Learning how to sew

A lot of people are intimidated by the idea of sewing. I lucked out and had a mom and aunts who were really in to quilting and introduced it to me at an early age. So when I finally got the chance to begin my own classroom from scratch I obviously sewed A LOT! And because life gets in the way I still had a lot of sewing (or repairing!) to do when class actually began.

My first year I only had 6 three year olds in my room, and I was careful not to make myself too available to them, trying to encourage independence. With such a small number I had to make sure that I was pausing to do a lot of observing. To keep my watching from being too obvious I spent a lot of time sewing at one of our classroom floor tables. A lot of times the kids would wander over to see what I was making and it made for great observation practice.

I give this first year a lot of credit for turning out some great sewers in my classroom. Before I left Minnesota those original three year olds were confident kindergarteners and boy could they tackle some big projects! Here's a great example of what one accomplished with me simply planting the idea in her head and providing the materials.

Sewing her own globe was a 2 day project and took surprisingly little help from me. However there was a lot more prep work than just gathering the appropriate fabrics for her. Here's some of what we did over the three years to build up to this:

• Needle threading
  • An obvious first step! How can you sew if you can't thread a needle? As soon as I discovered how frustrating any sewing could be for a child who couldn't thread a needle I immediately madea  stand alone activity for practice threading a needle and handling a spool of thread
• Button sewing
  • A classic Montessori work. Over the year the children helped me sew snaps onto the classroom aprons, repair buttons that fell of pouches and even fixed a dressing frame! That's real practical life and purposeful work.
• Embroidery
  • Tracing metal insets onto fabric and practicing the basic running stitch was hugely important for any more advanced sewing. Button sewing introduces the basic up and down motion, but embroidery expands on following a line.
• Knot tying
  • Ok, so honestly we're still working this being an independent activity. I've tried to introduce this one using thicker thread and a big needle but still have yet to have a child who can honestly tie their own knots. Anyone care to give ME some tips?
• Pinning fabrics
  • We had some random felt board shapes laying around that I used. The idea that  the pins need to not only go through the fabric but come back up was the trickiest part!
• Pillow sewing
  • Puts together the idea of a running stitch, flipping fabrics inside out and then stuffing them! We also had a puppet making for those times stuffing was a bit hard to come by, lol!
• Puzzle tracing
  • How could you make a globe with all the continents without practicing tracing them in the first place?

And of course once one student had done it others wanted to make their own globe as well! We had a line-up for that work right through the end of the school year!

I've heard that Sewing in a Montessori Classroom is a great resource. Has anyone used this book before? Or have some other sewing activities they've found have been popular?

Back in action

Whew, back after an almost two week break for the holidays. It was nice to have some free time, but I did miss the children. Boy were they happy to be back! Actually now that I think about it, it's kind of surprising that we didn't have anyone who was reluctant at the door.... though that might be connected to the fact that the short week had a lot of families just taking some extra vacation time.

Those who did come back though were ready to work. After doing some greeting at the door and giving a little assistance in the coat room I came into a classroom that was just humming with activity. Yet I had almost half an hour to sit and observe what was going on. Then I made the mistake of leaving the stool. I'm beginning to think that a teacher sitting quietly on a stool is absolutely invisible to the children. It's actually kind of funny.

J, one of our smallest students was wandering around, telling me she didn't know what she could do so I suggested she get out the color tablets. J couldn't find them and I didn't remember if she'd had a presentation or not. I showed her the box and asked if she wanted to invite S to work with her. I knew S had been shown the color tablets but she is also pretty shy and doesn't like to try out new work. I was really hoping that J might convince her to not only repeat this work, but to branch out to something new. Yeah...it didn't really work out that way, but oh well. So instead I decided to give J a quick refresher on how to use the tablets.

I showed her how to handle them, taking out a few colors and matching them. It was pretty easy for her, and she even knew all the names. Pretty soon she had the entire box out and mixed up for matching. Another three year old, Q, had wandered over at this point and was really interested in what we were doing. I asked J to pick out a tablet and ask Q if she could find the match. They were just delighted! Q and J thought this was just a great game. I stuck around just long enough to make sure they got the idea of taking turns and actually verbalizing the color.

And then I left. That's the ideal role for a Montessori guide; giving the child just enough to get started, working and curious for more, then leaving them to explore.

Ideally.

Because that's sure not how my next presentation went.

First off, I will give M some leeway because being invited to help make birthday treat is enough to make anyone forget what they were working on. Anyways, after that M had come back in and chose a new work like he'd been taught. I caught him, and asked him to clean up the practical life activity he had out and go back to the number rods. After he did that though I found he had no idea what he was supposed to be doing with the number rods. So I sat with him, and kept him on track....and kept him one track...and helped him some more...and realized he had no recollection at all about how to do combinations of 10 with the rods. Finally after about half an hour we had made all the combinations, written them down, and I had him start cleaning up while I read a story to some 'wanderers'.

I have to say, with as much trouble as the actual process was, M has the concept of clean up down pat! That's got to balance out not remembering how to do all the steps right? Well at least it's a transferable skill!

