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  2. 蒙特梭利
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家長教師會談 Seiji's preschool parents conference

2007年05月04日
公開
9

Second term comments/suggestions: Seiji is very enthusiastic about learning and challenges himself. He has progressed greatly this semester mastering not only previously learned exercises, but newly introduced ones as well in all areas of the classroom. He clearly respects his environment and takes great pride in keeping it orderly. **************************************** Montessori schools look to future Proponents hope to capitalize on growing frustration with traditional methods. By Carla Rivera, Times Staff Writer April 30, 2007 In Philomena Thomas' class at Meher Montessori School in Monterey Park, children sprawl on the floor putting together wooden puzzle maps, or help one another with art, or sit reading. For a roomful of children under age 6, the noise level is remarkably muted. In the Montessori approach — unlike the regimented setting in most schools — a classroom of free-roaming children, unfettered by the teacher's intervention, is the perfect learning environment. But that philosophy has been both a draw and a challenge for Montessori education, which is marking the centennial of its founding by looking back on its achievements while moving to more sharply focus its future. Leaders in the method want to tap into parents' disenchantment with traditional public schools to establish Montessori as the dominant alternative. To that end, Montessori educators, traditionally a fairly laid-back lot, are marshaling more sophisticated marketing tools and attempting to better distinguish authentic, accredited Montessori schools from those that misuse the name. More than 5,000 schools in the United States, most of them private, use Montessori methods, characterized by multi-age classrooms, self-paced study, specially designed materials and the absence of most tests and letter grades. Montessori schools have opened at a rapid pace in California in recent years and now number nearly 800, officials said. The methods are being used in a growing number of public schools, currently more than 300 in districts from San Francisco to Washington, D.C. But only about 20% of so-called Montessori schools have been accredited by the Assn. Montessori Internationale or the American Montessori Society. The AMI — based in Amsterdam — strictly promotes the methods of its founder, Italian physician Maria Montessori, while the AMS has adopted a less rigid approach. Montessori educators acknowledge that much of the public has at best a vague understanding of their method. Misconceptions — for example, that the schools are glorified day-care programs or just for the wealthy — persist in part because Montessori never copyrighted her name or method. Many so-called Montessori schools don't employ the methods or undergo the training that adherents consider vital. Although some schools exploit the Montessori name, others simply don't want to go through the expense or trouble of accreditation, said AMI-USA Executive Director Virginia McHugh. Her group plans to reach out to those schools to try to coax them to apply for full accreditation. "We want to be really proactive," said McHugh, noting that there is only one AMI-accredited school in Los Angeles County. "I can probably find many schools in Los Angeles that purport to be Montessori, and we want to call them and ask them if they are aware of our school recognition program. Accreditation is like a Good Housekeeping symbol." Other Montessori leaders are mounting an effort to finally trademark Montessori methods under the rubric of Montessori Centers of Excellence. To achieve that, schools would have to meet several criteria, including teacher certification. Trademark status is expected by the end of May, said Michael Jacobson, chairman of the Montessori Initiative, a national campaign to increase understanding of Montessori education. "At least parents will know what to expect because there will be consistent standards," Jacobson said. "We can't do anything about the common use of the word Montessori, but we can avoid the misuse of the word." The American Montessori Society saw a 7% increase in member schools last year and heightened interest from school administrators and parents, perhaps denoting a backlash against the tightly controlled, test-centered precepts of the federal No Child Left Behind law, some officials said. A study published recently in the journal Science found that Montessori-educated children have better social and academic skills than children schooled in more traditional settings. Comparing mostly urban minority children in Milwaukee who won a lottery to attend a Montessori school with a control group sent to non-Montessori schools, the study concluded that at the end of elementary school, the Montessori children "wrote more creative essays with more complex sentence structures, selected more positive responses to social dilemmas and reported feeling more of a sense of community at their school." Montessori alumni are a diverse set, including Larry Page and Sergey Brin, the co-founders of Google, Nobel Prize-winning author Gabriel Garcia Marquez and rapper and clothing executive Sean "Diddy" Combs. Maria Montessori, the first woman to graduate from the University of Rome's medical program, developed her theories while working with special-needs children and then opened her first Casa Dei Bambini or Children's House in 1907 in a Rome slum. Using light-filled classrooms with low shelves and imaginative materials mostly made of wood, she believed that children should learn from the environment and from one another, with individualized guidance from the teacher. In 1915, Montessori set up a glass-walled classroom at the Panama-Pacific International Exposition in San Francisco, where spectators observed 21 children who attended for four months. The exhibit won two gold medals, and the movement took off in the United States, championed by Alexander Graham Bell and Thomas Edison, among others. The traditions have been passed down at the Meher school, where at a table, a boy cuts a green apple that he will share with the class, in the process mastering physical and math skills. One girl helps another write her name on a drawing. There is also an emphasis on outdoor activities: The 9- to 12-year-olds at Meher, for instance, do recycling projects, visit nature centers and raise money for such groups as the Wildlife WayStation. The children work on activities until they master them, said school Director Adela Munoz, in a process that happens over time and through observance, rather than a test or paper that tells you the child is ready to move to the next level. Evita Chavez, 14, became more confident during her years at Meher, where she began at age 3, said her mother, Elodia Chavez. "They teach the children to challenge themselves, to have inquisitive minds. Her teachers now tell me they appreciate the way she can think outside the box," said Chavez, who also sent her son, now 10, to the school. With an annual tuition of $7,250, Meher, which also has a school in Altadena, is the only AMI-accredited school in Los Angeles County, and all of its head teachers have AMI diplomas — earned after a year of training — in addition to undergraduate degrees. The expense associated with accreditation and training, as well as up to $25,000 to equip a classroom with specially made materials, can be a problem for public schools seeking to join the movement. The Minneapolis public school district has three magnet elementary Montessori schools with about 1,340 students, but cost-cutting and apprehension among some educators has made it difficult to follow key principals, said Bernadeia Johnson, the chief academic officer for the district. The Antelope Valley Desert Montessori school, a K-8 charter campus in Lancaster, opened in August as one of the newest publicly funded Montessori schools in California, but it is feeling intense growing pains, said one of its founders, Jill Barrett. The full Montessori method is being implemented only in kindergarten and first grade so far. It has been difficult to find trained teachers, and only one aide has Montessori credentials. The school is a member of the Assn. Montessori Internationale but is not accredited. Because it is publicly funded, the school has fewer resources to buy authorized materials and must work within the state-adopted curriculum and use standardized tests. "We know we're building on Montessori and that this is a very early stage," said the school's program coordinator, Dennis Corley, whose granddaughter attends. The program has attracted 180 students. Families have been drawn to classes that average about 18 students with such activities as creative writing, golf, martial arts, swimming, choir and dance, plus regular field trips. Infiniti Dirden, a 14-year-old eighth-grader, said there is a noticeable difference from the charter school she attended last year. "We get more attention than last year, and that's neat," she said. "The teachers are more patient…. My classmates are more respectful…. We're also helping the littler kids and bringing them along with what we're learning."

