Montessori Homeschool Week - February - Tuesday

Tuesday morning started off kind of slow. Monday was a drainer, so I wanted him to sleep in and I got up to work. At least that was the plan.

The alarm went off at 6:05. Somebody wanted to serve at 6:30 Mass across the street.

Go for it, kiddo; I can't move.

He came home, made breakfast (scrambled eggs - his specialty - touch of cream cheese, some salt and garlic. DELICIOUSNESS. Now if we could work on not giving Mama the ONE bite that has a bit of shell in it, we'll be doing awesome.), snuggled up with me and went back to sleep.

Once Upon a Time plot holes
By the time he woke up again, I was up and working. He started looking for additional plot holes in the ABC show "Once Upon a Time" - he is making a list of things he wants to look for in upcoming shows.

In the meantime, I was really not wanting to drive into the city again for the Lego Store's monthly mini-model build (first Tuesday of the month - stand in a long line - put together a Lego set and take it home for free - it draws CROWDS, MONTHLY), and Legoboy had expressed interest in attending one of this month's Lego Club meetings - which are different than they used to be. So I got brave (sucked my pseudo-asperger's) and called the store. Patrick answered the phone. We like Patrick. He knew my son by description which is both kind of cool and kind of creepy (in a good way). He explained that the new Lego Club set-up is far cheaper ($10 versus $25); no t-shirt anymore; BUT the children get to build and take home that month's mini-model build (so they could get two if they attended both events: the mini-model build and the Lego club meeting) --- and do some activities that build a story around the model. They also get a mini-box for the Wall of Bricks, that they fill up to create more components to that month's model's story.

And they take it all home.

Ok. 9:00 AM on a Saturday. Sigh. I don't like making commitments before 10AM. But he'll enjoy this - and in the end, I will too.

Back to work for me - on with school for him.

Decimal Fractions

Legoboy worked on the decimal fractions as promised. He remarked from time to time, "That is dumb! They put a zero in front of some of the numbers!" I reminded him that calling someone (the person who created this image) "dumb" when we don't know the person's intentions is a sin. We can judge behaviors when we know the full story; but not judge people. Ever. 

Best to consider the person's best intentions until we know more. 

A lesson we could ALL learn - some of us are more in need of it than others. 

In this case, Legoboy came around to, "You know what Mama? They probably put those extra zeroes in to be tricky! But they can't trick me!"

Mystery of History
He is getting really simple with his pictures ;) The focus is on the process - learning the skills of creating images from scratch, considering what goes into each image, what are the most crucial elements to include when it is not as easy as sketching with a pencil?

He allowed me to post this one very beginning draft. No details.
He doesn't want to share yet. 

Consecration in Truth
6 lessons together - mostly review. One new saint he didn't know about.

Chores
swept out the garage
watered all the plants
record the power usage on the basement fridge/freezer
clean up after self (clothing, etc. )

Swim lesson
He is actually MOVING through the water! Still holding on to a dumb-bell-shaped floater and he has a thin floater around his chest when in the deep-end (liability requirements - which I am fine with right now, because this is about getting over fears and building confidence). Previously he keeps his knees bent and gets upset when the instructor tells him to straighten his legs because he think he does have them straight (when they are bent underneath him - you can see where the "there is no thinking when in the water because of the fear factor" issue comes in). But he finally let go and straightened his legs! This boy can MOVE when he keeps those legs straight!


DQ
Because he earned it!

Drive Home: Talk about Jupiter (it was to the left of the full moon - and despite the hazy overcast of clouds, Jupiter shown through! Awesome to know the names of these things. We couldn't see any other stars that evening.
Earth Sky Website gallery of images

We frequently use our car rides for discussions, sometimes just silence, we like to sing, or listen to classical music (he LOVES classical music!).

This is basically what we saw - this is not our photo.
Linked from EarthSky. 

Confirmation Notebook card - slowly making forward progress
Piano - just reviewing past lessons. Not ready for a new one yet.


