vol 13 issue 1 spring 2012

Montessori Model United Nations and Identifying Key Experiences by Karen French for Adolescents
What are key experiences for adolescents?
y mentor and friend, Dr. Larry Shaefer taught me that a great Junior High program includes expansive opportunities for students, experiences that require them to stretch beyond their comfort zone. He said that by nature adolescents see the best in themselves when they work at things that are relevant to them. Above all, the work has to be challenging. They want to know more than just how the world works; they need to know how they fit in and how they will work within the world. They crave grand adventures and are drawn to amazing people.

Affiliated to the AMI

IN THIS IS S UE
Editors Message 2 Book Review 3 Montessori 4 Movement Mat AMI Logo; MSC Mandate 5 Parent-Teacher 7 Conferences AMI Inclusion Course; 8 National Conference Training Centres 10

Throughout my experience with Junior High students I have observed that they have an exceptional ability to take on very complex projects, especially if it requires them to express their opinion or examine controversial issues. These young adults are at an intensely humanistic age and are most engaged when they feel part of a real process. Therefore, our task as their guides is to create and find experiences that meet these needs. Over the past two years I have had the privilege of participating with my students in the Montessori Model United Nations in New York City. This annual conference takes place over a period of three days and requires preparation of many months. I first introduced this idea to my class after one of our typical current event discussions. We often started the day by
continued page 6

Montessori Society of Canada

news

MSC NEWS CONTRIBUTORS

MSC EDITORS NOTE

Karen French, Ottawa Montessori Model United Nations page 1

by Anne Laws

Anne Laws, Ottawa Editorial page 2

pring had an early start in many parts of Canada! The warm weather and longer days gives us a boost of energy and a renewed sense of purpose. It has been a busy year for the Society with three workshops in three cities. Ottawa hosted a very successful and very well-attended November workshop with Dr. Stephen Hughes, Greg MacDonald, Silvia Dubovoy and Sandra Girlato as speakers. The Assistant Workshop was very well received by all those who attended. This type of workshop has been requested in the past and will be continued at some future events. Vancouver hosted Greg MacDonald for an Elementary workshop on Technology and Calgary will be hosting Sandra Girlato in April 2012. Plans are underway for the National Centenary Conference November 9 11, 2012 in Toronto. The theme of the conference is The Unfolding of the Human Being: Journey Through the Years. The speaker line-up spans the four planes of development as we pause to consider the formation of people coming out of our Montessori schools across Canada. This year, 2012, marks 100 years of Montessori in Canada a moment in time truly worth celebrating. Check out the conference announcement in this issue and watch the MSC website (www.montessorisocietycanada.org) and the MSC Facebook page for further details. We look forward to seeing colleagues from across the country. This issue also includes an interesting article on the Montessori Model United Nations in New York City. With participants from around the world, this truly is an inspiring experience for young people to delve into international issues and take part in negotiating and forming resolutions. There is an article on The Montessori Movement Mat, which considers the infants first work space. The message from our President, Felix Bednarski, is intended to inspire you all into action! There is news from AMI about the new logo design and information about the AMI Inclusive (Special Needs) Education Course to begin this summer in San Diego, California. This course will take place over two summers and addresses the needs of students with barriers to their development. With Parent-Teacher conferences no doubt coming up at the end of the year, there is an article to help focus those meetings with tips for all teachers, regardless the years of experience. The month of May brings the election of officers to the Board of the Society. The Nominating Committee Report has been sent to members. The Annual General Meeting of the Montessori Society of Canada will take place on Friday May 18th, 2012 at Humberside Montessori School, 121 Kennedy Avenue, Toronto, ON from 4:005:00 pm. The Montessori Society of Canada website will be undergoing an update in the coming months. We will let you know once the changes are complete. Wishing you all a wonderful final term!

