For this page to make the most sense, it will help to first read Write/Read Naturally! and the page after that. They describe how to help a child learn to read in a more natural way than usual. As you’ll see there, the children are working in a more active way, so here you’re beginning to establish the routines that make that work period run smoothly.
The demonstrations you’ll see here can also be used for working with a child at home.
Deciding Where and How to Begin With Key Words
Moving an entire classroom into this approach might not be the place to start. For it might be an overwhelming challenge to make a complete shift of this magnitude.
The example of my own classroom I’m describing in this website took over a year to fully develop. I’m sharing it here with the hope of saving others the time, thought and stress of going through the same process I went through.
If you already have a classroom program devised, but are interested in moving in this direction, you might begin with just one small group of your students — perhaps those who are struggling with the program you already have.
Or, you might decide to work with a small group you think would do well. This would give you a chance to experiment with this successfully, before expanding it. To consider how you might do this, see a brief description of how two teachers Gradually Adopted The Steps.
Whether you move gradually with one group, or establish the program for the entire class, there are several preparations that will help things to go smoothly.
Following is what you need to do ahead of time for the room, and with the children to prepare them for purposeful, independent activity. Careful preparation pays off, both for you and for the children — so you’ll be amply rewarded for the time you spent on this!
Silent Demonstrations: Create Order With this Montessori-Inspired Technique
Recall the use of Silent Demonstrations, a Montessori-Inspired technique described in Introducing Key Words. Here, you’ll see how to use this strategy on the first day of school. This is the beginning of establishing orderly, active work periods.
This activity is usually done with the total group. So, for example, this first lesson of the school year might be a focus on how to use the thin colored pens and writing/drawing paper. (The thin, felt-tipped pens may be less common at home, so they are usually much more intriguing than crayons or wide marking pens.)
Prepare For the Silent Demonstration On the Use of Pens
First — and I can’t emphasize this enough: It’s critical to practice every demonstration yourself, ahead of time!
Otherwise, it may not go smoothly when presenting it to the children, and it is very difficult to recover from/change the impression a first demonstration makes on them. Here’s how to prepare for and give the silent demonstration:
1. THE DAY BEFORE introducing the writing pens:
- Decide on a place for the pens to be kept within easy reach of the children.
- Put out several coffee cups, each containing one set of pens — enough in a set for 2 children to share. (So, for 24 children, have 12 sets.)
- Place a stack of blank drawing paper on the shelf or table where you plan later to keep the children’s writing books.
2. Practice exactly how you want the children to handle the materials:
- With slow, exaggerated motions, practice getting a piece of paper from the shelf and placing it on a table. (You’ll need move this way with the children, so it’s best to get used to it.)
- Next, slowly walk over and pick up one of the coffee cups full of pens and take it to that table. (If children become accustomed to carrying one piece of equipment at a time, this will save dropping or spilling things later.)
- Select a pen, take the top off and hook it onto the back of the pen.
- Make a few marks on the paper, then put the top back on.
- Place the pen UPSIDE DOWN in the cup and take the cup back to the shelf.
- Pick up the paper and place it wherever you want the children to place their finished Writing Books. (I had a large table where the books could be arranged so that every child’s name would show.)
Give the Silent Demonstration On the Use of Pens
1. In class now, with the children on the rug, begin the silent demonstration:
- Explain you have something special to show them, that they are to be completely silent, and that you also will not talk. (End this introduction almost in a whisper. This intrigues them, so usually, become rather motionless and remain silent.)
- Then proceed as you have practiced, using a table next to the rug, where all can see. All the while, look only at what you are doing, not at the children. (If anyone speaks, act as if you did not hear them. Others will probably tell them to be quiet, but you don’t look up.) Go slowly to emphasize each step in the procedure. Don’t speak until you have completely finished and returned to the rug.
- Invite a child to repeat what you did for the group: Remind them to start by putting the paper on the table first and call again for silence.
(I have never had a child not do it as shown, but if I did, I would say something like, I didn’t show how to do this well enough. Here, I’ll do it again. Then I’d go through the entire demonstration again myself, before inviting that child to try again, if they want, or if not, someone else.)
2. Give everyone immediate practice: Since this is your first demonstration and one that’s basic to your writing work period, have the entire group practice, by making a simple drawing of their choice.
3. Decide on Seating: I do NOT recommend assigned seating. (You can always require certain children not to sit together if there is conflict or some other problem. Otherwise, it’s best to let them choose, and I found most children frequently changed where they would sit to do their work.)
My children came to enjoy these silent demonstrations. They once surprised me— and themselves — by spontaneously applauding when I finished with an especially interesting demonstration, and we all laughed about it.
Please Note: For most future demonstrations — of materials and equipment, you will also need small rugs (approx. 2′ X 1.5′) to delineate the work area on the large, classroom rug in your “meeting area” and somewhat smaller, felt mats to use when working at a table.
You didn’t need it for the coloring demonstration above, of course, since paper/pencil/pen work is done directly on the table.
NEXT —> GRADUALLY ADOPTING THE STEPS OR —> SUPPORTIVE ENVIRONMENT