Colorado Montessori Association

Check out my article on Authentic Montessori in Colorado Montessori Association's November Newsletter- Colorado Montessori Association

December- Parents' favorite month for discipline

In the last week of November the Elves on the Shelves have already come back as have Santa songs such as "Santa Claus is Coming to Town". This also brings for parents the easiest month for discipline.

The Elf on the Shelf, a sweet book which comes with a cute elf doll, has been quite the phenomenon for the past few years. After enjoying the story and naming the elf, parents place the elf in fun to find places throughout the house everyday. This shows how the elf moves around the house, gets into mischief, but most importantly spies on the little children and goes to tattle on them to Santa every night.
For more info- http://www.elfontheshelf.com/

The famous song-  https://www.youtube.com/watch?v=xtytbHrs5RY&noredirect=1 reminds children that during the night or day, Santa's watching! What a great way to encourage positive behavior! You are being watched, all day and all night.... and the amount and quality of presents you will receive on Christmas depends on you behavior! But don't worry this form of discipline is not from your parents, they're just here to remind you. This does make for easier "discipline" for them but is it best for children?

While the book and doll are very sweet, there is something I find quite disturbing about the whole thing. Parents use this as their means of discipline during the holidays. It's a nice break from having to be the "bad guys".  All you have to do this point out to the children that their behavior determines the "gifts" they will receive and that they are being watched. This is very manipulative.

I see three things particularly wrong with this.

1. This is a complete misunderstanding of what discipline is. Maria Montessori saw discipline as in internal developmental process in which the child learns to control his impulses. She did not find rewards and punishments to be the way to achieve this. Discipline is a life long process and should not simply be the means to an end such as avoiding the tantrum in the store by threatening coal.


2. This is feeding children lies. While there is a beauty to the myth of Santa, why are we forcing children to believe this? This creates a lack of trust. It is very illogical. Why spend so much time making "Santa" real and no or little time on Christ who is actually real?! Children have a need for reality. Maria Montessori always emphasized children's need for reality.Anyone who has spent time with children will know that the line between reality and fiction is very blurry for young children (until about age 5-6).

3. Christmas is about Christ, the King of kings making himself man for our salvation. THE greatest gift of all. But we do not receive this gift because we "earned" it by being "good". A gift is receiving something even if we do not deserve it. It is something done out of love, not out of manipulation! A gift loses its meaning if it has to be earned. A true gift is free, with no strings attached, and with no expectation of anything in return.

Anyway, here are my thoughts. What is the real focus of Christmas? How do we make Christmas real for children? How do you celebrate Christmas with your children?

Edit- please note- I love St. Nicholas, he is a holy example of faith and generosity. I love teaching the children about him and loved when my dad would dress up like him and hand us out gifts. It is lovely to offer gift in remembrance of his life. This very different from Santa Claus (inspired by St. Nick) who is fictional.

Two other blog posts on the topic
http://nateandrachael.com/believe-or-not-to-believe-in-santa-claus/
http://jenhatmaker.com/blog/2011/11/29/the-christmas-conundrum 

Montessori Education and the Dyslexic Child Research Paper

 

Children nowadays are facing many challenges. Some of these challenges are financial, or due to broken families; others come from not having the chance to be in a successful school or from being bullied. A large number of children also suffer from learning disabilities. One of these disabilities is dyslexia. According to Professor Sally Shaywitz, one in five American children suffers from dyslexia (2003). Dyslexia is a complex learning disability that looks different for each child. Luckily, a lot of research has been done on the subject in the last decade, offering a variety of tools and options for teachers and parents. All children face unique difficulties and it is the job of the teacher to support them and lead them towards success. Based on current research and an in-depth look at Montessori education, educators can see how children with dyslexia can be supported within the Montessori classroom and led towards success.

