Team

I never imagined I would become a teacher. I always sought big challenges in life—marathons, travel, studying abroad. I rode racehorses, organized early music festivals, and loved both art and nature. Only after having children did I realize that the greatest challenge stood before me. Being a Montessori teacher is a great adventure, full of effort, beauty, discovery, love, and humility. It’s a lifelong journey. What fascinates me about Montessori education is its open path to knowledge—there are many ways to reach each goal. We adults never know which path a child will choose—perhaps their own, creative one. That fills me with deep humility and respect for every child.

Radka studied International Studies at the University of Sydney. After management experience in Australia, Ireland, and England, she settled in the Czech Republic, where she produced a variety of art projects. She holds the AMI Assistant Certificate (Association Montessori Internationale), the “Respect and Be Respected” certificate, and the AMI 6–12 Diploma with trainer Kay Baker. She is currently studying Education at the University of Ústí nad Labem. Radka co-founded Andílek Atelier (formerly Anima Atelier). Since 2015 she has been a teacher at our Elementary School and since 2017 the Head of the Elementary Team.

I have always enjoyed spending time with children, but for a long time I resisted the idea of becoming a teacher—perhaps because I associated this profession with traditional education. At university, however, I started running a science club, which gradually led me through tutoring, camp leading, and other programs to the decision to work with children professionally. One thing I was always sure about—I needed to find an environment where learning happens meaningfully and with respect. I’m truly grateful I found Andílek. The Montessori approach resonated with me already in college, and now that I can experience it firsthand, I’m constantly amazed by the beauty of observing children who can express themselves freely.

Anička holds a Master’s degree in Zoology and completed Additional Pedagogical Studies. She gained experience teaching environmental programs at the Sluňákov Ecological Center and the Pevnost poznání interactive museum, and by leading camps and clubs. During her studies she completed an internship in Indonesia (teaching English and environmental education) and another in Rome, teaching bilingual children Czech.

As a child, I couldn’t wait to grow up—it felt so natural back then. Years later, I return to that fulfilled wish. Perhaps as a child I felt insignificant in a world that belonged to adults. The Montessori approach appealed to me because of its effort to create a respectful environment where every child feels heard.

Veronika graduated from a Pedagogical Lyceum, specializing in Drama Education, in which she later passed her final exams. After high school she studied Theatre Dramaturgy, which she successfully completed in 2021. She plays guitar and ukulele.

A colleague recently told me, ‘Why would we want children to fit into the current society? We’re working to change society and the system.’ The world works through interdependence and intertwinedness, not individualism. It was only while studying the Montessori method that I learnt this myself. We embrace mistakes and conflicts as opportunities for growth, and I grow alongside the children.

Madara studied Primary Education in Riga, Latvia, where she also qualified to teach English at elementary level. After several years of teaching experience, she decided to deepen her knowledge and in 2018 completed the AMI 6–12 Diploma Course under Carla Foster and Kyla Morenz. Since then, she has been working in Montessori environments, combining her teaching experience with her passion for language education and supporting children’s independence and growth.

My name is Marina López Álvarez and I am originally from Málaga, in southern Spain. In addition to my passion for education, I have studied photography and video production and I hold a C1 level of English. My second passion is sport, especially climbing and slacklining, although I enjoy any activity that gets me moving and connects me with my body. Travelling has been an essential part of my life and has shaped much of who I am today: I have travelled to all five continents on several occasions, which has allowed me to learn about and observe different cultures and educational approaches. This global vision nourishes my work, providing a broad and diverse perspective on child and educational support, and on the relationship with children and their families. I am very grateful to be able to accompany children on this journey of exploration through life.

Marina holds the AMI 6–12 Diploma. She has a degree in Primary Education and a Master’s in Gender Studies. She has over 16 years of experience working with children and young people from early childhood to adolescence in both Montessori and traditional settings. She has taught Spanish and English, led sports workshops, and organized parent seminars on respectful parenting, communication, setting loving boundaries, and emotional education. She is currently expanding her studies through the AMI Montessori Sports program.

A child’s soul—sensitive, perceptive, and honest—is for me a source of unique joy and often a reflective mirror for myself. Being with children, working with them, and learning from them gives meaning. The child’s world offers a truthful glimpse into the future.

