Mentor Transcript: Elementary (Research Writing, Work of Assistant, Difficult Parent)
Transcript Date: April 22, 2010
Transcript Date: April 22, 2010
Monday, April 26, 2010
Mentor Transcript: Primary (Difficult Assistant, Practical Life Activities, Lunch Transition) Transcript Date: April 20, 2010
Mentor Transcript: Primary (Difficult Assistant, Practical Life Activities, Lunch Transition)
Transcript Date: April 20, 2010
Transcript Date: April 20, 2010
Mentor Transcript: Toddler (Outdoor Environment, Transition, Child Mentoring, Setting up the Environment) Transcript Date: April 20, 2010
Mentor Transcript: Toddler (Outdoor Environment, Transition, Child Mentoring, Setting up the Environment)
Transcript Date: April 20, 2010
Transcript Date: April 20, 2010
Tuesday, April 20, 2010
Tuition Conundrum
The argument for low tuition goes something like this: Make Montessori available to as many children as possible. Montessori shouldn't be for the elite. People won't pay more.
As far as a social responsibility to help all children, I find this an interesting conundrum....
Download the full pdf file here: Tuition Conundrum
Saturday, April 17, 2010
Mentor Transcript: Toddler (Assistant, Baking Bread, Second Language in Class)
Mentor Transcript: Toddler (Assistant, Baking Bread, Second
Language in Class)
Transcript Date: April 13, 2010
Mentor Transcript: Primary (Cursive or Print, Practical Life, Difficulty Learning SPL, Sensorial Extension)
Mentor Transcript: Primary (Cursive or Print, Practical Life,
Difficulty Learning SPL, Sensorial Extension)
Transcript Date: April 13, 2010
Mentor Transcript: Elementary (Record Keeping, Follow-up Work, Role of Support Staff, Editing Process)
Mentor Transcript: Elementary (Record Keeping, Follow-up Work,
Role of Support Staff, Editing Process)
Transcript Date: April 15, 2010
Click here to download the transcript: Record Keeping, Support Staff, Editing Process.pdf
Monday, April 12, 2010
The Case for Inclusion
Have you even wondered when this development of character, so important to us all, begins at school?
On your child’s very first day and every day thereafter.
Regardless of age, the teachers are always working to help your children make good choices and learn from their bad ones. They are facilitating conversations that stimulate critical thinking and develop problems solving skills.
Response to the Case for Inclusion
April 8, 2010
Over the years, I have had the privilege of learning most of the worthwhile lessons about life from the special needs children that were in my classes. Unfortunately, most schools do not openly include these children for fear that it will take too much time away from the rest of the class. That is the first false premise. It is the children themselves – albeit being guided by a calm and patient teacher – who learn to reach out and understand the needs of their peers. If the adult responds every time the special needs child has an issue, the message to the class is that the adults will take care of it. We established the following paradigm:
Never respond to a need without taking a child who is not busy along!This meant that a child was always present and included in helping solve a problem or figure out a need and the response to that need. Soon, we observed that when a need arose, a child would notice and feel competent that she had the skills to go and help – without the adult.
The Great Divide: The Difference Between Montessori and Traditional Education
Download the full pdf file:
The Great Divide: The Difference Between Montessori and Traditional Education
By: Wendy Calise, Educational Director, Countryside Montessori School
At first glance, you might think that defining this difference is insurmountable, unrealistic, impossible to achieve: the Holy Grail of Montessori practitioners. And if I were to try to answer it in its totality, I would have to agree. But, if I were asked to pick the seminal parting of ways between Montessori and traditional education? This I think I could do. Deceptively simple, really.
Maria Montessori observed that children had a natural drive, an inner directive, to learn. Given the right conditions, one would not have to teach, or impart knowledge. In the right environment, children would learn spontaneously, of their own volition, thank you very much. Autodidacts by their very nature. Not the exception, but the rule.
The Great Divide: The Difference Between Montessori and Traditional Education
By: Wendy Calise, Educational Director, Countryside Montessori School
At first glance, you might think that defining this difference is insurmountable, unrealistic, impossible to achieve: the Holy Grail of Montessori practitioners. And if I were to try to answer it in its totality, I would have to agree. But, if I were asked to pick the seminal parting of ways between Montessori and traditional education? This I think I could do. Deceptively simple, really.
Maria Montessori observed that children had a natural drive, an inner directive, to learn. Given the right conditions, one would not have to teach, or impart knowledge. In the right environment, children would learn spontaneously, of their own volition, thank you very much. Autodidacts by their very nature. Not the exception, but the rule.
Primary Video: Class Management
See 4 year old girl take responsibility for new 2 1/2 year old who is only on her third day at school. Now this is class management Montessori style!!!
Mentor Transcript: Elementary (Non-Mont Kids in 9-12, Standardized Tests, Girls Fighting)
Ask a Mentor chat transcript from March 18, 2010.
Elementary: Non-Mont Kids in 9-12, Standardized Tests, Girls Fighting(March 18, 2010)
Click here to download the transcript: 9-12Wanderers_StandarizedTests_FightingGirls.pdf
Elementary: Non-Mont Kids in 9-12, Standardized Tests, Girls Fighting(March 18, 2010)
Click here to download the transcript: 9-12Wanderers_StandarizedTests_FightingGirls.pdf
Mentor Transcript: Primary (Taking New Class, Golden Beads, Hovering Parent)
Primary: Taking New Class, Golden Beads, Hovering Parent(March 16, 2010)
Click here to download the full transcripts: NewClass_GoldenBeads_HoveringParent.pdf
Click here to download the full transcripts: NewClass_GoldenBeads_HoveringParent.pdf
Mentor Transcript: Toddler (Speech Referal, Taking Over New Class)
Click here to download the full transcript: SpeechReferral_TakingNewClass.pdf
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