Self control and the Preparation of the Adult

As I've been taking my Spring Break as an extended time of contemplation, I wanted to focus in on one aspect of Montessori pedagogy that I continue to strive towards, namely the preparation of the Adult. In truth, Montessori educators are often very keen to setting up their classrooms, based on the previous experiences they've had with children, and taking into the consideration the specific children that are in their care. It's a great gift that so many of the shelves in my classroom are on wheels since, inevitably, there will be certain ideas about what I "know" children need that will manifest quite differently in the children in front of me showing the need to pivot in adjusting the space. But I wonder how much we do that when it comes to our very presence in the space?

I remember having a teacher come to observe in my classroom as a substitute. She was constantly moving back and forth, trying to get a better view of what was happening in every area of the room. On occasion she would interact with a few of the children, but generally she would "put out fires", seeking to maintain a space where the children are having minimal conflict. I definitely know the feeling. Like parents, teachers can often feel like the way the children act is always a direct reflection of the quality of teaching they've received (which only has hints of truth in it).

I told her later what I was also taught. When we rush to deal with an altercation in the children's house, we cannot see the effect that it has on the classroom behind us. I find now that, when I have the inclination to rush in and "support" a conflict, it is often born out of anxiety. When I feel that in my body these days, I tend to sit down, or perhaps even work with one of the materials. Usually the situation resolves itself.

The Bible talks about this in terms of having self control (Galatians 5:22-23). It is not merely a guarding of what you say and do, but even in the thoughts that come to your mind. So by definition it is not just a practice but requires a fundamental shift in how we operate in the world.I certainly haven't made it. Though I like to think that I am a bit better at watching and waiting than I was when I first started teaching. The inevitable result is that I am communicating to the children that they have the ability to handle their own problems...though help is never too far away.

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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...

When a square is more than a square

While we've spoken of the long bead chains before, I wanted to focus on a specific point of interest. Each colored bead represents a certain number and a certain set of that number. When placed in a long chain, children are able to count them, identifying important numbers within the set. So in the Long bead chain of 5 (light blue in color) it has number tags for each set of 5 (5, 10, 15, 20, etc). There are larger tags for each square of 5 (that is, each set of 25). When a square tag is placed on each squared number, a square bead is placed as well. To think that Maria Montessori thought about the concept of squared numbers and considered a means to make it as concrete as possible! To think there are children all over the world who are learning a mathematical concept that they can feel in their hands before ever knowing how to connect it to an algebraic equation. It's quite baffling. What beautiful things God makes, both concepts and man to understand them.

Dwelling Place

The sensorial area of the Montessori curriculum has always been fascinating to me. They tend to be the more colorful materials in a Montessori classroom, standing out against the plainness of unadorned walls and shelves, making silent proclamations to the children to investigate and peruse. The red rods beckon them. The pink tower stands erect as a quiet monument towards budding curiosity. The constructive triangles seek one to dream new dreams. Children have this natural curiosity and desire to have engagements with the world around them through their senses. These days we adults don't have time for such exploration. But what is mindfulness if not a reconnection to our inherent ability to engage with the world around us in this present moment through the God given receptors we've been given, namely our senses? I'm still learning to give children (and myself) space for exploration. To do so is to lead one's heart to praise of some sort. There's just so much beauty ...

Grace and Courtesy

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