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MONTESSORI - VISIT TO WA- ORA - Montessori NZ
MONTESSORI

          N
EDUCATIOPAYS A
MINISTE R  - RA
      TO  WA O
VISIT

FREEDOM AND RESPONSIBILITY
IN A MONTESSORI CLASSROOM

CURIOSITY IN LIFE

EARTH FRIENDLY
SPRING ACTIVITIES

                                ISSUE 91 SEPTEMBER 2018
MONTESSORI - VISIT TO WA- ORA - Montessori NZ
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2                                                   Montessori Voices SEPTEMBER 2018
MONTESSORI - VISIT TO WA- ORA - Montessori NZ
CONTENTS

                         Contents                                                       4       Editor’s Note
                                                                                        5       Quote of the Issue
                                                                                        6       INFOCUS: Education Minister pays a visit
                                                                                                    - Ora
                                                                                                to Wa
                                                                                        8       Explained
                                                                                                The Work of Wool – A Montessori
                                                                                                Handwork Album
InFocus                                                                                 10      At School
                                                                                                Building community
                                                                                                Freedom and responsibility in a
                                                                                                Montessori classroom
                                                                                                The Remakery – Refuge Project
                                                                                        18      At Home
                                                                                                Hanging around
                                                                                                Curiosity in life
                                                                                                Earth friendly spring activities

                                                                6
                                                                                        23      Community
                                                                                                Matariki at Inspiring Minds Montessori Preschool
                                                                                                The realisation of a vision for the Courtyard
                                                                                                Montessori Preschool
                                                                                                Pyjama day: Teaching children about giving
                                                                                        26      Newsboard
                                                                                                Marshwood Montessori celebrates Chinese
                                                                                                New Year and Lantern Festival
                                                                                        27      Situations Vacant
                                                                                        27      References

                             10                                  20                     28
                                                                                        30
                                                                                                Contributors & Columnists
                                                                                                MANZ Member School Listing

Front cover photo supplied by Wa- Ora Montessori            EDITOR: Cathy Wilson. Email: eo@montessori.org.nz          Copy Deadlines 2018
School, Wellington, New Zealand.                            ADVERTISING: Cathy Wilson                                  ISSUE 92 DECEMBER 2018 (12 OCT)
PHOTOS                                                      Email: eo@montessori.org.nz
                                                                                                                       ISSUE 93 APRIL 2019 (13 FEB)
Montessori Voices needs your photos of Montessori           Phone: 027 448 5525
infants, children, students, teachers and families.         Contact Cathy for the Montessori Voices display            ISSUE 94 JULY 2019 (1 MAY)
We would love your photo to be in the next issue or         advertising rates for 2017. Classified adverts $1.60 pw.   ISSUE 95 SEPTEMBER 2019 (23 JULY)
selected for the cover! Photos need to be 300dpi.           MANZ member school discount rate is 70 cents pw.
Please supply the original file from the camera.            DESIGN: Hothouse Creative, Nelson
A 3+ megapixel camera is suitable to use.
                                                                                                                       Advertising Deadlines 2018
                                                            PRINTER: Spectrum Print, Christchurch                      ISSUE 92 DECEMBER 2018 (1 NOV)
MONTESSORI VOICES
Montessori makes the difference. Montessori Voices is       The opinions expressed in Montessori Voices are those      ISSUE 93 APRIL 2019 (21 FEB)
provided to all wha-nau (families) attending Montessori     of contributors and not necessarily those of MANZ.
                                                                                                                       ISSUE 94 JULY 2019 (22 MAY)
centres and schools that are members of Montessori          All materials may be reproduced only with the prior
Aotearoa New Zealand. The magazine is posted to             written consent of MANZ. To MANZ’s knowledge all           ISSUE 95 SEPTEMBER 2019 (1 AUG)
Montessori professionals and organisations that are         information is correct at publication date.
members of Montessori Aotearoa New Zealand and also         POSTAL ADDRESS: Montessori Aotearoa
subscribers in the rest of the world. For international     New Zealand, PO Box 31461, Lower Hutt 5040
subscriptions email eo@montessori.org.nz.
                                                            EMAIL: eo@montessori.org.nz
CIRCULATION: 5,000
                                                            WEB: www.montessori.org.nz
PUBLISHER: Montessori Aotearoa New Zealand

                                                          Montessori Voices SEPTEMBER 2018                                                                  3
MONTESSORI - VISIT TO WA- ORA - Montessori NZ
EDITOR’S NOTE

                                      Editor’s note

                                                   Kia ora,

                     Our MANZ Conference 2018 has now been and gone and it was
                fabulous. We had awesome speakers and a tremendous venue at Napier
                Convention Centre with the Pacific Ocean as a backdrop. We even had a
                family pod of Orca whales (mum, dad and two calves) swim past during
                   the first lunch with the dad playing in the surf! If you are interested
                  in reading reflections from MANZ Council and a few from kaiako on
                      different workshops attended, visit the MANZ Facebook page.
                  The InFocus article in this issue of Montessori Voices features Minister
                Hipkins visiting Wa- Ora Montessori School. This visit took five months to
                arrange and was the first time the Minister had visited a Montessori early
                  childhood centre and school. I offered the Minister a copy of the latest
                   issue of Montessori Voices and he now receives a quarterly issue of it.
                                                 Stay warm!!

                                               Cathy Wilson

                             EDITOR & EXECUTIVE OFFICER
                          MONTESSORI AOTEAROA NEW ZEALAND

Our Cover Photo
                                    The cover photo for this issue is from Minister Hipkins’ visit
                                    to Wa- Ora Montessori School. In the photo a primary boy is
                                    discussing with the Minister and MANZ Executive Officer
                                    how the Checker Board material works.

                                    Wellington, New Zealand.

4                                   Montessori Voices SEPTEMBER 2018
MONTESSORI - VISIT TO WA- ORA - Montessori NZ
QUOTE OF THE ISSUE

Quote of the issue
HOW ARE DR MONTESSORI’S
WORDS RELEVANT TODAY?

Independence, in the case of the
adolescents, has to be acquired
on a different plane, for theirs
is the economic independence
in the field of society. Here, too,
the principle of “Help me to do it
alone!” ought to be applied.

MONTESSORI, M. (1994). FROM CHILDHOOD TO ADOLESCENCE. P 67.

