How to Fancy Up a Box

Montessorians are the ultimate do-it-yourselfers. Need a blue box? You paint that box blue. Need a pink tray? You've got that covered, too, you creative maven. 

At Montessori Northwest, we try to model that DIY mentality as much as possible, both to keep our costs down and demonstrate how a little effort can yield lovely results for classroom materials.

Before: a fantastic thrift store purchase with lots of potential

One of our recent projects was refinishing a great little thrift store purchase: this charming wooden caddy. Intended for use in our Brass Polishing activity in the Primary classroom, the caddy was made of sturdy wood that had seen better days. Plus, its neutral tones didn't fit with our yellow color-coding for Brass Polishing.

Some sanding, some paint, some paper, some varnish, a little creativity, and a lot of patience while the paint dried ("C'mon, you're seriously not dry yet?"), and that rather modest little box was transformed into a charming and cheery caddy that fit nicely with the existing color coding.

After: a bright and cheery box ready for classroom use

Our students often ask about the methods we use for such a project as this. While there are many ways you could paint a box, we have the ones that we're used to, and we thought it would be a helpful thing to share them with our Montessori friends.

To that end, please find below a handy, step-by-step guide to "fancying up" a wooden box, caddy, tray, or other wooden container. If you have any questions, or are having problems viewing the pdf and would like it emailed to you as a Word document, please email Sally Coulter.

How to Fancy Up a Box.PDF

Posted on April 17, 2014 .

On the Hunt for Language

In the Montessori Children’s House for children 3 -6, reading activities begin very simply, building on what the child already knows. Doing so helps safeguard that the experience is a joyful one and the child is immediately successful.  Even for the earliest reading, based solely in phonetics, meaning is attached to reading a word, and reading comprehension is built right into every activity.

Here we see a completed “Scavenger Hunt” completed outdoors by two children.  They read the words on the card, then brought the items to their mat.

(Picture courtesy of Chestnut Grove Montessori)

(Picture courtesy of Chestnut Grove Montessori)

Posted on April 17, 2014 and filed under From MNW Staff, Portland, Primary, Resources.

Making the Color Tablets

Color Tablets, Box 3

Color Tablets, Box 3

The Color Boxes are a lovely material in the Primary classroom to develop the child's ability to distinguish different colors and hues. A few years ago, we decided to replace the commercially-made Color Tablets in the Primary model classroom with ones that were wound with embroidery floss. This was partly for aesthetic reasons, and partly because the commercially-made ones kicked up a lot of glare that impeded one's ability to easily distinguish the colors. We've been asked so frequently about the process of making this beautiful material that it seemed worthwhile to describe it here in more detail. (skip to the bottom of this post for a PDF of how to wind the embroidery floss onto the tablet).

I'm not going to lie: it's a big task, especially if you're doing all three Color Boxes. Firstly, we had a local carpenter make the wooden tablets and matching box for us (while he appreciated being able to help the training center, he made it clear that this was a one-time project, so we shall not disclose his name). Then Corinne Stastny, our intrepid Primary Course Assistant, journeyed to Joann's Fabrics for the task of selecting the colors.

The trick with the embroidery floss colors is not to worry too much about the exact color families that the manufacturer offers, but instead, just put together a gradation of seven colors yourself using your own judgement. You can bring a commercially-made set of Color Tablets to the store as a guide if you need it. In Color Box 3, the middle hue (number four in the gradation of seven) is exactly the same hue of that color that is used in Color Boxes 1 and 2. This will help to orient you to where the "middle" of the gradation is, and will help you know where the extremes are. You may find it easy to sit down with a bunch of embroidery floss colors from each color, find the middle one, and then work to the extremes from there. Remember, it doesn't matter if the manufacturer thinks the colors belong to a set. What matters is that to your eye, they look like a set. It also helps if all the colors that are from the "darkest" are about the same hue, and all the colors that are "lightest" are all about the same hue. We found that one skein of embroidery floss would make one tablet, with very little left over.

The process of winding the thread on is time consuming, and I recommend doing at home, preferably on your sofa with your comfy pants on, Maybe a Netflix marathon playing in the background. Cats are not helpful for this process, by the way (I speak from experience). We've made a tutorial for winding the thread so you can see how to start it and how to finish it (see below for link to PDF). The method we use requires no glue or other fixative, and it's lasted for well over four years without coming undone.

