We discussed ways to integrate math literature. I will be working on doing a math lesson plan with the book"The Doorbell Rang"
Afterwards we went on to set theory: we discussed what is a set what is not a set and what it would have in common. In this way children can learn to discern shapes, size along with strengthen their vocabulary and have the opportunity to work together to resolve a problem. Who knows that math could bring together so much. New beginning with math have been constructed in my mind and with "no regrets" for my previous math experiences I will do as Mike Love say "Plant seeds of Love". Thank you Sylvia for this I can now begin to plant seeds of Love towards math for all children.
Affirmation: I open myself up to see all the symbols and patterns of life, I surrender and all is fine in my world
First I would like to share my love of birds… For a number of years falcons and hawks would come to my window sill they especially came when I would pray or needed a clear sign from God; without avail the hawk would appear. When I needed solace the hawk would come and watch over me through the window of my room. Once I was in a park praying. I put my hands in prayer position and a hawk swopped down out of no where. He flew towards me, brushed his wings along the sides my hands and continued his flight. He parked himself in the tree in front of me. I did not feel frighten by the experience but rather a depth and connection with the hawk, nature and all the creatures around me. I have developed a deep love for these messengers of love and support. Soon after that experience my partner and I met “Little Hawk” a Cherokee elder. He took us in as his children. Through the years he beared gifts, quilts, and shared his love. We laughed, we learned, we remembered and now just as before he forever lives in our hearts. So in class today Kai Poi walked in and his shirt had a falcon on it. I felt love for the birds and felt a message was coming.
Children are the seeds of life, I honor the teachers that provide me a better understanding so as to be present for them. Kai Poi discussed about the gourd, better known as ipu. Ipu sustained life for the ancestors it also symbolized abundance and agriculture.
“Like a womb, the gourd contains the seeds of life” -Kaipoi.
Kaipoi proceeded to hand seeds to the students. I opened my palms to receive, as Kaipoi put the seed in my hands the clock struck 11:00AM and the university bells loudly echoed sacred rhythms. Seeds of life, teacher to student, o’hana to o’hana…In my hands ancestral knowledge of life passes and I will pass that on to the little lives around me.
Later that day we learned language lessons that help develop the fine motor skills. This will help the children develop muscle so that they will be able to eventually write. I feel honored to have received so many blessings today and to have the opportunity to pass this on.
Affirmation of the day: I listen to my heart absorbing the ancient knowledge to bring to the new earth
We are developmentally focused in our teaching philosophy - Sheri Schonleber
Today we focused on developing language and literacy. As a foundation we researched Montessori's and Machado's "Early Childhood Experiences in Language Arts: Early Literacy" view on language and literacy. The Montessori method language arts is a multi-sensory approach blended in phonics, language along with the child making meaning in oral language and the explosion of meaning.
"The teacher is a model for listening as well as speaking. Words, expressions, pronunciation and gestures are copied, as is listening behavior"
(Machado, 2007 p.213)
Another purpose of these educational activities would be to help perfect auditory skills, sustain attention span, discriminate between sounds along with using auditory memory (Machado, 2007 p.250).
We learned to look at the patterns. Patterns help children to create sequence and organize their thoughts which then help prepare the child to learn attention to detail. This can be done through matching and sequencing and then three part cards.
In understanding oral language development we learned to look at patterns. Patterns help children to create sequence and organize their thoughts which then help prepare the child to learn attention to detail. This can be done through matching, sequencing and then three part cards.
Together as a group we researched and discussed how as educators, we can create a language-rich environment. One way we began this was through understanding the relationship between language and culture.
"For the optimal development and learning of all children educators must accept the legitimacy of children's home language, respect and value the home culture, and promote and encourage the active involvement and support of all families including extended and non traditional family units" (Machado, 2007 p.129).
As I am bilingual in Spanish and English I can relate to honoring the legitimacy of my home language. Cultural events at school allowed me express my love for my family's culture through sharing traditional foods and folkloric dancing. While I was learning to read english I had taught myself to read Spanish through observing the environment. As I look back on this I want to continue to create a space were bilingual learners can grow.
