Baking Banana Cookies!

I spent a small fortune this summer collecting items for the classroom that would boost our food preparation area. I also wanted to take more control over doing birthdays, because we have so many food allergies and I want everyone to be able to participate. We hadn't yet tried to bake anything and were just starting to collect baking ingredients. All we had on hand was a bag of flour, a bag of sugar, and vegetable oil for the box of brownie mix that the October birthdays had decided they wanted to bake for next week's monthly celebration.

I noticed that there were still a couple of bananas left on the food prep shelf, that were already rather ripe when they arrived in the snack basket on Monday. They needed to be immediately used or pitched. I quickly went online and started searching out a recipe for something with bananas that didn't use eggs (egg allergy). It took me about ten minutes, but I finally came across a banana cookie recipe that I could adapt to our few ingredients. These are the ingredients that we ended up using:

2 1/3 cups flour
1 cup sugar
3/4 cup vegetable oil
2 very ripe bananas, sliced (ours were about medium-sized)
1/4 teaspoon salt
1 teaspoon vanilla

Children who were interested in helping had to wash their hands and put on an apron.

First, I showed them how to properly measure flour by leveling it at the top of the cup with a knife. They took turns measuring flour into the bowl. Next, they added the sugar and took turns stirring it all together as I added the salt. Meanwhile, another child was slicing our two bananas. Once the bananas were sliced, they took turns mashing the banana with a fork.

I added the oil and the vanilla and they kept taking turns mashing it all together with the banana.

Next, it was time to put it all together in the big bowl and stir until well blended. (At about this point in the process, one boy who was not participating looked at my assistant and said, "This isn't going to end well," as there were some minor difficulties and a little bickering while stirring.)

I love how they helped each other by holding the bowl, because that was tough to stir!

Once it was fully blended, they used the cookie scoop I had found at Savers last year (with four kid-sized spreaders!) to put the cookies onto the baking sheets.

Each batch was baked in the toaster over at 350 degrees for about 13-16 minutes, depending on the size of the cookies. We left plenty of space between them, but found that they do not expand while baking.

We gathered together at the end of the morning to share our tasty treat. We practiced grace and courtesy at the same time. I went around with the napkins in one hand and the plate of cookies in the other hand. I asked each child if they would like a cookie. They were to respond "Yes, please," or "No, thank you." I also said to each of them, "You take the one you touch," to avoid that lovely habit of young ones to touch a bunch of them until they find a huge one. They were to place the cookie on their open napkin and then wait until everyone was served prior to eating.

As we sat there eating, the kids spontaneously burst into, "Thank you, Miss Coventry!" My assistant and I both said "Thank you" back to them for making the cookies for us. One of the kids also said, "Okay, on the count of three, we need to say Hip Hip Hooray for Miss Coventry, because she is the best teacher ever for letting us bake cookies!" 

After lunch, I chose two volunteers to visit the other classrooms and the office to share the cookies. One girl carried the napkins and the other one carried the plate of cookies on a tray. I was told that they were very polite as they approached each classroom. They also very matter-of-factly told each adult that they had to "take the one you touch." 

I can't wait to make something else and to back off even more from the process!

The last day of summer vacation

I have to admit that I am a little sad today. It's the last day of summer vacation. Yes, tomorrow I have to get up at the crack of dawn to go into school. Okay, so somewhere between 6 and 6:30. I am *NOT* a morning person. I have just spent the past 2 1/2 months blissfully sleeping in until 9ish and not having to hurry to get anywhere. I shall miss it. A lot.

Don't get me wrong. I am excited to see the kids. I know that this year's group is going to keep me on my toes. One of my Ks learned how to do the Division Board last year, by observing one lesson I did with an older child. He hadn't even yet done the Hundred Board. He will also probably be reading chapter books. I love these kinds of challenges, because I am forced to get creative with the materials and learning opportunities.

Then there are the younger kids. One of them isn't quite yet 3 and doesn't speak. I know him and his family quite well. It will be fun to try to coax the words out of him. I know they're in there.

As I have mentioned off and on through the summer, and more via the Facebook page than anything else, I have found a lot of fun things this summer. I need to remember to post more of those over the next few days. I will also try to share with you the setting up of the classroom this week.

So, how did I spend my last day of freedom? I woke up with a sinus migraine, thanks to allergies. Medication and a fabulous Greek breakfast with lots of coffee helped to make some of that go away. Then, I went to the grocery store. I am determined to be better this year about bringing my own lunch and making healthier choices. Yes, I say this every single year. I mean it this time. Honest. :-P

I was happy to see that Gladware was on sale. I stocked up on a wide variety of sizes and purchased a bunch of food for the week. The plan was to wash all of the dishes and start packing up some yummies within them. I have gotten some of that done. I just have to wait for them to finish drying.

