Montessori Plus School Kent WA

Montessori Teacher Preparation Kent WA

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Sensorial Games

Below is a list of the Sensorial variations and memory games that MTP of WA is known for.  These are special games that we have created, or that Dr. Billings saw when she took the MIA course in Italy in 1960.

*    Knobbed Cylinders: 2, 3, or 4 cylinders together, with or without blindfold

*    Knobless Cylinders: The fence

*    Broad Stairs: With language and labels

*    Red Rods: With language and labels

*    Color Tablets:

  • Box 2, With labels;
  • 1 set taken to a distant table for memory game

*    Geometric Solids:

  •  Finding the same shape in the room
  • Naming the shape inside the mystery bag

*    Geometric Cabinet: 

  • Naming tray #6 with 3 period lesson
  • Grading tray #2, from small to large  (circles)
  • Memory Game with tray (insets at table, frame on rug)
    • Two;  2) Three, 3) Four, 4) Five; 5) Six
  • Matching inset to cards;
    • Two; 2) Three; 3) Four; 4) Five; 5) Six

*    Matching Fabrics: 

  • With blindfold; with labels
  • White fabrics

*    Baric Tablets:

  •  3sets together
  • With blindfold

*    Thermic Tablets: 

  • Environment Game
  • With labels

*    Olfactory:  With names of scents, with labels

*    Gustatory:  With names, with labels

*    Sound Cylinders:

  • Matching extremes in both boxes
  • Grading one box
  • Grading two boxes

*    Bells: Listening Game

  • Matching voice to bell
  • High and low game
  • Matching 6 brown bells at table with 6 white on the shelf
  • Grading 8 brown bells at at table with 8 white bells on the shelf.
  • Playing a major C song on the bells

Classroom Leadership Tips

  1. Music:
    1. Please use a variety of songs and a variety of melodies.  Don’t use the same familiar melody and just put words to it.
    2. Don’t sing, “Here we go,” or “1, 2, 3” before every song.  Just begin when you can see and hear that the children are ready.
  1. Calendar:
    1. It is good to clap the date to scale, but don’t show the calendar every day.  It gets repetitive to the children.
    2. Don’t ask them what day it is.  You can look at the calendar and ask the children to raise their hands if they can see what number comes next.  If you didn’t put in all of the previous date’s numbers, do that yourself with the children or before circle.
  1. Circle:
    1. Circle should be only 15-20 minutes, and a time to show something that is interesting and 3-D.  Don’t show card material.
    2. Don’t use a write-on board at circle.
    3. Don’t give away the surprise of what you will do or show at circle.  Just say, “I have something interesting (special, etc) to show you.”
    4. Always ask the children to raise their hands when asking a question at circle.
    5. Limit your words at circle.  If you use a new or hard word, define it.
    6. Don’t ask them to critique your song or work.  Just smile and go onto the next part of your circle.
    7. Please get out your own rug.
  1. Classroom Leadership
    1. Do not sit at a table with the children.  The small chairs are for the children unless you are giving a lesson.  Stand a short distance away to observe the children.
    2. Always give a full lesson: get out rug, then the work, show it to a child, and return it yourself.
    3. Do not interrupt children’s work, either by talking to them or getting your work in their hands.
    4. After you show a work, step back and allow the child freedom to choose it, or not.  If they do choose it, still keep back and watch off and on from a distance.
    5. Allow children space to make a mistake or to create a small variation from the work you showed him.  Only correct him if he is causing harm to the work or to himself or others, or if he is not going to be successful with the work.
    6. Do not respond to a child who interrupts you during a lesson.  Make plans with a co-teacher to come to your rescue and to help the child so that you can continue your demonstration in peace.
    7. Always use two hands to carry your work and to push in a chair.
    8. When a child touches your work during a lesson, say, “This is my work.”  If he continues to touch it, say again, “This is your turn to watch.  Please keep your hands in your lap.”  If he continues to bother your lesson, either stop and put away the work (say, “I am sorry. I will put away this work until you are ready to see it.”, or say, “I am sorry that you are not ready for this lesson.  I will finish it but you may find some other work.”  If he gets out the work again, without having seen the full lesson, go to say, “You did not see the full lesson yesterday.  When you are ready to watch it, I will show it to you.  Or you may put away that work for now.”
    9. A child who runs inside needs to have outdoor play time even more than others.  Allow him to be called first to go out, for a few times, and then watch his outside activity to see if you can learn more about him.
    10. If a child is concentrating on a work and continues his work rhythm, he may work as long as he would like, within reason. Depending upon the school’s policy, he may leave out his work with his name card except for Fridays. If he is not concentrating and making progress on his work, the teacher should ask him to put it away and begin another day.
    11.  If a child makes mistakes that ruin his/her success of the work, then make a note and tell him that you will show him that work again tomorrow.
    12. If a child wants to sit and watch a friend do his/her work, say, “You may  watch for a little while, but come choose your own work soon,” or say, “After a short while, come to me and I will show you another work.”