Beth Mackay, Ottawa Book Review page 3

Christie Stanford, Vancouver The Montessori Movement Mat page 4

Felix Bednarski, Toronto MSC Essential Mandate page 5

Wendy Calise, Northbrook, IL Parent-Teacher Conferences page 7

Anne E. Laws, Editor, Ottawa

Contribute your story. Contact Anne Laws at annelaws@hotmail.com

MSC BOOK REVIEW

by Beth Mackay

No Mind Left Behind: Understanding and Fostering Executive Control The Eight Essential Brain Skills Every Child Needs to Thrive

In speaking about his Eight Pillars of Executive Control that are so vital for students to learn in todays society and in the future, Dr. Cox says, Among the many contributions of executive control is the ability to focus, plan, and act in a goal directed manor. Factor ex enables us to look into the future, identify a goal, coordinate a sequence of steps, and initiate action to achieve a goal. Talk about valuable! Is this not what we do in a Montessori environment commencing with the practical life exercises? He elaborates and states that the Eight pillars of Executive Control are: 1. 2. 3. 7. Initiation Flexibility Attention Self-awareness 4. 5. 6. 8. Organization Planning Working Memory Managing emotions

Each of these is dealt with in the book in detail and Dr. Cox elaborates on how many of these work in concert with one another. He has a novel way of involving the student in the process of working on the challenges of attention, organization or whatever issue they may have. He has found that the narrative approach helps children appreciate the cause and effect between thinking and behaviour. Dr. Cox has said we are free to use the script included in his text and to alter it as necessary depending on the age of the child. He uses the metaphor of the brain as an orchestra conductor and initiates discussion with the family and spouses and partners in advance so that everyone is on board. This ensures that everyone is using the same technique and it helps them to see the issues as thinking or processing challenges rather than character defects. He emphasizes guiding rather than punishing, which of course fits with our philosophy. Here is a sample from a narrative that would be for a child of approximately 10 years of age and could be modified for younger or older students who are having challenges: The Narrative Have you ever heard an orchestra play? Can you remember that when you hear any orchestra, there is a person who stands in front of all the musicians? We call that person a conductor, right? The conductor of an orchestra has a very important job because, without the conductors help, the musicians wont know how to play the music. A conductor leads the musicians to know when to come in, when to stop, how loudly to play, and other important things. Most important, the conductor is there to make sure the musicians blend well so that together they create a beautiful sound. Well, your brain has a conductor, too. Right up there in the front of your brain behind your forehead is a special part of your brain called the executive brain. Its about as big as your fist, and this part of your brain helps you to focus, remember new things, get started on projects, make plans, get organized, and manage your feelings. I think you can see what an important job this conductor has. This is the introduction only. The full narrative can be found in the book. I highly recommend this book for any educator working with students and caring about their harmonious development on all planes.

ISBN-13: 9780399533594 ISBN: 0399533591

Montessori Society of Canada

s his biography describes, Dr. Cox came about his career in a very non traditional way. He began as a fine artist who opened up his studio to students who wanted to draw and paint. This introduced him to the joy and creativity of mentoring children and adolescents and led him into a career as a family psychologist. He had a passion for the social and emotional well being of the students and was soon dealing with many cases of attention problems, learning problems, Aspergers syndrome and other behaviour challenges. He began to work on ways to develop social skills and self-control in supportive environments. This will sound familiar to Montessori teachers who set-up prepared environments for children and students to cater to their emerging developmental needs.

The Montessori Movement Mat The Childs First Working Table

or the older child, when we walk into a classroom we expect to see a wide array of work areas including tables, chairs, floor mats, pillows, quiet corners, etc. Yet, when thinking of children under one, we dont typically understand that as much emphasis should be placed on preparing them a work area.

by Christie Stanford

From birth, the infant is learning to adapt to his or her world through the senses. One of the most rapid acquisitions in the first year is the development of movement. From being completely immobile at birth, the young infant goes from producing involuntary to voluntary movement. This happens rapidly during the first year of life as the myelin sheath coats the neurons in the body, which is essential in the proper functioning of the nervous system. This myelination moves from the head to the feet and from the center of the body to the fingertips. Due to this process, the first part of the infants body to be myelinated is the throat and neck, then shoulders, arms, legs, etc. until lastly the child has control of his or her wrists and fingers (refined grasp), along with ankles and toes (child can now walk). Now, for all this hard work to occur in the first year of life, the young infant needs a place to do it and materials to aid it! From the time the infant is two to three weeks old (until crawling/walking) he or she should have an area for movement. This includes a movement mat, mirror and low shelf. The mat is the size of a twin mattress (Approx. L: 75 X W: 40 x H: 2). It is covered with a tightly fitted sheet (neutral pattern) that is easily washable and underneath you should have a rubberized flannel pad. Ideally, you will have a good quality mirror mounted to the wall which needs to be the length of the mat. You may also want to have several pillows of different shapes and sizes. Beside the movement mat there should be a low shelf to hold a variety of materials that you can rotate. You may also want to hang a mobile above the movement mat for the infant to explore with his or her senses. The infant will spend his or her alert and awake time, working on the movement mat. The child should have the opportunity to be both on his or her back and tummy, and later when the child is ready to sit up (5 months) you can prop him or her up

