Timelines: Doing the child's work for him

The contents of this post might offend some people - that is NOT my intention at all! I do acknowledge it might hit some of us personally, so please see this as an opportunity for personal reflection and growth of your own choosing.

Why, in Montessori environments, are we doing the work FOR the children? Why are we providing them with materials they are supposed to make on their own?


Per this Montessori Nugget on Timelines in Elementary, I field many questions on this topic.

In a nutshell, there are 8 key timelines for the elementary environment. Just 8. One is SO easily handmade; the others you will have to decide about making or purchasing based on your time, abilities, beliefs, and financial situation. (teehee - you'll have to look at the Montessori Nugget to find which 8!)

Any MORE timelines present in the elementary environment should be made by the children. Pique their interest, provide them materials. The materials are SO SIMPLE - you will simply LOVE how simple they are - the burden is OFF OF YOU! Why buy or make more timelines when you don't have to!?

What are these mystery materials? You'll see at the end ;)


Purchased timelines, outside of the 8 keys, are someone else's interpretation about what is important. They are an opinion. What about your child's opinions? Do you notice how the key 8 timelines are based on key information that is pretty universal in regards to importance? Montessori selected those points of interest for very good reasons - they ARE universal, and correspond to fundamental human needs, not someone's opinion.

What if you are in a situation that the child has some educational requirements (state-mandated requirements, family requirements) and there is just NO INTEREST at all in this subject matter? You've tried everything to entice their interest, it isn't happening, but they MUST do it!?

Well...

1. Hopefully you have laid a strong foundation for freedom and responsibility. Use that work plan - freedom to choose within a day or within a week or within a month - filled with the requirements for that time period. You must be using some form of work plan in elementary to truly have a Montessori environment. Some form - not any  particular form!
2. You may need to create a timeline for them. A sketchy timeline, that only displays the bare requirements - they can study this timeline, learn what they need to learn and MOVE ON. The elementary history album should have information on how to go about doing this in a very Montessori fashion. 
3. It is very possible that the particular topic is just not going to be of interest at this time of life - wait a few more months if you can. But if it's a requirement that you can't get out of, refer back to #2. 
4. By the time a child gets started on the bare minimum requirements, we find that most children are then enticed by the information involved and will add in at least a few things that are of interest to them. If there is still a continuous hitting of a brick wall, either the adult is pushing too hard, too fast and at the wrong time; or the child is pushing back because the adult is being too forceful. More often than not, the issue is with the adult's pressure and expectations than the child. We need to follow the child's developmental needs and abilities. 

Our home life:

My son (the ancient history buff!) really could not get into American History despite it being a "requirement" for this past summer - well, we're late on it now. So we found a family study that we just started on yesterday. This study includes only the most pertinent information for memorization, with which we will create note-cards to lay in order and create a timeline; along with additional suggested activities in case interest has indeed been piqued and further study is desired. I am NOT going to sit and make a timeline of US History for him; and I am not going to spend money on one either - because he can make it himself when the time is RIGHT for him. In the meantime, we do what we need to get through any requirements.


Interestingly enough, here is a selection from our local public school requirements for grade 2 social studies:

Chronological Thinking, Historical Comprehension, Research
2.1.5 Develop a simple timeline of important events in the history of the school and/or
community.
2.1.6 Create and maintain a calendar of important school days, holidays and community
events.
2.1.7 Read about and summarize historical community events using libraries and a
variety of information resources*.
Example: Write paragraphs or draw illustrations.

And THIRD GRADE:

Chronological Thinking, Historical Comprehension, Analysis and Interpretation,
Research
3.1.5 Create simple timelines that identify important events in various regions of the
state.
3.1.6 Use a variety of community resources to gather information about the regional
communities. (Individuals, Society and Culture)
Example: Libraries, museums, county historians, chambers of commerce, Web
sites, and digital newspapers and archives
3.1.7 Distinguish between fact and fiction in historical accounts by comparing
documentary sources on historical figures and events with fictional characters and
events in stories.
Example: Abraham Lincoln, George Washington, John Chapman (Johnny
Appleseed) and Harriet Tubman
3.1.8 Write and illustrate descriptions of local communities and regions in Indiana past
and present.
Example: Shawnee villages in Southern Indiana and Conner Prairie settlement

Even THEY want the children to create their own timelines!


Fourth grade in my area even wants the children to study the history of artists and musicians - in the history standards, not just the art and music standards! So, if the public schools require the making of timelines by the children - why are we just handing them to the children?

