Trillium Montessori Talks

One of the best ways to create a learning environment that promotes positivity and productivity is play. When playing games, students become more comfortable with not only their peers but also their teacher. In today’s episode, I’m sharing how both structured and unstructured games can build a variety of social, emotional, and executive functioning skills in elementary students, and how games contribute to students’ success in all areas of curriculum as well. What’s in this episode: [02:04] How games can be a strategy for fostering connection in the classroom and examples of games that require communication and teamwork [06:49] How games help develop social, emotional, and executive functioning, including conflict resolution skills, self-esteem development, and organizational skills [14:35] Examples and benefits of unstructured vs. structured play [19:36] The positive outcomes that result from playing games For full show notes, resources, links and to download the transcript, visit: https://www.trilliummontessori.org/ Resources Mentioned in This Episode: N/A Connect With Us Visit our website Follow us on Instagram Connect with us on Facebook Join us for the 2024 P2P Summit: Montessori and Ecological Consciousness Learn more and register here: https://courses.trilliummontessori.org/p/ecological-consciousness-summit

As students get older, parents seem to become more inclined to pull their children out of Montessori programs. Especially when those classrooms have smaller groups of older students. Parents often think that there are disadvantages to keeping their older children in this setting, but it’s actually quite the opposite: there are numerous benefits to older children in mixed-age classrooms. In today’s episode, I’m sharing the unique experiences offered by a mixed-age Montessori classroom, including how older children can mentor younger students, and develop leadership skills, problem-solving skills, and creativity, among other benefits. There are tremendous opportunities for older students in the Montessori school setting, and when teachers offer individualized lessons and activities, students of any age can thrive. What’s in this episode: The benefits of older children teaching and mentoring younger children in the classroom How older children can be helpful when explaining big picture ideas to younger students Why departing before the leadership year is a missed opportunity for older students How to engage parents on the benefits of keeping their older students in this classroom environment Why it’s important to consider the individual needs of students when you have a small group of older children in your classroom, and how to create a positive learning experience For full show notes, resources, links and to download the transcript, visit: https://www.trilliummontessori.org/ Resources Mentioned in This Episode: N/A Connect With Us Visit our website Follow us on Instagram Connect with us on Facebook Join us for the 2024 P2P Summit: Montessori and Ecological Consciousness Learn more and register here: https://courses.trilliummontessori.org/p/ecological-consciousness-summit

How does technology affect brain development in children? How can we mindfully incorporate technology into Montessori classrooms? Is social media inherently bad for adolescents? In today’s episode, Letty is joined by Dr. Luz Casquejo Johnston to discuss technology in relation to Montessori education, particularly for upper elementary and adolescent students. Luz shares insights into child and adolescent brain development, and offers advice on how to mindfully integrate technology into the Montessori environment. What’s in this episode: For full show notes, resources, links and to download the transcript, visit: https://www.trilliummontessori.org/ If you enjoyed this podcast, you will love the practical and actionable classroom management advice in the Montessori Principles to Practice Webinar Libraries. Head to https://www.trilliummontessori.org/podcast for details. Resources Mentioned in This Episode: The Whole Brain Child by Dan Siegel: https://drdansiegel.com/book/the-whole-brain-child/ Brainstorm by Dan Siegel: https://drdansiegel.com/book/brainstorm/ Dr. Dan Siegel's Hand Model of the Brain video: https://www.youtube.com/watch?v=f-m2YcdMdFw Connect With Us Visit our website Follow us on Instagram Connect with us on Facebook

