Montessori - Blog Posts

Montessori, Vienna, Peace

May 2018

Videos that inspired me are at the bottom of ‘Keep Reading’

I have never been the best at keeping up to speed with writing regular blog posts. Strange seeing as I am certainly a talker when I get going. However, I suppose that given the fact that my topics of conversation often revolve around repetitions such as health and money matters and similar everyday stuff - it is probably just as well that I don't write a blog post every day!

I would though like to write with warm greetings from Vienna. I have been here since the beginning of March and I am here until the end of July - possibly longer. 

I lived in Vienna previously - for five and a bit years. I first came over with the European Voluntary Service to work in a Caritas refugee home. That was back in 2003 so before the current refugee crisis. I then got a job working in an International Montessori Kindergarten near the United Nations in Vienna. I was invited to start work and to train to be a Montessori teacher at the same time. It was my first time working with children in an official capacity (I had done baby-sitting, GCSE Child Development and had worked with children in the refugee home). However, my employer said that the Montessori philosophy seemed to be quite similar in ways to the philosophy that I had worked with previously in L'Arche.

I say it to almost everyone that I meet - that Montessori philosophy has really influenced all of the work that I have done subsequently. I used it when working with adults with learning disabilities, when woking as an learning support assistant in a primary school, when doing private tutoring, when working at the Natural History Museum and in the other heritage work that I do. Following that first time in Vienna, I spent ten years in London and have now just returned! With it becoming increasingly more difficult to make my CV fit into any decent size, it's a relief that at least now returning to my previous employer, I just need to do some alterations with the dates and do not add a completely new workplace!

Something that I really wanted to share in my blog is how inspirational I found the Austrian Montessori Symposium that just took place not too far from Vienna. I hadn't known what to expect from the symposium but was very pleasantly surprised. Something that has been on my mind for a little while and in particular when retuning to the Montessori Kindergarten was the topic of peace education and basically the cliched quest of how to make this world a better place. I was so thrilled to be able to listen to speakers and take part in seminars that enabled me to contemplate and learn a bit more about Montessori peace education. Peace education underlies all of the Montessori education from birth - but it really gets to greater depths when working with children from school age onwards.

Montessori philosophy as I have understood it from the Kindergarten age, is that peace education begins with enabling the child to understand their place in the world. This is developed through offering the child ways of interacting with the world around them, which includes learning about the world through the different senses and through specially devised materials and activities. An activity that has always felt special to me is the land, water, air activity that we did/do in the Kindergarten. Through collecting these elements one by one and through talking about them - beginning with our observations - we realise how lucky we are on this planet - to have all these things that we need and it encourages us to look after this planet.

The first lecture of the Symposium was by Judith Cunningham and she talked about peace education in Montessori. She talked about how this is achieved through Montessori's cosmic education. Some of the other key words I jotted down during the talk are: the great lessons (and great questions), grace and courtesy, the interdependency chart, the fundamental needs of people chart, one nation, my part in the world, the great river chart - need collaboration - as a metaphor for human collaboration.

I was blown away by the project that she set up which is the Montessori Model United Nations. Young people aged 9-15 get to be United Nations ambassadors and take place in a construction of the United Nations processes. It sounds absolutely amazing and works by giving the children the chance to meet children from around the world and to discuss the real issues of this age. The young people must represent a country other than their own and so they get to feel what it is like in another countries shoes as such. It makes the most of the knowledge that Montessori had that young adolescents are agents for change - that they have a huge sense of justice, human rights and civic responsibility. The aim is that young people feel empowered as opposed to the hopeless feeling that is so common in this day and age. The young people work in the way the UN do to come to a consensus on the issues they discuss and create resolutions and vote on them! Anyway watch the video - it says so much more than I can here. I also apologise if I have misquoted anything. They have also set up the Youth Impact Forum as a way of sustaining the goals the set out at the MMUN events.  Anyway I could say more about the conference (there was lots more) and I could probably say more better. However, I guess I now want to be responsible for working out what I can do to contribute more to a peaceful world. I am enjoying working with children again and using the Montessori Method and I also want to find out more about Montessori Peace Education.

Montessori and Learning Disability

November 2016

I have just been looking back to the power point and hand out that I made for the training day I gave to my colleagues in L'Arche back in 2009. It was the subject of one of the thrice yearly (I think they were) training days that I organised for the support assistants who worked in the the day provision workshops. I really continue to feel strongly about the links between Montessori philosophy/education and good practice for working with people with learning disabilities. Don't get me wrong I am open to other methods and love learning new skills, however, my Montessori training and work has remained a constant source of inspiration. I hope you will find my thoughts interesting!

