7 Mistakes Parents Make

Worrying About Your Child Too Much

Many parents worry about their children –Whether they are developing normally, how they perform, if they cry too much, are they going to be able to survive in
school and life. Children are hardier than we think, of course, this doesn’t mean that we shouldn’t be taking care of our children. It is natural for parents to be concerned about their children. However, constant worry can be very negative, it just stresses you out without solving any problems. Children can easily sense that you are worried. We have to have faith to raise children.

Comparing Your Child to Others

Children sometimes are advanced in some areas of development, average for most milestones and delayed with others. Just keep in mind that your child is unique, with different talents and challenges. Every child learns to crawl, walk, talk and develop within their own timetable. My own children developed very differently but both grew up to be successful and happy adults.

Pushing Your Child into Activities They Don’t Want To Do

Pressuring your child into activities can be counter productive. Keep in mind whether your child has a talent for the activity, or if it’s an activity that all children should eventually do (driving, swimming, etc…) Activities and classes that are too advanced are not enjoyable for anyone.

Living Your Life Through Your Child

The main thing I learned as a mother is that my child is a totally different person than me! Celebrate and except your child as a unique individual. Everyone has their own purpose and calling in life.

Not letting Your Child Work Out His or Her Own Problems

If there is not bullying involved, let your children work out their problems with their peers. You can listen to your child and suggest some ideas to help work out the relationship. Liearning coping skills are a plus in your child’s life.

Not Teaching Your Child Manners

Adults sometimes cringe being seated next to, behind or in front of children in an airplane. I know people who refuse to eat at a restaurant where there are children. Consider your child’s age when you take them in public. Teach them manners and give your children your undivided attention to help them adjust while in public places. Unruly and rude behavior is not acceptable at home or in public. Don’t let your child kick the seat in front of them, run around screaming or interrupting conversations of others. Children behave wonderfully in public when parents take proper care of them and their needs.

Not Listening to Your Child or Turn Off Your Phone, Computer and Television and Listen

Children need to have your total attention when talking to you. I know it is tempting to text while your child is talking, but put aside your phone and really give your child eye contact and your undivided attention. Acknowledge your child when you pick them up from school or from daycare, turn off your phone and show them how much you care. Give your children the gift of your undivided attention.

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Practical Life Exercises are the foundation of the Montessori environment, provide asane and wholesome range of activities which allow the children to develop control and coordination of movement, awareness of their environment, orderly thought patterns, independent work habits,responsibility, and many other characteristics which can only be attained through

Pouring Exercises Dry Pouring Wet Pouring

When presented to the children, they are shown how to do pouring without spilling the contents of the vessels. Mind-hand coordination is developed as the children exert their efforts to pour in the same manner presented by the teacher. Thus,all their focus and attention, their entire body concentrates to complete “pour without spilling”.

This procedure promotes what Montessori calls “integration of the mind and the body” which is the primary foundation for the child’s “development of will”. The child discovers that he can conduct his bodily movements through the direction of his will. When translated to a life skill, this gives the child confidence in facing challenging activities realizing that he can practically accomplish any task as long as he wills it.

Washing Hands Exercise The Washing Hands Exercise is only one of the many “Care of the Self” exercises of the Practical Life Area. In doing these exercises,children are able to integrate and practice a variety of skills while gaining a better understanding of the importance of sequence in completing a task. Since the completeion of this activity requires aseries of related steps, children learn to improve on their focus on the task and increase their attention span to see the task through its completion.

Sensorial Materials allow for individual

EPL – EXERCISE OF PRACTICAL LIFE

EXERCISE OF PRACTICAL LIFE

Practical Life is one of the basic areas in a Montessori curriculum. It prepares a child for other areas involved in a Montessori education Program.

 The activities of this area teach a child about order, coordination, and independence. These exercises and activities are what the Montessori system believes a child needs, for him/her to thrive in life which lay the foundation for learning. As every parent knows young children want to be with adults and to take part in the activities of daily adult life.

Its aim is develop a child’s intellect through innovative activities, to form a logical and ‘orderly’ mind.

In addition, Practical Life exercises teach a child how to take care of oneself and the environment.

The approach of Practical Life area is by progressive steps; the emphasis is on mimicking the movements of a teacher with minimal verbal instructions. This way, a child can easily catch up with the activities. A child is not hurried to finish an activity because the Montessori system allows every child to proceed on one’s pace.

Practical Life area comprise of four group exercises. And these are Preliminary Application, Applied Application, Grace and Courtesy, and Control of Movement. The exercises of each group are patterned from Montessori materials, from which children easily comprehend and follow the ideas introduced.

The Montessori Practical Life materials allow them to do just that. The Practical life area provides the link between home and school.In the classroom, with child sized tools that really work the young child is able to perform the same activities he has seen adults do: pouring,

sweeping, ironing, polishing, scrubbing etc.

The pace is unhurried and an adult is nearby to help if required but not to interfere.A three year old is of course, more interested in

the scrubbing motion of washing a table than they are in ensuring the table is clean.

The motion helps them gain gross motor control and hand-eye co-ordination, which will enable them to successfully perform more precise tasks in the future.

