The Eight Characteristics of the
Master Teacher
Embracing the Process of Personal Transformation
Edgar Ball and Jonathan Wolff
© 2018 Jonathan Wolff Publications
The first essential is that the teacher should go through an inner,
spiritual preparation—cultivate certain aptitudes in the moral order.
This is the most difficult part of her training, without which all the rest
is of no avail. . . She must study how to purify her heart and render it
burning with charity towards the child. She must ‘put on humility’ and
above all, learn how to serve. She must learn how to appreciate and
gather in all those tiny and delicate manifestations of the opening life
in the child’s soul. Ability to do this can only be attained through a genuine effort
towards self-perfection.
—Maria Montessori
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Introduction
This is workbook is designed to be used as an assessment and transformational
tool. It was originally created as an accompanying workbook for our workshop,
The 8 Characteristics of the Master Teacher - Embracing the Process of Personal
Transformation. Since we first presented this topic at the National Center For
Montessori Education 1995 national conference, we have received numerous
requests to format the presentation into a workbook.
Keep in mind, the process of personal transformation is not solely an intellectual
exercise. It also requires intuition, feeling, imagination, affirmation, visualization,
observation, will power, and a thoroughly detached sense of humor!
Thus, to make optimum use of this workbook calls for self-awareness, selfassessment, self-acceptance, courage, love, and laughter. So let us begin on the
journey of the Master Teacher by asking ourselves a question of intent:
Why am I a teacher? What is my primary motivation?
___ To become independently wealthy.
___ I’d rather work and associate with children than with adults.
___ I’m really not suited or skilled to do anything else.
___ I have an obsessive-compulsive personality and Montessori teaching
satisfies my insatiable need for order and control.
___ I want to reform the process of child education because my school
experience was so unfulfilling, depressing, and traumatic.
___ I have a co-dependent' personality and am driven to rescue vulnerable
creatures, especially young children.
___ My inner child was wounded by adults and I find young children are the
safest people to be around while I work on healing my emotional scars.
___ I am committed to helping children discover and develop his/her unique
potential and greatness as a human being.
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___
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I want to make the planet safe and sustainable by teaching young people to
care, share, and dare to make a difference.
I am committed to expanding my own self-awareness and personal
potential.
All tongue-in-cheek humor aside, which motivations on the list struck a chord in
you? Which ones evoked the most emphatic, "Yes!"
Many teachers select, as their primary motivation for being a Montessori
educator is, "I am committed to helping the child discover and develop their
unique potential and greatness as a human being." We believe master Montessori
teachers have a different perspective.
If teaching is about modeling character and self-actualization as well as dispensing
information, we believe the Montessori teacher must present herself as a humble
co-learner and not infallible authority figure dispensing knowledge.
We must be as committed to our own expansion of consciousness and character
development as to our work with children.
Thus, the Master Teacher is motivated to teach because the process of interacting
with children becomes the basis for their own spiritual unfoldment.
We dedicate this workbook to those in the teaching profession who cherish for
the opportunity to develop themselves while helping children to do the same.
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Native American Medicine Wheel
Why we have formatted this self-learning process on the
principles and pattern of the Native American Medicine Wheel
Contrary to most systems of human development and learning, we believe
spiritual-transformational growth to be a non-linear process. As we a dealing with
an expansion of awareness and personal abilities, we perceive this awakening and
unfolding process as very much a circular, or if you will, spherical construct.
The symbol of the wheel, which indigenous peoples around the globe have long
held sacred, is more appropriate for the kind of inner growth we envision than
the traditional "move from point A to point B" process so traditional in Western
civilization.
Furthermore, we view personal growth or self-transformation as much a process
of "balancing of forces and faculties" and as one of "strengthening assets and
eliminating deficits". The greatest wisdom, insight, peace, and happiness emanate
from a state of physical, mental, and emotional equilibrium.
The eagle is an effective bird of prey because every component of its being - eyes,
beak, talons, and wings - supports its purpose and objectives.
The symbol of the wheel, symmetrically arrayed with its balancing and supporting
spokes, perfectly exemplifies the integrated and equilibrated process of self
transformation.
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Why Native American culture linked animals with spiritual
qualities as symbols for transformative growth
The great teachers throughout history - Christ, Krishna, Buddha, Lao Tzu - as well
as many modern sages and scholars - Einstein, Lincoln, Walt Whitman, Maya
Angelou - have perceived the cinematic spectacle of creation as a metaphor for
spiritual growth.
