The Issue of Units and Themes

I have read two blog posts recently on the topic of units and themes. Firstly this post from Elementary Observations, in which the writer gives a brief outline against. Secondly this post from Study at Home Mama, in which the writer makes a case for the use of unit study.

In my training, and my mentor was AMI (Bergamo, Italy) trained, I was told that themes do not work. More explicitly that to teach to themes or to only do botany one term and zoology another term doesn't work. It probably works great for the teacher, but our focus is the child.

The beauty of the Montessori 'curriculum' is that it is not necessary to organise and plan in the same way mainstream and other methods do. The learning areas are already laid out - the sequence of key lessons - so that the child is able to make the many discoveries on their own. It is the core objective that the child constructs himself and his learning from his experiences - the key lessons, the cosmic fables and the prepared environment - rather than the teacher imposing knowledge and opinions on the child.

Units and themes are unnecessary because we are giving children the key experiences they need that serve as a launching pad for their exploration and learning.

To me it appears to be a lack of faith in the method to be bringing in mainstream ideas and tools of education into the classroom.

Teachers, Privacy and Opinion

In our modern time of social media, teachers are being equally encouraged and discouraged to share and engage with their peers and other interest groups.

Many schools have policies that restrict members of staff from sharing photographs of their classrooms (understandably when there are children included), what they are able to discuss outside of the school environment (e.g. schedules, policies, procedures, etc) and even whether or not they are allowed to mention/display what school they are employed by.

Not all schools are restrictive, but many of my peers and colleagues are restricted in their online life by their employers. I have one friend who blogs, but is not allowed to show any photos of her school or name her school. I have another who blogs who cant do either of those things and has been asked to refrain from using her full name so that no one makes the connection between her and the school. Now these are smart and respectful women who handle themselves in a very professional manner, and are being censored.

This doesn't just happen in education. Many corporate employees are not allowed to state who their employer is on social media either. This is all about protecting corporate image, which is possibly the same mentality of private and independent school boards.

The difference is that it makes it harder for teachers to network and engage in meaningful conversation. I was recently reading a post (and when I find it again I will link it - I've searched my twitter feed to no avail) about how teachers are more engaged in more meaningful discussion and reflection through online discussion rather than traditional PD.

Is it a case of we all pay for those who hastily push the post button? Or is it that we are living in an increasingly litigious and judgmental world? Is part of the problem that not everyone understands that opinions are part of healthy discussion?

Personally I feel part of the problem is we are becoming more individual-centric and focused on our rights and neglect our responsibilities.

What are your thoughts?

On the Shelf

Whilst sorting through my files during the school holidays I came across some photos from last term of some language work that we were working on:

 

 

I hope to share more with you soon!

The Herding Effect

Throughout my training it was often discussed. The Herding Effect of the second plane of development. But until you observe it in the classroom nothing can really prepare you for it.

It starts with one child having a little hop as they walk through the class. The next child to walk this path will skip, then the next one skips faster and then finally two more are running after the first three children.

Or the classroom will be harmoniously working and then one child talks a little louder, then another starts a conversation, then someone starts singing.

Obviously this effect is worse in a class that isn't normalized. But it also important to remember that this is the natural instinct of the child in this age group.

Maria Montessori outlines in To Educate the Human Potential how this is part of a natural tendency through which mankind becomes organised. And so I find it only takes a gentle reminder (even a nonverbal cue for the more in-tune child) is all it takes. The child of this age is searching for justice and will test your consistency with such social conventions.    

Ms Becker has an excellent series of posts on honouring the 6-9 child.

Montessori Nuggets also gives a fantastic overview of the planes of development.

My favourite book on the topic of classroom management is Montessori Class Management by Franco Albanesi.