I remember the first time I ever heard the question. It was during my first or second week of high school, and in one of my classes someone asked, “Is this going to be on the test?” I was sitting in my freshman science class and my first thought was, “Why would it matter?”
Here’s a lovely little letter I just received that ended thusly:
….People like you that just send their kids out for the vultures of the world because you THINK you are doing them a favor, are horrible, lazy, undeserving so-called parents. What a shame that God would bless you with something for which you show such little disregard.
And you have a nice day, too!
Whenever you feel like turning on the TV or playing computer games, first come get this list of ideas and pick something from it to do before you spend any time in front of a screen. Then, if you still want to sit in front of a screen, set a timer for 30 minutes and make yourself turn off the electronics when the timer goes off. Be sure to limit yourself to no more than one hour of combined screen time per day.
Dr. Angeline Lillard, professor of Psychology at the University of Virginia, author of Montessori: The Science Behind the Genius, as well as several academic articles on Montessori, and Montessori speaker and advocate, has a new article in the American Journal of Play: Playful Learning and Montessori Education. It’s long, dense but readable, and bristling with objectivity, academic citations, and peer-reviewed research.
With a dismissive gesture of the hand, Paula replied, “Nah, don’t ask her. She doesn’t know anything! I saw a chemistry book in the library, let’s look there.”
“I’m going to most of the Conversations with Donna Bryant Goertz,” said the mom, “as many as I can, anyway,” she added. “But not the one on death! I can’t bring myself to think about dealing with this subject with my child. I’ll wait to face that when I have to.”
The comings and goings of the children were remarkable. They seemed so assured and confident and decisive. No one was telling them where to go or what to do. It was hard to believe that I was observing a room of children ages three through six. If a child chose to do his “work” on the floor, he would first get a rolled up mat the size of a doormat from a bin of several, bring it to his chosen location on the floor, and meticulously unroll it. Then he would go get the work (or the “material” as the various pieces of work from which to choose are called) he had chosen and bring it back to the mat on the floor. Whenever he decided he was done, he’d put the work back where it came from and then re-roll the mat, placing it back in its bin. When something spilled, or it was noticed that a spot on the floor was dirty, a random child would choose to get the broom and dustpan out, or maybe hand towel, and simply clean it up without waiting to be told. I almost had to pinch myself.
Sebastian was a very particular child. Prone to believing he was right and making his opinions known to all, he was a student for whom daily struggles were common: arriving on time, staying on task, choosing challenging work, doing work that was not always his choice, sticking to a schedule, etc. For a teacher still […]