AMI Primary into Elementary

My Boys' Teacher over at What DID We Do All Day? had this to say in a recent post on sentence analysis:

That's one thing I've never liked much about AMI albums.  The primary albums are so relaxed and breezy and "some of this is advanced work and you might not get to it."  Then the elementary albums are all stern business and like "the child should have covered all that in primary."  

She is picking up on this far more than I did - but I also went straight from Primary training (academic year) into Elementary training (multi-summer - so I started elementary a few weeks after graduating from primary, moving across the country in the between-time) --- and the training centers are probably (?) the two geographically closest centers to one another (don't quote me on that!). I don't know if that had anything to do with it, but with the general Montessori culture of that entire area of the country being AMI-flavor because of the wide-spread communities of Montessori that build up around training centers, I think it raises the calibre more than a bit. Also, the city of my elementary training has a large community of AMI public Montessori schools - they have a whole public Montessori school system! So I am sure THAT raises the calibre quite a bit.

Even in primary training, doing my observations (10 locations required, more preferred) and student teaching (2 locations), I did get the sense that "most" children DO indeed finish the primary albums - or come really, really close. Again - culture of the area? Plethora of elementary Montessori options, so the schools are preparing the children more?

Within elementary training, I also picked up on the early elementary work in each area of "what to do if a child comes in without ample primary experience". So for me, the flow was there, regardless if the children had the primary experience or not. And I can easily pick up with the elementary album and modify as needed - but that might be me.

So I got the transition part for every area. And don't personally see the disconnect as much (I'm not saying it's not there - it's just not as clear to me).


In all areas except ONE.

Clock Time.


In primary we were told, "This is an elementary work, but we could do some language exploration with it." In elementary we were told, "This should have been mastered in primary with basic math functions with time to practice now."

Seriously!?

I submitted self-designed album pages to the assistant of my primary training course because she said she was looking to put something together - in hopes of collaborating to get some great album pages going. She never did anything with it (she was busy, to give her credit) - and I figured I would get the work in the elementary albums. Then... I didn't.


I have to admit - I felt cheated. But that could be tied into the reality of the training center I was at.
(new post coming on!)

Working-Mom Montessori: Shifting the Clock: This is Painful!

I never quite this post finished - because the title of this post is SO true!

I am naturally a night-owl - I do my best work in the evening hours after most people should be in bed and the world is quiet. I like to use my daytimes for being active and social.

I can sleep 4-7 hours a night (going to bed at midnight or 3 am), with a half-hour cat nap in mid-afternoon and life is wonderful. Get me up before the sun though - and life ain't so pretty.


I spent the first week SO incredibly fatigued all - day - long. I didn't know how I would get through the whole month. Turns out, a touch of almond oil infused with peppermint oil on each temple and real peppermint oil chapstick (coconut oil with aloe vera and peppermint oil) were all I needed to get rid of the fatigue-headache and help me re-set the sleep/wake rhythm for the time being. NIC!


The children and staff I have worked with this past month have been wonderful - I have offered my services to continue being the main sub for this particular classroom the rest of the year as needed. But hitting the brick wall of fatigue at 7:30 at night is SO not cool.

The nice thing is - I am so incredibly tired, I'm in bed by 9 every night, and am awake shortly before the 6 am alarm to be on the road by 6:30. I have all prepped the night before so mornings are VERY streamlined, involving VERY little (any?) thinking process at all.

This all means, I am sleeping far more than I usually do - and despite all of that, I ended up sick ALL MONTH.

I am fighting against my own natural rhythm and I am surrounded by germs I'm not yet accustomed to. I have had a drink with me that varies by the week: peppermint tea, warm lemonade, or plain water (each option with honey, echinacea, and maple syrup). I spent one week eating almost nothing but garlic to get rid of a painful sinus infection. While all my remedies/precautions helped, they didn't stop everything from hitting me - but they certainly helped me stay on task with the needed energy and focus. I have enjoyed each of the 4 snow days received during the month (ending up in bed, sleeping off illness each time!).

CAVEAT: When I say "past month", I mean to say "January". It turns out I added an additional (almost) full week (one more ice/snow day off - spent at home catching up on all sorts of little things - like washing 4 1/2 weeks worth of laundry. By hand.) of subbing.


In the end, I love every moment of teaching; and I will love every moment of being home again on my own schedule.

Adolescent Algebra - and More

UPDATE 2019: This review is for the original Algebra for the Adolescent. Mike Waski has now published a second version, in two volumes (one for lower and one for older adolescents) and has separated out the Geometry to its own album entirely. Please visit The Math Institute to learn about all the resources for adolescent math studies!

The algebra album has new lessons and even more photos than before, from all that I hear. And the first two chapters of the Geometry album? Yep. Spectacular!


Original Post:

At long last, there is an "album" for the adolescent age - at least for mathematics - and OH does it COVER mathematics!
Signed Numbers, Graphing, Lines, Inverse Operations, Inequalities, Exponents, Combining Like Terms, Factoring, Absolute Value, Binomial Theorem, Quadratics, Transformations, Sequences, Functions, Exponential and Logarithmic Functions, Polynomials, Trigonometry, Complex Numbers, Further Work (Matrices, Vectors, Conic Sections), Calculus - ALL get their own chapters!

Then Geometry (a whole section on Euclid) and Arithmetic (one page description of what to do) each get an appendix. 

It is perfect! I love it! I can't wait to delve into it with my son (well, yes, I can, because I don't want him to grow up TOO fast; but I am also SO satisfied we have the perfect resource for the middle school and possibly early high school years).

It arrived via UPS yesterday. Yes, I paid $16 and change for shipping. I didn't feel like contacting them to have them send it media mail. I probably could have driven and picked it up for less, but it saved time. (Edit: 8/20/2019 - Shipping prices are different now with the new website, see links below)

It comes printed on front/back, 3-hole punched, ready for a binder....

Or 2 binders. I didn't want that many pages in one thick binder. So I split it, noting the chapter headings contained in each. It comes with two printed cover pages (presumably a "cover" and a "title" page, so I split those to the binders).

Fully Illustrated!!!

If you are familiar with Montessori math (NAMTA presumes you have training when you purchase this album), you will be able to follow along very quickly; the introduction chapter provides a good outline for how to work through the material with the children - not in linear fashion. There is also a flow chart in the appendix which shows initial presentation (everyone gets one way or another), suggested follow-up presentations (not everyone "needs" - some things the child needs to demonstrate understanding one way or another; some things are entirely optional) and the ultimate key experiences (all children should get to those ones).

If you are new to Montessori math, the wordy introduction might be overwhelming but will be VERY helpful.

The materials list is decent, although it lists chapter number rather than presentation needed for (but, ahem, that is more information than the Keys of the Universe albums provide - only listing the material and not even the chapter or specific album page it is used for. Yes that organization is in progress! ). 

GUESS WHAT!? Those expensive wooden squares and cubes we elementary Montessori homeschoolers keep balking at the price for a few small elementary presentations!? And think we might just going to skip? Yeah. They're in here! I am so happy - it means more work with them, more use of a somewhat expensive material - and more fuel for my adamant stance that we don't need "more" materials - we just need to go DEEPER with what we have.
(for the record, I did try to think of cheaper alternatives; in the end, I went with the wooden set from IFIT - I am 100% pleased and I know I can re-sell them if/when the time comes)

Indeed, there are very few new materials, comparatively speaking; most of which can be hand-made, with instructions included; or find relatively easy alternates. 

