1. Izumi International 1

2. Terms & Conditions: 1.Participants should be high school graduate at least. 2.This is a one day workshop: 9 to 13. 3.This is a vey preliminary introduction into the Montessori Method. 4.The further workshop would be held for interested. 5.Venue: ……………….. 6.Date: ……………..

3. Teacher Training

4. Workshop Program 1.The Philosophy of Montessori 2.Child Development 3. How Montessori Works in Classroom 4.Montessori Curriculum 5.Montessori School 6.Montessori Materials

5. P HILOSOPHY DEVELOPMENT Birth to Age Six: Before the age of six, a child learns from direct contact with the environment, by means of all the senses, and through movement; the child literally absorbs what is in the environment. The toys and materials in the home and school for this period of development should be of the very best quality to call forth self-respect, respect and care from the child toward the environment, and the development of an appreciation of beauty.

6. Quality and Beauty

7. Philosophy Plans of Development she divides it to two sub-phases: birth-3 and 3-6 period. Special powers in the period of formation (birth-6) is: Absorbent Mind: birth-3 is like sponge and 3-6 is conscious which imply a will Sensitive Periods (he become sequent, though not linear, sensitive to following, that is, needs for it and looking for it): 1. Order 2.Tiny Objects/Small details 3.Development of sensory perception and refinement 4.(Coordination of) movement 5.Language 6.Social relation / awareness

8. Developmental Area Areas that Montessori method emphasizes to design its activities based on are: Physical Intellectual Emotional Social Language

9. Montessori Philosophy 6 main and major parts of Montessori method evolves: 1.The prepared environment The prepared environmentThe prepared environment 2.Freedom, Discipline, and Independence (Self-Construction) 3.Normalization, Deviations, and Concentration Normalization, Deviations, and ConcentrationNormalization, Deviations, and Concentration 4.Planes of Development and Absorbent Mind Planes of Development and Absorbent MindPlanes of Development and Absorbent Mind 5.Sensitive Periods 6.The Montessori Directress

10. Prepared Environment Definition and characteristics: An adult prepared environment so that: allow freedom of movement stimulate childs interest actualize childs self through his inner needs reinforce independence Suited to the stage of childs development

11. H OW A M ONTESSORI SCHOOL LOOKS LIKE ? A sparse environment of carefully chosen materials calls the child to work, concentration, and joy. A crowded or chaotic environment can cause stress and can dissipate a child's energy

12. Normalization characteristics of normal child 1.Love for: Order Continues and happy work Silence working alone 2. Spontaneous concentration 3.Attachment to reality 4.Sublimation of the possessive instinct (use thing and put them back) 5.Obedient 6.Initiative 7.Independent 8.Joyful 9.Calm 10. Cooperative not competitive 11.Peace-loving 12. Social sentiment of help and sympathy for others

13. Normalization conditions for normalization To cure, the child must work. hand at work, mind guiding it. But a work with concentration. Normalization comes about through concentration on a piece of work Also the work must be purposeful, grounded in reality, interesting, call for challenge, and with child size and attractive materials (enthusiasm).

15. Deviation Conditions that do not favor self construction Less Opportunities for Action (Passiveness); for instance excessive T.V. sedentary (lack of freedom) Child Rearing Practice conditions like: 1.Overly possessive, overly protective, excessive anxiety (lack of independence) 2.Rejecting parents – lack of concern 3.Authoritative – over controlling (lack of freedom) 4.Overly permissive, overly indulgent, and unassertive (lack of discipline)

16. H OW A M ONTESSORI SCHOOL LOOKS LIKE ? The schedule --- The Three-hour Work Period … During this time adults and children alike respect a child's concentration and do not interrupt one who is busy at a task Multiage grouping – Children are grouped in mixed ages and abilities in three to six year spans: 0- 3, 3-6, 6-12 (sometimes temporarily, but not ideally, 6-9 and 9-12), 12-15, 15- 18. There is constant interaction, problem solving, child to child teaching, and socialization. Teaching method - "Teach by teaching, not by correcting" – There are no papers turned back with red marks and corrections. Instead the child's effort and work is respected as it is Teaching Ratio - 1:1 and 1:30+ -- Rather than lecturing to large or small groups of children, the teacher is trained to teach one child at a time, and to oversee thirty or more children working on a broad array of tasks

18. H OW A M ONTESSORI SCHOOL LOOKS LIKE ? Class size – Except for infant/toddler groups, the most successful classes are of 30-35 children to one teacher (who is very well trained for the level she is teaching), with one non-teaching assistant. Learning styles This particular model is backed up by Harvard psychologist Howard Gardner's theory of multiple intelligences. Assessment – There are no grades, or other forms of reward or punishment, subtle or overt. Assessment is by portfolio and the teacher's observation and record keeping Requirements for age 0-6 – no academic requirements for this age, but children are exposed to amazing amounts of knowledge and often learn to read, write and calculate beyond what is usually thought interesting to a child of this age Character education: – children learning to take care of themselves, their environment, each other - cooking, cleaning, building, gardening, moving gracefully, speaking politely, being considerate and helpful, doing social work in the community, etc.

20. Montessori Curriculum Montessori class in age 3-6 has 5 subjects with especial materials: development motor skills and Co-ordinationCare of self Care of environmentGrace and courtesy 1.Practical life: including development motor skills and Co-ordination, Care of self, Care of environment, and Grace and courtesy.Practical life 2.Sensorial Education: Including Visual, Tactile, Olfactory, Auditory, Gustatory, Geometry (taught sensorially), and Algebra (taught sensorially) Sense. 3.Literacy Skills: including Language games, pre-Literacy material, pink Series, Blue Series, Early Grammar, Green Series, and Later Grammar 4.Mathematics: including Counting 1 -10, Golden Beads, Group Operations, Counting 11 -99, Simple Sums, Tables, Fractions, Individual Operations 5.Cultural Studies: including Biology, Geography, History, and Science Experiments

22. Method of lessons what is supposed to happen in class regarding to lessons? Children are encourage to move and learn through concrete materials Children will repeatedly work with the activities Children should be able to find an activity which would challenge his/her abilities The directress present the activity first but then the child takes over and continues to work on his/her own as many time as he/she wants too

23. Montessori Philosophy Concentration in Montessori The first essential for the childs development is concentration. It lays the whole basis for his character and social behavior. He must find out how to concentrate, and for this he needs things to concentrate upon (The Absorbent Mind).

24. Montessoris Model of instruction encouragement and reinforcement external motives such as reinforcements, gift, voucher, and so on are not advised in Montessori Model because it is believed that Activities are satisfactory.

26. Montessoris Model of instruction What to do with child mistakes? childrens mistakes are not criticized to let her to correct their selves. When child make mistake in activity, directress may say would you like to do it again?, taking back the child to the step that she has mistaken. If the directress find out that the child is not ready for that activity, then she should just guide him to another activity, neglecting the current mistakes in current activity.

28. Materials in Montessori Method characteristics of Material Control of error: Materials in this method most often are self-correct. Meaning, materials are designed so that the child will realize his mistake. That is, there is only one solution to complete an activities.

30. Activities in Montessori Characteristics of activities Isolation could be seen as a rule which means an activity must Concentrate in one aim and address one ability of child. For instance, in Sensorial Education, every activity should deal with one sense. This rule either address the material, that is, to provide so that address one sense, or in much cases address the activity. An example could be in tactile exercise in which child should close his eyes for to the activity deal just with tactile.