Message from the President - South African Montessori ... of the Montessori materials, both bought...
Transcript of Message from the President - South African Montessori ... of the Montessori materials, both bought...
Newsletter July 2012 page 1 of 12
During the month of July we joined together and
celebrated a very special person’s birthday, Nelson
Mandela. We can all learn from the example that he has
set for us by focusing more on giving rather than
receiving. That it is better to forgive, rather than to live
in the past and be captured by blame. For this
important lesson we say, “Thank you Madiba.”
I would love to know how you and your school spent
your 67 minutes helping others. Please share your
experiences on our Facebook page.
Van Gogh said: “I dream of my paintings; then I paint
my dreams.” In this issue I want to you to say: “I dream
of materials; then I make my dreams”. The value and
power of the Montessori materials, both bought and
made, is often underestimated. Not only is it a
materialized abstraction that can be used to explain
work, but more importantly, it is a way to connect the
child to his environment helping him teach himself.
These tools can and must excite the child and adult
alike, because if we are excited to work with the
material, the child will be excited to work with the
material.
I cannot picture a Montessori class without the beautiful
Montessori materials; it would be like a canvas without
any paint. It is one of Montessori’s gifts to us to use
and extend. In turn, it reflects our personality in the
class, and is a gift that we give to the children in our
care.
Come on, read on and be inspired to make more
beautiful materials! If you are left wanting more, then
we invite you to come to the SIG meetings on the 4th
of
August where we will share some more ideas.
Regards,
Charl
Tel: 041-367 4936 Postal address: PO Box 5338, Walmer, Port Elizabeth, 6065
Fax: 086 561 8774 website: www.samontessori.org.za
Cell: 072 609 5979 e-mail: [email protected]
Message from the President By Charl du Toit
Inside this Issue
Message from the President 1
Important Information 2
10th School Day Headcount Survey 3
The Things Children Say 4
Olympic Message 4
Didactic Materials 5
Member Contribution – Village Montessori 7
Regional Meetings 8
Material Making Ideas – the Olympics 9
Vacancies 10
Classifieds 11
Newsletter June 2012 page 2 of 12
Important Information for member schools
“LURITS” is The Learner Unit
Record Performance and
Tracking System and Third Party
Packages are computer software
provided by private service
providers for school
management and administration
purposes.
Education Management
Information Systems – EMIS
EMIS is the data capture system
used by the Department of Basic
Education for providing relevant
and timely information to
decision makers. EMIS is a
comprehensive system that
brings together people, process
and technology to provide
timely, cost effective, and user
appropriate information to
support educational
management and planning at
whatever level is needed.
The Learner Unit Record
Performance and Tracking
System - LURITS
The National EMIS department
identified the need to design and
implement a LEARNER UNIT
RECORD INFORMATION AND
TRACKING SYSTEM (LURITS). The
system run by the Department of
Education was launched in
September 2008. The system is
meant to provide detailed data
and information on individual
learners and be capable of
answering complex questions on
learner movement, learner drop
out and retention rates or
patterns and be flexible enough
to adapt to changing education
information needs. A unit record
learner information system must
be capable of examining and
describing both nationwide
trends happening across
provinces and institutions, as
well as developments within
provinces and within institutions.
So it is important that
educational institutions provide
this data regardless of their
status whether independent or
public educational institutions.
The SA School Administration &
Management System – SASAMS
SASAMS is a robust computer
application specifically designed
to meet the management,
administrative and governance
needs of public schools in South
Africa. The programme has a
strong EMIS focus to assist
schools in the completion of the
Annual School Survey and
therefore also meets the
identified needs of the Education
Department, at Circuit, District
and Provincial level in the
gathering of data from schools
that informs decision making at
all of these levels.
It is sufficient to mention here
that detailed reports on all data
are available in SA-SAMS and it
is compatible with LURITS and
data can be uploaded on to
LURITS from SASAMS. The
national EMIS Directorate in the
Dept. of Education has not made
SASAMS compulsory, it is
optional and all schools could
get the programme free of
charge from their Provincial
Education Depts. However
Provincial Education
Departments are at liberty to
prescribe the use of SASAMS as
compulsory AFTER consultation
with all stakeholders.
Find out which 3rd
party packages are
compliant on page 3
Royalty free image
Newsletter July 2012 page 3 of 12
10th School Day Headcount Survey
The EMIS Units of Provincial Departments of
Education (PDEs) execute the legislative responsibility
of providing education information as a whole, to
support monitoring, planning and decision-making
processes. It is therefore imperative that every public,
independent subsidised and independent non-
subsidised ordinary and special school completes the
survey in full and submits accurate data in a timely
manner.
According to the South African Schools Act, No. 84 of
1996, Section 59 (1) & (2) and the National Education
Information Policy (2004), paragraphs 13 and
45,schools must provide all relevant information as
required by the Provincial Department of Education.
