the end of all our exploring
Will be to arrive where we started
And know the place for the first time.
-ts eliot
Tomorrow I start a new job. Well, in the tradition of my re-de-re life, it's actually starting a position partnering with my friend and long-time collaborator Joanna on a extending our community's vision of awesomeness for the kids' school, Summers-Knoll.
The past few weeks have been equal parts mourning leaving my old job with wonderful friends and building excitement for what is to come. This new position stretches me in ways I need to be stretched and requires me to think through chain reactions in ways that I haven't since I was an executive director of a small and fragile nonprofit in Portland years ago.
Contrary to what you would think, I don't like change. Big words for a woman who used to pack what she could in her car and drive to a new city to start a new life. I am not sure if it's all of the moves that I have made, friends I have left in far-flung places, worry about what lies ahead, but change is sometimes hard for me. Change is good and change is hard but I both crave it and fear it in equal parts. It's working with the change, giving yourself time to understand it and all of the emotions that accompany it, is the key to surviving it.
So tonight I am pondering this starting again, thinking about how to dig in but not to rush in. Thinking about how not to get swept up in what is immediate when the need is there. I am reminded of a beautiful piece I read years ago when D was in a Montessori preschool. It's similar to the environment of learning that I enter tomorrow. Sometimes you just have to polish the duck.
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Sometimes You Just Have to Polish the Duck: Lessons for Grownups From a Montessori ClassroomI
am continually taught important lessons by my son's Montessori
education. Montessori puts a respectful, loving philosophy into
practice. The Children's House classroom makes a place that embraces the
Tightness of the child's intentions while shaping the child's ability
to line up these intentions with action.
How distinct this
approach is from what I experienced in my own childhood education. While
a few of us might have been defined by the school as "good" or "smart,"
school was essentially a process that required distrusting and
redirecting so that children might be kept "on task" or focused on what
they "should" be doing, often ignoring what they would really like to
do.
After experiencing a Montessori classroom, I have come to
believe the opposite: the classroom structure (and, by extension, the
structure of a home) can foster a child's practically innate desire to
follow a path toward learning. This environment does not have to
shoehorn all children into the same trajectory, but rather sets the
stage for each small person to proceed as the way opens for him or her.
The
deep trust I have in Montessori comes from experience. My son, Anson,
had his first Montessori Children's House participation at age 4, weeks
after relocating from California to Wisconsin. His transition to his new
school in Wisconsin was at first difficult. He cried each morning
before school for several weeks, begging us to let him stay home. I shed
tears as well, once in front of his teacher as I mentioned how
difficult the morning routine had become. Wisely, she advised us to
change routines: what if we carpooled with another child to school? This
suggestion transformed our mornings almost from the first day we
started driving with a friend. I began to suspect that there might be
something to this Montessorian emphasis on environment.
Anson did
not outwardly grieve the transition from familiar California to unknown
Wisconsin the way we did. My husband and I missed friends and longed
for familiar places. After the carpool started, Anson appeared to pass
blithely through the day. At school, however, he chose different
activities than the other children. Many of the kids his age worked with
number chains, created words with the movable alphabet, or traced the
sandpaper letters. My son rarely did any of the things his first months
in Children's House, at least not to my knowledge. Teachers told me he
often watched other children engage in these activities, but he did not
participate. Instead, day after day, Anson chose to practice something
he learned as one of his first lessons in the school.
He took to
the table a small tray containing a cotton cloth, clear shoe polish, and
a wooden duck. Then he enacted a simple ritual. Lid removed from
polish. Cloth dipped in polish. Polish applied on duck. Lid put on
polish. Items replaced on tray. Tray returned to shelf.
"What did you do at school today?" I would ask, violating rule number one for how to start a conversation with your preschooler.
"I wandered around," he would tell me. "And I polished the duck."
The
duck, his teacher informed me the second month of school, was well
maintained. "Anson likes to polish wooden objects and repeats this
often," his progress report duly noted. I silently calculated how much
we were paying per month (with what kinds of financial sacrifices) to
subsidize our son's wood-shining habit.
This gut reaction arose
from the timework messages transmitted to me through my education about
what children "should" be doing in school. I mistrusted Anson's desire
to learn, longing for him to rush to the things that "kindergartners
must know." As parents, we receive messages everywhere about what kinds
of evidence our children should provide to demonstrate progress. I
jumped to the conclusion that duck polishing was, if not what my son
would do throughout his year in school, at least an indicator that he
would not create the kind of output necessary to "be a success." In a
culture that values product, the seeming passivity of observing others
or polishing the duck is slightly suspect. Shouldn't a student
immediately jump into producing something, the way I was expecting
myself to be producing something in the job I had moved to Wisconsin to
begin?
Fortunately, the school's director suggested I read more
about the Montessori classroom. I learned that children entering this
environment normalize, a term that I understand to mean the way kids
figure out how to listen to the loving voice within that just a few
years earlier urged them to sit up, walk, and speak those delicious
first few words. To normalize, children must learn the structure of the
Montessori classroom through participation. Polishing
the duck was not just cloth on wood (although I imagine that the
textures and smells provided daily comfort for Anson during the
transition to all places new in Wisconsin). This task, included as part
of the Montessori practical life curriculum, helped to teach the order,
both internal to my son and external of him, necessary for working in
other areas of the classroom. The repetition done at his choosing
provided comfort and confidence during the process of learning to work
in a Montessori classroom. One year later, as Anson draws maps,
manipulates the addition board, and learns to write, his early period of
duck polishing ritual has served him well.
How much
better would all of us be if we learned to trust ourselves the way my
son did during this time? I am sure that my first year at work would
have been less traumatic if I had been given the opportunity to observe
and gain readiness instead of pushing to replicate the output of the
best years in my old, familiar workplace. We drive ourselves forward,
always wanting evidence of achievement. I am guilty of demanding daily
proof from myself that I am productive. Another report filed. Another
flowerbed weeded. Another project begun.Nonstop output is not
only impossible, but our expectations that we work in this way exhaust
us and set us up for failure. Big, "productive" accomplishments, whether
learning to read or writing a novel, require a strong, healthy center
that cannot be nurtured in the moment of rushing toward task completion.
As my son demonstrated, rituals and routines, while not generating
output, help create the environment for success and time for
regeneration. The mindful pause, as Anson enacted when polish met wood,
can help us prepare for future bursts of growth, and help us to rest
after completing such growth. I try to remind myself that this step of
regeneration is vital. Sometimes you just have to polish the duck.
DARCIE VANDEGRIFT is a Montessori parent and assistant professor of sociology at University of Wisconsin at Whitewater.