This was part of my summer reading. Sadly, it should be required reading for us all. It is for both kids who bully, have been bullied and the adults that care for them. This book covers gender based stereotypes, kids with different appearances, LGBT students, cyber bullying and sexual harassment. It also has helpful family guidelines for technology use and suggestions for responding to bullies, victims and bystanders. In the River Room, we are committed to developing empathy (the key to stopping bullying) and using Restorative Justice (chapter 20). As a teacher, I am very serious about creating a classroom where learning is the focus and students feel safe to take risks, be themselves and enjoy their classmates. Therefore, I have arranged our schedule so I spend lunch and recess with the class. We eat together 4 days a week and take an extra 10 minute sensory break at 3 pm before we clean up. The students sit together twice a day in circle time to share their highs and lows, appreciations (ripples) and what they learned. We talk about our weekends and things we value so that students view each other as whole people and also know that I care about them outside of the academic part of school. I hope your child doesn't experience bullying or the lack of empathy that allows for cruelty. However, here are some tips (from the book) if he or she does.
Advice from kids that tried it:
The mis-use of technology is a big concern these days. Yet, homework and classwork is expected to be done on a computer. We use cell phones to keep in touch for safety reasons, and then our children are vulnerable to addiction to these devices. The rule in our school is that no cell phones are allowed between 9 am and 4 pm. Please call the school if you want to send a message to your child and they will let me know ASAP. I have a locked locker in my room for students that do not want to leave their phones in their lockers, and those who forget or insist on carrying them around will have it placed in my locker and it will be returned at 4 pm. Please support me on this and do not tell your child you will send him or her a message during the day. Below is a resource to continue the conversation with your children about technology. Some families add no cell phones at the table, no cell phones/computers in the bedroom after bedtime and limit their use to 2 hours per day. The American Pediatric Association agree with those limits. Family Technology ContractsYoung Kids’ Pledge
__________________________ Child sign here I will help my child follow this agreement and will allow reasonable use of the Internet as long as these rules and other family rules are followed. __________________________ Parent(s) sign here From http://www.safekids.com/
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Since late April, our class has started each day with a Morning Meeting. After a month, a student leader has led it and the results have been a more peaceful group of students. We all gather in a circle and participate in two elements.
All parents want to know, "How can my child be successful?" but it is not always the same question as "How can my child get an A?" A's will come with time as children learn how to manage their responsibilities. It is different for different children. The Montessori Method focuses on these organizational skills as much as academics and social skills. As your child is becoming more independent and responsible, you watch him struggle and achieve on his own while you take small steps back until one day he leaves the house with the confidence to succeed in the world. In the River Room, students are learning how to manage projects, leadership and collaboration in groups, setting and making deadlines, prioritizing work and finding time for socialization. These are REAL-WORLD job skills. Ideas for Questions to ask your child at home when discussing achievement, goal-setting, & grades.
We help children to think for themselves. These students are more likely to take on leadership, work well with others, and avoid peer pressure. We are equipping our children to be successful in the long term. Chess has long been recognized throughout the world as a builder of strong intellects, but only recently has the United States begun to recognize chess's ability to improve the cognitive abilities, rational thinking and reasoning of even the least promising children. This summer, I wrote and received a grant to bring a well-respected Chess Program to my class. I worked with them a few years back, and saw my students learn much more than the rules; sportsmanship, concentration, grace, courtesy and strategy. Chess brings out latent abilities that have not been reached by traditional educational means. It promotes logical thinking, instills a sense of self‑confidence and self‑worth, and improves communication and pattern recognition skills. It teaches the values of hard work, concentration, objectivity, and commitment. As former World Chess Champion Emmanuel Lasker said, "On the chessboard lies and hypocrisy do not survive long." In Marina, CA, an experiment with chess indicated that after only 20 days of instruction, students' academic performance improved dramatically. George L Stephenson, chairman of the Marina JHS math department, reported that 55% of students showed significant improvement in academic performance after this brief smattering of chess instruction. Similarly, a 5‑year study of 7th and 8th graders by Robert Ferguson of the Bradford, PA School District showed that test scores improved 173% for students regularly engaged in chess classes, compared with only 4.56% for children participating in other forms of "enrichment activities" including Future Problem Solving, Dungeons and Dragons, Problem Solving with Computers, independent study, and