 

PRELIMINARY APPLICATION EXERCISES This is an exercise which acquaints a child to chores and movements, such as carrying, folding, and pouring. The tools used in this lesson are mat, chair (used for carrying), towel (for folding), cups, mugs, and cereals (for pouring). First, the teacher demonstrates and shows the children on how to do the movements the proper way. Then, after the demonstration of the steps, the teacher lets the children do the same movements. The exercises utilize Practical Life Montessori Materials for easy and fast learning. Now we will throw light on some of the examples. 1.Carrying a Table. 2.Carrying a Jug. 3.Opening a Box. 4.Carrying a Tray. Continue….. Carrying a Table Material A table (to be carried) Presentation Introduction Prepare a child’s table with sufficient space around it.  Ask one of the older children to come demonstrate with you how to carry a table. Because the older child will know how to carry a table, this allows the other children to see the movements of the two people carrying the table. You may still want to explain to the older child that he should follow your movements. Invite 3-4 children to come participate in your lesson by telling them you have something to show them. Show each child where exactly to sit and once the children are seated, you and the older child sit so that everyone can see each other. Call their attention to the table and tell them that you are going to show them how to carry a table with the help of the older child. Lifting Stand on the side of the table so that the width of the table is directly in front of you. Show the older child where to stand (opposite you) through a gentle hand movement. Both people bend your knees. Place your right thumb down on the table so that your right palm is on the tabletop near the side right corner. Wrap your four right fingers around the base of the tabletop. Place your left thumb down on the table so that your left palm is on the tabletop near the side left corner. Wrap your four left fingers around the base of the tabletop. Have the older child to exactly what you have just done. As both straighten their knees, bring the table slightly up off the ground. Have one person move backwards and one person move forwards. Check constantly for obstructions in the walkway. Come back to the spot of the demonstration. Continue….. Setting down Both people bend your knees. One person carefully places one leg of the table down first. The same person places the other leg of the table down silently. The other person now places the two remaining legs down. Unwrap your left four fingers from under the tabletop. Lift your left thumb and palm from on top of the tabletop. Unwrap your four right fingers from under the tabletop. Lift your right thumb and palm from on to of the tabletop. Stand erect. Offer each child the opportunity to pick up and carry the table with you. Once they have all had a turn excuse them one at a time, making sure each child has thought of what he would like to de next. Purpose Direct: Growth in independence with regard to the performance of the movements necessary for the carrying and placing of the table without damaging himself, others, or the table. Indirect: Coordination of the child’s movement, development of the muscles, and concentration. Points of Interests Lifting at different levels based of the other person’s height. Age 2 1/2 onwards Note The hand you begin with (above I use the right hand) needs to be more specifically the hand furthest away from the seated children.When lifting the table, only lift up to the level the smallest person is lifting to. Carrying a Jug Material A table and a jug of water Presentation Introduction Prepare a jug filled halfway with water. Place it on a child’s table. Invite 3-4 children to come participate in your lesson by telling them you have something to show them. Show each child where exactly to sit and once the children are seated, you sit so that you can see them all, they all can see you, and yet you are not in front of them. Call their attention to the jug of water on the table and tell them that you are going to show them how to carry a jug of water. Lifting Stand so that the table is a little closer than arms’ length and so that the jug is sitting in front of you. Bend your knees. Wrap your four right fingers around the handle of the jug. Place your right thumb on the top of the handle. Cup your left hand around the bottom part of the jug under the spout of the jug. As you straighten your knees, slowly pick up the jug of water. Bring jug near to your body so that it is about at stomach level. Walk carefully around a designated space all the while checking that the walkway is clear of obstacles. Come back to the spot of the demonstration. Setting Down Bend you knees. Slowly lower the jug towards the tabletop. Place the point of the bottom of the jug nearest your body down first. Silently place the opposite side of the jug down as well. Undo your grasp of your cupped left hand. Lift your right thumb off the top of the handle. Remove your four right fingers from around the handle. Straighten your knees and bring your body to erect position. Offer each child the opportunity to pick up and carry the jug. Once they have all had a turn excuse them one at a time, making sure each child has thought of what he would like to de next. Purpose Direct: Growth in independence with regard to the performance of the movements necessary for the carrying and placing of the jug without spilling any water and damaging himself, others, or the jug. Indirect: Coordination of the child’s movement, development of the muscles, and concentration. Points of Interests Looking at the water level as they are walking to see how much the water is moving around the jug. Age 2 1/2 – 3 1/2 years