Dyslexia is often associated with reversing letters and numbers or seeing symbols backwards, yet Shaywitz tells us that this is a common misconception (Shaywitz, 2003). Dyslexia is far more complex. In the video What Is Dyslexia?, Sandman-Hurley, defines dyslexia as: “… caused by a phonological processing problem” (2013). This makes manipulating language the biggest challenge and not, as often is misunderstood, with seeing (Sandman-Hurley, 2013). This processing problem is seen in the way a dyslexic brain funcitons. Through the use of MRIs, researchers were able to take a look into the processes of the brain for a child with dyslexia versus a child without it (Shaywitz, 2003). This showed that dyslexics tend to rely more on their right hemisphere and frontal lobes than on their left hemisphere which is incharge of language (Sandman-Hurley, 2013). This makes reading a longer and more complicated process.

Dyslexia is a lifelong disability and is heriditary (Shaywitz, 2003). As research has grown and there is more awareness on what dyslexia is, more and more people realize that this is the reason they struggled in school. Often parents of children with dyslexia will discover their own disability as they work to support their child (Shaywitz, 2003). Dyslexia is a disability making the process of reading and writing more challenging but it is very improtant to remember that it does not affect a person’s intelligence. The National Institutes of Health conducted a study to illustrate how dyslexia is not related to lower IQ scores (NIH News, 2011).

Children suffering from dyslexia struggle at keeping up with their peers, since reading and writing is a far more complex process for them (Sandman-Hurley, 2013). Yet each child will struggle in a unique way depending on how severe the disability is (NCLD Editorial Team. (n.d.). The NCLD Editorial Team explains: “Some with dyslexia can have trouble with reading and spelling, while others struggle to write, or to tell left from right. Some children show few signs of difficulty with early reading and writing. But later on, they may have trouble with complex language skills, such as grammar, reading comprehension and more in-depth writing.” ((NCLD Editorial Team. (n.d.). These difficulties not only make learning challenging but can also have a negative impact on a child’s self-esteem (Foss, 2013).  Not only do educators need to find appropriate strategies to support dyslexic children, they must also remember to focus on the child’s strength (Shaywitz, 2003).

It is important to diagnosis children early in order to begin intervention as soon as possible. Early identification is crucial since a child’s brain is far more flexible as a young age (Shaywitz, 2003). Too often identification does not happen until third grade (Shaywitz, 2003). By then children have already struggled and missed important concepts. The “wait and see” approach is not beneficial to children (Bourne, 2011). Once dyslexia is suspected, it is vital to being diagnosis and intervention. Ben Foss reminds us of the importance of a child’s emotional and social development (Foss, 2013). For a child to be able to be successful in learning with dyslexia, not only must there be accommodation for learning but the child must also feel comfortable and safe. According to Shaywitz, first grade is the most crucial time for reading, it is when a child learns to decode, identify, and understand words (Shaywitz, 2013). There is a great need for teachers of children even below first grade to be trained and aware for the signs of dyslexia in order to intervene as soon as possible. Skotheim proposes that children can be identified as early as age four or five (Skotheim, 2009).

Gavin Reid discusses the many aspects and options of diagnosing dyslexia (Reid, 2011). Reid suggests that parents or teachers who have suspicions that a child is struggling must perform a full and formal assessment as soon as possible (Reid, 2011). There are many options available for assessments. These can be done through professionals, educators, or from resources from trusted institutions such as the California Association of Licensed Education Psychologists (Reid, 2011). For an assessment to be successful, it must be based on the child’s curriculum and lead to concrete recommendations (Reid, 2011). Foss adds that children’s strengths should also be assessed (Foss, 2013). By focusing on the curriculum, having a plan, and honoring the child’s strengths, parents and educators can begin to put into place strategies to support dyslexia. There are now many options available. Many severely dyslexic people have found ways to live with their disability and thrive. One of these people is Ben Foss, the author of The Dyslexia Empowerment Plan. In his book, he discusses the various tools he uses such as speaking through a computer, using transcribing programs, and editing (Foss, 2013).

Once the diagnosis has happened and assessments have been administered, there are many proven methods that can support dyslexic children. In the video What Is Dyslexia?, Sandman-Hurley points out the brain processes can be changed by using: “… an intensive, multi-sensory intervention that breaks the language down and teaches the reader to decode….” (Sandman-Hurley, 2013). This allows for more work to happen in the left hemisphere of the brain and drives for an improvement in reading. Books and online resources have found many ways to offer effective interventions for dyslexic readers. Yet the Montessori Method already offers a strong foundation for supporting dyslexic students through its hands-on materials and philosophy.

