Being Brave

Being Brave

             What does it mean to be brave?   Choosing to be brave is not a destination, but a journey that is traveled every day.   Being brave is a choice.   It does not have to be a magnificent act.   Practicing or making the choice to be brave can be about the choice to go through the process of overcoming a fear or doing something even though you are scared.   As a Montessori educator, being brave is a duty of the guide for the sake of both the children and families.   I have tremendous gratitude for Judith Cunningham, Michael Jacobson and the Montessori Model United Nations.   It is because of them, and the forum that they have created, that I can communicate and better understand bravery. The children and families also inspire me to strive to be a good role model and to do myself what I ask of the children to do.  

             Last year, I participated as a President on the Dais for one of the committees at the Montessori Model United Nations Conference in New York City.   I decided to open up the session by asking the delegates (students) what being brave meant to them.   Then I shared with them what being brave meant to me.  Next, I encouraged them to utilize this safe forum to choose to do one thing that scared them or that they were nervous about.   It could be something such as raising your placard, standing and announcing that you were present and voting in front of over 60 strangers.   Or, if you were scared to meet someone new, go up to someone in the committee and introduce yourself.   I had such an overwhelmingly positive experience with that and such great feedback that I decided to do it again this year when I was invited back to be President at the conference again.

             I was definitely tested at the conference to exercise what I thought I needed to be brave about last year.   However, this year’s biggest test of bravery for me at the conference brought me the greatest gift of awareness.   So, I did my bravery spiel again, and the search for a resolution on the topic of whaling between approximately 30 countries and 60 delegates began.   The room was buzzing; excitement was in the air.   Twenty to thirty parents were in the room observing in the back at any given time.   While everything was moving wonderfully, something different was happening this year that I had not experienced before.   Parents were trying to involve themselves.

             They were passing notes to the children, which I did not find out about until later in the day, and it was not just in my room.   Some were actually trying to influence their children.   Then, in the afternoon, a parent yelled across the room after a vote and said, “I don’t think the children understand.”   I was shocked; this is not supposed to happen in a Montessori environment, let alone a Montessori Model United Nations environment. I had a flash of being at a baseball game and seeing a parent obnoxiously yelling to the children.   This was not okay.   However, it was the end of the session and the parent privately apologized.   Unfortunately, for me, this was not over. Something needed to be done, but what?

             For much of the night I thought about how to handle this situation.  How could I change the dynamics that were being created in this forum?   I could not allow any other parent to think it was okay to interject or continue to take away the possibility for self-directed learning from any of these children.   In my mind, that was my responsibility, the children. Something had to be done, and when I realized a solution that was a possibility, I knew it would not be a popular one.   It was going to be difficult, and many things could go wrong.   Yet, I was a President of a committee, I spoke to the delegates about being brave, education is my life, and in my heart I knew what I needed to do, despite fears of possible undesirable outcomes.

             It was not until the session began that I made the final decision.   I briefed the Dais about my concern and unhappiness with regards to how some parents conducted themselves the day before.   Then, I told them that, because of that, I was going to probably ask the parents to leave the room so that I could speak privately with the delegates.   I explained to them that I did not recommend this, but based on the circumstances, I felt it was the right decision to make, for the sake of the delegates.

             And so, the session began with roll call.   After that, I addressed the parents and let them know that it was not okay to give negative reactions in the back of the room, pass notes to the delegates or speak across the forum to express an opinion.   With that, I asked them to leave the room and the Dais would invite them back in approximately ten minutes after the delegates were addressed.  

             As President, I explained to the delegates that voting on draft resolutions was their decision alone, being on the speaker’s list was their choice, and while it might be hard, they should not let their parents or chaperone persuade them during the session.   I explained to them that a parent calling out across the room as one did the previous day was not okay and just as they are expected to conduct themselves in a certain way, so are the adults in the back of the room.   Along with that, we reopened the floor to vote on whether the delegates would like to vote on the current draft resolution without the parents present.   The delegates voted in favor of voting on the draft resolution, and once we did, it passed unanimously.   The Dais then invited the parents back into the room.

             At the end of the conference, parents still shook my hand, complimented me, asked to have me take a picture with their child, and I also received at least one apology.   This experience taught me several things.   Good things can happen when you follow your heart.   This experience was about the children and that gave me the courage to follow my heart, which in turn, led to my experience of making sure I modeled what I spoke about, being brave.  

             It is my hope that, in sharing this story, guides, administrators, and parents can take away something positive from it.  My purpose was to show a personal story that might help someone else decide to be brave no matter how big or small the situation.   Often times, our imaginations make things look more scary than they actually are.   I would like to encourage you to share your story or thoughts about being brave.

The Montessori Environment and Optimism

It can be agreed upon that there is both a business and practical side to running a Montessori School.   Michael Thompson stated at the 2015 AMI Refresher Course that 95% of parents have good will, a good heart, and benefit from regular feedback.   That leaves only 5% of parents who are difficult to work with.   Those are really encouraging statistics for both staff and administrators to remember and that optimism is really the duty of the school and staff.   Thompson also says that two kinds of parents, who fall under that 5%, are either threatening, intimidating and assaulting or anxious.  

With the first group, the administration needs to stand by their teacher, who should never be left alone with that parent.  Documenting conversations is important too, so those interactions can be referred to in the future.   This reduces the amount of discrepancies when having future conversations.  

When working with the anxious parent, wording things correctly and positively are so important.  When communicating with anxious parents, they need reassurance about their child.  For example, share the observations made about the student, but also identify the potential. Ask if the parent has any suggestions about what can be done together to support the child so that he/she can reach their ultimate potential.

