montessori journey to excellence

St. Helena Montessori

“i have studied the child. i have taken what the child has given me and expressed it and that is what is called the montessori method.”, our commitment.

Our programs are designed to meet all aspects of a child’s developmental needs, from early childhood through the adolescent years. Our rich core academic curriculum includes art, music, foreign language, computer skills, athletics, and religious instruction.

Learn more about our Toddler , Primary , Elementary and Adolescent (Middle & High School) Programs.

St. Helena Montessori School has provided the Napa Valley community with a Montessori school that upholds the highest standards of authentic Montessori practice since 1981. St. Helena Montessori offers an educational program that has its roots in the Christian tradition, and which promotes family values, cultural appreciation and love of country. 

St. Helena Montessori is proud to offer an educational discussion group highlighting key topics around child development from Birth through age Three . Led by Micaela Belmonte, AMI-Trained Toddler Directress, parents will be given key insights into how they can best prepare their home environments to suit the needs of their rapidly developing child. Specific topics will be addressed as well as helpful tips, language, and philosophy that parents can ponder as they purposefully engage and observe their children.

LEARN MORE & REGISTER HERE! 

Home / Montessori Method / Montessori Teaching Method Techniques To Instill Values And Skills

Montessori Teaching Method Techniques To Instill Values And Skills

Montessori Teaching Method Techniques are a dynamic approach to education, focusing on fostering independent and self-directed learning in children. In this post, we will explore key principles and practical strategies of the Montessori method, providing valuable insights for educators and parents alike. Our discussion will empower readers with a deeper understanding of how to effectively implement Montessori techniques to support holistic child development and lifelong learning.

The Montessori teaching method, with its unique techniques and principles, has a rich history and a global presence today.

Developed by Dr. Maria Montessori in the early 20th century, this educational approach has evolved into a widely recognized and respected teaching system.

Dr. Montessori, an Italian physician and educator , laid the foundation for her method based on her observations of children’s natural learning tendencies.

Her innovative techniques emphasized independence, hands-on learning, and a carefully prepared environment. This approach revolutionized early childhood education and soon gained international attention.

Over the years, Montessori education has spread across the globe, transcending cultural boundaries and adapting to diverse educational landscapes.

From its humble beginnings in Rome, Montessori schools can now be found on nearly every continent, serving children from various backgrounds and age groups.

In this article, we will delve into the origins of the Montessori method and explore its widespread adoption, shedding light on the techniques that make it a standout approach in the field of education.

What Are Montessori Method Principles?

The Montessori method, developed by Dr. Maria Montessori in the early 20th century, is a revolutionary approach to education that has left an indelible mark on the field.

With its unique principles and practices, the Montessori method has garnered global recognition for its ability to nurture children’s intellectual and emotional growth.

In this article, we will delve into the core principles that underpin this educational philosophy and explore how they continue to shape modern education.

Concrete Experiences

One of the fundamental tenets of the Montessori method is the emphasis on concrete experiences as a means of learning.

Unlike traditional education, where students often passively absorb information from textbooks or lectures, Montessori students engage in hands-on activities that provide them with tangible, real-world experiences.

Whether it’s using colorful beads to understand mathematical concepts or handling tactile letters to explore language , Montessori materials are designed to make learning come alive.

These concrete experiences serve as the building blocks of understanding. Children learn by doing, manipulating, and experimenting with materials.

This approach not only enhances comprehension but also allows students to discover their own solutions to problems, fostering creativity and critical thinking from an early age.

Individual Pace And Learning

In a Montessori classroom, the concept of one-size-fits-all education is abandoned in favor of individualized learning. Each child progresses at their own pace, guided by their unique interests and abilities.

Unlike traditional grading systems that promote comparisons and competition, Montessori education values progress based on personal development.

This approach not only prevents students from feeling pressured or left behind but also allows them to take ownership of their learning journey.

It empowers children to explore subjects in depth, follow their passions, and overcome challenges at their own rhythm. As a result, they develop a strong sense of self-motivation and an enduring love for learning.

Tailored Education

Montessori education is, at its core, tailored to the needs of each child. Teachers in Montessori classrooms are highly trained to observe and understand the individual strengths and weaknesses of each student.

Armed with this insight, they can adapt lessons and materials to suit the specific requirements of each child, ensuring that no one is left behind or held back.

This personalized approach extends to all aspects of a child’s education . Whether it’s adjusting the difficulty level of math exercises, providing extra support for a struggling reader, or challenging an advanced learner with more complex tasks, Montessori teachers continuously tailor their instruction to match the child’s readiness and interests.

Importance Of Environment

The physical environment of a Montessori classroom is meticulously crafted to facilitate learning and exploration.

It’s often described as a “prepared environment” designed to promote independence, order, and harmony. Furniture and materials are scaled to the child’s size, making everything accessible and inviting.

