Coding for Kids: Code.org in the Montessori Classroom

In case you didn't already know, I love the Montessori approach to education. I love the beautiful materials, the hands-on work, and the mixed-age classrooms. Most of all, I love following the interests of the child.

 In fact, this year I've decided to step outside my comfort zone that is the typical Montessori curriculum in order to "follow the child." 

Several of my students have expressed a keen interest in learning to code. And admittedly, computer programming is not an area of expertise for me. However, I always want to do what I can to foster the interests and curiosities of my students. 

And so, earlier in the year I went to a code.org workshop to learn about their coding curriculum. I discovered that–in many ways–it works really well with the Montessori philosophy of education. You can read more of my thoughts on that here, but the gist of it is that the code.org curriculum includes quite a lot of hands-on activities that come before the more abstract computer work.

Thus far, we've done two hands-on, "unplugged" activities, both of which proved to be educational and engaging at the same time. My students are already asking for more coding lessons!

The first activity was called Graph Paper Programming. Much like a typical Montessori lesson, I started by introducing new vocabulary to the students:

• algorithm- a list of steps you can follow to finish a task

• program- an algorithm that has been coded into something that can be run by a machine

The students went on to create programs on graph paper grids that their friends could decipher by acting as the "machine." They started this process on small 4 x 4 graph paper grids.

At the end of the lesson, I challenged them to create their own design on a large piece of graph paper, write a code for it, and see if their friends could reproduce the design by following their code. They worked diligently on these designs & codes over the next week. Here are the results:

For the 2nd "unplugged" activity, Real Life Algorithms, I challenged them to write out algorithms (or a list of steps) for daily tasks such as making a PB&J sandwich, dusting the geography shelf in classroom, or planting a flower. The idea behind this activity is to understand that a program won't work properly–or at all–if the algorithm is not in logical order or if it missing a step in the process.

Then came the real fun. They cut out the pieces on this worksheet, put the steps in a logical order, and got to make & fly paper airplanes following the algorithms they pieced together.

These "unplugged" activities are great for exploring basic programming concepts. And now I am excited to try out our first coding lesson on the computer this week! Updates to follow!

If you'd like to try out one of the code.org courses in your classroom (or homeschool), their curriculum is available online here, and it's completely free!

I'd love to hear any feedback from others who have tried code.org OR any other coding curriculum. What works for your students? Let's share ideas!

Reflections of a First Year Teacher

My first year as a Montessori elementary school teacher has officially come to a close.

What a ride! They say time flies when you're having fun, and indeed, it did. Children who were complete strangers to me a year ago have become the people (aside from my family) whose well-being I contemplate most. 

I finished the school year feeling grateful to have a career that motivates & inspires me, pushes & challenges me, and allows me to make a small, but significant contribution to the world. 

There were good days, fun days, as well as stressful days when tears were shed. Some days made me question my chosen profession, while others confirmed it entirely.

As a class, we bonded, and we settled into a routine. We became a community–the students taking the lead on decision-making and learning to sort through disagreements on their own. I assisted and offered guidance when necessary, but ultimately took a back seat.

We made art, we wrote poetry, we cooked, we dissected, we played, we made music, we danced, we mentored, we presented, we challenged ourselves & each other.

This was a year that I will always remember and look back on fondly. It will always be my first.

“Smooth seas never made a skillful sailor.”

This was my mantra for most of the year, because challenges are inevitable. They make us stronger  & wiser when we face them head on. Only through persistence and commitment will you begin to see the fruits of your labor. But YOU WILL! 

So, what were some of the challenges I faced in my first year of teaching?

• Busyness. Much of the year felt busy and hectic. I often felt as though I could barely keep up with all that was going on around the school and couldn't focus on my students and their individual needs as much as I wanted to. The students were busy. They were given a lot of responsibility to plan & prepare events & other activities throughout the year. Responsibility is key in a Montessori environment because it teaches children, in a natural way, to contribute to their community–to be an active participant. However, I also believe that it's in the times of quiet & calm that children are truly free to conjure up, express, and act on their unique ideas & interests.