The question then arises, “Do the things that happen to us carry an intrinsic
meaning or message that can help us become happier, healthier, more effective
individuals?”
We believe the answer is, "Yes!"
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EAGLE
Master Teachers are aware of the unity of life
and their relationship to the whole
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The Eagle
Like the Eagle I will be,
Soaring, soaring endlessly,
Over forests, over plains,
High on winds where freedom reigns.
Seeing all and everything,
The rabbit small, the mountain king,
I see the plan and every part,
I hold the vision in my heart.
I hold the vision day and night,
The world in one of love and light.
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Eagle
Allies
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Feels a spiritual connection with all things and all beings
Interacts comfortably in both spiritual and material realms
Perceives patterns, systems, and interconnections
Is in touch with one’s personal power
Has faith in oneself and trust in one’s spiritual unfoldment
Views and accepts personal tests as opportunities for learning and growth
Is able to perceive the big-picture potential in all things
Values freedom in all forms
Lives in the present and values the gifts of the present
Sees life and learning as a never-ending process of self development
Adversaries
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Lives in the past or future
Feels alienated from self and others
Is unwilling to learn from one’s mistakes
Has a tendency to be self-critical and a perfectionist
Feels limited by their life experiences and the influence of others
Is habituated to negative, self-limiting thinking
Clings to old habits of thinking
Is fearful of and resistant to change
Has difficulty finding the meaning in life’s events
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I. Eagle
Master Teachers are aware of the unity of life
and their relationship to the whole
Self-Inquiry and Exercises
1. What is your vision for your life? What does life fulfillment look like?
2. How do you stay mindful of and focused on your life vision? By what means do
you calm and re-center yourself – that enables you to gain and maintain an
awareness of your vision?
Some effective methods for calming and centering:
Meditation, prayer, chanting/singing, affirmation, visualization, physical
disciplines such as Hatha Yoga, Tai Chi, breathing exercises, creative
movement and dance, gardening, walking, painting/drawing/sculpting,
running, nature reflection, certain forms of athletic exercise.
Identify the method that works for you and practice it daily as a part of your
self-transforming discipline.
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Exercise I
Visualize yourself as a fully developed Montessori teacher you.
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See yourself within the classroom acting with poise and purpose.
See your ideal environment with abundant and beautiful materials.
See children discovering and developing themselves through positive
interactions with one another and the prepared environment.
Conduct this visualization on a daily basis at night before bed and/or just before
the start of your teaching day.
Exercise II
Conduct the above visualization exercise with challenging children you may have
in the class.
Visualize the child in the context of your classroom behaving and learning in a
manner that represents a realistic next step in their learning and development.
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Hummingbird
Master Teachers are aware of the unity of the joy
in being a unique, individual aspect of life
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The Hummingbird
Like the Hummingbird I will be,
Dashing, darting joyfully,
From bloom to bloom throughout the day,
Only beauty makes me stay . . .
But a moment here I dwell,
Drawing nectar from the well
Of life’s wonders great and small,
Savoring good in one and all.
Feeling joy in every cell,
I find it in the world as well.
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Hummingbird
Allies
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Seeks and finds joy in life’s experiences
Has an open and loving heart
Delights in the wonders of living
Enjoys bringing people together
Practical Idealist
Perceives the beauty in the world and appreciates its many expressions
Disdains ugliness and harshness - flees from discord and harmony
Accepts everything and everyone - non-judgmental
Ability to remain relaxed through life’s experiences
Experiences a sense of exhalation about each new day and event in life
Freedom to be one’s self
See a colorful variety in life’s experiences
Adversaries
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Closed and hardened heart – buries feelings
Can be hard and unforgiving towards self and others
Inability to see the gifts of life that surround them
Unwilling to focus on the positive and abundance; sees only negative and lack
Avoids or denies pain
Complains and whines about things
Resists the lessons in life’s painful experiences
Feels tense and uncomfortable through most of life’s experiences
Often feels overwhelmed and exhausted
Tends to be controlling or controlled
Feels threatened by freedom, leisure, or too many choices
Tends to be judgmental about others
Obsessed by the need to follow rules
Sees life experiences in black and white
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II. Hummingbird
Master Teachers are aware of the unity of the joy
in being a unique, individual aspect of life
Self-Inquiry and Exercises
1. How sound is your self-esteem?
2. Upon what is your self-worth based?
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How you feel
How you perceive your actions and interactions
What you have accomplished personally and professionally
How you perceive your body and physical fitness
How healthy you are
How positive and fulfilling your relationships are
How prosperous you are
What kind of clothes, car, home, and “toys“ you have
How intelligent and how articulate you are
How at peace you are
How on track with your life vision you are
How in touch with joy you are
How connected to family and friends you are
How empowered you feel to direct your own destiny
How uniquely individual you feel
3. Amid the ups and downs of life how much faith, love, peace, courage, and
confidence can you muster and maintain?
