Voices in Montessori Podcast

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.

How to Incorporate Social-Emotional Learning into the Lower Elementary Curriculum

Jennifer Naiman, a licensed mental health therapist and the Director of Student Support at Greenspring Montessori School, joins us to talk about how to incorporate social-emotional learning into the Lower Elementary curriculum. Jen explains what social-emotional learning really is and shares examples of social-emotional lessons for this age level, such as tattling vs. reporting, personal space, and bucket filling. Jen also walks us through the process of how to introduces these topics with our students - first through direct lessons and then with daily practice - just as we do with Grace and Courtesy! She makes the case for incorporating the language of these lessons into the daily life of the classroom, so that it becomes part of the classroom culture.

Supporting the Development of Self-Discipline in the Primary Classroom

Veronica Burbano joins us to talk about supporting children in developing self-discipline in the Primary classroom. Montessori discovered (and research now supports) that children develop their will and self discipline during their first six years of life. Veronica explains that these are muscles that must be developed through practice. Veronica describes the Montessori practices that help children build these muscles, including offering appropriate choices, connecting children to work that meets their abilities and interests, and preparing the environment for children's independence. Veronica also gives practical suggestions about how to support children who have not yet developed their will.

Creating a Positive Social Environment for Adolescents

Kelly and Adam Ladd join us to talk about creating a positive social environment for Adolescents. They describe the proactive structures that support a healthy social environment, such as student-created Community Ethics and student-led Council Meetings. Other proactive steps involve the spiritual preparation of the adult and effective parent communication. Kelly and Adam also discuss using a combination of observation and intuition when reacting to situations in real time. Knowing when to sit back and when to step in is an art! Join us for this lively conversation about meeting the social needs of Adolescents.

The Importance of Playfulness in the Elementary Classroom

Jody Trimm joins us to talk about the importance of playfulness in the Elementary classroom. Elementary aged students are just starting to connect with their teachers and peers in new ways. By nature they are rambunctious, enthusiastic, and daring. At the same time they are thoughtful, sensitive, and caring. And boredom is what they dread the most! As their senses of humor start to develop, lean into it! We can model taking purposeful joy in the things that we do. Building a practice of playfulness fosters peer-peer connections and teacher-student relationships, and can bring life to lessons. Jody talks about using mindfulness, lesson planning, and balancing playfulness with a calm classroom.

Normalizing the Pause: An Intentional Reflection on How Our Biases Show Up in the Classroom

Cathy Durand-Horne joins us to talk about the importance of reflecting on our own biases. Cathy asserts that to shape children’s thoughts around inclusion, diversity, and equity, we have to take a look at the biases that we each have and intentionally work to change them. We have to begin to make a habit of (i.e., normalize) the process of intentional self-reflection. And the effort must be intentional because some of our biases are unconscious or implicit, so in some cases we do not even realize that they are present and at play.
Once we are in touch with our own biases and set intention, we have the opportunity to teach children how to honor, acknowledge, and respect the differences that exist between us. Cathy gives specific examples about how to respond to students who notice differences, reframing them as celebrations of what makes us all unique and opportunities for learning about other cultures.
Cathy reminds us that intentional self-reflection is not just for the classroom; this process can and should be applied to every area of our lives!