with pillows. In the beginning, you will bring the materials one at a time for the child to explore. Later, once the child is more mobile, the materials set out on the low shelf will entice him or her to move towards them and make a choice. It is important to note that during this time you want to keep the childs body free from clothing restrictions. Clothing is one of the greatest hindrances to the development of movement and we want the child to be successful. The purpose of the movement mat is to give the child the opportunity to experience the world as a safe and interesting place. This movement mat serves as a point of reference for the child and allows him or her opportunity to develop voluntary movements and muscles. This aids in the growth of independence and confidence. There is no need for pricey commercial items such as bouncy chairs, exersaucers, etc. which end up overtaking your home. This work area offers the infant exactly what he or she needs at this stage of development. Enjoy the time observing the infant working on the movement mat, exploring his or her environment. Rest assured that this area for movement will provide the infant with the greatest opportunity for natural growth in an unrestricted environment.

Montessori Society of Canada

MSC Essential Mandate

T
AMI has recently launched its fresh updated logo. Here are the words of Lynne Lawrence, Executive Director Association Montessori Internationale, describing the new design: With its clear three-way colours, called Depths of the Ocean, and the strong font for the AMI acronym, the logo is both contemporary and classic. The brief to the designing company emphasized the importance of our heritage and history, and asked them to incorporate those details in a look that better reflected the expansion of our activities and reenergized mission. Although the new look presents a metamorphosis, you will be able to quickly make the connection with the past: we have kept the three circles, and opened them up to send out the message that our organisation is inclusive and accessible. Moreover, by including the full name, the logo projects more explicitly who we are and what our mission is. We expect that those visual elements will communicate the breadth of our vision, mission and work.

he original mandate of the Montessori Society of Canada was formulated in the late nineties and has expanded greatly in recent years. I remember our initial meeting with Nicole Marchak and Leslie Alvarenga during the 1996 AMI/USA National conference. This is where we really laid the foundation of this organization. Our wish then was to have an organization which could truly be committed to the values of the Association Montessori Internationale. There were the AMI training centres who were committed to the AMI values, but there was no national AMI organization linking the voices across Canada to this aim. As MSC was organized as an AMI Alumni association, our first responsibility was to provide professional development to our members. Over the years the MSC goals as an AMI Affiliated Society have been more crystalized and they stand now as an extraordinary task. Following are a few goals to give a sense of what is expected of the MSC: y Support the AMI vision in Canada y Support Training Centres y Support Members of the Society in their professional development y Act as a site for job postings and procurement of Montessori materials y Provide professional articles for members y Provide workshops, conferences, and seminars for members and the greater community y Provide publicity and promotion of the Montessori philosophy, child advocacy, social reform, and peace initiatives y Support for schools, teachers, and parents y Respond to the needs: mentorship, consultation, and accreditation y Increase the profile of Montessori nationally This is a very ambitious mandate. We have become masters in some areas, whereas other areas require much more attention. Since its inception, the work of the MSC has been done by members/volunteers. We expanded over the years and now employ a part-time office person. The core work however, is still done by the members/volunteers.

To quote Renilde Montessori who once described the function of AMI as that of a lighthouse, a comforting, steady, beautiful, eternal symbol of guidance. However, a lighthouse without a lighthouse-keeper is sad. In the same way that the lighthouse-keeper prevents ships from crashing on the rocks or running aground, it is the responsibility of the people in charge of AMI to keep the Montessori light shining true, bright, and steadfast. This quotation also applies to MSC. As an Affiliated Society, we are fulfilling the goals of AMI in Canada. We are one of the groups that keep the Montessori light shining, true, bright, and steadfast in Canada, but our lighthouse-keeper workforce needs a boost. We need more involvement from the MSC members in order to realize our goals. Each of us possesses so much potential to contribute to our short and/or long term goals. How important is our work. At the AMI inception in 1929, Dr. Montessori envisioned that AMI should hold the body and soul of the Montessori Movement together. (Renilde Montessori) The question we must ask ourselves is, what we can do for AMI. AMI is commonly perceived as one more organization among many others; perhaps, by some, as prima inter pares, while it is, in fact, prima sine qua non for without AMI or to be precise, without what AMI stands for no other organizations would be possible. (Renilde Montessori) I wish you a happy working experience with the children in the last few months of school, and thank you for joining the Montessori Society of Canada. Felix Bednarski, President Montessori Society of Canada

