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Montessori Schools Report Student ProgressBecause Montessori believes in individually paced academic progress, most schools do not assign letter grades or rank students within each class according to their achievement. Student progress, however, is measured in different ways, which may include:Student Self-Evaluations: At the elementary level, students will often prepare a monthly self-evaluation of the past three months work: what they accomplished, what they enjoyed the most, what they found most difficult, and what they would like to learn in the three months ahead. When completed, they will meet with the teachers, who will review it and add their comments and observations.Portfolios of Student Work: In many Montessori schools, two or three times a year, teachers (and at the elementary level, students) and parents go through the students? completed work and make selections for their portfolios.Student/Parent/Teacher Conferences: Once the students? three-month self-evaluations are complete, parents, students, and teachers will hold a family conference two or three times a year to review their children's portfolios and self-evaluations and go through the teachers assessment of their children's progress.Narrative Progress Reports: In many Montessori schools, once or twice a year, teachers prepare a written narrative report discussing each student?s work, social development, and mastery of fundamental skills.

The flow state isn't as elusive as some would have you believe, there are definitely different magnitudes of this state the lesser of which you are easily afforded.e.g. 20-30 minutes into a ping-pong bash-a-bout & I'll find that the paddle will find it's own way to the ball with barely a though of mine registered.I'm certainly no ping-pong wizard, it's just the adaptive benefit of my self finding that the precognitive bodily reflexes are superior than my laborious cognitive droll. It's a great zone to be in, you're body feeling it's way around the table while you're mind presses on with a totally unrelated topic.Yet the most profound flow state I've reached has been when I've had two unrelated tasks for my brain to process, & I've truly felt my brain faculties decouple.Twas way back when I was 14 or so, playing minesweeper, listening to a very uplifting playlist, whilst thinking about determinism. Back then I was a bit of a minesweeper wizard, computing rather simple problems merely by looking at them. Obviously my brain had to process this, yet I was so practiced this crept in the background whilst I was uplifted/inspired/moved (see the mozart effect) by the music, which augmented my reasoning abilities (I gather).Without any introduction to anything philosophical, I (like to think) synthesised my own interpretation of the fatalistic nature of the universe. It wasn't just the idea that the moment gave me, but an elation so deep I would liken it to what the Buddhist's call Nirvana.So my advice, find something you enjoy, get good at it, work yourself into the zone, bring with it some inspiring thoughts/music, different tasks for you brain to work on (yet avoiding any cognitive focus), & above all, don't take it too seriously.For extra curricula points, look into how the Buddhist's utilise koans into there mindfulness practice (Zen Koans - AshidaKim.com)I realise the question had more to do with scientific research than teenage meanderings, so I should point out that you only need to stumble across the references of the Flow (mind) wikipedia page to appreciate some of the scientific literature invested on this topic.Flow (psychology)^ Citations of Csíkszentmihályi's 1990 book about flow on Google Scholar.^ Goleman, Daniel, Emotional Intelligence, p. 91, ISBN 0-553-80491-X^ Nakamura, J., & Csikszentmihalyi, M. (2009). Flow theory and research. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 195-206). Oxford: Oxford University Press.^ Csíkszentmihályi, Mihály (1975), Beyond Boredom and Anxiety, San Francisco, CA: Jossey-Bass, ISBN 0-87589-261-2^ Csikszentmihalyi & Nakamura, Mihaly & Jeanne (2002), The Concept of Flow, The Handbook of Positive Psychology: Oxford University Press, pp. 89–92, ISBN 978-0-19-513533-6^ Schwartz, Robert C. (April 12, 2004). "No way is way: The power of artistry in psychotherapy.". Annals Of The American Psychotherapy 6(1) (1535-4075): 18–21.^ a b c d e Csikszentmihalyi, M. (1988), "The flow experience and its significance for human psychology", in Csikszentmihalyi, M., Optimal experience: psychological studies of flow in consciousness, Cambridge, UK: Cambridge University Press, pp. 15–35, ISBN 978-0-521-43809-4^ Csikszentmihalyi, M., Finding Flow, 1997.^ a b c d Snyder, C.R. & Lopez, S.J. (2007), Positive psychology: The scientific and practical explorations of human strengths, London, UK: Sage Publications^ Csikszentmihalyi, M., Larson, R., & Prescott, S. (1977). The ecology of adolescent activity and experience. Journal of Youth and Adolescence, 6, 281-294.