The reverential gasps we get when visitors see the Color Tablets for the first time is worth the time and effort. We notice that people handle them more carefully, using only the edges to avoid touching the embroidery floss. They are indeed beautiful, and more than ever are a pleasure to use.

Tutorial: How to make the Color Tablets.PDF

NOTE: If the PDF is a bit wonky, please email Sally Coulter and she will send it to you as a Word document. Thanks!

Posted on April 10, 2014 and filed under From MNW Staff, Primary, Resources.

Two Complimentary Approaches to Working with Infants and Toddlers

The Oregon Montessori Association recently released a new interesting article by Breanne Monahan indicating that the Magda Gerber's Educaring® approach is a philosophy that compliments and supports Infant and Toddler Montessori environments.

We found it fascinating--perhaps you will too. Download the full document here:

A little background information:

RIE® (pronounced “rye”) is a philosophy for parents and caregivers of children from birth to 2 years of age developed by Magda Gerber, a child therapist and infant specialist. Gerber immigrated to the United States from Hungary in 1957. She was influenced by the work of Hungarian pediatrician and friend, Dr. Emmi Pikler. Dr. Pikler ran a residential home, Loczy, for infants in Hungary and was concerned with the challenges of providing quality group care to young children. Pikler’s simple yet revolutionary approach to infant care inspired many. In 1978, based on her work with Emmi Pikler and her own experiences with young children, Magda Gerber founded Resources for Infant Educarers (RIE), a non-profit organization based out of Los Angeles.

Posted on April 8, 2014 and filed under Articles, A-to-I, Resources.

Practice Makes Better...

Here we see current Primary students Yuko and Savannah (top and bottom), as well as Elementary student Samuel (center photo). Pictures courtesy of the Portland Montessori School

Here we see current Primary students Yuko and Savannah (top and bottom), as well as Elementary student Samuel (center photo). Pictures courtesy of the Portland Montessori School

Montessori Northwest is noticeably quieter this week, as our Primary and Elementary students have left the training center and are spending time in local schools.

Observation and practice teaching offer students the opportunity to continue their study of the child in AMI Montessori classrooms. During observation sessions, students observe the children’s interactions with the materials and each other, as they apply to developmental principles. During practice teaching, students give lessons to children under the supervision of an AMI Primary-trained host teacher.

These two quotes from students sum it all up:   

“Practice teaching is going well…Overall it's really sweet and splendid, but a little daunting at the same time. My host classroom is amazing, and  I am sure it will feel more natural soon!” 

“I presented the bow tying frame, and it was so cool to see the look of utter joy on her face when she did the entire frame!  Then I got to see her do it two more times!  So great to see what we’ve been talking about all year in training come to fruition!”

Thanks again to the dozens of school who host the students of Montessori Northwest--your contributions are appreciated!

A Snakeskin Math Album?

The Addition Snake Game is a Montessori math activity, and would be played by children around 5 years and older. The goal of the game is to familiarize children with all of the basic addition facts as well as many different ways to make ten (1+9, 4+6, 3+2+5, etc...).

To play the game, the child makes a "snake" out of many different colored bead bars of varying lengths, and then begins counting the beads to get to 10. Every time 10 is reached, the child replaces the colored bead bars with a golden bar of ten beads, and any leftover beads are replaced with black/white “placeholder beads.” The child then continues counting, slowly transforming the colored snake into a golden snake. At the end of the game, there is a way for the child to check her work by comparing the sum of the colored bead bars to the golden bead bars.

In the AMI training, students create their own “teaching manuals” or “albums”  by watching the AMI Trainers give demonstrations of Montessori lessons. They make notes about the demonstrations, practice the presentations,  and turn their notes into guides for how to present these activities to children.  These presentations, and their accompanying illustrations, are the students’ own detailed summaries of the movements and key dialogue that define the Montessori activities.

Current Primary student and crafter extraordinaire Chelsae Roach created this amazing beaded cover for her Mathematics album showing the Addition Snake Game in process. It made the rounds at MNW today and received many oohs and aahs. We thought you might enjoy seeing it too!

Posted on April 7, 2014 and filed under From MNW Staff, Primary.

MNW Announces an AMI Assistants Course for June!

- Downloadable Flyer and Registration Form

June 16-27, 2014 / Monday - Friday

We are delighted to once again offer the AMI Assistants Course here at Montessori Northwest! Not since 2004 has this training been presented in Portland and we couldn't be more excited to bring it to your attention.

