Montessori Basics: Cosmic Work

Last month we shared an article about Montessori’s elementary curriculum: coined cosmic education. This month we dive a bit deeper to share an interesting concept Dr. Montessori wrote about and considered when developing her work for elementary children.

A definition

Cosmic work, or a cosmic task, is that which anything in the universe does to contribute to the greater good, most often unknowingly. Dr. Montessori felt that teaching elementary-aged children about cosmic work throughout Earth’s history would serve as inspiration for them as they define their own cosmic work over the course of their lives. Cosmic work serves as an idea to support the symbiosis of all things.

“They (children of the first plane) have already absorbed the immediate environment and the restricted society they and their families have dealings with. You must try to give the child what he now longs for: the understanding of the world, how it functions and how it affects the life and behavior of humanity.” -Maria Montessori, To Educate the Human Potential

Examples

Cosmic tasks can be found wherever you look. A small sampling of examples: 

• Bees collect nectar and pollen from flowers to feed themselves and their colonies. At the same time, they unknowingly pollinate the flowers, allowing plants to reproduce.

• Flowers rely on birds, bees, and other insects to pollinate them. They are, at the same time, providing food for many organisms.

• Ancient plant and animal life died and chemically transformed into coal and oil. Though these creatures were just experiencing their natural life cycle, they inadvertently created materials that have been used by humans as energy.

• More than 2 billion years ago, photosynthetic microbes began to appear in our oceans, thus creating oxygen in our atmosphere that would later support the respiration of a wide variety of life.

• Even inorganic entities can have a cosmic task. For example, the sun is just burning because of its natural nuclear fusion. As a result, it gives warmth, light, and energy to countless organisms on our planet.

In the materials

There are a wide variety of ways Montessori guides support this learning in the elementary classroom environment. One of the most evident and impressionistic is via the Timeline of Life material. Mentioned in our previous cosmic education post, this gorgeous color-illustrated wall hanging teaches children about the evolution of life on our planet. Through many lessons and discussions they learn about various organisms and the impact each has made on the development of Earth and other living things.

Montessori elementary science curriculum focuses largely on biology, including a general overview of the five kingdoms, differentiation between vertebrates and invertebrates, zoology, and botany. During the course of a three-year cycle in a class, a child will learn much about living things and how they relate and react to one another.

“The child will develop a kind of philosophy, which teaches him the unity of the universe. This is the very thing to organize his intelligence and to give him a better insight into his own place and task in the world.” - Maria Montessori, International Montessori Conference. Amsterdam, 1950

Beyond learning the basics of biology, Montessori students study the history of human beings. From the earliest humans to ancient civilizations and the consideration of how we form and function within our societies today, we give children a multi-faceted view of human beings. Learning about our ancestors and how we have organized ourselves over the years gives children a framework into which they can better understand human evolution and impact.

Questions and connections

As with most skills and lessons in Montessori schools, our aim is not to deliver facts for children to memorize, but rather to inspire them to ask questions and seek out the answers. This aim cultivates a lifelong love of learning rather than a view that school is just an information delivery system.

Teaching elementary children about cosmic work appeals to them because they are beginning to consider their own place in the universe. When we learn about how each organism (and even nonliving things) have contributed to the success of others, it’s only natural to make the jump to considering one’s own purpose. 

In combination with leading children to consider their own purpose and path, we want them to view the cosmic work of humanity as a whole. What is the purpose of humans as a species? Our consciousness gives us the opportunity to consider this task in ways that other organisms cannot; does this mean we can choose the path of our influence or will be unknowingly contributing just like all the others? There may not be a straightforward answer, but it’s certain a fascinating idea for both children and adults to consider.

Dr. Montessori wasn’t the only person to think this way. Many others share similar thoughts. One notable example is Thomas Berry, famed cultural historian and author. In his book The Great Work: Our Way into the Future, he discusses how humans might consider our influence on the planet and its ecosystems. He presents the idea that our earth is at a critical period of transition, and that humans may have the ability to influence the outcome.