Other elementary materials include (I'm not promising I am covering it all here - there could be more as I'm just browsing quickly down the list): 

• Geometry sticks
• fraction circles
• bead bars, squares, cubes
• wooden cubing material (noted above)
• Powers of 2 and 3 (AMI only includes the power of 2 at elementary; but the power of 3 is available)
• Second and Third Pythagorean Insets
• Binomial Cube (my friend! the link here is about the trinomial, but the concepts apply)
• Checkerboard
• Pegboard
• Fourth and Fifth Power Material (not included in AMI KotU albums - other albums may use these???)
• Special Triangle Box (the box of 12 blue right-angle triangles)
• Yellow Material (area and volume)
• Large and Small Solids

Drawbacks:

• no page numbers noted in the table of contents. ANNOYING. 
• needs tabs to find the chapters (because of no page numbers) - easy enough fix. 

This album covers a LOT of ground at just over 800 pages. I could imagine using this material for the equivalent of 7th, 8th AND 9th grades, with possibly some of it being a foundation for additional high school studies - it gets into trigonometry, etc. We may very likely do this album for middle school, then see about placement testing or other testing into/out of high school math courses (or seeing how Life of Fred fits into the whole thing when the time comes - I cannot yet say if there are enough credit-hours here for which courses on a high school transcript - I need more time with it, comparing directly with actual trig coursebooks, for example).
EDIT: after attending his workshop, there are portions here that are solidly high school. This album set goes all the way through. 

I highly recommend picking up this resource when your elementary child is around age 10 - so you can have time to get organized with it ---- the author suggests that some of the work could begin in elementary with a ready-child; and the AMI albums (including KotU) have work that COULD bridge into adolescence. So you'll want some time to get a feel for it and find what path your child will need.


From a Facebook post in 2015:

A tidbit for anyone who owns the Montessori Algebra for the Adolescent album/book by Michael Waski ----
pg 221 has a typo he wants corrected: it should say "multiplication over addition" in the next to last line.

And get this - the algebra tiles that are used a LOT? They can be made out of foam-sheets (not foam board - that would be too thick - just the foam sheets that can easily be cut by hand! Awesome stuff. (the algebra tiles include the "green/gray counters" and "skittles" noted in the album)

Links for it (non-affiliate):
The Math Institute (also has some of the materials available for sale)
Table of Contents (will be updated soon)
Samples (will be updated)


I am writing this review on a snow/ice day with lots and lots and lots to do around our home - so I know I've not covered everything I'd've liked to cover. Please ask any and all questions and I'll respond with what is pertinent to what people want to know :)

Caveat: I cannot answer how this album aligns with following any elementary albums besides the AMI ones, because I have only seen tiny portions of non-AMI upper elementary albums.



6/15/2019: Updating to reflect a longer-term link for purchase and to note: GEOMETRY is now available as well!

Adolescent Algebra-Plus Album

I just bought this with part of my subbing income:

http://www.montessori-namta.org/Print-Publications/Adolescent-Readings/Montessori-Algebra-for-the-Adolescent

It will arrive in a couple of days.

I'll let you know my follow-up thoughts after this coming weekend.


My initial thoughts based on TOC and several samples:
I like it. It seems to follow quite well on the AMI elementary mathematics album; a 12-13 year old could finish up the end of the AMI elementary album as needed, then move into this album.

I'm not sure there are many illustrations though. I have been able to follow the samples based on my knowledge and experience with the AMI elementary mathematics album.
UPDATE: Plenty of illustrations! Woohoo!


More thoughts to come. Curl up with some warm peppermint tea and my favorite blanket in my cozy chair that I've not seen for a few months now (it's buried - time to resurrect it!).


(for the record, my final thoughts won't be for a few years yet - not until my son finishes it - and he's only just about to be 10 - so it will be a while ;) ).

Home Science Tools - Geography and Biology Supplies

Just a quick post today to remind everyone moving along in the elementary albums or those who are preparing for next year --- Home Science Tools carries a Montessori kit that includes most of the science supplies needed for AMI Elementary Geography and AMI Elementary Biology. If you have Keys of the Universe albums, your materials lists will specify further details. If you have other AMI albums, check those albums for a materials or scan the materials for each album page.

If you have other Montessori albums? I can't guarantee a perfect or even a close match - however, Home Science Tools is a fantastic source for your science supplies regardless of doing Montessori or something different. They cater to small schools and homeschools. Fantastic customer service, fantastic prices, small amounts of chemicals....

The kit is 10% lower than purchasing the items individually; and coupon codes DO STILL apply - so a free shipping coupon is great (they have a flat rate of $7.95 regardless of order size - I ship out a lot with my Garden of Francis business - this is a fantastic shipping price!) - or a 10% off coupon still takes another 10% off the kit itself. I bought mine for $83 or so. Their computer automatically generates the kit price according to current prices of the other items.

Caveat: chemicals can only ship to continental US (check your order contents if you live elsewhere).

NOTE: If you live elsewhere, contact me with your location, and the science supply companies that you do have access to - I'll see if I can set up a kit or package with them for Montessori homeschoolers in your area.



Home Science Tools

Working-Mom Montessori: Domestic Sanctuary

No matter the circumstance, all of us want to have our home be a sanctuary - a safe place from the worries of the world - not an additional source of worries in itself.

But when our time at home is limited by full-time out-of-home employment and even 1 or 2 evening activities, it doesn't matter if the children are homeschooled or not (or even if there are children or not!), a home is easily made messy and there is insufficient time to maintain it.

Stay-at-home and work-at-home moms do NOT sit around doing nothing all day and still end up with a clean, organized home! The ones whose homes aren't pristine, are not necessarily doing nothing either - a home takes time to maintain.



So what we can do to minimize that maintenance load so as to maximize family time and to minimize additional stress?
That utilizes Montessori principles of order, respect for all persons in the environment,


De-Clutter:
I am a huge advocate for "use it or move it". Not that I practice it (anywhere near!) perfectly - but in the areas I have used it, the peace that flows is something wonderful!

Before going to full-time employment - or the first full off-day you have - or before starting homeschooling full-time (especially if you are pulling children out of school) - or before preparing to move - or any plethora of pretty major life changes:
I always recommend you take some time to do what I call "mindless purging".

This does not mean to waste anything or to throw something away you KNOW you will use in the next 5 years (some people say 1 year - but when I have items that I know will be used by an older boy than I have and it's not easily replaceable? yeah, we're keeping it ---- or when my son was a toddler, I had Christmas decorations I wouldn't use at that time (home size, family daycare regulations, single parent to monitor usage) but I would when he got older - yeah, we kept those too).

So be discerning, but don't get hung up on the emotions. 

• Make a "gift" pile (items to set aside to use as gifts for birthdays and holidays - label them with the recipient if one comes to mind quickly - or just place it in that box/bag)
• - and a variety of "donate" piles - local thrift shop is the obvious - but does your local church use a Montessori-based or materials-based religious ed program? or do you have other materials that could be donated to the church religious ed program or the office? to a local pregnancy crisis center? other collections that could take used items? 
• if it's NEW and you've not used it since its purchase and you don't have specific, realistic plans for it - consider donating it to the places that can only take new items
• or return it if you can. 
• Recycle what you can. 
• Throw away only as a last resort - irreparable items, inappropriate items, and the like. 

Get the children involved in this process - if you're about to start homeschooling, this could be the transition from school to homeschool: getting the home in order, learning about community resources and what each one serves, interacting with people in the community - all those things that non-homeschoolers don't realize are real socialization ;) 

Your goal is a home free of "things" that drag you down, that eat up space, that contribute to stress levels, require maintenance (even such as dusting - a home is so much easier to breathe in with fewer items in it that aren't routinely moved and used, meaning less dust) and that otherwise make your home not a sanctuary. 

