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旁观者,意外的收获!

旁观者,意外的收获!

在一个混龄的环境里,三至六岁的孩子互相观摩学习,老师允许孩子自由、自发地去寻找当天他计划要做的工作,老师则在旁边做观察、分析孩子的性向、能力、社交状况、自信……等。

若孩子是正向、主动地,一个接一个工作,忙碌的游走于教具与同侪之间,无形中他就发挥了领导的能力,除了安排自己,同时安排比他更小的小朋友,引导小小孩正向地学习。自信、计划、领导、创意、组合等纵合能力,因此而养成。

如果小孩尚未进入正常化的工作状况,没有目标性的游走、呆坐、甚至打扰别人,这时候蒙特梭利教师将会介入,引导甚至指定某孩子必须完成工作。

在这想分享的是:有一些小朋友,他似乎在游走,可是这是有内在计划、目标性的游走,他仔细的观察别的孩子怎么样操作教具,应用教具,甚至创意性的延伸教具。
我会仔细观察这些旁观者,而且分析之下将发现,旁观者的学习其实是事半而功倍的!这是因为老师在没有直接教导情况下,他从旁观察,没有压力之下,顺其自然的吸收!无形中有了意外的收获!

这真是一件愉快的发现。

在家里怎么延伸的?

这则需要爸爸妈妈敏锐、用心的观察能力了!

The beauty  of Practical Life Exercise 曰常生活练习之美与实践。by Woan Tyng

The beauty  of Practical Life Exercise 曰常生活练习之美与实践。by Woan Tyng

Psychologists have argued that childhood is a natural phase of growing up. Indeed, Maria Montessori believed that children are innately preparing to be adults. She further stated that parents and teachers needed to provide a strong foundation of skills and work habits that would eventually allow them to be responsible for the caring of their own families, homes, community and environment. These skills, when taught early in life, allow children to believe in themselves as well as developing the self-discipline needed for success throughout their lives.


Reference :

http://montessoritraining.blogspot.my/2008/06/importance-of-practical-life-activities.html?m=1


心理学家们认为,童年是成长的一个自然阶段。事实上,玛丽亚蒙台梭指出,孩子天生就是做大人的准备。她进一步指出,父母和老师需要提供坚实的技能和工作习惯基础,最终使他们能够负责照顾自己的家庭,家庭,社区和环境。这些技能在早期教授时,可以让孩子相信自己,也可以培养他们一生成功所需要的自律。


孩子们在练习曰常生活工作的过程中,学习专注、协调、锻炼小肌肉、独立、自律自主地掌握各种生活能力,笃定、自信、内心和谐、外在与别人合作等技巧,这些基础工,为将来奠定了扫应对进退的基础。

Y2017 Year end training 自我增值 by Jess Liew

Y2017 Year end training 自我增值 by Jess Liew

每到学校年终假期,就是绿野与绿茵的导师们做自我增值的培训时刻。

Y2017 Year end training 自我增值 by Jess Liew 

今年,资深导师们轮流呈现经过经验累积、应该知识、针对不同学生需要而设计五大区域课綱,透过精心准备的PPT,分享蒙特梭利教育理念。 让大家一起温故知新。

每年,我们都会有至少两次的温习和讨论。往年,得到不同背景导师们的教导,有来自印度的导师、本地的资深导师、台湾导师或来自网上的资料等……甚至赴台湾、印度与中国考察及上课。让我们不断温故知新。

蒙氏教育理念虽然一样,五大区域包括日常生活体验、感官教材、数学,可是在操作教具的方式却有所不同。

我们希望达到统一的教法,把它们记载下来,供将来的参考。 在操作教具里,我们得反问”为何如此操作?”, “教具的目的是什么?” , “这样做自然吗?” 我们不断的改进。通过多年的整合,今年总算拥有较完整的教学指南。

看到各导师们使出浑身解数的准备教材,专注的练习,用心的解说、试着用更精简的语言,让孩子们能清楚明白地嗯只是操作教具,将自己最完美的操作示范展示出来!

这样精益求精、一而再、再而三地琢磨:应怎么教的唯一目的、单一目标,就是小孩!

