Jean Kermode

Montessori Consulting

Montessori Homeschooling

How to Introduce Kids to Great Music With a Music Nook

Set up a simple Montessori music nook in your home or classroom to introduce your child to a variety of wonderful music. You don’t have to be a music buff or concertmaster to help your child discover the world beyond the Wiggles. Maybe she’ll be inspired to learn an instrument herself!

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In a world that is saturated with so many noises, how can we help our students and children to appreciate good music?

While we don’t want kids to get too plugged in, we can use technology to our advantage. If we keep in mind a few helpful Montessori principles, we can introduce kids to music in a way that helps them to truly appreciate and savor it.

One way to do this is by creating a Montessori music nook.

How to Set Up a Montessori Music Nook

Begin by choosing an area of your classroom or home where your kids can sit, one at a time, and listen to music. You can make the music nook part of your reading nook, or you can set aside a separate area. Another option is to set up a music basket on a shelf and allow the children to take it to a table or floor mat, as they would any other work.

Next, gather a few supplies:

  1. A CD player or iPod, etc. (If you can get ahold of a small walkman CD player, that – in my opinion – would be perfect. Then it’s easy to make one or two CD’s available at a time. An iPod would be fine as long as you don’t mind switching out the music every week or so. See below on limits.)
  2. A set of earbuds or headphones
  3. A few CD’s or playlists
  4. A small basket to hold everything
  5. A dedicated chair or cushion (optional)

Then invite one child at a time to use the music nook. Show him how to carefully use the materials, and explain that the headphones are so he can listen to music while the other students are concentrating on different work. Show him where the volume needs to stay (mark it in red on the dial, if possible.) Explain the routine and any other limits.

Related: DIY Reading Nook

Montessori Principles to Keep In Mind

  1. Give the child keys to the world. In a Montessori classroom, children see glimpses of the world, enough to spark their interest and encourage them to discover more. When setting up a music nook, don’t just sync your entire iTunes library onto an iPod and hand it over. The goal is to introduce the child to the world of great and beautiful music, so he can be inspired to enter more deeply into that world if he wants to. (e.g. through music lessons, music study, etc.) The best way to do this is to give a little at a time. (See below.)
  2. Freedom within limits. This principle will help keep our kids from getting too plugged in. It’s up to you, the parent or teacher, to set the specifics, but here’s what freedom and limits might look like for a music nook. Freedom: the child can choose when or if he wants to listen to music. Limits: there is only one CD player, so only one child can use it at a time; you choose which one or two CDs will be set out each day, how high the volume can be, (mark it in red on the dial) how long she can stay in the music nook, etc. (Read more about freedom and limits here.)
  3. Give the child the best. Aaron Copland and the Beatles, if you’re asking me. Don’t give her Baby Mozart, just give her Mozart. Nobody is too young for symphonies.
  4. Follow the child. The above being said, if your kids love “The Muffin Man,” give them “The Muffin Man.” Or if a student expresses interest in the harmonica, find him a Toots Thielemans CD.

Related: Music for Kids That’s Not the Wiggles (Plus Free Playlists)

A Few More Tips

  • As a class or a family, you can study a new composer, band, or type of music each week or month. For example, one week you can set out a Chopin CD, and later a Beethoven CD. Then next month, you can move on to world music, or storytellers, or bluegrass. You can listen to the music altogether outside of class/work time, e.g. during lunch, in the car, or at the end of the day.
  • Supplement the music nook with other Montessori music materials, such as the bells, musical instruments, or classified cards that teach the names of instruments, notes, etc.
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Got any tips for introducing music to children? Share them, and your favorite music, with us in the comments! 

Jean Marie

A Montessori Prepared Environment at Home: the Quick Guide

Here are four simple steps to help you set up a Montessori prepared environment at home and on a budget. Using mostly items you already have, create a home environment that will help your child grow in independence, and save you a little sanity.

The quick guide to Montessori any space at home, {shows a picture of a table set with children's dishes and a vase of succulents}

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“The man who does not live in an adaptive environment can neither develop his faculties normally nor learn to know himself.”

– Maria Montessori

It’s all about the prepared environment, guys.

We know how important our own environment is. TV’s on, can’t focus. Desk is a mess, my thoughts are a mess. Ugly environment, no inspiration. Can’t find anything, can’t get anything done.

It’s the same for kids, especially for children under the age of 6. In a quiet environment, they can find concentration. In a beautiful place, they are happy to work. In an orderly space, tailored to their needs, they develop habits and routines and independence.

That last word is the most important. The independence of the child is the final goal of the prepared environment. Even if a room is organized and attractive, it is lacking if the child can’t reach anything. The child needs access to purposeful activities in an environment suited to her basic physical, psychological, and spiritual needs.

It might sound like a lot of work for you to set up a Montessori prepared environment at home. But, if you put in a little effort now, your child will learn to do more for herself. Which is good for her and for you. 🙂

Diagram showing that the prepared environment plus purposeful work leads to the building and development of the mental organs and independence

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{Want to learn more about this process? ↑ Print a free cheatsheet here.}

Sounds beautiful. How exactly do I set that up?

