THE SUMMARY OF THE MONTESSORI METHOD

 

THE SUMMARY OF

THE MONTESSORI METHOD

Compiled to Fulfill the Assignment of Children Language Acquisition

 

 

By:

NURNA K

IFTI LD

 

 

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

YOGYAKARTA STATE UNIVERSITY

2017

 

A.    BIOGRAPHY OF THE EXPERT

Maria Montessori was born on the 31^st August 1870 in the town of Chiaravalle, Italy. In 1890, Montessori enrolled at the University of Rome to study physics, mathematics and natural sciences. After that, she entered the Faculty of Medicine, and on the 10^th July 1896 became the first woman to qualify as a doctor in Italy later.

Dr. Maria Montessori initially devised her teaching philosophy in 1896 while working with special needs children in the Psychiatric Department at the University of Rome. Although her patients were diagnosed as mentally deficient and unable to learn, within two years of Montessori’s instruction, the children were able to successfully complete Italy’s standardized public school exams (International Montessori Index, 2006)

In 1898 Montessori’s work with the asylum children was asked to address the National Medical Congress in Turin, where she advocated the controversial theory that the lack of adequate provision for retarded and disturbed children was a cause of their delinquency.

Then Montessori’s involvement with the National League for the Education of Retarded Children led to her appointment as co-director, with Guisseppe Montesano, of a new institution called the Orthophrenic School.

In 1901 Montessori left the Orthophrenic School and immersed herself in her own studies of educational philosophy and anthropology. In 1904 she took up a post as a lecturer at the Pedagogic School of the University of Rome, which she held until 1908.

On the 6th January 1907 she established her first Casa dei Bambini or ‘Children’s House’. She designed many different activities and other materials into the children’s environment. News of Montessori’s new approach spread rapidly. In the summer of 1909 Dr Montessori gave the first training course in her approach to around 100 students and her book translated into 20 different languages.

B.     MAIN CONCEPTS/THEORIES

Montessori Method also known as individual learning or progressive learning in which the students learn at their own way through manipulation of objects including wooden letters and numbers, cylinders, blocks, beads, rods, puzzles, gymnastic equipment, metal objects, and households items. This method is based on the Montessori’s belief in a sensory-based pedagogy. Montessori belief that students should find their own pace to gain knowledge and develop their naturally emerging capacities, so that they can explore the class freely. It was applied in the first three-years to six years. In Montessori Method there is a system for teaching learning disabled students. This program is designed to help the children who have insufficiencies in motor or sensory skills, language acquisition, perceptual development and/ or cooperative behavior using the same principles that are mentioned above.

Montessori Method also used respiratory gymnastic exercise not only to teach of breathing, but also to prepare the organs used in the formation or language. There are two periods in development of language: a lower one which prepares the nervous channel and the central mechanisms which are to put the sensory channels in relation with the motor channels; and a higher one determined by the higher psychic activities which are exteriorized by means of the preformed mechanisms of language. The development of articulate language takes place in the period between the age of two and the age of seven. At this age that it is possible to acquire all the characteristic modulations of a language which it would be vain to attempt to establish later. Montessori also used didactic materials (self-correcting learning) based on the students’ needs.

C.    SUPPORTERS, OPPONENTS/CRITICS

Efficacy

Drs. Angeline Lillard of and Nicole Else-Quest stated that:

Ø  Montessori classrooms produced results that were found to be academically and socially superior to traditional programs.

Ø  Montessori students were better at “controlling their attention during novel tasks, solving social problems and playing cooperatively” (Bower, 2006 p. 212)

Ø  Montessori kindergarten students scored higher than their peers in public and private schools on standardized math and reading tests.

Ø  Montessori elementary students were able to write essays with more imagination and depth than their peers in public and private school (cited in Bower, 2006, p. 212). 

 

Critics

Many opponents argue that the Montessori Method cannot be accepted as a legitimate pedagogy due to the lack of standardized concepts and training methods. Of the 5,000 schools in the United States using Montessori programs, only 20% are formally associated with an official Montessori governing or sanctioning body and 60% of Montessori schools are completely unaffiliated to an academic or professional institution that usually assists in curriculum development and evaluation (Ruenzel, 1997, p. 30).

