1513 Hall Johnson Road
Colleyville, TX 76034
Founded in 1929 by Dr. Maria Montessori to maintain the integrity of her life’s work, AMI provides guidance for teacher training and coordinates the Training of Trainers program. Working around the world through affiliated Montessori societies, AMI advances Dr. Montessori’s vision through maintaining pedagogical standards, humanitarian outreach, parent initiatives, peace initiatives, and supporting scientific research on Montessori education. The Barbara Gordon Montessori School is an AMI-recognized school.
AMI-USA is AMI’s primary operational affiliate in the United States. It upholds Dr. Montessori’s original vision and supports the work of parents, teachers, administrators and schools through teacher training programs, school recognition and consultation, and conferences and events.
Founded in 1970, NAMTA is an affiliate of AMI that promotes the use of Montessori concepts in mainstream education, helps teachers and administrators become more effective, and helps parents extend the Montessori philosophy into their homes through print publications, audio visuals, conferences, and research.
Founded in 1999, MIT is a coalition of North Texas Montessori teachers, administrators, parents and friends that provides ongoing professional support for educators and the wider community through speakers, workshops, seminars, and other professional development opportunities.
MINT is an AMI-approved Montessori teacher training center located in Dallas, Texas. MINT currently offers AMI teacher training at the Primary level (ages 3 – 6) and Elementary level (ages 6 -12), in a format that consists of three summer sessions with observation, practice teaching, and mid-year seminars during the intervening school years.
The website of the 2013 AMI International Congress being planned for Portland, Oregon. The first international congress to be held in the United States for almost 40 years, the 2013 Congress is expected to attract thousands of Montessorians from around the world to explore the Congress theme: “Montessori: Guided by Nature.”
MariaMontessori.com is a project of the Montessori Administrators Association (MAA), an affiliate of AMI. It provides accurate and relevant information about Montessori education to parents though articles, photos, videos, and comments.
Dr. Steven J. Hughes is Assistant Professor of Pediatrics and Neurology at the University of Minnesota Medical School, President of the American Board of Pediatric Neuropsychology, and Chair of AMI’s Global Research Committee. A Montessori parent himself, he says, “This educational approach makes so much sense from a cognitive developmental standpoint. . . . Montessori is the original brain-based method of learning.”
Neuroscientist Patricia Kuhl, co-director of the Institute for Brain and Learning Sciences at the University of Washington, shares astonishing findings about how babies learn one language over another -- by listening to the humans around them and "taking statistics" on the sounds they need to know. Lab experiments and brain scans show how 6-month-old babies use sophisticated reasoning to understand their world. This is an engaging video demonstration of how current scientific research validates Dr. Maria Montessori’s discovery of the absorbent mind and the sensitive period (critical period) for language.
Discussing a six-year study about the way creative business executives think, which surveyed over 3,000 executives and interviewed 500 people who had either started innovative companies or invented new products, this Wall Street Journal article quotes one of the study’s authors: “A number of the innovative entrepreneurs also went to Montessori schools, where they learned to follow their curiosity.” The article asks, “Is there something going on here? Is there something about the Montessori approach that nurtures creativity and inventiveness that we can all learn from?”
A compilation of famous Montessori graduates and advocates, from mariamontessori.com.
Take a quick look at this little video, and see if you don't agree with Trevor Eissler, Montessori parent and author of Montessori Madness, when he says: "Montessori is the best method of schooling I have found for children to joyfully and effectively learn independence, responsibility, self-discipline, leadership, strong academics, initiative, and a lifetime love of learning."
As the EsF Third Assembly came to a close, AMI President, André Roberfroid, was invited to be a guest on KERA's Think with Krys Boyd about Montessori and education.
We've all heard about the movie, "Waiting for Superman," but some people feel that the champion of many educational issues was already here. Her name was Maria Montessori.
It is well established that executive function (EF) skills (attention, working memory, inhibitory control, problem solving, self-regulation, and delay of gratification) are key to positive social and cognitive functioning and success in school, and a number of scientific studies link early television viewing with long-term attention problems in children. Now a new study, to be published in the October edition of Pediatrics: Official Journal of the American Academy of Pediatrics, finds that as little as 9 minutes of viewing a fast-paced fantasy cartoon results in immediate and substantial impairment of EF skills in pre-school aged children.
The annual AMI Refresher Course will be in Fort Worth this year, and this presents a unique opportunity for BGMS parents. On Saturday, February 18, Donna Bryant Goertz, founder of Austin Montessori School and a long-time friend of BGMS, will present an all-day workshop exclusively for parents: "Lyin', Cheatin' and Stealin': Why We Don't Even Allow Ourselves to Think About Our Own Children's Behavior in Those Terms," and "Beyond Bullies and Victims: Eliminating Those Destructive Roles and Labels." Those who know Donna will welcome the chance to spend a day with her exploring these important topics. BMGS parents are also invited to attend the Keynote Address on Friday evening, February 17, when Italian lecturer, editor, and writer Paola Trabalzini will address the them of the conference, "Engaging the Human Personality."
