Montessori Leadership September 2013

VOLUME 15, ISSUE 3 | 2013

IN THE PUBLIC SECTOR: POSITION STATEMENT

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Montessori Leadership Features 4

Work Plans in the Montessori 3-6 Class

by Tim Seldin

6

Common Core Standards:

An Opportunity for Montessori to Shine

by Anita Amos Ph.D.

10 Leadership Montessori Style

by Suzanne Pugin

13 Montessori in the Public Sector: Position Statement

by David Kahn

15 Book Review: Kids in the Kitchen

by Sharon Caldwell

16 Art, Music, Dance: Specialist Teachers

& Extra Lessons in the Children’s House

by Tim Seldin

20 Montessori Congress: the world’s largest

international gathering of Montessorians

by Glenn Goodfellow

22 Letter from the IMC Chair: A Watershed Year

by Tim Seldin

24 Update on the New IMC Accreditation

by Hillary Drinkell

25 Visiting Montessori’s First Casa dei Bambini

by Melissa Kemendo

28 Understanding the Relationship Between

Classroom Management and the Path to

Learning in a Montessori Environment

by Dr. Christine Sacerdote

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by Tim Seldin

M

ontessori is based on a child’s freedom of

do things for themselves, and how to make care-

choice. An adult-designed work plan tells

ful observations of what happens day after day.

him or her what is to be accomplished.

Some schools will not allow children to

Do we teach? Of course we do! But the question is how we

choose work freely until the tasks on

go about presenting lessons and what we do if a child is not

their work plan are completed. It amazes me that these schools

interested or fails to develop the skills and knowledge that we

could come up with such an idea, having read Dr. Montes-

hoped to see.

sori’s writings. It should be a case where no disagreement is possible.

These topics are worthy of many essays exploring each aspect in great depth and normally constitute a major

Children are placed in a carefully prepared environment, designed to stimulate their curiosity and interest and to support learning independently and from one another, using beautifully crafted and highly appealing learning materials. Within that environment of the physical design, along with a carefully gathered group of children and carefully trained adults, the individual child must be allowed almost perfect freedom to choose activities for him or herself.

Obviously, that freedom is not absolute.

They may do no harm to themselves, one another, or the environment. They may not disturb the peace. We model appropriate behavior patterns. We attempt to entice them through lessons, gentle suggestions

A work plan that restricts freedom of choice is contradictory to the very essence of Montessori.

It tells the child what must be done.

about possible work, or by taking something

4

portion of any thorough Montessori teacher education program. For now, let me simply sketch out a few key ideas.

The first is that we teach in many ways. We model specific behavior. We take work off the shelf and work with it. We teach by asking one child to give a lesson to another. And, of course, we invite children to lessons. Those lessons might be pre-planned or spontaneous, based on our intuition, a child’s request, or our ongoing observation of the class. A lesson may be presented to the entire group, a small group, or to an individual. The key concept is that we invite children to the lesson; we do not demand that they participate.

We need to consider whether an invitation from one’s teacher is not inherently something

off the shelf to work with on our own, in hope of triggering or

that most children will accept without question, or whether

reawakening interest in this among the children. The commu-

we have used that tone of voice that means ‘this is expected,

nity is called a Children’s House for good reason. This is their

not truly a request.’ On the other hand, few Montessori teach-

community, which works within a physical and social envi-

ers will fail to notice if a child is unfocused or disinterested,

ronment engineered by the Montessori-trained adults, who

which is normally the cue to suggest that we can come back

designed it and maintain it to a specific level of order. Our goal

to this later. The relationship between a trusted Montessori

is to teach the children how to make their own choices, how to

teacher and her or his students will normally be one where

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the children are almost always happy to

...but in Montessori, the motivation to

cooperate or follow the teacher’s suggestion. This is because their relationship

learn should come from the child, not from

is based on a culture where the children have a great deal of autonomy and free-

the adult forcing her will upon the child.

dom of choice in activity, rather than one where the adult directs their focus and activity from one moment to the

where even the means by which chil-

that fear is justified, you might want to

next.

dren may learn basic skills and knowl-

look at why it would be true.

edge of the world are accomplished in Can we always give the children free

a playful, relaxed, individualized, and

Have you admitted an entire class

choice? No, there are some things that

hands-on manner, we create conditions

of 20 to 30 children brand new all at

must be learned by a certain age, and

where learning comes naturally. More

once? Clearly older children will have

there are expectations about the way we

importantly, we create an environment

missed many of the experiences and the

act toward each other. Our goal, how-

in which children feel very grown up,

years needed to become normalized and

ever, is to accomplish those goals with

free from adult direction with constant

to reach the academic levels we normally

the child’s voluntary cooperation when-

approval and disapproval. Children usu-

see in Montessori children by age 6.

ever possible and the lightest touch of

ally love adults and enjoy their praise,

external control when it is truly neces-

but in Montessori, the motivation to

Are you experiencing major turn-

sary.

learn should come from the child, not

over in your children: 50 percent or

from the adult forcing her will upon the

more in one year? If so, your class has

Work plans are sometimes used in Mon-

child. By allowing children to master

been reborn this year, and must repeat

tessori classes to provide a degree of

the everyday living skills needed to run

the process of becoming strong. Retain-

structure and planning for the child’s

the house, by designing the environ-

ing about 2/3 of your students is essential

week. They might be a set of suggested

ment to allow them to make their own

to a good Montessori program.

tasks or perhaps a journal in which the

choices, and by creating a pattern of how

child records what she or he has done.

things are used and where they are to be

Are the adults in the room confused

Usually, journals begin to be used in

returned, we help children develop the

and uncertain? If so, perhaps they are

the elementary levels (ages 6 to 12), but

basic Montessori goals: an inner sense of

untrained or poorly trained. In that case,

more and more, early childhood teach-

order, concentration, coordination, and

there is nothing to do except to either

ers are beginning to use them with their

independence.

hope that they learn from experience or

5-year-olds and even younger children.

continue their professional education in

As a result, in any well-run Montessori

some way until they ultimately develop

A work plan that restricts freedom of

class, children should typically develop

the understanding and skills or leave

choice, as described above, is contradic-

academic skills far ahead of when most

Montessori, having realized that they do

tory to the very essence of Montessori. It

other children will do so in traditional

not really agree with its philosophy and

tells the child what must be done.

programs. More importantly, they will

practices.

One reason why we begin with such

normally still enjoy coming to school

young children in Montessori is that,

day after day. They should learn joy-

In a well-run Montessori Children’s

traditionally, society has few expecta-

fully, not as a burden.

House, work plans are not only unnec-

tions for children’s achievement at age

essary, but could even prevent children

2, 3, 4, and 5. By beginning at age 2 or

Work plans are created by teachers who

‘normalizing’

3, and by placing children in such an

fear that without them children will not

activity, which results from work freely

intellectually stimulating environment,

progress and master essential skills. If

chosen.

through

spontaneous

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by Anita Amos, Ph.D

T

he Common Core State Standards (CCSS) is a controversial topic,

Let’s start with two general facts about

widely debated in nearly every circle in the field of Education. Perhaps

the Common Core:

nowhere is the concept of an outside, mandated set of standards met with more cynicism and philosophical aversion than in the Montes-

1. The Common Core State

sori community. This reaction is understandable, as the Montessori approach to

Standards define baseline expectations

education encompasses rich traditions based on scientific study regarding how chil-

for each grade level in English, Lan-

dren develop and learn. Montessori differs significantly from traditional approaches

guage Arts, and Mathematics for publicly

to education, and Montessorians are justifiably protective of a curriculum that is

funded schools.

elegant, complex, and research-based. In Montessori: The Science behind the Genius, Dr. Angeline Stoll Lillard states:

“...no other single educational curriculum comes close to the Montessori curriculum in terms of its levels of depth, breadth, and interrelationship across time and topic.”

2. Forty-five states, the District

of Columbia, four territories, and the Department of Defense Education Activity have adopted the Common Core State Standards. Alaska, Minnesota, Nebraska, Texas, and Virginia are the only states that have yet to adopt the Common Core.

Now that we have established, in a very broad sense, what CCSS “is” and who it

At the root of the anxiety many Montessorians feel regarding the Common Core

presently “affects,” we can begin a mean-

is a fear that an educational approach continuously confirmed by modern science

ingful analysis.

may be forcibly diluted to more closely resemble traditional failed methodologies.

6

However, by applying a mindful, analytical approach to studying the correlation

The many factions involved in the educa-

between Montessori and the Common Core, it becomes apparent that this appre-

tion reform debate in the United States

hension may not be necessary. To the surprise of Montessorians everywhere,

over the years have frequently become

the Common Core may actually represent an unexpected opportunity for

bogged down in heated disagreements

Montessori.

over “What” and “When” to teach.

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For better or worse, the Common Core

topics in which concepts are revisited

has defined a set of common learning

in increasingly greater depth, are vital

goals for specific grade levels, effectively

components of a successful educational

removing those topics from the table.

methodology.

now move past “What” and “When”

What follows are selected excerpts from

to teach and advance to “How” we

the Common Core website towards this

should effectively teach students the

point:

multitude of skills they will need to be

For serious education reformers, the “How” question necessitates a closer examination of existing educational pedagogies. In this shifting landscape, the Common Core has created an opportunity for Montessori to truly shine and influence the education reform decisions that will impact our children for decades to come.