NOTICE OF AGM MEETING:

Montessori Society of Canada, The AMI Alumni in Canada

The Annual General Meeting of Members will take place on

Friday May 18, 2012 4:005:00 pm

Humberside Montessori School 121 Kennedy Ave. Toronto ON

Montessori Society of Canada

page 1 contd

Montessori Model
chatting about the news. We subscribed to The Globe and Mail and there was always something that related to our studies in the paper. One day a student asked, Do you think we will ever be able to solve any of these huge problems? There are so many people living in war and poverty. Out of this began a discussion about the United Nations and its mandate. Participation in the Montessori Model United Nations required us to choose and become delegates of a country. Each students role was, in effect to take on a new citizenship. The MMUN provided us with extensive resources to begin: background guides, history and structure of the UN, country research questions and guidance on how to research current issues. Following this, students then choose a committee with specific topics and set out to create resolutions. Position Papers were researched and written, speeches were prepared to introduce their topics and proposed solutions and sample Resolution Papers were drafted. Throughout all of this intense research and group work, the excitement was building. We were preparing to go to New York, meet with hundreds of other students from around the world and solve real life major issues that affect people just like us. This is real work. It is happening right now. This is what drives these students to prepare at such a high level. They know that they will need this information in order to achieve their goal of reaching a resolution and having it voted on and passed. They will be sitting in the very seats that their countrys ambassadors sit in, in the actual General Assembly in New York. The anticipation is palpable! The next step of our preparation was to familiarize ourselves with the protocol of the UN. We practiced how to address the committee, The delegation of Russia would like to express , Thank you, Honourable Chair, Fellow Delegates , and also the various Rules of Procedure. These, along with specific rules of decorum would enrich our role play as delegates and create a reality of the United Nations for us. We would also learn how to vote, sponsor draft resolutions and modify our suggestions through formal amendments. I was very impressed by the level of sincerity and maturity with which our students approached such tough issues. We examined important guiding documents: The United Nations Charter, The Declaration of Human Rights and the Millennium Development Goals. Students examined such topics as, Education for all, Especially Women and Girls, Food Security in the Modern World, Nuclear Regulation, Sustainable Agriculture and Rural Development and Child Labour. They then set out to learn how the UN and its programmes deliver assistance throughout the world; for example, through the World Food Programme (WFP) or the United Nations Childrens Fund (UNICEF). It is the students work to gather all of the available resources from their country and the UN in order to create suggestions to solve these complex problems. Along the way, we discovered many things; problems do not exist in a vacuum. In almost every case we saw the connectedness between poverty, human rights, government and resources. We realized the importance of history. Sometimes we wrestled with the values of our new identity, especially if they conflicted with what we usually felt. We had to adjust our perspective to understand others points of view. Above all, we strived to think of ways to help others live in peace. I often told my students that they are at a time in their lives when they have the most incredible ability to think. They have a great capacity to use their intuition and are very open-minded. The more I thought about all of this, the more I realized that embedded in the work and experience of the Montessori Model United Nations conference was more than an in-depth study of history, geography and international affairs; it was an opportunity which allowed us to reframe the worlds daunting problems; an opportunity to come together, use our collective will and see possibilities for solutions. We became hopeful. On the final day of the conference last year, we filed into the General Assembly for the final vote and reading of the resolutions. There were over 1,500 of us. One of our students had been asked to read aloud their committees resolution on The Risk of Nuclear Proliferation in the Middle-East. She called home to tell her parents: Mom and Dad, you will never guess, our resolution was passed, and I was asked to read it aloud in the General Assembly- the actual General Assembly! I have to go! I have to write a speech! Madam Chair, Fellow Delegates and Honoured Guests,

Participation in the Montessori Model United Nations required us to choose and become delegates of a country.

The State of Israel is thrilled to announce that after long negotiations we have reached a resolution These are the grand experiences and amazing people.
Karen French has been a Montessori educator for 21 years. She holds her Honours B.A. in French and English from the University of Western Ontario and her Montessori diploma for 6 to 12 years old. In 2003, Karen completed the Orientation to Adolescent Studies where she met and worked with Dr. Larry Shaefer. She has been dedicated ever since to creating meaningful Montessori curriculum for Junior High students. Over the course of the past ten years, Karen has established two new Adolescent programs in Ottawa and consulted with several other schools in Ontario. Karen is currently busy preparing her new school to open its doors this September in Kanata, Ontario.