In essence, why are we doing the children's work for them?




The materials - do not have a cost a fortune and YOU don't have to work for it!

First: History Question Charts; the 8 key Montessori timelines
and:

register tape
or call a local paper company and
ask for ends off their rolls
(usually free!) - in various widths

Add scissors, writing pencils, a ruler
and maybe sets of blank notecards or small paper
to take notes, place in order; then add to the timeline

That's all folks!

Fiction versus Fantasy - Thoughts

It can be so hard for a family coming into Montessori yet wanting to provide the stories they had as a child: Beatrix Potter, fairy tales, and more.... Then we discover that Montessori is heavy-handed about "only reality" for the first plane of development, ages 0-6.

Here are some thoughts and experiences from a recent post I made on a Montessori group. Just random thoughts concerning our experience. I am happy to share more details and answer specific details :)

I personally and Montessori-wise hesitate to suggest any titles of the particular sort you request, because my own experience as well as the Montessori "way" is to build a very strong foundation on reality at this age. 

This (strong!) foundation in reality provides fodder for the greatest of imaginations in the elementary years. They can understand timelines, grasp the concept of ancient times and future years, with an intensity those of us who lived in a fantasy world in our primary years can never fully grasp. When a child know what is reality, what is possible; and in elementary years begins to see that all is not well with the world, by adolescent years, the child can fathom great but realistic plans for DOING something about it. There is a JOY in delving into moral tales and imaginative tales in the elementary years, and a TRUE HOPE that carries them through the adolescent  years, sometimes already truly DOING BIG THINGS. 

(sorry all caps - it is for very heavy emphasis ;) ). 

If we give too much fantasy before age 6, that JOY, that HOPE... is gone before it starts. Yes, it can be inflamed to a point (and should be whenever and wherever possible! it's not ALL lost), but the intensity is gone. The depth.

Look at our world of teenagers living in fantasy worlds that are self-destructive, because they didn't get a strong foundation in reality in their primary years. Do we want that for our own children? Really? 

I have personally found that when children are only exposed to reality during this precious first plane of development, they are ready to delve into stories with talking animals, bears on bikes, etc. around age 5 (even earlier than the official "end" of the first plane of development); however, when you wait to expose the world of pure fantasy to them until at least 5 1/2, you will find an intense love, an intense JOY, they will not be calling Beatrix Potter stories "baby books" - instead, they will be delving into them wholeheartedly and with true JOY.

The child can then delve into fairy tales (which are actually "moral tales" - intended to teach right from wrong in a strong-image-based way - not just to "entertain") on the level the stories were intended.

For example, my son right now LOVES to explore fairy tales - he is a healthy, normal 8 year old boy - yet all those fairy tales that his friends call "girl stories" or "baby stories", he an tell them about the knights, the fighting, the red-hot-iron shoes and the birds pecking out evil stepmothers eyes - and he can explore the question of "what if" these characters came to life today; what if someone we know is living the Cinderella life (before she became princess) - there are no fairy godmothers, but what can WE do to help? 

All of this because he had a STRONG foundation of reality. He can truly just ENJOY the tale without wondering about the possibility of magic ruining his life or unnaturally helping it thus that he owes a debt to it (Rumpelstiltskin). He also learns moral lessons on debts, on black magic (which is real), on attitudes towards others, on maintaining hope, on making the choice to help others in need, etc. etc. etc. THESE are the lessons of fairy tales and his male friends who have lost that, are starting to get a taste of the depth of these stories from my son telling them about it in a way they never thought possible.

And he can ENJOY all those books about animals doing human things, although he wishes some of them were written with the vocabulary of an elementary child. 

We CAN give fiction in the first plane - but realistic fiction. Something that could actually happen. While a child who has had lots of fantasy fiction can verbally tell you it's real or not real, in fact, they are still confused in their minds; little girls starting watching for their fairy godmothers or for a prince to "save them", they worry about curses being placed them; little boys also worry about these curses as well developing unnecessary fears of things in the dark, when we want to build them strong to face those fears.

Now - will little boys fight dragons even if they've never heard of them? YOU BET! There is something in the human memory about some sort of creature of this type. And THAT is fine! But magic swords are not yet appropriate for the first plane child (0-6). Wait until age 5 1/2 at least and watch how deep it goes! It IS amazing!