The AMI Assistants Course: An Introduction to Montessori Education is an ideal foundation for assistants at every level, administrators, parents, educators, and anyone interested in a general overview of Montessori Education. This training course will emphasize Montessori theory and principles, rather than specific classroom practices.

The course will help interested adults understand the importance of their role as well as the developments that take place in young children. (Pricing information here)

Sponsored by Montessori Northwest, Presented by Polli Soholt

Montessori Northwest is pleased to sponsor and welcome Polli Soholt as the instructor of the upcoming AMI Assistants Course: An Introduction to Montessori Education. Ms Soholt is an AMI Primary trainer and consultant, currently working at the Montessori Teacher Training Center of Northern California. She is a highly- regarded author and experienced Montessorian of over 40 years. Her writings on the classroom, parent education, and Montessori have been published in numerous journals. She has been a primary Montessori teacher for 29 years, and was owner and administrator of the San Jose Montessori School for 36 years.

Please help us spread the word about this great course!

For information on pricing, deadlines, and registration, download this flyer.

Portland's a Great City

What makes Portland so special? Some will tell you it’s all about the trees, fresh air and proximity to the mountains, rivers and ocean. Others think the indie music and arts scenes define our particular brand of cool. Locals tend to be partial to the amazing food and drink you’ll find here. We are unabashedly biased and think it's because of the thriving Montessori community that exists here!

Montessori Northwest is located in a bright and spacious facility in the Buckman Neighborhood of Southeast Portland, characterized by its diverse mix of residential and urban-commercial buildings, convenient public transportation via Trimet, and easy access to cafés, supermarkets and beautiful Downtown Portland.

But don't take our word for it, below are a few resources highlighting the charms of the City of Roses.

Drop us a line here and schedule a visit to Portland and Montessori Northwest today--You'll love it here!

Video and Visitors Guide compliments of Travel Portland

Download a free Portland Visitors Guide below.

Posted on April 1, 2014 and filed under A-to-I, Elementary, From MNW Staff, Primary, Resources, Portland.

2014-2015 Course Catalog Posted Online

MONTESSORI TEACHER TRAINING STARTS HERE!

Since 1979, Montessori Northwest has offered rigorous, practical and in-depth Montessori teacher preparation, in affiliation with the Association Montessori Internationale (AMI). The quality of our graduates reflects the quality of our training: knowledgeable and compassionate, with a teaching practice grounded in a thorough understanding of Montessori principles and child development.

Our comprehensive diploma programs prepare motivated individuals for life-changing careers in Montessori education.

Download or print our full 2014-2015 Course Catalog by either clicking the graphic on the left or clicking HERE.

 

School Leaders Gathering

On Tuesday March 11, 2014 Montessori Northwest hosted a reception for school leaders in order to communicate some updates and to discuss streamlining our partnerships within this incredibly supportive Montessori community.  A summary of current projects and exciting developments that were shared at this meeting can be found below.   

Click above to download the full document.

Click above to download the full document.

Montessori Northwest recognizes the invaluable partnerships that we share with schools for training teachers, providing community education and outreach on behalf of Montessori.  One of our best examples is that we rely on school administrators and teachers to open their classrooms to students to complete their essential observation and practice teaching tasks.  During the gathering MNW board member Jackie Cossentino was able to speak to the incredibly high demand for trained teachers around the country specifically in the public sector.  

As the number of students in our courses expand, school that open their doors for observation and practice teaching make it possible for MNW graduates to fill positions around the globe where a well-prepared Montessori teacher is urgently needed.  We are so grateful to the schools and teachers who consistently support us in this work and encourage anyone interested in assisting to contact us with any questions.  Our students can learn so much from visiting classrooms "still in progress" and we encourage all teachers and schools to participate. 

Our organization has set some lofty goals for growing teacher training programs, advocating for more accessible Montessori education, and providing greater public understanding of Montessori education.  Schools are essential partners with us in this work and we are incredibly grateful for the ongoing support that is offered.  We also strive that our community education, professional development, model classrooms, and web resources are valuable to schools. If you have suggestions or ideas of how MNW can better meet the needs of the community, please let us know.  Our doors are always open.

Posted on March 27, 2014 .

Spring Break Wood Polishing

Spring Break wood polishing happening right now at MNW.

Stella, the 4.5 year old daughter of our Primary Course Assistant, is visiting today. After declaring a general interest in “cleaning somethin’, she went on to vigorously beautify of one of the stools used here for student presentations. In addition to occasional visits to MNW, Stella is featured regularly in photos sent to us by her Montessori guide that we share with the teachers-in-training.  Always a treat to see a child delighting in independently chosen activity!  

