Category: Projects and Clients (Page 2 of 3)

RACE TO NOWHERE in San Rafael, Ca

Save the date for the groundbreaking MOVIE “Race To Nowhere” in San Rafael, Thursday September 30 at 7pm at Open Secret Bookstore. Subsequently, we will facilitate a circle and discussion.

Here is the preview:

$15 at the door / FREE tea and snacks!

Click here for the trailer

On the Monday after, we’ll meet at the same place and talk about alternatives. I will also present a cutting-edge European school model (Pre/k-8th) based on Montessori, Waldorf and the new science of epigenetics and neuro-cardiology. FREE
October 4th, 7pm at Open Secret Bookstore. 923 C Street, San Rafael CA. 94901

Race to Nowhere:
Director Vicki Abeles turns the personal political, igniting a national conversation in her new documentary about the pressures faced by American schoolchildren and their teachers in a system and culture obsessed with the illusion of achievement, competition and the pressure to perform. Featuring the heartbreaking stories of young people across the country who have been pushed to the brink, educators who are burned out and worried that students aren’t developing the skills they need, and parents who are trying to do what’s best for their kids, Race to Nowhere points to the silent epidemic in our schools: cheating has become commonplace, students have become disengaged, stress-related illness, depression and burnout are rampant, and young people arrive at college and the workplace unprepared and uninspired.

Race to Nowhere is a call to mobilize families, educators, and policy makers to challenge current assumptions on how to best prepare the youth of America to become healthy, bright, contributing and leading citizens.

Integrating Montessori and Waldorf

Harmony Montessori in Mill Valley, Ca. is integrating elements from Waldorf in their Montessori-based structure.

Wilana Anderson, founder and inspired educator is doing a Waldorf training in addition to her Montessori teacher training, and together, we are finding ways to to offer children learning opportunities from each method.

Children are offered self-directed learning opportunities and guided lessons with materials from Montessori and Waldorf. The environment offers the basic Montessori preschool materials, such as the pink tower and the brown stairs.

Montessori Language materials:

Montessori botany leaf and flower cabinets:

Montessori science experiments:

Waldorf pretend play materials:

Waldorf dolls and fairy play houses:

Waldorf and Montessori complement each other in many ways, not only in the learning environment.

Teachers can hugely benefit from opening up to a variety of educational approaches. Each method has its genius.

You can use the tools of “Inspired Self-Directed Learning” to give guided lessons, foster independent learning and the nourish the intelligence of pretend play.

Come join us for a workshop at Harmony Montessori, April 29, 2010 7-9m. Please register here

With joy,
Carmen Gamper

Translation of Sybille’s Blog: Interview with Carmen about Education

My amazing friend, Sybille, home-schooling mother and educator from my home in Northern Italy, made an interview with me in German and Italian on her blog: Here it is in English:

This is an interview with my dear friend Carmen, an expert on self-directed learning. Carmen Gamper has lived in San Francisco for four years where she founded New Learning Culture Consulting to assist parents and teachers in educating children with ease and joy.

Carmen, before you founded New Learning Culture Consulting you worked at a variety of schools where you gained practical experience. Yes, I worked as teacher and director at the alternative Montessori School “Kinderhaus Miteinander” in Austria. I also re-structured the learning environments, and re-wrote the mission statement, which resulted in that alternative school being awarded the status of an accredited school. Then, I co-created with a group of parents an innovative Montessori school based on Rebeca and Mauricio Wild’s insights, “Aktive Montessori-Schule Meran mit nicht-direktiver Begleitung – Die Pfütze” in Italy. I worked at that school as a teacher and pedagogical director. As a learning consultant, I also supported the alternative Montessori-School “Umaduma” and assisted parents from a variety of schools , before moving to San Francisco. Here in the Bay Area, I volunteered consulting and workshops from the beginning. Because this service was very well received, I founded New Learning Culture Consulting.