MTP of WA Guidelines To Be Set for Montessori Classrooms

  1. Circle, “Walking on the Line”: 
  • A teacher must always be present to keep the walking time creative and controlled.  She gives verbal and bodily cues for the children as she and they walk. The children should be spaced out by putting out their hands ahead of them while they walk at the beginning of walking time.  This can be done by following the teacher’s actions.
  • Bodily control and setting a quiet atmosphere is especially important at first circle so that the class can begin quietly and peacefully.  Use the “Walking Music”, not “Marching,” for first circle. Do not use the Marching music unless you are ready to go outside.
  • Make your circle a lovely, peaceful ceremony with a community spirit.
  1. Circle Line:  A diameter of 8’ will give a circumference of 25’.  This usually fits 18-20 children, with one teacher.  The children and teacher must have space for their elbows when they put their hands on their waist and wiggle their elbows.
  1. Musical Cues:  Sing gently and softly, “Please sit down,” and “Please stand up,”  and “Please turn around just one time,” with a short pause between each word.
  1. Circle Manners:
  • Speak slowly and enunciate carefully to the children.
  • Show the children how to walk behind the circle, not “cutting” through it.  This means that you will have to leave room between your line and the shelves for them to walk.
  • Show the children how to raise their hand, not talk out without permission, by asking them a controlled question:   “Please raise your hand if you know…”
  • If you have something disciplinary to say to the children, say it from your own heart, not a child’s or another teacher’s:  “When you all talk at once, I am sad because I cannot hear.”
  1. Songs: Teach them fun songs with actions, but songs that they can also sing.
  1. Getting Work Rug:  Get your own.  It is a demonstration and calms them down when you get your own rug.
  1. Showing a work:  Since you have a “captive audience,” be polite and arrange the work on the tray so that everyone can see it.  You can decide if you should show it upside down to you, or not?
  1. Calling out to a Child Across the Circle No, get up and go to speak to the child.  It is best if there is a second teacher there who can do that for you.
  1. Children’s rules at circle:
  • They must sit up straight with their legs crossed.  Don’t say “criss-cross, applesauce.”  That makes no sense.  Don’t say, “Criss cross your body.” “Please cross your legs” is fine.
  • They may not change places once they are on the line and then sit down.
  • They may not push in to sit by their friend if that space is taken.
  • They may not lie down nor place their legs out front at circle.

9.   Show and Tell: 

  • Book:  Ask the child to stand in his place and open it to his favorite page.  Ask him to say why it is his favorite page.
  • Other items:

->  No toys, please, because the children will want to hold toys during class and this can cause an unhappy child, even if you kindly ask them to put their item into the cubbie.

->  If you have a small circle, each child can stand and show and then tell about his item.  If the item is small and the circle is large, then the teacher can ask the child to pass around the item for the other children to see.

->  The child does not take it along to show as that wastes precious time.

  1. Praising Children:
  • Find some other way to comment on something said or done at circle or during work time besides “Good job!”  “Beautiful!”
  • Notice if children come up to you frequently to ask you to comment on their work.  It may be that you are flattering them or praising them without realizing it.
  • Do not hold up one child as the model and say, “I really like the way that… is sitting at circle.”  We do not compare children in a Montessori school.
  1. Making yourself the Important Person “Show me!”  “That’s a very nice book.”“Can you get a rug for me?”  “Good idea!”
  1. Departure From Circle: Plan a song or game to allow the children to depart individually and quietly.
  1. Solving a Problem rather than Listening to the Child Child reports on another child.  Active listen, “You’re worried about her,” rather than explaining or telling him not to worry and why.
  1. Taking Over a Child’s Work:  If a child begins a work and a teacher judges thatshe is not doing it correctly, she should watch, wait and write notes.  If the work gets out of hand, unsuccessful or could be dangerous to the child or material, then you can intervene.  Do not take over the work, especially without asking permission, and begin to use it.
  1. Children misusing work: If two children are misusing work, go to the second one who did not get it out and request and take him to another work.
  1. “Put that into Your File”:  If a child shows you his work, smile and shake your head. Say, “Mmm”  or “You’re proud of your work.”  Don’t interpret or judge the work. Don’t remind them to put it into their file. That raises its importance and is an unnecessary command.
  1. Don’t Call Across the Room to a Child:  Instead, get up and go over to whisper in the child’s ear.