Abstract/Notes: There are two major types of Montessori teacher education in the United States: (1) AMI-USA (the American branch of the Association Montessori Internationale, founded by Dr. Montessori to carry on her work); and (2) AMS (American Montessori Society, founded by Nancy Rambusch to represent Montessori in America). This article presents the results from a survey which points out what materials are highly agreed on by teacher educators from both AMI and AMS centers to be necessary and/or desirable in a Montessori Primary classroom. There is a large set of agreed-upon materials across most areas, and with Art and Science/Geography--two areas to which Montessori herself allocated little attention in discussions of the first plane of development. For other areas, when there were divergences, they stemmed from two sources: (1) materials appearing to aim too high or too low (some Math and Language materials, for example, that are for children more advanced or some Practical Life materials that are preliminary to other skills); or (2) divergent opinions as to whether the activity has a clear positive developmental purpose (the tape recorder or fantasy books, for example). (Contains 2 footnotes.)

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Abstract/Notes: Part 1 of 2

Language: English

ISSN: 1054-0040

Abstract/Notes: Part 2 of 2

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Abstract/Notes: Workshop at AMS Annual Seminar, Chicago, IL, April, 1997

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Abstract/Notes: Soon after No Child Left Behind (NCLB) legislation was signed into law in the U.S. (2002), an increasing emphasis in schools on high-stakes testing performance resulted in a decrease in recess and movement time, including physical education for Elementary students (Ohanian, 2002). Since the hazard of unmonitored television time was first explored by Marie Winn in The Plug-In Drug (1977, revised 2002), the allure of screens too early and too often has only become an increasing challenge for both parents and educators. Providing dedicated time for movement and nature are important general guidelines for parents and educators to remember, but there are also classroom-based tools available that teachers can implement into the school day to promote sensory health and positive behaviors in their students. Some individual tools that could be set up in the classroom to be utilized by students, perhaps even as a classroom work or on a "sensory shelf," might include the following: * Hand-size fidgets and squeeze balls of varying textures and firmness levels; * Headphones (noise-canceling, silent or with music); * Lap weights; * Fine-motor activities that allow for accommodations and sensory variety (e.g., sensory table, Practical Life, and art works); * Colored glasses (to mute visual input or block flickering of fluorescent lights); * Stretch/resistance bands; * Massage balls or a foam roller; * Chewing tools (pencil toppers, pendants, gum, etc.).

Language: English

ISSN: 1054-0040

Abstract/Notes: During the author's first year teaching, she, like many first-year teachers, found that the most difficult task in creating a peaceful classroom environment was not in the lesson giving or preparation of the classroom, but in managing the "misbehavior" of the children. Meanwhile, her mentor, a veteran teacher of over 20 years, seemed to handle the behavioral difficulties effortlessly that she wondered if she had what it takes to be an effective Montessori teacher. Her mentor was experienced with Positive Discipline and was able to pass on effective and concrete tools that she could implement. One of the greatest lessons she passed on to her was the importance of follow-through with children. This article presents "Steps for Follow-Through," one of the few specific tools for follow-through, and discusses how it works. Four suggestions for effective follow-through are also discussed.

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040