The influence on others

N ended up next to me for the last 20 minutes of class. I had already redirected him four or five times that morning and was out of ideas of how to re-engage him. So instead I asked him to sit by me and observe how the other children we working. He grumbled a little bit but listened and sat quietly on the rug while I wrote down some observations. 

Funnily enough though, he inspired another child so sit by and observe with us as well. E sat down next to him without a word and silently watched the progress of the room. She didn't ask what we were doing, didn't try to interrupt, just took it into her head to join us. 

A lot of things in a our classroom work like that. Sometimes it's good, like with the puzzle maps this morning. A took out the entire map of Asia, and well....it was a little bit too much for him. So I recruited a couple of girls who were being silly nearby, trying to engage them in something more productive. While helping put the puzzle back together one began asking the names of the pieces. Next thing I knew she had her own puzzle out and we had gone over about a dozen state names in the United States map.

But sometimes that influence of the environment isn't so good. E loves nothing more than a good game of chase. She's been getting better, keeping it mostly to the playground, but there's one younger boy in our classroom that just gets sucked in to following her. They egg each other on until there's a game of tag going on if a teacher doesn't catch them in time. E wasn't quite running when I put up an arm to stop her (in fact I'd like to say she was doing a pretty legitimate speed walk!) but the high pitched voices were rising.

So back to N. He sat by me and I sent him out to get dressed 10 minutes early, along with another go-homer who has trouble concentrating when the entire group is in the coat room. When I brought the rest of the children in a few minutes later they were both dressed and eager to help me put out name tags for lunch. Sometimes it just takes a little change of environment. 

Buckling down

There was work galore happening this morning, and really focused, challenging work.

I was so amazed this morning when I brought in the tray for food work and after setting everything out found that I could sit down and observe the children work for a little while. I thought I'd get maybe a minute or two, but I got closer to 10 minutes of uninterrupted observation. This is what we're striving for in our classroom; children who can make choices and work on those activities independently. A couple of girls were playing a game with the pink tower, an older boy was setting up the farm while a younger child observed him, two children were walking carefully on the line. Every where I looked children were engaged in activities or walking to the shelves with purpose.

It's great to be able to watch these children mature and settle down in to the routine, especially the older ones. Some have never stayed for the afternoon, or have napped during that work cycle so having an extra two hours every day has really exploded their abilities. M is one of those who has always gone home after the morning work cycle, this is her first year staying all afternoon. She just turned 5 in November and over the past month has discovered she can read. It started with the little slips we have for clean up jobs at the end of the day and went from there. This morning I watched M use the moveable alphabet with a friend to write little commands (like "sit on a mat"), read them and act them out. Now that's awesome progress, not only being able to read the words but really interpret them as well. 

Below is the work of another Kindergartener. T traced each country from the puzzle map of Europe, colored them in, labeled them and then wrote the name of the country on a separate piece of paper. Not a bad way to practice and learn capital letters!

Another example was with another M girl. We've always known she was very artistic and musical, she takes piano and her older sister plays the violin so there's a lot of formal music education as well. The other day though I heard her playing Christmas songs on our melody harp--from memory! We have little cards that slide in under the strings of the instrument so the children learn which string to pluck, but I'm not ever sure that we have the songs she was playing. Anyways I asked M if she'd like to learn how to play little songs on the bells, she was a little hesitant, telling me that she didn't know how to read regular music. But after talking to me, walking away, coming back again she finally decided that in the afternoon she wanted to learn some more work with the bells. Together we labeled the bells, learned the parts of the staff and the placement of the notes. M was really in to it and was even more proud when she realized that she had had the most presentations on the bells of any of the other kindergartners.  Ok, so we're not supposed promote competition like that but it really was an accomplishment she could be proud of since she puts so much work in to her music.

Better Days

Ok, so Monday's post was a bit of a downer. How about some success stories for a boost tonight instead?

Story 1: The farm

Remember those two kids struggling to get the farm set up? Well today we used a timer (not very Montessorian, I know, but sometimes things need a little prodding to get going). The verdict? A HUGE success! Not only did they get the entire farm set up, but they kept the energy rolling and made it through the entire packet of labels...though they didn't quite know where to put 'the', 'a' or the 'and' labels that somehow got mixed in with things like 'the spotted white dog' and 'kicking horse'. Oh, and that 'kicking horse' label took a little bit because they read it as the 'chicken horse'. I can understand how that would be hard to label since I"m still not sure exactly what a 'chicken horse' is exactly....

A successfully labeled farm!

Story 2: When Mommy comes to visit...

When mommy comes to visit some kids don't leave her side, or they are inconsolable when she leaves. But then there are some who don't do either. Instead they buckle down and show how much work they can do. Thank you A and O for doing just that. Both their moms visited today and without any suggestions both of them promptly took out their favorite works, set them up at a table near their mom's observation stool and got right to work. As far as I saw they both concentrated and completed their work and put it away for the next person. If only we could get that to happen with every kid class would go A LOT smoother. Thought O did get a little bit jealous/protective when some of the other children began talking to her mom, but she just went over and listened and walked back to work whent he children left. Oh well, her mom said she had a good visit anyways.

