# International Montessori Society

> Creating the New Education


## Posts

- [From Control to Co-dependence](https://imsmontessori.org/from-control-to-co-dependence/): From Control to Co-dependence: The Scientific Teaching Journey at Joyful Haarlem Academy*   By Evelyn Onyekonwu (IMS ‘22) In this article, Evelyn reports on her use of “The Technology of Scientific Education” (www.scientificed.com) with children at her school in Asaba, Nigeria Two years ago, my classroom was different. If I stepped out to take a call, learning stopped. Children waited for my voice, my instruction, my presence. I taught from personality, not principle. I was tired. They were dependent, and fear drove both of us. That was my “conventional” reality. Now it’s different! The change did not happen overnight. It began when I [&hellip;]
- [Acres of Fun in Uganda](https://imsmontessori.org/acres-of-fun-in-uganda/):      The Acres of Fun Preschool, located in Kampala, Uganda, was established in 2022 by Irene Nakalembe. In this IMS recognized school, the teaching staff (see picture) have been developing the skills of scientific teaching from Lee’s book, “The Technology of Scientific Education.” In its short history, the school enrollment has grown rapidly due to the high regard it has in the local community.      Irene is also a member of the IMS-sponsored Character Teaching (CT) project, where she has been active with others members in Uganda seeking to gain government approval for its eventual operation. Her professional background [&hellip;]
- [Teaching Reading with scientific technology in Nigeria](https://imsmontessori.org/teaching-reading-with-scientific-technology-in-nigeria/): By Evelyn Onyekonwu (IMS &#8217;22) Director, Joyful Haarlem Academy (Asaba, Nigeria) Following the Protocols of Technology In a video, I showed parents how I presented a phonetic reading lesson, and in the process, the child used the phonetic sound of “e” to try to sound out the word “see”,  Someone messaged me after seeing the video, saying the child shouldn’t be sounding the letter “E” twice. I didn’t correct the child in that moment. Here’s why, based on the Technology of Scientific Education: *1. Basis of Interest*   We teach when the child shows interest. The child was reading that word (see) [&hellip;]
- [Character Teaching (CT) - May 2026](https://imsmontessori.org/character-teaching-ct-may-2026/): Kenya Everline Oiye, CT/Kenya, recently received a copy of the book, “The Technology of Scientific Education”, which she is using to enhance her teaching with preschool children she supervises at her church&#8217;s program. For the CT project, she has met with former CT/Kenya board member, Jared Otieno, to organize meeting with officials in the Kenya Ministry of Education. Jared is presently active as a candidate for president of Kenya, and is eager to help advance the CT project with the contacts he has developed in his leading role with humanitarian projects in that country. South Sudan CT/South Sudan board member, Christophe [&hellip;]
- [Letters to the President](https://imsmontessori.org/letters-to-the-president/): During the past several months, I&#8217;ve been corresponding with US President, Donald J. Trump about the importance of including scientific education into his vision and plan to restore the greatness of America. In my comments, I reminded him that our nation&#8217;s greatness fundamentally rests on its commitment to laws of nature as referenced in our original founding document, the Declaration of Independence. In particular, I pointed out that this commitment can only endure over time if it is communicated to children. And since this is precisely the purpose and function of scientific education, as described in the book I wrote on [&hellip;]
- [Kiddy Planet in Gabon, West Africa](https://imsmontessori.org/kiddy-planet-in-gabon-west-africa/): The Kiddy Planet School was founded by Nissrin Makarem Anguilet in Libreville, Gabon, West Africa, in 2018. Starting as a small preschool, it was based on her desire to “create a nurturing environment where children could learn through exploration, independence, and respect for their natural development.” As her enrollment grew, Kiddy Planet incorporated both English and French language to serve the diverse cultural community of parents in the local area. Nissrin says that Montessori’s scientific education has played a central role in the school’s growth, which has now become well-known and trusted by parents in the whole Libreville community. In 2020, [&hellip;]
- [Teaching the Technology](https://imsmontessori.org/teaching-the-technology/): By Evelyn Onyekonwu (IMS &#8217;22) One day, I saw one of my teachers attempt to resolve a misbehavior situation with two children by shouting and grabbing materials out of their hands. Since I was sensitive to his likely defensive attitude if I corrected him at that time, I decided to use the technique “imagination-previsioning” to analyze and correct the problem first in my mind through quiet meditation. On another day, the same two children were again mishandling materials as before, and I told the teacher to just watch as I used the technology to resolve the misbehavior so it completely disappeared. [&hellip;]
- [Working with other Adults](https://imsmontessori.org/working-with-other-adults/): by Lee Havis &#8211; &#8220;The only way by which the individual may escape is that by which all humanity may be saved&#8230;.help one another, or you will die.&#8220; Dr. Maria Montessori  from Spont. Act. in Ed., p. 277    In scientific education, resolving disorder in the &#8220;adult personality&#8221; is not about just your own personal presence in the environment, but also includes the actions and influence of other adults as well. This means you have to work with these other adults to remove their harmful projections on children in the environment also.      Sadly, helping other adults practice scientific teaching [&hellip;]
- [The Danger of Eye Contact](https://imsmontessori.org/the-danger-of-eye-contact-2/): by Lee Havis In the technology of scientiﬁc education, “eye contact” like other techniques, only works as intended when applied within the bounds and regulatory control of speciﬁc protocols, such as well-being of the total environment, and least amount of adult involvement.      So, the danger of eye contact occurs when it is not used inthis manner for neutral, non-judgmental interaction with the child. This happens, for example, when you add some manipulative frown, smile, or head gesture to eye contact alone, which then projects some judgment or feeling of approval or displeasure. There is also danger in eye contact [&hellip;]
- [Tangible Changes at Circle of Friends](https://imsmontessori.org/tangible-changes-at-circle-of-friends/): by Michelle Landry On August 2nd and 3rd of this year, my husband and co-Director Roy, myself, and our lead teacher Alison, attended the Danbury workshop, led by Lee Havis IMS. What began as a professional workshop among teachers has blossomed into tangible changes that affect the way the children in our program learn and work within our classrooms. One of the primary lessons of Lee’s method is fostering independence through freedom of choice with the least amount of adult involvement. As we notice the children gaining confidence in their abilities to choose work and move freely about the classroom, we [&hellip;]
- [IMS Workshop in Danbury, CT](https://imsmontessori.org/ims-workshop-in-danbury-ct/): The latest IMS workshop “Creating the ‘True Natural’ Reality” was held in Danbury, CT on the weekend of August 2-3, 2025. IMS sponsored this workshop as part of its long-standing mission and work of creating Dr. Montessori’s vision of a “true natural” reality of perfect, peace, order, and harmony in the world. Attending were teachers, school owners, and other interested educators from Connecticut, New York, and Massachusetts. Led by Lee Havis, IMS founder and director, the workshop especially aimed to demonstrate the use of a unique “technology” of practical skills for creating this “true natural” reality in a reliable, scientific way [&hellip;]
- [Technology Book for South Sudan](https://imsmontessori.org/technology-book-for-south-sudan/): On May 14, 2025, Mary Hadﬁeld, sister-in-law of Chris Morgan (CT, South Sudan) met with Lee Havis in the offices of IMS in Silver Spring, MD to discuss the CT project that Chris is pursuing in South Sudan. Although currently a long-term US resident, Mary is still very interested to help this project succeed in her former native country. While visiting with Lee, Mary bought a copy of his book,”The Technology of Scientiﬁc Education”, which she will send to Chris, to help in his work with the CT project, as well as in the operation of his new school, Divine Eagles [&hellip;]
- [Character Teaching in Uganda](https://imsmontessori.org/character-teaching-in-uganda/): From left to right: Mr. Ivan Kimpanga Mukibi (Academic Registrar at the Luigi Guissani Institute of Higher Education). Caroline Mbabazi Mpyisi( Cherry Tree Foundation). Honourable Dr Joyce Moriku Kaducu State Minister for Primary Education. Ms. Robina Biteyi National Coordinator White Ribbon Alliance. In November, 2023, the “Character Teaching” (CT) project in Uganda was activated with the participation of Caroline Mpyisi as member of the country’s CT Consultation Board. Later that month, IMS sent a letter to the Uganda president Museveni to request his government’s support and approval of the project. In Uganda, the CT project will benefit from Caroline’s considerable background [&hellip;]
- [Character Teaching in Kenya](https://imsmontessori.org/character-teaching-in-kenya/): by Lee Havis    In April, 2023, the Character Teaching (CT) project was recently revived in Kenya after it was first initiated there in 2007. This new beginning was sparked by the inclusion of Everline Oiye as a new member of the CT consultation board in that country. In Kenya, Everline brings a substantial background of experience, interest and love of children to this project. Besides holding a diploma from Dean’s Teacher College in Nairobi, she has taught children as a volunteer in the Kibera slums of Nairobi for the last 15 years. She states, “I love doing this so much. Despite [&hellip;]
- [Transforming Conventional to Scientific Education](https://imsmontessori.org/transforming-conventional-to-scientific-education/): by Evelyn Onyekonwu (IMS ‘22) Asaba, Nigeria &#8220;The journey of my staff, learning to use the technology of scientific education, has been a huge task of expanding beyond my own personality expectations.&#8221; Beginning with a new male staff teacher at my school, I first watched him follow a conventional pattern of too much adult personality with the children. So, using the imagination-previsioning (IP) technique, I imagined him as a child and myself as the guide/observer of his learning with the instructional material. Having all the IP in my head, I asked him to get some material of his choice and sit [&hellip;]
- [Tune into the "True Natural" Frequency](https://imsmontessori.org/tune-into-the-true-natural-frequency/): Curious? Learn how to do this at the IMS workshop in Danbury, CT, August 2-3, 2025            What station are you tuned into with children? Only by tuning into the unique &#8220;true natural&#8221; frequency will children resonate with the frequency of the &#8220;normalized&#8221; child experience. However, this &#8220;station&#8221; is outside the bandwidth frequency of ordinary reality. Good News!  You can learn how to regularly tune into the &#8220;true natural&#8221; frequency with children at the IMS workshop in Danbury, CT (Aug 2-3, 2025).   The key to doing this is a specialized scientific technology you&#8217;ll learn at the [&hellip;]
- [The Danger of Eye Contact](https://imsmontessori.org/the-danger-of-eye-contact/): In the technology of scientific education, “eye contact” is the most simple, basic technique there is, just looking at a child in the eyes while he is looking back at you in the eyes. All by itself, this technique can be the most perfect way to remove the disorder and detrimental influence of the adult personality on the child. However, it’s great power also comes with a great, if subtle, type of danger in the adult-child relationship as well. Eye contact, like other techniques, only works for effective scientific teaching within the bounds and regulatory control of specific protocols, such as [&hellip;]
- [Character Teaching in South Sudan](https://imsmontessori.org/character-teaching-in-south-sudan/): Christophe Morgan, Member, CT consultation board in South Sudan
- [What is the Child's True Nature?](https://imsmontessori.org/what-is-the-childs-true-nature/): Watch the Video! In 1907, Dr. Maria Montessori, using an experimental type of scientific education, was surprised to discover the child&#8217;s true nature by observing young children in their free, self-directed activity. She found that this &#8220;true nature&#8221; became visible by such normal outward qualities as spontaneous self-discipline, love of order, and perfect harmony with others. But how to actually experience this same &#8220;true natural&#8221; reality&#8221; has remained an elusive mystery of practitioners of the &#8220;Montessori Method&#8221; for many years. At the IMS Wichita, Kansas workshop I conducted last year, I showed an exercise to experience this true natural reality within [&hellip;]
- [Reforming Montessori Accreditation](https://imsmontessori.org/reforming-montessori-accreditation/): Reforming Montessori Accreditation involves a change to the "Higher Education Act" (HEA) that recognizes private accrediting agencies in a discriminatory manner that favors large, conventional agencies over those with innovative, bold format and approach, such associated with the scientific education associated with the "Montessori" label. 