Now, some people like lots of stuff, or think they do. That's great! Just make sure it's stuff that you like and want and will enjoy - not just stuff for the sake of stuff. 

Projects:

Another area to get the children involved in. This is typically best for a different day than the de-cluttering day. And you may not get everything "done" before a deadline you have (starting full-time work, moving day). 

Have to start officially schooling by a certain day? That is negotiable - here's why: 

• Almost all projects I can think of around my home, count as ART. And many include Practical Life skills ("home ec" if you need a credit - track the hours)
• Got stacks of photos to get into a binder or photo album? The children can help with that - it counts as art - throw in some family stories for social studies - these will not be full credits if you have children at the age of needing credits (track the hours though in case they decide to go off on a related study that would add up to full credit), but elementary and middle schoolers? this stuff is perfect! Preschoolers can help trim pretty paper, be the runners for supplies, help prepare basic snacks. Get all the children involved (except the infant who only wants to eat truly internalize the current project) - this child can be set at a table with some claywork or crayons and paper. 
• Sewing to do? Again - have the children help. At least to observe what you do so they can learn too. If they need/crave to do something with their hands, give them some scrap fabric, needle and thread and let them practice stitching together the edges or creating Xs or creating lines. Draw a simple design on a piece of fabric and let them do a back-stitch or straight-stitch over it, while you are doing the main work. This keeps the children involved even if they can't help with the actual project - and hopefully they CAN help with the actual projects. 
• House repairs? Teach the children. It might take a bit longer, but then they learn. Have them help with all possible and observe the rest. Talk about what you are doing. Learn WITH them if needed. 
• If you have a true deadline - PRIORITIZE. What needs to be done for the sake of the deadline that would cause a financial burden? A relationship burden? An emotional burden? In that order. (normally I put relationships first, but if we're talking about moving out and needing to make repairs to avoid high fees, or you could be evicted if the particular project isn't done by a particular time - well, that contributes to the relationship factor ;) )

PRIORITIZE:

I know this is listed above as part of the projects - but let's look at the bigger picture. You simply aren't Superman or Supermom - so how are you going to decide what really needs to be done first? 

The words are simple anyway: 

Go through your day. What do you need to have in place (or gone) to run your day smoothly. 

Make it happen. 

That "simple" - and that tedious. At the same time.

Need a bullet-point list? 

• Morning routine: what is it? Mad dash to the bathroom to comb hair, get dressed and use toilet in that order (yes, this is my son's routine - even when he really has to use the toilet). Can you simplify any of it? What do you WANT to happen. Now make it happen: have clothes out the night before and in the most convenient place; breakfast items out and prepped the night before when doing dishes and cleaning up the kitchen. Assure all items have their easy access home. Whatever it takes. 
• Meal preparation: are the dishes and utensils you always use always hidden in the back of the cupboard? Keep THOSE items out - the ones you use every. single. day. Don't put them away - have a nice place on the counter for them. Have items you never-never-never use? Gift them; donate them; sell them (don't trash them, that's wasteful and poor stewardship). Items you rarely use? Those ones put away. 
• Coming home: I am the type of person who wants to come in with my load of groceries or whatever it is, but then I need a minute to re-connect with being home (some aspect of asperger's I have heard) - so I'll go to the bathroom or change my clothes BEFORE putting groceries away. So I'll have a change of clothes ready and I won't place the grocery bags (or anything I am bringing in) in my path to that end of our home. But then I want everything put away, cleaned up, bags stored, and I want to SIT with a loved one and a treat - to reconnect with the relationship AND the home. This is the sanctuary part. 
• So I'll think through - I want the entry way clear when I get home, so I'm the one cleaning it up on my way out - to protect that sanctuary time later. This is SO much more easily done when there are simply fewer ITEMS to sort, store, clean. We have a closet for our coats, so our rack has one (maybe 2, depending on the season) jackets per person. Legoboy's tae-kwon-do bag is always on the hooks so we're not spending time looking for it (he changes his clothes when he gets home and returns the bag to the hooks - a process we thought through to bring us some peace and consistency). I also want our dining table clear enough to place a purse on when I get home; and so we can eat without cleaning it up while we're hungry. (the dining room table is also my "office" - it gets filled up fast). 
• These little things add up - in time, patience, in peace. 
• Bedtime routine: what do you want to do with this? Snuggle time with the children, then work time for you before sleep? All go to sleep at the same time? Think through how/what you want to do here and think ahead to the morning - while you are putting on jammies, you can be setting out clothes for the next day; while brushing teeth, wipe down the sink and counter. 
• Cleaning: If you'll be working full-time out-of-the-home - or even full-time in the home - you may not have blocks of cleaning time (or you'll have to pull time away from relationships). So don't think in blocks. Think in nibbles: as said above, brush teeth and wipe down the sink/counter; once a day or every other day (depending on the number/gender of local inhabitants), when you use the toilet, spray it down with white vinegar; take a shower, spray it down with vinegar on your way out; the time you're not spraying down the toilet, wipe up spots on the bathroom floor; washing dishes - wipe down all counters, surfaces, handles, light switches with the same water (before it gets dirty); have two or more levels to your house - take stuff with you when you go up/down; MAIN THING: JUST PUT IT AWAY - don't say "I'll set this here and put it away where it belongs not 10 inches from where I placed it" - and then never do it - JUST DO IT. TRUST ME. 
• Mail In/Mail Out: Deal with it as it comes; OR have one time a week that you take care of it. Whatever your routine, have one - and stick with it. Don't let it pile up. Most of it can go to recycling anyway (more and more areas have a place where you can drop off your paper recycling and they earn money for it - if you're willing to make that trip vs going to the recycling center for everything or if you can put office paper in your curbside recycling). File what is needed. Whatever it is - when you do sit down to go through the mail, finish out the process for every item. Don't set it aside for later. NOT worth it! 
• What else do you do in your day? What routine will make it go more smoothly? What physical objects are in the way? or could be in a more accessible location? Adjust whatever is needed to make it go more smoothly. 
• Want a weekly movie night with the family? Have the movies in one place; have the items for popcorn making in one place in the kitchen. 

And if it doesn't fit with your life? Go back to the first category above ;) 

Humble pie - this is the master bedroom.
The result of starting with chaos years back
S-l-o-w-l-y getting through it.
In my additional defense:
we don't heat this room in the winter;
and I really have no defense.
There is stuff here I just don't have TIME to put to proper use.
Son's portfolio and scrapbook; stuffed animal repair;
sewing projects to finish and post on Etsy;
my own "scrapbook" type stuff;
routine materials used for Garden of Francis.
Not that many categories, but it sure adds up.
The children who visit, use the books - a LOT.
Everything else just needs to be DONE.
At least my whole home doesn't look like this ;)
because I already applied the above principles to the rest of our home. 

However, I did wake up to this sight in my living room this morning.
Apparently I did some re-arranging in the middle of the night,
cleaned out the file cabinet drawers,
and left these out to freshen up their organization.
Ok. Off to it! 

UPDATE: After writing this post, I did get through the files above. I was able to recycle two plastic grocery bags full of paper; sell a set of continent folder files; add to my plastic baggies collection; and ultimately consolidate all those folders (two drawers' worth) into ONE. I then sat down and did my taxes. Before the government even had their paperwork fully ready.

Of course, we're snowed/iced/windchilled in, so that helps ;)

Working-Mom Montessori: What are we going to EAT?

Use the tags at the bottom of this post to find the other posts in this "series". See the original post about what is happening in our home here: Temporary Change of Routine

Life while working takes a decent amount of planning anyway - if want to maintain the goals of eating properly, having a clean home, plenty of family time and that family values are being shared and enhanced.

