NJMAC 2024 Conference Brochure
Workshop A, 10:45 am - 11:45 am
Picture Books: From Cosmic Education to Disrupting Dominant Narratives in the Elementary Classroom
(Lower and Upper Elementary, Admin)
by Sheba Kapur and Sarah Wheeler
Schools in the United States have seen significant demographic shifts. From 1987-88 to 2011-12, students of the global majority increased by 93% (Bond et al., 2015), and by 2014, white students no longer comprised the majority in K-12 classrooms (Chen, 2019). This mirrors trends in public Montessori schools where 55% of students are of color (Debs, 2016). These changes underscore the need for educational practices that reflect our diverse student body. Dr. Maria Montessori emphasized the importance of the prepared adult in education, viewing teacher training as essential for nurturing the whole child. She stated, “The real preparation for education is the study of one’s self ... it includes the training of character; it is a preparation of the spirit.” (Montessori, 1995). Literature is a powerful tool for addressing diversity, equity, and inclusion. Often considered merely as literary choices for younger students, picture books are in fact ideal for broad discussions in Montessori Elementary classrooms. They help students develop compassion, empathy, and understanding, providing windows and mirrors into diverse experiences. For children aged 6-12, read-alouds not only enhance community building and a love of reading but also introduce complex social justice concepts in accessible ways. This workshop will guide participants in creating a classroom library tailored for children aged 6-12 that enriches the curriculum and integrates social justice. It will explore connections between Montessori’s Peace Education and anti-bias curriculum, empowering educators to create inclusive and reflective learning environments, thus moving new generations towards justice. This approach not only aligns with Montessori principles but also fosters a classroom environment that values diversity, encourages cultural understanding, and promotes a sense of global citizenship among students. In this session, participants will acquire practical strategies for using picture books to foster inclusive classroom discussions and effectively integrate these tools into their teaching practices.
Stages of Parental Development
(All Audiences)
by Dorothy Harman
Montessori teachers become well versed in the sensitive periods of the children in their care. They devote hours of observation to seize the moments when sensitivities make themselves known, they prepare their environments and they plan experiences to meet the developing needs of the children in their environments. However, at the end of the school day, children are released to the care of their families. Parents, too, are passing through developmental stages that parallel their children's. An introduction to parental stages of development will provide clarity and empathy for educators.
Rooted in Diversity: Crafting Cultural Responsiveness through Botany Education
(Early Childhood)
by Gabrielle Kotkov
In this session, we’ll explore ways to use the Botany area of the Montessori Primary classroom as a starting point to create a culturally responsive curriculum. By drawing upon the young children’s Absorbent Mind and innate curiosity about the natural world, we can incorporate students’ diverse cultures into the classroom, supporting their development, their sense of pride in their identity, and their intercultural understanding.
The session will begin with an overview of the pillars of Culturally Responsive Teaching and how they can be adapted to the Primary child’s developmental stage. Using these four pillars as a guide, we’ll talk about specific examples of ways to use the Botany area as a starting point to incorporate a culturally sensitive teaching approach into the Primary classroom. Through the use of cultural traditions, food, vocabulary and terminology, we can use the Botany area to help develop a curriculum that reflects the diversity of the students in the classroom and school, and of the local community. We’ll discuss ways to integrate these four pillars into the Montessori environment seamlessly, focusing in particular on the Practical Life area in food preparation, handwork, and gardening, among other activities.
Botany is a particularly compelling way for young children to explore different cultures because of their sensitive periods and their innate curiosity about the natural world. Moreover, traditions relating to food, handcrafts, and gardening practices are rooted in identity and can become vehicles for affirming identity and cultural pride. The flexibility of the Montessori approach naturally lends itself to culturally responsive teaching, and it’s never too late to incorporate a culturally responsive approach into the classroom. This transformative shift can help students and families feel more connected to and represented in the classroom community, develop their ecological consciousness, and foster intercultural understanding among students from a young age.
The Hows of Leadership: A Forum for School Leaders
(Administration, General)
by Rosalie Adams
This presentation aims to empower Montessori school leaders through an exploration of leadership strategies that foster autonomy, collaboration and investment. We will explore the ways in which the unique aspects of Montessori pedagogy and effective leadership practices can align to create resilient school communities that thrive. Leaders are encouraged to bring their experiences, struggles and successes to share within a forum setting. Participants will: Learn strategies for effective communication, conflict resolution, and team building that foster a collaborative and inclusive school culture. Utilize their understanding of the core principles of Montessori education to inform their leadership practices. Establish connections with other Montessori Leaders so that we may feel supported in our daily practices.
