December Shelves

 Dry and wet pouring

Spoon transfer, water ladle transfer

Tong transfer, clove grinding, cinnamon grating, glove and mitten practice

Paper chain, Christmas tree hole-punch

Gift wrapping, miniature crayons

November Shelves

Dry and wet pouring

Sorting, spoon transfer, sifter transfer

Tong transfer, crochet hook transfer, baster transfer

October Shelves

 

Dry Pouring and Wet Pouring

Hand Transfer, Spoon Transfer

Tong Transfer, Sponge Transfer, Sponge Tong Transfer

 

Crayons coloring, Leaf Tracing

Scissors, Hole Punch

Ocean Themed Practical Life

Dry Pouring, Wet Pouring

Shell Sorting, Spoon Transfer, Spoon Sorting

Sand Search Box, Tong Transfer, Eye-Drop Transfer

The Importance of Rugs

This last week clearly illustrated for me, the importance of rugs in the Montessori classroom. Our school is currently fighting by lice and we had a case in our classroom. After a little bit of freaking out on my part, I took action and put away all fabric made things from the room (as much as possible). This included the touch fabrics, the pillow of our book corner rocking chair, the mystery bag game, all blind folds, all aprons, and of course, all rugs!

This was particularly frustrating as we were just in the third week of school and had just begun getting used to the classroom procedures and routines. We did learn to have “imaginary rugs” by making lines in front of us in the hopes of keeping works somewhat organized. But overall, it was chaotic! 

Now here are my thoughts.

1.       Personal Space- Of course, the most important aspect of using rugs in the Montessori environment is that of determining personal space. Rugs allow children to have their space clearly visible allowing them to organize their works in front of them and making it clear to others. This allows children to learn organize their space and to respect of others' space.

          Now without rugs, we see works going in many different directions and with no clear determination of what belongs to whom. We also see children working almost on top of each other and works getting mixed up. This is no fun! 

2.       Care of Materials- As illustrated above, rugs allow materials to have designed space. This makes it easier for children’s work to be organized but also keeps materials safe from being stepped on as we learn to walk around rugs. It also makes the materials standout.

          Without rugs, I noticed how much harder it was to do works on the dark carpet we have on our floors. The materials looked dull and were harder to see. I kept tripping over materials and the children walked over some accidentally! 

3.       Routine- Without rugs our whole routine was thrown off. I noticed it particularly with myself. When I invite a child to a new presentation, I always say something along the lines of “go get a rug and I will meet you there in 1 minute.” This allows me to finish what I am doing or jot down a note or two.

         Without rugs, I was ready to pull out my hair! I had less transition time or ways to direct children as I made my way to them. A few of the children also struggled with the lack of routine as they are in a sensitive period for order.

Yet even without rugs, most the children worked happily. They continued to learn and they continued to help each other. The loved their lessons and moved about without worrying. A few children really felt the out of routine-ness of it all but none felt it as I did! Children need routine but we teachers do too. I cannot wait to return to the classroom tomorrow and return the rugs to their sacred place. This past week really taught me to appreciate the importance of rugs and I will never present them in the same way again! 

April and May

April and May Practical Life

Just about one month away from graduation!

March

Life is busy with my Masters Program so enjoy some March shelves for now.

February Practical Life Shelves

New month means new works!

Art

 

Top Shelf- Art Mats, Tissue paper tearing and glue for card making

Bottom Shelf- Paper folding/drawing/cutting, Heart hole punching

 Practical Life

Top Shelf- Dry pouring, Wet pouring

Middle Shelf- Spoon transfer, Wet spoon transfer, Pouring and straining

Bottom Shelf- Tong transfer

Aha! Parenting- Choosing a preschool

A little while back I ran across this article from Aha! Parenting- Choosing preschool: Montessori vs. Gifted
which claimed that play-based learning is best for children.
The author mentioned how for children, their play is work. This reminds me of Montessori's findings. In her first school she offered children toys as well her famous materials. She found children gravitating away from the toys towards the learning materials.  They were thirsty for real things, no pretend things, and their work became their play.
The article continues on to discuss what is not so great with Montessori schools. How it is too rigid, 100 years old, and does not allow for creativity or play. Clearly as a Montessorian these are things I disagree with.
While I understand how it could be viewed as rigid (a child must have a presentation from a teacher before being able to do a work, materials are to be used for their purpose, etc...) it is often because the reasons why these things are in place in not known or understood. I would argue though, that the Montessori Method's age, is not a negative. What Maria Montessori found to be best for children a hundred years ago completely changed the way people viewed the young child and greatly influences how preschools are set up today (child sized furniture, freedom to choose, sensitive periods, the need for manipulatives, etc). Her findings continue to be relevant and continue to guide use towards a better understanding on the child and his development.
Montessori found that children thirst for freedom but this freedom (as it should be with adults) comes with boundaries for the benefits of the group. Freedom does not mean you get to do what ever you want!
Also as a scientist, Montessori based her method on observations of the child. She found that children needed to be based in reality first in order for their creativity and imagination to flourish.
The author concludes by mentioning how anyone can call themselves and Montessori school and that the most important factor then becomes the people in the school more than the philosophy. I would agree that the people are just as important as the learning. No matter the approach, a good or bad teacher can have a huge impact, as can a good or bad school community!
It thus becomes crucial for Montessori schools to be continuously working towards a better understanding and practice of the Method while building a strong and happy community!