Dr Montessori’s view of the child as     a need for them to be independent.         their needs and approach vary for
a person came at time when children      Independence will look different at        each stage, the principle of ‘help me
were encouraged to be seen and not       different stages, and it can only be       to help myself’ doesn’t change.
heard. Referred to as ‘it,’ the infant   achieved by letting the child do things    This, Dr Montessori calls, “serving
was treated as a helpless creature in    on their own.                              the spirit” (The Absorbent Mind, p257).
need of help from adults, twos were
                                         At 0 – 6, the infant needs independence    This resonates with me as a Montessori
terrible, and the rod was never spared
                                         of movement, opportunities to develop      parent and teacher. I have dealt with
for the older children. Dr Montessori
                                         eye hand coordination and balance,         all these stages and want to keep this
recognised the child and young adult’s
                                         to name a few. A toddler is learning       quote in my mind at all times to show
need to become independent and the
                                         to be independent in self-care and         full respect to the person I am dealing
yearning and potential of children
                                         care of environment which is then          with. This enables me to look at the
to be seen and heard as intelligent
                                         carried through to 3 – 6 where along       baby, toddler, young child or the young
human beings.
                                         with these skills, other areas come        adult as a person with full potential in
This quote by Dr Montessori is such      into play. Between 6 and 12 the child      my role just as a Guide.
a strong and a consistent reminder       is learning to orient his/herself into
                                                                                    Mamira Ali, Montessori House of
for us as Montessori teachers and        society. 12 – 18 is the turbulent period
                                                                                    Children, Hamilton, New Zealand.
parents. It is important to note that    which Montessori likened to 0 – 3 when
while the child goes through different   a young adult is going through both
stages of physical, mental and           physical and mental maturity.              Read about Mamira on page 28.
emotional development, there is still    While these planes of development,

                                         Montessori Voices SEPTEMBER 2018                                                      5
MONTESSORI - VISIT TO WA- ORA - Montessori NZ
INFOCUS

    Education Minister
    pays a visit to Wa- Ora
    RELDA HERMANN WRITES OF THE RECENT VISIT OF EDUCATION MINISTER
                      - ORA MONTESSORI SCHOOL, NAENAE, LOWER HUTT.
    CHRIS HIPKINS TO WA

    The Minister of Education, Chris Hipkins     and from reading the Minister’s            Minister Hipkins’ first visit to Wa- Ora
    paid a visit to Wa- Ora Montessori in        website, it seems that this is also what   and any Montessori school.
    Naenae, Lower Hutt in June to get            he wants for New Zealand children.
                                                                                            As a school providing education from
    hands-on with the Montessori method
                                                 Wa- Ora is located within the              18 months to 18 years, Wa- Ora was
    of education in New Zealand.
                                                 Minister’s electorate, just down the       able to provide him with an experience
    When you read about the Hon. Chris           road from the primary school he            of all three sectors (preschool, primary
    Hipkins on the Labour party website          attended as a boy. Although he still       and high school) and showcase
    and his passionate belief “that              lives in the Hutt Valley, this was         Montessori in Aotearoa.
    every New Zealander deserves the
    opportunity to reach their full potential
                                                     Montessori education is commonly referred
    in life,” similarities with the Montessori
    philosophy are plainly evident.
                                                 to as holistic and seeking to maximise the child’s
    Montessori education is commonly             potential, and from reading the Minister’s website,
    referred to as holistic and seeking          it seems that this is also what he wants for
    to maximise the child’s potential,           New Zealand children.”

6                                                Montessori Voices SEPTEMBER 2018
MONTESSORI - VISIT TO WA- ORA - Montessori NZ
INFOCUS

Minister Hipkins, together with his         that occurs in a pre-schooler between
Electorate Agent Janette Granville,         3 and 5-years old. They could watch a
met with Wa- Ora Principal Ava              recently started 3-year old, working to
Szabo and MANZ Executive Officer            master one of the dressing frames in
Cathy Wilson. The main focus of the         the practical life area, in stark contrast
discussion was to share a little of the     to a 5-year-old nearby working on the
background to Montessori, as well as        4-Bead Chain.
some basic philosophy; introducing
                                            While visiting one of the primary
some of the essential elements of
                                            classes, the Minister was lucky
Montessori education also helped
                                            enough to receive a lesson on the
to provide a context for what the
                                            Checkerboard from a student! He was
Minister later saw on his visit around
                                            very interested in why we transition
the classrooms.

   He was very interested in why we transition
children from preschool to primary at 6-years
old, which provided an opportunity to talk
about readiness being more developmentally-
related than aligned to chronological age.”

Following their discussion, the group       children from preschool to primary
took a tour of the school, visiting         at 6-years old, which provided an
classes in the preschool, primary and       opportunity to talk about readiness
high schools. The minister was able         being more developmentally-related
                                                                                         ability to follow the students’ areas
to quickly gain an overview of what         than aligned to chronological age.
                                                                                         of interest, whilst still meeting the
Montessori education looks like at all
                                            Minister Hipkins’ fascination with           New Zealand curriculum. The way
ages and stages, the similarities between
                                            the high school and its workings             in which it is possible to integrate
the different sectors and also the ways
                                            was evident. Discussion about                Montessori philosophy within the
in which the programme is modified
                                            micro-economy and the real world             current high school qualification
to take account of the changing
                                            experiences that students have from          framework, giving students broad
developmental needs of a-konga.
                                            barista training or selling at local         experiences and the chance to pursue
In the preschool, the visitors were         fairs, helped illustrate the experiential    their interests beyond school, was
able to witness the huge development        nature of the senior programme and its       viewed very positively by the Minister.

                                                                                         At the conclusion of Minister
                                                                                         Hipkins’ visit he was certainly
                                                                                         more informed about Montessori.
                                                                                         Having the opportunity to
                                                                                         observe students in their learning
                                                                                         environments allowed him a genuine
                                                                                         insight into the workings and benefits
                                                                                         of the Montessori philosophy as a
                                                                                         valid offering on today’s educational
                                                                                         spectrum, not to mention elevating
                                                                                         the profile of Montessori within the
                                                                                         Ministry of Education.

                                                                                         His take-away copy of Montessori
                                                                                         Voices will certainly provide the
                                                                                         Minister with further information
                                                                                         and food for thought!

                                                                                         Read about Relda on page 28.

                                            Montessori Voices SEPTEMBER 2018                                                       7
MONTESSORI - VISIT TO WA- ORA - Montessori NZ
EXPLAINED

    The Work of Wool –
    A Montessori Handwork Album
    CAROL PALMER, WELLINGTON, DESCRIBES THE
    JOURNEY SHE HAS TAKEN IN DEVELOPING A
    NEW MONTESSORI TRAINING ALBUM.

    You may have heard Montessori              a thread that was then woven or knit,        by unseen machines, most people do
    teachers referring to their albums.        and then cut and sewn.                       not have to spin, weave, knit or crochet
    These are the collections of lesson                                                     out of necessity and the connection
                                               Not only would this knowledge give
    plans that we put together during our                                                   with our ancestors that these crafts
                                               them a connection to their textiles but
    training, which serve as our curriculum                                                 once fostered is becoming lost.
                                               also a natural sense of gratitude.
    documents throughout our careers.
                                               When children realise how many               Handwork is the thread that connects
    We have albums for every subject from
                                               people have had a hand in the work of        all human beings on every part of the
    maths, to biology, to music. What we
                                               creating their clothing, their clothes are   planet and at every point of history;
    do not have, is an album for handwork
                                               no longer something that just appear         the lack of a handwork album has
    – or handcrafts – the traditional skills
                                               in the shops – they have a history.          always felt to me to be a hole in the
    and crafts that are the cornerstones of
                                               As most of our textiles are now created      Montessori curriculum.
    human culture.

    One of the key aims of Montessori
    education is to connect children
    to nature and give them an
    understanding of their environment.
    When they have this, wherever they
    find themselves in the world, they will
    know something of their surroundings.
    For example, Montessori-educated
    children can look at a plant’s foliage
    and know the shape and size of its
    root system; they can look at the
    mountains around them and know
    whether they were formed by tectonic
    plate movement or volcanic activity –
    these understandings help them feel
    grounded in the Earth.