Montessori Society of Canada

Making the Best of Parent-Teacher Conferences: Eight Steps to Success for Teachers by
Wendy Calise

1 2 3 4 5 6

Know the child: In order to know any child, you must observe. Your interactions with a child will help you to know him, but observation is your real window. Make time for it. In addition, have some conversations with the child. Ask your co-workers what they have seen. Know his academic achievement and know his character. You must know the childs strengths, weaknesses, and interests in order to conduct a conference of quality. Take time to prepare for conferences: Make clear and concise notes. Dont wing it. Parents can feel this, and it is insulting. It will be difficult for you to overcome any struggles with parents if they do not see your integrity.

Dress accordingly: Dress professionally on conference days. It is a matter of respect. Three points only: Conferences should have no more than three main ideas. More than this is unreasonable to expect parents to absorb. At least one of the points must be positive. An example of three points in a conference might be: 1 Review of academic study overall 2 Very strong reader 3 Some struggles with social interactions Dont know everything: Be comfortable saying, Let me give that some thought and get back to you. Or, Let me find out more about that and get back to you. Listen: If parents have a concern, it will serve all of you well to listen to the concern first. Listening allows parents to relax a bit as they build trust that what they are saying is important to you and that you want to understand them. Second, it keeps you from making erroneous assumptions about the subject of their concern before you get all of the details. We each have our own fears that we worry about in our teaching, which often cause us to misinterpret what a parent is saying. For example: What parents say: John seems to be struggling with reading. What we hear: You are not doing your job as a teacher. This may or may not be what the parents are feeling. Having a parent to tell you a little bit more may reveal that he is only asking you if you feel that some outside help is necessary.

Have the silent conversation out loud: The silent conversation is the monologue that you have in your head about a child but have no intention of sharing with the parents themselves. Sometimes this is the best choice. But more often it is just the easier and safer one. For example, you might be thinking: I meet with the Smiths tonight. I am dreading the conference because the parents are always complaining that other kids are mean to Bobbie, but he is the one who is really mean spirited. He is brutal with the other children. He is always aggravating others. Its a wonder they put up with him at all. There are probably three reasons you dont want to say this. One reason is that you dont think that the parents will hear you or believe you. Another reason is that you are afraid it will cause a confrontation. And the last is that the way you have phrased it in your mind makes it impossible to deliver to a parent. Take some time with a colleague to find a way to frame the content more respectfully. Not indirectly, not wishy washy, but without words like dreading, brutal, mean spirited, always, put up with, etc The message may be hard to hear, but it is not undeliverable. Will you run into some conflict? Possibly. But that is part of the job.

Smile: Regardless of the news you have to deliver to a parent, the conference should begin with a warm and pleasant greeting. This will not only make the parents feel comfortable, but it will also relieve your stress and help you establish perspective.
1

Wendy Calise graduated from Northwestern University with a degree in psychology in 1988. A Montessori student herself, she is Head of School at Countryside Montessori School in Northbrook, IL. Before her role as Head of School, Wendy taught classes of children ages three to twelve for nineteen years. She holds Association Montessori Internationale diplomas at the Primary and Elementary Levels. She is an international presenter and school consultant. In August 2009 she founded the Montessori Teachers Institute for Professional Studies which offers a variety of continuing education opportunities for Montessori teachers as well as support for teachers and schools in the form of mentorship and consultation.

Montessori Society of Canada

Title used from Article, Making the Best of Parent-Teacher Conferences: Eight Steps to Success for Parents, by Michael Thompson Ph.D. Article can be accessed at http://www.michaelthompson-phd.com/assets/ParentTeacher-Conferences.pdf

SAVE THE DATE

ASSOCIATION MONTESSORI INTERNATIONALE

Inclusive Education Course
A Course for Students with Special Needs
This is a course to help AMI trained teachers respond to each individual child who has been experiencing barriers to development.
Six weeks over two summers:

