Nomination for the Washington DC Teacher of the Year Award 2016

This past year has been a great coming back and coming back even stronger for me.  My venture in India was not successful but, I still feel that I made a significant impact on the teachers that I had worked with.  I am sure some teachers there, thought I was not fit for the Indian system and my philosophy only worked in the USA; but, students are the same anywhere in the world!  Human beings have an innate desire to learn and they are driven only to become  masters of their environment, not to become 'naughty', 'disobedient' or 'disinterested' in the process. 

I visited many schools in India and met the leaders in this field.  But, my experience was of not being accepted readily.  Some leaders appreciated what they had heard or learned from me but could not implement, however at Greenway Modern Sr. Secondary School I was allowed certain freedom and my beliefs were valued.  

"The face of the child reveals the quality of education at school..." 

When my hands rest and my students' hands create......

These were Sister Anita's words during  one of our philosophy lectures at the Institute.  I hold this true, if you look at the faces of the students in your classroom, you can see yourself in them.  We as teachers shine light on our students' strengths and help them grow and refine those strengths for their success not only in academic field but, in life, inspiring them to become good people.  To become a responsible person who will be the future contributor to his society. A confident and self radiant citizen, just like the one from Mahatma Gandhi and Dr. Montessori's dreams; a peaceful person who appreciates and admires the diverse world.  

It has been a humbling moment to find out that I have been nominated for the Washington DC Teacher of the Year Award 2016 and am so, touched by this gesture of encouragement by my school, Shining Stars Montessori Academy, PCS.  I am looking forward to further learning and refining my teaching skills. 

 

AMS Conference 2015 in Philadelphia

The Famous Class of 2010

I am so glad to be working at a school that holds AMS standards in high regard. We are the only school that may have shown full attendance at the conference.  We were all there from the Board members to the custodian.  Some people were amazed to hear that.

I really enjoyed this get away and met my good old colleagues, friends and mentors.  It was good to be there.

Ups and Downs but Teaching Continues.......

The 2 Grade class, that I taught in India for a year

After a long break I have taken much courage to write again.  It's been a tough set of last few years and we are back in DC, reliving our dream, through our current work.    

                                           

I must say that India is a tough place,  'in general. ' Although, I was born in India, now, I don't feel that I have to be back there to do any good.

I am teaching at a Montessori Public Charter School in Washington DC and am looking forward to sharing my moments of epiphany with you. 

This is a big deal for me to write again. 

These flip flops remind me of The Number Rods in a Montessori classroom!!! You can see Claire's bite marks on them

Preparation of The Spirit

"It is not about learning of ideas but the preparation of the spirit....... A teacher who is to help life has to deeply understand the child...." These were Dr. Montessori's words. 

Handicraft Exhibition on Beach Road

I have been discovering how true these words are.  I am often filled with thoughts of students working and some not working in the classroom.  It is a beautiful experience.  Today we designed small tables and chairs and shelves for the classroom.  The carpenter is so very amazed, he has never made such small furniture.  He is equally eager to see our classroom, he has no idea what is going to be the use of his creation.  I told him that it will give him immense joy when he actually sees what the children will do and accomplish.

I bought three trays that looked beautiful from a craft exhibition yesterday, I kept trying to place one on the table and pick it up very carefully several times.  I totally forgot that people were watching me and ended up receiving some strange looks.  But I was only trying to see if the little hands will be comfortable grasping these trays.  And this is not new for any Montessori teacher out there.

Sunrise Early Monday Morning

I have a great desire to do good in the field of education.  I have the certitude that it is possible and that I am not the only one with such hope. 

Total Freedom Leads to Chaos

Montessori

I have been having a lot of discussions on education as I am meeting people and sharing my ideas.  When I mention 'Montessori', most people think its a new idea of letting the child be free in the classroom, let him do whatever he wants and the teachers are very open minded.  This allows me to speak of the very beginning of Early Childhood Education of which Dr. Montessori was one of the founding and defining authors.  I was very happy to tell the story of how Dr. Montessori came up with the new scientific method of educating the young child in which the child's natural desire for learning is nurtured.  And this method is widely used in various ways in all educational institutes through out the world.

Freedom Vs Structure

Dr. Montessori spoke of an environment which is student driven and not merely teacher driven.  Students are the engine of the classroom not the teacher.  I have always tried to understand the fine balance between freedom and structure.  I have been in classrooms that were totally teacher driven and classrooms that were student driven.  It is difficult to find a classroom that is perfect but however a balance between the both can be brought through maintaining a structured environment.  When the child experiences total freedom his life becomes chaotic which is the result of lack of concentration, coordination, order and independence.  This affects the child's ability to form judgements, make decisions and think critically in the long run.  Structure means freedom within limits.  The young child needs structure, structure in daily routine, structure in the classroom, structure in the playground.  This structure is created in a Montessori classroom through a prepared environment which reduces the chance of experiencing chaos.  Experiencing chaos can be good sometimes in order to appreciate structure and order, but not all the time.  The child between the age of 0-3 experiences an immense amount of information entering into his brain but does not have the ability to sort it out or categorize it, this is when the child is a bit chaotic but once the child is three years old, he begins to practice logic and reasoning and is able to categorize information.  Often external order helps the child to have an image of the internal order and structure and thus it is essential that education to be imparted to nurture inner order.

Acquisition of Language in The Developing Child

I have recently met some parents and relatives who are concerned that their toddler  is not talking and so I happened to explain the Language Acquisition sequence to some but have decided to make it available here so everyone can make use of this great tool for understanding the development of language in the young child.

Dr. Montessori’s Language Acquisition sequence shows that acquisition of language is a sophisticated method of communication, verbal as well as written acquired over a length of time.  Dr. Montessori humorously termed this process of learning as the machinery of speech. She believed that the possession of language is just not enough, it is the possession of the mechanism that each human being has and that enables him to make language his own.  The Language Acquisition chart describes the natural progression of the development of language.

Dr. Montessori's chart describing Acquisition of Language, I have two typing errors here; in utero, the fetus responds to external 'stimuli' and by 6 years of age the language is 'complete'

According to this sequence of development, the fetus responds to external stimuli even when he is in his mother’s womb. From birth to 3 months of age the infant turns his head towards the sound. From 3 to 6 months the infant begins to babble, occasionally repeating sounds. At 10 months the child becomes conscious of language and discovers that words have meaning.  He also begins to grasp that words are directed towards him. Between 12 -15 months, he uses his first intentional words. At 18 months the child realizes that every object has a name and finally between 21 months - 2.5 years the child explodes into the use of words and phrases and possesses a vocabulary of more than 250 words. The slow and steady development appears in a vigorous outburst. From the age of 2.5 years to 6 years is the time when the child constantly learns grammar syntax, refines his verbal skills and continuously strives to perfect his language.