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Upper El's Week of Adventure

June 07, 2019
By Upper El

In the beautiful month of May, the Upper Elementary class takes an exciting trip to Maryland and stays four nights at Echo Hill Outdoor School (E.H.O.S.) to extend their outdoor and environmental studies, and of course to have fun! The fifth and fourth grade class stays at the E.H.O.S. campground while the sixth grade class often takes a daring and adventurous boat trip.

Although it is a place to learn, we have fun outside our regular activities: hayrides, meeting new friends from other schools, bonfires, roasting marshmallows, etc. Other things we learned about this week is that if you chew a lifesaver with your mouth open, you can see sparks! A big part of Echo Hill is the delicious food served buffet style daily, however if you don’t finish your food because you put too much on your plate, it goes into the “slop” bucket (S.L.O.P. stands for Stuff Left On Plate). The slop is weighed at the end of the meal, and added up after our last meal before leaving. The least amount of slop the better. The three schools in attendance one week accumulated 70 lbs of slop. We still have a lot to learn about wasting food!

During our extra time in between lessons, you can head down to the beach and canoe, beach hike, wade, or sit and talk, or if the beach isn’t appealing, you can wander, play ball on the ball courts, or stay on the tent side and shower or read. We met old friends and new ones and had lots of fun. The tents weren’t luxurious, but that made it more fun. The bug nets kept out the bugs so they didn’t crawl on you in the middle of the night.

To end our amazing journey at Echo Hill we walked down to the Merick Hall and had a Stick Ceremony. The Stick Ceremony is where one by one a classmate takes a stick, says what they loved about Echo Hill and what they will miss, and throws the stick into the fire. This was a very sentimental part of the trip. One fifth grader said, “It was my favorite part of the trip because we played games and everyone had fun!” Another fifth grader said, “I liked that we could throw sticks into the fire so a little part of us would always be there.”

Each class was fun and unique, and we learned many things. It was a week worth attending!

Compiled by Upper Elementary students

Recommended reading for parents:

How to Help Kids With Sleepover Anxiety by Beth Arky of the Child Mind Institute, viewed May 13 2019, [https://childmind.org/article/how-to-help-kids-with-sleepover-anxiety/]

Homesick and Happy: How Time Away From Parents Can Help Children Grow, by Michael Thompson

Last Child in the Woods: Saving Our Children From Nature Deficit Disorder, by Richard Louv

The Nature Principle: Reconnecting With Life In a Virtual Age, by Richard Louv

Going Out in Upper Elementary

June 07, 2019
By L.Magge

In accordance with Montessori philosophy, an important function of an Elementary Montessori educator is to give students explicit lessons in practical life. Practical life lessons encompass what we do each day to sustain our own health and to maintain a positive relationship with our immediate community and society at large. Practical life work is important and beneficial for the elementary Montessori student, as it meets the needs of a child in the second plane of development and it develops the skills necessary for defining and finding one’s own unique, specific role in society.

Upper Elementary students routinely go outside of the classroom to extend their studies. Procedures for going out as well as expected behavior while outside of the classroom are explained to Upper Elementary students. Topics may include Grace and Courtesy while planning a going out (phone manners), how to speak to a docent or guide, how to behave at a museum etc., how to read a map, how to ask for directions, how to behave on public transportation, how to order food at a restaurant, and how to follow up your visit with a thank you note to your expert guide or docent.

Children in the second plane of development differ from first plane children in a number of ways, and the practical life curriculum speaks to these differences. The second plane is “a period for the acquisition of culture, just as the former was for the absorption of the environment” (Montessori, 1989, p. 3). The practical life curriculum delivers lessons in the acquisition of culture that are now of great interest to the child.

Practical life work develops real life skills that can be used immediately and routinely during real life experiences in an effective way. This empowering experience of mastering real life skills builds confidence in the second plane child. This development of social confidence provides a very effective model to the child for their developing academic skills and confidence. The sense of responsibility developed in practical life easily translates to academic responsibility. Students who make and follow a weekly work plan clearly know that what they plan and what they do is important and effective. Other academic skills developed through work in practical life include increased focus, lengthened attention span, improved problem-solving and critical thinking.

Practical Life work develops skills necessary for establishing and maintaining a positive relationship with the community and with society. The delivery of the Montessori curriculum, including the practical life curriculum, serves a critical social need.

An extremely important social task lies before us: activating man’s value, allowing him to attain the maximum development of his energies, truly preparing him to bring about a different form of human society on a higher plane. (Montessori, 1992, p. xiii)

The practical life curriculum effectively contributes to activating the self-value of the second plane child. Lessons in going out afford him authentic, real world experiences, validating the importance of his role within society.

References:

Montessori, M. (1989). To educate the human potential. Oxford: ABC-Clio Ltd.
Montessori, M. (1992). Education and peace. Oxford: ABC-Clio Ltd.

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