Teacher Training - IMTTI - Sensory Education - Part 4 | Teacher Training | Divya Madhukar

Okay, so welcome back guys.

So we were talking about the temperatures and how do we grade it?

We knew that we are using two materials.

One is our thermic bottles, the other one is our thermic tablets.

So we have got the differences.

But how does a teacher prepare the class?

So I was also telling whenever we are working on the states of Mattov, like solid liquid and gas, you can definitely have classified cuts.

Now what is solid?

I skew for an example, how does it become a liquid?

So I can get into water.

Then gas, I have to use my gas and I have to put it on to the temperature so that you know my water is evaporating and I could see the fumes.

So children would definitely get into it.

So what as a teacher you're going to do is like not only these, you will also encourage the children with your Montessori trees.

Children the child would also be able to learn the vocabulary at the same time they should be able to differentiate the pictorial learning also.

Why classified cuts?

Because every time you cannot bring objects to the class.

Agree?

How do we do vocabulary enrichment?

You either bring the objects to the class, do a hands-on exercise.

If you are unable to bring the objects to the class, you show pictures.

If you are unable to bring objects to the pictures, you show visual.

If you don't have pictures, neither the visuals on to the screen, you talk and you explain to the children.

These are the possible ways that you will be able to communicate to children.

But most predominantly, every material of your sensorial exercise or any other ones, it will also be supported with picture cuts.

These picture cuts in Montessori, we call them as classified cuts.

White is called classified cuts because they are classified based on what activity you are doing.

So, it will be kept in the same shelf right next to the same material.

After I introduce the comic bottles to the children, I can show this.

I can also talk about the hot colors, the warm colors could be orange, red, yellow.

See, I can show.

What are the cool colors?

It's all related to my blues.

So, I can talk to the children, okay, you're wearing a hot color.

When somebody is wearing a red suit or a red gun, you always say, you look so hot.

That does not mean you are looking sexy, correct?

We're saying you're looking hot.

You're looking so cool.

Right, Nisha and Shweta wearing colors of blue and navy.

So, we can say that these three girls are looking cool today.

That does not mean that you are a very cool person.

No, you're wearing cool.

So, it gives me the vibe of the warmth and the coolness, right?

So, this is how you differentiate between the colors also.

You can talk to the children.

So, how am I integrating my language lessons?

How am I integrating my vocabulary through it is something that is more important?

And since I'm thinking into my nature, I can also bring, is it summer?

Sorry, is it sunny?

Is it windy?

What are the colors of it?

How is the weather?

I can bring those into my temperatures also.

Keeping both these material, keeping the safety skills, I work with my younger children.

As Shweta was saying, I introduce this particular lesson today.

This is what we want the teachers to do.

When you're learning something, if there is an opportunity given to you, try to work with your children at your class, see what is the reaction?

Observe what they are learning and make a good lesson, Blah.

Now, do I work with sounds in classes?

See, whenever you are working with my sounds, I'm trying to refine my auditory sense.

And the child is very independent.

I give them these sound boxes.

Sound boxes is not only with this material.

I can also have my class being integrated with my language class.

When the teacher is saying a word, Pat, how many sounds does it have in this word, Pat?

Per act, there are three sounds in it, which is making one word, Pat.

Is a child able to learn all the three sounds or is a child able to hear all the three sounds?

This is called the phonemic awareness.

The child should know all those letters sounds when it isn't a malgumation with one word.

They should learn this.

So you should be able to train the child to listen properly.

If a child is unable to get what is the word, you will isolate.

What is isolation?

You say, per act, per act, per, a step, sat.

Otherwise, you say, sat, sat.

What's the beginning sound?

What's the ending sound?

So, all these things can also be used in your language lessons.

It depends on you.

Some sounds are heard loud.

Some sounds are heard soft.

It depends on your voice articulation, the way that you are modeling.

Correct?

So this is all related to your sounds.

So this is what I was trying to talk.

