flynn088

When I was a boy and I would see scary things in the news, my mother would say to me, ‘Look for the helpers. You will always find people who are helping.’ To this day, especially in times of disaster, I remember my mother’s words, and I am always comforted by realizing that there are still so many helpers — so many caring people in this world. — Fred Rogers It seems that the world has experienced many natural disasters this year. We have had raging wildfires in British Columbia, Alberta, and the western United States; devastating earthquakes in Mexico; severe flooding around the world, and an onslaught of hurricanes from Harvey and Irma to Maria. As we experience the effects of these disasters, either personally or through news stories and images, we must consider their impact on children. This certainly includes children who live in the affected areas, but children who are not personally affected may also have concerns as they become aware of the disasters and the damage they cause. C...

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...

Free choice is one of the highest of all mental processes. —Maria Montessori The Absorbent Mind, p. 271. As a NAMC tutor, I regularly get emails from new Montessori teachers who are struggling, even though they entered the classroom with every good intention. They believe in allowing students free choice in their work, and they have worked diligently in preparing the environment to support student learning. They have modified their ‘inside’ voice, and they move slowly and purposefully in the classroom. They are full of wonder and a sense of frustration then, when despite all their efforts, their Montessori environment is not peaceful. The children, having no sense of purpose, wander aimlessly. In short, the ordered environment is full of disorder. Discipline and the Teacher — Studying the Works of Montessori: The Absorbent Mind, Chapter 26 This scenario is nothing new. In fact, Dr. Montessori herself encountered it with her teachers over 100 years ago. Like all good theory, what is lac...

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...

ADHD is a misunderstood disorder. Many people associate it with hyperactivity or with a child who fidgets, is constantly moving or talking, and has trouble participating in quiet activities such as silent reading time. Conventional classroom settings ask children as young as 3 and 4 years old to sit still, listen, follow directions, and work quietly. Montessori tells us that movement is crucial to learning. Sitting still at such a young age is difficult for all children, but for children with ADHD, it is almost impossible. How do we tell if a child has ADHD or if this is just a child who has a lot to say, has more energy than most, or is less socially mature than his/her peers? And we need to remember that the inattentive subtype (ADHD-I) has very little, if anything, to do with hyperactivity. There are some strong indicators that teachers and parents should be aware of in order to make a referral to a medical professional. Indicators for Referring for ADHD Behaviorally Socially Emot...

My son was diagnosed with ADHD-I (Attention Deficit Hyperactivity Disorder-Inattentive) when he was 18 years old. In high school, he struggled as math classes became more and more complex and abstract. A true Montessori student, he was able to explain the big picture ideas and theories, but he had difficulty with step-by-step application. After a series of events that led to psycho-educational testing, we were all surprised by the ADHD diagnosis. How could we have missed it? ADHD is a common developmental and neurobehavioral disorder affecting at least 50 genes and affecting the prefrontal and parietal lobes of the brain. (Comings, 2005) In short, this means that the brain cells and neurons have difficulty communicating with each other. Prevalence of ADHD across Cultures (2003) UK 16.6% India 11.2% The Netherlands 9.5% US 9.1% Germany 6.4% Hong Kong 6.1% Canada 5.8% China 5.8% (Faraone, 2003) It is estimated that 5–10% of the global child population (Faraone, 2003) and 1–6% of the glob...