Teaching

11 Resources for FREE Montessori Printable Materials

By Marnie Craycroft Filed Under: Classroom, Montessori Tagged With: Homeschool, Teaching This post may contain affiliate links. Please read my disclosure for more info.

Montessori materials can be quite costly. {Read: Montessori Language Resources & Montessori General Resources} The good news is that there are loads of free printable materials online! Are you looking for materials to add to your classroom or homeschool environment? Has this task been on your to-do list, but time seems to quickly pass you by? If the answer to either of these questions is yes, here is the information for which you seek. Below is a list of FREE Montessori printable materials available for download across the web!

FREE Montessori Printable Materials

Montessori for Everyone has over 130 free downloads for personal use. Topics include teacher tools, elementary work plans, and materials from language, cultural, math, and geometry.
Montessori Printshop offers a new free Montessori download every month. There are over 70 free downloads on this site. Topics include math, geometry, cultural, language, and art.
Montessori for Learning adds two to four FREE materials each month! There are materials for language, math, and science. These downloads include instructions for use.
If you subscribe to the Trillium Montessori Blog, you will receive over 30 free downloads. You will also receive a plethora of helpful information on numerous topics.
Montessori Mom offers a list with links to materials and lessons in all areas of the curriculum. These links include Dolch, phonetic, and phonogram lists.
Montessori Soul has over 400 downloads are available here in all areas of the curriculum
Montessori Materials is a platform for people to share the materials they’ve made. There are links to materials for all areas of the curriculum.
I love this homeschooling blog! The homeschooler offers loads of free materials including 3-part cards and memory/matching materials!
Teachers Pay Teachers is also a fantastic resource for FREE Montessori materials.
Loads of free Montessori printables from Every Star is Different
The Helpful Garden is an enormous wealth of Montessori information and free materials, including scope & sequence, record keeping, & lesson planning!

I hope you found this post helpful! Let me know your favorite go-to resources for Montessori materials!

Marnie

What Is the Montessori Three-Hour Work Cycle?

By Maria Burke Filed Under: Classroom, Principles Tagged With: Teaching, Theory This post may contain affiliate links. Please read my disclosure for more info.

Walk into any Montessori classroom and you will see children completely engaged in their work. This is due to the fact that the heart of a Montessori program is the three-hour work cycle. The early childhood environment focuses on concentration, coordination, order, and independence. Therefore, children must be given the time they need to fully submerge themselves in the work in order for these traits to manifest themselves.

In The Absorbent Mind, Montessori wrote, “…the child can only develop fully by means of experience within his environment” (88). In order for a child to develop, he or she needs to have the chance to focus solely on the materials in the environment. She also wrote, “The essential thing is for the task to arouse such an interest that it engages the child’s whole personality” (206). The work cycle gives the child opportunities to delve into the work he or she is drawn to and become fully involved in the work, oftentimes to the point of being able to ignore all activities going on around them.

Montessori's Three-Hour Work Cycle

Montessori shared a story about a young girl who repeated her work with the wooden cylinders. To find out how deeply she was concentrating, the other children in the room sang and danced around her. Montessori then picked up the chair upon which the girl worked. However, this did not break her concentration. After working with the materials forty-two times, she seemed satisfied with her work without being exhausted.

As the work cycle begins, a child may wander around the room. They might socialize with classmates or look for work that he or she finds engaging. A teacher might give a lesson or guide a child to choose a specific material during this time. As the morning progresses, children find work that interests them. If interrupted, they will not truly be able to develop the concentration that allows them to emulate the story above, able to work amid distractions.

What are the “hoped for” outcomes of a three-hour work cycle?

A deeper concentration
A satisfaction with the completion of the work
The desire to learn through the materials
Excitement about and focus on the work

These outcomes are evident in the faces and behavior of Montessori children. They are actively learning in the environment established so thoughtfully created by the work cycle. Therefore, classrooms hum as the children radiate joy in their work.

Maria

20 Ways to Achieve Normalization in Your Chaotic Classroom

By Marnie Craycroft Filed Under: Classroom, Montessori, Principles Tagged With: Teaching, Theory This post may contain affiliate links. Please read my disclosure for more info.

You've heard the term before but what the heck is normalization and how does one actually achieve normalization in a classroom setting?