The materials themselves are carefully chosen to encourage curiosity and engagement. They are self-correcting, allowing children to learn from their mistakes and gain a sense of mastery.

This environment is intentionally free from unnecessary distractions, providing a calm and focused space where children can concentrate on their tasks.

Beyond the physical space, Montessori educators also place great importance on creating an emotional and social environment that is nurturing and supportive.

Respect for one another and the environment is instilled as a core value, fostering a sense of responsibility and empathy.

Encouraging Independence

Independence is a cornerstone of the Montessori method . Children are encouraged to take an active role in their own learning and daily activities.

From an early age, they learn practical life skills such as pouring their own water, preparing snacks, and cleaning up after themselves. These seemingly simple tasks build confidence and a sense of responsibility.

In the academic realm, independence is also encouraged. Students have the freedom to choose their activities, work independently, and manage their time.

This fosters a sense of autonomy and self-direction that serves them well beyond the classroom. Montessori graduates often excel in time management, problem-solving, and self-motivation.

Promoting Collaboration

While independence is encouraged, Montessori education also places a strong emphasis on collaboration and social interaction.

Unlike the stereotype of a solitary learner working in isolation, Montessori students engage in cooperative activities and peer-to-peer teaching.

Collaboration is woven into the fabric of the Montessori classroom through group projects, discussions, and activities that require children to work together.

This not only enhances their social skills but also teaches them the value of teamwork and mutual support. It’s a balance that prepares students for success in the real world, where both independence and collaboration are essential.

Fostering A Love Of Learning

Perhaps one of the most enduring outcomes of Montessori education is the deep love of learning it instills in children. By making learning enjoyable, hands-on, and tailored to their interests, Montessori students develop a lifelong passion for acquiring knowledge.

In a Montessori classroom, there is no pressure to perform for grades or tests. Instead, the focus is on the joy of discovery and the satisfaction of mastery.

This positive association with learning stays with Montessori graduates throughout their lives, driving them to seek out new challenges and explore the world with curiosity and enthusiasm.

Choice In Activities

Choice is a powerful motivator in Montessori education. Children have the freedom to choose their activities within the prepared environment. This choice not only allows them to explore their interests but also develops decision-making skills.

By selecting their activities, children take ownership of their learning and become active participants in the educational process.

This sense of agency not only boosts their confidence but also helps them develop a strong sense of responsibility for their choices and actions.

Supportive Error Management

In traditional education, mistakes are often stigmatized, leading to fear of failure and a reluctance to take risks. In contrast, Montessori embraces errors as valuable learning opportunities.

The materials are designed to provide instant feedback, allowing children to identify and correct their mistakes independently.

This approach normalizes the idea that making mistakes is a natural part of the learning process. It encourages resilience and a growth mindset, where children are unafraid to tackle challenging tasks and learn from their experiences.

Best Practices In Montessori Schools

Montessori education has long been celebrated for its unique and effective approach to nurturing young minds. To ensure the continued success of Montessori schools, several best practices have emerged over the years.

These practices are essential for creating a supportive and enriching educational experience for children.

Creating A Prepared Environment

A thoughtfully designed environment is the cornerstone of Montessori education. The prepared environment is carefully structured to encourage exploration, independence, and meaningful learning experiences.

It is a space where children can engage with age-appropriate materials and activities that stimulate their curiosity.

• Thoughtful Organization: Montessori classrooms are organized with precision. Furniture and materials are scaled to the child’s size, ensuring accessibility. Each learning area is meticulously arranged for aesthetic appeal, promoting a sense of order and tranquility.
• Material Selection: The materials within the prepared environment are handpicked to align with Montessori principles . They are strategically placed on low shelves, enabling children to choose activities independently. These materials are designed to engage the senses and promote hands-on learning.
• Outdoor Learning: Beyond the classroom, Montessori schools often provide outdoor spaces that connect children with nature. These spaces offer opportunities for physical activity and exploration, fostering a holistic approach to education.

Utilizing Trained Teachers

The role of a Montessori teacher is distinct from that of a traditional educator. Montessori teachers undergo specialized training to deeply understand the philosophy and techniques of the Montessori method. They act as guides or facilitators rather than conventional instructors.

• Observation and Adaptation: Montessori teachers continually observe each child’s unique needs, interests, and progress. This information informs their teaching approach, allowing for highly personalized instruction. This adaptability ensures that children receive the support and challenges they require for academic and emotional growth.
• Cultivating Independence: Montessori teachers play a vital role in fostering a sense of respect, responsibility, and independence in their students. They create a classroom culture that encourages collaboration, problem-solving, and self-directed learning.
• Holistic Development: In addition to academic growth, Montessori teachers are attuned to the emotional and social development of each child. They provide guidance and support to help students navigate interpersonal relationships and develop a well-rounded character.

