1. Maria Montessori, MD 1870 – 1952 “Human teachers can only help the great work that is being done, as servants help the master. Doing so, they will be witnesses to the unfolding of the human soul and to the rising of a New Man who will not be a victim of events, but will have the clarity of vision to direct and shape the future of human society.” ~ Maria Montessori, Education For A New World

2. Background Born in Chiaravalle, Italy – August 31, 1870 Born in Chiaravalle, Italy – August 31, 1870 First Female to Graduate from University of Rome Medical School (1896) First Female to Graduate from University of Rome Medical School (1896) Left job teaching as Anthropology professor to open “Children’s House” in San Lorenzo, Rome. (housed sixty “learning disabled” children from poor families in a child friendly environment) Left job teaching as Anthropology professor to open “Children’s House” in San Lorenzo, Rome. (housed sixty “learning disabled” children from poor families in a child friendly environment) 1913 first trip to U.S. – founded Montessori Educational Association in Washington D.C. (Backed by Alexander Graham Bell) 1913 first trip to U.S. – founded Montessori Educational Association in Washington D.C. (Backed by Alexander Graham Bell) 1929 founded Association Montessori International in Amsterdam, Netherlands. 1929 founded Association Montessori International in Amsterdam, Netherlands. 1936 moved to Spain, after being exiled by Mussolini for refusing to compromise her values. 1936 moved to Spain, after being exiled by Mussolini for refusing to compromise her values. As a result of Spanish civil war, returned to Netherlands where she lived until her death. As a result of Spanish civil war, returned to Netherlands where she lived until her death. Nominated for Nobel Peace Prize – 1949, 1950, 1951 Nominated for Nobel Peace Prize – 1949, 1950, 1951

3. PEDAGOGY – “Follow The Child” Children are competent human beings capable of both self-directed learning and making maximal decisions. Children are competent human beings capable of both self-directed learning and making maximal decisions. Children’s Rights – The value and importance of children’s work to develop themselves into adults Children’s Rights – The value and importance of children’s work to develop themselves into adults Children learn differently than adults Children learn differently than adults Teachers control the environment not the child Teachers control the environment not the child Observation of the child in the environment as the basis for ongoing curriculum development Observation of the child in the environment as the basis for ongoing curriculum development Small, child sized furniture and creation of a small, child-sized environment (microcosm) in which each can be competent to produce overall a self-running small children's world Small, child sized furniture and creation of a small, child-sized environment (microcosm) in which each can be competent to produce overall a self-running small children's world

4. Continuing to Follow the Child Instruction of children in 3-year age groups, corresponding to 4 sensitive periods of development (example: Birth-3, 3-6, 6-9, and 9-12 year olds with an Erdkinder (German for "land children") program for early teens Instruction of children in 3-year age groups, corresponding to 4 sensitive periods of development (example: Birth-3, 3-6, 6-9, and 9-12 year olds with an Erdkinder (German for "land children") program for early teens The importance of the "absorbent mind," the limitless motivation of the young child to achieve competence over his or her environment and to perfect his or her skills and understandings as they occur within each sensitive period. (Ex. Repetitive babbling as language practice leading to language competence) The importance of the "absorbent mind," the limitless motivation of the young child to achieve competence over his or her environment and to perfect his or her skills and understandings as they occur within each sensitive period. (Ex. Repetitive babbling as language practice leading to language competence) Parent participation to include basic and proper attention to health screening and hygiene as a prerequisite to schooling Parent participation to include basic and proper attention to health screening and hygiene as a prerequisite to schooling

5. Age of Prudence (0-6 years) Sensorial explorers Sensorial explorers Construction of the Physical Construction of the Physical Concrete Plane Concrete Plane Learns with Absorbent Mind (0-3 yrs. unconscious learning, 3-6 yrs. conscious learning) Learns with Absorbent Mind (0-3 yrs. unconscious learning, 3-6 yrs. conscious learning) Fundamental for the formation and character of the individual Fundamental for the formation and character of the individual Basis for other virtues, helps us to accomplish good in the practical order Basis for other virtues, helps us to accomplish good in the practical order

6. Age of Temperance (6-12 years) Conceptual explorers Conceptual explorers Construction of the Intelligence Construction of the Intelligence Cosmic Plane Cosmic Plane Learns through reasoning with imagination and logic Learns through reasoning with imagination and logic “The Bridge” to abstraction – intellectual mind is organized “The Bridge” to abstraction – intellectual mind is organized Wants to learn about the Universe and its creation Wants to learn about the Universe and its creation This virtue develops a sense of moderation and appreciation of the worlds gifts. This virtue develops a sense of moderation and appreciation of the worlds gifts.

