While verbal communication and the use of kind and respectful spoken messages are modeled and encouraged in the Montessori studio at Acton Academy, the learners and guides also convey messages to one another nonverbally through various modes of silent communication. These methods can be useful and beneficial in a variety of situations at home as well as in the school setting. For instance, these tools can be used when working with a pre-verbal or nonverbal child, communicating with a child who speaks another language, encouraging children to preserve the silence and peace around them, and promoting ways to get an adult’s or another child’s attention without interrupting.
One of the ways that we use silent communication in the Montessori studio is through sign language. The children have already learned several words and phrases including please, thank you, yes, no, stop, good morning, walking feet, push in your chair, bathroom, water, help, and I love you. Some of the older learners have even practiced spelling out their names using the American Sign Language alphabet. The guides and learners alike use these signs to communicate reminders about classroom rules as well as to express needs. They have also been incorporated into some of the songs that the learners have sung in the studio, such as Skidamarink. Here are a few additional songs that incorporate sign language that you may want to introduce and practice with your children at home:
Silent communication can also be accomplished in ways less direct than sign language. For instance, the learners use their facial expressions to help communicate how they are feeling to one another. You can encourage children to practice identifying emotions based on facial expressions with cards such as these from Chalk Academy.
When silent communication is being implemented in order to preserve a peaceful and quiet environment where adults and children can focus, children need appropriate ways to get the attention of an adult when necessary. In the Montessori studio, the learners raise a quiet hand if they would like to speak during group time. During the Montessori work cycle, the children may place a gentle hand on a guide’s shoulder to let her know that they need help. If the guide is not able to immediately address the needs of the child, she will gently place her own hand on top of the child’s hand. This lets the child know that the guide is aware of his or her presence and will address the child’s needs shortly.
In times when an adult may be unavailable for more than a moment or to help prolong the concentration of a child who particularly craves adult attention, sand timers (such as these, or for longer periods of time, these) can be a very useful tool. These timers provide a concrete and visual representation of the passage of time for children who may not yet understand the concept of seconds, minutes, and hours. It can be very comforting for a child to know that when all of the sand falls to the bottom of the timer, the adult (whether it be a guide, parent, family member, or someone else.) will be available to see what he or she has accomplished during the allotted time.
As you continue navigating your time at home with your children we encourage you to explore these silent communication tools and find the ones that work for your children and family.