^ Delle Fave, A., & Bassi, M. (2000). The quality of experience in adolescents’ daily lives: Developmental perspectives. Genetic, Social, and General Psychology Monographs, 126, 347-367.^ a b c d e f Csikszentmihalyi, M.; Abuhamdeh, S. & Nakamura, J. (2005), "Flow", in Elliot, A., Handbook of Competence and Motivation, New York: The Guilford Press, pp. 598–698^ a b Keller, J., & Landhäußer, A. (2012). The flow model revisited. In S. Engeser (Ed.), Advances in flow research (pp. 51-64). New York: Springer.^ Moneta, G. B. (2012). On the measurement and conceptualization of flow. In S. Engeser (Ed.), Advances in flow research (pp. 23-50). New York: Springer.^ Ellis, G. D., Voelkl, J. E., & Morris, C. (1994). Measurement and analysis issues with explanation of variance in daily experience using the flow model. Journal of Leisure Research, 26, 337.^ Haworth, John; Stephen Evans (November 14, 2011). "Challenge, skill and positive subjective states in the daily life of a sample of YTS students.". Journal Of Occupational And Organizational Psychology 68(2) (2044-8325): 109–121. doi:10.1111/j.2044-8325.1995.tb00576.x.^ Nakamura, Jeanne; Csikszentmihalyi (2005). "The concept of flow". Handbook of positive psychology: 89–105.^ Keller, J., & Blomann, F. (2008). Locus of control and the flow experience. An experimental analysis. European Journal of Personality, 22, 589-607.^ Keller, J., & Bless, H. (2008). Flow and regulatory compatibility: An experimental approach to flow model of intrinsic motivation. Personality and Social Psychology Bulletin, 34, 196-209.^ a b Engeser, S., & Rheinberg, F. (2008). Flow, performance and moderators of challenge-skill balance. Motivation and Emotion, 32, 158-172.^ a b Schüler, J. (2007). Arousal of flow experience in a learning setting and its effects on exam performance and affect. Zeitschrift für Pädagogische Psychologie, 21, 217-227.^ Eisenberger, R., Jones, J. R., Stinglhamber, F., Shanock, L., & Randall, A. T. (2005). Flow experiences at work: for high need achievers alone? Journal of Organizational Behavior, 26, 755-775.^ a b Csíkszentmihályi, Mihály (1990), Flow: The Psychology of Optimal Experience, New York: Harper and Row, ISBN 0-06-092043-2^ Snyder, C.R. & Lopez, Shane J. (2007), "11", Positive Psychology, Sage Publications, Inc., ISBN 0-7619-2633-X^ Rathunde, K. & Csikszetnmihalyi, M. (2005), "Middle school students' motivation and quality of experience: A comparison of Montessori and traditional school environments", American Journal of Education 111 (3): 341–371, doi:10.1086/428885^ Rathunde, K. & Csikszentmihalyi, M. (2005), "The social context of middle school: Teachers, friends, and activities in Montessori and traditional school environments", Elementary School Journal 106 (1): 59–79, doi:10.1086/496907^ Rathunde, K.; Csikszentmihalyi, M. (2006). "The developing person: An experiential perspective". In Lerner (ed.), R.M.; Damon (series ed.), W.. Theoretical models of human development. Handbook of Child Psychology (6 ed.). New York: Wiley.^ Parncutt, Richard & McPherson, Gary E. (2002), The Science & Psychology of Music Performance: Creative Strategies for Teaching and Learning Book, Oxford University Press US, p. 119, ISBN 978-0-19-513810-8, retrieved 2009-02-07^ de Manzano, Orjan, Theorell, Harmat, Laszlo, Ullen & Fredrik. "The psychophysiology of flow during piano playing". psycARTICLES.^ Young, Janet A. & Pain, Michelle D.. "The Zone: Evidence of a Universal Phenomenon for Athletes Across Sports". Athletic Insight. Retrieved 2008-05-08.^ Timothy Galwey (1976), Inner Tennis — Playing the Game^ "Yoga Sutras 3.9-3.16: Witnessing Subtle Transitions with Samyama".^ Sansonese, J. Nigro (1994), The Body of Myth: Mythology, Shamanic Trance, and the Sacred Geography of the Body, Inner Traditions, p. 26, ISBN 978-0-89281-409-1, retrieved 2009-03-06^ a b Murphy, Curtiss (2011). "Why Games Work and the Science of Learning". Retrieved 2011-07-25.^ Drpamelarutledge. "The Positive Side of Video Games: Part III". paper blog. Retrieved 11/28/12.^ Chen, J. (2008). "Flow in Games". Retrieved 2008-05-16.^ Drpamelarutledge. "The Positive Side of Video Games: Part III". paper blog. Retrieved 11/28/12.^ Drpamelarutledge. "The Positive Side of Video Games: Part III". paper blog. Retrieved 11/28/12.^ Michael Lopp (12 June 2007), "Chapter 25: A Nerd in a Cave", Managing Humans: Biting and Humorous Tales of a Software Engineering Manager, Apress, p. 143, ISBN 978-1-59059-844-3, "[The Zone] is a deeply creative space where inspiration is built. Anything which you perceive as beautiful, useful, or fun comes from someone stumbling through The Zone."^ Joel Spolsky (9 August 2000), The Joel Test: 12 Steps to Better Code, "We all know that knowledge workers work best by getting into 'flow', also known as being 'in the zone' (...) Writers, programmers, scientists, and even basketball players will tell you about being in the zone."