4. Can you perceive opportunities for learning and self improvement in mistakes,
conflict, and failure?
5. Can you delight in the “beauty of the present” even as the “pain of the past”
and the “specter of the future” vie for your attention?
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Exercise I
Through daily and deep affirmations and visualizations, acknowledge the
inimitable uniqueness and goodness of your being.
“The exquisite melody of my being fills the universe with its beauty and boldness,
ever enhancing the grand symphony of life.”
Exercise II
Focus on your unique talents and abilities – those thoughts, feelings, beliefs,
abilities, and activities that bring you joy and inspiration. Celebrate the
individuality of yourself.
Exercise III
Practice finding joy in the moment by being mindful of the simple expressions of
the natural world: sunrise or sunset, a bee drinking from a flower, a butterfly,
puppies or kittens playing, a spider spinning a web, the flight of a bird.
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Porcupine
Master Teachers experience trust and become
playful in their interactions with life
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The Porcupine
Like the Porcupine I will be,
Ambling, rambling playfully,
Upon the Earth with all my friends,
Happy child til the end.
In trust and innocence I roam,
Everywhere I find a home,
Everyone is family,
Every moment’s made for me.
Everywhere I stop to play . . .
I find more love along the way.
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Porcupine
Allies
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Sense of humility
Has a playful attitude
Exhibits a sense of innocence
Trusts oneself and others
Open to opportunities for personal growth
Gentle and non-aggressive
Inspires a sense of playfulness in others
Wants everyone to succeed
Success is equated with having fun
Enjoys a healthy, positive relationship to the past
Is honest about their emotions
Adversaries
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Demands concrete proof of things; uncomfortable with faith and feelings
Tends to be self-protective and resistant to new experiences
Bound by cultural traditions and family patterns
Has a painful and negative relationship to the past
Responds to challenging situations anxiously and reactively
Has a over inflated sense of self-importance
Over-personalizes experiences
Exhibits behaviors of denial and defensiveness
Perceives life’s challenges as overwhelming
Stuck in negative habits of thinking and behavior
Misses “golden” opportunities
Is a fatalist
Does not know how to pause to “smell the roses”
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III. Porcupine
Master Teachers experience trust and become
playful in their interactions with life
Self-Inquiry and Exercises
1. How trusting are you?
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Of your own feelings and intuition
Of your eventual success and fulfillment
Of other people’s intentions and interests
Of the ability of children to know and grow on their own
Of the capacity of the universe to show you what you need to learn at the
moment when you need to learn it
Of the capacity of the universe to provide you with the resources you need
to move on at the moment you are ready to make use of them
2. How accepting are you of your emotions and feelings? How much do you try to
deny or control your feelings? How much do you indulge in and addict yourself to
your feelings?
3. How serious are you? How playful are you? Do you have the capacity to clown
around? Do you take time to “Smell the roses” and dilly-daily with the seeet and
simple things in life? Or do you forever drive yourself to stay on task and
complete your daily “To Do” list? Can you at will get out of your head and into the
wonder and innocence of your “inner child”?
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Exercise I
Go play with your children in the playground! No teaching, no supervising, no
disciplining. (Let someone else do it)
Have fun, be silly, be inventive, let go!
Exercise II
Work/play with the Montessori materials on your own – with or without the
children present. Do something you truly love to do. Create your own playful
extensions and variations.
Exercise III
Role-play/pantomime (humorously) with the children
Exercise IV
Make up your own songs and dances to your or existing music
Exercise V
Play an innocent but riotous practical joke on someone every week – and be sure
to ask someone to try one on you once a week!
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Fox
Master Teachers transform their observations of
life into personal awareness
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The Fox
Like the Fox I will be,
Watching, waiting, quietly . . .
Observing life invisibly.
Watching thoughts and feelings flow,
Watching people come and go,
Watching for that moment when
I spring to action from the glen.
Decisive, swift, and sure am I,
Ever savvy, ever sly.
