The main purpose of education is the creation of people who will be able to create new things and not only imitate what the previous generations have done… Creative people displaying initiative and the being discoverers.

Jean Piaget

In Montessori pedagogy, the teachers play a special role. They are advisors and assistants of the child in its way to adulthood. They observe, prompt, but do not take over the activeness instead of the child, do not force their presence.

They show how to use the aids, what their purpose is and how to care about them. They help but they do not replace. They provide the child with the possibility to experience. The teachers introduce the rules for the functioning of the group. They establish the principles of work together with the children. Later, they make sure they are observed.

Their behaviour and the way they speak is important. The children will copy them. If the tutor speaks quietly, it will be easier for the children to calm down. This is why an important element in the work of a Montessori teacher is quietness, which is displayed in calmness, care about tidiness, vigilance in action, ability to listen and organization of work which allows the children to concentrate on the task for a long time.

Oxford Pre School teachers have pedagogic education and Montessori diplomas. They are full of passion and enthusiasm while work with children is a source of joy and inspiration for them.

Anna Sobstel-Urban, Preschool Director. Studying English and German at the Business Language College and then Law and Administration at the University of Silesia resulted in the idea to establish my own language school Oxford Centre SJO, which I have been running since 2004. This school, in spite of having learners at every age and in spite of having completed two Union projects for adults, has been always focused mainly on teaching English to children from 2 years of age and even younger. I take advantage of this experience as well as of the access to the unique platform for teaching English for creation of professional language classes in Oxford Pre School. On the other hand, engagement in organisation of lectures and workshops with brilliant scientists, travellers and artists  within the Children’s University, which lasted a couple of years, will be certainly useful for me in provision of our pupils with the scientific workshops that they dream about!

Montessori pedagogy has become my passion, which is confirmed by Montessori certificate, numerous courses and trainings as well as regular contact with several leading Montessori institutions in Poland.

Jadwiga Malarz, Pedagogical Director. She has been the preschool education teacher since 1982. She holds the MA title in preschool pedagogy and preschool education. She is a graduate of the postgraduate studies in the field of oligofrenopedagogy as well as postgraduate studies in the field of management of an educational institution in the reformed education system. Since 2002, she has been a certified teacher. She has 15-year experience as the Director of the preschool run on the basis of the pedagogy of Maria Montessori, to which she has successfully introduced the elements of this pedagogy as an alternative form of supporting of individual and social development of the child. She has spoken at several scientific conferences. She is the author of a lot of publications and articles in scientific publications, relating to Montessori method. She has been the organiser of a lot of trainings for teachers.

Joanna Sarzyńska  Dziubek, Preschool Group Teacher. She finished English Philology at the University of Silesia. She has started working as a teacher and as a translator of English already as a student. She was an English teacher in a language school, where she had the possibility to work with all age groups. How-ever, she was satisfied the most with work with the youngest children  even one-year-old ones. It inspired her to start post-graduate studies in Early School and Preschool Education. Her personal maternity experience directed her towards Montessori pedagogy. She has completed Montessori training and she has obtained the Certificate. She is still eagerly expanding her knowledge in this field. In her private life, she is a lover of signing, which she would like to encourage the children to.

Paulina Konieczna  Preschool Group Teacher. She finished master’s studies at the Faculty of Pedagogy and Psychology, major: Early School Pedagogy and Preschool Education. She also completed studies at the Faculty of Environment Engineering and Power Engineering, major: Biotechnology. She has been conducting animations for children in a playroom, she has been a camp supervisor and a guardian of children in a Scouting Team.

Merle Marie Montessori Preschool Teacher, Native Speaker. Her passion for teaching started when she babysat her younger cousins as a teenager. Then she has volunteered a lot of her time at schools in Durban and Johannesburg, at thepreprimary and primary level.She has realized how satisfying it is when a child grasps a concept for the first time. This has inspired her to continue teaching. She has studied towards a certificate in Early Childhood Development and she has also completed a Diploma in ECD through Wonderkids Montessori in the Montessori philosophy.In Poland she has spent 9 years teaching in Montessori Preschool. Here she gained practical experience about being an educator, in the formal sense. She thus has the experience, patience and ability to deal with children between the ages of one and upwards, and from various cultural backgrounds.

Ewelina Harężlak, Preschool Group Teacher. She finished BA Studies at the Katowice School of Economics, major: Early School and Preschool Education as well as Physical Education, and MA studies at the University of Silesia in Katowice  major: Early School and Preschool Pedagogy. She was working during her studies as a nanny of three siblings and after her studies  as a preschool teacher in a private preschool. She gets satisfaction from the performed work, which motivates her to further professional development. She thinks that every child is exceptional; she treats everyone individually, with due cordiality and respect. She holds a Montessori Certificate. Being fascinated by Montessori pedagogy, she is currently still mastering her knowledge in this field at specialist Montessori training. In her private life, she is a mom of almost 2-year-old Franek and an animal lover.