- [Character Teaching Project in Ghana](https://imsmontessori.org/character-teaching-project-in-ghana/): In October, 2024, Isaiah Koﬁ Tefutor accepted appointment to serve as the initial member of the IMS-sponsored “Character Teaching” (CT) project in Ghana, West Africa. As founder and director of AUST International Montessori School in Accra, Ghana, he also established recognition of this school with IMS as well. He therefore hopes to work closely with IMS in bringing this new education and innovative CT project to the people of this forward-looking country of West Africa.     Isaiah brings to the CT project a 20-year background in the ﬁeld of education, specializing in the training and supervision of personnel in the [&hellip;]
- [Character Teaching in Latin America](https://imsmontessori.org/character-teaching-in-latin-america/): by Lee Havis      The Character Teaching (CT) project began in 2000 when I encountered poor working children in the streets of a small town in Mexico, right on the border with USA. From there, I devised a framework for applying scientific teaching with the type of children, which ultimately became the &#8220;Character Teaching” project. However, since initial proposals to conduct the project did not receive sufficient government interest, the project was set aside for many years. Now, however, recent changes in the governments of El Salvador and Argentina have renewed my interest to try again in Latin America.      In [&hellip;]
- [New CT Board Member in Uganda](https://imsmontessori.org/new-ct-board-member-in-uganda/): In June 2024, the Character Teaching (CT) consultation board in Uganda welcomed new member, Irene Nakalembe, to serve with Caroline Mpyisi in this project to employ scientific teaching to overcome poverty among children in that country. Irene will contribute her considerable background in the medical field.  In addition, she has demonstrated her interest in scientific teaching as we, since she is co-owner and director of the IMS recognized “Acres of Fun Preschool” which was established in 2022 in Kampala. Irene presently divides her time between Uganda and her residence in San Jose, CA (USA), where she is completing a master of [&hellip;]
- [IMS in Nigeria](https://imsmontessori.org/ims-in-nigeria/): Evelyn Onyeka (IMS &#8217;22) Children at Joyful Haarlem Academy      In Asaba, Nigeria, Evelyn Onyekonwu (IMS &#8217;22), has been busy since completing the IMS distance learning course in scientific education.  Her main project has been establishing a new school, Joyful Haarlem Academy, which now is underway with a beginning enrollment of children.  Evelyn and the children enrolled in her school are shown above.   Besides developing this school, Evelyn has also been busy conducting seminars in the use of the IMS &#8220;technology of scientific education&#8220;.  Pictured here are the children in Evelyn&#8217;s school, showing the book, &#8220;The Technology of Scientific Education&#8221;, which [&hellip;]
- [New book Tech website - Scientificed.com](https://imsmontessori.org/new-book-tech-website-scientificed-com/):      In April 2024, a new website for Lee’s book, “The Technology of Scientific Education”, was placed on the web at scientificed.com. Published in 2023, this 400-page book contains the essential practical guidance for creating Montessori&#8217;s “true natural” reality with children. In it, you will find all you need to put the technology into practice in any situation with children. At this site, www.scientificed.com, readers can explore various details of the book before purchase.       Featured at this website is a description of the book’s content, consisting of 10 chapters, as well as a number of sample illustrations from the book, [&hellip;]
- [Character Teaching in East Africa](https://imsmontessori.org/character-teaching-in-east-africa/):     Since 2000, IMS has been sponsoring an innovative project to use scientific education to overcome long-term cultural poverty conditions by interacting directly with the poor working children who are most adversely affected.  The project, called “Character Teaching” (CT) has recently been showing signs of moving towards its eventual operation in the East African countries of Uganda and Kenya.      Until now, the CT project has met many obstacles, due to its innovative, unconventional approach to overcoming proverty through education. For example, instead of the more conventional approach of proving poor children with free food, healthcare, and traditional classroom schooling, the [&hellip;]
- [IMS Workshop in Wichita, Kansas](https://imsmontessori.org/ims-workshop-in-wichita-kansas/):     On the weekend of April 20-21, 2024, Lee Havis conducted the latest IMS training workshop in Wichita, Kansas, entitled “Creating the ‘True Natural’ Reality”. Attending were parents and educators from throughout the state of Kansas, as well as several from the state of California. This Wichita workshop presented the “technology of scientific education” with each participant receiving their own copy of Lee’s 2023 book on the subject.      At the workshop, Lee used his presentation at the earlier Cambridge International Education Conference as a guide to further deepen the value of the Wichita learning experience. For example, he conducted [&hellip;]
- [Presenting the “true natural” reality in Cambridge UK](https://imsmontessori.org/presenting-the-true-natural-reality-in-cambridge-uk/):     From January 29 – February 1, 2024, educational leaders and school owners from throughout Africa met in Cambridge, UK to learn about new ideas to improve the conduct of education in their native countries. As one the speakers at this Cambridge International Education Conference (CIEC), Lee Havis presented the IMS application of scientific education for creating Montessori’s visionary “true natural” reality in the world.      In his presentation, Lee introduced the innovative IMS “technology” of scientific education as the key practical means and guidance for co-creating this hopeful new reality with young children. A highlight of this presentation was orienting [&hellip;]
- [CT in Uganda, East Africa](https://imsmontessori.org/ct-in-uganda-east-africa/): by Lee Havis In November, 2023, the “Character Teaching” (CT) project in Uganda was activated with the participation of Caroline Mpyisi as member of the country’s CT Consultation Board. Later that month, IMS sent a letter to the Uganda president Museveni to request his government’s support and approval of the project. In Uganda, the CT project will benefit from Caroline’s considerable background and experience in education has been ongoing since before 2000, when she first made contact with IMS. In 2018, she founded the “Cherry Tree Foundation” to help develop Montessori education in her country. And in 2020, she was active [&hellip;]
- [Kindred Spirits Meet](https://imsmontessori.org/kindred-spirits-meet/): On October 7-8, 2023, Sally Korte (IMS ‘15) paid a visit to Lee Havis at IMS headquarters near Washington, DC, USA. Together they discussed and shared their respective activity and plans for advancing the work of IMS and Dr. Montessori’s visionary “new education” in the world. Up to this time, their only communication was through long distance telephone contact and Sally’s participation in IMS distance learning and on-line webinars. The recent October meeting focused especially on their common experiences and practice with the unique “technology” that Lee has recently published in his new book on the subject. For example, Sally shared [&hellip;]
- [Renewal of CT in India](https://imsmontessori.org/renewal-of-ct-in-india/): by Lee Havis In October, 2023, SB Silvaraj of Hyder- abad, India, renewed his prior 2017 membership in the Character Teaching (CT) Consultation Board in India. Therefore, based on his current active status, I wrote a letter, on behalf of IMS, to the Indian President Draupadi Murmu, to request her government’s support and approval of this project. SB Silvaraj offers a strong, favorable background and experience to lead the CT project forward in India. With an MA degree in Economics, he has spent many years as agent and marketing representative for various commercial businesses and international educational institutions in India. His [&hellip;]
- [A Book is like a Friend..](https://imsmontessori.org/a-book-is-like-a-friend/): by Sally Korte (IMS ‘15)      Have you ever read a book and fallen in love with it? This is what happened to me when I read Lee Havis’ new book “The Technology of Scientific Education”. This book has become my best friend, the friend that you always want to have with you because his presence guides you to the light. A friend that walks with you and shows you the way to greatness.       This book has been accompanying me in different ways this summer. First it has enhanced the “Montessori” lectures that I present for Catechist of the Good [&hellip;]
- [What is the Montessori "Method"](https://imsmontessori.org/the-montessori-method/):   What is the Montessori “Method”? “One would like to know in a few clear words what this Montessori Method really is.” Dr. Maria Montessori from The Formation of Man, 1955 ed., p.7 The Montessori “Method” refers to research that Dr. Maria Montessori began conducting with preschool aged children in 1907. In her research, she employed an approach that originated many years before with the research of two French physicians, Gaspard Itard and Eduard Seguin. This approach, called “scientific education”, was essential observing children in their free, self-directed activity, rather than teaching them according to a predetermined plan or curriculum. With [&hellip;]
- [NOW ON SALE!](https://imsmontessori.org/order-technology-book/): Now on Sale! The Technology of Scientific Education by Lee Havis, publ. Feb. 2023 In my new book, The Technology of Scientific Education&#8220;, you will find practical tools, and guidance for solving all manner of problems with children.  Using this technology is therefore the truly reliable, scientific way to bring about the child&#8217;s true nature as Dr. Montessori famously discovered in 1907. Follow Laws of Nature The technology described in this book is the key to creating Dr. Montessori&#8217;s &#8220;new education&#8221; because it represents the functional equivalent of following laws of nature with children.  This book will show you how to [&hellip;]
- [Become an IMS member](https://imsmontessori.org/become-an-ims-member/):   IMS members receive regular periodicals on the subject of scientific education. For example, the latest &#8220;Observer&#8221; newsletter features &#8220;Transformation&#8221;, which focuses on spiritual nature of change in reality that is emerging from the practice of scientific education. The &#8220;Observer&#8221; shown above is the first page of a recent issue featuring &#8220;War and Violence&#8221;.  Challenging topics such as these, as well as inspiring personal stories of practitioners using the unique IMS technology are also part of this quarterly periodical.  All members receive a subscription to these publications.   Join IMS as a member to join with others who are actively creating the [&hellip;]
- [Masks OFF for the "New Education"](https://imsmontessori.org/masks-off-for-the-new-education/): After so many months of closed schools and mask wearing, children are now feeling the joy of masks off in many locations around the world.  Lori Musa, Director of the Princeton Community Family Learning Center, in Princeton NJ, tells an inspiring story of how her school began, and how it overcome the recent 2-year pandemic that has been so hard on schools, parents, and children. The Princeton Community Family Learning Center began as a single mother struggling with four young children.  At that time, some 22 years ago, Lori started a school in her home, serving her own children, along with [&hellip;]
- [First IMS Certified Teacher in Nigeria](https://imsmontessori.org/first-ims-certified-teacher-in-nigeria/): On January 12, 2022, Evelyn Onyekonwu (IMS &#8217;22) received her certificate and credential for completing the IMS distance learning course.  She began this course in October, 2019, which was made possible by a generous tuition scholarship from Donna Curtis (IMS &#8217;02) and parents of her unique &#8220;Mustard Seed&#8221; learning program in Petaluma, CA. Even before she completed the course, Evelyn was conducting workshops and sharing her knowledge about IMS technology and scientific education with other educators in Nigeria.  In fact, she even began building a new school in her area of Nigeria as well.  In this effort, Donna Curtis and her [&hellip;]
- [New Birth in Robbyn's "Nest"](https://imsmontessori.org/new-birth-in-robbyns-nest/): Robbyn German (IMS &#8217;02) has been the director of a small Education center in Sherman, CT for the past 20 years.  She calls her center &#8220;Robbyn&#8217;s Nest&#8221;, which has been working to apply IMS technology with children, always in the face of beliefs and philosophy that conflict in the surrounding culture. Recently, she reported a certain &#8220;new birth&#8221; experience with a new three year old child who started to pull her CD player off the shelf at the center.  Robbyn over reacted a little bit, shouting out, &#8220;That is Miss Robbyn&#8217;s!&#8221;.  Looking back at this scenario, she realized that the better [&hellip;]
- [The NEW Danbury Study Guide - revised edition, November 2021](https://imsmontessori.org/the-new-danbury-study-guide-revised-edition-november-2021/): The original Danbury Study Guide came together in 2006, to accompany a 4 1/2 hour audio cd of the IMS Danbury workshop, which presented the specialized 2003 technology consolidated for scientific teaching at that time.  This material was prepared to make this breakthrough knowledge available for home and school study to gain an introduction to this powerful support for scientific education. Although the basic terms and format of the technology have remained essentially the same as presented in 2006, there have been further new insights and knowledge gained on the subject which call for occasional revision. The most recent revision, in [&hellip;]
- [Lee Havis presents at Saudi Smart School Summit](https://imsmontessori.org/lee-havis-presents-at-saudi-smart-school-summit/): December 1-2, 2021 On Thursday, December 2, 2021, I presented an introduction to the technology of scientific education at the Saudi Smart School Summit.  This presentation was made via virtual internet connection, to reach a global audience of participants in this summit.  Click on the image to access a recording made of this presentation. My presentation focused especially on the breakthrough insight from 1979, the &#8220;Individual Child Framework&#8221; that solves the long-standing obstacle in this field, that has prevented its full practice and effect to bring about the child&#8217;s true nature as Dr. Montessori discovered in 1907.  In my presentation, I [&hellip;]
- [Old Field School in Setauket](https://imsmontessori.org/old-field-school-in-setauket/): The Montessori School of Old Field in Setauket traces its history back over 24 years, when it was first established by Bernardita McHugh in Amityville, NY. Back in 1997, Bernardita (Ditas) set up her first school, which started in a storage room of a local Synagogue. Then, under the name, Maria Montessori Children’s Center, the storage space was quickly converted into a classroom for a beginning enrollment of five preschool aged children. Over the years, Ditas has enjoyed the support of her growing (and changing) family, now with her current husband, Shawn, and children Caterina, Alessandra, and Joshue, who all participate [&hellip;]
- [Evelyn in Nigeria](https://imsmontessori.org/evelyn-in-nigeria/): &nbsp; On August 3-5, 2021, Evelyn Onyekonwu, IMS student in Nigeria, participated in a conference sponsored by Revive Tech Montessori (Dr. Isioma Thomas, Dir.), held in her native city of Asaba, Delta State. In her presentation, Evelyn spoke about the IMS technology, giving examples, such as the technique eye contact, looking at the child in his eyes, with no negative judgmental expression. She further mentioned the IMS protocol, least amount of adult involvement, noting the caregiver’s role to observe the classroom environment, and only give a particular instruction with materials when the child shows a “green light” signal of interest in [&hellip;]
- [IMS Completes Third Technology Webinar](https://imsmontessori.org/ims-completes-third-technology-webinar/): On August 14, 2021, IMS completed its third 8-session webinar presenting the unique “Technology of Scientific Education”. During these seemingly interminable lock-down pandemic times, this remote format has proven quite effective in making the IMS specialized technical knowledge available to a wide audience of parents and educators around the world. Lee Havis, inventor of this technology, has led all three webinars, each one improving in quality and content from the one before. The first session of the third webinar, Function of Scientific Teaching, was held on June 26, 2021 and included an example of using the technique eye contact, along with [&hellip;]
- [Lee speaks on "technology" at World Education Summit-2021](https://imsmontessori.org/lee-speaks-on-technology-at-world-education-summit-2021/): Here is a brief introduction to the &#8220;technology of scientific education&#8221; I presented to the World Education Summit-2021&#8243; on Friday, March 12, 2021. In this presentation, I explain briefly how this knowledge clears away the &#8220;mist and clouds&#8221; that have surrounded the whole work of scientific education that has held back Dr. Montessori&#8217;s vision of a new education for so long.. Watch the Video https://www.youtube.com/watch?v=R5OaNXQ9D80
- [Montessori School of Downtown (Houston, TX)](https://imsmontessori.org/montessori-school-of-downtown-houston-tx/): The ever-growing Montessori School of Downtown, began in the 1980’s as just a small in-home babysitting enterprise, conducted by newlyweds, Rita and Hersh Kumar. As recent immigrants from India, their story of “America” is one shared by many others who, with meager material resources, worked with skill and determination to ultimately bring about today’s very successful result. For Rita and Hersh, their first years in America were hard, as both were struggling to survive as soon-to-be parents. And, when their first child was on the way, they wondered where they might find a suitable childcare facility up to their high standards [&hellip;]
- [Montessori Schools in Uganda](https://imsmontessori.org/montessori-schools-in-uganda/): Parachichi Montessori Preschool is located in Kansanga a suburb of the capital city, Kampala. Founded in February, 2020 by Irene Ngaiza Rutega with Caroline Mpyisi, for children between the ages of 2 to 6 years old. Parachichi (Swahili for the Avocado fruit) began as an idea conceived by Irene while she was working at a Christian preschool in Beijing, China in 2018. At that time, she and her husband had been working in China since 2003 with their 4 children which sparked her passion for education. So, upon returning home to Uganda, she began the process of opening a school of [&hellip;]
- [Chapman Montessori School in Garden Grove, CA](https://imsmontessori.org/chapman-montessori-school-in-garden-grove-ca/): The Chapman Montessori School was established in 2017 in Garden Grove, CA by Nilmini Dahanayake, a 2003 immigrant to America from her native Sri Lanka. Growing up in Sri Lanka, Nilmini recalls the many challenges that women face in a traditional male-dominated culture. As a new mother in Sri Lanka, she therefore sought to be a good role model for her two daughters to not fit into the traditional expectation of women to be dependent. Seeking to be the ‘best mom’ possible, Nilmini therefore enrolled into a teacher training program to become employed in a local Montessori school as a teacher/supervisor [&hellip;]
- [Lee Havis Talks to Teachers in India](https://imsmontessori.org/lee-havis-talks-to-teachers-in-india/): Here is a seminar conducted by Lee Havis to teachers in Kerela, India on Friday, September 18, 2020.