Later that same year (2009), when I was first seriously working towards working in the museum sector, I was invited by the the then leader of the education team to carry out a week or two's work experience at the London Transport Museum. As part of that work experience I carried out several observations of how nursery aged children interacted with the museum - as it was then. I then wrote up extensive notes into a report for the museum, which included my reflections and suggestions for ways forward.

The following text is the hand out that I created for L'Arche and then adapted for the London Transport Museum. The actual notes and the power point are not included here. Let me know what you think and if you are interested in hearing more or perhaps even asking me for some consultancy? (Better get something about work in there!) :)

Just please bear in mind that I wrote the handout back in 2009. My role at the time was Day Provision Co-ordinator and I supervised the then five different workshop leaders. It wonder if I what I would write the same and different if I was compiling an up to date list...

The handout is/was as follows:

Questions: (Inspired by the Montessori Method)

What do you think the workshop does well and has to offer the people with learning disabilities who come to it?

What aspects do people like about working in the workshop? What is unique about the workshop?

What things do you feel the workshop could do better with in what it offers people with learning disabilities? Are people as independent and in control as possible?

Environment: (How the workshop space is set up.)

Is there order in the environment?

Does everything have its place?

Do people know where to find everything they need without the help of an assistant?

Can the people reach everything?

Is everything within their reach appropriate? (So you don’t need to say no or stop someone from taking something.)

Are there any unnecessary distractions in the physical space? (E.g. large colourful pictures and or objects.)

Are people working in a space that is appropriate for them? (E.g. sitting, standing and with where in the room they are and who else is near where they are working.)

Is there enough opportunity for movement in the work place and within the activities themselves?

Daily routine: (Timing of things)

Is the timing of daily events clear?

Does everyone know what is happening and when?

Is the routine as it is working for everyone or do people require changes?

Is everyone clear about the work they are doing, goals/expectations, boundaries?

Activities/Work: (In the environment)

Are they suitable for people?

Are they too difficult? If they are, is there a simpler or part activity that could take its place?

Have you observed, broken down and tried the different movements needed for an activity?

Could some people be challenged more?

What new skills could people learn and be involved in?

Is there a particular skill that the people are expressing a desire to refine? If yes, how can you support them with this?

Are people choosing their activities?

Do the activities have a clear purpose and meaning?

Are there any jobs that assistants are doing, that adults with learning disabilities could be doing? (E.g. getting cups and taking them back at tea break.) Remember we are enabling people to be as independent as possible. What may seem hard work the time will be worth it in the long run.)

Assistants: (As teachers)

Do you have a positive attitude to everyone in the workshop?

Is there favouritism?

Are you aware of your prejudices?

Do you approach people in a positive way?

Are you careful about not criticising their work, even in a subtle way? (You can show the activity at another point, rather than criticise at the time. Or look at the appropriateness of the activity)

Do you value all activities and work the same?

Do you allow people to take their time and repeat where necessary? Do you give people time to finish their work cycle?

Are you doing too much for people? (Think about even the small things/parts of the process.)

Do you ensure that you don’t interfere when the person is concentrating on their work? (Even by speaking to them with a positive comment! Concentration is a very important skill to develop.)

Do you make sure that you don’t constantly praise people? (People should not rely on others to feel good. The aim is that it comes from within.)

Are assistants clear with people about when the person can make a decision and when they can not?

Are people allowed to make all possible decisions?

Do you take time to sit back and observe?

What areas do you feel you need more support in?

Some quotes about Montessori education.

‘An adult can substitute himself for a child by acting in his place, but also by subtly imposing his own will, substituting it for that of the child. When this happens it is no longer the child that acts but the adult working through the child,’ Montessori.

‘The most important discovery is that a child returns to a normal state through work…. A child’s desire to work represents a vital instinct since he cannot organise his personality without working; a man builds himself through working.’  Montessori

'It is important for us to know the nature of a child’s work. When a child works, he does not do so to attain some further goal. His objective is the work itself, and when he has repeated an exercise and brought his own activities to an end, this end is independent of external factors.’

‘It is necessary for the child to have this order and stability in the environment because he is constructing himself out of the elements of the environment… it is his foundation.’  Montessori

“A child’s different inner sensibilities enable him to choose from his complex environment what is suitable and necessary for his growth. They make the child sensitive to some things, but leave him indifferent to others. When a particular sensitiveness is aroused in a child. It is like a light that shines on some objects but not on others, making of them his whole world’  Montessori

Remembering my days as a Montessori Teacher in Vienna at 'The Children's House' http://www.montessori-vienna.at

Had such a fantastic time there and learned so much - which I use to this day when working as part of the learning team at the NHM. I can see how I might alter some of the activities I developed, now that my understanding of science has deepened. However, I look back fondly at these photos from the Cultural Studies room - where children learned about complex topics such as the beginning of life on earth.

