Kathy Leitch joins the Voices in Montessori podcast, hosted by Tamara Sheesley Balis, to reframe the Montessori practice of daily observation - not as a chore, but as an act of love. After all, how do we know what to teach? If we're just choosing the next material on the shelf or turning to the next page in our albums, how is that different from conventional education? Our pedagogy is reliant on knowing our children, our relationship with children, and understanding that they will each follow their own path. 

Kathy advocates for elevating scientific observation and using it for planning, implementation of our teaching, guiding students, and assessment. What does this mean from a practical perspective? Kathy makes suggestions about when to observe, what to observe for, how to record it, and most importantly, how to use the information to shape your guidance of children.

Kathy gives advice to Guides who say they just "don't have time." We've all felt that way, but after hearing Kathy's perspective, you will rededicate yourself anew to this vital practice.

Jana Morgan Herman joins the Voices in Montessori podcast, hosted by Tamara Sheesley Balis, to discuss some common Montessori myths. As a Montessori historian and researcher, Jana has searched every one of Dr. Montessori's original writings, including those in the archives in Amsterdam, transcribing them from the original Italian, looking for evidence of some commonly held Montessori practices.

Here are some examples of Montessori practices that are not found in Dr. Montessori's writings:

Another common Montessori practice that Jana has researched deeply is the three-hour work cycle. Jana found Dr. Montessori's original schedule of the day from her book, The Montessori Method, and discovered that this schedule is very different from the one that most Montessori school's practice today. (You can read Dr. Montessori's Schedule of the Day here.) The original schedule has very different implications for how much time children should spend outside and the role of play. Dr. Montessori's original vision is actually supported by current brain research. So how did we veer away from this? And how can we get back to the original Montessori practices that are best for children's development?

Join us for this fascinating discussion that will make you rethink some of your Montessori assumptions.

Cheri Gardner joins the Voices in Montessori podcast, hosted by Tamara Sheesley Balis, to talk about how Elementary and Adolescent Guides can create a classroom culture that embraces worthy challenges, problem solving, and self-reflection.

Cheri talks about the importance of Guides designing follow up work and projects that are "rich tasks." Rather than being procedural or routine, rich tasks are both engaging and challenging. They provide opportunities for problem solving and critical thinking, apply to other areas of the curriculum, and are culturally relevant and meaningful to students.

Cheri advocates for teaching problem skills directly and creating opportunities for students to practice them in isolation before expecting students to be successful with problem solving during rich tasks. Cheri also discusses with her students the learning and work habits necessary for learning, such as thinking flexibly and perseverance. She defines these traits with her students, gives examples, and then names them in action. This provides a framework for students to know what it looks like to be a problem solver. She encourages her students to embrace the discomfort of challenging work because this is when real learning happens!

Cheri provides her students opportunities for self-reflection and self-monitoring by asking questions like, "What did you learn? How do you know you learned it? What would you do differently?" She works with her students on setting goals and discussing their own growth.

Cheri advocates for creating a classroom culture that celebrates risk taking, rather than being right. She explains that confidence doesn't come from getting the right answer. It comes from being successful in a challenge!

Heather Barger joins the Voices in Montessori podcast, hosted by Tamara Sheesley Balis, to talk about bringing Montessori outside. She shares Dr. Montessori's vision for outdoor learning, which was for children to learn primarily through first-hand experiences in the natural world.

Heather is the founder of The Montessori Field School in Floyds Knobs, Indiana. She describes how its nature and Montessori-based curriculum supports a hands-on, experiential approach that nurtures the development of the whole child.

Heather shares what a typical day looks like at The Montessori Field School, including the practical logistics. She also shares her discoveries about how learning outside impacts children's academic development, as well as their social/emotional growth.

Tammy Oesting joins the Voices in Montessori podcast, hosted by Tamara Sheesley Balis, to talk about raising ecological awareness in young children. This includes cultivating awe in Montessori classrooms, integrating nature seamlessly, and empowering educators to nurture eco-consciousness. Tammy discusses why is it important to support children with ecological consciousness, and which specific Montessori principles and practices align with nature education. Tammy talks about how Montessori guides can nurture their own sense of ecological wisdom, and then offers some practical strategies for integrating nature education across the planes of development. Finally, Tammy talks about how Montessori communities can collaborate with environmental education initiatives. She also shares some resources that educators can use to learn more about how to bring ecological consciousness into their classrooms.

Seth Webb joins the Voices in Montessori podcast, hosted by Tamara Sheesley Balis, to discuss tools that can be used to support Montessori practice, while keeping human development as the focus. Seth starts by highlighting current research about developmental objectives and "dimensions of wellness." He advocates that we redifine educational outcomes to what matters most: executive functions, social fluency and emotional flexibility, linguistic and cultural fluency.

Seth then shares how the Montessori philosophy has human development at its core by focusing on planes of development, human tendencies, spontaneous activity, and a prepared environment. He then shares how we can extend this framework to the school community as a whole.

Seth describes the resources offered by the National Center for Montessori in the Public Sector (NCMPS) that support both classroom and school-wide Montessori practices.

Mandy Cheskis and Margaret Jarrell join the Voices in Montessori podcast, hosted by Tamara Sheesley Balis, to discuss Montessori for Aging and Dementia and how this movement is changing care for elders. After painting a picture of the current state of longterm care, our guests then share some exciting research findings about the impact of the Montessori approach on older adults and people living with dementia. They discuss features of a prepared environment for adults that combine best practices for people living with dementia with the Montessori approach of meaningful engagement. Mandy and Margaret talk about the importance of deeply knowing the person and designing individualized activities and roles that invite elders to contribute to their care of self, care of others, and care of the community. They also share how specific Montessori materials can be used to help elders maintain skills. This approach often requires a longterm care community to undergo culture change, but the results speak for themselves. Listen in to learn more about this innovative approach to elder and dementia care!

Uniit Carruyo visits the Voices in Montessori podcast, hosted by Tamara Sheesley Balis, to discuss the additional responsibility that Infant & Toddler Guides have to serve as "tone setters" for new families. Many times, this is their child's first experience away from home. 0-3 Guides must shepherd the entire family through the transition to school, thus setting the tone for the way they view Montessori throughout their entire journey.

Tone setting starts with building the relationship with the family and truly getting to know their family culture. Uniit strongly advocates for doing home visits before the school year begins. Tone setting continues through the phase in process, and includes sharing Montessori philosophy, inviting parents to observe in the classroom, and offering multimodal communication. It requires staying non-judgemental, meeting families where they are, and inspiring them by showing them what is possible. 

The community Infant/Toddler Guides help new families to build may last their entire lives!

Join us for this fascinating conversation. You may be inspired to look at your classroom with fresh eyes!

Elizabeth Slade joins the Voices in Montessori podcast, hosted by Tamara Sheesley Balis, to talk about using Language of Reverence as a central part of the Montessori practice.

Language of Reverence explores the power of our words and their effects on human flourishing. By examining and changing our word choice to and about children, each other, and ourselves, we can change our sense of the school community and ultimately our impact on each other. The Language of Reverence model emphasizes creating a powerful, shared language that allows all members of the community—children, families, and school-based adults—to feel respected and valued.