Our shows were both on! Yes, we watch a tad bit of television. We did nothing for the longest time but now we watch Marvel's Agent Carter (while Marvel's Agents of SHIELD is off for the winter break --- these are both the back/connecting stories to the Marvel's Avengers series). Afterwards, I watch Forever and I let him watch some parts of it.
Legoboy's favorite line from all the movies and shows?

Ma'am, there's only one God. And I am pretty sure he doesn't dress like that. 

(that may not be a direct quote - but his rendition of it over time ;) Captain America!)

Second favorite:

Puny god! (Hulk)

Somewhere in there we did morning and evening prayer from the Liturgy of the Hours; and still didn't get to our Oremus prayer study book! Yikes! Two weeks without doing the daily homework. At least the Sunday evening meetings, video and discussions are still fruitful!



Our other links to past Montessori Homeschool weeks:
Montessori Homeschool Week - February - Monday
Montessori Homeschool Week - February - Work Plan for the Week

A Week in the Life of Legoboy - Friday (includes links for Monday-Thursday)

Montessori Homeschool Week - February - Monday

Homeschool Class
Seismology - I really thought this was going to focus on earthquakes. They did do earthquakes, but they really covered ALL the movements of the earth. Four stations were set up with guided investigations at each. I really like this class because they provide some worksheets (ho-hum) and lists of additional resources and websites to explore. So wherever a child's interest lies, there are follow-ups already available that *I* don't have to looking for - or have him go looking for in a random manner. We can start with the suggested resources and build from there.

waves of energy

Mummies of the World exhibit
I appreciated all the reminders that these are real people and NO photography was allowed.
Seeing the children was HARD.

We learned about the variety of ways that mummies are made and saw several examples of each.

It was a worthy 45 minutes. A lot shorter than I thought - BUT considering the extent of what was covered and the cost it takes to maintain everything, I totally get it.

IMAX: Jerusalem the Movie
Jerusalem
Benedict Cumberbatch narrates.
Benedict Cumberbatch - of BBC Sherlock fame - a modern adaptation of the Sir Arthur Conan Doyle stories. And Smaug. And the Necromancer (who later becomes Sauron) - these latter two roles being in the recent The Hobbit trilogy. Based on the books written by JRR Tolkien.
Very nice.

This is our second time seeing this movie. We wanted to watch it a couple more times because the footage is phenomenal. The movie focuses on the 4 quarters of Jerusalem (Muslim, Jew, Western Christianity and Orthodoxy), meeting with 3 young women who talk about their experience living in their quarter (Christianity and Orthodoxy are represented by one woman). They also share that there is not much interaction between the quarters, but it all focuses on the POSITIVE.

Ice cream break - awesome ice cream!



IMAX: Mummies: Secrets of the Pharaohs
Mummies: Secrets of the Pharaohs
Christopher Lee narrates. Of Sherlock fame - based on the stories by Sir Arthur Conan Doyle. And Saruman - from The Hobbit trilogy and The Lord of the Rings trilogy.
Wait! Didn't I just say something very similar?
Yep.
VERY nice. And quite humorous to this literature-loving, art-film appreciating family!


Educator's Guide for Mummies: Secrets of the Pharaohs


Scavenger Hunt in the Nature's Trading Post
Each month they have a new scavenger hunt. The children come in and pick up their slip and pencil. They read the questions, going around the Natural History Museum to discover the answers. When they return their filled-in slip AND pencil to the Nature's Trading Post, they receive points with which to trade or bank. Options for trading include geodes, fossils, shells and more.

The children can earn points other ways as well - doing projects at home to bring in and display, finding specimens to donate to the trading post, etc.

The images here are from last month's Scavenger Hunt that he did on Saturday when we were there for the Forensics of Mummies class in the Lite Lab (see below). Information on the theme is one side, with the questions on the other.

