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Article
Community Building in Schools
Available from: NAMTA
Publication: NAMTA Journal, vol. 44, no. 1
Date: Mar 2020
Pages: 36-46
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Working in the urban environment of Dallas, Texas, executive director of Lumin Education Terry Ford shows how schools which might normally be competing with each other can support each other instead and forge a community amongst themselves, ultimately serving the families of the area more successfully. Ford highlights using the classroom model of the prepared environment and the core value of grace and courtesy to help build widespread community by fostering a culture of mutual respect, compassion, and love.
Language: English
ISSN: 1522-9734
Article
From Care of Others and the Environment to Community Service and Social Responsibility: The Emergence of the Social and Ethical Self in the Montessori School
Publication: NAMTA Journal, vol. 33, no. 1
Date: Winter 2008
Pages: 321–336
Child development, Ethics, Montessori method of education, Moral development, North American Montessori Teachers' Association (NAMTA) - Periodicals, Socialization
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Language: English
ISSN: 1522-9734
Article
Community: A Hallmark of Our Approach
Available from: ERIC
Publication: NAMTA Journal, vol. 39, no. 1
Date: Winter 2014
Pages: 7-23
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: All the basics of the Montessori prepared environment are put into an extraordinary context of community and nurturing through personal encounter. The article emphasizes the longitudinal impact of an intentional community that results in character and concentration and looks to the spiritual attributes of the child in relation to the tangible parts of the prepared environment. Connie Black advises us that spiritual development entails appropriate love, respect, security, and generosity. Correlating achievement with the teacher's understanding of community and the prepared environment, the harmony of the Children's House is the point of origin for social and moral development. [This talk was presented at the NAMTA conference titled "The Montessori Oasis: Prepared Pathways for a Sustainable School Community," Columbia, MD, October 3-6, 2013.]
Language: English
ISSN: 1522-9734
Article
Nurturing the Respectful Community through Practical Life
Available from: ERIC
Publication: NAMTA Journal, vol. 40, no. 1
Date: 2015
Pages: 63-80
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Joen Bettmann's depiction of practical life exercises as character-building reveals how caring, careful, and independent work leads to higher self-esteem, more concern for others, better understanding for academic learning, and a self-nurturing, respectful classroom community. Particular aspects of movement and silence exercises bring out what Joen calls the child's "quiet soul," the contemplative and reflective side of life that brings peacefulness and a state of grace. [Excerpted from a presentation given at the NAMTA conference titled The "Casa dei Bambini on the Threshold of the Twenty-First Century," October 7-10, 1999, Arlington, VA. Reprinted from "The NAMTA Journal" 25,1 (Winter, 2000): 101-116.]
Language: English
ISSN: 1522-9734
Article
Nurturing the Respectful Community through Practical Life
Publication: NAMTA Journal, vol. 25, no. 1
Date: 2000
Pages: 101-116
Child development, Cognitive development, Early childhood care and education, Early childhood education, Montessori method of education, North American Montessori Teachers' Association (NAMTA) - Periodicals, Practical life exercises, Self-esteem in children
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Abstract/Notes: Discusses the importance of Montessori's Practical Life exercises for building character and self-esteem, more concern for others, better understanding for academic learning, and a self-nurturing, respectful classroom community. Considers aspects of movement and silence exercises for developing the child's contemplative and reflective nature that brings peacefulness and a state of grace. (JPB)
Language: English
ISSN: 1522-9734
Article
The All-Day, All-Year Montessori Community: A Place for Living at School
Publication: NAMTA Journal, vol. 30, no. 1
Date: 2005
Pages: 77–95
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Presented at NAMTA conference, Austin, TX, October, 2004
Language: English
ISSN: 1522-9734
Book Section
Esperienza della comunità provinciale milanese per l'orientamento professionale di massa [Experience of the Milanese provincial community for mass professional guidance]
Book Title: L'orientamento professionale come educazione civica: atti del 5. Congresso nazionale Montessori, Messina, 19-21 settembre 1959 [Professional guidance as civic education: proceedings of the 5th Montessori National Congress, Messina, 19-21 September 1959]
Pages: 405-413
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Language: Italian
Published: Roma, Italy: Vita dell'infanzia, 1960
Blog Post
Montessori Community Comes Together to Support Schools, Teachers and Families During the COVID- 19 Crisis
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Language: English
Published: Mar 26, 2020
Master's Thesis (M.A.)