Hopefully this topic has been as fascinating for you as it is for us. We leave you with a quote from one of Montessori’s most foundational and influential educators:

“Cosmic Education results in creative attempts to lead a new and different kind of human life, with responsible participation in all natural and human phenomena.” -Camillo Grazzini, 24th International Montessori Congress 2001

Montessori Basics: Cosmic Education

When Dr. Montessori began developing the elementary curriculum, she knew it had to be vastly different from the work of younger children.  Not only were the academic skills to be more challenging, but the manner in which content was to be delivered shouldn’t be the same.  This was because she understood that in the second plane of development (ages 6-12), children’s needs are very different from the needs of their younger selves.

She coined the term cosmic education to describe the work done in the elementary years.  Around age 6, a child’s scope of vision tends to expand beyond themselves.  Social connections are suddenly far more important, they develop vivid imaginations, and they become curious about their world, their universe, and how they fit into the big picture.  Our task is to provide a framework in which they can explore those areas.

One way we tap into the wonder of the elementary mind is via what we call the Great Lessons.  The five Great Lessons are not synonymous with cosmic education, but rather they are a springboard from which the work can begin.  These lessons are dramatic and impressionistic.  They open doors in the child’s imagination from which a wide scope of learning can begin.

These five lessons are given each year, although some schools may divide them between lower and upper elementary levels.  Over the course of three years in a classroom, a child will receive a lesson three times, with a different level of deepening understanding each time.  The weeks and months that follow will include many related lessons, though these may vary from year to year in order to cover a range of topics and student interests.

The Beginning/The Creation of the Universe

Typically given near the beginning of the school year, this lesson is a delight for children.  The guide prepares materials while the children are elsewhere: a long series of “experiments” and other props that will be used during the telling of the story.  The blinds are drawn, lights turned off, and perhaps there is some soft music playing as the students arrive and take their seats facing the guide.

The story begins with a description of the time before our universe began: how it was colder and darker than we can even imagine, and how in an instant [a black balloon filled with glitter and confetti is popped] it came into being.  A soft candle is lit, and the guide launches into storytelling about how different particles came together and moved apart.  They talk about the immense number of stars in our universe, states of matter, how quickly light travels, and how the solar system and the surface of the Earth formed over time.  The lesson culminates with the explosion of a model volcano, and setting the stage for the life that was to come in Earth’s future.

Follow-up lessons and work are often related to the study of space, chemistry, physics, geology, and geography.  The lesson is also a great prequel to teaching children about the scientific method and how to conduct experiments.  

The Coming of Life

A bit later in the school year the children will begin to learn about the evolution of life on Earth.  Two materials: the Long Black Strip and the Clock of Eras give children a visual idea of the amount of time Earth has been in existence compared to how long humans (and other living beings) have been here.  It’s often shocking for children (and adults!) to see a long black strip of fabric (Earth’s lifespan) running the length of a long hallway, with a tiny strip of white at one end to represent all of humanity.  These types of lessons are humbling to children, and they begin to give them a sense of connection to those that have come before us.

The main event of this great lesson, however, is the Timeline of Life.  This gorgeous, colorful, illustrated material shows children just how life has evolved throughout history.  From early one-celled organisms to the first plants, and invertebrates, through the various vertebrates throughout time, children in the elementary years adore this work.  They learn about how fossils are our records of the past, and how our understanding of the past changes with each new discovery.  (The Timeline of Life has been revised several times!)

Follow-up work includes plenty of biology content.  Children learn about the five kingdoms of life on Earth.  They take a close look at the five classes of vertebrates, their external features, and internal body functions.  They learn about the biology of plants as well, from algae and mosses to flowering and fruiting plants, and so many more.

The Coming of Humans

This lesson includes a beautiful timeline as well that displays dates and evidence of our evolution from the earliest hominids to the present day.  Children learn about what makes humans special, and how our ability to think, feel, and work have let us make developments that are unique to our species.  They learn about the migration humans have made across the globe and how we have used various tools and technologies to make our lives easier.

Montessori guides introduce children to the concept of the fundamental needs of humans.  We discuss what those needs are and how we meet them today.  One material allows children to explore how these same needs have been met by various civilizations throughout history.  Learning about our past as a species is important for children in the second plane of development.  It helps them develop a sense of self, and a sense of belonging in the bigger picture.

The History of Mathematics

Simply put, children are fascinated to learn about the origins of math and numbers.  This focus allows them to take a peek at how math has transformed over time, and to learn which people have made significant contributions to our mathematical understanding.

