今年渡过了一个特别难忘的教师节！
小学生们自行设计、策划一连串的活动，导演蒙特梭利的生平与传记。
其中一段将蒙特梭利老师看到贫民窟中的孩子无所事事，甚至打架、破坏环境等事蹟，进而发心要开教室等片段搬上舞台。
为了让幼儿园的小小孩更明白内容，具体地搬出教具，一一地展示教材教法……
将这位二度被诺贝尔和平奬提名、一百多年前实踐以儿童为中心的教学法，伟大的蒙特梭利老师活生生地演绎出来。谢谢具创意的小学生。
最让我触动的一段是:当廿岁少女蒙特梭利完成技术学校课程后，想百尺竿头、更上层楼地唸医学院时，遇到了百般阻挠，无论是来自父亲、医科大学院长、社会等等层层阻碍……都阻挡不了蒙特梭利想要成为女医生的愿望，她有智慧的、坚定地想办法，竟然找到天主教教皇为她开路。
因为她想：所有人都那么听教皇的话，她智慧地让教皇听她的话，说服最重要的一人，最终得以在医学院就读！
这种不屈不饶，为完成目目标，锲而不舍的精神真是了不起。让我深深的受教了。
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The Theories Behind A Montessori Education
One might wonder what exactly is the difference between a Montessor education compared to others and what so special about it.
While it has been around for quite some time, it seems to have found the most relevancy now more than ever. It can be akin to ‘bringing out the true abilities of a child’.
Indeed, it’s what Montessori is about – To build on the initiative of children to keep learning and working towards developing themselves.
Montessori schools operate under one ambitious aim and that is to aid a child’s development into a complete adult human being who is equipped with confidence and self esteem and is comfortable with society and with humanity as a whole.
The Original Holistic Education
The Montessori method of teaching aims for the fullest possible development of the whole child, ultimately preparing him for life’s many rich experiences. Complemented by her training in medicine, psychology and anthropology.
Dr. Maria Montessori (1870 – 1952) developed this philosophy of education based upon actual observations of children.
A Montessori based education does not capitilize on routinizing children’s activity at school. It does not stress on achieving good grades or giving out medals and rewards for good results, which are common practices in many other schooling systems. This stems from the belief that children should learn willingly at at their own pace and within their own capabilities and not feel prompted to learn just to make good impressions and to earn medals and good grades. It does not mean that Montessori systems don’t take children’s education seriously, but it simply deviates from the approach of labeling a child’s accomplishments with rewards.
Montessori schooling is all about prompting a child to learn at his or her own free will. In order for them to learn, they are provided with Montessori learning resources like books, models, informational games and so on. Even then, material used are based on their interaction with them. Materials that can serve a purpose will be kept while the ones that serve no purpose for that particular student will not be used. Their methods of learning is kept as flexible as possible. There are no hard rules of learning or playing, so children stay true to themselves as much as possible.
Natural Learners
Montessori encourages children to wander and ponder as well as engage all relevant resources and materials to learn and create new experiences. The teachers observe them closely on how they perceive things and information. Based on these observations, they will be guided. According to the Montessori theory, children are natural learners and they are naturally curious and nosy about everything, from their surroundings, to what their teachers or friends are doing. The system plays on this too, and strive for development using their natural potential to learn via their natural ‘need to know’ characteristics.
A Growing Demand
More and more parents are now veering towards a Montessori-based education for their kids, bringing the demand of Montessori schools to an all-time high.
Green Meadows Montessori is an example of a fully equipped Montessori school which adheres to the Montessori concept of Early Children Education.
“The Montessori Method is a thoughtful and purposeful approach to education which emphasizes a child’s innate ability to direct their development when given the opportunity and tools. Parents who choose a Montessori school for their children do so because of this emphasis on self-directed learning, the multi-age grouping environment, and dedication to individual growth. Children of differing education levels, abilities, and ages are grouped together and taught to learn from one another.
Younger children begin to emulate the older children’s attitudes and behaviour, and older children learn about caring and mentoring their younger classmates.
Multi-Age – The Hallmarks of the Montessori System
Components necessary for a program to be considered authentically Montessori include multiage groupings that foster peer learning, uninterrupted blocks of work time and guided choice of work activity. In addition, a full complement of specially designed Montessori learning materials are meticulously arranged and available for use in an aesthetically pleasing environment. The teacher, child, and environment create a learning triangle. The classroom is prepared by the teacher to encourage independence, freedom within limits and a sense of order. The child, through individual choice, makes use of what the environment offers to develop himself, interacting with the teacher when support and/or guidance is needed.
