ntroduction: One of the main goals of Jessica's instructor should include a thorough investigation of her academic background (2013, BC Ministry of Education). Before the start of the school year, a meeting with her guardians will provide a complete picture of Jessica's most urgent needs. However, based on the information available in the case study, it appears that Jessica needs help developing her coping skills and reading skills. These two skills are necessary for success in all academic subjects, but also for one's future as an adult. Two main goals: When it comes to developing Jessica's coping skills, according to Montessori philosophy, planning, organizational, and time management skills (Howell et al., 2013, p.15) are paramount. Using the Montessori philosophy at a time of transition from primary to secondary school can be constructive in Jessica's case, because in secondary school students are expected to operate with a greater sense of independence. Montessorian theory is at the pinnacle of autonomy and independence. Therefore, by borrowing fragments of this philosophy and then modifying and adapting the details to meet Jessica's particularities, the fundamental principles of the philosophy can guide the development of her adaptive skills development process. Howell et al. suggest that Montessorian philosophy views a student's ability to “plan” as beneficial not only academically, but also in life (2013, p.15). Teaching Jessica how to develop a consistent routine for all activities, both academic and adaptive, such as documenting and prioritizing daily and academic tasks, will increase her personal independence. Howell et al. further recognize that the organization...... middle of paper...... umvent overload. Essentially, breaking large tasks into smaller chunks would reduce Jessica's academic load, facilitating greater opportunities for success and improving/maintaining her self-esteem. In addition to cutting, for Jessica to engage in a summarizing activity, she must first understand what she expected to summarize. In this case, his instructor could choose material to summarize on a subject he already knows, such as football for example. Prior knowledge of a topic will allow one to work with pre-existing information and provide built-in scaffolding, which can make the synthesis task more feasible. Additionally, given that synthesis activities are anchored in reading comprehension, it is essential that a synthesis activity be directly related to one's specific reading abilities...