1.5 CPDs, Runtime: 54:47

This webinar will cover an in-depth exploration of the core components of Montessori education.  We will examine how these components manifest in our unique school and classroom settings, and how they can help us foster equitable spaces where all students can thrive and feel a sense of belonging. Additionally, we will discuss how these components can serve as tools for teachers to reflect on their day-to-day practices and encourage a cycle of continued reflection.

Cynthia Barraza is AMS School Quality Manager. She serves as a guide and support to all schools in the AMS Pathway of Continuous School Improvement. She has been involved in Montessori for 20+ years. She started her journey as an elementary directress, guiding children 6 – 12 years old. Later she founded, and led Discovery Garden Montessori School, in Springfield, MO for more than a decade. During her time at DGMS she taught elementary and early childhood for several years. Her passion though is in adult development and how to utilize Montessori principles in school leadership and teacher professional development. She holds a Master’s Degree in Elementary Education. AMS – credentialed (Early Childhood)

1.5 CPDs, Run Time: 42:27

What would have happened if the Montessori movement had been inclined to use the word play to describe children's activity instead of the word work? This presentation highlights and builds on the research, perspectives, and musings found in the article, "Beyond a Play vs. Work Attitude," written for Infant and Toddler Journal by Ginny Varga, an AMS Living Legacy.

Marcia Hubelbank, BS, is the founder of  Understanding the Nature of Childhood, a consultancy dedicated to improving  adult understanding of early childhood. She taught at a number of Montessori schols in Massachusetts, and  has been the Infant & Toddler faculty and field supervisor for the Montessori Institute-New England, Beverly, MA. AMS-credentialed (Infant & Toddler, Early Childhood)

1.5 CPDs, Run Time: 45:01

Do you know children who struggle to remember letter sounds? Do you find that the children who need the most repetition are often reluctant to practice? Come try out fresh ideas for engaging children in practicing phonetic letter sounds. We will share games and variations with the sandpaper letters (both independent and social options), as well as multisensory, kinesthetic, and visual extensions to anchor and reinforce letter sounds. You will leave with a toolbox of strategies to help children enjoy learning, build confidence, and find success.

Cheryl Heatwole Shenk, MEd, is Montessori program director and lead teacher at Sacred Heart School in Camden, N.J. In 2015, Cheryl founded this Montessori program with sliding-scale tuition in her low-income community to give families access to Montessori education. She teaches, fundraises, and mentors for the expanded Montessori program. She received the 2021 Distinguished Service Award from Eastern Mennonite University. AMS-credentialed (Early Childhood).
Timothy Heatwole Shenk is lead teacher in a Montessori primary classroom at Sacred Heart School in Camden, N.J. He has some 15 years of teaching experience in an inner-city context, and in 2022 received his master's in education with a reading specialist certificate. In 2022, Timothy was awarded Eastern Mennonite University’s distinguished service award. IMC-credentialed (early childhood) - pending

1.5 CPDs, Run Time: 1:20:12

Do you have a student who just wanders your classroom and can't seem to choose a work?  This workshop will consider possible reasons for this type of behavior, including a deeper look into executive functioning. We will define executive functioning, how it affects student behavior, and the difference between normal and impaired executive functioning. We will present an observation tool to create a student action plan using strategies that will enable you to guide the child through stages of development to build toward independence.

Joni Harris has been a lead teacher at the Shelton School in Dallas, Texas, for 19 years and an instructor with the Shelton Montessori Training Center for the Cultural and Classroom Leadership courses since 2013. She has a bachelor's degree in special education, AMS Early Childhood certification, and is a Certified Academic Language Practitioner and dyslexia therapist. She presented at the AMS Event 2017 on addressing oral language disorders and in 2022 on enticing children into written expression.

Pauline Novak is AMS-credentialed (Early Childhood, Elementary I), a Certified Academic Language Therapist, and has been a trainer for MACAR and EC Montessori courses. Founder of Montessori Coaching for Learning Differences in Annandale, Va., she provides dyslexia tutoring for children and training for teachers. She has an MEd and MAT and certificates as a principal, special education, and generalist EC-4. She currently serves on the ALTA board and was an AMS board member.

1.5 CPDs, Run Time: 46:37

This workshop will provide participants with a  guide to creating empathetic parent-teacher conferences that will present the whole child, engaging and empowering parents.

Deepa Shreekumar is head of school and lead directress at Children's House in Nature's Classroom Institute and Montessori School, Mukwonago, WI. She holds a master's in mass communication and research. She completed her AMS Early Childhood as well as her Administrator credentials at Seton Montessori Institute. She has presented at several local, regional and national early education and Montessori conferences.

1.5 CPDs, Run Time: 59:00

La educación Montessori fomenta un sentido de paz y justicia social y ayuda a crear una sociedad más justa y pacífica al enseñar a los niños a respetar y valorar la diversidad y a trabajar en colaboración para alcanzar objetivos comunes. Este taller promueve la inclusión y la empatía entre diferentes culturas y razas mediante actividades interactivas que se centran en cómo las personas pueden actuar para promover la paz y la justicia social en sus comunidades.