筆記: Montessori from the start: How children respond to the environment

2006年06月11日
公開
4

The first grouping involves answering the question, what is out there? It includes exploration, orientation, and order. A second grouping helps us deal with the results of our explorations: What might I do with what is there? The third grouping is the largest and involves the crucial transition from dream to reality: How can I carry out my abstract ideas? To make this leap, human beings are given five key behavios: manipulation, exactness, repetition, control of error, and perfection. The last grouping consists of a single tendency. It can fairly be called the key to all the rest, fr it involves a spiritual gift: the gift of ourselves freely given to others. This behavio answers the question, how can I tell others about what I have done? We call it communicaton. All of these behavioral tendncies-- exploration, orientation, order, abstraction, imagination, manipulation, exactness, repettion, control of error, perfection, and communication --operate throughtout our lives. However, they manifest themselves differently as we grow older. In Montessori education, self-evaluation is a function of realistic achievement through independent action. Adults cannot give children confience and self-regard through external praise and evaluation; those come as the result of the child's own efforts. This indeendence in he child is not to help make life easier for the adult. In fact, at least initially, helping children to establish independence requires a great del of effort and thought on the adults' part. Montessori encourages us to go to this trouble for children so that they will experience the confidence that comes from no having to wait for someone else to do what is needed. It is not to help adults, then that we help children to become independent in daily acts; it is to help children.