The teacher or administrator must do his/her best to be encouraging and patient.   However, gently drawing boundaries to protect your time is important as well.  When expressing concern, it is also important to state what is being observed objectively without adding negative emotion.   The guide and administrator must be succinct in communicating observations and optimism. 

The expression of optimism between administrators, to staff and with families is paramount.   We should also leave room for parents to have a bad day or week and not take things personally.   As humans, we have to deal with our own issues.   We have our own external and internal judgments and perceptions that can often be misjudgments and misperceptions.   Sometimes, teachers and administrators have bad days, which can affect their interaction with the children and or parents.  

However, Michael Thompson also shares the importance of what it means to be a leader.   Both the administration and staff must be examples for the school.   The administrator must be an icon.   The history and mission of the school should be easily describable.   With everything that goes on in one’s life, at the very least, the administrator should act both professionally and charismatically, the same way the administrator needs the staff to act composed and with an approachable posture for the sake of the children, despite what is going on personally or professionally.   Michael Thompson is adamant in expressing that the administrator must thrust and trust themselves out there.   Additionally, it is important to inspire the staff to do the same.  

Throughout my time in the Montessori classroom, I have received a lot of advice from many people working in the Montessori environment, as well as from parents.   Some advice, which was mentioned at the refresher course was, “you can’t care more than the person who owns the problem.”   While part of me has looked at the rationale of this advice as a way to not get emotionally attached to a situation, it still was always bothersome to me.   Another thing that was said, similar to the old adage, is that “no good deed goes unpunished.”   Either way, those are pessimistic excuses to not have to deal with a situation professionally, head on, and with love.  

This led me to think about Gandhi, Dr. Martin Luther King Jr., Mother Theresa and others.   They didn't own the problem, but they were involved in it.   As educators and owners of schools, a problem involving families is ours to help manage or solve to the extent that the family allows us to participate.   By being in this profession, we decided to be contributing members to humanity and its future.  

Through a correspondence with Maren Schmidt via the Elementary Alumni Association Yahoo group, she reminded me (us) that love is a verb.   She stated that love is not a feeling or state of being.   Then she mentioned the same thing that I was thinking, “we have a choice between love and fear.”   Maren went on to share a version of The Paradoxical Commandments written by Keith M. Kent, which reads as follows:

People are often unreasonable, irrational and self-centered;

Forgive them anyway.

If you are kind, people may accuse you of selfish and ulterior motives;

Be kind anyway.

If you are successful, you will win some unfaithful friends and some genuine enemies;

Succeed anyway.

If you are honest and sincere, people may deceive you;

Be honest and sincere anyway.

What you spend years creating, others could destroy overnight;

Create anyway.

If you find serenity and happiness, some may be jealous.

Be happy anyway.

The good you do today will often be forgotten:

Do good anyway.

Give the best you have, and it may never be enough;

Give your best anyway.

In the final analysis, it is between you and God;

It was never between you and them anyway. 

What I took from the refresher course was both validating and exactly what I needed.   Be compassionate to everyone.   When we have trouble, there are tools and resources in the Montessori community to help us find our center again.   Inclusion, as much as possible, is the key to success and fulfillment, whether as an administrator, guide, or parent.   We have a role to fulfill and therefore a duty to, at the very least, act as such.   

Communicating Montessori: Food For Thought

As educators of the Montessori pedagogy we sometimes make assumptions about parents.   We assume that they think what we are saying is important to them.   Often times we communicate Montessori jargon because it makes so much sense to those of us that have been trained.   It has become second nature to communicate in a “Montessori way.”    What is really important to parents?   For one, we have to ask them, we have to listen, and we have to connect with them at the heart level.   They want to trust us as much if not more than we want to trust them.   Parents are hoping to entrust us with their most precious seed(s).   Ultimately, they want to know and see their seed(s) be in a nurturing environment where they will grow and flourish to their fullest potential.   What do we say and how do we show parents that a Montessori experience gives their seed(s) the best chance with the best conditions for them to grow to their fullest potential?   That is really a loaded question and each guide and administrator probably needs to figure that out for themselves while taking this journey.   However, I came across leaflet No. 1 from “A Parent’s Guide to the Montessori Classroom” by Aline D. Wolf.   This led me to want to share a few insights and practical information from this leaflet and my own experience.

In the first part of Aline’s leaflet entitled No. 1 The Purpose of Montessori Education, she states that “early childhood education should not be to fill the child with facts from a pre-selected curriculum, but rather to cultivate her own natural desire to learn.”   So we communicate to the parents and especially the unfamiliar parent that our classrooms are designed to cultivate your child’s innate natural desire to learn.   Just as a seed grows into what it is supposed to grow into when under the right conditions, your child too will grow into what he or she is supposed to grow into.   A true Montessori classroom and a nurturing, well executing guide will foster the innate characteristics and tendencies (can you link this to my article) of your child.   How?   First, this is done by giving the child the experience of “controlled” exploration to experience the excitement of learning.   The guide helps the child to master the tools being used to learn the given activities.   The materials are the physical expression utilized to fulfill both an immediate and long range purpose.   There can be many and it varies for each material.   However, for example think about how the knob cylinders are used both for their immediate purpose, but also to encourage a correct pencil grip.   That leads us to the section in the leaflet of How the Children Learn.