Moreover, the name and method known as “Montessori” have never been formally licensed or trademarked, so anyone can open a Montessori-based school without having to follow standard curriculum guidelines.

Although the Montessori Accreditation Council for Teacher Education (MACTE), was formed in 1991 to help train teachers and provide common standards, there is currently no agreed-upon model or standards of assessment and no formal training guidelines for teachers (Schapiro, 1993). Without a formal definition of the curriculum and desired outcomes, it is difficult to properly assess the method with accuracy.

Valerie Polakow’s book The Erosion of Childhood offers a scathing critique of Montessori methods in the Midwest noting that, “the school imposed an adult-defined work ethic on children, socialized children to engage in work in isolation from others,” and produced “a work ethic where productivity, efficiency and conformity are perceived as synonymous with healthy development” (cited in Crain, 2004, p. 2). However, Montessori educators argue that although students may choose to work alone, they are allowed to interact with their peers about different topics during the activities.

Other critics describe the Montessori Method as “mechanistic,” “cold,” “too academic,” and as “not meeting the developmentally appropriate needs of the child” (Ruenzel, 1997, p. 32).

D.    TERMS/JARGON

The Five Great Lessons

The purpose of the Five Great Lessons is to introduce pupils to the universe, initiate their love for exploration of the world around them, inspire them and learn them. After hearing the stories, children are keen to find out more information and discover answers to their questions by dealing with other subjects in the curriculum, such as history, math, science, language arts, music and geography.

The First Great Lesson is “The Beginning of the Universe and Earth”. Children are shown how the universe, solar system were created and how the earth developed. It leads to further study of astronomy, chemistry, physics, geology, geography, etc.

The Second Great Lesson tells the story about “Coming of Life”. The earliest life forms and their adaptation to changing conditions are described. This lesson introduces to study sciences such as biology, botany, etc. The Third Great Lesson called “Coming of Human Beings” speaks about the early beginning of humans on earth and their special gifts-a mind for imagination, a hand for work, and a heart for love. This lesson supports children to deal with the history of beginning the ancient civilizations, culture, social studies, and inventions.

The Fourth Great Lesson is “How Writing Began”. It is the story about the development of the written alphabet. This is an introduction to the study of reading, writing, language, and the structure of language.

The Fifth Great Lesson, “The Story of Numbers”, explains how people invented numbers, numeric systems and mathematics. Further, children can study mathematics, numbers, geometry, applications of mathematics (estimation, money concept, etc.).

 

E.     STRENGTHS AND WEAKNESSES OF THE THEORY/CONCEPT

STRENGTHS

 

WEAKNESSES

Although the Montessori Method has been largely embraced in the United States, its pedagogical principles have never been formally accepted by administrators and policymakers in traditional/ mainstream school systems. Due to its lack of academic assessment, it is largely neglected by scholars. The dearth of empirical data in the field prevents researchers from drawing accurate conclusions about the validity of the method (which limits institutional funding and support). However, the success and growth of Montessori in this country to this point has been achieved with almost no assistance from the government and the educational establishment (Schapiro, 1993).

Programs are also restricted due to the lack of trained Montessori professionals, the costs of implementing and maintaining new programs and the reluctance of administrators to embrace an ideology that deviates so far from traditional subject-based pedagogy. Other limitations result from Maria Montessori’s belief that that she was the only person who was qualified to train other Montessori educators, and that learning tools must be limited to the original objects she designed (Crain, 2004). Despite these limitations, Montessori programs continue to flourish in all levels of private and public schools systems in the United States and abroad

F.     IMPLICATION FOR EDUCATION/CLASSROOM PRACTICE

Teacher can use Montessori Method in the classroom by adapting it with the condition nowadays. Teacher can let the students do brainstorming before the class begun. It is to improve the students’ critical thinking, to attract students’ attention and to engage the students in the classroom activity. Teacher guides the students to express their ideas freely and to find their own way to understand the knowledge.