Fostering Collaboration Among Stakeholders

Montessori education extends beyond the classroom, involving parents, caregivers, and the broader community. Collaboration among all stakeholders is a best practice that enriches the overall educational experience.

• Parental Involvement: Parents and caregivers are encouraged to actively participate in their child’s education. Regular communication with teachers, attendance at parent-teacher conferences, and engagement in discussions about their child’s progress are all essential elements of this collaboration.
• Community Engagement: Montessori schools often establish partnerships with local organizations, experts, and businesses to enhance the learning experience. Field trips, guest speakers, and community service projects provide real-world context to children’s education.
• Building School Community: Within the school itself, fostering a sense of community is essential. Montessori schools frequently organize events, celebrations, and activities that bring students, parents, and teachers together. This sense of belonging contributes to a positive and supportive learning environment.

Promoting Lifelong Learning

In Montessori education, the goal extends beyond academic achievement to foster a lifelong love of learning.

• Joyful Learning: By making learning enjoyable, hands-on, and tailored to their interests, Montessori schools nurture a passion for acquiring knowledge.
• Freedom to Explore: Montessori students have the freedom to choose their activities, encouraging curiosity and self-motivation. This sense of agency stays with them throughout life, leading to effective time management and decision-making skills.
• Embracing Mistakes: Montessori education normalizes mistakes as valuable learning opportunities, promoting resilience and a growth mindset. This mindset instills a willingness to tackle challenges and learn from experiences.

Global Adaptations Of Montessori Techniques

Cultural sensitivity.

Montessori techniques have been successfully adapted to respect cultural diversity. Schools worldwide integrate local customs, traditions, and languages into their curriculum. This approach ensures that the Montessori experience is culturally relevant and inclusive.

Language Integration

Montessori schools adapt language instruction to reflect the linguistic diversity of their regions. Multilingual classrooms are common, promoting the development of multiple languages in addition to the core curriculum. This approach prepares children for a globalized world while maintaining cultural connections.

Curriculum Customization

Montessori schools adapt their curriculum to align with national educational standards. This ensures that students are well-prepared for standardized assessments while benefiting from the Montessori approach’s unique pedagogy.

Teacher Training

Adaptations often involve tailoring teacher training programs to suit local requirements. Educators are equipped with the knowledge and skills needed to implement Montessori techniques effectively within their specific cultural and educational contexts.

Parental Involvement

To bridge cultural gaps, Montessori schools emphasize strong partnerships with parents and caregivers. In some regions, this may involve unique approaches to parental engagement, such as cultural workshops or events that align with local traditions.

Community Engagement

Montessori schools often play a vital role in their local communities. They adapt by addressing specific community needs, such as offering programs for at-risk youth or collaborating with local organizations to support social and environmental initiatives.

Integration with National Systems

In some countries, Montessori schools have successfully integrated with national educational systems. This integration allows for a seamless transition between Montessori and mainstream education, accommodating diverse learning paths.

Socioeconomic Considerations

Adaptations may also address socioeconomic factors. Some Montessori schools offer scholarships or sliding-scale tuition to ensure access to a broader range of students, regardless of their economic backgrounds.

Special Needs Education

Montessori techniques have been adapted to cater to students with special needs. Inclusive Montessori classrooms provide a supportive environment where all children can thrive, regardless of their abilities.

Local Contextualization

Montessori schools adapt their materials and lessons to incorporate local history, geography, and cultural references. This contextualization enriches the learning experience and connects students to their surroundings.

Future Directions

1. Integration of Technology: Montessori education is likely to continue embracing technology in a balanced manner. This may involve using educational apps, interactive online resources, and virtual learning experiences that align with Montessori principles while enhancing engagement and learning outcomes.

2. Neuroeducation: Montessori educators may further integrate insights from neuroscience into their teaching methods . Research on brain development and learning could inform instructional strategies, allowing for more effective and tailored approaches to meet individual student needs.

3. Inclusive Education: The Montessori community is increasingly recognizing the importance of inclusion. Future Montessori schools may place a stronger emphasis on accommodating diverse learning needs and ensuring that their classrooms are accessible to students of all backgrounds and abilities.

4. Sustainability and Environmental Education: As the world grapples with environmental challenges, Montessori schools may expand their focus on sustainability and environmental education. Students may engage in more eco-conscious practices, learn about environmental issues, and participate in projects that promote sustainability.

5. Global Collaboration: Montessori education values cultural diversity. In the future, schools may strengthen international collaborations, allowing students to connect with peers from around the world, engage in cross-cultural exchanges, and deepen their understanding of global issues.

