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Since it has been seen to be necessary to give so much to the child, let us give him a vision of the whole universe. The universe is an imposing reality, and an answer to all questions. —Maria Montessori To Educate the Human Potential, p. 5. Montessori education is not segregated by topic, curricular area, or grade level. Because we teach the whole child, the method we employ must be that of a generalist rather than a specialist. We must become proficient in all subjects not just isolated disciplines. The mind of the child is not compartmentalized, so we should not teach as if it is. Montessori Is About Teaching the Whole Child My initial training was as a French and English teacher. When I accepted my first position in an upper elementary Montessori classroom, I was told that I would be responsible for teaching math and science as well as language and social studies. I will admit, I was nervous. I had not studied math since high school, and I certainly was not a “math” teacher. Howev...

Meant to inspire and ignite the child’s imagination, the Five Great Lessons are a catalyst for the Montessori elementary curriculum . Told too quickly, the lessons become meaningless, causing the children’s imaginations to jump from one concept to another. When we imagine, we are using abstract thought to think of things that cannot be seen. The follow-up lessons that come from each of the Five Great Lessons are used to materialize these abstractions. In other words, the children prove the existence of the wonders of the universe through concrete exploration. Exploring the Universe Concretely in the Elementary Classroom In the beginning… Isn’t that a great way to start a story? I get chills every time I start a story that way. And when you pause for dramatic effect, with the children gathered all around you, making eye contact with each child before you continue, you are making a personal connection and building the anticipation of what is to come. I like to present the First Great Les...

The Five Great Lessons are thought to be the catalyst of the Montessori elementary cultural curriculum. From the origins of the universe to the story of human communication, the Five Great Lessons provide the keys to learning about science, history, geography, and economics in the Montessori elementary environment. If these lessons are so important, why then, do we often rush to get through them? A Case of Semantics Perhaps a name means more than we think. In modern educational terms, a lesson is finite. It has a beginning and end, with the purpose of instructing. In short, a lesson is the amount of learning done at one time. If this is our definition of a lesson, then it is logical to think that the Five Great Lessons should be told quickly so that we can move on to more important activities. Some Montessorians call all presentations “lessons.” NAMC intentionally uses the term “activities” instead, to indicate that children are actively participating in their learning rather than pass...

In our previous blog, we discussed the importance of having consistent, predictable rules and limits in order for children to feel safe and secure. We also spoke about the fact that it is the environment and not the adult that presents these limits to the children. In this article, we discuss the importance of positive statements. How we speak to children has a lot to do with how they will hear us. In the previous blog, we discussed setting expectations ahead of time so that children know the limits and follow the rules. For example, to prevent children taking work off the shelves before receiving presentations you could say, “We only use materials after I have shown you how to use them.” Notice that this is a positive statement that tells the children when they can use the materials. They are not told that they cannot use the work. Dr. Silvia Dubovoy (Dubovoy, 2017) uses the phrase “In this place, …” to let children know “Yes, I know there are other rules for you elsewhere, but in thi...

I have a confession to make. When I first became a Montessori teacher, I didn’t know the first thing about observing children. I thought observations were only about marking down on record-keeping sheets which presentations were given, when the child had practiced the activity, and when they mastered it... and then I read a quote from Dr. Montessori that started me questioning my observational practices. Often inexperienced teachers place great importance on teaching and believe they have done everything necessary when they have demonstrated the use of the materials in a meaningful way. In reality, they are far from the truth because the job of the teacher is rather more important than that. To her falls the task of guiding the development of the child’s spirit, and therefore her observations of the child are not to be limited solely to understanding him. All her observations must emerge at the end — and this is their only justification — in her ability to help the child. —Maria Montes...

Education should no longer be mostly imparting knowledge but must take a new path seeking the release of human potential —Maria Montessori I started my Montessori school because I wanted to create an environment that was enriching, engaging, and encouraging for children. I wanted to build a school that implements the work and research of Maria Montessori because I believe in her philosophy so strongly. It is a very rewarding experience to see the students’ joy as they embrace a love for learning and truly appreciate their schooling experience. Montessori education, especially in the early years, provides a strong and significant foundation that students carry with them throughout their schooling experience. Owning and Running a Montessori School - A Teacher's Perspective The Montessori teacher does not just educate the child on curricular objectives; she cultivates the development of the whole child. I believe in setting high expectations for students and helping them reach their f...

Sometimes when you are starting on a new venture, you need a little pep talk – some motivation to encourage you. One of the best ways of doing this is to consider how people you admire accomplished their goals. Dr. Montessori is a perfect example. Against all odds, she became the first woman in Italy to be certified as a medical doctor. When asked to care for the children in the slums of San Lorenzo, she used the position as an opportunity to develop her methodology. She was a visionary who was not deterred from her goals by any obstacles. And thanks to her dedication and drive, the Montessori method continues to grow around the world to this day. Let Dr. Montessori’s story spark your motivation as you blaze your own trail. As part of NAMC’s anniversary celebration, I have been asked to share 20 lessons that stand out in my experience of providing Montessori teacher training programs worldwide over the past 20 years. We are happy to share the next tip in our series that we are presenti...

