Let’s Talk about Geography

Let's talk about geography.  For the Montessori savvy among you, you already know that we use the word "geography" in a wider and older sense than its current usage as a field of study about topography and the locations of places and settlements.  In our curriculum it is a bit like "earth sciences".  We are walking the word back to its etymological origins of geo (earth) graphia (writing).  Just as the ancients' use of the word "physics" embraced all science of natural phenomena, from their tentative steps in non-mythological cosmology to weather patterns.  Our Upper Elementary geography shelf has been home to some of the work relating to our chemistry study.  This week they have been exploring the periodic table and diving into what exactly its organization is telling us.  Some of our youngest students have been doing much more recognizable "geography work", learning the vocabulary of land and water forms.  This week we discussed the finer points of distinction between straits and channels--and learned a new word: canal.  Many of us were familiar with it already, if only from singing "Low Bridge" with Mrs. Allen at music time last year.  (You may know the song as "Fifteen miles on the Erie Canal".  A trio of older lower elementary students have been doing another work on the subject matter as well, a culmination material known as the "imaginary island".  There are a number of tiles with landforms, fields, and coastline.  They  do not fit together in every possible arrangement, but one may create the map of hundreds of unique island lands with this material.  But then the fun begins: students follow direction cards asking them to do a number of tasks that gives them reading practice and helps us assess their readiness to move beyond the type of work they did as 6 and 7 year olds and embrace the more abstract and cosmic work ahead of them.

On a more mundane level, early this year the adults in the classroom have been observing how the geography of our redesigned classroom has influenced the children and their work.  Now, as Montessorians we are quite aware that our classroom is the meeting ground between the child, the adult, and the prepared environment.  I would now like to give you two short glimpses into things which appeared this week on our classroom's wall.
 
On the side of our classroom dominated by upper elementary seating and work shelves, there is a bulletin board with lots of information for the older students.  They can remind themselves of what their baseline follow-up work is and when it is due.  For example, a card pinned to the board under "Tuesday" might read "5th Years: Try at least 10 problems from math drawer #28".  That is a cue for what skills they ought to practice to build on what they learned in their last fraction multiplication lesson, but also lets them know they should have it done by their next Wednesday math lesson.  This board also features 12 beautiful cards made by a few of our 6th years.  Each corresponds with a month of the year, and lets us know when the birthdays of members of our community will be.  Strangely, we have no birthdays at all in September and October.  They come quickly in November with nine different birthdays.  (Not every one is that of a student--one is the first birthday of Nicholas de Bernardo and another is mine.)  It will be a fun challenge to cook snacks worthy of a birthday when the time comes.  So far this year we have made eggs, corn muffin loaves, pancakes, bread, and two amazingly good apple pies.  Who knows what the fall will bring.

On Tuesday there was a list of seven names written in chalk at the blackboard on the opposite end of the room.  It was the feast day of St. Therese of the Child Jesus.  She is a great saint for many reasons, one of which being that she has something to teach people of every age and stage of the journey.  A few times a month, a staff member or one of the parents I have helping me keep an eye on the liturgical calendar notice a special day that might have a special draw for the children.  Sometimes it is a parent who takes a group of children.  Other times we go in the trusty RMS van.  Other times multiple vehicles go.  The children really get a lot out of it.  There is the metaphysical aspect: the graces of the Mass and the power of God's Word proclaimed from the ambo.  There are other benefits.  Children get to be together in a smaller group and take a little car trip together.  It brings folks together in unexpected combinations and gives them an espirit de corps they would not otherwise have.  It gives them a chance to get out in the community--showing others and themselves that they can be mature young people going out into the world.  I wonder if this also helps them unify their life in a way--usually we do not go to church with our friends.  Usually school is one thing and the outside world is another.  What wonderful things happen when we blur this distinction.  As I have alluded to before, we do not leave our faith in the atrium, nor do we leave our reason in the classroom.  There is a sense that even our geography study is a specific subdiscipline within theology.  Of course we are subtle and gentle about it.  We propose, we never impose.  How could we be any other way while working in the vineyard of the One who speaks to us in silence and stillness?

Prayer in the Children's House

In the beginning of the year, special attention is given to the rhythm, order and details of our life together in community, as we work and pray. The Children's House is a second home for both the children and myself, with an indirect aim of greater participation in family life at home and in their church. 
 