Okay, so I somehow missed the pictures to show.

I thought I will show you now.

We want you to bring a sleeping infant.

If any of your parents has delivered an infant, a baby, you know, newborn baby, you can request them to bring it to your class as a social experiment.

And you would assure them that your children will not hurt the baby or not disturb the baby.

It is just out of curiosity.

And if you are not able to, you know, do such exercises, you can also bring a pet if you have.

And the children can observe when the pet is sleeping or when the baby is sleeping.

How they are breathing quietly.

Even when the body is still, how are they able to breathe quietly?

So they would be able to notice all this as teachers.

We need to instill all this in our children, you know, when somebody is sleeping, not to disturb and somebody is working not to disturb.

So we have to help them to understand the concepts of sound.

When can they make noise?

When they have to be quiet?

And somebody is on the phone call.

These are all etiquettes.

You teach your children.

Is that a responsibility you say, Mom, this is not in my lesson club, but you as a teacher introduce this.

Teach them, go a little beyond and tell them and tell them, go back at home and see, if your parent is on the phone, you have to melodon your voice, you don't shout.

Right?

So you can always do and trust me.

Parents will come back and say, the, Mom, this is what you introduce.

My child has come back and they're saying all of that.

Another exercise, what I said was like to blindfold and the children will have to sit in different corners.

Even when the child is doing breathing exercises, they can listen to their own breath.

So you can encourage them to work on these exercises at your class.

There are n number of activities to introduce silence games.

So you can pick it up and you have to use it in your classes.

Okay?

But in Madhiseri, we use a material called sound box for auditory sense.

Okay?

So it is with your six cylinders of blue and red.

When you shake them, it is going to make some sound.

The sound can be soft or the sound can be heard loud.

What we need to do, we need to match the same sounds.

That's the activity as simple.

Okay?

You pick from a blue and then you see which is the counter part of red, which is matching with it.

And the child will have to try until they find the exact match.

That is my exercise.

I can grade also from the softest to the loudest or from the loudest to the softest.

Okay?

And what is my words that I'm going to teach soft and loud?

Now, say suppose I have a teacher who says I don't have any materials, but how do I introduce learning through senses?

Easy.

You're anyways going on a weekly shopping trip every day, not every week you go.

What are the things that you usually have in your list?

I have to shop vegetables, I have to shop my fruit because it is going to be there in your daily diet.

So take your children, engage them in helping you and tell them how to behave on a shopping trip, okay?

They cannot buy candies and chocolates.

You have always already instructed them.

You're going to only go and buy fruits and vegetables.

So here are certain simple things that you can show them the pictures also.

So you can tell them, you know, you're going to buy one watermelon.

How many I have to put it into the list?

One only, maybe five melons.

So five, five apples or one kg of apples.

So the child starts to pick one, two, three, four, five, right?

So when you start working on all of that as a family member, I'm not seeing this to teachers, I'm seeing this to parents.

So you can tell to your parents also.

So your child becomes much confident because they are working with you.

They're working as a pair with you.

They're learning numbers and understanding the concept of counting.

And now totally now when you come back to your home, you can still reassure how many apples, how many brinjals, how many lemons, how many chilies and how many watermelons that we actually purchased.

You're teaching them the number concept.

Another parent would be like more interested, not a number.

Maybe Amina wants to teach our kid like, what is like related to colors.

She might be teaching her students, okay, children.

This is what we shopped.

I want you to pick a green fruit or a green vegetable.

Are you tell me bell pepper is yellow or orange or red?

She wants to get into colors.

She wants to tell children, okay, I cannot eat a green banana, but you have to eat a yellow banana because it's ripe.

So you're also teaching about comparison of shades, like how a green banana turns into a yellow.

How is it getting ripe from green to a pale green to a yellow and to a darker brownish color until it stales, correct?

So these are something that you can actually talk when you're introducing colors to children.

Not only on that, maybe I have Lakshmi, she's not interested in color.

She wants to talk about the textures.