Embrace the Transformative Potential of Multilingualism: Practical Insights for Montessori Educators and Parents
(Administration, General)
by Margarita Diaz
Are you curious about raising bilingual children or creating a multilingual environment in your classroom? Join my session, where I'll tackle common questions and concerns surrounding multilingualism. As an expert in language acquisition and education, I will provide practical insights and strategies for navigating the complexities of multilingual upbringing. Discover answers to questions like: How can I introduce multiple languages to my child without causing confusion? What are the best resources and techniques for promoting language development in a multilingual Montessori setting? How can parents and Montessori educators support language learning and maintain fluency in multiple languages? What are the cognitive and socio-cultural benefits of being bilingual, and how can we leverage them for academic success and personal growth?
I will offer actionable advice and techniques for fostering linguistic diversity and proficiency. Whether you're a parent seeking to enrich your child's language skills or a Montessori educator striving to create an inclusive classroom environment, this session promises to provide invaluable guidance and inspiration. Join me for a session that celebrates linguistic diversity and opens doors to new opportunities for holistic learning and growth.
WORKSHOP B, 1:15 pm - 2:15 pm
Creating an Anti-Bias and Anti-Racist environment in the Montessori Early Childhood Classroom
(Early Childhood)
by Amy Gerstacker and Shazah Sabuhi
In our workshop, our aim is to share with attendees how we took our reflections from our readings and discussions and turned them into actionable practices within our classrooms. We recognize that the word “Diversity” refers to a wide range of abilities, circumstances, and backgrounds. We also keep in mind the 3- to 6-year-old age range in our early childhood program and the associated planes of development. We would like to focus our presentation on how we have reworked some existing practices in our classrooms and also how we have introduced entirely new ideas, much to the benefit of the children and families we serve. We plan to start by defining the word “Diversity” and other relevant terms. We will then talk briefly about the importance of educating ourselves on the topic and why it’s especially relevant now. We would like to talk about how much importance we place on letting families tell us about their family’s traditions or the parts of their identity that they value and want to make known. We would like to discuss a survey that we will have sent out in Summer 2024 (the summer prior to the NJMAC conference) in which we gather this information in a broad way that also leaves room for the families of our students to provide details that are important to their identities. It is important for us to leave plenty of room for open-ended discussion so that we are not making assumptions about anyone’s culture, religion, ability/disability, or the parts of these identities that are most important to them. This survey then sets the foundation for us in our classrooms to understand our families’ backgrounds and determine the specific cultures, traditions, holidays, and customs we would like to share about in the classroom. We also want to discuss what factors we consider when deciding to create or curate works on the culture/language/practical life shelves versus when we invite parents to the classroom to share.
How does your Garden Grow: Planting the Seeds of Compassion
(Early Childhood/Admin)
by Lisanne Pinciotti and Florencia Macauda Eberle
Children at each plane have a unique view of the world in which they live. Adults who nurture the innate curiosity and empathy of children are important role models for development along the continuum of the cosmic approach to Montessori education. Through attention to the individual’s relationships, Montessori believed that human beings would be able to reach their full potential and create a more peaceful existence within humankind. We will explore the many ways that the early childhood environment, prepared by the sensitive and knowledgeable guide, provides varied opportunities for young children to explore with a sense of curiosity, develop empathy for others, and practice compassion within the world of their classroom community. We will discuss the activities and experiences that are not only appropriate, but necessary for a holistic approach to support the child. In addition to understanding the true brilliance of the materials, we will discuss why it is critical for the Montessori guide to put the child in touch with others; to understand how empathy develops and to help children practice compassion within their own society of the classroom. As children develop the ability to take the perspective of others, the essence of the Practical Life lessons of Grace and Courtesy take root. Beyond helping each child feel safe and secure in a well-ordered social environment, we aim to provide experiences that move beyond simple vocabulary and awareness of feelings and ultimately provide real-life steps to build a culture of responsiveness to others. As Montessori herself believed, planting the seeds of compassion to build a more compassionate world begins with the children.
