Course Number: EDUC 370, 10 units (Fall Terms 1 & 2 and Spring Terms 1 & 2) Component Hours: 700 classroom student teaching hours (540 Direct contact with children), 100+ hours additional learning in material making/assignments
Instructor: Nelson/Lorenz
INTRODUCTION:
The function of the Practicum fall and spring terms 1 and 2 are to provide the student teacher (adult learner) with the opportunity for personal and practical experiences in a teaching / learning experience as an Early Childhood Montessori teacher with children ages 2½ through 6 year old.
It also provides a period of observation, student normalization, and further study, to bring together the theory and practice of Montessori education. This course is intended to allow the adult learner as a student teacher time to experience instruction in the form of cosmic lessons, develop new curriculum materials, as well as manage the daily routines of an early childhood classroom.
The environment must be prepared with materials and modes of activities that respond to the developmental and varied needs and interests of the Early Childhood adult learner. It is the student teacher’s responsibility to procure an Early Childhood Practicum/student teaching placement in an approved Montessori school, which agrees to cooperate with the Montessori Teacher College Sacramento in all matters relating to the practicum site.
COURSE CONTENT:
Care of the Person
Care of the Environment
Small Muscle Development
Gross Muscle Development
Social Grace and Courtesy
Control of Movement
Food Preparation and Nutrition
COURSE OBJECTIVES:
The adult learner will have the opportunity for gradual personal and practical competence as a Montessori Early Childhood teacher.
The adult learner will be able to have the opportunity to foster self-evaluation, peer evaluation, and supervising evaluation in preparation for joining a Montessori school staff.
The adult learner will understand how to create a well prepared Montessori early childhood setting in which to begin to apply the Montessori philosophy into the classroom opportunities to help in the organization of the prepared environment.
The adult learner will be able to put the theories learned into practice.
The adult learner will have time to prepare and present lessons in a Montessori classroom.
The adult learner will have the opportunity to learn and manage the daily routines of a Montessori classroom.
The adult learner will practice accurate record keeping strategy;
The adult learner will have the opportunity to develop communication skills with other teachers, children, parents, and the administration.
The adult learner will have the opportunity to learn how to operate as part of a team with the administration and staff of the school.
The adult learner will have the opportunity to participate in organizing schedules, supplies, equipment maintenance, and budget planning for the classroom.
The adult learner will enable classroom management skills to be evolved.
The adult learner will have the opportunity to experience the joy of becoming a Montessori teacher.
The adult learner will understand the importance of respect of the individual person in the Montessori classroom as a basis for the development of Peace Education.
MACTE COMPETENCIES TARGETED:
Knowledge
1b: Human Growth and Development
1d: Community resources for learning
Pedagogy
2a: Correct use of Montessori materials
2b: Scope and sequence of curriculum(spiral curriculum )
2c: The prepared environment
2d: Parent / Teacher / Family / Community / Partnership
2e: The purpose and methods of observation
2f: Planning for Instruction
2g: Assessment and Documentation
2h: Reflective Practice
2j: Culturally responsive methods
Teaching With Grace and Courtesy
3a: Classroom leadership
3b: Authentic Assessment
3c: The Montessori philosophy and methods ( materials )`
3d: Parent / Teacher / Family Partnership
3e: Professional Responsibilities
3f: Innovation and Flexibility
LEARNING OUTCOMES:
Upon completion of the course component, the adult learner will:
The adult learner will demonstrate personal and practical competence as a Montessori early childhood educator.
The adult learner will develop and maintain an appropriate environment for fostering lifelong learning and growth.
The adult learner will move from theoretical ideals to the practical implementation of the Montessori philosophy for the young child.
The adult learner will become aware of and selective toward respectful, equitable, and useful inclusion and practices in the classroom and across the curriculum.
The adult learner will learn the importance of observation; and be able to utilize observation techniques effectively.
The adult learner will demonstrate appropriate communication skills with other teachers, the children, parents, and administration.
EDUC 350: EQUITY IN EDUCATION-, BEHAVIORAL, SOCIAL, AND PHYSICAL SCIENCES/CULTURAL SUBJECTS SYLLABUS
Course Number: EDUC 350, 3 units
Component Hours: 45 contact hours, 20+ hours Independent Study and Practice
Instructor: Lorenz/Nelson
INTRODUCTION:
Along with the four main areas of the Montessori environment there are numerous other materials and activities available to the children. Maria Montessori believed that the classroom was a prepared environment for the development of the whole child. Areas such as art, music, science, geography, living animals and plants are to be included for the child. The role of the teacher is to expand the child's awareness and with careful preparation many new ideas and materials can be harmonized with the environment.
Physical and Life Science: Montessori's theory of the interrelated curriculum joins biology, history, science, and geography as holistic "Cosmic Education". Activities are demonstrated that focus on the characteristics, parts, and classification of plants and animals as well as simple science experiments that children can do independently. Adult learners will become familiar with the Montessori presentations in these subject areas as they relate to contemporary educational thought.
Social Studies: Montessori's theory of the interrelated curriculum joins biology, history, science, and geography as holistic "Cosmic Education". History, geography are explored in this course component under the general category of Social Studies. Adult learners will become familiar with the Montessori presentations in these subject areas through study of globes, landforms, puzzle maps, flags, timelines, and the concept of time.
Art: The art component links Montessori concepts with the creative arts using materials available in schools. The course component highlights various media, line and spatial concepts along with art history. This program utilizes a process-based approach.
Music and Movement: Music and Movement are demonstrated that are appropriate for children ages three to six. The course component emphasizes body awareness and line activities, finger plays, and action games, components of musical form, music appreciation exercises, along with standard Montessori Music materials.
COURSE CONTENT:
The importance of the relationship between home and school for children.
The need for the educator to recognize family behavior and dynamics as cultural elements that offer insight to diversity and inclusion.
The interaction types necessary while working with young children regarding diversity, values and attitudes.
COURSE OBJECTIVES:
The student learners will analyze theories of socialization that address the interrelationship of child, family, and community and how cultural influences the formation of identity.
