Google Honors

Google Honors 

Dr. Maria Montessori's Birthday 

Today is the 142nd anniversary of Dr. Montessori's birth. 

Google.com, founded by Montessori graduates Larry Paige and Sergey Brin, marked the occasion with what they call a Doodle (the image above) made up of some of the most familiar Montessori materials. 

In celebration of Montessori's birthday, we would like to share the following short explanation of Montessori education, written by our colleague and friend, Terri Sherrill, for an upcoming issue of Tomorrow's Child magazine. We hope that it will be useful to you in your school as the new term begins

Tim Seldin

Montessori in a Nutshell         

by Terri Sherrill

"When friends, relatives, co-workers, or neighbors ask us to explain Montessori education, many of us are at a loss for words. This is because the Montessori model is a multi-dimensional, trans-disciplinary approach (which is fitting because life rarely fits into neat disciplinary packages-and becoming a fully functioning and independent adult is an  extremely intricate and complicated process). Nevertheless, we still need to find ways to simplify and demystify our reasons for choosing the Montessori model for our children - and to perhaps to make Montessori more accessible to others. 

I recently tackled this problem in a leadership class, when I was instructed to create an "elevator pitch" (a short concrete explanation that is easy to understand and remember -- while also being intriguing enough so a person might be interested in learning more). This is what I came up with:

In ALL of education, there are only THREE components- the teacher, the students, and  the curriculum (what the student needs to learn). What Dr. Maria Montessori cleverly did was re-arrange those 3 components.

In the traditional model, the teacher takes a group of students in unison through a predetermined curriculum (effectively telling students what to think about, when to think about it, and for how long). The teacher corrects mistakes, and is the gatekeeper of information. In other words, the teacher is in the middle, and they decide how the curriculum will be dispersed out to the students. [Since I tend to talk with my hands, I make a small circle with my fingertips to represent the teacher, then make a larger circle with my arms for the students- and make little tracing movements to show the flow of information.]

But in the Montessori model, students have access to all curricular lessons and learning supplies. There are beautifully designed materials (which match critical windows of human development) arranged around the classroom, placed in a logical order by only one small isolation of difficulty (which allows the student to perceive the "whole" as well as the "sum of its parts"- leading to greater understanding). This also means there are NO GAPS in the curriculum --and no conceptual leaps so large that a child cannot successfully make connections. [Basically, I just try to describe the Montessori classroom to the best of my ability here-hitting the basics.]

This includes incremental activities that can meet a child interests in many areas(geometry, mathematics, geography, geology, botany, zoology, cultural sciences,language, grammar, art, music...and practical life skills).

Weight, textures, location, and so on, provide important cues for memory storage and retrieval --and implicit procedural knowledge (like common sense,  cause and effect, if-then relationships) is inherent in experiential learning (trial and error).  Students can work at their own pace (they don't have to wait to move on,  and won't fall left behind if they need more practice) and may revisit lessons (spacing effect) as needed.  Multi-aged groupings encourage peer teaching and a sense of community.

The TEACHER'S ROLE then is to foster skills of self assessment and independence by helping the child discover lessons that match their precise interests and skill level(which changes as the child increases mastery). (In other words, the students are in the middle --and the curriculum is around them. The teacher is then free to move from student to student, giving help as needed.) [Gestures are the same as before.]

So...just like when people were able to theoretically switch the sun to the center of our solar system -- all of our scientific calculations began to "fall into place" and "make sense" ;similarly, we have found that things work MUCH better when you are using the correct model (students remain curious and self-motivated, happy, and so on). In this case, because Maria Montessori was first a medical doctor -- the model is aligned with the optimal growth, health, and wellness of the developing human being.

To solve the problems we now face in education, we need to rearrange the THREE components (student, curriculum, teacher). When we do, we have a model that works, because it is consistent with developmental biology.

The answer is right in front of us! (But like many other things in our history, it has just taken us a while to realize it.

I hope that this "pitch" inspires you. Feel free to use it (shorten or lengthen it as needed) or to invent your own ways to share information about the multifaceted and integrative Montessori model of education."

Tomorrow’s child

To quote from a previous article in “Tomorrow’s Child” by Robin Howe;

“There are great Montes-sori schools, Montes-something schools and Montes-nothing schools.”

