|Posted on February 11, 2019 at 5:40 PM||comments (4)|
The hardest part of starting a new school is the anticipation of waiting for the start. There are a lot of materials to gather, and hoops for the state licensing. But, remembering how much satisfaction there is in working with children makes it all worth while.
|Posted on February 4, 2019 at 5:40 PM||comments (0)|
Montessori encourages children to want to learn. A child that wants to learn or at least learns how to learn in the preschool years is a child that will very likely excel…in education, in confidence and in his or her life.
“Montessorians” believe in the principals of Dr. Maria Montessori. Dr. Montessori was the first woman medical doctor in Italy (1896). She was also well educated in biology, psychiatry and anthropology. This proved to be an exceptional combination when Maria decided to work with some of the poorest, and sometimes cognitively challenged, children of Italy. With her scientific discipline and relentless tenacity, these poor kids, including those with greater challenges, were able to pass standard testing with above-average scores. Her studies of educational methods included boys and girls from races and cultures all over the world. It was through these studies that she found and declared two principles that are the foundation of Montessori teaching: To simplify they mean…One, children as a group have universal characteristics. Two, each child is truly unique and should be accepted, respected and admired as one of life’s genuine treasures.
Today, Montessori can be found working throughout the world. In the United States, Montessori went to work in the mid1960s. It grew slowly but since 2000, the use of Montessori teaching methods has approximately doubled in formal channels. Additionally, there are many other schools where Montessori programs have been implemented and still more centers and schools that borrow from the Montessori philosophy.
Whether she realized it or not, Dr. Montessori wasn’t just an agent for change in global education. She was the architect for the infrastructure that allows a child to change their future. She was and is a great equalizer. There are many important, successful and proven ways to help children learn. Montessori is not the only way to help children find the knowledge they’ll need in this life, but it is certainly one of the most widely proven methods.
~Barnett Financial Services, Inc.
|Posted on January 24, 2019 at 4:35 PM||comments (0)|
|Posted on January 15, 2019 at 12:10 AM||comments (0)|
Four decades of growth
The last fifteen years have witnessed a surge of interest in Montessori education. This interest is evident in a rise in research on Montessori, increased mainstream press, and the opening of new Montessori schools. This growth in Montessori programs is evident not just in the private but also in the public sector, where we estimate that over 300 new public Montessori programs have opened since 2000.
Using a sample of all public schools reported in the 1986-2012 National Center for Educational Statistics (NCES) database, the 1993 NAMTA Montessori Public Schools Consortium Directory, crosschecked with the USA Montessori Census, we have identified 635 public Montessori school programs that have opened since 1975, including 482 public Montessori schools currently operating.
As the figure above illustrates, during the same period, 153 public Montessori programs were moved to other school sites or were closed entirely. Our data shows that 42% were programs consolidated to other schools in the same city, 35% were district schools, 16% were charter schools and 6% were federally and state funded early childhood centers. Although further research is needed to better understand the reasons behind these closures, some of these closures coincided with the ending of court ordered desegregation programs. In other cases, programs were ended due to a shortage of teachers or a lack of support by principals and Superintendents. This points to the continued need for a pipeline of publicly certified Montessori trained teachers, and continued engagement of principals, superintendents and state and national stakeholders.
The growth of Montessori education in the public sector mirrors the trajectory of the movement as a whole. We identify four distinct waves of interest in Montessori education, each corresponding to equally distinct political and social climates effecting the development of educational culture.
Phase 1 began in the second decade of the 20th century, with programs that were either fully public or designed specifically to serve high need populations. In 1913, Katherine Moore, opened a public Montessori school in Los Angeles; and in 1915, a free Montessori program in one of New York’s new model open-air tenements was developed through the backing of New York socialite and reformer Alva Vanderbilt.
By the 1960’s, a second wave of interest in Montessori began first in affluent communities. Catalyzed by a new generation of middle-class college-educated mothers seeking “the best” for the children, a rapid expansion of independent Montessori schools quickly extended into the era’s War on Poverty. Montessori was recognized as an effective model for application in Head Start, Get Start and other poverty-ameliorating programs.
Beginning in 1975, the scope of Montessori in the public sector expanded as the War on Poverty shifted its focus to desegregation. Cities seeking voluntary methods of desegregating schools developed Montessori magnet schools, first in Cincinnati, and then in other urban systems, most notably Milwaukee and Kansas City.
As the rapid expansion of public Montessori indicates, we are currently experiencing a fourth wave of intense interest in and corresponding growth of Montessori as an educational approach. Beginning with the introduction of charter schools in the early 1990’s, along with the expansion of choice options in many urban districts, a growing community of parents and educators seeking alternatives to conventional public schooling continues to fuel exponential growth in the public Montessori sector.
|Posted on December 3, 2018 at 1:50 PM||comments (0)|
1. Montessori activities are child directed. We have low shelves, tables, chairs, a sink, and many small manipulatives and cards to use for learning.
2. Montessori activities have "control of error" for self, and are not teacher corrected. This leads to stronger self-sufficiency, and the joy that comes with independence.
3. Montessori activities involve the senses. The sensorial area has exercises that relate to more critical training for the five senses.
4. Montessori activities are hands on. This helps with honing of manual dexterity, and use of muscle memory.
5. Montessori activities isolate concepts. Components of learning are broken down to their most basic forms, and gradually built up as concepts are absorbed.
6. Montessori activities emphasize concentration. The environment is very organized, accessible, and generally quiet as children engage with their activities. The teacher helps to direct when needed, but mostly observes during work periods.
|Posted on November 25, 2018 at 7:25 PM||comments (0)|
Certificate in “Montessori Early Childhood Education,” Montessori Teachers College NW
Washington State required Daycare License criteria followed: Merit Stars 30 hour, food handlers card, TB Test, bloodborne pathogens card, CPR First Aid, criminal background checks, business license, business insurance, emergency preparedness plan, health policies, and communication processes.
Internship: Discovery Montessori School, Seattle, WA
Owner and Head Teacher: Starbreak Montessori Preschool, Vashon Island, WA
Bachelor of Arts: University of Washington, 6/09-3/11,
“Interdisciplinary": Critical thinking, research, teamwork, writing, focus on the Environment, Sustainability, and Policy
Associate of Arts: “Business, Communication, and Media,” North Seattle Community College, 9/04-4/06
Associate of Arts: "Visual Media," Spokane Falls Community College, 9/77 - 6/80
OTHER WORK HATS
Twenty years as a business owner of a small manufacturing company
Five years as a project manager
Three years as an association property manager
One year as director of a non-profit to support Seattle artists
Four years as a teenage babysitter and currently an active auntie!