It states that “Dr. Montessori always emphasized that the hand is the chief educator of the child.   We now have research to prove that not only is that true for children, but also it is simply true for humans.   More can be learned about this from Dr. Steve Hughes, a board-certified pediatric neuropsychologist www.goodatdoingthings.com.   What better experience to give our children then to be in an environment that incorporates hands on learning for every subject area?   What parent doesn't want to see their child become more independent at an earlier age?   We can talk to them about a couple of practical life experiences that can help bridge the gap between the home and school experience.   What about the parent that sincerely asks, “Why is this so important for my 3-6 year old, they are not even six?”

Well, this leads us to what we are all familiar with, the Sensitive Periods.   Parents may have noticed their child is beginning to have an intense fascination with things.   They may be simple, like putting parts of toys in order or doing an activity over and over again.   Aline states, “The Montessori classroom takes advantage of this fact by allowing the child freedom to select individual activities which correspond to her own periods of interest.”    In the classroom, they can put things in order all that they need too, they can learn other skills to practice such as pouring, slicing apples, washing a table.   All of these things foster a sense of order through their steps and meet the need of organizing through the experience of the whole activity.  

The last section of the leaflet is, At What Ages?   Essentially, Montessori pedagogy is crucial for all ages of the child.   It is not just for 3-6 year old children.   And it is certainly not another day care.   It is a true preparation for life.   Not to be confused with a preparation for life through a drudging and rote learning process.   Yet, it is a self-rewarding, self-fulfilling, interdependent and enthusiastic process.   This is not just true for the child, but parents would also like to know that the same is true for the guide.   That is a communication that is often left out.   It is something that many public and traditional private school teachers are not getting to experience with the children they are teaching.   Communicate when possible that Montessori education also happen before primary and after primary in an elementary program.   I am shocked by how many parents didn't even know that elementary even existed.   This reminds me to always keep an open mind, listen, ask questions and assume nothing.   The servant’s heart is necessary not only in working with the child, but also the adult.   Sometimes we forget that.

My hope is that this served as some food for thought.   Please share your thoughts, comments and food.   Thank you for taking the time to read.   

From Dream to Reality

Never give up on what you really want to do. The person with big dreams is more powerful than the one with all the facts.  ~ H. Jackson Brown, Jr.

            The date is now January 1, 2015. I came across this quote, and credit for it was given to Albert Einstein. Since I tend to be one to check my sources, I found that it may actually have been written by H. Jackson Brown, Jr., who wrote a best-selling book in the early 90’s called “Life’s Little Instruction Book.” Another source that I found said that the author was unknown. Whoever wrote it, how fitting it seems to me that this is the title, because what I have to share compliments this quote and vice versa. With that said, I would like to share a personal story that is and will always be on-going, transforming and growing. The story started several years ago. 

When the story began, I thought I saw the ending. However, I was very wrong! The story was not ending, but simply changing and evolving. I am so grateful that I found this quote, because it brought me to a realization that goes along with my story.  And so my story begins as follows:

            Several years ago, I thought my life was planning itself out before my very eyes. Everything was falling into place. I knew I would become the head of a certain Montessori school, everything was pointing in that direction. Big ideas and simple ideas were coming to me to help make improvements and I was completely supported. It felt GREAT! The calling and passion that I had longed to realize was beginning to unfold. I loved being a Montessori teacher, but even before I started this job that I was at, I knew that I wanted to lead a high quality, enjoyable, nurturing Montessori environment. 

            To what I thought was my dismay, except for the last half of 2014, the last three years were probably the worst three consecutive years of my life. By the spring of 2014 I felt this plan, this dream, slowly ripped from my fingertips as if I was holding on to the ledge of a rock for dear life. Then in June of 2014, I could no longer hold on. Falling far and fast, something happened along the way down. While fear and uncertainty were certainly present, a sense of peace, fortitude and faith came into my being like light shining its way into darkness. What I thought was my goal, my ambition, my reason for waking up in the morning changed. Going above and beyond, without a care for recognition, was being replaced with resentment, frustration, and uncertainty. 

            Then, within a day, that resentment, frustration and uncertainty of a cocoon that I felt I was in, was actually a cocoon that I broke free from to be transformed forever. I was encouraged to start my own school. Starting my own school in eight weeks seemed like an impossibility. Yet, there was nothing left for me to do, but to do just that. With the help and support of colleagues and parents, that is exactly what happened. Over the summer of 2014 there were many ups and downs that occurred almost on a daily basis. 

            The story of that summer could be a book in and of itself. The very short version of that book is that Montessori Seeds of Education opened its doors in a newly renovated school attached to a church on September 2, 2014. People said that it was impossible, and it seems like it is, but there is one thing I know for sure.  Never give up on what you really want to do. The person with big dreams is more powerful than the one with all the facts.  ~ H. Jackson Brown, Jr.

Adding to that quote, “The people behind and who walk with the person with big dreams help that dream to never be given up on and together they are even more powerful than the one or those with all the facts.” There is more to this story and more to this quote, but I will share that in the next post.

              In the meantime, I would like to ask and encourage you to share your own story. Did you achieve something that was against all odds? Is there something you want to achieve, but are afraid to go after?  Maybe you can share something that may not seem grandiose, yet it might make all the difference for someone else who reads what you have to share.

Voices

Growing up, we go on about our lives as children with up to three main voices in our minds: our own, our mom's, our dad's, or that of whomever is responsible for us.  These voices or conversations that are taking place in our minds can be judged as positive or negative.  I can imagine as a toddler, I might go to touch something and my mom or dad says, “don’t touch that!” Then, when I come across a similar experience, I hear their voice in my mind, “don’t touch that.”  At some point in the near future I come across an experience where I have to make a decision to touch something or not.  I might hear one of their voices and choose to ignore it.  Then a judged, either negative or positive reaction occurs, and that experience either gets reinforced or it does not by how I judge the reaction.  I begin having multiple experiences where, even though I may not be aware of it at the time, my own voice speaks to me, and then, at the very least, the voices of those who are closest to me.  I probably think nothing of it because I am not capable yet and my life continues on, just as all of ours does.