We at R.P.I.S. (Rawai Progressive International School) would like to offer a few more  such as Monte-Green or even Monte-Buddha schools into the mix.

   

           R.P.I.S. is located on the southern end of Phuket Island in Southern Thailand. An Island which is famous for its beaches and bars. We are a founder member of TAMS (Thailand Association of Montessori Schools) and have been in existence since 1998. We have been recognized as an alternative International school since 2004. From day one we have been a Montessori based learning centre with fully equipped Kindergarten and Lower Elementary classrooms. We have also run a Montessori based Upper Elementary class, but using Traditional materials as a learning base. Many of our staffs have been with us since the beginning.

            Whilst Montessori based learning has now been in existence for over a century - as in all things it needs to move forward with changes in society, or even ahead of them. Hence the terms Montes-green and Montes- Buddhist.

            While it is great for a school to be built from non – toxic materials, we believe that to be truly green, means more than this. It means to teach child how to live a sustainable life for a very uncertain future. We have started a school agriculture project with our own aquaponics system and an organic garden to teach children to grow their own food. Similarly we are working with Saori textile company to create a weaving centre for children to learn how to make textiles. 

              It is also of great value for the school to be set in a natural environment, if possible, with plenty of natural greenery. We pride ourselves in being encapsulated in greenery. An experience that cannot be replicated artificially or in the classroom itself.

            We also believe that the modern world is creating a spiritual vacuum and that it is essential that a school should be there to help the child develop spiritually. Located in Thailand, steeped in Buddhist tradition, we believe we can utilize this to instill a sense of spiritual awareness in our students; not by pushing any particular dogma or religion, but by example from our staff.

            We fully agree with Montessori principals of absorbent mind and the prepared environment. When we put our children in a spiritual and green environment the child will learn by absorption. There is no contradiction in philosophy in these diverse ideas of Montessori philosophy, sustainability and spirituality.

           

             We feel that the main stream schooling system does not allow time for the child to slow down and develop as a human being before rushing towards the next hurdle, to societies detriment in general.

            While many parents are convinced of the benefits of the Montessori system in the lower school, confidence seems to wane, when it comes to the upper elementary level as they feel the need to be part of the main stream system which they believe will lead to further education , qualifications and careers. They develop a fear their child will not be able to compete. This appears to be a universal phenomenon. The challenge , therefore for Montessori schools is to create a strong Upper Elementary program that allows for strong academic performance without sacrificing our core values as already discussed and without restricting their creativity and individual character.

           

              Finally, running a school as a business in these competitive times is not easy. In the past we had as many as 80-100 students, many of whose parents were not convinced of our unique values. Recently, however we were forced to downsize which has allowed us to focus more on our values. We are not so motivated by profit as we are by community creation, both locally and globally, hence our desire to communicate through this Montessori-Phuket blog.

นักวิชาการชี้เนื้อหาแท็บเล็ตไม่เหมาะป.1-4

ราชบัณฑิตแนะรัฐเตรียมความพร้อมให้ครู พ่อแม่ ผู้ปกครอง เนื้อหา ก่อนแจกแท็บเล็ต 9 แสนเครื่อง แนะไทยผลิตแทนนำเข้า ด้านหมอกุมารเวชชี้เด็กวัย 6-8 ขวบต้องเรียนของจริง เพื่อเสริมพัฒนาการ หวั่นเด็กไทยอ้วน เตี้ย

ผู้สื่อข่าวรายงานว่า เมื่อวันที่ 20 ก.พ. 55 ดร.วรกร คำสิงห์นอก ผู้ช่วยเลขานุการรัฐมนตรีว่าการกระทรวงศึกษาธิการ กล่าวในการประธานเปิดสัมมนาวิชาการเรื่อง 'แท็บแล็ต 9 แสนเครื่อง เป็นเครื่องมือปฏิรูปการศึกษาได้จริงหรือ' ที่สมาคมนักข่าวนักหนังสือพิมพ์แห่งประเทศไทย จัดโดยชมรมผู้สื่อข่าวสายการศึกษา ร่วมกับสำนักพิมพ์แม็ค ใจความตอนหนึ่งว่า การแจกแท็บเล็ต 9 แสนเครื่องเป็นนโยบายของรัฐบาล ต้องการยกระดับการเรียนรู้ของเด็กไทยเพิ่มเติมจากตำราเรียน เตรียมความพร้อมให้กับเด็กและเยาวชนไทยก้าวเข้าสู่ประชาคมอาเซียน 2558