Vítězslav was born the year John Steinbeck received the Nobel Prize for Literature and The Rolling Stones debuted at London’s Marquee Club. After high school, he hesitated between forestry school—dreaming of joining the Mountain Rescue Service—and the call of artistic muse. He eventually studied at the Conservatory, majoring in Composition and Conducting, and has devoted his life to music. As a composer and performer, he collaborated with various theatres and ensembles. After the Velvet Revolution, he founded a music publishing house, producing over 250 classical and jazz albums. He co-founded Andílek Atelier, a creative platform for Montessori children, where he now leads the choir, shares music joyfully, and teaches woodworking. In 2018 he completed the Montessori Adolescent Orientation Course in Sweden and is helping launch the adolescent program for the upper school.

Working with children is very close to my heart. I consider it both very meaningful and a great responsibility to share my experience with children and support them in developing their abilities and skills. Movement and sport of all kinds have been my lifelong passion. For me, physical activity represents not only joy but also a way to relax. Combining work with children and sport therefore brings me a deep sense of fulfillment. It is important for me to guide children with a calm and individual approach, encourage their joy of movement, and help them overcome their own challenges.

Erika completed a Bachelor’s degree in Biology and Physical Education for lower and upper secondary schools at the Faculty of Education in Prague. She is currently continuing her studies in the follow-up Master’s program in the same field. During the summer, she leads children’s camps. She has completed a swimming instructor course and a volleyball coaching course, and she is actively involved in volleyball both as a player and a coach. She also has experience leading physical activity clubs in both kindergarten and primary schools.

Sport and movement have been a part of my life since birth. I enjoy trying new things, pushing my limits, and discovering what the human body is capable of. I actively play lacrosse and train in the gym, but I also enjoy climbing, swimming, running, and hiking in the mountains. Working with children brings me great joy. I love sharing the joy of movement with them and watching them discover what they are capable of. What fulfills me the most is seeing their enthusiasm in every game, every improvement, and in those moments when they begin to believe in themselves more. At the same time, I am interested in how movement and sport affect the human body and how training can gradually improve performance. That is why I try to connect my own sporting experience with my studies and look for ways to motivate children to move and to build a positive relationship with sport.

Tobiáš is studying to become a fitness trainer at the Faculty of Physical Education and Sport at Charles University in Prague. He has been involved in sports for a long time and is interested in movement, training, and the development of physical abilities. He has been working with children for more than three years, mainly through leading sports clubs and movement-based activities. During this time, he has gained experience in organizing and leading a variety of sports programs aimed at developing children’s motor skills and building a positive relationship with sport and an active lifestyle. He also has experience leading activities such as swimming, climbing, skateboarding, and general physical training. He is a certified climbing instructor on artificial walls and, in his practice, he strives to connect his own sporting experience, studies, and work with children. He places strong emphasis on the joy of movement, gradual improvement, and creating an environment where children can naturally develop a love for sport.

Since I was three, I have been devoted to music—singing in the Kvítek Dačice choir, later adding solo singing, piano, flute, and guitar. Music has always been a way to enter creative flow and connect with people. Gradually, this merged with my love of food—first simply through the joy of flavors, later through the desire to create and explore the connection between what we eat and how we feel. I love cooking, baking, discovering, fermenting, and sharing my enthusiasm with others. Today, I lead cooking and baking workshops for children and adults, applying Montessori principles—respect and joy of discovery.

Míša graduated in Early Childhood Education from the University of South Bohemia in České Budějovice and completed the AMI 6–12 Assistant Course. She also completed long-term trainings in Communication and Motivation – Theory of Types and Performance University – Holistic Approach to Health. She has more than 5 years of experience leading pastry workshops in international environments, working in TV and radio. She continues to study nutrition and holistic health to share her knowledge in broader contexts.

Art has been part of me since I first picked up a pencil. The freedom of expression it offered fascinated me so much that I chose to study at an art-focused secondary and higher vocational school. I chose graphic design out of love for visual culture and its versatility. Over time, I realized that creating alone wasn’t enough—I wanted a deeper connection and a way to link art with people. Working with children reminded me of my own childhood joy of experimenting, the beauty of mistakes, and creative freedom. That’s why I chose Andílek—it supports us and gives us space to explore and inspire together.

