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Dear Ask a Montessorian, help!  I would love ideas on handwriting lessons with kindergartners. Right now we have small groups. I write words on a dry erase board and they write them on lined paper, but what other ways can they practice?

Thank you for your question.  There are many creative and engaging ways that Kindergartners can practice refining their handwriting in the Montessori classroom.  Below are some ideas that I have enjoyed as a teacher, and you may want to try with your students.

Shelf Work:  In my classroom, the Kindergartners have tended to choose shelf writing work daily. They choose their age for the number of ‘writing sheets’ they do per day. Students can choose between patterns, numbers, letters, words, rhyming, songs and sight word work. They can also do a greeting card as their last writing work. There is often a group of them sitting at the writing table. This table seats 6 to 8 children. In a classroom of 24 students, the table is often full of both kindergartners and four-year-olds in their sensitive period for writing. Teachers can guide students that need help.

Writing Journal:  Once the writing sheets have been finished, students place them in their writing journal. Black composition books are used for this purpose. Students write their name on the front. Teachers are often surprised to see how they spontaneously want to and can write their names. I encouraged them to use the first page for a self portrait. The next pages are for writing sheets to be taped in once they are finished. This book then serves as a historical record of the child’s work. It stays at school throughout the school year.

Writing Process:  Keep in mind that in general, Kindergartners like to write. They like to do shelf writing work and have ‘writing meetings.’ Some will have mastered  formation skills and spacing. Some will still be working on formation. The materials on the shelf include labeled, sequenced writing baskets. Students choose their own work and work at their own pace. Teachers can guide them in making a choice and give lessons as needed. Students like to  trace patterns, numbers, letters and words just as much as they liked tracing the sandpaper letters. First they trace and then they copy. This is the step we as Guides often leave out. Giving students the ability to copy is an integral part of the writing process. This is what teachers do when they have meetings where students copy what is written on a whiteboard or chalkboard. If the student does not have the skills to copy the word yet, the teacher can write in in pencil or a yellow marker and have the students trace it. We want students to be successful, so scaffolding in this way is appropriate.

Picture Story Meetings:  Kindergartners look forward to group writing lessons.  They like the repetition of knowing that they will have a meeting every week on the same day and at the same time. If they are full-day students, it is easy to fit in two special writing meetings a week. I have always done one meeting on Tuesdays that we call Picture Story Day. This 10 to 20-minute meeting focuses entirely on learning how to write a story. At the beginning of the year, we write the title of a story and draw an accompanying picture. We learn to sign our name as the author and illustrator. We begin writing sentences – one at first and then two or three. Sometimes the teacher directs what the story will be about. If we are working with Africa in the geography area, for example, it could be a story about Africa. Sometimes students draw a picture first and then write their story. Sometimes they do the story first and write the story next.

Star Picture Story Example: The students arrive at the meeting with their writing journals and one marker. We sit at the table and take a moment to center our attention. We shut our eyes and take 3 deep breaths. I guide them to the work: ‘Today we will write a story about the stars. See stars all around you. Are they bright? Who is you with? Where are you? Now when you are ready open your eyes. Let’s write the title for the story. If you need me to write the words for you I will, and you can trace over them.’  Once they have all written their title, we move on to the body of the story by composing sentences. I can help and advise those that need it. I found that some students like to tell me what they want to write before writing it.

Dictation Meetings: Every week we would have a dictation meeting. Students bring their book and a marker. We center for a moment. I remind them that they write what they hear me say. I call off numbers, letters or words for them to write. As the year progresses, they become focused on listening and responding with ease. This becomes a favorite activity to look forward to.

I hope you will try some of these ideas in your classroom because you will see how the culture of writing begins to be the norm, and how the students’ refinement improves over the school year. Students like to practice writing with appealing, ever-present materials. A writing shelf with sequenced writing sheets allow students an opportunity to fine tune their skills.  Writing meetings are essential in empowering kindergarten students to grow and learn together. They are an effective way for teachers to guide students. Students in meetings guide one another with suggestions and ideas. They become a community!

Susan Scheibenzuber holds her Associates in Early Childhood and an Early Childhood Montessori certificate.  She is a retired teacher and now promotes handwriting skills and Beautiful Handwriting materials in her national presentations and at her website, www.LaughingStarMontessori.com

My six-year-old daughter is addicted to sugar. From morning to night all she wants is junk food and sugary snacks. I find protein bar wrappers stuffed under her mattress. Help!! 

This is the cry of many families these days – sugar, sugar, sugar. To quote Robert Lustig, author, pediatric endocrinologist, and Sugar, the Bitter Truth guru, “We’re eating and drinking dessert all day and night long.”

