3 komponen penting dalam jayakan Montessori. Saling berkait antara satu sama lain. Semua sama penting. Kalau rasa cam kenapa nak buat Montessori ni tak jadi? Take a step back and review each one. Environment semua dah prepare, are we ourselves prepared? Diri kita dah prepare, tapi adakah environment tu prepared? Tapi ikut pengalaman biasanya jatuh pada diri sendiri yang tak prepare. 😂 Masa gi training hari tu, banyak praktikal yang kami perlu buat dan role play. Role play teacher yang paling payah. Setiap ayat dan perkataan yang trainer guna, flow conversation dengan kanak-kanak. Rasa cam perlu ada course khusus pula untuk tu. (In my case, sekarang ni semua ke laut 😩)
Sebab belajar sendiri kan untuk present ajaran-ajaran Montessori ni pada anak-anak, our pace is much slower. I’ve been stuck with this for a whole week now. Haha.
Untuk Primary (3-6)
Mula dengan yang paling mudah: circle, triangles, rectangles, regular polygons, curvilinear figures, and quadrilaterals.
Mula dengan paling sikit sisi: triangles, quadrilaterals, regular polygons, curved figures, rectangles, and circles. “It is during elementary that the complete study of form continues. The triangle being the first polygon or closed figure moving through to the circle with an infinite numbers of sides.”
This is currently our small area for the children in our kitchen. Nothing fancy. But it works for them. I just moved the toaster there just recently, Aqeel enjoys putting in bread, Kakak or Abang will help him turn it on. Oh forgot to label next to the blue water container there is the placemat and cutting board from IKEA. What I still need to improve or add is easy recipe hanging there somewhere where they can flip through and do themselves, change the plastic plates, bread container which I think I saw one in Daiso.
Pernah tak tengok video sekolah montessori, atau seharian aktiviti kanak-kanak dalam kelas montessori (authentic ones)? Mula sampai, shake hands directress, sangkut beg, coat, masuk kelas shake hands dan tegur kawan, pilih aktiviti di shelf, atau ngelap2, circle time, snack time, prepare, makan, basuh tangan, basuh pinggan, ada yang pilih baca buku, ada yang duk luar buat aktiviti diluar tanpa disuruh, mereka buat sendiri je? And I initially thought that’s normalisation, and there’s no way ‘we’ (our family) could ever achieve that. We didn’t do 3 hour work cycle, our house not fully prepared, I myself not prepared 😅 dan segala macam kriteria montessori. Tapi jangan salah faham dengan terms normalisation yang eh Montessori ni, anak kita yang bising, huru hara main je keje, tak fokus, suka sepah ni tak normallah? Normalisation dalam konteks montessori bermaksud “becoming a contributing member of the society”. Aloh, komplikated bunyi but we need that, don’t we? Look at the state of our teenagers and youngsters now? Anyway, someone asked me about normalisation the other day, and got me thinking again, and I did my research again. I reread Absorbent Mind on this chapter, read articles and discussions dan dapatlah pencerahan…. yang normalisation ni bukan bermaksud seperti yang dalam video-video kita tengok tu. Normalisation yang dimaksudkan tu adalah keadaan di mana kanak-kanak tu bila dia terlalu fokus dan terlalu concentrate terhadap sesuatu tu dan bila dia dah siap dan puas hati dengan kerja yang dia buat tu, dia akan rasa puas, content, refresh! That, that moment! Montessori discover moment ni bila dia observe sejumlah pelajar (rasanya yang mula-mula dia incharge, I have to go back and read this story) yang dari bermacam jenis background dan bermacam jenis perangai. You know, kids, some louds, some quiet, some lompat-lompat, some suka jatuhkan barang2. Tapi bila Montessori sesuaikan persekitaran mengikut keperluan kanak-kanak ni, she discovers this amazing view yang mana semua kanak-kanak yang tadi in deep concentration with work they’re doing. Bayangkan keadaan tu yang mana suasana lebih tenang dan Montessori anggap that’s who children really are.
Sebab tu dia namakan that moment tu yang mana kanak-kanak buat apa-apa yang dipilihnya with deep concentration and when done mereka content dan refresh, normalisation. Therefore, they will be in and out of normalisation. Dan bila continously macam ni they’ll develop self discipline and peace. Jadi legalah sikit yang normalisation ni achievable at home.
There are two main Montessori “styles” – one was developed by Maria Montessori, is described in her books (not entirely in detail), maintained by AMI for all languages, and summarized in a booklet by Muriel Dwyer.
The other is the pink/blue/green.
Based on my educational background (I started college with the intention of being a special ed teacher, but this was years ago so I am probably fuzzy on some of the details) —- the pink/blue/green is VERY phonetic-based.
The “AMI- Montessori – Dwyer-summarized” style is neither phonics nor whole word. It is its own style, but has similar components of both (we give 40-44 key sounds so children can start writing without worrying about spelling or without worrying about needing guidelines within the parameters of what they have already learned (as in pink/blue/green or any of the phonics-based leveled readers available) —- we also give a SHORT list of“puzzlewords” which are akin to sight words, but also have a different intent than just being sight words – I can discuss those separately for anyone who wants those details). With this style, when the sound games have been done (in the AMI style), then all the 40 sandpaper letters (individuals and double-letters), then the child has had lots of writing practice with the movable alphabet (while slowly adding in the remaining spelling variations), we find the child can immediately (when the child is ready!) jump into 2nd grade reading level or higher with ease.
(we are also giving rich vocabulary, lots of real life experiences to expand the child’s mind and to provide writing fodder and also leads to reading comprehension —- among other preparations —- and we have the full reading classification card sets (3-part cards are just one stage of them!) that allow children to read whole wordsthey have already heard many many times over)
So no need for leveled readers, phonics or whole-language approaches. We are ‘child-approach’ we could say.
The puzzle words are a list of less than 100words that are taught via a 3-period lesson so that children can read/write more fluently before those particular “rules” are learned (most of the time, these rules are ones that are based on etymological origins – thus more elementary-level suited)