Is it rough?

Is it bumpy?

Is it hard?

Is it smooth?

Is it curved?

Is it tricky?

What is it?

We might talk about shapes and sizes, right?

This is again, we are trying to expand on the vocabulary part of it.

I have Lena, she is not interested in anything.

She's like children, you always have learnt about fruits and vegetables from your home, but in this fruit basket, is there any other fruit or a vegetable that you have not seen?

And Anita is like, yes, Ma'am, I don't know what is this particular fruit.

And Lena is like, oh, you don't know about this, this is kiwi or this is salary, right?

So they might bring something new.

See, always there has to be a thirst of knowledge.

So do not assume that everybody knows everything.

And always try to include something that the children should not know that.

Or the parent normally doesn't choose such fruits, exotic fruits or vegetables into their day to day diet.

So this is going to help the children to broaden their knowledge on the food that they are actually eat and they try out something which is variety.

Now you came back home, now which is the experiment time.

Okay, so you tell that okay, we bought papaya.

So let's try to peel this skin of the papaya.

So you can use a scraper and the parent or the teacher tells, okay, this is orange and color.

Do they have seeds?

Yes, some papayas have seeds, some papayas do not have.

So seeded papaya, seedless papaya.

Now you go a little beyond.

You know how does this grow?

How does it really look like?

What is the taste of it?

Do you want to taste it?

So you're trying to enhance on the language skill of the child.

So we ask a lot of questions.

When the child asks healthy questions, it's the attitude of the child which is trying to develop.

They're understanding the conceptual learning better and they also get into the positive attitude towards good food.

You tell them why they should eat papaya.

What is it?

What is it that the child is getting benefited out of that?

Now since we're all preschool teachers, not only eating becomes a part of our learning.

We also do a lot of art, right?

So anyways, we have done a lot of cutting of the fruits and veggies and then the teacher's art teacher is like, you know, over when she says, okay, let's do some kind of printing.

You can actually scrape out different prints.

You dip it into different colors.

You make some models.

You do it and you display it as an art session.

So children would love to do that because they got involved right from purchasing, to sorting, to learning, to eating.

Now they are doing some art exercises.

It's going to be a cool art that they're going to display.

Anything that is not squishy, okay?

You can use anything that is hard because it's an art activity, right?

So you can use this.

So indirectly using all our materials in our monastery, we're teaching so many things to our children.

They're learning sizes and everything.

So this is like a good thing.

Now to recap everything, the first one that we learned is a pink towel.

We're teaching children whatever is big to small or large to small.

We go to the extreme when I say extreme.

What is the smallest and what is the largest?

So you have to place everything in a order right from the smallest to the largest.

Sorry, largest to the smallest.

So they make a tub.

Now look at the brown, sprays in.

What am I teaching?

You should know it.

Now this is a summary.

So we are teaching thicknesses from thickest to the thinnest.

So I would have thick thin, thicker thinner, thickest thinnest.

That's the extreme of it.

Can I learn about the lens?

Definitely yes, it's a prism.

It's a rectangular prism.

What is its length?

It's identical length.

What about the width?

Gradually it is thinning, right?

Gradually it is becoming thin and thin and thin.

This is the difference that you give them.

When you use red rods, you're teaching them length, shortest to the longest or longest to the shortest.

How long is this?

Measure.

Is it 1 centimeter, 2 centimeter, 3 centimeter, 4 centimeter, measure?

So that helps the children to actually learn on the measurement part of it.

What about my width and the thickness and the height?

I can use my knob cylinders.

See the difference is in each of the knobs.

Some of them have the same height.

The height is constant.

But look at the thickness.

The thickness is decreasing in width.

But some of them have a constant diameter, but their height is again decreasing.

Some of them are gradually increasing.

The thickness is gradually decreasing, that the height is increasing.

Or in the other one, the height is decreasing, and the thickness is also decreasing.

These are the different differences that we see when we are using our knob cylinders.