In 1898, Maria Montessori began working with special needs children and thus became one of the first special educators (McKenzie, Zascavage, 2012). Through her observations and experiments, she created a new method of education through a well-prepared environment with hands on material and teachers trained to be observers (Standing, 1998). In 1906, she opened her first school for all children. To this day the Montessori Method remains one of the most effective methods of education for all children, whether with or without disabilities.

Each area in the Montessori classroom is specially prepared with clear and direct aims, from Sensorial and the refinement of the senses, to Practical Life and life skills, Math and a concrete experience of numbers and quantities, to Cultural and experiences connecting to the world, and finally to Language. The Montessori language curriculum offers hands-on manipulative materials that follow a scaffolding sequence. This allows children to learn with their hands, deconstruct, and reconstruct language, offering an ideal model for what Sandman-Hurley recommends (Sandman-Hurley, 2013).

In a primary Montessori classroom students as young as three are first introduced to language through games such as “I, Spy”, rhyming, and initial sound activities. This helps create a strong phonological awareness. Phonological awareness is foundational towards reading and writing (Skotheim, 2009). Later on, through the sandpaper letters, not only are children learning their letters through sounds visually but they are also through touch. Richardson reminds us that the kinesthetic sense is the strongest for memory (Richardson, 2004). This offers a highly multi-sensory approach to learning. It is important to note that this stage can be difficult for dyslexic students as they work to understand the relationship between the symbols of letters and their sounds (Reid, 2011). This is an ideal time to pay extra attention to students and identify their difficulties in order to offer accommodations as early as possible.

Once children have a strong phonological awareness and knowledge of sounds and letters, they are introduced to the large movable alphabet that allows them to deconstruct and build words. This offers yet another multi-sensory process towards understanding language. Later on children also learn whole-word strategies offering a “whole-language” approach towards teaching reading (Epstein, 2006). Epstein also reminds Montessori teachers to use a variety of strategies in order to meet the needs of all children. Unlike others, she advocates for offering the children the time to develop their reading skills at their own pace without labeling a child who is not reading by age five as dyslexic (Epstein, 2006). This reminds us to keep a balance between identifying issues and following the child’s development.

Just as children in a more traditional setting need to be identified, it is crucial for identification to also happen within the Montessori classroom. While the curriculum offers ideal tools to support dyslexic students, it is not enough. Teachers must be aware of the many ways dyslexia can manifest and the many proven tools available to best support dyslexic students. Skotheim offers simple checklists and activities to assess children’s development within the Montessori classroom (Skotheim, 2009). Reid also emphasizes the need for parent-teacher collaboration (Reid, 2011). As parents help support their children at school and outside of school they must have access and information about the progress or challenges happening in the classroom.

As awareness on dyslexia grows, it is imperative for teachers to be knowledgeable and have a variety of strategies on hand in order to meet all students’ needs. In his dissertation, Washburn found that very few teachers were properly trained (Washburn, 2009). Teachers must become more knowledgeable about dyslexia and child development in general in order to support students successfully. Maria Montessori created her didactic materials through the observation of children and trial and error. She was a scientist knowledgeable in development. With this background, she was able to offer the children what they most needed. It is our job as well, as teachers to observe, experiment, and believe in the children’s development in order to meet their needs.

Recent studies and research clearly illustrate the need to better understand dyslexia, to identify students as early as possible, and to provide a multi-sensory environment for dyslexic children. The Montessori environment is rich in multi-sensory materials and follows a “whole-language” approach to reading, offering dyslexic students a positive learning experience. Through the Montessori Method, teachers are able to follow children individually and use specific strategies to support them. It is crucial for Montessori teachers to be trained to observe and support dyslexic students in order to provide the appropriate strategies and support. Maria Montessori, yet again, was head of her time and provided us with a rich and successful method to meet all children’s needs.

