials like the "Parts of the Earth" show up in the history category. We see history as everything that's happened up until now, not just recorded human history (which is often how it's defined in traditional education).

Moving from Primary to Elementary

In 3-6, history falls under the general "cultural" label. Activities include the study of time (clock and calendar), celebration of the child’s own birthday (including the creation of a timeline of the child's life), observation of the seasons, and introductory work about the earth, planets, and volcanoes. As you can see, there is a distinct emphasis on sequence and the passage of time. Grounding the child firmly in the understanding of days, months, and years gives them a head start on the study of historical events.

In 6-9, each new school year commences with the Great Lessons about the Coming of the Universe and Earth, the Coming of Life and Humans, and the advent of Language and Math. All of these lessons enable the child to see "the big picture" before learning about specific events and people. Also, the 6-9 child is able to understand more sophisticated concepts and ideas.

In 9-12, the child is truly ready to study history from an analytical and comparative point of view. They can be introduced to the ideas of revisionism and perspective; in other words, the way people change their interpretation of historical events over time. They are also ready to analyze and compare civilizations, countries, events, and governments.

Making History Materials

Some of the most successful history materials I made were timelines. In one case, I used a sticker book from Dorling Kindersley of the most important events in the past 100 years (I couldn't find it online, or I would link to it). I put the stickers on cardstock and laminated them, and then laminated a long piece of paper (from an adding machine) and put Velcro every few inches, along with the years that the various events occurred. The kids would then put the stickers in order on the timeline. It was a huge hit.

I also try to use holidays to study historical events. This will vary by country, but here in the United States, I found that the birthdays of George Washington, Abraham Lincoln, and Martin Luther King Jr. lend themselves well to studies of the three gentlemen. By extension, you can also study the formation of the United States, the Civil War, and the Civil Rights movement at the same time.

This spring, my son chose "The Roman Empire" as the topic for his research project. It was completely his choice, and never once did I mention that we were studying history. To him, it was just a fascinating subject. While the writing quality of the Magic Tree House books is dubious, the books do introduce children to a variety of historical settings. We didn't learn much from the actual book where the children visit Pompeii right before Mt. Vesuvius erupts, but the accompanying research guide for Ancient Rome was full of interesting and helpful information, and the familiar format made it fun for my son to read.

You may notice that there's quite a bit of overlap between the curricular areas. For instance, in studying the Timeline of Life, the child will study plants and animals from the different periods. That naturally includes botany and zoology. The study of world events leads to information about geography and culture. This kind of overlap is natural, and desirable. It helps the child to have a comprehensive, integrated view of the world.

Some Suggestions for History Studies

1st grade:

Five Great Lessons
Parts of the Earth
Prehistoric Animals
Fundamental Needs of People
Concepts of Time (clock, calendar, telling time, BC/AD)
Planets, Stars, and other Astronomy Studies
Beginning studies of famous people (world leaders, artists, composers)

2nd grade:

Review of all of the above, but in more depth (the child doing some of their own research, for instance)
Timeline of Life Research (historic periods like Cambrian, Devonian, etc.)

3rd grade:

Review of all of the above, but in more depth (long term research projects)
Ancient Civilizations (Greek, Egyptian, Roman, Incan, Chinese, etc.)
Timelines of famous events (child's own country)

4th grade:

Astronomy
Ancient Civilizations
Child's Own Country (history, government)
World Events

5th and 6th grade:

A review of all of the above, at a more advanced level
Western Civilization
Systems of Government

Please note that every year, many of the same materials and presentations are repeated. The child will probably need to spend less time on materials they’ve done before (unless they decide to do some additional research on it) The benefits of repeating materials include:

1) Reviewing the material refreshes it in the child's mind
2) The child has a chance to teach a younger child something they learned before about the subject
3) The child has a chance to bring new insight based on things they’ve learned since the last time they studied it
4) The child can bring their more advanced reading and writing skills to bear on the material

Also, please keep in mind that as with everything "Montessori", these are just general guidelines and shouldn’t be strictly adhered to. Circumstances that influence when and how you study these subjects include the materials you have on hand, the children's academic level, the children's interest (or lack thereof) in the material, and possible state requirements you have to follow for testing or grading purposes.

Moving Past the Materials…

You might notice that for many of the topics I listed, there are no specific Montessori materials to study them. That's okay! This is where the creativity of the children and the teacher come in. As I mentioned in the timeline idea, there are so many educational resources out there already: pictures, stickers, stories, flashcards, etc. Combined with the power of the internet, it's fairly easy to find or make materials yourself.

Once children know how to research, they are free to go and learn on their own. Give them an encyclopedia or access to a safe computer (located in a public place) and let them go for it. No need to actually "create" any materials at this point.

In Montessori, we sometimes disparage workbooks and textbooks. Yet, I have found them handy for these sorts of studies. Workbooks can be cut apart and laminated to become hands-on materials. Textbooks can be used by the teacher as a guide to know what sorts of things to study. Sometimes I found myself reading aloud from a textbook to a group of children, pausing to insert additional info or to answer their questions. This keeps textbooks from becoming dull and boring.

Liven It Up!

I'm not sure why so many people dreaded history in school. Probably it was presented in a dreary way – with an emphasis on memorizing tedious facts and dates. I think history can be fascinating, especially when presented with the exciting backdrop of the beginning of the universe. Don't make them memorize dates! Let them research the things that interest them. Throw in enough additional material so that they won't have any "gaps". Let them make dioramas, write plays, draw pictures, and anything else that livens up the past.

All About Montessori Math

noreply@blogger.com (montessori_lori) — Mon, 26 May 2008 04:34:00 +0000

Let's talk math, shall we? I believe that Montessori math is just about the best thing going. Sure, there are lots of other educational methods that have wonderful ways of teaching language, science, history, art, and music, but for me the Montessori math materials are truly unique.

What makes them unique? First of all, the introductory materials are all hands-on rather than abstract. Second, they are sequential – each one builds upon the one before. Third, they contain many similar elements (colors for hierarchies, beads, etc.) that enable the child to master new work quickly.

Math begins in infancy. It can be something as simple as mom or dad counting baby’s fingers or toes. In early childhood, children learn to count and start to become aware of patterns and sequences. As they move into the elementary years, they begin to understand how numbers interact with each other, as well as notice how math is such a constant presence in our lives.

Sneaking Math into Sensorial

The very first Montessori math materials are actually in the Sensorial area of the classroom; they include the Pink Tower, Brown Stair, Red Rods, and Cylinder Blocks. At first glance, these materials may not seem to be mathematical in nature. A closer look reveals that each of the materials is based on the number 10: ten cubes, ten rods, ten cylinders.

This emphasis on base 10 (or the decimal system, which is the basis of modern math) is one of the less-apparent features of these materials. The obvious points of interest for the Sensorial materials are coordination, fine and gross motor skills, following directions, sequencing, and grading by size. The fact that Montessori decided to incorporate the decimal system into these materials is a brilliant way to introduce the idea of quantity early on.

Humans learn best through repetition, and respond favorably to familiar concepts and objects. So, it makes sense to use one of the Sensorial materials as the first true Math material. By alternating blocks of blue on the red rods, the child becomes aware of the numerical properties of the work. The alternating colors enable the child to see how each rod increases by one length. Very simple math calculations can be performed with the red and blue rods, also. It's very easy to see how the "2" rod and the "3" rod combine to equal the "5" rod.

It's the Concept Behind the Counting

Just as a young child can learn the Alphabet Song without having any idea of the sounds the letters make, a child often learns to count to 10 (or 20, or 100) without actually understanding what the words mean. There are actually three separate concepts that must be addressed: number, quantity, and the relationship of the two together.

One of the best ways for a child to learn all three of these concepts is with the cards and counters. This classic work is fun for kids to do, and has several further applications besides simply counting out the correct number of counters, for instance, learning about odd and even numbers. (See picture: cards and counters).

The golden bead material is extremely important, and indeed all the bead materials are versatile and can be used for everything from simple addition and subtraction to complicated long division. A child who works with the beads in 3-6 will happily find that the same beads, strung on wires, comprise the bead frames which make more complicated problem solving possible.

A Place for Rote Learning

What do I remember about math when I was growing up? Only two things: 1) that I didn't like it, and 2) how boring it was to memorize the multiplication tables. I would definitely have benefited from the hands-on nature of the Montessori materials, and also from the focus on process rather than simply finding the correct answer.

Still, at some point children do need to commit their "math facts" to memory. There are several ways to do this that are fun and entertaining. Some favorites include extensions like picking up a handful of equations from one of the equation boxes and throwing them back in the box while saying the answer. Kids love to play this game together. What I've observed is that if children use the Montessori math materials on a regular basis, they often memorize their math facts without actually setting out to do so.

For some children, mastering math facts is a challenge even in Montessori. They may simply need more rote and repetition than other kids do. In these cases, flashcards and even learning tools like CDs that teach math facts set to music are very helpful.

What About Workbooks?

Is there are place for worksheets and workbooks in Montessori math? Surprisingly, I do believe there is. However, I think they should be used sparingly and only for concepts that aren't covered in the traditional materials. For instance, time and money concepts, patterning and sequencing, and word problems are all areas where workbooks can be used to "fill in the gaps" that might otherwise occur.

Also, if children will be required to take standardized tests, I believe they should have the chance to use workbooks to become acquainted with testing conventions like multiple choice, fill-in-the-blank, and following written directions.

The Passage to Abstraction

Many times people ask me about the "path to abstraction" and whether or not kids are hindered by doing so many concrete math materials first. Every observation indicates the opposite: kids are better able to understand abstract mathematical concepts because they have first handled the actual materials.

When does the passage to abstraction begin? In my experience, it starts in stages during the 6-9 age period. A child who still needs the materials to do multiplication may already have begun to internalize the concepts of addition and subtraction and not need the materials for those processes anymore. In other words, there's no one moment when a child moves from concrete to abstract.

It also starts gradually, and is built into the materials themselves. For instance, a child who has been using the small and large bead frames (with colored beads for units, tens, hundreds, and thousands) will then move to the golden bead frame, which is similar except that the color hierarchies are removed. (See picture: small bead frame).

Need More Info?

I highly recommend the math album authored by Sister Mary Motz, my Montessori trainer. It's available through Nienhuis, and I won't link to it because they change their links all the time. If you go to Nienhuis and search for "mary motz", you will find the Montessori Matters Math album, as well as other albums authored by her. It's just about the most thorough, best written Montessori math album out there.

Thank you to Alison's Montessori for the pictures of the math materials!

I've written quite a bit about Montessori math; here are some helpful posts:

Using Stories to Teach Math Concepts

Yes, Children Can Love Math!

What Can You Do With the Elementary Math Basics?

All About Math Bingo Games

Working Montessori Math into Homeschooling

Take Learning to the Next Step with Research

noreply@blogger.com (montessori_lori) — Mon, 19 May 2008 01:34:00 +0000

Learning begins with naming. Young children have been carefully observing their surroundings since infancy; the key to unlocking all that knowledge is to give them the names of everything they see. Think about the very first words a baby responds to: his or her own name, and "mama" and "dada". Picture a toddler, frantically pointing out the car window, wanting to know the name of everything they see. Naming is powerful.

