All children, not only have the ability but also the intrinsic motivation to learn, believed Dr. Maria Montessori. In line with this belief, the Montessori environment which was first established in 1907 i.e. over a century ago has continued to keep its essence of inclusivity in education alive.

Set the children free, let them have fair play, let them run out when it is raining, take off their shoes when they find pools of water, and when the grass of the meadow is damp with dew let them runabout with their bare feet and trample on it;

IMTC-Central announces a special session with a very special teacher and teacher- educator, Priya Rajagopalan. She will share from her experience in the elementary classroom, working with children from 6 yrs to 12 yrs.

IMTC-Central announces a special session with a very special teacher and teacher- educator, Priya Rajagopalan. She will share from her experience in the elementary classroom, working with children from 6 yrs to 12 yrs.

In Montessori’s view, observation is a tool that offers us the possibility of supporting the self-construction of children, and observation could also be utilised as a technique that could guide us to appropriate responses to the particular needs (or problems) of the children in our care.

Preparation for the academic year in a Montessori elementary environment could be critical in helping to plan for the new academic year starting in June and to plan for each child.

From the feedback of the first programme, it was felt that a session on follow-up activities in a Montessori elementary environment may help to address many of the requirements expressed.

Classroom Management can be a concern for a new teacher; and those with experience may have become habituated to some practices. Here is an opportunity to look anew at how we manage our class environments.