    But what about their connection to
    the human aspect of the Earth – the
    culture of people, what Dr Montessori
    called ‘Supranatura’? What if children
    could understand something about
    their surroundings, just by looking at
    their textiles? They would know that
    the clothes they wear, and all of the
    textiles around them were made from
    the fibres of a plant or animal that had
    been gathered or shorn, and spun into

8                                              Montessori Voices SEPTEMBER 2018
MONTESSORI - VISIT TO WA- ORA - Montessori NZ
EXPLAINED

So, with the support of MANZ, through
the Binda Goldsbrough Research
Fund, and Wa- Ora Montessori School,
I set about to create a Montessori
handwork album for the international
Montessori community. Three years
of researching, consulting, testing and
revising later, I completed the first
section of this Album. The Work of
Wool – A Montessori Handwork Album
was published with much fanfare and
joy on 29 June 2018.

In New Zealand, publishers are
required by law to submit two copies of
every book they publish to the National
Library. One is placed in the National
Archive and the other goes into the
library system for people to read. Books
may be submitted by mail or in person.
                                                                                        of handwork and sharing stories of
As the children in my class had put so         Handwork is the
                                                                                        the crafts they used to do as children.
much work into the book along with          thread that connects all                    It was a wonderful community event.
me, we decided we would all go to
                                            human beings on every                       The library staff were amazed by the
submit our copies in person.
                                            part of the planet and                      high turnout and had to rush about,
When I rang the National Archive to         at every point of                           moving shelves and finding extra
ask if it was acceptable for so many
                                            history; the lack of a                      chairs – they hadn’t experienced
people to attend the submission                                                         the strength of a Montessori
ceremony, the archivist told me this
                                            Handwork Album has
                                                                                        community before!
had happened only once before in her        always felt to me to be
whole 29-year career, when another          a hole in the Montessori                    Since publishing, the international
                                                                                        response to my handwork album has
teacher brought her class to submit her     curriculum.”
                                                                                        been huge. I have received orders
book and guess where they were from?
                                                                                        from all over the world and been
Yep – a Montessori School.
                                            for the official book launch in the local   invited to present workshops in several
They were so happy about us coming          library that night. The Library Launch      countries. The Montessori community
that they arranged a tour of the            was truly a celebration of everything       are more than ready to integrate this
underground archives for us before          that has gone into the Album’s              missing curriculum area and pass on
the submission ceremony. This was           creation over the last few years.           the heritage of our ancestors to the
a huge privilege as members of the          Yahvi, one of my students, introduced       next generation. I have high hopes
public are not normally allowed into        me with her natural pizzazz, and I          for a handwork revolution!
the basement archives. When we              took some time to talk about what
arrived they led us down several            the Album was, and thank those who
flights of narrow stair into the ‘bunker’   have supported me along the way.            Read about Carol on page 28.
where the national treasure trove           Freya, my lovely daughter, sat proudly
of books is housed. We got to watch         at her stall, selling books alongside her
as mechanised boxes travelled along         loving grandmother. Renee, one of the
train tracks mounted to the ceiling,        parents from my class, brought a huge
retrieving and returning books for the      basket of home baking and another              If you would like to read more
library users above. It was fascinating!    set out drinks for everyone. Children          about why handwork is such
Several of the children declared they       from my class – past and present –             an essential part of Montessori
would like to live down there!              brought along handwork and invited             education, or find more details
                                            people to have a go.                           of the album, please visit
After the submission we had a pretty
                                                                                           www.montessorihandwork.com.
fast turnaround to get the children         Members of the community stood
back to school and everything in place      around chatting – discussing the value

                                            Montessori Voices SEPTEMBER 2018                                                      9
MONTESSORI - VISIT TO WA- ORA - Montessori NZ
AT SCHOOL

     Building
     community
     CARLI HAUSLER,
     AUCKLAND, DISCUSSES
     THE IMPORTANCE
     OF ENCOURAGING
     RESPONSIBILITY
     AND COMMUNITY IN
     THE UNDER 3 YEAR
     ENVIRONMENT.

     Have you ever noticed that many
     Montessori environments for walking
     children aged under three use the
     word ‘community’ in their title: Infant
     Community, Toddler Community, Young
     Children’s Community. Whatever the
     title of the environment they share the
     intention is to build community.

     We can define community as a
                                                  We had a newly arrived 14-month-            to make when we prepare our
     ‘unified body of individuals’ and
                                                  old child, who was now well settled         environments in how far we want to
     Mario Montessori Jr wrote of his
                                                  into the environment. He had up until       take this empowerment of the child
     grandmother’s work that “...human
                                                  now been wearing a bib at meals but         to develop and follow her will and to
     development is the result of an
                                                  today finger food was on the menu           contribute to group life.
     unconscious creative activity of the
                                                  so we adults had decided a bib wasn’t
     individual, and that this process is                                                     Using the above example, we can
                                                  necessary. As we began eating the
     possible only in association with others.”                                               consider the necessary elements
                                                  meal, one of our two and a half year
                                                                                              required to make this moment possible.
     Dr Montessori spoke throughout her           old children suddenly stood up from
                                                                                              We had a child-accessible linen
     works of education being an aid to           the table. I only just managed to refrain
                                                                                              cupboard and the children took an
     life that should begin at birth. The         from saying “We sit at the table to eat”
                                                                                              active role in laundry procedures, so
     education she was speaking of was            and instead observed as she went to
                                                                                              this child knew where a bib could be
     that which would assist the child in         the linen cupboard, retrieved a bib and
                                                                                              found. Children were actively involved
     adaptation to her time and place, to         brought it to the table, then informing
                                                                                              in the running of our programme,
     learn the language, culture and become       the other child he needed a bib she
     part of this community in which she          helped him put it on. With her external
     finds herself.                               order restored she sat back down to eat
                                                  her own meal.
                                                                                                  Human development
     Anyone spending time with a child                                                        is the result of an
                                                  I believe it is in these moments that
     under three can endlessly find                                                           unconscious creative
     moments over which to marvel; in an          we feel our work is truly worthwhile
                                                  when our youngest children can
                                                                                              activity of the individual,
     established infant community these
     moments are amplified tremendously.          act in the service of others while          and that this process is
     One of my favourite stories to tell is       simultaneously working to build             possible only in
     how we sat down for lunch one day.           themselves. We adults have choices          association with others.”

10                                                Montessori Voices SEPTEMBER 2018
AT SCHOOL

from food preparation to setting              what a solution might be, she possessed         We can only aspire to the graciousness
the table, loading and unloading the          the confidence and self-esteem to act           of a two-and-a-half-year-old who is
dishwasher to washing the windows,            on her logic without needing to be told         empowered and confident of her place in
so this child was well practised              what to do from an adult or wait for            the world. And as we go about preparing
in making contributions to the                approval before acting.                         all of the elements in our environments,
community. Our freezer was accessible                                                         let us keep this idea of building
                                              In describing this moment in such
to the children so bumps could be                                                             community at the very forefront.
                                              detail, it is all too easy to understand
attended to by any child fast enough
                                              Dr Montessori’s vision of the child as
to get to the ice pack first, so this child
                                              a hope and promise for the future.              Read about Carli on page 29.
had plenty of experience of caring for
her peers.

Adults endlessly work with children
to develop vocabulary with conscious
attention given to the consideration of
how others might feel or be affected by
what is going on, this child possessed
the communication skills to let the
other child know what was going to
happen before offering her assistance.
Children are involved in active
problem solving and conflict resolution
processes, they are empowered to say
“no” and make their own choices.
They are acknowledged and thanked
for the contributions they make and
their kindnesses to others.

