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How does farm school connect with Montessori High School or other high schools? I read that once farm life is over, children will know what they want to do, such as attend a Montessori high school, go to a law firm in the morning for a work placement, and study with a professor in that field in the afternoon to prepare for college.

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For the last seminar: Education and Peace Chapters 12 and 14. Do we have this reading material on Schoology or we need to find it by ourselves?

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In order to help us visualize, would it be possible to share a picture (or even just share your screen for a bit) of the curriculum circle that you mentioned for the elementary subjects and for the adolescents?

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Is sexual education constantly included in the adolescents' learning process takin into account the biological as well as the emotional aspects of it? How so? Did Dr. Montessori touch upon this aspect?

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How do you keep the adult financing (running the school, salaries, etc) separate from the adolescent financing?

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Do you use textbooks in a Montessori adolescent program?
If you want to use it, how to use these textbooks properly?

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How to follow the child and at the same time comply with the governmental curriculum of each country?

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I'd like to ask jmcnamara a question， Do you suggest that all the materials of stage 2 be  in stage 3?If not all of them, how do we choose?

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I also believe that intelligence should not be associated with speed. How can we prepare adolescents who plan to enter universities? Math is one of the subjects that they need to take when applying for colleges and universities. How do we prepare them for this system?

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How about music while working? What is your take on this. E.g. While doing independent work, occupations, etc.

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Considering the difficulty of establishing farm-type realities within schools in large cities. What aspects do you consider fundamental to establish in order to enhance our adolescents' independence, integrate them into social life and bring them closer to the adult world.

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Considering the difficulty of establishing farm-type realities within schools in large cities. What aspects do you consider fundamental to establish in order to enhance our adolescents' independence, integrate them into social life and bring them closer to the adult world.

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Can the adolescents' use this time to talk and chat about life and other things when they are done with their work for the day?

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if set up an Adolescent program in the city, the shop and guest house is possible, but the farm might be hard to set up in the city, is there an other option than farm for the adolescent centre work and study in the city?

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How do you handle a situation where an adolescent doesn't like the food cooked at the farm?

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Residential program and child with big talent

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Residential program and child with big talent

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Do you have any real experience with enrolling an adolescent in an Adolescent Program (which also includes living on the farm) if the child has a talent or hobby that he or she previously worked on several times a week under the guidance of a special teacher/coach? I mean, for example, individual sport at the national level, or great musical talent. Is it necessary to interrupt this activity, or is it possible to combine it?

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We have referenced nature, the prepared environment, and the physical needs of the adolescent a lot and it has been very helpful. However, just as important is the adolescent’s need for spiritual equilibrium according to Montessori.  We have referenced “morality” without mentioning relationship with God and the natural law.  According to Montessori, the vocation of man/adolescent is to be in relation with their Heavenly Father and that the two “faiths” (faith in God and faith in themselves) upholds the adolescent.

o   How can we foster their spiritual development?

o   Has anyone expanded upon what Montessori calls the “values hidden in the soul”?

o   The adolescent has outgrown the Atrium which was the spiritual space for the child of the second plane- what is there for the adolescent in the 3rd plane as they continue their development of the soul?

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It would be good to place at the end of this period a preparation of about a month, followed by a sort of examination not bearing on studies, but on problems of conscience. It is indeed at this moment that the child's entry into life takes place. It is then that we must prepare him to fight against the evil forces, before which he will find himself. He will have to overcome temptations. Also, we cannot let him appear before "the prince of this world" without a preparation: a summary of what he has done up to then, an examination of conscience, constituting a kind of admission to the entrance in life".In french version, From chilhood to adolescence, at the end of appendix B.What does that mean ? why in the French version and not in the English version at the end of appendix B ? too spiritual, too bound in faith ?

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It would be good to place at the end of this period a preparation of about a month, followed by a sort of examination not bearing on studies, but on problems of conscience. It is indeed at this moment that the child's entry into life takes place. It is then that we must prepare him to fight against the evil forces, before which he will find himself. He will have to overcome temptations. Also, we cannot let him appear before "the prince of this world" without a preparation: a summary of what he has done up to then, an examination of conscience, constituting a kind of admission to the entrance in life".In french version, From chilhood to adolescence, at the end of appendix B.What does that mean ? why in the French version and not in the English version at the end of appendix B ? too spiritual, too bound in faith ?

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Yesterday talked about the relationship between love and work, can talk a little more?

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Yesterday talked about the relationship between love and work, can talk a little more?

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is it only for the 3rd plane of development, kids from 12-18 yr. or is it also for 2nd plane kids? can we accept kids under 12 yr. old in our Centre ?

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Do you think it's vital for a Adolescent guide to have Elementary training and/or experience first? What other experiences or abilities should an Adolescent guide have? What personal characteristics are most valuable or desirable in an Adolescent guide?