As Montessori educators, we learn a lot through training and practical experience about how to guide our students. However, we often find ourselves lacking knowledge when it comes to supporting students with additional needs. In today’s episode, Meghan Hicks joins Letty Rising to thoughtfully explore how we can best support children with learning disabilities. With over 20 years of experience training teachers to work with children across all age levels, Meghan shares her wisdom grounded in experience. Our conversation ventures into common conditions like dyslexia and dyscalculia. Yet Meghan artfully broadens the frame to consider the needs of the whole child before us. Varied pacing, continuous repetition, and strong partnerships with families are mentioned as keys to helping all children thrive. The Montessori method’s inherent adaptability is perfectly suited for working with children of varying ranges of abilities. What you’ll hear about: While some gaps may exist in training programs, Meghan explains how our timeless philosophy has exactly what we need to nurture diverse learners. Jump into this podcast here to further expand your perspective! For full show notes, resources, links and to download the transcript, visit: https://www.trilliummontessori.org/ If you enjoyed this podcast, you will love the practical and actionable classroom management advice in the Montessori Principles to Practice Webinar Libraries. Head to https://www.trilliummontessori.org/podcast for details. Connect With Us Visit our website Follow us on Instagram Connect with us on Facebook

The elementary age is the time when children are really developing their executive functioning skills. A highly teacher-directed environment doesn’t really give students the space and grace to explore and develop these skills. A Montessori environment, on the other hand, is built for such exploration. In today’s episode, we’re talking about the various executive functioning skills that children need to develop, how the Montessori classroom encourages students to learn at their own pace, and ways that teachers can support their students in developing these skills. What’s in this episode: [01:12] What executive functioning is, and how the Montessori environment supports the development of independence and give students the space to practice a variety of skills [04:47] How Montessori students are encouraged to learn planning skills, including collaboration, and how an emphasis on flexible thinking helps children learn how to be adaptable [08:17] How choosing their own activities and setting their pace helps students learn how to manage their time effectively [10:21] How teachers can create a supportive and nurturing environment for students to feel comfortable and confident developing their executive functioning skills, and why the Montessori environment is conducive to this learning For full show notes, resources, links and to download the transcript, visit: https://www.trilliummontessori.org/ Resources Mentioned in This Episode: N/A Connect With Us Visit our website Follow us on Instagram Connect with us on Facebook Join us for the 2024 P2P Summit: Montessori and Ecological Consciousness Learn more and register here: https://courses.trilliummontessori.org/p/ecological-consciousness-summit

Maria Montessori’s theories of developmental psychology include her foundational observations of the planes of development for children. These planes outline various milestones physically and mentally as the child’s education progresses, and it’s so interesting to see common threads emerge when observing Montessori students in the classroom. In today’s episode, I’m talking to Luz Casquejo Johnston, a parenting and life coach and a seasoned Montessori educator. Luz shares what she learned after experiencing all three planes of development in the span of one summer. She offers insights on the importance of reflection, observation, and the preparation of the Montessori teacher. Luz also shares the importance of asking “why?” - not only to find out the answer to educational concepts, but because our students will also be asking “why?”. We are better teachers when we are well-informed. What’s in this episode: Luz shares about experiencing all 3 planes of development in one summer The debate on the appropriateness of didactic materials in the Montessori classroom Why observation is crucial for Montessori teachers The common threads Luz noticed when going through the 3 planes of development How self-reflection helps students and teachers For full show notes, resources, links and to download the transcript, visit: https://www.trilliummontessori.org/podcast/ Resources Mentioned in This Episode: Do Didactic Materials Belong in the Infant & Toddler Classroom? by David Shelton-Dodge (From the Spring 2023 Issue of Montessori Life Magazine) Connect With Us Visit our website Follow us on Instagram Connect with us on Facebook