Therefore, regardless of individual affiliations and nuanced classroom methods,

understanding develop over time.”

understanding, to make sure stu-

curriculum in the United States must

become substantially more focused and coherent in order to improve

mathematics achievement in this country. To deliver on the promise of common standards, the standards

must address the problem of a curriculum that is ‘a mile wide and an

inch deep.’ These Standards are a

every corner of the country and around

cedural skill but also conceptual dents are learning and absorbing the critical information they

need to succeed at higher levels – rather than the current practices

by which many students learn enough to get by on the next test,

but forget it shortly thereafter, only to review again the following year.”

http://www.corestandards.org/resources/key-pointsin-mathematics

Sound familiar? The concept of provid“These Standards endeavor to follow

such a design, not only by stress-

yields intriguing insights that even the

mathematical knowledge, skill, and

the conclusion that the mathematics

performing countries have pointed to

http://www.corestandards.org/Math

standing of the Montessori philosophy,

is known today about how students’

“The standards stress not only pro-

galvanize Montessori advocates from

Core, combined with a deep under-

dards began with research-based

of mathematics education in high-

substantial answer to that challenge.”

An intensive study of the Common

this, the development of these Stan-

http://www.corestandards.org/Math

“For over a decade, research studies

the “How” question should unite and

the globe.

tunate and unwise.’ In recognition of

learning progressions, detailing what

Proponents of education reform can

successful in the 21st century.

ful study of learning, would be unfor-

ing conceptual understanding of key ideas, but also by continually

returning to organizing principles,

such as place value or the laws of

ing a child with a deep understanding of concepts through experiences with concrete materials in place of superficial knowledge and rote memorization is a key tenet of the Montessori Method and is achieved with beautifully designed

biggest Common Core skeptic cannot

arithmetic to structure those ideas.”

materials found in Montessori class-

ignore. Indeed, it appears that in devel-

http://www.corestandards.org/Math

rooms around the world.

“In addition, the ‘sequence of topics

Mapping a highly detailed and sophisti-

oping research-based learning goals for Language and Mathematics, aimed at achieving meaningful understanding of core concepts, the developers of the CCSS have caught on to aspects of what Dr. Maria Montessori discovered all those years ago! The crucial importance of the passage to abstraction for a solid foundation of understanding, combined with a spiral approach to

and performances’ that is outlined in a body of mathematics standards must also respect what is known

about how students learn. As Confrey (2007) points out, developing ‘sequenced obstacles and challenges

for students…absent the insights about meaning that derive from care-

cated alignment of the measurable learning objectives defined within the Montessori Scope & Sequence was both an exhaustive and delightful process. Time and time again, the Montessori approach not only met but oftentimes greatly exceeded the standards set forth by the Common Core. Below are multiple

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examples from the Mathematics align-

Stair, the Teen Board, the Tens Board,

ments that highlight the complemen-

the Hundred Board and the Hundred

tary nature of the Common Core and

Chain. These traditional Montessori

the Montessori Mathematics materials.

Math materials were designed to pro-

Indeed, there are situations in which it

vide concrete experiences for students to

nearly seems as though the standard

connect counting with actual amounts. Ê

Describe

measurable

attri-

butes of objects, such as length or Ê

Compose

and

decompose

weight. Describe several measur-

numbers from 11 to 19 into ten

able attributes of a single object.

ones and some further ones, e.g.,

(K.MD.A.1).

the staggering amount of information available today in print and digitally.

They actively seek the wide, deep, and thoughtful engagement with

tional texts that builds knowledge, enlarges experience, and broad-

ens worldviews. They reflexively demonstrate the cogent reasoning

and use of evidence that is essen-

tial to both private deliberation and

by using objects or drawings,

responsible citizenship in a demo-

and record each composition or

There are 17 defined measurable objec-

decomposition by a drawing or

tives in the Scope & Sequence that

equation (such as 18 = 10 + 8);

align with this standard, 11 of which are

who meet the Standards develop the

understand that these numbers

related to Sensorial materials such as the

skills in reading, writing, speaking,

are composed of ten ones and one,

Pink Tower, the Brown Stairs, Thermic

two, three, four, five, six, seven,

Tablets, Baric Tablets, and more.

cratic republic. In short, students

and listening that are the foundation for any creative and pur-

poseful expression in language.”

eight, or nine ones. (K.NBT.A.1) The stated goals behind the Common

http://www.corestandards.org/ELA-Literacy

There are 19 defined measurable objec-

Core’s English Language Arts Standards

tives in the Scope & Sequence that align

are also very much in line with the goals

A primary goal of Montessori classrooms

with this standard. These measurable

of a Montessori classroom.

is to provide students with a combina-

objectives are associated with materi-

tion of guidance and a prepared environ-

als such as the Ten Bead Bars and the

Here is an excerpt from the Common

ment in which to develop the necessary

Short Bead Stair, the Tens Board and

Core website regarding the English Lan-

skills in reading, writing, speaking, and

the Golden Beads, the Addition Strip

guage Arts Standards:

listening that facilitate effective com-

Board, the Addition Snake Game, and more.

munication and expression. Montessori “As a natural outgrowth of meeting the charge to define college and

students have always been encouraged to be independent and critical think-

Ê Understand the relationship career readiness, the Standards also

ers; to analyze, question, and contribute

between numbers and quantities;

their own thoughts on a topic. Montes-

connect counting to cardinality.

(K.CC.B.4)

lay out a vision of what it means to

be a literate person in the twenty-first

century. Indeed, the skills and understandings students are expected to

There are 25 defined measurable objectives in the Scope & Sequence that align to this standard! These measurable objectives are associated with materials such as the Red and Blue Number Rods, Spindle Box, Cards and Counters, Golden Beads, the Short Bead

8

necessary to pick carefully through

high-quality literary and informa-

was written with the Montessori approach in mind!

habitually perform the critical reading

demonstrate have wide applicability outside the classroom or workplace.

sori students from a very young age are encouraged to “actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges

Students who meet the Standards

experience, and broadens worldviews.”

tive reading that is at the heart

The Common Core gets very specific in

readily undertake the close, atten-

of understanding and enjoying complex works of literature. They

providing goals for building the necessary skill sets for reading, writing, and

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speaking effectively from kindergarten

walk home; Tomorrow I will walk

ANITA AMOS, Ph.D. is an

through high school. And yet, as with

home). (L.1.1e)

experienced and passionate educa-

Mathematics, time and time again, the

tor, developing curriculum and

standards are met or exceeded by the

This Grade 1 standard has five mea-

working with students ranging from

Montessori Scope & Sequence.

surable objectives from the Scope and

preschool to the college level. Anita completed her

Sequence

activi-

B.A. in Biological Sciences at Wellesley College

ties such as the “Three Fundamental

and performed research at Harvard Medical School,

Tenses” from the History curriculum

Massachusetts Institute of Technology, and the

Ê Follow agreed-upon rules for

that is commonly presented at the Pri-

National Institutes of Health. Prior to beginning

discussions

mary level.

a doctoral program at the University of Pennsylva-

Here are a few examples:

(e.g.,

listening

to

aligned

including

others and taking turns speaking

nia, Anita traveled extensively, teaching preschool

about the topics and texts under

While the cynicism among Montessori-

students in Japan and elementary/high school stu-

discussion). (SL.K.1a)

ans who have yet to thoroughly research

dents in Nepal. Upon earning her Ph.D. from

the Common Core is fully understand-

UPENN, she taught high school Biology and

This standard has eight measurable

able; however, ignoring or fearing this

spent time as an adjunct college professor, teaching

learning objectives from the Scope &

new reality is not going to make it go

Anatomy, Physiology, Biology, Chemistry, and

Sequence aligned; four of these learn-

away. In fact, anything less than a prag-

Physical Science. Anita also co-founded an Online

ing objectives are from the Practical Life

matic and collaborative approach to

SAT Prep company, developing custom curricu-

curriculum. Two Grace & Courtesy

this issue from the Montessori com-

lum and tutoring students for all three sections of

sub-categories (General Language &

munity runs the risk of missing out on

the SAT exam: Mathematics, Critical Reading,

Actions and Group Etiquette) address

a very unique, time-sensitive window

and Writing. She also served as regional Admis-

practical life skills related to commu-

of opportunity. A comprehensive Mon-

sions Representative for her alma mater, Wellesley

nicating effectively and politely with

tessori Scope & Sequence that includes

College. A Montessori preschool student during her

others.

very specific measurable learning objec-

early childhood in Homer, Alaska, Anita became

tives aligned to the Common Core State

intrigued with the Montessori Method when her

Ê Distinguish shades of meaning

Standards can provide the missing piece

first child entered a Montessori school in Penn-

among verbs describing the same

of the puzzle that education reform-

sylvania. Anita co-founded Montessori Compass

general action (e.g., walk, march,

ers have been desperately seeking. The

along with her husband Rob to help simplify record

strut, prance) by acting out the

Common Core, for better or worse,

keeping for Montessori educators while bridging

meanings. (L.K.5d)

has defined “What” and “When” to

the communication gap between home and school.

teach. The Montessori Method is

Anita and Rob live in Pennsylvania with their four

The fact that the link between move-

the answer to the final question of

Montessori children.

ment and understanding has always been

“How” to teach.

reflected in the Montessori curriculum is highlighted as this standard has nearly a dozen measurable learning objectives from the Scope & Sequence aligned including Activity Word and Command Card activities. Ê Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I

Publish in Montessori Leadership Montessori Leadership Journal seeks well-written articles that appeal to Heads of School, Administrators, Boards and Classroom Management.