G.    REFERENCES

Holfester, Chris. 2008.The Montessori Method. EBSCO Research Starters: EBSCO Publishing

Isaacs, Barbara. 2012.Learning and teaching in Montessori Nurseries. Routledge

Montessori article. A Biography of Dr. Maria Montessori. Australia: Montessori Australia Foundation montessori.org.au

Schilling, Katarina.2011. Montessori Approach to Teaching/Learning and Use of Didactic Materials. University of Manitoba

Lněničková, Irena.2015.Montessori Language Teaching: Materials Analysis and Evaluation. Brno: Masarykova univerzita, Pedagogická fakulta.

Montessori, Maria. 1912. The Montessori Method. New York: FASC

 

Literature Review: The Positive Effects of using Task-Based Language Teaching Approach in Classroom

by Ifti LD

The growth of interest in Task based language Teaching has been increase in recent years. The evidence comes from the huge number of the existence of recent journals and books that is relating to Task Based Learning, as well as there are many teachers adopted this method. This assumption is supported by Zan Mao (2012) research study about the application of TBLT to English Reading Classroom, it is stated that task-based approach has been tried by many English teachers.. The amount of research also demonstrates that Task – Based Language Learning has been accepted in teaching and learning process. Acquilino Sanchez (2004) in his journal judged that the principles in Task Based Language has been generally accepted. Thus, this paper will be focused on why Task based language teaching has been recommended in ELT since some experts accepted using TBLT approach.

Task-Based approach is under the umbrella of Communicative Language Teaching (Douglas Brown, 2000). Hence, communication became one of the purpose of this approach. Furthemore, Jeremy Harmer (2007) conducted that in using TBLT approach, the learners are offered with a task they have to complete or a problem they have to solve. According to journals and books, there are some definitions of task by the experts. David Nunan (1989) in his study about Task-Based Language Teaching argued that the meaning of task is a part of classroom work that involves learners in understanding, manipulating, creating or interacting in the target language, which is focused on meaning rather than grammatical form. It makes clear that the task is concerned with process of semantic and pragmatic meaning. In line with Nunan, Prabhu (1987), stated that task as an activities that required learners to reach an outcome from given information through some progression of thought. Besides, Skehan (1998) proposed the limitations of task, that the meaning is primary and the assessment of tasks are done in terms of outcome. From these definitions, they all stressed that task is a means of communicative act which is more focused on meaning, and the process includes comprehending, manipulating, interacting using target language and have an outcome as a product.

Ali Shehadeh and Christine Coombe in their book entitled “From Theory to Practice in Task Based Learning” argued that TBL facilitates Second Language Acquisition (SLA) and makes L2 learning and teaching in class more principled and effective. This statement is supported by Nazenin Ruso (2007) study about the influence of Task-Based learning, Nazenin Ruzo indicated that TBLT increase teacher professionalism for effective teaching and learning. To make the learning process effective, usually the teacher gives variety of task. Huajing Zhao in his article makes it clear that the learning process could be more effective when the task is related to meaningful communication through the variety of manipulation task. The manipulation of the task can be from simple to more complex. The more complex the task, the more students will be engaged in the interactions. It is supported by Rod Ellis (2009) statement, in her journal about misunderstanding of TBLT demanded that if the outcomes of the task is complex, the result language is also complex.

Besides the learning becomes more effective, giving a task creates motivation to the learner. Motivation itself is the most important factors of language learners’ characteristics. In this case, Zhuomin Sun (2010) identified that the material of the task can be a means to motivate learner in improving their language acquisition. Therefore, task materials are having a very important effect and role in language learning and teaching activity. Faris Keblawi declared that the difficulty of task gives a sense of achievement and motivates the students. The material of the task is the most factor that influences the learners’ motivation. Yet, the teacher must pay attention in applying the appropriate material. The material of the task must be relevant to their knowledge and useful for their background or upcoming career.  Galina Kavaliauskiene (2005) and Munirah (2015) argued that TBLT involves students in performing tasks related to their future profession and increase learners motivation. Besides the material, the teacher must consider and prepare the strategies that they will use and it would inspire the learners to do the task. Dornyei (2001) highlight the importance of presenting a task in a technique that motivates learners. Therefore, the technique gives the big impact in motivating learners. The more teacher well prepared the task material, the easier learners can stimulated and inspired by it.

