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Teresa Albers's picture

I wonder as I wander. Everything is wonderful, wonder-filled, that is, and fodder for understanding and exploration! The world is our oyster; the classroom is also an oyster. Daily revelations and experiments into the art of teaching constitute inquiry-based learning that keeps my spirit for teaching alive and new. It is my goal, through this Institute, to expand my understanding of the quintessential importance of inquiry-based learning. Then, I hope to accordingly enhance the curriculum in my School District of Philadelphia Montessori-based Head Start classroom.

In my classroom, the most pressing obstacles to teaching iare socialization of the children to school and to each other and behavioral issues. Conflict solving skills, social graces,and courtesy are everyday lessons. Behavior Another pressing concern is that much of what is taught or presented in the classroom seems to be done so in a vacuum, which elongates the learning curve considerably. In the school, the most pressing issue is behavior. Even though the school is well-run and the teachers are strong classroom managers, behavioral issues are increasing in frequency and severity.

As I wonder and wander, my favorite topics to contemplate include gardening, nature, hiking, swimming, and quilting.

"It matters more to have a prepared mind, than a good teacher...Everything depends upon being able to see and on taking an interest."

Maria Montessori, The Absorbent Mind, pg. 124




Nicole's picture

Montessori all over the world

It interssting to see, that the Methods of Maria Montessori spreading more and more over the world.

Teresa Albers's picture


STORY TIME: Listening and Learning Through Stories

The students in my classroom are between the ages of three and six, they come into the classroom with a plethora of observations about the natural world in which they have lived.  The children  have a range of skills for giving voice to their observations.   It is my goal to bring these stories to life by giving voices to their authors.   I also hope to build my prowess for eliciting these stories from the children in order to understand what is happening in their worlds. 

This coming school year I will be collecting dictated stories and artwork from children through which they can depict their stories of what is transpiring in several science experiments.   Beginning in October, I will implement a progressive approach of modelling  story telling  to build the children's practice at story telling.  Over the months, story telling venues will progress from observations of the general environment to specific experiments.  

 A monthly outline for story focal points is:

  • October: model story telling using various props, including flowering    mum, changes in leaves,  basters, and bouncing balls.
  • November:    Bubbles, Squirrels
  • December:    Sink/Float, Magnetism
  • January:       Evaporation/Condensation
  • February:     Seed germination
  • March:          Properties of water, Shadows         
  • April/May:   Caterpillars, Ants 

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