6. Social-Emotional Learning: A continued emphasis on social-emotional learning may be a key trend in Montessori education. As research highlights the importance of emotional intelligence , Montessori schools may further develop programs that nurture students’ emotional and social well-being.

7. Entrepreneurship and Critical Thinking: Montessori’s focus on creativity and critical thinking may lead to future initiatives that foster entrepreneurship and innovation. Graduates may be encouraged to pursue entrepreneurial endeavors and apply their problem-solving skills in various fields.

8. Research and Evaluation: As Montessori education grows, there may be an increased focus on research and evaluation. This could involve more comprehensive studies to assess the long-term impact of Montessori education on students’ academic achievement, life skills, and career success.

9. Parental Engagement: Schools may continue to strengthen partnerships with parents and caregivers, recognizing the crucial role they play in a child’s education. Enhanced parental engagement could involve innovative approaches to involve families in the learning process.

10. Online and Blended Learning: In response to changing educational landscapes, Montessori schools may explore online and blended learning models. This could include hybrid classrooms, where students engage in both in-person and virtual learning experiences.

11. Adaptation to Changing Needs: Montessori education has always been adaptable, and the future will likely see further adjustments to meet the evolving needs of students and society. Flexibility in response to changing educational trends and societal challenges will remain a hallmark of Montessori education.

In conclusion, the child-centered approach exemplified by Montessori education is a testament to the power of nurturing young minds through active learning, hands-on experiences, and the innate curiosity that defines childhood.

Montessori classrooms provide a carefully curated environment where children are encouraged to explore, discover, and learn at their own pace.

Through hands-on activities and sensory-rich materials, children engage in a dynamic learning process that fosters both intellectual and emotional growth. This approach acknowledges that each child is unique, with individual interests, strengths, and developmental trajectories.

Frequently Asked Questions

What age group is montessori education suitable for.

Answer: Montessori education is designed for children from infancy through adolescence. It encompasses programs tailored to different age groups, including infants and toddlers, preschoolers, elementary students, and even adolescents.

Is Montessori Education Only For Academically Advanced Children?

Answer: No, Montessori education is not limited to academically advanced children. It caters to a diverse range of learning styles and abilities. Its child-centered approach allows students to progress at their own pace, ensuring that each child’s unique needs are met.

Are Montessori Schools Available Worldwide?

Answer: Montessori schools can be found in many countries across the globe. The Montessori method has gained international recognition and is adapted to various cultural and educational contexts.

How Do Montessori Classrooms Accommodate Children With Special Needs?

Answer: Montessori classrooms often incorporate inclusive practices to support children with special needs. Teachers receive training in adapting materials and lessons to accommodate diverse learning styles and abilities, fostering an inclusive environment.

Can Montessori Education Prepare Students For Standardized Tests And Traditional Educational Settings?

Answer: Yes, Montessori education can prepare students for standardized tests and traditional educational settings. While it prioritizes holistic development and hands-on learning, Montessori programs can align with national educational standards and provide a strong foundation for academic success when students transition to traditional schools.

https://www.fishtownmontessori.com/the-ultimate-guide-to-montessori

https://mybrightwheel.com/blog/montessori-method

https://www.teach-nology.com/teachers/methods/montessori

https://abudhabi.globalindianschool.org/blog-details/five-principles-of-the-montessori-method-of-teaching

https://www.udemy.com/course/montessori-education-teaching-methods-essentials-concepts

http://morningglorymontessoriburlingame.com/the-montessori-method

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Sarasota University

A Strengths-Based University

Unlocking New Horizons: Montessori Education Beyond Undergraduate School

As you approach the end of your undergraduate journey, you might find yourself at a crossroads, wondering what the next step entails. The world of Montessori education is dynamic and ever-evolving, and the pursuit of further education can open doors to new opportunities and deepen your impact in the field.

The Continuing Journey in Montessori Education

After completing your undergraduate studies the learning journey doesn’t have to stop. In fact, it’s just the beginning of a path filled with exploration, innovation, and leadership. Choosing to advance your education can provide a unique chance to delve into specialized areas, refine your teaching techniques, and contribute to the transformative landscape of Montessori education.

Why Pursue a Master’s Degree in Montessori Education?

• Specialization: A master’s program allows you to specialize in a particular aspect of Montessori education, whether it’s leadership, curriculum development, or research. It enables you to become an expert in your chosen field.
• Deeper Understanding: Gain a more profound understanding of Montessori principles and philosophy, equipping you with the knowledge and skills needed to implement innovative practices in the classroom.
• Leadership Opportunities: A master’s degree opens doors to leadership roles within Montessori schools and organizations. It empowers you to influence educational policies, shape curriculum design, and lead educational initiatives.

Sarasota University’s Masters Programs: A Gateway to Excellence

At Sarasota University, we understand the importance of continuous learning and the impact it can have on the field of Montessori education. We are proud to be the first university with institutional MACTE accreditation, a testament to our commitment to providing exceptional education.