For further information on our submission requirements please email, SharonCaldwell@ montessori.org. We publish 4 times annually.

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by Suzanne Pugin, Ph.D. Head of School, Ghent Montessori, Norfolk, VA

I

n response to the request for information or guidelines

is no practice without theory and only useless theory with-

concerning leadership or administrative style, I spent

out practical application. We know that in the classroom such

some time considering what could be of interest to

practice is necessary to enable the children to learn. Adults

others in the Montessori community. In other words,

must also learn to use practical techniques to reach theoretical

what have I learned about administration after 37 years of ad-

goals.

ministration and over 40 years as a Montessorian?

We also must recognize that schools are made up of separate At Ghent Montessori, we are fortunate to have a seasoned

entities. Each has a different perspective as to the overall ob-

staff. All lead staff members have at least six years at the school,

jectives of the school. For example, these entities might in-

and some have been here as long as 20 years. There have been

clude: children, parents, teachers, administrators and, in some

some rough spots in the past, and there have been those who

cases, Boards of Directors. Each group has tasks to accom-

were uncomfortable with a participative leadership style.

plish in relation to achieving the overall goals and have varying

However, during this time, communication skills were prac-

authority within the organization. The menu for conflict is

ticed and trust grew. We no longer require a yearly evaluation

clearly spelled out. That is the nature of most organizations.

of staff. We are not smug about this. We know that you can-

Schools are not exempt, not even Montessori schools. With

not take relationships of any kind for granted. Continual effort

this in minds, awareness of the complexity involved tells us

from everyone has to be encouraged and facilitated. This year,

that creating peaceful development is not going to be easy. If

our staff will review the evaluation process with different goals

we are to be effective, we must understand that authority is

in mind. We plan to observe and evaluate at different levels

needed to make correct decisions, not incorrect ones, and that

in order to increase our knowledge and appreciation of each

correct decisions are most easily made when there is adequate

other. Often we know more about other school environments

information.

than we do about those in our own school. To facilitate communication, information from each other is needed.

Management is about achieving tasks that lead us to our goals, with the inclusion of people in the environment. We are really

For most of us, as Montessori administrators, there is always a

talking about human behavior, people in association with one

struggle to assimilate our beliefs regarding children with our

another.

leadership of adults. I would suggest that associating theory

10

with practice applies not only in the classroom but in my role

As leaders or managers in a school environment, we first have

as administrator as well. They are not separate entities. There

to realize that what we do and how we do it affects others in

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both positive and negative ways. If you teach children and have prepared a beautiful lesson, only to see it go to waste, or, as an administrator, you have provided exceptional resources for teachers and had a lukewarm response, perhaps you have experienced this. What you have learned is that sometimes your best is not enough. We may look around and see if there are other people or conditions to blame. Hopefully, you will consider that there is a need to find out how YOU could have improved the result.

When you do this, you are embracing the concept of evaluation.

Our focus in the

effects on one another and cause many

classroom includes the

to knowledge and skill. Personal be-

overall needs of the

and can be less readily controlled by

child and the welfare

Unless we recognize the effects of the

of the entire class.

decision-making process will occur. In

This proposes that we

a matter and believe that administrative

take our inspiration

to the complexities of human behavior.

from the situation.

disruptions. Professional behavior relates havior relates to and involves emotions administrative guidelines or protocols. one upon the other, disruption of the other words, it is not sufficient to shelve procedures will substitute for facing up A memo won’t work!

We always hope that our leaders have su-

True evaluation is not about correcting

ways the most vulnerable. In the case of

perior talent, but we know they do not

past mistakes; rather, it has to do with

a school, that would be the children.

have it exclusively and sometimes not

improving in the future. The only way

at all. We must recognize that fallibility

to do that is to acknowledge what we do

It is recognized by a Montessori teacher

of anybody. Autocratic leadership can

without fear of repercussions. We have

in the classroom that the teacher, as the

have successful consequences. Everyone

to provide environments that protect

person in authority, does not issue arbi-

knows what they have to do and where

and honor open communication.

trary orders or commands. Our focus in

they are heading. But what happens

the classroom includes the overall needs

when, and if, the leadership changes or

We all agree that the behavior of adults

of the child and the welfare of the entire

if it is at fault? If an evolutionary mode

towards children should be of an ethical-

class. This proposes that we take our in-

of operation is not in place, an upheaval

ly sound nature and that it is part of our

spiration from the situation. People are

will take place and that may not be what

responsibility to educate our students

part of that situation. Just as we value the

is needed. Leadership has usually been

in the ways of ethical conduct. Montes-

Montessori materials, when we observe,

associated with power and the leaders’

sori education is firmly based on this

we take into consideration the child’s in-

ability to exert his or her will to create

premise. We acknowledge support, en-

tent as he uses the material. With adults,

achievements. Should we not consider,

couragement, cooperation, teamwork,

this would necessitate the use of observa-

as we do with the children, that every-

service to others, giving and receiving

tion, careful consideration, and, in some

one in the school should aspire to this

freely as aspects of our philosophy. If the

cases, consultation with those involved.

leadership and the qualities required

conduct of other individuals in the envi-

Some people might say, “Things seem

with freedom and responsibility in order

ronment is unsympathetic to that con-

to be going ok. If it ain’t broke don’t fix

to create group power rather than just

struct, either in the classrooms, between

it.” However, if you don’t look, how do

personal power. The task of the head of

colleagues or parents in both profes-

you know it isn’t broken?

school would be to have people cooper-

sional and personal matters, then incon-

ate by agreement for the development of

gruence occurs. There will, almost cer-

We have to recognize that both profes-

themselves and the school. Often, this

tainly, be conflict of a destructive kind,

sional and personal behavior is in effect

does not happen. Those who are seeking

and the effect will cause dysfunction in

in any work environment. These two

power for themselves, without concern

the school. Those who will suffer are al-

aspects of behavior can have dramatic

for the welfare of the entire school, can

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11

radically diminish the process.

Most of us communicate much less effectively than we think we do. Leaders often surmise that they are understood or, even worse, don’t care about how they are perceived. If we are to truly evaluate our communication skills, then we must rely on feedback. Often, it is too little and too late. There are many issues

Responsibility is not something that we can give, but we should attempt to ensure that it is taken.

to overcome: perceptual bias; omission;

Believing that they are supported by the administration or leader, individuals will move forward and step into the arena of leadership. Within the Montessori construct, this means freedom with responsibility. We all know that does not mean license.

Our task should be to identify whether (and to what extent) we are achieving our goals. In order to continue to

distortion; body language; trust or lack

Responsibility is not something that we

achieve our goals, we have to go for-

of trust; status; etc. It is the responsibil-

can give, but we should attempt to en-

ward confidently, acknowledge our own

ity of all members of any organization

sure that it is taken. As a leader in your

strengths and abilities (individually and

to establish an atmosphere that supports

school, that does not absolve your re-

collectively), and recognize the value of

everyone in it.

sponsibility. You must help to prepare

accessibility to each other’s roles and the

those who seek leadership. It is essential

need for mutual support. That is Mon-

Evaluation should be the basis for all that

that you let go of tasks you can do well

tessori Leadership.

we do. Again, it is not an activity which

not just those you don’t like. How can

completes a process. Evaluation should

you act as a mentor otherwise? This is

be used to determine what should be

a strategy to improve competence, de-

done and how it should be done before

veloping a group of people who can be

the event. It should be a positive activ-

more effective and able to make contri-

ity, which validates and provides for the

butions, knowing that sometimes the

future. Done correctly, in an open and

most competent will avoid responsibili-

participative manner, informed deci-

ties out of fear for the result.

sions could be made. Essential information would be collected. Good decisions

Maintaining necessary administrative

for the future would be made.

control merely means the safeguarding

To view the PDF of Ghent Montessori’s teacher evaluation document in its entirety log into the IMC area of our website and look under http://tinyurl.com/ pyw98tg. We thank Suzanne for sharing this wonderful tool with our community.

of the activity and the people involved.

THANK YOU FOR YOUR CONTINUED SUPPORT Remember to renew early and recommend joining the International Montessori Council to a friend.

All memberships begin on July 1 of any given year.

Your membership may be prorated

during the first year to move your date accordingly.

Join through our online bookstore.

Individual Membership ($60 USD/year) www.montessori.org School Membership ($250 USD/year) Or call our membership office at Business Membership ($250 USD/year) 1 (800) 632-4121 Montessori Organization Member ($250 USD/year)

12

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MONTESSORI IN PUBLIC SECTOR: POSITION STATEMENT

M

by David Kahn

ontessori Education in the

this number upward again, to 600 pro-

training or by teachers who were not

public sector is at the cross-

grams or more in the next few years.

trained for the levels they were asked to

roads of a massive rebirth,

teach. Another contributing factor was

or the possible loss of its root principles,

The

North

American

Montessori

the tendency of non-Montessori trained

as its growth cycle drives expansion in

Teachers’ Association (NAMTA) was

principals to dictate curriculum poli-

the present and again in the future. The

at the heart of Montessori public school

cy without a secure understanding of

stakes are high; here is one narrative of

development and promotion during this

Montessori principles and practice. This

what needs to be considered.

first thirty years, culminating in 1991

further diluted the Montessori character

with the founding of the now defunct

of many schools. Where textbooks and

The first public sector Montessori pro-

Montessori Public School Consortium

workbooks replaced worn Montessori

grams appeared in the mid to late sev-

(MPSC), which directly served Cleve-

materials and where children without

enties as district schools started by par-

land, Indianapolis, Milwaukee, Spo-

Montessori background were admitted

ents, then in the eighties and nineties,

kane, Akron, Canton, Hartford, District

at any age throughout the kindergarten

they were largely supported by magnet

of Columbia, and Denver in their for-

and elementary years, Montessori prin-

school funding for purposes of desegre-

mative years. NAMTA also sponsored

ciples and practice were further diluted.

gation. Public sector Montessori pro-

national Montessori public school an-

grams, which in the nineties were the

nual conferences for many years.

