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Other - Video Resources
MontessoriGuide.org is an online resource tool for Montessori practitioners to demonstrate what quality Montessori looks like, and what needs to be take into consideration in order to be implemented. Developed by Association Montessori International/USA, the Montessoriguide.org website features video interviews, including interviews with MIM Executive Director Allyn Travis. The videos are of varying lengths. They illustrate practice in Montessori environments. Topics include:
- ACTIVE LEARNERS - Montessori environments aim to encourage the growth of active learners. Children make discoveries, explore concepts and master skills through joyful hands on learning at all age levels.
- ASSESSMENT - Keeping track of children’s progress and growth over time are critical tasks for teachers. In Montessori, continual assessment is organically built into the essential functioning of an authentic classroom. The daily use of observation combined with the ability of the learning materials to reveal a child’s understanding and rigorous record keeping enable Montessori teachers to closely follow their students’ development. In the elementary class there are additional tools, such as daily recording of activities by the child and regular one-on-one conferences with each child that contribute to the teacher’s effort to assess every child’s progress.
- CURRICULUM - Montessori education is designed to identify and meet the needs of children at every stage of development from the earliest years to the adolescent. This cohesive approach supports the child in acquiring the skills and knowledge needed to thrive in today’s world.
- DEVELOPMENT OF INDEPENDENCE - The journey to independence begins the day we are born. Dependence precedes successful individual agency. Understanding the interdependence of us all underpins the capacity to fully function as an empowered individual in our world. These concepts and more accompany each child as they move through the stages of development.
- ELEMENTARY EDUCATION - The Montessori elementary child enters a prepared learning environment designed to address the psychological characteristics and developmental needs of his age group. Earlier experience in the primary classroom has laid the foundation of a basic skill set that allows him to function in this new setting. Collaborative learning and a natural attraction to group work cultivate interest and drive incredible intellectual inquiries. The deep ecology of cosmic education creates a social dynamic that supports the growth of community.
- ELEMENTS OF A LEARNING COMMUNITY - Successful Montessori learning communities provide an inclusive atmosphere and actively nurture the social-emotional development of every child. In order to learn, a child must first feel safe. An emotionally safe environment allows for exploration and discovery, including the vital experience of making mistakes. Nested communities of multi-aged groupings allow deep bonds between teacher and child to develop while fostering the ability to live in harmony with others.
- MIND-BODY INTEGRATION - Healthy bodies and healthy minds work together for optimal child development. Montessori emphasizes movement, hands on activity, repetition and focused engagement over time in a manner that develops cognitive thinking and strengthens critical neurological networks. As a brain-based method of working with children,the Montessori approach can support the growth of executive functioning abilities, facilitate the acquisition of basic skills and nurture a healthy perception of self.
- OBSERVATION - One of the most vital teaching tools available to Montessori teachers is observation. Scientifically applied observation skills allow the practitioner to assess situations, children and strategies without judgment. Observation is a critical component of lesson planning and management of the classroom.
- ROLE OF THE ADULT - The role of the adult in Montessori is drastically different than that of a traditional teacher. The Montessori teacher is better understood as a guide who establishes, maintains and utilizes a prepared environment run on child rather than adult time. Her mandate is to use her expertise to create, inspire and direct a learning community that meets the needs of the children. Highly trained, she follows a clearly articulated approach including nurturing a culture of work that takes into account the psychological characteristics of the children of the age group involved. Other adults in the environment share this deeply respectful approach to the children and aim to work as a team supporting the program. Families and caregivers round out the necessary circle of support for the child.