creative writing. A Watson‑Glaser Thinking Appraisal evaluation showed overwhelmingly that chess improved critical thinking skills more than the other methods of enrichment. Educators at the Roberto Clemente School (C.I.S. 166) in New York report that chess has improved not only academic scores, but social performance as well. In 1988, Joyce Brown, an assistant principal and supervisor of the school's Special Education department, and teacher Florence Mirin began studying the effect of chess on their Special Education students. When the study began, they had 15 children enrolled in chess classes; two years later they had 398‑ "The effects have been remarkable," Brown says. "Not only have the reading and math skills of these children soared, their ability to socialize has increased substantially, too. Our studies have shown that incidents of suspension. and outside altercations have decreased by at least 60% since these children became interested in chess." Connie Wingate, Principal, P.S. 123 in New York, says of a New York City school chess program, "This is wonderful! This is marvelous! This is stupendous! It's the finest thing that ever happened to this school. I am most sincere. It has been an absolute plus for the students who were directly involved as well as for the rest of the school... If I could say one thing to funders, it would be this. If they ever walked down 140th St. and 8th Ave. and had the opportunity to see where our children come from, they would know that these children deserve every single break that they can get. They are trying, through chess, to apply themselves and do something to better themselves. And that filters into the entire school and community... More than anything else, chess makes a difference... what it has done for these children is simply beyond anything that I can describe. The highest scoring student in out school is a member of the chess team. He became the highest scoring kid in the school after he joined the chess team. All four are in the top quarter of the school, and they weren't before. Academically, they are doing much better in class, and it's in no small part because of chess. Just how they feel about themselves, their self‑esteem, makes them all winners."
Jo Bruno, Principal, P.S. 189, ‑Brooklyn, NY:. "In‑chess tournaments the child gets the opportunity of seeing more variety and diversity. There are kids who have more money than they have, but chess is a common denominator. They are all equal on the chessboard. I believe it is connected academically and to the intellectual development of children. I see them able to attend to something for more than an hour and a half. I am stunned. Some of them could not attend to things for more than 20 minutes." Jerome Fishman, Guidance Counselor, C.J.H.S 231, Queens, NY: "I like the aspect of socialization. You get into friendly, competitive activity where no one gets hurt. Instead of two bodies slamming into each other like in football, you've got the meeting of two minds. It's strategic, and you use logic to plan an attack scheme. Aside from being good for the cognitive development of these youngsters, chess develops their social skills, too. It makes them feel they belong. Whenever we get a child transferred from another school who may have maladaptive behavior, our principal (Dr. Wilton Anderson) suggests chess as a way of helping him find his niche. It also helps kids learn how to be better friends. They analyze the game and talk it over afterwards. I even had a couple of kids who never had much in common start going to each other's houses to play chess and swap Chess Life magazines. We've got kids literally lining up in front of the school at 6:45 am to get a little chess in before classes start." Source for most of the above: New York City Schools Chess Program by Christine Palm, copyright 1990 https://www.chesshouse.com/chess_improves_academic_performance_a/115.htm Once upon a time, kids of any age returning from school were told, “go outside and play.” “Outside” may have been a back yard, a park, or a nearby patch of woods. Today’s kids are more likely to have a scheduled play date, join an organized sport on a manicured field, or disappear into their room alone to enjoy a computer game or TV. But by disconnecting from nature, today’s kids may be losing far more than they – or their parents – know. In 2005, author Richard Louv coined the term “nature-deficit disorder.” It’s not a medical term, but it aptly describes the increasing separation between today’s kids and nature. After 10 years of research and interviewing kids, teachers, and parents, Louv learned that kids now spend:
“Nature-deficit disorder” is the unintended consequence of several trends. Parents want to safeguard their kids from snake bites, bees stings and other hazards found in the natural world. Vast tracts of natural areas have been developed, so that the outdoors has shrunk to postage stamp-size yards or concrete playgrounds. The competing attractions of myriad electronic devices and the Internet may make “going outside” seem boring or “uncool.” Unfortunately, the less time kids spend outdoors, the more they experience:
In addition, according to the U.S. National Institutes of Health, “research has shown that regardless of race, ethnicity, and socioeconomic status, early childhood experiences in nature significantly influence the development of lifelong environmental attitudes and values.” That’s government-speak for the idea that if kids aren’t exposed to nature, they understandably develop less appreciation for it. In the need to restore some balance between human and natural resources, that understanding and appreciation are essential. The answer is out your front door… The good news is, you can start fixing “nature-deficit disorder” today.