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Could you please restate the sensitive periods for the 3rd period?

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Jenny specified that the youths needs to live separate from family but also specified that they are very sensitive during this 3 plane period. Usually parents listens to children, supports and are with them during that hard times for them. How it is compensated or solved during their staying in the farm where they are lacking of that family support, time together with the closest ones and etc.? Isn't it that their essential needs are supported in the farm, but from the other perspective something is cut from them while being separate from the place they feel safe and do not have to strugle with so much callanges or rest a bit after meeting them?

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Jenny specified that the youths needs to live separate from family but also specified that they are very sensitive during this 3 plane period. Usually parents listens to children, supports and are with them during that hard times for them. How it is compensated or solved during their staying in the farm where they are lacking of that family support, time together with the closest ones and etc.? Isn't it that their essential needs are supported in the farm, but from the other perspective something is cut from them while being separate from the place they feel safe and do not have to strugle with so much callanges or rest a bit after meeting them?

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The personal evaluation questions that are made once the activity is over, is the adolescent asked to answer towards the whole group or is it introspective work?

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How do the differences between subphase 12-15 and 15-18 are taken into account in Montessori education. Farmschool is only from 12-15/16? And what is next, Montessori-wise? As Uni normally starts from 18

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Early Age Economic Independance Education

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Early Age Economic Independance Education

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How to do finance quotient education at a Montesorri environment at 6-12 (at the second plane)？

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When Adolescents Cannot Reside Away from Family

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When Adolescents Cannot Reside Away from Family

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For families who are unable to send their adolescents to a residential Montessori environment, do you have practical suggestions for how to support the third plane at home?

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How can we adapt to a rigid school system that does not adapt to the real needs of the adolescent?

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How do adolescents use digital technology in their work, which is now so emphasized? ---Eva Boušková

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How much time should be dedicated to class (indoor) time v.s. farm (ext.) time approx., knowing that the students need to eventually pass a national exam (Bac, High school diploma, O/A level, IB) in order to enter university or college.  

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How much time should be dedicated to class (indoor) time v.s. farm (ext.) time approx., knowing that the students need to eventually pass a national exam (Bac, High school diploma, O/A level, IB) in order to enter university or college.  

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Spiritual education / Educación completa 

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Spiritual education / Educación completa 

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If we talk about a comprehensive education, how do we approach the spiritual or transcendental part? Not being able to give any religion, teenagers should study philosophy?

Si hablamos de una educación integral, como abordamos la parte espiritual o trascendental? Al no poder dar ninguna religión, los adolescentes deberían estudiar filosofía?

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How to deal with the problem of puppy love between the ages of 12-18 ,if they have already confirmed the relationship between boyfriend and girlfriend, not just the favor of the opposite sex.
怎么处理12-18岁的早恋问题，如果他们已经确认男女朋友关系，不只是异性好感。

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How to open a farm school from 0 / 从0开始开设农场学校

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How to open a farm school from 0 / 从0开始开设农场学校

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How to open a farm school from 0? Are there any reference books? Reference resources? Anything you can refer to, please prompt.
怎么从0开始开设一个农场学校？有无什么参考书？参考资源？任何可以参考的东西，请提示一下。

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In China, my children can only go to traditional schools, their studies are very heavy, and there is great pressure of the college entrance examination. At present, we can only accept such a reality. How can we support and guide children's development at home using Montessori method? What are the principles? What are the key points? Thanks！
在中国，我的孩子只能上传统学校，学业非常重，高考升学压力大，在我们目前只能接受这样的现实情况下，怎么在家用蒙特梭利方法支持和指导孩子发展？有哪些原则？有哪些关键点？谢谢！

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What are some of your recommendations if students are still developing their independence when it comes to choosing work or initiating and completing work?

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I've been working with Montessori kids and in a Montessori schools for 8 years now. I've got experience(a humble experience of course comparing to your experiences) with each age from 0 till 6. I believe in Montessori system of building a normalized independent person and I really want to do work with adoloscence and to build a farm for them. where I live there are Montessori schools for the 1st and 2nd plane but non for the 3rd or 4th. Can I do it? Is having the believe and the well in my heart enough to start out step by step this farm specially after finishing our orientation course or do i need to have more experience and more studies? Thank you!

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question about the appendices for the seminars

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question about the appendices for the seminars

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What are the particular translations or publishers and dates of the books that the appendices were taken from? ISBN numbers would be helpful also. Thank you.

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Curious about the recommendation for no meat and sugar.

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How can adults who did not evolve under the guide of Montessori pedagogy become effective Montessori guides? Clearly this has happened, but is teacher training enough? What else can support this?