This child had the possibility to notice
something wasn’t quite ‘right,’ she could
independently, logically think through

                                                       Photos provided by the Bambini Community at Montessori Children’s House Wanaka

                                              Montessori Voices SEPTEMBER 2018                                                           11
AT SCHOOL

     Freedom and responsibility
     in a Montessori classroom
     WE HAVE ALL HEARD THE TERM ‘FREEDOM AND RESPONSIBILITY’ IN RELATION
     TO MONTESSORI. IN THIS ARTICLE TESNEEM COUPER, MONTESSORI @
     HOWICK PRIMARY AUCKLAND, DISCUSSES WHAT THIS ACTUALLY MEANS
     AND HOW IT IS CREATED IN THE MONTESSORI PRIMARY CLASS.

     The thought of being free, moving        So what do I mean by freedom in             Where does responsibility come into it?
     around and chatting in school is         the classroom? A host of questions          Sounds great! How do I sign up?
     one that appeals to many parents –       instantly spring to mind, don’t they?
                                                                                          We can’t very well ask Maria
     especially since it is not what most
                                              Who knows? Do the children do               Montessori what precisely she meant,
     people experienced while growing
                                              whatever they want, whenever they           so a quick Google search of the word
     up. The image of a classroom, with
                                              want and however they want? Who             ‘freedom’ yields:
     desks all arranged in orderly rows
                                              decides what they should be doing – the
     with the teacher at the front is a                                                   1. The power or right to act, speak,
                                              adult or the child? How do you make
     familiar picture. Thankfully, this is                                                   or think as one wants.
                                              sure they’re covering all elements of the
     no longer the case – definitely not in
                                              Montessori or New Zealand Curriculum?       2. The state of not being imprisoned
     a Montessori environment and not in
                                              How do the teachers keep track?                or enslaved.1
     most mainstream classes either.

12                                            Montessori Voices SEPTEMBER 2018                             See page 27 for references.
AT SCHOOL

      At the end of my first article, I briefly   The students are able to direct their      to classroom practice. In Nigel Latta’s
      mentioned the three elements that           learning, the pace of their learning and   book, Politically Incorrect Parenting he
      are requirements for any Montessori         the majority of the content of their       talks about setting limits for children,
      classroom: the prepared environment,        learning, with minimal interference        which he calls ‘fences.’
      the prepared teacher and freedom            from the teacher and using the
                                                                                             “Kids need fences. Make rules, set limits,
      with responsibility.2 Freedom and           curriculum as a check and a guide.
                                                                                             and stick to them as hard as you can. It is
      responsibility are nurtured within          Some may query how this can work,
                                                                                             in the nature of children to move forward
      the Montessori classroom through            when there are Montessori classrooms
                                                                                             until they come up against a fence. Some
      the prepared environment and                within state schools in New Zealand,
                                                                                             kids need only to know that the fence is
      prepared adult.                             and as such have to show coverage
                                                                                             there, others need to bang into it several
                                                  of the New Zealand Curriculum.
      Freedom with responsibility is a                                                       times, but all of them need it.
                                                  The reality remains that society and
      lofty goal for children – but not
                                                  the government expect our children to      “A world without fences is a dangerous and
      only is it possible, it is necessary
                                                  know certain things – so if we are not     frightening place for a little person. Fences
      for a Montessori classroom to
                                                  offering these things to children,         say ‘You can go this far, but no further.’
      function effectively.
                                                                                             Fences keep you safe and secure. Fences
                                                                                             help you figure out where your place is.
         We do not tell them what to think or how to                                         Fences keep out the bad stuff as well.” 3
      think – we give them the tools to make their own                                       Those ‘fences’ are what keeps the
      judgements, reflections and decisions.”                                                classroom functioning – like any
                                                                                             other society. In any workplace, group
                                                                                             or community, there is an agreed
      First, we need to understand the            to best equip them for their future
                                                                                             set of rules and expectations that
      freedom that is available to the child in   learning and schooling, we are
                                                                                             are written and understood. It’s no
      the Montessori classroom. One of our        doing them a disservice. It is our
                                                                                             different in the classroom. Children
      goals as Montessori educators is to help    responsibility as educators, to ensure
                                                                                             will push the limits, they need to, so
      children develop the skills to become       we are setting up the children for
                                                                                             that they can understand and judge
      independent, self-motivated and self-       success. In terms of specific curriculum
                                                                                             for themselves where the boundaries
      disciplined. We do that by offering         requirements, the New Zealand
                                                                                             lie. By having clear, consistent and fair
      them the opportunity to be free.            Curriculum is very broad and open
                                                                                             expectations from the prepared adults
      The children may select their work          ended, so its objectives are easily met
                                                                                             in the environment, the children can
      and who they work with. We do               by effective implementation of the
                                                                                             continue their most important work of
      not tell them what to think or how          Montessori curriculum – without
                                                                                             being free to construct themselves.
      to think – we give them the tools           heavy, teacher-directed impositions.
      to make their own judgements,
                                                  We also do not dish out rewards or
      reflections and decisions. We provide
                                                  punishments to the students, but
      them with the freedom to move
                                                  allow them to experience the logical
      through the classroom and beyond
                                                  consequences of their choices (e.g. not
      the classroom, where appropriate.
                                                  finishing their project means that it is
      The Montessori classroom should
                                                  not ready to show the parents at the
      never be a silent one – there
                                                  community event at the end of term).
      should always be children moving,
                                                  This also serves to foster their own
      communicating and negotiating
                                                  intrinsic motivation and frees them
      (yes, often arguing) – because they
                                                  from the necessity to have an adult’s
      are given the freedom to do so.
                                                  approval and being under adult control.
                                                  (For more information and research
          One of our goals as                     about this topic, check out Alfie Kohn’s
      Montessori educators                        book Punished by Rewards.)
      is to help children                         So how do we do this? We offer
      develop the skills to                       freedom within limits. There must be
      become independent,                         limits. In many ways, the classroom is
      self-motivated and                          very much like a family unit and some
      self-disciplined.”                          parenting principles can be applied

See page 27 for references.                       Montessori Voices SEPTEMBER 2018                                                           13
AT SCHOOL