How to Set Up a Montessori Prepared Environment at Home

1. Choose the Space

There most likely won’t be just one space that you want to “Montessori.” Your kids are busy all over the house, and that’s good. In my training, I learned that children should not be the center of the family, they should be part of the family. Which means they should have access to most of the areas of the house where the family lives and works.

This means that you may want to prepare not just the child’s bedroom, but also the bathroom, living room, and kitchen. (Your own bedroom and home office are safe, I promise.)

But to start, just choose one space.

2. Observe the Child in the Space

Before you dive in, spend a few days with your child in that space. If you’ve chosen the bathroom, pay attention to what your child needs in the bathroom. What does he ask for help with, and what could he do himself? Could he brush his own teeth if he was able to reach the toothbrush and toothpaste, and if you showed him how?

3. Make Your Plan

Now that you’ve observed your child’s needs in this space, make your plan. Consider your family routines, or the routines you’d like to set in place.

For example, every evening, Charlie needs to use the bathroom, wash his hands, brush his teeth, and wash his feet if he’s been playing outside. That’s the routine. So you need to plan the environment around that routine.

Charlie can use the bathroom and wash his hands without help, but it would be good too if he was able to replace the toilet paper when the roll runs empty. Is there a place you can store a few extra toilet paper rolls in the bathroom, maybe in a lower cabinet?

Charlie knows how to brush his teeth, but so far you’ve been helping him apply the toothpaste. Can you show him the right amount, and store everything in a drawer within his reach?

Using the tub independently is a little much for Charlie. Do you have a shallow plastic bin for him to wash his feet in instead? He could fill it using a pitcher and water from the sink, and it could be stored in the bathtub or under the sink. And if he has his own towel, he’ll know not to dry his feet on the hand towel. It might be a good idea to store a few rags within reach as well, so he can dry up any spills.

4. Collect What You’ll Need

You probably have most of the items you’ll need, but it might help to make a list and check things off as you gather them.

Using our bathroom example, here is a sample list:

  • step-stool (already have)
  • shallow bin (already have)
  • pitcher (need to get)
  • towel (already have)
  • rags (already have)
  • bin to hold rags (already have)

Of course this is just a sample list, but you can see that you need very little to prepare an environment at home.

5. Set Up Your Space and Implement the Routine

Set up the space, and when it is ready, show your child how to use everything. This can be done in an inviting and appealing way. Kids like to know what is expected of them, and might even find it exciting that they get to wash their feet in their own special bin, and do it all by themselves.

You can show your child the routine as the need arises. For example, on the first evening after you set up the environment, show Charlie how to fill up the bucket with water using the pitcher. Use more actions than words, but do explain when he needs to wash his feet. (e.g. only if they’re dirty.) You can have him watch you fill up the bucket, wash your own feet, rinse out the bucket, dry it, and store it. Then you can invite him to do it himself.

*Note: For potentially fun activities such as washing feet, you might want to set a time limit. You can include a 3 minute timer if you think it would help.

Related: How to Create a Simple Routine for Preschoolers

Related: DIY Reading Nook

There you go! With observation, a little planning, a few materials and routines, you can create a Montessori prepared environment at home and help your child grow in independence.

 

Foster independence with a montessori prepared home environment {shows a table set with children's dishes and a vase of succulents}

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How do you create an environment that fosters independence? Share your tips with us in the comments!

Jean Marie

free montessori printables

Jordan Peterson vs. Maria Montessori on Child Discipline

At first glance Peterson’s advice on discipline seems very different from what we know about Montessori discipline. But is it? Join me as I dive into each expert’s writing on the goal of discipline, the use of punishments, and tactics for effective discipline.

Learn how to discipline kids according to the experts! Get parenting advice on child behavior and consequences at www.jeankermode.com #montessori #montessoriathome #jeankermode #jordanpeterson

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This post contains affiliate links. For more info, see here.

Do you do this too?

Each time I come across a new idea, technique, method, or philosophy that has to do in the slightest with early childhood education, I wonder, “Is this what Maria Montessori was saying? Or is it different? Do I instantly disagree, or does this add to or change my understanding?”

‘Obsessed’ might be the word to describe my level of interest in human development and the strategies related to its nurturing.

Which is why I read Rule 5 of Jordan Peterson’s 12 Rules for Life: An Antidote to Chaos with great attention.

It’s called, “Don’t Let Your Children Do Anything That Makes You Dislike Them,” (unexpected title) and it’s all about the discipline of children.

I overanalyzed it as I read, looking for clues. Does Jordan Peterson agree with Maria Montessori on discipline? Do his ideas add to or change my understanding of human development?

Here is what I found.

Peterson Discipline vs. Montessori Discipline

Jordan Peterson’s Views on Discipline

“Discipline is a careful combination of mercy and long-term judgement.” 

-Jordan Peterson

That unexpected chapter title gives away what Peterson says is the goal of discipline: social well-being. “Poorly socialized children have terrible lives.” They need to be liked. Sounds shallow, but he has a point. We’re social creatures, and we can’t be happy if we’re not part of a community. People who are disliked are often rejected by the community. So it’s harder for them to be happy.