So whenever you can, tell your kids to “go outside and play.” Even better – go with them! A natural setting can spark different kinds of family conversations, and offers you the chance to share your own love of the outdoors with the next generation. http://earth911.com/living-well-being/the-importance-of-kids-being-in-nature/ The students were invited to take this survey. <http://goo.gl/forms/vcsUgYFDJf> You're welcome to take it yourself and see what you think. The results of the class’s survey are here. Classrooms (and even families) can be complicated because we have a hard time just agreeing on the vocabulary. Communication is a key to a safe and positive community. In order to communicate effectively, students and teachers need to have the same understanding of the words that are being used. In April, The River Room embarked on this important discussion. But first, what is the difference between Vision, Mission, Purpose, Strategy, and Tactics? Vision A vision is a statement of what you would like to become. It should be a long-lasting and challenging goal – most likely something that will never be attained. Mission A mission is a statement of how we will accomplish our vision. It should include a summary of skills and behaviors we want to attain. Purpose A purpose is a statement of our reason for being. It should energize students and teachers to focus on something greater than oneself. We exist to... Strategy A strategy is a plan to achieve your Vision and Mission and Purpose. It is what you are going to do to every day. Research shows that it takes 3-5 years for a real strategy to start to take hold so it changes very little. Tactics Tactics are specific actions that you will take to implement the strategy. It is how you are going to do it. Tactics are actions taken by everyone in the classroom and should be aligned with the strategy. Tactics will change sometimes. Visit us soon to see what we decided. Working Document- Created by 4th & 6th Graders, April 12, 2016
River Room Vision The River Room has a commitment to respect, knowledge and peace. River Room Mission In order to achieve our vision, we will be dedicated, work hard, stay positive, be patient and use creativity. River Room Purpose We come to the River Room to educate and be educated, build community, use self-discipline, celebrate uniqueness, and have fun. River Room Strategies We listen to each other, clean up around ourselves, give compliments, use kind words, tell the truth, say please, thank you, and you're welcome, stop when people say stop, ask before we take, and give generously. River Room Tactics We have to do these things to expect these things. While some argue cursive writing belongs in the archives and Common Core ushers it out of schools, the evidence shows we need it as much as ever. In the River Room, all 4th graders are practicing their cursive. By 5th grade, they should be able to use it daily, and by 6th they should be able to write a paper in cursive. Here's why.Why cursive? Educational policymakers pose this question as they face the increasingly digital and app-based twenty-first century, a world in which the curls and flourishes of longhand seem increasingly outmoded. But I pulled out my favorite pen and thought of ten reasons.
1. Cursive Helps People Integrate KnowledgeAccording to David Perkins, in his new book “Future Wise,” we are not teaching what really matters in schools. So much of educational focus now is on achieving a significant body of knowledge and expertise, and gaining enough mastery of a subject to answer multiple-choice tests. Eventually, that knowledge fades. What matters? Skills. How to read. How to write. How to research. How to think. How to learn. As Dr. William Klemm argues in Psychology Today, “Cursive writing helps train the brain to integrate visual, and tactile information, and fine motor dexterity. School systems, driven by ill-informed ideologues and federal mandate, are becoming obsessed with testing knowledge at the expense of training kids to develop better capacity for acquiring knowledge.” NPR makes this point, albeit arguing the fight over cursive is missing the boat. There is not enough old-fashioned composition being taught in school, whether it is in cursive, manuscript, or typed. Instead, claims Arizona State University’s Steve Graham, there is a lot of “filling in blanks on worksheets” and “one sentence responses to questions.” Writing, in short, is not being taught at all. Which brings us to: 2. Writing Long-form Teaches Us How to WriteThere is a direct relationship between quality of handwriting and the quality of written text. The significant cognitive demands of writing combined with the added cognitive load of physically writing means it is important for a student to be able to handwrite effortlessly. As the author indicates, lacking fluency in handwriting causes difficulty in composition, as thoughts cannot get on the page fast enough. In addition, the student cannot focus on the sequencing and higher-order thoughts essential to composition. The relationship between handwriting and composition quality is even seen on MRI, with the brains of those with good handwriting activated in more areas associated with cognition, language, and executive function than the brains of those with poor handwriting. The researchers emphasize handwriting is not just a motor art and requires a knowledge of orthography, or the methodology of writing a language. As Dr. Carol Christensen points out, there is a strong relationship between creative and well-structured written text and the orthographic-motor ability. She calls it “language by hand.” And cursive, in general, is faster than print if you are fluent in both. But what if we’re faster typing? 