- [Seminar for teachers in Kerela, India - July 2020](https://imsmontessori.org/seminar-for-teachers-in-kerela-india-july-2020/): Lee Havis, founder and director of International Montessori Society speaks to teachers in India about the unique technology he created for scientific education that follows laws of nature. This technology is practical guidance for this approach, based on the original observation and research of Dr. Maria Montessori that led to her discovery of the child&#8217;s true nature in 1907.
- [Dressed with Dignity](https://imsmontessori.org/dressed-with-dignity/): By Sally Korte (IMS -15) Sally related here one of her many experiences using the IMS technology with children at her Montessori school in Kansas. IMS Montessori technology not only helps to resolve everyday misbehavior patterns, but it also has great power helping children to heal from traumatic experiences. In short, it provides adults with practical tools that always help to make a lasting impact in a child’s life. Facing a problem in the classroom, I always re­member that a child is a spiritual being, which, sadly, is something that many educators forget. How many times I have witnessed the psycho­logical [&hellip;]
- [Colliding Visions](https://imsmontessori.org/colliding-visions/):  Mission meets Vision By Donna Curtis (IMS ’02) Donna’s Mustard Seed “mission” is a spe­cialized Montessori program for children of parents in her neighborhood. In this mission, she has many encounters with parents in her area. Here is one interesting “collision” of her mission with the vision of another that led to some very promising developments for the good of children in their community of Peta­luma, CA. Mustard Seed’s Mission: Grow Montessori. Hillside Church’s Vision: Grow a Preschool Sunday School Class. Bam! Two visions collide, to form a marvelous complex web of new possi­bilities that is now unfolding in our com­munity. [&hellip;]
- [Montessori Academy of Virginia - Virginia Beach, VA](https://imsmontessori.org/montessori-academy-of-virginia-virginia-beach-va/): The Montessori Academy of Virginia was founded by Dr. Divitotawela in 1996. Originally located in a small rental building in Virginia Beach, the school now consists of three 10,000 sq. ft. state of the art facilities with a total of 22 classrooms and an enrollment of nearly 350 students. Each campus is situated on one+ acre lot in Virginia Beach, Chesapeake, and Suffolk. Each campus location includes spacious classrooms with private bath-rooms, child friendly learning opportu­nities, gymnasium, large lunch room, and garden areas for children to plant and explore nature in its full form. The design of the schools and grounds [&hellip;]
- [Hayfield Montessori School - Louisville, KY](https://imsmontessori.org/hayfield-montessori-school-louisville-ky/): The Hayfield Montessori School in Louisville, KY opened its doors in September of 1967. Founded by Leo and Monique Denoncourt, it began at the  urging of a few parents of children who the Denoncourts were teaching at another school at the time. The Hayfield School began first as an elementary school only, just one of several such Montessori schools operating at that level in the United States at the time. Beginning with twelve students, the school’s enrollment gradually reached more than 100 as parents informed others, and student alumuni became parents themselves in the community. In 1985, Lee Havis (IMS) became [&hellip;]
- [Corpus Christi Montessori School](https://imsmontessori.org/corpus-christi-montessori-school/): By Lee Havis The Corpus Christi Montessori School began as a search by four parents for a favorable educational option for their young children after leaving the Montessori primary level school experience. In this way, their search led them to create the Montessori Association of South Texas and in August of 2005, the Corpus Christi Montessori School. The school’s focus is to help students achieve scholastic and personal success in a process of learning by discovery that brings out joy and confidence in each individual child. The program includes a wide age range through each level, from lower elementary (grades 1 [&hellip;]
- [A Visit to Montessori Harbor-Mesa School](https://imsmontessori.org/a-visit-to-montessori-harbor-mesa-school/): By Donna Curtis (IMS ’02) Most refreshing! Most delightful! Most hospitable! Thank you, Giuliana DeFrenza, for opening your heart and school to me. I was discouraged and disappointed trying to find a Montessori school to observe to update my IMS Teacher Certification, until I discovered Giuli-ana DeFrenza’s Montessori Harbor-Mesa School about 90 miles away. When I called the school and spoke with Mrs. DeFrenza, I experienced great relief and exuberance, a real “Eureka!” moment. Giuliana was absolutely delightful and welcoming and invited me to visit and observe her school. Needless to say, I immediately nailed down a date on my calendar, [&hellip;]
- [Other Children](https://imsmontessori.org/other-children/): By Sally Korte (IMS &#8217;15) Maria Montessori stated that the child perfects himself and that the only thing that the adult has to do is to prepare the environment for the child to fully succeed. This statement stuck with me at the beginning of the school year. Is this true? If so, the only way that I will be able to witness this discovery will be to fully control my personality in the environment, such as by not intervening with unnecessary help. And this requires that I grow in humility to truly believe in the child’s perfect inner guidance. Enrolling in [&hellip;]
- [It Takes a Village](https://imsmontessori.org/it-takes-a-village/): By Sally Korte (IMS &#8217;15) Why is so difficult sometimes to solve misbehavior? Why can it be so difficult for a child to reach the stage of normalization?    This questions I ask myself everyday when I am observing Ricky in my class. This is his third year in my classroom and he keeps acting like he was in a baby stage. He doesn’t want to choose a work that is too difficult and he constantly asks for help from his friends. If I ask him a question he answers with a baby talk. Although I have used the IMS techniques [&hellip;]
- [Donna's Montessori Ministry](https://imsmontessori.org/donnas-montessori-ministry/): In Petaluma, California, Donna Curtis (IMS ‘06) has established an in-home Montessori school which she views as a “ministry”. Donna set up her Montessori Ministry because the normal business model involved too many regulatory obstacles from government. She says, “I am blessed in that I don’t need to earn money, so I call myself a ministry and do not charge tuition or have any fees. I serve ten families presently with several on a wait list.” Donna’s program provides a three-hour Montessori classroom in the morning, which she directs. In the afternoons, the classroom is open for parents to use with [&hellip;]
- [Character Teaching in Central America](https://imsmontessori.org/character-teaching-in-central-america/): By Lee Havis The IMS “Character Teaching” (CT) project arose in 2000 as an innovative practical means for Montessori teaching with children to overcome cultural poverty in those regions of the world where this condition is most severe. The key goal is to overcome this condition by bringing about a fundamental shift in the character development of poor children, leading to a better and more successful society for all. In 2004, I sought funding to conduct this project through grants from the US Department of Labor designed to help eradicate child labor through education in various poor regions of the world. [&hellip;]
- [Courthouse Montessori School in Virginia Beach, Virginia](https://imsmontessori.org/courthouse-montessori-school-in-virginia-beach-virginia/): Judyth Timm founded Courthouse Montessori School in Virginia Beach, VA in the fall of 1994. A graduate of Virginia Wesleyan College, she sought to establish this school according to the Montessori philosophy as the best for children learning after having researched several other philosophies of education. The school itself emerged while Judy was completing her master’s in education at Hampton University. At that time, an opportunity developed that would make Judy’s secret dream of having her own school a true reality. In a rapid succession of events, she received the keys to the school building on July 18, 1994, and then, just six weeks [&hellip;]
- [IMS Network in Nigeria](https://imsmontessori.org/ims-network-in-nigeria/): Evelyn Onyeka, Nigeria educator, has been active informing parents and teachers in her region about IMS and the &#8220;new education&#8221;. She created a “Whatsapp” platform for this purpose, which has brought hundreds of educators in her country into a discussion on the subject, to ask questions and learn about Montessori teaching and IMS technology. In 2018, Evelyn Onyeka began informing Nigerian educators about IMS and the work of creating the ‘new education’. Besides her Whatsapp group platform, “new education – Nigeria,” she has recently been conducting a series of meetings to bring this IMS vision more directly to interested persons in her country [&hellip;]
- [Flo-Mont School in Bangalore, India](https://imsmontessori.org/flo-mont-school-in-bangalore-india/): The FloMont School, located in the heart of Bangalore, the “Garden City” of India, was established in 2015 to serve children in the age group 2.5 to 9 years of age. Shahista Ismail founded this school to meet a need for quality Montessori education in this thriving metropolitan center of computer technology in the southern region of India. Born in Chennai, India, and brought up in the Middle East (Oman), Shahista comes from a family of educators where she developed her interest in early education at a very young age. With the FloMont School, she hopes to provide a model of quality that will [&hellip;]
- [Accountability in Education](https://imsmontessori.org/accountability-in-education/): Today, taxpayer funded public education has grown into a large, corrupt business that serves many special interests that have nothing to do with good quality education for the students attending. In Maryland, Governor Larry Hogan has been seeking to provide some public accountability for this wasteful and destructive use of public funds, especially in response to a growing number of citizen complaints in this area. The Governor noted that public education now consumes over 50% of the state’s capital budget, criticizing the state legislature for its “reckless, irresponsible, and unsustainable” spending that props up this public school system that he said [&hellip;]
- [Chinese Professor Studies Montessori in Kansas](https://imsmontessori.org/1516/): Sally Korte (IMS &#8217;15) hosted a visiting professor from Beijing, China for study in her Montessori classroom in Augusta, Kansas. During the visit of several months, Sally was able to directly demonstrate to visiting professor, Linda Liu, just how IMS technology worked to support and bring about true natural being in the young children of her class. The visit was reported in the local Catholic Advance publication, with reference to this important outreach for the &#8220;new education&#8221; to China. The visit was conducted during the winter of 2016.
- [Folsom Montessori Center in Louisiana](https://imsmontessori.org/folsom-montessori-center-in-louisiana/): Dianne Arndt, founder and director of the Folsom Montessori Learning Center (Folsom, Louisiana) traces her interest in Montessori teaching to an experience she had in a tradition school, where she witnessed the intimidating punishment of a six year old child for failure to complete her classwork assignment. Following that experience, she began researching alternative methods of education, and found the work of Dr. Montessori, which she began to seriously study on her own. In 2005, Dianne opened a preschool program, which she called Folsom Montessori School. Later, in June of 2014, at the request of the community, she changed the name [&hellip;]
- [Cheryl McGowen's Story](https://imsmontessori.org/cheryl-mcgowens-story/): Cheryl McGowen recently completed the IMS distance learning course for Montessori teaching. She reflects here on that experience and the impact of this training on her work with children. By Cheryl McGowen I have been working at a Montessori school for over 20 years. I absolutely love the Montessori method. I took the (IMS) course because I was having problems with implementing lessons and dealing with disruptive behavior in the environment. I have noticed a change in myself and the classroom since I have been using the technology from the course.  I am able to observe the environment and use the [&hellip;]
- [Flintridge Montessori School in La Canada, California](https://imsmontessori.org/flintridge-montessori-school-in-la-canada-california/): The Flintridge Montessori Preschool and Elementary in La Canada, California was established in 2000 by a group of women who recognized the need for Montessori education in their local community. One of these women, Rohini David, now leads the school’s operation as partner and site director. While the school started with only a handful of children, Rohini reports that the enrollment doubled within a few short months, and within a year, it was operating at full enrollment. Today, the school serves a diverse community of professional and nonprofessional people from all over the world, representing a wide range of class, creed, [&hellip;]
- [Apple Montessori Schools in New Jersey](https://imsmontessori.org/apple-montessori-schools-in-new-jersey/): In 1972, Jane and Rex Bailey opened the first Apple Montessori School to provide their own young children as well as families in the local community with the highest quality of education and care possible. Forty years and 15 schools later, the Bailey family daughters carry on the tradition of delivering this same quality child-centered Montessori program to families throughout metropolitan New Jersey.  As a Montessori teacher, Jane Bailey understood from the beginning that infancy to age six is an important period for learning. Unable to find a preschool that provided the quality learning experience she envisioned, Jane opened her own [&hellip;]
- [New Hope in Nepal](https://imsmontessori.org/new-hope-in-nepal/): On October 19, 2015, a delegation of education-minded businessmen from Nepal met with Lee Havis, IMS executive director, in Silver Spring, Maryland. The purpose was to discuss the possibility of initiating the IMS “Character Teaching” (CT) project in Nepal. Uzzawal Baruwal, a leading member of the delegation, sought this meeting to learn more about the CT project which has been under consideration in Nepal for several years. He sees this project as a “New hope to do something for Montessori teaching in Nepal”.  The Nepal delegation included two associates of Uzzawal who came to the United States for research and environmental [&hellip;]
- [Can Education Solve the Problem of Poverty](https://imsmontessori.org/can-education-solve-the-problem-of-poverty/): In recent years, resolving poverty by more education for children has been a popular avenue for international relief agencies to bring stability and progress of all countries in our complex global economy.   But does &#8216;education&#8217; really address the cause and nature of generational and culture poverty that has endured in some regions for hundreds of years?  Confusing cause with effect, however, conventional concepts of education have been tried and failed so often, you have to wonder if it is not actually contributing to the  cause of poverty itself, rather than a solution.    For example, on the surface, the cause of [&hellip;]