"It's What We Use as a Community": Exploring Students' STEM Characterizations In Two Montessori Elementary Classrooms
Available from: University of Minnesota Libraries
Elementary education, Elementary students, Montessori schools
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Abstract/Notes: Integrated science, technology, engineering, and mathematics (STEM) education promises to enhance elementary students’ engagement in science and related fields and to cultivate their problem-solving abilities. While STEM has become an increasingly popular reform initiative, it is still developing within the Montessori education community. There is limited research on STEM teaching and learning in Montessori classrooms, particularly from student perspectives. Previous studies suggest productive connections between reform-based pedagogies in mainstream science education and the Montessori method. Greater knowledge of this complementarity, and student perspectives on STEM, may benefit both Montessori and non-Montessori educators. This instrumental case study of two elementary classrooms documented student characterizations of aspects of STEM in the context of integrated STEM instruction over three months in the 2016-2017 school year. Findings show that the Montessori environment played an important role, and that students characterized STEM in inclusive, agentive, connected, helpful, creative, and increasingly critical ways. Implications for teaching and future research offer avenues to envision STEM education more holistically by leveraging the moral and humanistic aspects of Montessori philosophy.
Language: English
Published: Minneapolis, Minnesota, 2017
Book
The Parent-Centered Early School: Highland Community School of Milwaukee
Available from: Taylor and Francis Online
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Abstract/Notes: In May, 1991, the newly chosen Milwaukee Public Schools Superintendent, Dr. Ho,vard Fuller, visited Highland Community School. His main question to parents and staff assembled to greet him was, "What lessons can we public school people learn from you?" Highland people had cogent ideas to pass on to him. This book is a more formal response in which I hope the hundreds of people who have continuously created Highland in its first twenty-five years speak through me in answer to him and to his colleagues elsewhere in public education. Highland began in late 1968, and by 1994 was one of only ten schools in the entire country to qualify for state-financed vouchers to independent urban schools. It is small: about seventy ethnically and economically diverse students aged two-and-a-half to ten years, three teachers and three assistants, a full-time executive director, and three part-time helpers, including a parent coordinator. One of the teachers doubles as principal. Annual expenditures per pupil are about $2,800. The curriculum is Montessori-based. The building is a century-old mansion. The school is governed by a nine-member parent board of directors and helped, primarily in fund-raising, by an advisory group of trustees. It is located in Milwaukee's Near West Side, an economically depressed and violent neighborhood (Jeffrey Dahmer's apartment, since razed, was only five blocks from the school). This is the story of a small school. Faced with the vastness of urban decay and its impact on educational institutions, the reader might question whether describing and analyzing this diminutive organization has any relevance to urban education. Despite differences between it and stereotypical urban public schools, however, it brings a message to American education much more important than its size seems to warrant. Its size is precisely the point. Change nucleates and incubates in small settings. Our huge society conditions us to think in terms of large numbers, sweeping change, vast federal programs. Government may be able to create contexts for change, but the changes themselves have to be brought about where individuals assemble to meet their mutual needs. Whether their relationships will be harmonious and productive, or acrimonious and dysfunctional, depends on how the organization is structured and what spirit has been breathed into it. This book fleshes out the organizational and attitudinal reasons that Highland works so well and what public education can learn from this small inner-city educational oasis. As a framework for the organization of this study, let us first review factors that research has revealed make a school effective.
Language: English
Published: New York, New York: Garland, 1997
Edition: 1st
ISBN: 978-1-315-05106-2
Series: Studies in Education and Culture , 10