All About Montessori

[buds]

Oh, but I did..

Way before anyone did actually.. :please:

Like I mentioned, I don't want to be popular
or cater to the masses. I'm happy just doing
the small groups I have. I help parents,
grandparents, teachers, helpers n volunteers
while finding time to volunteer for children
from underprivileged families n also agreeing
to teach students who are in dire need of help
with reading and literacy.. basically the odd ones
out who have trouble with foundation and cannot
cope with school. Usually these students have either
been shunned from tutors who bank in on results or
many others have given up on these students incl
their school teachers who may not have time to
spare at all to personally look into the real problems
and left them to play catch up on their own.

Put it simply, I'm mostly low profile. I like it that way.
Am not so commercially inclined.. Just that I like what
I do very much.. I keep all of my classes small & cosy
plus i only take them when they come by only word of
mouth... as my frenz are sworn to secrecy not to make
it like I'm running a school or business or anything like
that. I'm really just happy with simple things in life.. I
keep things simple. Placing family needs as priority, I'm
that I can do this on the side n yet be there for my
children at the same time...all the time. :love:

[sean wife]

Hi buds,


My DD1 can count and write sequentially from 1-100. But she seems to have difficulty recalling from memory what the number before and after a certain number is. That’s why when I teach her simple addition using the count forward method (numbers only, no pictures), she needs to refer to the number line or start to count from 1 onwards….Is it a matter of more familiarity or other things I need to re-inforce? My younger twin seems a bit more sensitive to numbers and can recall the number sequence better i.e. no need to start from 1….

Very hard not to compare their outputs when all the inputs are the same….But then, the jie-jie seems better at Chinese word recognition… inputs and efforts also the same but somehow some words cannot stick to my mei-mei’s little brain…

[buds]

sean wife:

Hi buds,


My DD1 can count and write sequentially from 1-100. But she seems to have difficulty recalling from memory what the number before and after a certain number is. That’s why when I teach her simple addition using the count forward method (numbers only, no pictures), she needs to refer to the number line or start to count from 1 onwards….Is it a matter of more familiarity or other things I need to re-inforce? My younger twin seems a bit more sensitive to numbers and can recall the number sequence better i.e. no need to start from 1….

Hi again sean wife..

In our Montessori classroom, being able to count in sequence from 1 to 100 or more is not made an emphasis what more with children of your twins' age. Instead the emphasis is the importance of foundation... of understanding the concrete before we go on to the abstract. While we do cover the recognition of numbers 1-100 using our Hundred Board, it is midway down the line within the Montessori Math method. Montessorian children are taught to see the numbers in concrete form.. feel the numbers (sensorially).. and in turn to relate them to the abstract.. that numerals are used to represent the materials they have had sensorial experience with. The introductions are done systematically with many many many sensorial experiences to ensure the children truly understand the quantity before the actual numeral. Hence, Montessorian children may have less confusion when it comes to number sequence, more & less, number bonds.. etc.

I recall that i have mentioned to you before that your children are very very advanced for their age with the stimulation that you have relentlessly given to ensure this. The problem with being advanced beyond their age is maturity and that if executed properly can see obstacles. These obstacles can be challenging to go back to (to fix) as the children will find that they have already covered the areas and may not want a re-run of what has been taught to them. Even if they do allow for repetition, most times not willingly.. at least in my experience.

Nevertheless, here is what i can offer in order to maybe help you to troubleshoot the matter at hand. If it were a matter of familiarity, you can try working the before and after concept with ten numbers at a time.. perhaps with number cards. Using the same cards, you can diversify the reinforcement activity by playing a snap game of before and after. One player suggest a number and calls for a before or after number, everyone takes turns to put their cards down the middle pile and the person who snaps them at first sight of the answer wins all. You can extend the activity by asking for the answer to... 3 numbers after the number 5 per se. You can also change/twist your question to... i am thinking of a number 2 more than 7..

As for single digit addition, you may want to try this. For example for 2+7=____ ... i usually tell my children there aren't enough fingers and toes to count the future additions that come their way. So for simple ones they practise working with heart counting. It goes like this.

> First number in your heart... which is 2.

> Second number in your hands.. which is 7.

They would recite...

\"2 in my heart and seven in my hands!\" (while putting up 7 fingers)..

\"After 2..\"(beginning to count forwards & putting down each finger as they are counting)

\"... is 3.. 4.. 5.. 6.. 7.. 8.. 9!\"

\"So 2 plus 7 equals 9. \"

When they were little, they counted aloud. As they grew older, they learn to count in their hearts still in whisper mode.. .. and later on in their mind. Since you are already using a number line, you can use the number line concept too. Ask them to see the line in their mind... move the counting curves as they are adding up the simple sums you are giving them.