The student learners will critically assess how educational, political, and socioeconomic factors directly impact the lives of children and families related to race, culture, and ethnicity.
The student learners will synthesize and analyze research regarding social issues, changes, and transitions that affect children, families, schools, and communities, specifically as they relate to the Montessori curriculum and the above content Physical and Life Sciences, Social Studies, Art, Music, and movement.
MACTE COMPETENCIES TARGETED:
Knowledge
1a: Montessori Philosophy
1b: Human Growth and Development
1c: Subject matter for the Early Childhood level
Pedagogy
2b: Scope and sequence of curriculum ( spiral curriculum )
2h: Reflective Practice
Teaching With Grace and Courtesy
3d: Parent / Teacher / Family Partnership
3e: Professional Responsibility
3f: Innovation and Flexibility
LEARNING OUTCOMES:
The adult learner will demonstrate understanding of the continuity of learning experiences for the young child through the development of sequentially prepared exercises.
The adult learner will have the knowledge of various teaching strategies using manipulative materials and demonstration.
The adult learner will understand the development of how the Cultural Subjects of History, Geography, Botany, and Zoology integrate with the 4 core curriculum areas and spiral through the curriculum.
The adult learner will become proficient in creating activities in the four major categories of the Cultural Subjects of History, Geography, Botany, and Zoology.
The adult learner will understand the benefits based on race, culture, and ethnic equity that come from the Cultural Subjects of History, Geography, Botany, and Zoology exercises.
The adult learner will complete a personal teaching digital portfolio for the Cultural Subjects of History, Geography, Botany, and Zoology exercises tailored to individual needs of the classroom dynamics and community.
INSTRUCTIONAL METHODS:
HyFlex teaching - Montessori Teacher College Sacramento offers a HyFlex course design model that presents the components of hybrid learning in a flexible course structure that offers students varied options such as, attending sessions in the classroom, participating online, and/or doing both. Throughout the early childhood training program, students will be informed based on the course syllabus as changes will occur regarding mode of attendance weekly or by topic, according to need and/or program preference.
The delivery of course format may include:
Lecture
Group discussion
Distance Learning
Documented direct observation of children and instructional personnel in classroom settings
Selected readings
Written reports, essays, professional development projects, and assessments.
Attendance, punctuality, mindful preparation, and enthusiastic participation by the student learner are assumed and expected.
The value of this information sets the stage for the student to gain access and participate in an environment that is enriched with the promise to share prior knowledge in a way that links with the current trends and issues facing our careers and work lives. In order to create success in learning, the following principles are guides to professional conduct that seeks to promote eventual changes in how the adult learners participate in their own education (Montessori, 1967).
DIGITAL PORTFOLIO REQUIREMENTS: Develop a Google Drive Shared Portfolio
For each course, the student is required to construct, develop, and organize a Google Drive e-Portfolio folder with tabbed folders for each course module and/or assignment for the purpose of collecting all presentations, hand outs, along with retaining information sections and chapter resources.
All assignments shall be authored in the google suite and turned into either Canvas or Google Classroom.
Training for these requirements are offered during the student learner orientation.
DISCUSSION BOARD REQUIREMENTS:
Based on the cycle of the content, what you read, the lecture overview, the small group discussions, large group share, the student learner navigates to these sections comprehensively and post a minimum of one response in the discussion board based on content and relevance to career path for the appropriate section.
The discussion boards are to reinforce knowledge from a theoretical perspective and transform the concepts from theory to practice. For all courses, when a discussion board response is required, the student learner's responsibility is to read and post in the Discussion (author in the google suite portfolio first, then paste the response) and respond to a minimum of 2 peers' posts.
COLLABORATION WORK ACROSS THE COURSE WORK
Professional learning communities in the form of groups will be designed around student learner interests related to Montessori education. Once the PLC’s are formed, using an interest based and design model setl, the area of study will promote through a mission statement a developmental approach that complements the Montessori philosophy and promotes peace education in the form of a capstone professional development presentation that is peer/parent based.
Through group discussion and individualized perspective building over the fall the spring semesters, and through a braiding across the course work, student learners will design, build, organize, deliver, and implement this comprehensive approach to individualizing child/student development that promotes lifelong learning and centers itself around education as life itself. The PLC group(s) will discuss topics based on curriculum, instruction, observations, and community influences. These topics through transformational leadership will evolve into a classroom plan from theory to practice that describes a typical growth and development based on the studies complement to Montessori education.
REQUIRED TEXTBOOKS:
Montessori, Maria, The Montessori Method, New York: Schocken Books, 1964
Montessori, Maria, The Discovery of the Child, New York: Ballantine Books, 1990
Standing, E.M., Maria Montessori: Her Life and Work, New York: New American Library, Penguin Books, 1984
Course Component Handouts
COURSE OUTLINE, ASSIGNMENTS, ASSESSMENTS, and EVALUATIONS:
The following guide provides the adult learner with what is required weekly across the courses and terms. Each assignment is expected in the individual’s digital portfolio.