That's why we emphasize nomenclature cards so heavily in the early years. Technically, the word "nomenclature" means " a set or system of names or terms used by an individual or community, especially those used in a particular science or art." In Montessori terms, nomenclature simply refers to the naming of different kinds of nouns, or their parts, or their types.

Here's Where Nomenclature Cards Come In...

The very first nomenclature cards are simply pictures, labels, and pictures with labels. All that matters is the object and its name. Parts are isolated (usually by color) and the pictures with labels provide the all-important control of error. Even a child who can't read yet can match up letters and figure out which label goes under which picture.

Young children, especially those in the 3-6 age bracket, thrill to learn the parts of a leaf, mammal, or even the earth itself. However, at a certain age, naming is no longer enough. The child wants to know more. This is why we add the next phase to the nomenclature cards: definitions. The definitions give the child that extra information that they're longing for. Now, the names are just the beginning. They are the springboard to learn how, what, when, where, and why.

But then the child enters another stage. Now, the definitions (already handily written out) are limiting. The child has questions that the definitions cannot answer. They want more information; they are ready for research. There's a sense of power that comes with being able to find out information on your own. Elementary-age children, with their powerful curiosity about the world around them, are ready to start learning on their own.

How Do You Introduce Research?

The very first kind of research should be simple, with specific questions that can be answered by the child. These Research Guides are the perfect example; using guided questions gives the child a framework with which to pursue additional information.

A younger child who is interested in researching something will probably need help, especially if they are just beginning to read and write. An older child will need an introduction to the world of reference materials, but after that they will be able to complete research on their own.

It's very important that children understand what to do with the information that they find. I always emphasize that answers to questions be written in complete sentences; it's a good habit to encourage. They must also learn that answers must be restated in their own words, and that they might need to combine information from more than one source in order to get the information they need.

Advanced Research Projects

After a child has mastered the art of answering simple research questions, they are ready to tackle a research project. When conducting this type of research, a child will definitely want to use more than one source, and take notes on index cards before compiling and rewriting the information. This type of project may culminate in some sort of presentation given to a class or even the parents. See this post, Ten Steps to Outstanding Student Presentations for more info.

When choosing sources for more advanced research, children will naturally gravitate towards books, including reference books like atlases and encyclopedias. At this point, they may need some specific instruction on using these types of books. You may want to point out things like the table of contents, indexes, and other helpful points of interest.

Today's child is likely to use the internet for quite a bit of research. There's no doubt it's a phenomenal way to find pictures, videos, articles, and other helpful information. Due to the nature of much online content, I always recommend that children use a child-safe search engine like Yahooligans rather than Google or Yahoo, and that they only work in supervised areas where adults are present.

The Pitfalls of Research

On one hand, research is the hallmark, maybe even the cornerstone, of a Montessori 6-12 education. On the other hand, it is sometimes introduced too early and done incorrectly. I have walked into Montessori classrooms where first graders were copying sentences word-for-word out of the encyclopedia. If you ask them what they're working on, they look up, smile, and say "Research". This is not research, it is plagiarism. Unfortunately, it's the unavoidable outcome of encouraging research too early, before the child has the necessary skills to do it correctly.

Why does this happen? Well, it makes it seem that the children can do higher level work than they really can. It makes their work look impressive. It gives an observer the feeling that the child is very advanced. And, it makes the teacher feel that they are practicing "real" Montessori, where children learn from reference books rather than teacher-made materials.

The sad byproduct is that children who start research too early are usually missing out on crucial math, language, and cultural materials that would lay a firm foundation for future learning. They've jumped ahead too soon, and important concepts are neglected in favor of "research". They are also being led to believe that research is simply using someone else's ideas and calling them your own.

Doing It Right

Done correctly, research is a fantastic way for children to learn. Rather than being confined to the information we set before them, research is a chance for the child to direct their own path of learning. The end result is a child who is confident that they can find information if and when they need it, without needing to rely on others. Basic research skills will aid a child throughout an entire lifetime of learning.

Helping Children in Need

noreply@blogger.com (montessori_lori) — Mon, 12 May 2008 01:37:00 +0000

I sat down to write a blog post tonight, but before starting my post I surfed a little bit. As I glanced at CNN's homepage, I saw a few headlines about Myanmar and thought I'd catch up on the most recent news about the cyclone survivors.

Almost immediately, I found that tears were running down my cheeks as I read about the continuing devastation there. Most people, already living in poverty, have lost everything they own and have no place to go. The situation is dire; because of the uncooperative government and logistical problems, most of the survivors have yet to receive any aid and might not for a long time. The desperation and despair must be crushing.

And it is always the children who suffer the most. It's almost easier not to think about their suffering because it's so painful to contemplate. As someone who has loved and served God my entire life, situations like this lead me to wonder just what God is up to. I have no answer for the suffering of the innocent, and no one I know has ever given me a satisfactory one.

But this I do know: when these kinds of disasters happen, we must do something. This morning at church, my dad (who is a pastor, as most of you know) prayed that God would show mercy to the people of Myanmar. If God answers that prayer, he will most likely decide to work through people who care enough to do something about this tragedy.

Most of us have been blessed beyond belief. We are spoiled and comfortable. It's easy to forget that there are millions of children around the world who live in unspeakable conditions of filth and hardship. Our own children find it even harder to contemplate. They never have to worry where their next meal is coming from or whether or not they have a safe place to stay at night.