• Students' lack of confidence. This one came as a surprise to me. As a first year teacher, right out of my Montessori training, of course I was thrilled to get to know the students and their individual interests. I wanted to know what they were excited to learn about! I observed, listened, and conversed with them in hopes of learning what they loved that might possibly fuel their learning. For the most part, this worked. Children became inspired and engaged, because they were interested! But, as it turns out, there are a few children out there who truly lack a confidence in their work and in their learning abilities. As much as I tried to stoke the flame, they wouldn't admit an interest, they wouldn't latch on and let themselves become excited about an idea. In this case, all I could really do was to focus on building their confidence any time I saw the opportunity. And with persistence, I did see moments where these children were proud of an accomplishment, no matter how small. And I feel good about that.

• Being in a 6-12 year old classroom, where the idea of an "upper elementary" and a "lower elementary" also existed. The mixed-age classrooms that are essential to a Montessori education are one of the aspects that I love most. I LOVE seeing older children helping younger children and practicing their leadership skills, while the younger children are inspired by the work they see the older ones doing. This is so evident in a 6-12 environment. You've probably seen for yourself just how much a 6 year old looks up to a 12 year old! It brings so much collaboration into the classroom. Many Montessori schools divide their elementary programs into "lower elementary" for the 6-9 year olds and "upper elementary" for the 9-12 year olds. Our school doesn't do that, yet somehow, the terms "lower el" and "upper el" were a part of my students' lexicon from the beginning. This caused a mental division among our students that, I feel, persisted in our classroom throughout the year. I even found myself using the terms on occasion, as much as I tried to refrain. And so, for unity's sake, I'm going to do my best in the coming year to let those terms fade into distant memory...

There will always be challenges. Challenges are good. The key is to not let them become overwhelming. It is so important to stay motivated and inspired. I've found that reading Dr. Montessori's books as well as the lovely blogs written by other educators, teachers, and Montessorians often renews my vigor. Sometimes for me, finding time to spend outdoors will do the trick. Sometimes, rest. 

Right now, I have big life changes underway. Summer break couldn't have come at a more opportune time, as I need to rest, organize, and plan for the future. So I am doing just that.

I'm also working on a new creative project that I'm excited about, and I look forward to sharing that with you further down the road. 

I would love to hear about how you overcame particular challenges throughout the school year. What did you learn in your first year teaching (no matter when that was)? What keeps you motivated and inspired? Feel free to share your experiences in the comments. Let's be motivation & encouragement for each other!

Jane Goodall: A Real Life Hero

Original photograph by Michael Nichols via nationalgeographic.com.

Today is Dr. Jane Goodall's 81st birthday! She is truly an inspirational human being. She is a life long learner, and she has done so much good in the world. She famously studied chimpanzees in Gombe National Park in Tanzania and has spent much of her life working to protect this endangered species. At 81 years old, she continues to travel the world to educate and to advocate on behalf of all endangered species. 

I recently had a student in my elementary class choose to research Jane Goodall. She was inspired to learn more after I read aloud a book about Jane. Initially, I think the student was mostly excited to learn more about the chimpanzees, but it was great to see her grow interested in Jane, too! The student even brought to school a recent article from the New York Times magazine about Jane. I LOVE when students are thinking about what they are learning at school, even when they are at home!

Children in the elementary years are searching for heroes or people in the world they can look up to. Of course, they love Batman and Princess Elsa, but they also love learning about REAL LIFE heroes. They love being inspired by things that other people have done! And that is why it is so important to introduce them to people all around the world–from all backgrounds and all periods throughout history–who have done and are doing amazing things!

What makes Jane Goodall a real life hero? Well, as a scientist she spent years studying the chimpanzees in order to better understand them. She learned that– like human beings–they have individual personalities, and they express deep emotions. She also passionately believes that they are meant to live in the wild. Consequently, she has spent her life as a great advocate for the wellbeing of the chimpanzees, as well as for the conservation of their natural habitats. 

 I just watched this lovely video from National Geographic all about Jane in celebration of her birthday, and I encourage you to give it a view as well. 