Module | Topic(s) | Readings & Multimedia |
Assignment(s) |
Week 1 | Importance of the Cultural Subjects | Maria Montessori: Her Life and Work, Chapter 13 The Montessori Method, Chapter 12
Watch Video - Overview of the Cultural Subjects, | 1. Portfolio Introduction: Cultural 5 Paragraph Essay & Writing Resource Rubrics 2. Terms List; create a list of Montessori terms that you encounter in your readings during this course, including definition /explanation. 3.(CLT1A) Provide your perspective based on the elements addressed in the reading and share how the Montessori classroom curriculum areas braid with the Cultural subjects. Read and post in Discussion and respond to at least 2 peers' posts. 4.(CLT1B)Question: Based on educational, political, and socioeconomic factors that directly impact the lives of children and families, assess how Montessori can contribute to more healthy child development and why it's important to engage the parent community? Read and post in Discussion and respond to at least 2 peers' posts. 5.PLC Collaboration Work |
Week 2 | Introduction of History | Montessori in the Classroom, Appendix B Watch Video - | 1.(CLT2) Question: Provide your perspective based on the elements addressed in the reading and share how these connect with the student learning outcomes and share why you chose the topics. Read and post in the Discussion Board and respond to at least 2 peers' posts. .2. Create and bring in a Montessori material that can be used in the History area. Include photos of children working with your materials and add them into your Digital Portfolio. 3. Geography/History Unit Project Develop a Continent Packet for each country using pictures reflecting the particular country. (color coding) North America - orange South America - pink Europe - red Africa - green Asia -yellow Australia -brown Antarctica -white ( Due at the end of Week 3, as it is covering 2 areas ) 4.PLC Collaboration Work |
Week 3 | Introduction of Geography | Discovery of the Child, Chapter 4 Watch Video - | 1.(CLT3) Question: Please reflect on how to create reciprocal relationships to promote holistic learning? Read and post in Discussion and respond to at least 2 peers' posts. 2. Create and bring in a Montessori material that can be used in the Geography area. Include photos of children working with your materials and add them into your Digital Portfolio. 3.Astronomy/Physical Science Unit Project Construct your own Astronomy booklet with graphic matching. Parts of the universe, i.e. the planets 4. PLC Collaboration Work |
Week 4 | Introduction of Botany | The Montessori Method, Part 12: ‘Nature in Education’ Watch Video - | 1.(CLT4A) Provide your perspective based on the elements addressed in the reading and share what you will do to blend your inside the classroom with an outside classroom. Read and post in Discussion and respond to at least 2 peers' posts. 2. (CLT4B) Question: Please list 2-3 of your own values, goals, and sense of self perspectives that you believe will positively impact your learning environment for the benefit of the children? Read and post in Discussion and respond to at least 2 peers' posts. 3. Create and bring in a Montessori material that can be used in the Botany area. Include photos of children working with your materials and add them into your Digital Portfolio. 4.Botany Unit Project: Design a booklet for either the flower, leaf, or tree life cycle. 5.PLC Collaboration Work |
Week 5 | Introduction of Zoology |
| 1.(CLT5A)Question: Provide your perspective based on the elements addressed in the reading and share what you can identify as possible challenges in initiating and teaching concepts in the Cultural subjects. ( What does the reading offer as the possible reasons for an interest / initial success within the /Cultural area ) Read and post in the Discussion Board and respond to at least 2 peers' posts. 2.(CLT5B)Question: Based on a thorough understanding of Montessori, compare holistic learning as you balance what works across the curriculum in the early education learning environment with how culture and diversity of the children impact the learning environment? Read and post in the Discussion Board and respond to at least 2 peers' posts. 3. Create and bring in a Montessori material that can be used in the Zoology area. Include photos of children working with your materials and add them into your Digital Portfolio. 4. Zoology Unit Project .Using the following vertebrates, choose one as an example with a nomenclature booklet for the parts of the animal (color coding) fish green amphibians orange reptiles yellow birds blue mammals red 5.PLC Collaboration Work |
Week 6 | Introduction of Music and Art | Maria Montessori: The Discovery of the Child, Chapter 20: Drawing and Representative Art Chapter 21: Introduction to Music
Watch Video -Art Appreciation, | 1. (CLT6A) Question: Provide your perspective based on the elements addressed in the reading and share what you observed during your Cultural area observation that reaffirmed an idea shared during this course, as well as a challenge you have encountered during your practice time with children. Read and post in the Discussion Board and respond to at least 2 peers' posts. 2. (CLT6B)Question: Please analyze the principles of the MACTE competencies for this course and capture one element that you incorporate for each competency that will promote positive child development? Read and post in the Discussion Board and respond to at least 2 peers' posts 3. Physical Fitness/Music: Develop a weeklong unit plan for a mainstream Montessori classroom using the motor assessments for the age group you work with while also integrating music into a circle theme. 4. Art for the Young Child Unit Project:
5. PLC Collaboration Work |
Week 7 | Introduction of Peace Education and the Spiral of Curriculum | MONTESSORI for a Better World Chapter 12: A Peaceful Community in the Classroom Chapter 14: Promoting Montessori’s Legacy of Peace Watch Video - Montessori Philosophy, | 1.(CLT7):Provide your perspective based on the elements addressed in the reading and share what you identify as the connection between Peace education and children's learning, in relation to the child in relation to his/her/ their purpose in life Read and post in the Discussion Board and respond to at least 2 peers' posts 2.(CLT7B)Question: Evaluate the importance of each of the above roles in the learning environment. How does Montessori individualize learning based on diversity? Read and post in the Discussion Board and respond to at least 2 peers' posts 3. Create and bring in a Montessori material that can be used in the Peace area. Include photos of children working with your materials and add them into your Digital Portfolio. 4.Nutrition/Child Health Unit Project: Design a menu for a week using the necessary food groups for a snack in a typical school program(The entire menu is for your benefit if you have a full lunch program.) 5.PLC Collaboration Work |
Week 8 | Presentations Assessments |
| Present Final Professional Development Cultural Project Present Final Cultural Unt Projects: Geography / History Astronomy/ Physical Science Botany Zoology Art Physical Fitness / Music Nutrition / Health Peer and Instructor Professional Project Assessment: Assessment and Evaluation, Creation and Presentation of a digital portfolio INSTRUCTOR EVALUATION:COURSE EVALUATION:MACTE COMPETENCIES EVALUATION:STUDENT LEARNING OUTCOMES EVALUATION: |
TECHNOLOGY REQUIREMENTS & SUPPORT:
REQUIREMENTS:
Computer: A minimum, students must have regular access to a computer with Internet connection (preferably broadband) and a web browser. Students are expected to be knowledgeable in basic computer skills. Personal competence in word processing and using email programs is required.
Hardware Users: Pentium II 300 or equivalent with 96 MB memory, CD ROM, Monitor, Sound Card and Printer. Operating System: Windows XP or higher Mac Users, please note: Coursework should be accessible via Mac software.