Then we go to school, and the voices in our minds increase to include our teachers' and our peers’.  Each of the people who are in our lives for a significant period of time now have an impact on our self-talk and decisions we make throughout the day.  Should I do my homework or shouldn’t I?  What will happen if I do or don’t do it?  We imagine a response or hear a voice of what one of our guardians would say or our teacher.  We might think about whether our friend is doing it or not and based on what we know about them, we hear what he or she might say.  The cycle continues without giving it much of a second thought, if at all.  

As we get a little older, we let certain people into our lives and have more intimate relationships that may or may not last.  However, the voices of those people usually stick with us, especially during certain situations. For instance, let’s say you have a best friend that you spend a lot of time with.  Your best friend notices a quirk that you might have.  It could be that you bite your lip a certain way when you are concentrating.  He or she says that it is weird that you bite your lip that way when you are concentrating on something.  Since he/she is your best friend you feel comfortable doing it anyway and it is never really spoken of, but now you are aware of this “quirk” and you can hear him/her telling you that.  Now, let’s say your friend tells you one day that his/her family is moving far away.  So, you say your good-byes and it’s time to make a new best friend.  Before you know it, you start hanging out with someone new.  Within the first couple of times you are hanging out with this person your old best friend’s voice pops in your head, “it’s weird that you bite your lip when you are concentrating.”  “Where did that come from?”, you think to yourself.  Then, you start to feel self-conscious.  This is when you must make a decision about whether to let your friend’s judgment negatively or positively affect you.  Or to even just realize that he/she thought that, not everyone will think that and it really does not matter. 

When we are young, we may not be aware of our own voice or that we are even able to observe the conversations that are happening in our minds and that we actually have a choice. We have a choice to listen or not listen, to give the voices weight or not.  While this is applicable to everyone, I would like to continue our focus moving forward to our Montessori training. 

At some point we made a decision to go and receive our Montessori training at some level.  We met our passionate and steadfast trainers and they became a significant part of our lives as did our peers in training.  Assuming now, all we want is to do a great job for the children.  Our minds are open to learn, our hearts are ready to receive and eventually we are deemed ready to be in the classroom or to be an administrator.  Once we start our work, we realize that we have the voices of our Montessori peers and our trainer(s) in our minds.  We are not alone, even though it might feel like it at first.  We have experiences, and the voices of these wonderful people are speaking to us as we are going through the day.  It is not good or bad, it is just something to be aware of.  Eventually, with enough experience under our belts, we make our own judgments about these voices.  Additionally, we have the voices of the parents’ expectations, the voices of the children and if we are not in charge, we also have the voices of those above us in our minds.  

All of these voices swirling around in our minds at different times can be quite loud and feel like they are always around as we begin our journey in the classroom. The volume of voices is at a whole new level and the mind chatter is exponential and even more repetitive.  This doesn’t have to be viewed as a bad thing; in fact, it can be a good thing, if perceived in a positive way.

As Montessori guides, administrators, or whatever our roles are, we put a lot of pressure on ourselves, if we are doing what we love.  We might ask ourselves some questions.  How could I have done that differently?  What might my trainer have done?  Was today a failure?  Am I good enough?  Are the parents going to be satisfied?  The voices in our minds are giving us answers to these questions and more throughout the day. 

We need to be more aware of the replaying in our minds of these experiences, fears, worries, and expectations every day.  We run about with our minds racing, wondering if we are adequate enough, trying to measure our day based on other people's reactions and assumed or literal expectations.

I was taking a walk the other night and thinking about a lot of different things with regards to Montessori, school, the pedagogy and my own life. The other thing I was thinking about was what should I do next, what should I focus on and who should I listen to about what? I distinctly remember thinking about the voices, the conversations in my mind, and a fox came darting across the street, in front of me and then into the woods.  With my heart racing, a few moments later a rabbit came darting out in front of me the other way with no fox behind it.  The rabbit stopped just across the street from me, sat and waited for a few moments.  Then I started thinking about symbology.

I thought about a symbology lesson I gave to my students last year.  That led me to thinking about Native Americans and animal symbols.  So, I looked up the meaning of a fox and then I looked up the meaning of a rabbit and I came up with this poem.


Scurry, scurry, worry, worry,
Like the hare I run about,
Busy, busy, in a tizzy,
I only hear the voice without.
Quiet, hare.  Do not despair.
The voice within is strong and sure.
If you just listen, you'll learn your mission,
Be confident and self-assured. 

~ Anonymous                                                               


Now, I have a new sense of peace.

Faith and Fortitude

It has been a while since I have posted on my blog and a lot has happened since then.  I would like to be consistent with writing again.  A theme that comes to mind especially with the start of a new school year is faith and fortitude.

I used to think about faith in a certain way.  However, especially over the past few months, faith has taken on a whole new meaning for me.  Kiran Shaikh says, "Never let go of hope. One day you will see that it all has finally come together.   What you have always wished for has finally come to be.   Maybe not the way you had wanted it.   But even better than you could ever have imagined."   We all have bridges to cross.   Sometimes we cannot see what is on the other side.   Eventually, we all have to cross a bridge.   Faith is a driving force that can help us to get to the other side.   It gives us the tool of hope to move forward and to know there is something better on the other side of that bridge.  To me, hope coincides with fortitude.