Over the past 20 years, NAMC has grown as a world-class Montessori training and curriculum provider partly due to our ability to recognize and act on opportunities as they present themselves. This is an important skill for an organization like NAMC, but it is equally valuable for individuals like you. Consider, for example, your goals as a Montessori teacher. How do you want to grow professionally this year? Make a plan that clearly expresses what you want to achieve and consistently keep that goal in mind. You will be amazed how opportunities will come your way once you have defined what you want in life. As part of NAMC’s anniversary celebration, I have been asked to share 20 lessons that stand out in my experience of providing Montessori teacher training programs worldwide over the past 20 years. We are happy to share the next tip in our series that we are presenting over the next few weeks. I hope you find some of these ideas helpful in your own Montessori journey! — Dale Gausman, ...

Keep trying. To understand the value of this lesson, all we have to do is look to the children in our Montessori classrooms. That’s exactly what they do every day. Through trial and error, they learn incrementally – always moving forward and building their knowledge. And the lessons they learn best are not the ones that they learned easily; they are the lessons they had to work at repeatedly in a hands-on, experiential way. As is often the case, the children are our teachers in this instance, showing us that through perseverance we can achieve success. As part of NAMC’s anniversary celebration, I have been asked to share 20 lessons that stand out in my experience of providing Montessori teacher training programs worldwide over the past 20 years. We are happy to share the next tip in our series that we are presenting over the next few weeks. I hope you find some of these ideas helpful in your own Montessori journey! — Dale Gausman, NAMC Program Director / Founder

Going on a job interview can be very stressful. In fact, changing to a different line of work ranks 18 out of 43 on the Holmes-Rahe Stress Inventory. (Holmes & Rahe) Whether you are a new Montessori teacher going on your first Montessori interview or a seasoned veteran looking for a new opportunity, knowing what to expect in an interview will help reduce your stress ahead of time. In general, employers want to know about you. They want to what your strengths are (they will understand that you have weaknesses, too) and how you will fit with their Montessori family. They also want to know that you are articulate and able to communicate with both students and adults. Montessori Interview Preparation Tips Here are a few questions that you can expect to be asked at your job interview. Consider these questions and practice your answers ahead of time. Being prepared will help reduce your stress and will make the interview process go far more smoothly. General Questions 1. What are your pe...

The idea of making a mistake sometimes prevents us from trying something new or making a change. Often, we can reduce our worries by thinking about potential outcomes. What’s the worst thing that could happen if you made a mistake? Maybe it’s not that bad after all. And if it is bad, maybe there are things you can put in place to change or lessen that outcome. Mistakes aren’t always a bad thing, as long as you are prepared for them and for changing your plans on the fly. Depending on how you look at it, your mistake may actually turn out to be a better outcome than you had planned. That was certainly the case with penicillin, Post-It Notes, and the Slinky, which were all developed by mistake. As Montessorians, we regularly see evidence of how valuable making mistakes can be to the learning process. We see it every time a young child works with a Montessori material: how he knows through the control of error that he has made a mistake, and how proud he is when he is able to correct the ...

When I began NAMC 20 years ago, I had no way of knowing for sure whether my idea would be successful. I knew from my own experience that NAMC filled a need in Montessori training, but there was still a lot of uncertainty. Fortunately, I decided to take the risk. Taking risks can be intimidating but it is also exhilarating. It is only by taking chances that we can make discoveries or create new things. Think of the great philosophers, inventors, explorers. Think of Dr. Montessori, attending medical school, developing methodology and materials, working with children in San Lorenzo, and so much more. Each step involved risk. And it was because of her willingness to take such risks that we have the benefits of her achievements today. As part of NAMC’s anniversary celebration, I have been asked to share 20 lessons that stand out in my experience of providing Montessori teacher training programs worldwide over the past 20 years. We are happy to share the next tip in our series that we are pr...

When founder and program director Dale Gausman began NAMC,   one of his goals was to make Montessori learning an inclusive experience that students could fit into their busy lives. From his own training and from running his local Montessori early childhood program, Dale knew how important well-written, complete Montessori manuals were to a teacher’s success. But he also understood that his students’ time was valuable, and he wanted to ensure that they were able to concentrate on learning the Montessori method rather than recording activities. Helping students find balance in their lives became the catalyst for the development of the comprehensive range of NAMC Montessori manuals. NAMC’s Full Set of Infant/Toddler Montessori Manuals What seemed like a bold decision to many at the time was a natural progression to Dale: He decided to provide his students with a full set of published manuals that centered on classic Montessori presentations, giving them the resources they needed to fo...