This is one difference.

It's a beautiful material to give.

To support the same knob cylinder, you have knobless.

This one has knobs.

This one does not have knobs, but it is colorful.

But the concept is still the same.

You will teach either largest to smallest, thickest to thinnest, or tallest to shortest.

These are the three conceptions that you're going to do in it.

So arrange everything in the rug and teach to the children.

But you will also differentiate the blocks, colors.

Okay, the first set is always red.

The second set is yellow color.

Third is your green.

Fourth is your blue.

Now you see the differences.

Don't introduce all of them together.

One by one is what you want to teach.

Now these are visual sense.

Now only if the child is able to do all the four properly, they're able to differentiate, they're able to learn, then you go to the other materials.

Slowly.

Okay, now what I can do is like I will also integrate it with my Montessori also.

Why?

Because I'm listening to the sounds.

My auditory sense is also there.

When the teacher is introducing the letter C, C has two sounds, a hard sound and a soft sound.

What is your hard sound?

It will be heard as a quick sound.

Words like when I say, okay, do you want to eat a cake?

Cake.

You look so cute.

C, cute.

So these are hard sounds, which is making this letter sound.

Now it will also have a soft sound.

When I'm using words like, can you circle this?

It is, C is making the sound of circle.

That's a soft sound.

How many centimeters it is?

Soft sound.

Can we do the celebration today?

Soft sound, see.

So this is one of the differences that you teach to children.

So this is again the sound variation.

Since it's a sensorial lesson, we don't go to the rules of it, but language teacher will have to make an effort.

A sensorial teacher can reinforce the same concept in our classes.

So this is what every Montessori should be able to focus when you're working with letters.

The sounds that each letter would make so that the children will never be confused when they're learning the sounds.

Okay, when you're working with a math lesson, you say children measure how many centimeters it is.

The teacher can write the words, and you can still ask, is it a soft sound or is it a hard sound?

So you're reinforcing.

Okay, and then you can work.

If the child is still confusion, you have to do a retrospection.

You go back to your materials.

You reinforce the concepts.

You teach them back from first period, second period, third period, this is let us see the sound of the seas.

Cur or surf, and there you do.

Okay, what sound does it you ask?

And then you can also use further exercises like movable alphabets.

Wherever you have the bubble sounds, you can actually differentiate.

You can tell the children what rhymes with dog, what rhymes with bus, what rhymes with gun, fun.

So you can do a lot of rhyming words for the children.

You can ask them what is the beginning sound, what's the ending sound.

All this, even though it is my language material, I can still use it in my auditory classes also.

Especially it works very good when you're teaching three letter words to children.

What are three letter words?

Are consonant, vowel, consonant words?

Children, if they have difficulty break them.

Put them into comfortable sound learning exercises.

Teach them what, how many, how many sounds are there?

So this is the process that we actually follow.

Now getting into color tablets.

So this we have color tablet one, two, three.

This is our third material where in you're learning about grading the materials.

See from lightest to the darkest colors you actually have and you pre-arrange everything and you show to the children.

And your boxes, you have to make sure that all the colors are there.

Carefully arranged, it has to be there.

So what happens here, even though it's a visual sense, we are working on the colors.

So it comes under my chromatic sense.

So color box one will have only red, yellow, blue.

The child will only learn the primary colors.

As a teacher, what would you teach to match red with red?

Yellow with red.

Sorry, yellow with yellow and blue with blue.

And the teacher can introduce with three period.

Can you show me where's red?

Can you show me where's yellow?

Where is blue?

What color is this?

You ask questions.

That's your box one.

Now box two will have the following colors.

It'll have your primary colors.

Plus the secondary colors.

What are secondary colors?

When I mix my red and yellow, what do I get?

Orange.

Orange.

Orange is my secondary color.

Now when I mix my red and blue, what do I get?

What do I get?

What do you get?

Red and blue, what do I get?

Now when I mix my yellow and blue, what do I get?