It can be clearly seen that TBLT approach influences classroom performance and motivation of the learners. The experts also emphasis that giving a task gives positive result, such as can motivate students and makes the learning more process effectives.

REFERENCES

Ellis, Rod.2009. Misunderstanding of TBLT. Japan: Shanghai International Studies University

Dornyei, Z.2001.Teaching and Researching Motivation. Harlow England: Longman.

Douglas Brown.2000.Teaching by Principles An Interactive Approach to Language Pedagogy. Longman

Harmer, Jeremy.2007.The Practice of English Language Teaching. Essex England: Longman

Kavaliauskiene, Galina.2005.Task-Based Language Learning and Learning Outcomes in the ESP Classroom. Lithuania: Mykolas Rumeris University

Keblawi, Faris. A review of language learning motivation theories.

Mao, Zan.2012. The application of TBLT to English Reading Classroom. Finland : Academy Publisher

Munirah.2015.Using Task-Based Approach in Improving the students Speaking Accuracy and Fluency. America : American Research Institute

Nunan, David.2004.Task-Based Language Teaching. Cambridge: University Press.

Prabhu, N S.1987. Second Language Pedagogy. Oxford University Press: Oxford

Ruso, Nazenin. 2007. The influence of Task-Based learning. Turkish : Eastern Mediterranean University

Sanchez, Acquilino.2004.The Task-Based Approach in Language Teaching. Spain: Universidad de Murcia

Shehadeh Ali, Christine Coombe.xxx. From Theory to Practice in Task Based Learning. Arab: United Arab Emirates University Press

Skehan.1998. A Cognitive Approach to Language Learning. Oxford: Oxford University Press

Sun, Zhuomin.2010.Language Teaching Materials and Learner Motivation. Finland: Academy Publisher

Zhao, Huajing. How Far Do the Theories of Task-Based Learning Succeed in Combining Communicative and from-Focused Approaches to L2 Research. Cambridge

What is speaking?

 

1.      What is speaking?

When children begin speaking, they experiment and play with the utterances that are made to form words and phrases (e.g. bye bye, go bye-bye). As they grow, children integrate these words and structures into their real and imaginary play. Play is an important aspect of child’s development.

Words can be used as a form of entertainment. Children practice conversations that they heard on TV between one another. In this children role-playing, they do make-believe activities (pretending).

2.      Background to the teaching of speaking

In North America, children together with teacher, often doing Finger plays, chants and rhymes with hand or finger motion. Many of song contain language repetitive, pantomime, and TPR style. This is important because teacher working with learner recognize how important develop strong speaking skill.

3.      The development of speaking skills

1. Avoid unrealistic expectations

-          Mean length of utterance (MLU)

MLU are the number of morphemes found in a sample of child’s utterance. Children should not beexpected to produced utterance that are beyond their stage of development

-          Pronunciation and young learners

Children sometimes have difficulty articulating specific phonemes (e.g.  /th/ of /r/) due to developmental factors. As children grow and develop, they become able to articulate the different phonemes.

2. Overgeneralized of errors

Children have tendency to overgeneralize grammar rul. For example, in using past tense, I seed the movie, I drawed the apple. Other example, when the learner take rulre of their first language and applies them in English. They might says “ I like ice cream chocolate” instead of “I like chocolate ice cream”.

 

4.      Classroom techniques and activities

1. Audiolingual Method (ALM)

ALM to language teaching is based on the notion that one can learn language by developing habits based on the pattern language.  There are two important features: drill and dialogues.

-          Drills with choral response

Aimed to get learners practice in using the patterns that occur in languages. Example, bring apple pictures, say “I like apples”, they have to repeat the sentence.