轉載: How child care providers "regulate groups of kids" while providing a harmo

2006年06月07日
公開
20

選保母不應看她對你小孩的單獨照顧 而是看她如何"照顧管理"她所帶的所有小孩 媽咪覺得蒙特梭利的優點在於提供 所有小孩合諧的族群正面的生活規則 而非光靠某一褓姆對單一小孩的喜好感情以提供看護 How child care providers regulate groups of kids while providing a harmonic climate to play and learn is important. The findings appear in the May/June issue of Child Development. "Given the growing evidence that relationships with care providers have an important impact on children's development, this study's findings help pinpoint the features of those relationships most likely to affect children's later behavioral and socio-emotional functioning in the most positive ways," lead researcher Lieselotte Ahnert, a professor of developmental psychology at the University of Applied Science in Magdeburg-Stendal and Free University of Berlin, said in a prepared statement. "In contrast to earlier concepts on childcare providers' functions, however, we should not see care providers in public care as mother substitutes, dealing sensitively with individual kids, but understand how they regulate groups of kids while providing a harmonic climate to play and learn," Ahnert said. -- Robert Preidt, HealthDayNews 父母應陪小孩看電視: Your role Watch TV with your children whenever possible. Try not to use the set as a babysitter. A recent study looked at three groups: children with unlimited access to television, children with moderate access who watched without a parent, and children with moderate access who watched with a parent. The last group scored significantly higher academically than did the other groups. That aside, just being there says to your child, "What you do is important to me." Help your child become a critical viewer. Even young children can learn to watch television without "tuning out." Explain what's going on in the show and in the commercials (and clarify the difference between the two). Encourage your child to ask questions and relate what's happening in the show to his own life. If you have a VCR, consider taping programs. Then you can watch when you choose, and you can pause the tape to discuss what's going on. Make yourself a role model. Children are most affected by the example parents set, so don't channel surf or keep the TV on as background noise. If your kids see you eagerly sitting down every so often to watch a specific show and concentrating on what you're seeing, they'll recognize the potential for enjoyment TV actually promises.

筆記: Montessori prepared environment: Basic Montessori: Learning Activities for

2006年05月26日
公開
13

The site need not be luxurious, but like any area for children it must be clean, warm, secure, pleasant in appearance, brightly lit, and isolated from dangers like building work or busy road. You do not need a lot of space: one separated half of a playroom would do fine for one or two children at home; for a group of children, one large room or two smaller rooms, with ready access to a WC and a fenced outdoor play area, would be best. The room or rooms should be furnished very simply, with child-size furnishings. You'll need a child-size table and chair for each child, and some child-size open shelving. By 'child-size' I mean comfortable for the child to be working at: for the chair, the child's feet should rest flat on floor; for the table, a seated child should be able to rest elbows on te surface; for shelves, the child should be able to see the contents of a bowl on the top shelf. The tables, chairs and shelves should have water-resistant surfaces for easy cleaning, and should of course be free of splinters and sharp corners or edges. The only other essential furnishings are 'table mats', each made of a two-foot-square piece of felt, and also, even if the space is carpeted, 'floor mats' of stiff, thick felt, each about three feet by four feet, rolled and stored upright in a low bin. Optional furnishing might include: a child-size easel for painting; two large plastic buckets, one as water in; a well-lit reading corner with a small bookcase and a soft child-size chair or fluffy pillow; interesting pictures to hanf on the wall at the child's eye level; and for each table, a vase to put flowers in. It is essential, however, that children be able to see and retrieve, without any adult assistance, all the materials and supplies needed to conduct an activity which has been presented to them. Unless these materials are being used by someone else, the children must always find them in precisely the same place and position onthe shelves every time they look or them. This will help the children become independent, and will help them understand what is expected when putting the materials away.