Green.

Green.

So your orange, your purple and your green are secondary colors?

Yes.

Is it there in our secondary box?

Do I have my primary colors?

Red, yellow and blue.

My secondary colors are my orange, my green and purple.

Now along with that, I would add black and white.

Okay, along with this, I would add black and white.

Now when I mix my red with white, do I get pink?

Yes.

So I would add pink.

Now when I mix my black and white, do I get gray?

Yes.

Yes.

So I take that.

Now say suppose if I'm mixing my black and red, do I get my brown?

Brown.

Yes.

Yes.

So these are the combinations that you see in your box two.

Your box two will not only have primary and secondary, but it will also help you to mix the other colors and how do you get the other colors?

So you teach children how do you make more colors with that?

So children can try to experiment.

So this is what your box two would have.

And your box three will have few colors, but it will have grading from the lightness to the darkness.

So the child will be able to differentiate if it's red.

Is it a dark red or is it a light red or is it in between?

What is that?

So they get the differentiation.

So you use this material.

So this again gives me a variation of grading from lightness to the darkest.

That helps me to cover my chromic sense.

Now moving to textures, right?

Anything that I touch.

So it is related to me refining the tactile sense through identification.

How do I identify?

I have to patch any object, right?

So I can patch the object.

But if there are many objects, I can match, is it same or is it different?

Can I grade it?

So I use only my fingertips to actually work on this.

So whenever I'm using the rough and smooth conception to the child, I can give them any sand paper first.

Let them touch the sand paper.

Will the sand paper be smooth or is it coarse?

It's going to be coarse.

So I can say, oh, this is rough.

Again in sand paper, you have different variations.

The roughness also can vary, right?

This is rough.

Oh, this is rough.

Oh, this is rough.

I can have variations.

So I can teach them the variations also of smooth and rough.

So what is a material I use is a touch board.

The first one, what you see, the brown color is the rough texture.

And the white color, what you see is the softness.

Soft one.

Smooth.

I can say smooth, not soft.

So when I'm holding my palm against it and I'm tracing it down, I'm experiencing the roughness.

I have to completely use it.

Suppose this is my touch board.

I have to completely touch this portion like this.

So is it rough or is it smooth?

It is a mobile phone top surface or smooth.

But what if I had a sand paper covered?

Or my case was sand paper.

It was granular.

So I would feel the roughness.

So the child will now go to the board too.

And they will practice multiple times.

So this is smooth.

This is rough.

This is smooth.

This is rough.

So what happens?

They're trying to learn the names multiple times.

Now I can bring basket full of items from whatever is available in my nature.

And I will ask the child to differentiate.

Is it rough?

Is it smooth?

They do that.

I can even bring fabrics to the children.

And I can ask them to sensitize.

Let the child hold the fabric and feel what it is.

Now when I'm giving this, I have to also put the blindfold to the child.

Why?

Because it is all color coded.

Can you see red and red?

They can match.

They say, oh, these two are going together.

But I want them to be blindfolded.

I want them to find an identical pair, which has got the right texture.

Only through the sense of touch, we could do that.

And they have to tell me, is it soft?

Is it furry?

Is it rough?

Is it scratchy?

Is it bumpy?

Is it fuzzy?

So these are all the different words that I can actually use.

I can use many fabrics.

So you get a fabric box also.

Otherwise, you go with your touch boards.

A soft and a rough board.

Sorry, smooth and rough.

Degrees of smooth rough to smooth rough.

Then I have a complete brown palette, which gives me the gradation right from rough to roughest.

Another one, the green one, which is helping me to differentiate between smooth to smooth test.

So these are the four boards that we actually have at an art Montessori class.

So this helps me to differentiate, to go to the extremes.

Easy, everybody.

So this is what is there in your grading exercise.

Now, how will the child do?

This is what they do.

So they have to keep the material in a tray.

They get it to their working zone.

They put the material on the mat.

And then they would be able to learn by putting their fingers onto it and learn just the conceptions.