And there is more to it than just being liked. “A well socialized child will be introduced to the world by people who are pleased to do so…this will do more for his eventual individuality than any cowardly parental attempt to avoid day to day conflict and discipline.”

Socialization. That’s the goal, before wonder and independence, because it leads to them. And good behavior, learned through discipline, is the key.

Peterson has a few principles to help:

  1. “Limit the rules.”
  2. “Use the minimum necessary force.”

There are more, but these two help us understand how Peterson believes parents should discipline their children.

Establish rules, and enforce them. 

Can’t argue with that.

Peterson proposes interesting tactics for rule enforcement.

  • Intervene immediately. (He believes children need to learn before the age of 4.)
  • Teach good behavior with simple steps.
  • Use rewards and punishments, using negative emotions mercifully. (Montessori people: Don’t freak out. Keep reading.)
  • Battle if necessary.

According to Peterson, “the fundamental moral question is not how to shelter children completely from misadventure and failure, so they never experience any fear or pain, but how to maximize their learning so that useful knowledge may be gained with minimum cost.”

Learn how Montessori discipline at home works, and also what Jordan Peterson believes is the best way to discipline kids at www.jeankermode.com #montessori #montessoriathome #montessoridiscipline #jordanpeterson #jeankermode

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How Maria Might Agree or Disagree

Generally, I’d say Maria Montessori agrees with Jordan Peterson. Discipline is essential, and it needs to happen early. There are some areas of disagreement; closer inspection will show us where.

Let’s start at the top.

The Goal of Discipline

Peterson believes socialization is more important than independence, but that it helps foster individuality. Montessori believes independence is pretty darn important, so that the child can fulfill his role as part of the community. Seems to me they both agree that the end goal of child-rearing is a whole human being who thrives in a community.

On to the next.

Peterson’s Principles of Discipline

Peterson says, “Limit the rules.” Montessori says, “A child needs freedom within limits.” Here the ideas are compatible. Montessori uses the word ‘limit’ instead of ‘rule’ to help the adults understand how to set these limits/rules. They are not arbitrary, but help the child use her freedom well. The combination of thoughtfully set limits and freedom gives us rules, but not too many.

Peterson says, “Use the minimum necessary force.” Montessori says, “Sweetness, severity, medicine, do not help if the child is mentally hungry.” Here the ideas differ. Montessori believes freely chosen, purposeful activity, within limits, in a good environment, is the cure to character problems in young children. Thus, she definitely disagrees with Peterson’s use of arbitrary punishment, e.g. pinching. Montessori discipline does, however, make use of logical consequences, implemented firmly and consistently by the adult. A logical consequence to poor behavior, e.g. being removed from the playground, could be what Peterson means when he says minimum necessary force, if it is enough to discipline the child. He clearly doesn’t believe a logical consequence is always enough.

On to the tactics.

Tactics: Peterson vs. Montessori
Intervene immediately

Peterson believes in swift intervention, and he stresses the need for children to learn good behavior as much as possible before the age of 4. Here, Montessori would heartily agree. She believes that the years from birth to age 6, “when nature is still busy in the perfecting of many newly formed powers,” are the best for addressing “defects.” If not, these defects will have “an influence…on the developing awareness of right and wrong.”

Immediate intervention applies on a daily basis as well. In my training on Montessori discipline, I learned to intervene immediately and firmly whenever a child was using a material inappropriately, or hurting himself, another child, or the environment. We gave lessons in good behavior and modeled it ourselves. I learned how to give children a kind yet authoritative look that meant, “you should do as I say.”

Teach good behavior with simple steps

Peterson writes about teaching a child to set the table, by first showing him how to hold and carry a plate. (#somontessori) The style may differ slightly, but the idea is the very same. As I mentioned above, there are Montessori lessons on all types of good behavior, from apologizing to blowing one’s nose to closing the door quietly. Likewise, every single Montessori lesson is given by modeling the right way, and breaking it down into simple steps. Montessori teachers don’t cut corners. We show every step, and then let the children give it a try.

Use rewards and punishments, using negative emotions mercifully

Now before you exit outa here because this is so not Montessori, let’s look at a few of Peterson’s examples of effective rewards and punishments.

When your daughter finally opens up to you when you ask about her day, Peterson says, “Pay attention. That’s the reward.” So he’s not necessarily talking about stickers and candy. Similarly, “time out can be an extremely effective form of punishment, particularly if the misbehaving child is welcome as soon as he controls his temper.” So he’s not always talking about pinches and spanks (though he thinks they might be necessary in certain situations.)

In practice, then, Montessori discipline and Peterson discipline might look very similar, but there is a difference. The Montessori method stresses the importance of treating children with respect (e.g. paying attention) regardless of their behavior. It is not a reward. Likewise, a time out is used as a consequence, as I mentioned above.