3. Our Hands Should Be MultilingualCertainly, it is important for students to know how to type, especially as more schools move toward taking tests via computer. One would think then the concern of students not writing fast enough to compose correctly disappears. However, research indicates there still is a huge benefit to handwriting. During early childhood, writing letters improves letter recognition, and we use the hand and brain differently when writing than when typing. In fact, it is important to teach it all: typing, manuscript, and cursive: or, being “multilingual by hand” as Dr. Virginia Berninger states. According to Berninger, printing, cursive writing, and typing on a keyboard are all associated with “distinct and separate brain patterns.” When we write by hand, we have to execute sequential strokes to form a letter—something that brain scans shows activate the regions involved in thinking, language, and working memory. Cursive accelerates the benefits. Printing and typing do not stimulate the synchronicity between the brain’s right and left hemisphere, but cursive does. But, speaking of typing… 4. We Learn Better When We Write It DownEven older children and adults benefit from handwriting. Two psychologists ran studies in which they realized students learn better taking handwritten notes as opposed to typing on a computer—even with Internet distractions disabled. One reason is writing things down is slow. Therefore, one cannot write down every word a lecturer utters. Instead of a “shallow transcription” process, which requires no critical thinking and doesn’t require your brain to engage the material being presented, the student needs to summarize, use keywords, paraphrase, and perhaps even ask questions for clarification. As a result, your Reticular Activating System (RAS) is stimulated, which highlights the importance of what is currently right in front of you, the thing on which you are actively focused. As Business Insider puts it, “By slowing down the process of taking notes, you accelerate learning.” Even when students were given a full week to study the material, the laptop users did worse on the ensuing test than the handwritten note takers. Moreover, adults learning a graphically new language (such as Korean or Arabic), learn the characters of that language better if writing them down by hand. The specific pen strokes, therefore, aided visual identification. And if it affects adults, imagine the children. 5. Handwriting Leads to Cognitive Development, Self-Esteem, and Academic SuccessFailure to create fluency in written script has negative effects on both academic success and self-esteem. Even though typing seems ubiquitous, handwriting is still “the most immediate form of graphic communication.” In addition, no other task taught in school requires as much synchronization as handwriting. Simply put, handwriting uses more of your brain. The brain has to develop “functional specialization,” integrating thinking, movement, and sensation. As Klemm says, the brain must “Locate each stroke relative to other strokes; learn and remember appropriate size, slant of global form, and feature detail characteristic of each letter; and develop categorization skills.” He highlights cursive writing as even more beneficial because the tasks for each step are more demanding. 6. It May Help Those With Special NeedsAlthough cursive may be difficult for those with dysgraphia or dyslexia, educators have realized cursive could be good exercise in using kinesthetic skills. Both Montessori and Waldorf schools use handwriting as part of their curriculum for its kinesthetic benefits. According to Rand Nelson of Peterson Directed Handwriting, exposure to cursive writing allows a child to overcome motor challenges. Physically gripping a pen and practicing cursive with its swirls and connections “activates parts of the brain that lead to increased language fluency.” Even those who do suffer from dysgraphia or dyslexia may benefit from the “connected letters and fluid motion” of cursive handwriting. As The New York Times points out: In dysgraphia, a condition where the ability to write is impaired, sometimes after brain injury, the deficit can take on a curious form: In some people, cursive writing remains relatively unimpaired, while in others, printing does. In alexia, or impaired reading ability, some individuals who are unable to process print can still read cursive, and vice versa — suggesting that the two writing modes activate separate brain networks and engage more cognitive resources than would be the case with a single approach. Cursive may aid in letter recognition. In a 2012 study, preliterate students were given a letter shape and asked to reproduce it (either by typing, tracing, or writing freehand). They were then put in an MRI and shown the letter again. Those who wrote in freehand showed increased activity in their left fusiform gyrus, inferior frontal gyrus, and posterior parietal cortex—all activated in adults when they read and write. The very messiness of writing the letter may be a learning tool, teaching students that “each possible iteration of the letter a” is an a. 7. It Reduces Distractions and Inspires CreativityEducators know writing, especially cursive writing, acts as a grounding and sensory integration exercise for those with behavioral or sensory processing disorders. It likely even calms neuro-typical adults and children and can train self-control. 