Whoa, Nellie!........OR..........How much is too much?.......OR.............Lessons learned the hard way............OR...........the blog post with a ridiculous number of titles and subtitles

Let me explain, people.  Today after school Barb, a trainer with the Montessori training center where I was certified, visited my classroom at my request.  (THANK YOU, BARB!!)  She was very positive and thought the room looked great.  We visited for quite a while about various Montessori topics.  Before she was leaving, I asked her for advice about how/when to introduce new work to the whole group versus individuals.  To really communicate what is on my mind tonight (I am writing this Wednesday evening even though it won't be posted until Thursday morning) I need to provide some background info.  Bear with me.

When I set up the classroom for this fall, I didn't want the children to come in to bare shelves.  I wanted to have a range of materials out so that my returning students would have enticing and challenging work as well as many choices for my little ones.  Additionally, I wanted lots of things out that the children could do pretty independently so my assistants and I could spend our time giving lessons and establishing ground rules for using the materials.  I am not beating myself up.  These were good, valid intentions.  However, I am now thinking that I may have put some things out too early.  I am constantly reflecting on our classroom work time and thinking about how to do it better.  And keep in mind, while I'm not a newbie to Montessori education, I haven't done this for almost a decade.  There's a good reason the blog is called "My Montessori Journey"; it is a journey for me.  And one I'm thrilled to be on, I might add.  Still........I have found that I am anxious to get the older ones started on more academic work and as a result, the little ones are doing a lot (especially in Practical Life) independently, but not necessarily as intended.  So my question for Barb had to do with when to introduce a new activity (i.e. rice scooping) to the whole group versus trying to give each child who is interested in it an individual lesson (which can be difficult to carry out in real life!!).

Barb's advice was to scale back what is on the shelves right now.  In fact, she recommended starting with lots of non-"Montessori" materials and limiting the items out to only one per shelf.  For example, if I have a 3-shelf shelf, there would be one activity on the top, one on the middle shelf, and one on the bottom shelf.  She pointed out that it can be confusing and overwhelming, especially for the littlest ones, to have too much out at once.  It makes it hard for them to remember where to put things back.  It also, interestingly enough, makes it hard for them to choose work.  After I reflected on this, it made total sense.  When I go shopping at one of those super-stores (such as Wal-Mart) I am often rendered stupid practically by all the choices in front of me.  I can't tell you how many times I head into a store like that with a mental shopping list and as soon as I walk in the door I'm like, "Now what did I come in here for?"  It is truly overwhelming to have too many choices. 

An additional advantage of scaling back what is out at first is that when you do bring out some of the traditional Montessori materials, they are very special because of their "newness."  Makes sense to me. 

So..............I am taking Barb's advice...........kind of.  I headed up to school tonight and pulled several things off the shelves.  (Don't worry, parents, there is still lots for the children to do.  And new things will be introduced frequently FOR SURE!!)  I couldn't bring myself to stick with the one material per shelf rule, but many shelves have only two things now instead of three.  And some are entirely empty.  I can't wait to see what, if any, calming effect this has on our work time tomorrow.  Remember, I've been really happy with how things are going and have been amazed at how quickly the children are learning our routines.  Still, I really think the "less is more" adage will hold true.  In my zeal to get new things out and everything perfect, I think I went a little overboard.  So...........I'm going to take a literal and figurative deep breath and slow down a little.  I think the children will benefit from this and I'll be sure to write more about it here on the ol' blog.

As Barb pointed out, being new this year I really didn't know any of the children.  Knowing many of the returnees next year will make it easier to decide what to have out right away. If you are a classroom Montessori teacher (or any other reader for that matter) I would love to hear how you do things at the beginning of the year.  So please consider taking a moment to post a comment letting me know your thoughts and ideas.  I really value every comment received. 

Comments

[Kyra]

I think we all struggle with this--we wouldn't be good Montessorians if we didn't! It is a fine balance between following the Montessori philosophy & being true to its roots & meeting the children's needs where they are (which really is following Montessori's spirit!). I think also depends on where you teach & the population of your students. For example, I teach in a public Montessori school in an urban setting. Often many of my young children come to school without many educational experiences. This can make it difficult to jump straight into the Montessori curriculum. They often need some time just learning how to act in a school setting, how to follow directions, etc. Depending on their personalities, ages & maturity, some years I keep some "toys" out all year long (non-Montessori materials that are educational such as puzzles, math manipulatives such as bear counters, etc.). This year, though, I have already put the non-Montessori materials away (they were out for the first 2 weeks--they may make a reappearance down the road if necessary but for now things are going well).

As far as the other materials on the shelves, I like to put out all of the Montessori materials from the beginning of the year. First, it helps me with organizing. It's hard to figure out how to arrange the shelves, etc. if you don't have all of the materials out. Second, since all of the children are at different levels, I often need a wide range of materials available to meet all of their needs. Plus it allows the children to visually see where they are and where they are going.

