Bursting the Montessori Bubble

What does "Bursting the Montessori Bubble" mean?

Our culture has long maintained the factory model of education and most of us were raised in that system. We experienced school in same-age classes and were taught the same subjects at the same time.

As children progress through the Montessori program, parents begin to feel the cultural pressures of traditional learning. Will my child be ready for testing? Will they be able to transition? They begin to feel that Montessori education is a protected bubble, not the ”real world” their child will be entering later on in their educational experience.

Have you ever had these same thoughts? Dr. Stephen Hughes, a Pediatric Neuropsychologist, has said in regards to this topic:

“Which is the real bubble? Because the truth is, success in life is not built on a foundation of standardized tests, but on the freedom to make difficult choices and experience their consequences. Success in life is not built on grades and percentages, but on self-awareness and self-improvement. Success in life is not built on artificial competition among same-aged peers, but on the genuine collaboration between generations. Success in life is not built on cheating the system, but on having the wisdom and courage to transform it.”

— Dr. Stephen Hughes

And Dr. Montessori said it herself:

“If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man’s future. For what is the use of transmitting knowledge if the individual’s total development lags behind?”  ”

— Dr. Maria Montessori

She was ahead of her time!

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Kari Headington is Head of School at Hollis Montessori School.

Montessori and Peace Education

Our world is often a tumultuous and scary place.  How can we help our children feel safe and cared for, while preparing them to lead the way as adults?  How can we cultivate empathy, kindness, gratitude, and the sense of community that helps people work together?

Montessori education has been addressing these issues for over a hundred years.  Sometimes the lessons are direct; at other times they are more subtle.  The mission is always clear: we want children to have a wide view of the world.  We want them to appreciate the diversity of others.  We want them to have the tools to navigate this world peacefully.

How do we approach this critical task?

Montessori schools teach peace both directly and indirectly.  Sure, we talk about peace and its importance openly and frequently.  We talk about what it means and what it looks like and what children can do to become peacekeepers.  But, perhaps more importantly, we model.  Through our words, the tone of our voices, and with our actions, we show children what it means to be peaceful.  They watch our everyday actions and learn so much from them, so why not create constant learning opportunities?

Teaching a Global Perspective

Even from a very young age, Montessori children are taught geography through the lens of the whole world.  They learn about the continents when they are as young as three years old.  These studies often include learning about biomes, instead of an emphasis on political boundaries.  Teaching about the world in this way gives children a sense of the natural world and people as a whole as primary to different countries.

Elementary aged Montessori children enjoy many lessons with timelines.  They learn about the origins of humanity, and studying ancient cultures is fascinating for them. 

Embracing a Variety of Cultures

One important series of lessons in the elementary years teaches the fundamental needs of humans.  Children explore how groups of people around the world and across the ages meet and have met their needs.  Physical needs, such as food, shelter, defense, and transportation are considered, as well as spiritual needs like art and religion.

Giving Them Tools

Montessori teachers are equipped to give children skills to resolve conflicts.  We give children tools such as micro-mediation, and give them the words and actions to express their needs and feelings while listening to those of others.

In Montessori classrooms, children often learn a variety of self-calming strategies.  This might include mindfulness meditation, yoga, breathing exercises, or the use of small hand-held tools such as a finger labyrinth or polished stone. 

Taking the Time

In Montessori classrooms the day is not structured with rigid timed intervals.  For example, there is no predetermined time for math, reading, etc.  This flexible schedule lends itself to shifting courses and having discussions in the moment.

For example, if a group of children are experiencing difficulty resolving a problem together, the teacher is able to stop and sit with them.  Without feeling rushed, they can take the time to figure out what went wrong and how to make it right.  Instead of an adult doling out consequences, we have the time to sit and work through conflict authentically.  

Giving to the Community

As Montessori children get older, they are encouraged to give back to their community.  These acts of charity will often be inspired by the children’s ideas.  Children may collect food and supplies for a local animal shelter, read stories and sing songs to residents of a nursing home, or make and sell baked goods to benefit a cause they believe in.  

By supporting children with logistics, we can encourage them to learn how to be active and supportive members of their communities at a young age.  They learn the importance of volunteering and contribution to others.

