Currently, many people who seek a more respectful pedagogical system and more in line with the integral development of their children approach Montessori. The schools and educational projects that follow the Montessori pedagogy are growing, but sometimes there is pressure from the surroundings and lack of rigor due to the difficulties in training and in implementation. This leads to the discouragement of the leaders and to practices that do not follow the bases proposed by Dr. Montessori. Tools that aim to measure both work environments and results in the development of the executive functions of children are being used to observe the levels of rigor in the implementation of Montessori.

There is a growing offer of Montessori courses and training of all types and formats. This is undoubtedly positive and favors the dissemination of Montessori but often this basic training is not enough to lead a Montessori environment successfully. Good conceptual, emotional and technical training is necessary, and this requires time, dedication and many resources. Once trained, the guides need accompaniment to start the Montessori project with a good foundation. Likewise, experienced guides need to periodically confront their practice with the foundations so as not to fall into common mistakes that do not help the child's self-development.

On the other hand, entrepreneurs who want to start Montessori projects need support and information that they can find in centers with experience. Likewise, those who have started the Early Childhood Education project and consider the difficult challenge of carrying out Montessori in Primary need, in addition to well-trained guides, a solid and continuous support to guarantee the preparation of the environment, the management of the classroom and rigorous educational practice.

All Montessorians are interested in making sure that everyone follows the standards on which a good and successful practice of methodology is based.

These are the main arguments that justify the creation of a consulting and support system for Montessori schools and environments, in line with the guidelines of the Association Montessori Internationale.

The MIRTC training center was born from the experience of the professionals of Montessori school Palau. From the first moment of the transformation of the school to the Montessori system, more than 20 years ago, the center has always opted for the training and validation of the Association Montessori Internationale (AMI), an organization that accredits a demanding and rigorous training and encourages the quality of the methodology around the world. At Montessori Palau, all teachers of children from 0 to 12 years old have the AMI training. From the beginning we incorporated the periodic dynamics of the AMI consultancies and recycling workshops, which has led us to become a Montessori reference center, and to receive annually a large number of requests for visits both nationally and abroad.

We currently have an AMI trainer for elementary school teachers and two who will complete their training shortly (0-3, 6-12). We maintain a close collaboration with trainers from all over the world and with the AMI itself and we have started the consulting service of schools following the AMI standards.

Main areas of advice:

First steps in the creation of Montessori centers: Importance of previous initial training

Follow up and guidance of guides already trained in their work in the classrooms

Montessori quality standards

The prepared Montessori environment 0-3, 3-6, 6-12

Classroom management

Technological tools at the service of the Montessori classroom director-guide

Grow the Montessori project from Primary Education to Elementary

The involvement of parents in the project

Advice and follow-up of the Montessori practice (0-3, 3-6, 6-12)