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关于教师在第二和第三阶段的干预问题  On the intervention of teachers in the second and third stages

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关于教师在第二和第三阶段的干预问题  On the intervention of teachers in the second and third stages

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我孩子所在的蒙特梭利小学有一些孩子从传统学校转学而来，由于在学习上经历了大量的被安排学习的情况，导致这个孩子整整一学期，在教室里是不工作的，就是各种理由不工作，拒绝的理由也是说：不喜欢，或者这些工作太无聊。于是，于是，老师就让他放空，导致这个孩子整整一个学期没有自己的工作。我问过那位老师，他回答原因两点：第一，老师不应该可以安排孩子的工作，孩子也不应该被安排；其二：孩子需要放空，修补和疗愈他之前因为学习收到的干预。我想问的是，如果说孩子没有不工作的权利，那么，这个学期老师的做法是恰当的么？

另一个问题是：如果这种情况发生在青少年时期的孩子身上，（要知道传统学校的课业安排是非常繁重的，并且是安排孩子而不是由孩子自己选择，越是中学课业越多。），老师又将会发生怎样的作用呢？

My child's montessori elementary school has some of the children from the traditional schools, since in study has experienced a lot of learning situation are arranged, causing the children for the whole semester, in the classroom is not working, is all sorts of reasons not to work, reasons for refusing also said: don't like it, or the job is too boring. So, so, the teacher let him free, resulting in the child for a whole semester without his own work. I asked the teacher, and he said there were two reasons: first, teachers should not be able to arrange children's work, and children should not be arranged; The second is that the child needs to empty, repair and heal from the intervention he has received as a result of learning. What I want to ask is, if children do not have the right not to work, then, this semester teacher's approach is appropriate?

Another problem: if this happens to teenagers, (remember that traditional school schedules are burdensome, and the child is assigned more work in middle school than the child chooses). And what role will the teacher play?

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What if going out isn't happening in the classroom? How do we initiate this as a preparation for the third plane? Does grace and courtesy need to be built first before they go out? (When most students are in upper elementary but just have recently joined the Montessori community)

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Regarding the second plane, how can we teach history with a positive perspective when there is a questioning and construction of morality? Thanks
-:- Pía -:-

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What alternatives can we have/do if space is limited and a farm set-up is not possible? Ex. The Erd environment is in an urban area.

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How long must adolescent live on a farm? Months? Year or several years?

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How long must adolescent live on a farm? Months? Year or several years?

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What the elementary children said when going from Upper El to Adolescent programme: time management, work ethic (finish tasks), appreciate/can work together in a group of different ages/appreciate the other, the ability to learn alone, being independent, I do this because I know I need to do this, not because I am told to. 

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What the elementary children said when going from Upper El to Adolescent programme: time management, work ethic (finish tasks), appreciate/can work together in a group of different ages/appreciate the other, the ability to learn alone, being independent, I do this because I know I need to do this, not because I am told to. 

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There are different aspects of the timeline mentioned in the teacher's course, social independence, economic independence... Is there a specific timeline for this?

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Our environment is not prepared yet as we just started to open the 12-15 environment. As Leslie and Jenny mentioned, the answer to almost everything is the prepared environment, however, we as humans cannot give it right away especially if we are aiming for the environment that Montessori envisioned and designed for the adolescents. What suggestions and practices can you recommend? Any tips from  practitioners who experienced this kind of difficulty firsthand?

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What tendency is the need to create art?

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What tendency is the need to create art?

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The need to create art, is that a human tendency and to which tendency it belongs?

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What adjustments and remodelling do we need to consider and do if a child is in an environment that isn't for his age. Any developmentally appropriate practices that we can do for the child?
E.g. An 11-year-old boy in an Erd community (12-15)

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We should avoid children watch TV / Movie / Cartoon at the Stage of 0-6 because these is all illusion, NOT real life; and we guide children watch a little TV / Movie /Cartoon at 6-12 when needed (maybe no more than 3 hours a week). Right? And how to deal with this issue at 12-18? --Daniel LI

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Some teacher say we should avoid 3-6 years' children pretend play / play house, because these things cause illusion and may cause deviation, we should encourage children to do real work in real life. But Opera/ Novel / Art is also some kind of illusion. So what should we deal with this issue( Pretend Play / Play house).--Daniel LI

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How do we support older learners who have recently joined the Montessori community who were unable to benefit from the beauty of the Montessori prepared environment during their younger years? (since there could be considerable impact on their normalization)
Could you please share some specific strategies? (Ex. developmentally appropriate practices)

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when we talk about the well prepared environment, which is important for each plane of development, Does it mean the school environment and the home environmnet as well?
If a child had a good home environmnet but not well-prepared school environmnet and vise versa, Does this affect on the development of the child or not?
thank you
Mais Alkountar

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could you please explain again the meaning of Cosmic Eduction and in which plane of development does it exactly appear, and what is the best approach we should take with children is this stage?
Thank you - Mais Alkountar

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Could you please list out the number/names of tendencies?
--Mais Alkountar

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Does normalization occur in the first plane child only or does it also happen for the second plane child?

