Legoboy's First Dictionary

As I wax nostalgic these last few weeks... my baby is in upper elementary!!!!! I thought I'd share this photo of him "reading" his first dictionary. It was actually a birthday present for me from my mother, and he had received a late Christmas gift (the barn in the background, that we still have today - 6 years later).

He is not quite 3 in this photo and he spent a good part of that day looking through it. It has very few (black and white images) and he mostly looked at the pages without images. Could he read it then? I figured then that he couldn't, but I look back now... and I wonder.

Several months before this incident, I walked into the living room to find him looking at a picture-less book, while lounging in the recliner. I quietly walked out to get the camera and snap a picture. I put the camera around the corner (so he wouldn't see me), and he had turned the book upside down, clearly giggling hysterically and trying so hard to hold it in.... at not quite 2 1/2 years old. How did he KNOW it was upside down and therefore FUNNY????

(By the by, he also enjoyed then and still does now, turning maps south-north orientation (instead of north-south); he turned globes upside down in their holder and drove the other children and various teachers over the years crazy... so he can work with things in different orientations).

Please note - we also didn't really do characters - he didn't even know what the symbol was on his pjs there - he just knew they were in his drawer, and I just know they were less than a dime at a garage sale! that's a budget-use for you!

Happy Birthday LegoBoy!!!

Happy Birthday my darling boy!!!

Opening gifts in the morning

This was found on the shelf above him this morning
he placed it there last night to have it close :)

What he was doing when others were beginning to
post birthday greetings on Facebook for him ;)

Mortensen and Montessori - Mathematics Materials - Comments

I was recently asked to give my opinion on the following article:
http://pmswebsite.fatcow.com/teacherarticles/Townsend,Mortensen.pdf

Ok, I was asked quite a while back, and I was asked *again* recently ;)

My PERSONAL and PROFESSIONAL opinion are the same:

I am under the impression that the author of this article has a very limited training in Montessori, likely not the entire elementary sequence. Several times through the article, she makes statements about Dr. Montessori or the Montessori method that contradict Montessori's own writings.

Also, she states certain inconsistencies in the mathematics materials that are simply not present, at one point stating that the child isn't supposed to notice different sizes of the the various areas when doing square roots, multiplication on the checkerboard and the like... she misses the part where these materials tie into the stamp game - where "2000" is visually smaller than "9 units" - because we are moving the child to an abstraction based on the numeral present in a particular place, NOT emphasizing the visual size. We actually want what to the author appears to be a discrepancy and a confusion.

To her statement about no longer teaching division to 1st graders, I respond that the children should be working with the golden beads and stamp game in their primary years, whenever possible, as a sensorial experience - all four operations, including division. Now, it is up to the development of each child how far and how fast they are ready to proceed; it should never be up to an adult to make a blanket statement about not teaching a concept to a particular age.

The memorization work, when done in an AMI manner, will be done before a child reaches elementary; hence she is correct in its inappropriate place and tedious use in an elementary class. SOME children do fine with it into elementary; most will need to be done before entering elementary or work on memorization in other ways.

I won't say much more right now, because I want to get this posted.

I will say that I would love to compare notes as to scope and sequence for the elementary years; as well as further discuss specific materials and their purposes (there is a reason we limit what we do with a particular material - if we taught *everything* with just a tiny number of materials, our classrooms would require multiple sets and all elementary environments would have confused children - learning "too much" with just one material, they can lose their place - and using the same material many times over... well, it gets monotonous...).

Finally, I will say - if you need to shake things up and use another material - DO SO.
1) Follow the needs of the child.
2) Sometimes the adult can't provide for the needs of the child because of an emotional hang-up on something - that is FINE to recognize that and make accommodations for it, so that the child's needs are still fulfilled, if just in a different way. Just call it what it is: a modification for the sake of the adult. ;)


(UPDATE TO CLARIFY: My above opinion of the article is my opinion of the article and in no way reflects my opinion of the Mortensen Math materials which are probably truly very, very good if you can get past their website that is full of errors  (ceator, insuctional, algibra) that attempts to look like a film production but instead comes off low-classy, advertisement-full (they're not really advertisements...), poorly worded and spelled; many things want to download to my computer and refuse to stop until I close the browser completely... and overall just looks like a gimmick --- all my red flags are up saying "stay away from this site" every time I visit it (although my virus protection says it fine). I have tried to contact them about the spelling errors at least but have not seen any changes. Their copyright is still 2011 as well. It just doesn't look professional is all. But I have heard good things about the *materials*.)