There’s a Montessori notion out there that we shouldn’t teach letter names along with letter sounds to our young learners. We’ve often heard that children don’t need to know the names of letters to read a word. And while that’s technically true, the Science of Reading suggests we should reframe our thinking around letter names. In today’s episode, I’m talking to Zil Jaeger, an experienced Montessori teacher, consultant and coach with a passion for literacy and steadfast commitment to anti-biased and anti-racist education. Zil shares what we can learn from the growing body of science about how children learn to read, how we can support learners who don’t have foundational literacy skills, and what Zil thinks educators should stop doing when it comes to literacy for young learners. Zil also emphasizes how important repetition is to children learning to read. The more exposure they have to letter names and sounds, the better for their reading journey. What’s in this episode: What Montessorians can learn from the growing body of science about how we learn to read Why Zil recommends teaching letter names as well as sounds for young Montessori learners How we can empower learners to understand how human brains learn how to read How educators can best support learners who enter a younger elementary classroom without foundational literacy skills Zil’s recommended resources for teachers who want to learn more about the Science of Reading What Zil thinks educators should NOT be doing in terms of literacy For full show notes, resources, links and to download the transcript, visit: https://www.trilliummontessori.org/podcast/ Resources Mentioned in This Episode: University of Florida Literacy Institute (UFLI) Visit Zil’s Website Follow Zil on Instagram Book: Powerful Literacy in the Montessori Classroom by Susan Zoll, Natasha Feinberg, and Laura Saylor Book: Speech to Print by Louisa Cook Moats Lexia LETRS Professional Learning The Literacy Nest Book: Uncovering the Logic of English by Denise Eide Connect With Us Visit our website Follow us on Instagram Connect with us on Facebook

As Montessorians, we’re not necessarily known for our humor in the classroom. The focus is, understandably, more on the learning environment. We don’t want to come across as being too silly or lose control of our learning environments. But what if a sense of playfulness could actually help enhance our learning? In today’s episode, I’m talking to Lisa Thauvette, former head of International Montessori school, and a speaker, trainer, and educator. Lisa shares why we should bring joy and levity into Montessori education, how it’s linked to student learning, how to incorporate play in the classroom, and how joy can be felt among the adults in the community as well. Creating a culture of levity in our schools can build trust and bonding with your students. Remember that it’s okay to play and laugh together.What’s in this episode: Lisa explains the concept of bringing joy and levity into Montessori education, and how it’s linked to student learning How play can be incorporated into the elementary school environment to enhance their learning experience How to maintain a sense of joy and resilience among adults in the community, especially during challenging times Lisa shares how she’s successfully merged her personal passion for improv with her professional life as a Montessori educator For full show notes, resources, links and to download the transcript, visit: https://www.trilliummontessori.org/podcast/ Resources Mentioned in This Episode: Visit Lisa’s Website Connect With Us Visit our website Follow us on Instagram Connect with us on Facebook

Planning and recordkeeping is essential for Montessori educators. It provides alignment for your classrooms and allows you to articulate to parents what their children are learning. Meanwhile, it still allows educators the freedom and adaptability to explore their students’ interests more in depth. In today’s episode, I’m talking to Elizabeth Slade of Public Montessori in Action, which aims to ensure fully-implemented Montessori education for children, families, and educators of the global majority. Elizabeth has created a Montessori Planning and Recordkeeping Guide and we discuss how it’s been beneficial for the schools that have piloted it, how it creates structure in the classroom, and how it can address equity in the learning environment. If your school doesn’t already have a planning and recordkeeping system in place, there are tools out there to help you simplify the process, and this is your reminder to get started. What’s in this episode: How the Montessori Planning and Recordkeeping (MPR) Guide that Elizabeth created simplifies those tasks for educators How educators in the public Montessori schools that Elizabeth has worked with have piloted the guide and found it beneficial Why recordkeeping tools can create alignment and structure in the classroom How the MPR Guide focuses on and addresses equity in the learning environment How planning and recordkeeping tools help increase a program's fidelity to high quality Montessori implementation For full show notes, resources, links and to download the transcript, visit: https://www.trilliummontessori.org/planning-is-essential/ Resources Mentioned in This Episode: Public Montessori in Action Montessori Planning and Recordkeeping Guide Free Tools for Montessori practitioners Connect With Us Visit our website Follow us on Instagram Connect with us on Facebook