Noelli Yap

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If the child got involved in the family business or helped his father for example in his business/shop etc.
Does this count as a good environmnet for him to live real social life/working or it's not because he's still with his family?

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Could we have the title of the article on empathizing Jenny mentioned?

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Could we have the title of the article on empathizing Jenny mentioned?

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How or why does a child become trapped in one plane? How can we acknowledge it and what can we do to help the child overcome that blockage?   Lăcrămioara Bercea

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Some people change a lot , even completely change after 24+, for example, when some one got married, or had children, or come back after badly illness. These development  is not about education, right? ---Daniel LI

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What happens if a childs needs were not fulfilled during the first or second planes? Would that lead to some sort of stunt in development and how would it influence the development of the other planes?
-Brandon Slattery

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If there are no suitable residential Montessori Adolescent programs in the vicinity, and children must attend conventional school, do you have any suggestions for how the adults at home can support their development?

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We only have 6 adolescents in the community. The Language seminar has been happening for almost 4 months, but they keep forgetting to read the text. Since they are aware that they can stay outside the circle and not participate - it actually serves as a way for them to get away with the readings and responsibilities. How can we address this problem?

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Can you please tell me how you are doing with certification? The guys who came to my class were not from the Montessori school. Very large gaps in knowledge. How do you solve the issue of combining the study of subjects and certification and the main task of a teenager is to build himself in society. Presses these conditions to the mandatory delivery of all subjects of the school course. How do you do it? I have children six children 3 development plans. They live on a farm. Everything is fine with the work, the community is working. But when it comes to certification, problems begin

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Could you please explain how the day at the farm is organized - you said that we need to fullfil both the need for manual work but also the need for intellectual and academic work. Is it possible to express this in form of a ratio? Would it be 50/50 manual vs. academic? Thank you!

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When you are a teenager, you will be curious about the opposite sex. How do you think about the relationship between men and women in the youth group when they have a good impression of each other? Thanks!在青少年時期會對異性產生好奇，請問在青少年團體中當他們對彼此產生好感時，會如何看待男女之間的關係？謝謝！

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我注意到不同的AMI的培训师关于人类倾向

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我注意到不同的AMI的培训师关于人类倾向性会有不同的表述，比如有的10个，有的可能更少，今天老师给出的是12个。那是否意味着，每个人的理解可以不同？又或者有什么标准，什么算是，什么不能算是。

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Each question will be processed. We will place it under topics and it will be answered when possible. Please, Google translate your questions to English before you place it here. Thank you.
Každá otázka bude zpracovaná. Uložíme ji pod téma, kam patří. Prosíme, přeložte své otázky pomocí Google translate do angličtiny. Díky.

每个问题都会被处理。我们会将其置于主题下，并在可能的情况下予以答复。请先将您的问题谷歌翻译成英文，然后再将其放在这里。谢谢你。
Cada pregunta será procesada. Lo colocaremos debajo de los temas y se responderá cuando sea posible. Por favor, Google traduzca sus preguntas al inglés antes de colocarlas aquí. Gracias.
Каждый вопрос будет обработан. Мы разместим его в темах и ответим, когда это будет возможно. Пожалуйста, Google переведет ваши вопросы на английский, прежде чем размещать их здесь. Спасибо.

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Could we have a section where we share resources such as as books and websites that give further information on topics that have been mentioned? Thank you.

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Скажите, пожалуйста, как у вас с аттестацией дела обстоят? Пришли в мой класс ребята не из монтессори школы. Очень большие пробелы в знаниях. Как у вас решается вопрос с совмещением изучением предметов и аттестации и главной задачей подростка- построение себя в социуме. Давит эти условия к обязательной сдаче всех предметов школьного курса. Как у вас это происходит? У меня дети шесть детей 3 плана развития. Живут на ферме.С работой все отлично, сообщество работает. Но как дело касается аттестации- начинаются проблемы

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Can you please confirm that this is correct?

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Can you please confirm that this is correct?

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0-2: family, 2-6: kindergarten, 6-12 school+go out, 12-18： farm school,  18-24+：open university+reality. right? --Daniel LI

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student created progress report:  Mastery Transcript Consortium  (https://mastery.org) used by over 400 schools in the world today. Very Montessori friendly 

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student created progress report:  Mastery Transcript Consortium  (https://mastery.org) used by over 400 schools in the world today. Very Montessori friendly 

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Mastery Transcript Consortium® (MTC) | Join the effort to create a high school transcript to transform high school.

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Welcome to Mastery Transcript Consortium® (MTC)

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MTC is is a growing network of public and private schools committed to re-inventing how all students prepare for college, career, and life.