What is most serious is that early child-

number one school of choice, are cur-

hood Montessori programs are either

rently expanding mostly in the charter

The MPSC was supported in part by

missing or are shackled by regulations

school movement.

Montessori Development Partnerships

that do not allow full age range Montes-

(MDP), NAMTA, Nienhuis and The

sori programs to be implemented. Au-

Montessori programs are favored because

Hershey Foundation. The Hershey

thentic Montessori early childhood

they typically attract a diverse range of

Foundation had a particular interest

programs serve children from the age of

socio-economic groups, which unite to

in the Marotta Schools, which oper-

three (even two and a half) through the

form cohesive, integrated communi-

ated five early childhood campuses in

age of six. Regulated starting ages of four

ties. The programs are developmentally

Cleveland. NAMTA supported a na-

or five years, and/or imposed lotteries

appropriate, they feature carefully pre-

tional early childhood urban model as

disrupt continuity into the kindergarten

pared child-centered environments, and

it developed local Montessori solutions

year, compromising the Montessori de-

they also produce a high level of parental

in Cleveland. The Hershey Foundation

sign which is most successful when work

engagement. These programs also rou-

consistently supported both local and

with four and five year-olds is founded

tinely achieve high test scores.

NAMTA initiatives.

upon their experiences in Montessori

programs entered as they turned three.

Montessori public school programs had

At present, the passage of forty years

grown to approximately 100 by 1987. In

has washed out much of the clarity and

Systemic

the nineties, this number swelled to al-

precision of the original Montessori

Kahn,1992) is so bad that Montessori in

most 500, with an additional 100 charter

implementation in many public-sector

public schools has sometimes been re-

schools (almost 600 schools in total). By

Montessori programs. This has been

ferred to as “Public School Montessori,”

2013, this number had declined slightly

particularly evident in locations where

a term that reveals the pernicious belief

to approximately 500, but initiatives

well-trained pioneer teachers were re-

that public-sector Montessori is differ-

currently underway promise to drive

placed by teachers with insufficient

ent from private-sector Montessori and

erosion

(Brown,

1991,

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13

At present, the passage of forty years has washed out much of the clarity and precision of the original Montessori implementation in many public-sector Montessori programs.

the Dekko Foundation, the Hershey

tions at one table, creating a united front

Foundation, and the Oppenheimer

for Montessori public school programs

and Lillard families made it possible for

(Cossentino and Whitecarver, 2012).

NAMTA to take Montessori adolescent

They have also built a research safety net.

program development to a researched

completion of six-year middle school/

NCMPS is working to develop creden-

high school design: from Montessori

tialing and implementation standards for

Erdkinder (farm school for adolescents

early childhood, elementary and adoles-

12-15 years old) to Montessori High

cent Montessori public school programs

School (adolescents 15-18 years old).

in the US. When this work has been

completed, the foundation for imple-

NAMTA’s five-week summer profes-

mentation of authentic Montessori pub-

sional development program began in

lic school programs across the Montes-

2003 to support and prepare specialists

sori continuum, from early childhood

that the urban poor get a watered down

to work at the 12-18 year level. The

through high school, will be firmly in

“Monte-something” because this is all

Erdkinder (land school) culture promot-

place.

that is possible in urban districts.

ed a new emphasis on nature education

and pointed to a “pedagogy of place on

The good news is that we have before us

Of additional concern is the fact that

the land” approach for both rural and

an alliance of the Association Montes-

Montessori public schools have been

urban locations. The majority of Mon-

sori Internationale-USA (AMI-USA),

moved away from their mission of at-

tessori secondary (high school) activity

AMS, NAMTA and the Association

tracting a socio-economic balance of

took place in the public sector (Grove in

Montessori Internationale (AMI) all

50/50, urban/suburban children in the

Redlands California, Montessori High

converging on the challenge of provid-

name of desegregation (formulated

School in Milwaukee, Compass Mon-

ing “Montessori for All Children.” This

during the Montessori magnet school

tessori School in Golden, Colorado and

project features training and model

growth surge). Many Montessori public

Great River High School in St. Paul,

school collaboratives in Hartford, St.

schools are now required to provide pre-

Minnesota), so NAMTA’s contribution

Paul, the District of Columbia and (very

pared environments for 70-80% urban

to public sector Montessori was contin-

soon) in Cleveland, designed to create

poverty students (as measured by free

ued by its adolescent work.

a national implementation culture built

lunch programs). Montessori teachers in

14

around a Montessori organization that

these programs work to provide a Mon-

What is the Vision for 2013?

tessori education to these children, but

Montessori public school programs.

it is clear that a better social mix would

Montessori public-sector district, dis-

The organization will ensure that these

be more effective for the delivery of an

trict charter, or charter schools are more

programs remain authentic and true to

authentic Montessori experience.

than ever in need of “advocacy, technical

Montessori with a charter-authorizing

support, convening and networking, and

agency that ensures quality and, most

NAMTA’s early involvement in public

research and dissemination” says a new

importantly, compliance with Montes-

sector was supplanted by its focus on

and independent organization funded

sori principles and standards.

adolescent design because it is a small

by the American Montessori Society

organization with just one pedagogical

(AMS), charged with working across

NAMTA’s new CMO will not be there

staff person. Under these circumstances,

the whole of the Montessori movement.

just to assist, but rather to sustain and

the organization could not continue to

The National Center for Montessori in

regulate all elements of systemic imple-

be active in both public sector and ado-

Public Sector (NCMPS) has success-

mentation that govern a school, right

lescent heavy-duty reform. The aid of

fully convened all Montessori organiza-

down to assessment. This is a distinct

trains, hires, administers, and regulates

© MO N T E SSO R I L E A DE R SH I P | W W W. M O NTESSORI.ORG/IMC | VOLUME 15 ISSUE 3 w 2013

departure from past Montessori imple-

�

BOOK REVIEW

mentation efforts which merely provided training and induction. The CMO will mediate district systemic management which may continue to change and diminish the Montessori impact in local districts simply because local districts can be politically motivated and subject to

Kids in the Kitchen

by Sara E. Cotner and Kylie D’Alton designed by Angie Coussirat

photography by Kylie D’Alton

legislative change and evolving bureaucratic controls.

Reviewed by Sharon Caldwell

The objective of this initiative is to defeat

There have been a number of recipe

the Sisyphean cycle of Montessori public

books written for children, even some

school start-ups, followed by erosion of

with a specifically Montessori slant,

Montessori principles and practice, then

but Kids in the Kitchen : Simple

Montessori start-ups, and erosion again,

Recipes That Build Independence

etc. This is clearly an unsustainable cycle;

and Confidence the Montessori Way

it is also a tragic waste of resources and

is, nonetheless, a worthy addition to

energy. To obtain comprehensive results,

any bookshelf. The authors are Mon-

the public sector must respect and fully

tessori moms from opposite corners

support Montessori program develop-

of the globe. Their enthusiasm for the

ment and maintenance from the start and

approach and their love and respect

for the many generations of superinten-

for their children shines through every

The recipes are clearly set out with

dents, teachers, families and children to

page of this book. This is what makes

photos of each step, which would al-

come.

Kids in the Kitchen more than a col-

low children who are not yet read-

lection of recipes. The book places the

ing to follow the processes with only

Sustaining power must come from the

child at the center rather than simply

minimal assistance.

Montessori associations. It is our respon-

giving guidance as to how to prepare

sibility to make good on the Montessori

child-friendly meals.

promise not for Montessori’s sake but for

There is nothing trite or condescending about these recipes. The authors

the child’s optimal development in the

Sections include: the rationale be-

public sector, where the best develop-

hind encouraging children to cook;

are interested in cooking rather than

mental programs lead to real educational

how to prepare the kitchen so that

making clown faces on pizzas or cut-

reform, the essential fire of educational

children are able to do as much as

ting out heart-shaped sandwiches.

change, and not the smoke.

possible unassisted; how to choose

This is about real food that children

appropriate utensils; and how to help

can prepare and which would be ac-

David Kahn is Executive Director of the North

a child develop the necessary skills in

ceptable for adults to eat as well.

American Montessori Teachers’ Association. He

line with Montessori principles. Brief

is a leading implementer of Montessori adolescent

descriptions of the different skills a

projects. He was the Founding Director of the

child will need in order to prepare

Ruffing Montessori School East, the Hershey

these meals are illustrated with full-

Montessori School Farm adolescent programs,

color photos of children performing

and as the Montessori High School at University

the various activities.

are addressing this to children, who

Circle, all of which are located in Ohio.