Creating a Culture of Security- The importance of planning, training, and collaboration
(All Audiences)
by Kevin Craig
This presentation will provide participants with an overview of school safety and security with an emphasis on preparedness. It will provide a framework for effective school safety practices and collaboration between schools, law enforcement, and community stakeholders. The content includes school safety best practices, emergency responses, and drills, culminating with a situational exercise that emphasizes crisis response and the need to embrace a culture of security. By the end of the session: The content will take participants through an overview of school safety laws and regulations, emergency responses, drills, and law enforcement operations culminating with a situational exercise that emphasizes the many facets of crisis response and the need to embrace a culture of security. Participants will leave with an understanding of individual and organizational roles and responsibilities, the need for comprehensive planning, and security awareness.
Process Art Experience
(Toddler and Early Childhood)
by Danielle Casillo
I envision a space that is set up as a classroom, with art materials on shelves or tables that attendees can choose and use themselves, and make the art that my students make in the classroom. This is not intended to be a lecture, but a hands on immersive experience - learning by doing! Attendees will learn: - Art is fun! - Art materials can and should be simple! - Art in the classroom should be child led - How to present different mediums in the classroom - How to talk about art with children - Inspiration to create art!
Dr."M" and The Assistant, Part 1 (Two part workshop)
(Infant/ Toddler, Early Childhood)
by Michelle Blake, Adrienne Frautten and Jessica Munoz
This interactive and lighthearted workshop is designed for classroom Infant, toddler, and Primary assistants, as well as support staff. This two-part workshop is an introduction and an overview of the role of the assistant in the Montessori classroom. Part I will start with a historical overview of Dr. Maria Montessori's life and work, providing a foundation for understanding and appreciating her educational philosophy. This part will include concise readings, short videos, and specific activities to expand and enhance this foundation. We will discuss the significance of following the child, promoting independence, nurturing the child, and supporting the Lead Guides. This presentation aims to provide learners with the tools and understanding needed to feel confident in an assistant position. The tools include: exhibiting a clear understanding of the Montessori Philosophy, knowing the “Whys” of the environments, having an understanding of the learning needs of young children, being prepared educators to effectively apply the Montessori approach to education in the classroom as an Assistant, their role in the classroom, and cohesively coexisting.
Sparking Curiosity: Fostering Scientific Inquiry and Citizen Science Projects in a Montessori Classroom
(Lower and Upper Elementary)
by Michelle Velho and Dr. Grace Sanvictores
In today's technology-driven world, fostering computational thinking skills is crucial. This session explores how the Montessori philosophy, with its emphasis on hands-on learning and exploration, can be leveraged to transform students from passive technology users into active creators. Workshop Objectives: We will share how to build a strong foundation in computational thinking concepts like decomposition, pattern recognition, algorithms, and debugging using unplugged activities. Learn how to integrate age-appropriate activities that introduce students to Artificial Intelligence (AI) and its basic principles. Develop strategies to promote data literacy through activities that involve data collection, analysis, and visualization. Explore various applications of technology creation in the Montessori classroom, from coding apps to building simple robots. Workshop Structure: Interactive presentation: Introduce key concepts of computational thinking, AI, and data literacy in a clear and engaging manner. Unplugged, hands-on activities: Participants will experience activities designed for the Montessori classroom, fostering exploration and understanding. Group discussions: Facilitate discussions on integrating these concepts into the Montessori curriculum and addressing potential challenges. Resource sharing: Provide participants with a curated list of age-appropriate tools, apps, and online resources.
WORKSHOP C, 2:30 pm - 3:30 pm
Cosmic Expression: Art Responses to the Great Lessons
(Elementary: LE, UE)
by Lisa Stolzer
In this session, we'll review the concepts of cosmic education, the purpose and content of the Great Lessons, and then learn about art responses Elementary Montessori teachers can employ in their classrooms. Attendees will have the opportunity to create art themselves and will bring back examples and resources they can use in their teaching. Understanding cosmic education, knowing the content and purpose of the Great Lessons, various art skills required to teach art responses to the Great Lessons. Some examples include watercolor crayon resist, painting, and clay sculpting, among others.