Story 3: Writing can be easy

How good is your phonetic reading?
1. Pony
2. Strawberry
3. Pink
4. Working mat
5. Teddy Bear

Oh yes, writing actually can be easy...when you know all your letter sounds. This afternoon I suggested to M that she take out Moveable alphabet for her language work, and after needing a reminder about what material it was I thought maybe I should check and see which letter sounds she knew before suggesting words to write out. Turns out she knew them all. Yes, all of them. Now in my training they made it sound like of course every child should know ever sound when they're using the moveable alphabet but really, that doesn't always happen. We don't want to hold them back if they're really eager to start writing, or if they're getting stuck with learning sandpaper letters sometimes presenting the same information with a different material works better.

M wanted to get out some objects and write the words for them, but I tried to encourage her to think of some of her favorite things instead, hoping to give her some different practice analyzing the sounds. She did pretty well, didn't need my help finding any of the sounds she was looking for...though I think maybe we need to practice listening to ALL the sounds. After all, I'm pretty sure that 'strawberry' has a t in it somewhere.....

Montessori Sunday: The Mixed Age Structure

Instead of featuring a Montessori material this week I want to focus a bit more on some of the intangible aspects of a Montessori classroom. I've talked a lot in my posts about how we have a mix of ages in our classroom, and even a little bit about why this. I was reading through articles on some other blogs I follow and this one article from Montessori on the Double struck me as a great example of this aspect of classroom structure. I promise if I had the time/opportunity to just sit and observe in our classroom at school I could write something similar, I know the same type of experience is going on for some of our younger children but I haven't found the time to just sit and observe so closely yet. Maybe I'll make that one of my goals for the upcoming week.

Enjoy!


http://montessorionthedouble.com/2013/11/02/what-its-like-being-the-youngest-child-in-a-montessori-class/

What's something every school has in common?

Notes on the window for parents

The passing of germs and alerts to prevent pandemics of school-wide proportions. It's the annual chicken-pox alert at school! Ok, so it's probably not quite an annual thing, but I'm sure it's close to that. We've already had reports of lice earlier this year, now chicken pox, as well as the normal coughs and colds that travel around in this season.

We had 8 children out sick today. 8. I think that might be a new record. It felt so quiet in the classroom with that many gone, and I felt almost in the way. One of the reason Montessori classrooms limit the adults in the environment is because we want to step back and let the children work without interference, even if they're not doing something exactly right. Normally in our classroom there are enough real problems (like thread tangling, or lost scissors) that keep us three adults busy enough to not interfere too much and give the children a chance to figure things out on their own.

But today with so many children gone (and I will admit they were some of the ones who require more attention!) it was a different story. I found that I had to force myself to back to the counter and just observe for a bit, recording what lessons each child was practicing. Now I do want to say that normally I really like just taking time to sit on a stool and just observe. However today we had some students from the local university came to observe and as we had four of them in at a time all the stools were taken and I felt slightly awkward just standing at the counter to observe. It's kind of amazing how the smallest things can throw you off. I have to remember that, it's a part of the reason we really try to keep the environment organized and clean for the children. If everything has a place and is in order, one knows what to expect and can focus on other things.

Maybe tomorrow it will be a more normal kind of day and I focus on really observing. There are some children who need new work to do and I'd really like to observe them a bit and see what they're really interested in. It always makes a presentation go better when they're actually engaged and interested!

Visitors Day

Wednesdays are observation days at our school. Parents are invited to sign up for a slot to come in to the classroom and observe their child at work. Today we had four visitors at once due to a scheduling mix-up (normally there are 2 or 3) so it was a very crowded room. Needless to say, all the children who's parents visited did not have a normal day.

The first was the set of twins, two boys who are right around 3 years old. Normally in the classroom they are pretty busy, and though they sometimes have trouble choosing a work to do they are quite open to suggestions. They usually treat their work gently and clean it up without being reminded. Today, instead one of them took out all four boxes of colored cylinders, dumped all 40 cylinders out on the floor, and proceeded to stack the boxes into a stool to sit on beside his dad. Oops, not exactly what you want a new parent to see their child (or another) doing in a classroom that revolves around respect for both people and objects. Meanwhile the other twin kept going between the shelf and mom, never really taking a work out to show her.

Another parent was treated to observing her daughter sit at a table and stare at fraction pieces for the whole half hour, seemingly unable to create a design and color it in. Meanwhile the younger sibling stood in line waiting to wash dishes the entire time. Each time I tried to help the child currently washing so someone else could have a turn, the other girl would wander off and someone else would take her place. Yes, we are trying to teach the children that there are consequences for their actions and to stick with what they are doing, but today was not the best day for that.

Sigh. Not the impression we were hoping to make for the parents. It's too bad we don't have one way windows for them to peek in to, or video days like yesterday when the classroom was much calmer. Oh well, hopefully next week's observations are better.