Internet Connection Subscription to an Internet Service Provider (ISP) is required (broadband access is highly recommended). Broadband access can be cable modem, digital subscriber line (DSL), T1 Connection, or LAN connection or its equivalent. Students are responsible for clearing any firewall and/or security issues if access to the SU Portal is attempted through a workplace network.
Web Browser Make sure you have the best online experience by upgrading your browser to the latest versions of Internet Explorer, Safari, Google Chrome, and/or Firefox. It is preferable to use Google Chrome in partnership with building the google drive e-portfolio.
SUPPORT
For technical support of Canvas, contact the program administrative office at 916-685-6874 or email at information@montessoriteachercollege.school.
For Google Suite or Classroom support, contact the program administrative office at 916-685-6874 or email at information@montessoriteachercollege.school.
CULTURAL SUBJECTS REQUIREMENTS / GRADING SHEET: GRADING SCALE:
| ||
Attendance/Class Participation - Participation - ( 5 points per 8 weeks ) | /40
| |
Discussion Boards - ( 10 points per 8 weeks ) Responses | /80 | |
Collaboration work - ( 10 points per 8 weeks ) | /80 | |
Digital Portfolio - Creation: Assembly / Sequence / Creativity / Beauty - ( 20 points ) Introduction: Content / Writing Structure - ( 20 points ) Write Ups: Sequence / Additional Creations - ( 20 points )
Practice Log -
Portfolio Presentation - ( 20 points )
| /150 | |
Course Assessment - Assessment Material Presentations - ( 50 points ) | /50 | |
Course Assessment - Final Course Assessment Professional Development Project - ( 50 points ) | /50 | |
Course Total | /450 | |
Notes:
CULTURAL SUBJECTS
Scope and Sequence
Cultural Subjects
Along with the four main areas of the Montessori environment there are numerous other materials and activities available to the children based on the outline above.
Maria Montessori believed that the classroom was a prepared environment for the development of the whole child. Therefore, areas such as art, music, science, geography, living animals and plants are to be included for the child.
The role of the teacher is to expand the child's awareness. With careful preparation many new ideas and materials can be harmonized with the environment.
Reading Assignment:
The Discovery of the Child, Chapters 4, 16, 20, 21
Written Assignment:
Prepare an introduction on Cultural Subjects using readings and notes given in class. This section shall be addressed in the google drive portfolio.
Geography
Globes
Map of the hemispheres
Map of the continents
Land and water forms - concrete complementary forms (lake, island)
Actual specific forms on globes and maps
Vocabulary cards
Flags
Identification of various flags
Matching flags to countries
Identification of flag parts
History
Study of Days, Weeks, Months, Years
Clocks-telling time
Day/Night, Seasons
Calendar/Diaries
Birthdays - Timelines
Festivals, Celebrations of Special Days
Botany
Botany cabinet (sensorial exercise)
Botany experiments
Parts of a plant, leaf, flower, roots
Additional classified nomenclature with wall charts, folder and booklets
Zoology
Basic Introductory lessons as:
living - non-living
difference between plants and animals
vertebrate - invertebrate
classes of vertebrates (fish, amphibian, reptile, bird, mammal)
External parts of
FiSH
amphibian
reptile
bird
mammal
Additional science such as:
Ecology
Astronomy
Anatomy
Simple machines
Geology
Music and Circle Activities
Finger plays and songs
Creative movement
Rhythm
Orchestral instruments
Composers
Folk dancing
Musical methods such as Yamaha, Orff, Suzuki
Art
Media experience in use of the following:
paint
scissors
crayon
paste
magic
markers clay
chalk paper
pencil yarn
string stitchery
etc.
Advanced use of Metal Insets
Art Appreciation - exposure to the great masters
The Montessori Spiral Curriculum
EDUC 350: Cultural Materials and Exercises
Cultural Materials
Geography:
Globes
Map of the hemispheres
Map of the continents
Land and water forms - concrete complementary forms (lake, island)
Actual specific forms on globes and maps
Vocabulary cards
Flags
Identification of various flags
Matching flags to countries
Identification of flag parts
History
Study of Days, Weeks, Months, Years
Clocks-telling time
Day/Night, Seasons
Calendar/Diaries
Birthdays - Time lines
Festivals, Celebrations of Special Days
Botany
Botany cabinet (sensorial exercise)
Botany experiments
Parts of a plant, leaf, flower, roots
Additional classified nomenclature with wall charts, folder and booklets
Zoology
Basic Introductory lessons as:
living - non-living
difference between plants and animals
vertebrate - invertebrate
classes of vertebrates (fish, amphibian, reptile, bird, mammal)
External parts of
fish
amphibian
reptile
bird
mammal
Additional science such as:
Ecology
Astronomy
Anatomy
Simple machines
Geology
Music and Circle Activities
Fingerplays and songs
Creative movement
Rhythm
Orchestral instruments
Composers
Folk dancing
Musical methods such as Yamaha, Orff, Suzuki
Art
Media experience in use of the following:
paint scissors
crayon paste
magic markers clay
chalk paper
pencil yarn
string stitchery
etc.
Advanced use of Metal Insets
Art Appreciation - exposure to the great masters
You will be responsible for presenting your own cultural unit in the areas above. Plan to demonstrate the introductory cultural unit and album at the end of the cultural unit. The date is located in your course content.
Physical Fitness/Music
Develop a week unit plan for a mainstream Montessori
classroom using the motor assessments for the age group
you work with while also integrating music into a circle theme.
Nutrition/Child Health
Design a menu for a week using the necessary food
groups for a snack in a typical school program
(The entire menu is for your benefit if you have a
full lunch program.)
Astronomy/Physical Science
Construct your own Astronomy booklet with graphic
matching. Parts of the universe, i.e. the plants
Art for the Young Child
Compile a minimum of ten examples of art projects
Geography/History
Develop a Continent Packet for each country using pictures
reflecting the particular country. (color coding)
a. North America - orange
b. South America - pink
c. Europe - red
d. Africa - green
e. Asia -yellow
f. Australia -brown
g. Antarctica -white
Botany/Zoology
1. Design a booklet for either the flower, leaf,
or tree life cycle
2. Using the following vertebrates, choose one as an
example with a nomenclature booklet for the parts
of the animal
(color coding) a. fish green
b. amphibians orange
c. reptiles yellow
d. birds blue
e. mammals red
Class Demonstrations -
Be prepared to orally discuss and demonstrate activities to the class. The activity
will be randomly chosen by the instructor, during your final observation done at your school site.