It’s no surprise that Montessori education is still growing in popularity and many people are becoming more interested in this model - as parents, as educators, and especially as owners. If you’ve wanted to own a Montessori school but don’t have an education background, it’s OK, it’s definitely possible to do so. In today’s episode, I’m talking to a couple who has done exactly that. Najee and Sesealy Owens are owners of Decatur Montessori School in Atlanta, Georgia and utilized their business and marketing backgrounds to pursue ownership of the school. We discuss why they wanted to become owners, the challenges they faced, and how they want to inspire other Black entrepreneurs. We also discuss how the pandemic greatly impacted the operations of their school and how they were able to retain their staff and keep the doors open during that time. What’s in this episode: What inspired Najee and Sesealy to pursue the path of Montessori school ownership How their business background helped them establish and run a Montessori school The challenges, surprises, and opportunities that Najee and Sesealy faced as school owners, especially in the midst of the pandemic How they hope to inspire other Black educators and entrepreneurs with their story Najee and Sesealy’s plans for the future of their school and their personal mission to promote Montessori education For full show notes, resources, links and to download the transcript, visit: https://www.trilliummontessori.org/new-school-owners/ Resources Mentioned in This Episode: Decatur Montessori School Connect With Us Visit our website Follow us on Instagram Connect with us on Facebook Join us for the 2024 P2P Summit: Montessori and Ecological Consciousness Learn more and register here: https://courses.trilliummontessori.org/p/ecological-consciousness-summit

There are unique challenges in implementing a bilingual education program at the elementary age in Montessori schools for a variety of reasons, but it can be done successfully. In today’s episode, I’m chatting with Marikay McCabe, founding partner of the Bilingual Montessori Project. We talk about the challenges, the common misconceptions, and the research behind bilingual education programs. We also discuss why bilingual education is worth pursuing, despite the many challenges and considerations, and how the Bilingual Montessori Project and its resources will help with further implementation. What’s in this episode: What the Bilingual Montessori Project is and how it got started The unique challenges of implementing a bilingual program for elementary age children Marikay’s thoughts on immersion language vs bilingual language programs The fundamental values and priorities that you need to consider when developing a bilingual Montessori program How to evaluate what’s working and what’s not in your bilingual program and the importance of making changes to see the outcomes you want Marikay shares the research she’s conducted on bilingual education and what she’s learned so far The misconceptions of bilingual education and how to address them Why bilingual education is worth pursuing, despite the challenges For full show notes, resources, links and to download the transcript, visit: https://www.trilliummontessori.org/new-school-owners/ Resources Mentioned in This Episode: The Bilingual Montessori Project Connect With Us Visit our website Follow us on Instagram Connect with us on Facebook Join us for the 2024 P2P Summit: Montessori and Ecological Consciousness Learn more and register here: https://courses.trilliummontessori.org/p/ecological-consciousness-summit

If standard Montessori teacher training taught you everything you needed to know before you stepped into the classroom, it would last way longer than two years! Chances are, you learned the content but not necessarily how to implement it in a real, everchanging classroom environment. That’s where supplementary education like the Elementary Bootcamp comes in! In this encore episode, we’re talking about our upcoming Elementary Bootcamp and how it can prepare you for the approaching school year. We’re explaining how supplementary education can help new and experienced teachers. Plus, we’re taking a sneak peek at what’s covered in the program. This episode originally aired in July 2022. What’s in this episode: For full show notes, resources, links and to download the transcript, visit https://www.trilliummontessori.org/elementary-planning-bootcamp/ Resources Mentioned in This Episode: Learn more about the Elementary Classroom Planning Bootcamp: https://courses.trilliummontessori.org/p/elementary-bootcamp Connect With Us Visit our website Follow us on Instagram Connect with us on Facebook Join us for the 2024 P2P Summit: Montessori and Ecological Consciousness Learn more and register here: https://courses.trilliummontessori.org/p/ecological-consciousness-summit