Sára gained experience leading children’s camps, teaching art workshops, and working in a youth community center. These experiences led her to dedicate herself fully to art in connection with children.

After graduating from high school, I spent several winter seasons in the mountains teaching children and adults how to ski. Besides outdoor activities, what I enjoyed most was sharing the children’s enthusiasm and seeing their progress—whether after two hours, a week, or an entire season. After my daughter was born, I naturally began exploring child development from a new perspective. Later, our family faced a new challenge—our daughter’s developmental language disorder (dysphasia). I’ve been learning how to support her through all possible situations using alternative communication methods and approaches from special education. Thanks to this personal experience and patience, I believe I can provide strong, empathetic support to both children and adults. The working environment at Andílek is, moreover, very welcoming and inspiring.

Dominika studied Sports Management at the Faculty of Physical Education and Sport in Prague. In 2011, she obtained a license from the Association of Professional Ski Instructors and taught skiing for several years. She holds an internationally recognized Certificate of Advanced English (C1). In her free time, she enjoys lettering and calligraphy.

What supports growth? The growth of children, the growth of adults, the growth of society? I believe we are here to grow, and for the world to grow with us. That growth is the most natural tendency that runs through us, and much of wisdom lies simply in not standing in its way. At Andílek, within a close-knit and creative community, we can practically explore the questions that matter to us. How can we allow children to grow? How can we pass on to one another that growth is not reserved for school years, but is an inner force worth following throughout life? At Andílek, I have space both to dream and to work toward those dreams.

Kristýna graduated in Psychology from the Faculty of Arts at Charles University and also studied an internationally accredited aromatherapy program with IFPA. She spent part of her studies at a high school in the USA. She has long been dedicated to working with children and adolescents, individual English tutoring, and the development of social skills. Professionally, she has worked as a teaching assistant in an English kindergarten, a children’s club instructor, a social skills lecturer, and an administrative worker. She contributes to the organization of educational and wellbeing activities, leads workshops incorporating aromatherapy, and also has experience from a psychiatric hospital setting.

I first discovered the Montessori approach through my son. I began naturally incorporating its principles into our everyday life and gradually realized how closely this approach resonated with me. This inspired me to study Montessori and continue deepening my knowledge.
I have worked in education for many years, primarily as an English teacher. What I enjoy most about working with children is their curiosity, spontaneity, and the fact that each child needs a slightly different approach. It is important to me that children feel safe, can be themselves, develop their independence, and build confidence in their own abilities.
What I value about working at Andílek is being part of an environment whose values and approach to children I strongly identify with, as well as the opportunity to continue developing my experience and knowledge.

Tereza studied English Language Teaching at Masaryk University. She has worked in education since 2012, primarily teaching English to both children and adults. She also has experience teaching at primary school and working with students with hearing impairments at secondary school.
Over time, she began focusing more on younger children and Montessori education. She completed the Childcare Provider qualification, the AMI 0–3 Orientation Course, and the 3–6 Assistant’s Path course at Andílek Academy. Since September 2026, she has been continuing her Montessori education through the AMI 6–12 Orientation Course. From the 2026/2027 school year, she works at Montessori School Andílek as a teaching assistant at the elementary level.

I’ve come to learn that most effective way to positively impact the next generation is not through some big solution or technology. Rather, it’s done through dedicated people doing the necessary and sometimes hard work to make real change in a child’s life.
Being a daily participant of the Montessori method at Andílek has opened my eyes to the potential a student has when you give them the framework to genuinely learn and discover. There’s no greater feeling than seeing a child realize who they are, what uplifts them, and seeing them build the kind of resilience they’ll need to take on an everchanging world. It’s a blessing to work with such bright children and play a small part in all that Andílek has built.

Nicholas Merten is currently pursuing his international AMI 6-12 Certificate under the guidance of Allan Nguyen through AMI Prague, and has past experience founding multiple different companies, one of which was an early-stage startup focused on aiding children with autism spectrum disorder (ASD).