Fortitude is an emotional and mental strength that enables people to face difficulties and push through them. It is like a muscle that gets stronger through difficult experiences.  The more a person uses their growing faith to reach the vision that they can not physically see, that faith becomes a flashlight to know the steps to take in order to get there.  Having the fortitude to push forward is experienced during the process of reaching that given destination.  Even when that destination is reached, we become fortunate enough to realize a lot of things.  One of those things is to hopefully realize that the destination we thought we were striving to reach is actually only a point in which we can take a break before moving on to the next bridge.

So, as the school year starts, whether you are a teacher, a parent, and/or an administrator, remember what faith and fortitude means to you.  Remember what your goals are for the day, weeks, or months.  Keep in mind what your goals are for the children and or your staff.  Realize that they may also have goals too.  Talk to them about goals, and if appropriate, faith and fortitude.  I hope you have a great start to your year and may the concepts of faith and fortitude be something empowering for you to reflect on with joy.

Maria Montessori and Spirituality

                When I was being trained in the Montessori Method it seemed to me that many people were unwilling to discuss the spiritual impact that her method has on both the child and the adult.  People also seemed unwilling or unable to have a conversation about its depth and implications.  By spirituality I mean to be aware.  To be spiritual is to utilize those inherent qualities that are within all of us.  My perception is that Montessori saw this and wanted to foster it.  I even read that Montessori referred to the child as the little messiah.  The child could teach us so much about ourselves and we as guides would never be the same.  Montessori obviously had a strong faith and relationship with Catholicism.  However, she seemed to use that faith and her relationship with Catholicism to find inherent universal qualities in all of us which could remind us of or make our relationship to God stronger. 

                I was always interested in the possibility of some relationship that she may have had with Theosophy.  This inquiry always seemed to be perceived by people as a taboo conspiracy.   Yet, I have delved a little further and came to what I think is an interesting conclusion.  Theosophy is about the spiritual hierarchy helping humanity to evolve to a greater so called perfection.  I interpret perfection as a greater union with God or one’s higher self (soul or spirit, tomato, tomatoe) so to speak.  Theosophy says that each religion has a portion of the truth.  It is interesting to me that Montessori was “forced” to stay with prominent members of the Theosophical Society towards the end of her life.  While it is pretty obvious that her work was not necessarily influenced by Theosophy directly, I am left with an interesting thought.  How perfect is it that Montessori ended up there of all places?  Montessori was a religious and Universalist woman with a different “religious” but Universalist group. 

I would love to read your comments and thoughts about this!!!

Perceptions of Education

Disclaimer:  Please know that the following post is meant to be simple, yet accurate, and in no way does it do justice to the detail needed to truly understand the whys, what’s, how’s and when’s of the American Public School Educational System.
Is any idea really new?  My purpose here is to hopefully provide some food for thought with a little light-hearted dessert at the end.  Nonetheless, maybe you will find some truth too.

How many people can say they have a good understanding of the history of the American Public School Educational System?  Who knew that there was a culmination of people that were influencing it in the very beginning?  There were even people, both men and women that had similar ideas as Dr. Maria Montessori.  Now, these people did not come up with the how or the depth that she did.  However, there was talk of education being about practical life, parenting classes, experiencing the classroom through the senses, being given the opportunity to explore themselves, nature and more.   

Yet, when it came down to it, Horace Mann is considered to be the founding father of the U.S. public school system.  He actually contributed a system that was already being implemented by the Prussians.  Mann brought this concept to Massachusetts in 1852.  In addition to Mann’s contributions, it was extremely influential business and political leaders that saw the importance of creating and supporting a system that we still have today.  Creating factory workers was what was important to the newly industrialized cities.  Think about how a factory is run, and now think about public education in America.   In addition to their other successes, these men found something else to create that has lasted up until the present.  I like to call it the Industrial Revolution Model of Education. 

 As people, we all have different perceptions and levels of understanding.  Hopefully, some of what has been written can shift or lead you in a direction to shift your own perceptions and levels of understanding.  And if not, then if nothing else, hopefully you will be able to appreciate the caption below. 

Bibliography

http://www.orthodoxytoday.org/view/sanders-understanding-the-origins-of-the-us-public-school-system-horace-man

Reflection and Review of the 2013 A.M.I. Refresher Course

If you research the definition of spirituality, you will find that there is no definitive definition that is universally agreed upon.  However, upon reading Mario Montessori’s “The Human Tendencies and Montessori Education,” he says that the Montessori Method will never fail because it is ‘to help the development of the child and help the child to adapt himself to the conditions of his present (page 14).”  How does one do this?  Ultimately, one must make a conscious decision to observe and be aware.  When making the choice to be aware, you are making a conscious choice to empower yourself.  Deciding to empower yourself is deciding to align your ‘self’ with spirit or spirituality.  If you have never thought of this before then mentally experiment with the possibility that you are a spiritual being having a human experience.  Try to imagine that you are not just a human being having random spiritual experiences.  Furthermore, if you are acting as if you are a spiritual being, then you will want to empower yourself, which leads to a responsibility to give the tools to the children that they need to empower themselves. 

With all of that said lets use a working hypothesis.  For our purpose at least, spirituality or being spiritual can mean to be aware.  If we can agree on this then we can say that to be aware would mean that we also want to empower our self.  Finally, to be spiritual is to work on being aware enough to empower ourselves and if possible give tools to those around us, particularly, our students.  It is their choice to use the tools or to not use them.  Being able to accept this can be very humbling. 