筆記: Practical Activities: Basic Montessori: Learning Activities for Under-Five

2006年05月24日
公開
13

Montessori and her Theories: Some time into this process, Montessori began to notice something very strange and wonderful about some of the children. Those who freely participated in the activities began to reveal a facet of childhood which Montessori had never seen before. Some of the more experienced children began to evidence a kind of inner calmness, and they were able to concentrate contentedly for very long periods of time. Not only did they quickly absorb complex skills and sophisticated knowledge, they also developed a self-discipline which relieved any need for external authority. In the their dealings with adults and other children, they began to show great thoughtfulness, compassion and understanding. P.2~3. Absorb-- Montessori used the term 'absorb', not in the sense of 'take in' as a dry sponge absorbs water, but rather in the sense of 'combining into itself'. The absorbent mind makes possible the transformation of a helpless, gurgling infant into a young personality with all the basic physical and mental abilities needed for daily human existence: feeding, cleaning and dressing onself; sitting, climbing, grasping and a wide range of fine motor skills; as well as language, recognition, memory, will, grace, courtesy, cultural customs, and a self-identity. The feat of self-creation is accomplished by the child's simply living in and 'absorbing' the surrounding cultural environment. So although the absorbent mind's first phase is unconscious, it is not undirected. At any one time, the child's unfolding intellectual structure makes special use of certain aspects of the impressions it absorbs. It is the effect of absorbed mind, starting around age three, the structure's developmental work has progressed sufficiently to give the child enough mental faculties to express interest consciously in the particular experiences that will henceforth most benefit the evolving structure. So, from ages three to six, the child feels and shows preferences for the types of stimuli needed to refine and integrate the basic abilities created from ages nought to three. The general order of the hidden construction work going on within th eyoung children was thus suggested by special, transient sensitivities to certain categories of stimuli. Montessori called these broad, but distrinct and temporary sensitivities, the six 'sensitive periods': Sensory perception: 0-5 yrs --touch as much as possible. Language: 3month~5.5 yrs--talk to your baby/child. Order:1yr~peak at 2~subsides @3yrs--yhe construction of the intellect appears to be going through a vital organisational phase. Impressions and experiences are being placed in ordered patterns that will form the basis for the child's emerging world view, which is in turn beginning to make possible the ordered expression-the idea about the world....When some disorder is necessary in the young child's surroundings, we should be sympathetic and supportive, and should stress the things that haven't changed. small detail: 2yr It is also essential to early development that a child be able to broaden the field of obseration available to the absorbent mind, and to tighten the concentration of the inner intellectual structure in processing what is absorbed. co-ordination of movement: 2.5~4 yrs. bringing the body under control of the will: work on manipulative skills involved: turing taps, holding slippery soap, rubbing to make lather, rinsing, and finger-drying. Social relations: 2.5~5yrs. Pays special attention to the effect of one's behaviour on the feelings and actions of others, and how one's behaviour is in turn affected the judgements and tendencies of a group of children. The Practical Activies may be seen to fall into three basic categories: Manipulative Skills, Self-Development, and Care of the Environment. Manipulative Skills, Such as pouring, opening containers, handling books, and carrying delicate items, are relatively simple tasks that adults want to hurry things along for convenience, but often to alloay adult fears of accidental messes. Self-Development: grace, which describes how one moves about; courtesy, which concerns how one behaves socially; and personal care, which involves dressing and cleaning oneself. Care of the Environment is a fancy name for housework - work which the young child constantly watches adults do, but is never invited to join in on. The child conducts the Practical Activities for the sake of working through the processes, rather than for the sake of their results. But if you are directing a group of children, the products of the Practical Activities eventually become useful to the small Montessori community in which the child is working. For instance, the painting table is kept clean by children practising scrubbing a table top, the shelves are kept free of dust, floor mats are neatly put away, no one trips over chairs not pushed in, visitors are politely greeted and seated, and coats neatly hung up are easy to find. The children soon realise that they are responsible for their own environment, which enhances their respect for others and for themselves.

小朋友成果展 Children's Night (7:00-8:00pm)

2006年05月16日
公開
19

今晚爸鼻媽咪和山大王一起在pizza hut晚餐 吃過還要再去學校 小朋友都陸續回來 因為今晚是小朋友成果展 山大王在停車場就看到同學又回來很高興 大喊同學的名字:Nikki 進教室前一起看到灌木叢裡有小l 讓山大王和Nikki又驚喜不已 一進到教室山大王和到有些同學 已經開始主動使用教具 讓父母們觀摩他們自己在學校學習的情形 讓媽咪很驚訝地山大王也很主動一樣一樣 示範他自己在學校的工作 媽咪爸鼻都不是唸蒙特利梭的幼稚園 之前要不是學校解釋"Children's Night" 媽咪根本沒概念山大王和小朋友晚上去學校 一個小時要表演還是玩什麼... 結果很驚喜小朋友們示範的就是 平常他們自身在學校裡學習的生活 每個人依照自身的進度學習的課題不盡相同 但表現出來都自動自發樂在學習的樣子 是蒙特利梭教學的特色 這也讓媽咪對2歲半就送山大王去preschool的決定感到正確 Roll it! Cut it! Cut it, too. Trace it! Organize it! Seiji said: "Baby!" 山大王很俐落地一個個裝回去 以後爸鼻修東西就請你幫忙了 Reiver喜歡逗山大王 Tickle tickle~ Reiver的爸鼻對Reiver說: Show me your other work..." So she had to kiss Seiji's head and go... Cute little girl~ 賣力的表情 山大王繼續做工 收好教具或玩具是學習的一部份 也是在家不提醒就不做的事 排顏色

