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Our Trainers in Training Presented at Celebrate the Young Child

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At the recent Celebrate the Young Child Conference held in Mesa, AZ, AMI Primary Trainers-in-Training, Meg Trezise and Tiffany Liddell facilitated a professional development workshop about using observation as part of daily practice in all early childhood settings. It is important to bring to conscious awareness that observation can be formal as well as informal and it’s a practice that should be prepared for with intention.   Dr. Montessori’s approach was developed from her keen ability to observe the children. The materials found in traditional Montessori classrooms today were determined because of the interests and preferences children demonstrated toward them.

 

Observation is a method that scientists use to determine precise and scientific outcomes and results for subjects that require periods of time to monitor.  As teachers and caregivers of young children, we are the scientists-we have the responsibility to observe children’s needs, progresses, challenges, and successes to determine their best outcome.  Observation has been used for centuries and is still just as relevant today, because children have a diverse array of needs. Observation is a skill that is learned and refined over time; it is a skill of practice that should be utilized not only for final assessment outcomes, but repeated along the child’s journey through development.

 Observation of children is appropriate for all learning environments as the adult observes the children’s responses to and behaviors in the environment to determine how to best meet the needs of each child. It is through skilled, objective observations that educators gain clearer understandings of their learners. Observation is often overlooked as a valid method of data collection.  However, when observations are elevated to the next level by evaluating and analyzing the gathered information, those observations now become usable information that educators can utilize to improve outcomes for children. Observation allows us to not only evaluate the children, but also can guide us in our own self-reflection. Through observations and self-reflection we can modify and adjust our teaching strategies to best respond to the needs of each child in our care.  

The objective of the workshop was to offer tools for the teachers, administration, support staff, and community leaders present from the Arizona early childhood community.The session began by discussing what observation is and how the participants currently engaged in observation in various early childhood setting.  The group discovered that they held very similar views on how and why observation should be part of daily classroom practice. Following this discussion, the participants engaged in an observation exercise, which is one we offer in the Primary training course to help trainees become aware of the subjective and/or objective nature of our observations. This observation exercise facilitated a discussion about the importance of remaining objective in our observations of children, to be aware that preconceived judgements and prior experiences with children can influence our interpretations of the child and his/her behaviors.  This discussion further lead the group through a process of becoming more self-aware as they proceed with their observational work and how our health, mood, and state of mind can have a real influence on what we perceive. This kind of self-awareness allows the adult to engage in her work more objectively.

As we engage in observation it can be helpful to use a framework to guide and bring clear focus to our work.  The attendants were guided through the steps of identifying what they needed to know more about, to be able to see beyond child behavior at the surface to seek out the root of the issue, developing an action plan that responded to the child’s needs, and finally putting the plan consistently into action.

Observation can take various forms, but can be conducted using both informal and formal methods of recording for further evaluation.  It is essential that regardless of the method we use such as anecdotal notes, checklists, time-stamped notes, or work curves that records are kept and analyzed to determine the child’s needs.  Our observations can help us determine various aspects of the child’s development such as milestones, sensitive periods, behavior challenges or changes, or simply the child’s interest. Through the analysis of these observations we can modify our teaching strategies to best serve the needs of the child.

Material Spotlight: The Binomial Cube

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When we hear the word Algebra, how many of us are taken back to fond memories of secondary school Algebra classes? We learned algebra through memorized formulas and variables plugged into graphic calculators.  This helped us calculate various functions, but overall, we were convinced that we would never use the information again!  Understanding that children learn through working with their hands, Dr. Montessori and her son, Mario, developed a material that could help make algebra understandable through a concrete and manipulative form.

One of the iconic materials found throughout the Montessori Primary and Elementary classrooms is the Binomial Cube. This material was initially intended for the elementary children for learning algebra.  However, Dr. Montessori observed that young children had such a fondness for this material as a puzzle that she included it in the Primary environment.

The Binomial Cube is found in the Sensorial area of a Primary environment, rather than the Math area, because the child works with this material in a purely sensorial way.  The child can explore the cubes, prisms, patterns, structure, and qualities of this material by manipulating the pieces with his hands.  In addition to using his sense of touch, the child uses his visual sense to discriminate the sizes and colors of the pieces.  By matching and assembling the pieces, he comes to know their relationships intimately.  He can draw from these experiences with the Binomial Cube in his future work in the elementary Math area with algebraic functions.