This is probably true, however, in my experience as a former Montessori directress and practicing nutritional therapist (and to paraphrase a popular tune):  ‘It’s all about the macros, ‘bout the macros, not sugar.’

As soon as I hear that a child’s cravings for sugar is negatively impacting their lifestyle: academically, behaviorally, emotionally or physically, I ask the parents to think of these extreme cravings as an SOS call from every cell in their child’s brain and body, ”I’m starving and I need energy and nourishment now!”

Simple carbohydrates like sugary boxed cereals, muffins, protein bars along with anything white (which indicates that they are stripped of vital nutrients) provide quick and short-lived energy that quickly drains the brain alerting the body’s fight or flight system which is counter-productive to learning – leaving the think tank, muscles, tissue, and all body cells depleted and hungry or “hangry” which is a common description I hear from many parents.

Most of us know this but through mindful meal planning we can help alleviate the sugar cravings.

We begin with balancing and timing of macronutrients throughout the day.                                   

• Protein contains amino acids that build the body and chemical messengers in the brain for focus, learning, memory, sense of well-being, calmness, impulse control and sleep.
• Complex carbohydrates take longer to digest so energy levels are sustained to increase physical stamina and brain power. (bonus – sugar cravings diminish).
• Fats from animal, fish, and plant sources help to regulate the brain so there is a good balance between arousal and calm. Fats and complex carbs promote good digestion and heart health.

Bonus for all sugar aficionados.  You can have your cake and eat it too! A cookie, piece of candy or ice cream will ‘hitch a ride’ as an “accessory” to the macros digesting throughout the day without impacting blood sugar levels negatively once macronutrients from minimally processed sources are balanced to meet an individual’s unique metabolism.

When I was teaching decades ago, I noticed that many students started their day with good cheer and great focus while others struggled from the minute they entered the school yard. Some even sat down on the steps of our Casa Dei Bambini finishing their bags of sugary cereal or muffins (of often adult portions). I learned quickly that if I provided eating foods rich in macronutrients from the beginning of the school day until the end, even the hardened sugar addicts were able to focus and learn. These food opportunities were available to the children starting with a mini-meal they prepared before class and individual food preparation works with the option of inviting a friend.  I videotaped the children assembling, serving, and working with food preparation activities my last few months of teaching. I  held the camera and truly captured the essence of how a community of master chef, well-fed toddlers not only broke bread together (Ezekiel, of course!) but engaged in classroom works attached to the joy and sense of accomplishment.

It is my greatest joy to share these techniques, show how to integrate them in a classroom and home setting, and provide evidence-based nutritional science and education to parents, educators, school administrators and on-site school chefs and meal planners. I cover a lot of ground in my upcoming 4-week nutritional intensive course Nutrition for Learning, Health, and Well-Being. Together we follow Dr. Montessori’s directive to develop within ourselves “the habit of specializing in children’s food.”  The next course begins June 17^th.

Jan Katzen AMI, CFP, CN is a former pre-primary Montessori educator. She is now a nutritional therapist working with developmental pediatricians and mental health professionals in Phoenix, Arizona. Jan is a nutritional educator and video presenter in the CGMS Infant/toddler certification course. To learn more about Jan including her books and recently released children’s eBook, “Humdrum Hannah was Eating Junk” visit her website  www.nutritionforlearning.com

Dear Ask a Montessorian, soon a student will switch from their public school to grade 5 at our Montessori school. How realistic is it to make the transition academically viable? I’m Early Childhood trained and know that hands on experience with the materials is very important in the early years.  Are these materials still required as a foundation in Upper Elementary? What would you recommend that we do to help a new student entering a Montessori class for the first time?  

Dear Upper EL Guide, when I was teaching in an Upper Elementary classroom, we had many students over the years join our class from other schools, mostly traditional, without any Montessori experience. The transition can be bumpy, but there are things that you can put in place to help the child flourish.

In terms of your question about the materials and experiences in the Casa classroom that the child missed, you want to meet the child where they are. This means taking their age into account. I would tend to say that you will not bring in materials from the Casa room for the child to use. You will want to observe and see where the gaps are and present opportunities for the child to gain those skills in a way that matches their developmental level. For instance, you wouldn’t have the child practice a spooning exercise, but you will provide cooking or mealtime experiences for the child to develop the same skills. It is important for the guide to learn about the interests and skills of the child and work to build on those skills to facilitate the building of confidence and comfort in the classroom.

In addition, you will want to meet with the parents and get a clear idea of why the child is moving into your classroom at this time. In turn you will provide parents with as much information as you can about how you will approach both social and academic work. Then you will want to assess the child’s academic standing. You will need to plan for many one on one lessons at the beginning of their transition. For example, they may already know how to do long multi-digit multiplication with pencil and paper, but you will want to show them how to do it on the checkerboard and get them comfortable with using the materials. This is where I have seen the most resistance, but over time it becomes easier and they see that all of the other children are using materials for learning and working, too.