- [Bullying and Making Friends](https://imsmontessori.org/bullying-and-making-friends/): Bullying is a common concern of many who, too often, focus on treating its symptoms, rather than the cause. Montessori teaching, however, treats the cause of the problem in the environment, pointing especially to the controlling, aggressive, or negligent behavior of the supervising adult. By removing these detrimental influences, bullying behavior disappears to reveal the children’s true natural kindness and respectful attitude towards themselves and others. In small issues of ‘bullying’, Montessori teaching just allows children to resolve these problems naturally on their own. For example, once I observed a child slap another child hard across the back. In response, the [&hellip;]
- [Panama after 50 Years](https://imsmontessori.org/panama-after-50-years/): From June 29 – July 1, 2013, Lee Havis visited Panama to attend a 50th year reunion of Peace Corps volunteers in that country. For Lee, this was the first time he returned to Panama after serving there as a volunteer from 1966-68. In the Peace Corps, Lee served as assistant professor in the faculty of engineering of the University of Panama in Panama City. During this time, he and native Panamanian professor, Roberto Smith, comprised the faculty’s entire mechanical engineering department which, in 1968, had an initial raduating class of only seven students. Lee recalls the great challenge and difficulty of teaching [&hellip;]

## Pages

- [Practical Application](https://imsmontessori.org/about-ims/technology-of-scientific-education/practical-application/): These persons have learned the IMS technology from their participation in IMS teacher education. They report here their experience using this technology with children.. I am a certified graduate of IMS Montessori teacher education.. The technology set of protocols and safe words has been a tremendous gift in my practice… Today, when I enter my classroom every morning, I become very conscious of this technology that makes it so easy to observe the true child at work. Many people who come to observe me using this technology are very impressed by what they see. They say, “You are amazing”, but it [&hellip;]
- [Lesson Presentations](https://imsmontessori.org/about-ims/technology-of-scientific-education/lesson-presentations/): Using the technology, you are combining the techniques, protocols and safe words into specific forms of interactive sequences with children. A sequence or combination of these interactions is referred to here as a “lesson presentation”. In Montessori teaching, a “lesson” is any interaction between the adult and child. A lesson presentation refers to an interaction that uses techniques, protocols, and safe words in a conscious, intentional manner to achieve some specific purpose. There are three main categories of lesson presentation. 1. Resolving Misbehavior 2. Sensorial Introduction 3. Nomenclature (Seguin 3-period lesson)
- [Safe Words](https://imsmontessori.org/about-ims/technology-of-scientific-education/safe-words/): The verbal techniques of reflective language, clear direction, and questioning, require special attention, to avoid the risk of violating especially protocols no negative attention to misbehavior and don’t correct the child.   So, practice using a series of safe words in situations when you might otherwise blurt out some harmful, negative language.   Using these safe words especially helps you avoid this type of destructive, negative language while you are feeling frustrated, upset, or angry. While its wise to remain silent with children as much as possible, this is not always possible for effective Montessori teaching.  However, without safe words, your verbal interaction [&hellip;]
- [Protocols](https://imsmontessori.org/about-ims/technology-of-scientific-education/protocols/): The twenty protocols of Montessori teaching indicate how to apply the various techniques.  They serve essentially as a  control and guide your use of the techniques with children.  Applying these protocols therefore amounts to the functional equivalent of following laws of nature.   They are listed here in order of their general importance, starting first with the two most important ones, which have the widest, most frequent use with children.  The protocols at the end of the list have more limited, specific use. 1. Well-being of Total Environment 2. Least Amount of Adult Involvement 3. Present Moment 4. No Negative Attention to [&hellip;]
- [Techniques](https://imsmontessori.org/about-ims/technology-of-scientific-education/techniques/): The IMS technology includes a set of ten specific techniques to use in Montessori teaching — a set of specific actions to take in sequential order from one moment to the next to control the environment. Using the techniques in an experimental manner, guided by pertinent protocols, has the effect of bringing about and supporting the child’s true natural development.  The ten techniques are listed here from light to heavy, the lighter ones being generally more favorable and frequently employed. 1. Eye contact2. Proximity3. Distraction4. Clear Direction5. Repetition6. Patient Waiting7. Reflective Language8. Questioning9. Cooperative Touching10. Imagination – previsioning
- [Membership Application](https://imsmontessori.org/membership/application/): Individual Membership Individual membership &#8211; term options One year $30.00 USDTwo years $50.00 USDthree years $70.00 USD Name/addess of member Associate School Membership Associate school &#8211; term of membership One year $35.00 USDTwo years $60.00 USDThree years $80.00 USD Name/Address of School Montessori School Recognition 1 year term. Annual renewal. $10 per enrolled child ($700 maximum $45 minimum Qualified schools follow true natural Montessori teaching. Recognition will be confirmed by follow-up mailing of specific written criteria. * Reduce amount of fee paid to IMS for teacher education, workshop registrations, and consultation fees paid to IMS during past 12-month period ($45, minimum) [&hellip;]
- [Associate School](https://imsmontessori.org/membership/associate-schools/): Any school, day care center, library or other institution serving children or education may join for $35 per year (U.S. currency). Multiple-year membership is offered at the reduced rate of $60 (two years); $80 (three years). This membership includes all the benefits of individual membership, including placement of the IMS mailing list to receive the IMS periodicals, membership card and various discounts for IMS publications and workshops. In addition, associate school members receive further discounts for registration to IMS workshops for all participating parents and staff at the institution. Associate school &#8211; term of membership One year $35.00 USDTwo years $60.00 [&hellip;]
- [Individual](https://imsmontessori.org/membership/individual/): Any individual may join IMS for an annual fee of $30 (U.S. currency). Multiple-year membership is $50 (two years); $70 (three years). Specific benefits include: Subscription to &#8220;Montessori Observer&#8221;  (4 times each year) Subscription to &#8220;Montessori News&#8221;  (2 times per year) 20% discount on Montessori publications Discount on IMS workshops Membership card Individual membership &#8211; term options One year $30.00 USDTwo years $50.00 USDthree years $70.00 USD Name/addess of member
- [Montessori Schools](https://imsmontessori.org/membership/montessori-schools/): True natural scietific teaching is observation committed to laws of nature. IMS recognized schools have access to support for using IMS technology that makes this process especially objective and scientific. IMS recognized schools receive a signed certificate of recognition to confirm their compliance with criteria that reflects a commitment to laws of nature IMS Recognizes Montessori Schools Let me ask, does your school follow laws of nature? If so, then your school is committed to &#8220;true natural&#8221; scientific teaching, and may become officially recognized as a Montessori school by the International Montessori Society (IMS).  IMS recognizes schools that employ this approach, [&hellip;]
- [Testimonials](https://imsmontessori.org/news/testimonials/): “I am thankful for my involvement in IMS through 4 workshops, the IMS course…because I am a better mother and teacher than I was.”  Esther Rupert (Indiana, 2013) “…all these years I’ve been working at different Montessori schools for brief periods of time.  I just never fit in and wondered what in the world was wrong with me.  Then just yesterday, I went to your website; and my problem is solved!  I am an IMS Montessorian.  I’ll be taking your training later this year, if all goes well.  Thank you.” – Suzette Layman (Albuquerque, NM) May 2016 “I have absolutely been [&hellip;]
- [Montessori Community](https://imsmontessori.org/news/montessori-community/): As Dr. Maria Montessori sought to communicate her work and discoveries throughout the world, a “Montessori community” emerged, consisting primarily of those persons connected with her training and certification of teachers, as well as the schools and regional organizations associated with her name and approach. Since 1907, this community has changed and evolved to reflect a diverse and wide-range of opinions and philosophies as the Montessori “method” became popular and practiced in various locations as represented by each separate school, organization, or training facility.  From 1907 until Dr. Montessori’s death in 1952, the Montessori community was held together and defined by [&hellip;]
- [Gallery](https://imsmontessori.org/gallery/): Videos
- [News](https://imsmontessori.org/news/)
- [Technology of Scientific Education](https://imsmontessori.org/about-ims/technology-of-scientific-education/):      In 2003, Lee Havis consolidated a body of practical guidance for conducting scientific education that follows laws of nature to bring about the child&#8217;s true nature.   It is organized into a set of 10 techniques, 20 protocols, 3 lesson presentations and a number of safe words, which applied with children allows you to conduct your scientific experiments to create the unique &#8220;scientific environment&#8221; that brings about the child&#8217;s true nature that Dr. Montessori accidentally discovered  In 1907.   This current technology allows you to create these conditions with children in an objective, scientific manner that was never possible before.      [&hellip;]
- [Programs](https://imsmontessori.org/programs/): About IMS Founder&#8217;s statement Mission and History What is Montessori? True Natural Scientific Teaching Types of Scientific Teaching Technology of Scientific Education Least Amount of Adult Involvement Well-being of Total Environment Techniques Eye Contact Proximity Distraction Clear Direction Repetition Patient Waiting Reflective Language Questioning Cooperative Touching Imagination – previsioning Protocols Safe Words Lesson Presentations Nomenclature Resolving Misbehavior Sensorial Introduction Practical Application Blog Books | Resources Books | Resources Books/Resources Contact Us Donate Enrollment contract elementary Gallery Character Teaching Workshops Videos Home Legal Information Membership Associate School Individual Membership Application Montessori Schools Apply for Recognition Benefits Fees and Costs List of Montessori [&hellip;]
- [Membership](https://imsmontessori.org/membership/): The International Montessori Society (IMS) represents “true natural” Montessori teaching in the world, providing its members with a network of services, communication and association to help support Dr. Montessori&#8217;s great vision of a &#8220;new education&#8221; in the world.   This support comes through informative periodicals, teacher education, workshops, consultation, recognition of Montessori schools and other specialized services to help teachers, schools, and parents follow “true natural” Montessori teaching that is committed to laws of nature, rather than conventional Montessori teaching that is bound to “personality” or “culture”.  Focus of this support is learning to employ the unique IMS technology which enables anyone [&hellip;]
- [Donate](https://imsmontessori.org/donate/): Contribute to IMS for the work of creating the new education. IMS is a non profit tax exempt (501(c)(3) organization. All contributions are tax deductible. If you share our cause for a &#8220;new education&#8221; committed to the emergence of the child&#8217;s true nature, please contribute to help us sustain and enlarge this vital mission.   IMS can only advance this cause, such as by providing resources, such as publications, teacher training, and consultation that require the financial contributions of people like you.  Will you stand with us in this great work of creating the &#8216;new education&#8221; in the world?   Use the &#8220;Donate&#8221; [&hellip;]
- [Contact Us](https://imsmontessori.org/contact/): About IMS Founder&#8217;s statement Mission and History What is Montessori? True Natural Scientific Teaching Types of Scientific Teaching Technology of Scientific Education Least Amount of Adult Involvement Well-being of Total Environment Techniques Eye Contact Proximity Distraction Clear Direction Repetition Patient Waiting Reflective Language Questioning Cooperative Touching Imagination – previsioning Protocols Safe Words Lesson Presentations Nomenclature Resolving Misbehavior Sensorial Introduction Practical Application Blog Books | Resources Books | Resources Books/Resources Contact Us Donate Enrollment contract elementary Gallery Character Teaching Workshops Videos Home Legal Information Membership Associate School Individual Membership Application Montessori Schools Apply for Recognition Benefits Fees and Costs List of Montessori [&hellip;]
- [What is Montessori?](https://imsmontessori.org/about-ims/what-is-montessori/): “Montessori” refers to the work, research, and discoveries made by Dr. Maria Montessori, which began as experimental observation of young children in the early 1900’s in Rome, Italy.   In 1907, under conditions of such observation, given freedom for self-directed activity, the children shifted their state of being from ordinary inattention and disorder to one of perfect peace, order, and spontaneous self-discipline, which brought worldwide attention to her work.   In the field of education, Montessori generally refers to her use of scientific education, which was originally created by Itard and Seguin several decades before.  Conventional practice of this type of scientific teaching, [&hellip;]
- [Mission and History](https://imsmontessori.org/about-ims/mission-and-history/): The International Montessori Society (IMS) was established by Lee Havis in 1979 as a non-profit educational corporation in the state of Maryland.&nbsp; Led by its founder and director, the mission of IMS has been to provide a network of support and resources for learning and developing skills in the scientific observation of children as initially practiced by Dr. Maria Montessori in 1907. In 1907, Dr. Montessori discovered what she later realized was the child’s true nature through a pure, but mysterious type of observation.&nbsp; In her writings, she described the outward effects of her discovery as revealing such outward qualities as [&hellip;]
- [Founder's statement](https://imsmontessori.org/about-ims/founders-statement/): International Montessori Society In 1979, I established the International Montessori Society (IMS) to develop and communicate insights and discoveries I made from my observations of children and adults in the field of Montessori teaching.  Before that time, my first interest in education arose from my experience as a Peace Corps volunteer, serving as an assistant professor in the field of engineering at the University of Panama (Panama City, Panama).  Following that experience, I started Montessori teaching with young children in the United States in 1969. Beginning as a classroom teacher in 1969, my efforts at Montessori teaching with young children eventually [&hellip;]