Interested in learning more about what happens inside Montessori classrooms?

Posted on March 26, 2014 and filed under From MNW Staff, Past Students | Testimony, Primary.

Assistants to Infancy, Applied in the Home

A few days ago, a recent MNW graduate, Ms. Junnifa Uzodike, shared some pictures of her son. Beyond their obvious cuteness, they also demonstrate some great Montessori principles that can be applied in the home. To better explain what you see here, Gloria Singh, Assistants to Infancy Course Assistant, has contributed a few notes.

On the bottom left we see her child looking at himself in the mirror, getting visual feedback about himself and also getting a view of the rest of the room--very beneficial when a baby can't move well independently to see what's around. Babies really enjoy looking at faces, studying the expressions, watching lips move in talking--even their own.

In the background, you can see the toys organized simply, with very easy access for the child.

We also see the baby very busy at the weaning chair and table, in this case he likely used it to pull himself up into a standing position so that his hands can be free to explore whatever has captured his interest. Non-walking children use the smallest chairs with arms--the arms give lots of support if their sitting is still unsteady and also helps them to stay at the weaning table until they are done with their eating.

A chair without arms at a table is best for children who have begun walking, because it is much easier for them to get into the chair without having to maneuver around the arms and they likely will not have learned to pull out the chair to make room for their bodies to get into it.

Have you ever watched a young child work out how to sit down in a chair? It's quite an event to witness. "How to Sit in a Chair" is a Practical Life activity that we learn to demonstrate for young children on the A to I course.

We also talk a lot about how simple, uncluttered, and appealing an appropriate environment is for young children--a few toys that get rotated, a mixture of materials (fabrics, wood, metal, etc.). You can see this here too.

Want to learn more about MNW’s Assistants to Infancy Course? Click here for additional information.

Montessori for the Masses

Sarah Werner Andrews, Director of Primary training here at MNW, came across this interesting intro to Montessori article in the March 2014 newsletter of the ASCD (formerly the Association for Supervision and Curriculum Development) which is printed and distributed to over 140K School and District leaders. It's great to see information about Montessori making its way into the hands of so many influential educators!

Please also note the quotes from new MNW Board member and senior associate at the National Center for Montessori in the Public Sector, Jackie Cossentino.

Download the full 3-page article by clicking above.

Download the full 3-page article by clicking above.

Posted on March 21, 2014 and filed under Articles, Elementary, A-to-I, From our Trainers, Primary, Resources.

Theoretically Speaking...

One of the many assignments that our Primary Students complete as part of their coursework is a Theory Project. The Theory Project represents a further exploration, integration, and understanding of selected topics and sources related to Montessori theory and practice.   

This assignment is unique in that it can take a handful of different forms. It can be a 5000 word essay presenting the student’s own synthesis of the chosen topic. It might take shape as a 20-minute presentation involving handouts, activities, visual aids, PowerPoint, or video. Some choose to create a sample “Parent Night, “ create a Podcast episode, or even interpret the information via artistic theater performance.  Each student is free to select the modality of their choice. (Very Montessori, no?)

Above we see Kate Simer, current Primary student, giving a presentation on the benefits of exposing children to second or other languages before the age of six.  She incorporated an interactive language lesson into the presentation, as well as a tasty food-preparation demonstration.

Kate has helped MNW with numerous Spanish translation projects and is the director of Hands-On Language, a Spanish language program for children that uses hands-on activities to make language learning fun.

 

Posted on March 19, 2014 and filed under En español, Primary.

News from the AMI Stewarding Council USA

The AMI Stewarding Council USA was formed in November 2012 as a result of the AMI Summit, with an aim to better facilitate the working of the Association Montessori Internationale across the formal and informal Montessori communities in the United States.  It comprises representatives of all AMI stakeholders in the United States.  Its overall aim is to significantly increase access to quality Montessori programs for more children, families, and communities. Learn more about the AMI Stewarding Council USA here.

Montessori Northwest, as represented by Executive Director Jennifer Davidson, is honored to be part of this ambitiously comprehensive work.

The Stewarding Council most recently met in February at the 2014 AMI Refresher Course in Houston, Texas. At this meeting the Council took time to ground itself in its mission and goals identified as outcomes of the Summit. They also discussed the vision of future work and adopted several action items.