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Fox
Allies
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Able to observe and remain unnoticed
Adapts effectively to changing situations
Good strategist
Decisive in thought and action
Drawn to protect the family or community – selflessness
Senses people’s underlying motives and thoughts
Anticipates events and circumstances
Integrates self easily in social and community settings
Adversaries
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Tends to be selfish me-centered
Tends to misunderstand/misinterpret acts of others
Self deprecating
Tends to be impulsive or make foolish choices
Can be apathetic or passive
Can be overly conspicuous, blunt, obtuse
Egotistical and grandiose, exaggerated self-importance
Experiences fight or flight duality in relation to conflict with others
At times slow or unable to respond to circumstance/challenges
Feels awkward in community or social settings
Feels uncomfortable with their own body or natural settings
Unaware of the impression they make on others
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IV. Fox
Master Teachers transform their observations of
life into personal awareness
Self-Inquiry and Exercises
1. How readily do you give yourself permission to stand back and observe the
processes of life?
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Your thoughts
Your feelings
Your breathing
Your physical movements
The children
Other teachers
Your assistant/aide
The parents with their children
Events of the natural world
2. The founder of Taoism, Lao-Tzu said, “The way to do is to be” and “The greatest
revelation is stillness.” Similarly the Christian scriptures state, “Be still and know
that I am God.”
Human consciousness has the ability o silently “witness” the processes of life and
thereby learn from them, laugh at them, and love them. So why do we find this
quiet observational state so terribly difficult to access and maintain? We have lost
the art of simple being. As John Bradshaw aptly puts it, “We are no longer human
beings, but rather “human doings’.”
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Exercise I
Practice various observational exercises in an effort to silence mental and
emotional ‘chatter’.
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Watch the breath as it moves in and out of the body
Move about in slow motion and observe in detail your every physical
movement. Focus on one body part at a time.
Watch the sun rise or set for five to ten minutes. Every time the mind
erupts with thought of wanders away from the image of the sunrise/sunset,
gently bring it back to the present moment.
Observe a candle and conduct the same exercise as above.
Exercise II
Take time/make time in your daily teaching schedule, create space and silence in
your consciousness to observe the children in your class. Stand back and enjoy
the process and learn from it.
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Bear
Master Teachers transform personal awareness,
through honest introspection,
into purposeful action
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The Bear
Like the Bear I will be,
Meditating inwardly,
On my life, it’s form and flow,
In wintery silence I shall go . . .
Into the cave of introspection,
There to plan my resurrection
In the spring, when born anew,
With fresh dreams I am imbued.
Envisioning my life to be,
I gather in what’s meant for me.
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Bear
Allies
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Introspective about self and one’s purpose
Seeks to understand personal truth
Uses meditative silence to assimilate and plan
Conscious of personal goals
Objective in self examination
Detached in the process of setting and acting on personal goals
Persistent and persevering
Displays intensity of focus and unbending intent
Seeks material resources to further one’s growth
Adversaries
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Easily distracted from examining and pursuing personal goals
Acts out of fear and desire
Uncomfortable with silence or meditative activities
Sense of confusion-unclear about life’s purpose and mission
Easily led and influenced by others agendas
Seeks truth outside oneself
Does not reflect on purpose, progress, or circumstances
Seeks material reward for its own end
Works compulsively
Overactive emotions and thoughts – over stimulated
Does not follow-through with goals, objectives, or plans
Subjective in self examination
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V. Bear
Master Teachers transform personal awareness, through
honest introspection, into purposeful action
Self-Inquiry and Exercises
1. Do you spend time everyday in calm reflection?
Do you review the events of the day in order to see and get a sense of:
What felt right, in tune, harmonious, effective?
What felt out of tune, inharmonious, ineffective?
What supported your vision and development and what did not?
What supported the children’s development and what did not?
2. Do you mentally review each child every day, at least for a few minutes?
3. Do you take time everyday to plan, visualize, affirm, feel the attitudes and
actions that will improve your attunement, harmony, and effectiveness with
regard to your integrity, vision, and relations with children and others?
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Exercise I
Write down a behavioral objective for yourself. “I have the ability to patiently,
peacefully observe the process of my classroom – without attachment, fear,
anger, or the need to control – and thus enjoy it and learn from it.”
At the conclusion of your teaching day, review and reflect on the process of the
day to see how you fared in relation to your objective.
Visualize/affirm/feel yourself absorbing and expressing your behavioral objective
BEFORE the next teaching day.
Exercise II
Perform the same process as Exercise I targeting specific behavioral/learning
needs of individual children in your class.
Exercises III
Calmly review with individual children who are experiencing behavioral and
learning challenges the actions that led to their current emotional discomfort
and/or the pain of logical or natural consequences.