First, a normalized child demonstrates a love of work, concentration, self-discipline, and sociability. Normalization, in essence, is an inner peace achieve through focus and concentration. Normalization is a beautiful sight to observe. You will know it when you see it.

Your job as the guide is to optimize the child and his environment. When you find a match between the child and his environment, he will self-regulate and have self-discipline.

How to Achieve Normalization in a Montessori Classroom

Use positive discipline
Seek out eye contact, especially when you're expressing main points. (e.g. a ground rule of the classroom). If the child is not paying attention, your statement will be ineffective.
Find a good spot to observe with a “bird's eye view” and the ability to move freely as children need you to intervene
A child may only use a material if he knows how to use it. In other words, they child is able to choose any material as long as he has had a lesson on that material.
When working with/in a group of children, sit with them, and use economy of words. In other words, if a child is beginning to act a bit disruptive, simply place a hand on his back, or make eye contact with him to help his regulate with the group.
Follow through is critical. Mean what you say and say what you mean.
Avoid “cutesy” names like “honey” and “sweetheart” when addressing a child. Use her proper name.
Set ground rules at the beginning of the school year. Involve the child in creating these ground rules.
Always explain the reasoning behind a rule. For example, “walk in the classroom” might be because running poses a safety issue.
The same goes for material in the classroom. Always use the proper name of the item.
Avoid extensive conversations with the other adults in the classroom while children are present.
Lean into older children to give lessons to younger children in the classroom. This approach not only assists the teacher a great deal, it gives the older child an opportunity to practice skills as well as hone communication and leadership skills.
If a child needs help, guide them to 1) try themselves, 2) seek out a peer to help, and 3) seek out an adult to help. In other words, the adult in the classroom should be the last resort.
Don't speak across the room to a child. Approach him and speak at his level.
Encourage a child to make his own decisions as long as these decisions are within the realm of his capabilities.
Come up with a way for a child to interrupt you without having to use his words. If he needs your attention, ask him to raise his hand to alert you, or ask him to place his hand on your shoulder or back. You do the same back to him to let him know you've seen him. Acknowledge you've registered that he needs your attention.
With the above said, don't interrupt a child and another teacher or a child working with another child. Set the example. Be the model.
Be kind, yet firm. This point is a general one but should particularly be used during the first two months of the school year. You're a teacher, not a friend.
Always demonstrate from the child's perspective. For example, when tying a shoe, make sure to demonstrate from the child's point of view.
If you witness imminent physical danger to materials or to a child, stop it immediately but intervening without hesitation.

Marnie

12 Characteristics of a Successful Montessori Presentation

By Marnie Craycroft Filed Under: Montessori, Principles Tagged With: Teaching, Theory This post may contain affiliate links. Please read my disclosure for more info.

The initial lesson presentation is critical in a Montessori environment. So, what makes for a successful Montessori presentation? Beyond the aims, the prerequisites, the steps to the lesson, and so on, there are specific practical steps we can take to optimize for success. The child learns from her work with the materials. The teacher's role is to remove all obstacles to the child's work. As one of my instructor's put it, “Cast a ray of light and then move on.” Yes. Yes. Yes.

“These lessons, exact and fascinating, given in an intimate way to each child separately, are the teacher’s offering to the child’s soul.” ~ The Absorbent Mind, Dr. Montessori

12 Characteristics of a Successful Montessori Presentation

Always consider the child. What drives him? What are his physical traits? For example, is he left handed or right handed? Are his fine motor skills weak or strong?
Check the environment
Check the material
Consider yourself
Be clear about putting the material back on the shelf. Model completing the work cycle.
Observe the child, the environment, the process, the results of the lesson, and yourself.
Be focused in your presentation using economy of words and limited movement.
Be simple. Be clear.
Be precise in your movements.
Allow child to get involved in the presentation.
Don't coerce the child.
Observe. Yes, I am going to mention this one again.

The classic Montessori presentation is the original hook. This introduction is the starting point with Montessori materials to rouse the attention of the child toward a particular material or object. Through careful observation, you will learn a great deal about the child during the initial presentation. You will also learn next steps in guiding the child's development. Remember that each of these lessons is not necessarily presenting new information to the child but instead helping the child organize the stimulus already within him.

Marnie

How to Give a Montessori Lesson

By Marnie Craycroft Filed Under: Principles Tagged With: Teaching, Theory This post may contain affiliate links. Please read my disclosure for more info.