- [About IMS](https://imsmontessori.org/about-ims/): About IMS Founder&#8217;s statement Mission and History What is Montessori? True Natural Scientific Teaching Types of Scientific Teaching Technology of Scientific Education Least Amount of Adult Involvement Well-being of Total Environment Techniques Eye Contact Proximity Distraction Clear Direction Repetition Patient Waiting Reflective Language Questioning Cooperative Touching Imagination – previsioning Protocols Safe Words Lesson Presentations Nomenclature Resolving Misbehavior Sensorial Introduction Practical Application Blog Books | Resources Books | Resources Books/Resources Contact Us Donate Enrollment contract elementary Gallery Character Teaching Workshops Videos Home Legal Information Membership Associate School Individual Membership Application Montessori Schools Apply for Recognition Benefits Fees and Costs List of Montessori [&hellip;]
- [Home](https://imsmontessori.org/): Two teachers in Ghana, West Africa, reviewing comments in Lee&#8217;s book, &#8220;The Technology of Scientific Education&#8221;. &#8211; breakthrough practical guidance for scientific teaching to bring about the child&#8217;s &#8220;true nature&#8221; as discovered by Dr. Montessori in 1907. More information, to order, https://scientificed.com          &#8220;A new education from birth onward must be built up. Education must be reconstructed and based on the laws of nature and not on the preconceived notions and prejudices of adult society.&#8221; Dr. Maria Montessori, from The Formation of Man, p. 97       Mission Statement   The International Montessori Society (IMS) was founded [&hellip;]
- [Accra, Ghana workshop](https://imsmontessori.org/programs/accra-ghana-workshop/): Creating the &#8220;True Natural&#8221; Reality Learn the technology of scientific education to bring about the child&#8217;s true nature About the Workshop     This workshop is about creating a unique type of reality that allows the child&#8217;s true nature of perfect peace, order, and harmony to fully emerge in the world. This is the &#8220;true natural&#8221; reality that Dr. Maria Montessori envisioned would arise when she made her breakthrough discovery of the &#8220;normalized&#8221; child in 1907. In this workshop, you will learn how to create this distinctive reality with children in a reliable, scientific manner that was never possible before.     The key [&hellip;]
- [Montessori Observer Newsletter TOC](https://imsmontessori.org/montessori-observer-newsletter-toc/): Back Issues of the Montessori Observer 2027 VOL. XLVII, 2026No. 1 &#8211; No. 2 &#8211; No. 3 &#8211; No. 4 &#8211; VOL. XLVI, 2025No. 1 &#8211; No. 2 &#8211; No. 3 &#8211; No. 4 &#8211; VOL. XLV, 2024No. 1 &#8211; No. 2 &#8211; No. 3 &#8211; No. 4 &#8211; VOL. XLIV, 2023No. 1 &#8211; No. 2 &#8211; No. 3 &#8211; No. 4 &#8211; VOL. XLIII, 2022No. 1 &#8211; No. 2 &#8211; No. 3 &#8211; No. 4 &#8211; VOL. XLII, 2021No. 1 &#8211; No. 2 &#8211; No. 3 &#8211; No. 4 &#8211; VOL. XLI, 2020No. 1 &#8211; No. 2 &#8211; No. 3 [&hellip;]
- [Location and Accommodations](https://imsmontessori.org/programs/baku-workshop/location-and-accommodations/): Yahya Bakuvi St. Baku 1000 Azerbaijan The workshop will be held at the Evrika BETL Lyceum, located at Yahya Bakuvi St. Baku 1000 Azerbaijan. Location is indicated by the red marker on the map above. On the map, you can see it is located near the Baku Convention Center and Neriman Metro Station and Park. Hotel Accommodations Attendees may book hotel accommodations from a range of price and quality options in Baku. Plan to book for at least Friday, February 6, Saturday, February 7, and Sunday, February 8. Transport from airport is best by taxi. For on-line booking, check &#8220;Priceline&#8221; for [&hellip;]
- [Register](https://imsmontessori.org/programs/baku-workshop/register/): Baku workshop Baku, Azerbaijan &#8211; by December 21, 2025 IMS member rate $210.00 USDRegular rate $260.00 USD By January 10,2026: US $260 (IMS member) US $310 (regular) After January 10, 2026: US $310 (IMS member) US $360 (regular) List name(s) for all free (+3) and paid registrations Local Registration Option  Special Deal You may also submit your registration payment directly to Evrika BETL Lyceum.  Apply the lower IMS member rate.  Make payment to the school.  For details, contact Sevda Nur Akan Baghirli, Evrika Montessori Department Head, Tel. 994-50-228-2922, sevdakanur@gmail.com
- [Baku workshop](https://imsmontessori.org/programs/baku-workshop/): Creating the &#8220;True Natural&#8221; RealityLearn the technology of scientific education to bring about the child&#8217;s true nature About the Workshop     This workshop is about creating a unique type of reality that allows the child&#8217;s true nature of perfect peace, order, and harmony to fully emerge in the world. This is the &#8220;true natural&#8221; reality that Dr. Maria Montessori envisioned would arise when she made her breakthrough discovery of the &#8220;normalized&#8221; child in 1907. In this workshop, you will learn how to create this distinctive reality with children in a reliable, scientific manner that was never possible before.          The [&hellip;]
- [Schedule - Baku](https://imsmontessori.org/programs/baku-workshop/schedule-baku/): Creating the &#8220;True Natural&#8221; Reality Baku, Azerbaijan Saturday, February 7, 2026 9:00-10:30: Intro/book/tune-in Individual Child Framework Technology (Eye Contact) Resolving Misbehavior  (examples/exercises) 10:30-11:00: BREAK11:00-12:00: Whole classroom Well-being/Least Amount Polishing the Environment 12:00-1:00: LUNCH1:00-2:30: tune-in/Review morning Sensorial Introduction (videos/demos/exercises)2:30-3:00: BREAK3:00-4:30: Nomenclature Letters-reading (c-u-p) Numbers (videos/demos/exercises) Sunday, February 8, 2026 9:00-10:30: Hand-out notes (questions) tune-in/Review all Discussion/exercises10:30-11:00: BREAK 11:00-12:00: The Bigger Picture Conventional Reality Water Fish Reality Creating Realities True Natural Reality (making movie/conflict) 12:00-1:00: LUNCH 1:00-3:00: tune-in/Review all Special Adaptations Character Teaching  (videos) Questions/Discussion Wrap up Conclusion NOTES: book: &#8220;The Technology of Scientific Education&#8221; (incl. for each)tune-in: Special exercise to resonate with [&hellip;]
- [Projects](https://imsmontessori.org/programs/character-teaching/projects/)
- [CT Uganda](https://imsmontessori.org/programs/character-teaching/projects/ct-uganda/): In November, 2023, the “Character Teaching” (CT) project in Uganda was activated with the participation of Caroline Mpyisi as member of the country’s CT Consultation Board. Later that month, IMS sent a letter to the Uganda president Museveni to request his government’s support and approval of the project. &nbsp; In Uganda, the CT project will benefit from Caroline’s considerable background and experience in education has been ongoing since before 2000, when she first made contact with IMS. In 2018, she founded the “Cherry Tree Foundation” to help develop Montessori education in her country. And in 2020, she was active in gaining [&hellip;]
- [CT KENYA](https://imsmontessori.org/programs/character-teaching/projects/ct-kenya/):  In April, 2023, the Character Teaching (CT) project was recently revived in Kenya after it was first initiated there in 2007. This new beginning was sparked by the inclusion of Everline Oiye as a new member of the CT consultation board in that country.   In Kenya, Everline brings a substantial background of experience, interest and love of children to this project. Besides holding a diploma from Dean’s Teacher College in Nairobi, she has taught children as a volunteer in the Kibera slums of Nairobi for the last 15 years. She states, “I love doing this so much. Despite so many [&hellip;]
- [CT India](https://imsmontessori.org/programs/character-teaching/projects/ct-india/): In October, 2023, SB Silvaraj of Hyderabad, India, renewed his prior 2017 membership in the Character Teaching (CT) Consultation Board in India. Therefore, based on his current active status, I wrote a letter, on behalf of IMS, to the Indian President Draupadi Murmu, to request her government’s support and approval of this project. &nbsp; SB Silvaraj offers a strong, favorable background and experience to lead the CT project forward in India. With an MA degree in Economics, he has spent many years as agent and marketing representative for various commercial businesses and international educational institutions in India. Read more &nbsp; &nbsp; [&hellip;]
- [CT South Sudan](https://imsmontessori.org/programs/character-teaching/projects/ct-south-sudan/): In February, 2025, the Character Teaching (CT) project in South Sudan was initiated with the appointment of Christophe Morgan as member of that country’s CT consultation board. Following his appointment, a letter was sent out by IMS to the Minister of General Education and Instruction of that country, Dr. Abol Kuyok, requesting his approval and cooperation for the project’s operation there. Chris indicated that he has already personally shared the project with Dr. Kuyok, and let him know a letter from IMS would soon arrive for his consideration. Read more &nbsp; On May 14, 2025, Mary Hadﬁeld, sister-in-law of Chris Morgan [&hellip;]
- [CT Ghana](https://imsmontessori.org/programs/character-teaching/projects/ct-ghana/): In October, 2024, Isaiah Koﬁ Tefutor accepted appointment to serve as the initial member of the IMS-sponsored “Character Teaching” (CT) project in Ghana, West Africa. As founder and director of AUST International Montessori School in Accra, Ghana, he also established recognition of this school with IMS as well. He therefore hopes to work closely with IMS in bringing this new education and innovative CT project to the people of this forward-looking country of West Africa. Read more &nbsp; &nbsp;
- [Schedule - Danbury](https://imsmontessori.org/programs/danbury-ct-workshop/schedule-danbury/): Creating the &#8220;True Natural&#8221; Reality Danbury, CT Saturday, August 2, 2025 9:00-10:30: Intro/book/tune-in Individual Child Framework Technology (Eye Contact) Resolving Misbehavior  (examples/exercises) 10:30-11:00: BREAK 11:00-12:00: Whole classroom Well-being/Least Amount Polishing the Environment 12:00-1:00: LUNCH 1:00-2:30: tune-in/Review morning Sensorial Introduction (videos/demos/exercises) 2:30-3:00: BREAK 3:00-4:30: Nomenclature Letters-reading (c-u-p) Numbers (videos/demos/exercises) Sunday, August 3, 2025 9:00-10:30: Hand-out notes (questions) tune-in/Review all Discussion/exercises 10:30-11:00: BREAK 11:00-12:00: The Bigger Picture Conventional Reality Water Fish Reality Creating Realities True Natural Reality (making movie/conflict) 12:00-1:00: LUNCH 1:00-3:00: tune-in/Review all Special Adaptations Character Teaching  (videos) Questions/Discussion Wrap up Conclusion &nbsp; NOTES: book: &#8220;The Technology of Scientific Education&#8221; (incl. for [&hellip;]
- [Location and Accommodations - Danbury](https://imsmontessori.org/programs/danbury-ct-workshop/location-and-accommodations-danbury/): The workshop was held at the Hampton Inn-Danbury, 81 Newtown Road, Danbury, CT 06810, Tel. 203-748-6677 [https://www.hilton.com/en/hotels/dxrcthx-hampton-danbury/]   Hotel is located Off I-84, a half-mile from shops, restaurants, and corporate office parks. 2.5 miles from Danbury Railway Station. Complimentary self-parking. Hotel Accommodations: Participants may book sleeping rooms (Non-smoking 2 Queen Beds Deluxe) at the special IMS rate of $159+/night for Friday/Saturday nights. Reservations for any of 5 IMS-rate rooms must be made by July 2, 2025. Call: 203-748-6677. Check-in time is 3:00pm, check-out is 12:00pm. To book one of these 5 rooms, follow this link: https://www.hilton.com/en/attend-my-event/international-montessori-society2025/ NOTE: At this page, the default [&hellip;]
- [Danbury, CT workshop](https://imsmontessori.org/programs/danbury-ct-workshop/): Creating the &#8220;True Natural&#8221; Reality Learn the technology of scientific education to bring about the child&#8217;s true nature About the Workshop     This workshop is about creating a unique type of reality that allows the child&#8217;s true nature of perfect peace, order, and harmony to fully emerge in the world. This is the &#8220;true natural&#8221; reality that Dr. Maria Montessori envisioned would arise when she made her breakthrough discovery of the &#8220;normalized&#8221; child in 1907. In this workshop, you will learn how to create this distinctive reality with children in a reliable, scientific manner that was never possible before.     The key [&hellip;]
- [Videos](https://imsmontessori.org/gallery/videos/): Lee Havis presenting his discoveries and insights in the field of scientific education Lee Havis shows how to resolve misbehavior with children in a peaceful, scientific way that follows laws of nature.
- [Tech book brief](https://imsmontessori.org/tech-book-brief/): The Technology of Scientific Education Practical Guidance for Creating a True Natural Reality Publ 2023 Author: Lee Havis, IMS executive director and founder      Although this breakthrough “Technology of Scientific Education” was essentially completed in 2003, it has taken until 2023 to fully validate its use in actual practice, and to consolidate it into one single complete text. Before now, this specialized technology has only been available through IMS in various summary and fragmented forms, such as IMS writings, webinars, and training programs on the subject. Practitioners in the field and others familiar with Dr. Montessori’s “new education” will especially appreciate [&hellip;]
- [Books/Resources](https://imsmontessori.org/books-resources/): The Technology of Scientific Education Practical Guidance for Creating a True Natural Reality Write a Review to receive a book or audio cd related to Montessori’s “new education” The Technology of Scientific Education Publ Feb/2023 by Lee Havis, Director/Founder of International Montessori Society Finally Solved! In this text, Lee Havis finally solves the mystery of scientific education that led Dr. Maria Montessori to discover the young child’s true nature in 1907. The key to unlock this mystery is revealed here as a distinctive individual child framework and comprehensive practical guidance for conducting Montessori’s “new education” in an objective, scientific manner that [&hellip;]
- [sign-up to register](https://imsmontessori.org/programs/webinar/sign-up/): Webinar &#8220;Technology of Science Education&#8221; 8 weekly one-hour sessions by remote learning Presenter: Lee Havis Sponsored by International Montessori Society No webinar is currently scheduled. For information about scheduling future webinars, contact: havis@imsontessori.org
- [Webinar](https://imsmontessori.org/programs/webinar/): Technology of Scientific Education Essential practical tools for scientific teaching to bring about the child’s true nature Presenter: Lee Havis, executive director and founder of International Montessori Society (IMS) About the Webinar In this webinar, you will learn breakthrough technology that unlocks the mystery of scientific education that allows the child’s true nature to emerge in the world. At each session, Lee Havis, creator of this technology, presents a different topic to highlight specific aspects of the techniques, protocols, safe words, and lesson presentation that make up this technology. What is Scientific Education? In the early 1800’s, the French physician, Dr. [&hellip;]
- [Sign-up](https://imsmontessori.org/news/sign-up/): By submitting this form, you are granting: Lee Havis, International Montessori Society (IMS), located at Georgia Ave., Silver Spring, Maryland, 20910, United States, permission to email you. You may unsubscribe via the link found at the bottom of every email. (See our Email Privacy Policy for details.) Emails are serviced by Constant Contact.