Lamia Ibrahim es licenciada en psicología, se formó en Matemáticas y Ciencias para primaria y obtuvo una maestría en liderazgo educativo. Cuenta con más de 25 años de experiencia en educación, los últimos 15 en el sistema Montessori. En 2013, fundó Al Nebras International Preschool en Catar, donde es directora general. La escuela está creciendo para convertirse en la primera escuela Montessori en la región en ir más allá del preescolar, garantizando que todos los niños tengan acceso a oportunidades educativas que los preparen para una vida de aprendizaje.

Sandra Varela es licenciada en artes, negocios, coaching y Montessori elemental. Profesora de yoga y mindfulness para niños, trabaja como coach Montessori para el Instituto Nueva Escuela en Puerto Rico. Es fundadora y directora educativa de la Fundación Casita Montessori en Colombia, un proyecto terapéutico y ocupacional para huérfanos basado en la filosofía Montessori, diseñado para atender a niños cuyos derechos han sido vulnerados.

1.5 CPDs, Run Time: 47:01

Challenging behaviors impact everyone in the classroom community. Our good intentions do not always bring about positive results. A behaviorist approach includes using evidence-based strategies that are easily learned and align with Montessori practice. You will discover how to use check-in check-out, self-monitoring, and effective breaks to support children at different ages and for different reasons. You will become familiar with Montessori-friendly tools for data collection and progress monitoring. Join us as we prepare you to approach problem behaviors more effectively and confidently!

Ann Epstein, PhD, is a professor of early childhood education at the University of Wisconsin-La Crosse. She is AMS certified and taught at the primary level for 15 years.  Ann is a Montessori teacher educator, consultant, and author. She is the editor of "Montessori Inclusion: Strategies and Stories of Support for Learners with Exceptionalities". Ann teaches courses on special education, curriculum and assessment, language development, emergent literacy, and child development.

Christina Hesley, MS, BCBA, LBA, is a board certified behavior analyst in Salt Lake City, Utah.
She runs a private practice as a behavior therapist and consultant, providing services in school and home settings.  Christina consults in Montessori schools and traditional schools and has worked in public, charter, and independent school settings.  She was a teacher for 18 years (preK - 12) and has seven years of clinical experience as a behaviorist.

Andrée Rolfe, EdD is an educational consultant with 35 years of experience in public special education (teacher, diagnostician, administrator) and 12 years consulting with Montessori schools. She works at The Village School in Waldwick, N.J. and teaches courses for Montessori guides about special education.. Andrée is a contributor to "Montessori Inclusion" and the author of "Instructional Level Spelling" materials. AMI (Elementary 6-12)

1.5 CPDs, Run Time: 49:54

Many American folk songs are based on songs from minstrel shows that were composed with racist lyrics. Some song lyrics have been changed but are still being sung without recognizing the racist history of the material. Teachers will learn to use an anti-bias anti-racism (ABAR) filter to reconsider songs that might be taught in their classrooms. Songs to reconsider might include those with lyrics about adult themes not meant for young students, songs with a questionable origin, or songs with a questionable meaning.

Katie Ng, BFA, BS, MM, is the music program director and music specialist at Wellan Montessori School in Newton, MA. She has taught music for over 20 years and has developed the music program at Wellan over the last 13 years. She uses many different methods to have a child-centered approach to teaching general music and instrumental music. She has taught music in a Montessori setting to Infant & Toddlers, Early Childhood, Elementary, and Middle School.

1.5 CPDs, Run Time: 51:32

Acting together as a team — family, school, and child —provides better support for all members of the team and has been shown to help the student in school. Parents want information about their child's school and classroom; they want to know enough to be able to discuss their child’s day with them. We will demonstrate how to share information in a Montessori manner rather than presenting ourselves as the fountain of knowledge. Participants will leave the workshop with a method for observing parent learning opportunities and a plan based on your observations.

Lorna McGrath, MEd, has been in education since 1974. She has taught children aged 18 month-6 years and 12-18 years in traditional school settings and independent Montessori schools. Lorna holds an  AMS credential in Early Childhood, RIE certification, and parenting instructor certification. She is the former director of school accreditation the current program director of the Montessori Family Alliance for the Montessori Foundation. She recently co-authored a book with Tim Seldin.

1.5 CPDs, Run Time: 50:31

New peers, new guide, new materials, new everything! How can Montessori programs revamp the often unsettling process of advancing children to their next classroom? "Seamless Transitions" is a process that reimagines how children experience the move from one classroom to another. Adopting a collaborative approach that involves children, families, and school leaders, the classroom transition process is transformed from being a closed-door task to a celebratory experience of growth and readiness where all stakeholders can walk toward it with a sense of excitement.

Elizabeth Slade is an author and educator with 35 years of experience working in Montessori education, and holds an AMI dipoma, AMS administrator credential, and an MFA. She has worked in both independent and public Montessori schools in New England, the National Center for Montessori in the Public Sector, and now serves as the executive director of Public Montessori in Action International. Her book "Montessori in Action: Building Resilient Montessori Schools" was released in 2021.