The October 2011 AMI Bulletin, published by AMI's headquarters in Amsterdam, The Netherlands, and distributed to AMI members and supporters around the world, shines the international spotlight on our school once again! The contributions of BGMS volunteers to the success of the Educateurs sans Frontieres Third International Assembly, held last summer at the University of Dallas, are recognized in a feature article beginning on p. 2, with pictures of BGMS volunteers on p. 3. A bio of BGMS Head of School Mary Caroline Parker appears on p. 8 in an article entitled "Meet the AMI Board," and a photo of our Pedagogy Advisor, Dr. Larry Quade, appears on p. 9, where he is saluted for attaining full international trainer status at the Primary level.
“Unlike many other ideas now being pursued in education, the shift in goal [necessary for true education reform] doesn’t require years of research or armies of consultants or vast funding. It doesn’t involve reinventing the wheel. Thousands of Montessori schools have been on this track for many years, with extraordinaryresults.” -Steve Denning
Before the age of 1, our babies are "citizens of the world," able to hear and absorb all the sounds of any language. Neuroscientists Patricia Kuhl and Andrew Meltzoff, co-directors of the Institute for Brain and Learning Sciences at the University of Washington, share fascinating findings about language development and our babies' incredible brains. More scientific validation of Montessori's observations about the absorbent mind and the sensitive period for language!
As parents, we want to do the best for our children, but sometimes the information we find in books, magazines, parent groups and websites is conflicting and overwhelming. AMI's new website "Aid to Life" offers clear, simple, straightforward information for parents of children from birth to 3. Illustrated with charming photos and short video clips, it's accurate, easy to understand, and most important, easy to put into practice.
Montessori parents love to talk about their appreciation of Montessori education. We all have stories about our own children and the wonderful experiences they have in Montessori school. A new website, "Montessori Words," provides an on-line forum where parents can post their stories and share their thoughts about how Montessori has influenced their lives and those of their children.
The Mind, Brain, and Education program at the Harvard Graduate School of Education has produced an online course for leaders in the fields of neuroscience and education. The course is free, and filled with cutting edge information about brain function and classroom practices. The most important thing it offers is support for the Montessori method. When you check out the course, pay special attention to Unit 6, "Implications for School." That's where you'll find videos and interviews from two Montessori classrooms, featured as models of key neuroscientific findings about the benefits of multisensory learning and achiving mastery through repetition!
Do you remember 1995? C-SPAN does. Enjoy a four-minute video clip from committee hearings on technology in education featuring Alan Kay of Apple Computer describing how the Macintosh user interface used Montessori's ideas; Seymour Papert of MIT talking about how the traditional school model "demotivates" learners; and Chris Dede of George Mason University explaining the social nature of learning.
Education reformers these days cast their nets far and wide to try to find a solution to the current malaise in our schools. They look to Finland, or to digital learning models. Why is Montessori ignored?
In case you missed it, Dr. Hughes was on KERA's Think! with Krys Boyd on Monday, March 5th to talk about his presentation, School 2.0, that would happen later that evening at University of Texas at Dallas. Please enjoy the Podcast of the show.
In this article from Psychology Today, board-certified neurologist and middle school teacher Dr. Judy Willis, an authority on brain research involving learning, discusses the qualities that will serve children well as they grow into adulthood in the 21st century. Do these qualities sound familiar? They are the goals and outcomes of Montessori education!
"With available information in all fields doubling every five years and the access to that information available globally, the best jobs will not go to the person who knows the most facts. Computers will always have the edge on that and when your children enter the workforce in the 21st century, if a computer can do the job, it will. The best jobs will go to applicants who have the skillsets to analyze information as it becomes available, the flexibility to adapt when what were believed to be facts are revised, and to collaborate with other experts on a global playing field requiring tolerance, willingness to consider alternative perspectives, and articulately communicate one's ideas successfully."
The Toronto Globe and Mail, Toronto's equivalent of The Wall Street Journal, recently featured a full page article entitled "The Creativity Gap: Maria Montessori: guru for a new generation of business innovators." Former Montessori student Carlo Consoli, now a senior consultant at IBM Global Business Services in Rome, has won numerous awards for his innovative work. Click here to see why Consoli says, “Being a Montessori child is a gift for life.”
Work, order, repetition, concentration, manipulation, exploration, orientation, precision, self-correction, independence -- this lovely video clip of a child of 22 months arranging flowers illustrates in one single activity every one of the "universal human tendencies" that are vital to the development of the human being. This little boy radiates the self-confidence and satisfaction that a child experiences when he chooses his own activity and is allowed to work without interruption.
Montessori parents know that addressing the whole child (emotional, social, and physical needs as well as cognitive needs) is the best way to support optimal development. Now mainstream education is getting the message, too. Education experts recently presented new Healthy Homework Guidelines to the National PTA, calling attention to the ineffectiveness of assigning homework to young children, and the toll that homework takes on healthy family life. Alfie Kohn, author of Unconditional Parenting, Punished by Rewards, The Homework Myth, and other books and articles on human behavior, education, and parenting, calls homework "the greatest single extinguisher of children's curiosity that we have ever invented . . . no research has ever found any benefit to assigning homework before kids are in high school."
Montessori guides and parents know that movement is linked to cognition, and that it enhances thinking and learning. But did you know that babies who spend too much time in "containers" (like infant carriers, car seats, infant swings, and walkers) and not enough time on their tummies can experience developmental problems in other areas, too? Spending time on the tummy establishes the upper body strength that babies will use for the rest of their lives to do things like read and write, hold scissors properly, and climb a jungle gym. It also supports the development of the neck, which is important for the proper development of speech, eating, and even focusing the eyes.