Oh yeah, I also found some nifty baking supplies. This cake pop/donut hole maker and mini cupcake maker were both on clearance. I think they will be fun to use with the kids.

After that, I pretty much just worked on getting blogs ready and making sure some laundry is done. I have also been putting together the things I need to take in tomorrow. I don't know how I am going to maintain my book reviewing during the school year, but I am going to try!

I should have sat outside today. I just didn't have it in me with the high pollen counts and already irritated eyes from allergies. Maybe I will go for a walk tomorrow after working in the classroom. We shall see what the weather is like and how I am feeling after getting up at such an ungodly hour.

What do you do before school starts?

Clothespins on a tuna can

It's the end of July and I am already starting to get excited about next school year. It is a problem that I have - always being prepared for something at least four-six weeks in the future. I have been out shopping and picking up little things here and there for the classroom as I see them. I have posted some of those finds on my Facebook page, but should also incorporate those into a blog post here.

Anyway, I was scrolling through my feed today when I came across an awesome and simple project shared by a couple of my friends. The photograph is not mine and I have not yet tried to make it. So, I am just going to share a link to it here.

All you have to do is clean out a can of tuna. Take wooden clothespins that you pinch, and line them around the edges. Many of us already do something similar on our practical life shelf, anyway. And voila! You have a simple, yet awesome craft that even your youngest kids can do.

In the picture, they have it as either a small pot for plants or even a candle holder. (Put a small pot inside the can or use a glass candle holder.) It is beautiful and would work well in just about any decor. They are also very easily decorated.

I've already sent it to some of my coworkers and look forward to using it this school year!

Have you come across any other fun craft/gift ideas? Please share them with us!

Montessori A to Z: G is for Grace & Courtesy

Grace and courtesy is a part of the Montessori practical life curriculum that seems to amaze people more than others. Children learn how to be polite and caring, toward each other and toward their environment. They wait their turn before speaking. They spontaneously share without being forced into it. They take great care with tiny objects and breakable items that are usually hidden from their reach. They walk around each other's activities and don't bother each other.

How does this happen? It starts on day one with the ground rules of the classroom. It requires concentrated effort on the part of the teacher to demonstrate and discuss these rules on a regular basis. It requires consistency from all adults in the classroom. It requires stepping in when necessary to individual situations. It requires constant vigilance in being a good role model as an adult.

Some days, it feels like the kids have completely forgotten how to be kind to one another. That is when you have to take a step back and try to ascertain what is going on. What kind of energy is being brought into the room and by whom? What needs to change in the environment? Where is the moon in its cycle? How did the cranky child come into school that day? So many factors are truly in play with mood swings.

Most of the time, though, they are doing a good job being good citizens. Take time to observe your children when they are in other environments. How are they treating teachers for other classes, such as PE or computer? How are they treating people in the office? How do they respond on the playground? You will often find that Montessori children behave differently from other children. One of the greatest compliments I received was a few years ago after one of my students had a birthday party. He had invited some neighborhood children from his former [traditional] school, as well as friends from our class. His mother said she could tell which children were from my class because they willingly took turns and worked together; whereas the other children were pushing and bickering all of the time. That made me feel good. I hold onto that observation, even on the days when the children are having difficulty.

What are some of your favorite grace and courtesy lessons?

Montessori A to Z: E is for Environment

The child's classroom learning environment is essential in the child's education. The job of the guide is to arrange the environment in such a way as to facilitate the child's independent learning. Sometimes the task can seem a daunting one, as the building you are able to use does not seem conducive to Montessori learning. Other times you are lucky enough to be able to design a building to fit Montessori ideals. Whatever kind of building you have to start, remember that Maria started in the slums of Rome. If she can make that work, surely you can make yours work, as well.

Child-friendly environment


To make your classroom a child-friendly environment, you need child-sized furniture. Children need to be comfortable to learn, so provide tables and chairs at their level. When setting up activities on a shelf, make sure the highest shelf is still accessible to your smallest student. A child needs the confidence to be able to independently reach the materials, without risk of dropping from it being too high. Anything that the children are to be able to access should be within their reach. Having to ask a teacher to reach something eliminates that factor of independence.

Provide comfortable floor areas. If carpet is not an option, use a large area rug. Comfortable pillows or cushioned chairs in the reading corner encourage children to nestle with a book. Work rugs help to define the child's workspace on the floor, allowing for organization of materials as well as reassurance of ownership over that work at that time.

If sinks and toilets are too tall for a child to comfortably reach, provide a small stool or steps to enable the child to safely reach them.

