Immersed is thrilled to announce a new series happening for the 2018–2019 school year! Similar to how we interview new teachers who join The New Century School in the “Meet the Teacher” series, starting with this very post, we will be circling back to profile long-standing veteran faculty members, who also deserve this chance to tell readers a little more about who they are. Let’s call this long overdue series, “Catch-Up with the Teacher”!
Getting to Know Lisa Reynolds
Lisa Reynolds with the latest addition to her family!
The thing that anyone who encounters Lisa Reynolds immediately notices is that she always seems happy to be where she is, which is in a classroom brimming with the adorable energy of preschool-age children. Ms. Reynolds joined TNCS in 2013 as a primary teacher. After a stint with the preprimary students, she is now back up on the second floor of building south—that is, in primary, and many would say that’s precisely where she belongs. She’s a natural with the 3- to 5-year-old set!
A lifelong Maryland native from Baltimore County, she received her Montessori certification in 2013 from the Maryland Center for Montessori Studies. Calm, patient, and loving, she exemplifies the Montessori teacher.
Inside Ms. Reynolds’ Classroom
Her class comprises 19 students, and Xiu (“Nina”) Laoshi is an in-class intern teacher. Their shared goal is to instill a sense of community in their students, to socialize them. “I concentrate on the social aspect of the group,” explained Ms. Reynolds. “I’m seeing how they respond to one another during group activities. I want them to feel like a family—to see themselves as individuals as part of a family, a larger group.”
Such group activities usually involve making things, and, even apart from her innate creativity, there’s a very good reason why, according to Ms. Reynolds. “We do a lot of fun cooking, for example. One of my instructors used to say that the steps in the process really are not the work, but the conversation is, the cooperation. Being able to communicate with one another and work together, that’s the work.” They started with potatoes and plan to make some very communicative, cooperative muffins next quarter.
As appropriate for the Montessori method, her 19 students are a mix of 3-, 4-, and 5-year-olds. Ms. Reynolds says the mixed ages is going very well. “The children I’ve had for 3 years are really big helpers so they help the younger children a lot. The younger students really appreciate that, and some bonds have become very strong.”
As reported in a recent post, it’s important that the mixed-age dynamic is bidirectional, so the older students who mentor their younger classmates also get the chance to be mentored, such as when students from upper divisions pay the class a visit to read together.
As mentioned, Ms. Reynolds loves to be creative and finds lots of ways to incorporate art into class time. For special occasions, like the recent Thanksgiving Feast, students make decorations and place settings. And, teaser, mothers of children in her class may see some other beautiful decorations and more this coming May!
Students have the benefit of a native-speaking Mandarin assistant teacher. Xiu Laoshi is quiet and soft spoken and prefers teaching one to one or in small groups of students. Chen Laoshi also comes in to assist, and she likes larger-group activities, like making carrot and spinach noodles from scratch.
For Spanish, the class has one-on-one teaching and large-group instruction twice a week. “In the larger groups, they might read a story, sing a song, and have a large group lesson. Then we break down into smaller groups, and they do little individualized lessons based on where the child is at,” explained Ms. Reynolds.
Señora Sanzana leads the students in a song and dance around the classroom.
At the fall parent workshop, Ms. Reynolds’ topic specialty was the outdoors. She said:
I was basically giving parents ideas about what they can do outdoors. How to focus more on their gross motor skills and letting them explore, for example. Having certain boundaries but not hovering over them and letting them experience the fresh air, the smell of the grass, the sound of the leaves. Being able to absorb all of those sensory aspects of the outdoors and the importance of connecting with nature.
One terrific suggestion she has is going on a scavenger hunt. Collect paint swatches from a building or hardware store and then ask your children to find something in nature that matches the color. Try it during different seasons to show them the spectrum of natural colors and how they shift through the year.
“I love my job!,” said Ms, Reynolds. “I love being with the children. It is the best part of my day. I have so much passion for the Montessori philosophy and the care of the children.”