When it comes to using negative emotions, Peterson isn’t being harsh. On the contrary, he is looking for a more merciful route. “The judgmental and uncaring broader social world will mete out conflict and punishment far greater than that which would have been delivered by an awake parent. You can discipline your child, or you can turn that responsibility over to the harsh, uncaring, judgemental world.” He knows the world is a difficult place, and that suffering is part of every human’s experience. Montessori recognizes this, too. In Montessori classrooms, teachers are kind, but they do not shelter children from the unpleasant realities of life. If someone breaks a material, that’s the end of that material, at least for a good while. There will be no immediate replacement, no matter how much everyone misses it.

I think the biggest difference then is that Peterson advises parents to sometimes inflict negative emotions. The Montessori method permits them as a reality and as a consequence, but doesn’t advise directly causing them.

Battle if necessary

Peterson writes about the time he went to battle with his two-year-old son to make him eat at dinnertime instead of drop food all over the floor.  “I prepared for war.” He’s being funny, but he means it. “A patient adult can defeat a two-year-old, hard as that is to believe.” Peterson was firm and kind, and he won. The boy ate his dinner, they took a nap together, and “he liked me a lot better when he woke up than he had before he was disciplined.” So all is well. But Montessori might disagree…

In my training on Montessori discipline, I learned to never engage in a battle of wills. In such a battle, someone has to lose. If I lost, the child would lose respect and trust for me, and would be less likely to obey me later. If the child lost, her own developing will would weaken. Since the will is a gift from God, is what makes us human, and is a necessary component of self-discipline, it’s worth protecting. Instead of battling, I learned to make the objective clear, in a firm, kind and confident voice, before the chance for a fight became possible. Then the child sees it is a good idea to obey, and chooses to do so or face the consequences. This tactic worked well for me, but I am sure there will be times when a battle seem inevitable. So be it, as a last resort.

Quick note from Peterson: “An angry child should sit by himself until he calms down. Then he should be allowed to return to normal life. That means the child wins – instead of his anger.”

What do you think?

There is one more difference between Peterson and Montessori.

Maria Montessori is very scientific and idealistic, for example, “If, at conception and during gestation, at birth and the period following birth, the child has been scientifically treated, he should at three be a model individual.” Nature is on our side, we just need to cooperate.

Peterson, however, sees things a little differently, “But human beings are evil, as well as good, and the darkness that dwells forever in our souls is also there in no small part in our younger selves.”

These views shape their methods of discipline, and the tactics they propose. And now I want to know, what do you think? Which view/method makes more sense to you? Do you think they are all that different? Is it possible to use both? Let’s chat in the comments!

Jean Marie

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50+ Montessori Appropriate Children’s Books

Stock your bookshelf with these 62 Montessori appropriate books. Stories about pancakes, books about trains, old classics and new finds, there is something here for every child. Check them out!

Get ready for the school year with this list of reality based, Montessori appropriate books for preschool kids at www.jeankermode.com Plus find other back to school pre k resources, Montessori printables and other free downloads. #jeankermode #montessori #montessoriathome

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One of the trickiest parts of abiding by the Montessori philosophy is finding beautiful children’s books that don’t have talking animals, flying children, or meatballs falling from the sky. In Montessori primary rooms (ages 3-6) the focus is on the real world.

→ Read more about fantasy and Montessori here.

Montessori appropriate books are out there, but sifting through shelves at the library can get a little time-consuming.

So I did that for you! Here is my list of Montessori appropriate books for three to six year-olds.

I’ve included several of the books I loved growing up, as well as many new ones I’ve found.

Montessori Appropriate Books for 3-6 Year-Olds

This post contains affiliate links. I only link to books I love. For more info, see here.

Many of these books are great for reading aloud, and all of them have beautiful pictures for the child to look at even before he is reading. The poetry books at the end can be used as a reference for you, for teaching sight words, or just for the child to look at.

Whenever I come across another awesome book, I’ll update the list over here, so make sure you bookmark this page to come back for more!

*A few notes to keep in mind when purchasing books:

  • Always choose the best quality book you can find. (New and hardcover, if possible.) This is one way to show respect for the child. She will learn to treat books well if you show her how, and if she starts out with a beautiful book in perfect condition.
  • By the age of 3, children are ready for real pages. No need for board books.

Table of Contents

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Books About People

The Gardener, by Sarah Stewart

The Journey, by Sarah Stewart

Madeline, by Ludwig Bemelmans

Nana Upstairs, Nana Downstairs, by Tomie de Paola

Pancakes for Breakfast, by Tomie de Paola

The Baby Sister, by Tomie de Paola

 Now One Foot, Now the Other, by Tomie de Paola

Days of the Blackbird, by Tomie de Paola

The Holy Twins, by Kathleen Norris, illustrated by Tomie de Paola

Nana In the City, by Lauren Castillo

Miss Rumphius, by Barbara Cooney

Pelle’s New Suit, by Elsa Beskow

A New Coat for Anna, by Harriet Ziefert, illustrated by Anita Lobel

The Seven Silly Eaters, by Mary Ann Hoberman, illustrated by Marla Frazee

The Uncorker of Ocean Bottles, by Michelle Cuevas

Miss Bridie Chose a Shovel, by Leslie Connor

My Red Umbrella, by Robert Bright

Umbrella, by Taro Yashima

Policeman Small, by Lois Lenski

Cowboy Small, by Lois Lenski

Cowboy Slim, by Julie Danneberg

Firefighters A to Z, by Chris L. Demarest

It Takes a Village, by Jane Cowen-Fletcher

The Keeping Quilt, by Patricia Polacco

Hello Ocean, by Pam Muñoz Ryan (This one’s about the five senses.)

