One thing that has been a lifesaver to me is expandable accordion files. These are available at any office supplies store in the filing section, and comfortably hold 8 1/2 x 11 in. size paper or cardstock.

I have three; the first is for Math, Language, and Science:

Inside, I’ve labeled the tabs for various materials; these are great for worksheets, memorabilia (like brochures and postcards from historic places), and any size chart or other material that fits:

Another one is for Geography, History, and Cultural:

This one is perfect for continent maps and research guides:

I was delighted to find a “half-size” expandable file at Staples:

This one holds the experiments and explanations for the Geography Impressionistic Charts, Botany Impressionistic Charts, and Forces Set 1 (all of which are printed two-to-a-page on 8 1/2 x 11 cardstock, so after cutting the page in half they fit in this perfectly):

Getting back to the regular-sized accordion files for a minute – I use one to hold uncut 8 1/2 x 11 sheets of laminated materials (that’s the size my laminator uses). That way if I have a spare 15 minutes (it does happen!) I can pull out just one work and cut it apart quickly (here you can see the tops of the South America Pictures, which I need to cut apart):

Some of the materials I make, like Types of Snow, come with a full-page chart related to the topic. I don’t have room on the shelf for all these, so I keep them in the expandable files and only pull the chart out if one of my children is doing the work. Here’s the Snow chart:

And here’s how I store Types of Snow on the shelf; the little blue sticker reminds me that there’s a chart to go with it (the blue container is an Akro bin, which I’ve blogged about here):

Now it’s time to share a little secret with you (shh!). Many of the items I make come with full-page control charts, especially the nomenclature cards from botany and zoology. They look like this one from Types of Trees, and are very lovely:

However, I personally prefer to keep all the parts of a material together whenever I can, and the full-page charts don’t fit in small containers. So, I cut the control charts apart (I know!), punch holes in the corners of the cards, put a ring in them, and keep them with the nomenclature cards. Here’s Types of Trees, with the control chart cut apart (it’s got a little ring in the left-hand corner holding it together):

I know that wouldn’t work for everyone, but it does for me! I also make ringed booklets of control cards, too, if there’s no control chart to cut apart.

For displaying things on a shelf that can’t be cut apart, I use stands found in craft stores; here’s an example of a research guide on a stand:

And here’s the stand by itself; they come in different sizes and there are wooden ones as well:

For larger charts (Plant Kingdom, Animal Kingdom, Six Kingdom, and Fundamental Needs), I like the large envelopes you can buy at office supply stores for legal size paper (9 x 14 in.). Here’s my Plant Kingdom Chart Set:

And the charts; I’ve added Velcro to the blank charts (and the corresponding pieces), and the Plant Nomenclature Cards are in the smaller green envelope:

I’ve mentioned before that my favorite way of storing nomenclature cards and other card material is to label them in individual baggies, then put them in plastic shoeboxes. (This is just for me in my storage closet; on the shelf I use containers to display each card set separately):

One last favorite combo: brochure holders and library pockets. I’ve mentioned these before (see the post here), but they’re so helpful I’m going to mention them again. I buy library pockets online or at teacher stores, print labels for them, and store math equations and geometry card sets in them. I love them and they save so much room!

Well, I think that’s enough for now! I’ve posted all these pictures on Facebook in a photo album (there were some extra ones I didn’t put in the blog post). You can find those at my Montessori for Everyone Facebook page. Click “Photos” if you don’t see it right away.

If you have other great ideas for storing materials, please share!

I often get questions from both parents and teachers on how to arrange a classroom, and I’ve blogged about it quite a bit, but the posts are spread around so I’m going to bring them together in one giant post.

Q. What do I need in my classroom?

Essentials of a Toddler Classroom
Essentials of a 3-6 Classroom
Essentials of a 6-9 Classroom
I don’t have a list for 9-12 but if someone does, email me at montessoriforeveryone@gmail.com and I’ll add it to the blog

Q. How do I arrange the shelves?

The Underlying Organization of a Montessori Classroom

Q. How do I arrange the materials?

Organizing Your Montessori Materials
Tricks and Tips for the Montessori Classroom
Using Multi-Drawer Cabinets to Organize Materials

Q. Questions to Ask When Looking Over Your Classroom

A Little Bit of Thought Goes a Long Way

Q. How can I fit a Montessori classroom area into my home?

My Homeschool Classroom
Our Home Classroom Part 1: The Art Area

Q. How do I organize my Montessori stuff behind the scenes?

My Montessori Closet
Using Carts to Organize Materials

I know that many of you have pictures on your blogs of your classrooms (school or home or both). Please put links in the comments so everyone can see! The more ideas the better.