Lite Lab
In the same place where he takes monthly Saturday classes, they have free exploration options as well. Whenever the Lite Lab is not in use by a scheduled class, they have different scientific explorations at each table. Today they had out optical illusions, a wind machine to create and test a variety of windmills to create power, logic puzzles such as the farmer on one side of the river needing to get his items to the other side without them being eaten, some architecture --- and magnets. These were neat - and I finally remembered to pull out my camera!

Wendy's - 3 chicken sandwiches for the growing boy! And french fries, a salad, 2 cups of water...

Home Depot - he always compares prices to see if anything has changed; loves carrying long shoe bases strips around the store. I will get a picture one of these days!

TaeKwonDo (YMCA) - black belt preparation class, followed by regular class.

Swimming (YMCA) - deathly afraid of the deep end. I promised him Dairy Queen once a week if he not only does his weekly swim lesson with bravery, doing everything the teacher asks him to do without needing to repeat, but also gets in the pool during free swim and authentically practices floating and anything taught in class. ALL with a good attitude.

Yes sometimes what looks like bribery is OK. In this case, I see it much less as bribery or an unrelated reward but as a way to focus his attention elsewhere during the hard parts, so that he can overcome his fear and move forward with life.

So on this evening, we did not have a swim lesson, we could wait 45 minutes for open swim to start, OR go home. It had been a long day. He had the option and neither was going to reward or penalize him in regards to DQ.

He chose to practice swim!

I love my kid.

I didn't get pictures this time, but here are two from last week:

While waiting for open swim to start, we just chatted and played some mind games - and did some researching on the internet.


He found this riddle he wants to work on tomorrow, using only the decimal checkerboard for multiplying the decimal fractions. He CAN and DOES do this work on paper, but since helping me last week get some freshened images, he has really wanted to work with it some more.

Today was quite the full day, educationally-speaking and we have a full week ahead of us. We'll see how down-time plays out ;) 

Montessori Homeschool Week - February - Work Plan

Just for kicks, I am hoping to blog this whole week about Legoboy's homeschooling experiences - all Montessori (though if I didn't mention that, many people would think we were either unschooling or doing some other "curriculum". Why? Because Montessori is not about the materials in and of themselves, but about the child's needs and interests, both expressed and unexpressed - needs met through key presentations given by the adult and further research and exploration on the part of the child.)


Work plan for the week: 

• Study something from his "herbal jumpdrive" (we have finished up some projects/studies and he has a few resources he still wants to explore - this one is left open-ended)
• Continue editing images from Wall of Fame (Mystery of History - he is creating digital designs for each story that he wants to have printed into a book)
• Watch 2 Apologetics course sessions (he is continuing with a middle school apologetics course he started this past December --- currently doing the Recorded Classes with all assignments with Homeschool Connections)
• Daily work on his Confirmation notebook - meeting with his sponsor on Thursday to go over what is done up to that point. 
• Review decimal fractions multiplication on the checkerboard. He had fun last week helping me create freshened images for this work, that he wants to "play with it" a bit this week. 
• Three chapters in Primary Grade Challenge Math (he has been putzing slowly with this book - he prefers to have me listen to him doing all the math orally while he writes some of it down. He needs that communal aspect, but I am not always available; so he adjust his plans accordingly). 
• Finish Consecration in Truth review: levels 2 and 3. He started this way back when, now he wants to keep going with it because "Lent is coming" and he wants to freshen up on things. 
• EEME Project 3 should be arriving this week. Our review post on EEME
• Practice piano daily
• Select other work as appropriate and interested. 
• On the schedule - some he planned, some we planned together: 
• Homeschool Monday class at the local museum: Seismology
• Mummies of the World exhibition
• Jerusalem OmniMax film before it ends on the 12th
• Mummies: Secrets of the Pharaohs OmniMax film
• Tae-kwon-do Monday and Wednesday evenings; Saturday morning
• Swim lesson Tuesday evening
• Additional swim practice when possible
• Atrium Thursday afternoon
• Mass: Tuesday morning, Thursday morning (had to choose between tae-kwon-do and Mass Wednesday evening - various reasons, he chose tae-kwon-do this time)
• Speech Wednesday morning
• Dentist appointment Wednesday afternoon
• Meet with Confirmation sponsor after atrium Thursday
• Celebrate Mama's birthday on Wednesday - and another day when we have actual "time"

Now THERE is a SMILE!