摘錄: 秩序敏感期的三歲

2006年04月16日
公開
23

蒙特梭利筆記-摘錄於 陳秀芬 演講 陳睿倩、李景新 整理 1-3歲 對秩序的敏感 孩子也是一樣，須對周圍環境有定位，所以我們要事先好好設計，讓東西都有固定位置，像衣服、鞋子、教具等都有固定放的地方，亦可教他幫忙把東西歸位。若必須有變動的，如搬家或請客，就要事先告知，讓他先做好心理準備，與他商量因應之道。 通常2、3歲的孩子注意力較短，容易被環境的變化影響而分心，這很正常。孩子的注意力需要培養，我們在引導孩子工作時，剛開始也許盡量不要有雜音或電視、音樂的干擾，讓他練習專注；一旦他能專心之後，有沒有這些聲音就沒什麼差別了。 自由是指自由地去做正確的事: 蒙特梭利認為「自由」可讓每個孩子按照各自不同的需求，開展生命。孩子一旦能依循內在的需求與學習的意願，去自由選擇工作，他就能成為自己的主人。一個能支配自己的人，才能對自己的行為負責（自律），並執行他人的命令（服從）。因此，由自由而得的自律與服從，正是一個獨立個體在群體生活中必具的良好社會行為。 Freedom is not to hurt others. 自由—不能傷害別人 Freedom is not to abuse the materials. 自由—不可以濫用教具 Freedom is not to disrespect others. 自由—不是不尊重別人 何時可以講話、如何借用東西、如何有禮貌的用餐等等，都是互相尊重的行為；相反的，在別人講話時插嘴、隨意拿別人的東西、吃飯時飯粒亂噴等，就是不尊重別人的行為，應該予以導正。 Freedom is not to interrupt other children. 自由—不能干擾其他的孩子 蒙特梭利將順服（Obedience）分析成下列三個要素，而這三個要素要同時存在，才能表現出一個順服的行為。 「你是好孩子，不做這件事。」 1. Ability：要有能力 2. Will：要有意願: a). 想想有什麼方法可以增強他的意願 b). 要特別小心，因為你說過的話就要做到。如果你沒有辦法說到做到，以後你講的話就要被打折扣了。 c). 同的孩子需要不同的應對方式，當孩子想要挑戰你的權威時，請注意對症下藥。 對孩子的教養分成三個階段：第一是「親子關係的建立」。親子關係如果穩固的話，之後在訂定家規或執行家規時，才會有效果。在這一個階段，當我們檢視教養風格時，書中提出幾個問題：「你的包容性高嗎？你誠實嗎？你的耐性夠嗎？你在孩子面前快樂嗎？你容易跟別人合作嗎？你是否讓孩子容易覺得信賴呢？你是否經常帶給孩子歡笑呢？」愉快的親子關係是一切的基礎，孩子如果覺得：「媽媽好嚴肅喔，一開口就是在罵我這個不對、那個不對。」你最好先自我改變，多多讚美你的孩子，讓你的孩子覺得你愛他。 親子關係穩固之後，下一個階段就是訂立家規。我們不妨先想一想，家規應該怎麼訂定？合不合理？可行性高不高？有沒有事先訂定？就怕你沒有事先訂定就處罰 蒙特梭利居家作息: 8：00~ 9：00 自然醒來、起床、吃早餐 9：00~10：00 做家事：每天選定一個房間，列出幾項工作（例如擦地板、吸地毯或擦桌椅等），讓孩子們選擇要做什麼？然後大家同時進行。 10：00~12：00 蒙特梭利的工作時間 12：00 準備午餐（孩子繼續工作或一起備餐），天氣好時帶出去野餐。 下午 自由時間，彈性運用（例如：去公園跑跑、採野花回來做壓花、看畫展、上音樂課、 溜直排輪、游泳、或在家理玩經挑選過有教育意義的玩具。） 