By kindy days, i taught them number bonds... which in P1 comes super handy. Both my children have never attended brain training or abacus lessons. Just fun reinforcements of foundations with me. Of course, i diversify my reinforment lessons with my treasure trove.. of resources.

sean wife:

Very hard not to compare their outputs when all the inputs are the same….But then, the jie-jie seems better at Chinese word recognition… inputs and efforts also the same but somehow some words cannot stick to my mei-mei’s little brain…

Understand where you are coming from.. :hugs: I'm sure many parents are guilty of this (myself included).. :oops: Since we always say, no two children are alike (twins regardless)... then their sensitive periods of picking up concepts and skills will not be the same regardless the amount of input driven into them.

Hope this helps somewhat. :imanisland:

[cantbearit2]

Hi Buds,


my DD2's teacher mentioned tat she's not doing blending but rather sight reading during phonics class. eg. 'at', she's able to read it but not using e blending way, as in sounding 'a' then 't' then blend em together. Though she's able to read e words too wen putting a consonant in front of 'at' (eg. 'mat', 'rat', 'fat' etc), teacher says she's juz not blending but sight reading. :oops:

How shld i encourage her to blend rather than sight read? I will only b attending e montessori phonics workshop in Sep. Meanwhile, shld i slow down e pace for sight reading since IM not sure how to teach her phonics blending at e moment? :?:

[laughingcat]

Hey Buds!


I have always been a slient readers on Montessori thread and so it is time for me to contribute abit lah.

I have been using Montessori method to teach my DS on Maths. So far he is advancing well and I am happy with his progress. In fact he is able to do vertical and horizontal addition and subtraction and even multiplication and division.

However at this point, he is still using his fingers for counting especially on addition and subtraction. How should I encourage him to do it mentally? Any tips will be great! :please:

[buds]

Heyya cantbearit2, DD2 is 3 years old? Need to double confirm before i proceed with further advice. :hugs:


Heyya laughingcat, likewise for yourself.. lemme know how old your DS is.
Also this Montessori method you've been using.. where did you pick this up from?
A quick crash course or self-taught? Does it mean you teach your DS systematically
as per how the method is set? I need more details before i can troubleshoot into the
challenges you're facing now.. tks. Btw, i didn't know you were a silent reader till
you voiced out. :nailbite:

[Sun_2010]

Hiya buds

Me a silent reader too, I just luv reading your posts...
You have a way with words like i suppose you have a way with kids :salute:

Background:
I have a DS who is in P1 now. Quite good with numbers he is. He did his preschooling in a montessori environment, and his teacher's feedback was he had a knack for maths - and is quite clear on concepts. As such i did'nt interfere.

Can you give some tips to what i should do help him grow this interest without teaching too much ahead, which i feel will kill his interest in class.

Currently, I am focusing on mental calculations - he loves doing quizes within time limit - so we do that and i check with him how did he did some qs , and praise him if he did it the easiest way, show him easier ways if any. We do try out the different heuristics , simple ones ...

Can you advice me if i should drill him more on standard methods - like he knows the method of addition, subtraction - with borrow and with carry. Multiplication and division he learnt but is not so comfortable with it- especially division - all learnt in Preschool. he could do with some practice on this but it is soo dry. You are likely to know of some magical methods to making it interesting :imcool:

TIA buds

[Sun_2010]

O yes, most important - some tips for learning geometry -the other half of maths

Currently, he plays lego occasionally, a geo board, those magnetic balls and sticks, sometimes tanagrams on ipad (but this i feel lacks the feel one gets with concrete shapes )

Advise please , buds :please:

[cantbearit2]

buds:

Heyya cantbearit2, DD2 is 3 years old? Need to double confirm before i proceed with further advice. :hugs:

DD2 is 4 y.o.

[laughingcat]

buds:

Heyya laughingcat, likewise for yourself.. lemme know how old your DS is.

Also this Montessori method you've been using.. where did you pick this up from?
A quick crash course or self-taught? Does it mean you teach your DS systematically
as per how the method is set? I need more details before i can troubleshoot into the
challenges you're facing now.. tks. Btw, i didn't know you were a silent reader till
you voiced out. :nailbite:

Muahahahaha!!!! :evil: Am I good....a real silent reader that you don't even know. :yikes: Freak not coz I am your fan already. :love:

My DS1 is 5 yrs old. Yes I tried my best to teach DS1 systematically....I think so lah. :idea:

How did I learned? I read alot, borrowed books from the library and some books are recommended by you too. :hi5: I researched alot as well and borrowed materials from a friend who attended the diploma course in Montessori.

As mentioned, I am very satisfied with DS1 in Maths as he is advancing rather well and in fact very comfortable in doing Maths. At this point, he is able to do vertical and horizontal addition and subtraction and even multiplication and division.

However at this point, he is still using his fingers for counting especially on addition and subtraction. I tried to get him to do mental calculation but wasn't easy to do so. What is umph factor that I should adopt to encourage him to do the 4 mathematical operant mentally? Any tips will be great! :please:

BTW, I don't mind attending a course on Montessori Maths. But I don't know which one is good. I also believe that a course as such should not be a few hours or even 1 day training only. So that is why I am rather hestitant in attending the course at right2learn. Do you have any for recommendation? Or do you conduct such course for mummies? :evil: