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| Montessori Teacher Training in Phoenix, AZ

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Meet our Daytime Primary Trainer, Shannon Helfrich!

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We are thrilled to introduce you to the Trainer for our 2018-2019 Daytime Primary Teacher Training Course, Shannon Helfrich! After teaching children for almost 10 years, she found her true passion in educating teachers. Shannon is a primary level trainer, lecturer, consultant and examiner for the Association Montessori Internationale. She has been involved in Montessori Education since 1971.  Shannon holds a Bachelor of Science degree in Education, a Master of Science degree in Educational Psychology, and the AMI Primary Diploma.

Shannon currently is a member of the AMI Training Group which oversees the AMI program for the training of future AMI trainers.   Shannon is also currently playing a pivotal role in conducting Training of Trainers seminars in Thailand.

Shannon spent 3 years living and working in China, where there is a growing Montessori education community.  She was instrumental in bringing AMI Montessori teacher training to that country. She served as the first AMI Primary Director of Training for the International Training Center of Montessori Education of China.

Between 2012-2014 Shannon split her time between Denver, CO where she delivered a summer course, and Phoenix, AZ  where she supported the launch of our own SIMS training center and mentored Ann Velasco as she completed her program to become a trainer.

Shannon was the Director of Training of the Montessori Institute Northwest from 1988- 2003 and was the founding trainer for the Montessori Training Center of New England in Hartford, CT from 2003-2008.  Shannon has also served as the Primary Director of Training for the Australian Montessori Teacher Education Foundation in Sydney, Australia and the AMI Primary training course in Bangkok, Thailand.

Shannon is the author of the book “Montessori Learning for the 21st Century” which is available through the AMI USA bookstore (https://amiusa.org/products-page/books/) and other book sellers.

We are so pleased that Shannon will bring her wisdom and experience to our students here at the Southwest Institute of Montessori Studies.  Her presence allows us to offer a second course schedule to accommodate those individuals for whom daytime hours are more conducive than our evening schedule.  The Daytime Block Schedule for Primary Training will begin this August 2018! Classes will be Monday – Friday, from 9:00a – 3:30p.

“I am thrilled to be able to return to support SIMS during the upcoming academic year” said Shannon.   “I look forward to working to prepare a whole new group of future Montessori teachers.  It is a privilege to help further the growth of our Montessori community in this way.”

The offer of our Daytime Block schedule is unique to the 2018-2019 academic year and we are unsure when we will be able to offer this course schedule again. If a daytime training is best for you, please take advantage of this incredible opportunity to be trained as an AMI Primary Montessori teacher by senior AMI trainer, Shannon Helfrich!

Apply Here for our 2018 Daytime Primary Training

Earn an Elementary Assistant Diploma!

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Elementary Assistant Training

Receive a Full AMI Assistant Diploma

Register Now

The AMI Elementary Assistants Course gives a detailed overview of Montessori Education with concentration on the development of the 6 to 12-year old child. This 60-hour long course is a solid foundation and much needed orientation for new assistants who want to better understand Montessori in order to provide a meaningful contribution to the elementary environment. This course also serves as a refresher for experienced assistants who can benefit from visualizing the big picture, enhance their observation skills and identify areas to better support a trained teacher. This course is also useful for parents, grandparents, school administrators and childcare professionals from other fields who would like to have a better understanding of the Montessori approach to elementary education. The course format offers lecture presentations, readings, discussions and various activities. In order to obtain the AMI Assistant Certificate, participants are required to complete attendance, nine hours of observation in a classroom and submission of three short essays (500 words each).

 

 

Course Schedule:

March 19th – April 12th

Monday – Thursday

4pm – 8:15pm

 

Location:

Keystone Montessori

1025 East Liberty Lane

Phoenix, AZ 85048

 

Tuition:

$775

A portion of your tuition for this course can be applied to a Fall 2018 full teacher training program with SIMS.
*A 10% discount will be offered to schools that register two or more teachers from their school.

 

Meet the Trainer:

Gaby Lopez is an AMI Auxiliary trainer at the elementary level. She has a Bachelor’s degree in Organizational Psychology, a Master’s degree in Education and a Master’s degree in Business Administration. She holds AMI diplomas for both primary and elementary levels as well as the certificate for the Orientation to Adolescent studies. Gaby is an experienced teacher with the full spectrum of the multi-age groupings in Montessori education:  3-6, 6-9, 9-12 and 12-15.  She has also been a classroom assistant and can bring that valuable first-hand perspective to topic discussions. Before Montessori entered into her life, she was a total quality consultant and human development trainer in the corporate world.

 

Course Objectives:

  • To learn the Montessori philosophy with regard to child development
  • To observe the elementary child (2nd plane of development)
  • To learn how to interact with the Montessori trained teacher
  • To learn how to interact with the elementary child
  • To acquire the ability to support the development of the child by assisting the teacher

Registration is Now Open!! Click HERE

For Questions about the program or registration, you can contact us at

 info@sims-ami.org or 877-897-7467

A Day in the Life of a Montessori Guide

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One of the most profound distinctions that one will notice during their first visit to a Montessori classroom, is the role of the teacher. In fact, Montessori teachers aren’t even referred to as “teachers,” but instead prefer the term “guide.” By shifting our view of the role of the adult in company of children through this lens, we are reminded of the spiritual nature of this important work. Guides are trained to have the utmost respect for children, and to be conscious of the path they must follow to construct their highest potentials. Through keen and constant observation, the Guide becomes the remover of obstacles, the self-reflector, the relationship builder, the link between the child’s interests and the materials.

How is this possible, you may wonder? How does this role pan out? Is the teacher ultimately effective? It is quite the paradigm-shift compared to the traditional model of early-childhood education that so many of us are acquainted with; it is a child-centered approach, rather than direct instruction. Dr. Maria Montessori said during her London Lectures in 1946, “Education is the help which we give to life so that it may develop in the greatness of its powers. Before we can help, we must understand. If we understand, we can help. This help must be the plan of education.”

 

A Typical Day:

The Guide arrives before the children, leaving her troubles and worries about the day-to-day rigors of life outside of the school walls; striving to enter the doors in a neutral state. She is physically and emotionally equipped to offer her best self to the children. The morning preparation includes analyzing the physical environment. Is everything organized in such a way to facilitate the highest potential for the child’s independence?

Next, the Guide considers the preparation of the human community. Together, the Guide and Assistant review and discuss lesson plans for one-on-one and small group presentations. Soon enough, the time will come when the pitter pattering of tiny feet will echo down the hallway. The children eagerly arrive to their classroom, or what we proudly call the Children’s House; after Dr. Maria Montessori’s first school, Casa dei Bambini in Italy. The parents say their goodbyes at the door to honor that the prepared environment is their child’s domain to grow and learn.

The Guide sits in her home-base, her observation chair, ready to greet the children with a handshake and a welcome, “Good morning Charley, I so am happy to see you today.” She looks at the child with fresh eyes and new hope each morning; releasing any lingering judgments or feelings from the previous day. This genuinely warm acknowledgement shows each child respect, welcoming the return to their special space. As the children continue to trickle in, their inner needs guide intrinsic choices and an uninterrupted period of work begins.

Because prepared environments are part of nature, such as a bee returning to its hive, the children feel at home. They feel safe to develop themselves, socialize, live in dignity, tranquility and practice functional independence. Once the drop-off period ends, the Guide will observe the flow of the group. She acts as part of the environment; not a focal point for the children. As the work period unfolds she will follow her observational goals and begin inviting children to individual or small-group lessons. The uninterrupted work periods last three hours in the morning and two in the afternoon.

The invitation to a lesson is a beautiful moment. The Guide always approaches children on their level, kneeling down with a gentle expression. She will invite them by saying something to the effect of, “Timothy, I have something very special to show you today.” Having taken the time to build a trusting relationship with this child, the Guide uses the child’s interests to present him with a material that will appropriately challenge him. The presentation is designed to engage the child’s mind; the Guide acts as nexus and transfers activity. The child will first watch, then she tenderly guides the child to work using an empowering approach such as, “Your turn”, or “Now you may do it.” Afterward, the Guide will slowly slip away, allowing the child to learn the skills necessary to succeed. In her place of contemplation, she will document her observations of the child’s response.

The educational resources and strategic demonstrations are methodically designed and didactic for children, gifting built-in assessments to the Guide. Each skill-set is consecutively built upon, abetting the child to reach aptitude across all areas. The Guide identifies opportunities to enhance the child’s work with variations and following exercises, meeting scholastic and developmental needs.

The group works across a broad spectrum, vicariously learning from each other in this mixed-age, family-style environment. The children cultivate respect and tolerance for different personalities because of the inclusive nature of the community. The Guide and Assistant help the children use social grace and courtesies. Children move freely, yet purposefully, throughout the indoor and outdoor environments continuing to choose activities in which they’ve received formal presentations. Time is allotted to take breaks for snack, a glass of water and to use the restroom at their leisure.

The Guide and Assistant remain tranquil, careful to model the type of behavior that is expected of the children. This consistency allows their responses to become predictable. Together, they watch for concentration, removing obstacles through redirection. They note the initiation of activity, purposeful manipulation, joyful engagement and completion. Using excellent manners, they make connections by speaking softly, and continuously link children to the environment. Just as the heartwood offers support as the strong, internal base of a tree, observation is pivotal in assisting the growth of the child in the Montessori environment. Every day offers excitement for the Guide because each child and need are unlike the other.