At The New Century School, Montessori instruction not only defines the primary classroom for students ages 3- to 5-years old, but Montessori principles are the bedrock on which TNCS was founded. Although only the primary classrooms are classically Montessori, its importance at TNCS cannot be overstated. Students who start at TNCS in their primary years and progress through the upper divisions find that their elementary and middle school classrooms retain much of the Montessori character in terms of mixed-age classes; an inquiry-driven, student-led approach, and an emphasis on courage, compassion, respect, and service to and for schoolmates and staff.
Because there’s a lot to the Montessori method, TNCS hosts two workshops annually to allow parents to get the full picture of how it works. Last fall, primary teachers Lisa Reynolds, Elizabeth Bowling, Maria Mosby, and Yanyang Li hosted the first of these annual workshops, covering many areas of the Montessori classroom, including the Work Cycle, Practical Life, the Montessori Skillset, and other broader concepts.
This current workshop focused on the tools and lessons that Montessori students use to learn Geography and Science, Math, and Language as well as their primary vehicle for learning—their five senses: “The senses, being explorers of our world, open the way to knowledge,” wrote Maria Montessori.
Accordingly, the Sensorial component of the Montessori method is purposeful and orderly. It “refines the senses,” “orders the mind,” and facilitates “appreciation of the world.” There are visual, tactile, olfactory, and auditory (and sometimes even gustatory!) materials for children to work with, all designed to establish fundamental precepts for learning. Each material is beautifully designed and appropriate for children during their sensitive periods of learning. They provide the necessary stimulation for children to learn science and geography, math, and language concepts more readily.
In a Science and Geography activity (known as a “work”), for example, a student might put together a globe puzzle, calling on his or her sensorial training to understand sequence, order, and beauty to successfully complete it (with complete absorption, no less), or match Ancient Egyptian names with figures. Cultural awareness also begins to develop here; in Montessori, concepts begin very concretely to enable to child to fully grasp them before being naturally drawn to extrapolate them to more abstract ideas.
This is nowhere more true than in Math: “Process is taught first, and facts come later. Order, coordination, concentration, and independence are experienced by the child using [Montessori math] materials.” The materials are organized into five groups:
Group 1 introduces sets of 1 through 10, which prepares the child for counting and teaches the value of quantity. Children begin to associate numeral and quantity with number rods and number cards and will gain a growing understanding of sequence. To reinforce the 1 through 10 concept, a teacher may add spindle boxes, cards and counters, the short bead stair, and other 1-to-10 counting activities.
Group 2 involves the decimal system using the golden bead material. Children become familiar with the names of the decimal categories: units of 10s, 100s, 1,000s, and so on. A concrete experience with each category is represented by beads, and quantity will be followed by symbol and association.
Group 3 deals with the operations using the golden bead material. The concept and process of addition, subtraction, multiplication, and division are presented. Children work with each other and benefit from these exercises using the bank game. Progression then continues using operations with the stamp game.
Group 4 consists of linear counting. Quantity is presented using the teen and 10 boards, followed by symbol and association. The 100 board and bead chains develop number concepts and recognition of numbers 1 through 100. The bead chains also introduce the child to skip-counting—5, 10, 15, 20, etc., for example.
Group 5 contains activities such as strip boards, the snake game, and memorization of facts. Fractions are also a part of this group. Fraction skittles and insets serve this purpose.
The activities in the math area are not to be implemented at a set pace. Providing students with the materials at precisely the right challenge level will enable them to demonstrate their development to the teacher through their progress. A child who is able to grasp such math concepts as addition and subtraction demonstrates a successful use of the math materials.
“The only language men ever speak perfectly,” Maria Montessori wrote, “is the one they learned in babyhood, when no one can teach them anything!” Thus, language is possibly the area of the Montessori classroom accorded the most space, focusing first on oral language and vocabulary, then writing, and finally reading. From birth to age 6, children are in an exquisitely sensitive period for language development. They absorb multiple languages effortlessly and without direct instruction. The latter half of this plane of development is when they exhibit a strong interest in words.
The oral language curriculum focuses on activities that enrich the child’s vocabulary and ability to isolate phonetic sounds, such as having conversations, telling and reading stories, playing sound games, and working with vocabulary cards.