晚上 孩子和爸爸的親子時間 20：00~21：00 洗澡、刷牙、收拾房間、講故事、睡前聊天 21：00 就寢 對於兩三歲的孩子，我們可以在早上10點，下午3、4點，晚上9-10點各安排一次點心，等他漸漸長大時，可以取消早上那次點心，甚至晚上的點心時間也可以逐漸取消。六歲前的孩子，由於午餐到晚餐的時間比較久，還是要給孩子吃個下午點心比較好，免得讓孩子空腹太久，在晚餐之前吵鬧不休。點心可以是兩片水果、或一片餅乾配一杯牛奶、或一小碗的麥片粥。簡單的點心適合孩子的胃，最好也讓孩子自由選擇他要吃的點心。 如果晚上九點睡覺，可能八點二十分就要開始準備了。讓孩子養成一個睡前程序，這個程序一旦建立，他到時候就會自然睡著了。我們家的程序包括：洗澡、刷牙、整理房間的玩具、聽故事、關燈、禱告、聽錄音帶，經過這樣的程序，孩子比較容易睡著。希望大家把「跟孩子分房睡」當作一個目標，在三個月、半年、或一年之後要達成的目標，慢慢改善。 我們參考別吵了！安靜！！一書（及幼文化公司出版），第49頁「好好愛你的配偶」一欄，共有11項提醒： 1. 不要依賴孩子成為提供你快樂的主要來源。 2. 不要害怕把你的小孩暫時留給一位合格的保母來照顧。 3. 不要期待在你老的時候，孩子們會成為安慰你或照顧你的主要來源。 4. 要和你的配偶共同分享趣事，鞏固彼此間的感情。 5. 要以婚前對待配偶的方式來對待現在的他。 6. 要以言語和行動開放地表達對配偶的關愛，並且讓孩子也能體會到這份溫暖。 7. 要堅持婚姻上應有部分的隱密性，同時要避免你的孩子介入其中。 8. 要履行婚姻義務的責任，即使這讓你得減少為孩子做些什麼，或減少和孩子在一起的時間。 9. 要藉著彼此體貼又浪漫的相互對待，以保持堅實的婚姻關係。 10.要信賴他，向你的配偶訴說你的夢想與希望。 11.要配偶在你困阨時予以支持協助，而不是找小孩的麻煩。 解 決 衝 突 的 方 式 一、行 動: 在行動方面，我們鼓勵孩子自己面對問題，自己解決，也就是教導孩子去應付各式各樣的狀況，遠比我們幫他處理好。因為我們無法永遠陪在孩子身邊，做他的仲裁者，他遲早要學習面對問題，自己解決。 愛告狀的孩子通常人際關係較差，不能得到別人的信任，較不受歡迎，這種情況在成人的社會也一樣。除非孩子已經在行動上有所處理了，情況依舊無法改善，此時請求大人幫忙，大人就必須介入。畢竟不是所有事情孩子都可以處理，有時連大人出面可能都無法解決。 二、表達感覺:知道被打的人應該面對問題，自己解決後，首先要義正嚴詞的告訴打人者，你打到我的哪一個地方，我產生什麼後果。單純的表達自己受到了什麼傷害，有何感覺，簡單明瞭，三歲的孩子都能說出來。切忌使用報復的手段，讓打人者嚐嚐被打的滋味，兩人打來打去，沒完沒了。 三、表達思想:表達完了感覺，如果覺得還不夠，可以再加上表達思想，嚴肅的跟打人者說：「我不是給人打的。」或是：「手是用來工作的，不是用來打人的。」以及「腳是用來走路的，不是用來踢人的。」這樣的表達思想方式，屬於真理的表達，沒有指控的意味，適用於任何人。當被打者向打人者表達自身的感覺及思想的時候，不必要求對方道歉，只需表達自己即可。因為每個人的生活背景、家庭、教育方式都不同，我們沒辦法要求別人有同樣的回應。他不道歉是他的事，這是不對的行為。這個社會上有人搶劫、殺人、說謊，我們不必因為別人做錯事，也要跟著做。 三 種 衝 突 處 理 狀 況 1. 狀況一、自己的孩子打人: 大人應先了解前因後果，讓孩子有申訴的機會，或許別人使用言語暴力刺激他，或者他有什麼委屈，要讓他先講出來，安慰處理過後，才帶他向對方道歉。