This comes at a perfect time, as they are simultaneously learning the foundational math skills that will take them through the rest of their lives.  When a child is working on their subtraction problems and they are able to relate it back to the beginnings of subtraction, the work is so much more meaningful and exciting for them.

The History of Language

Similar to the previous lesson, the history of language gives children a framework in which they might place their own learning of language.  By this time in their lives they have mastered oral language, but they are still very much engaged in the development of their own reading and writing skills.  To learn about the origins of such things is empowering and fascinating, and makes their work more special than it otherwise would be.

We hope this has been an interesting topic to read about.  If you have any questions or would like to observe in our elementary program to see cosmic education at work, please let us know!  We think you will find the experience enlightening and rewarding.

Work or Play? A Peek Inside the Montessori Classroom

You know Montessori classrooms are different than most.  You’ve heard the rumors: children run around doing whatever they please.  It’s all play and no work.  Or perhaps you’ve heard the opposite: our structures are so rigid we stifle creativity and natural childhood behavior.

What’s it really like?

We can practically guarantee that once you step inside a classroom for yourself, sit quietly in a corner, and observe the children and adults at work, your impressions will be transformed.  We encourage parents to do so whenever possible; the children are used to visitors and we have tips on how your presence can be unobtrusive to them but informative for you.  We hope you’ll schedule a visit soon if you’ve never been, or even if it’s just been a while.

In the meantime, this post will give you some idea of what you might see in a typical, high fidelity Montessori classroom.

Arrival

From the moment they step in the door, expectations are different for Montessori children, even as young as our toddlers.  Children are responsible for hanging their own bags and coats on hooks.  They learn to change their own shoes, with most classrooms requiring that children wear either slippers or a special pair of shoes designated for indoor school use only.  This is done in part to keep our classrooms clean, but also to give children a sense that their classroom feels more comfortable and home-like.

Guides greet students upon their arrival.  They often make a point of shaking a child’s hand, looking them in the eye, and saying their name along with a friendly hello.  By doing this, we are intentionally modeling polite human interactions.  Before long, the children learn how to greet us back, and they are even able to apply this skill outside of school.

The Work Period

Also called the morning work cycle, this period of time is a hallmark of the Montessori approach.  We believe that children need a longer stretch of time to involve themselves deeply in independent work, so we honor this need by providing an uninterrupted block of time each morning.

How much time?  That depends on the age of the child.  Typically, for children ages 3 and up, the work period is three hours long.  It’s not quite so long for younger children, and older children may have a second work period in the afternoon.  

During this time children work independently while guides give small group or independent lessons.  Sometimes it may appear that a child is playing, and while that is true, certain types of play are critical to learning.  It is also important to note that Dr. Montessori developed her educational materials to appeal to children, so what may look like a simple puzzle could actually be a manipulative biology diagram.  What looks like pretty colored beads are, in fact, tools for exploring complex mathematical concepts.

Montessori children are able to make a lot of choices during this time.  We allow freedom of movement: that is, they may sit where they like, stand and walk around the room if their bodies require a break, and use the restroom safely without needing an adult’s permission.  We provide a range of seating options as well.  Some children prefer to work alone or with others, some like to sit at a table or on the floor.  Adults appreciate having choices while they work, and we believe children should be afforded the same respect.

What types of work might you see?  You may be surprised to see even very young children working on the following subjects:

• Math

• Language

• Biology

• Geography

• Practical life skills

• Sensory refinement (up to age 6)

• Geometry

Socializing

Montessori education takes the perspective that we must nurture the whole child.  This is a popular concept with parents and teachers across a wide variety of settings, but Montessori schools have structures built into their programs that allow for deeper exploration and support of the social self.

The aspects of choice are one way we support children’s social development.  Rather than assigning seats or requiring children to work alone or in pairings that are predetermined by adults, we generally let children choose if they would rather work independently or cooperatively, and with whom they would like to work.  That being said, in any group of people, some personalities work well together, while others do not; we help guide children to differentiate between what makes a positive complementary work partner for them, and what constitutes a fun (and perhaps silly) friendship that can be developed outside the work period.

As children grow older, they begin to place a stronger emphasis on friendships.  The process of figuring out what healthy friendships should look and feel like is a major work of children in the elementary years.  Attachments form, and children come to rely on the company of one another.  Of course, another reality of these years is that all children will face social conflict at some point or another.  