Project-Based Learning

I started one blog post and it became two! So I just finished writing them both together, then I'm separating them, so you might see some similar sentences here ;)


The blogosphere is such a small world. ;) Someone saw my comment on someone else's blog and asked me some questions; I responded; she forwarded my response to a friend of hers and suddenly I am having a 5 way conversation via e-mail.

And that, my readers, is how these long blog posts get started!


Picking up from the first post:

Projects! Elementary children should be working on PROJECTS! Research; timelines; creating their own materials! OH! The FUN!



Not to be confused with THE "Project-Based Learning" (and here) that still can lean just a bit too far into adult-led territory, even if only in the ending expectations. Yes, we are there, yes we provide guidance as needed, yes we are involved, but the work is truly the child's work in Montessori.

A search for "project based learning and Montessori" pulls up a LOT of other people's thoughts on the integration of the two concepts - indeed that project-based learning probably started with Montessori to begin with, and someone(s) took the idea in a direction that felt better for the non-Montessori adult ;) (this has happened with many things, such as "independent learning activities" ;) ).

If your elementary children are not exploring their own interests (or they express an interest and you fill in too much, too fast for them), consider backing off for a bit. See what happens. You still provide the framework and foundation (there are things they simply do need to learn in elementary!), but then... Ask them, "What would you like to learn more about in this area?" "I've just shown you the Timeline of Life - what area interests you to learn more about?" Or "I see that you are really interested in the images of the plants in this area, what is it you are thinking as you look at them?"  OR "You have a question about this - I wonder where we could find the answers." (guide them to the possibilities if needed the first time or two, but you really want the child's mind to truly THINK).

"Let's go find a book (or a video) on this topic."



Let them explore. At some point, "Have you found the answer to your question? Yes? Do you have more questions now? I see you are now interested in this particular type of plant." (continue exploring).

In the moment research:
they had a question and spent 20 minutes searching
all the books in the atrium for one tidbit of information.
And what they learned in the process would take a week's
worth of blog posts to cover :) 

At some point again, "Would you like to share this information with others? Here are some ideas of how we can do that (if the child doesn't think of any)." OR The child has his own way already and you assist him (or step out of the way ;) ). Some children need a push to present - they need a small, simple requirement now and again to share their findings either in a journal for themselves or as a presentation for others - but some way of following up their research.

These projects can be very small or VERY LARGE.

Only the child's imagination and creativity can dictate the child's need; we adults have the job of removing boundaries.


The materials should be an aid to you, not an hindrance. They should inspire the child to be inquisitive and seek further answer, developing skills of searching out that answers in a variety methods. Thus, the "keys" - not exhaustive, but enough to get them going, with a firm framework built on a solid foundation.

What should be in a Montessori environment?

I started one blog post and it became two! So I just finished writing them both together, then I'm separating them, so you might see some similar sentences here ;)


What physical things and areas should be in a Montessori environment, homeschool or otherwise?

For many of us homeschoolers, on the internet, we get overwhelmed - or we get bored - when we set up what we think is the perfect Montessori environment only to discover that it's not working for us the adults, or it's not working for the child(ren).

In that case, it's not a Montessori environment ;)

The environment must meet the needs of the children. 

At all ages, there is a freedom of movement, a freedom of choice of work, a respect for the internal workings of the child... but how those needs are met vary with age. At infancy/toddler, we provide smaller spaces with various items to explore. At primary we have more "academic-looking" materials, and the child has few to no requirements for his 3 hour work cycle (keeping in mind that group dynamics help the classroom setting; at home the adult does need to provide SOME guidelines). Kindergartners are moving into the initial use of work-plans, so that by elementary there is a work plan or work contract, along with a work journal. Nothing prohibitive - this does not make it "school by choice" (meaning a child must do all typical school work but at his own pace or in his own order) - instead, the plan is worked out between child and adult, with some items to ensure proper foundation/framework and the adult helps guide the child in his project planning.