如果孩子不願意說對不起，表示他還有不服氣的地方，試著講道理說服他，如果他還是堅持不肯道歉，就必須使出父母的法寶—拿走他的權利，使他有所損失，讓他自己衡量要道歉還是要權利。 2. 狀況二、自己的孩子被打: 給孩子同理心，讓他知道大人了解他的感受 3. 尊重別人的親權 4. 學習饒恕的功課:當孩子受到欺負，心裡十分委屈時，縱使別人立刻道歉，卻仍會有不肯接受道歉的情況發生，這時就是學習饒恕的最佳時機。首先要安慰孩子，給他同理心，讓他知道我們了解他的感受；其次讓他直接和打人者溝通，表達「我不是給人家打的」以及「你打我，我很痛耶！」等等，說出內心積存的委屈，然後再慢慢消化內心的怒氣。 5. 狀況三、別人的孩子打架:如果是在幼稚園裡，或是小朋友的聚會裡，雙方的家長都不在，我們可以請兩個孩子坐下來，給他們機會分別講出真實狀況。大人在旁傾聽，偶爾轉述事實（例如：「某某說你剛剛先打他的，是不是呢？」不作仲裁，不加任何判斷，只作協調。因為我們大人往往只看到事情的一部分，沒看到全部，若因此加以仲裁，會產生委屈與冤枉。若讓孩子們自己說，兩個人都心知肚明誰在說真話，誰在說謊話。讓他們有足夠的時間談清楚，引導理虧的孩子道歉，若雙方都有錯，兩個人都必須就自己不對的地方向對方道歉，重歸於好。 獎 勵 與 懲 罰 蒙特梭利確認獎懲制度是無效的，就將之廢止了。她發現小孩子調皮搗蛋，實在是因為積極性能量誤入歧途，唯有透過讓兒童主動選擇工作，才可能矯正「偏差行為」。孩子一旦學會如何工作後，藉著工作將精力適當引導到有益生命成長的方向，從工作中學習與成長，於是任何形式的處罰就都沒有必要了。 蒙特梭利曾經說過：「這個社會已經拋棄對成人的體罰，因為人們認為，體罰是對人性尊嚴的一種侮辱，而且是社會的一種恥辱。然而還有什麼行為比『侮辱及責打』小孩更卑鄙的呢？就這一點而言，人類的良心完全被蒙蔽了。」 孩 子 做 錯 事 → 收 拾 後 果 (Consequence) 簡單的管教原則：收拾後果。孩子難免會做錯事，其間產生爭吵及混亂的狀況，我們要教導他如何收拾後果，並從這個經驗及錯誤中去學習。因此我們要記得consequence（後果）這個字，以便日後在教導孩子時可以想起，並常常運用這個原則。 ＊ 遇到孩子故意違抗的狀況下，要如何收拾後果？ 老師回答：碰到故意違抗的情形， 可以有幾種不同的處理法：第一，我們可以糾正他的錯誤；第二，拿走他的東西，或取消他可享有的權利（如停止玩他最愛的玩具或看電視等）；第三，用「一分鐘管教」簡單責備；第四，採取「隔離反省法」，對於處理情緒激動的狀況如打人、咬人、踢人是很有效的方式。我們家的隔離法是請孩子到洗手間數到三十後再出來，讓憤怒生氣的狀況能緩和下來。這時孩子出來再與我們談，比較心平氣和，而且聽得進我們所講的話。第五種處理方式是身體接觸。例如你要孩子收玩具，而他就是不肯，故意要違抗你，儘管你用了其他方式都沒用時，這時候你就要強制性的牽著他的手去把玩具收拾好，這就是所謂的「身體接觸」。或者例如他不肯離開，你就要抱著他馬上走，這都是屬於身體接觸的方法。 警告 — 在處罰前會先警告，且告知孩子我們只警告一次，若再犯，就馬上執行家規。 忽視 — 對那些故意哭鬧或亂發脾氣的行為，我們有時會用忽視的方式，不讓孩子不當的行為繼續增強，因為孩子有時就是用這些不當的行為來引起你的注意。 獎勵 — 這是最好的方式。我們應該在孩子有好的表現時，常給予口頭的或精神上的鼓勵（親吻、擁抱、拍掌等），最好是每天鼓勵孩子的話三倍於你批評他的話，這也是做父母常忽略的，是不是？讚美孩子具體的好行為，是一個能夠強化親子關係，又能夠建立孩子德行的好方法。