Studies have shown that children who are in language immersion programs through the elementary years end up becoming more proficient in their home language as they get older, and they also experience the benefits of cultural awareness. In today’s episode, I’m chatting with Lindsey Barnes, Executive Director, and David Hernández, Elementary Teacher Leader, of The Dahlia School in San Francisco. We dive into language immersion and why they prefer that method versus bilingual education, as well as why they encourage their students to speak Spanish to each other in the classroom. We also discuss why diversity is a priority for Lindsey, the challenges and successes of starting and running a micro school, and her vision for The Dahlia School going forward. What’s in this episode: Why Lindsey was inspired to start The Dahlia School, offer a Spanish immersion curriculum, and why diversity was a big priority for her as a Black mom The benefits of exposing children to a multilingual curriculum and integrating languages into curriculum at the elementary level Why The Dahlia School is 100% language immersion instead of a bilingual classroom Why Lindsey and David encourage their students to speak Spanish to each other and set up natural environments for the language education to flourish The challenges and successes of starting and running a micro school Lindsey’s vision for the future of The Dahlia School Lindsey’s advice for starting a Wildflower school For full show notes, resources, links and to download the transcript, visit: https://www.trilliummontessori.org/podcast/ Resources Mentioned in This Episode: The Dahlia School of San Francisco Connect With Us Visit our website Follow us on Instagram Connect with us on Facebook Join us for the 2024 P2P Summit: Montessori and Ecological Consciousness Learn more and register here: https://courses.trilliummontessori.org/p/ecological-consciousness-summit

Over time, as more interpretations are overlaid on top of older theories, sometimes we can lose track of the actual meaning behind the source material. And when it comes to the 3 hour work cycle as applied in a Montessori setting, this seems to be the case. In today’s episode, I’m chatting with Jana Morgan Herman, national director for Endeavor Schools and former teacher trainer for the Center for Guided Montessori Studies. We talk about how Maria Montessori never actually implemented a strict 3 hour work cycle, and where that misunderstanding might stem from. We also discuss how much of what we consider “work” has been narrowed, leaving out more physical and practical activities, how we might go about implementing a more faithful version of the schedule Maria Montessori originally envisioned, and why expanding our view of academic or intellectual work should include more outside time as well. What’s in this episode: How over time, interpretations of Maria Montessori’s work, have strayed from the source material The actual schedule that Maria Montessori laid out in her work (and it’s not a stringent 3 hour work cycle) How what is considered “work” has become more narrow over time, instead of including passive activities and movement as well, and how to expand our definitions again How to gently progress from physical and practical life to intellectual activities and how those initial practical life activities are relevant even to older children Why the focus should always be on enticing children into more intellectual activities, instead of forcing or coercing them into something they aren’t interested in Why spending time in nature is one of the best ways for children to learn and develop intellectually and how to implement outdoor time even in more crowded urban areas Why Montessori organizations might want to reconsider their program scheduling For full show notes, resources, links and to download the transcript, visit: https://www.trilliummontessori.org/debunking-the-three-hour-work-cycle/ Resources Mentioned in This Episode: 1946 London Lectures by Maria Montessori The Advanced Montessori Method Connect With Us Visit our website Follow us on Instagram Connect with us on Facebook Join us for the 2024 P2P Summit: Montessori and Ecological Consciousness Learn more and register here: https://courses.trilliummontessori.org/p/ecological-consciousness-summit

Co-teaching in a Montessori classroom can definitely be a challenge. And with so many differing opinions on how to best approach a co-teaching relationship, it can be confusing to know how to get started. In today’s episode, I’m chatting with Tania Torres-Delgado and Gabriela Gonzalez, co-teachers of a classroom of 48 students at Guidepost Montessori School in Hollywood Beach, FL. They’re sharing how they work together and manage such a large class, what works well for them when it comes to everything from transitions to lesson-planning, and their advice for other teachers on how to successfully build an environment where students can thrive. What’s in this episode: The benefits and challenges of having a large classroom, and how Tania and Gabriela navigate keeping the space cohesive and functional The systems they have in place for keeping such a large classroom organized and authentic to the Montessori philosophy, including student conferences and lesson planning How they use silent transitions to keep the flow going between lessons, lunch, and breaks How they divide responsibilities as co-teachers, the importance of constant communication, and how identifying each other’s strengths and weaknesses has made them more efficient Why they do all of their planning together, and why they chose to divide their responsibilities by subject areas The variety of interest and creativity that they see in a large classroom, and their advice for teachers who also have a large classroom, and why procedures help the students to be more independent How their mentorship student program works, and how they pair up students with similar interests and choose leaders with strong executive functioning skills For full show notes, resources, links and to download the transcript, visit: https://www.trilliummontessori.org/ Resources Mentioned in This Episode: N/A Connect With Us Visit our website Follow us on Instagram Connect with us on Facebook Join us for the 2024 P2P Summit: Montessori and Ecological Consciousness Learn more and register here: https://courses.trilliummontessori.org/p/ecological-consciousness-summit

