Montessori Teachings

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The “WHYs” of Montessori !!!

Often, Montessorians are faced with lots of “Why” questions from people who are learning about the Montessori Method. They are in awe seeing how subtly and magically the Method works, specially with young children. They are surprised to see how is it possible that a class full of young children is so quite with each child busy with the material? People have lots of curiosity, just like a young child and many compare the method with their own children.
“Why my child does not work like this?”
“Why my child does not concentrate?”
“Why my child is not interested in even the costliest toys?”
All these questions from different paths, arrive at the same point of answer – -- THE ACTIVITY/MATERIAL IS NOT CHOSEN BY THE CHILD but by US--

Some “Why” questions faced are-
1. WHY open shelves in Montessori?

Montessori is all about following the child. Nurture according to the Nature of the child. It is all about giving FREEDOM to the child (of course within limits), to work according to his/her interest. Open shelves not only give an aesthetic look to the prepared environment, it also INVITES the child into working with the materials.
Child can see the materials clearly and can also reach the materials with ease because the shelves are at a level that the child can reach easily.
While working with the children in Casa Dei Bambini, Dr. Montessori made a great discovery. The materials used to be placed in closed cupboards and the Teacher who used to assist Dr. Montessori, would unlock the cupboard, give the materials to the children and when they were done, she used to keep the materials back and lock the cupboard.
One day, the Teacher forgot to lock the cupboard and she was little late in coming to the school. When she arrived, to her surprise, ALL children had already chosen the materials and were working with them with full concentration. The Teacher became very angry with this behaviour. But, Dr. Montessori saw the hidden truth in it. She discovered that children not only LOVE to chose their own activity, but also LOVE to work with it as long as possible. When the material is of their choice, they can concentrate for longer duration. So, why not let them only chose what interests them? Why not give them the FREEDOM OF CHOICE? Why not feed their LOVE FOR CONCENTRATION? That is the only way that the learning will be MAXIMUM and we will be able to achieve what we set out to achieve with the child.

(To Be Contd…)

(Pic Credit: Google)

Happy birthday to The Most Extraordinary Women Dr. Maria Montessori(31st Aug 1870). We Thank You for giving us this Amazing Method to understand the child.. For Enlightening many lives for ever .... ❤

Multiple Intelligence : Part II : Recognising Multiple Intelligence and it's Educational Implications !!

We talked about Intelligence in our last post and what is Multiple Intelligence.. Let's see how can we identify any of these Intelligences in children and how we can help them..

According to Dr. Howard Gardener there is a wide base to the concept of Intelligence and the 8 types of Intelligence grow differently in different people depending upon their hereditary characteristics and the kind of environment they receive. Dr. Maria Montessori has also advocated for these Multiple Intelligence and said that even at the time of birth, a small child possesses these Intelligences.

1. Virtual/Spatial Intelligence : This type of intelligence can be specially seen in painters, architects, people who read maps, navigators, engineers etc. E.g. M.F Husain, Leonardo Da Vinci, Van Gogh.
How will you recognise this type of Intelligence as far as children are concerned?
- Good at putting puzzles together
- Good at interpreting pictures, graphs, charts.
- Enjoys drawing, painting, visual arts
- Enjoys reading, writing
- Recognises patterns easily.

2. Linguistic - Verbal Intelligence : This type of Intelligence can be seen in Lawyers, lecturers, politicians, writers, lyricists etc. e.g. Mr Narendra Modi, Arundhati Roy, Ram Jethmalani, APJ Abdul Kalam.
How to recognise this intelligence in children?
- Good at reading and writing
- Good at debating
- Knows the use of syntax and semantics of a language
- Able to explain things well

3. Logical - Mathematical Intelligence : This type of Intelligence can be seen in Mathematicians, philosophers, physicists etc. E.g. Aryabhata, Shakuntala Devi, Swami Vivekanand, Mahatma Gandhi.
How to recognise this intelligence in children?
- Excellent in problem solving skills
- Enjoys thinking about abstract(existing in thought, not
present, conceptual) ideas
- Can solve complex computations/calculations