At the 2013 AMI refresher course in Tampa Bay, Florida the elementary workshop was entitled Principles of The Prepared Environment Supports Cosmic Education.  The adult, child and environment are a trinity that needs to be considered as one thing.  Alison Awes, the director of elementary training at the Montessori Training Center of Minnesota asks to consider three questions on a regular basis.  The first question is “Does this work/idea support the natural development of the child?  Secondly, Alison asks,” Does this work/idea help the child to think for themselves?”  Thirdly, “Does this work/idea help the child to develop independence in both action and thought?

These are very thoughtful questions to consider throughout the day in the classroom and also at home with our own children.  In order to do these questions justice it is important to have a clear understanding of the characteristics and tendencies of the elementary age child.  Dictionary.com defines characteristic as being or pertaining to, constituting, or indicating the character or peculiar quality of a person or thing; typical; distinctive:  Red and gold are characteristics of the color autumn.  Not limited to but in particular for our purposes the elementary characteristics are displayed before they are even aware of what they are.  Meanwhile, dictionary.com goes on to define tendency as a natural or prevailing disposition to move, proceed, or act in some direction or toward some point, end or result: the tendency of falling bodies towards the earth.  So, elementary aged children have natural characteristics and tendencies that are inherent in them which need to be nurtured at this stage in their life.  Montessori identified these tendencies.  While I am unclear as to whether or not Allison intended for the last one that I will mention to be part of Maria Montessori’s list, I find that it is important to include either way.

First there is a natural tendency to have order both internally and externally.   The elementary aged child’s sense of order looks different that the years before him/her or after him/her.  The internal order is where there imagination is forming they are gathering their thoughts and reasoning.  Their external order is a bit messier then what you see when a child is 3-6 years old.  They are not as concerned with a little mess here or there.  However, modeling order in the classroom is important for them.  It helps them to feel secure.  If a child is working and concentrating, their area may be a little messy.  However, let it be, as long as materials are not being damaged and they are engaged.  

The second tendency is to orient.  Being oriented to their new classroom is so important.  They want to know where things are and what their freedoms and responsibilities are.  It is so important that the children have an area that belongs to them.  There should be a space that is theirs which gives them an attachment to the classroom.  Furthermore, the child has a desire to be oriented with the world.  Geography, practical life, and grace and courtesy are so important at this age.  They need to learn how to behave and interact in the world so they may be successful interdependent contributing members to society. 

The third tendency is the desire to work and manipulate.  They want to work and it is important to give them the perception that work is a good thing.  Dictionary.com defines work as activity involving mental or physical effort done in order to achieve a purpose or result.  Work does not have to have the negative connotation associated with it that we as adults have adapted.  In fact, in Mario M. Montessori’s book “The Human Tendencies and Montessori Education,” he says that an adult might be at work and claim to be so tired at the end of the day.  Yet, he/she comes home has dinner and goes in another room and works on a hobby.  If this person were truly tired they would go to sleep.  Maria Montessori noted that when you do what you love, work nurtures the spirit.  She observed children that would work on something for hours and seem to have even more energy than when they started.  We should model this for the children.

The fourth tendency is to repeat.  It is here that the child wants to repeat a task over and over again.  The intent is often to master the task at hand.   Sometimes you will find a child repeats an activity even after they have mastered it for the sheer enjoyment of it.  However, it is here that the guide must make a judgment through careful observation.  Is this work continuing to serve an inner need of the child or is there a sort of deviation occurring that the director or directress needs to redirect?

The fifth tendency is exactness and perfection.  Doing something right brings satisfaction to the child and the adult.  Presentations should be done with care for the child to model.  They want to do it right.  The child will work, manipulate materials, and repeat until they feel a satisfaction of exactness and perfection.  It will serve the guide well to keep the purpose of what that they are teaching in mind when giving presentations in order to help the child better succeed in fulfilling the tendency of exactness and perfection. 

The sixth tendency is explore.  The child needs to explore within the classroom and with the materials.  Sometimes they come up with things that we as guides have not thought of ourselves.  Do not be afraid to let the child deviate sometimes.  Something beautiful could come out of it.  Also, the child needs to explore outside of the classroom as much as possible.   They need to go to museums, supermarkets, libraries, and experience public transportation.  Exploration at this age outside of the classroom with an adult is so important.  Allow your children to explore outside of the classroom often.

The seventh tendency is to abstract.  Most of us that went to public school learn abstraction and memorization.  This is difficult.  Especially when you consider the opportunity the child has in a Montessori classroom.  It is here that they get to manipulate with their hands and then abstract the information to communicate it verbally or on paper.  This leads to a great understanding.  Giving the child the chance to abstract the information from their work is such a valuable gift.   

The eighth tendency is to communicate.  The elementary child gets a lot of language in the Montessori classroom.  They receive it through storytelling and conversations from the guide.  The guide offers the origins and meanings of words when giving lessons as well.  At this stage, the child may manipulate letters to make words and sentences, learn about sentence structure and create written as well as oral stories.  The child of the second plane also loves to communicate in a social way.  This is important for several reasons; however it is important that the guide uses good judgment as to how long they allow that to go on. 

The ninth tendency is to build the intellect.  In building the intellect, the elementary child is beginning to reason at a more abstract level and really able to use their imagination.  They can project into the future and imagine what they want to do that day, next year or five years down the road.  There is a desire to know things and to ask why. 