The Binomial Cube is a concrete representation of the algebraic formula (a+b)³ and is presented as such in the Montessori Elementary environment.  However, in the Primary environment, the Binomial Cube is introduced to the child as nothing more than an intriguing puzzle and the child finds pleasure in repeating the process of constructing and deconstructing it.  The series of following exercises allow the child to explore the material and become more familiar with the components and the internal anatomy of a cube.  The ultimate point of arrival for the child is when he covers his eyes with a blindfold and builds the cube without looking.  This mental stimulation fosters concentration and intellectual growth as the child works intently to solve the puzzle by constructing the cube.

The human mind is mathematical by nature.  The mathematical mind that Dr. Montessori discussed does not refer to the ability to count using arithmetic or compute calculations.  Having a mathematical mind means that we can use logic, judgment and reason and have the capacity to discern patterns and identify sequences.  This exercise supports the development of the child’s mathematical mind.  The patterns that are reinforced as the child works with the material support the child’s ability to create and discern patterns as he engages in comparing and organizing the pieces according to their color.  This material also supports the child’s reasoning and problem-solving skills through the process of building the puzzle, ensuring the pattern is the same as the picture on the lid and that it fits correctly inside the box.

Let’s briefly revisit algebra in a true Montessori fashion and try to replace our unpleasant algebra memories with something more comprehensible:

The Binomial Cube Deconstructed

Let’s call the length of one side of Red “a”.

Let’s call the length of one side of Blue “b”.

The Binomial Cube continues to be a favorite among most Primary aged children.  Children feel an appropriate level of challenge and a sense of accomplishment with each exercise.  At almost any given moment in the classroom, a child can be observed working with the Binomial Cube. Once the child has mastered the Binomial Cube, he feels the urge to continue with something a little more challenging – the Trinomial Cube – but we will have to discuss that material another day!

About the Author:

Tiffany Liddell is currently an AMI Primary Trainer in Training residing in Mesa, Arizona.  She completed her AMI Primary Training in 2005 and has since been a lead Montessori Primary guide in a charter school and her own private preschool.  She has been an active member of the Phoenix area Early Childhood community by facilitating professional development workshops and developing curriculum for a local community college.  Tiffany also supports the Southwest Institute of Montessori Studies (SIMS) Primary training courses as a course assistant.  Tiffany has been married to her husband for twelve years and has four children who all attended (of which two still attend) Montessori school and, in her spare time, enjoys cycling in the Arizona desert.

 

Breakthrough in Following the Child

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To know the individual child is always the first priority in my preparation to serve the child as an elementary teacher. When looking at new faces and returning students after a long summer break, it is fundamental to ask: Who is this precious one? What great things have their hands experienced? How do these experiences bring to manifest the wonder the child is invoking in front of me? Careful observation, conversations and interactions envelope the first few weeks of class and are key elements in the revealing of answers to the questions posed about the child. The discoveries of who this child is and seeing the potential of where he or she can potentially go becomes the formation of the first presentations and assistance to the child. This work opens up the adventure of exploration, creation, and connection within the new prepared environment (the elementary classroom) and sets on fire the work of self-construction.

In support of preparing the Elementary teacher for the work to assist the child 6 to 12 years of age, the Elementary training program provides a Primary Introductory Course. The course consists of a brief survey of the theory of the children ages 0 to 6, theory lectures and presentations and practice of exemplar lessons of the Children’s House. This course provides a glimpse of the younger years natural development and a notion of how children and guide work together in the primary environment, which was very valuable in my practice. After years of teaching in elementary environments, I appreciated more the Primary Introductory Course and yet, realized the need to learn more about the child’s natural development in the younger years to better serve the child entering my classroom. The child who requires remedial work more importantly needs the teacher to be intentional in what is appropriate assistance and to be reassured that the work does not in any way demean or give the child a sense of lack or deficiency.

