Trust Tutoring
In 1975, Lee Havis first developed this structured approach to in-home tutoring through his work and experience in many diverse educational settings. In July, 1992, he established TRUST TUTORING under the sponsorship of International Montessori Trust (Lee Havis, Trustee). Since 1992, TRUST TUTORING has been expanding its operation throughout the mid-Atlantic area of the United States.

Philosophy and Purpose
TRUST TUTORING views learning as inherent and self-directed from within the individual student. Our approach is to help students identify their own particular interests in learning -- and then organize a plan of study for their committed daily action and exercise in the particular study areas. This "study skills" approach follows basic Montessori principles, such as "Observation", "Individual Liberty" and "Preparation of the Environment" to help students develop a more positive, self-disciplined habit of effort towards learning throughout life.

Study Skills
TRUST TUTORING emphasizes "study skills" in every assignment because of their long-term value for successful learning. Time management, organizational skills and concept understanding apply to effective problem-solving in all subject areas of the TRUST TUTORING program. In every assignment, we therefore set up a routine of "daily logs" to help students plan out their daily study time from one session to the next. The specific time commitments to daily study help focus the student on their own individual needs and interests in learning. Tutors are supervised by regional directors who provide consultation and review of regular written progress reports -- to assure the effective implementation of this "study skills" approach.

Underlying Montessori Principles
     According to Dr. Maria Montessori (1870-1952), learning is a natural, self-directed process which follows certain fundamental laws of nature. In 1907, she discovered that young children come into complete harmony with their environment; i.e., "normalize", within a prepared environment committed to such principles as (1) "Observation"; (2) "Individual Liberty" and (3) "Preparation of the Environment". The "normalization" she saw in children came from the adult's commitment to these Montessori principles -- and she discovered the child's true nature with its spontaneous desire for goal-directed activity, serious intellectual development and a genuine thirst for knowledge and academic achievement. Dr. Montessori observed a series of definite stages of normal mental growth with children from 3-18 -- and she evolved a whole series of materials and lessons to support this "normalized" development.
     In 1979, the International Montessori Society was established by Lee Havis to support the effective application of Montessori principles in the world -- to bring Dr. Montessori's amazing discovery of the "normalized" child more fully into the world. The Society's commitment to creating this "new education" is centered around the adult's way of being committed to the three Montessori principles -- to "control the environment, not the child". This Montessori teaching seeks to observe children with freedom of choice in a prepared environment.
     The Society communicates its work of "creating the new education" through its regular publications, the "Montessori Observer" and "Montessori News"-- and through such other means as special conferences and teacher education.