QRIS and Montessori

QRIS or Quality Rating  and Improvement Systems are widely used in preschools and daycare settings throughout the country. There are many systems used such as ECERS (assessing environment, materials, curriculum, health and safety, parent relationship, management, and staff credentials) and CLASS (assessing interactions, language, and climate).
These systems offer ratings to different setting based on what is considered "best practice". While it is a good thing to keep establishments accountable, encourage progress and improvements, and assess current practices, these systems are primarily "play-based" centered. This often leads to Montessori settings receiving lower scores regardless of authenticity or quality.Many of these QRIS are becoming a part of licensing requirements.
As a teacher who has gone through the process twice (ECERS and CLASS) I have learned a lot. It has been a helpful experience in many ways and has shown me ways to become a better teacher and create a better environment. Yet I have also seen many core Montessori principles and practices being disregarded or rated poorly due to the systems' core focus on "play-based" practices.
This is an important topic for Montessorians to research and understand. We need to be aware of the changes coming up and how they will effect Montessori schools. We can use this as an opportunity to further the awareness of the method and better ourselves in the process.

For more details please check out the links below and share your thoughts and experiences!

Video from AMS and AMI/USA
 

Links
http://www.montessoriforward.org/
http://www.macte.org/
http://ers.fpg.unc.edu/node/324
http://www.montessoriratingscales.com/node/15

The Importance of Parent Education on the Montessori Method

The Importance of Parent Education on the Montessori Method

The Montessori Method offers a unique learning experience for students. Often parents choose to enroll their child in a Montessori program with minimal information on the depth and value of the method. Through parent education nights, Montessori schools hope to present parents with a deeper understanding of the Method. By presenting parents with more information, schools hope that parents and their children can get the most out of this form of education through a strong partnership and clear expectations. Research shows the importance of a parent teacher partnership in order to provide students with the best education possible. This illustrates the importance of connecting the school and the home environment. There are many ways for schools to achieve this.

According to the National Education Association, parent involvement makes a difference to children’s learning no matter the family’s income or background (NEA, n.d.). Plevyak (2003) warns of the many possible barriers such as cultural differences, fear of authority, and family problems that may be involved in parents’ lack of participation. Yet she also discusses how schools and teachers can find ways to overcome these barriers through an open and trusting environment and regular communication (Plevyak, 2003). This is a crucial first step in creating a relationship between home and school as well as involving parents more into their children’s education. When parents are involved in the children’s education, children tend to do better in school (NEA, n.d.).  

Parent involvement has shown to improve regular school attendance, higher grades, overall better social behavior, and increase graduation rates (NEA, n.d.). Yet parents’ involvement depends primarily on the school. There must be a system in place to give parents information, build relationships, and create a positive atmosphere for communication. According to the NEA (n.d.), this can be done through clear expectations of what parents should do, consistent communication, and well-planned events such as education nights, open houses, and family home visits.

Williams (2008) researches in depth the importance of knowing how parents and teachers perceive each other in order to break down any barriers and build a relationship of collaboration for the best for the students. In her research, she observes how often parents and teachers are seen to be enemies or at odds with each other (2008). This perception creates a dangerous barrier in education as parent involvement has been proven to impact student success (Hawes, Plourde, 2005). According to Williams (2008), the first step in breaking down barriers is understanding. Parents and teachers alike need to create a safe environment where both entities can share their beliefs on education and their goals for the school. This will allow for both sides to understand each other and from there begin a relationship.

The article, “Parental Involvement in Our School”, offers five strategies to build better relationships between parents and teachers (Rygus, 2009). The author proposes that first, the school must be a comfortable place, it must be a place for parents to communicate with each other and feel welcome into the school. The second and third strategies focus on creating an environment of trust where parents know they can discuss concerns and know you are around by seeing you regularly. Next, parents must feel valued and be able to participate in a variety of tasks. Finally, it is crucial to offer a variety of events to strengthen the relationship. These events can be casual as well as formal and should encourage parents’ participation (Rygus, 2009).

