Teacher training in Music and Art, Taiwan, 2018

In May I taught a group of 20 student teachers the Montessori exercises for Music and the Montessori approach to art in the Elementary Classroom. Games with the bells for older Casa and Elementary children. Some of the teachers had a background in Casa, but most did not, so we began the day with a

The Montessori approach to Literacy

A summary of the Montessori approach to teaching literacy (both writing and reading, a literature review of key aspects of the Montessori approach and recommendations for implementing these principles. Feel free to use, please simply link back to us or tell people about us.

Self-Regulation for children and adults

The ideas in this article are based on the work of Dr Stuart Shanker and if you find this interesting I encourage you to read more of his books and publications and to watch videos of his presentations which are available for free online! This presentation is a great place to start http://www.runforlife.ca/wp-content/uploads/2010/10/Shanker1.pdf. The website

Numicon in the Montessori Classroom

Some of the young children we work with can struggle to understand number even with all of the hands on preparation in Casa.  Depending on where you live you might get a child assessed for dyscalculia and specific guidance given.  I have met a few children who struggle with clear motor movements and have difficulties

Floortime and Montessori

Introducing DIR Floortime DIR stands for Developmental, Individual-differences, & Relationship-based.  A great deal of information is given at http://www.icdl.com/DIR. It aims to enable an individual to enter the world of a child who it is difficult to make contact with and after doing so to bring the child into a shared world and interact in

Bodywork, Focusing and Montessori

Bodywork in Montessori Lessons As those of you who teach in Casas will know Montessori gave two key lessons to young children which require them to use their bodies – Walking on the Line and the Silence Activity. As Montessori’s we want to engage the whole child, and yet, apart from these two activities most


I’d like to offer personal mentorship to people working in Montessori classrooms in a more personal way.  When I see the amount of ‘likes’ our Facebook page receives throughout the world I realise how much I want to meet each one of you. I’d enjoy presenting at the big international conferences to offering trainings for

Self Care Introduction

Together we are able to do so much more than we can do alone. In this section I have shared some of my writings about processes that I think are very helpful in achieving the kind of world Montessori described.  Perfecting the way we give lessons is not going to help children if we are

Changing habits to meet values: using Personal Development Education and Education for Sustainability.

Dissertation submitted as course requirement for the MSc in Education for Sustainability, South Bank University. Abstract My aim was to clarify the relationship between Personal Development Education and Education for Sustainability and to see if the learning principals used in Personal Development Education could benefit the field of Education for Sustainability.  I used modern Western

Rachel’s Learning Journey

This website is a place to bring together my trainings and experiences as a Qualified Teacher in England, studying an MSc in Education for Sustainability with Southbank University, London, my AMI Montessori trainings for Casa and Elementary, the Postgraduate Certificate in Inclusive Education with the University of Nottingham and my British Association of Counselling and

Share your learning journey

Hello, In this section we would like to encourage you to share your Learning Journey. A learning journey is a story of yourself, I found that the big moments for me weren’t so much qualifications and positions, but unexpected meetings, books and chance encounters. We would encourage you to include any photographs, links or short

Introduction to Inclusion

The posts here come from my experiences in the classroom when I met children who needed something extra.  Some children required me to have a much clearer understanding of specific learning difficulties, such as dyslexia, dyspraxia and dyscalculia and to allow those with Attention Deficit Hyperactivity Disorder to manage their learning in novel ways. I

Comparing the approaches of Montessori Education and Play Therapy

Is it possible that Play Therapy and Montessori education principles and values make them ideally suited towards each other and simply the way they use the language of ‘work’ and ‘play’ seems to set them apart. Could ‘Play Therapy’ materials be used as Montessori Materials for the troubled child as a way to make abstract


We constantly receive a high spectrum of frequencies which we consciously process and some which our ears take in but we do not consciously notice, these frequencies may still effect us. Many harsh sounds in our environment cause us to ‘tune out’ frequencies and noises so we do not listen well. We need to be


This begins very early in the Nido and Casa. For most of the exercises no material is used, we simply isolate rhythm from the rest of music, by clapping or having simple percussion instruments. The exercises can be given in any spare few minutes, in the same way singing and movement can be given. Clapping


Introduction: Sing with the children each day learning a song each week, it is important tho have variety. Have a good music player and sing along, use acoustic instruments to support you. It is possible to sing their names, to sing as a group, with clapping. Begin with rhythm early and add singing so the


Introduction: To be able to participate in movement, children must be able to choose to control their movement, they also need motor control and awareness to be able to listen and feel the music. Brain Gym exercises can be used for children who have not developed this naturally to help to connect the two hemispheres.

Scientific Experiments with Sound

Striking – water glasses Material Description: Two sets of 4 identical straight sided glasses. One set is marked in a graded fashion to indicate the amount of water needed to produce the first 4 tones of a major scale the other set has no indication. Pitcher of water Mallet Bucket Method: Pour water into the

The Story of the Grand Staff

Introduction: This is not a story of Dr Montessori, but it follows her idea that it is important to teach through stories at the Elementary level. So Kay Baker and Greg McDonald decided that there should be a Story for Music as there is no story for Music and Art. Material Description: Bells or tone

Tone Bars

A Sensorial Introduction to Tone Bars This is a very sensitive material, it is not easy to fix or replace them, they are similar to the bells but there is only one set so they cannot be paired, there is no external control only the ear. There are twenty-five tone bars, one for each tone