8. It Keeps Our Brains Active in Old AgeKeeping the brain busy lowers the rate of cognitive decline. Handwriting is a good cognitive exercise for all those who wish to keep their minds sharp. Speaking of old folks: 9. We Need to Be Able to Read CursivePrimary sources, anyone? What about grandpa’s old letters? As a blogger on HuffPo lamented: It suddenly hit me, however, that if my grandchildren never learn to write in cursive, they will also be unable to read it. They will never be able to decipher things I wrote by hand and saved to show them. My old recipe cards will also need to be translated for them. They will never be able to read the stash of WWII letters my parents wrote to each other. If they do original research that involves pre-21st century documents, will they need an interpreter for the handwritten ones? All of this makes me rather depressed. Someone has decided that our schools shouldn’t waste much time teaching things that don’t matter like cursive writing or art appreciation or literary classics. There won’t be a test on these things and they won’t get kids the jobs of the future. Ours is a disposable society and we are fine with tossing aside the things that are not practical for the college or career. 10. We Can Create Something Beautiful and UniqueCursive may not be required for a signature, but our printed name is so much less unique. Signatures aside, “personal style and ownership” is beneficial to students. Handwriting business Cursive Logic points this out beautifully (Disclaimer: I know its founders and have donated to their Kickstarter campaign): Cursive has the added benefit of being both artistic and highly personal. Children no less than adults long to express their individuality and creativity. Developing a cursive hand—epitomized in the signature and carried through in a unique form of writing that others can identify and associate with a particular individual—is an important step in developing a personal style and voice. Students are not automatons, and education should include tools that encourage the individual personality. Not every state has thrown out cursive with the Common Core bathwater (the national mandates do not include cursive, leading many schools to drop it). Utah, South Carolina, Georgia, Tennessee, Kansas, North Carolina, and Idaho all emphasize some sort of cursive education in the early grades. And this is a good thing. Otherwise, Moleskine is totally going to go out of business. Jennifer Doverspike is a senior contributor at The Federalist. A former counterterrorism intelligence analyst at the Department of Defense, she has also worked for Sen. Tom Coburn and Oklahoma Attorney General E. Scott Pruitt. If you haven't been called meanest mom or dad yet, that may not be a good thing. I know I get that look from your kids. Being a "mean teacher" is what I get for holding kids accountable when they'd rather I let something important slide. But as parents and teachers, we often love them enough to be the "bad guy." Here's a blog post I love April 30, 2015 by Kristen.
"If you’ve ever told your child no to protect or provide for them, followed through on a consequence, or refused to give into their demands, you probably have the battle scars that come with the Meanest Parent title, too. I love my kids and my kids love me. But they have tried to manipulate situations, move my resistance, maneuver their way around the truth and mistake my compassion for weakness. When my kids think I’m at my meanest, they are really seeing my fierce love for them. They just don’t recognize it for that. Life teaches hard lessons, and if we let our kids learn them, they might just learn from them. Sure, we can protect our kids from consequences, but should we? They might just miss the lesson if we rush to make everything okay. Maybe they will think twice before they make the same mistake again. I go toe-to-toe regularly with my kids. And it’s not because I like a good fight. It’s because of love. These are some of the non-negotiables. They are sandwiched in loved, bathed in grace and taught consistently (most of the time):
- See more at: http://wearethatfamily.com/ This was taken with no notice or preparation. Just a moment on a Thursday afternoon. With what you know about motivation, concentration and collaboration, what do you see here that will help or hinder your child's development? What skills are at work that will prepare him or her for high school? College? Life? Feel free to leave a comment or question below. Sincerely, Ms. Dakota It may seem like a laughable “only in New York” story that Manhattan mother, Nicole Imprescia, is suing her 4-year-old daughter’s untraditional private preschool for failing to prepare her for a private school admissions exam. But her daughter’s future and ours might be much brighter with a little less conditioning to perform well on tests and more encouragement to discover as they teach in Montessori schools. Ironically, the Montessori educational approach might be the surest route