The child's development follows a path of successive stages of independence, and our knowledge of this must guide us in our behavior towards him. —Maria Montessori The Absorbent Mind, p. 281. One of the big buzz terms in American education today is “Response to Intervention” (RTI). RTI is a multi-tier approach “to the early identification and support of students with learning and behavior needs.” (RTI Action Network) Beginning at the classroom instructional level, struggling learners are identified and screened for learning and behavioral challenges. Learning objectives are stated and modifications to both instruction and the environment are put into place. Students are closely monitored to asses the individual response to these interventions. The essential components of implementing RTI are: High-quality, scientifically based instruction Ongoing student assessment Tiered, differentiated instruction Parent involvement Montessori and Response to Intervention (RTI): We’re already doi...

 Permit me to repeat … some words which have helped us to keep in mind all the thing of which I have been speaking. It is not a prayer, but rather a reminder, and for our teachers, an invocation, a kind of syllabus, our only syllabus: Help us, O God, to enter into the secret of childhood, so that we may know, love, and serve the child in accordance with the laws of Thy justice and following Thy holy will. —Maria Montessori The Absorbent Mind, p. 286. What is the role of the Montessori teacher? We use the term guide, but what does that really mean? To Maria Montessori, being a guide involved a spiritual quest, one on which the adult observes and prepares for the child who is not yet ready. We watch and wait for that one material that so captures the attention that the child’s entire focus and concentration is devoted only to it. The teacher must spend her time preparing for this moment. The Absorbent Mind, Chapter 27: The Teacher's Preparation — Studying Montessori The Three Stages ...

One of the most important roles the Montessori teacher has is to observe. We observe how students spend their time and note what they are drawn to. We ensure that each child is learning at their own pace, in their own way. We carefully observe their particular interests and level of comprehension, and we assess their level of readiness for new presentations. It is through careful observation that the Montessori teacher is able to prepare the classroom environment with materials that relate to the children’s interests and determine which presentations they are ready to receive. The Importance of Observing the Child and Learning as a Montessori Teacher Each teacher has his or her own style and time for observing in the classroom. When I was a new teacher in a Montessori Casa class, I had high hopes for observation times. I copied extensive checklists for each child and had a large binder in the classroom to note which presentations I had given the child, her level of understanding, wheth...

Every year, school administrators and teachers sit down and plan professional development opportunities to benefit teachers and students alike. But when you consider your professional development, do you also consider the stage you or other teachers are at? Is the information and format best suited to your needs? In short, are we delivering professional development in ways that reflect our Montessori teaching practices. It has long been the standard to deliver straightforward information in a workshop format. This type of presentation is reminiscent of conventional education whereby the speaker lectures or tells the audience the information. The majority of audience participation is passive listening. Rather than a test, the assessment in professional development is how well the information is transferred and implemented in classroom practice. Professional Development for Montessori Teachers: Following the Learner Teachers, for the most part, are active learners who take an interest in...

Montessori teachers spend a great deal of time and effort carefully preparing materials for the Montessori environment to meet the needs of all the children. Because a Montessori classroom typically has children belonging to a three-year age range, there are numerous levels of readiness and understanding in one classroom. For that reason, the teacher needs to make certain that the classroom has all the materials necessary for each age and level of ability. How Montessori Teachers Prepare Materials for the Montessori Classroom and Prepared Environment As you would expect, the Montessori teacher ensures that the classroom contains fundamental materials expertly and precisely designed by Maria Montessori. Often, the teacher includes supplementary materials that support the Montessori curriculum. She takes time to carefully consider each material and make sure that it reflects the ideas of the Montessori method before adding it the environment. Materials should preferably be made of natura...

Our care of the child should be governed, not by the desire to make him learn things, but by the endeavor always to keep burning within him that light which is called intelligence. —Maria Montessori The Advanced Montessori Method, p. 198. Maria Montessori was a maverick. An educational maven years ahead of her time, she turned the focus of education to the needs of the child. She taught us to respect children as human beings capable of extraordinary feeling and an immense capacity for learning. Her insight into child development brought about such changes as child-size tables and chairs, tools that fit the hands of growing children, and materials that appeal to the child at the current stage of development and that prepare them to be independent, capable adults. Montessori didn’t use conventional “approved” methods of educating children. There were no textbooks, no basal readers, no math worksheets. Through scientific observation, she watched to see how and what children wanted to lear...

To let the child do as he likes when he has not yet developed any powers of control, is to betray the idea of freedom. —Maria Montessori The Absorbent Mind, p. 205. Previously, we discussed how to add variety to the Montessori three-period lesson to help children learn to generalize, or transfer information. Behavior interventions will also play a role in developing good judgment and impulse control. Helping Children with Executive Function Challenges in the Montessori Environment The Montessori environment is set up to allow freedom of choice. Yet, as the opening quote warns us, giving the child freedom when he is not ready for it will backfire. A child who has not developed self-control will not be able to make good choices in work or behavior. Cognitive behavioral interventions are used to help children think about their behavior and how it affects them and those around them. When I started teaching, I would tell my high-school students to “make me proud” when we went on trips. When...