MONTESSORI HOMESCHOOLINGCreated by and for homeschooling families |
||||||
| All parents, aunts and uncles, grandparents, and friends are "homeschooling" children all the time whether they are aware of it or not! The most important life lessons, including love of academic learning, come from the home, not the school. For overviews of Montessori philosophy and practice for raising and educating children from birth on, and for the best collection of books, toys, and materials for the home that support these ideas see: THE MONTESSORI SHOP |
||||||
MONTESSORI HOMESCHOOLING QUESTIONS Q. Who or What is "Montessori" Q. What is "Montessori Method"
of education? ALL AGES Q. Should I buy Montessori Materials? SENSORIAL MATERIALS: The "didactic" or Montessori materials first used over 100 years ago in the original casa dei bambini are today called the sensorial materials. They help a child isolate a concept received through the senses, such as color, temperature, taste, size, weight, sound, and so forth. These materials are made to last many years and to be handled daily by many children so they are very expensive. In a home it is better to help children become aware of their senses and the corresponding concepts casually in daily life experiences and then give correct vocabulary such as "hot," "cold," "warm," "tepid," and all of the detailed sensorial labels. PRACTICAL LIFE MATERIALS: These are child-size, real tools, that reflect the work that is done in the child's own unique home and community—bathing, sweeping, setting a table, arranging flowers, woodwork, everything done in a home. They allow the child to imitate the activities of those around them. they are considered by many to be the most important materials because their use fosters a good self-image, long periods of concentration, logical thinking, good physical balance and coordination, eye-hand control, problem solving, love of work, the ability to contribute to the family, independence in caring for oneself and others and the environment, and developing good manners. In fact, all of the skills needed for academic success later, and happiness as an adult. We do not recommend buying generic practical life sets, but rather creating activities with materials found in one's own family, country, or area, materials that reflect the values and work of a child's unique environment. ACADEMIC SUBJECT MATERIALS: When a child has a good foundation in awareness of senses, and some mastery of practical life work, he will be able to more easily focus on mastering areas of academic studies such as reading, writing, math, geometry, physical and life sciences, history and geography, and the arts. In Montessori classes the child is inspired by seeing others working in all areas in the classroom at one time, and he or she is offered individual lessons in all areas by the teacher, and then the child's choice is respected about what to study. In the home it is important for the child to see adults modeling a love of learning and work, reading non-fiction and good fiction, being curious, handwriting, loving their own learning. The home should have materials and books in all subjects according to the age of the child or children and they should be offered in an attitude of fun. Again, the best source of these items that we know of in the USA is: Montessori materials Q. What about socialization? AGE 0-3: Q. At what age does homeschooling start?
AGE 3-6: Q. Can I use Montessori ideas at home with
my child? The Montessori 3-6 environment is filled with cultural, artistic, scientific activities and materials and books. There is no junk food, no television, no computer. Books, toys, and other educational materials are carefully chosen and of the best quality. The child is never forced to attend a lesson or do a piece of work. The teacher is trained to model kindness and consideration, to observe the child and follow her interests in suggesting work, to give careful, individual lessons,to keep exacting records of what the child is learning and where his interests are leading him, and to refrain from interrupting when the child is concentrating on an activity. Much of this can be created in the home. AGE 6-18: Q. What Montessori ideas can I use for school
age children? In a Montessori class, aside from a small percentage of time dedicated to covering the required school subjects (2 hours a a week average) the child is introduced, one-to-one, to activities with which he or she will discover the excitement of learning in all areas, and how all areas are related to each other. The teacher teaches the child, just as in the 3-6 class, how to learn from the environment, but in this case the wider world. The student is grabbed by an interest and taught how to do research, contact specialists, invite expert guests to the class, go out into the immediate neighborhood and the larger community to interview and research. During the class hours his time is his own, uninterrupted by adult-imposed schedules and required attendance at group lessons or listening daily to someone talk. Homework is never required in the Montessori class, but children often carry their interests and research into the evenings and week-ends, and thus learning is combined with living. All of these wonderful elements of Montessori education are available to the homeschooled student. Here are a few of many other ideas: (6) The best gift you can give is TIME, uninterrupted concentration and respect for the child's choice and direction of interest. It is very tempting for parents and teachers who have been educated in the traditional way to start to control the child's time. Even the very best projects, field trips, family or school traditions, interests of the adult, can interrupt the success of this kind of education. The adult must learn to inspire, to give tools, and then to sink into the background and observe and enjoy the unexpected. Educational projects connected with the Stephenson family: projects
|
ONE MONTESSORI HOMESCHOOL STORY
