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Kathy Leitch and others Honored at the MACTE Syposium

By | December 16, 2019

 

Kathy Leitch  and others Honored at the MACTE Syposium!

Kathy Leitch, CGMS Infant Toddler Director and Co-Director of our new Leadership course, received the MACTE Wisdom of the Elders award at the MACTE symposium on December 5, 2019. This award honors Montessorians who have provided significant leadership and guidance to the Montessori community. 

Kathy was introduced to Montessori during an experimental project in high school. This inspired her to continue reading, researching and visiting Montessori schools. In 1971, while serving as an assistant teacher at a Montessori school, Kathy was given the opportunity to take her first Montessori certification course and became credentialed at the Early Childhood level. Later she went on the receive her Infant-Toddler certification. Kathy founded Renaissance Montessori in Fort Myers in 1992 and during her tenure there, the school served infants – secondary students. 

 

Kathy is currently the Executive Director of the International Montessori Council (IMC). This position provides Kathy the opportunity to support Montessori schools around the world. In addition to this work and her work with CGMS, Kathy is an International keynote and workshop presenter and a school consultant. She passionately shares her commitment to children, families, and schools and truly makes a difference in her contributions.

In addition to Kathy, two CGMS field consultants, Roseann and Peter Larrow, as well as five other dedicated Montessorians were honored with the 2019 Wisdom of the Elder’s award. Roseann and Peter have run a mobile Montessori training program for many years. They have worked across the US and abroad guiding new Montessori educators in both public and private schools.

Congratulations to all of this year’s award winners. We appreciate your dedication and the amazing work you have and continue to do.

2019 MACTE Wisdom of the Elders Award Winners:

Mimi Basso                         K.T. Korngold

Robyn Brieman                  Peter Larrow

Barbara Ervin                     Roseann Larrow

Dr. Merri King                     Kathy Leitch

 

2019 Denis Sharpiro Award for Innovation in Montessori Education Winner: Rita Nolan

Rita was honored for her work at the Montessori School of Englewood and the Chicago Montessori Residency (teacher training center). After a long career in private Montessori education in the Chicago area, Rita now works in one of the most impoverished communities in the US. Committed to the concept of the “pedagogy of poverty,” Rita educates local teachers to serve the children in their community, with a focus on equity and access. Her work is truly making a difference!

CGMS Faculty Attend the 2019 MACTE Symposium

By | December 16, 2019

From left to right: Elaine Glier (CGMS IT Practicum Coordinator), Martha Carver (CGMS CO-Director of the new School Leadership program), Cathy Carpenter (Instructor for the Institute of Advanced Montessori Studies), Tanya Ryskind (CGMS EL IG), Jana Morgan Herman (CGMS EC IG), Kathy Leitch (CGMS IT Director, Co-Director CGMS School Leadership program, Ex. Director, IMC), and Kitty Bravo (CGMS Director of Education).   Also attending but not in photo, Jocelyn Swanson (CGMS Secondary Director) and Mercedes Castle (CGMS IT IG). 

Several CGMS faculty members attended the Seventh Symposium of the Montessori Accreditation Council for Teacher Education (MACTE) in Charlottesville, VA, December 5-7, 2019. The symposium brings together Montessori teacher educators from across the country and around the world. It is a great opportunity to learn and collaborate with other teacher educator and focus on how we can better serve adult learners and as a result the children of the world.  

The symposium began with a presentation by Angeline Lillard on how Montessori is validated by current research. Lillard shared research indicating the value of Montessori programs committed to high fidelity and that Montessori education supports the development of executive functions. She also noted that Montessori works because it is a holistic system. She listed the key components of the Montessori System as: developing self-determination by providing opportunities for children to work with peers, engaging in interesting work that is self- correcting and interconnecting, providing order and organization, intrinsic rewards, strong attention to executive function and the embodiment of cognition and a positive relationship with a teacher who provides warmth and direction.

Another presentation by Sara Robinson, director of a center for child and family crisis services focused on the effects of childhood trauma on learning and development. Ms. Robinson discussed the ACES assessment which measures adverse childhood experiences. She shared research showing that high ACE scores are directly connected to health and life challenges. Childhood trauma can have lasting repercussions disrupting brain development and neurological functioning, causing social, emotional and cognitive impairment, and leads to health risk behaviors that can last a lifetime causing ill health and serious life challenges. Most importantly, Robinson shared steps we can take to support children in the development of resilience; building relationships, building and mastering skills, and building community with resources and access to support.  

Our faculty feel strongly that as compassionate educators we must learn more about trauma informed teaching. CGMS is committed to learning more and providing this information to our adult learners and graduates so we can all work together to support the children who need us the most.

The symposium also provided opportunities to better understand the value of accreditation with a presentation from a panel of accreditation specialist. This presentation highlighted the important role of accreditation and specifically MACTE accreditation has in assuring Montessori educators have opportunities for high quality teacher preparation courses leading to certification that is recognized worldwide. 