Maria Montessori had an enormous amount of compassion for children who were on the fringes of society. Whether they were erroneously labeled "retarded" by the government, or whether they lived in the slums of Rome, she saw the need they had to be treated with respect and dignity.

I think Montessorians (i.e., anyone who follows the teachings of Maria Montessori) has an even greater obligation to help out than the average person. You see, we know so much about the delicacy and worth of each human being - each "miraculous being", to use Maria's own words. We are called, by our very adherence to Montessori, to be kind, generous, and helpful.

Recently, I spent some time talking to one of my customers on the phone. She runs a Montessori school in Pennsylvania. About 20 years ago, she decided that she wanted to get back to the roots of the Montessori philosophy by opening a Montessori school in a poor area and keeping tuition low so any child who wanted to could attend.

Today, 20 years later, her tuition remains the same: $150 per month for an all-day program. Her school stays afloat through donations from friends and the community. She asks wealthier Montessori schools in the area to give her any materials or equipment they don't need any more. And naturally, she spends quite a bit of her own money to make or buy materials for the school.

What a great calling she has! Would that many more at-risk children could attend a Montessori school. A quality education can make a huge difference in the life of a child. It can seem like the needs are too great and too vast for us to have any measurable impact. But as I talked to her, I was reminded that even helping one child can bring about change. Like ripples in a stream, touching one life can touch other lives.

As always, I highly encourage you to talk with children about world events. Tell them as much as they can handle for their age. Most likely, you will not say much, if anything, to children five and under. But above that, children are ready to learn about their less fortunate counterparts. Engage them in the act of giving. Have them run a bake sale, donate their allowance, and write letters and cards. Let them research the affected areas of the world and learn about different countries and people groups.

I am always amazed how compassion comes pouring out of children when they know about others in need. They are so creative at thinking about ways to help, and generous beyond measure. I would go as far as to say that children are in a sensitive period for generosity; if you encourage it now, it will carry over into adulthood.

Here are some ways to help, both for the Myanmar tragedy and at-risk children in general:

Give:

Google has offered to match donations made to two different charities, up to $1 million dollars. Visit their Myanmar disaster relief project to find out more.

Make a donation to a worthy, reputable charitable organization that is offering relief efforts to Myanmar. My favorite is Samaritan's Purse, but there are many out there. Visit Charity Navigator to evaluate and compare charities.

Pray:

Take a few minutes to pray for the people of Myanmar, and for the governments of the world who are willing to help. The greatest barriers seem to be the hostile Myanmar government and the lack of existing infrastructure (airports, hospitals) needed to provide aid directly to the people. You can pray for safety for aid workers and for shipments of supplies. One boat carrying supplies sank on the way to Myanmar. It's dangerous work. Pray for the children, especially those who have lost their families and who are terrified and alone.

Educate:

Let children find Myanmar on the globe. Read up on the country and its history. Consider doing a project on Southeast Asia along with fundraising. Make sure kids know where the money they raise is going.

Sponsor:

Choose a needy child to sponsor at Compassion International. You'll be able to learn about and correspond with your child. I also recommend visiting their new blog; it's really eye-opening - especially their posts about children in poverty.

Volunteer:

While it is unlikely that any of us will be able to go to another country to provide aid, right in our own neighborhoods there are people with needs. One of my friends volunteers for a shelter for homeless women, taking the women shopping to help them buy clothes and food. Another volunteers for an inner city children's club that provides tutoring and mentoring for at-risk kids living in the housing projects of Chicago. There's really no limit to the ways we can help.

Link:

Link back to this post from your own blog, or forward the link to this post to friends and family who are looking for a way to help.

One last thing: when you read posts like this, don't you always wonder how much the author of the post is personally donating, if anything? I know I do. I want to be credible and practice what I preach. So, here's the deal. I will donate 10% of my total sales for May to my favorite charity, Samaritan's Purse, specifically for the relief efforts in Myanmar. I'll let you know in June how much that turns out to be. If you've always wanted to buy anything from me, this would be a great time!

Children, Nutrition, and the China Study - Part 2

noreply@blogger.com (montessori_lori) — Mon, 05 May 2008 02:31:00 +0000

Hi! Thanks for your great responses to the first part of this series! If you haven't read it yet, please take a moment to do so - it will set the stage for this second post.

Here we go!

For generations, parents have attempted to follow the Recommended Daily Allowance (RDA) for protein and other nutrients when it comes to feeding children. Now the RDA is being replaced by the Reference Nutrient Intake (RNI) and recommendations for protein consumption for adults and children have been cut nearly in half. View a complete RNI protein chart here or take a quick gander at these stats for daily protein intake:

1-3 Years...14.5g
4-6 Years...19.7g
7-10 Years...28.3g

For teenagers, RNI protein intake varies from about 42 - 55 grams, depending on gender and age. These small amounts of protein can easily be consumed in a day with thoughtfully prepared meals, but as we discussed in Pt. 1 of this two-part post, the type of protein being consumed is what makes the difference between good and poor health, according to the critically acclaimed 20 year research project, The China Study.

Do Plant Foods Really Contain Protein?

If it make sense to you the eggs have protein but seems weird that broccoli does, you're not alone. We were all raised to believe that only animal foods contain real, valuable protein, though just the reverse is true. Nearly all foods contain some amount of protein, and if The China Study is correct, it is animal foods that cause illness in children but vegetable ones that promote not only disease-resistance but the most vibrant health. The tides have turned, and it is now plant-based protein that scientists, informed doctors and nutritionists are backing as top quality for children and adults. Here are some quick figures on the protein in plant-based foods:

Serving of Chick Peas...16g
Serving of Baked Beans...11.5g
Serving of Tofu...10.3g
Serving of Peanuts...7.3g
Serving of Brown Rice...4.4g
Serving of Broccoli...3.1g
Serving of Potatoes...2.8g

Again, nearly all plants have protein and what this means is that a 12 year old boy whose RNI protein intake should be about 42.1 grams per day can enjoy excellent nutrition if a daily menu looks like this:

Breakfast: A tofu scramble with a side of fried potatoes, whole wheat toast, fruit.