Here’s to lovely, organized classrooms!

One thing I’ve used successfully for many years is wheeled carts. These usually have three drawers, and can be found all over (from Target to the Container Store). I currently have three of them, one drawer per curricular area: Art, Science, and Practical Life; History, Geography, and Geometry; and Biology, Language, and Math.

I’m going to be posting soon on where/how I store my card materials, charts, and wooden materials but for now let’s take a look at all the objects and tools needed for learning in a Montessori classroom.

Please note: for a detailed look at the contents of each drawer, please see the “Using Carts for Organization” photo album at my Montessori for Everyone Facebook page.

Here are some questions you might have:

1. What do you put in your carts?

I used to try and keep everything in them – including card materials (like matching cards and nomenclature cards) but that was too much. I have a different place I keep card materials now, so I like to keep my carts for supplies, objects, and other things that take up space.

Some examples are: rocks and minerals (Geography), object bags for Pink, Blue, and Green Series (Language), buttons and sewing tools (Practical Life), geometric solids (Geometry), and flashcards (Math).

2. Are the carts used by the children?

No, they are only for me. I either take materials out of the carts and put them on the shelves for long term use, or just take out what we need for a short time (like art supplies for a specific project or equipment for science experiments).

3. Where do you keep your carts?

When I was teaching at a school, I was lucky enough to have a large closet in my classroom and kept them there. At my last house, I had one in each of three closets (not handy!). At this house, I’ll be able to have all three together near our homeschool area which is very nice.

Enough chatting; head over to my Facebook page and take a look at the carts and their contents!

One way to fit more materials on a shelf is to use a cabinet (sometimes called a “tower”) with small drawers. Just like a skyscraper, cabinets make use of vertical space rather than horizontal.

While cabinets can be a great way to organize materials, it’s important not to overuse them. One of the major drawbacks is that the work is not visible to the child while it’s in the cabinet. A shelf full of multi-drawer cabinets isn’t very appealing.

However, when used correctly, they can be a great way to keep materials straight. I always have a few in my classroom, so I’ll show you some examples.

This is my geography cabinet, with drawers for each set of map arrows (found in my Continent Kits), as well as drawers for States and Capitals Matching Cards, organized by region:

This is one of my language cabinets; I call it “Word Study 3”. My son used the “Word Study 1” cabinet in first grade, “Word Study 2” in second, and so on:

Here is another language cabinet, this time focused on Singular/Plural sets as well as some flashcards and matching cards:

You may have some questions about using the cabinets, so let’s take a closer look.

1. Where can I find them?

I found the two white ones at the Container Store, and the blue one was purchased as an art cabinet filled with craft materials. After my kids used up the art stuff, I thought it would make a great language cabinet.

I’ve also seen cabinets like these at hardware and home improvement stores, and even at Target in the automotive/home repair section. Of course, you can find them online as well (search for “multi-drawer cabinets”).

2. How do I label them?

The best way to label them is to print the names of the materials on self-adhesive address labels. I like the return address size, as they are small enough to fit right on the cabinet without cutting or bending. But, if you only have regular size labels, they can be cut or have the edges wrapped around the sides of the drawer front.

You may have to experiment with font sizes to make sure the names will fit on the labels. I like to use the Century Gothic font, since that’s what most of my materials use.

3. How can I best use them in the classroom?

Place cabinets where children can access all the drawers. Since the materials are not visible, you may want to have a tray or basket next to the cabinet where you display one of the materials from the cabinet (rotate every month).

If you’re teaching elementary, be sure to include cabinet materials on the workplan. If children show an interest in the materials, let them work on them as often as they like. For instance, some children will start with one word study set (compounds, homonyms) and continue until they’ve finished all the sets for that type of word.

Generally, children should take the entire drawer with the to the rug or table. Most drawers come out easily if you tilt them up, or gently squeeze the sides of the drawer together. You can show the children how to do that when you show them materials from the cabinet.

4. What can I put in them?

Multi-drawer cabinets are traditionally used for word study materials, but I’ve found that they work for other materials as well, like the map arrows pictured above. Some of them have bigger drawers that can accommodate matching cards and flashcards. Here are a few other suggestions:

A. Label one drawer for each letter of the alphabet and place small objects in the drawers that correspond with each letter

B. Pink, Blue, and Green Series work – include rhyming cards, pictures for movable alphabet, and even small objects

C. Math work, like equations and word problem cards, can easily be put in a cabinet. Just label each drawer to show the type of equation or word problem featured

I’m sure many of you have great ideas for using these in the classroom, so feel free to share!