Looking at Almaguer and Esquierdo's "Cultivating Bilingual Learner's Language Arts Knowledge: A framework for successful teaching". We can see that contextualizing along with learning principal serves as a foundation for student learning.
Engaging bilingual learners in higher order thinking application like Blooms Taxonomy such as application, analysis, synthesis, and evaluation levels, allows and supports critical thinking. These higher levels of thinking skills expand their understanding of the language, content literacy, and are able to transfer knowledge from each language to another. One way integrating this knowledge is through creating and being active in the writing process, shared reading, literacy and web mapping.
One principle that is discussed is the role of understanding and self-monitoring thinking. Self -regulation is also important in Montessori as all the materials have a control of error. As a child learns meta-cognitive skills, essential to reflect or think about what one has learned, the child develop ownership and responsibility which allow the child to be a life-long, independent learner.
Personally this came together as Professor Schonleber demonstrated three part cards, soon afterwards we my computer started playing music on its own. I apologized as it had turned on. Sheri then discussed about the importance of part to the whole- part of the whole. Then I looked down on my computer screen somehow it had move to a previous screen which syncronistically read "Amma sees everything as part of the whole, as an extension of her own self"-Amma
This quote touches on a deeper aspect of Montessori's Method which is the inter-relatedness and connection between of all of life. I feel that I can add the concept of part to whole/ piece to whole and peace to whole into the classroom.As in this way I can integrate cosmic education really focusing on peace into all areas.
Affirmation of the day: I lovingly integrate all pieces within me and I am whole.
Today we started our study on language arts from infancy to age six. It made me think about how Spanish was my native language and how I learned to speak in english when I attended nursery school. It also brought make memories of my speech pathologist. She assisted me with the "th" sound and the learning of phonics.
In class it was interesting to begin to learn the foundation of language from the Montessori perspective. We learned how as infants we absorb the language of our culture. This teaching is congruent to the video we watched in class "The Linguistic genius of babies". Patricia Kuhl's research goes into how babies takes linguistic statistics as the listen to adults speak in various languages.
Afterwards we learned to work with different materials including matching objects and images. I really loved the aesthetic presentation of the materials. All the natural objects gave me a sense of calm. I look forward to sharing this with the children I will work with.
Affirmation of the day: I speak freely and effortlessly
"Where words fail, music speaks"- Hans Christian Andersen
Developmental Research has found that learning music facilitates learning other subjects and enhances skills that children inevitably use in other areas. “A music-rich experience for children of singing, listening and moving is really bringing a very serious benefit to children as they progress into more formal learning,” says Mary Luehrisen, executive director of the National Association of Music Merchants (NAMM) Foundation, a not-for-profit association that promotes the benefits of making music.
We focused on how to train the ear to listen. One activity was to take a nature walk and listen to all the sound nature has to bring. We also discussed different types of music in order to bring cultural awareness into the class room.
We learned to strum some strings on the ukulele
We we in for a treat as we made our own musical instruments from bark. First, we had to peel the bark, it smelled like a mix of lemon grass and burdock root. Afterwards we collected all the bark and we learned that whatever we take from nature we give back to nature. After wards ours stick were ready and we got to polish them with the oil inside of the kukui nut.
At the end we learned and practiced the the song "Nani Ke Ao Mei" and performed for the group and instructors. Music fills my heart, I look forward to sharing this with children.
Ke Ao Nani
The Beautiful World
I luna lâ i luna
Nä manu oka lewa
I lalo lua i lalo
Nâ pua o ka honua
I uka lâ i uka
Nâ ulu lâ`au
I kai lâ i kai
Nâ i`a o ka moana
Ha`ina mai ka puana
A he nani ka ao nei
He inoa no nâ kamalii.
Up, up above
Birds fly in the sky
Flowers of the earth
Upland, up in the uplands
The grove of trees
In the sea, the sea
The fishes of the ocean
Tell the refrain
Of this beautiful world
In honor of the children.