A Communiqué was recently released, outlining the progress and process of that last Summit meeting. It's a lengthy document, but worth the read. It can be read in its entirety here.

Posted on March 17, 2014 and filed under Articles, From MNW Staff, Resources.

La respuesta Montessori al papel de la fantasia

This post available in English by clicking here.

Hace unos días publicamos una historia fascinante de Psychology Today en nuestra página de Facebook acerca de como los niños procesan la fantasía en los cuentos (lee el artículo completo aquí en Inglés).  

Este es un tema que la propia Dra. Montessori subscribió y que además atrae de forma particular a Sarah Werner,  Directora de Capacitación de primaria de MNW.  En respuesta a ese artículo, Sarah  ha contribuido con algunas perspectivas dentro del contexto histórico para ayudar a los montessorianos a entender mejor el papel de la fantasía en los relatos.

En 1919, María Montessori reconoció la controversia que provocaban sus puntos de vista acerca de los cuentos de hadas, al hablar ante la Child Study Society  (Sociedad de estudios infantiles) sobre el tema La imaginación de los niños a través de los cuentos de hadas. María Montessori bromeaba con el público acerca de que este tema le había sido impuesto, pues ella no lo habría elegido y después atrevido a enfrentar a la audiencia. A su crítica de los cuentos de hadas ella respondió: “Debido a que he sido muy directa al expresar mi opinión acerca del valor de los cuentos de hadas, la gente ha llegado a la conclusión de que yo estoy fuertemente opuesta a ellos. En realidad no siento un antagonismo tan intenso”. Su opinión acerca de los cuentos de hadas era muy simple: “La imaginación no es parte del problema, porque al contar cuentos de hadas, somos nosotros (los adultos) quienes imaginamos. El niño sólo escucha”.

Durante su conferencia, María Montessori dijo que “(El niño pequeño) no puede distinguir bien entre lo real y lo imaginario, entre las cosas que son posibles y las cosas que son meramente inventos”. Ella trataba, una vez más, de aclarar su posición acerca de la educación basada en cultivar la credulidad, en vez de la realidad (Times Education Supplement, 1919, reprinted in AMI communications, No. 2, 1975).

Y en un estudio relacionado...

A la edad de 15 meses, un infante es capaz de aplicar a la vida real algo que aprendió en un dibujo de algún libro y también transferir esa información en otra dirección (DeLoach & Ganea, 2009). 

Por ejemplo, un infante puede aprender el nombre de un pájaro en un dibujo de un libro y después identificar el pájaro en su patio y viceversa. Después de aprender el nombre de un objeto real, los niños pueden identificarlo con mayor éxito en una fotografía que en un dibujo. “El hecho de que la naturaleza emblemática de los dibujos parezca tener un papel relevante en la habilidad de los niños de interactuar de manera significativa con los libros tiene importantes implicaciones educativas, por ejemplo que los libros con más dibujos realistas son mejores para ayudar a los niños a aprender” (Ganea, Bloom-Pickard, & DeLoach, 2008).  En general, cuanto más se expone a los niños a libros antropomorfos (animales y objetos con habilidades humanas) tanto más se confunden acerca de las propiedades de animales y objetos reales (DeLoach & Ganea, 2009).

¿Qué piensas acerca de este tema? ¿Es este un tema al que te has enfrentado en el salón de clases o con los padres? Compártenos tus experiencias.

Necesitamos traductores

Notes on the Elementary Journal

This blog post supports the Elementary Journal Workshop scheduled for Thursday, April 17th. More information on that workshop by clicking here.

Montessori adult: “Did you write in your record book?”
Montessori elementary child: “I forgot.”

This scenario plays out in Montessori elementary classrooms everywhere.  But it doesn’t have to be this way.  The record book can be so much more than just one more thing that the adult has to remind the children to do.  When the child’s record of her work is implemented as a vital part of the work itself, then this record is approached the same way as other work:  with enthusiasm, joy, responsibility, interest, and love. 

Montessori elementary teachers have been requiring a work log from students for over 50 years; it’s a standard suggestion on AMI training courses.  But virtually all of the research about the suitability of this practice for elementary children has happened in conventional classrooms.  The most obvious theme to emerge from the research is that learning journals can be used to promote and support learning, not just record it.  Martinez and Roser (2008) found that even children as young as first graders would stay engaged longer with literature and literary concepts while writing or drawing in their journals about a chapter book than when being instructed in other ways.   The fourth graders in Glaser & Brunstein’s study (2007) learned and retained more about story writing when they wrote about their process.  Fourth and fifth graders whose teachers were instructed in how to implement journal writing did better on the unit test than those students whose teachers were not instructed (Aschbacher & Alonzo, 2006).  Similar results were found for seventh graders and social studies; journal writing was more effective as a learning tool than summarizing (Cantrell, et al., 2000).