Program Highlights:

• Innovative Curriculum: Our programs offer a curriculum that integrates the latest advancements in Montessori education, ensuring that you stay ahead in the field.
• Experienced Faculty: Learn from experienced and dedicated faculty members who are passionate about guiding educators to become leaders in Montessori education.
• Flexibility: Classes begin every 8 weeks, providing you with the flexibility to seamlessly integrate your studies into your professional life.

Join Us on January 19th for More Information!

To learn more about how Sarasota University’s Masters Programs can be the next step in your Montessori journey, we invite you to join our virtual information sessions on January 19th. Discover how our programs can unlock new horizons in your career and contribute to the continued excellence of Montessori education.

Embrace the Future of Montessori Education

Embarking on a master’s program in Montessori education is not just an academic pursuit; it’s a commitment to shaping the future of education. As you consider the path forward after undergraduate studies, remember that Sarasota University is here to support your journey, providing the knowledge, resources, and community you need to thrive in the world of Montessori education.

Take the next step. Apply today and join us in transforming the landscape of Montessori education.

Explore more

Montessori 3-6 Trilingual Early Childhood Education

Cnr Chambers Street & Georges Drive, Napier South, Napier

1 ERO’s Judgements

Akarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama - indicators of quality for early childhood education: what matters most (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Montessori 3-6 Trilingual Early Childhood Education are as follows:

2 Context of the Service

Montessori 3-6 Trilingual Early Childhood Education is a privately owned centre located in suburban Napier. It offers education and care for children aged two to six years. The founder is also the professional leader and guides a team of six early childhood and one primary qualified teacher.

3 Summary of findings

Children participate in a programme consistent with a Montessori-based curriculum that effectively celebrates and develops their interests and dispositions. They are confident communicators and engage in reciprocal and respectful relationships with peers and adults. Teachers work collaboratively to provide a well-considered programme that is consistent with  Te Whāriki . Children are successfully supported to be capable, independent learners.

Regular assessment benefits children’s learning and guides teachers when planning the daily programme. Photo albums include narratives of children’s learning and celebrations. Teachers encourage parents and whānau to share aspirations for their child. This valued recording and sharing of children’s learning successfully fosters close links between home, extended whānau and the centre.

All children regularly experience te ao Māori as a meaningful part of their early childhood experience. They have a range of opportunities to see, hear and experience aspects of te ao Māori through waiata, karakia , praise and basic commands. Teachers are well supported by a strong role model to celebrate places of significance to mana whenua that are unique to their community and grow their cultural competence.

A focus on inclusive practice is highly evident. The founder draws on her own expertise and that of external agencies for guidance when available and appropriate. Children requiring additional assistance are well supported and their needs carefully considered.

Practices to promote improvement and evaluate progress continue to be embedded. There are frequent opportunities for the teaching team to reflect on effective teaching practice. Teachers are encouraged to take responsibility for their own professional learning to further build capacity and capability. Teachers collaboratively explore effective ways to monitor ongoing progress of the service’s action plans. These strategies support them to show how well objectives are met in relation to valued outcomes for children.

4 Improvement actions

Montessori 3-6 Trilingual Early Childhood Education will include the following actions in its Quality Improvement Planning:

• continue to monitor the implementation of improvement actions and evaluate the impact for children’s teaching and learning
• continue using the learning outcomes in Te Whāriki to enhance curriculum priorities and associated planning.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Montessori 3-6 Trilingual Early Childhood Education completed an ERO Centre Assurance Statement and Self-Audit Checklist . In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

• premises and facilities
• health and safety practices
• governance, management and administration.

During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:

emotional safety (including positive guidance and child protection)

physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)

suitable staffing (including qualification levels; police vetting; teacher registration; ratios)

evacuation procedures and practices for fire and earthquake.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Phil Cowie Director Review and Improvement Services (Central) Central Region | Te Tai Pūtahi Nui

28 September 2021 

6 About the Early Childhood Service

Montessori 3-6 trilingual early childhood education - 10/05/2018, 1 evaluation of montessori 3 - 6 trilingual early childhood education, how well placed is montessori 3 - 6 trilingual early childhood education to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Montessori 3 - 6 Trilingual Early Childhood Education service in Napier operates five days a week. It is licensed for 30 children from two and up to the age of six. The service offers families a number of enrolment options depending on their specific needs. At the time of this ERO evaluation 16 of the children enrolled are Māori.

The service's vision statement - 'Inspiring and empowering children, families and teachers through trilingual Montessori education in English, te reo Māori and Spanish' - is reflected throughout the service and curriculum.