Affirmation of the day: I am in tune with my inner nature and create music within and around.
Before the trip I prepped my bag. My intention was to bring a ti leaf and Hawaiian salt. I went searching on campus but didn’t find one so I offered my Ha(breath of life). As I got in the van I asked permission to all the sites we would be in and to be able to share in its sacredness. As we drove off on our trip a large rainbow appeared after some time we saw another one in the highway. Rainshowers greeted us and led us to Pali lookout.
"Contentment in every circumstance, in all situations, is the trademark of a spiritual seeker." --Amma
Heavier rain down pour and splashed the van, Lei'ohu Ryder's music lyrics came to my mind
"flow with the cleansing waters, the source from all high, flow with the cleansing waters, sacred breath of life, flow with the cleansing the source from all high, Breath in Divine mother..."
Then we arrived at Kawai Nui Marsh I learned it is the largest marsh in Hawaii.
We walked in, I enjoyed hearing the birds chirp, chirp, chirping away. As we all stood I found myself surrounded by ti leaves. I asked permission to remove the ti leaf and then offered my Ha.
I learned that this lush and abundant forest was filled with endangered wildlife and ancient Hawaiian archeological such as the Mo'o goddess. We also learned about different plant species types:
Native: species that were brought to a location without help from any person
Endemic: species that are native and can be found only in that location.
Indigenous: species that are native but can be found elsewhere.
Introduced Species: species that were brought to that location.
Invasive: A species that is non-native or introduced to an ecosystem that can cause a threat to the biodiversity.
Currently volunteers are working to restore its original agricultural field areas through cleaning-up and digging up of invasive introduced plant species. We left and I gave my Mahalo...
Next we went Hamakua Nui Marsh which was a smaller wetland. I really enjoyed observing and spending times with these beautiful birds. Unfortunately there was a plastic bag floating in the water. The duck began to quickly swim towards it making repeated loud honking sounds. The duck's quack echoed across the water. For a moment we connected gazes. This creature was speaking out for his home. I wished I had a long stick to pull out the plastic bag. I wondered what volunteer groups and how often they come to clean this marsh. It also made me think how to assist children into inner motivation to feel respect for the land and its creatures. Also, I thought about the grown-ups and what would motivate them to feel and model love, compassion and respect for two-legged, four-legged and all the keiki of the earth/ earth's creatures. I pray for our greater awakening...
Next we went to the Ulupo Heiau, I walked barefoot connecting with the earth. I thought of the movie "grounded".
Next we visited Makapu'u Overlook, the view was spectacular here we learned about the remnants of the volcano eruptions. We learned that some lava rocks are called pahoehoe and the formations are more spread out and a'a in which the formations are more circular. Afterwards,Art showed us his favorite rock and we discovered olivine crystals in the rock, so magically!
Today we started learning about the development of the senses. In class we focused on tactile and visual senses. First, we learned that sensory activities help to develop the stereognostic(tactile)sense in the child. It was interesting to learn that the tactile sense is actually the first sensory system to develop in the womb. Thinking about the womb makes me feel that as educators we must work together to co-create a loving, nutrient space where children can explore. Through our readings this week it reinforced the importance of exploration/independence.
Children 3-6 are in a sensitive period for order and movement because of this it is vital to allow the children to discover and come into themselves. This connects with the prior learnings of self- awareness through the Montessori peace flower model.
"A teacher must therefore be well acquainted with the material and keep it constantly before her mind...to be acquainted with material, a teacher should not simply look at it, study it in a book, or learn it through use through explanation of another. Rather, she must exercise herself with it for a long time, trying in this way to evaluate through her own experience the difficulties of, or the interest inherent in, each piece of material that can be given to a child, trying to interpret although imperfectly, the impressions which a child himself can get from it" (Montessori, 1967 p. 151)
Afterwards we moved on to working with the tactile, dimension and chromatic materials. It was exciting for the first time to work with Montessori's "pink tower". This hands on activity's direct aim is to allow the child to refine their tactile senses. The indirect aim is to prepare children in the foundations of math and writing.