Multiage groupings are a hallmark of the Montessori Method: younger children learn from older children; older children reinforce their learning by teaching concepts they have already mastered. This arrangement also mirrors the real world, where individuals work and socialize with people of all ages and dispositions.
Developing the Montessori Way
In early childhood, Montessori students learn through sensory-motor activities, working with materials that develop their cognitive powers through direct experience: seeing, hearing, tasting, smelling, touching and movement. In the elementary years, the child continues to organize his thinking through working with the Montessori learning materials and an interdisciplinary curriculum as he passes from the concrete to the abstract. He begins the application of his knowledge to real-world experiences.
Interesting Facts about the Montessori System
For students of every age, the Montessori environment offers the tools to discover the answers to their own questions. The Montessori materials support responsible interactive learning and discovery.
The teacher is their trusted ally and the learning materials are their tools for discovery, growth, and development. The teacher stays with the students for the entire span of their multi-age grouping, usually 2 or 3 years, nurturing each child’s development over that extended span of time.
*Elementary and high school materials build on the earlier Montessori materials foundation. Because older students have built a solid foundation from their concrete learning, they move gracefully into abstract thinking, which transforms their learning. Now they learn how to carry out research.
At upper levels, students broaden their focus to include the community and beyond. They learn through service and firsthand experience.
#Green meadows Montessori
#Tadika Sri Puncak
#montessori education
#Multi-Age – The Hallmarks of the Montessori System
This article is taken from Smart Kids World issue 2014 Vol.04.
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Emotional intelligence is “being smarter with feeling”
EQ is a powerful set of learnable skills that can help us to become more aware, make better choice , and be more purposeful in our parenting.
I am going to share a topic on Developing & Managing Emotional Intelligence, an interactive sharing session to give you some insights on how to manage conflicts, negotiation and communication with your children.
Parents learn emotional intelligence skills to increase :
In this sharing , you will be introduced to the concept of “parenting with emotional intelligence ” why it’s important in parenting , and learn some simple techniques to practice EQ with your families.
Date : 11th July 2017
Time: 10.00am – 12.00noon.
Venue: Green Meadows Montessori Sdn Bhd,
No.55, Jalan SL 4/3, Bandar Sungai Long,43200 Cheras, Selangor.
https://maps.google.com/?q=3.040224,101.801591
Facebook Event Invitation Eq & Life Y2017 情商与人生
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1500年前的奥古斯丁说：
“任何人都不配教师的称号”，教师只是唤醒学生内在动力的“唤醒者”而已。
每一个学生，在个人能力、兴趣、以及成长环境等方面，都存在很大的差异，教师一定要认识到一个千真万确的事实：学生是学习的参与者，而教师要承认学生的优先地位。
学习的中心，不是老师，而是学生！
100年前的蒙特梭利也说：教师是引导者，相信每个孩子都有待于发现的天赋与才能，孩子不是一个等待被老师填鸭的空壳。老师是观察者、追随者，也是把智慧、深思熟虑以及经验引入孩子的学习、社交以及知识探索过程的引导者，引导孩子成为积极的学习者。
更欣赏2500年前
苏格拉底启发式教学，
从学生实际狀况出发，采用多种方式，以启发学生的思维为核心，调动学生的学习主动性和积极性，促使他们生动活泼地学习。
当然，孔老夫子在更早就提及“启发”一词,
孔丘说“不愤不启，不悱不发”。
“愤者，
心求通而未得之意；
悱者,口欲言而未能之貌。
启，谓开其意;
发，谓达其辞。
”愤与悱是内在心理状态在外部容色言辞上的表现。
在教学前必须先让学生认真思考，已经思考相当长时间但还想不通，然后可以去启发他；虽经思考并已有所领会，但未能以适当的言辞表达出来，此时可以去开导他。
启发学生，引导学生，但不硬牵着他们走；严格要求学生，但不施加压力；引导学习的路径，但不代替学生达成结论。
很理想且难以达成，对不？
但在这个时代已经有人做很多反省，在家自学方案、自主学习、蒙特梭利等等教学法，这類以孩子为中心，突破现有教学困境及学校的限制的论调相继出现，奏出一连串学习欢乐颂的旋律。
希望孩子们能回到学习的本质，气定神闲，按着自己的天性、能力、想法以成就自己独一无二的人生。
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