^ "hack mode". Jargon File.^ Visser, Coert. "Good Business: Leadership, Flow, and the Making of Meaning". Retrieved 26 September 2012.^ a b Csikszentmihalyi, M. (1997). Finding flow. The psychology of engagement with everyday life. New York: Basic Books.^ a b Landhäußer, A., & Keller, J. (2012). Flow and its affective, cognitive, and performance-related consequences. In S. Engeser (Ed.), Advances in flow research (pp.65-86). New York: Springer.^ Rheinberg, F., Manig, Y., Kliegl, R., Engeser, S., & Vollmeyer, R. (2007). Flow bei der Arbeit, doch Glück in der Freizeit. Zielausrichtung, Flow und Glücksgefühle [Flow during work but happiness during leisure time: goals, flow-experience, and happiness]. Zeitschrift für Arbeits- und Organisationspsychologie, 51, 105-115.^ Clarke, S. G., & Haworth, J. T. (1994). “Flow” experience in the daily lives of sixth-form college students. British Journal of Psychology, 85, 511-523.^ Massimini, F., & Carli, M. (1988). The systematic assessment of flow in daily experience. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 288-306). New York: Cambridge University Press.^ Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in High School classrooms from the perspective of flow theory. School Psychology Quarterly, 18, 158-176.^ Schüler, J. (2012). The dark side of the moon. In S. Engeser (Ed.), Advances in flow research (pp.123-137). New York: Springer.^ Keller, J., Bless, H., Blomann, F., & Kleinböhl, D. (2011). Physiological aspects of flow experiences: Skills-demand-compatibility effects on heart rate variability and salivary cortisol. Journal of Experimental Social Psychology, 47, 849-852.^ Peifer, C. (2012). Psychophysiological correlates of flow-experience. In S. Engeser (Ed.), Advances in flow research (pp.139-164). New York: Springer.

I was studious when it comes to learning the things I’m interested in but not for the things I was required to learn about.This is gonna be pretty long divided into three parts. From the time I was failing to the time I academically succeeded and my parent’s reaction in each.—I studied in a Montessori type of learning environment until I was 8 years old. Montessori is a child-centred method of learning where the environment supports the child’s interests and skills to learn and develop, rather than the environment mandating on the child what to learn.Back in pre-school, we had the basic English, Math and Science subjects. Reached primary school, we had the additional subjects of Civics, Arts, Music, Physical Education and GMRC (Good Manners and Right Conduct).What’s interesting about our basic subjects is that we had sub-subjects under its wings. In each one, we have three our four different fields to choose from to learn for the day.The break down goes like this:EnglishGrammar / LanguageReadingSpellingMathMath Proper (Basic Calculation)GeometryFractionDecimalScienceScience HistoryBotanyZoologyGeographyApart from that, we chose wherever we want to study inside the classroom. I normally picked a mat, grabbed a pillow, laid it out and carried any learning material I wished to study. Most importantly learning materials aren’t always books. No one can also cheat during exams since everyone’s doing different things! (Unless the two of you planned to study the same things everyday for the entire term.)Photo Source: AMSHQ.orgI also moved around a lot checking up on my classmates and what they were studying. Needless to say, I always get punished for being too talkative, distracting the class. Punishments were minor such as standing in the corner for 10 minutes or being kicked out of class (If I was still talking whilst standing in the corner).We were then graded not solely based on the amount of information retained but also on the self-motivation for learning and technique personally developed in studying. Our report cards’ assessment structure goes like this: Needs Improvement, Good, Very Good, Satisfactory, Very Satisfactory and Outstanding.Since I was a very chatty student, spent time talking rather than mostly studying, my report cards were mostly composed of S, S, S, S, VS, VS… It’s really hard to fail since everyone’s at their own pace and I wasn’t really a serious student to prioritize acing my grades. I loved the letter S growing up since it’s in my name so it is safe to say I didn’t understand the concept of the grading system. (I even had a silver bracelet that are put together by the adjoining letter Ss)The feedback of my teachers every end of the term?“She’s very talkative to her classmates and even to the older people (higher grade students and teachers).”Were my parents happy?They’re okay.My older brother always get better assessment marks and less talkative so mine weren’t really exceptional.But..The most important skill I developed in that kind of environment is my self-motivation for learning in any subject that I wish to study.