Thankfulness

Grace, Gratitude and Goodness

Gratitude has become popular these days. Psychology has caught up to biblical theology in understanding that a grateful disposition is connected to a healthy mind. What becomes strange to me is the fact that, without Christ, we don't have a direction for our gratitude.

It is a wonderful thing that we can be thankful that we have another day of life, or that we get to work with children (what a privilege!) or that we have food in our refrigerators. But we miss out on deeper joy if we don't know to whom we can be grateful. There is a Person who has given these things to us. Getting to the Person--namely, Jesus--allows us to get to the praise, producing deep joy.

Enter into his gates with thanksgiving, and into his courts with praise: be thankful unto him, and bless his name. Psalm 100:4

I often like to tell the children in my care that I am thankful for them, that they are in my class and that I get the chance to see them. This reiterates the reality that they have value. The hope is that they translate this value into participating in the classroom community. This participation can look like lots of things, but particularly valuing others.

What we show is what we teach

In another post, I'll be talking about the beauty and cultivation of Language and how the Montessori philosophy handles this phenomenon. As an addendum, it's important to consider how much children listen to us when we speak. They pick up vocabulary, cultural vernacular, AND tone of voice. If they hear adults complaining around them, I imagine that complaining would become normalized in the way they communicate. Would it not also be true the other way around? What words and actions will we bring to the child while they are in the stage of the Absorbent Mind (or any stage of their development for that matter?) We cannot force them into having grateful hearts. We can only make gratitude a well paved path through many opportunities of showing it, thus making said path easier to find and easier still to journey on their own.

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A return

It's been a long while since I've used writing as an outlet for thinking about Montessori pedagogy. But I have been using my voice in other ways. When I was growing up, I was slow to speak and would more likely be found writing in a journal rather than talking to others. There are some tendencies (not in the Montessori sense) that stick with you, even into adulthood. But lately, even in shyness, I've been speaking more rather than writing; sometimes to my colleagues regarding the lessons I've learned about the classroom; sometimes to parents to remind them that they are doing the most difficult of jobs, and that I know they're child well. But what I'd forgotten is how the written word has a magic to it that cannot--or perhaps ought not--be forsaken. It is in the written word that the ideas of one person can be conveyed, at least in part, to a completely different person. And in that transfer, hearts can be shared as well as minds. It's how I learned about...

Riches beyond compare

Right now I am on Spring break, so it allows me the opportunity to be able to write. I'm thankful for this. But I am also thankful for the privilege of being able to teach in a lot of different spaces, to children of all ages. Teachers are an interesting breed, especially those guides of young children. They tend to have such big hearts, yet can also be prone towards wanting to control our little towns inside our classrooms, forgetting the bigger picture. Depending on the type of guide you are (in public school, or private school, Montessori or otherwise) you have such a limited time with these little ones. The mark that you have on their lives will go well beyond your own. The same is true for the families we get to serve. Usually we are with them at the beginning of their journey as parents. So it speaks to the type of impact we can have on everyone in the household. What a privilege to carry. And yet it's so exhausting. The self control and thoughtfulness is far be...

Something I want my students to know...

I've had the privilege of teaching young children for about ten years. From the first fearful step into the 3rd grade classroom of P.S. 154 as a City Year Corps member, to looking up at my ninth and tenth graders during my teacher fellow year at the Collegiate Institute of Math and Science, I've been humbled to be in the presence of these young people. And now, in a primary Montessori classroom, with children who will remember me as one of their first teachers--if not the first teacher they've ever had--the stakes feel higher, even as I have to bend lower to look at my students in their eyes. I sometimes wonder if the message I want to get across to each child comes through in the way I'm teaching. If not, here's what I'd want them to know: Everyday I think about how I can be a better guide to you, and everyday I feel more inadequate to do so. I want you to know that you have far greater ability than you think, particularly the ability to do good in the world....

Grace and Courtesy

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