I made the decision to enroll in the Primary (3-6 years) Teacher Training Course in search of discovering the child’s natural state of self-construction in the younger years.  I felt this would allow me a greater awareness of who the child is, and prepare me to better serve him in his trajectory through the elementary years. The process of completing the Primary Course fomented in me a deeper appreciation of each lesson, by allowing me an understanding of the direct and indirect preparation the younger children experience.  It permitted me to see how each lesson prepares the child for working in a very concrete way and leads the child to the abstract thinking of the reasoning mind of the elementary child. I witnessed how the teacher is able to walk, talk and be with the children as he/she is consciously aware of the child’s ability to learn and absorb on his own through the work of the absorbent mind (3 to 6 year old). This experience granted me, as an elementary teacher, the ability to more intentionally gift to the child’s self-construction nothing superfluous and everything necessary.

During the final presentations of the Primary Teacher Training, in  The Passage to Abstraction (Math) section of work, the wholeness and interconnectedness of the work of the Children’s House Teacher and the Elementary teacher was made apparent to me by Ann Velasco, Primary Teacher Trainer, when she gave a vivid depiction of the child in transition. “Think of a long hallway or passage.  The children will start to walk down that passage while in the Children’s House and each child will arrive at a different distance down that hallway. Then they will continue down this same passage in their Elementary experience.” The wealth of wisdom available when a teacher can understand and meet the child where he or she presents himself or herself in his journey in this passageway, with a view of possibilities because of all that he or she has accomplished instead of deficiencies, is a remarkable gift. I have a vision that the work of the Children’s House guide is to be inspiring and to nurture the child so he or she can go as far down that passage as possible and for the elementary guide to be welcoming in meeting the child in the passageway where the child stands and lead him or her into all that is possible in his or her new home.

The richness of understanding the work of a guide comes with years of experiencing the daily life of working with the children and it also exposes the gaps of the mystery of each individual. Not every child comes to the elementary classroom with identical preparation, interest, identity, etc.… and so the teacher will need to meet each one where they are, learn who they are and where they want to go. All this is possible for the teacher to discover with arduous intention.  The Primary training experience has brought more depth, meaning and inspiration to my work as an elementary teacher. To serve the child is to know the whole child and to have witnessed the amazing potential of self-construction. It cultivates an unyielding belief in the child and the Montessori Method.

As an experienced elementary guide having completed the Primary Teacher Training, I highly recommend all Elementary teachers consider undertaking this added preparation to better serve the children under their guidance.

About the Author:

Ada Iris Jaime, M.Ed. Is a trained Primary and Elementary Guide. An owner/director of a Montessori inspired farm school in Arizona. Ada loves more than anything creating the possibility for children to experience learning in a natural environment that inspires aliveness and curiosity.

Nurturing the Young Child’s Artistic Creativity

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Creativity is part of our human expression.  Our ability to express ourselves creatively – through words, art, music, movement, etc. – is an aspect that sets us apart.  As parents or as teachers, we have a responsibility to cultivate the creative spirit of every child in our care.

Creativity is not something that is taught, rather it is something that is nurtured.  Following are some ideas and principles that should guide us in our goal to provide an environment that will foster and support the development of creative exploration and expression among the children.

Show the Technique and then offer Open Ended Exploration

Just as with any other activity in the Children’s House, our priority in offering art supplies should be to demonstrate the technique of how a particular art medium is responsibly used, and then fade away to allow the child to engage in open ended exploration with that supply.  For example, if I want to offer painting with water colors to the child, I would demonstrate:

  • how to lay out the materials that will be used
  • how to wet the brush
  • how to apply paint to paper (I shouldn’t paint a picture, I just need to apply a bit of color to the paper to demonstrate the technique)
  • how to clean the brush before applying a new color
  • how to change the water if it gets to dirty
  • how to clean everything up when I am done

Then I will invite the child to explore the paints in any way he wants.  If this means that he chooses to paint the entire page with all the colors until it is roughly the shade of mud, that is okay.  That in and of itself is an opportunity for learning. (What happens when I mix all the colors together?)

Process over Product

It is important for us as the adult to keep in mind that the young child often engages in work with a particular medium in order to practice with and explore the process of using it.   We should not get hung up on the generation of a product.  We should not ask the child what he has made – very often he hasn’t made anything – he is simply exploring the way paint covers a page.   We need to step away from our urge to get the children to produce something appealing.  The objective of creative work is exploratory thinking and doing, even if this is not evident to us in the end product.

Be a Responsive Adult

Being responsive to a child’s work is very different from offering praise.  When praise is used, a superior-inferior relationship is inferred.  It may cause the children to limit or alter their natural work in order to please the adult.  It robs the child of his intrinsic motivation to create.  The child may hesitate to do spontaneous or exploratory work for fear that it will not garner the praise of the adult.   Likewise, we never correct or criticize the child’s artwork.  Do not “show how” or enhance their work in any way.  Children become discouraged when they are made to feel that their work is inadequate or wrong.  We must respect the knowledge that young children should not be expected to draw and paint things as they appear to the adult’s sense of order and proportion. (e.g. “you know that a dog only has four legs…”) The young Child’s work is controlled by inner direction and not by visual observation.

A responsive adult shows that the child’s efforts and feelings are recognized and respected.  Our response to a child’s work should be given wisely, if at all.  Children who are working naturally and independently receive great satisfaction from creating and do not generally need our feedback.  Of course, some children seek out a response from the adult. In those cases, an objective observation is an appropriate response.  A few examples are:

  • “I noticed you spent a lot of time working on that drawing.”
  • “I see you used a lot of blue in your picture.”
  • “I can see many shapes in this collage.”
  • “Thank you for showing your work to me.”

Such nonjudgmental comments leave the children free to add their own thoughts or explanations if they so choose.

Strive for Maximum Independence

A main objective in Montessori education is to cultivate a sense of independence in the children.  It is the same with artwork.  This means that the child is not dependent on an adult to pursue his motivation to engage in art.  He should not have to ask permission, or request supplies, or feel compelled to copy the design of an adult.  We have to make sure that all of the supplies that the child will need to do the activity and then complete the clean-up process are assembled in one place and are ready and accessible for him to use.  This includes the mat to cover the table, the smock or apron he might wear, the sponge to use in cleaning up at the end, and any replacement supplies that he will need to replenish.   The child should feel a sense of independence in making his choice of work, carrying it out in any way he likes, and then completing the cycle of work.

Engaging in art work is a developmentally appropriate activity for all children.  Children are intrinsically motivated to engage in artistic activities.  Art stimulates repetition and deep concentration – manifestations that we desire to see throughout their work in the Montessori environment.  It responds to the child’s tendency to explore and it provides an outlet for creative and imaginative expression.  Over time working with art media inspires him to strive for improvement in his own manipulation and mastery of the materials as it offers immediate feedback to the child. Just as with all activity in a Montessori classroom, it brings together the work of physical and intellectual spheres.  We need to make it a priority to offer the child the opportunity to engage in this type of work at his own choosing and at his own pace, both at home and at school.

A Day in the Life of a SIMS Student

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I begin the morning by preparing for student teaching, which is a departure from my normal routine of substituting at a Montessori school in central Phoenix. When substituting, I work with children from toddler to upper elementary. Although I love getting to see the progression of work across the planes of development, I’m enjoying the chance to focus solely on material learned in the primary training course.

I am doing my first student teaching session at Augustus H. Shaw Jr. Montessori School. Shaw is a public Montessori school, and conveniently, the site of the Southwest Institute of Montessori Studies training center. When I was choosing where to do my training, learning about this diverse and accessible Montessori community in Phoenix was a big draw. It lives up to expectations! I’m grateful for the opportunity to observe at Shaw last semester and to practice teach this semester.

Once I get to Shaw, I drop some bags off at our SIMS lecture room where I run into a few classmates who are also practice teaching this week. From there, I check in with the guide who’s been gracious enough to host me. I share a couple of successes (and learning experiences) from the last couple of days, and she provides some advice. We head to the cafeteria, which is a hive of activity in the morning. There are parents and children chatting over school breakfast while the assistant teachers oversee the class groups until the guides arrive at 8:30.

The class enters the prepared environment and I go to the observation chair, which is the spot I return to when recording observations on the efficacy of my presentations. Throughout the day, I watch for available children to whom I can present lessons. I have a list of options for each child that the guide and I decided upon my first day. This gives me the freedom to operate fairly independently – I’m able to give lessons to children without needing input from the busy guide.