-          Dialogues

Dialogues provide learners with grammatically controlled scripts that they can use in real life.

-          Using puppets to introduce dialogues

The use of puppets is to show children how to work with partner or in a group. Teacher working with young learners are often aware that children feel more comfortable talking with a puppet than with an adult.

-          Fishbowl technique

Fishbowl : the teacher can either invite a volunteer to do activity with him or can model the activity using more puppets. Everyone in class watches the teacher and the volunteer in a fishbowl.

2. Communicative language teaching (CLT)

CLT is an approach that connects classroom-based language learning with the language that the learners need in order to communicate outside of the classroom.

-          Games

When game rule use English, children tend to monitor their use of English language when play the games and help develop speaking skill.

-          Talking and writing box

Talking and writing box is made of pictures that the children have self-selected and are interesting to them. Children have to talk why the picture is interest to them.

-          Teaching pronunciation

Rhymes, finger-plays, and chants help children to pronounce correctly. Tongue twister is a fun way to teach, it is same phoneme repeated over and over again. For examples, Sally sells seashells at the seashore.

3. Error connection

It is not necessary for teacher to respond to all error. If teacher correct every single error, teacher will be utterly exhausted at the end of the day.

 

 

 

5.      Managing speaking activities

Well-planned lessons contain activities where children are interested and stay on task. Teacher who do not use communicative approach in class can be especially harsh if the noise level seems to become too high. Children can be taught a number of signal to become quiet, such as turn on the light or raise the teacher hands.

6.      Speaking in the classroom

Children’s course book helps children to practice language pattern and pre-scripted conversation.

WHAT IS DEVELOPMENTALLY APPROPRIATE INSTRUCTION?

WHAT IS DEVELOPMENTALLY APPROPRIATE INSTRUCTION?

IFTI LUTHVIANA DEWI

Experienced early childhood professionals encourage caregivers and teachers of young learners to provide developmentally appropriate instruction.  Teacher of young learner have two jobs: to provide care and to provide instruction.

1. Developmentally appropriate practices

Children require and deserve professionals who interact with them in appropriate ways based on the child’s social/emotional, physical, cognitive, and moral development (Bazelton and Greenspan, 2000). By being aware of what children can and cannot do developmentally, teachers are better able to provide appropriate learning experiences for their young learners.

2. Attributes of development

Highlight attributes of development in three areas: social/emotional, cognitive, and physical development. It guides to develop a greater sense of teacher’s young learners individual development.

3. Inconsistent development

A specific child does not develop in all areas at the same rate.

LEARNING ABOUT CHILDREN’S DEVELOPMENT AND INTERESTS

To tailor teaching experiences to meet the development needs of individual students, teachers need to become familiar with their students.

1. Way to learn about children’s development

Observing children both in and out of the classroom is a good way. at children and the ways that they interact with their peers both in and out of the classroom can be very informative.

2. Children’s treasures

Paying attention to children’s belongings, the treasures they carry around, is another good way to learn about their interests and development.

3. A simple survey

Jayne Moon (2002) advocates using surveys as a way to gather information about the learning process from children themselves. Depending on their age, English level, and literacy level, children can answer simple written questions with words and/or pictures.

4. Obtaining the best result from the survey

When teacher models a task like completing an item from the survey, the students merely copy the teacher’s example. When asking children to give personal or personalized information, it is useful to give an example that they cannot copy so that they will not simply replicate what you have said (Yedlin, 2003).

5. Talking to children about their surveys

Look at the children’s surveys and talk about their responses.it is best to do this o a one-to-one basis when the other children are writing, drawing, or doing independent work.  

6. Children’s work

Examining children’s work, including the drawings and writings that they do on a daily basis, is a good strategy for learning about their growth, development, and interests.

7. Talking and writing box

Talking and writing box is a small box that children cover with pictures that interest them. Children create a talking and writing box at the beginning of the year and then use it throughout the year as a basis for speaking and writing activities.

