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The Importance of Classroom Agreements

The Importance of Classroom Agreements

Classroom Agreements for the Mulberry Lower Elementary class (ages 6-9).

Peace education is a major component of the Montessori classroom. In our article titled “Peace Education for All Ages,” we have discussed how mixed-age classrooms, the prepared environment, community meetings, and role-playing all support the development of conflict resolution skills.

Another tool that we use in Montessori classrooms starting in the Children’s House (ages 3-6) is the practice of creating Classroom Agreements. Rather than an adult presenting a list of rules and expectations, the children collaborate to create a set of guidelines for how they would like the classroom to operate and how they will treat one another. The Guide and Assistant ask the children to envision what they will need to contribute to create that environment. They provide coaching so the children phrase things positively (such as “We will…” rather than “Don’t…”). Typically we work on this during the first week of school each year, as this is a beautiful community building opportunity and sets the tone for the entire year.

Classroom Agreements for the Willow Children’s House class (ages 3-6).

The children sign the finished product and it is posted in the classroom. Students are invested in these commitments in a different way when they help to create them. I have observed a Children’s House student say to a classmate, “Remember, in our classroom we use kind words,” and point to the agreements posted on the wall. Just another example of the classroom belonging to the children. Dr. Maria Montessori coined the phrase Casa dei Bambini in Italian, which translates to ”the Children’s House”.

Our Upper Elementary students call their Classroom Agreements a “Classroom Constitution” in order to connect it to our nation’s constitution, which is an evolving document – revisited, studied and revised as needed. The Upper Elementary students revisit their Classroom Constitution at the beginning of every community meeting. During these meetings, they discuss challenges faced in the classroom or on the playground, brainstorm solutions, and find resolution as a group. When the group decides that a change or addition is necessary, they amend their Classroom Constitution. 

Classroom Agreements for the Ginkgo Upper Elementary class (ages 9-12).

Montessori students build upon these early experiences of responsibility and ownership to become leaders, problem solvers, and involved citizens.

Read more in our article titled “Peace Education for All Ages”.

Dual Language Learning about Monarch Migrations with Journey North

Dual Language Learning about Monarch Migrations with Journey North

Throughout the 2021-22 school year, our Spanish Dual Language Children’s House and Lower Elementary students joined students and scientists across North America to track the monarch butterfly’s migration to Mexico with Journey North.

In October, the children learned about the monarch butterfly’s lifecycle and migration, then sent butterflies to other schools and wrote about what they’ve learned in English and Spanish. Many of our classrooms were home to monarch caterpillars. Children learned about what the caterpillars eat, bringing them fresh milkweed. It was a wonder to observe the amazing life cycle of the monarch! One crafty caterpillar managed to escape the enclosure and decided to attach itself to a shelf and enter the chrysalid phase. The children were so careful not to disturb the chrysalid, which hung precariously suspended on the shelf.  They later watched the caterpillars form chrysalises and later emerge as butterflies. ⁠
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As the butterfly migration progressed from September to November, students began learning about the migration. They discovered that a fragile butterfly can travel hundreds of miles to find its winter home deep in central Mexico. Students learned how monarchs connect people across North America as they migrate across international borders.⁠

The Willow Children’s House class has been working to create a garden for pollinators and to serve as a Monarch Waystation. They planted the monarch host plant swamp milkweed, along with goldenrod and purple coneflower. Most recently, they sowed sunflower seeds and zinnias to supplement the perennials in the garden and boost the nectar available for pollinators. They hope this garden provides a nourishing habitat for many pollinators, especially the amazing monarch.
 
The Dual Language third year Children’s House students and the Lower Elementary students worked with Sra. Marcela and the Journey North program to participate in the symbolic migration of the monarchs. They made and sent a Symbolic Ambassador Monarch to the children who live near the monarch’s overwintering sanctuaries in Mexico. We hope that our Symbolic Ambassador Monarch will build bridges of communication between youth across North America. These Symbolic Monarchs represent our shared love of monarch butterflies and shared interest in protecting monarchs.⁠

As a culmination of their work with the monarchs, the children celebrated Mariposa Day in April! They recently received butterflies from children from different places around the US. To celebrate, they made 3D butterfly cards!

This is just one example of the interconnected curriculum in Montessori classrooms, uniting language, art, and science together in a tangible way for our children.

The Tactile Appeal of Sandpaper Letters & Numbers

The Tactile Appeal of Sandpaper Letters & Numbers

Children in Montessori classrooms learn to associate letter sounds with letter shapes using a material called the Sandpaper Letters. The shape of each letter is made with rough sandpaper, which incorporates the sense of touch to further reinforce learning. Children are encouraged to trace the symbol over and over again until the shape of the letter becomes a part of their muscle memory.

Similarly, children learn to associate numbers with their symbols using the Sandpaper Numbers. When each numeral is introduced, the Guide shows the child how the numeral is formed. Both the Sandpaper Letters and Sandpaper Numbers help prepare students for forming numbers and letters when writing with a pencil on paper.

Using the Sandpaper Letters and Sandpaper Numbers with the sand tray is another way to practice letter and number formation. For example, a child traces a sandpaper letter with their fingers and immediately writes that letter in the sand. Over time the child will associate the sound with the letter, and the proper formation of that letter becomes part of their muscle memory. The sand allows the child to write freely, without the pressure of holding a pencil. Mistakes are erased with a shake of the tray! 

Tracing letters in sand

Tracing numbers in sand

Using a chalkboard

When they are ready, children are ready to start forming letters and numbers on a chalkboard. Wall mounted chalkboards allow children to incorporate their gross motor skills, while smaller table-size chalkboards allow them to practice fine motor skills. When the time is right, children use the foundation they have built to make the exciting transition to pencil and paper!

For answers to your other language-related questions, please check out our blog post titled, “Why do you teach letter sounds rather than letter names? (And other good questions about language acquisition…)”

You might also enjoy this post titled “The Benefits of Learning Cursive Writing.”

Winter in the Outdoor Environments

Winter in the Outdoor Environments

Our Outdoor Environments are a special extension of our classrooms and we love to be outside as much as possible. During the winter months, the Outdoor Environments are still a very important part of our classrooms. Read on to learn more about what is happening outside at Greenspring.

Toddler Outdoor Environment

Our Toddler Outdoor Environments are beautifully prepared for the children to explore with materials that promote gross motor activities and care of the environment, such as wheelbarrows, sweeping, pikler triangles, and balance beams. Additionally, works are put out for fine motor skills and concentration, similar to what would be found inside the Toddler classroom.

Children’s House Outdoor Environment

Our Children’s House Outdoor Environments have a variety of winter work based on the ages of the students. Children at this level enjoy incorporating art and creativity into their Outdoor Environment. Recently children made and labeled nature collages and tried to fly nature kites in wind. Younger children practiced mixing watercolor paints on ice. On the colder days when children are not able to go outdoors, they sometimes visit the kitchen for lessons. One group learned about black tea, green tea, and rooibos tea. They learned that rooibos tea comes from South Africa and means “Red Bush”.

Lower Elementary Outdoor Environment

In the fall, each Lower Elementary child planted cold-hardy vegetables including kale, cabbage, cauliflower, and lettuce. The children are excited to see which of the plants have made it through the cold months and they enjoy exploring ways to fortify their gardens from rabbits on campus. 

This winter, small groups of Lower Elementary students toured the campus with Mr. John and had lessons on campus trees, such as the eastern white pine and magnolia, and learned about foliose, fruticose, and crustose lichen. They also had the opportunity to collaborate on baking gluten-free cornbread in the Emerson kitchen.

Ahead, the students are looking forward to lessons on botany, electricity, and morse code!

The Montessori Puzzle Maps

The Montessori Puzzle Maps

Creating globally minded citizens is a fundamental value of Montessori education. Puzzle Maps are a key component of the Cultural curriculum and are found in both the Children’s House and Lower Elementary classrooms. They are arranged intentionally, starting with the top shelf and working downward:

  • The planisphere: two blue circles with removable colored continents
  • A map of the child’s continent: puzzle pieces indicate countries
  • A map of the child’s country: puzzle pieces indicate states or provinces
  • Maps of the other continents of the world: pieces indicating countries

There is also a set of “control maps,” which are corresponding laminated paper maps that have the pieces drawn to scale and labeled.

A Children’s House student works with the Puzzle Map of South America.

The initial introduction to the work in Children’s House is presented as a puzzle. Children become aware of the relative position, size, and shape of the continents of the world and the countries of those continents. Because the 3 to 6-year-old is learning with an absorbent mind, the names, locations, and orientation of the continents and countries are easily learned and remembered. When they are ready, students begin labeling the countries. Students also have the option of tracing and coloring a paper map of the world or country they are studying.

Sra. Emily works with a Children’s House student to learn more about the flag of China.

The Puzzle Maps help students memorize continents and countries, but memorization is only one benefit. Montessori students use these maps to gain a deeper, more rich understanding of how countries relate to one another. The pegged puzzle pieces have indirect purposes as well. The knob itself is placed at the location of the capital city, subtly reinforcing this concept. In addition, when a child grips the pegs, their hand muscles are strengthened and the pincer grip developed, preparing the hand to use a pencil. When a child later begins tracing and labeling the puzzle pieces, this work also builds dexterity and writing skills. Work with the Puzzle Maps often inspires children to read and write about various continents or countries, serving as a launching pad for exploration of biomes, animals, culture, and more.