We learned that these geometric materials train the eyes to distinguish form. This reminds me of child, and how they tend to remember things with their "still" memory.
Towards the end of of day Art arrived and shared his love of chemistry and geography. "Chemistry is all around you" Art. Art discussed how once everything was Pangea. He also touched on plate tectonics and volcanos. This reminded me of when I was six and I visited Mt. Vesuvius in Italy. The lava covered structures left an impression of Mother Nature's strength.
Affirmation of the day: I focus in and discovery the joy of learning within and around me.
Today we continued the cosmic methods for Montessori with a focused on the natural sciences. Jerry has been guiding us to bring the outdoors into the classroom along with connecting with the nature outdoors.
As we are in an electronic age it is crucial to help children connect with nature
One activity we did was to go out in nature, explore and find two leaves. As we go to retain the leaves we must also be conscious of where we are picking them as to allow nature’s environment to stay as close to how it is. We can do this through picking it consciously and with appreciation. After I picked my leaves I came back to class where we all observed and identified our leaves along with matching its shape to a wooden puzzle piece. I really enjoyed how this lesson combined, botany, math, vocabulary and nature appreciation.
I really enjoyed learning about the culture table and the peace table. For example,
I really like the idea of a culture box which is a box filled with artifacts of a particular country. At the peace table, I enjoy the the zen sand box and all the materials that allow a child to self regulate. The culture table allow a child to learn about other from a greater depth. The peace table teaches a child to care for them selves. These two table create a greater sense of awareness which is part of the Montessori Peace Flower.
The peace flower can be incorporated into the classroom in. We did an activity which was mindful eating. I will include this with the children. An extension of this would be mindful walking. My intention would be to assist children into bringing awareness into all their thoughts, words and actions along with challenging myself and staff to be on this same page. Together we can work together and make fields of colorful flowers that spread the fragrance of peace where they stand.
Affirmation of the day: I am filled with wonder and awe, integrating and merging all aspects of life.
As educators we need to work towards following the child and providing the environment to experience the wonder of life. "We want children to become life long learners" Jerry Richmond
Tell me, tell me everything!
What makes it Winter
And then Spring?
Which are the children
Why do people keep
Winking their eyes?
Where do birds sleep?
Do bees like to sting?
Tell me, tell me please, everything!
Tell me, tell me I want to know!
What makes leaves grow
In the shapes that they grow?
Why to the goldfish
Keep chewing?And rabbits
Warble their noses
Where does the wind
When it goes away go?
Tell me or don’t even grown-ups know?
Affirmation of the day: I open my heart and mind to new ideas and let my ideas flow...
"Cosmic is life!" - Jerry Richmond
Today we started Cosmic education. I feel fascinated with the idea of education incorporating and seeing the child from a cosmic perspective. First we started off discussing the importance our names. My first name means butterfly and my last name means healthy. As I decipher the symbolism it means healthy transformation a process in which up until this point in my life is something I feel found myself in. We learned how our names and calling children by their names is very important. I found out that day that one of my lifelong friend received a spiritual name the same day. Her name is "Devika" it means one who one with the Divine Mother. My heart opened to heart to hear this news. Being one with the Divine Mother represents being one with all of life. As an educator it is vital to be centered in the peace and purity of one soul so as to serve the children.
"Serving the spirit of the child, that's you goal, that's your job" Jerry Richmond
Afterwards we watched "Journey to the stars" and it further developed the scientific awareness of the universe and the remembrance that part of our system is made up of stars. This was so exhilarating...
Jerry then discussedSister Christina Marie Trudeau and how she really focused on working with nature materials. It was great because we we able to go into the natural world and go on a field trip to Kūkaniloko.
All understanding occurs with in specific historical location- Linda Martin Alcoff
Kūkaniloko was the sacred birthing place of kings. Kaipoi gave us the opportunity to observe and take in the mountain and how each of the crevices were reference points to be used as a calendar.
Affirmation of the day: I am cosmic, ancient and expansive all points merge as one...