What’s your educational background? I graduated from the University of Innsbruck and Bolzano in English and German literature and linguistics with a pedagogical training. Then, I did a Montessori-teacher training with Claus-Dieter Kaul of the “Institut für Ganzheitliches Lernen” in Munich. I studied with Rebeca and Mauricio Wild, the world’s foremost promoters of self-directed learning, and with Ulla Kiesling, a German, cutting-edge child psychologist. I constantly keep myself updated through school visits, conversations with teachers, parents and children, cutting-edge literature, magazines and newspapers, and original writings from reform educators all over the world. As you can tell…I myself am a passionate self-directed learner.

You foster self-directed learning in home-schooling and classroom environments at various kinds of schools, by offering tools and skills from a variety of learning methods such as Montessori, Steiner and Reggio Emilia. When being with children, which principles should be considered in all learning approaches?
I think all educational approaches should be based on respect for the child:
– Children shouldn’t be forced to learn specific skills prematurely or study specific content against their will, over a long period of time.
– Children can learn with joy and ease when new skills and content are connected to their personal life, when they feel respected and loved, and when their authentic needs are being met.
– Children, especially younger children, are connected to their inner guidance and should be allowed to co-create their curriculum, and learn in self-directed ways. Children who become used to following an external agenda for many years often loose the connection to their inner guidance, but can reclaim this connection when given time and space.

– Grown-ups can learn to control their fears in order to fulfill children’s authentic needs.
– Grown-ups can see themselves as constantly learning, which will help them connect joyfully with kids.
– Grown-ups need to take responsibility for children. Adults need to dare say ‘No” when a “No” is required.
– In order to develop social skills, children need strong boundaries that grow with the ability to take responsibility.
– The most courageous parents try to discover what their child really, really needs, and then try to fulfill those needs.

Which questions do you hear most often from parents and teachers? Parents often ask: How and when should I say “No”? What could I do when my child does not respect my “No”? What can I do when my child doesn’t want to learn a specific topic? What can I do when my child is lazy? Which hands-on learning materials are appropriate for my child? What can I do when I know my child is lying or stealing?

Teachers often ask: How can I include elements from Waldorf and Reggio Emilia in my Montessori-based curriculum? How can we collaborate better as a teacher team? What can we do with parents who are too fearful? How can I introduce the hands-on learning materials to children? How can I set boundaries respectfully?

How can adults recognize when a child isn’t happy, or isn’t feeling well? Children often are not able to verbally express that they are not feeling well. Often only an adult with an open heart can tell when a child is suffering inside. Often children silently cry for help by developing physical symptoms such as head and belly aches, bed-wetting, and eczema. On an emotional level, symptoms include aggression, excessive fear, and sadness. Healthy children, on the contrary, are naturally curious and usually active in an inspiring environment in order to follow their natural instinct for learning.

For many children, the very structure of public school is harmful: The long hours of sitting still against natural impulses to move; time pressure and stress while trying to study; the unnatural 45 minute rhythm of change between subjects (a natural learning cycle often takes 3 hours); the fear of testing, grading and especially negative grades, which brand students with a stigma of ‘bad’ or ‘lazy’ or ‘not smart;’ teachers with burn-out syndrome who are unable to perceive the needs of the children anymore; the early rising (often in darkness) which results in sleep deficit; the rule which says not to communicate with other students during lessons; the problematic relationships between children who are under pressure; little or no support for learning social skills, e.g. conflict resolution; little or no respect for natural stages of development and learning rhythms; the complicated abstract ways of explaining, e.g. math, which could be so easy with hands-on learning materials; and the list could go on…

Maria Montessori and Rudolph Steiner both wrote several times in different words, that the success of an educational method is to be measured by the happiness of the child.
For me it is clear that one method of schooling cannot be appropriate for all children. Different children have different needs. For some children adjusting is easy; for some it is impossible.

