| The
NAMTA
Journal
The
NAMTA
Journal
Observation
Volume 41 Number 3
Summer 2016
Kay Baker Judy Shepps Battle Linda… |
| What Is NaMta?
The North American Montessori Teachers’ Association
provides a medium of study, interpretation, and im-… |
| In affiliation with the Association Montessori Internationale, The NAMTA
Journal is edited and published three times per year… |
| ObservatiOn
Preface, The ObservaTiOn arTisT .........................................................
by Molly O’Shaughnessy… |
|
The essenTial is invisible TO The eye:
The evOluTiOn Of The ParenT Observer, ParT i .............................
by Mary… |
| Dr. Maria Montessori observing at St. Otteran’s School,
Convent of Mercy, Waterford, 1927 |
| Molly O’Shaughnessy |
| 1
O’Shaughnessy • The Observation Artist
Preface
The ObservaTiOn arTisT
by Molly O’Shaughnessy
Molly O’Shaughnessy’s… |
| 2
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
Many years ago, the Montessori Center of Minnesota received
a gift from… |
| 3
O’Shaughnessy • The Observation Artist
Everything we need to know to be successful in our work with
children and in life… |
| 4
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
to a certain degree, still is perceived as the passing on of informa-… |
| 5
O’Shaughnessy • The Observation Artist
environment, Montessori’s scientific training, her curiosity, open-
mindedness, and… |
| 6
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
It is particularly difficult to objectively observe human behavior.
There… |
| 7
O’Shaughnessy • The Observation Artist
get stuck. This can be a scary or uncomfortable place to be, and our
tendency is to… |
| 8
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
The second model is the “happy” model, and this is where we
want to be (… |
| 9
O’Shaughnessy • The Observation Artist
and informing each other. To become real artists in observation, we
need to nurture… |
| 10
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
we look inward, we begin to observe our own reality, prejudices,
beliefs… |
| 11
O’Shaughnessy • The Observation Artist
2) What we are told by others—particularly those in authority (Ellerton 4)
If… |
| 12
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
3) Our reality is formed by what we tell ourselves (Ellerton 4)
We are… |
| 13
O’Shaughnessy • The Observation Artist
A revealing illustration of our need to value ourselves and our
work based on… |
| 14
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
Even though we are all shaped by our history, it does not have
to define… |
| 15
O’Shaughnessy • The Observation Artist
ger and longer and more and more group gatherings in an effort to
control the… |
| 16
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
this child, without even questioning the validity of the diagnosis
or… |
| 17
O’Shaughnessy • The Observation Artist
Cognitive phenomena cannot be directly observed
We never really know what is going… |
| 18
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
found myself coming to conclusions about the children’s capabili-
ties… |
| 19
O’Shaughnessy • The Observation Artist
ate from. We come to expect things to be a certain way, which in
turn affects our… |
| 20
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
systems. It may be comfortable to hold fast to our beliefs, but it… |
| 21
O’Shaughnessy • The Observation Artist
Attentive, Mindful, Focused
One of the core principles of Montessori education is… |
| 22
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
We make this possible for children in all of their work in the
Children’… |
| 23
O’Shaughnessy • The Observation Artist
Jackson reports that “People who focus well report feeling less
fear, frustration… |
| 24
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
Developmentally, the ability to attend and focus helps the child
to… |
| 25
O’Shaughnessy • The Observation Artist
“Mindless in America: Ellen Langer and the Social Psychology of
Mindlessness,”… |
| 26
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
corner. The boiler heaved a deep sigh and rumbled into
life again. The… |
| 27
O’Shaughnessy • The Observation Artist
guage determines his destiny” (15–16). All adults affect children’s
self-… |
| 28
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
This can deeply influence our observations: We lose perspective
and come… |
| 29
O’Shaughnessy • The Observation Artist
Human Qualities, Mentoring, and Self-Growth
The observation artist is… |
| 30
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
I tell guides, as an experiment, to keep a bead counter with them and… |
| 31
O’Shaughnessy • The Observation Artist
Exactness: Exactness is marked by thorough consideration or
minute measurement of… |
| 32
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
Grit: Some very focused individuals have lots of the stick-to-it-… |
| 33
O’Shaughnessy • The Observation Artist
could play in his own recovery, and eventually did three
things utterly contrary… |
| 34
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
Optimism: Charles Darwin wrote, “Pain is increased by attending
to it.”… |
| 35
O’Shaughnessy • The Observation Artist
only of minor discomfort. Thanks to the brave volunteer, he
demonstrated that… |
| 36
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
to bridge the time between apartments. Her dad had served some
time in… |
| 37
O’Shaughnessy • The Observation Artist
wanted help writing a story that she wanted to tell with the mov-
able alphabet.… |
| 38
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
Claxton, Guy. Hare Brain, Tortoise Mind: How Intelligence
Increases When… |
| 39
O’Shaughnessy • The Observation Artist
Lehrer, Jonah. How We Decide. Boston: Houghton Mifflin
Harcourt, 2009.