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15

by Tim Seldin

W

hat we tend to call ‘special

consideration of the rights and feelings

ü to awaken a sense of the human

classes’ are core cultural

of others. The class is not Miss Sally’s

spirit within each of our lives. We

subjects that should flow

class, or Jenny and Sue’s class, but the

hope to provide: a first experience

naturally throughout the daily experi-

Children’s House. We so easily forget

of being connected to all living

ence of the children; they should not be

that core principle of Montessori. We

things on Earth and all men and

considered as ‘separate’ classes taught by

prepare the environment within which

women, past present and those

outsiders on a time schedule convenient

the children learn to live their lives in-

yet to be born; the first stirrings

to the adults.

dependently.

of awe and inspiration at the universe and the world in which

Ideally, the adults who spend their day in the class with the children are, be-

There are several implications here:

sense of philosophical inquiry into

tween themselves, talented and more

A.

than able to teach music appreciation,

is not a core goal, no matter how

wrong, of what is compassionate

choral singing, dance, art, second lan-

much parents (and sometimes ad-

and loving and what is unkind

guages, and movement or physical edu-

ministrators) think it is. Our goal is:

and destructive, of what is worth

Teaching lessons to children

cation to the children. No outside in-

the nature of what is right and

loving and protecting, and what

structors are needed. Art, music, dance,

ü to help children retain

is wrong and should be opposed.

drama, movement, etc. are taught in an

their sense of wonder,

We, ideally, want to instill in

organic way within the ongoing experi-

16

we live; and the beginnings of a

children a sense of the cosmic

ence of the class by people who not only

ü to inspire in a passion for

picture of our lives and work

know the children well but know how

doing things with precision

and their ability, even while very

to teach in a manner totally consistent

and a love of order and

young, to add to goodness in the

with Montessori principles.

excellence in their work,

world and, as the Quakers would

ü to nurture the curiosity,

say, “Let their lives speak.”

The adults are clear that Montessori is

creativity, and imagination

essentially about helping children to find

with which they were born

B. If the class is a Children’s House,

their individual sense of identity, inde-

(to paraphrase Montessori,

and not a ‘Teacher’s House,’ what is

pendence, and autonomy, counter bal-

‘we want not passive minds,

our correct role as adults? Obviously

anced by self-discipline, courtesy, and

but eager active ones’), and

the children do not start off knowing

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how to prepare and maintain the order

of laminating to cut out

polish the wood and to dust and inspect

of the environment. As young chil-

while watching television?

the materials. (Use a photo of the shelf

dren, their interests tend to lie in other

completely set up as your control of er-

directions, and while they need a sense

ü If so, why do we call our

ror.) After a short time, even pristine

of ownership, they are not likely to de-

classes Children’s Houses?

materials build up oils and dirt on their

velop the ability to play the role of envi-

shiny surfaces. They should be care-

ronmental engineer. While they can re-

ü Or, more relevantly,

fully cleaned and polished. They need

teach skills that they have learned, they

what did Maria challenge

to be inspected for dings and scratches.

are not likely to replace the adults as ‘the

us to do and not do?

Damaged materials should be taken to a

link between the child and the environ-

special ‘hospital’ shelf where they can be

ment.’ While they can play a crucial role

There is a reason why the tables, chairs,

repaired. With some careful thought and

in maintaining the peace of the class and

and even shelves are supposed to be

preparation (and the correct paints and

settling disagreements.

light enough that the children can move

replacement materials), older children

them.

can actually assist in the process of re-

I know that this essay is about special-

sanding or touching up slightly ‘dinged’

ists, but bear with me while we consider

Practical life is not supposed to be the

this issue of the children’s need for ‘psy-

impractical life of carefully sequenced

chological ownership’ of the class in a bit

and color-coded, eye-hand coordina-

Laminated card materials can be cut in

more detail.

tion exercises on the shelves. Those ex-

class by you or your assistant, co-teacher,

ercises are simply used to introduce new

or even a parent volunteer. We need to

There are things that we can and should

skills and tools to very young children

sit on our hands more anyway and stop

do or not do which speak volumes to the

and to break skills down into small sub-

with the endless presentation of lessons.

children about who is really in charge:

skills. Practical Life is intended to be the

“Let my children work!” wrote Jack

real life of maintaining the environment,

Blessington so many years ago. Perhaps

ü Do you and your fellow

going about daily life, preparing food,

more importantly, why can’t we allow

Montessorians long for more

cleaning up and caring for our needs.

children to help us cut laminated mate-

time in the room each day

material.

rials if they wish, once they can demon-

before the children arrive or

Materials should be introduced when

strate that they possess the self-discipline

after they leave to prepare or

the children are present and are aware

and eye-hand control needed to do this

refresh the environment?

of what we are doing. They should not

delicate job correctly? After all, it is the

only know where each item will live on

Children’s House, not your classroom,

ü Do you set out new activities

the shelf and how it is carried and used,

isn’t it?

on the shelves to introduce to

but why. New materials should literally

the children the next day?

be unwrapped with a sense of wonder

Furniture should be rearranged while

with all the children present and passed

the children present, with the children

ü Do you reconsider the layout

from hand to hand. The careful way

or by the children, not magically rear-

of your classroom and rearrange

that they are made, the beauty of an un-

ranged while they are sleeping.

the furniture for the next day?

scratched piece of material, the care with

ü Do you clean up

which they must be handled are all key

C.

introductory lessons.

when we invite children to a les-

after the children? ü Do you take home stacks

And finally, as with any lesson,

son, they have to have the option to Children should take down the mate-

politely decline, to choose another

rials on each shelf every day to dust or

task, or to wait another day. This is

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a delicate balance, because their freedom

New materials should literally be unwrapped with a sense of wonder with all the children present and passed from hand to hand.

of choice is not complete. They may not choose to destroy the room or run outside into the street. And sooner or later, local academic expectations will catch up, and we will be forced to become more highly directed to overcome the child’s preference to play and not work.

(But didn’t they teach us in training that children would always choose work over play? Hmmm...)

to play their instruments (think Suzuki

I know that music. It’s Pacabell’s Canon

violins or flutes for example) or sing.

in D Major.)

a sense of trust and autonomy with chil-

F.

We should remember that art,

The same is true in art or any other area.

dren that allows them to let you lead the

music, dance, and movement are

We can teach the children different art

dance from time to time. Sometimes,

not only creative, but also sensorial,

forms; oil painting, water colors, and

they need to accept our role as mentor

exercises and small and large motor-

pastels; still life and self-portraits; im-

and guide, and not just as friend and fa-

skill activities. There is both a creative

pressionism or the art of Picasso. We can

cilitator of their free choice.

‘doing’ side and a cultural literacy side

teach them the history of art. They can

involving the history and appreciation of

learn to mix their own paints.

The secret is to use our power lightly and sparingly, because our goal is to cultivate

D. And so, with specialists, lessons

the subject.

should be by invitation, not a command performance.

And so it goes on...

In music, we have the issue of the Montessori Bells and the ability to distin-

No, not all of us feel comfortable with

Whenever possible, we prepare

guish between notes that are higher or

art or can play an instrument. We do

an environment that allows children

lower and to match identical pairs. We

not all dance or know what to do with

to practice the skills that we intro-

can extend the exercise by separating

physical education. But ideally, we press

duce in art, music, or other special

the two sets of bells across the room and

through those things that we do not

areas and to explore new avenues.

challenge the children to hold the note

know for the sake of the children as well

They should be able to do art, listen to

struck in their minds as they walk back

as for our own growth. And we learn

music, or practice their dance moves

to the other set.

along with them, revealing our lack of

E.

quietly with a mirror and little bar as

18

knowledge and present role as a fellow

they wish. Ideally there might be a little

We can teach children about the lives

student. Nothing is more liberating to

art annex off each classroom, open so

of the great composers. They can learn

the child’s soul than to know that she is

that the adults can oversee activities but

to recognize specific instruments in re-

loved and that the adults that she loves

set up for independent work. Ideally, we

corded music. They can be taught to ap-

in turn are not perfect or all knowing

should either immerse the children in a

preciate something about the culture of

either.

second language or duplicate the lan-

the people who create specific musical

guage area in both languages. In a per-

forms from around the world, from tra-

Learning is the one constant experience

fect situation we ought to have sound-

ditional tribal music to jazz and rock and

of our lives, young or old.

proof, glassed-in music practice rooms

roll. They can learn to recognize spe-

where children could go individually

cific musical compositions. (“Mommy,

© MO N T E SSO R I L E A DE R SH I P | W W W. M O NTESSORI.ORG/IMC | VOLUME 15 ISSUE 3 w 2013

Go to www.MontessoriCensus.org to fill out the form and participate in the census today.