Now throw in homeschooling.
And tae-kwon-do.
And atrium.
And maintaining 2 website businesses.
And most importantly, time with loved ones.
(or whatever blend your family has in the mixer!)

But before all of that, every member of the family needs to eat properly and have clean clothing.


When I work from home, we can kind of let things slide - there is a lot of flexibility when I know I can start dinner preparations at any time - or have Legoboy pull something from the freezer. Being out of the home - requires planning - unless we want to run to fast-food all the time (that would be a NO).


Regardless, even when home "full-time", we still use OAMM: Once a Month Meals. We use it every 3-4 months. It helps us to have things on hand - and a neat new feature on their website is the ability to mix and match recipes from their variety of menus; truly fine-tuning it to meet our family's needs.

No more breakfast in bed....
at least for a while. 

But we don't typically plan a MENU from those meals. If we know we have guests coming over, I'll prep appropriately. When we have items that are perfect for packed meals out of the home, that is where they are used. Otherwise, we go with whatever works. Over the course of any given month we get plenty of fresh fruits and veggies along with our cooked foods. The benefits of being home all day and stocking healthy food!


Now that I will be out of our home 5 full days a week, we'll need to actually plan. I'll have 4 days a week of packing my own lunch; he'll typically eat with whoever has him, but I'll want to send something for him to share with others. Breakfast needs to be quick (and we can't do cold cereal first in the morning - at least I physically can't). The evenings we have tae-kwon-do or a later atrium, we'll want items we can warm up quickly or pack to take with us or I can put in the crockpot after school and have it ready to eat when we are home from TKD; evenings we will be home can be something that takes a bit longer to prep (oven-prepped items for example). Weekends, we'll cook up something that we won't mind eating throughout the week through re-heating it (or eating it cold).

But I need to take a look at our schedule and coordinate the recipes appropriately.


Since my subbing position is a one-month thing, I think I will plan for most of the month, day-by-day - kind of OCD-fashion and NOT my preference. If this were going to be an ongoing thing, I am not sure if I would want to plan for the entire month - maybe just 2 weeks - it more depends on the reality of the situation when in the middle of it.


The goal here is to eat properly - healthy, enough, not too much - but not spend just TOO long in the kitchen because there is also family time, education, and downtime to consider. And still get in the daily healthy stuff we LOVE and our bodies CRAVE: yogurt smoothies of various blends, gelatin (real gelatin, not jello), turmeric, local honey for the boy.


So we plan the menu (Legoboy helps, yes) --- we do the shopping --- then we spend one evening and one full day doing nothing but food prep. Hm. Have to find the time to do this. A necessary thing to save SO much time later. It's worth it; just coming up FAST. In fact, we will likely be in the middle of our food preparations as this post goes live (writing it a week ahead).


This time around, I'll create a chart to show what to take with us on each day; what to take out to thaw and when; etc. Definitely too OCD for my liking. I just want the month to go smoothly, because I know what an emotional wreck this is going to try do have in me.


Oh - and here's a big one I completely forget about when talking to other people but just caught myself DOING without thinking about it:
Get a sharpie. LABEL items for when they should be consumed.

This is a great technique, too, for when you've bought some great item in bulk to save lots of money but you know (or think, or hope they won't!) you and/or family will end up eating/using more of that item than usual - and in the end, you've not really saved any money.

One time, I bought up a case of graham cracker boxes - one of those fantastic sales and I was actually able to stock up. I allotted one box per month (for the two of us) and only bought enough to cover until the expiration date on them. So they have a "use by" date and a self-added "OPEN AFTER" date as well :)

I do the same thing with ranch dressing (one of my very few remaining chemical-ridden items in my kitchen - I know there are better options, I just haven't gone there yet).

All this labeling - it really helped us learn self-control. And we don't use it just as much anymore --- but with the upcoming month, Labeling is Back.




UPDATE (prior to posting -  I just don't feel like editing) - I have to forego the OAMM plan this month because we have so much in our freezer and fridge already that needs to be utilized (when I do OAMM cooking, I need to start with a nearly empty freezer)

Part of our plan -----

Breakfasts:

• oatmeal is always on hand; mix up a few instant oatmeal packs (with properly healthy ingredients of course)
• I have frozen sour-dough pancakes yet I can split into serving bags - warm up and eat with (homemade) jam and (local) maple syrup. YUM! 
• hardboil some eggs for each week or two weeks - to have one in a lunch and one for a breakfast for each of us each week
• sausage-egg-potato mixture (can't remember what it's actually called - warm it up in a skillet with coconut oil - add some himalyan salt - and perfect morning meal!
• hashbrown scramble (it's actually parsnips instead of potatoes) - again sauteed in some coconut oil and delicious! (it's actually only tasty when it's warm - gets cold and bleck)

Lunches: 

• lunch-meat and cheese sandwiches - make them a week or two ahead and freeze
• leftovers from suppers when the sandwiches need a break
• rotate through the fresh veggies in the fridge until those are gone
• clementine every day
• daily bone broth - YUM! 

Snacks (and rotate through lunches): 

• smoothies
• granola bites/balls
• homemade cookies (my style of homemade cookies ;) )
• marshmallows (homemade - all-natural - actual health BENEFITS)
• fresh fruit
• fresh veggies
• handful of nuts (almonds, pistachios)

Suppers - to use what is in our freezer already: 

• soft shell taco "packs" (baggies in the freezer - pull them out - thaw - cook - eat)
• alfredo sauce and pasta (can mix it all together and warm up in skillet)
• homemade mini-pizzas - just can't decide on the style.... 
• turkey soup and dumplings (can sit in crockpot all day; add dumplings when we get home; set the table, get selves oriented and all will be ready to eat)
• turkey/spinach burgers (because we have them)
• something labeled "tie" (probably "thai"-something but Legoboy thought to be clever - I can't find the recipe card for it though. This should be fun ;) ). 
• working on the rest

We do the Eastern Rite fasting on Wednesdays and Fridays, so meals on those days are modified to suit. 

This week, we came home (from a week away to a very cold region) to warmth and dry roads; went to bed; woke up to 3-5 inches of snow covering EVERYthing. Winter weather warning. Right. No grocery shopping today. Good thing the freezer is more full than I thought it was - we won't need that full day cooking. Just a partial day. ;) 

Botany Product Review: Kidzerbs Garden Kit

Growing an Herb Garden
Here is the webpage from Learning Herbs about growing an herb garden (we found the Kidzerbs kit when we were at Mountain Rose Herbs looking to purchase individual seeds from A Kids Herb Book for children of all ages. That's when we also found Wildcraft, which led me on a price comparison which led to the discovery of the Learning Herbs site (where the game is slightly more expensive, but comes with TONS of free stuff!). (whew - deep breath ;) )

Description from Mountain Rose Herbs:

Kidzherbs Gift Seed Pack

A Kid's Guide to Growing Medicinal Plants includes:
Kidzherbs written and illustrated by Sena Cech. In this booklet, Sena and her mouse, Cheesie, give you a tour of her garden of medicinal herbs. Full of cartoon and botanical illustrations, stories and recipes.
Each kit also includes 12 packets of seeds from Sena's garden (organically grown of course). Basil, Borage, Calendula, California Poppy, Catnip, Chamomile, Fennel, Feverfew, Flax, Johnny Jump-Up, Lemon Balm and Love-in-a-Mist.
A wonderful gift idea at a great price.

From there, things have blossomed - almost literally (we took a long time to get things planted, then we needed to replace, but our learning has certainly blossomed!).