Lunch: Peanut butter and banana sandwich on wheat bread with a side of raw veggies including broccoli and a serving of chickpea dipping sauce (also known as hummus).

Snack: Guacamole and corn chips.

Dinner: A burrito or wrap filled with baked beans, brown rice, hummus, and tasty fixings like tomato, lettuce, etc.

This menu meets and exceeds the RNI and every bit of protein on it has come from a healthy plant source.

Why Do I See Vegetarians Who Look Too Skinny?

With obesity at never-before-seen levels in both children and adults in Western societies, our picture of a healthy human being has become a bit vague. Humans were intended to be slender and muscular, but many people fear switching to a plant-based diet because they see vegetarians who look too thin. Unfortunately, many people who stop eating animal foods don't understand how to eat well. They may be subsisting on
white bread and soda pop and saying they don't eat animal products, and they are certainly incurring a different set of health risks and deficiencies by doing so. To enjoy a healthy, plant-based diet, follow these basic guidelines:

1) Don't eat the same things everyday. Variety is crucial to good nutrition.

2) Cook the majority of your own meals from scratch. Processed foods have little food value.

3) Choose whole grains instead of refined ones. This means brown rice instead of white and wheat bread instead of white.

4) Eat organic foods in order to get full food value. *More on this below!

5) You don't need to count every gram of nutrition you or your children consume. By eating a varied diet, rich in beans, whole grains and fresh veggies, you will not need to worry about malnutrition.

My example, above, shows the traditional 3 meals a day plus a snack, but nutrition experts recommend eating 5-6 small meals a day as being optimal. This means the human body has a slow, steady supply of nutrition to keep it going strong rather than creating troughs of fatigue throughout the day.

The B12 Rule

The one nutrient that families following an all plant-based diet do need to concern themselves with is B12. B12, also called cobalmine, does not come in nature from plants - it comes from bacteria. People eating an animal-based diet get this vitamin from the bacteria in meat and dairy products, but the actual daily requirement of B12 intake is only about 2-3 micrograms a day. It is easy to avoid any danger of deficiency of this important vitamin in a plant-based diet by taking a plant-based B12 supplement. Though vitamin supplements are not the way to proper nutrition, a good, complete B vitamin supplement is a good idea to be totally certain children are getting all the Bs they need!

Organic Foods Vs. Conventional Foods

Once upon a time, all food was organic and everything grown contained its full nutritional value because of the wonderful quality of the soil in which it was grown. Unfortunately, the monoculture and overly-intensive farming practices and chemical fertilizers that began to be employed in agriculture in the 20th century robbed soil of its ability to be healthy. Conventional farmers are dependent upon synthetics and carcinogenic pesticides and herbicides to make plants grow in ruined soils. The end result of these foolhardy, profit-driven practices is supermarkets filled with vegetables, fruits, grains and legumes that lack true food value in addition to being toxic to the human body.

By contrast, good organic farmers take abundant care of their soil. They create diverse habitats so that beneficial insects keep pests in check, and crop rotation and green manures keep the soil filled with the nutrients that create plant foods bursting with essential vitamins and minerals.

Children should be fed only organic foods whenever possible, and again, much of this comes down to being willing to cook from scratch. Though there are now many corporations producing organic processed foods, packaged foods will always have less nutritional value than ones cooked at home.

The other vital reason for feeding children healthy organic foods is that conventional foods may well be genetically altered. GMO foods are not safe for human consumption and have been shown to cause dreadful mutations in animals. Europeans have called American children the world's guinea pigs because of the consumption of Genetically Modified Organisms in conventional foods. No Montessori instructor or parent would knowingly permit children to be used in this way, once they have the facts.

But What If My Kid Hates Vegetables?

My mother tells a story about her childhood loathing for spinach. Her family sat down to dine on limp, canned spinach several times a week. I can't think of a less appetizing dish! Then, as an adult, she tried growing her own spinach because she knew of its nutritional value. Briefly sauteed in a little olive oil and garlic, sprinkled with some fresh ground pepper and salt and contrasted with some crunchy orange carrots, that watery, slimy spinach of childhood became a thing of the past.

Children who are picky eaters will find it hard to resist whatever is prepared to be delicious, and I'd like to share some links to cookbooks that are filled with completely scrumptious, completely plant-based recipes:

Veganomican by Isa Moskowitz - This is basically an encyclopedia of fabulous plant-based (vegan) cooking. Everything from Flannel Hash to Caramel Cupcakes here. This huge cookbook has won rave reviews.

The Vegan Family Cookbook by Brian McCarthy - Plant-based, mouthwatering versions of old favorites like lasagna, mac and 'cheese', pizza, french toast and pumpkin pie. This family-oriented cookbook has been highly-acclaimed and will help those new to plant-based cooking understand how to stock their pantry with healthy staples.

The Ultimate Uncheese Cookbook by Jo Stepaniak - One of the hardest things for many people who are attempting to avoid the dangers of dairy products is giving up cheese. Try out this cookbook and you'll see how easy it is to get that rich, cheesy taste in foods without paying for it with risks to your health.

Vegan Lunchbox by Jennifer McCann - Even your pickiest little eater will find this book and its recipes impossible to say no to. The lunchbox meals in this unique cookbook are not only full of nutrition, but they are so beautifully made, they appeal to all the senses.