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19

THE WORLD’S LARGEST INTERNATIONAL GATHERING OF MONTESSORIANS

O

by Glenn Goodfellow

n July 31st, 2013 the 27th Interna-

sori’s teachings of a child’s capacity to

tion featured three large interactive class-

tional Montessori Congress began,

explore and study nature.

rooms: Assistants to Infancy (ages 0-3),

marking the world’s largest international

Primary (3-6), and Elementary (6-12),

gathering of Montessorians. Nearly 2500

The 2013 International Montessori

and included activities for children and

people from over 55 countries convened in

Congress allowed participants to look

information for parents. Montessori in

Portland, Oregon to explore the universal

more closely at how Montessori educa-

the Square was the ideal, highly-visible

aspects and unique facets of Montessori.

tion is guided by children’s natural de-

platform for Montessori to shine.

velopment and how that growth fosters a Dr. Maria Montessori established the

respectful relationship with the environ-

Thousands of people passed by the model

International Montessori Congress in

ment. The Congress theme, “Montes-

classrooms to watch the children work in

1929 to raise awareness and understand-

sori: Guided By Nature,” took root in

their beautifully-prepared environments,

ing of Montessori education. Since then,

that dynamic relationship and celebrated

and were in disbelief that even in such

25 subsequent Congresses have followed

the ways in which we are all uniquely

a public venue children were focused and

around the world, with one held ap-

tied to the physical and ecological make-

working as normal! Trainers and guides were

proximately every four years. It has been

up of our surroundings.

on hand to assist viewers with questions.

last held in the United States, and its re-

An initial component that made Congress

Concurrently, 550 conference attend-

turn built much excitement.

attendees feel truly welcome in Portland

ees boarded buses to visit local Montes-

was the attention paid by conference

sori schools throughout the city. Fifteen

The International Montessori Congress

organizers to broadcasting the event, as

schools opened their doors to Congress

is a tradition maintained by the Associa-

well as general messages about Montes-

visitors to walk them through their learn-

tion Montessori Internationale (AMI),

sori education, throughout the city. As

ing environments, explain how the school

and remains open to anyone interested

delegates arrived at the airport, their trains

was established, and answer questions.

in Montessori education. This year’s

featured large ads for Montessori. Street

In a twist of efficiency, conference-goers

Congress was unique with its broad

banners hung around town advertised the

didn’t know which three schools they

support from so many national and lo-

Congress, and interviews with prominent

would be attending until they boarded

cal Montessori membership organiza-

Montessorians were heard on the radio.

their bus. Many people commented on

nearly 40 years since the Congress was

tions, as well as endorsements from edu-

how much they enjoyed visiting learning

cational foundations, universities, and

The very first event most attendees partic-

communities that featured classrooms for

local schools. The Congress was orga-

ipated in was “Montessori in the Square,”

ages at which they themselves did not teach.

nized and administrated by Montessori

a public glass-classroom event held in the

Northwest, formerly the Montessori

heart of downtown Portland. Pioneer

The 2013 Congress daily schedule in-

Institute Northwest, Portland’s AMI

Courthouse Square is a large public plaza

cluded 5 time-blocks, each allowing up

teacher training center.

in the center of the city which regularly

to 6-10 simultaneous “breakout” pro-

plays host to various events such as music

grams, for a total of 70 programs with

Portland, Oregon, nestled within the

festivals and vocational fairs. Organizers

varying numbers of attendees in each.

American Pacific Northwest, is a region

knew that it would be the perfect venue

Conference-goers gathered each day to

known for both its rich biodiversity and

for an event intended to attract both Mon-

hear moving keynote addresses from both

vibrant Montessori community. Here

tessorians and non-Montessorians alike.

a Montessorian and a non-Montessorian.

the study of volcanoes and old growth trees runs in tandem with Dr. Montes-

20

Together these co-presenters led attendThis celebration of Montessori educa-

ees to look at meaningful subjects through

© MO N T E SSO R I L E A DE R SH I P | W W W. M O NTESSORI.ORG/IMC | VOLUME 15 ISSUE 3 w 2013

Clockwise from back row and around to front John Moncure, President, MEPI; Tim Seldin, Executive Director, The Montessori Foundation; Virginia McHugh, Executive Director, Association Montessori lnternationale-USA; Jackie Cossentino, Senior Associate, National Center for Montessori in the Public Sector; Mark Powell, Montessori teacher and grassroots Montessori advocate; Trevor Eissler, author of Montessori Madness and grassroots Montessori advocate; Sue Pritzker, President, MAA; Richard Ungerer, Executive Director, AMS; Laurie McTeague, Trustee, Trust For Learning; Marianne McCall, Trustee, Trust For Learning; Stephanie Miller, Executive Director, Trust For Learning; Jennifer Davidson, Executive Director, Montessori Institute Northwest and Coordinator of the International Montessori Congress 2013; Jacquie Maughan, Board, NAMTA; David Kahn, Executive Director, NAMTA; Ginny Riga, Principal, Montessori Public School Consulting, LLC; Janet McDonnell, Board, Association Montessori lnternationale Members not able to be present for this photo Stephen Hughes, Pediatric Neuropsychologist and Montessori researcher; Rebecca Pelton, Executive Director, MACTE; Joyce Pickering, Board President, AMS; John Snyder, Board Chair, AMI-EAA

different lenses. Keynote speakers in-

heard André Roberfroid, AMI President,

Japan and Thailand arrive, hearing the

cluded cosmologist Dr. Brian Swimme,

announce Prague, Czech Republic as the

applause for the fabulous keynote speak-

naturalist Paul Hawken, disability advo-

location of the next Congress in 2017.

ers, the smell of Earth filling the massive

cate Judith Snow, and eco-feminist Dr. Vandana Shiva.

exhibit halls from the interactive nature Montessorians from around the world,

displays, the delicious food at the closing

many from diverse backgrounds and train-

Gala Portlandia, on and on and on…

Conference-goers were allowed to es-

ings, came together at the Congress and

tablish their own breakout programming

shared their commonalities with each other.

The staff at Montessori Northwest ex-

tract, giving them more choice to craft a

That spirit of unity and empowerment is

tend their appreciation to the many

uniquely personal Congress program.

still in the air. Closer to home, employees

people who helped make the 27th In-

of Montessori Northwest have an increased

ternational Montessori Congress a great

Other components of the Congress, for

awareness of their ability to achieve great

success, attendees and volunteers alike.

which there is not adequate descriptive

goals together and with broad community

Your hard work created something truly

space in this article, were: an afternoon of

volunteer support.

special and unique for us all.

art displays, a vendor fair featuring nearly

In a way, the individual memories of a

Until this event reconvenes in four years,

100 exhibitors, a museum dedicated to the

Congress attendee are a bit of a dream-

we Montessorians can look forward

role of nature in Montessori, excursions

scape. With so many moving pieces, it

to seeing where the spirit of this year’s

into the beautiful wilds surrounding Port-

was impossible to witness every com-

Congress take the movement next.

land, and a glamorous closing gala party.

ponent. One’s mind recalls the thrill

The closing address of the conference

of seeing busloads of colleagues from

parent education workshops, interactive

See you in Prague!

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21

Letter from the IMC Chair

A WATERSHED YEAR

O

ver the last year I believe that

year-old Montessori Leaders Collaborative

the Montessori movement

(MLC) in the USA.

quite possibly has reached a

by Tim Seldin

IMC Chair &

Executive Director of the Montessori Foundation

watershed, a metaphor to the

It is important to note that the Montes-

point in terrain where water flowing down-

sori Leaders Collaborative began as an in-

hill begins to flow in a different direction

formal network of Montessori leaders of

than at the lower points that were climbed

AMI, AMS, IMC, MEPI, MF, NAMTA,

to reach that critical spot. We are hopeful

several other AMI-affiliated groups, and

that we have reached a point that will lead

MACTE. Over the course of quite a few

to greater understanding and collaboration

in-depth meetings and conference calls,

among the many Montessori organizations

friendships have been formed and joint

around the world.

initiatives begun. During the Congress the MLC members formalized our commit-

On July 31, 2013, the Association Montes-

ment to continue to seek opportunities to

sori Internationale (AMI) opened its first

work together whenever possible to pro-

International Montessori Congress to be

mote Montessori with a united voice. This

held in the United States in many years.

was an important milestone.

Many things made the event remarkable.

22

The venue was the lovely city of Port-

While limited to Montessori in the United

land, Oregon. The program was master-

States, the Montessori Leaders Collabora-

fully organized. But, for many of us, the

tive offers real hope that the Montessori

essential aspect of the celebration was that

community may be on the right path to re-

it truly welcomed, and was supported by,

spond more effectively to the need for edu-

a number of other Montessori organiza-

cational reform in the US, and may serve as

tions not affiliated with AMI, including the

a model for Montessori in other countries as

American Montessori Society (AMS), the

well. It is important to note that the MLC

International Montessori Council (IMC),

is not a new membership organization; it is

Montessori Educational Programs Interna-

an effective forum for collaboration. Some

tional (MEPI), the Montessori Foundation

promising initiatives have begun, including

(MF), the Montessori Australia Foundation

a collaborative Montessori research project,

(MAF), Montessori Aotearoa New Zea-

a census of Montessori schools in the US,

land (MANZ), and the Trust For Learning:

and a joint effort to strengthen advocacy for

the new foundation that convened the two-

Montessori at the state level. Â

Š MO N T E SSO R I L E A DE R SH I P | W W W. M O NTESSORI.ORG/IMC | VOLUME 15 ISSUE 3 w 2013

Efforts to find ways of working together within the

where the common good is best served by coopera-

Montessori community are not new. I have been part

tion, not competition.

of a number of efforts to build enduring collaborations that were fueled by good will but ultimately

The International Montessori Council was formed

faded because of limited resources, time, and no clear

in 1998 by the Montessori Foundation, in part to

sense of what could be done together or how to begin. encourage Montessori teachers and schools to look beyond the different ways in which they understand In the late 1970s, as an AMS board member, I repre-

and implement Dr. Montessori’s work, to form grass-

sented the society in a series of meetings with AMI.

roots collaborations to expand awareness of, and in-

In the mid-1990s, an informal Montessori Leadership

terest in, Montessori education and, thereby, build

Council, made up of representatives of AMS, AMI,

greater enrollment and stronger schools. Of course,

the Montessori Foundation, NAMTA, and Nienhuis

our primary mission will always will be to be a source

met twice a year and even made a joint proposal to

of affordable help, service, and support to Montessori

the US Department of Education for a joint Mon-

schools worldwide.