These data are collected for purposes of micro- and
macro-planning, provisioning, budgeting, evaluation
and policy formulation.
The National Education Information Policy informs us
that it is the duty of all heads of institutions to
complete survey forms and other information
required by the Department, and that any deliberate
distortion of information constitutes fraud.
The Head of Department is authorised to collect
information with regard to education in the province
(from public and independent centres), and any head
of institution who, without just cause, fails to comply,
shall be guilty of an offence.
Independent schools are accountable to the
Department in respect of compliance with the criteria,
policies and legal dictates of education law. Any non-
compliance with the above or the misrepresentation
of the requested information may constitute fraud or
a violation of policy. Learner inflation would result in
the withdrawal or termination of subsidy allocation
and/or deregistration of such schools. The rights to
institute a civil claim and criminal proceedings would
be reserved, as would be the case in public schools.
Procedure
The collection of the tenth day statistics consists of
detailed learner and personnel counts. This survey
must be completed in all ordinary schools (public and
independent) schools and special schools (public and
independent) on the 10th school day of the year. All
independent schools, whether subsidised by the
Department or not, are required by law to complete
and submit this survey. The PDEs are expected to
always give direction to schools in the form of
guidelines regarding the completion of the 10th
School Day survey.
Third Party Packages
Third Party Packages refers to computer software for
school management and administration and data
capturing that is provided to schools by private
companies as listed below. All those companies must
be accredited by the DBE and should provide up to
date software in line with the requirements by the
EMIS System and LURITS. These companies get
accredited by the DBE, EMIS and SITA.
SAMA has been advised, via NAISA, that the
following service providers are compliant:
Package Year compliant
PencilBox 2009
SmartSoftware 2009
EDUPAC 2009
PrincipalPrimary 2010
FrontOffice 2010
SASPAC 2010
MasterC 2010
EDUSAAS 2010
Microscope 2010
EduAdmin 2010
Adam 2010
FIZIEP 2010
SMS 2010
SchoolEase 2011
Scadsys not compliant yet
Ed-Admin not compliant yet
Eduking not compliant yet
EDMASTER not compliant yet
Newsletter July 2012 page 4 of 12
I'm making a BlackBerry," declared six-year-old Zenandi,
busily arranging an array of paper, scissors, glue and
kokis in front of her.
"I'm making a Strawberry," piped up three-year-old
Katherine alongside her.
"When I'm seven," explained Zenandi, "I'm getting a
Touch Screen."
"When I'm eight," announced Katherine,"I'm getting an
Ice-cream."
"What's this?" inquired four-year-old Shayna from under
a jacaranda tree.
"A pod," I replied.
"An ipod?"
"A seed pod..."
Lea brought a kitchen roll tube into our circle and I
asked if anyone could remember its name.
"It's a cylinder," several children replied.
"We know, Kate," five-year-old Logan assured me with a
wide and confident grin. "We know because of Star
Wars.”
The things children say… By Kate Tolson
Inspire a generation Olympic Games 27 July - 12 August
In preparing for the Olympics, I asked a
group of children if any of them knew
what a race was.
5 year old Julie responded with gusto “a
race is where someone wins and
someone moans”
Martin Pinchen
To all our South African sportsmen and woman taking
part in the upcoming Olympic games, good luck!
"The most important thing in the Olympic Games is not to
win but to take part, just as the most important thing in
life is not the triumph, but the struggle. The essential thing
is not to have conquered, but to have fought well."
unknown
Newsletter July 2012 page 5 of 12
Didactic Materials Materials of Development
In her book, the California Lectures, published in
1915 Maria Montessori speaks specifically of her
didactic apparatus
1. “The principal quality of my material is to
attract the attention of the child and to
provoke a permanent reaction within the
child.
2. (The next quality) of my material is that it is
systematic. All the objects are connected in a
series and together form a material of
development.
3. (The third quality) of my material is that it
contains (what I call) the control of error. As
the child uses the material, the material
shows the child his mistakes and, in this free
path the child can correct these errors. This
also liberates him from unfavourable and
discouraging criticism of others and develops
in him the sense of (self-) criticism."
Many educational programs recognize the importance
of manipulatives to assist children's learning process.
Guided by the work of Edward Sequin and Jean Itard,
Maria Montessori became a pioneer in the area of
concrete learning materials.
She recognized that children learn best when they are
actively involved.
The materials she developed, however, are more than
just manipulatives. They are carefully and
scientifically designed to meet the ever evolving
needs of children. They are not toys.
These materials have specific purposes, namely:
Each set must isolate the concept intended to teach.
Each piece must lend itself to being easily used by an
individual child working on his own.
The child MUST be able to complete the activity on
his own.