NEW CD music written and performed by homeschooled attorney, musician, singer, songwriter just released and available at iTunes and Amazon.com (another company begun by an ex-Montessori student) through this site: Michael Olaf Music My story I attended a Montessori school from age 2.5-5, and again for one semester at age 7. For the rest of the time, at my choice, I was homeschooled. My education consisted, for the most part, weekly visits to the library, visits with many people in the community, research of my interests of the moment, daily music practice, and exploration in nature. We did not have a TV. I was allowed unlimited time whenever possible—days, nights, weekends—to explore and choose my own path. Experiences and study directions were offered by my parents, and periodically by other mentors and teachers, but my choices and passions about what to study were always encouraged. My parents both worked full time (my mother in her home office) and spent very little time "educating" me. During the elementary years, they helped me make weekly work/study plans which included grade level math and English suggestions, but were otherwise made up of my own choices in areas such as music, literature, mythology, history, astronomy, archaeology, and the arts. I loved exploring and learning, and having my own interests respected. It was my "job" to read and "test" all of the Montessori-type books, toys, and other materials in our family educational supply business that my older sisters began and named after me, so this inspired much of my interests and kept my studies balanced. Over the years I studied Suzuki piano, violin, and viola, and attended the local music academy at Humboldt State University for several hours every Saturday. Some years I attended a "homeschooling school" for one or two days a week. This provided sports, group activities, and a very interesting social life often found in homeschooling communities. My best friends were not just people my own age, but my young students, my two older sisters, Narda and Ursula and their friends, my parents and grandparents and their friends, people of all ages. At age fifteen I passed the CHSPE (California High School Proficiency Exam) and received an official high school certificate. Then I was able to take classes at Humboldt State University (HSU). Looking always for the best teachers, rather than specific subjects, I studied drama, math, physics, and music. During the summer of my fifteenth year I attended the Calgary Conservatory (Mt. Royal College) in Alberta, Canada, became a certified Suzuki piano teacher, and began teaching — adults and children. For years I earned my own money teaching music and playing in professional music groups, and learned to budget it for tithe, savings, and food, clothing and other necessities. I have toured/traveled in the USA, Cuba, South America, Europe, Africa, and Asia, circling the globe in the University of Virginia's Semester at Sea program (SAS). I attended Brown university which was a good match as there are no restrictions as to what one studies, and grades are optional so students can pick classes they really want instead of those that will insure a high grade-point average. I graduated in three years from Brown, and returned to India to volunteer for an environmental NGO in India (CSI). I studied law at the University of Oregon where I worked as a tutor for first year students, an editor of the law review, and in the courtroom as part of the criminal defense in a pro bono law clinic. I graduated in May, 2008.
My homeschooling experience was based on the ideas that education should be enjoyable, cooperative instead of competitive; it should satisfy and encourage curiosity; it should be guided by intrinsic rewards of mastering subject matter, overcoming obstacles and finding one's own answers to questions rather than extrinsic rewards such as praise, grades, or threats of failure; it should teach practical and social skills such as helping others, and teach one how to balance work and play and be healthy. These are Montessori goals that lead children toward a productive and happy life. Tests: I was not "educated for tests", nor did I take any tests during my school years except a California assessment test at the end of 6th grade, and exams in classes at Humboldt State University. Instead I learned to enjoy learning and to work hard and do my best. When it came time to apply for college I took practice ACT and SAT tests, scoring very low, and then worked steadily for 2-3 months to learn what was needed to raise my scores to a consistently high level. As a result I was admitted to Brown University. Computers: My parents read an article published by MIT (Massachusetts Institute of Technology) that recommended that children, in preparation for a future in sciences, physics,or engineering, interact in the real world and avoid computers. It went on to say that at MIT a student could learn all he or she needed to know on computers during the summer before, or the first semester, of college. It said that students who have worked on the farm, with heavy loads, building, etc., know much more about physics than those who have learned on computers. This definitely resonated with what our family believed. We have lost track of that article so if anyone finds it would you please contact me. Beginning around age ten I used computers to learn correct keyboard skills in order to avoid the bad habits of index-finger typing that can be difficult to break; that was the only computer use. I use a computer daily now, for music composition and other projects, all learned at university, law school, or by myself. Giving:The spirit of "giving back" is big in our family from generations back, as it is in Montessori schools. I "tithed" or attempted to give 10% or my earned money and 10% of my time, to helping others. My parents helped me to find good ways to tithe: feeding the homeless, playing music at the local alzheimer's center, cooking Friday dinner for a housebound friend, and so on. My allowance was not a reward, or pay for work or chores, but was considered a share of the family income. Daily chores were considered a natural contribution to the family and community. Over the years we have learned a lot by homeschooling, from other homeschooling families, and from Montessori teachers and parents. The Michael Olaf Montessori catalogues have been constantly rewritten to reflect this learning, and they are considered valuable overviews of Montessori philosophy and practice for use in many situations, and a source of materials for homes and schools, for children from birth through age 12 and beyond. The books and educational products that I used to homeschool myself are offered here: Montessori Materials. Here is my music page: Michael Olaf Music I am sorry that I am not in a position to reply to all the great emails that have been sent to me as a result of this posting, but I am very glad that it has served as a help and an inspiration to so many people. Thank you for writing. Blanket permission is given to reprint this story for educational purposes, citing "permission granted by the Michael Olaf Montessori Company, www.michaelolaf.net" It was written at the request of the organizers of the California Home-Education Conference, for homeschoolers, now available for anyone interested in using Montessori philosophy in the home.
RESOURCES: The main theory and practice of this experiment in education, and many of the books and materials Michael used to educate himself over the years, can be found within the pages of The Joyful Child, (Montessori for Birth to Three) and Child of the World, (Montessori for Three to Twelve+ Years). These publications can also be found at some Montessori schools and Montessori teacher training centers, where they are used as parent-education tools, and overviews for the complete 0-12+ program, to help teachers at one level understand the other levels (0-3, 3-6, 6-12, 12-18).
|
|||||