ดร.ครรชิต มาลัยวงศ์ ราชบัณฑิต นายกสมาคมครูเทคโนโลยีแห่งประเทศไทย กล่าวว่า เพื่อให้เกิดประโยชน์กับการศึกษาของไทยชัดเจน ขอเสนอให้กระทรวงศึกษาธิการเป็นเจ้าภาพ และสถาบันส่งเสริมการสอนวิทยาศาสตร์และเทคโนโลยี (สสวท.) ดูแลเนื้อหา การจัดซื้อ งบประมาณ การซื้อแท็บเล็ต เตรียมความพร้อมให้ครู สร้างเครือข่ายแท็บเล็ต ใช้ผู้เชี่ยวชาญต่างประเทศที่มีความเชี่ยวชาญมาอบรม หากซื้อถึง 9 แสนเครื่อง รัฐอาจจะร่วมทุนกับต่างประเทศผลิตเอง

รศ.พญ.นิตยา คชภักดี กุมารแพทย์ คณะแพทยศาสตร์ รพ.รามาธิบดี ม.มหิดล กล่าวว่า เด็กวัย 6-8 ขวบ ต้องเรียนรู้จากของจริง หากสัมผัสจอแท็บเล็ตตลอดเวลา เด็กจะสายตาสั้น สมองผิดปกติ คอเอียง เพราะนั่งนานติดต่อกันหลายชั่วโมง จะมีปัญหาการสื่อสารกับพ่อแม่ มีแนวโน้มจะเป็นโรคอ้วน-เตี้ย เด็กจะเสี่ยง เช่น โหลดภาพลามก เกมโหดได้ แนะนำว่าอายุ 3-4 ขวบ ควรเล่นไม่เกิน 1 ชั่วโมง จากนั้นให้ไปทำอย่างอื่น เช่น ออกกำลังกาย อ่านหนังสือ

นายวีรชน ผู้จัดการฝ่ายวิจัย บริษัท โคกิริ เล่าว่า เกาหลีได้นำแท็บเล็ตมาทดลองวิจัยใช้ในระดับอุดมศึกษาผ่านอีบุ๊ก ผลวิจัยปรากฏว่า นักศึกษาสนใจเล่นเกมเป็นอันดับหนึ่ง จึงไม่นำแท็บเล็ตมาใช้ในการศึกษา

อาจารย์วราภรณ์ ภาตั้งใจจริง รอง ผอ.ราชวินิตประถม กล่าวว่า ได้รับแจกแท็บเล็ตทั้งหมด 100 เครื่องทดลองใช้กับนักเรียนชั้นป.1 จำนวน 40 เครื่อง ป.4 จำนวน 40 เครื่อง ส่วน 20 เครื่องเก็บไว้กองกลาง ใน 1 วัน สอน 1 ชั่วโมง โดยสอน ภาษาไทย อังกฤษ สังคม คณิตศาสตร์ วิทยาศาสตร์ และมีอาจารย์ มศว. ทำวิจัย หมอวัดสายตา โครงการจะเสร็จสิ้นมีนาคม 2555 จากที่คลุกคลีเด็กพบว่า เนื้อหาที่โหลด 300 กว่าเรื่อง ไม่เหมาะกับพัฒนาการเด็ก น่าจะเหมาะกับ ม.ปลาย ที่ออกมาเปิดเผยต้องการให้สังคมรับรู้ข้อมูลความเป็นจริงครั้งนี้