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Books About Nature

Growing Vegetable Soup, by Lois Ehlert

Jack’s Garden, by Henry Cole

My Farm, by Alison Lester

A Prairie Alphabet, by Yvette Moore

Time of Wonder, by Robert McCloskey

One Morning in Maine, by Robert McCloskey

When the Rain Stops, by Cole Sorensen

First Snow, by Kim Lewis

Come On Rain!, by Karen Hesse

Nature’s Sketchbook, by Marjolein Bastin

Atlas of Islands (First Discovery Book) by Donald Grant

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Books About Animals

The Butterfly Alphabet, by Kjell Bloch Sandved

Animal Babies, by Harry McNaught

Deer at the Brook, by Jim Arnosky

Frozen Wild: How Animals Survive in the Coldest Places on Earth, by Jim Arnosky

Shimmer & Splash: the Sparkling World of Sea Life, by Jim Arnosky

Raccoon on His Own, by Jim Arnosky

Biggest, Strongest, Fastest, by Steve Jenkings

Flocks of Birds, by Charlotte Zolotow

Black Bear Cub, by Alan Lind

Here is the Arctic Winter, by Madeleine Dunphy

Emma’s Lamb, by Kim Lewis

Antelope, Bison, Cougar, by Stephen P. Medley

The Ocean Alphabet Book, by Jerry Pallotta

Song of the Swallows, by Leo Politi

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Books About Things That Go

Airplanes and Flying Machines (First Discovery Book) by Pascale De Bourgoing

The Little Airplane, by Lois Lenski

The Little Saiboat, by Lois Lenski

The Little Fire Engine, by Lois Lenski

The Little Train, by Lois Lenski

Train, by Elisha Cooper

Freight Train, by Donald Crews

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Poetry

Under the Sun and the Moon: And Other Poems, by Margaret Wise Brown

A Brighter Garden, by Emily Dickenson, illustrated by Tasha Tudor

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Art

Look! Zoom in on Art, by Gillian Wolfe

A Family: Paintings of a Bygone Age, by Carl Larsson

How to Create a Simple Routine for Preschoolers

Learn the benefits of routines vs. schedules for an orderly school day, and every day! Plus, check out these 7 tips for designing your own daily routine. 

Struggling to stick to your schedule? Learn how a daily preschool routine might work better at www.jeankermode.com Plus findback to school pre-k resources, free downloads, and Montessori printables. #montessori

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“Order is one of the needs of life which, when satisfied, produces real happiness.”

– Maria Montessori

Schedules and three-year-olds don’t always mix well.

The schedule starts out beautifully, especially on paper, with color-coded time boxes for everything from meal-time to story-time. It fits all the necessary events in tightly and wraps ’em all up just in time for the end of the day.

Then, after a brief lapse of discipline on your part and a temper tantrum on the three-year-old’s part, we’ve skipped the morning weather check for the third time this week and rushed through a quarter of this morning’s lessons. And then, just as Suzie finally seems focused with an activity, it’s time for lunch.

What to do?

Here are a few options:

  1. Continue on as a drill sergeant. Show no mercy to poor Suzie. It’s lunch time and we have a schedule to keep. Struggle against your kids/students all day.
  2. Abandon schedules and structure altogether and go with the flow all day. Ignore Maria Montessori’s words concerning order. Accomplish close to nothing.
  3. Develop a routine instead of a schedule. Find stability in the order of the day, and freedom for spontaneous activity. Experience less stress, more joyful days, and easier resets after difficult days.

Let’s go with option 3, shall we?

But first…what’s the difference between a routine and a schedule?

Table of Contents

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Routine vs. Schedule

Put simply, a routine is a schedule with few or no time limits.

Here is an example:

Struggling to stick to your schedule? Learn how a daily preschool routine might work better at www.jeankermode.com Plus findback to school pre-k resources, free downloads, and Montessori printables. | routine vs schedule, #montessori | |

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Within this general routine are many smaller routines.

For example, during the three-hour work period, each child must choose a work, work at it for as long as he wants, then put it away where it belongs. If a child needs to use the bathroom, she needs to let the teacher know first, and wash her hands afterwards. She knows how to wash her hands, because there is a routine: turn on the water, rinse, get soap, scrub, rinse, turn off the water, dry hands with the towel, put the towel away.

In a Montessori environment, there is a routine for everything.

There is a routine for entering in the morning, for choosing work, setting up the snack table, working outside, washing the paint brushes, setting up for lunch, and cleaning up after lunch.

You name it, there’s a routine for it.

Set times, not so much.

