Montessori and The Virtues Project™
Here's what Robin Castle, former Director of Discovery Montessori School in McAllen, Texas, wrote about Montessori and The Virtues Project™:
"It supports Montessori's philosophy and methodology beautifully. Recognizing that virtues are 'the gifts from within', The Virtues Project™ affirms Montessori's observations of the child's inner guide, and the need for the child to learn to connect to the inner guide to choose what is best. It gives the children (and adults) a beautiful and simple format to cultivate a complete language of the virtues.
In addition to the virtues we often use in our Montessori philosophy, those of grace, courtesy, respect, caring, love and kindness, children and the adults in their lives are enriched by learning to fine tune some useful virtues like moderation, tact, assertiveness, enthusiasm, purposefulness, diligence and idealism.
We use the language of the virtues to ACKNOWLEDGE the beautiful 'gems' that children are developing, and thereby help them recognize they can use these gems in a variety of situations. We use the language of the virtues to GUIDE children to a virtue that will help them handle a situation with peaceful integrity. We use the language of the virtues to CORRECT children with a virtue that will help them avoid a problem in the future."
"It supports Montessori's philosophy and methodology beautifully. Recognizing that virtues are 'the gifts from within', The Virtues Project™ affirms Montessori's observations of the child's inner guide, and the need for the child to learn to connect to the inner guide to choose what is best. It gives the children (and adults) a beautiful and simple format to cultivate a complete language of the virtues.
In addition to the virtues we often use in our Montessori philosophy, those of grace, courtesy, respect, caring, love and kindness, children and the adults in their lives are enriched by learning to fine tune some useful virtues like moderation, tact, assertiveness, enthusiasm, purposefulness, diligence and idealism.
We use the language of the virtues to ACKNOWLEDGE the beautiful 'gems' that children are developing, and thereby help them recognize they can use these gems in a variety of situations. We use the language of the virtues to GUIDE children to a virtue that will help them handle a situation with peaceful integrity. We use the language of the virtues to CORRECT children with a virtue that will help them avoid a problem in the future."
One Teacher's Experience with The Virtues
My name is Julie Doan. I taught 2nd grade at Medina Elementary School, near Seattle, WA. I have to admit that of the three years I taught at Medina, the thing I am most proud of from my teaching is how the Virtues were used in my classroom. It offered so many incredible teachable moments, that I feel had the most impact on my students of anything I taught them.
These are my favorite moments or activities with the virtues:
1. Recess posed lots of social conflicts. I never had the time to give each and every child the attention they were seeking for resolution. I also didn't have the time to discern which were really noteworthy, and which were just situations a child needed to vent and realize it would blow over soon. So, I created a piece of paper (and made over a hundred copies) with this outline:
Then, they would turn it in, I could read it on my own time, and they knew I would conference with them when it was appropriate during the school day. Sometimes, kids would write it all out and throw it away. They solved it on their own by writing it all out. Other times, the problem wasn't a big enough deal to them to write it, and they moved on independently. It helped them and me, and managing conflicts became more meaningful and manageable.
2. Writing Valentine's always seemed like a huge waste of paper and time to me. Buy the paper, sign my name, attach a piece of candy. Candy gets eaten, card goes in the trash. Great. So, last year I did Virtue Valentines. I cut out paper hearts and wrote an honoring virtue for each student. It meant a lot more to them, took a little more time for me---but was so much more meaningful. It was a nice time to reflect on the gifts each of my students brought to our class, and made it WAY more fun to give on Valentine's Day.
3. One of the goals with V.P. is to get students self-aware. Getting them to recognize where virtues are fluorishing and lacking is something I didn't expect to see---teaching is all about delayed gratification… Last year I had a particularly rough group. Lots of shining individuals, but together, they just didn't get along. They said very spiteful things, and acted selfishly towards one another. As the end of the month was approaching, and it was getting time to introduce a new virtue, Jimmy walked up to me and said, "Miss Doan, what virtue are we learning about next month?" "Integrity was the plan." "Oh.." he said, and looked disappointed. "Why? Did you have a different idea?" I asked "Well, I was hoping it would be love. I think we all need to do some work with that one." My second grade sage replied. "Well, love it is!" I said. I gave him a big hug and thanked him for having the courage to share his own idea. I liked it better, so the month of May we focused on love.
