Friday, July 31, 2009
Robert Thompson, B.A., B.Ed., M.Ed. is the owner/principal of Willowglen Montessori School in Oakville, Ontario, Canada, established in 2000 and providing Montessori education for Toddlers through to grade 6. We are delighted to welcome Robert as a guest contributor to the NAMC web blog, and to share an article from his Principal’s Corner:
I am planning to enroll my son in a preschool program next September. Is part time or full time better? Ideally 2 full days a week would give me time to get my work done while he was at school but is this too much or too little for him?
Friday, July 24, 2009
Sometimes, we had a situation with a student, or a curricular or logistical issue, that was particularly challenging. To resolve this type of issue, we employed a special role-playing/ brainstorming process introduced to all of our staff at our regular faculty meetings. Our school likes to refer to this process as “Teachers Helping Teachers”.
- Maria Montessori, Lecture #13, p. 9,London, 1931
The purpose of the Montessori musical program is to develop the children’s nonverbal affective communication, to increase their understanding and enjoyment of music within our culture, and to enhance their ability to express themselves through music. For many Montessori teachers who do not have a formal music background, creating and implementing a rich music curriculum can be daunting. This is why NAMC is always looking for ways to enhance our programs and offer resources in specific disciplines for Montessori educators.
A few years ago, NAMC was introduced to Deborah Lyn Ziolkoski, an educator and music specialist who has developed the Fun with Composers classical music series. This is a dynamic music program that is simple to implement and follow, and designed to develop in children a true love and appreciation for classical music. Today, Fun with Composers is being integrated into preschool and elementary music and piano curriculum around the world.
Thursday, July 23, 2009
First, let me start by saying I often hear parents of my Montessori students tell me something similar, such as: “They only behave for Miss Michelle” or “I tried to be like Miss Michelle but my kids just ignore me.” These parents seem to think that I have a magic wand that I wave and their children are, somehow magically, “good.”
To be sure, there was regression on my son’s part, as well. Consistency was key with him, and as we worked toward a respectful solution, I obtained some helpful tips and tools along the way, and will share a small sampling here in the hope that it provides some assistance for our readers.
Friday, July 17, 2009
My recent blog on Natural and Logical Consequences has generated some empathetic comments, so we've decided to offer some further thoughts about specific stories that our readers have shared.
The first is from a mother whose two-year-old daughter resists dressing, either with or without assistance. Trying to dress a reluctant toddler can certainly be a challenge. You may try to begin the process by telling her ahead of time what is going to happen. “After breakfast, we are going to change out of your pajamas and into your play clothes so we can go to Grandma’s house.” This way, she knows and is prepared for what is coming next. When it is time to change clothes, remember to give her limited choices so she has a sense of having some control over the situation. Too many choices can be overwhelming to a toddler and will lead to discontent.
Tuesday, July 14, 2009
-Maria Montessori. The Montessori Method. Dover Publications. 2002. pg 9
When I finished my 3-6 Montessori training I was excited about stepping into my new role, that of a loving and respectful guide of young children. Although I had a background in public education, I was relatively new to the Montessori method. I had enjoyed my Montessori training, and was looking forward to my first year as a Montessori educator.
During the interview process, I was pleasantly surprised to receive several job offers. This illustrated to me that Montessori-trained teachers continue to be in great demand, and it highlighted for me the importance of nurturing new Montessori teachers.
One of the tenets of the Montessori approach is a shared community for optimum learning, which applies to Montessori educators as well as their students. The first year of any teaching career is one that is rich with new experiences and learning opportunities. More and more Montessori schools are recognizing the importance of this first year by offering a collaborative approach to professional development whereby the new Montessori teacher is able to hone her/his skills by practicing the Montessori Method and procedures with the guidance and leadership of a more experienced Montessori teacher.
Thursday, July 9, 2009
Punishment & Reward
Dr. Montessori believed that using rewards & punishment inhibits the development of self-discipline. Rewards and punishment deny children the opportunity to make their own decisions and to be responsible for their own behavior. Rather than learning how to analyze situations and make wise decisions, children may make decisions based on what an adult might do to (punishment) or for (reward) them.
Logical and Natural Consequences in the Montessori Environment.
Our goal as Montessori parents is to raise independent, productive citizens of the world. The purpose of defining and understanding natural and logical consequences is to motivate and allow children to make responsible decisions, not to force their submission.
Tuesday, July 7, 2009
-- General Colin L. Powell, Founder, America’s Promise – the Alliance for Youth.
So much of Dr. Maria Montessori’s original theory and philosophy concerning early childhood development and education remains relevant today, over one hundred years later. Montessori claimed that education begins at birth. Simply stated, it is the family that serves as the most important environment for a child. Families today may look different from what they did in the time of Dr. Montessori – single parents, working parents, grandparents as parents – but they still serve the same important function, to love the children in the family, protect them, and to nourish them physically, emotionally, and spiritually.
Are you interested in reading back through NAMC's blog articles from years gone by? Are you looking for more information on a specific topic?
Use the menu below to select the year and then the month to narrow down the time frame the articles you are interested in were posted. You can also browse our entire list of categories below; by clicking on one, you will see every article posted under that topic since 2007.
Still having trouble finding what you're looking for? Try our search box (located in the side bar of every page) to search all posts on our site for your keyword. If you require further information, or have comments or concerns, feel free to contact us.
NAMC Montessori Teacher Training Blog Archive
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As much as possible, NAMC’s web blog reflects the Montessori curriculum as provided in its teacher training programs. We realize and respect that Montessori schools are unique and may vary their schedules and offerings in accordance with the needs of their individual communities. We hope that our readers will find our articles useful and inspiring as a contribution to the global Montessori community.
NAMC is always looking for feedback and dialogue with our students and other Montessorians. We invite you to contact us if you may have any questions or comments in regards to our blog or articles we have posted here at our Montessori Teacher Training page.
Please note:If you want to learn more about NAMC, are interested in our programs, or are a student, please contact us through the main NAMC site to ensure a timely response from one of our advisors, tutors, or education specialists.