What can parents do to make life easier for their children? There are many things parents can do. Solutions depend solely on the parents’ willingness and ability to fulfill their children’s genuine needs. Every family can find individual solutions which can be open to change over the years:
1. Traditional school: Compassionate parents can accompany their children with patience and love through the school years, in awareness that the structure of the traditional school system itself produces tension. Parents can provide a relaxed and inspiring environment at home, help their children with the loads of homework, and constantly reassure them that success, failure and other events at school are not changing their respect and love for them. Parents can support understanding of school lessons and homework, for example with Montessori materials for all basic math, posters and excursions.
2. Part-Time Home-Schooling / Charter Schools: If parents find a school is willing to share educational responsibility, they can send their child a few days a week to a learning center, and home-school on the other days. Also, Sybille recently shared this story with me: Every two weeks, this mother spends a full day with her daughter. She does not go to school, and the mother does not go to work. On that day, they only do things they both love to do!
3. Home-schooling and collaborating with other home-schooling parents: exchanging materials, joining or founding associations, organizing meetings and lessons together.
4. Founding or joining an alternative school, e.g. a Montessori-school, or a school based on the NLC school model.”

When a child has difficulties in learning a specific subject, and parents would like to support his/her learning progress, what should parents be aware of? In order to understand the situation thoroughly, parents should ask themselves: Why does the child have difficulties learning this subject? Is the subject connected with the child’s personal life? Is the child able to understand the subject, or is he/she learning those sentences by heart? Does this subject overwhelm the child’s ability to think in abstract terms? Is this way of teaching appropriate for the child’s stage of development and learning style? Can you wait and teach the same subject at a later point again? Can you find hands-on learning materials and games, or organize excursions to help explain the subject?

How do grades influence children? How can we help children cope with the grading system? The awkward competition caused by the grading system is problematic on many levels It creates much unnecessary suffering. On a philosophical level it fortifies the differences between social classes; “the good and worthy ones,” and “the bad and inferior ones.” On the emotional level, it creates much suffering for the “bad ones,” and reduces self-esteem. The repercussions can be felt into adulthood. It also complicates or hinders authentic relationships (friendship, companionship) and collaboration between children, and between students and teachers.
Learning assessments do make sense, when children can compare their own progress to their own previous results over time. Then child, parent, and teacher really discover how much a child has learned over time.
When given a say, children and teenagers love to compete with a chosen “competitor,” a student who has similar capabilities. That way a competition becomes fun for the ones involved!
Teachers can assess learning progress by documenting what they see in the classroom, and then talk about that with students and parents.

Many parents aren’t happy with the traditional school system, but do not have alternatives (home-schooling or alternative school). Often I hear “My child used to love painting, but since she goes to school, she hates it!” Or, “My child’s homework is a burden for the whole family!” What can parents do to prevent their children from losing the joy of learning, or how can they re-awaken it? When parents insert their children into the traditional school system, they almost have to count on their children losing the joy of learning. This system is not created to keep the joy of learning alive, but to control learning progress and teaching content. Often, parents can only limit the damage (but not prevent it) by accompanying their child with empathy, and offering more joyful learning opportunities in the afternoons. However, often children are so exhausted from school, they just need time off to rest and play freely.

Many parents are confronted with problems they don’t know from their childhood. For example, should parents set limits on using TV and computer games? What are the criteria for setting those limits? I believe that children need firm limits when using media, because media holds a great danger for addiction. Basically, I find “less is better.” However, I wouldn’t deny children all access to modern media. I think that a few well-chosen programs can be an inspiration for children. A major criteria for videos should be slow-moving images, and content without violence. Rapid series of images evoke stress-reactions in the child’s body. There is so much to say about media…but I feel I’m already over my limit of blog space… 🙂

Please share a beautiful experience from your consulting work. My most beautiful experiences occur when I am able to help someone increase their quality of life with children. I’m always very happy when I observe the positive effects of the Montessori hands-on materials for kids and adults. Often I hear, “Is that really that easy? I thought it was much harder, that’s why I didn’t get it!”

Your opinion: What makes children happy, and what makes parents happy? Adults are happy when they have developed the ability to recognize integrity, beauty and truth in themselves and in children. Children are happy when adults fulfill their genuine needs.