All staff have clear roles and responsibilities for curriculum development and operation. The professional leader, who is also the founder, is committed to teachers' ongoing professional learning and development. The teaching team have all participated in the Incredible Years training over the past four years.

The service has taken a positive approach to development and progress since the April 2015 ERO report.

The Review Findings

Children engage in a well-planned curriculum. It successfully encompasses the learning outcomes of Te Whāriki, the early childhood curriculum and the essential elements and indicators of the Montessori Journey to Excellence. Trilingual education in English, te reo Māori and Spanish is a major focus for children's learning. The service's approach is flexible to meet the needs of children and their families. The intended outcomes for children, identified by the service, are very evident in practice.

Assessment, planning and evaluation of children's learning is clearly linked to the expectations of the dual curriculum. Progress through the sequential Montessori curriculum and across the strands of Te Whāriki is well recorded for each child. Records show how well the observed needs and interests, and family aspirationsare responded to.

Children develop a strong sense of belonging. The expectation that children will gain independence, concentration and physical coordination is promoted and enacted through the curriculum. The virtues of patience, kindness, honesty and caring are emphasised across the service. Children are encouraged to have fun and develop friendships.

Children are well supported to develop characteristics of global and local citizens as identified in the vision statement. They experience, appreciate and understand a diverse range of ethnicities and cultures. Their respect for others and the environment is supported by caring, attentive adults.

Partnerships with parents and whānau acknowledge their role as children's first and lifelong teachers. Children are proud of what they do and confidently share their learning with friends and families. Teachers work positively alongside parents and whānau to ensure their children experience success while at the centre.

Children's learning is enhanced by teachers' ongoing focus on improving their practice. Staff work well together. They inquire into their teaching and are developing sound processes to evaluate the effectiveness of their actions on outcomes for children. Individual strengths are well used to support children's learning. Ongoing professional learning and development continues to build teacher capability.

The focus on equity for all children is very evident. Children with diverse needs are well catered for. Ongoing discussion and collaboration with families and external agencies support children to experience success. Potential barriers to learning are minimised. A range of strategies supports children's ongoing learning.

Māori children and their whānau experience an environment that acknowledges and encompasses Māori values and concepts. Te reo Māori is an official language of the service. A range of strategies and initiatives is used to ensure Māori children achieve success. The entire teaching team is responsible for teaching te reo Māori, based on individual levels of confidence and competence. This is part of every teacher's appraisal goals for accountability. A Māori language assistant supports staff to promote success for Māori. Children are confident learners.

Key Next Steps

Ongoing self review has assisted teachers to improve their practice. The service is in a position to further develop internal evaluation for improvement. This should clearly focus on the impact of actions on outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Montessori 3 - 6 Trilingual Early Childhood Education completed an ERO Centre Assurance Statement and Self-Audit Checklist . In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

Next ERO Review

When is ero likely to review the service again.

The next ERO review of Montessori 3 - 6 Trilingual Early Childhood Education will be in three years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

10 May 2018

The Purpose of ERO Reports

The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.

2 Information about the Early Childhood Service

3 general information about early childhood reviews, ero’s evaluation framework.

ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here :

• Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
• Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
• Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
• Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.

Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.

ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.

A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.

For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services .

ERO’s Overall Judgement and Next Review

The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:

• Very well placed – The next ERO review in four years
• Well placed – The next ERO review in three years
• Requires further development – The next ERO review within two years
• Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.

Primeroses Montessori School

...A Journey to Excellence

The quality of education one has is the one defining thing that can make a difference in a person’s life. Primeroses Montessori school was birthed out of a desire to create a learning environment that inspires excellence and at the same time instills discipline and communal responsibility.

FUTURISTIC CURRICULUM

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St. Augustine's Public Montessori School academic team heads to World Final Championships

St. augustine’s public montessori school’s odyssey of the mind team of 7 heads to the om world finals at iowa state university, may 21-24.

St. Augustine’s Public Montessori School ’s Odyssey of the Mind Team is heading to the OM World Final Championships.

After ranking among Florida’s top three teams in the problem and division category, seven students will be among those vying to win gold at the World Competition at Iowa State University, May 21-24.

Team members include Isaac Hellmuth; Kelsey Young; Charlie Jones; Leif Czajkowski; Luke Daniello; Luna Espinoza Proffitt; and Willow Washington. The students earned their World Finals placement by competing at the Manatee regional tournament in February and the Florida State tournament in Orlando in March.

The Odyssey of the Mind is a program born and bred from the innovative teachings of Dr. C. Samuel Micklus. The Rowan University teacher of Creative Problem-Solving challenged his students to build a vehicle without wheels; design and test a mechanical pie thrower; and make a flotation device to safely cross a lake. The solutions attracted the attention of students, educators and the local media.

In 1978, Dr. Micklus offered a competition for middle and high school New Jersey students to solve problems, giving birth to Olympics of the Mind (OM).