to joining the creative elite, which are so overrepresented by the school’s alumni that one might suspect a Montessori Mafia: Google’s founders Larry Page and Sergei Brin, Amazon’s Jeff Bezos, videogame pioneer Will Wright, and Wikipedia founder Jimmy Wales, not to mention Julia Child and rapper Sean “P.Diddy” Combs. Is there something going on here? Is there something about the Montessori approach that nurtures creativity and inventiveness that we can all learn from? After all, Henry Ford and Thomas Edison were famous life-long tinkerers, who discovered new ways of doing things by constantly improvising, experimenting, failing, and retesting. Above all they were voraciously inquisitive learners. The Montessori learning method, founded by Maria Montessori, emphasizes a collaborative environment without grades or tests, multi-aged classrooms, as well as self-directed learning and discovery for long blocks of time. The Montessori Mafia showed up in an extensive, six-year study about the way creative business executives think. Professors Jeffrey Dyer of Brigham Young University and Hal Gregersen of globe-spanning business school INSEAD surveyed over 3,000 executives and interviewed 500 people who had either started innovative companies or invented new products. “A number of the innovative entrepreneurs also went to Montessori schools, where they learned to follow their curiosity,” Mr. Gregersen said. “To paraphrase the famous Apple ad campaign, innovators not only learned early on to think different, they act different (and even talk different).”When Barbara Walters, who interviewed Google founders Messrs, Page and Brin in 2004, asked if having parents who were college professors was a major factor behind their success, they instead credited their early Montessori education. “We both went to Montessori school,” Mr. Page said, “and I think it was part of that training of not following rules and orders, and being self-motivated, questioning what’s going on in the world, doing things a little bit differently.” Will Wright, inventor of bestselling “The Sims” videogame series, heaps similar praise. “Montessori taught me the joy of discovery,” Mr. Wright said, “It’s all about learning on your terms, rather than a teacher explaining stuff to you. SimCity comes right out of Montessori…” Meanwhile, according to Jeff Bezos’s mother, young Jeff would get so engrossed in his activities as a Montessori preschooler that his teachers would literally have to pick him up out of his chair to go to the next task. “I’ve always felt that there’s a certain kind of important pioneering that goes on from an inventor like Thomas Edison,” Mr. Bezos has said, and that discovery mentality is precisely the environment that Montessori seeks to create. Neuroscience author Jonah Lehrer cites a 2006 study published in Science that compared the educational achievement performance of low-income Milwaukee children who attended Montessori schools versus children who attended a variety of other preschools, as determined by a lottery. By the end of kindergarten, among 5-year-olds, “Montessori students proved to be significantly better prepared for elementary school in reading and math skills than the non-Montessori children,” according to the researchers. “They also tested better on “executive function,” the ability to adapt to changing and more complex problems, an indicator of future school and life success.” Of course, Montessori methods go against the grain of traditional educational methods. We are given very little opportunity, for instance, to perform our own, original experiments, and there is also little or no margin for failure or mistakes. We are judged primarily on getting answers right. There is much less emphasis on developing our creative thinking abilities, our abilities to let our minds run imaginatively and to discover things on our own. But most highly creative achievers don’t begin with brilliant ideas, they discover them. Google, for instance, didn’t begin as a brilliant vision, but as a project to improve library searches, followed by a series of small discoveries that unlocked a revolutionary business model. Larry Page and Sergei Brin didn’t begin with an ingenious idea. But they certainly discovered one. Similarly, Amazon’s culture breathes experimentation and discovery. Mr. Bezos often compares Amazon’s strategy of developing ideas in new markets to “planting seeds” or “going down blind alleys.” Amazon’s executives learn and uncover opportunities as they go. Many efforts turn out to be dead ends, Mr. Bezos has said, “But every once in a while, you go down an alley and it opens up into this huge, broad avenue.” Perhaps it’s just a coincidence that Montessori alumni lead two of the world’s most innovative companies. Or perhaps the Montessori Mafia of can provide lessons for us all even though it’s too late for most of us to attend Montessori. We can change the way we’ve been trained to think. That begins in small, achievable ways, with increased experimentation and inquisitiveness. Those who work with Mr. Bezos, for example, find his ability to ask “why not?” or “what if?” as much as “why?” to be one of his most advantageous qualities. Questions are the new answers. |
AuthorDakota Prosch and others who are already writing about Montessori in the home and at school. Archives
September 2017
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