Here is Legoboy's review of the Kidzerbs Garden Kit for Growing Medicinal Plants.

The Contents - or What is Included in the Kit:

• This kit also included craft sticks. 

Is it what you were expecting?      
Yes.

What wasn't as expected?
Nothing.

Any surprises? What were they?
Yes. The craft sticks.

How have you used this kit thus far?
All I have done with the kit is planting the herbs. We have not used them yet because we didn't have enough sunlight. We are replanting during the winter.

Are there any components you've not used? Why not?
I have not used the craft sticks. I taped the name of the herb to the side of each box.

Would you recommend this kit to a friend interested in growing or learning about herbs? Why or why not?
Yes. I think that this kit is a good starter kit.

Is the price a fair price? Too low? Too high?
Yes. It is cheaper than buying them individually.


Anything you'd like to say about customer service from the company where you purchased this kit? 
(note from Mama: we bought it from Mountain Rose Herbs, but it is actually created by Horizon Herbs)
No.


Anything else you'd like to share with people who might possibly purchase this kit? 
I like it and would buy it again.

Change of Routine - Teaching Full-Time - Child-care

I don't usually announce when I am taking a subbing position, but this year, and this position, things are different.

• We have a good routine going, despite having a crazy-busy life. It's going to be put on hold. 
• I have a goal of keeping this blog updated at least twice weekly with either historical happenings (as I go through older photos and scrapbook items) or current AMI Montessori elementary homeschooling - what it looks like for those of you either at this age already or getting there. I really want to keep that going. 
• Projects are closing up - slowly - around our home; and I am slowly cycling around to what needed to be done years ago. Using resources wisely. I really want to keep that going to. 
• I think it is fair to give you a heads-up, so if YOU are in the situation I will be in for the next month (working full time and Montessori homeschooling), you'll have some inspiration - and I'm sure a strong dose of "what not to do" as I hope to be humble enough to share our failures as well as our successes. 
• Thus, this upcoming experience may be of some benefit to others. 

Many of you know that I routinely sub for Montessori schools; I also pick up babysitting here and there (I want to have a daycare in my home again - perhaps if/when we move again!); tutoring on short and long term basis; random projects for random people; run two website-based businesses from home; and homeschool my son.
And 5 days a week in the atrium. 

It sounds like more than it really feels like - and maybe I'm not really looking at the full reality. Admittedly, avoiding the picture of "full reality" is probably what keeps me with a smile in my heart when I snuggle with my son at the end of a long day. 

So - our blog will take a bit of a turn this coming month - focusing on what Montessori elementary homeschooling looks like when the child is with different people each day of the week and mom is working OUTside the home, full-time --- in a Montessori school no less. 

First decision - Enrollment, Childcare, AKA: "what-to-do-with-the-child-during-work-hours": 

I thought about enrolling him for the month; I did that when I was long-term sub as an aide in the upper elementary classroom at this school several years back (he was primary at the time) - he attended 3-4 days a week and went with a babysitter in our hometown 1-2 days a week; I paid a pro-rated daily tuition for him and we still did some homeschooling (not much because it is a Catholic Montessori and he was really getting everything he needed) ---- hmmmm - that could be a blog post too. Homeschooling when child attends part-time Montessori..... not many people in that situation, but could provide some creative ideas for others in somewhat related situations. 

Differences:

1. that was primary, now he's in elementary - more long-term projects, group dynamics (be there for a bit then pull him out again - I don't mind the starting in the middle of the year as much as I do the pulling him out mid-year after only a month (could be slightly longer). 
2. that was the start of the year - this is right after winter break - sure the kids are likely be starting on some new things, but there is still a LOT of tie-over from pre-holidays
3. money. I'll be honest. I want to keep as much of it as possible. The principal is being generous in paying me a bit more than the typical daily rate for subs to help with gas (it's a drive for me) and childcare. It's not that I'll be keeping the money really anyway - I have school debt to pay off yet - I've considered setting up an anonymous blog with some details there, count-down style - to help others in serious debt, because I'm not comfortable sharing that stuff associated with my name, etc. I know I've come up with some creative solutions though - I know because friends/family/acquaintances come to me for advice ;) But the debts aren't paid off yet. The local lady who does the sitting doesn't charge much; local homeschool families I could trade some tutoring or Garden of Francis materials for childcare... Gotta love bartering. ;) 
4. he does have speech therapy (in a town the opposite direction from the school) - I do not want to pull him out. That year he was in primary at this school, we just didn't start up speech therapy until afterward (the school couldn't offer him services even though he was enrolled, because we were out-of-state residents - we still are). Now he's in speech, I don't want to pull him out. But it means re-scheduling for another time and finding someone who can take him. 
5. And it was part-time - if I send him to upper elementary, it really needs to be the same hours the other children are there. 
6. Primary is about individual development; elementary is about community development - a weekly atrium is fine because it is long-term; other part-time activities are fine as long as they are consistent; but in/out of a full-day classroom just isn't appropriate for any child or the group dynamics - it's just not consistent. They couldn't make proper plans - the upper elementary children really think long-term. 

So I am looking at childcare options for him. We have a fall-back sitter I know we can call. But my first choice is for him to be with someone with whom I can barter services - such a person is also likely to be in any of a variety of frames of mind that will correlate better with our desire to continue homeschooling through this month. Time with Godfather, time with close family friends, time with homeschool families (they don't have to teach him, just give him a corner with his books or he can teach their kids how to build fancy things with Legos - or their older children can show him a thing or two ;) ).

If a different person/family could take him each day of the week, that would actually be fantastic - he could get the benefits from each family without me thinking we're becoming a burden. And if someone ends up sick or otherwise can't take him, that still leaves 4 other people who might be willing to take him an extra day just that one week.

And this is where I have to be somewhat flexible unless I want to get up at 4 every morning to get him to the right place --- e.g. one family might take him overnight one night a week in order to watch him the next day. They won't take him until later at night, so I'll still be with him the usual hours - we just won't be together overnight. It's one night a week - yes, my mommy-heartstrings are pulled, but it's temporary. We've done the overnight thing before and we have a great relationship - a few overnights won't destroy us.

This next point is less about me being flexible and more about me being both realistic and focused on "life" - I have no problem with families watching my son and taking him places - running typical errands, going to the library, visiting their Grandma/Grandpa - whatever. That's life! He needs to see real life - one of the many reasons we homeschool. I used to care for children in my family daycare that expected that we would never go anywhere or do anything outside of my little property - yet I offered a 24/7 service, so I needed to get groceries at some point; we loved going to the park; the local libraries (we were blessed with 2!) had fantastic children's programs and nice children's sections - of course we would be getting out and about - but it would all be family-oriented. So I am good with my son experiencing that with others - even when it means being in the car all day - he's with people who care for him, keep him safe, and live a real life.

:)

Please pray that it all works out. Things are looking good, but I have a couple of days yet to fill in.

Next dilemmas - a blog post each?  

• Changing our schedule/routine - this really only affects our clock schedule because only speech is affected. This one will be hard. I am SO a night-owl - I don't sleep any more than a typical person, but we typically have a routine shifted a few hours later than others (or maybe we're many hours ahead of everyone else ;) teehee)
• Food-planning - packed lunches; dinners.... breakfast.... snacks.... Yep. I have a solution. But I have to get it into place! 
• where do the Montessori presentations fit in? and the follow-up work? upper elementary is a different cookie, but he does have some lower elementary review he needs (because we're at home and not in a school)
• when do I get to be home???? I'm SO a domestic female ;) I want my home to be a sanctuary - and we all know that being home for limited time allows messes to build up without allowing time for clean-up ---- so how do I keep my home a sanctuary regardless of the time spent there? 
• when do we snuggle???? And typical outside-home activities - how do we adjust these to accommodate caregivers, family time and child-needs? 