Annotated Bibliography

Bourne, L. (2011). Dealing with dyslexia. Montessori For Everyone. Retrieved from                                 http://www.blog.montessoriforeveryone.com/dealing-with-dyslexia.html

            Lori Bourne discusses her personal experience with dyslexia as she discovered some of her family members struggling with it. She touches on the overview of what it is, what it looks like neurologically, the importance of early intervention, and what can be done to support dyslexic children. She also offers a wide range of resources and tools for educators and parents.

Epstein. A. (2006). Montessori early childhood language: life-long literacy. Montessori.org.   

retrieved from http://www.montessori.org/index.php?option=com_content&view=article&id=142:montessori-early-childhood-language-life-long-literacy&catid=39:birth-6&Itemid=71

Ann Epstein, once a speech pathologist, outlines the development of language from verbal to visual and tactile. She outlines the Montessori way of teaching language and its benefit to the child not only for school but for life. Epstein emphasizes the benefit of the Montessori "whole-language" approach to reading to meet the needs of all children.

Foss, B. (2013). The Dyslexia Empowerment Plan. Ballantine Books. New York

Ben Foss encourages children and parents to learn the facts on dyslexia, be empowered, and grow to their full potential. He also provides helpful tools such as helpful resources, diagraph, and checklists. Instead of overcoming dyslexia, Foss proposes, integrating it into daily life.

McKenzie, G.K. Zascavage, V.S. (2012) Montessori instruction: a model for inclusion in early childhood classrooms and beyond. Montessori Life. 24.1 (Spring 2012): 32-38.

McKenzie and Zascavage analyze how the Montessori classroom is preprogramed for inclusion. They go in-depth on how the philosophy and many aspects  can meet the needs of children with a variety of learning difficulties.

NCLD Editorial Team. (n.d.) What is dyslexia? National Center for Learning Disabilities.

Retrieved from http://www.ncld.org/types-learning-disabilities/dyslexia/what-is-dyslexia

The National Center for Learning Disabilities offers a simple guide on what dyslexia is, how it is identified, how it affects people, and how it can be treated. It offers warning signs by age groups as well as practical steps for parents and educators to take.

NIH News. (2011). NIH-funded study finds dyslexia not tied to IQ. National Institutes of Health.                      Retrieved from http://www.nih.gov/news/health/nov2011/nichd-03.htm

The National Institutes of Health conducted study to see whether dyslexia and lower IQs were connected. They found that dyslexia does not mean lower IQs and that dyslexic children should receive support in reading. 

Reid, G. (2011). Dyslexia: A Complete Guide for Parents and Those Who Help Them. Whiley-

Blackwell. Chichester, UK

Reid's book not only discusses the various aspects of dyslexia but also shares real accounts form parents and educators. He provides many helpful strategies for parents, places an important emphasis on children's emotion development, offers many important resources. Reid also discusses what happens after school, providing many helpful resources of dyslexics to be successful throughout their lives.

Richardson, O. S. (2004). Resarch validates montessori approach to teaching language. Montessori Life. Summer 2004. 16, 3, 46

This article discusses how Montessori education is an ideal method for teaching language to children based on research from the National Institutes of Health. It illustrates how the Montessori Method also supports children with learning disabilities, particularly dyslexia. The author also offers games and activities to support children’s language development.

Sandman-Hurley, K. (2013). What is dyslexia? [video file]. TED-ED. Retrived from http://www.youtube.com/watch?v=zafiGBrFkRM&noredirect=1

This video offers a quick inside look on what dyslexia is. It offers an overview of how a dyslexic brain functions and how this affects children's learning.

Shaywitz, S. (2003). Overcoming Dyslexia. New York: Vintage Random House Inc.

This book give great detail and history on what dyslexia is and how parents, teachers, and students can overcome it. The author explains how dyslexia works and the importance of diagnosis and what can be done from there. It offers practical steps to incorporate both at home and at school to support students with dyslexia.

Skotheim, M. K. (2009). Honoring the child with dyslexia in a montessori classroom. Montessori              Life, 21.1 (2009): 36-40.

Skotheim offers a simple and comprehensive overview of dyslexia and how it affects children with this learning disability. She connects recent research with how children learn within the Montessori classroom and illustrates how the two combine.

Standing, E. M. (1998). Maria Montessori: Her Life and Work. New York: Penguin Group.