Giving back is just one way a child begins their active role as a peaceful member.

What Your Child Will Really Get Out of Montessori

Is it really worth it?

I mean, why should you spend the time, effort, and money to find an authentic Montessori program for your child? Wouldn’t it be easier to just find a good, basic preschool?

For me, the answer is easy - enrolling my children in a Montessori program was one of the best decisions I made as a parent. But, then again, I am a bit biased!

For most parents, however, the question remains: “What will my child really get out of attending a Montessori school?”

Why Your Background Matters

I’m going to go out on a limb - my guess is that you did not attend a Montessori school when you were a child.

This isn’t a problem, of course. You turned out just fine. But, as you consider early education options for your child, your own educational experiences can make the decision a bit difficult.

At first glance, Montessori classrooms don’t look familiar to most people. There are no rows of desks, no blackboards, and no teaching to the entire class. Parents are often intrigued by the peaceful, calm environment and the hum of activity, with young children choosing their own activities and concentrating deeply for long periods of time.

Montessori is so different, however, from traditional programs that it’s natural to leave a bit perplexed. I mean, what is really going on here?

How Other Preschools have it So Easy

I’ll admit it: When I was the Admissions Director I was a bit jealous that most preschools didn’t have to spend a lot of time explaining to parents what they do. The goal of the program is clear - to prepare children for a conventional kindergarten program. 

In a conventional school, your child will need basic academic skills, so they focus on “pre-reading and pre-math” with workbooks, flashcards, and rote memorization. Think ABC and 1-2-3.

In a conventional school, your child will need to adjust to the schedule of a traditional school, so they have activities where everyone does the same thing at the same time. Think group art projects where your child will learn to color within the lines.

In a conventional school, your child will need to learn how to pay attention to one teacher speaking to the group. Think circle times with one teacher talking to all the children together.

There is nothing wrong with this, of course. In a Montessori classroom, however, we believe your child deserves an education that focuses on all aspects of him as a human being.

How Montessori is Different: A Three Word Answer

Education for life.

Rather than just preparing your child for the next step in school, we seek to support his academic, social, emotional, intellectual, and spiritual development.  We want him to be successful at life in the future, not just in kindergarten.

Take a second to imagine your child twenty years from now. What skills will he need to be successful in college, his chosen profession, and in life in general?

Here is a primer. He will need to:

• Know how to regulate his behavior

• Control his impulses

• Learn to plan and strategize

• Hone the ability to problem solve

• Learn to be flexible and course-correct when necessary

• Learn to take initiative

• Develop responsibility

• Engage in depth-based thinking requiring long periods of concentration

• Work collaboratively with peers on projects

Researchers who study the traits of successful adults coined the term for these skills: “executive functions”.

These executive function skills, which are so important to life’s success, must be continually developed, day in and day out, or else they will not materialize. They result from the way an activity is done and the time spent doing it – pushing oneself to do better and better.

The Link Between Montessori and Executive Functions

Research comparing children attending inner-city Montessori schools with those attending traditional schools was conducted by University of Virginia professor, Dr. Angeline Lillard, and was published in the prestigious journal, Science, in September 2006.  

The result?

Montessori students rated higher on “executive function skills”- skills like selective attention, self-control, problem-solving, reasoning and not getting into trouble.

On behavioral and social tests, 5-year-old Montessori children scored higher than their peers from conventional schools, showing that they had a greater sense of fairness and justice; out on the playground, they were more likely to engage more in emotionally positive play with their peers and less in roughhousing.

And, yes, your child will still be ready academically for elementary school, whether in Montessori or any other program. The same study found that among the 5-year-olds who were studied, Montessori children were better prepared to enter first grade with stronger reading and math skills than children in traditional schools.

The Choice is Yours

Is Montessori worth it? You decide. You, as the parent, are charged with raising your child in the best way you see fit. What do you value? What kind of adult do you want your child to become? There is a multitude of options available to you. Think carefully and choose well.

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Camille Campbell is one of the founders and the former Admissions Director at Hollis Montessori School. Her two daughters are Hollis Montessori graduates and are now thriving in college.