—Proceeding the years of my Montessori education, I was transferred to a standard American school system. Still in a classroom set-up where everyone gets to learn everything at the same time whilst the teacher indoctrinates what the students were supposed to be learning and slightly encourages discussion on the sides (there’s really not enough time to discuss when teachers have laid out the lesson plan perfectly within the time period).How did I adjust?Poorly.I was shocked.Confused.Bewildered.It was a totally different environment!My thoughts running in my head:Ooooh was I supposed to be taking notes?? Wait! The teacher is talking too fast. What are we talking about? Oh I have the read the textbook before class? Why are we taking notes while she’s speaking? We need to multi-task? Copying the notes while she’s talking?! Is that how it goes? How the hell do you do that?!And being left-handed, the armchairs were designed for right-handed people. It’s so difficult to adjust! It’s also a Catholic school, in which religion takes a part in every subject. Always opening and closing classes with a prayer, and letting our judgment in education be influenced by religion.I was also introduced to the numbered grading system based on how well we did on written assessments. I was in probation for three years until I graduated in primary school because according to them, I was a slow learner. My average ranged from 76–79, which I was told is very low. The failing grade is 75. The only reason I wasn’t kicked out is because I had very good grades on Math, Art and PE subjects.Were my parents happy?Definitely not.My tuition fee in this school was more than the previous one and everything else was more expensive including uniform, lunch prices, school bus and stationery.I dreaded the days we received our quizzes and exams back.I dreaded the days I had to ask for my mom’s signature in all of them.I dreaded the days I had to give my parents their invitation for the parent-teacher conference to discuss my low marks.I didn’t understand why I had to memorize dates and whole names of people in history, science and religion classes.Isn’t understanding how it went more important? Aren’t the written exams supposed to assess how well we understood the subject rather than how good our memory is?When I reached high school I started off the same. And again, the only subject that is saving me is Math.The time came when I really need to learn how to study the things I’m not interested in but the things I’m obliged to do so.I developed study habits to force myself to learn what I’m supposed to be learning.I learned to like the things I didn’t ask for but was given to me.I learned to be more appreciative in life.I learned not to complain on what I have but rather utilise it to be happy.I changed the way I looked at the world.By third year, I was in the Top 10 of the class.For the first time in my life, I received recognition from a field apart from Art and Sports.I started excelling in other things.It was a sudden boost in my self esteem that I’m not a worthless individual, which society has made me believe for the past years.I realized that people have multiple intelligences and being academically smart isn’t the only way to determine them.Were my parents happy?Not really.My parents do not believe in academic achievements. They would rather see us succeed in life than get high grades.—By college I wanted to do what I’ve never done before.I wanted to excel academically.I wanted to excel in the field I have chosen.I wanted to excel in all my extra-curricular activities.College would define my career, so I thought.I wanted to be a well-rounded person.And so I achieved what I wanted.I was a Dean’s Lister for all 8 semesters (4 years).Part of the Top List of students in the entire college.My parents always got invited for all my awarding ceremonies. They were invited to all exclusive lunches and dinners for celebrations of top students.I, together with my thesis partner, won Silver for our thesis in the national arena.Our thesis was nominated as Best Thesis for the year we graduated.I finished with honours and nominated for the most prestigious award in the college.Were my parents happy?They’re okay.—I studied another course after that and got a perfect 100 on my thesis. Now I’m studying another honours degree, when my parents learned about my grades - HD for Highest Distinction..Were they happy?They’re okay.—No matter what mark I get in any of my studies, my parents’ reactions are always almost the same. They’re okay.Marks do not define us.Marks do not represent our intelligence.Marks do not determine our worth and capabilities.Marks do not tell how well or poorly we were brought up either.Marks are mere representation of a number system that is not thoroughly applicable in life. But unfortunately it’s what drives the society and it’s what define us as part of it.But in the grand scale of things…Marks are just marks and nothing else.