by Jess Liew | Jun 11, 2018 | Uncategorized
Although we guide the children to be independent and let them do work that he can do. But,do look for opportunity to build up friendship. That is where a special circumstances that you can do for others, that is helping. At the same time, the other party can feel the sense of appreciation and love from his friend.
Instead of saying, “(name), you go and help.”
You may say, “(Name) is in a urgent, may be anyone of you can help him (do something) ?”
I think help is not by direction but is by voluntary.
by Woan-Tyng Liew 刘婉婷 | May 5, 2018 | Uncategorized
Appreciation washing leg practice
by Gwen Leng Beh | May 5, 2018 | Uncategorized
The smallest thanks is worth more than the effort to takes to give in.
❤️💜💚💙
by Leevian Goh | May 5, 2018 | Uncategorized
“This is my flower decoration,I did it with teacher’s guidance.”
by May Loh | May 5, 2018 | Uncategorized
小小的手，一个日常生活学习过程，与做作业一样，孩子们能从亲身劳动中得到锻炼，体验到快乐。
一起清洁碗筷
打扫课室看起来似乎只是简单的重复性动作，但让孩子先从和自己相关的事情做起，再扩展到其他地方。
从小学着为家/学校中尽一份心力，便可培养出责任感。因为清洁本就是每个人的共同责任，整理自己的东西更是责无旁贷，大家生活在一起，自然都有责任参与整理和打扫。
by Sophie Lee 李淑儀 | Feb 6, 2018 | Uncategorized
在蒙特梭利教室内，同侪学习或同伴互动并不是什么新鲜事情。
它可以追溯到亚里士多德使用“执政官”或学生领袖等概念。
同侪学习、指导与互动有很多好处，3-6岁的同学之间直接互动，促进了主动学习，并提高了沟通技巧。学生们在互动中感到更加舒适和开放，况且，学生们之间也更了解类似的问题如何发生，及解决之道，从而让他们有更多的理解、同理。
观察孩子间的互动情况并提供帮助是一件开心的事。
Peers learning or peer teaching is not something new especially in Montessori classroom. It can traced back to Aristotle’s use of “archons” or student leaders.
There are many benefit of peer teaching, nit to confused with peer instruction. Direct interaction between students promotes active learning and also improved their communication skills. Students feels more comfortable and open during peers interaction and of course, students know the similar problem occur, allowing greater understanding.
It is always a joy for us to observe children interacting with each othet and offering their help.