The presentation from John Hunter on the World Peace Game was truly inspiring.  Watch John’s Ted Talk to see why!  Jon also shared a  great activity to help us look at topics and issues from a variety of perspectives. It was fun and eye opening. We’ll be adding this activity to our residential and live class schedules.

One CGMS faculty member commented, “One of the big takeaways for me was that adult learners need to feel empowered around delivering parent ‘education’. Many AL’s come out of training without the confidence to educate parents in how to work together with schools in service of their child’s growth and development. Presenter, Martha Teien, gave us a great foundation for a parent ‘network’ curriculum that can be shared with our adult learners.” 

The program ended with an afternoon of round table discussions. This provided a great opportunity to share ideas and tackle important topics with other Montessori teacher educators. Clearly the networking that happens between sessions and during meals and at these round table discussions is one of the most valuable things about this symposium. A good time was had by all. We learned and came away with a renewed commitment to support the next generation of Montessori educators and leaders.

CGMS Graduate Opens School in Guatemala

By | December 16, 2019
My name is Alison and I am the founder of Antigua Montessori School, located in Guatemala. I opened the school with my mother six years ago, after obtaining my Early Childhood training from Washington Montessori Institute. The school started with just 3 students and went growing during our first year. Subsequently, more parents started hearing about the school and it went on expanding more each year. Our students also were starting to reach an Elementary age and parents were inquiring about further expansion of the school. With this, I decided to take the CGMS Elementary training. Thanks to the distance learning program that CGMS offers, it allowed me to keep on working at my school in Guatemala and keep on expanding it as I studied.
Our Elementary program was so successful that we had to open a new campus just to accommodate the Elementary students. I appreciate the training that I received at CGMS, which helped us achieve this goal. Our school is now the only Montessori school in all Central America that has a full Elementary Montessori program. It currently serves 116 Elementary students of our 176 student population. Thank you, CGMS!
Our Upper Elementary student working on the trinomial cube formula by matching the algebraic cards with the corresponding prism that it represents

Our Upper Elementary student doing extension work with the cubing material, by using it to understand algebraic functions. Here one can observe how she places a number value to the variable “x” and it goes on increasing, yet you can visually see with the material the pattern of the algebraic function.

Elementary students receiving a Cosmic lesson on Earth’s Preparation for Life. This lesson places the foundation for chemistry in the classroom, describing how the molecules of water, ammonia and methane (with the help of the energy from the sun) were basic in forming the first amino acid of glycine (CHON chain) on Earth.
Elementary students receiving a Geometry lesson with the Yellow Area Material. The plumb line is used to demonstrate the altitude of the triangle
Guatemala is a country with beautiful weather all year round. The campus of the school is designed in such a way, that every classroom has direct access to the outdoor environment. Children and Montessori guides can easily incorporate outdoor activities in their daily routine. Here, Elementary students are having a meeting and discussing topics outside of their classroom.

Our campus is large and has many spaces and classrooms. These are new students coming in from our Preschool campus. They are receiving an orientation tour from their guides the first day of school.

Lower Elementary students working during their morning cycle. True independence is seen when the children are working by themselves as the guide (seen with two girls on the right of the picture) is available just as an aid for those who seek assistance with a task.

The school is surrounded by three volcanoes, one of which is active. As seen in the picture, the “Fuego” volcano is letting out a small eruption as the students and guides go by their daily routine.

 

The school also has a fully equipped Science Lab, in which the students can perform different experiments and hands on activities that complement their work in the Cosmic Curriculum. Here we can observe two first year students learning how to measure liquid, they are also observing the properties of a fluid and comparing it later to a gas and a solid.

Essay writing is something that is ongoing in our classrooms. The students select different topics of interest with regard to the Cosmic Curriculum and publish their investigations. Students are constantly publishing informative, opinion based and narrative essays.

Upper Elementary student working on the Phylogenetic Tree Model. This material serves as a visual representation of how living organisms are classified into kingdoms according to their evolution pathway. The student not only learns how they are different and classifies them by their differences, but also how all life is connected and has a common evolutionary origin.
Elementary students entering the school on a beautiful November morning.  The campus offers always an inviting entrance, surrounded by beautiful landscapes, green areas and opened classrooms.

Upper Elementary student working on the photosynthesis formula. Using the chemistry material, she has constructed a glucose molecule with oxygen molecules as by products. She is recording her work on paper with a diagram of the molecules involved.

Help! How do I teach science with no science background?

By | December 3, 2019

Dear Ask a Montessorian, help! I feel overwhelmed with teaching elementary science. I don’t have a science background. There is so much preparation with scientific knowledge, finding the materials, setting up, creating lessons; buying the Montessori 3 or 5 part cards, and coming up with a creative follow-up activity to excite and inspire the children! How do I do it all AND everything else?