Montessori: Small Objects

There are a few Montessori presentations for which random small objects are great for. Typically, these are in the language area --- and depending on the "style" you follow, you may need more or you may need less. The Keys of the World (AMI-style) require fewer.

In our home we didn't buy any - except one batch of tiny flower pots with flowers, on Ebay. Why? I don't know, but they sure are cute!

We could have totally done without them.

The thing is - each object has far more than just one name. And you can describe it.
So a "pig", depending on the details shown you could use: pig, sow, boar, swine, pink, large (other sizes), piglet, animal, mammal --- and even look at their parts that can be seen: snout, eyes, hooves. etc. Or what they provide: pork, bacon, ribs.

Cows are also bovine.
Horses are equine.


If you want to buy some objects - go for it! Just don't dismiss the idea that you have 100% of what you need in your home already. What you don't have in small objects doesn't have to done with small objects - "I hear the sound in "mmmm" in something in this room - who could it be? OH! It is Emma!!!"



Posted this on Facebook:

Some assurance that you don't "need" to buy small objects (if you "want" to - have fun! but those feeling the pinch? ***Look around your house***)

This stuff was gathered one day, several years ago. We sometimes pull additional things (like jumpdrive, necklace, lego pieces (Legos are great for miniatures!), other toy pieces, etc. It is AMAZING what we have in our homes, when we actually look. Got a junk drawer? A random art pieces junk drawer? Sewing? Hardware? Legos or other play sets? Oh! We did a tealight candle in this set for a while - then we decided to use it wink emoticon

Another Story: 

I met a homeschool mom about 2 years ago, who insisted up and down "we just don't have small objects - which ones should I buy? and we are on a TIGHT budget."
I told her

1. You have more than you think you do. 
2. You don't NEED all those cutesy objects other people have. Use the large objects around you if needed; use words in the child's mind. Use the kitchen cupboard contents, or the trees/objects in the backyard. Sounds are all around you. 
3. She was still in a quandary (amazing how we moms like to work ourselves up into these). I was coming to visit anyway and I asked for permission to find small objects all over her house, requesting permission (or boundaries) of where I could look. 

I filled a 3-gallon bucket. All sounds were represented. 

She had insisted she had NOTHING! 

Here is a basic run-down of our "tiny objects" in our Montessori homeschool and co-op:

Un-pictured:
Toob animals (I don't even know what all we have here!)
Lego pieces (amazing what can be pulled from Lego sets)
Tealight candle
More hardware pieces
#6 from our fridge magnets (to have an "x" when animals are not present)


Pictured: 
Barbie hairbrush
flower from my bouquet from my mom/stepdad's wedding
housekey
set of three tinier keys - on a key ring
plastic keys from a Wendy's kids meal game (like pick up sticks)
plastic rosary
plastic ball
big green button from an old coat
plastic pacifiers from a baby shower
tiny flower pots with flowers - different colors
white gift bow
red gift bow/rose
hexagonal box with two lids
wood cross
bunny in egg
paint board
rubber band
tongue depressor (popsicle stick, craft stick)
sharpener
green paint
empty jar of paint (clear, jar, cap, lid, glass, metal, white, empty)
various rocks/stones
rug from a doll-house
washboard
moccassins
tacklebox divider
wood star
feather
egg-shaped stone - looks like the universe
tissue
pen cap
shell
glass stone/marker
brown jars with white lids
small cloths
wood ring
red die
funnel
cottonball
bunch of flowers
chopstick rest
sticky notes
brass bell
red netting
tiny wood cube
Christmas wreath pin
thread spool
gold dish
white cup hook
two sizes of paperclips
extr caps/lids/covers
4-leaf clover
hat
suction cup hanger
mug
silver bell
lock
cup
gold ribbon bow
plastic ring
gold cap for lightbulb
milk cap
red paint
silver ring
table-leg foot prop (we used these for polishing dishes years ago)
carrot
funnel

NOW **THINK** - for each of those objects are words for all of the following:
colors, sizes, textures, composition, style, other appearance, weight, multiple names....