Yes, that's right! Projects! Elementary children should be working on PROJECTS! Research; timelines; creating their own materials! OH! The FUN!




If your elementary children are not exploring their own interests (or they express an interest and you fill in too much, too fast for them), consider backing off for a bit. And examine your environment.

Start with the psychological environment - what nuances are you putting out there in your speech, your gestures, your focus during your child's school time. Are YOU learning? Exploring? Connecting with the world? Asking questions and seeking answers? Using your own creativity to explore possibilities?


Then start to consider the tools you need to get there or remain there.

The most obvious inclusions in a Montessori environment will be the materials described in the albums of your choosing (and YES, you should have albums - pulling it together from the internet is not going to give you REAL Montessori - I've been there! I know!).

The one trouble with albums is that not everything is laid out so precisely when it comes to the physical and psychological nature of the environment, hence the emphasis by many about not really "getting" Montessori unless you've been trained. But even training doesn't promise full understanding; I have many trained Montessorians come to me with videos of their environments and ask me, "What is going on here? It's not working - what should I do to change it?"

The following is a list of items and areas that SHOULD be in a Montessori environment that may or may not be specifically delineated in your albums (but it IS there if you have a truly Montessori set of albums - and very likely is in the theory album (that if you don't have - you have NO IDEA what you are missing ;) ):

• art area (some albums have art lessons, some don't; some have it in practical life or in culture; but it is rarely in an elementary set of albums - because it is presumed that you have the supplies for the children to research and create their own projects)
• project-making supplies (boxes for dioramas, posterboard, mat board, clay, etc. - while this area kind of goes along with "art", consider this the "junk drawer" of creative art projects)
• historical tools of the (various) trade(s) - you might rotate these in/out or explore them on Goings Outs to historical locations -- in primary we like to teach the children to wash cloths on a washboard; in elementary we can use hand-mills, soap-making tools, combing cotton or wool and spinning it into yarn, and much more.
• hand-craft work such as weaving, knitting, crocheting, cross-stitch, sewing... in primary this is practical life; in elementary it is part of the child's life.
• Minimal tray work in elementary; minimal themed sets; we want the children to be thinking, imagining, creating - and to be building practical skills so that they can fulfill their imaginations. Too much planned out for an elementary child or too many (in this case, too many is a very low number) themed sets and the children's imaginations are thwarted and/or are developed in an artificial manner. You provide the basic materials and LET them start combining stuff to create their own themed sets. 
• Science supply area (in elementary) - you want the generic supplies available, along with a few resources to generate ideas, so that if they have a question about something, they can work it out relatively quickly. Anyone using AMI-style elementary albums now have the option at Home Science Tools to purchase a kit for the geography and biology albums - with just about everything you need in one package! (I do not make any money when you purchase that kit - it is simply something I set up to make the obtaining of the needed materials easier for those who are using AMI elementary Montessori albums). 
• I cannot under-emphasize: STREWN BOOKS. Read a book yourself that you want your child to read; let him see you read it. Have a small book basket in each room with a small number of books you'd like them to read. Just this environmental touch provides a huge fuel for interest-led studies. 
• A work-plan and work-journal - elementary. Accountability. Not something that hinders, but something that provides boundaries. It is interesting to note that the most creative artists will tell you they need boundaries in order to harness their creativity and create something beautiful. Totally open-ended? It just won't happen. Framework and foundation. 
• Beautiful works of art - not just 2D work, but all forms - nice tables and chairs and furniture (or nicely covered!). Think "aesthetics". When the mind is at peace, it can flourish in beautiful ways. 
• Space: your elementary child in particular needs space to spread out - he will get messy and look disorganized; while he still needs to be expected to put this things away properly when he is done, while working he SPREADS. Let it happen! ;) 
• Outdoor space - playing, plants, animals, air. 
• Phone books and other resources for locating appropriate Goings Out. 

Consider that you WANT the children to be creative and have as many practical skills as possible in the creative arts, BEFORE they hit the emotional/hormonal times of adolescence. Trust me on this one. And if you don't trust me, there was previously a Margaret Homfray video up where she said the same thing. ;) 

The above listed materials sound a lot like project-based learning, because PBL indirectly stemmed from Montessori. But I have separated that post out for tomorrow! ;)