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Showing 31 to 45 of 476 results Save | Export
Moudry, Sarah – NAMTA Journal, 2014
The infant-parent class offers the school's first opportunity for a prepared environment and utilizes observation as an important tool for parents. Purposeful work is given to both parents and their young children. Montessori principles, such as teaching sensitive periods for language and movement, convey one activity at a time for bringing…
Descriptors: Infants, Montessori Method, Young Children, Parent Participation
Joyce, Maura – NAMTA Journal, 2014
Maura Joyce's clear approach to initiating parent education is to recognize where the parents are on their own journey as parents. By listening to the parents' hopes, fears, and desired outcomes for their children acknowledges the family's perspective and brings mutuality into a shared community. Maura Joyce encourages the use of questionnaires…
Descriptors: Parent Education, Questionnaires, Feedback (Response), Parent Teacher Cooperation
Ferreira, Cheryl – NAMTA Journal, 2014
Cheryl Ferreira vigorously pursues the Montessori principles that are implicit for preparing a classroom where "children find all that is needed to work at self-formation and to maximize their inner potential." The Montessori philosophy is precisely conveyed as Cheryl Ferreira details the specific elements and principles, both physical…
Descriptors: Montessori Schools, Montessori Method, Educational Philosophy, Educational Principles
Wessels, Tom – NAMTA Journal, 2014
Tom Wessel's view of interdependent local ecologies lays out a conceptual framework for human communities and corporations. His rich examples of biodiversity provide great metaphors for how competition and negative conditions can be transformed by natural cooperation and can lead to self-organized, self-managed natural communities that are…
Descriptors: Ecology, Conservation (Environment), Natural Resources, Economics
Shanks, Pam – NAMTA Journal, 2014
Pam Shanks describes Raintree Montessori School, an exemplary inclusion school, and gives credit to the legacy of Dr. Montessori. An inclusive Montessori community begins with "physical integration of all children, progresses to functional inclusion, and finally culminates in the highest level, social inclusion." Each of these levels is…
Descriptors: Inclusion, Montessori Schools, Montessori Method, Program Descriptions
Black, Connie; O'Shaughnessy, Molly – NAMTA Journal, 2014
Montessori Partners Serving All Children is endorsed in terms of economic development as a statistically proven return for the money, leadership, parent education, institutional partners, and a sense of community in preparing teachers to serve families with a hub of resources through Montessori Center of Minnesota. Assessment is also integral to…
Descriptors: Montessori Method, Economic Development, Outcomes of Education, Teamwork
O'Toole, Jennifer – NAMTA Journal, 2014
Jennifer O'Toole has an entertaining speaking and writing style and is a passionate advocate for children with Asperger's syndrome. She educates her audience with scientific descriptions of the phenomenon but also through metaphors that cause us to examine our own attitudes toward the way we treat people who are different. Most importantly, she…
Descriptors: Montessori Method, Asperger Syndrome, Attitudes toward Disabilities, Educational Environment
Nehring, Catherine – NAMTA Journal, 2014
Catherine Nehring is a passionate advocate for inclusion and presents a rationale for creating an inclusive Montessori school and details the considerations and guidelines for creating such a school. Beginning with the United Nations Resolution (Article 24) and carefully explaining Montessori's history with "abnormal children," Catherine…
Descriptors: Montessori Schools, Montessori Method, Inclusion, Program Implementation
Shanks, Pam – NAMTA Journal, 2014
Pam Shanks describes the stages in the child's development of language and reminds us that the Montessori principle of observation should guide the support of the child with articulation errors. For most children with developmental articulation delays, the directress can implement Montessori materials and use conversational strategies to emphasize…
Descriptors: Montessori Method, Articulation (Speech), Child Development, Language Acquisition
Luborsky, Barbara – NAMTA Journal, 2014
Barbara Luborsky explores the commonalities between occupational therapists and Montessori guides, such as their focus on the prepared environment, following the child, task analysis, and multi-sensory learning. She describes many types of sensory processing disorders including their symptoms, treatment, and the many resources and adaptations that…
Descriptors: Occupational Therapy, Montessori Method, Educational Environment, Task Analysis
Foster, Carla – NAMTA Journal, 2016
Presenting the Montessori tools of the Great Lessons highlights the power of storytelling in teaching. Carla Foster suggests that children should be aware of how their learning increases as wonder points them to the mystery of the unknown. Engaging in the dialect of wonder during presentations can bring participants to attention by suggesting that…
Descriptors: Montessori Method, Story Telling, Teaching Methods, Imagination
Lontz, Karey M. – NAMTA Journal, 2016
Karey Lontz's article on learning how to "dominate by observation" (to master the practice of observation so as to use it most effectively for the benefit of the children) takes us from a general to specific understanding of observation. She begins with a look at the importance of observation in human history and in the history of…
Descriptors: Observation, Montessori Method, Montessori Schools, Educational History
Davis, Linda – NAMTA Journal, 2016
In this talk, Linda Davis discusses observation at the adolescent level. She explains that we must "adjust our approach for the third plane of development, for when they are becoming adults." Using examples, she discusses the characteristics of this plane, which are helpful to recall when thinking about what to expect when observing…
Descriptors: Observation, Adolescents, Adolescent Attitudes, Adolescent Development
O'Shaughnessy, Molly – NAMTA Journal, 2016
"Children have the potential to create a world we cannot imagine. This is our hope." In choosing Montessori, O'Shaughnessy says that we are choosing the road less traveled. We are choosing education as an aid to life. We are choosing an approach that respects the innate and unique potential of each child and that calls upon us to serve…
Descriptors: Observation, Montessori Method, Montessori Schools, Children
Patell, Hilla – NAMTA Journal, 2016
In order to achieve the goal of observation, preparation of the adult, the observer, is necessary. This preparation, says Hilla Patell, requires us to "have an appreciation of the significance of the child's spontaneous activities and a more thorough understanding of the child's needs." She discusses the growth of both the desire to…
Descriptors: Observation, Montessori Schools, Montessori Method, Child Development
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