I hear so many times comments such as these during conversations about work-plans, work journals, research, exploring personal interests and the like:
- my child would only do the bare minimum - I want to encourage him to do more, so a work plan wouldn't work for us.
- if left to his own devices, my child would play with Legos. all. day. long. That's too much freedom. We need responsibility too, so I have to tell my child what to do.
- there is too much freedom in work plans; the adult doesn't control enough.
- work plans are too strict; the child does not have enough free time; it is just making him an adult too soon.
- work journals are suffocating - having to record everything they do. I want my child to be free.
- my child doesn't know how to research. there are so many steps to researching; this is overwhelming; how is it possible for my barely 6 year old to understand these concepts?
Here is what is missing:
- my child would only do the bare minimum - I want to encourage him to do more, so a work plan wouldn't work for us. the issue isn't the work plan itself - the issue is in the conversation you have throughout the day, the week, the child's life. What are the expectations; how are you wording expectations; how are exuding a love of learning and of appropriate achievements?
- if left to his own devices, my child would play with Legos. all. day. long. That's too much freedom. We need responsibility too, so I have to tell my child what to do. Yes, Montessori balances freedom and responsibility; the "bare minimum" via the work-plan, with the oral and experiential learning of responsibility and going beyond; yet with appropriate amounts of free time... and of learning what happens when free time is taken inappropriately - the work doesn't go away, it gets moved to the next week's work-plan and is now "required" to be done on the first day of the week.
- there is too much freedom in work plans; the adult doesn't control enough. actually the adult needs to be involved in planning the work plan; reviewing the work journal; helping the child to plan the next steps needed. The child is still a child and needs adult guidance.
- work plans are too strict; the child does not have enough free time; it is just making him an adult too soon. because the adult is working WITH the child, the child is given just enough responsibility and freedom for his skill level at that moment; it can change at any time the child shows the capacity for more, or is dealing with other issues and for a time can only handle less responsibility and corresponding freedom. If a child has no free time at all but is working diligently, then the work plan was not developed properly and that is the fault of the adult for a child new at the concept. However, it can be easily fixed, child learns a lesson, adult learns a lesson, adjustments are made and growth occurs.
- work journals are suffocating - having to record everything they do. I want my child to be free. the child is still free; the work plan is based on what the child should be doing to fulfill his internal NEEDS (not necessarily desires) at any given moment; as well as exploring his interests (this is actually related to internal needs). the work journal is simply a record of what the child has accomplished as well as perhaps some extra notes to indicate the next step in a particular area. Also, a work journal only needs to include what you decide is needed - a general chronicle of the day; a checklist of the work-plan with a note as to results and the next step; and it certainly doesn't cover a child's entire day - free time can be noted as one big block without notation of what happened minute by minute ;)
- my child doesn't know how to research. there are so many steps to researching; this is overwhelming; how is it possible for my barely 6 year old to understand these concepts? research, plain and simple, is having a question, seeking the answer, and reporting the answer. Infants in the womb do it. 6 year olds can too ;)
SUMMARY: It is the everyday words and actions that are the real meat of teaching and learning - all of the above is just the outer layers that others see - the peripherals; not the true heart of the matter.
A recent example of "wording" in our home - this one in regards to research - and a prime example of why research skills have not been an obvious feature on our Montessori homeschool journey, but my son is a researcher of the best kind - most days:
Legoboy:
there are two rings in my new Lego set. I wonder if it is supposed to be an extra, or if they just gave an extra piece like I usually get some extra pieces.
Mama (assuming the box shows the contents like some of the Lego boxes do): what does the box show?
Legoboy: I don't know. I've not looked. I think they just gave an extra ring because of the duplicates they sometimes give of the tiny pieces.
Mama: that is a great hypothesis. Let's check the box.
Legoboy: no. It is just a duplicate.
Mama (with raised eyebrow, to say 'seriously, kid!?'): (real name), stop hypothesizing and check the box for the contents picture. If it's not there, research the instruction booklet to see which parts were supposed to come with it. You have a question, now find the answer.
Did you catch it? hypothesize and research. Keywords.
These words are an ordinary part of our conversation. Along with the expectation that if you have a question, you should find the answer. Don't settle for "guessing"; don't settle for "someone said that" or "I think that" - look it up - find more information! 30 seconds of one's time. Yep; seriously, kid! ;)
We weren't schooling; it was 9:00 at night. I was cleaning the kitchen; he was playing with a new Lego set. (hey - if he had a choice, he'd play with Legos. all. day. long. And all night too. Yes, I have a child like that. So yes, I understand!).
 |
For the record - end of the booklet.
next to last column
3rd row down.
photo of ring "x1"
How ironic to have "two" of the "One Ring" !? ;) |
In the end, his hypothesis was correct, but as a MOTHER (not as a teacher, not as a homeschool parent), I wasn't going to settle for "I guess" or worse what it was becoming: "I guess it, therefore it is accurate, and I have no evidence to back it up". Nope, thinking is a requirement, kiddo - and considering all the evidence at hand.
Funny what a little playing with Legos can teach... maybe he needs more time with Legos....
;)