These are just a few examples of the many incredible ways I saw the virtues shaping my students' attitudes, language, self-reliance, and esteem. I'll close with my very favorite project:
December's virtue focus is Service. A time when every child is thinking about what they will receive during the holidays, I decided it was a good time to focus on others. So, we started a collection of food. Students were responsible for earning the money (by helping around the house, or raking the neighbor's leaves, etc.) to purchase a loaf of bread, or jar of peanut butter, or paper bags, and over the course of the month, food began slowly coming in. (Bread, obviously on the last day) We collected food, and on the last day, began making sack lunches for a local shelter in Seattle. The KIDS made the lunches---adults were not allowed, though many parents helped monitor the stations. Collectively with the other 2nd grades, we made over 300 bag lunches that each contained a sandwich, chips, fruit, granola bar, and juice box. That's how much food they brought in. When asked what they enjoyed most about their project, more than anything I heard, "It is so much more fun to give than to get." Sweet. Service goals achieved.
Never a month went by without a student referencing a past virtue focus and lesson they had learned and was carrying over. Hence, the experiences the Virtues Project™ offers its participants are invaluable and memorable. A beautiful gift in every classroom.
Thanks for that opportunity for me to reflect and remember. :)
Sincerely, Julie Doan
These are my favorite moments or activities with the virtues:
1. Recess posed lots of social conflicts. I never had the time to give each and every child the attention they were seeking for resolution. I also didn't have the time to discern which were really noteworthy, and which were just situations a child needed to vent and realize it would blow over soon. So, I created a piece of paper (and made over a hundred copies) with this outline:
- What happened:
- What bothered me about it:
- What I did to solve it:
- Some other approaches to solving it:
- Virtues I need to call on to help me right now:
Then, they would turn it in, I could read it on my own time, and they knew I would conference with them when it was appropriate during the school day. Sometimes, kids would write it all out and throw it away. They solved it on their own by writing it all out. Other times, the problem wasn't a big enough deal to them to write it, and they moved on independently. It helped them and me, and managing conflicts became more meaningful and manageable.
2. Writing Valentine's always seemed like a huge waste of paper and time to me. Buy the paper, sign my name, attach a piece of candy. Candy gets eaten, card goes in the trash. Great. So, last year I did Virtue Valentines. I cut out paper hearts and wrote an honoring virtue for each student. It meant a lot more to them, took a little more time for me---but was so much more meaningful. It was a nice time to reflect on the gifts each of my students brought to our class, and made it WAY more fun to give on Valentine's Day.
3. One of the goals with V.P. is to get students self-aware. Getting them to recognize where virtues are fluorishing and lacking is something I didn't expect to see---teaching is all about delayed gratification… Last year I had a particularly rough group. Lots of shining individuals, but together, they just didn't get along. They said very spiteful things, and acted selfishly towards one another. As the end of the month was approaching, and it was getting time to introduce a new virtue, Jimmy walked up to me and said, "Miss Doan, what virtue are we learning about next month?" "Integrity was the plan." "Oh.." he said, and looked disappointed. "Why? Did you have a different idea?" I asked "Well, I was hoping it would be love. I think we all need to do some work with that one." My second grade sage replied. "Well, love it is!" I said. I gave him a big hug and thanked him for having the courage to share his own idea. I liked it better, so the month of May we focused on love.
These are just a few examples of the many incredible ways I saw the virtues shaping my students' attitudes, language, self-reliance, and esteem. I'll close with my very favorite project:
December's virtue focus is Service. A time when every child is thinking about what they will receive during the holidays, I decided it was a good time to focus on others. So, we started a collection of food. Students were responsible for earning the money (by helping around the house, or raking the neighbor's leaves, etc.) to purchase a loaf of bread, or jar of peanut butter, or paper bags, and over the course of the month, food began slowly coming in. (Bread, obviously on the last day) We collected food, and on the last day, began making sack lunches for a local shelter in Seattle. The KIDS made the lunches---adults were not allowed, though many parents helped monitor the stations. Collectively with the other 2nd grades, we made over 300 bag lunches that each contained a sandwich, chips, fruit, granola bar, and juice box. That's how much food they brought in. When asked what they enjoyed most about their project, more than anything I heard, "It is so much more fun to give than to get." Sweet. Service goals achieved.
Never a month went by without a student referencing a past virtue focus and lesson they had learned and was carrying over. Hence, the experiences the Virtues Project™ offers its participants are invaluable and memorable. A beautiful gift in every classroom.
Thanks for that opportunity for me to reflect and remember. :)
Sincerely, Julie Doan