NATIONAL CONFERENCE

The Unfolding of The Human Being: Journey Through The Years

November 911, 2012
TORONTO, ONTARIO Hyatt Regency Hotel Downtown

August 628, 2012 August 527, 2013

The Montessori Institute of San Diego 8745 La Jolla Scenic Drive North La Jolla, California 858-535-0500 ext. 101
Class Times 8am 4pm Monday through Friday 9am 1pm Saturday Tuition US$7,500 Faculty TWO AMI TEACHER TRAINERS Silvia Dubovoy, PhD Janet McDonell, MS Ed AMI MASTER TEACHER Monica Smith, MS Ed, NYS Special Education Certification CHILD & ADOLESCENT PSYCHIATRIST John F. Erhart, MD FOUR CLINICAL EXPERTS in the field of Medicine, Psychology, and Social Work Eligibility Teachers with an AMI diploma and at least three years classroom experience. Certification AMI will grant an AMI Montessori Inclusion Course Certificate to candidates who successfully complete the two summer sessions and other course requirements. A key goal of the course is to provide the Montessori teacher with additional training and resources to assist the child in growing and developing a strong sense of self, despite emotional, behavioral, and academic difficulties.

Come celebrate with us, the centenary of Montessori in Canada 19122012.

Our line-up of speakers will take us on a journey spanning a lifetime of development: KEYNOTE Lynne Lawrence Executive Director of AMI Patricia Wallner AMI A to I Trainer Sandra Girlato AMI Primary Trainer Baiba Krumins Grazzini AMI Elementary Trainer Laurie Ewert-Krocker Key Presenter for the AMI Orientation Course to Adolescent Studies Silvia Dubovoy AMI A to I and Primary Trainer Eduardo J. Cuevas AMI Primary Trainer
Watch the Montessori Society of Canada website: www.montessorisocietycanada.org and our Facebook page: Montessori Society of Canada.

Montessori Society of Canada

If you are interested in the AMI Inclusive Education Course, please visit www.misdami.org or email Chelsea Swenson at chelsea@misdami.org.

February 2012 MSC Workshop Vancouver, BC

by Stamatina Wlock

In February, I had the opportunity to attend a refresher course given by Greg MacDonald on Technology and Research for the Upper Elementary. Gregs lecture on the use of computers in the classroom was thought provoking and insightful. He spoke about the freedom and responsibility that goes hand in hand with the use of the computer in the class, looking at both the positive and negative effects of technology in our world and in society. The lecture continued on with further discussion and an open floor conversation with all of those in attendance. It allowed all of us there to become a part of the conversation and engage in what was being said. The refresher course was well led and Greg was able to give us a substantial amount of information in a short period of time both on the use of technology and ideas for research in the elementary. Thank you to our wonderful host North Star Montessori for having us at their school and organizing the event. It was well worth it. Photos: Micah Lewis and Erin Higginbottom; Riza Weinstein and Victoria Wedgbury; Alexa Mater introducing Greg MacDonald, Vancouver

Pedagogical Anthropology by Maria Montessori, first edition, 1913. 508 pages $100 The Montessori Method by Maria Montessori, first edition, 1912. 377 pages $100
plus postage and handling charges

Please contact Beth Mackay at 1.613.824.1383 beth.mackay@sympatico.ca

ATTENTION MSC MEMBERS!

Have you had an opportunity to visit our new Facebook page?

MSC has established a Facebook group page as a way of promoting discussion, sharing resources amongst our alumni, and keeping our community abreast of upcoming events. We hope to unite members and non-members alike, from across the country and abroad in the cause of quality Montessori Education. We would like to invite AMI alumni, parents, supporters and advocates of Dr. Montessoris work to join our group in order to participate in discussion and to share interesting articles, book reviews and resources. As a member of the group, you are able to post comments and links, as well as ask questions and make announcements. When you share an interesting link on your own page from the MSC Facebook page, you will increase MSCs exposure to your friends and maybe theirs. In the event that you wish to advertise for your business or a product, we ask that you contact the group administrators before you post. The group is administrated by MSC board members Anne Laws and Erin Higginbottom. We look forward to seeing and hearing from you on the Montessori Society of Canada Facebook group page. Ask to join today and please pass along this invite to interested parties.

Montessori Training Centre of BC Refresher Course

by Mariana Calleros

Every Refresher Course is an uplifting and a very fortunate reminder of our work. We are reminded of our true purpose in the lives of the children. We have a responsibility to provide the best environment to support the childs fullest potential, and to remember the importance of our gentle but solid presence when guiding the children. Ginni Sackett, being one of the most inspiring mentors and speakers, helped us create deeper roots in our work with the children. Through her wise words, and her admirable devotion towards the children, she left us with a smile in our hearts. Like she does with the children, Ginni sparked our minds, and helped us re-find our mission as advocates of the children. Ginni Sackett is a real inspiration!