Opening Boxes Material A basket full of boxes Presentation Introduction Invite 1 child to come with you by telling them you have something to show them. Tell the child to bring the basket of boxes to a selected table. Have the young child sit down before you. For choosing the first box, place the basket where the child can clearly see the contents of the basket, choose a box and then gently push the basket to where the child can still see inside but where it will not disrupt the presentation. That way for later boxes, you will not need to move the basket. Tell the child that you are going to show him how to open and close boxes. Place your right thumb on a box’s base on the point nearest to your body. Wrap your fingers (two is usually enough) around the box. Slowly and carefully lift the box out of the basket so as to not hit any of the other boxes. Place the box on the table by placing the point closest to your body down first, and then the opposite side down as well. Release the box with your right fingers and then your thumb. Opening Grasp the box comfortably with your left thumb and as many fingers as comfortable by placing your left thumb on the part of the box closest to your body and your fingers wrapped around to the other side. Place your right thumb on the box’s lid above your left thumb. Place your right index and middle finger on the lid on the opposite side that your thumb. Lift the lid directly into the air. Lower the lid to the table. Place the lid slowly on the table with one point of contact at a time. Release your right fingers and then your left. Release your left fingers and then your thumb. Closing Place your left hand on the box the same way you did as when you began opening. Place your right thumb on the box’s lid on the part closest to you. Place your right index and middle finger opposite your thumb. Lift the box’s lid. Continue….. Place the lid on the box’s, making sure it fully covers the opening. Give the lid a little press until it is securely on. Lift both right fingers and then your thumb. Lift your left fingers and then your thumb. Place the box in front of the child and offer the child the opportunity to open and close this box. Once the child has been successful, ask the child to place the box gently on the top left corner of his table. If the child had some difficulty, demonstrate again with another box, possibly asking the child to choose the box this time. Continue the presentation if the child seems to need them but if not, let the child finish opening and closing the other boxes. Once the child has opened and closed all the boxes, come back and demonstrate how to gently put one box back in the basket at a time and then to place the basket back in its place. Purpose Direct: To assist the child to independently cope with opening and closing boxes. . Indirect: To strengthen the hand and wrist muscles. Points of Interests Feeling the lid slide down on the box. Age 2 1/2 – 3 1/2 ye Carrying a Tray Material A table and a tray Presentation Introduction Prepare the material needed: a child’s table and a tray. Invite 3-4 children to come participate in your lesson by telling them you have something to show them. Show each child where exactly to sit and once the children are seated, you sit so that you can see them all, they all can see you, and yet you are not in front of them. Call their attention to the tray on the table and tell them that you are going to show them how to carry a tray. Stand up so that you are in front of the table and the tray is also in front of you Lifting Place your right thumb over the lip on the right of the tray in the middle. Wrap your four right fingers under the lip of the tray. Place your left thumb opposite your right thumb on the lip on the left side of the tray. Wrap your four left fingers under the lip of the tray. Lift straight up with both hands until the tray is at the level of your lower stomach. Walk carefully around a designated space all the while checking that the walkway is clear of obstacles. Come back to the spot of the demonstration. Replacing Slowly lower the top right corner until it touches the tabletop. Silently lower the top left corner onto the tabletop. Silently lower both of the corners nearest to your body onto the table. Remove your left hand from the tray and then your right. Offer each child the opportunity to pick up and carry the tray. Once they have all had a turn excuse them one at a time, making sure each child has thought of what he would like to de next. Purpose Direct: Growth in independence with regard to the performance of the movements necessary for the carrying and placing the tray without damaging himself, others, or the tray. Indirect: Coordination of the child’s movement, development of the muscles, and concentration. Points of Interests Listening to see if a sound is made. Age 2 1/2 – 3 1/2 years Note When offering each child a personal turn, do so by inviting each child to stand only when it is his turn. And be clear as to where you would like the child to walk to with the tray in his hands.

 

APPLIED APPLICATION EXERCISES

A child learns about the basic care of the body and other daily life activities. These include washing of hands, tying shoe laces, fastening the buttons, putting on a dress, taking care of clothes, basic housekeeping ( such as dusting and sweeping indoors and outdoors). The teacher demonstrates each activity in a thorough manner, for the children to learn easily the steps. In addition, the activities include basic classroom rule, clean up after an activity, care for plants and pets, care for books and other classroom properties, handling of classroom materials, use of floor mats as work space, and careful movement inside the classroom.

Now we have a look at some of the examples.

1.Washing Hands.

2.Dressing Frames : Snaps

3.Wet Mopping

4.Washing a Chalkboard.

Continue….

Washing Hands

Material

 – One Basin
– One Jug
– One Soap Dish
– Soap
– One Jewelry Holder or Dish
– One Bucket
– One Drying Cloth
– One Cloth for Drying Hands
– One Apron

Presentation

Introduction

Prepare the washing hands table by making sure there is every object needed and enough soap. Invite a child to come by telling them you have something to show them. Stand in front of the washing hands table and have the child stand to your left. Tell the child that you are going to show him how to wash your hands. 

Preparation

1. Put on the apron and have the child put on an apron as well.

2. Roll up your sleeves.

3. Take off all of your jewelry (rings, watch, bracelets) and place them into the jewelry dish.

4. Pick up the jug and fill it 3/4 full of tap water.

Presentation

1. Come back to the table and fill the basin with half of the water from the jug.

2. Set the jug down in its spot of the table.

3. Place your right hand down into the water and then your left hand.

4. Turn your hands over to wet the backs of your hands.

5. Scoop water with your right hand and rinse your entire left hand.

6. Repeat for your right hand.

7. Raise your hands out of the water and pointing your fingers down, let the water drip from your fingertips.

8. Pick up the soap with your left hand and place it flat in the palm of your right hand.

9. Place your left hand flat on your right hand.

10. Rub your hands back and forth until you can see some lather.

11. Replace the soap on the soap dish with your left hand.

12. Turn your right hand palm down and bring your left palm on top of the back of your right hand.

13. Rub your left hand back and forth to create lather.

14. Open your right fingers wide and using the tips of your left fingers, lather in between each finger.

15. Then wrap your left hand around your right thumb and lightly rotate your left hand back and forth around your thumb.

Continue….