     But isn’t that imposing the adult’s will    providing the children opportunities
     on the children? No.                        to practise their social and academic
                                                 learning in different ways. We also
     You don’t know, what you don’t know –
                                                 observe the children so we can
     right? It’s the same with children.
                                                 understand what motivates them,
     We are in the classroom to keep them
                                                 and what demotivates them.
     safe, to ensure that we provide them
                                                 By working with the children and
     with the ‘keys’ (lessons, presentations
                                                 their wha-nau we are able to gain a
     and inspirations) to unlock the universe.
                                                 better understanding of who they
     Yes, we follow the child, but we don’t
                                                 really are, so we can best serve their
     follow the child off the edge of a
                                                 needs. We give them tools so they can
     cliff. Maria Montessori stated during
                                                 develop a sense of community and
     a celebration of the anniversary of
                                                 wha-nau in the classroom. Within any
     the first Casa dei Bambini, “Anyone
                                                 successful classroom, the members
     who wants to follow my method must
                                                 (students and teachers) have a
     understand that he should not honor me
                                                 responsibility for themselves, their
     but follow the child as his leader.”4
                                                 environment, society and the wider
                                                 community as a whole.
        We can’t teach                           “One can speak of a true community
     children how to be                          only when each member of the group
     responsible, but we                         feels sufficiently free to be himself or
     can help them to                            herself, while simultaneously restricting
     develop this skill.”                        his or her own freedom for the sake of
                                                 adjustment to the group. It is in seeking
                                                 an optimal solution to this tension         So, while constructing their own ‘social
     What about responsibility?
                                                 between personal independence and           being’ the children learn to put the needs
     Where does that come into play?
                                                 dependence on the group that the social     of many above their own individual
     We can’t teach children how to be           being is formed. Too much individual        desires. This takes self-awareness,
     responsible, but we can help them           freedom leads to chaos, too much            independence and the freedom to
     to develop this skill. We do this           uniformity, imposed by adults, leads to     make mistakes in a safe environment.
     by offering them presentations to           impersonal conformity or to rebellion.”     It is through freedom that the children
     develop their love for learning and         Mario Montessori, Jr.5                      develop responsibility, but it is only by
                                                                                             being responsible that the child is able
                                                                                             to be free within the classroom. “To let
                                                                                             the child do as he likes when he has not
                                                                                             yet developed any powers of control is
                                                                                             to betray the idea of freedom.”6

                                                                                             Therefore, freedom and responsibility
                                                                                             are like yin and yang.

                                                                                             Yin and yang can be thought of as
                                                                                             complementary (rather than opposing)
                                                                                             forces that interact to form a dynamic
                                                                                             system in which the whole is greater
                                                                                             than the assembled parts. According to
                                                                                             this philosophy, everything has both yin
                                                                                             and yang aspects (for instance, shadow
                                                                                             cannot exist without light).7

                                                                                             Without one there can’t be the other
                                                                                             – and together they form the most
                                                                                             beautiful, balanced and inspiring whole.

                                                                                             Read about Tesneem on page 29.

14                                               Montessori Voices SEPTEMBER 2018
AT SCHOOL

The Remakery
– Refuge
Project
SARAH-JANE LAMBIE
DESCRIBES HOW THE
ADOLESCENTS AT
  - ORA MONTESSORI
WA
SCHOOL HAVE FOUND
A MEANINGFUL WAY
TO CONTRIBUTE TO
THEIR COMMUNITY.

From my perspective, no stage of the
journey from childhood to adulthood
is more complex and challenging than
that Dr Maria Montessori called the
third plane of development. In these
years, 12 – 15 year-old adolescents are
beginning their transition into the adult
world. Their bodies are going through
tremendous change, they are wanting
to take on more adult-like roles,
relationships and responsibilities; they
are seeking more independence; and
what their peers think, and are doing,
takes on a whole new level of influence.

The third plane of development is
also a very emotional time; a time          She said: For a healthy, confident entry           in the greater community... and out
when energy and passion for righting        into adult society, the young person               to the whole world;
the wrongs in the world, and being          must feel that he [sic] can contribute in a
                                                                                            • empowers adolescents to know they
active in a cause, is high. By working      meaningful way to the community and see
                                                                                              can make a difference;
alongside adolescents and supporting        that value reflected back upon himself [sic].
them to participate meaningfully                                                            • encourages them out of a tendency
                                            This is one of the main reasons
in the world outside their family                                                             to egocentricity, to see beyond
                                            community service is an intrinsic
and peer communities, teachers                                                                themselves and further develop
                                            part of a Montessori adolescent
are helping the adolescent towards                                                            empathy and compassion;
                                            programme. It:
‘valorisation,’ a concept Dr Montessori                                                     • encompasses the adolescent’s
coined to mean the “internal and            • meets the needs of this age group to
                                                                                              preference for work that requires
external validation of personality.”          support big service ideas, and issues
                                                                                              physical activity;

                                                                                            • provides another opportunity for
   The third plane of development is also a very                                              adolescents to work freely and
emotional time; a time when energy and passion                                                independently, with minimum
for righting the wrongs in the world, and being                                               guidance and direction from the
                                                                                              teacher;
active in a cause, is high.”

                                            Montessori Voices SEPTEMBER 2018                                                         15
AT SCHOOL

     • helps adolescents understand
       their place in society and to find
       opportunities to contribute to
       society;

     • and it makes them feel really good
       about themselves!

     An example of how community service
     work contributes to the development
     of adolescents is happening at Wa- Ora
     Montessori School in Naenae, Lower
     Hutt. The Remakery – Refuge Project
     is one of several service work projects
     happening during community work
     time in this environment.

     Our story begins earlier in the year,
     when I took my occupations1 group on
     a field trip to The Remakery Common
     Unity Aotearoa2 as part of a food waste       The students started a food contributions basket
     unit. The students were deeply moved      into which members of the school community are
     by what they saw happening there          invited to donate food. When the basket is full,
     and inspired by the way in which the
                                               students deliver it to the Remakery Share Store –
     coordinators have turned traditional
     language, practices, and attitudes
                                               a place where anyone in need of food can call in
     associated with charitable giving,        for supplies and leave with their dignity still intact.”
     into something empowering and
     very special; something that values,      members of the Wa- Ora Montessori           to eat meals to women and children
     supports and grows all those involved     School community are invited to             when they first arrive seeking that
     as equals.                                donate non-perishable, nourishing           organisation’s support. She explained:
                                               foods. When the basket is full, students
     Back at school, the students couldn’t                                                 “As part of the rehabilitation process,
                                               deliver it to The Remakery Share Store
     stop thinking or talking about what                                                   inmates working in the prison vegetable
                                               – a place where anyone in need of food
     we had seen and learned so began                                                      gardens could be giving back to the
                                               can call in for supplies and leave with
     exploring ways in which they could                                                    community and restoring, within
                                               their dignity still intact.
     be part of this positive movement.                                                    themselves, a sense of self-worth.”
     First off, the students started a food    From there, some of us went back to
                                                                                           Interest in being involved with The
     contributions basket into which           The Remakery following our school visit
                                                                                           Remakery was still very much alive
                                               and got talking about, and planning,
                                                                                           among the food waste students – even
                                               other possibilities. Some of our students
                                                                                           though our unit had finished – and
                                               with barista training could gain
                                                                                           had spread to others in the class. We
                                               experience while helping out at Koha
                                                                                           formed a small project team and went
                                               Coffee; others who love to sew could
                                                                                           back to Julia with an offer to make 60
                                               join the sewing collective; maybe some
                                                                                           freezer meals for Women’s Refuge
                                               students could go help with gardening
                                                                                           every fortnight.
                                               and odd jobs during community work
                                               time – enthusiasm and ideas were            This is where micro-economy, another
                                               flying; the possibilities seemed endless!   curriculum area specific to a Montessori
                                                                                           adolescent programme, gets involved.
                                               During this conversation, Julia Milne,
                                                                                           In this subject, students create and
                                               founder of Common Unity Aotearoa,
                                                                                           manage small, profitable, businesses.
                                               talked about wanting to develop her
                                                                                           Among other things, students are
                                               idea of sharing vegetables produced by
                                                                                           introduced to best practice ideas such
                                               Rimutaka Prison inmates, along with
                                                                                           as business-related social responsibility.
                                               her knowledge that Women’s Refuge
                                                                                           At Wa- Ora Montessori School,
                                               would love to be able to offer ready

