Voices in Montessori Podcast

Exploring the Essence of Montessori

Dr. Philip Snow Gang joins the podcast to revisit the essence of Dr. Montessori's work. In what ways was the discovery of the normalization process revelatory? How was the concept of cosmic education formed, and what impact did it have on her life's work? In what ways has her vision expanded over time?
Dr. Gang poses the question: What is the legacy of Maria Montessori? He highlights the scientific theories and hypotheses that evolved after Dr. Montessori's passing that build upon the great insights she had into the development of humanity. 
 

Forced Independence vs Independence as an Invitation

Letty Rising joins the podcast to discuss fostering independence in children – and specifically, the difference between inviting a child to be independent as opposed to forcing it on them. She describes the negative repercussions of mandating independence rather than reframing these moments as opportunities. Letty describes what this looks like at each stage of development – physical independence in the first plane, intellectual independence in the second plane, and social/emotional independence in the third plane. Letty talks about how to collaborate with children to invite them toward independence in a way that respects their needs and development. She also discusses how we can use this approach with other adults!

Overcoming the Three Most Common Pitfalls of School Leadership

A Montessori leader is invested in growing, developing, and reaching her full potential.  While some leaders correspond with others on a transactional level, Montessori leaders transform themselves and others by inviting trust, managing effectively, building teams, and empowering others.
Shawn Edwards joins the podcast to discuss what it means to lead a school with transformational intention. She shares commom pitfalls she has seen that prevent leaders from cultivating the school cultures they are looking for. Then she shares key strategies for overcoming these challenges, so that all members of the school community feel capable, valuable, and powerful.

The Real Deal: Understanding and Meeting the Need of Toddlers and Their Parents

Simone Davies joins the podcast to discuss the realities Toddler Guides face after training when they are working with “real” toddlers in the classroom. What does concentration in toddlers actually look like? How do we know whether to observe or give a presentation? How do we meet toddlers’ needs rather than merely redirect their behavior? How do we use the prepared environment to help us set limits? Simone answers these questions and more in a jam-packed conversation with useful tools and techniques for Toddler Guides.

Democracy, Naturally! Creating Structures for Classroom Governance

John Fowler joins the Voices in Montessori podcast to discuss classroom governance at the Elementary level. In the context of Cosmic Education, John shares a framework for classroom governance that involves students creating their own shared agreements for the classroom, taking on leadership roles (such as president, vice president, and secretary/treasurer), and running their own weekly classroom meetings, during which important discussions are held and collective decisions are made. John makes the case that experiencing democratic governance as a healthy and vital part of Cosmic Education that serves students in both individual and collective ways.
 

Creating Space & Structures for Calm and Peace in an Age of Overwhelm

Rachel Shatananda joins us to talk about supporting children with their spiritual development, particularly by creating space and structures for calm and peace in an age of overwhelm.
 
What does it look like for us to create space for ourselves as adults?
What does it look like to create space for the child?
What are the tools you use in a Children’s House classroom to support children in developing the skills and tools of mindfulness?
How can we be the Guides that Dr. Montessori envisioned us to be?
 
Rachel discusses these big questions by describing her own practices and strategies she has used successfully in her own classrooms.

Character Development for the Inspired Educator

Tammy Oesting, world-renowned Montessori trainer, consultant, and public speaker, joins us to talk about the preparation of the adult - specifically our own character development. First, Tammy describes the characteristics of an inspired educator. (To inspire others, we ourselves must be inspired!) Tammy also talks about prosocial emotions and their role in this conversation. And finally, she answers the question, "How do we, as adult learners, cultivate these characteristics?" Join Tammy for this lively and inspiring conversation!

Moving Between Concrete and Abstract Exploration in Mathematics with Upper EL & Adolescent Students

Mike Waski joins us to talk about moving between concrete and abstract exploration in Mathematics with Upper Elementary and Adolescent students. This is not a linear progression, but a dance back and forth between both types of exploration.
 
Mike explains that it's no particular skill that is the most important for students moving from Upper Elementary to the Adolescent Community, but that students are mathematical thinkers. This comes from students being given the time to explore mathematical concepts with hands-on materials. Upper El Guides must resist the temptation to move students too quickly into abstraction and give the gift of time for students to make foundational discoveries. Mike gives lots of specific examples about how to inspire students who resist using materials. Mike describes how the Montessori materials can still be used with Adolescents, although they are beyond their sensitive period for using manipulatives, to support their understanding.

Connecting Young Children to the Natural World

Kathryn Ross, Montessori educator, trainer, and master gardener, joins us to discuss the importance of connecting young children to the natural world. Today, as we observe the deterioration of our natural environment, this connection is more important than ever. Humans learn to love what they are most closely connected to, and that love can form the basis for necessary care - of our rivers and trees, the air we breathe, and the animals we share this planet with. We need our children to love our planet, as they are the ones who will be most impacted by the choices humans make.
But what does this look like in daily practice as a Montessorian?
What are ways that a Montessori educator might prepare themselves in order to most effectively connect children with the natural world?
How might a Montessori educator extend the prepared environment outside the classroom walls?
What are specific ways that nature studies, specifically gardening studies, be incorporated into each of the Montessori curriculum areas?
How are the Montessori biology materials best used? Are they enough?
How might a busy teacher, or one who doesn’t know much about gardening, find help?
Kathryn Ross considers these questions and offers specific ideas about connecting young children in a Montessori setting to the natural world. 

Lessons for Creating a Healthy School Community Using the Bowen Theory

Kathy Minardi joins us to talk about applying the Bowen Theory of family systems to create a healthy school community. Edwin Friedman, author of A Failure of Nerve, was the first to apply Bowen’s family systems theory to professional organizations, which he argued have personalities, just like families. Friedman’s approach focuses on the importance of leaders being self-differentiated, being non-anxious, and being present with those one is leading. According to Friedman, self-differentiated leadership involves:
the capacity to separate oneself from surrounding emotional processes
the capacity to obtain clarity about one’s principles and vision
the willingness to be exposed and be vulnerable
the persistence to face inertial resistance
the self-regulation of emotions in the face of reactive sabotage
Kathy provides an overview of how Bowen Theory can apply to a school community, providing specific examples of how she did this in her own school community.