4. Musical intelligence : This type of intelligence can be seen in Musicians, Composers, Music Teachers, Singers, Conductors (person who conducts an orchestra, opera, chorus etc with a baton/stick) etc.E.g. Ravi Shankar, Zakir Hussain, Bismillah Khan etc
How to recognise this intelligence in children?
- Enjoys singing
- Enjoys playing musical instruments
- Recognises musical patterns and tones

5. Bodily - Kinesthetic Intelligence : This type of intelligence can be seen in dancers, sportsmen, actors, sculptors etc. E.g. Mallika Sarabhai, Birju Maharaj
How to recognise this intelligence in children?
- Good at dancing and sports
- Enjoys creating things with his/her hands
- Excellent physical co-ordination
- Tends to remember by doing rather than seeing or hearing

6. Interpersonal Intelligence : This type of Intelligence can be seen in Psychologists, Philosophers, Counsellors, Salesperson, and Politicians etc. E.g. Gautam Budhha, Rabindranath Tagore
How to recognise this intelligence in children?
- Good at communicating verbally
- Create positive relationships with others
- Good at resolving conflict in groups
- See situations from different perspectives
- Good at nonverbal communications (facial expressions, eye gaze, gestures[signal/movement of a part of the body e.g. thumbs up], handshakes etc)

7. Intrapersonal Intelligence : This type of Intelligence can be seen in Yogis, Saints, and Theorists etc. E.g. Maharishi Mahesh Yogi, Sivananda Swami etc
How to recognise this intelligence in children?
- Good at analysing their strengths and weaknesses
- Excellent self-awareness
- Enjoys analysing theories and ideas
- Clearly understands the basis of their own motivation and feelings

8. Naturalistic Intelligence : This type of intelligence can be seen in Biologists, Conservationists, Farmer, Gardener, Environmentalists etc. E.g. Valmik Thapar (naturalist, conservationist and writer), Charles Darwin (theory of evolution)
How to recognise this intelligence in children?
- Interested in subjects like botany, biology, zoology
- May enjoy camping, gardening, hiking and exploring the outdoors
- Doesn’t enjoy the topics which have no connection to nature.

Gardner’s theory carries a quite wide and useful application in the field of Education.

1. Firstly, WE CANNOT GENERLISE INTELLIGENCE .. as all children have different types of intelligence and learning needs.
2. A PERSON NEEDS ALL TYPES OF INTELLIGENCE to function in the society. Thus, schools should have an equal emphasis in all these areas.
3. EVERY CHILD HAS A UNIQUE SET OF MULTIPLE INTELLIGENCE. Thus, the teacher must present the subject matter suiting to most or all of the intelligences. (e.g. if she is teaching concept of heavy and light, she can use variety of different methods to teach the same concept)
4. EVERYONE IS BORN POSSESSING THESE Intelligences.
5. Schools must have VARIATION IN THEIR ACTIVITIES and programs to MEET THE POTENTIAL of each and every learner.

The students should never be discouraged, neglected or denied an opportunity to learn by getting engaged in activities not related to verbal or mathematical abilities.

MULTIPLE INTELLIGENCE - PART 1

What do you mean by Intelligence? When we say "That child is so Intelligent.. That person is so Intelligent..." , Do we really know What is Intelligence???

When you hear the word “Intelligence”, the first thought that comes to your mind is IQ. It is often defined as our Intellectual Potential – something we are born with, something that can be measured and is difficult to change. Now, in recent times, however, a new perspective regarding this Intelligence has emerged. There had been many theories given by researchers and psychologists which are known as “Theories of Intelligence”. These theories are classified into:-
1. Factor theories of Intelligence – where intelligence is measured on a scale of 1 to 150.
2. Cognitive theories of Intelligence – where intelligence is measured in terms of certain cognitive processes.

The main theory under the Cognitive theory of Intelligence is Dr. Howard Gardner’s theory of Multiple Intelligence. Dr. Montessori, just like Gardener also advocated that children should be evaluated in all aspects - Physical, Cognitive, Language, Social & Emotional etc.

