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Published on Mar 30, 2014

2014 AMS Annual Conference - Victoria Livingston: Poster available at http://amshq.org/Publications-and-Res...

Often an obstacle in implementing a public Montessori mandate comes from the implementation of combining Standards and Montessori. Therefore, how does a teacher who has a public school teaching background shift teaching practices? Study results suggest Facilitating Features are: Teacher buy in, Network of support and the power of their teachers' cohort were the repeated teacher comments concerning a positive change, Montessori Materials. Obstacles 1. Material making for Gap Standards-The teachers discovered that there were areas where the Montessori materials did not cover the Standards and they spent a lot of time making materials. 2.Multi-aged classrooms- In a standard based system having multi-grades meant multi-standards to teach at once and this was taxing for teacher preparation and difficult to implement time wise. 3.Recordkeeping- Every teacher indicated that this was the hardest part of accomplishing the dual mandate. 4.Balancing the Standards and Montessori dual mandates- How to "get it all in" was a challenge for most of the teachers. They had difficulty with the idea of this and the implementation of balancing the two requirements of their job. How was it balanced? 1.No Balance- Some teachers refused to balance the two mandates and saw them as conflicting 2.Supplemental Balance- Some teachers saw the Montessori materials as supplemental to their Standards teaching. 3.Schedule Balance-The group of teachers and administrator arrived at a comprise with the schedule of having a morning Montessori work cycle and an open Daily 5 structure to teaching literacy in the afternoon. 4.Developmental Balance-Some teachers saw the balance of Montessori greater at the early ages and less needed in the older ages. 5. Integrated Balance- Some teachers were able to combine the two mandates in a seamless way so that in a lesson one would have to watched carefully to identify the separate elements of each. Traditialassori-In the end the teacher's were able to balance the two mandates through scheduling, confidence in the training and practice, alignment between the standards and Montessori, and they came up with an approach they called Traditialssori-a blended approach. They stated that they figured out what the Standard was teaching and then they traditionalssoried it so that it was taught in a Montessori way.

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