จาก คม ชัด ลึก http://www.komchadluek.net/detail/20120220/123487/%E0%B8%99%E0%B8%B1%E0%B8%81%E0%B8%A7%E0%B8%B4%E0%B8%8A%E0%B8%B2%E0%B8%81%E0%B8%B2%E0%B8%A3%E0%B8%8A%E0%B8%B5%E0%B9%89%E0%B9%80%E0%B8%99%E0%B8%B7%E0%B9%89%E0%B8%AD%E0%B8%AB%E0%B8%B2%E0%B9%81%E0%B8%97%E0%B9%87%E0%B8%9A%E0%B9%80%E0%B8%A5%E0%B9%87%E0%B8%95%E0%B9%84%E0%B8%A1%E0%B9%88%E0%B9%80%E0%B8%AB%E0%B8%A1%E0%B8%B2%E0%B8%B0%E0%B8%9B.14.html

Parent Education : Montessori Education and How it Prepares Your Child for the Future

Dear Friends

We would like to invite you for our Parent Education Event on Next Wednesday, the 29th of February, from 3:15- 4:15.

All parents and prospective parents are invited as we will talk about how a Montessori education helps to prepare children for the future. A variety of sources will be used to inspire a discussion about what we are hoping for ourstudents and children in the future and what we can do to help them achieve theirpotential, both at school and at home.

We hope you will join us for this event. You are welcome to bring friends. Please confirm your intention to attend so we can make arrangements.

Sincerely,

Administration.

Is there such a thing as too much freedom?

“ When the teachers were weary of my observations, they began to allow the children to do whatever they pleased. I saw children with their feet on the tables, or with their fingers in their noses, and no intervention was made to correct them. I saw others push their companions, and I saw dawn in the faces of these an expression of violence; and not the slightest attention on the part of the teacher. Then I had to intervene to show with what absolute rigor it is necessary to hinder, and little by little suppress, all those things which we must not do...

...the task of the educator lies in seeing that the child does not confound good with immobility, and evil with activity, as often happens in the case of the old-time discipline. And all this because our aim is to discipline for activity, for work, for good; not for immobility, not for passivity, not for obedience.

A room in which all the children move about usefully, intelligently, and voluntarily, without committing any rough or rude act, would seem to me a classroom very well disciplined indeed. ”


-- Dr. Maria MontessoriThe Montessori Mehtod, pages 92-93

(A Montessori quick bite from The Center for Guided Montessori Studies)

Is there such a thing as too much freedom?

Once when I was in Nepal I saw a two year old sweeping his fathers’ shop with such a look of intense concentration that I could not doubt the seriousness of his effort. Children have always played a role in the work of the family. It is a new notion, this fantasy of childhood as an idyllic refuge from the ugly world of adults; it speaks more to how we see our own lives than to how children see their own.

From most ancient times, from the first flickerings of civilization, the great task of children has always been to become adults. All day they would spend with their family, their tribe, their kin, working to the extent they could and contributing meaningfully to their own survival. We should not idealize the harsh reality of subsistence living; but we do a terrible disservice to ourselves if we denigrate the value of work.

If the games of children are found to be filled with fantasy constructions, this is because the last remaining place for these seems to be in childhood. Adults, too, once believed in elves, fairies, giants and witches. These were real entities in the world, unseen powers that were believed to affect our lives. Now, the last redoubt for this part of our heritage lies in the play activities and fantasies of childhood.

This is fine, but just as children may pretend to possess magic powers, they also like to pretend to have adult jobs, such as doctors or astronauts or teachers. The essential role of fantasy is to help children explore and prepare for adulthood through the tool of their imagination.

Because we often misunderstand the nature of childhood, we also often misunderstand our own children. We do them no favors, protecting them from responsibility. When a child acts out, it is often because no meaningful contribution is made available to them. Think of parents rushing around preparing for dinner guests. The dishes must be cooked, the table set, the house cleaned. Why is it that in this flurry of activity children are often underfoot, getting in the way?

Frustrated parents may tell a child to “go play”, or resort to punitive discipline. A thoughtful observer may note a shadow of disappointment across a child so banished from family activities. It is a simple formulation: if there are important things happening, and I may not contribute, then what does this say of what I am and who I may become?

It is not surprising then that children with too much of what we call “freedom” become locked into a state of permanent emotional childhood. There are many persons, physically adult, who spend their days in non-productive activity, such as playing video games in their parents’ basements.

Even adults don’t cherish freedom without responsibility, though they may imagine they would.1 Workplace studies have compared different task sets, and have found that even with the same pay, persons report much greater job satisfaction when they have greater responsibilities.

