September | 2015 | Primary 1

The revered Chinese philosopher, Confucius, uttered this famous phrase:

“I hear and I forget,

I see and I remember,

I do and I understand.”

This summarizes a key component of the Montessori philosophy which is the power of a child to be immersed in the process of learning as compared to simply generating product (paperwork, saying the right answer). It is a subtle and profound Montessori perspective.

Working with the “4-chain”

In our culture, there is such a drive for people to say and give the “right answer” that the deeper experience of methodically doing the process is not given the priority it deserves.

In Montessori education, the process is the focus of our lessons. When a student is given a lesson for the first time, there is a profound order and process that is imparted: how we lay out a lesson mat, carefully select the material, carry the material to the mat, place items from left to right in a specific order, and returning the activity to the proper location in the classroom so it is ready for the next child to do.

Giving a lesson using the 5-chain.

This allows the child to see a clear, quiet path to the successful experience of using the materials to achieve its aim (whether it be a math problem, an activity designed to develop the senses or a writing exercise).

working with the color tablets

On a deeper level, the child has a way of repeating the lesson themselves.

shape matching “step board”

Practicing a lesson independently from the teacher builds intellectual confidence in the child, as they see that their actions lead to the same positive results experienced in the first lesson.

working the “1,000-chain”

Letting ourselves, as teachers and parents, step back and engage the child with the long view of imparting process instead of generating immediate results, takes discipline and awareness of why we are doing what we are doing.

initial bead stair lesson

Eventually the process will take hold in the child and their true independence will be served.

REMINDERS

Spanish bingo

PTO Movie Night at FMS on Friday, 9/25. This is a great way to meet other parents and enjoy your children socializing with their school friends.

Kindergarten field trip to the local fire station on Monday, 9/28. We have been studying safety and community building in our classroom this month, so this will be a tangible way of enforcing this topic.

Look for the book fair from Tuesday, September 29th through October 2nd.

pin punching develops fine motor skills and concentration

Parent Teacher Conferences are coming up. There is a sign-up sheet by the P1 Communication Book. Conferences will be held on Tuesday, September 29 and Wednesday, September 30 after school. Thursday, October 1 is a half day (dismissal at 11:15) with conferences available in the afternoon and Friday, October 2 (no school for children) with conference times available from 8:00 to 4:00.

A great big thanks to Vivian D. and Lilly, and their families for providing delicious snacks and beautiful flowers for our room.

Welcome to our 2015-2016 school year. With so many returning students, the P1 work cycles have been quiet and productive.

We are also happy to report that several of our new students are siblings of former Kindergarteners, so many of them had a sense of how to move around the classroom and follow the basic guidelines.

We are emphasizing our grace and courtesy lessons, such as turn taking especially in highly demanded areas in the classroom (like art and snack) and how to handle disappointment when the first choice is not available and a different job has to be chosen.

The aim of a Montessori classroom is to have it organized and logically sequenced so that the first job, found on the top left place on a shelf gives the foundational lesson on the subject, and the jobs become more advanced and detailed as the student moves to the right and then down a shelf.

With our new students, it is important to carefully deliver the lessons (especially the first time) so that the student can repeat the process successfully and master the skill intended with practice.

Our curriculum is guided by a monthly cultural theme. The first month we are focusing on “land, air and water.”

Ms. Nancy delivered a group lesson where the students learned that they were standing on land (the carpet) and the rock they were holding actually was originally part of a mountain. Air was felt by blowing on their finger. When Ms. Nancy blew air through the flute, the sound was made because it traveled through air.

Finally, we listened to water being poured into a pitcher and a student pointed out that there were three areas in our classroom that brought water to our room.

We encourage you to continue the conversation at home about these cultural topics as it enhances your child’s understanding of the ideas presented and it engages their communication skills. We were amazed by some of the questions and comments our students expressed during the lesson.