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What Do Shopping for Schools and Shopping for Shoes Have in Common?

We expect what we purchase to be tailored to our particular specifications. There is almost nothing we can’t find, nothing we can’t ask, and nothing we can’t get delivered.

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The Self-directed Child

“The fundamental basis of education must always remain that one must act for oneself. That is clear. One must act for him or herself.” –Maria Montessori

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Poems for Heart, Mind and Senses

Ben was quiet and seemed uncomfortable in his own skin, a boy’s boy with a father who hung out with the guys, who watched sports during those years a couple of decades ago before wives and girlfriends had begun to join in. Ben’s father didn’t much know what to say to his wife and daughter. And his son Ben seemed barely comfortable enough on the sports field and with his buddies. He was stocky in a muscular sort of way, with a husky voice that came from his struggles with allergies.

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Impermanence

The Guide walks about the room, slowly and with calm focus so that she will not distract or disturb the children in their work. She repeats this routine a few times a day, deliberately choosing a different route each time, in order to make herself available to the child that might need some scaffolding in […]

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Mornings

Wait… let’s try that again. I strongly dislike mornings, and my life long relationship with them could be described as contentious, at best. Or so I thought. My first day on the job as the Terra assistant I was led out to arrival and my feelings about mornings quickly began to change.

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Poetry in the Elementary Community

Give the experience of listening to poetry by reciting poetry to the children. The guide selects short poems that he/she really enjoys from among adult poems, not children’s poems.

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American Montessori Society Extends Condolences to Nepal Earthquake Victims

We at theĀ American Montessori Society extend our deepest sympathies to those affected by the devastating earthquake that took place in Nepal this past Saturday, April 25, 2015.

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The Power of Play: A Two-Hour Work-Cycle

The work-cycle is the time, everyday, the children have to work/play at school. Once a child has adapted to the routine of school, he moves from one activity to the next, with very little adult interaction. He sometimes will choose to be in a group activity, or check-in with the teacher through conversation. Generally, he plans his day and proceeds with his “auto-education”. The children’s ability to do this is what allows each child the specific education they need, and each teacher the ability to observation each child and their growth.

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AMS to Help Chinese Society of Education Develop Montessori Standards

AMS has entered into a formal relationship with the Chinese Society of Education to help develop a set of fundamental components of quality Montessori Early Childhood education that are tailored specifically to the needs of China.

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Grades

I remember the first time I ever heard the question. It was during my first or second week of high school, and in one of my classes someone asked, “Is this going to be on the test?” I was sitting in my freshman science class and my first thought was, “Why would it matter?”

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