As educators, Mariana and Daniel Bissonnette have been working with children and their families prenatally through age 12 for over a decade. Individually, they saw how different aspects of the teaching environment affected the child's learning potential no matter what they were able to do in the classroom: the parent, the teacher, the school, and of course the caliber of the actual learning environment, materials and curriculum.
They both came to Montessori from the public education sector and feel that the learning environment, materials and curriculum of the Montessori Method is unmatched in its caliber, purpose, and integrated approach to social, cognitive, physical and emotional learning.
In order to effectively apply the Montessori Method, Daniel and Mariana saw an opportunity to provide support in the classroom and at home by helping both the teacher and the parent to better understand their children and to fully implement Montessori education. They are parents of two children (and two dogs!) and love working together to provide a stronger network for Montessori teachers, parents and schools to better support the next generation.
Mariana has AMI Montessori teacher training for 0-3 and 3-6 years along with 7 years of classroom teaching experience and 2 years of experience coaching parents and teachers. She also holds an MA in Economics.
Daniel has AMI Montessori teacher training for 3-6 and 6-12 years and has been teaching Montessori since 2012, currently in an Elementary Montessori classroom. He holds a CA teaching credential for Math and Biology and taught public Middle School Math for three years. He also has an MS in Educational Leadership and a CA Administrative credential.
Dr. Maria Montessori (1870-1952)
Dr. Maria Montessori went to medical school in the late 1800s as one of the first female physicians in Italy. As a medical doctor, she was interested in the pathology of disease and the process of (or deviations from) normal human development. She opened a school for children with special needs and with her methods was astonished that they scored on par (some even better) than the children at conventional schools. While she was given accolades for teaching children who were considered 'unteachable' at the time, she questioned the conventional learning environment. She posited that children could better reach their potential if they were given both an environment that matched their development and an adult trained to understand that development to guide them in their learning process.
Dr. Montessori spent her career designing (and testing) prepared learning environments that are optimal in supporting the development of the child at each developmental phase. Dr. Montessori's prepared learning environments span from birth through adolescence and have been recognized as supporting the whole child in their cognitive, social, physical, and emotional development and independence.