Small Home Montessori: Impressionistic Charts Storage - UPDATE

The original post on the Impressionistic Chart Storage in our home.

Background: 
I have had this over-the-toilet unit since Legoboy was a baby:
Sample at Amazon (not an affiliate link) - I bought ours locally

haha! yeah right we have that much space around our toilet! 

At the time, I did not want to put baby locks on everything - I had a swing gate at the kitchen door and a variety of outlet covers (mostly ones that could allow things to be plugged in but still locked - child couldn't pull the cord from the wall either).

For daycare licensing purposes I did need a safety handle on the pantry door (because I had to keep the cleaning chemicals below the food - despite that most of the cleaning chemicals WERE food such as baking soda, vinegar and cornstarch... I digress).

When it comes to safety equipment, that is all we had. Our lower drawers/cupboards contained only child-safe items; lower cupboards in the bathroom held cloth diapers, mom's cloth items, towels and washcloths, cup of extra tooth brushes, and toilet paper. All else was stored in the cabinet or on the shelf shown above. It was high enough for daycare licensing, but I still kept "attractive and somewhat dangerous" in baskets on the shelves to minimize attention.


Times have changed. I now have few consistent young visitors to our home - and for them I can close the bathroom door, keep them in arms, or mom is with them.

And I needed the shelf somewhere else:

This shelf fit perfectly (I had to disassemble portions of it to get it to fit under the upper shelf in the closet, but once in, it fits perfectly) and is currently the only place I can safely store the long division with racks and tubes. The charts fit perfectly underneath it - almost like they were made for each other! The bonus is I can now use that space between the charts and the upper shelf much more efficiently. While I am still trying to be cautious what I bring home permanently (from our rented co-op) - to only bring home what we'll use - now I have found a bit more space I didn't know I had!

One bummer: our blue lamp we use for the sun still doesn't fit. I'll get it figured out.

In the bathroom, I was able to place a very low shelf in the corner that held all the things I thought I still needed this tall shelf for (and it has empty space! AND my bathroom looks so much more spacious now!!!). We're obviously far from cloth-diapering at this point and we've gone even more food-based and all-natural with our cleaners, etc. that we just don't have as much as "stuff" in the kitchen and bathroom anymore. Plus in this apartment we do have a small bathroom closet to hold towels and washcloths and art supplies.

I remember having every nook and cranny crammed in with nothing but STUFF. I wish I'd known then what I know now! But it's a journey, that's for sure! And we're not entirely where we want to be just yet.


Hm. Perhaps a photo of our bathroom is in order. Only because this bathroom is actually larger than most and it is the primary place to do artwork. Sounds strange? I'll get photos ;)

Blogging Holidays and Craftiness

I was recently asked why, despite my son's craftiness and the fact that I do nothing except make-make-make-make things (ok, I sleep sometimes too ;) ) - why don't I have an AMI-inspired crafty-type post around the holidays - to show how it's done in AMI.


I had to actually think about this response. It's not that we don't do crafts; it's not that AMI doesn't do crafts; it is this:

I have chosen to blog here, on Montessori Trails, about our AMI Montessori Elementary homeschooling, as well as our past experiences in infancy and toddler (only partly AMI) and primary (AMI to the core when at home).

There are so many fantastic Montessori homeschoolers and schools out there sharing their Montessori-inspirations, I just don't feel the need to do so.

I had a hard time in my early Montessori-at-home/pre-training days sifting the "core" from the "peripherals that are great for particular families or situations but may not be so great for my household". And this was me coming into it with a LOT of experience in schools, but without any formal training. The albums I could access didn't correspond with what I saw on the blogosphere either. I had some arrogance and pride, but I think (?) I can safely say that I was humble enough to realize that reading every Montessori book, working in schools and reading lots of blogs did NOT make me an expert. It made me confused. Today there are so many available resources that with the right savvy and the right personality (there are many of you out there!) you can certainly cut to the core and "get it" - but self-trained true understanding wasn't even remotely a possibility when I began.

I don't want to continue that confusion about what is "Montessori" and what is "Montessori-inspired" and what is "just plain too much fun to leave out of your family's childhoods even though it's not labeled Montessori". We do a LOT of that kind of stuff around here (want to know how to make 3,934 styles of paper airplanes - ask Legoboy - but I'm not posting it on Montessori Trails ;) ). Above all else, I love sharing what happens when we present the "core" or "keys" and follow the child's interests, allowing the child to truly be responsible for his own work as per core Montessori practice - I share the results of our writing experiences with my son's first paper for an outside-of-home requirement - or how we managed to study astronomy by starting with an ancient history study (that we started because of Legoboy's desire to "read through history" after working with the core Montessori history presentations).

I want to show off the "core" and YOU decide what to modify or add in for YOUR family. That is my goal anyway.


Some facts:

• As homeschoolers we have more time with our children - we're going to do more crafts, projects, etc. We're going to live life together in a way that Montessori schools can't. We are going to do a LOT together as a family. 
• But even one AMI school will be different from another AMI school - not in the core materials, but in the culture of the children attending. 
• Homeschools or schools - we each have our own paths and interests. 
• Present the CORE - then work with the interests and the particular children before you. 
• Elementary Montessori does utilize many resources beyond the albums - but the specific resources required are dictated by the child's particular needs, not an album page.  

AMI just isn't SHARED online as much. And AMI is SO beautiful! Thus my aim with my internet presence is to share the core of Montessori. The essential. At Montessori Trails, I strive to share our home experience focused more on the specifically AMI Montessori so as to minimize the confusion I experienced of "what is core and what is for this family?" You've seen I post about other topics, but I find these other topics directly relate to the core Montessori experience of utilizing keys, respect, and cosmic education. 

• Montessori Nuggets: Core AMI Montessori tidbits found here
• Keys of the Universe: information site for AMI Elementary albums available for purchase
• Keys of the World: AMI Primary albums available for purchase as well as "re-organized" albums focusing on specific topics for those who just want a very focused experience on a particular topic
• Montessori Station: Sharing of core-Montessori-friendly resources
• Genesis Montessori: For those teaching with a 6-day creation focus

Really want to see what all we do in our Montessori-influenced home? 

• Hearts in Wonderland: My son has a blog here where I try to post some of his creations from time to time (I have a serious back-log)
• Seeking the Plan of God: Our Catechesis of the Good Shepherd adventures can be found here along with home/faith adventures related to core CGS themes. 
• Catholic Hearts Domestic Church: Random Catholic and frugal-living posts (as well as some of our non-HFCS recipes) - some duplicates from Seeking the Plan of God - my first blog so the early posts are of mixed topics. 

Just for random fun sharing: 

As I type this, Legoboy is lounging on the couch with his umpteenth reading of Just So Stories by Rudyard Kipling - he is waiting to use the computer to research the presence of a particular set of Lego building instructions before he goes off to create his own set of instructions - he doesn't want to replicate but do something different. This is an appropriate use of technology in upper elementary, although his time is still limited to "enough time to accomplish the goal, working steadily" - no by-the-clock time limit, but Mommy can nix the screen at any time if the work is not diligent.

Review Post: Kingdoms of Life Connected

I have the current edition as of December 2013: 2nd printing, published in 2008/9

I own the pdf version;
purchased for my own use

Short story: I cannot highly recommend this resource. I can recommend it with much trepidation and with several caveats - as a potentially useful resource for an older discerning student (adolescence and above).