Gardener's Theory of Multiple Intelligence shows the Nature and Function of Montessori Philosophy. Dr. Gardner challenged the traditional views and notions regarding the composition and functioning of Human Intelligence. Initially, he proposed that there are seven types of Intelligences that every human being possesses. Later on, he added one more and proposed that there are 8 types of Intelligences.
(If you do a little research about this, you will see a mention of a 9th type of Intelligence too (existentialist intelligence), however not much can be said on that.)
According to Dr. Howard Gardner, there is a broad base to the concept of Intelligence. The 8 types of intelligence grow and develop differently in different people depending upon their hereditary characteristics or environmental experiences. These are:-

1. Visual Spatial Intelligence – Where we have Visual/Spatial judgement. In other words we can say that the person having this type of intelligence has very good skills of visualising things.
2. Linguistic-Verbal Intelligence - In this, a person has the skill of putting words together, has good command over language and also possesses excellent writing skills. They are good orators and are able to explain things well.
3. Logical-Mathematical Intelligence - These people are good in analysing problems and mathematical operations. They are very good at reasoning, recognising patterns, concept of numbers, calculations etc.
4. Musical Intelligence - These are the people who have strong sense of Rhythm and Music. They are good with sounds, have strong appreciation for music and are often good composers and performers.
5. Bodily – Kinesthetic Intelligence - Those who have high bodily-kinesthetic intelligence are said to be good at body movement, performing actions, and physical control. People who are strong in this area tend to have excellent hand-eye coordination and dexterity.
6. Interpersonal Intelligence - Interpersonal means understanding and relating to other people. Those who have strong interpersonal intelligence are good at understanding and interacting with other people. These individuals are skilled at assessing the emotions, motivations, desires, and intentions of those around them.
7. Intrapersonal Intelligence - It means Introspection and self-reflection. Individuals who are strong in intrapersonal intelligence are good at being aware of their own emotional states, feelings, and motivations. They tend to enjoy self-reflection and analysis, including daydreaming, exploring relationships with others, and assessing their personal strengths.
8. Naturalistic Intelligence - Naturalistic is the most recent addition to Gardner’s theory. According to Gardner, individuals who are high in this type of intelligence are more in tune with nature and are often interested in nurturing, exploring the environment, and learning about other species. These individuals are said to be highly aware of even subtle changes to their environments. They have the ability to recognise and classify plants, minerals and animals, including rocks and grass and all types of Flora and Fauna.

To Be Continued ....

POST 8: What is WORK and what is PLAY for a child? We often think that if we ask a child to help us in doing something, we are asking him to work. Take an example of setting up of table. If a child is helping us in this activity, we assume he is WORKING. But, is he really?? So, what contributes as work or play for a child?? Work is something which we do without motivation, without interest or without any inner need. Thus, if a child is involved in some activity, such as even setting up of a table, and he is doing it with interest and spontaneously, it's a PLAY for him. Children are more interested in the PROCESS of the activities, rather than the end - result, unlike us adults. If we ask a child to play ball with us, and if he is not interested, then that PLAY also becomes a WORK for him. Thus, work is never FREE or SPONTANEOUS as play. Thus, we must understand to make the activity a Play activity for children even if we consider as work. According to Dr. Maria Montessori, “Play is SELF-CHOSEN and SELF-DIRECTED; players are always free to quit.” “Play is an activity in which means are more valued than ends.” While it would appear that children are working in a Montessori environment, it is important to realize that work in a Montessori environment is not forced on a child, but is instead freely chosen. These are the activities that are chosen by the child and serve developmental purpose. Through these activities, children are found to show profound concentration of long duration, which cannot be seen even with the most expensive toys. The reason... these activities satisfy the INNER NEEDS of the child.. his SELF-DEVELOPMENT !!

POST 7: Growth and Development are used interchangeably and are often used as synonyms. However, in strict sense, they are quite different terms. While GROWTH is used purely in PHYSICAL sense and refers to a change in size, length, height and weight etc; DEVELOPMENT on the other hand implies OVERALL changes in shape, form or structure which results in working or functioning. In simpler terms, Growth is something which we can Measure i.e. it is Quantitative process and Development is something which cannot be measured and is Qualitative process. Growth stops at certain point of time in life..particularly, when maturity is reached. But, Development continues throughout life. Some say, Development is something which goes from Womb to Tomb. Understanding these differences is essential for an Adult so that he can identify the requirements of the child and direct him accordingly. As there are Individual differences among children, meaning no two children show the same kind of interests or learning interests, we must pay attention to their individual patterns. We must know WHAT TO EXPECT and WHEN TO EXPECT with respect to the child's Physical and Mental Needs so as to help in their different stages of Development. This Knowledge will also help us in understanding whether the Growth and Development are following the correct pattern or not. Our Aim thus need to be in the direction of knowing the Needs of the Child and working for their overall Well-Being.

