In this talk, Linda Davis discusses observation at the adolescent level. She explains that we must "adjust our approach for the third plane of development, for when they are becoming adults." Using examples, she discusses the characteristics of this plane, which are helpful to recall when thinking about what to expect when observing…

Annette Haines provides a comprehensive overview of concentration across the planes. She first lays the foundation for thinking about student engagement: It must be understood that concentration is found through the interest of the child, which is guided by the sensitive periods. When we understand the child's development in this way, we can offer…

During the process of conceptualizing the school of which she is the founding principal, Denver Montessori Junior/Senior High School, Katy Myers' driving question was, "What exactly is Montessori high school?" Her answer to this question gets to the heart of the mission of many Montessori high schools. She concluded that her high school…

Clark Montessori Junior and Senior High School was the first public Montessori high school in the US. Marta Donahoe and Dean Blase outline the roots and founding principles of Clark Montessori in the context of Montessori pedagogy. Woven throughout this discussion of the Montessori high school environment are guiding principles that Clark adopted…

Using the water molecule as a metaphor, Marilyn Doerr presents a study of a Montessori high school that combines the elements of Montessori with International Baccalaureate (IB) and other institutions in the surrounding community that enrich the experience of the students. The pedagogy of the high school, she explains, must be based on an…

Only when we look at education from birth and follow the inner development of the child from the beginning can we truly see the child's psychological progress. Montessori states that personality cannot develop fully without freedom; even the formation of healthy social life requires freedom to associate, not coercion. The early childhood level…

Laurie Ewert-Krocker emphasizes the teacher's role in nature's prepared environment. Without directing or controlling the child's work, learning spaces can be maximized for concentration by connecting the adolescent's intrinsic learning to the beauty and order of the natural world. The most artful balance is the global understanding of the…

Inspired by Baiba Krumins-Grazzini's interdependencies lecture at NAMTA's Portland conference, David Kahn shows the unifying structures of the program that are rooted in the natural and social sciences. Through a connective web, these sciences explore the integration of all knowledge and lead to a philosophical view of life on earth, including…

John McNamara's historically rich descriptions of his adolescent community life in one school where he taught the same children from grade one to grade eight sends a warm message of the merge of elementary and middle-school personalities as they are beginning to understand the wonder of growing up. Their letters and speeches remember the impact of…

This paper is the synthesis of Elizabeth Henke's four years of work from 2009-2013: three years at the high school and one year at the University for Peace. She summarizes, "A Montessori high school education should reveal to the adolescent a pathway to peace that is built on positive human relations and should provide opportunities for…

In this three-part article, Molly O'Shaughnessy gives the first principles that break down the myths of poverty and discusses the actual community partnerships that impact the poverty cycle and make Montessori education accessible for all children. Next, Connie Black writes about the education process and outreach programs at the Montessori Center…

Describes the activities of the Lake Country school in Minneapolis, cofounded by Larry Schaefer in 1976 with the goal to create a Montessori school for children aged 2.5 to 18. In 1982, the school began a junior high program, with the goal to help adolescents think and learn for themselves. Discusses characteristics and needs of early adolescents.…

Provides a comparative overview of the developmental characteristics and needs of adolescents according to (1) the Carnegie Council on Adolescent Development's report "Turning Points"; (2) Gayle Dorman's "Planning Programs for Young Adolescents"; (3) Maria Montessori's "From Childhood to Adolescence" and Margaret E.…

Weaves into the adolescent concept of community those Montessori ideas related to laws of human personality, nature, and society. Examines components of Montessori practice and theory, including the importance of work, the prepared environment, social cohesion, the imagination, and the absorbent mind by linking early childhood and adolescence.…

Defines Montessori theory in terms that can interface with developmental psychology, summarizing adolescent cognitive, social, emotional, and moral outcomes. Focuses on outcomes of the third plane of education for youth in an Erdkinder setting, Montessori's "Educational Syllabus," providing clues about the future Montessori adult.…