 

Great question! There are a few simple tips that anyone can do in order to address this. It’s not so much about the factual scientific knowledge, but it’s about the right mindset, approach and resources.  

You’re Not Alone.If I had to guess, I would say that all educators have felt at one time or another or currently feel this way when it comes to a subject area they’re unfamiliar or uncomfortable with. First thing to do, as you’re reading this right now, is to let go all the misconceptions that YOU need to know every subject as well as an expert at a moment’s notice. I truly admire the Montessori way of teaching in that we’re not expected to be all-knowing. Just as we tell children, we all have strengths in different places and at different times of our lives.  It is much more important to model how to seek out knowledge and that you are also constantly learning. When we haven’t developed the skill or knowledge in a particular topic, we can seek resources that will help. This will guide and help us nurture this knowledge. Our constant goal is to inspire and encourage children to learn more. 

Montessori Manuals: In the subjects of science, I would first recommend looking at your Montessori manuals for guidance for specific lesson plans and a scope and sequence. This is a great place to guide you to why and how to start. If you don’t have a set, I would contact different training centers or research different online options. Amazingly, the children can be a great resource as well. Science is such a fascinating topic that draws the attention of many children, so don’t underestimate their knowledge and exposure.  They may have learned from books, the internet, movies, television shows, and personal experiences at zoos, parks and home activities. The wonderful thing with science is that we are constantly adding to the knowledge. Science is always dynamic, evolving and revealing new discoveries. It keeps people guessing and perpetually learning something new. 

Observe, Assess and Reflect.When working with children, make sure to observe and assess them (and yourself) when teaching science. Think about questions such as: What topics have I already exposed them to? What are their interests? When you give a science lesson, are they bouncing in their seats with excitement?  How do you feel about the topic? Are you full of amazement and wonder, or are you bored, uninterested and apprehensive? Does this reflect back onto your presentation? One of the biggest ways to get children excited about learning something is for you to be excited about the possibilities. You’ve probably heard this before, but this really applies if you’re uncomfortable about teaching science. If you’re feeling inadequate, turn it around and learn with the children. Continue to verbalize several, “I wonder….” statements and questions. When you discover why and how something works, get excited and be amazed about the incredible world around you! I have a strong background in science, but I’m constantly amazed by the remarkable things happening naturally all around us on our planet naturally. To be comfortable teaching science starts with having a positive mindset. 

Seek Outside Resources.Here comes the tricky part. What if your albums don’t support the needs and interests of your classroom or students? What if you want to enhance your science area with additional lessons, or you just feel you need extra support?  This is when you will need to seek help from other resources. Once again, this is NOT a bad thing. This does not mean you’re inadequate. Honestly, this means you care enough to want the best for your students, that you know yourself, and that you are modeling that collaboration will always produce the best product. Here are some ideas for outside resources:  

  1. First, start in your community. Reach out to your parents in your classroom, friends or family members to see if they have a special interest or skill in science that they could share. Give them an outline of topics or subject areas and see if anyone can be a guest speaker.
  2. Look at museums, zoos, educational and nature centers for classes, exhibits, and kits you can rent or borrow. Often they have free or inexpensive lesson plans or resources. You can schedule a field trip where a docent can give a tour or teach a workshop. 
  3. Look for overnight environmental camps or organizations. These are excellent ways to jump start and develop your science program for the year. 
  4. Look for supplemental curricula or science curriculum memberships online. These curricula resources often include the lesson plan, presentation materials, and support.  Look for groups that have ways to keep you accountable or provide a community to support you to answer questions and keep you on track throughout the year. 

Overall, I want you to realize and understand… you are not alone, and there are resources to support you.  Using science to connect and integrate curricula is easy and beneficial. Children feel grounded and naturally gravitate towards scientific inquiry. Don’t forget, anyone can be a scientist. I’ll leave you with a quote from Dr. Montessori, “What is a scientist?… We give the name scientist to the type of man who has felt experiment to be a means guiding him to search out the deep truth of life, to lift a veil from its fascinating secrets, and… has felt arising within him a love for the mysteries of nature.” We can all be scientists if you allow yourself to seek knowledge and enjoy the wonders of science. 

 

Jackie Grundberg is the owner of Backpack Sciences membership. She helps elementary educators overcome overwhelm by providing 4 ready-to-go science lesson plans each month. Each lesson follows an inquiry, Montessori-based philosophy. She is AMS 6-12 credentialed with over 20 years of teaching experience. Backpack Sciences combines her former work as a wildlife biologist and Montessori knowledge to help educators implement more science into the classroom yet saving them 100’s of prep hours and giving back members evening and weekends. She also works for the Center for Guided Montessori Studies (CGMS) as an elementary instructional guide, field consultant and practicum guide. Check out her Free Facebook group for tips, advice and help, https://www.facebook.com/groups/Backpacksciences/