16. Repeat this for each of your right fingers.

17. Then place your left thumb and index finger around your right wrist and rotate back and forth to create lather.

18. Repeat all these movements of cleaning your right hand for your left hand.

19. Replace both hands back into the basin.            

20. Rinse your hands in the same manner as when you had begun this exercise.

21. Pat your right hand and then your left hand dry on the hand cloth.

22. Pick up the water bin from under the table with both hands and place it next to the table.

23. Pick up the basin by placing both hands around opposite edges for balance.

24. Pour out the water into the water bin by pouring away from you and at a slight angle so you can see the water as it is being poured.

25. Replace the basin on the table.

26. Fill the basin with the remainder of the water from the jug.

27. Rerinse your hands as you had done before.

28. Clean the rim of the basin by running your hands along the sides to rinse off the soap that might still be on the edges.

29. Let the extra water drip from off of your fingertips.

30. Dry your hands with the hand cloth fully by repeating the same motions as when you were lathering your hands. This time instead of soap, use the cloth.

Completion

1. Empty the basin out into the water bin as before.

2. Replace the basin on the table.

3. Pick up the water bin by wrapping your right hand around the handle.

4. Carry it carefully to the sink and raise the bin to the sink level.

5. Place your left hand under the base of the bin and pull it slightly up so that the bin pours out all of the water.

6. Bring the bin back and set it next to the table.

7. Dry the jug, the basin, and the table with the drying cloth.

8. Then dry the water bin.

9. Place the drying cloth on the table and replace the bin under the table.

10. Hang the hand cloth up to dry and show the child where he can find a dry one. Replace the wet one with a dry cloth.

11. Hand the drying cloth up to dry and show the child where he can find a dry one.

12. Replace the wet one with a dry one.

13. Put your jewelry back on.

14. Take of your apron.

15. Offer the child the opportunity to wash his hands. Once he is fully done with the activity, he can take off his apron.

Purpose

Direct: Care of the person and giving a sense of cleanliness.

Indirect: Growth in the child’s ability to work in a sustained and concentrated way.

Points of Interests 

Seeing dirty hands become clean.

Age 

2 – 4 years

Dressing Frame: Snaps

Material

 – One snap frame

Presentation

Introduction

Invite a child to come by telling them you have something to show them. Have the child bring the appropriate dressing frame and have them place it on a specific spot on the table you will be working at. Have the child sit down first, and then you sit down to the child’s right. Tell the child that you will be showing him how to use the snaps.  

Unsnapping

1. Place your left index and middle fingers flat to the left of the first snap on the left flap of the material.

2. Pinch the right flap next to the button with your right thumb and right index finger.

3. With a quick small movement, pull your right fingers up to undo the snap.

4. Slightly open the flap to show the child the unsnapped snap.

5. Gently place the top part of the snap down.

6. Unpinch your right fingers.

7. Slide your two left fingers down the material so they are next to the next button down.

8. Repeat these opening movements until all the snaps are opened (working your way from the top to the bottom).

9. Open the right flap fully and then the left

10. Close the flaps starting with the left flap and then the right.

Snapping

1. Place your left index and middle fingers flat next to the top snap.

2. Pinch the right flap so that your right index finger is on the top snap and your right thumb is wrapped around the material and below the under part of the snap.

3. Carefully place the top of the snap on top of the point part of the snap.

4. Remove right thumb.

5. Press down on the snap with your right index finger.

6. Listen for snap noise.

7. Lift your right index finger off the snap.

8. Slide your left fingers down to the next snap.

9. Repeat movements of closing the snap.

Once done, offer the child the opportunity to unsnap and snap the snaps.

Purpose

Direct: Development of independence.

Indirect: Acquiring coordination of movement.

Points of Interests
The noise made to indicate the snap has been successfully snapped closed.

Age
3 – 3 1/2years

Wet Mopping

Material

– One Floor Mop
– One Wet Mop Bin

Presentation

Introduction

When a water spill occurs, invite a child to come by telling them you are going to show them how to mop up the water. 

Preparation

1. Walk over to where the mop and the mop bin are located.

2. Hold the bin by the holding the handle with your right hand.

3. Carry the bin over to near the spill.

4. Place the bin on the floor.

5. Go back and carry the mop as you would a broom.

6. Walk over to the spill.

7. Stand so that the spill is in front of you.

8. Place the mop head onto the floor.

Presentation

1. Place your left hand around the mop’s handle with your thumb on the top and your four left fingers wrapped around the handle.

2. Place you right hand under your left, also with your thumb on the top and your four right fingers wrapped around the handle.

3. Move the mop from left to right and then back to the left, each time to the extremities of the spill.

4. Once you have come back to your starting point, move the mop a little further away from you.

5. Step a little closer to the mop.

6. Repeat the mopping movements from left to right and back to left again.

7. Continue these mopping movements until the spill has been mopped up.

Completion

1. If during the mopping movements the mop is too full of water or at the end of the mopping, lift the mop head and place it into the bowllike part of the bin.

