It's one of my privileges to meet with prospective parents after their first observation in a Montessori classroom, get their impressions and answer their questions.
Their observations? "It was so quiet and orderly!" "There was such a variety of activities!" "The children are so independent!" "The adults are so calm and graceful!"
Their questions? "Who is motivating them and how?" "How do you keep track of so many children doing so many different things?" "What's with the mixed-age group?" "How do they make the transition to traditional school after Montessori?"
Today I met with the mother of a 4-year-old, observing in Montessori for the first time. She started out talking about what a surprise it was, what a contrast to the traditional education she's used to. But as we talked, she got more and more excited. As I answered her questions each subsequent response seemed to resonate more than the last.
Finally she commented that she'd noticed that we used real china plates, real glass vases. Why do we do that? What happens when one breaks?
I answered, of course, that a child doesn't have the opportunity to learn to refine movement when using plastic; that if something breaks, the child will simply clean it up.
She was overjoyed. "At last I have found a place for my child where she won't be insulated from real things."
Sometimes the profundity of parents simply amazes me.
Friday, July 24, 2009
Monday, July 13, 2009
Palestine
I got a call about a week ago from friend offering, as he put it, an opportunity and an adventure. Marc is a psychologist who provides training and consulting services in the non-profit world, especially to private schools. He wondered if I would accompany him to Palestine in a few weeks to give a seminar to Heads of Palestinian private schools.
AMIDEAST (American-Mideast Eductional and Training Services) is an NGO with the purpose of strengthening "mutual understanding and cooperation between Americans and people of the Mideast and North Africa." In partnership with USAID they have developed a Model Schools Network program (MSN). The current focus is on improving the quality of teaching and learning among a network of 17 private schools in the West Bank, and this summer they are beginning a program of leadership training for those 17 Palestinian principals. They contacted Marc, no doubt, because of his leadership training work through NAIS. They asked him to bring along an American private school Head.
"So, that makes sense Marc, but why me? What could I offer Heads of School in Palestine? I can imagine that I could learn a lot from them, but what advice and insight could I presume to share with a group of people working in every sense on the 'front line' of education?"
Apparently, this was just the right question. Marc had pondered a number of Heads of your typical country day school and had concluded that they might have difficulty relating to the small size and difficult circumstances of Palestinian schools, whereas I, based upon the humble beginnings of Montessori School of Beaverton, possibly could.
And so humbly, and a bit reluctantly, I said yes. And so the adventure begins.
If I had any doubts, they are quickly being allayed as I find out more about the warmth and welcoming nature of Palestinians, as long as one approaches them with respect and without arrogance. I'm sure the trip will have moments of tension and discomfort but also awe and amazement.
On a side note: The Model School Network literature states that its goal is "to introduce a student-centered, contemporary approach to teaching and learning that takes into consideration child development at the physical, cognitive, psychological and social levels." It sounds like a description of Montessori, does it not?
AMIDEAST (American-Mideast Eductional and Training Services) is an NGO with the purpose of strengthening "mutual understanding and cooperation between Americans and people of the Mideast and North Africa." In partnership with USAID they have developed a Model Schools Network program (MSN). The current focus is on improving the quality of teaching and learning among a network of 17 private schools in the West Bank, and this summer they are beginning a program of leadership training for those 17 Palestinian principals. They contacted Marc, no doubt, because of his leadership training work through NAIS. They asked him to bring along an American private school Head.
"So, that makes sense Marc, but why me? What could I offer Heads of School in Palestine? I can imagine that I could learn a lot from them, but what advice and insight could I presume to share with a group of people working in every sense on the 'front line' of education?"
Apparently, this was just the right question. Marc had pondered a number of Heads of your typical country day school and had concluded that they might have difficulty relating to the small size and difficult circumstances of Palestinian schools, whereas I, based upon the humble beginnings of Montessori School of Beaverton, possibly could.
And so humbly, and a bit reluctantly, I said yes. And so the adventure begins.
If I had any doubts, they are quickly being allayed as I find out more about the warmth and welcoming nature of Palestinians, as long as one approaches them with respect and without arrogance. I'm sure the trip will have moments of tension and discomfort but also awe and amazement.
On a side note: The Model School Network literature states that its goal is "to introduce a student-centered, contemporary approach to teaching and learning that takes into consideration child development at the physical, cognitive, psychological and social levels." It sounds like a description of Montessori, does it not?
from the mouths of parents
On Saturday I hosted a meeting for new Montessori parents. As always, before I began, I invited parents to introduce themselves. On this occasion, I asked them to describe in a few words what they had observed in the classroom when they first visited the school, such that they had subsequently enrolled their child. I wish that I'd had a tape recorder, but I was only able to scribble down a few notes, which I have transcribed below:
"What I noticed first was the independence of the children. They were all moving around, doing their own thing, but calmly and happily. I think children learn so much better when they have a choice and are interested in what they are doing. I know I do."
"I was surprised by the many opportunities for learning, and the overall beauty of the environment. I think aesthetics are so important for children, but are so often overlooked."
"What I saw was discipline and harmony. Everything seemed just right. It was the most harmonious place for children I’ve ever seen. It’s so important to have a peaceful environment. How else can children learn to concentrate?"