Summing Up

What humans understand about good health and nutrition continues to change the more we study the subject. What we do know now is that the teachings of the past, the teachings of dependence upon animal foods for nutrition, are not serving our children well. Some of the world's strongest athletes, most brilliant scientists and most compassionate humanitarians have stepped forward to advocate a plant-based diet as the very best choice for healthier human beings.

If this is a subject you'd like to learn more about, I suggest reading The China Study and I'll wind up this post with a recommendation of two other books written by author John Robbins. Robbins walked away from the privileges of his life as heir to the Baskin-Robbins ice cream fortune after watching his loved ones being sickened and killed by their traditional Western diet. He couldn't accept an inheritance he considered to have been won at the cost of public health, and his journey toward a life of truly good nutrition and new compassion is a fascinating read. Few people encounter Robbins' writings without it changing their lives for the better, and Montessori instructors who are John Taylor Gatto fans will recognize Robbins' similar, no-nonsense approach to myth-busting:

Diet for A New America - This is John Robbins' first book and it created a tremendous stir in scientific and humanitarian circles when it was published.

The Food Revolution: How Your Diet Can Help Save Your Life and Our World - This is his latest book and a wonderful read.

You can also access information immediately by visiting John Robbins' website.

Children, Nutrition, and the China Study - Part 1

noreply@blogger.com (montessori_lori) — Mon, 28 Apr 2008 04:25:00 +0000

I love browsing through vintage cookbooks. I like the retro illustrations and the funny, helpful advice for what to do when the electricity goes out, someone spills grape juice on the carpet or you find yourself having to balance your bridge club date with serving a formal dinner to 40 select guests. The situational comedy going on in these books is great entertainment and a window on the past.

The recipes are another matter. Suggested family menus not only have people eating meat three times a day, but cheese and butter get slathered onto everything and vegetables tend to be overcooked, come out of a can or are utterly replaced by the miracle of Jell-O! The cookbook authors boast, unashamedly, of the convenience of processed, packaged foods and this legacy of the 1950's is with us yet.

Betty Crocker and the folks at Better Homes & Gardens may hold a special place in our hearts, but I'd like to introduce you to another nutrition expert who may be far more deserving of a spot in our kitchens.

Meet Dr. T. Colin Campbell, author of The China Study. This is the story of an American farm boy who started his work life at MIT and Virginia Tech as a researcher. His job revolved around promoting better health for US citizens by encouraging them to eat more milk, meat and eggs. Government agencies, medical professionals, scientists, researchers and cookbook authors alike set about convincing the public that a diet based on 'high-quality protein' was the optimum method of eating for glowing health. According to Dr. Campbell, he was proud to believe that Americans had the best diet in the world.

Then Came The China Study

Dr. Campbell became involved in a 20 year study conducted by Cornell University, Oxford University and the Chinese Academy of Preventative Medicine, the goal of which was to survey the diseases and diets of rural China and Taiwan. Researchers worked amongst Chinese adults and children, studying their lifestyles, eating habits and illnesses and amassed more than 8000 significant correlations between foods and diseases.

To quote Dr. Campbell, "I uncovered a dark secret. Children who ate the highest protein diets were the ones most likely to get liver cancer..."

As The China Study's website details:

Although it was heretical to say that protein wasn't healthy, Dr. Campbell started an in-depth study into the role of nutrition, especially protein, in the cause of cancer. The findings? People who ate the most animal-based foods got the most chronic disease. People who ate the most plant-based foods were the healthiest and tended to avoid chronic disease. These results could not be ignored.

So much for the famous 4 food groups and the complimentary marketing materials we all received as school children courtesy the National Dairy Council. So much for Betty Crocker's Cheeseburgers Supreme.

Critically acclaimed and cited as 'the most comprehensive large study ever undertaken of the relationship between diet and the risk of developing disease', The China Study gives authority to what the best doctors, nutritionists and scientists have been telling us for years - that an animal-product-based diet leads to disease while a plant-based one is a far better bet for good health for both children and adults.

3 Important Quotes From This Eye-opening Book:

1)"We know an enormous amount about the links between nutrition and health. But the real science has been buried beneath a clutter of irrelevant or even harmful information - junk science, fad diets and food industry propaganda. I want to change that."

2) "Synthetic chemicals in the environment and in your food, as problematic as they may be, are not the main cause of cancer. The genes that you inherit from your parents are not the most important factors in determining whether you fall prey to any of the ten leading causes of death. The hope that genetic research will eventually lead to drug cures for diseases ignores more powerful solutions that can be employed today. Drugs and surgery don't cure the diseases that kill most Americans."

3) "To make matters worse, we are leading our youth down a path of disease earlier and earlier in their lives. One third of the young people in this country are overweight or at risk of becoming overweight. Increasingly, they are falling prey to a form of diabetes that used to be seen only in adults, and these young people now take more prescription drugs than ever before. These issues all come down to three things: breakfast, lunch and dinner."

Why Should This Matter To Us?

As Montessori instructors and parents, we create the environment in which children learn and grow. Children's primary environments, however, are their own physical bodies and if these are neglected or improperly nourished, we cannot expect happy results. Additionally, we are aware that the examples we set as adults become the norms that children will carry with them throughout life. As I see it, we need to think about two aspects of setting a good example.

1) If we don't insist on good nutrition for ourselves and the children we care for, we are promoting a poor idea of self-respect, independence and responsibility. If we value life, it's a duty to educate ourselves about the very best modes of caring for our health if we want children to view this as an important concern.

