Mme Powell's kindergarten classroom
Overall: Low, open shelving units with different materials to work with partition the classroom into small, intimate spaces for quiet work and collaboration. Flowers, photographs, comfortable seating and student artwork provide touches of "homeness".
Language: Following a strictly Montessori philosophy in a French immersion setting is a challenge, particularly in the language area of work. English is rife with simple, three-letter words that we can play with to practice writing. French uses a variety of sound blends, which require explicit instruction for the second language learner. Children will practice vocabulary, letter sounds, handwriting skills, grammar rules, creative writing and labeling.
Practical Life: Practical life exercises allow children to practice real-life skills such as care of others, care of self, and care of environment. This area replaces the dramatic play centre for one simple reason - provided with the opportunity to do the real thing, children will almost always wish to learn the skill rather than pretend to do it. Children may arrange real flowers just as they would do in a flower shop drama centre, or prepare a snack for a friend as they would in a pretend restaurant. This would also be a wonderful place to practice courtesy in French and use their new language skills in a realistic environment.
Mathematics: In Kindergarten, children develop number sense by using concrete materials and associating the materials with symbolic and abstract ideas. A variety of materials can be introduced to a child to practice recognizing quantities, adding numbers together, counting to 100, dividing and multiplying, partitioning, and other numeracy skills. Individualized math instruction is highly prized, as it is recognized that children entering kindergarten come with so much knowledge that it can be difficult to teach a single lesson and have it learned by 22 different minds. Exploring math concepts in small groups and individually allow the child to learn at their pace.
Sensorial: Much of Montessori's "sensorial work" falls into use with mathematics (measurement and geometry) and science (using the five senses to classify, identify and describe unfamiliar and familiar objects). A sensorial area in a French immersion classroom would be filled with language as well, allowing children to use their new language to label and describe what they are doing. This section of the classroom would rotate through different sensory activities - smelling boxes associated with seasons, touch bins with hidden objects in a class theme, musical instruments, objects to observe on a light table or under magnifying glasses.
Carpet: During an uninterrupted work block, children may use this space to do their work or exercises. Otherwise, the carpet would be used for whole group lessons in the afternoon. Oral language activities, mathematics practice, inquiry discussions, mindfulness exercies and other routines will be done here. A SMARTboard or projection screen will show music videos, presentations or activities for children to complete. A filing cabinet will hold my iPad for projection, use as a doc camera, and interactive activities.
Teacher and Media Space: In a traditional Montessori classroom, there is no designated space for a teacher. I have compromised this philosophy along with my own need for "teacher space" by creating a media space. This space is only accessible to students with permission and explicit purpose. I believe that children benefit from early access to technology, however desktop computers do not offer the flexibility and ease of use that an iPad offers to a young child. Ideally, I would have 6-8 iPads available for use in the classroom for digital artwork, story writing, as well as some games to practice math skills and early literacy. Knowing this can be a limitation in some districts, I would choose to provide instruction in computer use during an assigned computer block rather than letting children freely use a desktop.
Language: Following a strictly Montessori philosophy in a French immersion setting is a challenge, particularly in the language area of work. English is rife with simple, three-letter words that we can play with to practice writing. French uses a variety of sound blends, which require explicit instruction for the second language learner. Children will practice vocabulary, letter sounds, handwriting skills, grammar rules, creative writing and labeling.
Practical Life: Practical life exercises allow children to practice real-life skills such as care of others, care of self, and care of environment. This area replaces the dramatic play centre for one simple reason - provided with the opportunity to do the real thing, children will almost always wish to learn the skill rather than pretend to do it. Children may arrange real flowers just as they would do in a flower shop drama centre, or prepare a snack for a friend as they would in a pretend restaurant. This would also be a wonderful place to practice courtesy in French and use their new language skills in a realistic environment.
Mathematics: In Kindergarten, children develop number sense by using concrete materials and associating the materials with symbolic and abstract ideas. A variety of materials can be introduced to a child to practice recognizing quantities, adding numbers together, counting to 100, dividing and multiplying, partitioning, and other numeracy skills. Individualized math instruction is highly prized, as it is recognized that children entering kindergarten come with so much knowledge that it can be difficult to teach a single lesson and have it learned by 22 different minds. Exploring math concepts in small groups and individually allow the child to learn at their pace.
Sensorial: Much of Montessori's "sensorial work" falls into use with mathematics (measurement and geometry) and science (using the five senses to classify, identify and describe unfamiliar and familiar objects). A sensorial area in a French immersion classroom would be filled with language as well, allowing children to use their new language to label and describe what they are doing. This section of the classroom would rotate through different sensory activities - smelling boxes associated with seasons, touch bins with hidden objects in a class theme, musical instruments, objects to observe on a light table or under magnifying glasses.