tessori-Head Start initiative. The process took a step forward in 2007 with the centennial of the opening

A number of countries have developed umbrella na-

of the first children’s house in Rome. AMI and AMS

tional organizations, including New Zealand, South

decided to send representatives to formally attend one

Africa, the UK, and Australia. A challenge that each

another’s celebrations. After decades of coolness to-

faces is to find ways to work together under an um-

ward each other, leaders of each organization shared

brella that supposedly represents them all without

the same stage.

disempowering one or more segments of the national community. Another is to reach consensus on what

At the local and state/provincial levels, we have long

needs to be done, who will accomplish it, and how

seen fairly informal organizations of Montessori edu-

will it be funded.

cators’ schools. Over the years, some have waxed and waned according to the time and energy of the cur-

There is no one answer, but here in the United States,

rent leaders, but many have endured and show signs

the consensus seems to be that while the organiza-

of growing more organized and increasingly effective.

tions are independent, we will seek ways to work to-

It is my personal belief that the most important work

gether where it serves the common good: pursuing

in the years ahead will come at the state/provincial

advocacy; encouraging and providing assistance to

level, where Montessorians will have the need and

non-aligned state and local organizations; exploring

opportunity to work together. The teacher-educa-

initiatives to promote interest and understanding of

tion and school-certification organizations like AMI,

Montessori; conducting research; and fully imple-

AMS, IMC , MEPI, et. al. will continue to play vital

menting Montessori programs in the public sector.

roles, but the critical need is to reframe our way of thinking from loyalty to one branch of the Montessori community to the whole, at least in those areas

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23

Letter from IMC Accreditation Director

I

t is with great enthusiasm that I can

be recognized by the state as an accredited

announce a formal change in the

school. We are prepared to do the same for

IMC’s accreditation process. Those

any other states that may require the docu-

members who have been following

mentation, so that the IMC’s accreditation

the articles on the pilot accreditation pro-

can be recognized within that particular

cess will be pleased to know that the board

state. If this is a requirement of your state,

of trustees has approved the new IMC ac-

we ask members to provide the IMC Mem-

creditation format.

bership Director, Margot Garfield-Anderson, with the correct contact information

by Hillary Drinkell

IMC Accreditation Director

We still have a few tweaks to finalize as a

for the required documentation.

result of feedback from the trustees’ schools that have worked through the initial pilot

We will be glad to share our new suite of

phase, but these are minor, and we will be

documents once we’ve completed our up-

ready to roll out the member pilot phase at

dates from our trustees’ pilot schools, and

the November conference. So, what does

we expect to have these available by the

this mean to IMC school members? At the

November conference. We are also look-

November conference, we will be ready for

ing for any qualified educators, who might

some of our members’ schools to enroll in

be interested in serving on accreditation

what will be our second pilot phase. This

teams; we will be doing validator training

will include all the updated information

at the upcoming conference.

from the feedback we received from our trustees’ schools, but it also means that any

We hope this news encourages your school

member pilot-phase schools will be given

community to go through the accredita-

the opportunity to weigh in with their

tion process. More and more Montessori

comments and ideas. This will provide us

schools are being asked whether they are

with final feedback, which will enable us to

accredited, and the beauty of the IMC’s

finalize the new accreditation process. Af-

new accreditation format is that it is user-

ter the second pilot phase, we will be ready

friendly, easily understood, and affordable

to completely provide the new accredita-

to the school. It also allows for diversity

tion format to all schools around the world.

amongst schools, while concentrating on the central issue of what one should expect

We have also sent all relevant documenta-

to find in a responsible school that wishes

tion to the Maryland Board of Education

to represent itself as being a Montessori

for review. We expect them to approve the

program of integrity.

documentation, which will allow for any Montessori schools in the State of Maryland, who receive IMC accreditation, to

24

© MO N T E SSO R I L E A DE R SH I P | W W W. M O NTESSORI.ORG/IMC | VOLUME 15 ISSUE 3 w 2013

by Melissa Kemendo

A

s a young student in Montessori teacher training, I loved to envision the early Children’s Houses opened

by Dr. Montessori. I dreamed of one day seeing the very first Casa dei Bambini myself and was determined to one day make that dream a reality. All those years ago, it seemed like a far-off, distant dream, but now I am thrilled to say that I have finally done it, and it was every bit

I had traveled to Italy with my daugh-

akin to a museum. I expected to find all

as wonderful as I could have hoped.

ter, then nearly two years old, to visit a

of the information I needed and more in

dear friend in the north and to journey

a quick internet search. In reality, it end-

Historic places are not something that

to Rome to make my dream of seeing

ed up taking more than that just to find

typically excites me. They’re interesting,

the first Casa dei Bambini a reality. Like

the exact address of the first San Loren-

sure, but nothing I would go out of my

every good tourist, I stopped in Venice,

zo school, and I realized that things were

way to see. This is different. I am so in-

took a peek at the Coliseum, and enjoyed

not going to be all that simple.

spired by Montessori’s work, her words,

some authentic gelato, but I would have

the very idea of what she gave to those

been satisfied with my visit to the Casa

Eventually, I found the school’s contact

children all those years ago, and to all

alone. Unfortunately, I didn’t do my

information and, from there, I expected

children, that visiting the first Casa dei

homework and, for a few days, it looked

that arranging a visit would be a breeze.

Bambini really did feel something like I

like that visit might not happen. I knew

I tried email first, and when my message

imagine a spiritual pilgrimage would. I

that there was currently a school oper-

bounced back, I started to worry. Then

had a grin on my face that could be ri-

ating on that location, but my blinding

I spoke with someone at the Opera Na-

valed only by that seen on my wedding

passion for Montessori led me to expect

zionale Montessori, who explained that

day or in the hours following the births

that many others like me would want to

it is “impossible to visit,” since it is a

of my children.

visit the site daily. I expected something

public school. My heart sank.

VO LU ME 1 5 I SSU E 3 w 2 0 1 3 | WWW.MONTESSORI.ORG/IMC | © MONTESSORI LEADERSHIP

25

I walked inside the building and came to the school’s doorway. Okay, now I’m really, really here! I knocked and waited, containing myself as much as possible.

Thanks to my poor planning and inabil-

it, I saw the words CASA BAMBINI di

ity to speak Italian, I feared I had ruined

MARIA MONTESSORI on the wall. I

my chances, but I decided to try anyway.

got butterflies and pulled out my camera.

I sheepishly explained my situation to the

At that point, I thought to myself: Even if

lovely, bilingual girl who ran our bed and

this woman refuses to see me, I was here!

breakfast and asked her if she would call

I am here!

the school on my behalf and beg for permission to visit. I told her I only wanted

I walked inside the building and came

to go in, just for a minute, and would even

to the school’s doorway. Okay, now I’m

extend my stay in Rome if needed. She

really, really here! I knocked and waited,

called. I listened in anticipation. I heard

containing myself as much as possible.

ahs and mhms, as she looked at me, de-

A woman answered, and I nervously ut-

feated, and shook her head ‘no.’ I almost

tered the name of the person I had been

cried. Then, she stamped her foot and

instructed to ask for. She asked some-

waved her fist in triumph, and I almost

thing that I hope I understood and an-

cried again, this time in joy. She hung

swered correctly, but who knows, really?

up and gave me a name, explaining that I

She held up a finger and closed the door.

should go during the children’s 45-min-

I waited, fingers crossed.

ute lunch period and ask for this person, and maybe she would show me everything.

The door opened again and I was invited in. Inside! I was now with two women,

26

The next morning, I set out with my

who noticed my now sleeping daughter

daughter on my back, directions in my

on my back and smiled, oohed, and ah-

hand, and a heart full of hope and deter-

hed. My hostess kindly showed me in-

mination. If nothing else, I would stand

side the classroom that was just inside

outside the gate and take a picture. I

the door. I apologized for my inability

walked to San Lorenzo, made it to Via

to speak Italian, and she sweetly spoke as

dei Marsi, and felt like I was bouncing

much English as she could manage. She

on air as I looked for addresses on the

allowed me to look around, and to take

buildings and walked in the direction of

pictures, but I was filled with so much ex-

the school. I found the school’s address

citement and nervousness that I couldn’t

and walked through a little walkway

focus. I took quite a few shots, but none

and toward the garden. A kindly, elderly

of them very good. It was a once-in-a-

man pointed me in the direction of the

lifetime opportunity, but I felt so grate-

school’s entrance, and, as I walked toward

ful that this woman was giving up some

© MO N T E SSO R I L E A DE R SH I P | W W W. M O NTESSORI.ORG/IMC | VOLUME 15 ISSUE 3 w 2013

of her lunch break for me, that I didn’t want to be too greedy. I have mixed feelings about that now, but then again, who cares? I made it!

Next, I was led outside, through the garden, and into another little classroom. My hostess kept telling me, half apologizing, how “little” it was. She was such a lovely woman. Looking at some of the things on the shelves that were not Montessori materials and at the little tables and chairs, I couldn’t help but think

door play area. It was strange to see the

worked up the courage to ask her to take

how wonderful it is that these items no

contrast between old and new, with the

our picture. It’s funny now how very

longer need to be specially made just for

modern playground equipment against

nervous and shy I felt, as though I were

Montessori schools. They’re actually

the backdrop of buildings well over a

in the presence of a celebrity.

available from many sources and offered

hundred years old. Looking at the gar-

to children in virtually every early-years

dens themselves, I imagined the children

She headed back inside, as my daughter

setting. Progress – and it had all been set

of the current school cultivating the

and I lingered in the garden, soaking up

in motion from this very place!

same soil that children first transformed

as much of the wonder of that space as

into a garden in 1907. Our tour ended

we could. She had just woken up from

there, and as my hostess said goodbye, I

her nap, so I took her out of the mei tai

Finally, I was led to the children’s out-

on my back and she ran around for a moment, while I took pictures of her ev-

WASHINGTON MONTESSORI INSTITUTE AT LOYOLA UNIVERSITY MARYLAND

erywhere. I could not have been happier!

