| Often Montessori schools retain upper elementary and middle school
students who need special tutoring for both undiagnosed and diagnosed learning
difficulties. If the goal of these older level classrooms is to create independent
workers, learning interventions must also work toward this goal. Ms. Kahn and
Ms. Koenig discuss how tutors can support the child’s development of independence
rooted in confidence and competence, as opposed to self-conscious
behaviors that lead toward more dependence on teacher supervision. |