蒙试教育和传统的教学法不同是,在传统的学校,也许只有一个教学大纲,每年重复使用。老师也许也比较被动。书是这样写的,就这样教。

而在蒙氏教育里,以孩子为本,该介绍什么教材,得观察孩子的需要、个性、特长和技巧……导师也得很有创意,好奇心,及不断长进的心。我们互相讨论,甚至有时还互相开玩笑、相互挖苦。也因为这样,大家犹如大家庭一样,开心的一起工作。

今年的短期进修,让我收获不少,也将教学手册做了更进一步的厘清与修正!希望可以继续维护蒙特梭利的教学精神,将以人为本,让孩子从小养成对自我负责,将自动自发,自学自律的精神发挥出来并传承下去。

老师师加油!

Y2017 School Holiday Program: Little Chefs by Hui Munn

Y2017 School Holiday Program: Little Chefs by Hui Munn

Like many parents, one of the biggest headaches I have when kids are on school holiday is how to keep them busy constructively. And like many parents (like you), my head hurts when my daughter beg me 300 times a day to let her watch TV/play iPad, and only parents know, it is super challenging to keep kids busy with educational intent all the time. 
 
So… I took a convenient option, which was signing her up for the reasonably priced school holiday programme.
 
On the last day of the semester, I set my daughter’s expectation that she wasn’t going to start her long school holiday yet, as she still had another four days to go in the school (minus the school uniform) and she would have lots of fun with her friends. 
 
Before the program started, I did not have much expectation. All I knew was it’s a four-day cooking classes program, she would have some fun while learning and experiencing something new, and I would join on the lunch on Day 4, to taste my daughter’s cooking. 
 
On Day 1, I asked her what did she learn in the class. She told me she made a chef hat, an apron and teachers made her moving the tables and chairs and arranging spoon, fork and knife. 
 
On Day 2, I asked her what did she learn in the class. She told me teachers showed her some vegetables, and she ate a lot in school hence didn’t want to eat the lunch I cooked for her. 
 
On Day 3, I asked her what did she learn in the class. She told me teachers brought her and friends to a supermarket, they did a grocery shopping, she bought a lot of carrots (actually she didn’t buy any carrots, they shopped for ingredients to cook Nasi Kerabu, Borscht soup, chicken chop etc).
 
On Day 4, I arrived at Tadika Sri Puncak right at 12pm, joined the rest of the parents in the assembly hall. The ambience was so heart-warming, teacher played a photo montage video of the Little Chef program. Teacher explained how they took a progressive approach to introduce cooking process, culinary tools, cooking techniques and kitchen safety. After watching the video, I wanted to walk up to all teachers and Ms Sophie to give everyone a warm hug and thank them for such a well designed and executed school holiday program, a great example of structured learning for pre-schoolers. 
 
I was guided to a table, sitting there waiting to be served. I shed a little bit of tears when my daughter presented the food and drinks, just a sentimental side of me realising that she’s more than what I thought she was, a proud mama moment. A reminder for myself that I do not have to treat her like a baby all the time, she is learning and growing, so I should play more of an enabler role, not just a provider. 
 
My daughter proudly showed me her self-made chef hat and apron, telling me how she made them and introduced the sewed vegetables (all are her favourite food) on the apron. And to my surprise, teacher told me that she is capable of cutting vegetables with a small knife (with teacher’s supervision), looks like I can make her to do more work in the kitchen *grin*
 
I believe this program’s success is not possible without a well thought structured program and teachers’ dedication to inspire children to learn. From my observation, the main reason of all children were so involved is because they were being introduced to all elements of the program in a progressive manner. This helps them to grasp the concept, establish the sense of order for “from kitchen to table” and enjoy the whole learning experience. If only as parents we can replicate this model to guide and teach our children at home, I’m pretty confident that they will grow up as independent individuals that are capable of following through whatever actions they undertake in future.
 
Big thanks to all lovely teachers and Ms Sophie’s positive energy, check out the pictures and I hope you can relate what I’m sharing here. 
 
Thinking of how to keep your kids busy with good stuff? I highly recommend you to explore Tadika Sri Puncak’s offerings to give your kids a joyful Montessori learning experience!
 
 
Written with love by Hui Munn, a happy and proud mommy of a bubbly 4 years old girl. 

Perseverance: Our Jungle Trekking Story

Some said perseverance is natural born and some said it is an acquired skill. My take on this topic is, perseverance is an acquired skill, it is a skill that can be learned and mastered to overcome self limiting factors to achieve a goal. It can and should be taught, just like any other life skills or competencies. Whether it is a natural talent or acquired skill, it needs practice over and over again through different environment and activities, until the child can relate, apply and master this skill to live up to his potential. 