This resource is not appropriate for elementary Montessori students except those who are keenly interested in the subject matter at hand.

If you have a focus on Biblical-based Creation, this is NOT the resource for you at all. It is clearly an evolution resource, with no qualms about pointing out the outdated beliefs of Creationism. There is simply too much modification work to be done, to really be of value (unless you receive a copy for free - even then, the modification work is heavy). Could you gain some tidbits? Probably; not worth spending the money for the tidbits though.

Short-short story: I find this book at odds with the Montessori approach to scientific classification at the primary and elementary ages.



The author presents a great lay-out and makes an earnest attempt to "update" the Montessori scientific classification materials. There are so many examples of snubbing what has been previously given to the children that it leaves a bad taste about the rest of her words, accurate words or otherwise - it leaves me questioning her rather strong bias. If the information could be presented without the strong emphasis on anything but the information in this book being "outdated", implying that children have been harmed in the process of their past learning - and without the accompanying emphasis that "we don't have a final system in place but we have to teach the children something so we're going to give them something that is based on what they can't observe and that is changing very quickly in the scientific world, so we'll go with this one which will ALSO be outdated very soon" - well, that just doesn't sit well with Montessori - so if she could leave out the very strong statements to these affects, I could work with the remaining information much more easily. Except that elementary need to work with what they can observe. Molecular levels need to be saved for strong interest and middle/high school.

Thus this resource is simply a mis-match of content and age, if the bias is left out.

There are a few places where she lists old names with new names, which is oh-so-helpful for those of us genuinely trying to "update"; I think this information can likely be found elsewhere though.


From chapter 1 - some quotes - italics and parentheses are mine:

Classifications with fewer than five kingdoms belong in the history of science, not in current studies.

(ignoring that for the young children first presented with these concepts in a Montessori setting, 5 Kingdoms is getting too detailed - instead we focus on "plants and animals" and slowly build from there as the child is ready to explore how Kingdom Vegetalia has been replaced with 4 other, more accurate Kingdoms --- we need to leave children room to explore, pointing them in the right direction and providing the materials - by giving them too much, too soon, we risk (and very likely are guilty of!) filling them with information rather than exploring with them. Best to start with plants and animals, add in fungi upon interest (typically before 1st grade), then the other two in middle to upper elementary)

What changes have recently been made in the kingdoms and phyla? 

Changes are part of classification. They reflect the dynamic nature of science. Students need to learn terms that they will encounter in current encyclopedias and juvenile literature, not obscure or obsolete labels. Here are some suggestions for changes in lessons on classification. At the same time, older publications may have useful information about organisms, and it helps to know something about previous identities of organisms.

(So do the children need to know the obscure and obsolete labels or not? The auther is not clear.)

For introductory study, it will be better for them to define plants as organisms that are adapted to life on land.

(yet many children have direct experience with aquatic 'plants' (algae are not plants, they are protists) --- fish tanks... If she is striving for greater accuracy in teaching an evolutionary hypothesis (yes, she says the arrangement taught is only an hypothesis), and is upset about the present/past Montessori experience of scientific classification, then let's keep these definitions accurate too!)




This part, I am ok with:

Should we use kingdoms to classify life?

Kingdoms classify whole organisms. Children who are able to perceive the characteristics of whole organisms, but not yet able to think abstractly about cells and molecules are likely to be most engaged when they are working with kingdoms. They can learn that there are three “true” kingdoms (fungi, animals, and plants), and two “kingdoms” that we group together for convenience (prokaryotes and protists).

(we are saying here that we can indeed start with what children can observe (fungi, animals, plants) --- and move into the prokaryotes and protists which are less easily observed (these are not going to be a typical lower elementary study - and almost never a primary study)).



The straight information on observable characteristics is great. The activities contained in the book that could be perfect for elementary and middle school students are readily found in other resources on the same topic. Nice to have in one place? Yes.



In the end, the biggest factors for me relate to the BIG picture being presented:

• too hypothetical - while I agree that we need to teach children what we have available even if the information is changing as new discoveries are made ---- there is TOO much hypothesis here that is CONSTANTLY changing - links between the different forms of life
• the children can't "see" it - boh because of the hypothetical nature and the reality that the children can't go back in the past - when they look at a set of organisms, Kingdoms of Life Connected will lead to children believing that they can't trust their own sense of observation, but instead must be fed information by someone else before they can do any real work with classification. Rather the Montessori way is to provide "keys" and encourage the children to explore, to come to their own conclusions, to discuss and share and perhaps change their conclusions - but ultimately learning to trust in their own powers of observation and intuition as well as collaboration with others. I see the "direct teaching" happening far more heavily on the front-end here, in contrast to the Montessori way of exploration first.

Thus even as an evolution-based resource, I CANNOT recommend this resource at the elementary level. Perhaps at adolescence and/or high school. 

A more useful reference for biological studies that does not get into creation OR evolution (minus the potential of the last chapter), but simply what children can observe with their own eyes:
The World of Biology by John Hudson Tiner
(I have neither read, reviewed nor utilized any of his other books)
Good basic information on each kingdom - easily understandable. Combine with some good living books and videos and real life experiences.

Continent Folders - Primary Montessori

Continent Folders? You're thinking, "You mean Continent Boxes, right?"

Nope. I mean Continent Folders.
They actually also go by "Montessori cultural folders" as well. Either name is accurate and neither name fully describes them!

These were originally going to be our Montessori Continent Boxes.
Now they are toy boxes. 

I like the idea of the continent boxes (cultural boxes) - and I had even bought a set of stackable drawers to use for just such purpose, before I went to AMI Primary Montessori training. We could still use them as continent/cultural boxes, but I never really found the need for them in my household. Instead I re-purposed them to hold Legoboy's small toys: small animals, train tracks, cars, small scenery pieces, etc. He still uses them, but now has them reorganized according to his own (internalized, elementary-level, crazy-from-the-outside) organization.



Ultimately, I went with what I received in Montessori training. Folders. The continent/cultural folders spark discussion, they promote interest... and then we can pull out the objects we have around the environment which the child is surrounded by for further discussion and experiences: books in the reading area, artifacts used as decoration around the environment (also used for polishing, dusting, flower-arranging, etc.), games to play with friends and family, etc. The objects and experiences are throughout life, rather than kept together in one box. The child is surrounded by cultural objects rather than having them boxed up. The child can go into the environment and gather appropriate objects for this study.


LATER UPDATE (just this paragraph) - these materials seem so SIMPLISTIC and many people have told me "no, the cultural/continent boxes are a much better idea because it is all 3-d; some pictures can be added there too." That is your choice. Here are some points to consider to ensure a full Montessori balance/experience:

• are you providing keys? so that your child can explore and have something to discover for his own self? 
• do you still have some cultural objects around the environment that your child can discover and say, "Oh! this is the Eiffel Tower from France! We have a picture of this in our Europe culture folder!" And it is something they can polish, clean, draw, etc. thus part of the environment around the child. 
• the continent/cultural folders are also intended to incite conversation and story-telling (these are extensions on the album page)

I personally decided that this one material, the Montessori cultural folders, allowed me to provide ALL of the above, with fewer actual objects from the get-go --- we could explore culture and continents and countries without spending hours/days/weeks/months/years collecting objects before even getting started. We could get started with the images, then discover all the cultural items already around our home! For me, my time is precious and I chose not to spend it on deciding which continent box to place a polar bear in (polar bears are present in Asia, Europe and North America by the way - and I have photos of each kind of polar bear in their proper continent - so much easier to find pictures than objects - and cheaper ;) -- then we have a few polar bears around and we discuss what all continents they belong on). 