Children are typically interested in the practice of writing and often learn to write before they can read. The writing curriculum focuses on preparing the mind and the hand for writing activities through sensorial exercises and manipulatives.
A child prepared to begin reading will demonstrate this by first blending phonetic sounds. After much work in this area, the child will begin to work with phonograms, digraphs, and finally puzzle words (sight words). All of this work is done using sensorial objects that the child can manipulate and relate to words.
The primary teachers did a beautiful job explaining and demonstrating the brilliance of the Montessori classroom during the workshop, and they also shared their presentation in digital form for anyone unable to attend. To learn more, go to: TNCS 2017–2018 Parents Workshop.
Michele Hackshaw joined The New Century School at the beginning of the 2016–2017 school year as a Montessori Lead Teacher with Gloria Jimenez assisting. A native Spanish speaker from Caracas, Venezuela, she moved to Baltimore with her husband in 2000.
In her home country, she pursued a macroeconomics degree but decided to come to the United States to immerse herself in English while earning a Master’s in business. She spent a few years working in the business field, and then, Señora Hackshaw says, the recession of 2008 hit. She began volunteering in her children’s school and found to her surprise that she really enjoyed that type of work. She liked childhood education so much, in fact, that she went for Montessori training. Once certified as a Montessori teacher, she worked at Bridges Montessori School in Towson for about 5 years. “I definitely prefer teaching to business, to my initial surprise. Then, even after the economy got better I told my husband that business is something I don’t want to go back to. I really love what I’m doing right now. I really love to get up and go to my work. This [gesturing to her classroom] is my vocation.”
The switch in careers from business to teaching might seem like quite an about-face, but Sra. Hackshaw believes that the work has greater significance for society. “We have such a a big impact on these children. How they turn out depends on what we do for them, show them, expose them to.” Besides her humanitarian reasons, teaching is also a lot more fun for her than working in an office was, where interactions with irate clients were often less than pleasant. “Here, it’s not like that. Somebody might be crying because I asked him to do something he didn’t want to do, and 10 minutes later, he’s got a huge smile. There are no bad work days,” she says.
Her children, a girl and a boy, are now 9 and 10 years old, respectively and have the good fortune to be growing up bilingual. The same can be said of Sra. Hackshaw’s 10 3- to 5-year-old primary students who are in a Spanish-immersion Montessori classroom. “In the beginning, teaching in Spanish was a bit challenging because it was a new language for my students, who were all new to the school. But they learned so fast, and now it’s just great,” she smiles.
About being at TNCS now, she says it’s not only a wonderful experience, but she is learning a lot, professionally. “This is a different environment,” she explains, “because I never worked in a full Spanish immersion classroom, although it was Montessori. But I have never taught Montessori in Spanish or given a Montessori lesson in Spanish. And, unlike teaching Spanish, for example, at an after-school program, which is mostly teaching vocabulary, here it’s different. I speak Spanish the whole time. It has been a valuable process of learning and discovery.” (Please see Montessori Language Arts, Match, Science, and Global Studies at TNCS to learn more about how Sra. Hackshaw and other TNCS primary teachers give Montessori lessons.)
For now, Sra. Hackshaw’s “business” is nurturing her students within her warm and peace-loving classrom. “There’s so much that you can give to them, and they will learn from you. If you keep empowering them and model how to be good people, they learn that.”
Last week, The New Century School hosted some very special guests: nine kindergarten and preschool educators from China (plus one of the teacher’s 5-year-old daughter, Kitty). They came to the United States for some training sessions as part of a conference titled “Innovation in Education,” the brainchild of TNCS Co-Founders Roberta Faux and Jennifer Lawner in partnership with representative Alex Xu from Each Future Cultural Network, a company dedicated to fostering cultural exchanges between China and the United States. Although this was not the first time TNCS and EFCN have jointly hosted Chinese guests (see International Camp at TNCS), this session was unique in being devoted to teacher training for adults.