16                                             Montessori Voices SEPTEMBER 2018                                    See page 27 for references.
AT SCHOOL

adolescents explore, and practise,                                                             usually in crisis, at Women’s Refuge;
                                                  The adolescents
different ways of using a percentage of                                                        prison inmates are gardening and
the profit they make in micro-economy
                                               involved feel proud of                          producing something tangibly good for
to ‘give back’ to society.                     what they are                                   the wider community; the adolescents
                                               contributing to the                             involved feel proud of what they are
By tapping into this practice, The
Remakery – Refuge Project team
                                               community while they                            contributing to the community while

got agreement from the class to use            develop skills that will                        they develop skills that will serve
                                                                                               them well in their own lives. As the
a percentage of the profit we make             serve them well in
                                                                                               teacher privileged to be supporting
in micro-economy to purchase base              their own lives.”                               this project, I get to experience a sense
ingredients. Combined with fresh
                                                                                               of meaning that enriches my spirit
produce we receive from Rimutaka
                                               At the insistence of the students, we           and my life immensely.
Prison, students make a range of
                                               have extended our contributions to
simple, cost-effective, nourishing,                                                            The Remakery – Refuge Project team
                                               include as-healthy-as-possible sweet
delicious, heat and eat meals for                                                              now meets regularly with Remakery
                                               treats for lunch boxes along with
Women’s Refuge during community                                                                staff to manage the project and plan for
                                               puddings and custard.
work time. The meals are delivered                                                             future development. Our dream is that
with recipe cards, so they can be made         Although the feedback we receive from           word will spread to other schools and
in the future by the recipients.               Common Unity Aotearoa and Women’s               they will join in. Before long Women’s
                                               Refuge is wonderfully positive and              Refuge could be receiving more meals,
Energy for this project continues to be
                                               rewarding, the most touching aspect of          more frequently, and more adolescents
strong indeed. Participating adolescents
                                               this work – for me – comes from seeing          could be experiencing the benefits
have been making and delivering meals,
                                               the students hard at meaningful work,           of participating in this meaningful
as promised, since April this year.
                                               and keeping it real by acknowledging            community work.
Generally speaking, they use plant and/
                                               that the rewards are equally shared by
or dairy-based protein; occasionally we
                                               all those involved: women and children
use donations of small goods meats, to
                                               have meals on hand when they arrive,            Read about Sarah-Jane on page 28.
enhance the flavour of dishes.

       Children’s voices                                                                        “This place (T
                                                                                                                 he Remaker
                                                                                                                                 y)
                                                                                                                   ve he lp in  ”
                                                                                                                               g.
                                                                                                  is so cool. I lo
                                                                                                         Neha, age 14
                                                                        “It makes me feel
                 “I feel good whe
                                  n we drop the                        good to know I’m
                 food off and w
                              e all know the                           helping someone.”
                  women in need
                                 have food.”                                Tori, age 12
                      Aaria, age 13                                                                                  me feel
                                                                                                          “It makes
                                                                                                                    en I know
                                                                                                         better wh
                                                                                                                     need are
                                                                                                          people in
                                                                                                                           od.”
                                                                                                              getting fo
                                                                                                                       , a g e 12
                                                                                                              Olivia C
         “The Remakery is                                                       ed
                                                                        grant
          amazing and it is                                  ke for                  e
                                                   “W e  t a                  e hav
                                                                   f ood w
         good to be helping                             mu   c h                 in the
                                                  how
                                                                m    e p eople
         them help others.”                            or so                     that.”
                                                  and f           ’s n o t like                “I think it’s good to turn
           Hunter, age 14                                     i t
                                                    world                    e 12
                                                                      el, ag                  vegetables from the prison
                                                            Cash
                                                                                            into something well meaning.”
                                                                                                   Alexander, age 14

                                              Montessori Voices SEPTEMBER 2018                                                               17
AT HOME

     Hanging around
     PAUL SCANLAN, MERAKI MONTESSORI SCHOOL,
     AUCKLAND, DISCUSSES HOW GIFTING MONKEY
     BARS TO HIS ELDEST DAUGHTER IS AIDING THE
     DEVELOPMENT OF MUCH MORE THAN JUST
     GROSS MOTOR SKILLS.

     Monkey bars. There is just something         The benefits of monkey bars have been        engage in activity that is purposeful.
     about this very simple but effective         well documented and a quick search           Activity is the ability to move which
     piece of equipment. I got my eldest girl     on the internet can inform readers.          involves both the mind, body and
     a set for her sixth birthday, I wish I had   I thought it would be more interesting       spirit. It is both purposeful and
     got them sooner. I have seen a huge          to look at the Human Tendencies in           meaningful. By acting and interacting
     change in her and her sister ever since.     relation to this simple but effective        with the bars children are learning to
                                                  piece of equipment.                          further their own self-development.
     A child’s hands are the most powerful
     tool for learning. Montessori wrote in       The human tendencies are predisposed
     The Absorbent Mind, “the hand is the         innate urges, belonging to the individual       Activity is the ability
     instrument of the mind… it is the work       by their very nature, that make us
                                                                                               to move which involves
     of the hand that is in direct connection     interact with the environment and
     with man’s soul.”                            find what is needed to survive and
                                                                                               both the mind, body
                                                  develop. Below are some of the human         and spirit. It is both
     With an increase in bar time I have
                                                  tendencies in relation to the bars.          purposeful and
     also noticed an increase in writing
     time for both girls. Most of us now          Firstly, exploration. Children are
                                                                                               meaningful. By acting
     know the importance of fine motor            naturally exploring this equipment;          and interacting with
     control particularly when it comes to        they seem to be drawn to it. The child’s     the bars children are
     handwriting but let’s look at something      curiosity is natural. The tendency to        learning to further their
     different in relation to the bars.           explore describes how we find out about      own self-development.”
                                                  the environment. Through exploration
                                                  of the bars children learn from their
                                                                                               One of the first things I noticed was
                                                  discoveries. Furthermore, their
                                                                                               that their concentration was so intense
                                                  exploration is intertwined with curiosity.
                                                                                               while they practised. Concentration
                                                  Children explore with activity and           is seen when attention is focused on
                                                  movement and are very curious with           one thing. But it is rarely sufficient to
                                                  the bars as they set new goals and           accomplish something new without
                                                  explore. Curiosity is sometimes known        repetition. So, their tendency to do
                                                  as the spirit of enquiry and is the          the activity over and over again is
                                                  need and want to find out more or to         required until perfection is achieved.
                                                  explore. As this happens the tendency        This is evident looking at the blisters
                                                  to develop creative imagination kicks        on their hands!
                                                  in as they find new ways to solve
                                                                                               The blisters on the hands makes me
                                                  problems on the bars.
                                                                                               think about their tendency to self-
                                                  The need to move in response to an           control or their ability to decide if we
                                                  interest and this comes from a need to       are happy or satisfied with our work.