The Montessori Lesson includes several key elements. I outline these elements below. As you can see, I always like to start with what is needed in order to prepare the work. Creating a foundation for bringing Montessori into your learning environment is key. In other words, preparing the environment must be done thoughtfully well before learning begins.

Key Elements of the Montessori Lesson

Age Range

This element tells you the “average” age range into which the child most likely falls.

Prerequisites

I prefer to look at prerequisites rather than “age range”. This element gives a better indication of the child's progress and readiness. Children develop at different paces and often children who enter the Early Childhood classroom later (say 5 rather than 3) need time to embrace the Montessori lesson approach. The teacher should use his observations of the child to evaluate the child.

Materials

Useful information to help prepare for the day, the month, or even the school year. The teacher also needs to be certain a complete set of materials exist for the child to complete her work.

Points of Interest

I love this part of the lesson. This element lets you know what to acknowledge during the lesson. Points of interest are the parts of the lesson that speaks to the senses. The sound of beans hitting an empty bowl or the sound of water falling out from a pitcher. Point these out to the child to hook her onto the complete lesson.

Presentation of the Work

This element of the lesson outlines step-by-step how to present the lesson to the child in a complete work cycle.

Direct Aims

The direct aims of a lesson are often not what you might think. In most cases, at least with Practical Life exercises, direct aims include concentration, independence, order, and coordination. The direct aims can be thought of as the input.

Indirect Aims

Indirect aims can be thought of as the output. For example, if a child successfully pours water into a bowl without spilling, the indirect aim is just that. The child acquires a skill that will help her in life that day and beyond. Other indirect aims that are not noticeable just yet includes preparing a child for reading and writing. Yes, this preparation starts in Practical Life.

Control of Error

I wrote extensively about Control of Error in previous posts. This element might be my favorite. Control of error allows adults to stand back. We don't need to intervene to help the child because there is a built-in control of error in the material. For example, carrying a tray unevenly will cause the materials to spill onto or off the tray. Control of error provides direct feedback to the child so that he may lead his own learning.

Isolation of Quality

Isolation of quality is also a favorite element of mine. This concept allows a child to focus on and to develop a single skill, thereby avoiding the noise of other qualities of a material. So, a child focuses on pouring and nothing else. Know the purpose of the work and then guide the child based on that quality.

Language

Exercises across the Early Childhood classroom provide ample opportunity to build a child's vocabulary. This element provided in each lesson gives insight into the specific words relevant to the work.

Variations

Also a favorite! The child completes work in ten minutes! Where do you go from there? This element gives you ideas on next steps with the work. Don't be too quick to put the work away. Variations abound in the Montessori classroom. Check out these lists of variations and extensions:

How to Give a Montessori Lesson

Qualities of a Montessori Lesson

Sit next to the child, on the child's non-dominant side so that he can see the work as you present it
Use economy of words. Your body language, eye contact, and subtle movements should give the lesson.
Speak slowly, gently, and kindly.
Exaggerated movements.
Move left to right.
Utilizing older children in giving lessons to younger children

What is the Montessori 3-period Lesson?

Montessori teachers use what is called the three-period lesson in pretty much everything they do in the classroom. In other words, it is a fundamental part of the Montessori lesson presentation for any new concept such as learning vocabulary, countries on a map, and new vocabulary. In fact, I use this approach at home with my children because it is so effective. Once learned and practiced, the three-period lesson becomes second nature.

Here is how to achieve the 3-period-lesson:

1) Naming

Really easy. Point to the object. Say the name of the object. Repeat by saying, “Can you say X?” Repeat for three objects.
Place the object you believe the child is most familiar in the middle. Once the objects have been named and reviewed a few times, one last time point to each object and name each one.

2) Recognition

After rearranging the objects, ask: “Can you show me the X?” or “Please show me X.” or “Please place the X in the basket.”
In this part of the lesson, by handling and moving the objects increases the kinesthetic memory of the object thus deepens the child's recognition of the object or work.

3) Recall

Place the three objects in a horizontal line in front of the child: “What is this?” Repeat with each object.
This part of the lesson asks the child to recall – on his own – the object. Move forward only if the child is doing well. Otherwise, stop with the 3rd part of the lesson and repeat part 2 or even part 1.

