In this episode of the Roots and Wings Montessori podcast, host Jess Davis discusses research she conducted as a 2024 American Montessori Society Emerging Leader Fellow, which focused on characteristics of Montessori professional development most in line with educational research and perceived as most effective by teachers.Get a break-down of the insights provided by 160 US Montessorians through survey on what works, what doesn’t, and how teachers perceive different PD opportunities. Learn how Montessori androgogy can guide the development of professional learning that aligns with our school values and philosophy.RELATED REFERENCES:Bayar, A. (2014). The Components of Effective ProfessionalDevelopment Activities in Terms of Teachers’ Perspective. InternationalOnline Journal of Educational Sciences v6 n2 P319-327 2014. Bragg, L. A., Walsh, C.,& Heyeres, M. (2021). Successful design and delivery of online professionaldevelopment for teachers: A systematic review of the literature. Computers& Education, 166, 104158. Darling-Hammond, L., Hyler,M. E., & Gardner, M. (2017). Effective teacher professional development. Learningpolicy institute.Day, C., Sammons, P., & Gorgen, K. (2020). Successful schoolleadership. https://files.eric.ed.gov/fulltext/ED614324.pdf DeMonte, J. (2013).High-Quality Professional Development for Teachers: Supporting Teacher Trainingto Improve Student Learning. Center for American Progress. Elaine H.J. Yew, Karen Goh,Problem-Based Learning: An Overview of its Process and Impact on Learning,Health Professions Education,Volume 2, Issue 2,2016,Pages 75-79. Epstein, J. L. (2019). School, family, and CommunityPartnerships: Your Handbook for Action. Corwin, A Sage Publishing Company.Janacsek K., Nemeth D. (2012) Predicting the future: From implicitlearning to consolidation, International Journal of Psychophysiology, Volume83, Issue 2, Pages 213-221, ISSN 0167-8760https://doi.org/10.1016/j.ijpsycho.2011.11.012.Kennedy, M. M. (2016). Howdoes professional development improve teaching?. Review of educationalresearch, 86(4), 945-980.
Challenging behaviors are part of being a teacher. We are there to help guide children and help them learn from their mistakes. Sometimes all the lovely ideas we have brought back to the classroom from workshops and trainings are not enough, though. Sometimes a child may be so dysregulated that they engage in damaging, violent, or extremely disruptive behaviors and nothing we have tried seems to be working. What then? In this “real talk” series on managing big behaviors in Montessori settings, Jess Davis, MEd and Lead Consultant at Montessori Minds, will be discussing tools to help teachers design solutions for extreme behaviors that support the child in crisis while also protecting the learning and safety of the others in the room.Today’s episode will focus on writing Classroom Behavior Management Plans, breaking down the parts of a plan, tips for writing each section effectively, and advice for schools and teachers. Jess refers to some research and resources throughout the website (listed/linked below):https://iris.peabody.vanderbilt.edu/resources/iris-resource-locator/https://positivediscipline.org/Research shows that when teachers create consistent classroom rules that are stated positively and describe expected behavior, students engage in disruptive behavior less often. (Alter and Haydon, 2017); Reinke et al 2013)Research shows that classrooms with predictable procedures and routines have lower rates of challenging behaviors (Simonsen et al 2020)
Join host Jess Davis of Montessori Minds consulting in conversation with Dr. Eric Dustman about school leadership. Eric is a school leader, consultant, author, and presenter. You can learn more about Eric at https://nuancegroupllc.com/ . Eric is also co-facillitator of the AMS Emerging Leader Fellowship Program (ELF).Jess and Eric discuss ways to help school communities heal after big changes, how to build trust within faculty and board, how to build relationships through storytelling, and more. Eric’s latest book, Puff Leadership: How Flexing Your Soft Skills Can Strengthen Your Lead is out now and available through Amazon.https://www.amazon.com/Puff-Leadership-Flexing-Skills-Strengthen/dp/B0DXW19W39
Follow along on a tour of Montessori schools, sights, and cultural explorations in China!
Stress for children ages 8-12 has increased by 45% over the last 30 years and continues to rise at increasing rates. Stress serves a biological purpose–when we experience stress hormones are released that trigger “fight or flight” reflexes and help us escape dangerous situations. However, as civilization has evolved these hormones are more often triggered […]
Montessori professional development can be an online introduction from the comfort from home, networking at a conference, working toward a teacher credential, or taking a master class in Montessori pedagogy. Find the path that’s right for you…
This article discusses the difference between traditional adult-centered praise and meaningful encouragement and gives five strategies for nurturing confidence, intrinsic motivation, self-awareness, and self-determination.
Classroom agreements are more effective than classroom rules. Learn why, and the five steps to creating effective classroom agreements by…
Studies show significant learning loss and decrease in socio-emotional development since Covid. Set students up for recovery by…
Building a culture of student independence is what leads to “normalization” of a Montessori classroom. “Normalization” is the translated (from Italian) term that Dr. Montessori used to describe a productive, happy classroom that functions independently with minimal teacher intervention needed. This allows the teacher to focus on giving lessons, scaffolding, observing and collecting data instead […]