One benefit of a Montessori environment is that the guides are able to set aside time and space to help children navigate conflict.  We teach mediation strategies, inclusivity, and conflict resolution.  We are able to assist children both proactively and reactively.  We often use stories to teach children important lessons about social skills.  Role play is another tool used in classrooms when negative patterns begin to form; when children are able to have fun and remove themselves personally from an experience, they can learn positive approaches to resolving common dilemmas. 

The Guide’s Role

Another often surprising element of the Montessori classroom is the role our guides take.  To begin with, they are typically referred to as guides, rather than teachers, as we believe the name is a far better descriptor of the task.  Instead of feeding children a stream of information we expect them to internalize, we lay a path before them, open the door, and give them the tools to explore and learn.

In the primary years (ages 3-6), lessons are usually given individually.  This allows the guide to give their full attention to the child before them, and to honor their individual needs.  In the elementary years, lessons are typically given to small groups of children, honoring their developmental desire to work alongside their peers.

Another delicate task of the Montessori guide is to know when to step in and assist a child, and when to stand back and allow them to find a solution themselves.  Generally speaking, we tend to take the latter approach.  We believe that children are capable of much more than we often give them credit for, and given the opportunity, they will rise to the occasion.  This approach helps build resilience and confidence.

Lastly, the guide’s job is to observe.  We watch the children in our care to learn which skills they have mastered, which they are progressing in, and which they may require additional support with.  Though we may not always intervene, we notice what they are doing, both academically and socially.  We take copious notes to inform our practice, record their progress, and to share our findings with parents.

Montessori guides don’t consider themselves the center of the classroom.  We are merely there to support the learning of the children.

Still curious?  Good!  Call us today to schedule a time to observe.  See a Montessori classroom in action for yourself.  We know it will be an amazing experience.  

Montessori Basics: The Language Curriculum

Have you ever wondered how Montessori guides teach children about language?  Parents are often astounded when they observe children learning to read at a young age in our schools.  What’s the secret?

There’s no secret - we’re happy to share our methods!  Read on to learn more about our approach, how we align our teaching with a child’s natural development, and what the progression looks like as children get older.

Early Language Activities

Children’s language development begins long before they enter the classroom.  Dr. Montessori asserted that children from birth to age 6 were in the age of the absorbent mind.  During this time they are able to learn language simply by living around others who are using language.  Montessori classrooms incorporate both spoken and written language into the environment to further enrich this early learning.

In our primary classrooms we teach children songs and poems so that they may hear and experience language in a fun and playful way that appeals to them.  We encourage parents to do the same!  Share poems from your childhood with your children and discover new ones together.  Sing your favorite songs from when you were little, or enjoy kid-friendly tunes from musicians such as Raffi or Tom Chapin.

Montessori guides introduce children to as much vocabulary as possible in their early years.  This may start with naming objects around the classroom, but will also expand toward specialized nomenclature.  Children learn the names of the continents, plant and animal names, and specific terms that apply to areas of interest.  These vocabulary words are spoken and shown in written form. 

Writing

As you may have guessed, writing starts earlier in Montessori classrooms than in many other settings.  Consider the goal of writing: to visually communicate one’s ideas with others using standardized symbols.  This is actually separate from the ability to hold a pencil and form strings of letters, words, and sentences on a piece of paper.

Once a child has a basic understanding of most of the letter sounds, they begin to use a material called the moveable alphabet.  Exactly what it sounds like, the moveable alphabet is a box containing sorted wooden letters.  Children lay the letters out to write words, and eventually sentences.  At this stage we do not expect children to conform to conventional spelling, but rather we allow what is often referred to as inventive spelling.  “I love my mom” may look like “I luv mi mom”.

Montessori classrooms use many materials to help children strengthen their finger muscles in preparation for the physical act of handwriting beginning at age 3, or arguably even earlier.  Our experience has taught us that children are ready to express themselves in writing before they are ready to start writing in the traditional sense.  That pencil-to-paper writing usually starts in kindergarten, though it varies with individual children.

Reading

One beautiful material that you have likely seen is called the sandpaper letters.  The letters are used to teach both reading and writing.  