Explaining how the conference came to be and its mission, Ms. Faux says:
We were approached by a group in China interested in learning more about U.S. education styles. TNCS partnered with Loyola and Johns Hopkins University to present talks and sessions on a variety of topics. Our mission was to expose Chinese teacher to progressive styles of learning, especially at the preschool and early elementary ages. Many progressive schools approach education based on a model of human development (Montessori). This encompasses two main principles: 1) Children engage in psychological self-construction by means of interaction with their environments, and 2) preschool children have an innate path of psychological development.Children who are at liberty to choose and act freely within a prepared environment act spontaneously for optimal development. This is a critical time for children, which has a long-term impact on future learning and development. This is a very new concept to Chinese education and culture.
The group arrived on Sunday, April 24th and began attending conference seminars first thing the next morning. As Ms. Faux said above, the concepts presented were mostly unfamiliar to the group, but this did not lessen the appeal of listening to presentations and engaging in question-and-answer sessions afterward. Of the nine, three spoke English and were able to help Mr. Xu with the task of translating the presentations by speakers into Mandarin as well as the responses by the group into English to facilitate smooth communication. The itinerary was as follows.
On Monday, the group stuck pretty close to home base, starting with a welcome tour of TNCS and an overview of the week’s workshops. After being treated to breakfast by Chef Emma Novashinski, they observed the primary and K/1st classrooms during the morning, then had lunch with the upper elementary students followed by gelato at Pitango in Fell’s Point. Back at headquarters, they enjoyed their first formal presentation by TNCS K/1st teacher Adriana Duprau on classroom management in a non-traditional classroom, where students enjoy considerably more freedom than in traditional classrooms.
This may well have been the most challenging concept of the week for them to embrace, given that there is little leeway in the typical Chinese classroom, and students are expected to conduct themselves according to a strict standard of behavior. In a classroom that averages 30 or more students, such behavioral expectations make sense—no one would be learning anything amidst the mayhem that would otherwise likely result. Instead, the model Chinese student pays attention to the instructor, sits still (in some cases even sitting on his or hands to avoid the temptation to fidget), and speaks only when called on (see TNCS Visits Schools in China).
A very thoughtful discussion followed the talk, with the group inquiring about TNCS’s approach to standardized test taking and arguing that every student needs high scores. In Chinese schools, excelling is a must.
On Tuesday, the group traveled to Columbia to visit the Washington Montessori Institute of Loyola. Speaker Jennifer Shields, Director of Primary Training, presented the basics of the Montessori approach and how it not only accommodates how children develop but also optimizes that development. As part of the presentation, the group sang a “Good Morning” song, toured classrooms, and watched video footage of a primary classroom in glorious, productive action.
After the morning session, the group returned to TNCS for lunch, followed by a talk from Head of School Alicia Danyali on bilingual education. Once again, the subsequent Q&A focused on the differences between the organic approach to language acquisition that TNCS adopts with the Chinese way, which is often includes using tutors for extra practice.
On Wednesday, escorted by JHU School of Education Assistant Dean for Community Schools Dr. Annette Anderson, the group first toured the relatively new Elmer A. Henderson: A Johns Hopkins Partnership School, also known as Henderson-Hopkins, an early childhood center as well as K–8 school. According to their mission, this public school:
. . . will pursue the most contemporary, effective approaches to meeting the needs of students, their families, and the community. The school will take a holistic approach to developing the potential of each student, one that focuses on the behavioral, cognitive and physical health of the child. It will emphasize individualized learning, and family and community involvement supported by wrap-around services.
The creation of an early childhood center is key to assuring early success for students and their families and will help each student reach his or her full potential. By placing an emphasis on physical and social development as well as academic achievement, Henderson-Hopkins is fully committed to making sure that all children are ready to learn when they enter kindergarten and that they will be fully prepared to enter their high school of choice and eventually college.
After lunch at nearby Atwater’s, the group headed to the JHU campus School of Education building, where Assistant Professor Dr. Carolyn Parker gave a presentation on STEM Education. Her talk centered on JHU’s National Science Foundation STEM Achievement in Baltimore Elementary Schools (SABES) grant. “The SABES grant is a 7.4 million dollar award that leverages the skills and resources of the schools, community, and businesses in three high-minority, low-resource Baltimore city neighborhoods. The goal is to integrate science into a child’s world as opposed to bringing a student into the world of scientists.”