Transitions are inevitable. They are traditionally expected after the morning and afternoon work cycles, and the close of the day. The children will often gather together, if they choose to end their work. Some will prepare lunch or help with closing duties, others will join the Guide in song, stories, dance, nature walks, or similar activities catered to cultural relevance and interests of the group. During mealtimes, free-play and group times, the Guide proposes authentic experiences to the children with pure, loving intent. She is astute, humble and always aware of unique opportunities to encourage the children to express themselves.

As the children take their last steps in the environment for the day, their departure is embraced with another warm-hearted moment of contact with their Guide. She courteously shakes each child’s hand and softly speaks, “Goodbye Michael, I look forward to seeing you again tomorrow.” Imagine how the children feel, knowing they are heard and their quest for independence is valued.

Slowly, the hum ceases and the environment rests, awaiting the children once again. The Guide continues her work of preparing the environment, communicating with parents, record keeping and planning. The role of the Guide is an on-going, fulfilling work of self-transformation. It calls for self-discipline, patience, collaboration and determination of how to best serve the child. The Guide harmoniously relates to the child in wonder of the greatness of their potential, enjoying a front-row seat to the future of humanity.

 

About the Author:

Lauren Franchek is an AMI Trained Children’s House Lead Guide and Level Coordinator at Creo School in Gilbert, Arizona. She completed the Primary Training course at Southwest Institute of Montessori Studies (SIMS) and the Inclusive Education course at the Montessori Institute of San Diego (MISD). Lauren has been actively involved in the Montessori Community for over ten years and is Chairperson of the Arizona AMI Alumni Association.

Become a Montessori Guide

The Geometry Cabinet

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The Geometry Cabinet is one of the original materials from Dr. Montessori’s first classroom, the Casa dei Bambini.  It is a material that was originally developed by Dr. Seguin, a man who was a large inspiration to her work.  Over time, Dr. Montessori modified the material to what the children of the last 100 years have been joyfully working with.  The Geometry Cabinet is part of the Sensorial area of the Primary Montessori classroom.  It is used to further develop the child’s visual sense in the discrimination of shape/form.

This material is a wooden cabinet with six drawers that contain plane, or two dimensional, geometric shapes.  Each drawer holds six different shapes that are cut from small planks of wood, with a knob so the shapes may be removed and replaced.  The figures in each drawer are grouped by similar shape.  There is a drawer of circles, rectangles, triangles, quadrilaterals, polygons, and curvilinear figures.  Additionally, there is a tray on the top that contains a circle, and equilateral triangle, and a square.  Typically, next to the Geometry Cabinet, is a second cabinet that holds three series of cards with all of the shapes in the cabinet represented.  There is a set of cards with the solid shape, the shape with a thick outline, and the shape with a thin outline.

There are several purposes to this work.  The first is to expose the child to a variety of geometric shapes and to help him discern the differences between them.  He will begin to notice the finer differences of the shapes as he compares similar figures.  As the child works with this material, we find that he begins to see the world around him differently.  He will start to see the geometric shapes that surround him in his everyday life!  Often as the child works with the shapes, the guide, or the teacher, is giving him the names for each in the form of a fun language game we call the Three-period Lesson.  The names of the shapes are important because once he knows their names, he can identify them as they are spontaneously observed and he will be able to communicate about them.

Another purpose of this material is the absorption of the geometric figures.  But how can the child absorb the figures?  As this material is presented, the child is shown to remove and trace around each shape with his fingers.  For the young child, this kind of movement is irresistible!  As he repeatedly traces and traces around the shapes, he develops a muscle memory of each one.  He comes to know the shape by not just sight, but by touch!  In the Montessori classroom you can find children removing and replacing six or more shapes in one sitting while wearing a blindfold!

The last purpose is that of an indirect preparation for handwriting.  Yes, handwriting!  Each shape inset has a knob that the child engages a three finger grip to grasp.  This grasp is the same used to hold a pencil.  Through his repeated removal and replacement of the shape, his fingers are being prepared for the correct pencil grip.  As his fingers trace the contours of the shapes, he is not only controlling the muscles of the hand, but developing a firmness of touch.  This will again help him as begins to learn to write.  We find that this type of indirect preparation lends to much success as the child begins working with a pencil!

One aspect of this material that is so lovely, is that it can be used from the beginning of the child’s experience in the Montessori Primary classroom, at three years of age, and for several years after. As the child’s sensitivity to tracing the figures wanes, we have the card material to offer him. Now, this older child can take the concrete experience that he has had exploring the shapes and he can start to abstract it.  He works in gradual stages comparing the insets shapes to the solid cards, then the thick lined, and finally the thin lined cards.  As he progresses, he is able to more finely observe the minute differences of shape, translating his experience from one that was very concrete to one that is more abstract.