Tell me you can't do all the sound games and the Mystery Bag with this set?

;)

Work Plans - CONFUSION

Primary children should NOT use a written work plan.
But they can have the conversation!
And they can ask for a particular presentation
(as this boy is doing - because he has plans!)

There is a plethora of confusion about work plans.

I recently posted this in the comments of an online friend's blog and decided to make it its own post. I try so hard to "agree to disagree" on many interpretations of Montessori, while presenting information from a new viewpoint --- so each individual can make an individual choice for their own situation. This is one area where I am TIRED of being attacked, name-called, my intelligence and adherence to Montessori called into question because I don't "let" the elementary children "have complete freedom." Montessori never said "complete freedom". She said "freedom with responsibility" for the elementary age. And the misinterpretation of work plans and what they are SUPPOSED to be, I am drained of maintaining the quiet stance of "well, consider this aspect....".

Time for the truth to be told. Boldly.

Work plans are the child's segue into responsibility. 

They are the child's written down thoughts/plans for the day or the week or the month, following a conversation with the adult who does not dictate but listens, offers suggestions, answers questions, poses some questions and sometimes reminds a child of an area of exploration that the child doesn't know about (or remember) that would actually HELP the child's current explorations, interests, projects. 

Work plans are not checklists or pre-assigned/designed by the adult. 

Here is what I recently posted in the comments on another blog:

I think a good deal of the confusion comes from inaccurate information given to us first; it saturates us so that we come to the accurate information if it is not MORE forceful and MORE clear and MORE everything than the inaccurate information (and sometimes even then!) it gets pushed aside, not read/understood as intensely because an opinion has already been formed.

I REALLY wish certain other places would stop with the checklists - "download, print and use this as work plan". Those are not work plans, they are checklists. And they are adult led.

We ALL have work plans - whether written down or in a planner or in our heads - we all have a plan for the day, the week, the month, the year, life-plans - and we are all working towards those. To help the children we discuss, we check-in, we guide them, we make sure they are aware of scheduled activities that are upcoming so THEY can plan to get into deep or not so deep work depending on how much time they have, we let them make some mistakes but we also offer words of wisdom at the right moments --- and the children can write that down.

I don't see "checklist" in there anywhere. I am SO happy that the truth is finally being understood and being spread (I have felt like a lone voice for FAR too long) - but I am so sad at the depth of the misunderstanding.... 

A work plan is simply a written form of the plans in your child's mind. 

A homeschooler's version might look different from a classroom version - why? Because in the classroom, you have 35-60 children working in various areas to inspire the other children, reminding them of other areas of study.

Children in classrooms can observe others' work as a review and reminder of their own past work, inspiring them to further work or a way to apply that knowledge in their current work. Homeschool children don't have this inspiration, so it is OK to have a list of all the areas that could be studied in - as that way of reminding the children. They also won't be visually reviewing (observing) as much so it is ok to remind them to review areas they have not touched on in a while.

There are many other differences between classroom and homeschool, found in other posts - and some are still in-development.


Ultimately, we the adults have the map, yes the child still has his own personal journey - but how does the child know his options if we, the adult, don't present them.

Thus we continue to give new presentations (the children have a right to know when these presentations will happen, so they can learn to plan their own day); the children have a right to know there ARE more presentations and to request them. The children have a right to know how to plan their time wisely and receive GUIDANCE in their project and study planning.

If we do not have a conversation with the children and provide this opportunity for them to talk out their previous work (work journals) and their upcoming plans, then we are doing a SERIOUS dis-service to the children.

A GREAT article and video on the "Three Essential Tools of the Elementary Environment".
Montessori Guide: The Three Essential Tools