In the training course, we focus on one area at a time, including practical life, sensorial, language, and mathematics. Student teaching provides a realistic example of the constant interactions with each of these areas in the Children’s House. A guide may give lessons on Flower Arranging, Cards and Counters, How to Push in a Chair, the Pink Tower, and Puzzle Words – all before lunch! It’s equally intimidating and inspiring to see in action how multifaceted the job of the Montessori guide is.

I finish up at 3:30, and return to the lecture room. People are arriving for class, and it’s generally a quiet part of the day as we migrate in from days of teaching, parenting, and more. At 4, class begins. We’ve just begun a new area – mathematics. Generally, the structure of the afternoon is a theory lecture or presentation, given by the SIMS’ trainer, Ann Velasco, or occasionally one of the trainers in training: Meg Trezise or Tiffany Liddell. Today we are seeing two math presentations. First we simply watch the presentation in the same way the 3-6 year old child is introduced to materials. Then, we open our laptops and type out what we remember. We have a chance to ask any questions and discuss any confusion before moving on to the next presentation. We’ll turn in these write-ups after we’ve gotten a chance to practice, and will receive feedback on any necessary changes or clarifications.

After finishing these presentations, we have a break for 45 minutes. This is a chance to eat dinner, chat, or head over to the practice room early. About a third of our training class is here from China. In addition to their unique perspectives and insights, they bring delicious home-cooked dinners. Usually at break there are conversations happening in three separate languages, which keeps things lively.

Around 7, we head next door to supervised practice in the model classroom. There, we practice presenting the lessons we’ve just seen in the lecture room to one another. No matter how simple the presentation seemed as an observer, once I have my hands on the materials all kinds of questions pop up. We’re beginning mathematics, as I mentioned, and are working in a new area in the practice room. This is our last section – it’s nice to be able to use the shelves as a gauge on how far we’ve come. (Although, of course, so much of what we’re learning is not visible on the shelves!) Just like in the Children’s House, every day is different in the model classroom. Some days are energetic, and others calm.

At 8:30, we put away our materials and head home for the day. Although I’m tired and ready for bed, I often catch myself standing in the parking lot talking to my classmates about the day. That’s when I know I’m in the right program with the right people – I’m looking forward to doing it all over again tomorrow!

Augusta Durham is from West Texas, and came to Arizona to attend the SIMS training course. A Montessori child herself, Augusta started working part-time at a Montessori school in her neighborhood after graduating from the University of Texas at Austin. From there, she was hooked and went on to assist in a primary classroom and to lead the after school program. She enjoys hiking, quilting and yoga-ing in her spare time.

Apply to a Montessori Teacher Training Course Today!

Research Summary of Montessori Parent Motivations

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In 2017, the Association Montessori Internationale (AMI), undertook research in the United States to gain insight into what parents’ value about an early education program for their child and specifically, why parents choose Montessori programs for their child. Their research included a national online survey, along with thirteen focus groups, from both Montessori and non-Montessori parents.

The findings showed that parents looked for three key things, when deciding on an educational program for their child:

  1. 1. The program helped children develop into capable individuals by focusing on their moral, behavioral, and emotional development.
  2. 2. Parents felt connected to their child’s experience in the classroom.
  3. 3. The program offered the highest quality teachers.

It is perceived by parents that programs focused on a child’s moral, behavioral, and emotional development will result in a child that demonstrates:

  1. 1. Real World Readiness – Interact well with adults, well-behaved and polite, able to handle failure and rejection, build common sense, and choose and make good friends.
  2. 2. Knowledge – Builds their Intelligence and prepares them to excel academically.
  3. 3. Sense of Self – Creativity, Self-expression, healthy relationships, independence, and motivation to contribute to community.
  4. 4. Accountability – Handle conflict and disagreements and take responsibility for their learning.
  5. 5. Inclusiveness – Accepting of others, respect for themselves and others, encourage happiness and hope, and well-rounded.