POST 6: All children have some form of Deviations. Physical deviations, if any, are visible and can be treated by professionals. But what about mental deviations?? Dr. Montessori talked about such mental deviations in children and how we can identify and then help children come out of these deviations. A deviation is nothing but a different track taken which hampers the normal development. If not identified or treated at the right time, it can cause great damage to the personality of the child. A child, who may look as very Imaginative or Bright to an adult, may be having a Deviation. Such children live in their own World of imagination, they are very manipulative and are not aware of the REAL World. Another kind can be Weak children, who are too scared to express their own views, emotions or thoughts to others. They are often seen as "Good / Quiet" children. But in reality, they are too weak, sometimes lazy and may even resort to lying if they fear they will be scolded. Other forms of deviations include biting, fighting, being violent, throwing tantrums or being cruel(to anyone maybe plants even).
So, how do we help children come out of these Deviations?
First of all, IDENTIFY the behaviour of the child. ACCEPT that your child can have one or few of these Deviations. WORK towards providing a Prepared Environment for the child where he can work for his Self Construction, he can feel Satisfied and Happy. An Environment where you can CHANNELIZE his energies in the right direction. And Last but not the least, give UNCONDITIONAL LOVE to the child.

POST 5: The child is going to be an Adult one day and reach the norms of the species .. No one can stop it. But, what "Quality" of Adult we are raising, we can change that. The kind of ENVIRONMENT and SURROUNDINGS the child gets, greatly effects his overall Growth and Development.. The Adult not only has to CREATE the Environment for the child, but also COMMUNICATE it .. This Environment should be conducive and according to the interest of the child. Dr. Montessori talked about giving RESPECT to the child. What do you mean by respect? It means ACCEPTING the child the way he is. So, if we respect the child, we must also respect the rights of the child. Amongst these rights, the basic ones are - Right to Independence, Right to Activity and Right to Explore the World. In order to exercise these rights, it is our duty as Adults, to provide suitable working conditions to the Child. These working conditions are nothing but "The Prepared Environment"... An Environment prepared FOR the child BY the Adult ACCORDING to the NEEDS of the child !!

POST 4: Education will make sense only if we can NURTURE THE NATURE of the child. When a child is born, he is exposed to all kinds of things. He is overwhelmed by the sounds and different kinds of touch. Before this, he was protected, floating in his Mother's womb. Faint sounds, No touch, food received automatically, nothing to worry about. And now he is getting this over stimulation, this welcome in the New World !! Dr. Montessori called this child a Spiritual Embryo. Just like in an Embryo you can't see a life, but it is there slowly growing, ready to reveal itself. Similarly, a newborn child is like an embryo, with his hidden potentialities, slowly growing, ready to reveal itself one day. And Spirituality is his BODY, MIND and SOUL. These are the Potentials of a child which an adult has to identify. Give Freedom and Trust to the child that HE WILL REVEAL HIS TRUE POTENTIAL one day !! He WILL reveal his TRUE NATURE and all the Adult has to do ... Nurture According To The Nature of The Child !!!

POST 3: Dr. Maria Montessori gave new meaning to the Education system prevailing in those times. She termed this as "New Education". What is "Education" for us? Does reading big books, getting big degrees contribute to being "Educated "?? No. These just make us "LITERATE". EDUCATION AND LITERACY are two different things. In real sense, a Carpenter, an Electrician, a Gardener... they are all Educated because they have thorough knowledge of their skills. Education is when we can "APPLY" the Knowledge gained.
"Education is a Powerful Weapon, sharper than a sword. If we are Educated, we can change the mind of others" in the words of Nelson Mandela.
The Environment that we create at home for the child should cater for his all round development - physical, cognitive, social and emotional. That's when we can provide this New Education to the child where he realises his true potential, his personality, his needs and his happiness. That is why Dr. Montessori has said " Education must begin from birth itself"