Help the child posit a plan of action in the context of the classroom that helps set
a positive behavioral goal.
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Crow
Master Teachers become aware
of universal principles of cause and effect
and transform themselves to be in harmony
with the laws of life
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The Crow
Like the Crow I will be,
Shimmering with integrity,
Though black as night,
I dance with light.
Aligned with law in sacred trust,
I “caw” to order what is just,
I see each cause and sure effect,
Where thought and action intersect.
In my power I now stand
The laws of life at my command.
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Crow
Allies
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Acts with integrity
Takes responsibility for thoughts and actions
Strong understanding of order
Understands the laws of cause and effect – karma
Understands present and future implications of thought and actions
Understands the importance of self honesty
Knows how to apply the law to thought and actions
Seeks justice for self and others
Adversaries
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Obsessed with the letter of the law
Sees self as a victim
Refuses to take responsibility for thoughts and actions
Acts out of emotional investment
Blind to consequences of thought and actions
Tends to blame/accuse self and others
Tries to skirt the law
Deludes oneself about inner or outer conditions
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VI. Crow
Master Teachers become aware of universal principles
of cause and effect and transform themselves to be
in harmony with the laws of life
Self-Inquiry and Exercises
1. Do you take responsibility for the attitude/feelings you have about the
thoughts, emotions, behaviors, and conditions you are currently experiencing in
your life? Or do you place responsibility for the feelings and effects of these
forces and conditions on people and events outside of yourself?
2. Do you believe you are capable of taking charge of and directing the course of
your thoughts, feelings, actions, and life conditions?
3. A Newtonian principle of physics is: “For every action there exists an equal and
opposite reaction.” Do you believe in the “human affairs” corollary to this law –
i.e., the law of karma?
Every thought, feeling, word, and deed according to its degree of attunement
with universal law, either attracts harmony, energy, and abundance – OR
dissipates/blocks personal peace, energy, and material resources.”
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Exercise I
Take a circumstance in your life that is causing you discomfort, pain, and
suffering. Ask yourself, “What is this circumstance symbolic of? What is the
universe trying to teach me?
What law of being has been disregarded or misused to bring about this
circumstance? What law of being must I attune myself to and apply to rectify this
circumstance or condition?
Exercise II
Through role-playing and discussing with children the cause and effects of various
beliefs, attitudes, and behaviors help them to identify the Principles of Being and
Conduct that lead to harmony, happiness, and empowerment.
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Owl
Master Teachers see through the illusion of
consensus reality and perceive the essence of
learning and life
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The Owl
Like the Owl I will be,
Through the darkness I can see,
Through deception, through delusion,
Piercing all of life’s illusions.
Diving through the deepest night,
To where the Truth is burning bright,
Through dense forests and dark fields,
Where All Wisdom stands revealed.
Tearing every veil free,
I feast upon Reality!
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Owl
Allies
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Sees through self delusion and others self deception
Sees through the ulterior motives of others
Applies innovative thinking to life’s circumstances and challenges
Perceives alternative planes of consciousness
Self empowerment attained through significant inner work
Patient
Focused in action
Ability to integrate experiences from past, present, and future
Takes charge of and creates one’s life
Perceives Unity
Adversaries
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Easily deceived by self and others
Tends to misuse one’s powers to deceive self or others
Lack of discernment/discrimination
Mechanistic/empirical - not comfortable with alternative states of
awareness
Linear, inflexible thinking
Overly literal in thinking
Impatient
Molded by conformity, influenced by consensus thinking
Perceives randomness and chaos
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VII. Owl
Master Teachers see through the illusion of consensus reality
and perceive the essence of learning and life
Self-Inquiry and Exercises
1. How facile are you at perceiving the truth/the positive/the lesson/the need –
behind the veils of:
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Your own feelings and emotions
The feelings and emotions of others
Negative circumstances and conditions
Pain and suffering
2. How able are you to peer into the darkness of pain, inharmony, anxiety, fear,
anger, and conflict to perceive the light of learning, the voice of truth that is
reaching out to you?
3. Do you believe that pain and conflict, fear and anxiety are bad and should be
avoided and denied? Or do you actively embrace the “discomfort zones” of life
and plumb their depths to find hidden treasures of personal transformation?
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Exercise I
Practice observing and reflecting upon the nature of illusion: i.e., “What we
normally perceive may vary according to our perspective in time and space.”
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Get absorbed in a movie (at the theater), then focus on the light from the
projection booth that is creating the powerful imagery on the screen.