There is no set time for snack. No set time for math. No set time for art. No set time for moving the whole class from one 30 minute time slot to the next.

Even the lessons follow a routine instead of a schedule.

Montessori guides do not follow a daily curriculum. They follow the order of presentations.

For example, a Montessori guide does not plan out each day the way a traditional teacher does. She does not decide that today everyone will learn addition. Instead, she observes each child to see when he is ready for the next lesson in math, the next lesson in language, the next sensorial lesson, and so on.

The order is the same for every child, (e.g. addition always comes before subtraction, and the pink tower always comes before the brown stair) but each child moves through the order at his own pace.

This requires attention on the part of the guide. She has to stay on her toes to make sure each child is getting the right lesson when he is ready for it, not too soon, and not too late. But, in the long run, it brings much more peace to the classroom.

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The Benefits of a Routine Over a Schedule

Why should we go with a routine instead of a schedule? How can we make sure everything gets done if it’s not time-blocked?

  1. A routine balances order with flexibility. Order is essential for the young child, who is learning her place in the world. External order leads to internal order. Without it, the child has no frame of reference as he build his mental organs. Many behavioral difficulties can be eased with external order. But, all children are different. 30 minutes of math might be too much for one child and not enough for another. It might be just right one day, and impossible the next. By following routines instead of a rigid schedule, we are better able to follow the child, to see what each individual needs, and to give it to her.
  2. A routine allows time for concentration. Concentration is golden. A child who can concentrate can use his will to pay attention to something worthwhile. This is an irreplaceable power. (Think: success at school, success at a job, prayer, etc.) But, by moving children along according to a fixed schedule, we often interrupt their concentration. Suzie was finally concentrating! That is so much more important than what time we eat lunch. In a Montessori routine, there is a 3-hour work period. During this period, a child can work on one thing the whole time if he likes. Or, he can move from one activity to another. It all depends on his concentration abilities and his interests.
  3. A routine gives room for the unexpected, or for mistakes. The most difficult thing about a schedule is the fact that we are constantly running behind. A child has an accident, or the teacher thinks a certain project will take less time than it does, and the rest of the day is spent trying to catch up. With a routine, there is more time for these hiccups. If a child has an accident at snack time, there is no hurry, and nothing is missed in the time spent cleaning up. If a science project takes 15 minutes instead of 10, the language lessons won’t be rushed. After a difficult day, we just pick up where we left off.
  4. A routine helps build discipline. While a routine does leave room for error, it still helps both children and adults to grow in self discipline. A routine only works if we follow it as best we can. But with clear guidelines, it’s doable. For example: always put the work away as soon as you are done with it; be ready to greet each child as she enters the classroom. For a child especially, knowing what to do is a huge step toward self-discipline.

But what about those things that really need to happen?

If something really must happen at a certain time, that’s fine. A handful of set times can be helpful in giving structure to a routine. Montessori schools all have set start times and end times, and families are encouraged to arrive promptly. It’s good for children to learn to respect others by being on time.

The key is to choose these set times well, and give enough time in between them for concentration and flexibility.

So what do I do if lunch happens at a set time, and Suzie is still focused on her work?

Don’t interrupt her unless it’s absolutely necessary. Start lunch, and she’ll probably notice what everyone else is doing, finish up her work, and join you.

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How to Create Routines

  1. Minimize. Choose a few set times, e.g. drop-off time, lunch time, etc. and then eliminate all other time blocks from your schedule. Let go of the need to control what happens when each day.
  2. Create the overall structure using those set times, and make sure to leave several open hours for work.
  3. Plan a general routine for the day. Give this a little thought. It’s best not to change routines too often. You can include your kids or students in planning. Make a list of the days events, and the order in which they usually happen. For example, after breakfast, we clear the table, load the dishwasher, and wash our hands.
  4. Start living the general routine. You can make a chart, a routine book, or use routine cards if thats easier for you, but it’s not necessary. If you do the same basic things in the same order each day, your children and students can pick it up. Consistency is key.
  5. Address each smaller event as it comes up by creating a routine. These smaller routines might include: how to wash your hands, how to put your work away, how to set the table, how to put your shoes on before going outside, how to bring in the mail, how to feed the dog, how to water the plants, etc. Many of these you can create in advance, but it can be hard to think of them all at once, and there will always be surprises that come up.
  6. Remember that each day will be a little different. Maybe one day your kids will spend most of the morning inside reading books, and the next day they will want to sweep the patio, play the subtraction game, paint a picture, and help you make lunch. That’s awesome.
  7. If you’re teaching, follow the order of presentations. Don’t schedule the lessons into the day, but be diligent in knowing who needs what. Watch and wait for the right moment to give a lesson, and never interrupt a child who is concentrating.

👉🏻👉🏻👉🏻 Print your own set of beautiful routine cards here.  Routine cards can help young kids to understand and follow each routine. The kids can help you choose which cards to use, and older children can illustrate extra cards to keep your routine personalized.

Got questions? Let me know in the comments. Or just share your best routine-setting tips!