INSTRUCTOR EVALUATION:
On the final day of this course, access this link and complete the course instructor evaluation Google form. ( EVALUATION LINK )
COURSE EVALUATION:
On the final day of this course, access this link and complete the course instructor evaluation Google form. ( EVALUATION LINK )
MACTE COMPETENCIES EVALUATION:
On the final day of this course, access this link and complete the MACTE competencies evaluation Google form. ( EVALUATION LINK )
STUDENT LEARNING OUTCOMES EVALUATION:
On the final day of this course, access this link and complete the Course Student Learning Outcomes evaluation Google form. ( EVALUATION LINK )
- Teacher: Norman Lorenz, Ed.D.
EDUC 360: CLASSROOM MANAGEMENT AND SCHOOL LEADERSHIP SYLLABUS -
Preparation / Curriculum / Files / Parent
Course Number: EDUC 360, 3 units
Component Hours: 54 contact hours
Instructor: XXXXXX
INTRODUCTION:
Classroom management and leadership involves being able to have a class with order and joy. It involves knowing the difference between discipline and punishment, how to focus on behaviors of children rather than their personality attributes, and how to be assertive. There are many discipline techniques that may be used, and it is very important that the teacher remembers to use different techniques to fit the individual child and the individual behavior. Teachers need to have positive expectations and to be consistent.
Dr. Montessori's basic approach to classroom management and misbehavior is to engage the child in constructive activity "work". Classroom management involves the process of directing the child's attention and interest to some activity or exercise which will allow normalization to occur. Dr. Montessori emphasized the importance of observation to identify the most suitable, enticing activity for the child.
Beginning classrooms must be brought from the unnormalized condition to normalization by the teacher's careful direction and guidance. Unnormalized children do not spontaneously discover constructive work in the environment, but must be drawn to the work by the teacher's careful preparation and planning.
While the teacher is assisting the child to become engaged in work, she needs to apply a careful strategy of classroom management to gain the child's confidence, cooperation and attention, thereby developing a pattern of respect for authority and the physical environment.
COURSE OBJECTIVES:
To better understand procedures needed to manage an entire class and the individual students in it.
To understand and be able to utilize discipline techniques when needed.
To know how to be assertive.
MACTE COMPETENCIES TARGETED:
Content Knowledge
1a: Montessori Philosophy
1b: Human Growth and Development
1c: Subject matter for the course level of Practical Life
Pedagogy Knowledge
2a: Correct use of Montessori materials
2b: Scope and sequence of curriculum ( spiral curriculum )
2c: The prepared environment
2d: Parent / teacher / family / community partnership
2f: Planning and Instruction
Practice
3a: Classroom Leadership
3b: Authentic Assessment
3d: Parent / Teacher / Family Partnership
3e: Professional Responsibility
3f: Innovation and Flexibility
LEARNING OUTCOMES:
The adult learner will understand the components of the prepared environment and effective management skills of the Montessori classroom and learning environment.
The adult learner will demonstrate positive discipline skills in the Montessori learning environment.
The adult learner will record keep and understand the application of documenting developmental progress of student learning as data drives the decisions.
The adult learner will develop an understanding for maintaining a positive relationship with parents and the importance of community education and outreach as these measures benefit children/student life long learning.
INSTRUCTIONAL METHODS:
HyFlex teaching - Montessori Teacher College Sacramento offers a HyFlex course design model that presents the components of hybrid learning in a flexible course structure that offers students varied options such as, attending sessions in the classroom, participating online, and/or doing both. Throughout the early childhood training program, students will be informed based on the course syllabus as changes will occur regarding mode of attendance weekly or by topic, according to need and/or program preference.
The delivery of course format may include:
Lecture
Group discussion
Distance Learning
Documented direct observation of children and instructional personnel in classroom settings
Selected readings
Written reports, essays, professional development projects, and assessments.
Attendance, punctuality, mindful preparation, and enthusiastic participation by the student learner are assumed and expected.
The value of this information sets the stage for the student to gain access and participate in an environment that is enriched with the promise to share prior knowledge in a way that links with the current trends and issues facing our careers and work lives. In order to create success in learning, the following principles are guides to professional conduct that seeks to promote eventual changes in how the adult learners participate in their own education (Montessori, 1967).
DIGITAL PORTFOLIO REQUIREMENTS:
Develop a Google Drive Shared Portfolio
For each course, the student is required to construct, develop, and organize a Google Drive e-Portfolio folder with tabbed folders for each course module and/or assignment for the purpose of collecting all presentations, hand outs, along with retaining information sections and chapter resources.
All assignments shall be authored in the google suite and turned into either Canvas or Google Classroom.
Training for these requirements are offered during the student learner orientation.
DISCUSSION BOARD REQUIREMENTS:
Based on the cycle of the content, what you read, the lecture overview, the small group discussions, large group share, the student learner navigates to these sections comprehensively and post a minimum of one response in the discussion board based on content and relevance to career path for the appropriate section.
The discussion boards are to reinforce knowledge from a theoretical perspective and transform the concepts from theory to practice. For all courses, when a discussion board response is required, the student learner's responsibility is to read and post in the Discussion (author in the google suite portfolio first, then paste the response) and respond to a minimum of 2 peers' posts.
COLLABORATION WORK ACROSS THE COURSE WORK
Professional learning communities in the form of groups will be designed around student learner interests related to Montessori education. Once the PLC’s are formed, using an interest based and design model setl, the area of study will promote through a mission statement a developmental approach that complements the Montessori philosophy and promotes peace education in the form of a capstone professional development presentation that is peer/parent based.