Dr. Montessori designed her classrooms with this insight into human nature. Children are free to choose any work they have been taught, but they must complete it and then get it ready for the next child, including putting it away neatly. Children may have snack when they are hungry, but they must prepare it themselves and clean up any messes they make. Many a Montessori classroom has a posted sheet of classroom chores and it’s a marvel to see children treat these chores as if they were privileges.

As children age we imagine them to be ready for more responsibility. In most US states, one cannot work before 14, drive before 16, vote before 18 and drink alcohol until you are 21. Oddly, we do little to prepare them for these responsibilities. We teach them to drive, yet 400,000 teenage drivers are seriously injured every year.2 We give them the vote, but cut civics education from our curricula. Regarding alcohol, one day they cannot drink legally, the next they can; should we be surprised by the epidemic of binge drinking and alcohol poisoning?

It is our job as Montessori educators to provide children with the necessary frameworks to succeed in ever-larger spheres. As Montessori children age, they assume ever greater independence and responsibilities. By kindergarten or early Elementary they are planning out their activities for a week. They are taught research skills and by the middle Elementary years they are conducting months-long independent research. By upper Elementary or Middle School Montessori children are often running small businesses. Is it any wonder that so many entrepreneurs credit their Montessori foundations with their success?3

The Montessori Method is not simply a pedagogical technique for communicating facts. It is a proven system for helping children develop independence and assume greater responsibilities. This is one reason why Montessori children are often perceived as more “mature” than traditionally educated children.

In our classrooms, yes, a child is free. They are free to move about, with purpose. They are free to use the works they please, so long as they use them appropriately. An essential part of a healthy freedom is responsibility, and our classrooms satisfy this need.

Footnotes

A nice summary of Frederick Herzberg’s research can be found here: http://en.wikipedia.org/wiki/Two_factor_theory
http://www.car-accidents.com/teen-car-accidents.html
http://blogs.wsj.com/ideas-market/2011/04/05/the-montessori-mafia/

Thoughts for the day:

Are there ways to include even the youngest children in the activities of your family?
If you are a teacher, are there additional ways the children may contribute to the care of the classroom?
Is work important to you as an adult? Why or why not?
If you didn’t have to work, how would you spend your time? Would it all be recreational, or are there certain activities (eg charity) that you would want to continue?

Welcome back to School

January 6, 2012
Dear parents

We would like to welcome every one back to school for the new term and at the same time wish everyone a happy and prosperous new year.

We feel that we are beginning to see some success in re-establishing the school as a healthy and vibrant centre of learning for young children. We shall endeavor to do our best to continue this into the future and emphasize our unique qualities and strengths. To this end we would like to thank all parents for their support. We would also like to welcome a number of new students this term.

We believe that the policy of benefiting from the skills and talents of our parents in the school to widen the experience of our children has been very successful. We would like to thank Keilah and Glenn for their contribution.
Concerning music, we are fortunate that Glenn will continue to guide our students in music. He attended formal music lessons for a period of time and has been a long standing performer in the local music scene. He also has an excellent rapport with the students.
Teaching music is particularly difficult because it requires a natural talent which not every child possesses. It is understandable that parents would like their child to excel at music in some form or another! I would like to point out that in a normal music classroom situation with a range of abilities and limited practice the results will also be limited. The aim is simply to inspire them to enjoy creating music. To excel as a musician requires dedication and commitment from both the child and from parents. It is necessary to have individual tuition on a regular basis on an instrument of choice and a daily practice schedule.
From my own experience I remember cycling for thirty minutes to an elderly lady for piano lessons every Tuesday after school. My parents then forced me to practice for one hour everyday including weekends. Yehudi Menuhin, a world famous violinist, once said that he had practiced seven hours a day seven days a week for forty years and then they said he was a genius.
If you feel that you would like your child to develop their music skills please feel free to discuss this with the office. We are fortunate that our school has the flexibility to accommodate particular parental wishes in this area.
Also, if any parent has any skills they would like to offer please contact the office. At present we will be offering tennis, gymnastics and art activities after school.

On a more serious note Khun Nok suffered an injury from a road accident during the holiday. She will, however, be attending school but please be aware that for a short period of time she will not be fully active in the class.





John Mood.
Education Council