Planning some community building activities for the whole class at the time of the transition is very helpful in bringing the child into the fold and culture of the classroom. It is helpful to talk about what the class as a whole can do to create a welcoming environment for the new student. Preparing the current children for the addition to the community is a necessary component of this process.

I believe that it is important to always be working on building a culture of inclusivity in the classroom. Having grace and courtesy processes in place for welcoming visiting and incoming children and adults is important work that Montessori Guides need to see as a priority in their classroom. These processes take time, thought and effort on everyone’s part. The effort is well worth the positive outcome. Creating this foundation of inclusivity is what will allow the new child to be able to try new things, and be open to getting to know the other children. When a strong culture of kindness, hard work and fun is in place you have a high probability of the new child coming into your classroom transitioning in a positive manner.

You have many skills already that will help guide you in these types of transitions. Observing, planning and connecting are the hallmarks of our approach. Just the fact that you asked this question shows that you are a caring and thoughtful Montessorian!

–Stephanie Pullman, Elementary Level Associate Director at The Center for Guided Montessori Studies

Stephanie Pullman has taught at the Toddler,  Lower Elementary, and Upper Elementary levels in her career.  She has served as a teacher trainer for five years at MWTTP, and currently serves as an adjunct instructor of Child Development at Cerritos College, Cerritos, CA.  Stephanie holds a Master’s Degree in Education with a Montessori Emphasis from St. Catherine’s University and received her AMI 6-12 Montessori credential in 1993.

Located in Long Beach, California, she enjoys visiting museums, movies, yoga, and reading.  In addition to her role as a CGMS Elementary Level Associate Director, Stephanie has served CGMS adult learners as an online instructor, residential session instructor, field consultant, and practicum advisor.

Dear Ask a Montessorian:

Help! How do I introduce history and cultural topics to my students without alienating any particular groups?

This is a great question, and one that is commonly shared. Dealing with history and cultural topics can be challenging, and I’d like to acknowledge you for being considerate of all students to make sure you aren’t alienating anyone. There are a few different ways you can approach this.

First, using primary sources allows you to introduce various topics objectively. Pictures, letters, and diary entries to use can be found on the Library of Congress website as well as other collegiate sites. Gettysburg College is a fantastic resource for Civil War primary sources. Because these are first-hand artifacts, you are able to be objective and present the facts. For example, when teaching about the Civil War, it is important to recognize that there were, and still are, two very different views. Requesting that students use primary sources for their research allowed them to learn history first-hand instead of inferring from a secondary source.

Second, you can use literature as a way to discover various points of view. When you look at a particular topic from different vantage points, you can elicit discussions to which the students can contribute. One of my favorite ways is to use historical fiction. For example, when we were studying the Revolutionary War in my Upper Elementary classroom, I used Chains, which is told from the point of view of a slave, and Sophia’s War, which is told from the point of view of a white colonist. Once my students read these two books, we discussed the differences in the two girls’ lives and how their upbringing affected their situations. When putting together my cultural plan, I did research online to find historical fiction that would align with the topic we would study. Your local librarian can assist you in finding books as well.

Third, you could use the inquiry-based method of learning. This allows for students to make a connection in their own lives and their understanding of a particular topic. It is a way for them to begin to ask questions and conduct research to find answers to those questions. During my student teaching experience, I used this method to study the theme of identity. Once the connection was established, the students were able to ask questions and research topics. It was a powerful example of the wonderings of fifth graders, and it was an amazing lesson for me. Kathy Short, a professor from the University of Arizona, created this Inquiry Cycle. More information can be found in the article she wrote (link: http://www.ibmidatlantic.org/Inquiry_as_stance.pdf).

Finally, you can host a parent education night to bring up the topics you plan to discuss. You can let them know that you are aware of the importance of being objective and approach the specific topics with care. They will see the effort you are taking. They may even be able to give you insight about sharing the information.

I hope these suggestions help and that you are able to navigate these sensitive topics with care.

Maria Burke, M.Ed, the Director of Lighthouse Learning, LLC has a Bachelor’s Degree in Elementary Education, a Bachelor’s Degree in French, and a Master’s Degree in Curriculum Education. Ms. Burke holds credentials through the American Montessori Society for ages 3-12, and completed the course “Building a World Class Montessori School” through the Montessori Foundation. Maria began Lighthouse Learning, LLC in 2007. The Dollar Board™ was the first material she created. Labeling the Cloth, Push Pinning Through the Curriculum and The Quiet Book Manual followed. Ms. Burke has presented and exhibited at a number of conferences across the country, and she continues to create uniquely handcrafted educational materials.