And do I WANT my son to fight dragons??? YES! I want him to recognize those dragons for what they are in the "real" world and fight them whole-heartedly, with confidence, a humble fear that keeps him prudent in choices, and LOVE.

Catechesis of the Good Shepherd

Wow. I am still in shock.

As I reflect on the letter I received today (I am typing this on Friday afternoon), I thought I'd share some thoughts that answer some private questions I receive from time to time.

Basically, these questions center around the relationship between Catechesis of the Good Shepherd and Montessori education - for US. In OUR family.



Quote from the acceptance letter:

"With your great Montessori background, it's easy to want to include many wonderful materials in the atrium, but especially in an atrium used for training, we need to be true to Sofia and Gianna's understanding of the essential."

I appreciate what is said here, but I have some concerns as well.

• I came to Montessori THROUGH Catechesis of the Good Shepherd. Yes, I found Montessori first, but I had levels 1 and 2 formation in CGS before I went to AMI primary Montessori training. The above statement makes it sound as if Montessori came first. Then level 3 CGS and elementary Montessori training overlapped. 
• AMI is foundational. It does not participate in "fluff" and it too focuses on the essentials. 
• I have full respect for Sofia and Gianna, and I have equal respect for Maria Montessori. All three ladies focused on the essential with the children, yet Sofia and Gianna's work was founded on Maria Montessori's work. This is getting a bit into the chicken/egg syndrome, so the main point is that we canNOT separate the Montessori method from CGS without losing KEY QUALITIES. 
• Many of those foundational Montessori principles that are given in CGS formation courses (silence game, walking on the line) are losing their strength in the passing from one adult to the next. But when such exercises are fully present in the atrium, you find children who are centered (normalized), at peace, and working deeply. 
• For me personally, CGS informs my application of the Montessori method in the academics far more than Montessori affects my CGS work in the realm of faith formation. I am not necessarily taking the above comment personally, but I do feel it is a blanket statement that reflects a division between the two rather than a recognition of CGS's roots in Montessori - the condition of the roots reveals the condition of the potential flowering. 

Some interesting tidbits on the relationship between CGS and academic Montessori - or how Montessori can and SHOULD apply to CGS:

• Walking on the line and the silence activity are being watered down in CGS and the fruits are not forthcoming. These are *essential* Montessori principles that CGS needs to hold onto tightly, or it will become simply a mental exercise in religious education, such as Godly Play has become. 
• Evolution and Age of the Earth: The academic materials that inspired such level 2 works as the Fettuccia and Blue Unity and History of the Gifts - has NO MENTION of the specific number of years since the birth of the Earth.  Yet originally these CGS materials were made to represent a certain number of years and specifically TAUGHT evolution. I will not get into evolution versus creationism vs something in-between here. I will simply state that it is NOT the place of the atrium to get into this topic either. The atrium's place is to emphasize that God created the world and provided these gifts without mention of length of time. Let the children's imaginations, their schools and parents work it out. These modifications were finally made, but only after the Montessori community looked even further down on CGS for even trying to say that a rib on the grosgrain indicates 1,000 years - pure Montessori has no such material, neither should the atrium. 
• I have had SO MANY children struggle with the concept of going from a globe to this flat map of Israel, with little to no connection to where we are now (other than on the globe). This is an area that CGS atriums should be introducing a brief preliminary geography material. Starting with the globe, then a round ball of clay, cutting the clay into two (hemispheres) and rolling them flat to show the two halves of the earth on a flat surface; then showing the puzzle map of the world, with Israel and the atrium's locations marked. 
• We have Exercises of Practical Life in the atrium, but so many catechists are NOT focused on the Montessori essentials and they introduce "fluff" into the EPL area, at the same time they ignore what is most essential. Yes, the children need EPL. It fulfills developmental needs that allows the catechist to then get into the theological presentations. HOWEVER, transferring puff balls from one bowl to another is not necessary in the atrium, unless you have the children using tongs to get fresh cotton balls for the polishing work. 

The tray on the left should be glass
or hard plastic; I was using it elsewhere
the day this photo was taken. 