- [Video Gallery](https://imsmontessori.org/video-gallery/)
- [Video Grid Gallery](https://imsmontessori.org/video-grid-gallery/)
- [Blog](https://imsmontessori.org/blog/)
- [List of Montessori Schools](https://imsmontessori.org/membership/montessori-schools/list3/):   Outside United States China Gabon Kiddy Planet &#8211; A Montessori Bilingual Pre-school Sabliere, BP 3490 Libreville Gabon Website: https://www.kiddy-planet.com email: kiddymontessori@gmail.com Nissrin, Administrator Telephone: +241-6670-4166 / +241-1173-3989 Expires: January 1, 2027 Ghana AUST International Montessori School P.O. Box CT 9922 Cantonment Accra Ghana Website: under construction email: istefutor@gmail.com Isaiah Kofi Tefutor, Administrator Telephone: +233302775998/ +2333201241885/ +2332244221092 Expires: September 1, 2026 India Little Roses International Playschool #1, Mullai Nagar, Near Malar Hospital Enroute to Airport &amp; KK Nagar, Wireless Road Airport, Trichy, 620007 INDIA Website: https://littlerosestrichy.com/ email: digitekassociates@gmail.com Shenthil Kumar, Administrator Telephone: +91- 9443995736 Expires: May 1, 2026   Myanmar Uganda [&hellip;]
- [List of Montessori Schools](https://imsmontessori.org/membership/montessori-schools/list2/):   Montessori School at Old Field 1 Dyke Road Setauket, NY 11773 Website:https://montessorischoololdfield.org Ditas McHugh, Director  Telephone: 631-675-1354 Email: montessorischoololdfield@gmail.com Expires: August 1, 2026 The Montessori Garden  468 Rosedale Ave.  White Plains, NY 10605  Website: themontessorigardenschool@gmail.com J&#8217;Maria Langone, Director  Telephone: 914-948-2247  Email: themontessorigardenschool@gmail.com Expires: June 1, 2026 «123» &nbsp;
- [Books | Resources](https://imsmontessori.org/books-and-resources-p2/): The Montessori Method by Maria Montessori Dr. Montessori&#8217;s first major publication describing her original observation and approach with children. First English edition published in 1912. The current publication is unaltered from the original edition. 376 pages Schocken Books  ISBN 0-8052-0922-0 IMS Members $12.80 USD Non IMS Members $16.00 USD The Absorbent Mind by Maria Montessori Based on lectures given by Dr. Montessori during courses she gave in Indian in the 1940&#8217;s.Includes many aspects of the physical and psychological growth of young children.It includes some important details about normalization and the function of the teacher.First published in 1949. 270 pages. Clio Press.  [&hellip;]
- [Back Issues](https://imsmontessori.org/publications/montessori-observer/back-issues/): Back Issues of the Montessori Observer The Montessori Observer is a quarterly mailing. Please reach out via the contact form for copies of recent issues and to subscribe! VOL. XLVI, 2025 No. 1 &#8211; Blame and Guilt No. 2 &#8211; Forgiveness No. 3 &#8211; Miracles and Revelation No. 4 &#8211; The World VOL. XLV, 2024 No. 1 &#8211; True Nature of Man No. 2 &#8211; Energy No. 3 &#8211; Resolving Conflicts No. 4 &#8211; Whither Bound VOL. XLIV, 2023 No. 1 &#8211; Death [Download] No. 2 &#8211; Failure [Download] No. 3 &#8211; Creating the Future [Download] No. 4 &#8211; Lies and [&hellip;]
- [Imagination – previsioning](https://imsmontessori.org/about-ims/technology-of-scientific-education/techniques/imagination-previsioning/): The Imagination-Previsioning (IP) technique is quiet, focused meditation on a problem situation with children that you do by yourself away from the children.  This IP technique aims especially to resolve some difficult or problematic misbehavior or disorder with children that you can&#8217;t resolve in the moment it is actually happening.  Using this technique, you are quiet and alone, away from the children.  In this state, imagine the problem situation in great detail, your feelings, thoughts, and outward facts, to make it as real as possible in your mind.  Notice especially what you think may be the mistake you were making, and [&hellip;]
- [Questioning](https://imsmontessori.org/about-ims/technology-of-scientific-education/techniques/questioning/): This heavy verbal technique is the teacher asking the child a question, such as “What are you doing?” It is most effective when you must initiate interaction with a child who is otherwise absorbed in fantasy behavior, detached from reality in the present moment. A simple question, focused on reality in the present moment, usually opens up further interaction to resolve the problem at hand.
- [Reflective Language](https://imsmontessori.org/about-ims/technology-of-scientific-education/techniques/reflective-language/): This technique is the teacher repeating back the same language or action given initially by the child. As a verbal action, it has the effect of giving the child a small amount of clarity and guidance to solve the problem in an independent manner on his own. For example, the child asks you, “Where is my book?” and the teacher responds, “Where is your book?” In resolving social conflict scenarios, this technique helps to keep your involvement strictly neutral and detached from the positions taken by each child in the situation.
- [Cooperative Touching](https://imsmontessori.org/about-ims/technology-of-scientific-education/techniques/cooperative-touching/): This technique is the teacher doing something with a child that involves some element of physical contact with child, such as holding a pencil with the child’s hand to guide in making shapes or letters. This is particularly useful with very young children who lack coordination, control and precise skill in their hand and finger movements. Using this technique generally involves giving  clear direction safe word phrases, such as “take my hand” or “Let’s…” as in “Let’s do this together”.  
- [Repetition](https://imsmontessori.org/about-ims/technology-of-scientific-education/techniques/repetition/): The technique repetition involves simply doing some other technique over again. Repeating a technique in this way has the effect of reinforcing its prior purpose, hopefully to finally achieve its original desired result. You must however moderate your use of this technique, by combining it with patient waiting, to give each use of the technique to register and fully take effect in the situation.
- [Patient Waiting](https://imsmontessori.org/about-ims/technology-of-scientific-education/techniques/patient-waiting/): Patient waiting is quiet, still, and alert awareness to the present moment situation.  This technique is the primary means for controlling your adult personality when under stress or frustration, such as in the midst of a power struggle scenario.
- [Privacy Policy](https://imsmontessori.org/privacy-policy-2/)
- [Legal Information](https://imsmontessori.org/legal-information/)
- [Other Montessori Resources on the Internet](https://imsmontessori.org/news/montessori-community/other-montessori-resources-on-the-internet/): With the growth of IT and use of computers, there has developed a great abundance of useful information about Montessori education available through the web and internet.  Of course, quality and value is a matter of individual taste and level of interest.  For example, there is much more superficial knowledge, often linked to commercial interests of companies and organizations that seek financial benefit from the opportunity of wide scale advertising. The International Montessori Society has a presence on the web, and provides a considerable amount of resources for the benefit of all those interested in the &#8220;true natural&#8221; type of Montessori [&hellip;]
- [Public Vision of "Montessori"](https://imsmontessori.org/news/montessori-community/public-vision-of-montessori/): For many, the public vision of “Montessori” is children learning through free, self-directed activity with materials.   At a more superficial level, it is not much more than a sophisticated, elaborate set of materials to improve academic performance.  However, this widely held superficial perspective of Montessori teaching is largely distorted, flawed, and limited by the bounds of personality and culture which dominate its popular representation and practice in the world.   By contrast, IMS challenges this common perspective of &#8220;Montessori&#8221; by offering instead an alternative vision of Montessori that is being committed to laws of nature.  Here, the child as an unknown spiritual [&hellip;]
- [Montessori Accreditation](https://imsmontessori.org/news/montessori-community/montessori-accreditation/): In the Montessori community, quality and value is highly subjective, since there are various philosophies in the field, each with its own standards of measuring for authenticity and validity.  Historically, &#8220;accreditation&#8221; has been employed in education, by using a set of commonly agreed standards, and then measuring compliance with these standards by an independent, recognized body or board of some sort. Before Dr. Montessori&#8217;s death, a type of &#8220;accreditation&#8221; was controlled by Dr. Montessori herself who supervised all teacher education through the Association Montessori Internationale (AMI).  However, after her death in 1952, the Montessori community diverged with the authority and control [&hellip;]
- [Harmony and Cooperation](https://imsmontessori.org/news/montessori-community/harmony-and-cooperation/): The history and evolution of the Montessori community has unfolded with only limited and imperfect harmony and cooperation among its diverse members since 1907.  While Montessori teaching began as simple, pure observation of young children, it soon took on the control and personality of Dr. Montessori herself.   Since this &#8220;personality&#8221; type of Montessori teaching depended so heavily on Dr. Montessori&#8217;s own personal presence, the worldwide outreach of the Montessori community became confused and compromised as practitioners far away were drawn into the influence of various forms of conventional education.   In America, in the period from 1912-15, Dr. Montessori was personally present [&hellip;]
- [Independent Montessori Teacher Education Programs](https://imsmontessori.org/news/montessori-community/independent-montessori-teacher-education-programs/): After  Dr. Montessori&#8217;s death in 1952, many unaffiliated single-purpose teacher education institutions emerged, each with its own distinctive identity, form, certification and support for operation.  The largest number of these may have been established in southern Asia, including India, Pakistan, and Sri Lanka. During the 1940&#8217;s, Dr. Montessori spent several years in southern Asia, training teachers and helping to establish schools.   This personal influence of Dr. Montessori&#8217;s presence led to the formation of many independent training programs in that region.  Some of these obtained affiliation with international organizations, but many more remained independent and free-standing, based on the business interests, experience [&hellip;]
- [Many Montessori Organizations](https://imsmontessori.org/news/montessori-community/many-montessori-organizations/): After Dr. Montessori’s death in 1952, and the term &#8220;Montessori&#8221; became generic in the public domain, many independent organizations emerged, centered on various prominent personalities in the field. In 1971, for example, Dr. Helen Billings, a prominent American educator, developed an independent study course which gradually led to the formation of the &#8220;Montessori Institute of America&#8221; (MIA). Based in Kansas City, MO, the MIA affiliates training centers and provides membership recognition for its associated schools. The &#8220;Pan American Montessori Association&#8221; was formed by Dr. Elizabeth Caspari and later brought under the direction of Dr. Feland Meadows, to provide teacher education and [&hellip;]
- [International Montessori Society (IMS)](https://imsmontessori.org/news/montessori-community/international-montessori-society-ims/): The International Montessori Society (IMS) emerged in 1979 as a result of work by its founder, Lee Havis, who first got involved in the field as a teacher in 1969.  At that time, &#8220;Montessori&#8221; was becoming popular and diverse in its expression in the United States.  After teaching a few years, Lee was asked by his employer to establish an affiliated AMS teacher education program to help fill the growing need for new Montessori teaching in the area.  When the effort for an AMS program failed, Lee was asked to form a separate less “political” type of Montessori organization, which in [&hellip;]
- [St. Nicholas Montessori College](https://imsmontessori.org/news/montessori-community/st-nicholas-montessori-college/): The “St. Nicholas Montessori College” was formed during Dr. Montessori’s life in Great Britain as a Charitable Trust by its principals, Margaret Humphries and Phoebe Child.  Trained and approved by Dr. Montessori herself, both of these educators were specifically authorized to provide Montessori teacher education through “distance learning” for practitioners too remote to attend the formal AMI courses which only Dr. Montessori herself was allowed to conduct at the time. Following Dr. Montessori’s death in 1952, the St. Nicholas training continued as before, except now, however, against the will and approval of Dr. Montessori&#8217;s son, Mario who attempted to consolidate  all  [&hellip;]
- ["Montessori" in the Public Domain](https://imsmontessori.org/news/montessori-community/montessori-in-the-public-domain/): In the 1960&#8217;s, disputes between two large organizations in the Montessori community, the Association Montessori International (AMI) and the American Montessori Society (AMS) eventually led to a legal decision by the US Patent Office which declared that the name “Montessori” could not be exclusively claimed by any one organization. The name &#8220;Montessori&#8221; was, therefore, held to be in the public domain as a “generic term” so that many schools, centers, and organizations could use that name without having any approval from either AMI or AMS.   So, many diverse schools arose to call themselves &#8220;Montessori&#8221; for their own particular commercial or philosophical [&hellip;]
- [American Montessori Society (AMS)](https://imsmontessori.org/news/montessori-community/american-montessori-society-ams/): Soon after Dr. Montessori&#8217;s death in 1952, son Mario sought to restore a working presence of his mother&#8217;s work in the United States.  In this effort, Mario assigned the AMI-trained American educator Nancy Rambusch, to represent the AMI interests in America.  However, when certain philosophical and personal differences arose between Mario and Nancy, concerning Montessori education, Mario sought to reassert AMI authority and control in the USA under the direction of Margaret Stephenson, who established an AMI teacher education center in Washington, DC.   In response, however, Nancy continued her own separate training of Montessori teachers, first in the state of Connecticut, [&hellip;]
- [Association Montessori International (AMI)](https://imsmontessori.org/news/montessori-community/association-montessori-international-ami/): In 1929, Dr. Montessori sought to formalize control her work under a single organization, led by her son and heir, Mario.  Through this organization, named “Association Montessori International” (AMI), Mario consolidated control of all his mother’s educational activity, including certification of teachers, copyright control of her published writings, and coordination of activities conducted by various affiliated national and regional “Montessori” organizations that emerged. After Dr. Montessori’s death in 1952, Mario continued to control the operation of AMI; however, now without the personal power and authority of Dr. Montessori herself.  As Mario came into conflict with others who disputed his exclusive claim [&hellip;]
- [Books | Resources](https://imsmontessori.org/books-and-other-resources/): IMS members receive a 20% discount on each publication. If qualified, use the reduced rate list below. Audio CD recording Study Guide click below to play a sample from the Danbury Audio cd IMS Danbury Workshop Audio April 29-30, 2006 Complete set — Audio recording plus Study Guide Audio Recording  (4 cd set, 4 ½ hrs.) featuring Lee Havis, IMS executive director, presenting technology of Montessori teaching: 10 techniques, 20 protocols, 3 lesson presentations, safe words. Study Guide  (30 pages) Summary of technology, definition of terms, description of techniques, outline for making notes while listening to recording. Regular &#8211; non-member Complete Set [&hellip;]
- [Montessori News](https://imsmontessori.org/publications/montessori-news/): The Montessori News is an 8-page newspaper sent by IMS to all members two times each year, Spring and Fall. It is especially design for parents and other non-professional educators to learn more about IMS programs and Montessori teaching. Included in each issues is a summary of IMS services, publications, and other resources available resources, such as the Danbury audio cd and study guide, which is a useful self-study introduction for learning the IMS technology of Montessori teaching. The Montessori News also includes condensed articles from recent issues of the Montessori Observer, as well as reports on progress and development of [&hellip;]
- [Montessori observer](https://imsmontessori.org/publications/montessori-observer/): This four page newsletter is the regular IMS newsletter that reports on activities and progress of IMS and its global work of creating the ‘new education’. Published in March, May, September, and November, this periodical also provides a scholarly study of some practical aspect of Montessori teaching, featuring for example, the use of IMS technology to solve common misbehavior problems with children. All IMS members and recognized Montessori schools receive a free subscription to this publication. Non-members can join IMS to receive a subscription. However, IMS will send a free sample to anyone on request. (emailto: havis@imsmontessori.org) &nbsp; Recent Issues September, [&hellip;]
- [Publications](https://imsmontessori.org/publications/): Montessori ObserverThe Montessori Observer is the four-page newsletter of IMS which is sent free of charge to all IMS members in March, May, September, and November of each year. It includes articles and current news about activities of IMS, as well as a substantive theme concerning the practice of Montessori teaching. Montessori News This 8-page newspaper style periodical is designed especially for parents and non-Montessori educators to learn more about Montessori teaching and the unique IMS technology developed especially for this practice of this approach. It also includes information to obtain IMS resources and services, such as specific books on the [&hellip;]
- [Enrollment contract elementary](https://imsmontessori.org/enrollment-contract-elem/)
- [Nomenclature](https://imsmontessori.org/about-ims/technology-of-scientific-education/lesson-presentations/nomenclature/): The nomenclature lesson presentation is for showing the child a relationship between specific words and their corresponding concept or physical attribute in the environment. Most importantly, it is used for showing letter-sound knowledge and blending them together in the process of learning to read. This lesson is also known as the three-period lesson, which Dr. Montessori employed from the prior work and experiments of Dr. Eduard Seguin. The Seguin three-period lesson can be used to show the relationship between many concepts and objects throughout the whole range of academic subject matter. The nomenclature lesson presentation is essentially a three-step sequence: (1) [&hellip;]
- [Sensorial Introduction](https://imsmontessori.org/about-ims/technology-of-scientific-education/lesson-presentations/sensorial-introduction/): As young children become calm and orderly, they begin to show interest to concentrate and handle materials of their own choice in an intelligent, useful manner.  Then, based on the child’s interest in receiving guidance from the teacher in some particular piece of work, you use the sensorial introduction lesson presentation to show the specific handling procedures for that work. The Sensorial introduction lesson presentation especially aims to link a child’s natural interest with some specific physical object or piece of work in the environment.  Concentrating on this work then brings about favorable progress towards normal development in harmony with laws [&hellip;]
- [Resolving Misbehavior](https://imsmontessori.org/about-ims/technology-of-scientific-education/lesson-presentations/resolving-misbehavior/): Scientific teaching that follows laws of nature promises to resolve all misbehavior to ultimately reveal the child&#8217;s true nature of perfect, peace, order, and harmony.  This is the &#8220;normalized&#8221; child that Dr. Montessori discovered and reported in her first Children&#8217;s House in Rome, Italy in 1907.    While this approach of scientific education is primarily a type of &#8220;observation&#8221; with children, this doesn&#8217;t mean to passively stand and watch as misbehavior and disorder unfolds and expands among the children.  Rather, the technology of scientific education provides vital tools to sometimes quite actively engage to resolve misbehavior.  In fact, the main lesson presentation [&hellip;]
- [Least Amount of Adult Involvement](https://imsmontessori.org/about-ims/technology-of-scientific-education/least-amount-of-adult-involvement/): The protocol least amount of adult involvement directs you to keep your actions and engagement with children as simple, brief, and direct as possible, only enough to resolve any significant problem that interferes with the basic well-being of the total environment.  In this sense, the least amount protocol functions along with the protocol well-being of the total environment, to maintain the total environment in close harmony with laws of nature.  So, just following these two protocols alone will significantly guide you quite well in all your interactions with children. In practice, the least amount protocol directs you to disengage from interacting [&hellip;]
- [Well-being of Total Environment](https://imsmontessori.org/about-ims/technology-of-scientific-education/well-being-of-total-environment/): Among the 20 protocols of IMS technology, the well-being of the total environment is most important since it applies in every situation you encounter while supervising a group of children.  Following this protocol, you must constantly adjust your attention and behavior to engage the problem situation that is most likely to have the greatest impact on all the children in the group.  From this “total environment” perspective, it calls you to give your attention to the situation that has the highest priority at that time.  The basic priority levels are: (1) physical harm to children, (2) physical harm to objects, and [&hellip;]
- [Clear Direction](https://imsmontessori.org/about-ims/technology-of-scientific-education/techniques/clear-direction/): The clear direction technique is the teacher telling a child to do something.  A relatively heavy tool, it most often involves some verbal interaction, such as a safe word phrase, “Come over here,” “Watch” or “Take my hand.”  However, it can also be non-verbal, such as a hand gesture command indicating to “go” or “come” 
- [Distraction](https://imsmontessori.org/about-ims/technology-of-scientific-education/techniques/distraction/): The distraction technique is the action of getting a child’s attention in a misbehavior scenario. Usually, it involves touching or briefly holding some physical object in the scenario.  In practice, your action amounts to some interruption of the misbehavior, such as holding an object that the child is mishandling at the time.  When the child looks up, let go of the object and use other less heavy techniques to finish your interaction, such as eye contact or, if necessary a clear direction safe word phrase, such as “Come over here. Let me show you something.”
