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Article
In Memoriam: Ursula Thrush (1930-2002), Peace Be With You, Ursula
Available from: ProQuest
Publication: Montessori Life, vol. 15, no. 1
Date: Winter 2003
Pages: 18
Obituaries, Ursula Thrush - Biographic sources
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Language: English
ISSN: 1054-0040
Article
Montessori and Trauma Response: An Interview with Colleen Wilkinson
Available from: ProQuest
Publication: Montessori Life, vol. 32, no. 3
Date: Fall 2020
Pages: 30-33
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Abstract/Notes: Children and adolescents can be exposed to a range of traumatic events or trauma types, including (but not limited to) bullying, natural disasters, domestic violence, abuse, neglect, sexual abuse, community violence, such as school shootings and lockdowns, terrorism, refugee trauma, emotional abuse, divorce, traumatic grief, and food scarcity. Children of all ages are hearing about and witnessing police shootings, school shootings, raids by U.S. Immigrations and Customs Enforcement (ICE), and the effects of climate change, whether directly/in person, or through the media. [...]a new science called epigenetics studies how the impact of traumatic experiences can even be expressed in the genome-essentially, we can pass our trauma on to future generations. In addition to her partnership with trauma-informed care and social justice organizations, she provides professional development and support groups for parents and educators.
Language: English
ISSN: 1054-0040
Article
Social Expectations vs. Developmental Needs: How Thematic Instruction Can Help with the Teacher's Dilemma
Publication: Montessori Life, vol. 6, no. 3
Date: 1994
Pages: 31–34
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Language: English
ISSN: 1054-0040
Article
A Student's Story: What Not Getting Graded Has to Do with It
Publication: Montessori Life, vol. 2, no. 3
Date: 1990
Pages: 12
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Language: English
ISSN: 1054-0040
Article
Six Tips for Smooth Air Travel with Children
Available from: ProQuest
Publication: Montessori Life, vol. 31, no. 2
Date: Summer 2019
Pages: 60
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Abstract/Notes: Some items to pack in your carry-on include new books (we visit the library just before a trip); pictures and/or written information about your destination; sticker books or activity books; a blank notebook and markers or crayons; and small containers of playdough. Pack Protein, Dump the Sugar Offer your child healthy snacks with plenty of protein: nuts, cheeses, beef jerky, edamame. OLYNDA SMITH is a Montessori Early Childhood teacher, a yoga instructor, a Simplicity Parenting Family Life Coach, a writer, and a mother.
Language: English
ISSN: 1054-0040
Article
Honoring the Child with Dyslexia in a Montessori Classroom
Available from: ProQuest
Publication: Montessori Life, vol. 21, no. 1
Date: 2009
Pages: 36-40
Children with disabilities, Dyslexia, Dyslexic children, Inclusive education, Montessori method of education, People with disabilities
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Abstract/Notes: Speaking, listening, reading, and writing are all language activities. The human capacity for speaking and listening has a biological foundation: wherever there are people, there is spoken language. Acquiring spoken language is an unconscious activity, and, barring any physical deformity or language learning disability, like severe autism, all children listen and speak. In contrast, writing systems must be consciously learned. A child beginning to read and write has to discover what sound each symbol in the written code stands for and, in English, understand that the sound may change depending upon the placement within a word (i.e. circus or success). However, for 8 percent of the population, this process is remarkably difficult. Variable and often hereditary, this difficulty in acquiring and processing written language is called dyslexia, and it is manifested by a lack of proficiency in one or more of the processes of reading, spelling, or writing. Because dyslexia is a language-based disorder, it can be predicted from language development during the pre-reading stage. Classroom teachers of many pre-reading children can be at the forefront of identifying and helping the child with dyslexia before the disability diminishes that motivation, confidence, and love of learning that denote a Montessori child. Good teachers often just "know" that a child is developing atypically, but rarely is that enough to get the child the help she needs. Some simple screening procedures can provide data to show parents and other professionals and can lend confidence to a hunch. This article offers several screening activities for the classroom teacher.
Language: English
ISSN: 1054-0040
Article
Partnerships with Parents
Publication: Montessori Life, vol. 8, no. 4
Date: 1996
Pages: 5
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Language: English
ISSN: 1054-0040
Article
From Russia with Montessori
Available from: ProQuest
Publication: Montessori Life, vol. 17, no. 2
Date: Spring 2005
Pages: 1-24
Asia, Eastern Europe, Europe, Western Asia
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Abstract/Notes: As leader of a People-to-People tour to Russia, and one whose family history is linked to the cataclysmic history of 20th-century Russia, Ruth Corey, felt a special responsibility to introduce her traveling companions to Russia, and Russian Montessorians to her cohorts. Her traveling companions were a group of 15 Montessori teachers, committed to fulfilling the People-to- People mission statement, which asks them: " to exchange views and share educational and child-rearing ideas for the mutual benefit of both; and through such contact to promote peace and friendship between visitors and hosts." Russia now boasts 62 Montessori centers throughout the Federation. On this trip, they were scheduled to visit two of those-one in Moscow and one in St. Petersburg. They visit an art center, observe the Mother and Child Program where children and parents work along side one another, and discuss day to day challenges of teaching and running a school. The professional final gathering ends with an exchange of gifts, and final expressions of peace and appreciation of one another.
Language: English
ISSN: 1054-0040
Article
Montessori for Children with Learning Differences
Available from: ProQuest
Publication: Montessori Life, vol. 29, no. 1
Date: Spring 2017
Pages: 48-53
Children with disabilities, Inclusive education, Learning disabilities, Montessori method of education, People with disabilities
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Abstract/Notes: To help the child who learns differently, when the usual presentation is not helping a student, Montessori educators can use several techniques: * reduce the difficulty of an activity * use more tactile-kinesthetic input * create control charts * focus on the development of oral language * increase the structure for the child with impulse control difficulties, assuming the necessity to help the ADHD child to sustain attention, teaching how to make work choices and how to develop a cycle of work * combine Multisensory Structured Language techniques with Montessori Language presentations. Note: If the child is not holding the pitcher correctly, the lesson may have to become how to hold a pitcher and work up to pouring. * Dressing Frames: lesson reduced to a first presentation of untying, unbuttoning, unbuckling, etc., with each step presented in separate lessons working toward the final step of mastering the direct purpose of the lesson * Cutting bananas and bread before cutting more solid foods, like carrots * Attaching language to the name of the presentation and all of the materials used in the lesson that is at the level of the child's oral language development SENSORIAL: * Pink Tower: Reduce the number of cubes to use every other cube, beginning with the largest, thereby increasing the discrimination to a 2 cm difference. LANGUAGE: * Since oral language skills may be a weakness for many students with learning differences, it is usually necessary to add a program of oral language development assessment and instruction to enhance vocabulary and verbal expression. The MACAR Oral Language Development Manual is one such program (Pickering, 1976). * Written language, which includes reading, spelling, composition, and handwriting, requires the combination of Montessori language materials and the therapeutic techniques of a multisensory structured language (MSL) approach (e.g., Orton-Gillingham, Sequential English Education (SEE), Slingerland, Spalding, or Wilson Language). * Use additional phonological awareness shelf activities (pat out each sound in a word; place a small floral stone or disk on a picture card for each sound in a word). * Present the Sandpaper Letters in the sequence taught in the therapeutic program. * Use the decoding pattern of blending the beginning sound to the word family of short and long vowel word family words.
Language: English
ISSN: 1054-0040
Article
Building Peace within Our Adult Community
Publication: Montessori Life, vol. 11, no. 1
Date: 1999
Pages: 45–47
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Language: English
ISSN: 1054-0040