Montessori at School

Sharing international Montessori work with children back in the USA

SusanMayclinStephenson1 Comment

Some years ago, when returning from work in Morocco, it was wonderful to be able to share some of what I had learned with children in a Montessori school here at home. I hope you enjoy it and perhaps share it with your own children and students.

4 presentation

Above is a picture of my daughter Ursula during the Morocco presentation shared with her two children and other students at Childpeace Montessori School in Portland, Oregon. I had been working at a Montessori school in Casablanca, and then traveling through Morocco with my hostess and her family. My grandson’s Montessori teacher in Oregon teacher asked if I would share some of this experience with the children as I would be stopping in Portland, Oregon on the way back to California. So I prepared a “Moroccan” experience based on the study of the physical needs of humans. Continue reading →

“Circle time” is not authentic Montessori practice

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“Circle time” is not authentic Montessori practice

(Me with Margot Waltuch, Sydney, Australia 1993. Baby platypus on her shoulder)
Margot was my AMI primary and elementary consultant. She was Dr. Montessori’s official translator and fellow researcher for teaching materials in Holland. Also my primary and elementary consultant when I was teaching. Here is a quote about her visit to my primary class from the book Montessori For Family and Community)  Continue reading →

Montessori Language from Birth to Age 12+

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Speaking, Writing, and Reading

This blog posts contains excerpts from these two books.
CLICK: The Joyful Child: Montessori, Global Wisdom for Birth to Three+
CLICK: Child of the World: Montessori Global Education for Age 3-12+

At all ages, the adults and older children are the most important models for the young person’s developing language. Do we speak well and clearly and with good manners and joy to each other? Do we understand what might be the result of modeling cell phone use rather than reading books? Do we actually read and enjoy fiction and non-fiction books? Do we go to a library regularly? Are we writing with pens and pencils in the presence of young children who are going to want to imitate everything they see going on around them—in the home and in the community—as soon as they are able? Learning to be a good language model like this is part of becoming a Montessori teacher, and it is something we can provide at home. Continue reading →