- [Proximity](https://imsmontessori.org/about-ims/technology-of-scientific-education/techniques/proximity/): The technique proximity is the teacher moving physically closer or further away from a child or the location of some misbehavior scenario.   For example, if eye contact is not available, the proximity technique is  normally the first physical action you take to resolve a misbehavior scenario; i.e., walking in the direction of the problem situation. In power struggle situations, you can use a type of reverse proximity by simply backing away from a child, which is sometimes necessary to control the detrimental influence of your personality.
- [Eye Contact](https://imsmontessori.org/about-ims/technology-of-scientific-education/techniques/eye-contact/): This technique is the teacher and child looking at each other in eyes.  Following the no negative attention to misbehavior, your facial expression must show no negative judgment or other unpleasant emotion, such as fear or sadness.  A simple eye contact lesson presentation is the lightest stand-alone interaction you can take with children, perhaps involving nothing more than a quick glance with a child from a remote corner of the environment.
- [Africa](https://imsmontessori.org/programs/character-teaching/africa/): Ghana      In October, 2024, Isaiah Kofi Tefutor accepted appointment to serve as the initial member of the IMS-sponsored “Character Teaching” (CT) project in Ghana, West Africa. As founder and director of AUST International Montessori School in Accra, Ghana, he also established its recognition with IMS at that time as well.      Isaiah brings to the CT project a 20-year background in the field of education, specializing in the training and supervision of personnel in the aviation field of air traffic safety. His vast educational background includes a master of engineering, B.Sc in Computer Science and post graduate diploma [&hellip;]
- [India](https://imsmontessori.org/programs/character-teaching/india/): The Character Teaching project in India began in 2007, when Lee Havis visited Bangalore to conduct an on-site accreditation visit with a Montessori training program in Bangalore. This IMAC accrediting team visit gave him an opportunity to learn about Montessori teaching in India, as I was able to visit and observe a number of different Montessori schools.  At the GEAR Institute,  during his consultation, an amazing video was captured of children acting in a spontaneous “true natural” manner to take turns in working with the Pink Tower.  See video here. This was taken in one of their classrooms consisting of about [&hellip;]
- [Nepal](https://imsmontessori.org/programs/character-teaching/nepal/): On October 19, 2015, a delegation of education-minded businessmen from Nepal met with Lee Havis, IMS executive director, in Silver Spring, Maryland. The purpose was to discuss the possibility of initiating the IMS “Character Teaching” (CT) project in Nepal. Uzzawal Baruwal, a leading member of the delegation, sought this meeting to learn more about the CT project which has been under consideration in Nepal for several years. He sees this project as a “New hope to do something for Montessori teaching in Nepal”. The Nepal delegation included two associates with Uzzawal, who came to the United States for research and environmental [&hellip;]
- [Latin America](https://imsmontessori.org/programs/character-teaching/latin-america/): Lee Havis, creator of the &#8220;Character Teaching&#8221; project started the project in Mexico, and since he has been a teacher in Latin America and speak Spanish, he has taken a special interest in developing the project in Latin America.  In March, 2014, he recorded an interview on a local Hispanic broadcasting media, asiesmigente.com, which offers in Spanish a brief introduction to the project, which is Spanish is referred to as &#8220;Ensenanza del Caracter&#8221;.    Mexico The idea for the Character Teaching (CT) first arose in Mexico in 2000, when Lee Havis, CT founder, was approached by poor working children asking for [&hellip;]
- [Character Teaching – a Full Perspective](https://imsmontessori.org/programs/character-teaching/character-teaching-a-full-perspective/): &#8220;Why have we adults…come to believe that the economic question is the true solution to the problem of human life?”            Dr. Maria Montessori from Spont. Act. In Ed., p.323 By Lee Havis The Character Teaching (CT) project arose from my experiences with children facing extreme poverty, looking for a solution which would address the underlying cause of this condition.  My long background in Montessori teaching convinced me to look beyond the superficial material nature of the problem, such as by giving only money or other material value, which would, at best, only create a short term [&hellip;]
- [Background and History](https://imsmontessori.org/programs/character-teaching/background-and-history/): By Lee Havis In April 2000, while in McAllen, TX conducting an IMS workshop there, I decided to visit a nearby border town in Mexico.   Walking around the streets, I noticed a number of poor children there, begging for money and to sell small items to American tourists.  While I recognized the obvious immediate material need of the children, I was more drawn to the underlying problem of their poverty and neglect, to see how better to help that problem rather than hand them some money. Thinking about this problem, I realized the solution was to set up some dignified, honorable [&hellip;]
- [General Structure and Procedures](https://imsmontessori.org/programs/imac-accreditation/general-structure-and-procedures/): The IMAC agency (referred to sometimes as &#8220;Council&#8221;) is a private agency for the voluntary, non-governmental accreditation of educational programs for the preparation of Montessori teachers. IMAC accredits these programs within an umbrella structure involving various associated organizations, committees and other bodies which cooperate together according to specified accreditation standards, procedures and practices. The Council&#8217;s purpose is generally to improve the quality of Montessori teacher education programs by: (1) creating goals and standards for program improvement; (2) providing recognition for programs which meet specified standards; (3) assisting prospective students, employers and other interested persons in the identification of acceptable educational programs; [&hellip;]
- [Essential Standards](https://imsmontessori.org/programs/imac-accreditation/essential-standards/): Essentials are the minimum standards for accrediting educational programs through the IMAC agency. The extent to which a program complies with these standards determines its accreditation status. The Essentials therefore include all requirements for which an accredited program is held accountable. Essentials are supplemented by Criteria and Guidelines by IMAC review committees.  In the Orientation Guide of the Generic Review Committee, Appendix A, there is given the complete details of IMAC Essentials and Criteria.  (PDF download).  Description of a Montessori Teacher  A Montessori teacher is one whose being with children effectively supports and nurtures the children&#8217;s normal growth and development. Such [&hellip;]
- [IMAC vs. MACTE](https://imsmontessori.org/programs/imac-accreditation/imac-vs-macte/): When Dr. Montessori died in 1952, the presumptive authority of her work, including recognition and certification of schools and teachers, was the Association Montessori Internationale (AMI).  However, in the 1970’s, the rise of the culture-type philosophy represented by American Montessori Society (AMS) brought conflict and competition in the Montessori community concerning its recognition and representation in the general public.  Since the name “Montessori” was declared in the “public use” available to all, the battle for recognition moved to government approval.   The matter was then raised with the US federal government and its regulations to recognize private accrediting agencies for the purpose [&hellip;]
- [History and Background](https://imsmontessori.org/programs/imac-accreditation/history-and-background/): After Dr. Montessori’s death in 1952, conflicts among different organizations and training programs seeking to represent Montessori education in the world.  This conflicting situation came up specifically in the area of recognizing Montessori teacher certification, which in 1929 Dr. Montessori had personally given to the Association Montessori Internationale (AMI). In the United States, a new organization, American Montessori Society (AMS) arose and developed a separate identity in the 1950’s, representing a “culture” type of Montessori teaching to challenge the AMI “personality” type associated with Dr. Montessori herself, her heirs and close associates. The AMI-AMS dispute finally erupted in a legal battle [&hellip;]
- [Format and Key Features](https://imsmontessori.org/programs/wichita-kansas-workshop/program-description/format-and-key-features/): The workshop format is interactive and experiential, offering group discussion, demonstrations, examples, materials lesson presentations, slides, video clips and role-play drama to help participants learn a precise technology designed especially for true natural Montessori teaching. You will see this technology as a set of techniques, protocols, lesson presentations and safe words which, taken together, help you implement this scientific approach in a consistent, reliable manner. Upon registration, you will receive several publications to help you prepare in advance for a successful workshop experience. Please study them carefully in advance to help assure the best results possible at the workshop itself. Notice [&hellip;]
- [Summary of Main Topics](https://imsmontessori.org/summary-of-main-topics/): Creating the &#8220;True Natural&#8221; Reality What is Scientific Education       Scientific education, first conceived and developed in the 1800’s, is the experimental observation of children in their free, self-directed activity. In 1907, Dr. Maria Montessori, using this approach with preschool aged children, discovered a profound shift in each child&#8217;s basic way of being, from inattention and disorder to a “normal” state of complete peace, order, and harmony with the environment. She therefore called this shift a “normalization”, which she later realized was actually a discovery of the “true nature” of man himself.      After 1907, the practice of this scientific education [&hellip;]
- [Aims of Workshop](https://imsmontessori.org/programs/wichita-kansas-workshop/program-description/aims-of-workshop/): The IMS workshop, Creating the New Education is a two-day weekend learning experience to develop and improve Montessori teaching that brings about the child’s true nature, showing such outward behavior as spontaneous self-discipline, love of order and complete harmony with the environment. It views Montessori teaching as a scientific way of being committed to laws of nature, creating conditions for the emergence of the child’s true nature. The Workshop will Help you to: Learn the basic approach of true natural Montessori teaching Montessori teaching to control the environment, not the child, by following precise technology designed especially for this purpose Discover [&hellip;]
- [Daily Schedule](https://imsmontessori.org/programs/wichita-kansas-workshop/daily-schedule/): Creating the &#8220;True Natural&#8221; Reality Wichita, Kansas Saturday, July 12, 2025 9:00-10:30: Intro/book/tune-in Individual Child Framework Technology (Eye Contact) Resolving Misbehavior  (examples/exercises) 10:30-11:00: BREAK 11:00-12:00: Whole classroom Well-being/Least Amount Polishing the Environment 12:00-1:00: LUNCH 1:00-2:30: tune-in/Review morning Sensorial Introduction (videos/demos/exercises) 2:30-3:00: BREAK 3:00-4:30: Nomenclature Letters-reading (c-u-p) Numbers (videos/demos/exercises) Sunday, July 13, 2025 9:00-10:30: Hand-out notes (questions) tune-in/Review all Discussion/exercises 10:30-11:00: BREAK 11:00-12:00: The Bigger Picture Conventional Reality Water Fish Reality Creating Realities True Natural Reality (making movie/conflict) 12:00-1:00: LUNCH 1:00-3:00: tune-in/Review all Special Adaptations Character Teaching  (videos) Questions/Discussion Wrap up Conclusion NOTES: book: &#8220;The Technology of Scientific Education&#8221; (incl. for each) [&hellip;]
- [Apply for Recognition](https://imsmontessori.org/membership/montessori-schools/apply-for-recognition/): Download fillable PDF To apply for IMS Montessori school recognition, make your payment here. 1 year term. Annual renewal. $10 per enrolled child ($700 maximum $45 minimum) Qualified schools follow true natural Montessori teaching. Recognition will be confirmed by follow-up mailing of specific written criteria. * Reduce amount of fee paid to IMS for teacher training distance learning course, workshops, or consultation during past 12-month period ($45, minimum) Name/Address of school &nbsp;
- [Montessori school information form](https://imsmontessori.org/membership/montessori-schools/montessori-school-information-form/): Download fillable PDF
- [Fees and Costs](https://imsmontessori.org/membership/montessori-schools/fees-and-costs/): Fee for IMS “Montessori school” recognition is $10 per enrolled child, with a maximum fee of $700 per year. For many schools under the same ownership, just one &#8220;main campus&#8221; school pays the full recognition fee, with the satellite schools each paying only the $45 minimum amount. The recognition fee is due and paid on an annual basis, which amount is reduced to a minimum of $45 per year by whatever fees there were paid for your school’s participation in specific IMS training programs, such as distance learning, consultation, and workshops. To apply now, use the below means to make your [&hellip;]
- [Benefits](https://imsmontessori.org/membership/montessori-schools/benefits/): Recognized Montessori schools receive the following benefits: Subscription to IMS newsletter, “Montessori Observer” (4 times per year) Subscription to 8-page resource newspaper, “Montessori News” (2 times per year) 20% discount on Montessori publications and other resources available through IMS Discount on IMS workshops Free bulk mailing of “Montessori News” newspaper for distribution to all school parents and staff Listing as a Montessori school at the IMS website Wall-size, signed certificate of recognition for display at school Support for successful operation to resolve problems with public and government