First of all, library pockets are just like the kind you’d find in the front or back of a library book, only brightly colored. They’re available patterned, too, although that’s a little much for me. They are perfect for all manner of cards: sight words, math equations, and nomenclature. Since they’re available in a variety of colors, I like the match the colors to the work or curricular area I’m using them in. (Click on all pictures to enlarge).

Next, I found these great brochure holders at OfficeMax (haven’t seen this kind at Staples, unfortunately). They’re in the section that has display stands for flyers, catalogs, and brochures. As luck would have it, they are the perfect size to hold the library pockets. I printed labels for the pockets, added the cards, and I am delighted to find that I can fit a full set of math equation cards, or an entire year’s worth of geometry nomenclature in a very small space on the shelf!

A few simple principles should always be adhered to – they represent the classic Montessori classroom layout. As you can imagine, a preschool classroom layout is slightly different from an elementary one. The differences mirror the changing nature of the elementary child as they move from a wholly concrete environment to a more abstract one.

In a 3-6 classroom, the area closest to the entrance of the room should be, if at all possible, practical life. Sometimes this depends on where the sink is, but since it is the first place that most young children begin working when entering 3-6, it needs to be the first thing they see when entering the room. After that, each of the curricular areas proceeds around the room.

3-6 Classroom Order:

Practical Life
Sensorial
Math
Language
Cultural

It’s easy to see the progression here; sensorial materials are usually the next step after practical life. Since many sensorial materials rely on the decimal system (10 cubes in the pink tower, 10 red rods, etc.), these materials transition nicely to math. Many children recognize numbers before letters, but soon they are ready for language materials. After the acquisition of language comes the ability to learn about culture – biology, history, geography, physical science, art, and music.

In elementary, practical life exercises become integrated with the actual care of the classroom and materials; it’s no longer a separate section. Sensorial materials become the geometry area. Now, language takes the spotlight as the first area of study, and the cultural materials are separated into their own distinct areas.

6-12 Classroom Order:

Language
Math
Geometry
Botany
Zoology
Geography
History

Botany precedes zoology, naturally, since plants are structurally simpler than animals. The category of history now encompasses art, music, health, astronomy, chemistry, physical science, and any other field of scientific study. (The Fundamental Needs of People, a history exercise, provides the key to these curricular areas).

Each area of the classroom also has its own color scheme to help with the organization of materials. They are as follows:

Language – yellow; subcategories of pink, blue, and green for phonetic material

Math – red; subcategories of green (units & thousands), blue (tens), red (hundreds), and red (addition), green (subtraction), yellow (multiplication), and blue (division).

Geometry – blue

Botany – green (naturally!)

Zoology – red (for blood; represents animal kingdom)

Geography – blue

History – black

These colors are used for materials (borders, cardstock, labels) and the containers the materials are put into. There’s some overlap (geometry and geography are both blue), but the materials in those two areas differ enough that it won’t be confusing. Within each area, the work should be arranged in order from easiest to hardest whenever possible. A perfectly color-coordinated elementary language area (click picture to enlarge):

Everything I’ve mentioned so far is the ideal in terms of classroom layout and material color-coding. They are just guidelines, and there is flexibility in actually implementing these guidelines. How your classroom is arranged will depend on the shape and size of the room, the types and number of shelves, the amount of materials, and the amount of money you have to spend. Every classroom – school or home – will be different.

Another note: I don’t mean to imply that a child can only work with the materials in order. Far from it! A child can easily do a practical life work and then move to the cultural area and take out some nomenclature cards. Still, you will notice that a child newest to the 3-6 classroom will spend more time in practical life and sensorial, and possibly need some encouragement (and some one-on-one presentations) to move beyond. In elementary, the children should be working from all areas of the room right from the beginning.

Sometimes we look at something for so long that we habituate to it…we start to forget what it is and why it’s there. I think our shelves and materials need updating every so often, but how to start? First, I like to shift my perspective. For instance, I get down on my knees and look at the shelves from a child’s perspective.

I ask myself lots of questions. Is this work appealing? Does it have everything a child would need to do it? Is it in the right place in the classroom? Is the purpose of the work clear, and is there a control of error built into it? I really try to look at things honestly, even if the answers lead me to rearranging the work or taking it off the shelves.

I like to see the shelves as a blank canvas; everything I add should be absolutely necessary, and nothing should be added that isn’t absolutely necessary. That is the essence of the prepared environment. All the cliches apply: less is more, and quality is better than quantity.

It can really help to get a set of fresh eyes – perhaps another teacher, a friend, a spouse – to look at the materials and give their opinions. Again, even if it’s not always what we want to hear, it’s important to take it into consideration. They may be seeing things that we can’t see anymore because we’re so used to looking at our own stuff.