CHILDREN’S LANGUAGE LEARNING AND ACQUISITION

Krashen (1987) has examined language development and has differentiated the process of language acquisition from the process of language learning. Language acquisition is the natural process used to develop language skills in a child’s native language. The term language learning is often used to describe the more formal approach to language instruction. Focus is usually on the form of the language rather than on the massage being conveyed. 

MAKING INPUT MEANINGFUL TO LEARNERS

Comprehensible Input is input which is a little bit above the learner’s language level but understandable (Krashen, 1986). Different ways that teachers can make input comprehensible:

1. Set the stage. Provide context
2. Build schema
3. Provide a variety of input
4. Make the classroom language rich with environmental print
5. Model each instruction as it is given

SUPPORTING CHILDREN’S LANGUAGE ACQUISITION AND LEARNING

Support can be given to a child within the child’s Zone of Proximal Development (ZPD) (Vygotsky, 1978). Vygotsky has defined the ZPD as the area of support provided so that a child can accomplish a task she couldn’t do on her own. Without ZDP, a child would be unable to complete a given task independently.

1. Wait time

Incorporating wait time into teaching is very important. One way to provide children with support is to increase the amount of time that you wait for them to respond to a question.

Article about TEACHING READING TO YOUNG LEARNER

 

TEACHING READING TO YOUNG LEARNER

by Ifti LD

1.      What is reading?

Reading is a set of skills that involves making sense and deriving meaning from the printed word. We must be able to decode words and comprehend what we read. For 2^nd language learners there are 3 element which impact reading: background knowledge, linguistics knowledge of target language, and strategies or technique that children use.

2.      Background to the teaching of reading

Teaching children how to derive meaning like analyze and synthesize what they have read is important process. Children who have vision problem are much more difficult to decipher unclear symbols in English. When teaching decoding, the use of block letter is more difficult to read, it is easier to use lower case letter. There are two reasons people read:

a.       Reading for pleasure

Is reading for enjoyment or entertainment. If students get pleasure from reading in their own language, they may be able to make connection that reading in general can provide pleasure. E.g : stories

b.      Reading for information

Is reading to get information. E.g. restaurant menu, cookbook, and instruction.

3.      The development of reading skills

a.        Phonics-based instruction

Is intended to teach students the basic English-language phonics (sound-letter correspondence) rules so they can easily decode words. Phonics is the teaching of sounds as part of decoding, while pronunciation is the way one articulates specific sounds. Characteristics of effective phonics instruction are: matches what is read with concept and strategies, engage children, includes writing, different lesson based on children need, and exposes children to a variety of texts.

b.      Literature-based approach

Is designed to develop literacy skills, appreciation and enjoyment within the context of literature.

4.      Classroom techniques and activities

a.       Phonics: by introducing sounds and letters that are associated with specific nouns.

b.      Predictable stories and pattern books: story contains repetitive phrases and predictable language, so that children are exposed to the same words frequently.

c.       Sight words: are high-frequency words children can recognize on sight without having to decode the letters (the, an, I)

d.      Names: Children’s names can be a sight words

e.       Print-rich environment: environmental print is the print that is seen all around us, it can encourages and invite children to develop literacy skills.

f.       Learning centers: are places within a classroom where children can work alone, in pairs, or groups.

g.      Language experience approach: learners participate in a group activity and then describe what happened in their own words.

h.      Own word: Teacher ask the children to come up with their own words related to the topics.

i.        Questioning techniques: to check comprehension and several strategies that have helped children to improve their comprehension.

j.        Comprehension strategies: strategies or technique help children focus on the meaning represented by the words.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        

a)Context clues: learning how to use context. E.g teacher cover a picture, then children may guess, so they are focused on decoding. Print conventions: e.g children should be taught capital letter and punctuation.

b)   Graphic organizers: to help learners visually organize the information, tackle, and comprehend texts.

5.      Reading in classroom

a.       A variety of strategies: before begin the lesson, help children use context clues to determine meaning. Make sure children look for the environmental print. Direct students to pay attention.

b.      Engage learners: draw children’s attention to interesting and imaginative illustrations as a way to make reading a pleasurable experience.