If you would like to know more, you can ask questions on this blog, or order Carmen’s handbook “The Sacred Child Companion.” Carmen is coming to Italy in July/August. She will offer a series of public events, and also be available for private consulting. Please check here later again for exact dates.

OFFER: Carmen and Sybille are super happy about the great amount of visits to this blog. As a sign of our gratitude to all the readers and participants, we are offering a free copy of “The Sacred Child Companion” in a raffle for all the readers who leave a comment on this blog 🙂 Take the opportunity to get your own free copy of this precious manual!!

THANK YOU SYBILLE!!! Go team go – Blessings to ALL THE ADVOCATES FOR CHILDREN around the world!!!

Carmen Gamper
Educational Consulting for Parents and Teachers

Math can be fun!…with hands-on learning materials!

Get inspired!! Math teacher, tutors and parents can make lessons way more interesting and accessible with hands-on learning materials. Children love to play and learn with the materials also after the lesson, in self-directed ways.

To see, touch and play with the ‘Times Tables’: The Decanom, developed by Dr.Maria Montessori

Learning decimals with REAL money!!

Deepening understanding for addition with Dr.Montessori’s beautiful Snake Game.

How much is 1000? How long is the pool? Experiencing length and width, and measuring real objects is exiting!

It is my joy to offer math tutoring for 6 to 14 year- old students with hands-on learning materials in Marin/San Francisco. Please write to References available upon request.

I utilize hands-on materials for addition, subtraction, division, multiplication for whole numbers, decimals and fractions, measuring materials, logic, strategy, pattern-recognition and fine motor development materials in order to give the abstract worlds of math a foundation in the concrete world around us.

Dear Math Tutors and Teachers: I offer consulting to introduce you to materials to help make your lessons experiential, efficient and fun. Contact me for a free introduction at

Best wishes,
Carmen Gamper

Designed Space for Play Therapy at the Montessori Family School, Berkeley, Ca.

Some traditional Montessori schools honor children’s basic need for pretend play, not only in preschool and kindergarten, but also also at elementary ages. Pretend play is the most important way for children to process emotions and experiences. When children are in emotional turmoil or distracted by the memory of an intense experience, intellectual learning is hard to occur. The emotional body needs to be healed and ‘cleansed’. Then, the mind is able to absorb new information.

The Montessori Family School in Berkeley is collaborating with non-directive play therapist Doug Lerch to allow some children to play and heal in this thoroughly prepared pretend play environment. I provided consultation for the basic set-up of the space, which is located in a corner of a very big community room. This space is also used by an after-school program in the afternoon. The set-up needed to be flexible and removable. We used movable walls, curtains and shelves on wheels to be able to prepare in a few minutes a cozy contained space during morning hours.

Our intention was to create a cozy beautiful space where children could enjoy a few hours of play and processing of emotions in timelessness.

We divided the space into areas, each with a specific purpose:
– a cozy couch with covers and pillows
– an area for finger and hand puppet pretend play
– a sand tray
– a place for an amazing collection of figurines
– a table for play and creativity with clay and small creative projects like drawing and painting
– floor space for blocks, dolls and little cars
– a shelf for supplies and booklets

I hope more and more Montessori schools will include space and time for free play and pretend play in their elementary curricula. Maria Montessori observed that the children in the first Casa dei Bambini (1907) and in the early Montessori schools loved to ‘work’ in the prepared environment and they stopped doing pretend play. ‘Work’ in the Montessori world means doing things such as cleaning real dishes, counting real beads, and cooking real meals. Today, I still observe that children love to be part of the adult world with real contributions. However, I also observe that children love pretend play until they are 10 years old or or older. Pretend play is healing sometimes even for adults!!

Doug Lerch’s feedback: “My therapy offering here at Montessori Family School is going very well. The space is great, and works wonderfully! I am eternally appreciative for you and your help.”

We can give children ALL the tools they need to develop physical, emotional, intellectual and spiritual intelligence.
I’m available to assist Montessori and other schools to create spaces for healing pretend play. Please contact me to find out more.

Carmen Gamper

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