MONTESSORI HOMESCHOOLINGCreated by and for homeschooling families |
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MONTESSORI HOMESCHOOLING QUESTIONS Q. Who or What is "Montessori" Q. What is "Montessori Method"
of education? 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. ALL AGES Q. What about socialization? 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. Although we will not be able
to respond personally to each question, 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).
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ONE MONTESSORI HOMESCHOOL STORY I attended a Montessori school from age 2.5-5, and again for one semester at age 7. From then on, at my choice, I was homeschooled. My education consisted, for the most part, of products from the family Montessori company that I reviewed for the catalogue, 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 were always respected. 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 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 books and materials for our family educational supply business, so this inspired much of my interests and kept my studies balanced. Over the years I studied Suzuki piano and violin, 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 earned 35 units at HSU in 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 — both adults and children. For years I earned my own money teaching music and playing with professional 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 graduated in three years from Brown University, 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 experience was based on the ideas that education should be cooperative instead of competitive; it should feed curiosity and create joy and compassion toward others; intrinsic rewards of mastering subject matter, overcoming obstacles and finding one's own answers to questions should be considered important 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 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. 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 suggested that students who have worked on the farm, with heavy loads, building, etc., know much more about physics than those who 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 impossible to break; that was the only computer use. 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 tied to work 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. 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, or anyone else, interested in using Montessori philosophy in the home. The Montessori toys and educational materials forming the basis for this homeschooling experience can be found here: ORDER ONLINE
Parents Susan and Jim, Thanksgiving, 2008, Educational projects connected with the Stephenson family: projects |
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Updated on May 29, 2009 |
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