I apologize for the tardiness in addressing many questions. We are pushing hard this summer while I am still mobile. Pregnancies have historically brought me to the couch by this time so every day has been a rare blessing. (For some odd reason I think the goat’s milk has had a miraculous effect on the contractions because the last pregnancy was also much better than the first 7) Even without the contractions however, we seem to be fielding a series of minor and not so minor challenges which keep a person on their toes. I have never been more grateful for a workable routine!
As I have said, self-direction plays a big role in that routine. To help explain what that means (and as importantly what it does not mean) I am quoting some text from different sites.
First
“the Montessori method is characterized by an emphasis on self-directed activity on the part of the child and clinical observation on the part of the teacher (often called a “director”, “directress”, or “guide”). It stresses the importance of adapting the child’s learning environment to his or her developmental level, and of the role of physical activity in absorbing academic concepts and practical skills. It is also characterized by the use of autodidactic (self-correcting) equipment to introduce various concepts.”
Self-correcting material allows children a greater measure of independence and efficiency in their work. They are not waiting on the teacher and can see at once when they have made a mistake so there is no repeating it and thus reinforcing an erroneous habit.
In Montessori programs, children do not work for grades or external rewards, nor do they simply complete assignments given them by their teachers. Children learn because they are interested in things, and because all children share a desire to become competent and independent human beings.
Montessori children enjoy considerable freedom of movement and choice, however their freedom always exists within carefully defined limits on the range of their behavior.
Although the teacher employs less direct instruction she is nevertheless a vital part of the process. She must be:
Authoritative: The teacher is firm at the edges and empathetic at the center, the kind of adult who responds empathetically to children’s feelings, while setting clear and consistent limits.
Observer: The Montessori teacher is a trainer observer of children’s learning and behavior. These careful observation are recorded and used to infer where each student is in terms of his or her development, and leads the teacher to know when to intervene in the child’s learning with a new lesson, a fresh challenge, or a reinforcement of basic groundrules.
An Educational Resource: Montessori teachers facilitate the learning process by serving as a resource to whom the children can turn as they pull together information, impressions, and experiences.
Role Model: Like all great teachers, the Montessori educator deliberately models the behaviors and attitudes that she is working to instill in her students. Because of Montessori’s emphasis on character development, the Montessori teacher normally is exceptionally calm, kind, warm, and polite to each child.
How does that play out daily? She is to:
Respectfully Engage With The Learner: The Montessori teacher recognizes that her role is not so much to teach as to inspire, mentor, and facilitate the learning process. The real work of learning belongs to the individual child. Because of this, the Montessori educator remains conscious of her role in helping each child to fulfill his potential as a human being and of creating an environment for learning within which children will feel safe, cherished, and empowered.
Facilitate The “Match” Between The Learner And Knowledge: Montessori teachers are trained to identify the best response to the changing interests and needs of each child as a unique individual. Because they truly accept that children learn in many different ways and at their own pace, Montessori educators understand that they must “follow the child,” adjusting their strategies and timetable to fit the development of each of their pupils.
Environmental Engineer: Montessori teachers organize appropriate social settings and academic programs for children at their own level of development. They do this to a large degree through the design of the classroom, selection and organization of learning activities, and structure of the day.
These principles are not limited to Montessorians however. It is explained here that Charlotte Mason felt similarly. Four CM goals:
1) Children should be free in their play.
2) Organized Games are not play. (let them use their imaginations)
3) Personal Initiative in Work. (give them time for their own projects)
4) Children must stand or fall by their own Efforts. (allow children to fail)
These principles are summed up in a term Mason coined, Masterly Inactivity:
Masterly Inactivity is taken up in Volume 3, Chapter 3. The key to avoiding stress for Mom! Train your child, develop Habits, and then let them go. Attention to the training in early years is the key – do not allow children to develop weak or bad habits that must be changed. This is not Unschooling – the child is trained in an area until the parents know that they may be left unsupervised.
From Vol. 1, pg 134; “the education of habit is successful in so far as it enables the mother to let her children alone, not teasing them with perpetual commands and directions; but letting them go their own way and grow, having first secured that they will go the right way and grow to fruitful purpose.”
Therefore this is no willy nilly approach. Thoughtful preparation prefaces the learning, however, ultimately the learning must be done by the student. For the busy homeschool mom this means that you can set the stage at the beginning of the year and the children can soar no matter what life throws at you, and it has thrown a good deal at us over the years – 13 moves, ten pregnancies, twice as many surgeries, deployments. School goes on however and goes on quite smoothly with delightful literature, judicious amounts of drill, music, engaging hands on activities, LOTS of outdoor time, and handwork, which I hope to discuss in greater detail before summer is over.
There are options for all of these that allow mom to jump in and out as needed. They can be done at flexible times of day. Some of our best progress during difficult times with Dad gone, mom in bed, or running back and forth to a hospital were in the quiet evening hours. Think outside the box. Standing before the class daily is not only not possible for many folks but as Montessori and others have discovered it is also one of the least effective techniques. Therefore, don’t feel obligated to recreate this scenario. Don’t feel that you have abandoned teaching or sold out either. It is simply a different road, one which has taken us some truly lovely places.
Note: As a rule it is best to keep everyone in your line of vision even when they are working independently. The younger the child the more crucial this is. Remember the scripture, “Children left to the themselves bring shame to their mothers.” This is where freedom within limits comes in. Keep them busy but keep them close so you can observe carefully for this is the critical component if you are to facilitate effectively. Little foxes spoil the vine. Just as self-correcting material prevents the repetition of academic mistakes, close contact with mom prevents the repetition of undesirable behavior. I have learned the hard way at times so I don’t preach from on high. “An ounce of prevention worth a pound of cure” and all.
Starry Sky Journal 