At the time I created these cultural folders, I was just coming off a $5/month Montessori materials budget (I upped the budget a bit for during the training course - I spent what was needed, but also strove to minimize expenses - I think with lamination (paid at the training center), folders, colors, pencils, colored paper (most of which I had on hand already but a few things I purchased), donated magazines, I MAYBE spent $4 on the entire set - if that. I also pooled resources with other trainees, which helped. Time: 4 hours, plus 1/2 hour gathering items, 1/2 hour cleaning up ----- 5 hours. 

(END UPDATE)

Image traced on with a print-out of the continent
or with the world puzzle map pieces
Colored in.
Displayed in an elevated rack

The images inside the cultural continent folders contain a variety of images from that continent - mounted on appropriate colored paper or cardstock, with a brief description on the back. They are intended to spark conversation and questions - leading to further studies as the children get older. This work can start at age 3 after they have worked with the world puzzle map and we want to share information on each continent. There are animals represented, people from various cultures on that continent, photos of food and national dress, etc. Our images all came from National Geographic magazines, but cut-up books could be used, images printed from the internet, etc.


The continent folders then sub-divide into a variety of topics (not photographed here) - these can be smaller packets or pouches, or even a book on the topic (that's what we did - just read books, watched videos, or had real-life experiences with the sub-topics).


This work is found in the Spoken Language section of the AMI Language album.

The continent folders photographed here I had made for training and then used them at home with Legoboy. I was marked down for them because I didn't use all lowercase letters (since these are for such young children - younger Montessori children will write in all lower-case to start, then move to capitals at age 5 and 6, without the use of sandpaper letters). Technically I could have left them unlabeled altogether and not been marked down at all.

Disclaimer though: My son has a hard time "caring" about capital letters anymore (despite starting to write with capital block letters) - so I do not regret having this material available to him with proper capitalization. At least he KNOWS where the capital letters go.

How was this particular set of cultural folders made? 
It is a set of file folders - 1 file folder for each continent (in this set) - I chose to keep the tabs all in one place, but could have alternated them (the original plan was that the sub-sets would have tabs in different locations, so the children re-sort them easily based on the tab location). I used packing tape to close up the sides; then covered it in color construction paper (wish I'd used cardstock because construction paper fades) just over the folds. Laminated the whole thing (had to slit the lamination to re-open the pouch).

If I were to do it again, I think I would prefer to use contact paper - only because the contact paper could wrap around the sides more securely. Or use colored pocket folders (now that pink and white are more easily found than when I was in primary training) and laminate those for sturdiness.



I always thought Legoboy would add to these picture sets in elementary - that was/is his typical thing. For some reason, he didn't; instead he delved into cultural studies, loves reading books and watching videos - he can talk to you about different things when he is interested - and he loves to learn about other cultures. But he has never sought to add to the images. Just when I think I have him pegged ;)


Continent folders can be an alternate to the bulkier continent boxes - or can be an addition to them. I highly recommend having multi-cultural items around your home - not just in the boxes. Alternate what is out at various times so that items can rotate into the box and out to the environment. I personally prefer to have an image of someone using the chop-sticks, with a quick description on the back, have a conversation with my child - then he "discovers" we have chopsticks in the kitchen where they would actually be used (instead of as an artifact in the box) - perhaps because I conveniently left them where he would find them (hehe - that's called strewing - homeschool moms get good at that) - and then we pull up a YouTube video to show us how to USE them. It just feels more real to me.

In the end, I see the benefit of both continent boxes and continent folders, and lean towards the cultural/continent folders as my "core" with the boxes as peripheral. Your mileage will vary ;)




Links for additional information on continent/cultural folders: 

This continent folder set doesn't quite match what is in my own AMI albums:
http://www.montessoriprintshop.com/Montessori_Extension_Lesson.html

Downloadables of animal images - though still not quite the same description:
http://www.montessorimaterials.org/geo.htm

One sample of using pocket folders - hers gets to it but my training dictated colored background on the cards (could be an optional feature if you have coding somewhere else so the photos can be re-sorted to their proper folders):
http://bellachampion.blogspot.com/2011/10/real-montessori-continent-folders.html

This continent folder set looks really neat actually:
http://montessori123.com/products/complete-set-of-images-for-all-continents

And these cultural folders sound about right too:
http://www.absorbentminds.co.uk/cgi-bin/ss000001.pl?page=search&SS=continents+folders&search.x=-328&search.y=-149&search=ACTION&PR=-1&TB=A

Keys of the Universe - Blog Articles

Keys of the Universe now has an Article section with infrequent updates on topics of interest to the elementary Montessori parent. Take a look!

Keys of the Universe - Articles

Current topics include:

• Periodic Table of Elements
• Getting Started with Montessori Homeschooling
• Wooden Hierarchical Material - Number Cards
• 8 Principles of Montessori Education
• Montessori and Common Core
• Primary Album Supplements for Geography and Sensorial
• and more as time goes on :) 

Astronomy Review: Signs & Seasons

The following is a copy of the review I posted on an online bookstore website for this resource:

While this book is geared more for middle and high schoolers, my elementary son is already gaining a LOT from it.

I am a Montessori-trained teacher and prefer to avoid most textbooks for many reasons - low quality; lack of correct information; textbooks are usually beyond tertiary sources while primary sources are most appropriate for children's learning; and more.

But this is one textbook we will use again and again. At 8, my son is reading through it with me to gain an overview of astronomy; we combine it with our own personal studies according to his interests and my requirements as his homeschooling mother. We will likely go through it again at age 10-11; then again in middle school - as review and to cull its depth further, as much of the information is quite deep (a typical elementary children would not have the interest my son has in this textbook - but this is an interest of his).

The "average" elementary child will not be ready for this book - but a homeschooled child who is very interested, or a Montessori student, will be quite ready for it - probably around age 9 or so. Even then, it should be re-visited at an older age, because much of it will not be absorbed the first time through. It is THAT rich!

Montessori elementary children with a deep love of all things astronomy will appreciate having this book as a read-together text, coupled with many hands-on experiences (such as looking for the things described in the book, as well as some of the field activities in the back of the book, and following their own interests).

Montessori elementary children with a limited interest in astronomy will prefer to utilize this book in the upper elementary years (ages 9-12).

Definitely useful for middle schoolers of all ages.

I only WISH the public schools I attended would have provided an astronomy class of ANY sort, let alone THIS book. We had blips of astronomy here and there - nothing like this. I took an astronomy course in college and this text would have been the best foundation for that course. I loved it, but was easily overwhelmed.

There is an optional field guide, separate from the text, to flesh it out for high school credit. Do not let the negative review stating this is not a high school textbook throw you off - this book is indeed excellent for high schoolers, but yes if you want a full credit for it you will NEED to flesh it out for the simple fact it is a textbook. NO textbook should be the be-all-end-all in gaining a credit for school - and this textbook is no exception in that regard.

Those who might say this book is not deep enough for high schoolers should consider the importance of spending TIME with the material, doing the field guide suggestions, working with the field journal - and experiencing the annual cycles of astronomy (and sometimes multi-year), while also exploring it within its historical context and development, in such a way that true DEPTH is reached. Not just racing through, taking a test and being done.

Signs and Seasons IS the exception in that it provides a well-balanced, well-laid-out approach to classical astronomy - astronomy without the use of fancy tools (although telescope and binoculars are pointed out as useful in their proper places) --- something all of us should have experienced in our lifetimes.

Black and white (but wonderfully done!) illustrations keep the price of printing to an affordable range so that this book is accessible to many more people.