18                                                Montessori Voices SEPTEMBER 2018                                     See page 27 for references.
AT HOME

Sometimes the blisters say take a break      I watch my girls at the park as they         muscles that must develop before the
but they just have to keep practising.       observe other children on the bars.          finer muscles.
                                             They watch and then imitate.
They practise over and over until each                                                    The effect on their confidence has had
                                             This is the need to observe and follow.
goal is perfected. Repetition makes                                                       an enormous effect on their self-belief
                                             They have imitated just long enough to
perfection possible. When there is                                                        as they concentrate, practise, persist
                                             acquire a new skill and then have the
sufficient motivation to do an activity                                                   and build confidence. Through hard
                                             ability to modify it and make it unique.
over and over again until it is right,                                                    work, persistence, perseverance, and
we call it repetition. Repetition simply     Lastly, I love the tendency to be            practise they have become children
means the act of repeating something,        gregarious or the need to feel you           who believe they can!
and to seek perfection we have a             belong, a sense of belonging to a
tendency for repetition.                     group, oneness, and kinship when
                                             thinking about the bars. This tendency       Read about Paul on page 29.
This freely chosen purposeful activity
                                             motivates us to be connected to others
also comes with the tendency to
                                             in the environment. The bars even
perfect it. Perfection is the natural
                                             encourage relationships with others.
desire to improve and enables us to
find satisfaction in personal growth         Monkey bars are a great way for
and a desire to perfect. Perfection is       children to develop gross motor skills
simply a stage which is sought on the        and visual hand eye co-ordination
way to achievement.                          as they learn to swing from one bar
                                             to the next. Children are developing
On the way to achievement the
                                             their core strength and these are the
tendency to calculate is very noticeable
on the bars. They work out how much
of something is needed. This tendency            The hand is the
has naturally motivated the behaviour        instrument of the
of children on the bars to exceed their
                                             mind… it is the work
current level of achievement. It helps
to adjust, refine and improve tasks and
                                             of the hand that is
also makes it possible for the mind to       in direct connection
work mathematically.                         with man’s soul.”

     New Perpetual Calendar!
     This manipulative calendar allows children to
     touch the year and understand the passage of
     time. It would make a wonderful addition to a
     Montessori birthday celebration with a small
     candle placed in the wooden bowl.
     The set includes 12 coloured ‘Nins’ to represent the months
     and seasons of the year; a wooden platform divided into
     four sections to represent the seasons; a beech wood bowl
     and two beech wood number cubes to represent the days.

     www.everyeducaid.nz                                                                www.nienhuis.co.nz

                                             Montessori Voices SEPTEMBER 2018                                                       19
AT HOME

     Curiosity
     in life
                     - ORA
     SHARON UDY, WA
     MONTESSORI SCHOOL,
     WELLINGTON, HAS
     WRITTEN THIS
     DELIGHTFUL ARTICLE
     OF HELPING TO
     DEVELOP SKILLS FOR
     LIFE IN HER TAMARIKI.

     Well, it’s happened. My children            but also to know where they can find        bags, soap, shampoo and other goods
     have reached the point where they           help if needed.                             for children going in to foster care).
     physically fight. It hasn’t happened                                                    The girls were fortunate to be helped by
                                                 I have told them that I don’t like seeing
     often, and so far this has been limited                                                 a student at our High School, and they
                                                 them fight each other, and that I will
     to a few pushes and maybe one of                                                        were amazed at how much was donated.
                                                 not help them if they make the choice
     them hitting – no serious injuries! – but                                               At lunchtime on PJ Fun Day, Christina
                                                 to fight. They are not enjoying the idea
     nevertheless it has started and I get the                                               looked around the primary playground
                                                 that I will not help them sort out the
     feeling it may not stop any time soon.                                                  at all the students in their onesies and
                                                 issue, or help them if they get hurt, but
                                                                                             pyjamas and said, “Wow Mum, all
     I have been working on a few different      I think it is important to allow them
                                                                                             these people are in their pyjamas just
     strategies to cope with this, and I’m       to solve the problems as best they can,
                                                                                             because of Mischa and me!”
     getting better at leaving them to work      and only come to me as a last resort.
     out problems for themselves. I have
     tried using humour and exaggeration
     (suggesting we call the police about
                                                     All students were invited to wear pyjamas,
     the one who transgressed, or call an        and bring a donation of money or goods for
     ambulance for the one who is very           a local charity (toothbrushes and toothpaste,
     mildly hurt) and this has worked at         pyjamas, bags, soap, shampoo and other
     times. On other occasions, they have        goods for children going in to foster care).”
     been too upset to respond to humour
     and I have suggested they take some
                                                 Of course, I also want them to be           What an amazing way to experience
     time apart, have a cuddle with me if
                                                 compassionate and empathetic, so we         the joy of helping others and
     needed, and we talk about it when they
                                                 are having more discussions about           contributing to society, at such a
     have calmed down.
                                                 how other people feel, and all the ways     young age.
     I don’t want to get involved every time     in which we can help others. I was
                                                                                             Both Christina and Semi have been
     they have problems, so I am keeping         thrilled when Christina (at age six) and
                                                                                             participating in gymnastics this year.
     in mind my long-term goals – I want         her friend Mischa (five) got together
                                                                                             I’ve never been a gymnast, or even
     them to be capable, confident and           recently to organise a PJ Fun Day at
                                                                                             close to it, but I was very keen to get
     compassionate. I want them to know          school. All students were invited to
                                                                                             them involved in order to help develop
     that they can work things out for           wear pyjamas, and bring a donation
                                                                                             core strength and flexibility for
     themselves, after all, “Every unnecessary   of money or goods for a local charity
                                                                                             whatever sports they want to try later.
     help is an obstacle to development”         (toothbrushes and toothpaste, pyjamas,

20                                               Montessori Voices SEPTEMBER 2018
AT HOME

This has been a really interesting
                                              It has made me
experience as I watch my headstrong,
independent and very active children
                                           wonder about whether
being told to sit still and listen to      she would have this
instructions, then only work on the        much curiosity about
equipment they have been allowed           everything she does,
to work on. Both of them really            were she not in a
had difficulty with this for the first
                                           Montessori environment.”
few weeks!

