Webcast Re-enrollment, Retention, and the Role of our Faculty Tim Seldin, Patricia De Leon, Tonya Ryskind
Measuring What Matters Focusing on Classroom Quality Kathy Leitch, Tim Seldin, Dr. Michael Dorer, Dr. Jacqueline Cossentino
In essence, the brain’s executive functions allow us to plan, organize, and complete tasks. Montessori would not have recognized the term, yet most of her activities are tailor-made for these higher-brain processes. Infants, as young as seven months, start to exercise these cognitive skills with simple games like peekaboo or hiding a toy under a […]
In this talk Angeline Lillard will review some studies on the outcomes of Montessori education and also discuss issues of implementation quality.
Anyone who has witnessed young children tinkering away with tools in the woodworking area will know just how magical it can be. While absorbed in constructing, children display extraordinary levels of concentration and engagement. Encompassing many aspects of the curriculum, the benefits of woodwork for children’s development are evident across all areas of learning. Woodwork […]
When we try to define what our children really “get” from Montessori, we need to expand our vision to include more than just the basics. Of course they learn to read, do four-digit mathematics, recognize geometric shapes, and identify the parts of a plant and a mollusk. They also learn how to be a contributing […]
Tim Seldin has a long history in the Montessori movement. Today he discussed some of his memories of his early years as a student at the Barrie School and how he got involved with Montessori.
On December 15th, Jon Wolff and the panel explored a difficult but timely topic: How to Support Children in Times of Crisis, Conflict, and Tragedy What Is Appropriate to Share with Different Age Children? What Is the Language of Support? Our world and media seem to be saturated these days with events and incidents of […]
The process of learning how to read should be as painless and simple as learning how to speak. Montessori begins by placing the youngest students in classes where the older students are already reading. All children want is to “do what the big kids can do,” and, as the intriguing work that absorbs the older […]