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Article
Order, Organization and Beauty In The Classroom: A Prerequisite, Not An Option
Available from: ProQuest
Publication: Montessori Life, vol. 24, no. 2
Date: Summer 2012
Pages: 34-39
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Abstract/Notes: Montessori education, at its best, is a combination of art and science, an exquisite balance of subjectivity and objectivity. When done well, a Montessori environment resembles a carefully crafted piece of art, a skillfully constructed laboratory for the study of life. The work of creating such a masterpiece is a labor of love and a commitment of extraordinary depth. It is not an easy undertaking. Occasionally, the author steps into a Montessori environment in which something is clearly askew, where a fundamental element of Montessori's vision and pedagogy are missing. The author's observations reveal that two particular components of the prepared environment are absent more often than any other: organization and beauty, both key to successful Montessori classrooms. On this topic, Dr. Maria Montessori was relentless: organization and beauty in the classroom are a prerequisite, not an option. A well-organized learning environment encourages autonomy as the child grows and creates himself. The role of the teacher is to provide support as the child moves through this process and toward normalization. Therefore, it is the responsibility of the teacher to develop and maintain an overarching order within the classroom. Order and organization in all areas of the classroom are necessary for the child to self-educate at his level of capability. The role of beauty in the Montessori classroom is fundamental, for it is intimately tied to auto-education, evoking interest in the materials and in learning. Just as order assists the child in spontaneous activity and supports his efforts to self-educate, so too does beauty. Beauty is the voice that calls the child to engage with the materials and elevates him to a higher level of grace and courtesy as he interacts in his environment.
Language: English
ISSN: 1054-0040
Article
Exploring Spirituality through Writing Activities in the Elementary Classroom
Available from: ProQuest
Publication: Montessori Life, vol. 21, no. 1
Date: 2009
Pages: 28-34
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Abstract/Notes: Spiritual nurturing includes the recognition that children have valuable ways of knowing, such as pondering, sacred listening, intuition, and dreams and visions. Children nurtured in spiritual ways of being are supported through the traits of creativity, compassion, love, gratitude, affirmation, contemplation, and silence. These attributes are inherent in children, but are often discouraged and diminished by adults and traditional forms of education. How can teachers make their classrooms harbors for spiritual safety? One way in which the elements of a child's spirit can be explored and nurtured in the elementary classroom (and beyond) is through writing activities. This article describes writing activities which provide a sampling of ideas easily incorporated into any classroom and can be modified if needed for the age of the children and structure or preference of the teacher.
Language: English
ISSN: 1054-0040
Article
A Workshop for Classroom Assistants
Publication: Montessori Life, vol. 6, no. 4
Date: 1994
Pages: 26–27
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Language: English
ISSN: 1054-0040
Article
The Effects of Music Instruction on Learning in the Montessori Classroom
Available from: ProQuest
Publication: Montessori Life, vol. 20, no. 3
Date: 2008
Pages: 24-31
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Abstract/Notes: The value of music in educating the young child is not being recognized, particularly in the area of mathematics. Despite the amount of literature available regarding the effects of music instruction on academic achievement, little has been written on different Montessori music pedagogies and their effects on students' math scores. This article presents the findings of a study that examined the difference in math achievement scores between Montessori students who received traditional Montessori instruction and students who received music enriched Montessori instruction. Results revealed that students who received music-enriched Montessori instruction had higher levels of mathematics achievement than students who received traditional Montessori instruction. (Contains 3 tables.)
Language: English
ISSN: 1054-0040
Article
Preschool Second-Language Acquisition: A Parent Involvement Program to Reinforce Classroom Learning
Available from: ProQuest
Publication: Montessori Life, vol. 15, no. 2
Date: Spring 2003
Pages: 23–24
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Language: English
ISSN: 1054-0040
Article
Bringing History to Life in the Elementary Classroom
Available from: ProQuest
Publication: Montessori Life, vol. 16, no. 3
Date: Summer 2004
Pages: 34-35
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Language: English
ISSN: 1054-0040
Article
Gender Diversity and Inclusivity in the Classroom
Available from: ProQuest
Publication: Montessori Life, vol. 29, no. 2
Date: Summer 2017
Pages: 50-53
Cultural pluralism, Inclusive education
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Abstract/Notes: [...]children transitioning into their correct gender identity often choose new names that are reflective of their preferred identity or names that are genderneutral. Many states do not offer legal protections like California's AB 1266, which assures transgender students full access to participate and achieve success in school, including using the restroom of their gender identity, "regardless of their status in official school records or their sex assigned at birth" (Anonymous, 2014). Most gender-nonconforming and transgender individuals are extremely concerned about their privacy, and, to date, there have been no documented situations in which transgender individuals have taken advantage of or have acted inappropriately in the restroom (Percelay, 2015). [...]many transgender youth are so uncomfortable using the restroom that they withhold the urge during the school day, and, as a result, develop urinary tract and/ or kidney infections (Brill & Pepper, 2008). National Center for Transgender Equality and National Gay and Lesbian Task Force.
Language: English
ISSN: 1054-0040
Article
Educating Ethical Leaders: Ethics In The Classroom
Available from: ProQuest
Publication: Montessori Life, vol. 17, no. 1
Date: Winter 2005
Pages: 13
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Language: English
ISSN: 1054-0040
Article
Let Peter Rabbit Play in the Garden: Using Beatrix Potter's Work to Integrate Ecological Literacy into Montessori Classrooms
Available from: ProQuest
Publication: Montessori Life, vol. 26, no. 4
Date: Winter 2014/2015
Pages: 38-43
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Abstract/Notes: Kelly Johnson introduces a series of lessons that incorporate literacy, observation, botany, history, place studies, writing, and art, with a long-term eco-literacy goal of connectedness and a conservation ethic. Johnson's initial idea to use Beatrix Potter as a model in the Lower Elementary classroom came after extensively researching Potter's life as part of her graduate studies. Johnson begins the series of lessons by presenting "The Tale of Peter Rabbit," asking the students if they remember the story. The stories are amazingly versatile, and, by analyzing the writing, the students begin to see the tales as far more than nursery stories--they are animal character glimpses, human nature vignettes, pieces of visual art, and works of literary art. Johnson concludes that when children are allowed free time in nature, as Beatrix Potter was during her childhood summers, they build unbreakable bonds that influence their adult lifestyle choices.
Language: English
ISSN: 1054-0040
Article
Independent Learning in Montessori Elementary Classrooms
Publication: Montessori Life, vol. 2, no. 2
Date: 1990
Pages: 30, 32
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Language: English
ISSN: 1054-0040