Hawaii Montessori & the Chicago Cubs| For five days at the beginning of this month I consulted in a lovely Montessori school in Hawaii that began 40 years ago in a little Quonset hut with many of the problems of the tropics that I will not go into (like rats). Today it is one of the loveliest campuses I have ever seen and serves 171 children from Infant Community through middle school.
Middle School Since I must resist the impulse to interact with, to bond with (and then leave), the younger children when consulting, it was a pleasure to get to spend some time with the 12-15-year-olds, sharing what I have learned about this age in many countries, and to witness their excitement as they plan their trip to our nation’s capital, their volunteer work, their plans for the garden, and so much more. Continue reading →
When our granddaughter Zahra (daughter of Narda Sherman) was 4 years old she stayed with Jim and me at a hotel in Portland where we were attending a Montessori conference. We had invited her because she loved the book “Eloise in Paris” about a little girl who lived in a hotel. We offered to recreate this story as closely as possible.
It was her choice whether or not to come with us; she was ready to risk it for only one night because Ursula, her aunt and full-time nanny, came with her. With our help Zahra kept a journal which was later published in a Montessori magazine.
I have heard from the Montessori teacher trainer and good friend, Joen Bettman, that she shares it during each 3-6 course she teaches. Just this week she sent it to me as I had lost it, and she explained how she has used it. I thought you might enjoy it. Continue reading →
Montessori Language: Speaking, Writing, and Reading, from Birth to Age 12+
Excerpts from the 0-3 book The Joyful Child: Montessori, Global Wisdom for Birth to Three Years, and the 3-12+ book Child of the World: Montessori, Global Education for 3-12+.
LANGUAGE FROM 0-3
The First Year: the Senses We can feed the child’s intense interest in language and prepare for later spoken language, by speaking clearly, by not raising our voice to the unnatural pitch often reserved for speaking to pets, and not oversimplifying language in the presence of the child. We can tell funny and interesting stories of our lives, recite favorite poems, talk about what we are doing, “Now I am washing your feet, rubbing each toe to get it really clean” and enjoy ourselves in this important communication. And we can listen: to music, to silence, and to each other. Continue reading →