So now to consolidate, what are the senses?

Five senses, visual auditory, olfactory, tactile, goustale, the statery.

What are the other four?

Chromic, barrack, thermic, stereoplastic.

This is an important slide.

So you should know all the nine senses that completes.

What is the next thing?

You are ranging the materials so that the child will be able to learn all these materials.

Very dedicatedly, you will have to keep.

Because these materials are helping and being the foundation for the child's intellectual development.

Because they are exploring all these materials.

And each material is teaching a child to focus on a particular concept.

So conceptual learning is happening.

Thereby, we're very happy to share that we have completed our sensory learning.

But what Dr.

Monticelli says is, he says, do not tell how to do it.

But Rado, you show them how to do it.

When you're showing them, don't speak.

Do not say a word.

If you are talking or if you're saying something, what would the child do?

They're watching your lips move, correct?

But they're not seeing what you're trying to do.

So this is something that we need to do in our sensory exercises.

Agree, everybody, whenever you're introducing for the first time, only do.

If you show them, they will want to do it themselves.

There is a saying also, no show them until they do it.

So this is one of the famous codes of Dr.

Monticelli, which is very much applicable for our sensory lessons.

And we also know the most important period of the life is not the age of the university studies, but it is the first period.

That is a formative years, right from birth to the age of the sixth, because most of the brain development happens in the formative years, because the child's brain is absorbent.

Whatever you're going to give, it's like a sponge.

It can observe everything.

So whenever you're introducing, do it with the rightfulness and do it in a correct way.

This is there as what Dr.

Monticelli says.

So that's the end of the chapter.

And yes, so any more questions on this particular thing you can ask me.

So we have covered this chapter in a wonderful way.

As I always spoke about it, this chapter is a scoring one.

You'd be able to score out of out.

It's a beautiful one.

So how do we conclude this?

Why do we use materials, deducting materials?

Active learning.

Children will be independent.

Children will gain the self-confidence when they are learning.

And it is a structured way.

So after visual, you can go to the other ones in other words.

So try to make an tabulation what are all the different materials you use under these nine senses.

So when you provide these materials, they are very rich in experiencing and making the child experience.

If you don't have those materials, think what are the other DIY?

Do it yourself is what we call.

How would you still introduce all the senses in your classes is something that you will have to work on.

So that helps us to work on this.

So coming back to our previous learning, some of you have come in a little late.

So we were discussing about the comments, right?

So if we were seeing about this, so many of you have answered.

Many of you have answered all the questions.

So a big shout out to all of you.

Okay, Saniveta has answered.

Lippika has answered all the questions, whatever we had in our class.

And then we do have Anita.

Anita has given answers over here.

Then we do have Lakshmi.

Lakshmi has given in one complete thing.

See, see, everything is being there in one and wherever it is required, I've corrected also.

Whatever senses that you have not replied to it, you can take a look through.

And yeah, Amina has answered.

Misha has answered.

Prasanna has answered.

Who else?

Haven't missed anybody?

Shikha has answered.

And I don't know about this email ID.

It says, who's why love?

I think is it love, isn't it?

Okay.

It's mine actually, Husky love.

Husky love, who's that?

Lippika.

Lippika.

No, Lina, Lina, okay.

Fine, fine.

Okay, so I'll make a note.

Okay, so have you mentioned your name there?

Yeah, yeah.

I mentioned your name.

In the comment section.

Yeah, yeah, you have mentioned your name also there.

Okay, so that's good of you.

All of you have had it.

So you can mark your recordings over there.

Misha and others who have not written, Luxmi, I want you to answer.

Okay, please answer today.

So I want you to take this and answer the questions.

Okay, so that's for today.

So thank you very much, all of you.

If you have any questions or queries, you can ask me.

Okay, I'll send you the recording shortly.

Thank you.

Take care.

Bye bye.

Thank you, mom.

Thank you.

Bye.

Thank you, mom.