Click here to learn specific Montessori lessons across the various areas of learning.

Marnie

9 Ways to Make Your Classroom Extra Awesome

By Marnie Craycroft Filed Under: Classroom, Montessori Tagged With: Teaching This post may contain affiliate links. Please read my disclosure for more info.

The time has come to think about your classroom for the upcoming school year. I know, it is only May, but what a great time to reflect on your year and to make notes about the changes you want to make for next year. Don't get stressed out. I am not suggesting that you make changes at this moment. Simply make a list. I believe in this approach so much that I made an adorable printable for you. Check it out!

Make Your Classroom Awesome this Year

Here is a great way to get those creative juices flowing: Wait for a moment when you're alone. No kids allowed during this time. Stand in your classroom, whether at home or in a school, close your eyes and imagine the scene. What is your ideal environment? Picture it. Then open your eyes and soak in your current environment. Notice what is awesome and notice what needs some refreshing. Then write your thoughts and ideas down. Place this piece of paper some where you will see it every day. This piece of paper is your reminder to make these changes happen and to embrace your ideal space. Got it?

Take Learning Outside

What a great way to freshen up your classroom. Find a way to bring learning outdoors. Whether you sit in a circle and have a lesson, or maybe make the learning more active and go on a nature walk easily integrating science, math, and language learning. I have loads of posts on learning outdoors. Taking your classroom outside can be a challenge (especially if the weather is not cooperating! Here are a few tips for that scenario.) but with preparation, you will success. Let me know how it goes. Oh, I also wrote four guides to get you started on bringing Montessori outside. You can download the first guide (Practical Life) for FREE here.

Use Essential Oils

Before you skip over this suggestion, take a minute to read up on the benefits of essential oils! There are loads of wonderful activities for kids using essential oils. I compiled a list of the great ways you can use essential oils in your classroom. So, definitely check out that post. Let me know if you have any questions about essential oils. I have been using them for a few years for myself, my children, and my home.

Combine Movement & Learning

Many people on't realize this fact but Montessori placed great emphasis on combining learning and movement, not simply because kids enjoy learning more with this approach. Based on science and the way the brain develops, using both sides of the brain, and so on drove these points. Maria Montessori came to these conclusions through observation but modern science delivers research supporting her conclusions.

Practice the Silence Game

Integrating the Silence Game into the daily routine is easy to do and packs a big punch! Bring the children together in small groups or in a class circle, use the template I provide in my post on the Silence Game, and choose (or have a child choose) a special place in the classroom to hold the Silence Game materials (e.g. a chime or Tibetan Singing Bowl). Add your twist to the activity. After practicing a while encourage a child to led the activity.

Create a Peace Corner

Montessori believed children were the ultimate peacemakers. Finding ways to teach peace and to be peaceful in the home and classroom is important. This space will change your classroom energy.This space will be a go to spot for many children in the classroom. Create it with loveliness and simplicity. Include books that teach peace in a small basket. Ideally near a window with natural light, perhaps with a fish or a plant for the child to observe. The window is great not only for light but for a place for the child to gaze out onto the world.

Embrace Process Art

Art should be about the means, not the ends. I say that for adults and children, but especially for children. Give them the space to create and to use their unique imaginative approach will produce wonders and happiness. Check out these art ideas for some inspiration. Here are ideas for creating an art space in your home and classroom.

Focus on Simplicity

To be frank, avoid clutter and overstimulation. I know, easier said than done but I am hear to help! Check out these ideas on decluttering and see if you can apply them to your classroom space. Decluttering will change your life!

Rotate Shelves

A trick to engaging kids is to rotate shelves. You don't have to load up shelves with new materials. Who has the money for that? Use the materials you have to switch out works and to create variations. The possibilities are endless.

Make a Kindness Jar

Bringing social and emotional learning into the classroom goes a long way. A kindness jar is a simple, effective way to get children to start thinking about what it means to be kind. I appreciate the versatility of this activity. You can make it visual and concrete by simply using red pom moms. Every time someone observes kindness, he or she can add a pom pom to the jar. Watch the jar fill! Kids love it. Or, you can make it a writing exercise allowing children to write down why or how a person was kind to them.

Now go download that adorable printable to get you started on making your classroom awesome!

Best,

Marnie

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