“

As we continue the Montessori approach to education and more and more children and families are exposed to it, communities will begin to change and as the communities change, the nation will change.

“

That’s how I drive education forward.

There was an urgency I had felt since arriving in Rome to see and do as much as possible in our short visit. As I stood there in the courtyard, the urgency all melted away. I had what I’d come for.

Melissa Kemendo is an MCI trained Chil-

RHONDA LUCAS-SABATER, M.ED. ’08

dren’s House guide, writer, and mother to two

Founder and Principal, Shining Stars Montessori Academy, PCS Washington, D.C.

young children. She is currently developing and serving as guide for a cooperative Montessori program outside Washington, DC, a first step in the creation of a nonprofit organiza-

LOYOLA.EDU/MONTESSORI 410-617-7777 LEARN MORE ABOUT OUR PRIMARY AND ELEMENTARY ACADEMIC YEAR PROGRAMS

INFO SESSIONS: Sept. 26 and Oct. 24 IN AFFILIATION WITH ASSOCIATION MONTESSORI INTERNATIONALE

tion that will help make a quality Montessori education available to all who desire it for their children. Melissa writes about issues pertinent to Montessori and parenting on her blog, vibrantwanderings.com.

School of Education

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27

MONTESSORI ENVIRO

”x48” time

Christine M. Sac UNDERSTANDING THE RELATIONSHIP BETWEEN CLASSROOMDr. MANAGEMENT AND THE PATH TO LEARNING IN A MONTESSORI ENVIRONMENT

it to y, same

Introduction

ill nd

The Participants

The students were working toward their Montessori certification allowing them to teach in a Montessori school. The majority of the students were concurrently working towards a Master’s degree in Education. The students had completed the academic phase of the Montessori course work during the summer. The majority of the students were in their first year in the classroom as head teachers.

The student teachers began questioning children’s use of the classroom materials. Were the children exploring or were they using the classroom materials inappropriately?

r).

r call

Di

Years of Experience

31%

50%

1 - 7 yrs 8 - 11 yrs 12 - 15+ yrs

19%

004

Level

ew nto

Research Questions How do novice teachers determine what is appropriate exploration with classroom materials How do novice teachers gain the understanding of the relationship between the line they establish in the classroom and classroom management strategies they adopt?

older der. cepts

Methodology

e

r, size e

This study used a mixed method design to take advantage of the strengths of both qualitative and quantitative research. The quantitative data came from the conference questions and responses, using technology from Turning Point for immediate responses from participants. The qualitative data came from the discussion during the sessions. The mixed method allows the qualitative data to tell the story with the quantitative data to support the findings. The participants used clickers to respond to questions during the conference sessions.

The best way to get the opinions of Montessori educators is to go to where they congregate. The researcher attends two Montessori conferences per year; a small internationally known conference in Sarasota, Florida sponsored by the Montessori Foundation and the largest annual Montessori conference held in a rotating location across the United States, sponsored by the American Montessori Society (AMS).

Selection of the participants at the conferences was a convenience sample. The study needed Montessori teachers to participate in the surveys. The conferences were gatherings of Montessori teachers. The participants were aware the workshop sessions were data gathering sessions as described by the write-up in the conference brochure and by signing consent forms upon entering the room.

Statistics

Glasgow & Hicks (2003) • 2 million new teachers in next 10 years • 50% of new teachers gone in 3 to 5 years • 17% of new teachers won’t last the year • It takes 5 years to embrace a sense of community

Number

Percent

Early Childhood (3-6)

194

79%

EC & Elem I (3-9)

10

4%

Elementary I (6-9)

2

1%

Elem I & II (6-12) Elementary II (9-12)

1 0

0% 0%

All Levels

6

2%

No Answer

34 247

14%

Total

The Results Definition Exploration Exploration is looking, feeling and touching, judging and matching, juxtaposition and finding your own way or a new way to do something.

100% were in agreement with the definition

Materials Used for Exploration 200 150 100

The pictu to th dam thes is the

50 0

Pink T Bead

Divisio

Definition Misuse Misuse of classroom materials is hurting someone with the material, damaging the material, dangerous for the child and the materials, disrespect, swaying from the intent of the materials and using the materials with a lack of purpose.

Agreement was split 50 / 50 The definition of misuse and the pictures displayed below

Materials Misused

Divisio Africa Cubin 100 B

Pink T Bead

100 80 60 40 20

Divisio

0

Divisio

Africa

Cubin

100 B

page.

B icon.

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By CHRISTINE M. SACERDOTE, PH.D

Did the results match the definition?

90 80 70 60 50

1 - 7 yrs

40

8 - 11 yrs

30

12 - 15+ yrs

20 10

ent

0

%

%

%

% %

Conclusion • Each teacher draws the line of acceptable behavior and use of classroom materials based on prior experiences.

• Novice teachers need to be able to recognize the difference between exploration and misuse of the materials and become comfortable enough to let the children explore with the materials.

• The study demonstrates more professional continuing education is needed to give the novice teachers the confidence they need to set the line in their classrooms.

• The slides demonstrate that the years of experience have an effect on the participant’s responses.

• Teacher education programs need to present novice teachers with an understanding of the importance of classroom management skills • The management of the classroom sets the tone for the learning process.

• If the children feel free to explore, then the learning will naturally occur through the exploration process.

70

References

60

%

50

%

40

1 - 7 yrs

30

8 - 11 yrs

20

12 - 15+ yrs

10 0

way to

e material, aterials, sing the

The results from the polling of the participants of the two pictures were the materials were being misused. Going back to the definition of misuse the materials are not being damaged and children are not in harms way. What makes these pictures an example of misuse? The determining factor is the number of years of classroom experience.

1 - 7 Years Experience

Pink Tower/Stairs Bead Bars

Exploration 108 49% 101 47%

12 18

Misuse 60% 72%

No Answer 3 43% 4 44%

Division Board 3

67

45%

49

60%

7

41%

Division Board 6 Africa Cubing 100 Board

52 29 57 47

48% 33% 47% 45%

56 82 38 52

47% 58% 49% 54%

15 12 28 24

71% 67% 58% 53%

12 + Years Experience Exploration

Misuse

No Answer

Pink Tower/Stairs

68

31%

7

35%

1

14%

Bead Bars

71

33%

3

12%

2

22%

Division Board 3

50

34%

19

23%

7

41%

Division Board 6

39

36%

34

29%

3

14%

Africa

34

39%

36

26%

6

33%

Cubing

38

31%

22

29%

16

33%

100 Board

34

32%

25

26%

17

38%

• Creswell, J. W. (2009). Research design qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.

• Csikszenentmihalyi, M. (1996). Creativity. New York, NY: HarperCollins.

• Garrahy, D. A., Cothran, D. J., & Kulinna, P. H., (2005). Voices from the trenches: An exploration of teacher’s management knowledge. Journal of Educational Research, 99(1), 56-63.

• Glasgow, N. A., & Hicks, C. D. (2003). What successful teachers do.

Thousand Oaks, CA: Corwin Press.

• Gordon A. M., & Browne, K. W. (2004). Beginnings and beyond (6th ed.).

Clifton Park, NY: Thompson Delmar.

• Lillard, P. P. (1972). Montessori a modern approach, New York: NY. Schocken.

• Malm, K. (1992). Behavior management in K-6 classrooms. NEA Early Childhood Education Series. Washington, DC. National Education Institute.

• Marzano, R., & Pickering, D. (2003), Classroom instructions that works.

Alexandria, VA: Marzano & Associates.

• McCombs, B. & Miller, L. (2007). Learner-centered classroom practices and assessment. Thousand Oaks, CA: Corwin Press.

• Montessori, M. (1966). The secret of childhood. New York: NY. Ballantine Books.

• Montessori, M. (1967). The discovery of the child. New York: NY. Ballantine Books.

• National Association for the Education of Young Children. (2007). Our history. Retrieved from: http://naeyc.org/about/history • Perry, B. D. (2003). Why young children are curious. Early Childhood Today, 17(4). p. 26.

• Ramachandran, R. (Ed.). (1998). Creative development in the child the Montessori approach. Kalakshetra, India: Thiruvanmiyur.

• Sokal, L., Smith, D. G., & Mowat, H. (2003). Alternative certification teacher’s attitudes toward classroom management. High School Journal,86(3), 8-9.

• Stormont, M., Lewis, T. J., & Beckner, R. (2005). Positive behavior support systems: Applying key features in preschool settings. Teaching Exceptional Children, 37(6), 42-49.

• Turning Point Technologies (2012). Audio response system defined.

Retrieved from: http://www.turningtechnologies.com • Weinberg, D. R. (2011-12). Montessori, Maslow and self-actualization.

Montessori Life, 23(4), 16-21.

Dr. Christine M. Sacerdote Lander University CPO 6011 320 Stanley Avenue Greenwood, SC 29646 csacerdote@lander.edu

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