Frequently asked questions
after Parent Classroom Observations:
Q: Why was my child
distracted by my visit?
A: Children are
dependent on a daily routine. When they know what is happening next and
feel safe, then they are able to maintain their focus and rise to the next level of
learning. At this level children become motivated to explore the
environment and the work around them. When a parent does something
different for the day such as an observation visit any child can become unsure
and worried. Preparation before the parent arrives helps the child understand the expectation and can deal with the change positively. As children adjust to having their parent in the environment
they will settle into their work and show what they can do.
Q: Are there
designated times for group learning? Is most of the day spent in
independent work?
A: Montessori is an
individualized program. This means that a majority of the learning takes
place in one-on-one or small group of 2-4. Whole group lessons come
in the form of circle (community) time where the children can problem solve,
learn a new procedure or system and/or make preparations for any change in daily
routines. Lessons given during this time usually consist of lessons
based on the themes of the month or special outside presentations.
Q: What does each
Montessori Material Represent?
A: The Montessori
Materials are the foundational curriculum to the Montessori Method.
There are five focus areas of the classroom: Practical Life, Sensorial,
Mathematics, Cultural, and Language. Within each of these areas
there are specific materials that are sequenced in level of difficulty from
left to right and top to bottom on the shelves. Each Montessori Material
has a direct academic aim that focuses on one aspect of the child’s academic development. Most Montessori Materials have an indirect aim that usually involves the transfer of learning and or the use of a skill that was mastered earlier. The Montessori
Guides present each lesson based on the observations of the needs of the
child and the communications with the parentsd.
Q: Why do some
children seem to walk around and distract others that are working?
A: Each child in a
Montessori environment is on his/her own path. Some children are new to
the philosophy of Montessori while others are still trying to master their
basic social skills. Montessori follows the needs of the children.
When one child is bothering another child the Montessori Guide presents a grace
and courtesy lesson either in small group or in circle time. Each child
is taught to speak their truth with gentleness. (example: Learning to ask for "personal space" ) In the beginning the
Montessori Guide intervenes and helps the children work through the
conflict. As each child’s confidence grows the children are able to work
through it by themselves. The Montessori Guide observes and waits
to see if her assistance is needed in resolving any conflicts, concerns or
issues.
Q: Does the teacher
work one-on-one with a child for long periods?
A: Under normal
circumstances the Montessori Guide (teacher) shares her time between many
children. A group of children will quickly learn that they need to
wait their turn or possibly ask an older or more capable child for help.
These older children are usually 4 ½ -5 years old and love to be role models
and helpers for the younger children. In this manner they get to show
what they know. The Montessori Guide is always vigilant in her
observations and makes sure that the older children are role modeling proper
behaviors.
Q: Work mats seem to
be in the way of walking:
A: Montessori is
based on real life and natural logical consequences. The Montessori
Guide will try to help the child “look ahead” to see what is needed but
occasionally the child makes a choice that impedes the progress of others, such
as placing the mat in a walkway. If it is a simple work the
Montessori Guide will often request the students help in moving their rug over
so that the walkway is open. If the work is a complex activity such as
the bead chains then the other children respect the work and are directed to
walk around the rugs.
Q: How do the
Montessori guides determine the lessons that a student needs to meet academic
goals?
A: Montessori
Materials are the main curriculum of the class. Each child is
observed at work. Skill levels are noted in observations made by the
Montessori Guide. Lessons based on the sequence of the Montessori
Materials are individually planned based on the academic needs of that
child. If a child is invited to a lesson and they are unable to repeat
the first presentation accurately the Montessori Guide will choose an activity
that breaks down those skills into smaller lessons so that the child will work
up to the more challenging work. This takes time and often
repeated invitations to work.
Q: When is a child
able to self-determine his tasks for the day and when does a Montessori guide
make the choice for the child?
A: The Montessori
Guide respects the needs of the student. After lengthy observations of
behaviors, work abilities, focus level, attempts at independent work then the
Montessori Guide will decide to let the child continue to self direct. If
a child displays the need for external direction the Montessori Guide will give
the child limited choice such as “You can do A or B. What do you
prefer?” Often the children are given a moment to consider their
preferences before they actually begin their work. If a child is
observed to have major difficulties with decision making and focusing on work
the parent will be brought up to date and help from home or an outside resource
will be requested.
Q: How are children
kept on task?
A: Montessori
Children are allowed to move about and socialize as they need. Children
who know how to work for long periods are considered “normalized” or adjusted
to the Montessori routines. Children who are new or just beginning to
adjust have a tendency to need gentle reminders about returning to their
work. Some children work well with an older child as their helper.
Some children work well sitting close to the Montessori Guide. Other
children simply need the verbal reminder. The most important part of
keeping a child on task is to maintain their love of learning while helping
them make academic progress.
Q: When will my child
visit the older class?
A: Montessori
believes that each child grows at their own pace. Some children are developmentally ready for
more challenging work sooner than others.
The classrooms are divided chronologically as follows: Infants - 8 weeks to 18 months, Toddlers - 18 months to 3 years, and Primary – 3 years to five turning
six. When a child nears the
chronological age the Montessori guides begin observing their readiness skills
based on social interaction, academic ability and emotional readiness. As a general rule a child will begin to make
short visits to the next classroom a few months prior to the actual transition.
Depending on the child’s willingness to work in the more challenging
classroom and how secure they feel this can take a short time or a much longer
time. The goal is for your child to feel
safe and ready to learn more. If they
don’t feel safe then they won’t be able to focus on any lessons.
Q: It seemed that
some children were not working on anything and needed to be directed to an
activity so they could learn.
A: Each child in a Montessori classroom
participates in his/ or her own education.
There is one point during the morning work period called false fatigue. During this time many children have the
tendency to lose their focus and need to take a “coffee break”. This generally lasts anywhere form 10 to 25
minutes before they settle back into work.
If a child is consistently choosing not to work the Montessori guides
are observing and making notes so that this can be addressed with the parents
during a face-to-face conference. Every
child is invited to participate in or observe as many lessons through out the 3 hour
Montessori study period as possible.
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