Montessori environments offer concrete learning materials, with controls of error embedded in their design, that support independence, engage the child's interest, and provide individual challenges. Yet, over time, Crystal Dahlmeier has observed changes in some Montessori environments: worksheets taking the place of hands-on work with materials;…

In this third article in a series exploring diversity and inclusivity in Montessori, the authors build upon their previous treatises on why this work is imperative and how identity formation sets the stage for supporting the nuances of diversity. As a Montessorian educator, there is a need, as adults, to be willing to lean into one's own…

This is the second article in a series about diversity and inclusivity in Montessori environments. The series addresses the necessity of intentional, anti-bias-oriented teachings and practices and highlight some of the movers and shakers the authors have identified as working for social justice in Montessori. Before analyzing the realities of…

Ana María García Glanco is the AMS 2020 living legacy. As a fearless community organizer, peace education activist, and educational pioneer, Ana María has changed thousands of lives and transformed the future of public Montessori education in Puerto Rico. In this interview, Ana Maria discusses how she was introduced to Montessori, her own…

Action research is particularly suited to a Montessori classroom as it is a way to systematically and scientifically approach classroom concerns to solve problems and bring about positive change. Action research requires skill in observation, as the teacher-researcher identifies and documents changes that he or she would like to see in the…

In this article, the author discusses what acclaimed teacher educator Magdalene Lampert called a "practical dilemma" (1985, p. 181) about managing the classroom. As a Montessori teacher, the author taught with the belief that children need to be independent and empowered. The idea of commanding them to sit, or telling them what to do and…

This is the first article in a series about diversity and inclusivity in Montessori environments. The series addresses the necessity of intentional, anti-bias-oriented teachings and practices and highlight some of the movers and shakers the authors have identified as working for social justice in Montessori. For the first article, they invite…

Naming all the tragedies in the world is, sadly, an impossible task. When and how do teachers talk about tragic events in the classroom? This is a question every teacher has grappled with. Classrooms are beautiful, peaceful havens for students. And yet, students do not exist solely within these classrooms. Schools exist in the context of a world…

The life span of Silver Oak High School, a public charter Montessori Secondary program located in Hayward, California, can be likened to Montessori's planes of development, which span the years from birth to age 24. Montessori educational practice pays special attention to the evolving needs of the individual within each plane of development.…

Though Montessori teachers and teacher educators are very familiar with the command to "follow the child," few may know where in her writing Montessori says to do this. This article looks at where the concept is referred to indirectly at times. This article also answers the question "what does this really mean in postmodern…

A little more than 100 years ago, the "Oakland Enquirer" reported favorably on a lecture Montessori delivered to 6,000 National Education Association attendees: "Her speech was pregnant with the possibilities for future education…" (America's First Impressions, p.113). In her lecture, Montessori credited her method of education…

Mark Woodward, a music teacher at Montessori Academy, in Brentwood, Tennessee, wrote a musical based on Dr. Montessori's early life and work with the help of his wife and students. It was performed in May 2018, and the response was wonderful. Seven local Montessori schools brought their students to see it, and several groups are looking into…

This annotated bibliography is the fourth in a series published in Montessori Life, with the first reviewing articles published during the 10-year time span of 1996-2006 (Bagby, 2007), the second covering 2007-2009 (Bagby & Jones, 2010), and the third 2010-2013 (Bagby, Wells, Edmondson & Thompson, 2014). As with the previous reviews, the…

This annotated bibliography is the fourth in a series published in Montessori Life, with the first reviewing articles published during the 10-year time span of 1996-2006 (Bagby, 2007), the second covering 2007-2009 (Bagby & Jones, 2010), and the third 2010-2013 (Bagby, Wells, Edmondson & Thompson, 2014). As with the previous reviews, the…

To many people, the ultimate goals of a Montessori education do not fall in the measurable domains of subject matter or mastery of specific techniques. Instead, the outcomes of Montessori education that really matter are, to some extent, intangible. Many Montessorians believe that children work to fulfill inner directives, and it is during such…