2. Position your left hand so your thumb is closet to your body and your four left fingers wrapped around the handle.

3. Place your right hand so you right thumb is closest to your body and your four right fingers wrapped around the handle.

4. Apply a little bit of pressure down onto the mop head.

5. Rotate the handle a little in the counterclockwise direction.

6. Reposition your hands so they are in front of you again and rotate counterclockwise.

7. Continue this until all of the water from the mop has been rung out.

8. Lift the mop and carry it back to where the mop was being stored.

9. Place the mop down in its spot.

10. Lift the bin by holding the handle with your right hand.

11. Carry the bin over to the sink and carefully pour out the water that is inside the bin.

12. Place the bin near the mop in its spot.

Tell the child that the next time there is a water spill, he can mop up the water. 

Purpose

Direct: To help the child become more aware of the environment.

Indirect: Building up voluntary movements.

Points of Interests
Seeing the water get soaked up into the mop. 

Age
3 years plus

Washing a Chalkboard

Material

– A Chalkboard
– A Small Bowl
– A Round Sponge
– A Cloth

Presentation

Introduction

Invite a child to come by telling them you have something to show them. Have the child bring the appropriate tray and have them place it vertically on the far right side of the table. Then go get a chalkboard to be cleaned. Place the chalkboard in the center of the table. Tell the child that you will be showing him how to clean a chalkboard. 

Preparation

1. Pick up the bowl with both hands and place it just above the top left corner of the chalkboard.

2. Using your right hand, take the sponge out of the bowl and place it to the right of the bowl.

3. Take the cloth with both hands and place it to the right of the sponge.

4. Pick up the bowl with both hands and fill it with just a few drops of water.

5. Come back to the table and set the bowl down where it was, above the chalkboard.

Presentation

1. Pick up the sponge with your right hand and place it into the bowl.

2. Using both hands, squeeze out the excess water from the sponge into the bowl.

3. Remove your left hand from the sponge.

4. Place the sponge on the top left corner of the chalkboard.

5. Position your right fingers on the top of the sponge and by placing your right thumb on the side of the sponge on the part closest to your body.

6. In a slow, continuous manner, wipe the chalkboard with the sponge from top to bottom.

7. Repeat this movement for the whole chalkboard, working your way from top to bottom, left to right.

8. Once the whole chalkboard has been wiped, slide your sponge horizontally from the bottom left corner to the bottom right corner.

9. Replace the sponge into the bowl.

10. Pick up the cloth with both hands and place it to the left of the chalkboard, near the child.

11. Show the child how to place your hand into the folded cloth by lifting the top flap and placing your four right fingers under it.

12. To hold the cloth in place, position your right thumb under the cloth firmly.

13. Wipe the chalkboard dry by using the same movements as with the sponge.

14. Dry the whole chalkboard from top to bottom, left to right.

15. Then dry the bottom by wiping from the bottom left corner to the bottom right corner.

16. Replace the cloth in its spot above the chalkboard.

Continue…

Completion

1. Stand up.

2. Tuck in your chair and have the child tuck in his.

3. Pick up the bowl with both hands and bring it over to the sink.

4. Place bowl down and remove the sponge from the bowl.

5. Place the sponge off to the side.

6. Pick up the bowl and empty it. (Rinse it if necessary)

7. Rinse out the sponge and replace it into the bowl.

8. Carry the bowl back to the table with both hands.

9. Place the bowl back above the chalkboard.

10. Pick up the cloth and hang it up to dry or place it in the laundry bin if it is dirty.

11. Show the child where he can find a clean cloth and replace the wet cloth with a dry cloth.

12. Place the dry cloth above the chalkboard and to the right of the bowl.

13. Pick up the bowl with both hands and place it at the top of the tray.

14. Pick up the cloth and place it below the bowl on the tray.

15. Using both hands, flip the chalkboard over.

16. Invite the child to clean the other side of the chalkboard.

17. Tell the child that when he is done, he can replace the chalkboard back in the chalkboard place and the tray back onto the shelves.

Purpose

Direct: Care of the Environment: the child becomes aware of the accumulation of chalk o the boards and is helped to clean independently.

Indirect: Coordination and carefulness in movements.

Points of Interests 

Seeing the wet streak from the sponge as the chalkboard is being cleaned.

Age 

3 –  4 years

GRACE AND COURTESY APPLICATION

 

Montessori education gives attention to a child’s curiosity to the society’s dynamics. Thus, the Grace and Social exercises provide instruction on social skills and vocabulary. These exercises are necessary for a child to have a demeanor which makes him/her comfortable in the society. The lessons allow the children to interact with each other. The drills in Grace and Social skills are repeated until these have become part of a child’s manners/habits.

 

The exercises include lessons on how to introduce self, shake hands with people, welcome guests, make polite requests, apologize, be cooperative, and learn table manners.

 

Furthermore, the exercise includes asking each child to stand in line at a certain distance from each other. With music, the children are then asked to walk, maintaining the same distance. Also, this exercise include role-playing and impersonation of adult behavior, under the supervision of the teacher.