When it comes to art & Practical Life, I do like to pare it down at the beginning of the year. My practical life shelf only has the basics out right now--spooning, dry pouring, wet pouring, tonging, table washing, etc. I don't have any polishing or multi-step lessons out right now. I will add them plus food prep, sewing, etc. as we move throughout the year. This year I tried something different for art. I left the art shelves empty for the first 2 weeks of school. I did this because I find that each year I have a couple of students who would sit & do art all day if I let them. Being in a public school with standards & benchmarks that need to be met, I wanted to get them really into working with the Montessori materials before I introduced art. It has worked really well. This week I added cutting on the line, a collage tray and watercolor painting (with only one color). I will add more as the year goes on, but for right now it is going well.

As far as group lessons/individual, I try to do everything in individual or small groups. At the first of the year, we do a lot of small group lessons for the new 3 year olds in order to give them a repertoire (sp?) of lessons (I have 6 this year--they had group lessons on the early practical life materials, pink tower, broad stair, etc. My assistant gave them these lessons as well as some grace & courtesy lessons--rolling a rug, walking around the rugs, etc.--outside of our classroom during the first week of school. Once they had enough lessons to allow them to work in the classroom independently, they were reintroduced to our work cycle. This allows me to now give them more individual lessons.). I do like to do some large group lessons on cultural materials & do them occasionally when I add a new seasonal work to the classroom. Sometimes if I do a large group lesson, I will then grab a couple of the students that I know will need extra support & re-present it to them individually during the work cycle.

I know these comments are long-winded and kind of all over the place! I've been reading your blog for a while--it's so nice to hear & see what others are doing in their classrooms--but I haven't commented yet, so I guess this one will make up for it! If any of this doesn't make sense or if you have any other questions, feel free to e-mail me.

[patty]

I present some of the works of PL as a group. I save the buttoning, zipper, tying, etc. as an individual presentation. I present handwashing as a group and I also present it individually. Most of the art works is presented as a group. This is the first year that I have had put more works on the shelves. Usually, I start with the room looking bare. I think I prefer it that way. In sensorial, I will present the pink tower, brown stairs and red rods as a group and the extensions individually. I have a very immature group with 15 brand new students and 7 returning students.

[A]

Laura,

I've been pondering the same things! We have a variety of Montessori/non-Montessori lessons on our classroom shelves right now. It's tricky to explain to children that they can use the things on this shelf, but that they have to have a lesson with a teacher to use things on other shelves. It's also tricky when you see a little one working on spooning when you know she hasn't had a lesson from a teacher. If the child is having success with the lesson, I usually let it go, but if she's struggling, I'll take it as an opportunity to formally present it to her. Of course, if the child has a lesson out that's way beyond her skill, I'll put it away for her, and steer her in another direction. It seems like this issue usually comes up in the Practical Life area - those lessons are so appealing to the new little ones! I'm lucky because I teach with another Montessori teacher and a Montessori intern, so we're able to pump out lots of lessons! Sometimes, I'll ask a Kindergarten student to present a lesson to a little one, too. Once again, only in the Practical Life area. I once worked at a school where the head teacher presented all the beginning P.L. lessons at line time. Personally, I think it's ok to do that with some of the art lessons, but with the Montessori lessons, I feel like so much of the intimacy is lost. When you present those beginning lessons, you really are facilitating a bond between the child and the material. Hopefully, I haven't been too long-winded, but I have one more thing to say! :) Here's a song we sing at line time with the children (it has a tune similar to the itsy bitsy spider):

When I look upon the shelf
There's a work I'd like to do.
I haven't had a lesson
So this is what I'll do.
I'll ask.
I'll watch.
I'll wait my turn.
Now I've had a lesson
I know just what to do!

Thanks for bringing up this subject! It's always a learning experience, isn't it?!

Anne

[ines]

Laura, I've done it both ways... the emptier shelves & a lot of parents don't understand the empty shelf thing & I felt overwhelmed by "introducing" daily that I wasn't getting to fun, planned group times. This year I put a lot out. I have lots of young ones & they are doing great. I feel it's also exciting for youngers to be modelling what an older child just did. This year I did purchase attractive material & covered my language & math shelves for the first week & maybe part of the second week. I sent a newsletter explaining why I did it. It hasn't been an issue with the children. So I plan on having the newness of work next week:). Also, to point out what your trainer said about not putting everything in its place & how its overwhelming ....well I will often find things out of place at the end of a year just like the beginning. It's because we introduce & change out teacher made materials. Your classroom is beautiful & children are always excited to jump in... I feel you've done a fine job. As a Montessori teacher, you develop some of your philosophies too, I often think if Maria Montessori were still alive she would be tweeking her style too. That's what makes this philosophy so great...we have high expectations & children want that also. I say..Do what your comfortable with & adjust if you need to.

[Ginnette]

I can comment on what I have observed at my sons school.... The teacher always says "you cannot take things off the shelve if you have not had a lesson on it..." I also observed her doing whole group lessons and lessons for non Kindergarten students..... She probably does lessons just with Kinder students but i have not been in the room long enough to see it.