E.M. Standing discusses the depth of the Montessori philosophy through personal accounts of Montessori's life and examples of her method in action.

Washburn, E.K (2009). Teacher knowledge of basic language concepts and dyslexia: are teachers prepared to teach struggling readers? (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses. (UMI No. 3399916)

Washburn's dissertation focuses on the lack of teachers' preparation to support dyslexic children. He conducted three studies to gather data on teachers' preparedness. He then worked on possible solution to prepare teachers to be successful in helping dyslexic children through in-service programs and continuing education.

Delving Deeper: Simplicity in the Montessori Environment

   As the education system works to better itself through new standards and learning objectives there is more and more pressure to cover a large amount of information each year. Montessori teachers find different ways to add to the curriculum and materials. In the article, Delving Deeper: Simplicity in the Montessori Environment, Michelle Irinyi discusses how she witnessed firsthand the overwhelming feel of crowded shelves in a coworker’s classroom and the negative impact it had on children.

            Irinyi’s coworker: “…believed it was her responsibility to present every lesson and material possible each year” (2013). The overabundance of supplemental lessons overshadowed the Montessori materials. The children, while busy, did not concentrate. Irinyi compares this bounty of materials to an overwhelming meal (2013). While everything looks good and is appealing, the amount becomes overwhelming and nothing is fully enjoyed.

Montessori created a uniquely beautiful and simple environment for students where each material was there for a reason. Maria Montessori began by offering the children dolls and toys to play with but soon observed that the children were not drawn to them in the way they were captivated by the didactic materials (1998). Irinyi’s article reminds us of this amazing fact. The original materials are enough.

In Irinyi’s opinion, teaching lessons in the Montessori classroom is not about going through a checklist but must be based on each individual child. The goal of Montessori education is to open up the whole universe to children: “…freeing them to explore, ask questions, conduct research, and create their own understanding” (2013). We must believe in the method and remember the depth of knowledge found in beauty and simplicity. 

 Irinyi, M. (2013). Delving deeper: simplicity in the montessori environment, North American Montessori Center, retrieved from http://montessoritraining.blogspot.ca/2013/10/delving-deeper-simplicity-in-montessori.html#.UlYeJhASfFJ 

ForLittleOnes- Readers Reviewed!

A great interview and review at http://ecoleeko.blogspot.com/2013/10/montessori-reading-for-little-ones.html
Thanks to Ecoleko!
Check out her store- http://www.ecoleeko.com/

Montessori and Catholicism

"It is possible to see a clear analogy between the mission of the Shepherd of the Church and that of the prudent and generous Montessori directress - who with tenderness and love knows how to discover and bring to light the most hidden virtues and capacities of the child."
-Pope John XXIII

Check out my wonderful friend's blog on her Montessori adventures!
http://ireneob55.wordpress.com/2013/09/19/what-is-the-montessori-method/

Stay at Home Moms

An interesting article about stay at home moms.
As a educator I find this to be an fascinating and beautiful perspective. I do not have children of my own so I can't speak from personal experience but I can speak about what I have seen through others. One of my sisters home-schools her 5 kids and rarely have I seen such well balanced, well mannered, and wonderful children. (Note- I might be a little biased as I am their aunt.)
Matt Walsh brings out many great points about the importance of motherhood while not saying that it is wrong for mothers to work. Some highlights:

- Motherhood used to be deified and now it is seen as a "disease"
- Mom- the most important role, you cannot be "replaced" the way you can be on a job
- For moms to spend as little time as possible with their kids should not be considered an "ideal"

But really, the article is much better written than my 2 cents and worth a read:

http://themattwalshblog.com/2013/10/09/youre-a-stay-at-home-mom-what-do-you-do-all-day/

Parents as first educators

Something has been on my mind lately. Are parents relying to much on others to raise their children for them?