Natalia Wizental  Preschool Group Teacher, Speech Therapist, Catechesis of the Good Shepherd Teacher. She completed Polish philology studies at the University of Silesia in Katowice as well as postgraduate speech therapy studies. She also completed postgraduate studies, major: Integrated Early School Education and Preschool Education. Work with children is her passion. During her studies she was working as an animator in a playground for children, she was a tutor at a sports camp and after finishing the studies she was working as a speech therapist for children at preschool age. In 2017 she completed the course Catechesis of the Good Shepherd’s” by Sofia Cavalletti and Gianna Gobbi, based on Maria Montessori’s pedagogy assumptions, in Rome, in English. During this course, she encountered this pedagogy for the first time. It has become the subject of her interest. She obtained the Montessori certificate and she still deepening her knowledge in this field.

Małgorzata Jończyk  Preschool Group Teacher. She has completed M.A. studies in Early School Education and Preschool Education at the University of Silesia. She was a grant holder of the Lifelong Learning Programme, thanks to which she was exploring knowledge in the field of the Scandinavian education model at the VIA University College in Denmark. For a couple of years, she was working as an English-speaking teacher in preschool institutions in multiultural environment: in the preschool with forest education sections Nørrestenbro in Aarhus (Denmark), in the preschool developing the project model in Colégio de São José in Coimbra (Portugal), in the bilingual preschool being a part of Collegio San Carlo in Milan (Italy) and recently in Nido Scuola Jacarandá in Milan (Italy) run by means of Reggio Emilia work method, the philosophical assumptions of which have been created on the basis of Maria Montessori’s method. She has completed a lot of courses, inter alia ‘Ad-venture Pedagogy’, ‘Work with a Child with Attention Deficits’, ‘Use of Dialogue Cards in Work with Children  Gestalt Therapy Elements’. She has also completed an International Montessori pedagogy and Montessori therapeutic pedagogy Course. Her professional interests are connected with teaching through experiencing. She is fascinated by innovative teaching methods and creative approach to early education, which are to help the child in the development of the problem-solving, decision-making, cooperation and communication skills.

Vanessa Martins – Native Speaker, Teacher’s Assistant She’s Portuguese.She followed independent studies in Jacques Lecoq School (Paris) and Lassaadlnternational theatre school (Brussels). She founded and collaborated in an artisticcollectiveOssos do Oficio (Porto).She lived and worked in different countries: France, Belgium, Ireland, Scotland andPortugalAlways with children and arts. In France she worked as a Special Needs Assistant. In Belgium she collaborated as an English speaker during a holiday camppreparing activities that could engage the little ones into artistic and social exploration. In Scotland she worked as a school assistant. She has been working over the years as a drama teacher. Creating short or long termworkshops. She also gave regular classes for children from 3 to 5. From 2013 to 2016 she worked with an autistic child from Portuguese and Polish family. She put mindful effort to build up an understanding and loving relation to improvecommunication with the child. A sense of empathy and sensitive observation allowed herto use artistic language to approach and create a deep bond of trust. She discovered Maria Montessori practices and words that bring her inspiration andnourishment. She did two weeks courses: Introductory course to Montessori andIntroduction to Montessori practices 3-6. She would like to become the guide as described by her bringing together everything she has learned until now. She loves animals and nature.

Agata Trzepierczyńska – teacher of rhytmics with English.
She completed MA studies in rhythmics and theoretical-musical subjects, as well as music theory at Karol Szymanowski Music Academy in Katowice. Since 2018 she has been a holder of Advanced Certificate Jaques-Dalcroze title obtained at the Institute for Jaques-Dalcroze Education in Bethlehem (USA). She has been specializing in the Jaques-Dalcroze Rhytmics Method for 11 years, teaching in Silesian music schools, preschools and nurseries. Co-organizer and participant of numerous international and national conferences, workshops and seminars related to the field of rhythmics and artistic education. Her professional interests focus in particular on Dalcroze solfege and teaching rhythmics with the use of English language learning. She believes that education and upbringing through music and artistic activity are one of the most valuable and beautiful things that can be given to children.


Ewa Mardyło– She completed MA studies in Social Counseling Pedagogy and Postgraduate Studies in Psychology (Psycho-correction of Behavior Disorders of Children and Youth) at the University of Silesia. She completed art therapy at The Karol Godula Upper Silesian Academy of Entrepreneurship in Chorzów. Family mediator, court expert of the District Court in Katowice. She completed numerous training courses and workshops as part of the curriculum of the Polish Erickson Institute regarding, inter alia, diagnosis and basics of the therapy of mental disorders of children and youth, therapy of aggressive children, principles of short-term therapy and the study of family therapy.
She has several years of practice as a teacher, educator, sociotherapist, therapist.