Homeschool, especially since the pandemic, is becoming more and more common for many reasons—and the Montessori method is making its way into more homes than ever. As education continues to evolve, Montessori schools are offering homeschool programs that serve as a support for families who have shifted out of traditional schooling. In today’s episode, I’m talking to Chelsea Roberts, program manager at Guidepost Montessori Homeschool. She’s sharing how families are implementing Montessori practices into their homeschooling, the importance of setting big goals (and also remembering to have fun), and how she supports homeschooling families. What’s in this episode: The easiest and hardest aspects of Montessori for parents to implement in the homeschool environment What it’s like for Chelsea to collaborate with homeschool parents as a support to them, and how she helps parents achieve their goals for their children How setting family-specific goals can help you stay focused when you have moments of feeling like you’re not doing “enough” Ways parents can motivate their children and spark interest in what they’re learning How long it takes for new homeschool parents to feel confident implementing basic Montessori principles For full show notes, resources, links and to download the transcript, visit: https://www.trilliummontessori.org/guide-to-montessori-homeschooling/ If you enjoyed this podcast, you will love the practical and actionable classroom management advice in the Montessori Principles to Practice Webinar Libraries. Head to https://www.trilliummontessori.org/podcast for details. Resources Mentioned in This Episode: Guidepost Montessori Homeschool Connect With Us Visit our website Follow us on Instagram Connect with us on Facebook Join us for the 2024 P2P Summit: Montessori and Ecological Consciousness Learn more and register here: https://courses.trilliummontessori.org/p/ecological-consciousness-summit

The future of education is constantly shifting. Hybrid models that split the students' time between the Montessori classroom and homeschooling are giving way to entirely virtual homeschooling models utilizing the Montessori method. In today’s episode, I’m talking with 20-year veteran Montessori teacher Christine Sithichai. She’s sharing her experience as a teacher in the Montessori Voyage program at Springs Charter Schools. She’s talking about what it was like shifting from brick-and-mortar to virtual teaching, how she keeps students engaged virtually, and the skills that she prioritizes to instill in her young students as they prepare to enter the elementary classroom. What’s in this episode: How Christine’s experience as a Montessori student helped shape her decision to become a Montessori teacher Christine’s journey from a brick-and-mortar Montessori school with a homeschool component to teaching in a homeschool virtual setting How approaching engagement is different in distance learning, and what it’s like to support parents virtually The skills Christine believes are essential for students before entering first grade, and what she provides to those students ahead of entering their elementary years (especially writing, reading, and social skills) For full show notes, resources, links and to download the transcript, visit: https://www.trilliummontessori.org/ If you enjoyed this podcast, you will love the practical and actionable classroom management advice in the Montessori Principles to Practice Webinar Libraries. Head to https://www.trilliummontessori.org/podcast for details. Resources Mentioned in This Episode: N/A Connect With Us Visit our website Follow us on Instagram Connect with us on Facebook Join us for the 2024 P2P Summit: Montessori and Ecological Consciousness Learn more and register here: https://courses.trilliummontessori.org/p/ecological-consciousness-summit