I feel that throughout my readings for my Masters in Montessori education, the government is continually trying to decide what is best and that people are looking to schools (and the government) to raise their children for them. We seem to be so far away from parents wanting and being able to raise their own children. Too often it seems to me like people have children as a commodity (for status, social norms, because they have reached a certain age) and then look to others to raise them! While yes, it does take a village to raise a child, shouldn't the parents be the first and primary educators instead of the school, the nanny, or the government?
As the Cathecism of the Catholic Church beautifully says:

2223    Parents have the first responsibility for the education of their children. They bear witness to this responsibility first by creating a home where tenderness, forgiveness, respect, fidelity, and disinterested service are the rule. The home is well suited for education in the virtues. This requires an apprenticeship in self–denial, sound judgment, and self–mastery—the preconditions of all true freedom. Parents should teach their children to subordinate the “material and instinctual dimensions to interior and spiritual ones.”³¹ Parents have a grave responsibility to give good example to their children. By knowing how to acknowledge their own failings to their children, parents will be better able to guide and correct them: (1804)

http://www.usccb.org/beliefs-and-teachings/what-we-believe/catechism/catechism-of-the-catholic-church/

I just heard of a family where the parents are in their fifties and just adopted a child from China. This is awesome but just a few month after adopting him he is in school from 8-4 while his parents work from home. He was in an orphanage for the first 3 years of his life and is most likely experiencing a huge culture shock with little support. I find this to be so sad! Shouldn't he be spending most of his time with his new family getting to know this new and foreign culture?

What do you think? Do parents rely to much on school to raise their children for them? How can we help remedy this?

Lakshmi A. Kripalani- The child’s choice is the clue

Lakshmi A. Kripalani is one of Montessori's own students and strong advocate for the method. She is often referred to as a Montessori sage. She was at the feet of Maria Montessori, the head of a school, a teacher trainer, an author, and has given many lectures on Montessori education.

In the article "The child's choice is the clue" she reminds us of the true meaning of the sequence of Montessori materials. She tells us clearly that: "The sequence is not for the children to follow mechanically. The sequence is for the teachers"(2010). This places an even greater emphasis on the importance of observing each child. Through observations we can see the specific needs of an individual child and thus the correct sequence for this individual.
Yet so many materials rely on each other. Should a child be able to do the number rods before having been introduced to the red rods? Of course this would depend on the teachers observations but does it not also illustrate a certain need for following the sequence of materials?

What are your thoughts? Do we too often rely on the "correct" sequence and place unnecessary barriers on a child's independence or is the sequence not just for the teacher as Lakshmi reminds us?

Kripalani, L. A. (2010) The child’s choice is the clue, Montessori Central, retrieved on September 21st 2013 from http://jola-montessori.com/article/lakshmi-a-kripalani-8/

Pinterest!

Check out my pinterest for many Montessori resources, educational articles, and a wide variety of activities to do with children!

http://www.pinterest.com/paulinemeert/boards/

Authentic Montessori

What do you think makes for authentic Montessori? What do you think are the top 5 non-negotiable for authentic Montessori? Is authentic Montessori even possible?

Here is my short paper on the subject.

Authentic Montessori through Faithful Teachers

Pauline Meert

EDUC 6210- Analysis of Contemporary Issues

Submitted to Sandra Weiner Andrew

Center for Contemporary Montessori Programs

St. Catherine University

September 14, 2013

In the year 1906, the first Montessori school opened its doors, and an international phenomenon began. 107 years later the education community is still learning about Maria Montessori’s method and discoveries. As Montessori teachers, we are also continuing to absorb the depth of her philosophy and grapple with the question, what is authentic Montessori. This question can be seen through various lenses and has been addressed by many professionals. To answer this question, first, we must determine whether Montessori education is relevant to the 21^st century and if so, can this century old method be used without becoming watered down. From there, we can begin to decide what essential components are necessary for Montessori to remain authentic and what role the teacher plays in this endeavor.

In over a century, our culture has considerably changed. One of the most noticeable differences is seen through technology and how it allows us to be more connected than ever before. This has created many changes on how we function as a society. In the article, Is Montessori Ready for the Obama Generation?, Mark Powell illustrates how our culture has changed through “global interdependence”, “global competition”, “ubiquitous information”, and “workplace innovation”, and how it is critical for our education system to create an environment of interactive learning to prepare students for jobs which have yet to be imagined (2009). Powell argues that the model of Montessori education is the ideal system to enable students to learn interactively. It also meets 21^st century learning objectives such as hands on learning, collaborating, and allowing children to go at their own pace (2009). 