The rhythm of children is very different than adults, and so our method of education and catechesis with children is also very different. Pope John Paul II said that the method is as important as the message of Jesus. So we recall what we know about young children and have carefully considered how we explore the question of who is God? Who are you, Lord?

The exercises of Practical Life are an essential part of our Children's House, as an aid to prayer. These exercises are enticing for young children in their quest for independence, self mastery and self control, and in their delight to use real materials or tools to do real and important activities. Some of the favorite activities are polishing objects, hand washing, plant care, cloth washing. These exercises lead children into prayer through their contemplative, repetitive movements and their concentration in the activity before them. When we open the classroom for observation, if you have an opportunity to see a child carefully applying polish to an object and then buffing the object until it is shiny, you will know exactly what I mean. The Practical Life exercises are a kind of liturgy, with an order and a process to be followed. Liturgy is the work of the people and in this ‘House’ it is the work of the little people.
 
The atrium is a space that has been carefully prepared for the children to absorb catechesis. It has been described by Sofia Cavaletti as the meeting place of God and the child. The adult is merely an indirect aid in each child's discovery of prayer and their relationship with Jesus, because it is the Holy Spirit, who is the master teacher inside of each one of them. Of course the children need an adult to proclaim the Scriptures and to model prayer, relationship, grace and courtesy, and virtue. The children need to see presentations, often a one-on-one opportunity to show a material or proclaim a Scripture, or share a story. We call it a presentation, because it is a little "present" that is offered, and the way that each child responds to this present, (this gift) is their prayer.

Each day, after a morning of “responding to their gifts" in the classroom, we gather at the prayer table to give thanks to God, who is the ultimate giver of all gifts. Prayer is the aim of the atrium and everything that we do in this space; helping children enter into the discovery of God in their souls and nurturing that relationship. The prayer of young children most often sounds like silence, thanksgiving or "I love..." Often the prayers that I hear at the prayer table are, "Thank you God for my mom and dad... For my baby sister... For my friends... For flowers... For birthdays... For Grandma and Grandpa...for rocks...". (I even heard last week, "for rain, that makes mud..." ) Children also often offer prayer of praise, "I love you Jesus... I love the Good Shepherd... I love my mom and dad… I love my house…”
 
We celebrated the Feast of the Guardian Angels this week, and I brought a group of older children over to the Oratory in our gym. As you know, we have a small model altar and a model tabernacle in our atrium, but we went to the chapel and oriented the children to the chapel by naming things we knew and some new things that maybe we didn’t know, like the Altar Rail and the Tabernacle. We offered our prayers of thanksgiving, praise, and silence just as the angels do. I showed a gesture of prayer called Genuflection, where we make our body small before the large Altar and Tabernacle. This is a gesture that the angels make and I shared a little of what I know about guardian angels: from the moment that each of us began to grow in our mothers belly, our guardian angel has been with us and will always be with us. Our guardian angel can guide us in all that we do. We can talk to our guardian angel and ask for help in our choices that we make at school, even which material to choose. Our angel protects us and keeps us safe, and guides us in our friendships. But the most important job of our guardian angel is to present us to God. We were all feeling very grateful for our guardian angel.

The life of the atrium and our classroom offers orientation to the outside world around us and our life of work and play united with prayer. For young children, this trinitarian aspect of life is all one and the same. Work is their play, play is their work and all of it is permeated by the transcendent which is ever present in young children.

Independence

The Young Children’s House continues its wonderful journey of growth and learning with the children.  I want to reflect on one of the central principles of Montessori education – INDEPENDENCE. This concept is at the heart of everything we do in the classroom, and it extends far beyond simply encouraging children to complete tasks by themselves. Independence is about empowering children to be confident, self-sufficient individuals who can navigate their world with competence and self-assurance. Montessori saw independence as both a physical and psychological achievement, a process that unfolds gradually as the child grows, learns, and refines their abilities.

