Kids' paper airplanes and free play, storytelling

 Jack, 3 years, flying a paper airplane

We are folding and flying paper airplanes. The kids favor the Super Suzy looping model that is just right for the play yard space and wind speed this morning. Then I notice something else.

Before presenting the planes, I showed pictures of kids’ faces having a variety of feelings to teach emotional vocabulary. I emphasize frustration and say we might feel frustrated if a plane doesn’t loop. Or if the loop arches over the fence and we lose it.

We fly and revel in new words like holding the “fuselage” with two fingers so the “lift” can enhance the flight loop until “gravity” pulls the plane to the ground.

After flying paper planes, Elijah found a stick with a string tied on one end. “Let’s go fishing!” he yells to Mason. I'm awed by their free play with the planes and now by a stick.

 

Their teacher Starr asks, “Are you going ocean or lake fishing?”

“Ocean! We’re going to catch a shark,” replies Elijah as he jumps on the stump (his boat) for a long cast.

“Will you keep or throw it back?"

"How will you get it off the hook?”

Then Elijah’s pal Mason yells, “Catfish! I’m catching catfish.” 

Elijah helps Mason tie a string on his rod. Mason tells him, "I need a long line, they're on the bottom."

“Are there catfish in the ocean?” asks Starr.

Without waiting for a reply, Elijah gathers a couple small toys and begins to tie a small, grey-muddied stuffed animal to the end of the string. “I caught an octopus!"

I watch as he casts and pretends to reel. When it's time to go inside, Elijah disappointedly exclaims, “Hey, I’m fishing! Shark are biting now!”

Free play is important. The children eventually get down to the business of playing.

Free play is an example of what education scientist Caleb Gattengo calls subordinating teaching to learning. 

Subordinating teaching to learning reminds me that knowledge is the result of something the learner does. It places the emphasis on the child’s learning, not on what the teacher is doing. Gattengo says it's the teacher’s responsibility to create experiences to educate a child's awareness about themselves, others, and the situation at hand. In doing so, the teacher asks the questions derived from being alert to what the kids are doing and saying.  

Eating lunch with Caleb Gattegno: a lesson in eating with quiet and focus

Erin, by Kyra, 6 years, Dublin Montessori Academy student, about 2005.

One's present self is really the hero in learning. -Caleb Gattegno

We all have them. Moments of startling awareness. 

Such a moment happened when I was eating lunch with Caleb Gattegno (about 1986). 

Dr. Gattegno and I sat across from each other in a small room away from the classrooms. I eagerly placed my sandwich and drink on a place mat. He had a simple bowl of vegetables. He sat quietly. I took a bite of my sandwich, chewed a couple times, and then asked a question to engage in conversation. I can't remember what I asked, and it doesn't matter.

Gattegno listened to my question, paused, and then kindly and gently said, "Susan, I'm going to chew my food and focus on digesting it." Then he did as he said. 

We sat together quietly for about a half hour, chewing, looking at each other, and smiling every once in a while. I began to practice for the first time being present in the activity of eating.

I am learning how to stay still, to observe, to be with what it is I am doing for the good of my life, and especially for the good of the children and the learning experiences I share with them.

While studying to become a Montessori teacher, we were invited to train in settling our minds, listening, and observing whoever was in front of us and whatever was happening. 

Gattegno's life work is based on his view of "the world as a laboratory"). His visits to our school and sessions with us, and this lunch especially, deepened my desire to develop the same skills.

I believe that the greatest gift I can give myself and others is to be present.