7. Age of Justice (12-18 years) Humanistic explorers Humanistic explorers Construction of the social/moral Construction of the social/moral Cultural/Moral Cultural/Moral Social find place in society Social find place in society Creation of the adult Creation of the adult Erdkinder: Children of the Land Erdkinder: Children of the Land Virtue that forms the consciousness of fairness and honesty to do right Virtue that forms the consciousness of fairness and honesty to do right

8. Age of Fortitude (18-24 years) Specialized explorers Specialized explorers Construction of the spiritual Construction of the spiritual Conscience & Discernment Plane Conscience & Discernment Plane Find one’s place in the world Find one’s place in the world Virtue that enables one to stand up and do what's good and true Virtue that enables one to stand up and do what's good and true

9. Where is Montessori today? There are at least 4,000 certified Montessori schools in the US and 8,000 worldwide. There are at least 4,000 certified Montessori schools in the US and 8,000 worldwide. Approximately 200 public schools in the U.S. and Canada offer Montessori programs, and this number is growing every year. Approximately 200 public schools in the U.S. and Canada offer Montessori programs, and this number is growing every year.

10. Criticisms Leaves children “too free.” Leaves children “too free.” Montessori education either too literal or too diluted. Montessori education either too literal or too diluted. Very Little Homework assigned, materials are highly specialized. Very Little Homework assigned, materials are highly specialized. No traditional “letter-grade” system. Report cards issued based accomplishments and concepts that need improvement. No traditional “letter-grade” system. Report cards issued based accomplishments and concepts that need improvement. Perceived to be elitist and only for the rich. Perceived to be elitist and only for the rich.

11. Products of a Montessori Education Anne Frank Anne Frank George Clooney George Clooney Sean Combs (P-Diddy) Sean Combs (P-Diddy) Julia Child Julia Child Helen Hunt Helen Hunt Larry Page/Sergey Brin (Founders of Google) Larry Page/Sergey Brin (Founders of Google) Jeff Bezos (Founder of Amazon.com) Jeff Bezos (Founder of Amazon.com) Prince William and Prince Henry Prince William and Prince Henry Jacqueline Kennedy Onassis Jacqueline Kennedy Onassis

12. Works Cited The previous information was taken from the following websites: The previous information was taken from the following websites: http://www.webster.edu/~woolflm/montessori2.html http://www.webster.edu/~woolflm/montessori2.html http://www.webster.edu/~woolflm/montessori2.html http://www.casadimir.org/index.htm?montessoriphilosop hy.htm http://www.casadimir.org/index.htm?montessoriphilosop hy.htm http://www.casadimir.org/index.htm?montessoriphilosop hy.htm http://www.casadimir.org/index.htm?montessoriphilosop hy.htm http://www.cmsaa.org/famous.html http://www.cmsaa.org/famous.html http://www.cmsaa.org/famous.html http://en.wikipedia.org/wiki/Maria_Montessori http://en.wikipedia.org/wiki/Maria_Montessori http://en.wikipedia.org/wiki/Maria_Montessori http://www.michaelolaf.net/FAQMontessori.html http://www.michaelolaf.net/FAQMontessori.html http://www.michaelolaf.net/FAQMontessori.html http://www.montessori-ami.org/ http://www.montessori-ami.org/ http://www.montessori-ami.org/

13. Montessori Grammar Bingo Flip the top card over and read the part of speech. Flip the top card over and read the part of speech. Both players place the appropriate marker over examples of the part of speech shown on the card Both players place the appropriate marker over examples of the part of speech shown on the card –i.e. Place the noun marker over all nouns on your card. The first person to get three grammar symbols appearing on the top, middle, or bottom row wins. The first person to get three grammar symbols appearing on the top, middle, or bottom row wins.

14. Discussion Questions What do you think about the game? Would it be useful or not? What do you think about the game? Would it be useful or not? Would you want to teach in a Montessori school? Why or why not? Would you want to teach in a Montessori school? Why or why not?