Language: English

Published: Houston, Texas, 2014

Abstract/Notes: Article text: The Springer Memorial Secondary School was a hive of activity and nervous excitement as students, stationery in hand, made their way into the school to sit the Barbados Secondary School Entrance Examination (BSSEE) on Tuesday. Nervous parents were left on the outside of the school grounds standing and awaiting the return of their child or ward upon completion of the two-part 11-Plus examination, consisting of English and Mathematics. Mitchelle Maxwell, Deputy Principal of the Springer Memorial Secondary School, told the media, “We have 252 students comprising Blackman and Gollop Primary, Charles F. Broome Memorial Primary, Belmont Primary, St. Giles Primary and a few students from various schools such as St. Angela’s Primary, Happy Vale Montessori Primary School, registered to take the Barbados Secondary School Examination. “Preparations were put in place from Friday ensuring the rooms were ready, and security checks were done this morning at 6:30 a.m. prior to the exam. “We expect to have a smooth operation as it pertains to the examination this morning, which is broken up into two – Essay and Grammar, and Mathematics.” Parent, Troy Johnson, was one of the many parents and guardians on the outside of the Springer Memorial school as he waited on daughter, Zaria Johnson. He told The Barbados Advocate, “I am more nervous than my daughter. During the course of the time it was okay, but this morning the flutters have it. “She has been going to lessons and doing extra work in between, so hopefully she will do well to pass for her first choice Springer Memorial.” Calvin Williams was amongst the parents standing outside the gate. He noted, “I was not worried by the threatened actions of the Barbados Union of Teachers affecting the 11-Plus children. I was more worried of after the 11-Plus and the correction of the papers and the possibility of late results, but other than that I was not worried about the 11-Plus. “In terms of my daughter, I am very confident she will do well. Whatever she does will be good for me. She has already made me proud in NAPSAC and I am grateful for whatever she does. At present she attends the St. Giles Primary and I must commend her teacher, Mr. Stoute, for his passionate attitude in teaching the students, my daughter included. The students in his class also have great respect for him and they tend to do well during the term. I have no doubt she and the other St. Giles students will do good.” After the first part of the exam was finished, students came out smiling as they related to parents and guardians their prowess in the English section of the exam. However, it was the Mathematics paper which reduced many to tears upon leaving the exam room, running into the arms of their parents, tears streaming down their faces. Lisa Wiles, a student of Charles F. Broome Memorial, told The Barbados Advocate, “2016 paper was harder than 2015 paper. The Composition and Grammar was easy, but Section Two and Three of the Mathematics paper was hard. I am relieved the exam is over and I hope I pass for my first choice of Queen’s College.” Teacher John Gittens of Charles F. Broome Memorial noted, “I am very confident my students did well. Some of them said Section Three of the Mathematics paper was challenging, but my children were well prepared. Children at Charles F. Broome are generally well prepared. It is concerning a lot are in tears about the Mathematics paper, but generally we will do well. I do not like to see them crying because I like them to be able to conquer challenges. The fact there are tears means there are sums or one particular sum that was challenging, but I always tell them there are things you may not be comfortable with, but just apply yourself to it because that is just fear. “Now the exam is finished, some of the students will be taken to Divi Southwinds for a treat arranged by their parents where they can relax and have fun. The next day at school, we will review the exam papers with them and show them where they went wrong so they can apply it later on.”

Language: English

Language: English

Published: Boca Raton, Florida, 2002

Abstract/Notes: This chapter explores 15 strategies being employed at various public military charter schools across the United States to support the socio-emotional learning and education of the whole learner. These research-based strategies are intended to overcome and vanquish the adverse childhood experiences (identified in a Kaiser health study), various forms of trauma, and typical “at risk” factors so common amongst families who tend to choose public military academies in the hopes these schools will “fix” the many challenges their children face. Through a careful examination of each strategy (including its research basis and benefits and challenges), the author provides a glimpse into a possible formula other public and private schools might consider employing to meet the socio-emotional and educational needs of students impacted by a cacophony of life's challenges.

Language: English

Published: Hershey, Pennsylvania: IGI Global, 2021

ISBN: 978-1-79984-906-3

Language: English

Abstract/Notes: Teaching adults unlike educating children, is a difficult area, owing to the learners’ educational and social background, compounded by their expectations and assumed goals. Bearing in mind that learning and teaching strategies may not be equally effective with all learners, it is advisable to propose such a mode of teaching that would accommodate especially those adults who face difficulties with gaining knowledge, due to factors outside the strictly educational sphere. This is where, Maria Montessori’s pedagogy steps in with a proposal addressed at those persons who have so far failed to succeed in learning a foreign language in a traditional way. Her pedagogy has inspired teachers and educators all over the world and consequently, had a profound effect on the structure and quality of teaching until today. Although it has mainly dealt with educating children and young people until the age of 18, there have been attempts to apply her methodology to adult teaching. The author of this article will look at the ways her philosophy can be adopted in teaching adults, however to get a better perception of the nature of her ideas, some attention has to be drawn to what drove Maria Montessori to devoting her professional life to education.

Language: English

Published: Berlin, Germany: Springer International Publishing, 2021

ISBN: 978-3-030-57799-5

Series: Advances in Intelligent Systems and Computing , 1266

Abstract/Notes: Este Micro Proyecto de investigación aborda la descripción de la enseñanza y el aprendizaje del inglés como segundo idioma de los estudiantes inmigrantes de tercer grado de "Latin American Montessori Bilingual Public Charter School" ubicada en Washington DC, EE.UU. La descripción se desarrolló a través de un estudio de caso que buscaba analizar, describir y mostrar los procesos de aprendizaje y enseñanza de ESL teniendo en cuenta la culturas de la población, lengua materna (Español) y especialmente el contexto en el que se forman (contexto inglés), así como la metodología institucional (Montessori). [This research Micro Project deals with the description of teaching and learning of English as a second language of third immigrant students of the Latin American Montessori Bilingual Public Charter School located in Washington DC, USA. The description was developed through a case study that sought to analyze, describe and show the learning/teaching processes of ESL taking into account their cultures, mother tongue and especially the context in which they are formed, as well as the institutional methodology (Montessori).]

Language: Spanish

Published: Bogotá, Colombia, 2020

Language: English

Published: Cleveland, Ohio: North American Montessori Teachers' Association, 1990

Language: English

Published: Houston, Texas, 1988

Abstract/Notes: The purpose of this paper, through a review of current research, is to compare and contrast the Montessori Method and traditional programs and to identify the extent of the social and academic benefit from each. Researchers have found that there are some academic advantages to both programs. However, the academic gains that a child makes in traditional prekindergarten programs appear to diminish as the child gets older. Socially, children who have attended Montessori programs appear to enjoy school and have better relationships with peers and teachers than those in traditional program. An important thing to note is much of this research is inconclusive because of sampling bias due to study design. It is my recommendation that some of the aspects of Montessori education be incorporated into the traditional programs and that this continue as a supplement to the regular school day. Perhaps if students continue to be provided with additional support as they are in prekindergarten, the academic gains experienced as a result could be longer lasting.

Language: English

Published: Marquette, Michigan, 2009