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DOCUMENT RESUME ED 443 536 PS 028 694 TITLE Montessori Theory into Practice: A Practical Newsletter for NAMTA Members, 1996-1997. INSTITUTION North American Montessori Teachers Association, Cleveland Heights, OH. PUB DATE 1997-00-00 NOTE 50p.; Published twice a year. For the 1995 newsletters, see ED 442 528. PUB TYPE Collected Works - Serials (022) JOURNAL CIT Montessori Theory into Practice Newsletter; Mar 1996-May 1997 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Classroom Techniques; Educational Administration; Educational Practices; Elementary Education; *Montessori Method; Periodicals; Student Motivation; Teacher Administrator Relationship; *Theory Practice Relationship IDENTIFIERS Montessori Schools ABSTRACT This document is comprised of the four 1996 and 1997 issues of a newsletter for members of the North American Montessori Teachers Association (NAMTA) providing practical guidance on putting Montessori theory into classroom practice. The March 1996 issue features an article on offering variety in the Montessori classroom to stimulate student interest. The May 1996 issue focuses on the need for administrator-teacher community and includes a Montessori salary survey. The March 1997 issue contains the results of the 1996-97 NAMTA Salary Survey. The May 1997 issue requests administrative documents from Montessori schools for possible inclusion in the 1997-98 Montessori Operations Handbook. Regular features include a job bulletin and information on available training courses. (KB) Reproductions supplied by EDRS are the best that can be made from the original document. Montessori Theory into Practice: A Practical Newsletter for NAMATA Members, 1996-1997. U.S. DEPARTMENT OF EDUCATION Office 01 Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION PERMISSION TO REPRODUCE AND CENTER (ERIC) DISSEMINATE THIS MATERIAL HAS Verhis document hasbeen reproduced as BEEN GRANTED BY received from the person or organization originating it. Minor changes have been made to D. R. Pend 1 e-i-ori improve reproduction quality. Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy. BESTCOPYAVAILABLE 2 March 1996 Stimulating Interest through Rotation by Polli Soholt At first glance, the Montessori Another way to keep the classroom dynamic classroom looks like a highly is to rotate parts of exercises to re-kindle ordered, static environment. interest in their use. For example, the shoe- When some parents first visit lace in the lacing frame can be replaced with the classroom, they voice con- a decorated one. The chalk can be changed cern about the classroom materials remaining from white to colored, or visa versa. The the same for the entire three years their child colored water in the water pouring can be will be in the class. This would be an issue if changed to another color. These changes are there were no changes that took place during small, perhaps minute, but they create inter- that three-year period. In fact, many changes est in the materials, and perhaps as important, occur, some that are visually apparent as the they encourage the children to be observant. materials change on the shelves, and some Once these kinds of small surprises begin that are apparent by observing the children appearing in the classroom, the children will using the materials. The changes in the mate- come in looking for them. Some children will rials and the use of the materials reflect the become so observant, they will spot and development of the individual children as well comment on them the first five minutes they as the class as a whole. It takes time and are in the classroom. Other children will notice energy for the teacher to implement these them as they walk around the classroom changes, and good teachers make sure their looking for an activity, and the rest of the classes are dynamic places that reflect the children will notice them as they take out the work and interests of the children. exercise. Following is a list of some small changes that can be made in the classroom to create interest: The first way to offer variety to the children is through variations and extensions. Many ex- t amples of these lessons are offered in train- Practical Life ing, and they prepare the children indirectly and directly for the work that lies ahead. The Change a few buttons in the button trick is that the teacher has to be aware of the sewing. needs of the individual children, and give the There are many interesting buttons available lessons for variations and extensions accord- today. They come in the shape of dinosaurs. ingly. Variations come in very handy when the light bulbs, cars, flowers, leaves, and geomet- child is tired of the initial exercise, but is not ric shapes. It is best to have a mixture of ready to move to the next level. Extensions mannish (sew-through) and shank buttons help prepare the children for work further from which the children can choose. Since A ahead, and both kinds of exercises allow the these specialty buttons are relatively expen- children to experience the agility of the mate- sive, they can be acquired over a period of a Practical rials, developing mental agility in the process. few years. Naturally, the exercise needs to be cO Some teachers like to set aside two or three set up so that the buttons remain at school Newsletter days at a time and give only extensions and once the exercise is completed by the child. GO variations. They are always amazed at the for difference in the classroom atmosphere when Change the bar of soap in the hand- these lessons are added to the children's N washing. NAMTA Members repertoire. Other teachers simply make a point 0) to give one extension or variation lesson every The children love the animal, shell, and flower day. However these lessons are worked into shaped ones available in bath stores. job Bulletin page 5 the schedule, they are mandatory if we want to use the materials to their fullest potential. continued on the following page page 2 MONTESSO 117' THEORY, ...Stimulating Interest continued Change a few items in the opening and Change the objects in the cards and closing. counters game to shells, rocks, or pen- nies. These do not need to be all jars or bottles. Add a pill box, a little purse with a zipper, a box that It is very important not to confuse the issue by slides open, etc. adding toy-like items to this exercise. If there are little cars, for example, it will be impos- Replace the beans in the dry pouring sible for the children to keep their focus on the with seeds, pebbles, or shells. work. Change the little slips of paper and Change the decorations in the snack items to be counted in the memory work. game. If the children set their table for individual snack, they love a little decoration to look at while eating. This could be a shell, a rock, a If booklets are used, change the kind ceramic figurine, or a seasonal decoration. or color of paper or the covers for the books. Change the soapdish at the sink to a large shell. If any pencils are kept in this area, Once these kinds of rotate them with decorated pencils. small surprises begin Change the yarn in the weaving to a appearing in the different color or one that has metallic Language classroom, the threads running through it. Rotate two or three cards in the vo- children will come cabulary card sets. Sensorial in looking for them. Rotate the items in the mystery bag. Change the items for the conversa- Some children will tion lesson. become so Change the items in the sorting exer- Replace the pencils in all the writing cise. observant, they will exercises with decorated pencils. The most interest is created if you use natural spot and comment items in this rotation. The children are curious Rotate a few of the items in the les- on them the first five about various kinds of seeds, rocks, and shells. If you begin the year with items indigenous to sons containing objects. minutes they are in your area, they will learn about local natural the classroom. Other items. As the year progresses, use items from These small changes will keep the distant places to create new interest. classroom alive for the children and children will notice make it even more interesting to Change three or four cards in the them. Teachers have to put time them as they walk and energy into making collections matching cards. around the of things that can be used for rotation. For One of the best sources of pictures for Senso- example, one trip to a bath shop can supply a classroom looking rial matching cards is postcards. They are classroom with enough little soaps for the for an activity, and inexpensive and easy to collect on many dif- whole year. Collecting seeds, rocks, and shells ferent subjects. whenever the opportunity presents itself will the rest of the keep the teacher from having to buy all these children will notice Mathematics items. In addition, the children and parents will begin saving and collecting things for these them as they take Rotate the ribbons or elastic bands rotations as soon as they realize that you are out the exercise. that are used with the spindle box. making these changes. Many of these items continued on the following page cage 3 MONTESSORI iTHEORY ...Stimulating Interest continued are not consumable, and once the collection Our goal is to spice up what is there while gets started, it can be used in rotation year leaving the familiar things available to the The timing and after year.

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