The kindergarten and elementary students attended the Nutcracker Ballet in Knoxville yesterday. We had done some things to prepare for the event so the students knew some of the things to watch for while viewing the ballet.

People often comment on how organized we are. I guess I’m used to it. But shortly before we were to leave, one of our Apple Corps students arrived from the university. I did not know she was coming but I thought it would be a good experience for her to see that children going out on a field trip do not need to be disorganized and disruptive.

Once everyone had been to the restroom, I invited the children to find their partners. Then they grouped themselves with their adult leaders and boarded the bus. They each had color-coded name cards that allowed them to know who they would be partnered with and who their adults would be.

So we boarded the bus and were off. I always tell the students that I expect them to stand out in their behavior when we are in a group. They asked why some of the other children would not be behaving very well and I explained that they were very fortunate to go to Montessori school where they DID learn how to act in public.

Once there it was evident that organization was not the strong suit of the sponsors. To begin with, another school had been “ushered” to our seats. Then we discovered that although we had ordered seats for 24 children and 4 adults, we were only allotted the seats (and programs) for 24 children. Fortunately the school in front of us had some of their children absent, so they gave up some of their room for us.

The performance was lovely and we boarded the bus for a pleasant ride back to school. Just before turning off Alcoa Highway our bus driver took her speaker and announced to the students, “Boys and Girls, you have been the best behaved group of children I have EVER had on my bus. Thank you.”

It should be a pleasure to take children out into public. It was, and I look forward to our next trip.

We have put out a couple of new art lessons this week. One is building simple sculptures with toothpicks and pieces of clay. The children have created some really intricate constructions with this simple lesson. I have really enjoyed seeing the variety of forms that they have created.

And we finally got the easel ready for the tempera painting lesson. Whenever I give a presentation to children I take time to consider what I’m going to paint. Some experts think we should not paint anything recognizable, but I want children to realize that painting is a means of expression. I really felt vindicated today. Only child choose to paint the same subject that I had chosen.

I find that at first children might simply copy what I have done, but as soon as they feel comfortable with the medium, they start experimenting with effects. We had some very nice paintings today.

I feel really sad when I read about schools that are cutting their art programs. Creative expression is really a critical part of development. It helps children develop an important part of their brains. I am daily grateful that I teach in a Montessori class. I know that one day the children will be glad that they have this experience, too.

I was doing some work with two of the first grade students this morning when we caught a case of the giggles. When we are doing division with golden beads we have skittles that represent people. Then we can share out the beads fairly to the skittles. Once the beads are all shared or divided, the answer will be what one gets.

As part of the process we have a little rhyme that we say:
Each for each is what we teach.
Fair and square when we share.

For some reason this morning this just stuck us as funny and we all had a good giggle over it.

But the concept carries through in Montessori math with utmost consistency. If we are doing long division, the answer will still be what one gets. If we are doing division by fractions, the answer is what one gets. If we are dividing by decimals, the answer is still what one gets. And it must always be fair and square. So this little rhyme really paves the way for some pretty advanced work.

I’m glad to see that the children can get silly over math, too. I have always thought math is fun. I wish every child who is learning math could experience the beauty and consistency inherent in the Montessori approach. It would certainly go a long way toward eliminating math anxiety felt by so many adults today.

We have started our Great Brain process for this year. I’m always amazed and delighted as the children start bringing back their chosen topics for the year. The whole project takes months and is broken down into small steps so every child can be successful in becoming a Great Brain in whatever topic they want.

We wait until after Fall Break to introduce the project. I find that the first year students typically choose to learn more about a particular kind of animal. I got a surprise this morning. One of my first years has chosen cranes. When I asked whether it was the bird cranes or the machine cranes he told me that it was the machines. And he started telling me excitedly that there were different kinds and he was going to learn all about them.

One of the second year students had already started his work by the time we handed out the information sheets. The very next day he came to school with crystals that he had been growing.

Some of the children and their families plan vacations around the Great Brain topic. Children have a hunger to learn. As long as we feed that hunger they will be good scholars. We don’t hold them back. We let them loose and then we have to keep up with them as best we can.

A new student joined our elementary community today. We also had an observer and I challenged her to determine which of the students was new. As it turned out, the new student drifted into the multipurpose room with his mentor. We always team new students with mentors so they can ease into the classroom community with more ease.

In fact, the students had compiled a list of some of the things that they knew how to do, but that they would need to help the new student learn. There is so much “culture” in a Montessori class that the students take for granted because they live it. For new community members, though, there is much to absorb. The entire class takes on the responsibility of acclimating new friends.

So today was a special day of greeting.

It was also a day for farewell. A mom informed us that her child would not be attending after today. It is hard to prepare a class for this kind of change with so little warning. Because each class is truly a community, a rift is created when a member of that community goes missing. It is necessary to help the remaining community process the change in a way that maintains their sense of security.

During group in the early childhood class each child had a chance to hold our “heart” bear and express feelings from the heart in farewell to the student who was leaving. This allows children to experience some closure while also maintaining that sense of connection. It is a sweet time with the pouring out of much love.

Hello and goodbye. The march of time continues to bring change. Our responsibility as adults is to ensure security for the children through these transitions.

I have been away at the International Association for Montessori Educators conference in Vancouver this past week. It was an exhausting trip, but I feel that much was accomplished. I have been serving as the secretary/treasurer, so there was plenty to keep me busy while I was there.

I arrived home this evening. I am looking forward to getting back to school with much excitement. I wonder what new things the children have learned while I was gone.

It will be so good to be back in the classroom again. Conferences are a nice change of pace, but being in the classroom is the best way to spend the days.