Webinar: The Transformative Power of “Walking Our Montessori Talk”: Addressing and Redressing Some Observable Dichotomies with Jonathan Wolff!

Description of Webinar: Have you noticed a tendency in Montessori schools for the adults – teachers, parents, and administrators – to not practice the very Grace and Courtesy behaviors they are inviting students to learn and exhibit? Have you observed students resolving conflicts openly and respectfully at the “Peace Table,” or in a class community meeting, only to witness adults criticizing and gossiping about one another, without ever owning the problem? We teach students to be open-minded and open-hearted, to embrace the gifts of diversity, yet how many Montessori schools are still rooted in hierarchies that devalue and diminish the potential contributions of the “untrained” – the Assistants, Enrichment Teachers, and Aftercare Staff.

If you are open to taking an honest look at our “Montessori Dichotomies” – what we teach children, but at times don’t exemplify in our own thinking, behavior, and relationships, please join us. If you are ready to accept the fact that our daily behavior has a greater impact on students, the classroom community, and school culture than any of our presentations, we invite you to engage in a two-part series of lively discussions.

IF YOU ARE OBSERVING ANY OF THESE ADULT BEHAVIORS IN YOUR SCHOOL COMMUNITY . . .

This Course Is Designed to Help You and Your Colleagues Resolve These Issues in a Montessori-Friendly Manner – As We Do with Students

__ 1. People are avoiding engaging in difficult (but necessary) conversations.

__ 2.  People are stuck in fixed mindsets about others, which is damaging teamwork and workplace collaboration.

__ 3. Some staff members are rarely invited to participate in meetings, or share their ideas, because they are not Montessori-trained.

__ 4. There appears to be a lack of agreement on educational outcomes and practices between teachers of different program levels.

__ 5. People don’t know how to share and compare Montessori curriculum and instruction ideas without judging others’ practices, which leads to making others feel wrong or incompetent.

__ 6. There is a paucity of positive feedback – people rarely communicate a range of appreciation for others’ efforts, progress, accomplishments, contributions, and talents.

__ 7. People don’t know how to offer or receive constructive feedback. They dance around the issue, communicate in a judgmental manner, or receive feedback defensively.

__ 8. People jump to conclusions before observing and assessing the situation/context – before posing questions, to hear the whole story.

__ 9. Assistant Teachers, who have lots of experience and have demonstrated an understanding of Montessori practice, are still never allowed to engage in planning and presenting lessons.

__ 10. Teachers present Three Period Lessons to students, yet expect the adults they are onboarding and training to catch on to their roles and responsibilities after one oral presentation accompanied by a written summary. (Period 1. with no Period 2. Practice)

__ 11. While Teachers honor, respect, and protect the concentration of the engaged student, adults (teachers, administrators, and parents) frequently interrupt one another’s workflow in classrooms, offices, and conversations.

__ 12.  While Montessori students benefit from “long, uninterrupted work periods,” teachers do not have sufficient uninterrupted prep/release time to plan, prep, work on the environment, communicate and train their teaching partners, or communicate with parents.

Proposed Audience:  Montessori Educators (all levels) and Administrators

How to Register For This Event:

Please note: You may register at any time before the first live event on July 8th, 2026.

Registration for the event will close at 6:45 PM, 15 minutes before the start time.

This is a two-part webinar. The registration fee covers attendance at both sessions. Be sure to secure your spot early!

Presenter Bio: Jonathan Wolff is a Montessori school consultant, leadership coach, teacher educator, and author who brings to his work 40 years of experience in Montessori education as a classroom teacher and school administrator. He is the author of numerous educational publications, including The Self-Awakened Child – Character Education Program. Jonathan holds a Bachelor of Science in Secondary English Education from Temple University and a certification as a Primary guide from the Association Montessori Internationale. He studied with Mother Isabelle Eugenie, an early student of Maria Montessori.