• Polishing: I have personally streamlined my AMI album pages on glass, metal and wood polishing, so that ONE presentation can be given and the child now has all the polishing available to work on. The only differences are the actual polishes in the bottles, the type of tray, the ring and the dish for the polish and cotton ball - designed to indicate what that polish is to be used for. 
• There are a few ways that the Exercises of Practical Life within the atrium can be freshened up, so as to focus on the essentials, while meeting children's developmental needs, and leading more fully into the life of the atrium, the family and the church. 
• Last EPL thought: consider how the children are to be responsible for the atrium and the church; provide those materials (polishing, flower arranging, cleaning, sweeping, folding cloths (ie for the altar)). Consider what preliminary work they need in order to accomplish those works (eyedropper transfer for polishing, introductory cloth folding, carrying trays and mats). If you need a few more preliminaries at the beginning of the year, fine! Then pull them out by the second month of atrium so the children are not matching colors or transferring puff balls all year when they have other work that more fully meets their developmental needs. 
• Language: Some people add far more 3-part and 4-part cards than are entirely necessary. I fully agree with CGS's current materials manuals in how much they provide, with one exception: it is nice to have the 3-part cards for the cities of Israel for the level 1 children. But I have seen some people go much, much further and label *everything*. It gets to be too much. 
• Summary: So in many areas, the Montessori influence is not balanced. Too much or too little and both to the detriment of the potential of the album. 

In all other aspects, CGS is separate from the academic Montessori, which includes something good and beautiful (we call it Cosmic Education ;) ), but is separate from CGS in that Catechesis of the Good Shepherd is theology at its richest and deepest. 

I recognize what I would be doing in a formation course; but I wonder how I would go about assuring that stronger, balanced Montessori foundation. 

Again, though, CGS has impacted how I do the academic portion of Montessori far more than my Montessori background will ever impact CGS. 

Montessori Albums - Part 2

My last post got so wordy!

I wanted to answer some questions about the AMI Montessori albums I use, and offer for sale, but from the perspective of being a mom, a homeschooling parent, a Montessori homeschool co-op teacher, and not just a Montessori teacher or seller of albums.


I USE these albums. In their entirety. Yes there is one area I am saving for upper elementary (discussion of evolution), but that is a personal family choice; within the albums I sell, everything is left where it belongs from AMI training.

• I have provided minor adaptations to improve continuity. 
• I am adding a small astronomy album. 
• I am fleshing out the art section so that it is more clear what the expectations are. 
• I am looking at typical state standards and trying to tag where the most pertinent "hidden" presentations might be (i.e. graphing starts in geography, not in math)

I have had one person tell me that the albums have been dumbed-down for homeschoolers - this is simply not true. The entire main content is straight from my training, what I submitted for album review, what was returned to me with comments, the changes I made in response to those comments and instructor requirements and what I received in final album checks - within the context of AMI training. All I have done is correct typos, write out material descriptions more clearly, change a few sentences in the elementary language album (there was a solid week where almost all sample sentences used in my training had references to alcohol (long story) - I do NOT find these appropriate to have within albums that you will use to present to children, even if you do not use THAT sample sentence. My son READS my albums from time to time - my albums are intended to guide me in presenting materials to children. (my last post mentioned by abhorrent feelings towards my particular elementary training). Stepping off that soapbox.)

The point is, I have made minor modifications to the album pages themselves. I did add a substantial number of references for quotes and statistics noted in the introductions and theory albums. These items make the material at hand meatier than what I received in training, not less. I have not chosen just my favorite album pages or presentations - I have included EVERYTHING, in its purest form, so that *you* and *your family* can choose to make the modifications (or none) that *you* see fit.

UPDATED 2/1/13 - for the accusation of 'dumbing down,' it is interesting how many errors I still find with ALL those album checks. Including a safety error in the geography album (which has now been corrected). Indeed, the albums are much more academically sound, professional appearance and still open to further clarity.


I also use these albums to tutor other children. When I have been in schools, these are the albums I use. I *rarely* need to go elsewhere for alternate album pages, although the temptation is always there ;) Why don't I need to? Because the children's interests are enticed to explore on their own - and the children have TIME - and they end up studying all the areas I would have pulled in something from another album anyway.  or they go so far beyond the album, that I have little to do myself ;) (haha like a homeschool mom, CGS formation leader, atrium and co-op teacher, who also runs two businesses from her home as "little" to do!).
For example, my son is studying a high school geometry book right now (another post).


So yes, these albums are usable in a homeschool setting, though designed for classroom use. Does that mean they are perfect? Not a chance! But I do have a fantastic group of ladies online and a couple of local families that report any discrepancies to me, so that they will be one of the best options available for homeschool families. I also provide online support via e-mail or online discussion board. And I am slowly but surely adding in a few components that others have found truly necessary to pull from other albums. These sections I am writing myself in the same format as the rest of the album, so that they are as comprehensive as possible while still maintaining the "foundation and framework" structure that makes them so perfect for my own family.