Through group discussion and individualized perspective building over the fall the spring semesters, and through a braiding across the course work, student learners will design, build, organize, deliver, and implement this comprehensive approach to individualizing child/student development that promotes lifelong learning and centers itself around education as life itself. The PLC group(s) will discuss topics based on curriculum, instruction, observations, and community influences. These topics through transformational leadership will evolve into a classroom plan from theory to practice that describes a typical growth and development based on the studies complement to Montessori education.
REQUIRED TEXTBOOKS:
Montessori, Maria, The Montessori Method, New York: Schocken Books, 1964
Montessori, Maria, The Discovery of the Child, New York: Ballantine Books, 1990
Standing, E.M., Maria Montessori: Her Life and Work, New York: New American Library, Penguin Books, 1984
Course Component Handouts
Dreikurs, Rudolf - Children the Challenge
Abraham, Willard - Living with Pre-schoolers -- From the Terrible Twos... to the Fascinating Fives.
Della-Pina, Gabriel - How to Talk with Children (and Other People)
Fraiberg, Selma H. - The Magic Years, Understanding and Handling the Problems of Early Childhood
Gordon, Dr. Thomas, - P.E.T. Parent Effectiveness Training
Nelson, Greg - A Teacher's Bag of Tricks
Nelson, Jane - Positive Discipline
Nelson, Jane - Positive Discipline for Preschoolers
Nelson, Jane - Positive Discipline, A Teacher's A - Z Guide
COURSE OUTLINE, ASSIGNMENTS, ASSESSMENTS and EVALUATIONS
The following guide provides the adult learner with what is required weekly across the courses and terms. Each assignment is expected in the individual’s digital portfolio.
Module | Topic(s) | Readings and Multimedia | Assignments |
WEEK 1 | Introduction | Assigned Textbook Readings and Journal articles Watch assigned Video | 1. Portfolio Introduction: Classroom Management 5 Paragraph Essay & Writing Resource Rubrics 2. Terms List; create a list of Montessori terms that you encounter in your readings during this course, including definition /explanation. 3.(MGT1)Provide your perspective based on the elements addressed in the reading and class lecture to share how you will incorporate the prepared environment and freedom of choice as it relates to child discipline. 3.PLC Collaboration Work |
WEEK 2 | Time Management/ Teacher’s Plan Of Action | Assigned Textbook Readings and Journal articles Watch assigned Video | 1.(MGT2)Provide your perspective based on the elements addressed in the reading and class lecture to share how you will describe the importance of a daily schedule, and lesson planning as it relates to the child's sense of order and building of trust/normalization. 2.Submit a resume of information and experience. 3.Submit a sample lesson plan of a week 4.PLC Collaboration Work |
Week 3 | Management/ Environmental Design | Assigned Textbook Readings and Journal articles Watch assigned Video | 1.(MGT3) Provide your perspective based on the elements addressed in the reading and class lecture to share how you determine the value and importance of beauty in the classroom. 2.Submit a drawing of your ideal classroom design Daily Schedule: 3 hour work cycle / Circle time expectations / Asst teacher direction / Prep / Material Creation / Birthday Circle False fatigue - how to recognize it and work through it 3.PLC Collaboration Work |
Week 4 | The Child | Assigned Textbook Readings and Journal articles Watch assigned Video | Redirection / Tone / Close Physical Proximity / Role Modeling / Peer Teaching / Firmness / Word Choice / Say this, Not that / Eye Contact / Eye Level / Speak to NOT at / Kindness / Conditions of the Classroom 1.(MGT4) Provide your perspective based on the elements addressed in the reading and class lecture by sharing your choice of 3 above, that foster autonomy in children and builds intrinsic discipline in children. . 2.PLC Collaboration Work |
Week 5 | Curriculum and Record Keeping and Observation | Assigned Textbook Readings and Journal articles Watch assigned Video | 1.(MGT5) Provide your perspective based on the elements addressed in the reading and class lecture by expressing your beliefs related to the importance of observation, documentation of the child’s learning and development, and outcomes. 2.Submit a case study where you resolve from step 1, atypical to a solution. Dialog re: solution 3.Submit 1 example of a pre-assessment. 4.Review PTC paperwork / monthly child work saved as evidence 5.PLC Collaboration Work |
Week 6 | Building Relationships: Creating Strong Communities within the School, CoWorkers, Parents and Children |
Assigned Textbook Readings and Journal articles Watch assigned Video | 1.(MGT6) Provide your perspective based on the elements addressed in the reading and class lecture as it relates to the 1st class on Principle and Philosophies regarding the identities lesson and choose 3 from that identities lesson that you believe are integral to building these types of relationships. 2.Declare by this week the topic for the Determine, design, and outline a parent professional development presentation based on these topics. 3.PLC Collaboration Work |
Week 7 | Operations | Assigned Textbook Readings and Journal articles Watch assigned Video
| 1.(MGT7) Provide your perspective based on the elements addressed in the reading and class lecture to share how you will Create a professional development brief overview of section 6, pg 14/15 PLC Collaboration Work |
Week 8 | Presentations Assessments |
| Present Final Professional Development Classroom Management Project Peer and Instructor Professional Project Assessment: Assessment and Evaluation, Creation and Presentation of a digital portfolio INSTRUCTOR EVALUATION:COURSE EVALUATION:MACTE COMPETENCIES EVALUATION:STUDENT LEARNING OUTCOMES EVALUATION: |
TECHNOLOGY REQUIREMENTS:
REQUIREMENTS:
Computer: A minimum, students must have regular access to a computer with Internet connection (preferably broadband) and a web browser. Students are expected to be knowledgeable in basic computer skills. Personal competence in word processing and using email programs is required.
Hardware Users: Pentium II 300 or equivalent with 96 MB memory, CD ROM, Monitor, Sound Card and Printer. Operating System: Windows XP or higher Mac Users, please note: Coursework should be accessible via Mac software.
Internet Connection Subscription to an Internet Service Provider (ISP) is required (broadband access is highly recommended). Broadband access can be cable modem, digital subscriber line (DSL), T1 Connection, or LAN connection or its equivalent. Students are responsible for clearing any firewall and/or security issues if access to the SU Portal is attempted through a workplace network.
