Irving, Texas

Diana Gustafson

I graduated with a BS in Psychology from Angeles University Foundation in the Philippines and also have my M.Ed. from Southern Methodist University Dallas, TX which I received in 2010. In addition, I have my AMS Early Childhood credential from the Center for Montessori Teacher Education, New York which I obtained in 2005. I have known about Montessori all of my life for the reason that my mother is a Montessori educator and director. I attended Montessori school as a child.

After I received my Early Childhood certification, I taught at Montessori schools in Virginia, Florida, and Texas as both an early childhood educator and a toddler teacher. After receiving my M.Ed., I decided to pursue a career in Montessori administration, although it was short lived. I found out I was expecting my first child in late 2010 and decided to be a stay-at-home Mom. Now returning to continue my career in Montessori administration; I joined RMS in February 2014.

On the weekends I am involved as a servant leader in my church’s worship department. In my spare time, I enjoy reading, listening to music, and am a self-proclaimed “avid foodie”. I also love to travel with my husband and have been to many cities in the U.S. as well as to Canada, Mexico, Dominican Republic, Bahamas, The Netherlands, France, Italy, Greece, Philippines, Indonesia, Japan, Korea, and China. I plan on visiting more countries in the future with Spain, England, and Australia being on the top 3 of my list.

What I like most about the Montessori Method of education are the Montessori materials themselves. I love the fact that the materials are age-appropriate, alluring, and ingeniously designed. It also helps children internalize self-learning, self-discipline, and self-motivation.

Out of all the Montessori materials in the classroom my favorite is the Moveable Alphabet. I enjoy this language material because of its practicality in teaching beginning spellers and preparing them for reading and writing. I like how the letters are individually cut out and placed in their own compartment. As students are beginning to spell and read, they can tangibly move the letters to form the word/s they are trying to spell out.