Montessori parents value these attributes in an early childhood program because they believe it will lead to the development of an individual who is competent, confident, focused, smart, secure, and empowered. “Montessori parents highly value their child’s holistic development as the key to becoming capable individuals who will find internal fulfillment, professional productivity, and interpersonal connection throughout their lives.” (ami-global.org)

While Montessori programs are often seen as the gold standard for meeting the needs above, the study identified several challenges the Montessori community is facing for continued growth. These barriers include: difficulty in communicating to parents how the Montessori approach connects with what they value most in raising their child, evaluating and empowering Montessori teachers, and training more teachers so we can create more programs and reach more children.

Montessori education centers around the child. While this is what draws parents to Montessori education, sometimes parents feel that they are kept at a distance from the process. The research conducted by AMI found that administrators and teachers should strive to reach out to parents as partners in their child’s education. “American parents have a strong sense of personal agency when it comes to education and see educators as partners in child development, not replacements.” (ami-global.org)

It is not uncommon for a Montessori program to lose children to other approaches to education in the elementary and adolescent years. “Montessori parents’ primary concerns about Montessori education revolve around a perception of insufficient rigor and structure in preparation for non-Montessori academic settings.” (ami-global.org) This is a particularly crucial time for Montessori teachers to reassure parents about the academics and knowledge building qualities of Montessori education.

Let’s talk about teachers. Teacher quality is the highest priority for parents when choosing programs for their child. An overwhelming 91% of parents surveyed indicated that the quality of teachers and staff was extremely important to them. (ami-global.org) Montessori needs more teachers –and it needs to empower its teachers. Montessori leaders tend to place a great deal of emphasis on the theory, practice, and prepared environment, but the research showed that positioning teachers at the forefront of Montessori will not only attract more high-quality teachers but will send parents a clear message that quality of Montessori lies in the preparation and training of teachers.

AMI has utilized the research findings to help explain the value of Montessori educators and Montessori education to parents and the community at large:

“Montessori works in every setting for the success of each child. Montessori teachers support your child’s natural development, building the capability to become a productive, fulfilled adult who contributes to the world. Your child’s education will be hands-on, self-paced, collaborative, and joyful—everything that’s needed to create a lifelong learner and doer. An AMI Montessori Teacher Certification can ensure that your teacher has been rigorously trained to nurture your child into a capable and connected individual. Our goal is to support you in developing your child’s full potential.” (ami-global.org)

Learn More about the AMI Teacher Training process 

Love of Children and Personal Development

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Most Montessori guides and professionals come to work with children initially based on their love of children. While doing so they realize the methodology completely supports the child’s natural development in every way including emotional, social and intellectual. It is easy to love children, however, the impact our love and guidance can have on the future of humanity is profound. This deep love and passion must be at the forefront of all societal influences.

“Now, what really makes a teacher is love for the human child; for it is love that transforms the social duty of the educator into the higher consciousness of a mission.”  Maria Montessori

As an administrator the most rewarding part of working with Montessori professionals is having the opportunity to assist in supporting and guiding their professional development so they can best serve the child. The guide should be honored and elevated as the most important member of the school,  next to the children of course. Guides must be recognized by the school community for their high quality of training and their commitment to continued professional development.

Completing the Montessori training is a huge accomplishment for any teacher, however, this is just the beginning of the true learning process. The transformation of the adult will come as one works with the children, although it takes many years to perfect.

It is important for the administrator to find ways that the school community can support the development of a newly trained guide.  When possible, interning with an experienced guide or working as an assistant for a year can provide invaluable hands-on experience. If this is not possible, the new guide can be matched with a seasoned mentor within the school. This mentor should meet regularly with the new guide, to provide emotional and professional guidance in navigating the first years of working with children and parents.

One of the most important aspects of on-the-job training for the newly trained adult is to gain the necessary awareness of how best to ‘follow the child’.  The children teach us so much on a daily basis if we are alert and open to learn from them.  As an administrator I respect the continued need of all members of the school community to gain a deeper and richer understanding of the child.

Maria Montessori spoke extensively regarding the importance of continued personal self-study.