~ Jean Marie

start your new routing today and print your own set of beautiful hand illustrated routine cards here

DIY Reading Nook

Want to encourage your kids to read? Give them their very own, special space to fall in love with reading. Follow these 5 simple steps to set up your own DIY reading nook for kids in your home or classroom. 

Want to Encourage Kids to Read? Set up a peaceful reading nook. | www.jeankermode.com | diy reading nook for kids | diy reading corner | library for kids | how to encourage reading | #montessori

In every Montessori classroom there is a reading corner. This little library gives the children a place to explore the world through books, or to rest while looking at beautiful pictures.

A peaceful environment set aside just for books can help children learn to love reading, too.

Ready to set up your own reading nook? No matter how small your home or classroom, you’ll be able to find a space to show your kids the magic of a book or two.

Let’d do this.

DIY Reading Nook for Home or Classroom

1. Choose the area.

Choose an area of your home or classroom that will be conducive to quiet reading, with plenty of light. If possible, it should be slightly out of the way, but still part of the general living area.

2. Choose simple furniture.

Only two things are essential:

  • something to hold the books
  • somewhere for the child to sit

This can be as simple as a basket with a few books and a pillow. Get creative if you want, but don’t be intimidated by all the “99 unique reading nook ideas” on Pinterest. Work with the size of the area you have, and remember that the focus should be on the books.

The bookshelf/basket can be found second-hand and freshened up, or built, or purchased new. Here are some ideas.

3. Choose good books.

Choose a variety of good quality books in perfect condition. If you always give kids ripped books, they will start to think ripped books are ok. If you give kids beautiful, well-taken-care-of books, they will learn to treat them as the treasures they are.

Choose books based on reality. Books are keys to the world. Picture books, realistic fiction, books about nature, encyclopedias, atlases, books of rhymes, etc. Avoid fantasy books. (Fairy tales, though…)

Choose books based on your child’s interests. If he loves tractors, find a book that teaches him the names of different types of vehicles. If she loves animals, find a book about animal habitats, or the cat family.

Choose beautiful books. Books can be kid-friendly without being dumbed-down.

Change the books occasionally to keep your kids interested.

Related: 50+ Montessori Approved Children’s Books

4. Choose one or two simple decorations.

This is optional, but can help make the reading nook an inviting, peaceful place.

Some ideas:

  • a fishbowl (with real fish)
  • a beautiful rug
  • a potted plant
  • a framed piece of art

5. Invite the child to use the reading nook.

Once everything is set up, invite one child at a time to see the beautiful new space. Show her how to choose a book, carry it carefully, turn the pages gently, and put it away when she is done. Set limits appropriate for the ages of the children, e.g. one child at a time, stay as long as you like, (or not) etc.

Want to encourage your kids to read? Find out how to set up a cozy reading nook. | www.jeankermode.com | diy reading nook for kids | diy reading corner | library for kids | how to encourage reading | #montessori

Do you have a reading area in your home or classroom? What are your favorite books for children? Let me know all about your home/classroom library, I can’t wait to read and respond to your comments! And of course, please let me know if you have any questions, too.

Jean Marie

free montessori printables

How Catechesis of the Good Shepherd Can Give Your Child a Lifelong Relationship With God

Through this amazing catechesis program, Christian children of any denomination grow in the friendship and peace of God. You can use Catechesis of the Good Shepherd at home, too!

Want to raise faith-filled kids? Catechesis of the Good Shepherd has some suggestions. Check it out at www.jeankermode.com for tips to raising Catholic kids. #montessori

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What is the single most important gift you can give a child? Is it an education? or siblings? or travels? or financial stability? I believe that these are all beautiful gifts, but that there is one gift that surpasses all of these. This gift is a relationship with God. This relationship will give true purpose to an education, grace to love others, spiritual adventure and a greater security than any worldly wealth can offer.

But can you give this to a child? Technically, no, you can’t force a relationship between two others. But you can set the stage for this relationship. It’s called Catechesis of the Good Shepherd. And it is so beautiful.

What Is Catechesis of the Good Shepherd?

 

Catechesis of the Good Shepherd, or CGS, is a catechetical program developed by Sofia Cavalletti and Gianna Gobbi, and inspired by the philosophy of Maria Montessori. It takes the key Montessori principle, that the child carries the seed of learning within himself, and applies this to spiritual education. Cavalletti and Gobbi named this seed of learning, they saw that it is the Holy Spirit himself who helps the child to learn. The Holy Spirit acts within the child; it is He who initiates a relationship. It is He who gives growth and wisdom. CGS is based around this principle.

CGS is appropriate for any Christian child, as it focuses on the key, core aspects of the Christian faith, such as the Incarnation, Salvation through the Cross, and the Sacraments. It is also geared towards very young children; as these children grow older they can learn the various distinctions of their denomination, regarding the pope, etc. The curriculum itself can be tailored to specific denominations, for example, the Sign of Peace happens at different times during the mass for different denominations, and this can be reflected in the individual curriculums.

How Does Catechesis of the Good Shepherd Set the Stage for a Lifelong Relationship with God?

CGS sets the stage for this relationship in several ways.