McLaren,… |
| 40
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
Cornerstone Schools, St. Paul, Minnesota |
| 41
Rogers • Sacred Second
ParT i:
naMTa cOnference PrOceedings,
nOveMber 5-8, 2015,
ObservatiOn: the Key tO UnlOcKing the… |
| 42
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
Hilla Patell |
| 43
O’Shaughnessy and Patell • Interview on the History of Observation
inTerview wiTh hilla PaTell On The
hisTOry Of The… |
| 44
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
MOLLY. Good morning. It truly is great to be up here on the
stage with… |
| 45
O’Shaughnessy and Patell • Interview on the History of Observation
tion. In those days, the early days (the 1960s),… |
| 46
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
MOLLY. Did reading that chapter inspire you to develop the
post-diploma… |
| 47
O’Shaughnessy and Patell • Interview on the History of Observation
at the right time, you will get the right result.” But… |
| 48
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
unique ways. Margaret Stephenson had an impact certainly on me.
Camillo… |
| 49
O’Shaughnessy and Patell • Interview on the History of Observation
who’s interested in shapes, for instance, look at all… |
| 50
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
some other cause apart from what seems to be superficially obvious
so we… |
| 51
O’Shaughnessy and Patell • Interview on the History of Observation
MOLLY. It does not mean just let them go on their way… |
| 52
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
moment. He was a thrower of chairs in his environment. A visitor
came to… |
| 53
O’Shaughnessy and Patell • Interview on the History of Observation
MOLLY. What would you say about a child for whom… |
| 54
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
HILLA. It is the road back. Keep on keeping on and don’t give
up. We… |
| 55
O’Shaughnessy and Patell • Interview on the History of Observation
doing is of value, is necessary, and it’s something… |
| 56
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
Cornerstone Schools, St. Paul, Minnesota |
| 57
O’Shaughnessy • The Observation Scientist
The ObservaTiOn scienTisT
by Molly O’Shaughnessy
Once the reasons for habitual… |
| 58
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
When I am in the midst of children, I do not think of myself as a… |
| 59
O’Shaughnessy • The Observation Scientist
As Sherlock Homes proclaimed, “Data, data, data! I can’t make
bricks without… |
| 60
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
forty-four times, ending in great satisfaction (Spontaneous Activity
in… |
| 61
O’Shaughnessy • The Observation Scientist
wOrk curves and The fOur levels Of nOrMalizaTiOn
Stage One
The main features… |
| 62
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
do more.” The guide must follow this momentum
and continue to present… |
| 63
O’Shaughnessy • The Observation Scientist
2. The ability to meet a challenge and repeat the activity.
3. The first signs… |
| 64
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
This is followed by the main work of the day in which
•
the child puts… |
| 65
O’Shaughnessy • The Observation Scientist
3. They have the ability to make true conscious choices
for activities which… |
| 66
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
Montessori refers to this period of contemplation as a period
of… |
| 67
O’Shaughnessy • The Observation Scientist
6. A drive for order in the way they work and organize
their work.
7. Social… |
| 68
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
wOrk curves fOr individual children
The practice of creating work curves… |
| 69
O’Shaughnessy • The Observation Scientist
Observation Codes
Choice of Work
(ic) Independent choice
•
The child knows… |
| 70
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
We also may see an impulsive choice that is not on the list of
codes. An… |
| 71
O’Shaughnessy • The Observation Scientist
Other
(g+c) Grace and courtesy
•
Child practices on social manners and how to… |
| 72
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
Children Observed
When I am in the midst of children, I do not think of… |
| 73
O’Shaughnessy • The Observation Scientist
with spoken language cards (fruits and vegetables), polishing wood,
zipper… |
| 74
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
Evan, Age 4½
Evan is four and one-half years old.
He has been in an… |
| 75
O’Shaughnessy • The Observation Scientist
Throughout the morning he spent significant time adjusting and
re-ordering… |
| 76
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
Jack
Jack is six years, three months old.
He has been in an established… |
| 77
O’Shaughnessy • The Observation Scientist
concentration, and deep concentration. Deep concentration is the
best indicator… |
| 78
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
activity, the specific activity used, how it was chosen, whether it was… |
| 79
O’Shaughnessy • The Observation Scientist
pendent choice of cookie baking. She worked alone with concen-
tration from 9:… |
| 80
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
five minutes. It appears there is something within those globes that
she… |
| 81
O’Shaughnessy • The Observation Scientist
observation summary (figure 12). We start with a brief narrative stating
that… |
| 82
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
voted to time. The times are blank because each school could have a… |
| 83
O’Shaughnessy • The Observation Scientist
of information. Its purpose is to look at patterns in the child’s work.
Figure… |
| 84
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
throughout the week. For example, cookie baking x4, cinnamon
grating x4… |
| 85
O’Shaughnessy • The Observation Scientist
In order to effectively observe and plan an entire group, a
shortened version… |
| 86
The NAMTA Journal • Vol. 41, No. 3 • Summer 2016
Figure 16 is a sample of a daily form filled in. Notice the short-
hand… |