By popular demand, Creative Competitions, Inc. (CCI) was formed. Upon formation of a Worlds Final Competition, CCI helped to organize local nonprofits to administer the program across the country. Soon thereafter the title was changed to Odyssey of the Mind (OM™) to represent a journey of creative discovery for solving problems.

Today, thousands of students from the U.S. and 25 countries compete in the OM World Finals, an annual event that gathers 800+ teams and nearly 6,000 students from the U.S, South Korea, China, Japan, Singapore, Poland, Mexico, Brazil, France and Switzerland. The competition touts sponsorships such as the American Society of Civil Engineers, Microsoft, NASA, INK! (Investing in Kids) and more.

“World Finals includes teams from as far away as China, Germany, Mexico, India – as well as Canada’s continued presence!” notes the OM website. “Twenty thousand people travel to World Finals – teams, parents, coaches, and volunteers; proving that creative thinking is universal, and that OM is the positive force that brings them together.”

"Our school added Odyssey of the Mind this year as critical thinking enrichment for our students,” said St. Augustine’s Montessori School Director Diane Dodds. “Montessori students are accustomed to problem-solving and hands-on exploration.”

The creative, critical thinking, problem-solving program blends writing, design, construction, and theatrical performance to solve long-term problems with real world skills. The website described OM as bringing the classroom to life through teamwork, budgeting, time management, and public speaking.

“This international program is designed to help students at all learning levels grow as individual learners, grow as team members, and to reach their full potential,” they said.

According to parent Crystal Jones, the St. Augustine team made its own props and costumes and created a self-propelled vehicle for its long-term problem. Jones said that through the Montessori School’s volunteer structure, families also become an integral part of OM as teams can make a difference within their communities.

“Odyssey of the Mind is not just about competing and problem-solving, it’s about friendship and family,” she said. “During OM competitions, young people are encouraged to meet new friends and watch and learn from the ideas of others.”

"Since September, the teams have dedicated numerous hours to practicing together, crafting scripts, designing sets, costumes, and props, rehearsing skits, and preparing for spontaneous problem-solving," said Coach Kimberly Hellmuth.

“Participating, let alone progressing through the levels to the Worlds competition, is such an accomplishment,” continued Dodds. “The entire school community is so proud of our upper elementary students for their perseverance and grit." 

Jones admitted that getting the team, chaperones and props to Iowa State is no small feat as the group fundraises and seeks local sponsorship.

“It’s yet another creative challenge for the kids to brainstorm, talk to local businesses, and come up with events to help cover the cost of competing at Worlds,” she said.

Bake sales, BBQ dinners, online raffles and selling recycled seed bombs are among their creative tasks. Jones underscored the importance of such a spotlight on St. Augustine.

“Involvement reinforces St. Augustine as a hub for academic excellence and creativity and attracting interest in community institutions like Flagler College and the University of St.  Augustine,” she said.

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Moscow metro to be more tourist-friendly

A new floor sign system at the Moscow metro's Pushkinskaya station. Source: Vladimir Pesnya / RIA Novosti

For many years now, Moscow has lagged behind St. Petersburg when it comes to making life easy for tourists, especially where getting around the city is concerned. Whereas the northern capital installed English-language maps, signs and information points throughout its subway system in the late 2000s, the Russian capital’s metro remained a serious challenge for foreign visitors to navigate.

Recent visitors to Moscow may have noticed some signs that change is afoot, however. In many stations of the Moscow subway, signs have appeared on the floor – with large lettering in Russian and English – indicating the direction to follow in order to change lines. Previously, foreign visitors using the Moscow metro had to rely solely upon deciphering the Russian-language signs hanging from the ceilings.

Student volunteers help tourists find their way in Moscow

However, this new solution has a significant drawback. “The floor navigation is visible only to a small stream of people – fewer than three people per meter. During peak hours, this navigation will simply not be noticed,” said Konstantin Trofimenko, Director of the Center for Urban Transportation Studies.

One of the biggest problems for tourists in the Russian capital remains the absence of English translations of the names of subway stations in the station vestibules and on platforms. The Department of Transportation in Moscow has not commented yet as to when this problem will be solved. However, Latin transliterations of station names can already be found in the subway cars themselves.

Finding the right exit

At four of the central stations – Okhotny Ryad, Teatralnaya, Ploshchad Revolyutsii, Lubyanka and Kuznetsky Most – the city authorities have now installed colorful stands at the exits with schematic diagrams of the station’s concourse and surrounding area, which provide information about the main attractions and infrastructural facilities.

The schematic diagrams are the work of British specialists from the City ID and Billings Jackson Design firms, who have already implemented successful projects in New York and London.