Montessori Basics: What is the Montessori work period?

You may already know a bit about the Montessori work period, also known as the work cycle.  What exactly is it, and why is it so important?

A Montessori work cycle is an uninterrupted block of time.  During this time children are able to explore the prepared environment and engage with materials of their own choosing.  The time is meant to give them opportunities to enjoy the work they love, while also cultivating basic life skills.

How long?

The length of a work cycle varies depending upon the age group and the school.  Most classes typically have a three hour morning work period most mornings.  Some other general guidelines to keep in mind for different age levels:

Toddler classrooms: 1-2 hours each day

Primary/early childhood classrooms: 2-3 hours most mornings, additional time in the afternoon for 4 and 5 year olds.

Elementary: 2-3 hours most mornings and another 2-3 hours most afternoons

What are the goals?

When we give children this time, we do so in an effort to assist their development.  The work cycle helps children:

• Become more independent
• Strengthen their ability to focus
• Find joy with the materials
• Feel deep satisfaction with their work

What exactly do children do during this time?

While it looks slightly different at different levels, there is always some combination of most students working independently while teachers give individual or small group lessons.  Great care is taken to not interrupt children while they are working, showing them the respect that this time and their exploration deserves.

In primary/early childhood classrooms, lessons are given mostly to individuals.  Children move around the classroom selecting work of their choosing.  They may work on a table or the floor, with a special rug laid out beneath them.  After selecting a work from the shelves, they bring it carefully to the workspace of their choosing, and use the material as they have previously been taught.  Children know they are responsible for putting the materials back neatly and selecting their next work independently.  At this age, children are typically focused on their own work and may engage in what is called ‘parallel play’.  This can be seen as defined working and playing beside one another while focused on their own individual work.

At the elementary level the basic structure is the same, but teachers honor the developmental need for more socialization in children of this age.  Lessons are more often given in small groups, and children prefer to work with one another.  While there is a great emphasis on choice and self-directed learning, children in elementary classrooms are expected to meet certain academic guidelines.  For example, a teacher may require that throughout the course of the day or week, a child must do work in all academic areas.  Teachers check in with students to make sure they are meeting these goals, and gently guide them with strategies to do so.

Regardless of the level, the work cycle gives children a chance to develop autonomy, make choices, and find genuine joy in their work.  Teachers hold this time as sacred, and it allows children to dive deeply into learning.

Check out this cool time lapse video that shows a four year old’s three hour work cycle in four minutes:

The Importance of the Kindergarten Year

It’s that time of year again…

Schools and parents alike are planning for next school year.  If your child has been in a Montessori class for a year or two, you may be thinking ahead to kindergarten.  Many public school systems offer kindergarten, and many parents are curious about this transitional year.  This post is meant to highlight the important reasons why a child benefits from that final year in the primary (Children's House) classroom cycle.

Why should your child stay in Montessori for the kindergarten year?  Consider the following:

Montessori inspires children

Does your child love school?  The aim of Montessori education is not just to deliver information, but to encourage their existing curiosity and wonder.  All children are born ready and eager to learn; it is our job to show them how amazing our world is.  We want them to ask questions and search for the answers.  

If we can give children this gift at a young age we are setting them up for a lifetime of success and happiness.

They will get a chance to practice leadership skills

Most Montessori classrooms host an age span of three years.  During the first year or two of the cycle, children are familiarizing themselves with the materials while watching the older children who begin to master their environment.

The third year gives children the opportunity to be role models.  They are able to take on more responsibilities in the classroom and often help guide younger students.  Kindergartners even give lessons to younger students (which has the added benefit of displaying their mastery of skills.)

Children in Montessori get to work at their own pace

Montessori teachers strive to meet children right where they are, in every area.  We truly “follow the child”, giving lessons and guidance according to the individual’s needs, not the needs of the whole class.  

Perhaps your child is a strong reader and needs someone to provide them with advanced books that are still appropriate for their age.  Montessori teachers have the flexibility to do that.  Maybe your child needs a bit more guidance in math.  Montessori primary classrooms are structured to include lots of individual and small group lessons, so teachers use that time in whatever ways best meet the needs of each child they serve.