Keys of the Universe and Keys of the World - Montessori Albums

I'd like to speak on a business-related topic, but as a mom/teacher/catechist/homeschool-mom - not necessarily in that order!


What is the story behind Keys of the Universe and Keys of the World? In a nutshell.....

Keys of the World albums are my AMI primary albums, with very minor modifications; they cover ages 2 1/2-6. Eventually, I would like to fine-tune these albums more specifically for homeschool purposes, but for now, they are pretty much what I created in my AMI Montessori training and are still quite useful for homeschooling purposes. I LOVED this training!

Keys of the Universe albums are my AMI elementary albums; they cover ages 6-12; I created 75% of the current content during training, with the remaining AMI portions filled in afterward. I offer online support for these albums and am currently revamping the certificate of completion requirements for those folks needing certificate. The certificate is not required; and the assignments are only required if you want the certificate (or for your own personal use). The albums themselves are available with or without the certificate.

There are portions that are NOT AMI contributions, but are my own creations specifically to smooth out the album pages or sections in areas where, frankly, AMI is a bit out of touch with reality. For example, one major section I am adding is a separate album just for Astronomy. It will be a thin album, designed to provide the basics and encourage the children in exploring their own interests. This is an area that AMI needs to update - when we have NASA screening candidates to make a 2-year visit to Mars, well... this is ONE area that could be refreshed.

I noted above that I loved my primary training - as much as I loved primary training, I abhorred elementary training at least twice as much. Not because of the content, which was great, but because of the instructors. Because of their verbal and emotional abuse of anyone who thought or lived differently from them. Because they could not accept that perhaps, if Dr. Montessori were alive today, she may have seen some things that even she didn't consider during her lifetime (astronomy for example, but also homeschooling, among others. I don't KNOW what she would have done, but I can rarely accept someone else telling me what she would have said - I do not idolize Maria Montessori - I respect her - therefore I will not pretend to know her mind). More on this last thought in another post.

I *firmly* believe that AMI offers the most foundational and pure Montessori principles of all options available; I firmly believe that AMI offers the best albums available today. They do not provide more than what you should present to most elementary children (there are some things in the math album that can be saved for adolescence if needed, that is the one exception; but only an exception because there are children who get to that work in elementary, thus you have everything you need for potential elementary topics); neither does AMI provide "fluff".
----I have seen albums that don't provide enough even for a framework. I mention to someone a (in my album) crucial exercise to a particular material and I get flabbergasted responses that, "I never knew that was an actual exercise for this work!"
----And albums with inappropriate work: the work extensions that are either not included where they should be, or "fluffy" extensions are included that seem like requirements when they should be marked as a child-thought-of extension (not an adult-directed activity) - another topic altogether ;) Even these extra things can be quite meaty - but if the children should have been guided there rather than having it handed to them... it becomes fluff.


But that does not mean AMI albums are "perfect" - my goal is to make them as homeschool-user-friendly as possible, without compromising one iota of what makes AMI albums so wonderful.


One of the best aspects of AMI Montessori albums? They provide a structure with the minimum amount of knowledge a child must learn, and leaves you with ideas, suggested resources and above all else TIME for the children to explore on their own - this self-exploration being a key point to Montessori education. Children MUST have this time; and albums that try to cram everything in, become quickly outdated, quickly and intensely overwhelming for the parent or teacher trying to cram everything in when some of that "everything" is frankly not even necessary for *every* child; not to mention that we want to entice interest, not dictate it.


Yes we have "assignments" (the work plan, with some teacher-directed work, mostly child-directed work, and some things from the local educational requirements); but we also have flexibility.

If I just present to my son at home the things in my albums, and leave him with time to explore on his own - I have done EVERYTHING I need to do academically.

BUT. I need the theory album to know everything to do - because the subject albums do not contain everything.

And I have room to pull in other resources as HE needs them, because the Montessori Method at the elementary level is very clear that neither the teacher nor the albums should provide everything for the child. We WANT them to explore, not be spoon-fed. Isn't that why we come to Montessori? ;)

So. Theory. Subject albums. Focus on the essentials. Provide TIME.

Recipe for success ;)


These AMI primary and elementary Montessori albums, combined (in our family) with Catechesis of the Good Shepherd and our own personal selection of outside resources has provided wonderful fodder for a rich, sound childhood and family life.