Every school should have a plan in place to achieve these goals. Being different from what most people have experienced, Montessori schools should go above and beyond these expectations.  Maria Montessori illustrates her belief on the importance of harmony between the school and the home in her book Dr. Montessori’s Own Handbook (1965). She reminds us that children need to learn in both places and finds many similarities between the two. Montessori’s schools or Children Houses were created specifically to bridge the gap between school and home and to create a safe environment where parents could trust their children to be cared for (Montessori, 1965). This remains a critical goal for Montessori schools around the world.

AMI USA’s article “Montessori in the Home: Why Family Matters” (2012) reiterates the vital importance parent involvement plays in a child’s future success in school. The article highlights Montessori’s foundation on universal human principles that not only relate to educational practices but also to ways of parenting (AMI USA 2012). When the school environment and the home environment are in harmony, following the same philosophies, children are more likely to fulfill their unique potential. AMI USA strongly underlines the importance of parents and teachers working as a team to help each other in order to help each child (AMI USA 2012).

In her study, “Public Knowledge of Montessori Education”, Angela Murray (2012), surveys people’s basic knowledge on what Montessori education is all about. In her findings, we see many important misconceptions and gaps of knowledge. Teachers in Montessori schools often find parents being unaware of key Montessori concepts and believing myths as seen in Murray’s survey. Anu Karna (2013) found that parents’ knowledge is often based on misconceptions. This creates a barrier which does not match what most parents want for their child. Karna highlights her desires for her child such as success, confidence, critical thinking, caring for himself and others, and a love of learning. She presents Montessori as the ideal method for her as a parent to offer all these life skills to her child. Schools need to present parents this ideal and to collaborate in order to foster in both environments these crucial life skills.

The Catechism of the Catholic Church (2011) clearly emphasizes the important role parents have in their children’s education. “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” (Catechism, 2011, p. 537). Schools must not only respect parents’ roles but also be there to support them in educating their children. Educating parents on the Montessori Method and a school’s philosophy is one way this can be done.

Montessori schools have a responsibility to create a trusting and positive environment that offers parents information on the Montessori Method and builds a spirit of collaboration.  AMI USA (2012) proposes a large variety of ways to do this such as lecture, classroom observation, study groups, conferences, and open-houses. NAMC’s article, “A Montessori Approach to Parent Night: Tips for Community Building and Sharing Curriculum”, offers clearer details on how to present Montessori to parents (2012). The article proposes greeting parents as if they were students coming into the classroom and offering them presentations on authentic Montessori materials as well as allowing them time to work as their child does (NAMC, 2012). Many schools have put into place programs to support parent education. Edward Fidellow from Hillside Montessori School, has written an ebook called Becoming a Montessori Parent to further parent education and involvement in his school (Fidellow, n.d.). This is a valuable resource for all Montessori parents.

As of now, little to no research has been done specifically on the impact parent education programs have on boosting parents’ knowledge of the Montessori Method or involvement. Based on research, one can clearly see the importance of parent involvement and how it can be achieved. I plan to research how offering parents more opportunities to learn about Montessori can deepen their knowledge and strengthen their involvement in the school.

Reference List

AMI USA. (2012). Montessori in the home: why family matters. Retrieved from https://amiusa.org/montessori-in-the-home/

Catholic Church. (2011). Catechism of the Catholic Church. 2nd ed. Vatican: Libreria Editrice Vaticana.

Fidellow, E. (n.d.) Becoming a Montessori Parent. Hillside Montessori. Retrieved from http://hillsidemontessori.org/wp-content/themes/Avada/custom/eBook/Montessori-Parent-eBook.pdf

Hawes, C. & Plourde, L. (2005). Parental involvement and its influence on the reading achievement of 6th grade students. Reading Improvement, 42, 47-57.

Karna, A. (2013). Why Montessori? from a parent's perspective. Montessori Life 25.1  (Spring 2013): 24-29.

Montessori, M. (1965) Dr. Montessori’s own handbook. New York, NY: Schocken Books, Inc.

Murray, A. (2012). Public knowledge of Montessori education. Montessori Life. Spring:18-21.

NAMC. (2012). A montessori approach to parent night: tips for community building and sharing curriculum. Montessori Teacher Training. Retrieved from http://montessoritraining.blogspot.com/2012/10/a-montessori-approach-to-parent-

night.html#.Uoj7YOKomBV

NEA. (n.d.) Research spotlight on parental involvement in education. National Education Association. Retrieved from http://www.nea.org/tools/17360.htm

Plevyak, L. H. (2003).  Parent involvement in education: who decides? The Education Digest69.2 (Oct 2003): 32-38.

Rygus, E. (2009). Parental involvement in our schools. ATA Magazine. 10, 12-13

Williams, L. (2008). Parental Perceptions and Involvement. (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses. (UMI No. 3325447)

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