In Elementary, the child moves to the reasoning mind and wants to understand why countries have these shapes and differences, as well as additional details about the areas. This leads to the knowledge that landforms often create borders, that there are political and cultural differences in adjacent countries, and an awareness of how the geography and resources of an area played a significant role in the settling of that region. We encourage Elementary students to use an atlas alongside the puzzle maps. They are now building the skills to find answers for themselves.

Montessori Brings Grammar to Life in the Classroom

Montessori Brings Grammar to Life in the Classroom

Many of us do not have fond memories of our grammar studies. But Montessori grammar is different. Instead of being presented as a boring set of rules, Montessori students are first introduced to “The Story of Language,” which tells the story of the evolution of language from its earliest beginnings to modern day. And instead of waiting until middle school, grammar is introduced to children at the age when children are fascinated by words – between the ages of 5 and 7. Best of all, Montessori grammar is hands-on, colorful, and active!

In Montessori grammar, each part of speech is represented by a shape and color with a special meaning. For example, the Noun is represented by a black pyramid. The pyramid, one of the first human structures, is solid and does not move. It is black to represent carbon, believed to be the first mineral discovered by humans. We can imagine nouns (naming words) being among the first words spoken by early humans. The Verb, on the other hand, is a red sphere, to represent the shape and energy of the sun which gives life. The verb gives life and movement to objects, just as the sun gives life to all living things.

Dr. Montessori designed a series of Grammar materials that bring this work to life.

“The study of grammar is to language what the study of anatomy is to science. By studying grammar, we become better writers and readers.”

– Lori Bourne, Montessori for Everyone

Key Experiences

Each part of speech is introduced in an interactive story or game that leaves a lasting impression. For example, when introducing the adjective, the guide will gather a group of children and ask the children to get something for her: a book. When the children return with various books, the guide responds, “No, not that one! Sorry, I was thinking of another.” The children continue fetching different books until they realize that they need more information. The guide then explains that when there are many of something, we must use more specific language. “I want the small book with the green spine.”

The Farm

Early introductions to grammar can begin in the Children’s House classroom. One Children’s House material, called The Farm, usually consists of a wooden farm set, including a barn and miniature farm animals. It also comes with cards on which are written different nouns, verbs, adjectives, and other parts of speech.

A child who has been introduced to the function of the noun can practice this new skill by putting out labels naming the nouns they find on the farm, such as sheep, goat, farmer. A child who has had a lesson on the article and the adjective can practice differentiating between items or using more descriptive language, such as the brown cow vs. the black cow or a fluffy, white sheep. And a child who is working with the verb might add some action by placing out cards that say, The farmer plants tiny seeds.

This material allows the child to practice reading isolated words in context, to understand the function of words, and is preparation for reading and creative writing. After children have been introduced to grammar on a sensorial level, they are ready to understand it in a deeper way.

Grammar Commands & Grammar Boxes

In the Lower Elementary classroom, students begin working with the Grammar Boxes. There are eight grammar boxes, each isolating a new part of speech to be studied. After the key experience introducing a new part of speech, the children first work with the grammar commands. These involve student acting out the new part of speech. “Throw the eraser out the door” is a favorite!

Then the child will work with the grammar box corresponding to the new part of speech. The child will select a sentence and then form this sentence by placing the word cards out in the correct order. They can experiment with syntax by exchanging the order of words in a phrase or sentence. Next the child will select the correct grammar symbols and place them above each word.

Extensions & Classification

There are many grammar extension activities. One large, exciting one is the Detective Triangle Game. The child spreads out all the triangles on a rug or table. Then must sort them by type, matching the labels to each triangle – for example, “the small, red, isosceles, right triangle.” The child can clearly see how using adjectives gives us the information we need to distinguish one thing from another.

Students dive deeper into their grammar studies through classification. As they continue with the adjective, for example, children will have the experience of classifying the degree of adjectives, such as soft, softer, softest. Next, they will use the Classification Chart for Adjectives to practice identifying adjectives as either proper (e.g., Canadian), descriptive (e.g., rectangular), numerical (e.g., third), or pronominal (e.g., that), and make even finer distinctions within those categories.

Symbolizing

When students have worked through all the grammar boxes, they are ready to apply their knowledge to “real world” writing. Students can select a sentence from their own writing to symbolize or select a passage from a favorite piece of literature or poem. Students can also select a grammar pattern and create their own sentences that fit the pattern. These more abstract applications of grammar allow students to demonstrate a deep knowledge and understanding of the function of words.

In Montessori, grammar is tactile, active, and fun! It goes hand and hand with Montessori sentence analysis, which both provide a foundation for agile writers with a solid understanding of the function of words.