I was actually feeling quite
                                           been belaying – controlling the rope
embarrassed by Christina’s behaviour,
                                           as she climbs) is listening to her talk to
as it seemed she wasn’t listening to
                                           herself as she goes higher. She has a
the coaches a lot of the time. As I
                                           mantra – look up, make a plan – which
was wondering if I should apologise
                                           she repeats every few metres. She
to the coaches, or talk with her and
                                           also occasionally looks down and tells
suggest she apologise to them, one of
                                           herself something like “I can’t do it!” but
the coaches let me know that this is
                                           almost always follows it immediately
totally normal and that almost all the
                                           with something positive like, “Yes I can,
children go through this as they settle
                                           I’ll keep trying.”
in. I was relieved to know it’s not just                                                 Fortunately, she is getting better at
my children! After lots of discussions     On her third visit to the centre, she         picking times that staff members are
about the importance of following          was about three metres below the top          not too busy before she asks, and
instructions and keeping everyone safe     of the wall, and told me she wanted           the staff have been very patient and
in this environment, their behaviour       to come down. I asked if she was              gracious with answering her questions.
has gradually improved.                    sure, as she was very close to the top.
                                                                                         She asks questions like this of the
                                           She called down to me, “I know I’m
Christina has also started rock climbing                                                 coaches when we go to gymnastics,
                                           close, but I want to come down. I can
recently. She is absolutely loving it,                                                   she asks staff at shops and restaurants
                                           definitely do it next time!” and asked
and has been challenging herself to go                                                   about the premises, the goods or
                                           me to let her down. The next time,
higher and higher each time. The most                                                    the food – it is never ending. It has
                                           she went straight to the top without
interesting part of watching her (I have                                                 made me wonder about whether she
                                           hesitation. She was so proud of herself
                                                                                         would have this much curiosity about
                                           when she got to push the button at the
                                                                                         everything she does, were she not in a
                                           top of the wall to get a photo! She came
                                                                                         Montessori environment. She is now
                                           down from the wall, then immediately
                                                                                         six and a half, so if I had not known
                                           said, “I’m going back up!” and climbed
                                                                                         about Montessori she would likely
                                           up again for more photos.
                                                                                         have been in a state school for a year
                                           One of the best parts of all of this was      and a half. Would she still be as curious
                                           that Joe and Semi were there to watch         as she is? Would she have learnt
                                           as she went to the top for the first          that it’s easier not to ask too many
                                           time. Semi was calling out to her as          questions, but just to do what everyone
                                           she went: “You’re up so high Christina!       else is doing? Actually, maybe in a non-
                                           Keep going Christina! You can do it. Go       Montessori environment she would be
                                           faster! Push the button Christina!”           better at sitting still when required, but
                                                                                         if that is the case, I’m happy for that to
                                           Another interesting aspect of taking
                                                                                         be the trade off!
                                           Christina to the rock-climbing gym
                                           is the questions it has brought up            “We must help the child to act for himself,
                                           for her. She has asked me, and at my          will for himself, think for himself; this is
                                           suggestion sometimes asked staff              the art of those who aspire to serve the
                                           members, who is the oldest person who         spirit.” Dr Maria Montessori; Education
                                           is still climbing? What is the record         for a New World, p69.
                                           for highest climb? What is the highest
                                           you have climbed? What’s been your
                                           scariest climb? And many others, too.         Read about Sharon on page 29.

                                           Montessori Voices SEPTEMBER 2018                                                             21
AT HOME

                             Earth friendly spring activities
                            SARAH BOWMAN, EVERY EDUCAID, SHARES ITEMS WHICH
                             ENCOURAGE FROM TAMARIKI, A LOVE OF THE GARDEN.

     Spring provides the perfect opportunity      The newspaper composts and becomes         The Bee Friendly Wild Flower Seed
     to garden and allows children to             part of the soil within no time!           Mix encourages birds, bees, butterflies
     connect directly with the Earth!                                                        and other beneficial insects in a
                                                  The Wooden Flower Press allows
                                                                                             garden. The Bird, Bee & Butterfly
     Every Educaid has a collection of            children to collect and preserve their
                                                                                             Nectar can be used to supplement their
     garden tools in a range of sizes that        botanical finds to enjoy later as framed
                                                                                             diets in cooler months when there are
     are perfect for small hands, as well as      art or as part of a nature journal.
                                                                                             no fruits or flowers available.
     wooden paper pot makers and wooden
                                                  Pollinators are essential to a garden
     flower presses.
                                                  and with declining bee populations
     The ingenious Paper Pot Maker                worldwide, now is the time to plant        Read about Sarah on page 29.
     combines recycling and fine motor            bee-friendly flowers and set up a
     skills as children use old newspapers        backyard bee colony! Every Educaid
     to make paper plant pots. Fine motor         has two specially designed bee houses         “The land is where the roots are.
     skills are also required to transfer soil    for back yards or school gardens.             The children must be taught to
     to pots, plant the seeds and to keep the     Both the Leafcutter Bee House and             feel and live in harmony with
     pots watered. Once the seedlings are         Leafcutter Bee Cocoons and the                the Earth.” Ref: Gilder, S.A.
     big enough, the pots can be planted          Bumble Bee Abode and Bumble Bee               (2009). Montessori by Nature.
     directly into the soil, ensuring the roots   Live Colony can be pre-ordered now            Montessori Life, 21 (4), 34 – 37.
     are not disturbed in the process.            for delivery in Spring.

                                   Every Educaid has an extensive selection of
                                   Living World resources. See www.everyeducaid.nz

22                                                Montessori Voices SEPTEMBER 2018
COMMUNITY

Matariki at
Inspiring
Minds
Montessori
Preschool

    We shall walk
together on this path
of life, for all things are
part of the universe
and are connected                        to perform for us, and in reply to their   The children settled on ‘listening
with each other.”                        performance, the children sang this        to each other,’ and there was a real
                                         song – the visitors were very touched.     wisdom to their simple answer. With
                                         It is the well-known song, Tai aroha,      ‘the heart song’ we talked about how
We had a wonderful Matariki
                                         but Mel’s friends had not seen our         love never runs out. It isn’t a pie to be
celebration this year, and it was
                                         actions before, which really came          divided, but a deep well-spring within
whanaungatanga, manaakitanga and
                                         from the heart. The children were          our hearts; the more it flows, the more
kotahitanga that made it so special.
                                         star-struck, seeing Mel in a different     clearly it runs.
The children were excited to see
                                         role, performing kapa haka. When
their families gathering together in                                                The children showed their spirit by
                                         it was time for the haka, the boys
the centre, and we all got to know                                                  carefully preparing for the Matariki
                                         stood completely still, some with their
one another with food, fun and                                                      celebration. We made stars, and then
                                         mouths open! When the children sang
waiata. To us, this is the essence of                                               decorated the centre. We collected food
                                         their reply, the kapa haka group gave
whanaungatanga, sharing experiences                                                 from the centre garden, and wha-nau
                                         them a standing ovation – all part of
and working together. The children                                                  gardens, and Phyllis saved an extra
                                         the generous spirit of tauutuutu.
showed manaakitanga, or care,                                                       special pumpkin from her garden for
                                         Then we all sang a very loud and
towards guests, creating a spirit of                                                our traditional pumpkin soup. After
                                         rousing version of Tutira mai nga- iwi,
unity – kotahitanga.                                                                the kapa haka group performed, we
                                         standing together as one.
                                                                                    shared kai, including combining the
It is reciprocity, or tauutuutu, that
                                         When we were practising the many           third birthday for our centre.
underpins all these values. We felt
                                         songs for Matariki, the discussions
this in the atmosphere of generosity                                                This year, the children took ownership
                                         about what they meant were really
and goodwill the children created                                                   of Matariki, with the older ones, who
                                         special. Me whakaiti ta-tou is another
with their sincere ‘heart song,’ which                                              remembered the previous year(s),
                                         song about whanaungatanga,
they sang for guests. Mel (one of our                                               leading the way. It reminded us of this
                                         manaakitanga and kotahitanga, but
teachers) brought her kapa haka group                                               whakatauk , or proverb: “he waka eke
                                         what does ‘whakaiti’, or humility, mean?
                                                                                    noa,” (“the canoe we are all in, without
                                                                                    exception”). Maria Montessori also said
                                                                                    “we shall walk together on this path
                                                                                    of life, for all things are part of the
                                                                                    universe and are connected with each
                                                                                    other.” We had a real experience of
                                                                                    togetherness this year – we hope
                                                                                    that it will last throughout the year,
                                                                                    for us, and for you, too!

                                                                                    Maaike Bendall, Inspiring Minds,
                                                                                    Palmerston North, New Zealand.

                                                                                                                                23
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