In our toddler environment, this drive for independence is evident in nearly everything the child does. Their mantra, although unspoken, is clear – “Help me to do it myself.” Every day, we see children eagerly working toward mastering tasks on their own. You might have noticed this from the photos we share with you on Transparent Classroom, pictures of your child engaged in familiar activities, perhaps sitting in a chair, pouring water from a pitcher, doing a puzzle, window washing, riding the trike, climbing up and down the stairs, washing hands, pushing/pulling objects, or polishing an object. You may wonder why we capture similar moments repeatedly, but there’s a reason for it – your child is working hard to master these skills, and repetition is key to that mastery. These are necessary steps in their journey towards independence. Children achieve independence through continuous activity. It’s not something that happens overnight, but rather through constant effort, practice, and repetition. With each task they take on they are building essential skills. Independence is not a destination but a journey that evolves over time, and this journey is supported by several key elements within the Montessori environment.

One of the most fundamental components in supporting independence is appropriate clothing. Children need to wear clothing that allows them to move freely and comfortably as they learn to dress and undress themselves. In the classroom, we offer dressing frames that allow children to practice essential skills like fastening buttons, zippers, Velcro, snaps, and buckles. These small, practical tasks develop fine motor skills and help children take responsibility for their own clothing, an important step toward becoming more self-reliant. The ability to dress independently is more than just a skill, it’s a confidence booster that shows children that they are capable of taking care of themselves.

The Montessori classroom, the prepared environment, is carefully designed to support a child’s quest for independence. Everything is thoughtfully arranged to be accessible and inviting to your child. From child-sized furniture to low shelves with easily reachable materials, the space is designed so that the child can explore and engage without the constant need for adult assistance. This helps the child feel empowered – they can choose what they want to work on, select the materials they need, and return them to their proper place afterward. In doing so, they’re learning responsibility, order, and how to take control of their own learning experience.

Another essential aspect of fostering independence is freedom of movement. In the Montessori classroom, children are not confined to specific tasks or areas for set periods of time. They are given the freedom to move about the space, choosing activities that interest them and working on them for as long as they wish. This freedom allows them to develop both physically and mentally. For instance, walking up and down stairs builds strength, coordination, and confidence, while the simple act of sitting on a chair teaches balance and control. As children engage in pushing or pulling objects around the classroom, they learn how to navigate their environment with care and purpose.

Independence also involves mastering practical life skills, which are a core part of the Montessori curriculum. Practical life activities, such as sweeping the floor, food preparation, or polishing an object, provide children with opportunities to practice real-life tasks in a meaningful context. These activities are not only valuable for developing coordination and focus but also for building confidence. When children complete a practical task, they gain a sense of accomplishment, knowing that they are contributing to their environment and taking responsibility for their actions. These tasks are designed to be self-correcting, allowing children to learn from their own mistakes without needing constant adult intervention.

Repetition plays a huge role in the young children’s development. When children choose to repeat the same activity over and over again, they are working toward mastery. This might be why you see some pictures of your child engaged in the same tasks day after day. Each time they repeat a task, they are refining their movements, increasing their focus, and developing their confidence. Mastery comes from this process, and it’s through repetition that the child solidifies their independence.

Adults play a significant role in the child’s journey toward independence, though it might not always be the role we expect. Often, the adult can be the obstacle, standing between a child and their independent growth. It’s tempting to step in and help when we see them struggling, but in Montessori, we recognize the importance of allowing children to work through challenges. By stepping back and giving them the time and space they need to figure things out, we foster resilience and problem-solving skills.

The adult’s role in the Montessori classroom is to prepare and maintain an environment that supports the child’s self-directed learning. We carefully select materials, arrange the space, and demonstrate how to use materials and engage in daily activities. We model behaviors and activities, not by doing the work for them, but by showing them how it’s done and then allowing them the freedom to practice and explore on their own. Additionally, we strive to protect your child’s concentration, minimizing interruptions and ensuring they have the time to focus deeply on their work.

In this process, language plays an important role. By communicating clearly and respectfully, we empower children to express their needs and make choices. We tailor our support to meet each child’s unique developmental stage, offering the right balance of guidance and freedom. In this way, we ensure the child feels both supported and capable of taking on the challenges that come with growing and gaining independence.  Through thoughtful preparation, careful observation, and an understanding of each child’s developmental needs, we create an environment where children feel confident in their abilities to care for themselves, their surroundings, and one another. It’s such a joy to watch this process unfold in the classroom, and we are grateful to be part of your child’s journey.