Observe ice cubes placed in a pot of hot water melting and merging with
the water in the pot.
Practice asking yourself when you observe or interact with an angry child or
adult – “what human need is not being met?”
Stand beside a large oak tree. Hold in one hand an acorn. Hold in the other
hand a clump of dirt. Visualize/feel the image of the oak tree living within
the acorn, evolving to full form and returning eventually to become earthsoil.
Reflect on the indisputable fact of physics that even the hardest objects in
the universe are composed primarily of space – very few particles and
ultimately no particles at all – but only oscillations of light energy.
Exercise II
Scale down and concretize exercises in physical and human illusion for young
children, i.e., give children the experience of seeing through illusions – emotional,
social, physical, and intellectual.
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Mountain Lion
Master Teachers by bold and innovative action
lead themselves and others toward
self-empowerment
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The Mountain Lion
Like the Mountain Lion will be,
Boldly bounding gracefully . .
To great heights that none have dared,
To great depths where none have fared.
Leading brothers to believe,
Helping sisters to achieve,
The noble purpose of their birth –
Bestow their gifts upon the Earth.
Majestic elder of the pride,
Intrepid Spirit is my guide.
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Mountain Lion
Allies
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Utilizes personal power with integrity and unbendable intent
Respects power in himself and others
Leads by modeling and mentoring
Perceives all as potential leaders
Balances the various aspects of power-intent, strength, grace, sensitivity
Conserves energy-reserves power for the moment of need
Sense of duty without personal desire
Promotes peace
Knows the truth; speaks the truth; lives the truth
Responds with poise and perceptiveness to change conditions and
circumstances
Exudes self confidence based on effective use of power
Adversaries
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Usurps power from others
Tends to be tyrannical
Believes one’s own ideas and accomplishments hold the greatest value
Avoids or obsesses on power/authority
Lack of courage in times of challenge/crisis
Suffers from feelings of powerlessness
Relinquishes power to others
Tends to get panicky or paralyzed
Can be the victim of abusive power or the abuser
Hypocritical
Excessively indulgent-wastes or leaks personal energy
Uses power to create conflict
Seeks leadership for the sake of control and power
Afraid to use one’s personal power
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VIII. Mountain Lion
Master Teachers by bold and innovative action lead
themselves and others toward self-empowerment
Self-Inquiry and Exercises
1. How daring, how bold are you in thought, feeling, and action?
2. How creative, how innovative are you?
3. Have you given yourself permission to explore and experiment with new and
novel processes of learning in your own life and with the Montessori Method? Or
are you bound by rules, rigidity, and tradition?
4. How often do you attempt a new approach with the Montessori materials
when you are working with a behaviorally challenging or “developmentally
challenged” child?
5. How often do you experiment with new variations and extensions with
traditional Montessori materials?
6. How bold and creative are you with behavioral strategies?
7. Do you encourage the children in your class to venture into new experiments,
exploration, expressions with the Montessori exercises? If how so?
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Exercise I
Take an unengaged/uninterested child and try a new, bold application of a
Montessori exercise in an effort to awaken their interest.
Exercise I
Take a Montessori exercise that you have never been able to get excited about –
or the children either – and present it in some innovative and novel manner.
Exercise III
Take a piece of Practical Life or Sensorial apparatus and create an
extension/variation that increases the “difficulty factor” or “imagination factor”
significantly.
Exercise IV
Take a task/activity/project in your personal life that you have secretly believed
you were to afraid, too weak, too unskilled to attempt or accomplish.
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A new fitness or athletic program
An artistic venture/project
A business venture/project
A new, meaningful relationship
Personal therapy/counseling
Additional education/training
Overcoming a self-limiting personal habit or addiction
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Jonathan is an internationally recognized educational consultant, trainer, and
author. He has served the education community as a classroom teacher, parent
educator, teacher trainer, school administrator, consultant, and coach for over
forty years.
His entertaining and interactive programs, humorous and inspiring teaching
style, and his deep insight into the needs of children are valued by schools,
families, and educational organizations throughout the world.
Jonathan Wolff provides consulting, coaching, and training services for public and
private schools, teacher education programs, child care and parenting
organizations throughout the world.
Jonathan’s staff development programs, parent education presentations, school
retreats, and “Best Practice” publications provide learning experiences in which
character and academic excellence flourish, teacher effectiveness is enhanced,
parent-child relationships are nurtured, and collaborative organizational culture
is established.
For additional information contact Jonathan at 760-473-8344.
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