 

 

 

 

Following are the few examples which we will discuss.

 

 

1.Thank You.

2.Usage of “Excuse Me”

3.Offering Help

4.Greeting a Person.

 

 

 

 

 

 

Continue…..

 

 

 

 

 

 

Thank You

Material

A Flower vase

Presentation

Introduction

Ask an older child to help you show the younger children how we use the words “thank you”.  Let the child know briefly how you plan on showing the lesson. Take a light easy vase of flowers (easy to carry) and invite 3-4 children to come participate in your lesson by telling them you have something to show them. Show each child where exactly to sit. Have the older child sit down as well. Once the children are seated, you sit so that you can see them all, they all can see you, and yet you are not in front of them. 

Preparation

1. Tell the children that when someone gives us something or does something nice for us, we say “thank you”.

2. Tell them that you are all going to practice saying thank you.

Presentation

1. Sit on your knees and look the older child straight in the eyes.

2. Extend the vase to the older child.

3. The older child should respond with, “Thank you, Tania”.

4. The older child should then extend the vase back to you.

5. You respond with, “Thank you,  (child’s name)”.

6. Look another child straight in the eyes and extend the vase to him.

7. The child should respond with, “Thank you, Tania”.

8. Extend your hands and have the child offer you the vase back.

9. You respond with, “Thank you,  (child’s name)”.

10. Look another child straight in the eyes and extend the vase to him.

11. The child should respond with, “Thank you, Tania”.

12. Indicate to the child that he can now offer the vase to any other child.

13. Repeat this until every child has been thanked and has thanked someone. (You should end up with the vase.)

Conclusion

Tell the children that this is how we say “thank you”. Tell the children that they can now say thank you to each other when someone gives them something or does something nice for them.

Excuse them one at a time, making sure each child has thought of what he would like to de next.

Purpose

Direct: Teaching the children grace and courtesy in the classroom.

Indirect:  To have the children use “thank you” with others.

Points of Interests
Looking in each other’s eyes as they are saying “thank you”. 

Age
2 1/2 – 3 1/2

Use of “Excuse Me“

Material

None

Presentation

Introduction

Ask an older child to help you show the younger children how we use the words “excuse me”.  Let the child know briefly how you plan on showing the lesson. Invite 3-4 children to come participate in your lesson by telling them you have something to show them. Show each child where exactly to sit. Have the older child sit down as well. Once the children are seated, you sit so that you can see them all, they all can see you, and yet you are not in front of them. 

Preparation

1. Tell the children that when you need to go someplace and someone is in your way, we say: “excuse me”.

2. Tell them that you are all going to practice saying excuse me.

3. Have the older child go and stand near a wall close to the group.

Presentation

1. Stand up and begin walking toward the older child.

2. When you get him, say “Excuse me,  (child’s name).

3. The older child should then move over to the side to let you pass between him and the wall.

4. Walk by and then come back. If the older child is again in the way, say “Excuse me,  (child’s name).

5. Sit down in the group and have the older child join you.

6. Invite one child at a time to walk to a specific spot in the room and back, having to go through an obstacle and having to use “excuse me”.

7. Repeat until every child has had the chance to practice saying “excuse me”.

Conclusion

Tell the children that this is how we use “excuse me”. Tell the children that they can now say “excuse me” to each other when someone is in their way.

Excuse them one at a time, making sure each child has thought of what he would like to de next.

Purpose

Direct: Teaching the children grace and courtesy in the classroom.

Indirect:  To have the children use “excuse me” with others.

Points of Interests
Getting by the obstacle successfully by using the words “excuse me”. 

Age
2 1/2 – 3 1/2

Offering Help

Material

A Table

Presentation

Introduction

Ask one older child to help you show the younger children how to offer help.  Let the child know briefly how you plan on showing the lesson. Invite 3-4 children to come participate in your lesson. Show each child where exactly to sit. Have the older child sit down as well. Once the children are seated, you sit so that you can see them all, they all can see you, and yet you are not in front of them. 

Preparation

1. Tell the children that sometimes in the classroom someone needs help doing something but has not asked.

2. Tell the children that we can offer our help to each other even though our friends may tell us they do not want our help.

3. Tell them that we are all going to practice how offer help to another person.

4. Tell them that the older child is going to pretend that he is picking up a table.

Presentation

1. You and the older child stand up and pretend that he is trying to pick up the table.

2. Very gently place your right hand on his shoulder.

3. Remove your right hand.

4. Say, “ (child’s name), would you like my help?” The older child can choose what to answer. (‘Yes, please’ or ‘No, thank you’)

5. If he answered yes, pretend to help him.

6. If he answered no, then smile and walk away.

7. Sit down with the group.

8. Offer each child a turn to offer their help to the older child.

Conclusion

Tell the children that they can now offer their help to others.

Thank the older child for their help.

Excuse each child at a time, making sure each child has thought of what he would like to de next.

Purpose

Direct:Teaching the children grace and courtesy in the classroom.
Indirect: Awareness of others in the class.

Points of Interests
Waiting to hear the other child’s response to their offer of help.