Even though our pedagogy is different from what’s practiced in conventional classrooms, we can still learn from this research.  Even without testing or grades, we can all appreciate that longer periods of concentration, deeper engagement, and stronger retention are desired outcomes.  Perhaps most importantly, a strong journal practice informs students’ choices and empowers them to take initiative in their own learning.  Join us to learn more about how to support these outcomes for your students. 

This blog post supports the Elementary Journal Workshop scheduled for Thursday, April 17th. More information on that workshop by clicking here.

Download and print a flyer here.

Download and print a flyer here.

Posted on March 12, 2014 .

Welcome to Some Special Visitors!

Montessori Northwest lives up to its reputation this week as being a bustling hub of activity. In the upcoming days we’re playing host to a few noteworthy visitors.

Alison-Awes.jpg

First, Elementary Course 2 welcomes guest lecturer Alison Awes, Director of Elementary Training at the Montessori Center of Minnesota in St. Paul. Alison is in town to offer a NAMTA workshop about working with children with dyslexia in a Montessori environment on Thursday.  While she's in Portland she will give math and geometry presentations on the Elementary Course for two days while Elise and the rest of the elementary staff do the final album checks for the history albums and prepare for the next round of observation and practice teaching.

Keith-and-Jackie.jpg

Also visiting MNW this week are the Senior Associate & Director of Research and the Founding Director of the National Center for Montessori in the Public Sector;  Jackie Cossentino and Keith Whitescarver.  Keith and Jackie are on a Pacific NW Tour to visit Montessori Public School programs, promote the Montessori Census Project, as well as connect with Training Centers like ours.

University-Logos.jpg

Lastly, we have some special guests visiting from our cooperative partners. Ms. Brenda Jones with Marylhurst University and Jack Rice with Loyola University Maryland. (Did you know that that students who participate in one of these cooperative programs can apply directly to the cooperating institution for financial aid after admission to that program. This financial aid can cover the cost of the AMI course and the additional cost of the Master’s Degree or Bachelor Degree completion program.)

Brenda and Jack will also be on hand at Tuesday, March 11th’s Open House to answer questions and meet new prospective students.

We look forward to welcoming these colleagues, as well as many other people in the upcoming days!

Cycles in Nature

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In July last year a group of 8 middle school students from Pacific Crest Montessori School in Seattle, WA set out on their bikes to ride 200 miles to the 2013 International Montessori Congress in Portland, OR. This was the start of something new and powerful with impact reaching far beyond a bike ride. The Portland congress was the first time ever that adolescents were invited—and given a voice—at a Montessori congress. The idea to bike there was inspired by the first Cycles in Nature event held in May of 2013; students from Australia, Thailand, Mexico, the US and Canada spent a day on bicycles participating in a grassroots initia- tive to build a global adolescent Montessori network. But, most importantly, these students represent the beginning of a movement that empowers Montessori students to make the world a better place. 

This year, the organizers of Cycles in Nature have opened the event to Montessori Students of all ages--And you're encouraged to participate!

Cycles in Nature is more than a day of fresh air and exercise. With a dedicated local and global fundraising component, it gives students a way to feel relevant in the world. So, we are dedicating May 2014 to cycle together to:

  • Create a network of empowered Montessori youth

  • Give indivduals the opportunity to feel relevant and have global impact

  • Support environmental sustainability and social justice through fundraising 

The cycle ride will be a sponsored event, raising money per mile from family and friends, local businesses, grant organizations and everybody in between. The funds will be split 50/50 between a local organization (of each school’s own choice) and a global initiative that supports social justice or environmental sustain- ability. This year’s global initiatives are: Children’s Eternal Rain Forest Project (Montessori Institute for the Science of Peace) and the Article 15 Foundation, which supports youth in Senegal to find their way out of poverty through education and income generating activities. 

Join us! You choose the day that works for your school, then through our website you’ll download all the resources you need to get started. On our blog students can publicize their event, put their route on the map, share stories and photos, and stay in touch with other schools all over the world. www.cyclesinnature.org