Allison also spoke about love.  The 2^nd plane child has a desire and ability to love.  They can care for themselves and the family and friends around them.  Upon learning about people from other places that are far away, they can have love for them too.  The child can also love his or her environment.  This love for the environment gives the child the desire to keep it beautiful. 

                As I reflected on my experience at the refresher course and began to think about these tendencies, I started to think more deeply about the adult in the classroom.  I thought more about the concept of self-realization and how this is what we want for the children as well as ourselves.  Furthermore, if we are not working on ourselves constantly, we cannot expect to help the children to help themselves to do the same. 

                A Montessori teacher’s career is truly a journey that can lead towards self-realization.  Dictionary.com states that self-realization is the fulfillment by oneself of the possibilities of one’s character or personality.  The characteristics and tendencies of the child are also inherent in us either as being more developed or more deficient.  Looking at ourselves is part of the work which will contribute to our ability to best serve the child. 

We should keep in mind and understand one important concept.  The children in our classroom are our mirror.  As guides, that is the title of our great story or lesson.  There are several keys to understanding this great story that is not told to us but is unfolded before us through our experience with the children.  We must practice the art of observation, being aware of our environment and all that is a part of it, being mindful, and patience.

Dictionary.com defines observation as an act or instance of viewing or noting a fact or occurrence for some scientific or other special purpose.  As guides, we are trained to be masterful observers.  We do our best to not attach our own prejudices or judgments to what we see.  Remember to observe something for what it is not what we think it is. 

Awareness is defined by dictionary.com as informed; alert; knowledgeable; sophisticated.  The guide has a duty to practice awareness.  There must be a progress of awareness of oneself, the students and the prepared environment.  Development of awareness encompasses all within and without. 

Mindfulness is said to be a synonym of awareness.  Yet, I look at being mindful as helping us to be more aware.  To be mindful is to be conscious.  Practicing mindfulness is practicing being present.  To be mindful in the classroom is to be present with the children.  This can be a challenge.  However, when we can do this we realize how much more of a challenge the classroom is when we do not do it.

Patience helps us to have compassion for the children and our selves.  Being patient helps us to succeed with observing, being aware and mindful.  It gives us the opportunity to forgive ourselves when we have one of those days.  Utilizing patience is the quality guides need to practice in order to endure and persevere when faced with that which is reflected to us by the children or that which we reflect for the children.    

We can understand why Montessori’s Method will never fail or become dated.  It is focused on the fundamental needs of the human being.  Utilizing these spiritual practices will never fail or die.  They are keys for the guide to successfully show the children the keys that they need to open the doors for their own success and fulfillment.  

Your Classroom is Your Mirror

    Well, it has been awhile since my last post.  I have decided to break from what I was doing with the Tao of Management and began working on something else.  With that said, I would like to ask my readers to consider this next post, see if you can apply what I am suggesting and then comment on what you find.

   Upon careful consideration, I have observed how I treat my students and how I perceive them to treat me as their teacher.  By doing this I have come to the conclusion that every student is a mirror.  I can see some part of myself in each and every one of them.  This unconsciously has helped me to have the compassion for them that I do as well as gratitude for what they teach me about myself on a daily basis.  I also believe that this helps me to be a better teacher.  Look at the child that may frustrate you and think about how that child's behavior reminds you about some part of yourself.  Maybe, a child is not getting something that you are trying to convey.  This could be a deficiency or unconscious blind spot that you are not looking at within yourself to be able to better communicate with this child.  I find that when we work on ourselves our relationship with our children improve.  This does not just have to be with students, but also with your own children.

   Please reflect on this and share your thoughts and experiences with me.  If you need clarification then please ask about that too.  I am really trying to analyze this process to see if there is something there to replicate and contribute to the spiritual side of the endeavor that I believe Montessori has in all of her texts, but are rarely talked about.

   I look forward to hearing from you!!!

 

15. Humility...The Tao of Management

Humility---Ch'ien

    Humility is having great possessions and not dwelling upon them.  Lacking humility, a manager and his organization become empty, disrespectful, and lazy.  Humility is recognized by its quality and endurance.  It should be practiced in both favorable and unfavorable situations.  True humility enriches all.  Satiety brings on resentment.  The manager humbly follows the strong, is hard working, and extends his humility to the high and to the low.  Do not underrate the positive effect of true humility. ~ Bob Messing


    Humility helps to keep us present while also connecting the guide to both student and parent at the heart level.


    Many people think of having possessions as having physical possessions.  Yet, we can also possess great knowledge, mental qualities and abilities.  This may give us a sense of superiority.  It may even give us a sense of security.  This sense of security can lead us to not fully connect with the child or adult.

    Humility reminds us to be present and to not get lost in routine.  How many of us have been teaching for several years?  With this experience comes a comfort with teaching certain lessons.  As guides we are sure of how it goes and we have the nuances down.  I would like to put out a thought of encouragement.  Take a look at those lessons in your albums and see if you find something in there that was overlooked or forgotten about.  I think when we find that nuance or piece of information that we missed humility finds us.

   Another part of humanity comes when we adjust.  When we are open to adjust the way we are teaching or how we are imparting information to a child that needs it a little differently we are being humble.  This connects us at the heart level and forces us to be present.

    I have thought of humility as admitting to be wrong, or acknowledging that I do not know everything.  However, when I really think about humility as I was forced to when reading the above passage, I realize it goes deeper then I had acknowledged.  It is so interesting to think of it as forcing us to be more present and connecting us to each other at the heart level!


What are your thoughts on humility?
    