Age
2 1/2 – 3 1/2

Greeting a Person

Material

None

Presentation

Introduction

Invite 3-4 children to come participate in your lesson by telling them you have something to show them. Show each child where exactly to sit and once the children are seated, you sit so that you can see them all, they all can see you, and yet you are not in front of them.

Preparation

1. Tell the children that when they come into class, you greet them by saying “hello” and shaking their hand.

2. Tell them that you are all going to practice greeting each other.

3. Tell them that when we greet someone, we should say: “Hello”, and shake their hand.

Presentation

1. Sit on your knees and extend your right hand to one of the children. (Make sure they also extend their right hand.)

2. Look them straight in the eyes.

3. Say: “Hello  (their name)”, and shake their hand.

4. Wait for the same back from the child. (If they do not respond, move on to the next child. At least one of the children will respond with the same.)

5. Extend your right hand to another child.

6. Say: “Hello  (their name)”, and shake their hand.

7. Repeat this until you have greeted every child.

8. Bring the attention of the children to the child or children who responded back to the greeting.

9. Then have each child practice one at a time.

Conclusion

Tell the children that this is how we greet each other. Tell the children that they can now greet each other in the mornings!

Thank the older child for helping you with the lesson.

Excuse the children one at a time, making sure each child has thought of what he would like to de next.

Purpose

Direct:Teaching the children grace and courtesy in the classroom.

Indirect:To have the children greet each other, visitors, and guests.

Points of Interests
Looking in each other’s eyes as they are greeting each other.

Age
2 1/2 – 3 1/2 years

 

CONTROL OF MOVEMENT EXERCISES

 

An exercise which trains a child to control body movements, develop balance, and ‘mind-over-body’ movements.

 

In addition, there is the Silence Game, an innovative way to teach self-control. This is done by keeping a child silent for a certain period. This exercise is worked on after the child has developed and mastered ‘strong will, coordination, self-awareness, and awareness of other children in the class. The exercise is challenging for a child at first, it is important for the teacher to let the class understand this aspect.

 

 

Let us have a look on related examples.

 

 

1. The Silence Game.
2. Walking on the Line.

 

 

 

 

 

Continue…….

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The Silence Game

Material

The Silence Board

Presentation

Introduction

Constant noise can create irritability, frustration, confusion, and even sleepiness. Everyone needs moments of peace to rest our bodies and to listen to our thoughts. Dr. Montessori says that a deeper level of awareness and sensitivity to noise can help is to enter into a “more refined and subtle world”. Montessori therefore came up with the “Silence Game” or “The Exercise of Silence”.

During this lesson, the children in the class can choose to participate in the making of the silence. In order to “make silence”, the child must have self control, they must become aware of everything in their bodies that can move, and they must want to cooperate with those who are silent around them.

But before the children can even play the game, the child must have developed good coordination of movement, they must have a strong will, they must have a great awareness of themselves and of others, and they must have experienced some silence before. When the children do create silence, they will not only have experienced a moment of peace and tranquility, but they will want to play it over and over again!

Preparation

1. Invite the whole class together to come and participate in the “Exercise of Silence”.

2. Tell the children that they will be creating silence together. But in order to be silent, they must not make a noise.

3. Introduce the silence board by explaining that on one side there is the word “silence”, and on the other side, there is a picture of a peaceful and tranquil place.

4. Tell them that when they see the word “silence”, we can all begin creating the silence. When we see the picture, we can stop making the silence.

5. Show the children where in the environment the silence board is hung.

6. Remind them that when we see the word “silence”, we are silent so we do not move.

7. Tell the children that you will then whisper their names one by one and they are to come sit next to you as quietly as possible.

8. Ask the children if they are all sitting comfortably and remind them to breath quietly. Turn over the board to show the word “silence” and begin the game.

9. Begin whispering their names before you feel as though the children can no longer hold the silence. Once they are all sitting quietly next to you, turn the silence board over to end the game.

Conclusion

If the children have created silence, introduce the idea that they have. If silence was not made, bring the children’s attention to what caused the silence not to occur.

Tell the children that thy will have many other opportunities to play the silence game in the future.

Purpose

Direct: Building the child’s awareness and sensitivities to the noise around him and the noise he creates.

Indirect: Awareness of their body and building up balance.

Points of Interests
Seeing if they are able to “create silence” individually and as a class. 

Age
2 1/2 – 6 years

Walking on the Line

Material

• The Red Line

• A hand-held Flag

• A Bell on a string

• A Small Glass of Water filled to the rim

• A Basket

Presentation

Introduction

Between the ages of 3 to 6, the child needs to practice, perfect, and consolidate the body’s movements. For this reason, Dr. Montessori began using the “Walking on the Line” as a Practical Life exercise. This exercise helps the child control his body, develop balance and perfect equilibrium, as well as to strengthen the mind’s control of its body’s movements. The “line” used during this exercise is a continuous and permanent shape in the environment. With its two straight lines and two lightly curved sides, an ellipse is what most environments have found to be the most suitable for this lesson. The width should be a little wider than the shoe of a child and the line should never be covered or obstructed. During this exercise, you may want to play some soft, steady, and calm music in the background. Once the lesson has been given, this is a spontaneous individual or group activity.

