Inside or outside the box


The majority of people would always like to think outside the box. In some way that is their way to be innovative or progressive. Generally, there is nothing against this way of thinking, yet often it is ending nowhere hence to the incapability of thinking inside the box. This might sound a little arrogant but that is not the intention. I just want to pin out the fact, that it is time to start thinking inside-the-box, to set the base to do the outside-the-box thinking. Why are all the solutions always to be found outside the box? Have we actually covered the ground inside it? People hat want to think outside the box obviously have covered all their options inside the box and are convinced that hey will find, whatever they are looking for outside of it. Or is this just a way to gain more time to look for something that is not yet in their vicinity? Why is no one saying that she/he is thinking next to the box. Maybe because that is to close to the inside and hence, not enough time available to do the proper thinking, that is needed to find the solution necessary. Maybe it is another way to say that one takes a step back, or actually outside of a ongoing thought process, to come back again after and having refreshed their thoughts…

Maybe that’s it…

Thoughts continued …

In a world of a technological way of living, where Internet shopping is the most convenient in our fast living world, I see it as our responsibility, the responsibility of the adults/teachers that we protect and preserve the true essence of education,… reading and learning through experiences and the exchange of thoughts and ideas.

One needs to be careful to forelive this attitude to the children that will be our future leaders.

How can we accept, that knowledge starts to sit exclusively within machines that show us the way, in physical direction or mental self-understanding?

How can we accept that children are classified according to the ability of learning?

We need to stop, to let other people tell us what a child needs, when often the one element that is needed is ‘giving the time’ and that is neglected and seen as non-existing?

How can that be?

I think and believe that all children have the same ability to learn. Everyone is different and according to that, time, environment and approach needs to be adapted, prepared and respected. If we allow ourselves to respect and cherish these three factors, that are omni-present, globally existing for everyone, and most of all for free, would change a fair amount of fore-said, decision-made, prejudices and pre-conceived ideas.

Places like little book shops, offering additional writing and reading sessions are getting lost hence to big corporate companies, that give you all the happiness you need for the price of stripping your personality with or better for them.

My book shop goes against this way of living. My team and I know the people, we share a moment together through the process of making the decision, choosing the book that one wants. It is important to have the personal contact. That needs to be and is forelived in this environment. Children see and hear these conversations, wonder and ask questions.

Once again it is the environment that sets the mood and openness of oneself. It is the prepared environment that gives a sense of security and compactness.

Dr. Montessori said: Education is a natural process carried out by the human individual, and is acquired not by listening to words, but by experiences in the environment. The teacher’s first duty is to watch over the environment, and this takes precedence over all the rest.

Chris

Geometry as a springboard to math

When there is a first combination … you will find a second combination.

I been thinking that these combinations are ideal ways to introduce a child in primary to various terminologies, words, language. One can apply terminologies found in algebra, explain the concept of variables with the pictures you see on the board. In that case the word sum could be brought to the child’s attention, that this word is linked to an addition, introducing the word quotient and product. For visual children this can be a good tool to give them these words. By experience a 10,  11 and 12 year old can by times struggle with word problems hence to a non-understanding of the terminologies they have in front of them.

These important words are often neglected because of the drive of having the right result or answer.

Of course there are millions of ways to give ‘the words’ to a student, yet within the Montessori material is so much that can be used for things, topics, facts and ideas but one doesn’t dare to do.

Another example…

I can explain (within the chapter of equations) what it means to maintain balance. It is visual, clear and attractive. ‘whatever is done on one side of the equal sign must also be done on the other side’;This board could be my introduction. Later one also can use a scale to let the children explore.

I will continue my investigation of the vabulous variety within the Montessori material, wher and how to apply the given in different topics of mathematics.

Chris

Geometry as a tool to strengthen logical thinking…

Geometry applied in the right way is a fantastic  tool to train logical thinking. already at an early stage, children can see and understand patterns. Often it is underestimated how a young brain can already understand structures infront of him or her.

So Geometry can help to train the brain. used in the right way, children will see this as something pleasing… geometry is esthetics. The eye likes symmetry and equal parts. One feels safe when the structure is even, balanced and logic. So children of all ages have comfort within geometry and if applied and shown right, it can be and is a springboard I.e. fractions.

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One should n ‘ t be scared to use metal insets and let the children explore. What are they able to create? What kind of symmetries will they make? One can halp to givr certain guidelines, like no crossing lines, the iset needs to always touch another line that was drawn, etc. The younger, of course, the simpler and for older children one can add a compass or ruler,… the options are countless.

I personally think that geometry is not given the right amount of attention in a classroom. I think as well that often the right connections, the interdisciplinary links are not made, yet one clearly does not go without the other.

I do agree that math has a very high standing and that it is important, yet when one would allow the children to dwell for longer periods of time in the geometrical realm; they will, and I mean all, profit on the long run.

Chris

Quote:Silvana Montanaro – Understanding the Human Being

Self Esteem

Participation in every day life develops a feeling of worthiness in a person called upon to share it in an active way. Children become not only users of the world in which they live, but also producers. The basic experience of being able to change and transform the environment gives the person a feeling of personal worth that remains forever. “I am worth something” is added to the previous feeling that “I can do things”, and then becomes “I can do important things”.

Guide the Child to Solve the Problem

Step one: Empathy

“How sad.”

“I bet that hurts”.

Step Two: Send the “Power Message”

“What do you think you’re going to to?”

Step Three: Offer Choices

“Would you like to hear what other kids have tried?”

At this point offer a varizty of choices that range from bad to good. It’s usually best to start out with the poor choices. Each time a choice is offered, go to step four, forcing the youngster to state the consequence in his/her own words. This means that you will be going back and forth between step three and step four.

Step Four: Have the Child State the Consequence

“And how will that work?”

Step Five: Give Permission for the Child to either Solve the Problem or not Solve the Problem

Self Construction

The vision is…

To help the child with its unique potenti

The adult (teacher) should help the child to realize what the human species has accomplished. The adult has the role of heling the child to “make himself” and the construction of his/her independence. The child needs and wants help so that he/she can think for him/herself.

“Help me to think for myself”

Two things are necessary for the formation of people

1.Participation of the individual life

2. Participation of the social life

“We are service to the force – we’re serving the force of the child, giving them the opportunity to make choices, with the help of the force of the adult (teacher), providing the environment needed.”

Check out this site on “Environment”

https://educationaljournal.wordpress.com/2009/03/25/environment/