14. Great Possessions...The Tao of Management

Great Possessions ---Ta Yu

    Great possessions represent the success and reward brought about through management efforts and effective work.  The manager must be firm and flexible, in so that which is great, now will grow greater.  The manager always builds on strength.  This individual and organizational condition requires nurturing within and the repudiation of adornments.  Daily rewards call for daily renewal by the manager.  ~ Bob Messing

   
When I read this passage I am seeing it differently so as to relate to the classroom.  Great work by the children, which is their great possessions, represent their successes and rewards internally in turn leads to the internal success and reward felt by the guide for having had experienced the child's success.  The guide must constantly be aware of their freedom and responsibility and to do that must be both firm and flexible.  Doing this will bring about what is already great into something greater.  Through persuasion, interaction and conversation the guide builds on each others strengths and offers the child the opportunities to transform weaknesses.  Internal dialogue and qualities must be nurtured from within.  Relying on external praise should be repudiated so as to focus on the thing or task for its own sake and it's own rewards.  The Great Possession(s) is experienced and owned internally not externally.  Daily rewards of this kind lead to daily renewal for the guide and child.

   

13. Fellowship and Assimilation - The Tao of Management

Fellowship and Assimilation --- T'ung Jen

    Fellowship and assimilation are brought out by the charater of the manager, not by his position.  A manager must skillfully and sincerely mix and assimilate with others.  This true sameness with others is developmental.  Do not be a fair weather fellow.  Be true in good times and in bad.  The manager must always recognize that there are people with whom he should not assimilate.  Assimilation as a management technique is based upon correctness and other rational factors, never on emotion.  True mutuality exists as a result of truly natural and productive activity.  The manager develops himself inwardly while at the same time developing others outwardly.  This is the condition within which the manager is able to adapt to change and to set truly significant goals.  ~ Bob Messing

        I typed this passage up today before I had a meeting with a landscaper to get an estimate for the next stage that our school is at in building a labyrinth.  My experience with this  landscaper reinforced this passage for me.  Regardless of the position that one holds, it is the person's character that expresses the qualities of a manager or leader.  I experienced how a person with heartfelt qualities that sincerely mixes and assimilates with others brings out the best in each other.

    When I met the landscaper he was nice enough and was obviously a little overwhelmed by what seemed like a little more of a daunting task then he expected.  However, upon speaking with him more and more I saw him softening up.  When he gave me the quote I explained to him that I will have to meet with the school head, landscape designer and president of the P.A. before moving forward.

    Before I knew it, he was asking me about the school and talking with me about his son.  We spoke about the Industrial Revolution and the public school education system.  Miraculously, as we were speaking he came up with an idea to use another guy he knows to help excavate the area at a much cheaper price while not compromising efficiency.  Then he thought of another idea and realized that he knew someone that could donate one or two bee hives for honey production.  What a wonderful experience!

    If that were not enough as we were wrapping up the conversation he said, "...and so you are the head of this school."  What a huge compliment, especially since that is one of my life goals, to become a school head. I of course clarified my position at the school and told him that was actually one of my life goals. 

My interpretation of this experience and applying it to this passage is that if a person carries themselves a certain way and connects with another from the heart, your actual position does not matter.  I met with several landscapers and we assimilated well together.  While I acted consistently and gave the same spiel to each, two were simply not interested and so we did not assimilate.  There is something to be said about knowing when to assimilate and to try and connect versus when to disconnect professionally and positively.  I am sure it is something to work on regulalry and develop. 

12. The Tao of Management - Obstruction

Obstruction - P'i

    Obstruction always exists in opposition to harmony.  Through obstruction the great goes and the small comes.  The manager's goal is to immediately effect balance.  Hiding embarrassment or just being unaware means that the manager does not know that there is obstruction or blockage in the organization.  In times of organizational or individual blockage, it is helpful and even necessary to go back and start over.  The manager reverses the role of events and restores tranquility.  The manager had better be aware of the path of events around him.  ~ Bob Messing

    The Montessori guide can be both manager of the classroom and at least an example of a manager for the staff and administration.  Thanks to Synchronicity, the acknowledgement and awareness of a co-worker I learned this today.

    We had a faculty meeting and we were going over our handbook.  The head of school expressed that in her opinion it was not okay for children to yell or scream while playing tag or anything of the like during recess because it is annoying.  I noted that I was confused as  to why it was not okay for them to do this, yet it is acceptable for younger children that are upset to go outside during class time and yell, scream or cry to their heart's content.  This rule was actually implemented by the school head and at the time said that this never actually happens or even happened.  I replied that while not often, it does happen and was actually implemented as a policy at least a couple of years ago.  While  the staff spoke up and said this was the case the school head went on with a metaphor.

"A given person may extend their arm and swing it around to the extent that it stays within the proximity that it does not hit another person."

   I saw that the obstruction was at the very least simply the school head's opinion which was not going to change.  I could have argued and even argued well until I was blue in the face.  Yet, I realized that because this was her opinion and the rule was being implemented based on that then because of this person's personality the school  head would not see the logic of any other opinion.  So I dropped it and we moved on.

  After the meeting, my co-worker complimented me on knowing when to just be and not react.  I thought about this and the quote from Bob Messing's book on obstruction.  The blockage here was the opinion and not the thought of freedom and expression of the elementary aged child especially for appropriate times and places.  I feel that by responding how I did it restored tranquility and kept the peace while also raising awareness for several staff members.

   A certain kind of peace comes from knowing when to push forward and knowing when to be still.  It does not mean that you do not experience frustration.  However, it does mean that you will not experience more by doing something else, like over engaging.