After this full day, the group was ready for some rest but not before one of them made the very incisive point that China seems to invest its educational resources in the top achievers, whereas the United States seems to be focusing on raising up the underperformers.
Thursday started with a very special treat—handmade smoothies courtesy of Chef Emma followed by the first-ever TNCS talent show! Students from all levels performed songs in Mandarin, and the upper elementary also sang in Spanish for good measure. The Chinese group was enthralled, and TNCS faculty nearly burst with pride.
From there, the group attended a talk on Mindfulness in Education by Dr. Carisa Perry-Parrish at Johns Hopkins University Medical Campus. See TNCS Teachers Get Mindful! for a similar discussion. Much of this talk involved regulating emotions and how children respond to stressors, which is an also area of expertise of one of the group members, Hui Huang, who goes by “Rowena” in the States.
Lastly that day, the group toured the Baltimore School for the Arts under the guidance of TWIGS (afterschool program) Director and Musical Theatre Instructor Becky Mossing. Here the group saw choir, orchestra, dance, sculpture, and theatre students engaged in their respective arts and also got a peek inside the rigorous academic classrooms.
The final activity was a farewell party back at TNCS, where the group received certification for having completed the training and relaxed with some refreshments. They also provided verbal and written feedback about their experience to help shape future conferences. Said one of the attendees, Xiang Xueying, who goes by “Gloria” in the states, “I really enjoyed my stay here very much.” Gloria was especially impressed with the Western habit of reading to young children nightly before bed and wants to encourage Chinese parents to adopt this practice.
All in all, according to TNCS Lead Mandarin Instructor Wei Li, they were all quite satisfied with the training program. From their reports, she gleaned the following:
They found the arrangements of this training reasonable and colorful. They have visited different levels and different kinds of school here, from pre-primary to university, from private to public school. Also, they were exposed to different areas of education, like language, math, art, psychology, etc. Several things impressed them a lot. First, they appreciated the warm and thoughtful hospitality from TNCS. Second, they enjoyed the advanced Montessori teaching theory and the “practical life” Montessori classroom environment. Last but not least, they were impressed with TNCS students’ multilingual ability, especially their Chinese proficiency.
Mr. Xu also felt that the program was a success and that it was well organized. His one suggestion for future such programs is to tailor the round of talks more to the given audience’s specific background, such as preschool-oriented topics for this last group. It’s a good suggestion because, as Ms. Faux has confirmed, another conference is in the works and may be becoming an ongoing TNCS endeavor!
A few weeks ago, The New Century School Montessori teachers gave their bi-annual Primary Workshop to provide parents with a firsthand experience of the Montessori approach to pre-K education. But this time, they also added a new twist—how to support Montessori principles in the home.
Our illustrious panel of Montessori teachers.
Joining teachers Catherine Lawson, Martellies Warren, Lisa Reynolds, and Maria Mosby, Head of School Alicia Danyali introduced the workshop and was quick to reassure parents that they needn’t run out and “remodel the home with Montessori materials”; rather, “this presentation is to show ways that Montessori can be connected naturally to what you already do in the home.”
Although previous workshops, including in the fall of this academic year, have demonstrated specifically what students are learning and doing during their daily class time, this one did not cover teacher and learning with Montessori materials per se. For those parents who did not attend Montessori school as kids, the materials are a marvel—both eye-opening and fun. For those who did grow up in a Montessori environment, the chance to reacquaint themselves with the materials must evoke the most delicious nostalgia. Maria Montessori developed the Montessori materials based on her extensive observation of children ages 2 1/2 through 6 years. Her goal was to put academic success within their reach by setting realizable achievement milestones, so to do that, she tailored materials to be used the way she saw children interacting with their world. Primary students use these materials nearly exclusively, and seeing how the materials are actually used and learning what each does for the child’s development was the focus of prior Primary Workshops.