Montessori uses formative assessment, not standardized tests

Children in Montessori classrooms don’t have to worry about high-stakes standardized tests.  The english word assess is derived from the latin assidere, which literally means ‘to sit by’.  Montessori classrooms rely mainly on formative assessment, a style of gauging student understanding that reflects the original definition of the word.

Formative assessment is done continuously throughout the learning process - even mid-lesson!  This allows teachers to adjust instruction in the moment so that learning is constantly tailored to meet children’s needs.  

In conventional classrooms, lessons are often firmly defined prior to instruction.  The information is delivered to a group of children, and they may later be given a summative assessment to check for their understanding.  This data may be used to drive future instruction, or it may just be used to support a grade given on a report.

In classrooms that rely heavily on formative assessment, a teacher can change course while they are in the process teaching.  If students demonstrate prior knowledge or quick understanding, the lesson can be extended and additional information can be included.  If children appear to need more support, the teacher can repeat the material or give other supplemental information.  Montessori teachers take copious amounts of notes to constantly document these interactions.

The spiraling curriculum comes full cycle

The Montessori curriculum is forever spiraling back on itself.  Children are exposed to skills for the first time in very concrete ways, which is why the classrooms are stocked with so many beautiful materials.  These materials help the hand teach the mind, and learning first in this physical way helps make important connections in the brain.

The concrete lessons are repeated in new ways, each time moving further toward abstract concepts.  By the time the spring of the kindergarten year rolls around, children are finally solidifying so many of the ideas and skills they’ve been practicing for years.  

Come see for yourself!

One of the best ways to truly understand how a Montessori classroom works is to come in and observe.  We encourage you to make an appointment to sit in a classroom and watch the children in action.  Keep an eye on those kindergartners - you will be amazed at what you see!

Why Start at Age 3?

What is the ideal age to begin Montessori school? Age 2.9 to 3! The young child's ability to effortlessly absorb information from his environment is only possible during this window of time. Dr. Montessori observed that during these early months, which she called sensitive periods, a child's entire being is molded: his intelligence itself is being formed! 

The child from age birth to six years old passes through three significant sensitive periods; those for order, movement and language.

SUPPORTING A YOUNG CHILD'S NEED FOR ORDER

During the sensitive period for order, a young child needs her environment to be predictable and orderly. If her life has a rhythm and her routine is maintained, she begins to trust the environment. If her needs for food, sleep and bodily comfort are predictably met as they arise, she uses this satisfaction as the basis to feel secure and to explore her world. The three year-old is at the height of sensitivity to ritualistic order; she still needs routines and yet can begin to create her own order. This is the perfect time to model that activities have a beginning, a middle and an end. 

COORDINATION OF MOVEMENT

The sensitive period for movement is the time the child develops his coordination and fine and gross motor skills. Allowing your child safe yet challenging movement without interference develops this skill and his self confidence. It's time to jump, hop, skip, and climb, to carry heavy things, to balance objects on a tray. He needs to use a scissors, to pick up tiny objects and to refine his eye/hand coordination allowing his hand to truly become an instrument of his mind.

THE PRIME TIME FOR LANGUAGE DEVELOPMENT

During the sensitive period for language, the child can hear the individual sounds in words as she learns vocabulary— an ideal time to begin learning the sounds of letters. During this time she will expand her vocabulary immensely. She wants huge words and funny words and rhyming word and words in songs. Our Montessori environments, rich in vocabulary, meet her word hunger perfectly.

When the children's environment is based on and organized around the sensitive periods, the children work with an enthusiasm and sustained interest that is truly amazing. Their development is strong and steady.

Authentic Montessori preschool is a three-year cycle designed to engage children from age 3 to 6 (preschool through kindergarten). The activities in the first year lay an important foundation for future learning. Over the following two years the activities and lessons build upon themselves at the child's own pace. Parents are often amazed when a child "explodes" into reading, writing, and math during the final year. It might look like magic, but it is really the culmination of the first two years in the Primary classroom. By starting at 3 and remaining in the classroom community for three years, Montessori children have an inspiring educational experience.

-Kari