If you want to learn more about Jane Goodall or are interested in the work her nonprofit organization is doing, check out the The Jane Goodall Institute. 

Perhaps you or someone you know who is passionate about animals and animal rights might even be interested in one of the awesome internships they offer!

Happy 81st Birthday, Dr. Jane Goodall! Thanks for being a real life hero!

Book Review: What Do You Do With An Idea?

Back in October, my sister sent me this book for my birthday­­–a particularly endearing gift to a first-year Montessori teacher trying to grow her collection of children’s books. It is now a treasured item on my shelf.

I have read this aloud to my students several times now. My class includes children ranging in age from 6 to 12 years old, but this is a story for all. The youngest children adore the charming illustrations, and the older ones are able to engage in thoughtful discussion about the book’s message.

In What Do You Do With an Idea?, author Kobi Yamada invites his reader to see an idea as something magical, beautiful, and fun. His story encourages you to be proud of your idea, and to give it your time & attention so that it will grow. A small idea has the potential to grow into a BIG idea that can make a positive impact in the world. 

Through her stunning illustrations, Mea Besom expressed this message in a very creative way.

Her images stimulate questions such as: 

“Why do you think the illustrator chose to draw an egg to represent an idea?”

"How would you draw an idea?"

“Why do you think the pictures were drawn in mostly black & white throughout the story until the end when the entire page is filled with a beautiful burst of color?”

Some of my students shared their own ideas—big and small. And we even discussed what it means to nurture an idea.

This is a lovely story and a well-loved gift! Thanks, Jenn!

What are some of your favorite children’s books? Please share in the comments! 

Positive Phrasing: Being Mindful of How We Speak to Children

During my time at Montessori Northwest, Primary Director of Training, Ginni Sackett, shared with us elementary teachers-to-be about the impact our words have on children. She spoke about the importance of Positive Phrasing, and as a first year teacher, I find it helpful to revisit this topic often.

It is so true that in the classroom, my words often set the tone for the day. The children feed off my energy—be it good or bad. This is why I try to greet my students with a kind smile and an excited demeanor every single morning. 

But being mindful of my words throughout the entire day (WHAT I say and HOW I say it) takes practice, to say the least.

Seriously, have you ever stopped to think about how many times in a single day adults say “no” or "don't" to children? These words are inherently negative, yet they sneak right into our words much more often than we intend. 

“Don't run in the classroom!”

“No talking in the hallway!”

“No dessert until you’ve eaten your vegetables!”

These are common examples of negative phrasing—telling children what we DON’T want.

Let’s just stop right here and try to imagine how we, as adults, would feel if we were told “no” so many times throughout the day.

“Don't talk so loudly.”

“Don't drive so fast!"

“You really shouldn't stay up so late checking emails."

How would you feel—frustrated? Uninspired? Insecure? Sure. All of the above.

Negativity begets negativity. Always. 

And, there really are nicer ways to make a point. If we are thoughtful enough not to speak to other adults in such a negative manner, shouldn't we offer that same respect to children?

Another approach? Let's not be ambiguous by telling children what we DON'T want. Instead, let's clearly & precisely set our expectations by telling children what we DO want. 

“We walk in the classroom. We can run when we are outside.”

“Let’s remember to walk quietly through the hallway.”

“After we eat our vegetables, we can have dessert.”

Positive phrasing reinforces positive behaviors. Simple, but affective.

Words are our most powerful tools of communication. And like any superhero knows, power can be used for good or for evil. Our words can be positive or they can be negative.

And our children learn from us! So let's model how to speak to others in a positive and encouraging manner.

As I said before, being mindful of how we speak to children (and to other adults) all day, every day takes practice. It is an art, developed over time. Consistency is key in developing a new & positive behavior. 

Many thanks to Ginni Sackett for introducing me to Positive Phrasing.

 For more on being mindful of how we speak to children check out:

• A Montessori Approach to Praise from Living Montessori Now

• 5 Reasons to Stop Saying Good Job by Alfie Kohn

• Encouraging Words from Positive Parenting Solutions

• Parenting Using Positive Phrasing from It's a Love/Love Thing