Writing opportunities present themselves in the elementary classroom in a variety of ways. Some students are naturally inclined writers, and others might lack the confidence to write. In today’s episode, I’m chatting with Madeline Walk, Elementary Content Editor at Trillium Montessori. We’re discussing how writing fits into all aspects of the Montessori classroom, how to help students find confidence and creativity in writing, as well as common roadblocks students face when it comes to writing, and how to observe and assess, provide feedback, and help them overcome any barriers to writing. What’s in this episode: Common mistakes students make in their writing, and ways to help them overcome those mistakes Finding neutral moments to teach a mini-lesson and then allow students to see where they can apply the lesson in their own work How to help students develop creativity and imagination in their writing Looking at writing from the perspective of cosmic education The importance of observing your students and their writing How to assess student writing and provide helpful feedback For full show notes, resources, links and to download the transcript, visit: https://www.trilliummontessori.org/ Resources Mentioned in This Episode: https://trilliummontessori.org/building-strong-writers Connect With Us Visit our website Follow us on Instagram Connect with us on Facebook Join us for the 2024 P2P Summit: Montessori and Ecological Consciousness Learn more and register here: https://courses.trilliummontessori.org/p/ecological-consciousness-summit

We all have fundamental needs as humans, and understanding them from an early age is so important to a child’s development. These needs affect all children, regardless of age or familiarity with the lesson. In today’s episode, I’m talking about how to use the Fundamental Needs of Humans Chart to engage both younger and older children, to encourage students to create their own needs charts, and to apply this lesson to basic and advanced research and fiction stories. I hope that something in this episode is helpful for you to explore and get creativity with this foundational lesson. What’s in this episode: [00:52] Why the fundamental needs of humans lesson is great for all ages and learners, plus activities for young learns and tips for students new to this lesson [05:03] Why there is a fundamental needs of humans food chart, and how students can use this chart for inspiration in creating other charts of their own [06:49] How you can engage older students in creating a more in-depth list of spiritual needs, and how to use Nonviolent Communication to help students expand their understanding of spiritual needs [09:03] Using the fundamental needs chart as an outline for researching a variety of topics, and, on the flip side, using it with fictional text [13:54] Coming up with stories of your own that pertain to this lesson, how to weave this lesson into all areas of cosmic education, and examining more advanced topics such as animals and social or health problems in communities For full show notes, resources, links and to download the transcript, visit: https://www.trilliummontessori.org/fundamental-needs-of-humans/ Resources Mentioned in This Episode: The Center for Nonviolent Communication Needs Inventory The Deep Well of Time by Michael J. Dorer Connect With Us Visit our website Follow us on Instagram Connect with us on Facebook Join us for the 2024 P2P Summit: Montessori and Ecological Consciousness Learn more and register here: https://courses.trilliummontessori.org/p/ecological-consciousness-summit

In teacher training, we are taught that there is no ideal or perfect number of lessons to present on a given day. And yet, in practice, many teachers often find themselves wondering how many lessons they should present or if they’re getting it right or need to be doing more or less. In today’s episode, I’m talking about the many reasons why there is no set number, from teacher pacing, to student needs and interests, to factoring in time for specials or guests or social and emotional learning. When you present too many lessons, you’re not leaving time for observation and supporting students who need additional support. There will also be impromptu lessons that pop up out of the flow of the day, or the need to reteach lessons to help students better master certain skills. Finding your sweet spot of how many lessons to teach will vary from day to day, class to class, and will be best implemented when you take time to observe the interests and needs of your students. What’s in this episode: [01:30] Some reasons there isn’t a prescribed number of lessons you should present on a given day [04:20] Why more doesn’t always mean better, the benefits of offering fewer lessons, and the importance of making time for observation and giving attention to students who may need support with follow-up work [08:07] Why impromptu, unscheduled lessons are essential (they happen more often than you realize, and yes, they do still count as lessons), and the importance of knowing when you may need to reteach a previous lesson [10:33] The importance of including social and emotional lessons throughout the day, and how to pivot with the number of lessons depending on the needs of the day For full show notes, resources, links and to download the transcript, visit https://www.trilliummontessori.org/when-less-is-more/ Resources Mentioned in This Episode: N/A Connect With Us Visit our website Follow us on Instagram Connect with us on Facebook Join us for the 2024 P2P Summit: Montessori and Ecological Consciousness Learn more and register here: https://courses.trilliummontessori.org/p/ecological-consciousness-summit