“An ordinary teacher cannot be transformed into a Montessori teacher, but must be created anew, having rid herself of pedagogical prejudices. The first step is self-preparation of the imagination, for the Montessori teacher has to visualize a child who is not yet there, materially speaking, and must have faith in the child who will reveal himself through work.”  Maria Montessori

There are also opportunities beyond one’s own school which can be maximized to support the development of staff.  Working with other AMI schools in the local Montessori community to share the deep and rich talents that exist within our own network can unlock many possibilities for enhanced learning.  Here in Phoenix we are fortunate to have an AMI training center.   Training centers might offer workshops or continuing education events that any Montessori guide can take advantage of.    Becoming active in a local alumni association also provides opportunities to engage on a regular basis with like-minded people, and to draw inspiration from others engaged in this essential work with children.

As an administrator I feel it is my responsibility to make continuing development possible for the Montessori guides of our school community.  This includes finding ways to raise the financial support necessary to support our teacher’s continuing education.   Attending annual refresher courses offered by AMI as well other non-Montessori workshops and courses can provide valuable insight and motivation to our guides.

The blend of continued learning, professional development and love of the child contributes to the success of Montessori professionals. From personal experience, this also develops into deep happiness and great personal satisfaction.  Our work is  the most important work:  to support the development of humanity.

Having been a Montessori Head of School for over 20 years, I have had the privilege of working with and learning from 100’s of Montessori professionals, parents and students. During those experiences, my passion, love and understanding of the human spirit and Montessori Method continues to increase due to the willingness to learn from others and the children.

Author Bio:

Sherri Sampson has over 20 years of experience as Montessori Head of School, having founded and developed two a highly successful Montessori schools in Arizona.  Sherri holds an AMI diploma in Primary and the Orientation to Adolescent Studies.

Creating a Reading Corner for your Classroom Environment (or Your Home!)

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Every Children’s House Environment (what we call the classrooms for children ages 3 – 6) will inevitably include a reading corner.  This cozy spot should feature a comfortable chair for the young child to settle into, adequate lighting, and a limited supply of quality picture books that will be rotated often.  So long as nobody else is currently occupying the space, a child may choose to sit and peruse the books in the reading corner whenever he likes.

From his first days in the Children’s House community, the young child will find this to be a comforting and welcoming spot.  When he is feeling a little overwhelmed in his new surroundings, the child will often retreat to the reading corner. It offers something familiar to him.  He is able to ponder the pictures in relative silence and solitude, sitting only slightly apart from the buzz of the busy classroom, but still a part of the overall community.

Early on in his experience in the classroom we will show him how to carefully handle a book, how to remove it from the shelf, how to gently turn the pages, and how to replace the book to its spot on the shelf when he is done.  We reinforce this as we model careful treatment of every book that is in our hands throughout the day.

We must think carefully about how we will display the books in the reading corner.  A traditional bookshelf that is full of books with only the spines pointing outward to the child is not enticing or inviting.  Small printed titles on the narrow spines of a book mean nothing to the young child who is not yet reading.  Too often this only prompts him to pull the books off the shelf to see what is on the cover in an attempt to find one that interests him, and results in a growing pile of books on the floor.  A much better option would feature a limited number of books that face forward, so that the child has a clear view of the books available.  In our training center, plate display racks serve this purpose nicely.  Other options might include narrow ledge shelves mounted to the wall, specially designed book racks available from educational supply vendors, or even spice racks.

When selecting the books to include in the reading corner, we choose books that feature quality illustrations and story lines. We seek out books that are grounded in reality.  The child under the age of 6 is deeply attracted to reality, as it is at this age that he constructs his understanding of the world around him.  It turns out that fantasy – ideas that have no basis in reality (fairies, talking trains, Pokeman, etc.) – do not serve the child in constructing this understanding.

We must remember that through all of his interactions and experiences, the young child absorbs impressions into his mind without a filter. Children take it all in, and accept it as truth. They often do not yet have the maturity of discrimination to tell the difference between that which is real and that which is not.  For the child under 6 we want to provide them with a deep and solid foundation of knowledge upon which they will build their understanding of the world and everything that is a part of it.

Once that clear understanding has been constructed in early childhood, they will enter the next phase of development at the age of 6 ready to leap into imaginative, fantastical fiction and other forms of creative writing. The power of their imagination will take flight. They will be well prepared to explore the mythologies, the folk tales and the science fiction that so interests the elementary aged child.

“…and every child should be able to experiment at first hand, to observe, and to put himself in contact with reality. Thus the flights of the imagination will start from a higher plane…”

~ Maria Montessori

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