- [Model Discipline Policy](https://imsmontessori.org/membership/montessori-schools/model-discipline-policy/): International Montessori Society Model School Discipline Policy           Our School is committed to discipline of children that always dignifies and respects their own true natural inner guidance and self-directed purpose for harmony, order, cooperation and love towards their environment.  Adults shall therefore only interact with children to resolve their misbehavior by means that support each child’s self-discipline. Consistent with this policy, adults assure the children&#8217;s compliance and cooperation with necessary procedures and proper behavior through such positive, respectful means as:  example, clear directions, reasoning, distraction, reflective language and questioning.             The school considers any intentional inflicting of physical pain, or threat [&hellip;]
- [Statement of Compliance](https://imsmontessori.org/membership/montessori-schools/statement-of-compliance/): To confirm the school’s faithful commitment to IMS recognition criteria, the responsible school official signs a statement of compliance that affirms the school will faithfully comply with all criteria and policies of the International Montessori Society (IMS) established for recognized Montessori schools.   Montessori School Statement of Compliance This statement affirms that the below indicated school will faithfully comply with all criteria and policies of the International Montessori Society (IMS) established for recognition of Montessori schools. The undersigned school official hereby agrees and pledges that the school will faithfully conduct Montessori teaching in all aspects of its program for children, as [&hellip;]
- [Recognition Criteria](https://imsmontessori.org/membership/montessori-schools/recognition-criteria/): Montessori schools are committed to following the &#8216;true natural&#8221; type of scientific teaching, which is set forth in these IMS recognition criteria.  Signing a statement of compliance with these criteria is the primary means of assuring public accountability to this distinctive recognition status as an IMS Montessori school listed at the IMS website. Purpose and Objectives The purpose of the school is consistent with scientific education that is committed to laws of nature with children. The aim of this scientific teaching is to support the children’s normal development as Dr. Maria Montessori first discovered and reported this as the child’s true [&hellip;]
- [List of Montessori Schools](https://imsmontessori.org/membership/montessori-schools/list-of-montessori-schools/): The Montessori schools listed here are those recognized by the International Montessori Society for their commitment to laws of nature that supports the child&#8217;s true natural being and development.  These schools agree to comply with recognition criteria that assures faithful conduct of their program for children in harmony with this type of true natural Montessori teaching. United States The Maria Montessori School of the Golden Gate  62 Lenox Way San Francisco, CA 94127 Website: https://sfmontessori.com/ Tara Alavi, Director  Telephone: (415) 731-8188  email: pax101@aol.com Expires: June 1,2026 Miami Montessori Academy 9400 SW 16th Street Miami, Florida 33165 Website: https://miamimontessori.com Jose Carillo, Director Telephone: (305) 225-3070 [&hellip;]
- [Contact](https://imsmontessori.org/programs/wichita-kansas-workshop/contact/): Contact IMS if you have questions or wish further discussion about the IMS workshop.   &nbsp; International Montessori Society 9525 Georgia Ave #200 Silver Spring, MD 20910 (USA) Phone:301-589-1127 Mobile: +240-481-1566 Email: havis@imsmontessori.org
- [Technology in Action](https://imsmontessori.org/programs/wichita-kansas-workshop/technology-in-action/): The IMS workshop examines common misbehavior scenarios with children, showing how to use the IMS technology to resolve these various challenging moments of peril by the approach of control the environment, not the child. The magical moments indicated here show how some persons have used this technology in practice to resolve their own “moments of peril” to reveal the child’s true nature. Magical Moments with Children Come over here…I have something to show you SO she took the rabbit and walked towards the couch. (he basically redirected her &#8211; turned her attention to something that made her feel important and responsible [&hellip;]
- [What People Say](https://imsmontessori.org/programs/wichita-kansas-workshop/what-people-say/): What People Say about the IMS Workshop “I have experienced significant improvement and changes in my communicating&#8230;My body, my voice, and my words have become like a true Montessori lesson&#8230;I came away from the conference with something totally unexpected — myself, externalized in my improved communication. Thank you for creating the environment that encouraged and allowed this to happen.” Paul Posillo ( Ashaway, Rhode Island) “This conference helped me to understand better and to know the differences of my personality and my being. It gave me the courage to apply the three Montessori principles. Florence Swaminathan (Houston , Texas “It was [&hellip;]
- [About the Speaker](https://imsmontessori.org/programs/wichita-kansas-workshop/about-the-speaker/): Lee Havis  Lee Havis is founder and director of the International Montessori Society (IMS). Since 1979, he has been guiding IMS in all its teacher education, research and outreach to support the vital work of creating Dr. Montessori’s vision of a “true natural” reality in the world. In this role, he has conducted over 150 workshops and conferences throughout the world and contributed to numerous publications in the field of scientific education. Most recently, he completed and published a comprehensive text on the subject, entitled “The Technology of Scientific Education”. Education 1961-65 University of Connecticut (Storrs, CT), BS Engineering 1965-66 American [&hellip;]
- [Location and Accomodations](https://imsmontessori.org/programs/wichita-kansas-workshop/location-and-accomodations/):       The workshop will be held at the Drury Plaza Hotel Broadview Wichita, 400 West Douglas Avenue, Wichita, KS 67202 [www.druryhotels.com], Tel. (316) 262-5000. Hotel is located 6.8 miles from the Wichita airport, in the heart of downtown Wichita. Free 24-hour shuttle service from the airport. Parking for guests is $12 per night. Hotel Accommodations: Non-local participants may book sleeping rooms (Non-smoking 2 Queen Beds Deluxe), based on availability, for Friday/Saturday nights. Contact the Drury hotel directly for room rates and availability. IMS has reserved a block of rooms at special reduced rate.   For more information and to reserve, go to [&hellip;]
- [Program description](https://imsmontessori.org/programs/wichita-kansas-workshop/program-description/)
- [What Graduates Say](https://imsmontessori.org/programs/teacher-education/what-graduates-say/): “…this course has opened my mind and I feel a new sense of confidence and faith…” Sylvia Starkie (Miramar, Florida)  “This IMS course has provided me with a wealth of information that I can use to insure my success in the classroom…Through the IMS lessons, I have learned ways in which to control the environment without controlling the child.” Virginia Jones (Lilburn, Georgia)  “Every day I am able to put to use some of the things I have learned in your course…every week the teachers and I are able to work quietly with the children putting to use the knowledge you [&hellip;]
- [Elementary (6-12) level](https://imsmontessori.org/programs/teacher-education/elementary-6-12-level/): The Elementary Level (6-12) course essentially extends the primary level course work to prepare the student for effective Montessori teaching with the 6-12 year old child. “Cosmic Education” — the total interrelated functioning of the universe — is the basic approach for addressing the academic subject matter of elementary level Montessori education. The Elementary Level course is open only to individuals who have completed the Montessori Primary Level (2-6) course. The following documents provide substantial details about the elementary level course content and format itself: Course Catalog Download PDF Instructions to apply, course content summary, procedures, tuition, credit, certification &nbsp; &nbsp; [&hellip;]
- [Primary (2-6) level](https://imsmontessori.org/programs/teacher-education/primary-2-6-level/): The Primary Level course consists of a sequence of 22 guided study lessons that prepare for effective Montessori teaching with the 2-6 year old child. Upon completion of this foundation course, the student receives a certificate to verify its successful completion. In addition, the student receives a three-year Montessori teaching credential, which may be renewed upon completion of at least 30 additional hours of approved continuing education. Continuing education is provided by IMS through such means as completing individual “observation” lessons (10 credit hours each) and occasional weekend workshops (15 credit hours each). The Primary Level (2-6) course is foundational for [&hellip;]
- [Types of Scientific Teaching](https://imsmontessori.org/about-ims/what-is-montessori/types-of-scientific-teaching/): by Lee Havis In 1907, Dr. Maria Montessori discovered the child’s true nature by observing young children in their free activity with self-teaching materials.  In her continuing research, she confirmed that this true nature brought about such outward qualities as spontaneous self-discipline, love of order and perfect harmony with others which she referred to as &#8220;normalized&#8221;.  Discovering this fundamental truth logically provoked Dr. Montessori to study how this results might be practiced in a consistent type of scientific observation which eventually came to be known as the &#8220;Montessori Method&#8221; Soon after 1907, however, Dr. Montessori realized that her sense of scientific [&hellip;]
- [True Natural Scientific Teaching](https://imsmontessori.org/about-ims/what-is-montessori/true-natural-scientific-teaching/): Dr. Montessori’s original experiment and research with children offered hope for a whole new education, and the emergence of a new humanity of perfect peace, order, and harmony in the world — all of this based on her breakthrough discovery of the child’s true nature in 1907. Discovering the Child’s True Nature In the early 1900&#8217;s, Dr. Maria Montessori, sought to conduct experiments with children, using a type of scientific education that two French physicians had begun several decades before for mentally deficient children.   She felt that this type of scientific teaching, to observe children in their free, self-directed activity, would [&hellip;]
- [Character Teaching](https://imsmontessori.org/gallery/character-teaching/): Videos Lee explains the basic concept of the &#8220;Character Teaching&#8221; project Lee demonstrates the &#8220;Character Teaching&#8221; project in operation in Cebu, Philippines. Lee describes Character teaching project in Spanish Images Uganda The CT project in Uganda is led by Carolne Mypisi, who met recently with government officials in Kampala  Read Article &nbsp; &nbsp; Kenya Everline Oiye is CT rep in Kenya.  She met with ministry officials in Nairobi to move the project forward there. Read More India In October, 2023, SB Silvaraj renewed his role with the CT board in India. Read More Nigeria Evellyn Oneka, lead IMS network for the [&hellip;]
- [Workshops](https://imsmontessori.org/gallery/workshops/): IMS Workshops Lynchburg, VA July 28-29, 2012 Kuala Lumpur, Malaysia June 9-10, 2012 Brunei Darussalam June 2-3, 2012 Manila, Philippines September 17-19, 2011 Cebu, Philippines June 11-12, 2011 Jakarta, Indonesia November 27-28, 2010 Kuala Lumpur, Malaysia November 20-21, 2010 Kuala Lumpur, Malaysia December 2009 Kuala Lumpur, Malaysia May 2009
- [Character Teaching](https://imsmontessori.org/programs/character-teaching/): &#8220;Lack of character, or defects of character disappear of themselves, without any need for preaching by grownups or for grown-up examples. One does not need to threaten or cajole, but only to ‘normalize the conditions’ under which the child lives.” Dr. Maria Montessori from Absorbent Mind, p.299 Character teaching, Lee Havis conducts CT tutoring with children in the streets of Cebu, Philippines Lee Havis, creator of the Character Teaching project, explains its operation in interview in Kuala Lumpur, Malaysia by Lee Havis  The “Character Teaching” (CT)  project arose in 2000 when I was in McAllen, TX conducting an IMS workshop training. [&hellip;]
- [IMAC Accreditation](https://imsmontessori.org/programs/imac-accreditation/): The International Montessori Accreditation Council (MAC) is a private agency for the voluntary, non-governmental accreditation of educational programs for the preparation of Montessori teachers. Such accreditation is provided within an umbrella structure that includes all brands and philosophies of Montessori teaching, personality, culture, and true natural.  IMS serves as a collaborating organization. IMAC was organized in 1994 to serve as an inclusive “umbrella” accrediting agency for the entire Montessori community.   Montessori teacher training programs that ascribe to the specific standards of one of its collaborating organizations, has access to that organization’s specific review committee.   Montessori training institutions that don’t fall under [&hellip;]
- [Consultation](https://imsmontessori.org/programs/consultation/): The International Montessori Society provides consultation services to schools, organizations and other interested persons to improve and develop the operation and availability of Montessori education throughout the world. Lee Havis , IMS executive director, personally conducts all IMS consultation, which usually includes one or more on-site visits, with advance planning and agreement as to details of format, focus of attention and scheduling of time. Since 1979, Havis has supervised the operation of all IMS programs and activities, including Montessori teacher education, which is conducted through such means as workshop seminars and correspondence course training. For operating schools, IMS consultation usually includes [&hellip;]
- [Teacher Education](https://imsmontessori.org/programs/teacher-education/): IMS teacher education aims to help students learn how to effectively apply the unique type of scientific education that led Dr. Maria Montessori to discover the child&#8217;s true nature in 1907.   In her first Children&#8217;s House, this discovery arose from the prior research and experience conducted by Dr.&#8217;s Itard and Seguin in their observation of mentally deficient children given freedom to use various self-teaching learning devices.  Using this scientific education, along with the self-teaching Seguin materials, Dr. Montessori&#8217;s research was conducted with preschool aged children, which brought about a revolutionary change in their behavior.    From a state of ordinary inattention, disorder, [&hellip;]

## Optional

- [Agent (MCP protocol)](websites-agents.hostinger.com/imsmontessori.org/mcp)

[comment]: # (Generated by Hostinger Tools Plugin)