Web Browser Make sure you have the best online experience by upgrading your browser to the latest versions of Internet Explorer, Safari, Google Chrome, and/or Firefox. It is preferable to use Google Chrome in partnership with building the google drive e-portfolio.
SUPPORT
For technical support of Canvas, contact the program administrative office at 916-685-6874 or email at information@montessoriteachercollege.school.
For Google Suite or Classroom support, contact the program administrative office at 916-685-6874 or email at information@montessoriteachercollege.school.
INSTRUCTIONAL METHODS:
HyFlex teaching - Montessori Teacher College Sacramento offers a HyFlex course design model that presents the components of hybrid learning in a flexible course structure that offers students varied options such as, attending sessions in the classroom, participating online, and/or doing both. Throughout the early childhood training program, students will be informed based on the course syllabus as changes will occur regarding mode of attendance weekly or by topic, according to need and/or program preference.
The delivery of course format may include:
Lecture
Group discussion - among students and/or facilitated by the instructor
Distance Learning - online discussions, group collaborations, and video conferencing.
Documented direct observation of children and instructional personnel in classroom settings
Selected readings and/or Guest speakers (live or recorded)
Student presentations, in the form of written reports, essays, professional development projects, and/or assessments.
Materials used in the course will be accessible, such as captioned videos, transcripts of audio recordings, and documents (e.g., PDF, Word, PowerPoint) designed to meet accessibility requirements
Attendance, punctuality, mindful preparation, and enthusiastic participation by the student learner are assumed and expected.
CLASSROOM MANAGEMENT REQUIREMENTS / GRADING SHEET: GRADING SCALE:
| ||
Attendance/Class Participation - Participation - ( 5 points per 8 weeks ) | /40
| |
Discussion Boards - ( 10 points per 8 weeks ) Responses | /80 | |
Collaboration work - ( 10 points per 8 weeks ) | /80 | |
Digital Portfolio - Creation: Assembly / Sequence / Creativity / Beauty - ( 20 points ) Introduction: Content / Writing Structure - ( 20 points ) Write Ups: Sequence / Additional Creations - ( 20 points ) Practice Log -
Portfolio Presentation - ( 20 points ) | /150 | |
Course Assessment - Assessment Material Presentations - ( 50 points ) | /50 | |
Course Assessment - Final Course Assessment Professional Development Project - ( 50 points ) | /50 | |
Course Total | /450 | |
Notes:
EDUC 360: Classroom Management Topics and Exercises:
Classroom Management
Teacher's Plan of Action:
Many techniques and approaches are available to teachers faced with classroom misbehavior and some teachers are able to find consistently successful results from one particular method. However, normally, teachers individualize a given approach, modifying it according to what works for the individual. Teachers, in practice, create a personal "formula" which works in most situations. The formula is a series of steps or actions which the teacher follows when presented with misbehavior - the teacher's "plan of action."
Example of "Plan of Action":
1. When atypical behavior is observed.
2. Establish eye contact with child
3. (a) non-verbal gesture
(b) call child's name
(c) ignore further minor misbehavior; continue with own activity
(d) physically approach child
4. (a) remind child of classroom rules; clear, firm, quiet voice
(b) direct child to new activity; use "I" message in terms of desire
(e.g., "I want you to... put the Broad Stairs away now... let Paul finish that work by himself...ask Mary to help you set up the table washing..."); give a choice: "which would you like to do - wash a table or scoop beans?"
(c) restrain the child by holding as gently as possible. (no chasing; do not hurry)
5. Child stops resisting and agrees to follow a specific direction.
Classroom Conditions:
The teacher's formula for classroom management is applied with the understanding that certain conditions are in operation. Classroom misbehavior arises out of the conditions or "tone" of the classroom. This "tone", which the teacher creates, is the context within which all classroom communication occurs. Accurate observations, awareness, sensitivity and clear communication are factors which contribute to a positive tone in the classroom. This positive tone promotes the success of classroom management techniques and makes atypical behavior less likely to occur. A positive classroom tone is maintained by means of the following:
1. In the beginning of the year, the teacher has learned all the children's names, provided activities and opportunities for children to learn each other's name and generally has created an attitude of acceptance and acknowledgment of all the children.
2. The teacher models ideal classroom behavior; quiet voice, slow movement, respectful manner/speech.
3. The teacher has identified any visual, hearing or other health problems.
4. The teacher has prepared and is maintaining a clean and orderly environment.
5. A set of limitations on behavior has been set which protect the child's ability to work independently and establish requirements of respect for the materials in the environment.
6. The teacher is aware of total classroom activity and maintains frequent eye contact with all children.
Firmness:
Firmness is the quality of putting "I mean it" into your actions and directions. Firmness requires a willingness to see a problem through completely to a satisfactory conclusion. It is not winning a power struggle; rigidity; force; roughness. Firmness has the following characteristics: persistence, determination, patience, strength, certainty, and completeness. When the teacher chooses to exert her authority and confront a misbehaving child, she must follow through to extinguish the misbehavior completely, regardless of the apparent escalation the confrontation creates. Escalation of misbehavior is a common reaction to a child's confrontation with authority and is a way of "testing the limits". If the teacher does not act with firmness in every situation, a condition of uncertainty is created in the classroom which generates additional misbehavior. Do not assert your authority unless you are prepared to provide a firm and complete solution.
Relax, Slow Down:
Teachers need to develop the ability to relax and slow down. Before responding to misbehavior, stop, look, and listen. Notice if your response is automatic or if you are in control of your actions. If you feel automatic and nervous about your behavior, slow down.
Most misbehavior can be successfully handled by polite, respectful communication. "Would you please go back to your work"..."Let's see if everyone can cross their legs and fold their hands in their laps"..."Could you please wait until Joan is finished"...
Classroom Management:
Teachers waste their power by attempting to "control" an entire group of children and great care is required for successful line discussions and communication. Classroom management techniques are designed for individual children and communication to the entire class should be encouraging and positive.