Self-Reflective Wellness for the Montessori Guide
(General Audience)
by Puja Panchal
Montessori guides must be ever evolving and continuously learning through self-reflection and self-improvement as they serve to be role models for the children in their environment. When wellness and self-care are practiced by the adult, the child that emulates the adult begins their own journey of well being, enriching an environment where mindfulness and good health are essential skills practiced for the self and others. By prioritizing self-reflection and wellness, adults not only enhance their own well-being, they also create a more nurturing and enriching environment for the children in their care. The Montessori guide is an essential component of the learning environment. In this workshop, we will provide the guide with techniques to prioritize wellness through self-reflection. Some of the domains we will focus on are respect, awareness, growth, and regulation. In this workshop, we will begin with having the Montessori guide first practice self-respect, as by learning to respect ourselves, we learn to respect others. The Montessori guide will create a more inclusive environment for all learners by developing an awareness of the community they serve. One of the components of the workshop focuses on self-growth, which can be fostered through professional development, ensuring that guides are up to date with research and findings on how to best support the children in their care. As the guides learn techniques for self-regulation and healthy communication, they will empower the young learners in the environment to foster healthy relationships with their peers while exercising empathy and understanding. Join us in this workshop as we provide tools for self-improvement that help the guide become a stronger, more confident self, benefiting themselves and the ones that surround them.
Dr."M" and The Assistant, Part 2 (Two part workshop)
(Infant/ Toddler, Early Childhood)
by Michelle Blake, Adrienne Frautten and Jessica Munoz
This interactive and lighthearted workshop is designed for classroom Infant, toddler, and Primary assistants, as well as support staff. This two-part workshop is an introduction and an overview of the role of the assistant in the Montessori classroom. Part I will start with a historical overview of Dr. Maria Montessori's life and work, providing a foundation for understanding and appreciating her educational philosophy. This part will include concise readings, short videos, and specific activities to expand and enhance this foundation. We will discuss the significance of following the child, promoting independence, nurturing the child, and supporting the Lead Guides. This presentation aims to provide learners with the tools and understanding needed to feel confident in an assistant position. The tools include: exhibiting a clear understanding of the Montessori Philosophy, knowing the “Whys” of the environments, having an understanding of the learning needs of young children, being prepared educators to effectively apply the Montessori approach to education in the classroom as an Assistant, their role in the classroom, and cohesively coexisting.
Rethinking Teacher Evaluation: Nurturing Authentic Growth Through Professional Learning Communities (PLCs)
(All Audiences, Admin)
by Melissa Lynch
What is the end-goal when we think about teacher evaluation? Most of us think about evaluation as a process to encourage growth throughout the year: Ask teachers to set a goal (with suggestions from leadership), and see if it was reached by year-end. The problem many teachers face is the "set it and forget it" tendency -- we set a goal with the best of intentions, eager to make sweeping changes for ourselves and our students --- but the school year starts, demands of the classroom pile up, and our goals are left half-achieved. Or, worse yet, we learn to set "safe" goals that we know we can accomplish, as a way to avoid a feeling of failure. What if we offered teachers the same support we offer our students in the Montessori environment? What if we had the chance to learn from one another and exchange ideas to facilitate growth, rather than try to change the world in a silo? How much opportunity do we offer teachers to connect with colleagues outside of their teaching team or program level? Professional Learning Communities (PLCs) can serve as a powerful tool for nurturing authentic growth in our faculty. They align with the Montessori values of collaboration and community: learning from one another by bringing together individuals of different perspectives, teaching experience, and life experience. In PLCs, small groups of teachers come together and choose areas they would like to learn more about, and designate an area of improvement in their classrooms or teaching practice. Veteran and novice teachers learn from one another, and following monthly meet-ups, the PLC's findings are shared with faculty and staff in a celebratory meet-up. Digging into "big ideas" ignites authentic growth, and as a school, we can offer teachers a forum for learning and exchange free of judgment and full of promise.
Scientific Exploration through Experimentation
(Early Childhood)
by Poornima Sriram
Science permeates our daily lives, offering endless opportunities for exploration and discovery. Utilizing practical experiments as a teaching tool proves highly effective in enabling students to grasp scientific principles and processes. Hands-on projects serve as powerful visual aids, allowing students to witness firsthand the application of these concepts. Introducing experiments at an early age taps into children's innate curiosity, nurturing their desire to investigate and understand the world around them. This fosters the development of critical thinking and problem-solving skills, encouraging children to question, analyze, and comprehend their environment. Within the Montessori classroom, science experiments play a pivotal role in bringing Cosmic Education to life. They not only facilitate the acquisition of scientific knowledge and skills but also cultivate a deeper understanding of complex concepts. Moreover, these experiments provide students with opportunities to pursue their interests and cultivate concentration, essential components of their self-construction journey. In this workshop, we will embark on a journey to explore experiments that extend beyond the conventional baking soda and vinegar reactions, delving into a diverse array of engaging and enriching scientific activities.