As such, the Montessori classroom is a very deliberately “prepared environment.” Every nook and cranny is optimized for both the child’s size and the child’s development (accommodating a range of both, of course). Similar child-optimization can also be accomplished with a little careful tweaking of the existing environment, such as in the home, as the TNCS Montessori teachers went on to demonstrate.
To make the home–school connection, they covered the following four areas.
Up first, Mrs. Lawson described how to prepare the interior and exterior of the home and the car, joking that “we aren’t going to force anyone to set up this way. No one is coming to your home to check on you! But we’re trying to teach independence, and here are some ways you can further this at home.”
Install low hooks for children to hang up their own coats or use child-sized hangers so they can hang their coats with everyone else’s (Mrs. Lawson showed an old, well-loved hanger one of her daughters had decorated for this use).
Create a place to put wet boots and dirty shoes.
Designate a place to keep lunch boxes, backpacks, and other regularly used gear.
Living Room and Family Room
Make these areas child friendly so children feel welcome—said Mrs. Lawson: “Children like to be where their parents are, but they need their things handy also.”
Make books available in every room, if possible, with a bookshelf or basket to hold them.
Keep some toys available for use in an organized way, which encourages easy clean up:
Use low bookshelves or the bottom shelf of a television cart to hold toys.
Give each particular toy a place on the shelf. Place activities with many pieces in dedicated holders (e.g., shoe boxes, baskets, etc.).
Offer limited choices of activities that fit on the shelves provided, and rotate the toys when interest wanes.
Use a bathmat, throw rug, or bath towel for the child’s designated activity area, à la Montessori.
Although these might be hard habits to break, try to avoid:
Using a toy box or big basket that holds many toys because children can get overstimulated with too many choices.
Allowing the child to play with many toys and then doing a big clean-up. Instead, encourage playing with one toy and putting it away before moving onto the next.
Make books available in every room, if possible, with a bookshelf or basket to hold them.
Use low shelves for children’s toys and activities:
Each toy should have its own place, and rotate toys as necessary.
Only have bedroom-appropriate toys in the bedroom because you will not always be present to supervise. Markers, for example, are not a good choice!
Keep a laundry basket handy that allows the child to dispose of his or her own dirty clothes each night.
If possible, install in the closet an easy-to-reach rod and child-sized hangers.
In the dresser, place season-appropriate clothes in the lower drawers so the child can choose the clothing and dress him or herself.
Install a bulletin board at the child’s eye level to display pictures of family members, artwork, postcards, etc.:
When they are reading, post reminders about things or just love notes.
Add a calendar to mark off days.
Consider using a comforter instead of a bedspread on the bed. Let it be the child’s job or to help pull up the comforter each morning.
“It hides the wrinkles and looks tidy even if it isn’t perfect,” demonstrated Mrs. Lawson.
Make a place for outdoor toys (not just a big plastic tub for everything), such as a laundry basket.
Have opportunities for gardening (i.e., digging in the dirt) available.
The car is an extension of home for many commuting families. Make it a happy environment with car-appropriate activities:
CD of music or stories
Activity books (avoid crayons, which melt)
Keep a supply of snacks and drinks on hand. Make a snack bag that allows the child to decide when and how much to eat (this encourages responsible decision making and avoids a power struggle).
For longer trips, consider making a goodie bag filled with tissue paper–wrapped activities or toys (they can be new things or things from around the house, e.g., rubber ducks, trucks, sticker books).
Mr. Warren spoke next. “My part of today’s presentation is on allowing for mistakes. A huge part of Montessori and overall development is making mistakes.” He read essential parts from “Mistakes and Freedom,” an article published by The Center for Guided Montessori Studies and starting with this famous quote by Dr. Maria Montessori:
“It is a commonplace that the child must be free. But what kind
of freedom has he been given? The only true freedom for an
individual is to have the opportunity to act independently. That
is the condition sine qua non of individuality. There is no such
thing as an individual until a person can act by himself. The
instinct guiding the child to seek his independence thus leads us
to realize what the whole of nature demonstrates – that any sort
of association is composed of separate individuals. Otherwise
there would be no such thing as societies, but only colonies.