Randburg Montessori school
Newsletter June 2012 page 6 of 12
FUNDAMENTAL QUALITIES OF THE
MATERIALS OF DEVELOPMENT
The control of error
This puts the control in the hands of the learner and
protects the young child’s self-esteem and self-
motivation. An especially important aspect of the
materials is that they can be used repeatedly at
different developmental levels.
“the control of error through the material makes a
child use his reason, critical faculty, and his ever
increasing capacity for drawing distinctions. In this
way a child’s mind is conditioned to correct his errors
even when these are not material or apparent to the
senses.”
Discovery of the Child, ch 6
Aesthetics
It is important that the materials be rich in beauty,
simplicity and appeal if children are to be drawn to
explore and learn from them.
It is imperative that the
materials also must be
child-sized and
complete, with all parts
in good condition.
“not only the sensorial material but also the whole
environment is so prepared that it will attract him,
just as in nature coloured blossoms attract insects to
drink the nectar that they conceal. “use me carefully”,
say the bright shiny tables. “do not leave me idle”,
say the little brooms with their handles painted with
tiny flowers. “dip your little hand in here”, say the
clean wash basins, all set for use with their little
brushes and little bars of soap.”
Discovery of the Child, ch 6
Activity (movement)
Maria Montessori said “the young child needs activity
almost more than he needs food”.
As young children learn through their senses, each
piece of apparatus allows for sensorial exploration.
The objects must be able to be removed, used and
returned to its proper place. Everything the child
needs for the activity should be there, complete,
waiting to be used.
Remote Preparation
The materials always lead to further, more advanced
experiences. Montessori wrote that she did not set
out to teach any "subjects". Instead, the child,
through active involvement, will develop
independence,
self -confidence,
attention and critical
thinking skills. With these
strengths, the child is
more prepared to become
an independent,
responsible learner.
Randburg Montessori school
“Movement, or physical activity, is thus an essential
factor in intellectual growth, which depends upon the
impressions received from outside. Through
movement we come in contact with external reality,
and it is through these contacts that we eventually
acquire even abstract ideas."
Maria Montessori, Secret of Childhood
Newsletter June 2012 page 7 of 12
Simple to complex
Within a range, the materials present an idea that is
simple and becomes more complex.
Concrete to abstract
The materials begin with concrete experiences and
gradually and systematically lead the child on to
understanding of the abstract.
Isolation of Stimulus
Each set of graded objects isolates a single quality.
Highlighting one sensory quality at a time helps the
child to make sense of the myriad of sensory
impressions received.
Montessori stated that this isolation attracts attention
and limits ‘the field of the child’s consciousness to
the object of the lesson’
This is also referred to as “isolation of difficulty” or
“isolation of a single quality”.
Member Contribution
Ons oulike skooltjie het Madiba se verjaarsdag só
gevier!
Randburg Montessori school
Randburg Montessori school
Hier sing die hele skool vir Madiba gelukkige verjaarsdag.
Op hierdie foto is Zoey Booysens besig
met die verskuifbare alfabet.
Village Montessori school Village Montessori school
Newsletter June 2012 page 8 of 12
SAMA Western Cape SIG 2 June 2012:
The fundamental principles of Montessori schools-
working towards implementing them.
The SIG meeting was a great success. The meeting was
very well attended, with schools from many Cape Town
suburbs present, even as far as Paarl and Riebeeck
West! 2 students from Headstart/ Mercy training centre
also attended the meeting.
As always, the venue, Chameleons Montessori, is a
beautiful and peaceful one, to which the view of the
vineyards in their late autumn colours added even more
charm. The hosts, Emma & Claire Meddell, rounded
things off by providing seriously good coffee as well!
We formed 6 groups to discuss each fundamental
principle of Montessori and how we strive to, or are
already implementing them in our schools as best we
can. The feedback discussion afterwards was lively and
enthusiastic, with extensive comments from all- young
and older, directress, assistant and heads of schools. It
was encouraging to see the commitment and
enthusiasm from everyone for operating schools that
strive towards Montessori Best Practice.
Parent Education was discussed as an important factor
contributing towards Montessori schools being able to
Regional Meetings
Regions Term 3 Date
Gauteng
South
4 August: Language programme
according to Montessori writings
: Alternatives to the pink, blue and
green language curriculum.
Kwazulu
Natal
4 August: Practical Material making
Workshop
(R10 additional charge)
Western Cape
4 August Practical Material making
workshop.-
We’re going to make a collection of
inspiring songs, including words and
any fun actions
implement the fundamental principles effectively.
Training also featured, and a suggestion was made that
students wishing to start their Montessori training
should ideally observe at a Montessori school before
doing so in order to get a more realistic idea of the
system.
As always, it was very helpful to share ideas and
agonize over solving challenges that many schools face.