Use the furniture in the classroom to provide natural walkways. Check the flow of the classroom. Do you have an elongated "runway"? Children who cannot yet control their bodies will feel invited to take off in flight. Put a plant or a small shelf or table in the path to curb those fast movements. Observe the flow of the children and tweak as necessary. You are trying to encourage careful movements.

Appropriate materials


Children should have access to the entire spectrum of the Montessori curriculum. How you allow children to explore it is going to depend on your own interpretation of the philosophy and training. Some believe that a child can take out any activity and the teacher needs to scale the lesson back appropriately. Others do not allow children to touch a work until he or she has had a lesson on it.

Montessori materials should make up the bulk of your works. Some areas, such as language, require a lot of teacher-created materials. Be sure that your creations fall into Montessori guidelines and that you can justify their presence in the room.

Aim for as much wood and natural items as you can find. Do not fear glass. Children need to learn to be careful with materials. Plastic simply bounces and does not break. No lesson is learned when that drops. But a fragile piece of glass can shatter. The child will use more care in the future. Wood is much more attractive than brightly colored plastic. Children will be more likely to be drawn to it.

Decorating the classroom


Use a soft palette when painting the classroom walls. Avoid hanging lots of brightly items. If you choose to decorate the walls, use artwork that is hung at the children's level. If you display the children's artwork, make sure it is matted on a background and rotate it. I sometimes like to add an educational poster, depending on our topics of study. For example, while doing the human body, I put up a poster of a child with the basic parts labeled. It hung on the classroom door, at the children's eye level. When they went into the hallway to do their full body tracings, they could label their body according to the poster.

Use plants for decoration. They also serve a practical purpose of teaching children how to care for them and for providing oxygen and purifying the air. They are absolutely beautiful and make for cozy surroundings.

Avoid cluttered areas. I am extremely guilty of allowing my own things to clutter and to start to take over other areas of the classroom. I make a concentrated effort to reduce that on a regular basis. If children have clutter in their area, they will not take care of their things.

Remember that less is more.

Outdoor environment


The ideal outdoor environment has plenty of space for children to run free and to safely exercise those gross motor skills. They should also have areas where they can care for plants and animals. Allow them to explore, to find natural items such as seeds. Take walks. Embrace the outdoors and bring it inside as much as possible. Conversely, do not fear taking materials outside, as well. Think back to those original photographs of Maria working in her Children's House. Many children are stretched out in the garden with a rug and work.

Remember that the classroom is not about you. It is about them. Give them ownership of the classroom. Teach them to maintain it by helping you clean and straighten. You are guiding them in how to care for it.

Montessori A to Z: C is for Concentration

One thing that always amazes people when they walk into a Montessori classroom is how focused most of the children seem to be on their given activities. In my classroom, there is often also a buzz of activity that flows around all of that focus. I still remember my father coming to visit. At first he thought that it was just a bunch of kids aimlessly moving about. The longer he watched, the more he noticed what was really going on. "Wow. They are all moving so purposefully. And then they are so focused on what they are doing!" He just couldn't get over it.

Concentration is an essential skill in Montessori. And it naturally comes about in Montessori. Children have an amazing ability to concentrate, especially when they are attracted to something. We use the Practical Life area to hone those skills. Have you ever seen a child pour a pitcher of beans back and forth for ten minutes straight? As she watches them pour and listens to them fall, she is deepening her concentration. How is this possible? I ask you to get two cups or glasses and to fill one with rice or beans. Pour one into the other and then repeat. Continue for a few minutes as you ignore the world around you. (Yes, it feels embarrassing to do as an adult if someone else walks in on you who doesn't know what you are doing. But just go with me here.) Your mind starts to calm. Your body starts to calm. You are developing an ability to concentrate. And when you are calm and can concentrate, you open your mind to all kinds of possibilities.

Other activities have the same effect. Have you ever noticed that some people say they like to scrub something to blow off steam? Again, they are calming their bodies and opening up their minds for concentration. Think of some other "mindless" activities that you do. I like to cut out laminated works or to sharpen pencils by hand. That repetition of cutting strips of paper, or stapling together booklets can transport me just as well as meditation. Montessori children also have a lot of repetition in their activities, again leading to concentration.

Those concentration skills then manifest themselves all across the classroom. Even my most active children have times when they are deep into their activities. That boy who has difficulty walking at a slower pace than a full-on run can actually sit and do a jigsaw puzzle for 20 minutes. Another one with no sense of body awareness who trips over everything in his path will sit and use the bead bars for a half hour. Both of these boys have spent a lot of time transferring beads with spoons and scrubbing tables, among other things.

Concentration allows a child to have the patience to spell out 15 words with the moveable alphabet. Concentration helps a child to pinprick a map of the United States within a few hours. Concentration helps a child do the Hundred Board multiple times in the morning. Concentration helps him learn to calm his body, to be aware of himself, and to mature as a person.