Model Proper Behavior:
The teacher presents a model to the children and studies have demonstrated that children imitate adult behavior. All techniques employed as part of the teacher's formula must be implemented in a slow manner with a quiet voice. A teacher can be nervous and angry inside but still maintain the outward control and self-discipline to proceed with a specific management technique.
The Non-Participating Child:
Some children are not actively disruptive but demonstrate a chronic unwillingness to participate. (Caution: non-participation may be a form of observation and should be permitted and encouraged.) To encourage participation, the teacher can invite the child to stay close to her while she is working with the other children. In addition, the teacher can make a special effort to acknowledge the child's value to the class by calling attention to his activities and by providing special opportunities for him to serve others in a group setting.
Rudolf Dreikurs:
Rudolf Dreikurs, a proponent of Adler, recommends a cooperative approach to discipline. A basic principle of Dreikurs is to discover through observation and questioning the child's purpose or goal in his misbehavior; what the child is seeking to gain from his misbehavior. Dreikurs recommends that the teacher not provide the expected results of his behavior. Dreikurs is consistent with Montessori since he recognizes the purpose of the child is to gain constructive positive results and misbehavior is a deviation from normal, purposeful behavior. Dreikurs recommends the process of clarifying the child's purpose by thwarting his expectations and allowing him to conform his behavior in a cooperative manner with others. He believes that children are unaware of the results of their misbehavior and act on impulse out of a patterned response.
Behavior Modification:
B.F. Skinner is the primary proponent of Behavior Modification which is essentially the approach of ignoring misbehavior while reinforcing "positive" behavior. When the misbehavior is relatively minor, the approach of ignoring the misbehavior can be effective. However, some misbehavior is too dangerous to ignore. To be consistent with Dr. Montessori's advice about rewards and punishments, positive reinforcement such as "praise" is provided in terms of acknowledgment directed to the child's work and not the child: "You lined those up very evenly"; "You worked a long time on that project".
I. The Self- Preparation
A. Sensitivity with Professionalism
1. Self Management & communication
2. Team Participation
B. Resume Writing
II. The Child
A. Montessori Materials & Terminology
1. Posture
2. Body Placement
3. Vocabulary
B. Child Development
1. Making the Match
2. Rationale for development versus behavior
3. Bloom's Taxonomy
III. Time Management- Aspects of Efficiency
A. Controlling Calendars- schedule keeper
1. individual calendars
2. classroom calendars- weekly plans
3. Monthly plans
4. yearly planning- curriculum- see IV. below
B. Preparation time
1. Time factors- scheduling
a. job times- an overview
b. recess
c. group participation times- an overview
IV. Classroom Management/Environmental Design
A. The Classroom
1. Structure and layout
2. Esthetics
3. consistency
4. overview- making the match
B. Curriculum
1. practical life
2. sensorial
3. language/reading
4. math/geometry
5. cultural subjects
C. Record Keeping
D. Evaluations & Testing
V. Computer Literacy
A. Classroom
1. Apple Mac, IBM or compatible
2. nomenclature
B. Professional
1. Apple Macintosh, IBM or compatible
2. nomenclature
VI. School & Class Operations- How To Start A School
A. Operations Manual/TEACHER binder
B. Elements of a Small Business Plan
1. Planning
2. Business management
3. Insurance
4. Marketing/Advertising
5. Buy/selling
6. Budgeting
7. Telephone
C. Licensing Procedures
1. Dept. of fices
2. Staffing
D. Operations of School Environment
1. enrollment
2. supervision
E. Parent relations
1. Newsletters
2. parent education classes
3. parent/teacher conferences
4. school activities
F. Value of facility- This aspect of the business depends solely on the way in which the administration encourages and enhances the level of professional qualifications of the school. Defining and implementing one's own values regarding the needs of the business is accomplished by motivating staff to work together toward the common purpose. The school may have your name on it, but the staff providing the daily care is what provides unity and harmony, which is what carries out the aspects of the directors values. This allows the school and business to grow. Good luck!
References:
American Montessori Society- Montessori Life
Association for Supervision and Curriculum Development
Center Management
Child Care Review
Early Childhood News
Educational Choice- Sacramento
Local Chamber of Commerce news
National Association for the Education of Young Children
American Montessori Society- Montessori Reporter
Professional Association for Childhood Educators-
Public School Montessori
EDUC 360: Classroom Management Requirements
Name:_________________________
This album has specific requirements which must be fulfilled to receive a passing grade (C). To receive an A or B, the student must surpass the minimum requirements listed in the Album Content Requirements below. Qualities such as presentation and organization directly affect your grade. Please see the following for content requirements:
I. Table of Contents / Introduction
1. The Self
A. Management information
B. Resume
(Submit your own resume of information & experience)
2. Child Information
A. Role modeling information
B. Information regarding Child Development
3. Time Management
A. Aspects of efficiency
1. Controlling Calendar
2. Monthly Plans
3. Yearly Curriculum
(Construct one weekly written lesson plan using a routine schedule of the day)
4. Classroom Management
A. Layout and organization
B. Computer Information
C. Operations Information
D. Parent Education/Relations
5. Articles
Class Demonstrations -
Be prepared to orally discuss and demonstrate activities to the class. The activity
will be randomly chosen by the instructor.
Grading percentage scale:
100-90- A
89-80- B
79-70- C
INSTRUCTOR EVALUATION:
On the final day of this course, access this link and complete the course instructor evaluation Google form. ( EVALUATION LINK )
COURSE EVALUATION:
On the final day of this course, access this link and complete the course instructor evaluation Google form. ( EVALUATION LINK )
MACTE COMPETENCIES EVALUATION:
On the final day of this course, access this link and complete the MACTE competencies evaluation Google form. ( EVALUATION LINK )
STUDENT LEARNING OUTCOMES EVALUATION:
On the final day of this course, access this link and complete the Course Student Learning Outcomes evaluation Google form. ( EVALUATION LINK )
- Teacher: Sara Nelson