"It's obvious that the children really like to be here. They know what to do, where to find it and how to do it."
"At my daughter’s current preschool they go out for recess like 5 times a day. It’s as if the teacher is trying to wear the kids down so they’ll be quiet and behave. But, here there’s no chaos! Just children calmly, happily learning. And they don't have to resort to wearing the children down!"
"I really appreciate the mixed-age groups. Not only can the little ones learn by watching the older ones and modeling on their behavior, but the older ones get the chance to help the smaller and less capable ones."
"We visited a number of preschools. This was by far the calmest and quietest. Especially the teachers were calm and warm."
"My son is eager to learn and there is so much for him to learn here."
"The children were in control of themselves."
"Our daughter heard from a neighborhood friend that school is someplace where you have to sit at a desk, be quiet and do only what the teacher tells you. She was excited and relieved when we told her that Montessori is not like that! She's the kind of child who doesn't want to move on to another activity until she is satisfied. The learning here fits with our daughter's way of learning naturally."
"We were just amazed that even the little toddlers knew how to choose an activity, use it, and return it where it belongs when they are done. They can make their own choices and move at their own pace."
"It’s important for children to know how to communicate and how to discipline themselves. The children are learning both here. I saw the toddler teacher communicating very clearly at their level, and the children following so nicely."
"What impressed me was the multitude of resources. At my daughter’s current preschool all there is to do is socialize. I’m so pleased that here she will have so many constructive things to do."
"I liked the hands-on experience of everyday life. I liked that it’s beautiful and environmentally sound, not just plastic. I liked the allowance for children to learn differently."
"The first thing I noticed was how quiet it was, and how individualized, every child doing their own thing without overt direction."
"We were pleased with the warmth of the staff, the friendliness of the community, the organization and calmness. I'm a product of the public school system, and it didn't work for me. My child will have something better."
"I don't think we are all meant to do the same thing at the same time. At Montessori they get to do everything at their own pace."
"I liked that the children were active, rather than sitting at desks. I have always learned better when I'm active and can use my hands. That's just the way I learn. I like to get my hands on things and take them apart and understand them, and I think my child is the same way. I wish I could have gone to school here. I'm glad my child gets to."
After the parents' comments, I said jokingly, "Well there's nothing for me to add to that. We can all go home now." But of course, I was only half joking. The truth is these parents' testimonies were much more powerful to each other than anything I had to say.
"What I noticed first was the independence of the children. They were all moving around, doing their own thing, but calmly and happily. I think children learn so much better when they have a choice and are interested in what they are doing. I know I do."
"I was surprised by the many opportunities for learning, and the overall beauty of the environment. I think aesthetics are so important for children, but are so often overlooked."
"What I saw was discipline and harmony. Everything seemed just right. It was the most harmonious place for children I’ve ever seen. It’s so important to have a peaceful environment. How else can children learn to concentrate?"
"It's obvious that the children really like to be here. They know what to do, where to find it and how to do it."
"At my daughter’s current preschool they go out for recess like 5 times a day. It’s as if the teacher is trying to wear the kids down so they’ll be quiet and behave. But, here there’s no chaos! Just children calmly, happily learning. And they don't have to resort to wearing the children down!"
"I really appreciate the mixed-age groups. Not only can the little ones learn by watching the older ones and modeling on their behavior, but the older ones get the chance to help the smaller and less capable ones."
"We visited a number of preschools. This was by far the calmest and quietest. Especially the teachers were calm and warm."
"My son is eager to learn and there is so much for him to learn here."
"The children were in control of themselves."
"Our daughter heard from a neighborhood friend that school is someplace where you have to sit at a desk, be quiet and do only what the teacher tells you. She was excited and relieved when we told her that Montessori is not like that! She's the kind of child who doesn't want to move on to another activity until she is satisfied. The learning here fits with our daughter's way of learning naturally."
"We were just amazed that even the little toddlers knew how to choose an activity, use it, and return it where it belongs when they are done. They can make their own choices and move at their own pace."
"It’s important for children to know how to communicate and how to discipline themselves. The children are learning both here. I saw the toddler teacher communicating very clearly at their level, and the children following so nicely."
"What impressed me was the multitude of resources. At my daughter’s current preschool all there is to do is socialize. I’m so pleased that here she will have so many constructive things to do."
"I liked the hands-on experience of everyday life. I liked that it’s beautiful and environmentally sound, not just plastic. I liked the allowance for children to learn differently."
"The first thing I noticed was how quiet it was, and how individualized, every child doing their own thing without overt direction."
"We were pleased with the warmth of the staff, the friendliness of the community, the organization and calmness. I'm a product of the public school system, and it didn't work for me. My child will have something better."
"I don't think we are all meant to do the same thing at the same time. At Montessori they get to do everything at their own pace."
"I liked that the children were active, rather than sitting at desks. I have always learned better when I'm active and can use my hands. That's just the way I learn. I like to get my hands on things and take them apart and understand them, and I think my child is the same way. I wish I could have gone to school here. I'm glad my child gets to."
After the parents' comments, I said jokingly, "Well there's nothing for me to add to that. We can all go home now." But of course, I was only half joking. The truth is these parents' testimonies were much more powerful to each other than anything I had to say.
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