2) Think about this: when you go to the doctor's office, the pens, calendars, and free samples are all supplied by the drug corporations. Public school Health classes receive free nutritional materials from the Dairy Council and the various meat associations. Fast food chains have managed to insinuate their marketing materials right into children's schools. The bottom line is that special interests are controlling much of the health and nutrition information that gets published and distributed to society.

Dr. Montessori believed that discernment was one of the key abilities children needed to develop, and by teaching children to discern the forces that may be behind the pamphlets, books and ads that encourage them to eat such-and-such food, we are fostering intelligent reasoning. If we refuse to be gullible, no one will be able to make fools of our children for corporate profits.

The China Study is not about a fad diet. It wasn't authored by a celebrity or a spokesperson for McDonald's. It is the result of two decades of intensive study by some of the world's most respected educational institutions. I consider this an important read for parents and educators, and you can peruse an excerpt from the book as a PDF here.

Putting What We Learn Into Practice

If you have considered transitioning your family to a more plant-based diet because, like me, you feel you can't ignore all of the data you have been hearing about the health benefits of doing so, you may have a lot of questions. Isn't protein really important? Do plants really contain protein? How much protein do kids actually need? What about the organic vs. conventional question? Why do I see vegetarians who look too skinny? What about dangerous deficiencies? What if my kids hate vegetables? In Part 2 of this post, I will be addressing common concerns about the plant-based diet and offering suggestions for putting it into practice for the health of your family.

Geocaching for Kids - Fun for the Whole Family

noreply@blogger.com (montessori_lori) — Fri, 25 Apr 2008 12:09:00 +0000

Geocaching is an exciting treasure hunt game that families around the world are playing. It requires a GPS device and a love of adventure. The basic steps to the game are that you visit a site like Geocaching.com, enter your zip code and receive a list of hidden caches in your area. Then, you set out with your family, following coordinates that bring you within a 20 ft. radius of the cache. The cache might be located in the middle of a city, but the majority are in rural areas, forest preserves, and beautiful parks.

Once you reach the destination, everyone begins searching for the hidden geocache. It might be in a tree, under a rock, inside a hollow log. The cache itself may be as tiny as a film canister or as big as a cooler and, when found, may contain a simple log book for you to sign your name in or a store of little treasures.

The rule is - if you take something from the cache, you must leave something in return for the next seeker to find. Good geocachers make every effort to leave the cache site as undisturbed as they found it so that others can enjoy the hunt for the cache.

Geocaching has been around almost since the advent of GPS devices, and has gained in popularity every year. Some families go geocaching every chance they get and have found hundreds of caches over the years. Some even go on geocaching vacations, hunting for caches located at historic monuments all over the world. Your family may take such a shine to this game that you will eventually decide to create a cache of your own for others to find.

How hard is Geocaching?

Most caches will be accompanied by a difficulty rating between 1-5 with 1 representing the easiest caches. This is important data when planning with kids in mind. Pay attention to the rating of the terrain. The hardest caches may be hidden in locations that require miles of hiking over tough terrain. Some can only be reached by rock climbing or even scuba diving! Level 1 and 2 caches will probably be most appropriate for families with young children who aren't prepared to take rigorous hikes in challenging landscapes.

What should you bring on a Geocaching adventure?

Bottled water

A simple snack like trail mix

A first aid kid

A pen to sign the logbook

If you plan to take a treasure, be sure to bring one along to trade

Geocache treasures include coins, buttons, badges, small toys or inexpensive jewelry. Some caches might contain books, DVDs or CDs. There is an additional type of cache treasure called a 'trackable item'. These are devices that get moved from cache to cache as people hunt. Some have made international trips and there is apparently a Mister Potato Head that has traveled around the world!

5 benefits of family Geocaching

1) This is an ideal family activity. If you've become concerned that you family's main group activity revolves around watching TV, consider giving geocaching a try. Everyone will have a chance to actively participate in a fun family goal while talking, laughing and playing together.

2) Geocaching provides terrific exercise for the whole family. Even kids with couch potato tendencies can get caught up in the excitement and without even noticing it, will be filling their lungs with fresh air while hiking in search of a cache. Simple searches undertaken at a leisurely pace will benefit your family with good exercise and plenty of sunshine. Bring a picnic and make a day of the game. How about bringing along a camera to record your adventure, or a wildflower or bird guide to increase what your family learns as they walk along?

3) One of the most commonly cited benefits of geocaching is that it introduces families to lovely natural spots they never knew existed before. Devoted geocachers feel that they have acquired valuable intimate knowledge about the places in which they live.

4) Gaining appreciation for state and national parks gives children a good reason to become good stewards of public lands. Because there is a strong emphasis on leaving terrain in good shape for other players, geocaching has the potential to teach children that our wild places need to be protected and cared for so that everyone can enjoy them.

5) Geocaching is about achievement. It teaches children that families can set and achieve goals and have fun in the process. It provides a good opportunity for exploring the powers of dedication and teamwork, and because it comes with the built-in control of the cache, everyone knows when they have succeeded.

Getting started

GPS devices run between about $100-$1000. Geocaching.com has recommendations for good devices. Once you have your GPS, all you have to do is register at the site to get a list of local caches in your area. Pick a destination and get going!

I enjoyed this story about a father who got his overweight son to start hiking because of geocaching. Here's one mom's report about the excitement of geocaching with kids. It seems that children are sometimes the very best at discovering the hidden caches, and I believe that Montessori and homeschool families will quickly see the value in an activity that gets everyone out of doors for a joint-effort exploration of our amazing planet.