According to Alexei Novichkov, expert at the Design Laboratory at the Higher School of Economics, the design of these information booths raises no objections: The color solutions, font, layout and icons are consistent with international standards.

However, the stands do have some shortcomings. “Many questions are raised about the fact that the developers of these maps did not apply orientation to the north, and have provided layouts of the surrounding areas with respect to the exits,” says Novichkov. “A system like that is used for road navigators, but most of the ‘paper’ guides and maps are oriented strictly to north. The subway map is also oriented to north, so people may become confused.”

Muscovites and foreign visitors are generally positive about these navigation elements, with most of them citing the numbered exits from the subway as the most useful feature.

The fact is that many Moscow subway stations have several exits. One of the busiest central stations of the Moscow subway in particular, Kitay-Gorod, has more than a dozen exits. Previously, these exits were differentiated from each other only with signs in Russian referring to the names of streets and places of interest to which they led – making it easy for tourists and those with poor navigation skills to get confused.

Now, when making an appointment to meet a friend, instead of struggling to find the right spot when they tell you: “I'll meet you at the exit to Solyanka Street,” you can just propose to meet under a specific exit number.

“I’ve lived in Moscow for seven years,” says Angelika, a designer from Voronezh, “but I still don’t always know where to go to find the place I need, so the new schematic diagrams will be very useful. Previously, some subway stations had maps, but not with so much detail.”

Teething problems

Foreigners, meanwhile, focus their attention on other elements. “It is good that the new information boards have QR-codes, which can be ‘read’ by smartphones,” says Florentina, a writer from Vienna. But there are also shortcomings. “The English font of the information on posters and in the captions to theaters and museums is too small – you have to come very close to see it well,” she says.

Pleasant encounters on the streets of Moscow

Florentina was also dissatisfied with the fact that such posters are not provided at all subway stations: “When I was trying to find Tsaritsyno Park (a museum and reserve in the south of Moscow) at a subway station with the same name, it turned out to be quite difficult,” she says.

“There are no maps with landmarks for other areas, such as those already in the city center. There were no clear pointers in the English language, and the passers-by I met did not speak in English, so they could not help me,” she adds.

Officials say that the navigation system is gradually being redeveloped and improved. According to Darya Chuvasheva, a press representative for the Department of Transport of Moscow, the introduction of a unified navigation system will take place in stages.

“By the end of 2014, the system will first appear on the first subway stations on the Circle Line. By the end of 2015, we plan to install the system at all major stopping points, subway stations and transport interchange hubs,” says Chuvasheva.

All rights reserved by Rossiyskaya Gazeta.

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OUR MINISTER

Dr. Joseph Lozovyy was born into a Christian family in Elektrostal, Moscow Region, and was raised in a pastor’s home. From the age of fifteen, he began actively participating in the music ministry of the Baptist Church in Mytishchi, where his father served as a pastor, and also played in the orchestra of the Central Moscow Baptist Church. From 1989, he participated in various evangelistic events in different cities of Moscow Region and beyond. From 1989 to 1992, as a member of the choir and orchestra “LOGOS,” he participated in evangelistic and charitable concerts, repeatedly performing on the stages of the Moscow State Conservatory, the Bolshoi Theatre, and other concert halls in Russia and abroad. In 1992, his family moved to the United States. In 2007, after completing a full course of spiritual and academic preparation, Joseph moved to Dallas, Texas, to engage in church ministry. In 2008, he founded the Russian Bible Church to preach to the Russian-speaking population living in Dallas, Texas.

– Bachelor of Arts in Music (viola) from the Third Moscow Music School named after Scriabin, Russia (1987-1991)

– Master of Theology (Th.M); Dallas Theological Seminary, Texas (1999-2003);

– Doctor of Philosophy (Ph.D) Hebrew Bible (Books of Samuel): University of Edinburgh, Scotland, United Kingdom (2007).

– Doctoral research (2004-2005) Tübingen, Germany.

– Author of a theological work published in English: Saul, Doeg, Nabal and the “Son of Jesse: Readings in 1 Samuel 16-25, LHBOTS 497 [T&T Clark/Continuum: Bloomsbury Publishing]).

https://www.bloomsbury.com/us/saul-doeg-nabal-and-the-son-of-jesse-9780567027535/

Joseph and his wife Violetta and their son Nathanael live in the northern part of Dallas.

Saul, Doeg, Nabal, and the “Son of Jesse”: Readings in 1 Samuel 16-25: The Library of Hebrew Bible/Old Testament Studies Joseph Lozovyy T&T Clark (bloomsbury.com)

Joseph, his wife Violetta and their son Nathaniel live in North Dallas, Texas where he continues ministering to Russian-speaking Christians and his independent accademic research.

Published Work

1. bloomsbury:, 2. buy at christian book distributors:, 3. buy on amazon:.

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