Abstract/Notes: The purpose of this research was to determine the effects on students’ ability to self regulate while learning about daily mindfulness lessons. The study took place over the course of six weeks in an upper elementary class of 20 students, including four fourth graders, nine fifth graders, and seven sixth graders. The study was conducted in a rural public Montessori school in the Midwest. Students participated in a six-week mindfulness unit from The Mind Up Curriculum (The Hawn Foundation, 2011). The researcher collected data through a pre-and postassessment, students’ self reflections and graphs, researcher’s observation, and researcher’s daily journal. The data suggested students, when given mindfulness lessons, could become more selfregulated. From pre and post assessment, there was a 170% growth in the number of students who would like to use mindfulness techniques in their future. Although the numbers increased, further research could demonstrate effects of mindfulness lessons for on-task behavior and selfregulation over a longer period of time.

Language: English

Published: St. Paul, Minnesota, 2017

Abstract/Notes: [...]most parents and their children are faced with the inevitability of leaving Montessori education at some point in their school careers, since the majority of Montessori schools serve children only through age 6, while fewer schools offer Elementary programs, and fewer still have Secondary offerings. [...]a 3-year multiage grouping is enormously challenging for teachers and schools, even more so for those schools, such as publicly funded programs, that are required to use high-stakes assessments. [...]sixth-grade studies are really daunting, even more so if one is trying to present them authentically, using hands-on materials, creating opportunities for autonomous learning, and assessing individual students' progress effectively. Because of all these pressures, teachers often do not advocate a 3-year grouping of fourth-, fifth-, and sixth-graders. In response to this problem, many schools choose to move their sixth-graders into the new Middle School program, justifying the shift because it provides a new multiage grouping, more students for the Middle School classroom, and an incentive for families to keep their children in the school. According to Stephen Covey (2006), you really do not know something until you can teach it.

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1071-6246

Language: English

ISSN: 0010-700X

Abstract/Notes: [...]let us present him with the world" (Montessori, 2007, p. 20). [...]we decided that doing one educational trip and one service project each semester would fit well into the larger school-wide schedule and give enough time for meeting and planning. At our school, we walk our whole Upper Elementary class to the library every other month and to a nearby park for PE class every week, but given safety and liability concerns, adults must always supervise these and any other excursions, including Going Out trips. [...]when planning Going Out trips, we must think of other ways to allow freedom and responsibility, so as to enable students to gain knowledge and skills to navigate the outside world. [...]after the trips, we ensured that the children wrote thank-you notes to the people who hosted them on their excursions as well as to the chaperones who accompanied them.

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Abstract/Notes: Staying in upper elementary for 6th grade

Language: English

ISSN: 1071-6246

Language: English

Published: New York: American Montessori Internationale of the United States (AMI/USA), 1997

Language: English