November 2011 Ottawa Workshop Ottawa

Leigh Remington, Dr. Silvia Dubovoy and Anne Laws, Ottawa

1-855-AMI-4433 1-855-264-4433
office@amiconsultationgroup.ca
Providing mentorship, consultation and AMI School Recognition to schools in Canada

Contact: Anne Laws, Acting Coordinator

Montessori Society of Canada

AMI Consultation Group

FOR SALE

Two Collectors Items of great value to Montessorians:

Foundation for Montessori Education

A.M.I. Primary Teacher Training Programme A.M.I. Refresher Course
y Annually in February y 3 day program y Full-time September to May y Graduates receive AMI diploma to work with children aged 36 years

AMI Training Centres

Assistants Course
y 2 week program y Annually in the summer FOUNDATION FOR MONTESSORI EDUCATION 291-B Jane Street, Toronto, ON M6S 3Z3 Tel 416.769.7457 Fax 416.769.8544 Email: fme@montessori-ami.ca

www.montessori-ami.ca

Montessori Training Centre of British Columbia

A.M.I. Primary Teacher Training Programme
y Full-time September to June y Graduates receive AMI diploma to work with children aged 36 years and qualify for ECE License for B.C.

A.M.I. Refresher Course

y Annually in February y 3 day program

Assistants Course
y 2 week program y Annually in the summer

A.M.I. Assistants to Infancy Course

y Summer course 20112012 y Graduates receive AMI diploma for children 03 years y Those with ECE License qualify for an Infant/ Toddler Educator License

Montessori Training Centre of British Columbia

www3.telus.net/montessori/

MONTESSORI TRAINING CENTRE OF BRITISH COLUMBIA 200-8555 Cambie Street, Vancouver, BC V6P 3J9 Tel 604.261.0864 Fax 604.261.2805 Email: montessoritraining@telus.net

Training of Trainers Programme

Elementary Seminar Format

A
10 Montessori Society of Canada

re you an AMI Elementary graduate with five years teaching experience and would like to know more about this unique opportunity?
1st 2nd 3rd 4th 5th seminar seminar seminar seminar seminar October 718, 2013 [2 wks] March 24April 4, 2014 [2 wks] October 20Nov 14, 2014 [4 wks] March 1627, 2015 [2 wks] October 516, 2015 [2 wks]

The secret of good teaching is to regard the childs intellect as a fertile field in which seeds may be sown to grow under the heat of flaming imagination. Our aim therefore is not merely to make the child understand and still less to force him to memorize but so to touch his imagination as to enthuse him to his inner most core.
Maria Montessori

The Seminars are planned for:

Go to www.montessori-ami.org to download additional information & requirements for application

School Sponsors

Thank you to the following schools for supporting the MSC News for 2012

Ellesmere Montessori School Inc. CONTACT US

EDITOR Anne Laws annelaws@hotmail.com 106 Dossetter Way Ottawa, ON K1G 4S5

OFFICE MANAGER Teresa Dorgan ellesmeremontessori@bellnet.ca 37 Marchington Circle Toronto ON M1R 3M6

PRESIDENT Felix Bednarski felix@humbersidemontessori.ca 121 Kennedy Ave. Toronto, ON M6S 2X8

JOIN MSC

2012 Summer Conference:

Grand Work in the Grand Canyon!

Annual fee $80 (JanDec) Cheque made payable to Montessori Society of Canada

ellesmeremontessori@bellnet.ca

oin EAA in Flagstaff, Arizona for the annual summer conference. We will be exploring Big Work Inside and Out. Check the website (www.ami-eaa.org) for more details in the coming weeks! SAVE THE DATE: This years conference dates are July 8-13, 2012.

MONTESSORI SOCIETY OF CANADA 37 Marchington Circle Toronto ON M1R 3M6

www.montessorisocietycanada.org

MS C EXECUTIV E 2010/2012
Felix Bednarski, President Leigh Remington, Vice President Laurie Wilson Forbes, Treasurer Tiffany Howard, Secretary

MS C BOARD MEMBERS
Felix Bednarski Erin Higginbottom Tiffany Howard Teresa Sabiston Carrie Whalen Diana Chalmers Marty Collins Karen Golas Anne Laws Leigh Remington Dena Shlah Laurie Wilson Forbes

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