Preparation

1. Invite 3-4 children to come participate in your lesson.

2. Show each child where exactly to sit near the line.

3. Once the children are seated, you sit so that you can see them all, they all can see you, and yet you are not in front of them. Tell the children that you will be showing them the exercise of “Walking on the Line”.

Presentation

Step One:

1. Invite the children to all stand on the line, equidistance from each other.

2. Ask them that when the music begins, please walk on the line is a normal manner, but keeping the same distance from the person in front of them.

3. Once the music has stopped, they can all have a seat where they were.

4. Start playing the music and stop it when you feel they are loosing their concentration.

5. Discuss as a group how this was for each of the children. Tell the children that they are free t walk on the line just as you did today when ever they would like.

When the children from this group are comfortable enough with this step, move on to Step 2.

Step Two:

1. Invite the children who have been successful in Step 1 and who need more of a challenge and have them sit next to the line.

2. Tell them that this time when the music starts, you would like them to walk on the line by placing their feet heel to toe.

3. Remind them to keep the same distance from the person in front of them and once the music has stopped, they can all have a seat where they were.

Continue…..

4. Have them stand on the line, equidistance from each other. Start playing the music and stop it when you feel they are loosing their  concentration.

5. Discuss as a group how this was for each of the children.

6. Tell the children that they are free to walk on the line just as you did today when ever they would like.

When the children from this group are comfortable enough with this step, move on to Step 3.

Step Three:

This step has four subdivisions to it:

A. Walking on the line while carrying a hand flag or bell.
B. Walking one the line while carrying a glass of water.
C. Walking on the line while carrying 2 different objects.
D. Walking on the line with something on your head.

Before each subdivision, have the appropriate material available for each child.

Subdivision A:

1. Invite the children who have been successful in Steps 1 and 2 and who need more of a challenge and have them sit next to the line.

2. Tell them that this time when the music starts, you would like them to walk on the line by placing their feet heel to toe while carrying a flag (or bell) at an arms length away from them.

3.  Remind them to keep the same distance from the person in front of them and once the music has stopped, they can all have a seat where they were.

4. Have them stand on the line, equidistance from each other and hand them each a hand flag (or bell).

5. Start playing the music and stop it when you feel they are loosing their concentration.

6. Discuss as a group how this was for each of the children.

7. Tell the children that they are free to walk on the line just as you did today when ever they would like.

When the children from this group are comfortable enough with this subdivision, move on to Subdivision B.

Subdivision B:

1. Invite the children who have been successful in Subdivision A and who need more of a challenge and have them sit next to the line.

2. Tell them that this time when the music starts, you would like them to walk on the line by placing their feet heel to toe while carrying a glass of water filled to the brim at an arms length away from them. 

3. Remind them to keep the same distance from the person in front of them and once the music has stopped, they can all have a seat where they were.

4. Have them stand on the line, equidistance from each other and hand them each a glass of water. (Start playing the music and stop it when you feel they are loosing their concentration.)

5. Discuss as a group how this was for each of the children.

6. Tell the children that they are free to walk on the line just as you did today when ever they would like.

When the children from this group are comfortable enough with this subdivision, move on to Subdivision C.

Subdivision C:

1. Invite the children who have been successful in Subdivisions A and B and who need more of a challenge, to have a seat next to the line.

2. Tell them that this time when the music starts, you would like them to walk on the line by placing their feet heel to toe while carrying a two objects!

3. Tell them that this will be a flag (or bell) and glass of water filled to the brim.

Continue…..

4. Remind them to keep the same distance from the person in front of them and once the music has stopped, they can all have a seat where they were.

5. Have them stand on the line, equidistance from each other and hand them each a flag (or bell) and a glass of water. (Start playing the music and stop it when you feel they are loosing their concentration.)

6. Discuss as a group how this was for each of the children.

7. Tell the children that they are free to walk on the line just as you did today when ever they would like.

When the children from this group are comfortable enough with this
subdivision, move on to Subdivision D.

Subdivision D:

1. Invite the children who have been successful in Subdivisions A and B and C and who need more of a challenge, to have a seat next to the line.

2. Tell them that this time when the music starts, you would like them to walk on the line by placing their feet heel to toe while carrying a two objects and placing a basket on top of their heads!

3. Tell them that this will be a flag (or bell) and glass of water filled to the brim. As they are walking, you will be placing a basket on top of their heads.

4. Tell them that you will also be taking off the baskets one at a time near the end.

5. Remind them to keep the same distance from the person in front of them and once the music has stopped, they can replace the objects in their hands onto the table and have a seat where they were.

6.  Have them stand on the line, equidistance from each other and hand them each a flag (or bell) and a glass of water.

7. Start playing the music and slowly place a basket on top of every child’s head. Begin taking off the baskets as the attention level begins to drop.

8. Stop the music once all baskets are off of their heads.

9. Discuss as a group how this was for each of the children.

10. Tell the children that they are free to walk on the line just as you did today when ever they would like.

Purpose

Direct: Helping the child work on concentration, coordination of movements and extortion of will.

Indirect: Awareness of their body and building up balance.

Points of Interests

Keeping your head up as much as possible to not let the basket fall off.

Age

2 1/2 – 6 years