There was a great feeling of camaraderie and unity at
the meeting, and we look forward to the next one!
The view at Chameleons Montessori school
Montessori Guides enjoying their coffee at
Chameleons Montessori school
Newsletter June 2012 page 9 of 12
Material Making How to incorporate special events into the classroom
Here are some ideas on how to include special events into the classroom with planned activities. We will be focusing
on the Olympics, London 2012.
Use your polishing (brass, wood or silver)
activity to care for trophies and medals.
Make rosettes with a variety of sized and
coloured cupcake papers
Create a sequencing activity with 4 – 8
cards on any of the Olympic sports.
A fun activity to develop an understanding
of time is to have past and present images
of the various Olympic sports. These can
also be used as discussion cards.
Classifying or sorting cards for land and
water sports.
3 part cards on London Landmarks or
other Olympic stuff eg flame, torch etc
Newsletter June 2012 page 10 of 12
Use the metal insets and geometric
cabinet to create familiar flags and logos.
Update your I spy box with objects that
are relevant to the current event.
Show the children the flags of competing
countries, they can make their own.
The contents of the treasure chest can all
be pertinent to Great Britain. The children
will see many of these landmarks on TV.
Choose books for your classroom that
help the child explore more detail and
develop their general knowledge.
Concept Development – things that go
together. For vocabulary development.
Newsletter June 2012 page 11 of 12
Vacancies Gauteng South
Qualified Montessori Directress needed. Olivedale Montessori School (Randburg - Gauteng) has a vacancy
available in the toddler environment 18 months to 3 years. Half day position. Experience with this age group is an
advantage. To start 1 Oct 2012. Please send cv to [email protected] or contact Chantel on
0827733447
O’Summit Montessori (Bryanston – Gauteng) is expanding in 2013 and requires the services of a 6 – 9 Directress
/Director. The successful candidate must be suitably qualified and keen to join a team of passionate educators.
Interested candidates must email their CV to [email protected]
We are seeking an innovative and qualified Montessori teacher at Nurture and Nature (Jukskei Park – Gauteng). You
will need to be a hardworking and enthusiastic teacher with excellent subject knowledge and a sound
understanding of the Montessori curriculum. The position will involve teaching students in Years 0 to 3. Our
school is located in Fourways. Please send your cv's to, Lee-anne Myerson, [email protected]
Tutor/Teacher for primary school children. Tutoring small groups of children by using cognitive development
methods at the Johannesburg Westrand - Edublox Reading and Learning Clinic. Requirements – passion for
developing children and experience in working with children. Excellent in Afrikaans and English. Basic computer
skills. Free training.
To apply send a CV with references to [email protected]
Western Cape
Hermanus Private Pre and Primary School (previously known as Hermanus Montessori) is looking for a SACE
registered and Montessori qualified director/ directress for the 9-12 phase. Starting January 2013. Please contact:
Molly Venter (Principal) – Tel: 028 312 4301 or email CV to [email protected]
Jo’s School, Vrygrond (Cape Town, Southern Suburbs) is urgently seeking a qualified and experienced directress for
3-6 year group to start in January 2013. Please contact Niki on 083 457 6469 or email CV to jo’[email protected]
Newsletter June 2012 page 12 of 12
SAMA Member Suppliers
Grace Educational Equipment
P O Box 2567, George, 6530
IC Weltevreden Plaas, Glentana
Contact: Bernard Noeth
Cell 072 351 7279
Email: [email protected]
Children’s House
Official Distributors of Nienhuis and Montessori outlet
Montessori Materials
Tel: (021) 788 3160
Fax: (086) 619 5182
Email: [email protected]
To advertise please contact Irmgard
We are importers and distributors of a
complete range of Montessori equipment
Excellent high quality equipment.
Phone us for exceptional prices and quality
R & D Marketing
Ron and Doreen Macaulay
082 888 0696 OR 011-022-0234
e-mail: [email protected]
website: www.rdm.co.za
Wonder Edu Quip
Contact: Mohamed Amra
Tel: 0312073871
Cel:0828069121
Fax:0866578672
email:[email protected]
www.wondereduquip.co.za
Kid – Ease Montessori Supplier
Quality Educational Material at affordable prices
Anthea Henderson
Cell: 084 777 6655 or 081 471 8590
Email: [email protected]
www.kid-ease.co.za
SAMA Parents Handbook A full colour, beautiful publication, useful to parents as an introduction to Montessori
Education. This booklet covers basic Montessori philosophy and is the ideal starting point
for parent education. These handbooks are normally available to SAMA School Members
at R25 per copy. The Handbook is now available at a special price of only R5each plus
postage costs.
“This is the
first duty of an educator;
stir up life, but leave it
free to develop”
M.Montessori