The objectives for 21^st century learning clearly match the method of education Maria Montessori began over a hundred years ago. Based on this we can conclude that yes, Montessori education is very much relevant today and is a perfect format for allowing children to learn and grow at their own pace and through real experiences. Our next issue now comes with keeping true to method. Jerry Abraham (2012) reminds us of how easily Montessori education can vary due to the many influences on each individual school. Parents, teachers, and administrators each brings a unique understanding of what Montessori education means. Montessori, wanting to allow her method to be accessible, never trademarked her work making it available to all (2002). While this has allowed for a unique variety in schools, it has also created disagreements on what is essential and what is it not.  Powell reminds us of the importance of uniting and working as a whole in order to build up authentic Montessori (2009). We cannot let disagreements divide us. As John Blessington reminds us, we should instead be learning from each other and be challenged to better ourselves (2004). By doing this, we can strengthen our teaching and learn from each other in order to remain centered on the philosophy and the children.

While it is true that each school, each teacher interprets Montessori education in a unique way, there are core elements of the philosophy that are non-negotiable. In the article “Finding the Right School” (2002) we read an in-depth analysis of the various components needed for a Montessori environment to be “just right”.  It provides concrete examples of what some of these non-negotiable elements are, such as, the scarcity of desks, the full range of Montessori materials, the ratio of children of both genders and mixed ages, and the overall atmosphere of the classroom (2002). Most Montessorians agree that these elements are important and crucial to the success of a classroom. However, we must dig deeper to find what truly makes a classroom authentic.

In his video lecture Authentic Montessori, M. J. Dorer (2008) tells us the story of how a teacher was able to create a Montessori school in the depth of Africa where materials could not be purchased from a high quality store. This story illustrates clearly how Montessori is more than just about its physical aspects. He also defines the term authentic as per the dictionary as something which is true to its original form (2008). We could look at Montessori education’s original form in two ways. One way would be in the concrete and physical aspect, where a classroom would need to be identical to Maria’s original school, with the same number of students, exact materials, and identical routine. Another way would be through its fidelity to the philosophy. The philosophy is far more abstract and hard to grasp, but it is where the heart of Montessori education can be found. By following the philosophy, all other concrete aspects will follow. This can only be done if the teacher is knowledgeable and faithful to the philosophy.

Tim Seldin (2006) clearly illustrates how each one of us interprets Montessori’s method in a unique way making it difficult to define what is purely true to the original form. Seldin notes how “the only truly authentic Montessorian was Dr. Maria Montessori herself.” (2006). While it is true that we may never be as Montessori as Maria was, we must always thrive to understand and practice her philosophy of guiding “…the “teacher within” the child.” (x, 1998) to the best of our abilities. It is when teachers remain faithful to this core of the philosophy that authentic Montessori can happen.

As we can see, the Montessori Method is still relevant to this day, if not even more, as it provides an ideal format for our changing world of the 21^st century.  As Montessorians, we need to be united to learn from each other and celebrate our differences while remaining true to Montessori’s original philosophy in order to stay faithful to her work. We must take into account the many important components that make up an authentic Montessori classroom. However, we must always remember that authentic Montessori is only possible if the teacher is faithful to the philosophy.

References

Abraham, J. (2012). How Much Water Can You Add and Still Call It Lemonade. Montessori Life, 22-25.

Blessington, J. P. (2004,Fall) Deconstructing Montessori: A Growing Problem. Montessori Life, 16(4), 36-37

Dorer, M. (2008). Authentic Montessori, Streaming Media Recording. St. Paul, MN: The College of St. Catherine.

Powell, M. (2009). Is Montessori Ready for the Obama Generation. Montessori Life, 18-29.

Rambusch, N. M., & Stoops, J. A. (2002). Finding the right school. The Montessori Way.

Seldin, T. (2006). Finding an authentic Monessori school. The Montessori Foundation.

Standing, E. M. (1998). Maria Montessori: Her Life and Work. New York: Penguin Group.

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