Helping Third-Grade Students with Task Management in a Montessori Classroom

HELPING STUDENTS WITH TASK MANAGEMENT 2 Abstract In this study, ten third-grade students in a Montessori classroom were observed and encouraged to discover strategies to help them manage their coursework. The teacher facilitated individual conferences with each student that focused on developing specific independent work time strategies. The students also had the opportunity to assemble a portfolio and to reflect on their progress. In addition, quantitative data was collected that focused on student engagement and work completion. The study revealed that students were drawn to larger projects, particularly in history and geography. They were also drawn to work that would need little to no guidance to complete. Based on these findings, to engage students in various subject areas there should be opportunities for one-on-one feedback and for large, culminating projects as long as all necessary resources for completion are easily accessible to students