Abstract/Notes: Part 2 of a series

Language: English

Language: English

Published: New York, New York: Oxford University Press, 2023

ISBN: 978-0-19-026409-3

Series: Oxford Research Encyclopedias

Language: English

Published: Chennai, India: Clever Fox Publishing, 2023

Abstract/Notes: In this book the author shares stories based on fifty years of Montessori work in thirty countries, first as a teacher of children from 2-13 in Montessori schools, then discovering new ways to use Montessori principles in a variety of situations—all aimed at inspiring, and providing practical ideas, to parents and teachers today. Here are some examples of her stories: preparing a group of elementary students in the Virgin Islands to run the class on their own; learning how to teach Montessori with no Montessori materials in a private girls school in Peru; applying Montessori in everyday situations by means of a Q and A newspaper column (twenty topics including self-esteem, preparing the home for a newborn, multiple intelligences, teenage troubles, homeschooling, and more); helping poor village children in a boarding school in Kathmandu, and blind children in Tibet; meeting with five other Montessori teachers, doctors, philosophers, educators, scientists, and the Dalai Lama in Sikkim to solve the country’s educational problems; visiting a school where Montessori helps severely disabled children and young adults in Russia; initiating a “first Year Montessori project” in an orphanage, helping village schools, and lecturing on the first Montessori 3-6 training course in Morocco. Susan shares two stories from a meeting of Educateurs sans Frontières in Thailand: Montessori help for mothers of babies born in prison, and for elders living with dementia.Enjoy the chapter describing the author and her husband reliving the book "Eloise in Paris." dictated by a four-year-old (used in the language area of some Montessori teacher training courses), and a detailed observation of a day in an authentic Montessori 3-6 class that is sure to inspire many teachers.Near the end of the book the author shares some of the solutions based on consultations with schools, and conversations with parents today, due to the unique situation of remote learning due to the pandemic. Age 0-6: Rather then recommending setting up mini-Montessori areas in the home which can cause even more stress for families, she gives suggestions on handling frustration and limited setting, welcoming the child into the daily work and activities of the family, understanding the value of protecting concentration, providing opportunities for children to be helpful and feel needed, and how to share the family ethics, morals, and even religions, in age-appropriate ways. Age 6-18: She explains the Montessori concepts of cosmic education and beginning the search for one’s cosmic task, so important at this age. She discusses homeschooling, the reasons and variety of methods, and her own experience of guiding her son’s self-chosen twelve years of homeschooling without materials or grades, but following interests.The last chapter, Stages of Development, the author explains how a Montessori education is completely different for birth-3, 3-6, 6-12, and 12-18. Rather then beginning with a desired standard academic curriculum, the learning is based on the needs and tendencies of human beings at different ages and planes, or stages, of development. As a result education becomes a joy. There are practical examples for parents and teachers.In the “Resources and Books” section, there are links to many of the projects described in the book, such as the school for the poor in Nepal. There are links to Montessori initiatives such as Educateurs sans Frontières she experienced in Thailand, Montessori for Dementia, the Montessori course for teaching adolescents, Montessori sports. There are also details about the author’s seven previous books, each one presenting Montessori in very practical examples from a unique perspective. Following Montessori principles can help anyone to dig deep and discover their inborn gifts, to gain the experience and confidence to push boundaries, to develop creative problem solving abilities, resilience, and compassion.

Language: English

Published: Arcata, California: Michael Olaf Montessori Company, 2021

ISBN: 978-1-879264-29-8

Language: English

Published: New York: American Montessori Society, 1977

Language: English

Published: Bothell, Washington, n.d.

Abstract/Notes: Graded school concept, born of administrative practicality and puritanical traditions, has promulgated its lockstep curriculum, its simplistic child development assumptions, and its sexist, isolationist teaching methods since the mid-1800s. Most natural learning environment calls for heterogeneous multiage groupings, within which other groupings may be created as needed. Nongraded schools offer reasonable alternative that takes about five years to launch. (MLH)

Language: English

ISSN: 0271-6062

Abstract/Notes: This paper traces the development of graded and non-graded classrooms in the United States in the 19th and 20th centuries and describes the implementation of multiage classrooms at an elementary school in Hopedale, Massachusetts. After defining what is meant by multiage classrooms, the paper discusses the role of Horace Mann, who was then a secretary for the Massachusetts Board of Education, in implementing the first graded classrooms in the United States in the 1840s. It also reviews early criticisms of graded education, especially those voiced by John Dewey, who felt that graded classrooms were too confining and machine-like. The paper then addresses the influences on the move back to nongraded or multiage classrooms in the late 20th century, reviews recent research on multiage instruction, and presents the educational benefits of multiage classrooms. Finally, the personal experiences of an elementary school principal responsible for the implementation of multiage classrooms at

Language: English

Language: English

Abstract/Notes: Multi-age education is most similar to the one-room schoolhouse approach. The teacher creates an environment for students of different ages to learn and prosper. The students, working independently and collectively to learn topics of relevance and interest, have increased self-esteem and a more positive attitude toward school. This volume looks at the rationale of multi-age education and the current research on multi-age programs. It describes the steps for implementing a multi-age program and includes specific examples for setting up the classroom, daily planning, determining the curriculum, grouping for instruction, using learning centers, soliciting parent help, and assessing student progress. The book presents samples of student work, cooperative learning lessons, and appropriate themes of study, and it identifies misconceptions about multi-age problems, discusses common problems to avoid, and celebrates the joy of successful programs. (Contains 38 references.) (ND)

Language: English

Published: Westminster, California: Teacher Created Materials, Inc., 1996

ISBN: 1-55734-881-2