Carpet: During an uninterrupted work block, children may use this space to do their work or exercises. Otherwise, the carpet would be used for whole group lessons in the afternoon. Oral language activities, mathematics practice, inquiry discussions, mindfulness exercies and other routines will be done here. A SMARTboard or projection screen will show music videos, presentations or activities for children to complete. A filing cabinet will hold my iPad for projection, use as a doc camera, and interactive activities.
Teacher and Media Space: In a traditional Montessori classroom, there is no designated space for a teacher. I have compromised this philosophy along with my own need for "teacher space" by creating a media space. This space is only accessible to students with permission and explicit purpose. I believe that children benefit from early access to technology, however desktop computers do not offer the flexibility and ease of use that an iPad offers to a young child. Ideally, I would have 6-8 iPads available for use in the classroom for digital artwork, story writing, as well as some games to practice math skills and early literacy. Knowing this can be a limitation in some districts, I would choose to provide instruction in computer use during an assigned computer block rather than letting children freely use a desktop.
Daily Routine
8:40 – Children enter and hang up their coats.
8:50 – Welcome routine, day planning. A morning greeting song, attendance taking, exercise routine, schedule review and brief oral language discussion of plans for the day are all done in this twenty minute. Parents and siblings are welcome to join the routine as well.
9:10 – Beginning of 2-hour work period. Students may be assigned a task to complete that day or may select a task to complete. A child may complete as many tasks as they wish, provided they are fully done each assignment in their best work. There are some tasks they must complete each day, and others they must complete each week. The teacher will circulate around the classroom to teach one-on-one and small group lessons as needed. This provides language practice and builds a relationship between the student and teacher.
11:15 – Lunch and Recess
12:15 – Silent Reading Time - Children may choose a book from the class library and read quietly by themselves or with a friend in whisper talk.
12:30 – Language block - At the carpet, children will participate in a daily read-aloud and practice AIM gestures, connecting actions with language and sound. I would use a mix of Paul et Suzanne, as well as AIM plays as the school provides. This is also an opportunity for show and tell, language games and videos. Movement breaks would be incorporated into this 30-minute block.
1:00 – Inquiry block - Based on the topic of the week, children will share knowledge and ideas by responding to a question posed by a teacher, student, or one of our buddy classes in a hands-on format. For example, a question about ramps would be answered by children drawing pictures, creating block structures, telling a story, making a list of reasons for using ramps, etc.
1:45 – Recess
2:00 – Music and Movement block - children will learn about different concepts in music including rhythm, notation, tempo and pitch, while listening to both classical music and familiar french songs. Movement will be practiced with yoga, creative dance, martial arts and other child-friendly movement activities.
2:30 – Reflect and Goodbye block. Children each share an appreciation for someone that day, and share something they enjoyed. A goodbye song is sung, and children prepare for dismissal.
2:45 - Dismissal
8:50 – Welcome routine, day planning. A morning greeting song, attendance taking, exercise routine, schedule review and brief oral language discussion of plans for the day are all done in this twenty minute. Parents and siblings are welcome to join the routine as well.
9:10 – Beginning of 2-hour work period. Students may be assigned a task to complete that day or may select a task to complete. A child may complete as many tasks as they wish, provided they are fully done each assignment in their best work. There are some tasks they must complete each day, and others they must complete each week. The teacher will circulate around the classroom to teach one-on-one and small group lessons as needed. This provides language practice and builds a relationship between the student and teacher.
11:15 – Lunch and Recess
12:15 – Silent Reading Time - Children may choose a book from the class library and read quietly by themselves or with a friend in whisper talk.
12:30 – Language block - At the carpet, children will participate in a daily read-aloud and practice AIM gestures, connecting actions with language and sound. I would use a mix of Paul et Suzanne, as well as AIM plays as the school provides. This is also an opportunity for show and tell, language games and videos. Movement breaks would be incorporated into this 30-minute block.
1:00 – Inquiry block - Based on the topic of the week, children will share knowledge and ideas by responding to a question posed by a teacher, student, or one of our buddy classes in a hands-on format. For example, a question about ramps would be answered by children drawing pictures, creating block structures, telling a story, making a list of reasons for using ramps, etc.
1:45 – Recess
2:00 – Music and Movement block - children will learn about different concepts in music including rhythm, notation, tempo and pitch, while listening to both classical music and familiar french songs. Movement will be practiced with yoga, creative dance, martial arts and other child-friendly movement activities.
2:30 – Reflect and Goodbye block. Children each share an appreciation for someone that day, and share something they enjoyed. A goodbye song is sung, and children prepare for dismissal.
2:45 - Dismissal