Last, I like to look to the kids for guidance. Do they avoid doing a certain work? Do they have trouble completing it? Is it too hard? Too easy? Do they need to go to more than one place to get everything they need? Be wary of putting out work that you think is great, but that a child sees as unclear or too complicated.

If you do find materials that you don’t need or want, look into swapping with another teacher or homeschooling mom. Perhaps you (or they) will find a new way of using a certain container, object, or utensil. Use spring as a launching pad to make your classrooms fresher and more usable for kids!

I’ve maxed out every inch of this closet by putting two bookshelves in it (with extra shelves added, too). You’ll see my other wheeled cabinet, plus lots of boxes and bins with Montessori stuff in them. I have one bin just for containers (bowls, pitchers), one for implements (spoons, scoops, tongs, etc.), one for teaching supplies (tape, velcro, etc.) The photo boxes have matching cards, 3-part cards, word study cards, and other card materials.

This picture is the closet from the front:

Here’s the larger bookshelf that’s on the side:

On the third shelf down, you’ll see 5 red parachutes still packaged. They were on sale at Target – what was a girl supposed to do? I am trying to get out of the habit of buying EVERY single cute cup, bowl, miniature object, and such that I see. Still, it’s hard to resist especially since I have a dream (as many of us do) of having a Montessori school someday.

I also have two accordion file folders in my bedroom closet filled with elementary materials that are full-page sized; two bins in my attic with extra containers and baskets; and two art carry cases with large posters and charts, and one full size bookshelf in my daughter’s room filled with children’s books, juvenile literature, and reference books. But that’s it, I promise! Oh, and what’s out on the shelves in our living room, front hallway, and family room…okay, I guess I have a lot of Montessori stuff. But the neat thing is that I’ve accumulated this stuff over many years, buying a few small things here and there.

I hope this gives you some ideas for your own “behind the scenes” organization. Next time: introducing my brand new webstore!

Even as a pretty organized person, trying to figure out the best way to organize my materials – the ones we’re not currently using – has been one of my biggest challenges. Are 3-part cards best in baggies, envelopes, accordion files, or photo shoeboxes? Should items be grouped by type (cards, books, charts) or by curricular area?

Well, I’ve tried many different methods and I think I’ve finally found one that works for me. It’s a combination of plastic cabinets with drawers, Ziploc bags, plastic shoeboxes, and photo shoeboxes.

To start, I have 3 of these wheeled cabinets (you’ll see a picture of the third in the next post):

I’ve labeled each drawer: the left cabinet is Biology (Botany & Zoology), Language, and Math; the right one is History, Geography, and Geometry. The other cabinet has Physical Science, Practical Life, and a second Math drawer. In these drawers, I put mostly objects and manipulatives. Card materials and charts I keep somewhere else.

I really like these carts for several reasons: they don’t take up too much room, they’re easy to wheel around, and you can also put things on top of them. Right now I have one in my own closet and one in my daughter’s closet. Within the drawers I use small boxes and baggies to keep things separate. I use mailing address labels that I put on the containers to tell me what’s inside.

I go through the drawers every so often, swapping materials with those that are on the shelves, or trying to think of new ways to use things. Recently I went through them with a heavy hand and threw away things I had never used – or things of which I now have a better version.

Next time – my Montessori closet!

The first of two language shelves:

And the second language shelf:

And, one of two math shelves (I couldn’t find a picture of the other):

Looking through these pictures really brought back fun memories for me. I really tried to make our classroom as interactive as possible. For instance, next to the lizard cage was a book about anoles (the specific type of lizard we had). The kids loved to take the book off the shelf and read through it. That way, they really knew something about the animals in our classroom. Likewise, a magnifying glass next to the fish tank was a nice addition.

It seems like you can never have too many trays or baskets in a Montessori classroom! One trick that Sister Mary taught me was to use the wooden lids of materials (movable alphabet, bead bar box, etc) as trays. You can see in the math picture that I’m using lids as trays to hold the answer tiles for the addition, subtraction, multiplication, and division equations. This makes it really easy for the kids to find the answer they need.

I love to use the flat, round baskets that you can find in the houseware section of Walmart or Target. I think they’re meant for paper plates (at a picnic), but they are inexpensive and just the right size for the shelf. They’re nice in the language area with a circular piece of pink, blue, or green felt inside them.

Another thing I just love is picture frame holders. These can be plastic, wood, or metal and are found in craft stores in the picture frame aisle. They are great for books, laminated cards, charts, and other flat materials that would get lost if they were just set on a shelf.