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In a previous blog , we discussed the value of inclusion and how Montessori’s tenet of following the individual needs of the child makes it inherently inclusive. The Circle of Inclusion Project (University of Kansas) and Raintree Montessori (Lawrence, Kansas) listed 11 specific ways in which Montessori education addresses the needs of all children, including those with disabilities. Included in this list is “Personalized instructional goals based on scientific observation and the individual readiness of the child.” In today’s blog, Michelle kindly shares her classroom experiences to provide real-life examples of how Montessori meets that specific goal. More and more frequently, school districts are employing pacing guides as a means of ensuring that their schools are teaching the same content and achieving the same outcomes. A pacing guide is a type of scope and sequence or instructional calendar. However, rather than providing a general overview of what, for example, a year of math g...

There are many ways in which the Montessori environment can contribute to the developmental, social, and academic success of children with special needs. The materials in the environment, the multi-age grouping, and the focus on peace and cosmic education are just a few examples of core characteristics of Montessori that help all children meet their needs – especially those children who may need additional support. Montessori classrooms are filled with beautiful hands-on materials that engage all of the senses. Working with the materials provides a wonderful opportunity for children with special needs to use their hands to explore and learn and to develop fine and gross motor skills. Montessori students in the elementary age range are encouraged to follow their own interests when it comes to reading, writing, and research; this kind of freedom allows the special needs child to flourish. In addition to having the freedom to follow their interests, students are able to work at their own ...

In a previous blog , we discussed the value of inclusion and how Montessori’s tenet of following the individual needs of the child makes it inherently inclusive. The Circle of Inclusion Project (University of Kansas) and Raintree Montessori (Lawrence, Kansas) listed 11 specific ways in which Montessori education addresses the needs of all children, including those with disabilities. Included in this list is “Individualization within the context of a supportive classroom community.” In today’s blog, Michelle kindly shares her classroom experiences to provide real-life examples of how Montessori meets that specific goal. Case 1 After working with three boys on the Stamp Game, I invited them to select a static addition card from the basket that they would like to work on with the material. Michael and Ephraim took a card that contained four-digit numbers. Jeremiah chose a card that contained two-digit numbers. I then asked the boys how many equations they were going to accomplish that mo...

The main thing is that the groups should contain different ages, because it has great influence on the cultural development of the child. This is obtained by the relations of the children among themselves. You cannot imagine how well a young child learns from an older child; how patient the older child is with the difficulties of the younger. —Maria Montessori The Child, Society and the World. It was my first year teaching in the Montessori lower elementary environment. I began my teaching career teaching high school, and was progressively making my way through the younger age groups. So far, I had taught every age group but Year 1–3. I have to admit, I was nervous about the children having separation anxiety and about getting through my first day with 18 first graders. But nothing prepared me for the parent who requested to have her child segregated from the older children in class. I thought that perhaps she was unsure of the mixed- or multi- age culture found in the Montessori envir...

Montessori education is designed to help all children reach their full potential at their own unique pace. This is equally true for children who have learning challenges and those who are considered gifted learners. I was reminded of this when I had a gifted student begin our elementary classroom. Ty, as we will call him, inspired me to provide new ways to enrich his learning and help him reach his full potential. Key to Ty’s success was the flexible and individual nature of the Montessori learning environment, strong communication with Ty’s parents, and Ty’s own eagerness to learn. Working with a Gifted Child in the Montessori Classroom: A Teacher's Experience There were many presentations Ty understood quickly, materials he instinctively knew how to use, and advanced extensions he mastered easily. Fortunately, we were able to challenge Ty because the Montessori environment gave him the freedom to grow and learn at his own pace. He was able to move quickly through activities and c...

North American Montessori Center is excited to be entering our 20th year of providing Montessori teacher training via distance education. This amazing milestone is indeed cause for celebration! Everything that we have accomplished has been the direct result of the willingness of individuals to share their experience, expertise, and genuine support to further the reach and success of the Montessori method of education. This is a great opportunity to provide a retrospective of how NAMC has grown and what we are looking forward to in the future. This is the first of a series of articles that are designed to include you in the NAMC celebration. At the heart of our existence is the philosophy of inclusion — our purpose has always been to bring the Montessori method of education to everyone who chooses to embrace it. Our sincere gratitude and thanks goes out to all the families, teachers, schools, and countless professionals from across the globe for their insight and service to help us in t...

You know you are in the right profession when you look forward to the start of your work year. There are so many things I anticipate each year. I enjoy reacquainting with our staffing team and re-establishing the strong connection we have; we share a passion for Montessori and for supporting the development of students who positively contribute to the world around them. Our first week back with just the staff is a wonderful opportunity to further develop strong bonds of friendship, communication, and collaboration in the classrooms and in the school as a whole. It is an exciting time, preparing for the students to arrive and anticipating our year together. A Montessori Teacher Reflects on the Joy of the Beginning of the School Year I also really look forward to the first day that students arrive. Our school has always started each year with a Welcome Celebration. This is a special time on their first day when the students and families come to the school, have a tour, meet the staff, re...