Education must foster both the development of individuality
and that of society. Society cannot develop unless the
individual develops, as we learn from observing the child, who
immediately uses his newly won independence to act on a social
Mr. Warren ended with his own classroom tenets of allowing for mistakes:
Prepare the environment and step back.
Give the child time for reflection, problem-solving, and coming to their own conclusions.
Don’t swoop in!
Encourage the desired behavior, but understand and accept that mistakes are necessary for growth and development!
Next up, tying into Mr. Warren’s theme, Mrs. Reynolds discussed the difference between praise and encouragement and how to allow children to cultivate the courage to be imperfect. “I like praise,” she joked, “it’s like candy.” Audience laughter ensued. “But what is the long-term effect,” she asked? “Children who are praised choose less challenging work.” That might seem counterintuitive—it’s why we praise our kids, after all, to ostensibly build up their self-esteem—but studies are unequivocal in demonstrating that our good intentions are having deleterious effects.
Mrs. Reynolds brought up the example of kids’ art, which parents can tend to gush over, even when what is depicted is basically a scribble. Not only does this signal to the child on some level that he or she doesn’t need to really try hard to make something praiseworthy, but the praise itself also becomes less meaningful.
The upside is, said Mrs. Reynolds, “Children who are encouraged for their efforts are willing to choose more challenging tasks on their own.” Encourage the deed, rather than praising the outcome. “Show respect for and interest in the child’s point of view.” Also, make sure to provide opportunities for the child to develop his or her life skills, such as making the bed. (Recall from Part 1, though, that the idea is to set the child up for success by “preparing the environment.” See above.) This will help the child develop self-confidence and independence, as well as independence from the negative opinions of others.
“Who doesn’t want that for their children?” she concluded.
Ms. Mosby then took up the thread of independence by presenting specific ways that parents can give children these opportunities at home. “Have you ever been approached by your children while your cleaning the house because they want to help?” she asked. Our tendency can be to brush aside these offers as sweet, but not really very helpful because we want an actually clean outcome for our efforts. But, this is exactly the time, explained Ms. Mosby, to tap into that natural excitement and teach them how to tackle some of these household tasks before they become too jaded to want to help. Sure, the results might not be perfect, but the ultimate reward of cultivating independence and a fundamental helpfulness in your child will outweigh this temporary downside.
She went on to tell parents how eager her students are to help clean the classroom and how she seizes those opportunities to both accept the help as well as teach the correct methods. “All of the materials I’m showing you are things you’ll already have around the house, such as dust cloths, dustpans, and plastic bins to wash dishes or other items ‘the old-fashioned way’.” (She gave parents the helpful tip that her students love polishing tables and will rub the polish practically off in their zeal for this task.)
Kids are also natural sous chefs—they love to help make their lunches, for example, such as by spreading ingredients on bread and peeling vegetables. Learning to use kitchen implements also helps them develop their fine motor skills. They can also be recruited to put dishes away. “Let them know you trust them,” said Ms. Mosby, ” and start with unbreakable pots and pans in a low cabinet, progressing as the child is ready to more fragile dishes.”
They can also help with pets. “They love to have another little someone to care for,” said Ms. Mosby. Let them brush the cat or dog and help put out the food and water. They can even help with younger siblings and get practice with gentle care in the classroom with babydoll models.
The garden or backyard is another area where kids can be a huge help, whether with cleaning up or actual gardening. A “pooper scooper,” she pointed out, makes a great child-sized leaf picker-upper.
Head of School Alicia Danyali offers the following resources “to support your family’s educational journey” with a young learner.
The Child in the Family, by Dr. Maria Montessori
Positive Discipline for Preschoolers, by Jane Nelson
Child of the World: Montessori, Global Education for Age 3-12+, by Susan Mayclin Stephenson
How to Raise an Amazing Child the Montessori Way, by Tim Seldin
The Whole-Brain Child, by Daniel J. Siegel and Tina Payne Bryson
How to Talk So Kids Will Listen, and How to Listen So Kids Will Talk, by Adele Farber and Elaine Mazlish