5 Practical Suggestions for Montessori Parent Education

noreply@blogger.com (montessori_lori) — Mon, 21 Apr 2008 01:52:00 +0000

When I was teaching, I observed an interesting phenomenon. Many of the parents deliberately chose Montessori for their child over "easier" options, like public school, but after the child began attending, they questioned and doubted everything that makes the Montessori method special. It was as if they wanted the results of Montessori without the "Montessori-ness" that makes us different from traditional schooling.

We, as teachers, considered parent education to be absolutely imperative. Often, as we explained the rationale of certain Montessori activities, we could almost see the light bulb go off over a parents' head. "Ah!" they would say. "Now I get why you [pick one] let the children scrub pumpkins/don't send home work every day/don't use worksheets."

Sometimes it's really just that simple. Tell them why you're doing something the way you are, and they become your supporters rather than challengers. Montessori instructors have a unique opportunity as educators of the parents as well as the children. The worthy goal is that the student will get so much more out of the Montessori experience if it is supported not only in the school, but also in the home.

Here are 5 smart suggestions for ensuring that Montessori parents understand what their children's school career will be like in the Montessori classroom, and how their involvement is crucial.

1. Establish A School Lending Library for Parents

The Montessori Method, Dr. Montessori's original text, should be required reading for all parents considering a Montessori education for their children. This simple book provides a invaluable introduction to the method and will acquaint parents with its history. Beyond this, there are dozens of wonderful books on the subject of Montessori programs, such as The Absorbent Mind, How to Raise an Amazing Child the Montessori Way and Montessori from the Start. If the school is able to order copies of Montessori Life magazine and maintain a section of Michael Olaf catalogs, there will be plenty for parents to read.

I would suggest supplementing these pro-Montessori materials with critical studies of the public school system such as John Taylor Gatto's The Underground History of American Education and Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling. Books like these will help parents to compare and contrast the options of Montessori and public schools. Interesting DVDs, such as Montessori: The Science behind the Genius would enrich the lending library. Parents should be invited to contribute books and other materials to the library that they find relevant and would like to share with others.

2. Communicate Well With A Useful School Website

A thoughtfully-prepared website can become an invaluable tool for the whole school
community. Teachers can assemble a list of frequently asked questions, culled from their years of experience, and these Q&As can be listed on the website so that parents wanting to learn more about the school's offerings will have countless questioned answered even before their first in-person visit.

The website can outline the general curriculum and be made beautiful and appealing with illustrative photography. The website can provide pertinent contact information for setting up appointments to tour the school and can explain enrollment requirements. Beyond being a terrific resource for new prospective school families, the website can be enlarged to serve all parents.

By incorporating a website forum, the community will have a place to come to learn about important happenings at the school, broach pertinent issues and discuss plans, challenges and strategies with the teachers and other parents in an effective and simple way.

As you might imagine, I think it would be fantastic if the teachers decided to have a blog. This would be a great place to talk about the neat things that are going on in their classrooms, announce field trips or get feedback from parents on new ideas. In today's world, the Internet is the communication tool of choice for so many people and while it can never replace face-to-face meetings, a well-structured website offers additional opportunities for school involvement 24 hours a day.

3. Give Parents a Kid's Eye View of the Classroom

Asking grown-ups to get down on their knees so that their exploration of the classroom is from the perspective of a small child may cause some giggles, but it's an active way for them to tap into how the environment will look and feel to their children. Suddenly, the beautiful sense of order and accessibility becomes apparent. Arrange a sample work period and allow parents to take out floor mats and choose materials that seem interesting to them. Encourage them to ask questions so that you, the instructor, can demonstrate the way in which you will be aiding their children without taking away the responsibility for exploring and accomplishing the work themselves.

4. Provide Parent Education Meetings

This is a great way to reach many parents at one time. Some schools will have the budget to be able to pay for speakers to come and give presentations. But the director, teachers, and even parents can put together short talks that will be of value and interest to parents. Topics like the Normalized Child, Educating for Peace, or Promoting Independence would be great places to start.. The structure can be formal, or as friendly as a potluck supper, depending on the preferred style of the teachers and parents.

5. Don't Omit Discussion of Ethics in Parent-Teacher Meetings

It is clear from reading The Montessori Method that the parents living in Dr. Montessori's original children's houses were generally poorly-educated people, sometimes lacking in basic life skills. Dr. Montessori found it was vital for the resident instructors to provide assistance to these families so that their children would be properly fed, clothed, bathed and taught. This will seldom be the case with modern Montessori parents and, obviously, Montessori teachers no longer live amongst their students' families.

In modern times, no one has the right to tell parents how to raise their children and this may make Montessori instructors feel hesitant about discussing the ethical
values that are the foundation of the method. While it's only right that parents should decide how they will raise their children, if what is taught in the home opposes the important behavioral lessons learned in the classroom, conflicts will result.

For example, a child from a family where intense sibling rivalry is allowed to exist will have difficulty understanding that they are expected not to compare themselves to their classmates at school. Children who are permitted to react to disagreements by yelling, hitting or other hurtful behaviors at home will bring these actions into the classroom, too. Children who are disciplined at home with negative or shaming techniques may not be able to respond to the positive reinforcements that form the structure of discipline at school.

I remember one year, I gave a talk about Children and the Media. I came down quite conservatively for shielding kids from much of what's on television and in the movie theaters. But more than just telling parents what I thought their children should watch or not watch, I talked about why and how violent images affect children negatively. I was nervous when giving the talk, but it was very well received and many parents thanked me later. They want to learn!

Any Ideas?

A little parent education can go a long way towards ensuring a successful school experience for each child. Hopefully there's something new here you can implement at your own school, and I'd love it if you share any ideas that work well for you.