Few months ago, we organised a field trip to FRIM (Forest Research Institute Malaysia) for our 3-11 years old students. As you can imagine, the children were all excited and geared up for this trekking. Younger children were more excited about how prepared they were for the trip and busy showing off things like hat, backpack, water tumbler, snacks and insect repellent. Older children on the other side mainly discussed and encouraged each other to be mentally ready to deal with the notorious blood sucking leeches. 

“Look children, this hiking is going to take a minimum of 2 to 3 hours, or even longer. It will not be an easy trek, let’s see how it goes and we can always adjust the plan,” said Mr. Ranger. However, I knew deep in my heart that our children would be able to complete the journey and make their way to the Canopy Walkway. I had faith in them and so did other teachers. 

We started the hike after a short visit to the FRIM Gallery. It was an eye-opening experience for the children, Mother Nature wowed the children with the beauty of tall trees, sounds of small animals and insects, fresh air and sunlight that shines through the thick forest to the forest floor. Cicadas played the background music as our children walked slowly, they sang in synchrony, pulsing from soft to loud and then back to soft, helping our children to get used to the novelty. 20 minutes later, children progressed their walking pace to how they normally walk and they started to ask many questions about what they saw and heard in the forest. 

 “It is very nice to stand under the big trees because the sound that make by the trees is very soothing, I like it very much!” ~ Lee Shi Hua 8 years old ~

The forest is like a live encyclopaedia. Children surely kept Mr. Ranger busy with a lot of questions, like…

  • How long and how big can the liana grow?
  • Which is the tallest tree?
  • Where are the leeches?
  • What is the chattering sound?
  • Is there any wild animals or predators?
  • How far are we away from the Canapy Walkway?
  • Why is this tree so hard and what is the name?
  • Why the tree never overlap with each other?

… and many more.

After 2 hours of trekking, the questions faded as the run rise above their heads and the heat took tolls in the rainforest. Children started to complain about the heat and physical exhaustion, but when I asked them if they were giving up, they shouted “NO!”. I guess the teamwork spirit, parents and teachers guidance and encouragement played a big part to keep them emotionally engaged and charged up to continue the journey. My heart felt so warm when I saw the Primary students complete the trekking with their strong will, independence and perseverance. Not only that they self-motivate, they also showed teamwork spirit to encourage their peers and juniors not to give up on the tough trail.

Finally we arrived at the base of the Canopy Walkway, everyone cheered hooray! Wait a minute, a child spotted the signboard stating “another 500 meters to go”. 

  • “How far is 500 meters?” asked the child.
  • “Not very far”, said Mr Ranger.
  • “How long is 500 meters?”, asked the child again.
  • “1 meter is equivalent to the longest red rod in our classroom, so how many 1 meter red rod to make up to 500 meters?”, said teacher.
  • “500 red rods!”, said a Primary student.
  • “Wow… it’s going to be very long walk!” said the child. 

“Children, the hardest trek is just ahead of us, we need to trek to two very steep slopes and it will take us another 40 minutes to 1 hour to reach the peak”, said Mr Ranger.

Without much hesitation, the Primary students followed Mr Ranger and marched towards the first slope. Some children had to “walk on four” as some of the slope’s surface is higher than them, but no one stopped although everyone was panting heavily. The first resting bench came into sight so we all finally had the chance to rest and catch up with our breath. Children sat closely with each other and took turns to sit for a quick energy recharge. 

Mr Ranger urged us to keep moving to conquer the second slope, and it is even tougher than the first slope. Everyone was physically drained, but mentally very excited because we knew we were not too far away from the destination. It took us 30 minutes to reach the Canopy Walkway. Once we arrived, children were so excited that they forgot all the physical pain and started to take on the new challenge – beat the fear of heights and walk on a 30 meters high, 150 meter long canopy. 

Through this experience, I observed and learned the power of PERSEVERANCE. The saying of “There’s a will, there’s a way” is true, children can learn and master the skill to overcome self limiting factors to achieve a goal. As for parents and teachers, we should create suitable opportunities for children to develop this skill, so that they can strive for excellence in the future. 

Now, back to our Montessori classroom, how is this education approach helping your child to develop perseverance. You may wonder why do your child keep performing the same “work” over and over again. The rationale of repeated learnings through Montessori work is to help your child to master a task independently. Through the repeated work, your child will learn and understand that success doesn’t happen overnight, success is the outcome of consistent effort. 

“The value of movement goes deeper that just helping in the acquisition of knowledge. It is in fact the basis for the development of personality. The child, who is constructing himself, must always be moving.” (Her Life and Work-page 230)

Written beautifully by Samantha Ong