1. By Giving the Child Time to Grow In Contemplation

Please don’t let the thought of your rambunctious, crazy-pants three-year old sitting quietly in contemplation laugh you out of here. Every single one of us was made to contemplate God, and high energy kids are no exception. And this is where the beauty of Montessori comes in. CGS uses the Montessori principles of self-discipline, whole person education, and individuality to help the child prepare his body and mind for contemplation. 

Through Practical Life exercises, (yes, children sweep and polish in this catechism class) children work on fine and gross motor skills, and learn concentration through uninterrupted focus on a task that interests them. This is invaluable for growing in contemplation. It recognizes that the whole person, body and soul, must praise God, and patiently helps the child grow in mastery of his body. This might look different for different children; a high-energy child may learn to concentrate through kinetic, hands-on activities, such as table washing or molding clay. And artistically inclined child might learn to concentrate through arranging flowers or drawing a picture. The catechist is trained to observe each child and lead her to activities that captivate her. This interest, together with a quiet environment and uninterrupted periods of time, allow the child to grow, however slowly, in concentration and contemplation, allowing the Holy Spirit to do His beautiful work.

2. By Introducing Jesus As a Real Person

 

CGS places a very big emphasis on the reality of Jesus, who walked on the same planet and breathed the same air as we do. As time is a difficult concept for young children, (especially 3-6 year olds) the focus is on place. One of the earliest lessons shows the child a globe. “Here is where we live, and hear is where Jesus lived.” The catechist gives the child time to dwell on this, and invites him to take the globe down from its shelf to look at it and think about it whenever he likes. The catechist says few words, just enough to present the child with a beautiful reality: Jesus and you share the same Earth as home.

Many other lessons show Jesus as a real person. The catechist tells stories from His life, not in her own words, but in the words of the Holy Spirit, the Gospels. Each story is presented separately, necessary vocabulary explained, with an accompanying set of three-dimensional figures to make the most of the child’s concrete thinking. For example, the story of the Nativity is told with figurines of baby Jesus, Mary and Joseph, moved along with the story. The catechist always reads the story more than once, and eventually invites the child to move the figurines along with the story. This helps cement the stories in the child’s soul, bringing them to life again, and helping the child understand, with few words, that these are real events.

3. By Letting the Child Discover That Jesus Is the Good Shepherd and We are the Sheep

The lesson of the Good Shepherd is one of the most important lessons in CGS, and the most important thing is that the catechist does not tell the child who symbolizes who. The Holy Spirit, working within the child, lets the child discover this in her own time.

The catechist reads the parable of the Good Shepherd to the child, and helps the child to see how lucky those sheep are, that their shepherd loves them so much that he would lay down his life for them. Through following lessons, the child comes to realize that Jesus is the Good Shepherd, and then, one day, the beautiful, joyful thought: “I’m the sheep!”

The combination of quiet contemplation, knowledge of Jesus as a real person, and knowledge that Jesus gives His life for you, is the perfect recipe for a lifelong friendship, one that will carry the child through every joy and sorrow that life can throw at him.

Catechesis at Home

Of course, all three of these elements can be fostered at home. Give your child time to be quiet and concentrate. Introduce him to Jesus as a real person, as a friend of yours. Read her stories from the Bible, leaving time for reflection and questions.  Together as a family, praise God with your bodies and souls. Look for the sacred all around you. Trust in the Holy Spirit to give growth and wisdom in His time.

 

Catechesis of the Good Shepherd at home | Catechesis of the Good Shepherd Montessori

I’ll close with an amazing story.

A catechist noticed that a young girl repeatedly worked with the Annunciation figures. The catechist also introduced her to other stories, but the girl kept coming back to the story of the Annunciation. One day, the catechist gave the girl the lesson about the gesture of Epiclesis, showing her the motion of the priest, and helping her to think about what this gesture could mean. Could it be that the priest is asking God to send a gift upon the bread and wine? The moment of Epiclesis is when the priest calls the Holy Spirit to come upon the bread and wine, but the catechist does not directly tell this to the child. Instead they think together about the motion, asking what gifts God can send, and noticing that some of these gifts, e.g. love, are just another name for the Holy Spirit. Could the priest be asking for the Holy Spirit to come upon the bread and wine? The girl listened to this lesson, but when it was over showed no interest in continuing to work with the materials. Instead, she went back to the Annunciation work. And then she did a beautiful thing. She took her hands and made the gesture of the epiclesis over the figure of the Virgin Mary. She understood, though the catechist had not told her, that the same Spirit that comes upon the bread and wine at mass, to turn them into the body and blood of Jesus, is the same Spirit by whose power the body and blood of Jesus came to be conceived in the Virgin Mary.

Your turn. Tell us your stories in the comments. How do you foster faith in the children under your care? How have you seen the Holy Spirit work in them?

I look forward to reading your stories and thoughts, and I will respond to each one.

Jean Marie

Want raise faith-filled kids? Catechesis of the Good Shepherd has some suggestions. Check it out at www.jeankermode.com for tips to raising Catholic kids. #montessori

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