Connections: Vienna, London, Overground, Montessori, Psychogeography...

Taking a step back in time, this is a journal type entry I wrote a week back:

Having lived in Vienna for five years I know the feeling of being away from familiar surroundings and a constant wonder of if your new home will ever feel like a real home. There are inevitably a variety of factors involved in how at home you feel: who is around you, what job you are doing, any familiar objects (such as in the home). However, we are all inevitably affected by place. It is the overall feeling. I feel it in my bones – apologies if I am stating what may seem as obvious to others, but there is something in the saying. Our bodies are good indicators of how we are experiencing life and for me, beyond doubt, an outward expression of those feelings inside.

When I am away from home – either having moved somewhere new (whether it is in London or abroad) I increasingly feel like what I witness in cats when they move; The slow wandering into the new environment to find my feet – to return back to my base. I often don’t feel at home in my flat or house until I have made connections with the outside environment – place and people included. I often prefer to wander rather than be in a new home. I have also increasingly appreciated the sense of a need for a home base. I love traveling, but have always felt that I want a home base. Something I have not found really and in some places it is easier than in others. Crystal Palace has a huge potential for me. I am trying to attach myself even more to this area for reasons and feelings of nostalgia in the knowledge that our family has roots in the area – in particular my grandma – and in many ways her lost stories here. I hope I can find them in the space. I also have my own past connections with having lived in West Norwood for years before moving away and back again.

I like to think about how we form links and connections with places…

As I start my journey on the overground on this day, I begin my book about psychogeography. The first pages talk of psychogeography being a tale of two cities / London and Paris - that’s ok and that’s good as I know I am in a significant place to start my research. If I can go to Paris to try out a trail/walk there, then that would be a bonus.

I am obsessed with connections and links and making sense of the world. I think making sense of the world is key to any form of learning and something that we are often trying to do throughout or lives, even when it is more subconscious – it is something that my experience of Montessori practice has taught me. It has always intrigued me and it seemed to make so much sense when first reading about her philosophy. It is again something that may seem obvious to us but for me it was the first time I had thought of education in that way. The philosophy is based on creating materials that make sense and help children to understand different elements and theories, which in turn help them and us with out greater understanding of the world. Montessori was also very much for her education helping towards creating world peace and I think that is a pretty noble thing. I will try and find some inspiring quotes in due course. I am intrigued to find out whether any of it will have any relevance to my project!! Same with psychogeography!

On my journey, I pass by scenery that even if I have passed through it a few times before, I have never really looked at. A lot reminds me of Vienna and definitely triggered my thoughts in that respect.

At the Museum of London, I notice all the wonderful books about London – I am sure that is something that has increased in recent years. So many of the most intriguing seem to be on titles such as: ‘Secret London’ – It feels like a recent phenomena to me – that we are trying to find those hidden parts of the city to feel like we have found something special and unique.

I am interested in the choice of obscure places to create a trail? They often seem a bit more obscure, also off the beaten track- something that I will have to go out of my way to try out. This will make a new experience for me in itself. From the brief overview that I have at the moment, it seems like people have made some trails as part of a process for people in areas of change – and are in fact – probably quite political. Psychogeography is set to have one root in an obscure cemetery, linked to the dissenter Defoe… I still need to read more…

I am wondering what does child development and psychology in general say about place and time? Any links?

Eleventh Classroom...

It’s been a year…

Still AroAce…

Still a teacher…

Still barely sane…

I went from being a ‘traveling ESL teacher’ to a paraprofessional at a Montessori school. I am not impressed.  Oh sure, Montessori is a wonderful learning philosophy but it is not for everyone.  It is certainly not for a teacher with ADHD that struggles with hyperfocus.  The individualized lessons given are often at the cost of classroom management or vice versa.

The parents who send their kids to a Montessori school do so in lieu of seeking out professional help for their unique or troubled child.  I have TWELVE out of twenty-six students who are either obviously ADHD or obviously Autistic to some degree.  Two have IEPs and the rest are ‘busy kids’ in their parents’ eyes.

This is a challenge that I have no problem with.  I LOVE my students.

BUT I am not thrilled with their parents…

‘I want to focus on this pregnancy’…Yeah, but while you’re doing that you could LAY in bed and work with your son on his letter sounds.

‘My parents are in a motel getting their act together’…AKA, drug addicts.

‘My mom says that this rule is dumb’…Sorry, it’s a SCHOOL rule.  No sweets.

The only thing worse than the parents is how this school is run…

The double standards and obvious favoritism is what REALLY pisses me off.

I do my job, I get yelled at by THREE different people.

Someone else DOESN’T do their job and they get praised…wonderful.

Oh yeah, and we have FOUR Montessori teachers out of FORTY.