山大王的第一份進度成績單

2005年11月04日
公開
23

以前褓姆帶山大王時 多問幾句山大王在褓姆家的成長表現時 就會遭到褓姆"強烈"的微詞 現在山大王學校會辦家長老師會 媽咪其實蠻期待參加的 看到預約表出來趕緊就選好9:20-40早上的時間和老師會談 以下是蒙特梭利評量學生表現的項目 Patterns of behavior, learning, attitues and social interation 行為, 學習, 態度, 及社會性互動的表現 Works for own enjoyment: G Chooses challenging work: G Ability to organize a task: N Ability to complete a work cycle: N Use care while handling materials: N Ability to concentrate: G Memory retention: G Attention span: G Response to classroom structure: N Ability to follow directions: N Ability to work independently: G Relates well to peers: V Relates welll to adults: V Positive response to requests: G Self confidence: V Attentive during group time: N Social grace and manners: V Self-control: G Sportsmanship: V Standards Achievment Markings 學習成果評量: (C: Currently Working) PRELIMINARY Carrying Exercises: C Threading Beads: C Folding Clothes Sorting: C Opening and closing: C Pouring: C Scooping: C CARE OF SELF Button Frame Snape Frame Zip Frame: C Buckle Frame Lacing Frame Hook & Eye Frame Bow Frame Hand washing ENVIRONMENT Polishing Table Setting: C Flower Arranging Sweeping: C Dusting: C Care of Plants Cloth Washing Lunch clean up: C Appropriate use of bathroom: C Care of classroom: C Care of animals Food work and preparation CRACE & COURTESY Greeting: C Listening: C COORDINATION Silence Game: Walking on the line: C SENSORIAL Cylinder blocks: Dimension: C Pink tower: Dimension: C Knobless cylinders:C Brown Stairs: Width: C Red rods: Length:C Color Table 1: (primary): C Color Table 1: (Secondary): C Color Table 1: (Grading): C Geometric Cabinet: Shapes Geometric Cards Constructive Triangles Boxes Binominal Cube Trinomial Cube AUDITORY:

參觀蒙特利梭托兒所

2005年06月21日
公開
24

昨天約好去看兩間有2歲兒上的蒙特利梭托兒所 就和褓姆說明天要帶山大王早上去看學校 媽咪跟山大王說要去看"School & school bus" 有好多小朋友和玩具喔 因為去褓姆家路上他都會認黃色大校車的"School bus" 所以山大王很興奮地去看這兩間托兒所呢 爸鼻和媽咪得請假帶山大王一起去看 一進去托兒所山大王一下下就適應開始想探索環境 自己在媽咪爸鼻跟前找教室裏的教具就玩起來了 兩間托兒所都在湖森林市 第一間比較大比較舊老師比較多 第二間比較乾淨但擁擠很多老師比較少 但兩間都還不能讓爸鼻媽咪放心把山大王帶去 山大王喜歡自己探索讓園長覺得山大王很獨立 也不太怕生都會和園長打招呼 至少在托兒所可以學到新的東西 這裏沒有大電視成天當小孩的奶嘴 尤其第二間托兒所有一個小小角落的媒體室大多是書 小電視也是在很高的地方 雖然很多小朋友但每一個小朋友都自己拿著教具在玩著學習 兩歲兒們雖然只有5-6個人 也到一定時間就排隊出去玩 參觀完兩個小學校就已經10:30 爸鼻載山大王回褓姆家媽咪直接去上班 山大王很不喜歡爸鼻和媽咪分開開車 在媽咪車上時就一直問: "爸鼻, where are you?" "Where is 爸鼻?" 換坐爸鼻車時, 山大王不見媽咪就大哭 媽咪要讓山大王換下一個新環境真的是很不安 兩歲兒對換新的環境更是敏感 要選一個山大王三歲以後還可以繼續上的托兒所 對山大王一家真的是一個迫切的挑戰