But even more, the experience that the child has with this material will carry through to many other exercises in the classroom. Later, he will begin to very intelligently explore triangles and their constructive nature, he will creatively design with shape, he will observe the geometric forms represented as he moves through the mathematics materials, and so much more.  The Geometry Cabinet prepares the child for much future learning!

I think that now, it is quite easy to see why this material has continued to be an integral part of the Sensorial area of the Montessori classroom for over 100 years.  It really does offer the child an important foundation of geometry and so much more!

About the Author:

Megan Trezise is an AMI trained Primary Guide who has spent many years working in both private and public Montessori classrooms.  She is experienced in creating/facilitating professional development and coaching Montessori teachers to reach their goals and their highest potential.  Meg is currently in the AMI Training of Trainers at the Southwest Institute of Montessori Studies and is looking forward to preparing adults to carry on Dr. Montessori’s legacy of serving the child.

Attend our upcoming Information Session!

 

Special Montessori Event for Parents!

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Parenting With Vision

Saturday, February 17

9:00am – 12:00pm

Arizona Grand Resort

8000 Arizona Grand Pkwy

Phoenix, Arizona 85044

It has been more than a DECADE since Association Montessori Internationale has brought their national conference to Phoenix. Take advantage of this rare opportunity to experience an AMI Montessori parents’ workshop right here in the Valley! Kristi McAlister, Montessori parent, teacher, and Head of School at Centennial Montessori School in California, will lead parents in developing a scaffold to create their own unique parenting vision – enabling parents to respond, rather than react.

Registration Information

Workshop: $75

Workshop + Lunch: $125

Workshop + Lunch + Friday Keynote with Alice Waters: $175

Register HERE

 

Kristi McAlister is the founder and Head of School at Centennial Montessori School, an AMI environment serving children from birth to 12 years old. She holds the AMI Primary diploma from the Maria Montessori Institute of London and a Masters in Urban Education from Kings College, University of London. Kristi began her career as a researcher at the National Institute of Child Health and Human Development and has taught children at the Children’s House, Elementary, Middle and High School level in both traditional and Montessori settings. She has published articles in Montessori journals in the US, Australia, India, and the UK, many of which are particularly focused on Montessori parenting. Most importantly, Kristi is the mother of five Montessori children ranging in age from 2 years old to 15 years old. This year, she happens to have one in every plane of development under 18! She was a Montessori child, and though she loves all aspects of her Montessori work from Head of School to work with AMI’s Educatuers sans Frontiéres, she is particularly passionate about supporting families in their own great work of supporting the child.

AMI Elementary Training in Phoenix

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You may have already heard, but SIMS is hoping to offer AMI Elementary (ages 6-12) training starting Fall of 2018. So much needs to happen, though, before we are approved to start the course.

In order to finalize the course there must be viable demonstrated interest. This is where you come in. If you’re considering Elementary training you can help us by filling out this quick survey. We need to know how many interested students we have and which schedule will best serve our first cohort.

While filling out the survey should only take two minutes of your time, each response will be invaluable to us. Please note, by filling out this survey you are NOT committed to attend a course in any way.

Learn More about AMI Training Courses

Daytime Primary Training Course Beginning Fall 2018!

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By popular demand, SIMS is offering a daytime Primary Training Course, in addition to our Evening Training Course, for the 2018-2019 academic year! This is the first time we’ve been able to offer daytime classes in 5 years and we don’t know when we’ll be able to offer this option again. If the evening or summer schedules have prevented you from enrolling, now is your time to act!

Classes will start in August 2018, and run through the academic year 2018-2019, and you will complete your full Primary certificate in less than one year. Daytime courses are offered in a block class format. Classes are Monday through Friday, 9:00am to 3:30pm. Take a look at the full schedule:

 

August 6 – 24, 2018                                       Block 1

*Students will complete 2 weeks of observation between Block 1 & Block 2

October 1 – November 9                                Block 2

January 7 – 25, 2019                                      Block 3

January 21, 2019                                           No class – MLK Day

*Students will complete 2 weeks of practice teaching between Block 3 & Block 4

March 4 – March 29, 2019                              Block 4

*Students will complete 2 weeks of practice teaching between Block 4 & Block 5

April 29 – May 24, 2019                                  Block 5

May 6 & 7, 2019                                             Written Exams

May 20-24, 2019                                            Oral Exams

May 25, 2019                                                 Graduation Ceremony

 

World renowned AMI Trainer, and author of Montessori Learning for the 21st Century, Shannon Helfrich, will be the Lead Trainer for this class. As a student, you have the opportunity to benefit from Shannon’s 40+ years of Montessori experience. She is currently serving as a member of the AMI Training Group and is conducting the Training of Trainers seminars in Thailand.

 

Enroll for Fall 2018 now!

 

For more information about all of our training programs, email us at info@sims-ami.org or call 877-897-7467.