It’s important to note that when Montessori guides begin teaching children about letters, our focus is on the sounds the letters make and not so much their names.  This means we do not teach the alphabet song, because knowing the names of letters isn’t really helpful in learning how to read.  That’s not to say there is no value in such learning; it will certainly come in handy when learning to alphabetize, or when talking about letters when they are a bit older.  We just want parents to know that if you want to continue the work we do in our classrooms, consider using a letter’s most commonly used sound when referring to it.  

An example: when a Montessori child learns to spell cat, they will say, “k-ah-t” rather than “see-ay-tee”.

Object boxes are used to help children learn to read as well.  A box labeled with the letter p may contain tiny toy versions of a pig, pot, pin, etc.  Eventually, children are able to match the objects with label cards.

Much of our reading work is done while teaching children other subjects.  For example, if they are learning about mammals, they will read lots of text at their level about mammals.  

There are also special series of books used by many Montessorians, including Miss Rhonda’s Readers (created by a Montessori guide) and Bob Books.  Guides typically prefer that families not use these same books at home.  Young children are often able to memorize text, and if they have been exposed to the same books at home and school, it can be difficult for guides to have an accurate observation of the child’s true decoding skills.  Check with your child’s guide if you’re curious or would like some advice on what books to read at home.

Card materials are also used as children progress, allowing guides to help children isolate specific sounds and blends.  One series of cards/lessons may focus on the various ways to make a long a sound.  One color of cards displays words containing ai, another will contain ay, and yet another will teach children about words with the silent e.

Word Study

This area of study includes a wide variety of skills and begins once a child has begun to read; some of the earlier lessons are given during the final (kindergarten) year of primary, but many are given during the first two years of lower elementary.  The guide will give the child a lesson teaching the skill.  In the days and weeks following, children practice the skill independently using special card materials.  The skills include:

• Classification

• Alphabetizing

• Compound words

• Synonyms

• Antonyms

• Prefixes

• Suffixes

Grammar

Grammar is taught early and in what we call a spiraling curriculum; that is, we circle back on the same content as the child gets older, building on previous knowledge and giving more depth to their understanding.  Parts of speech are taught in a very specific order, and each one has a corresponding symbol that children use in many activities.

Beginning in the final year of primary, children typically learn about nouns, articles, and verbs, as well as their corresponding symbols.  This helps them to understand the core parts of our sentences and gives them an introduction to grammar in a way that appeals to them. 

Sometime during that final year in primary or the first year of lower elementary, children are introduced to grammar through what we call the function of words.  Traditionally, a model of a farm, complete with animals, is used to guide children through the process.  Again, they begin by learning that nouns are naming words, and they name each animal and feature of the farm.  They then go on to learn the corresponding articles, followed by all other parts of speech, including adjectives, verbs, adverbs, pronouns, conjunctions, prepositions, and interjections.

Once a child has learned the functions of words, they will move on to the Montessori grammar command cards.  Knowing that children learn by doing, these cards give children specific directions to physically follow so that they may experience the words for themselves.  

Another classic Montessori activity involves the use of colored wooden grammar boxes.  Children use cards to recreate sentences, word by word, and sort the words by various parts of speech.

There are many extensions to grammar work that Montessori children enjoy.  Some will write their own sentences and use colored pencils to label each word with its corresponding grammar symbol.  Others enjoy using grammar strips: a material that shows a series of grammar symbols which students must use a guide to write a sentence with that particular pattern.

Sentence Analysis

Going beyond grammar, elementary-aged children learn to analyze sentences.  This begins simply with subjects, verbs, direct, and indirect objects.  As children get older and have a better grasp on language, the work extends considerably.

Children in upper elementary classes learn about complex sentence structures.  This includes structures like predicate adjectives and nominatives, attributive adjectives, various types of phrases and clauses, and many more.

For seasoned Montessori parents: did you learn anything new from this article?  New families: what do you find the most interesting, or what do you still have questions about?  As always, we believe in the power of observation, and we invite you all to schedule a time to sit and observe in one of our classrooms.

Why Montessori?

How does a parent prepare their child for an unpredictable future?  Don’t we all just want to give them every possible advantage?

How do we define success in our children’s lives?  Is it about being able to provide for oneself or is it finding joy in the work we do?  Is it about contributing to our communities or perhaps continuing to learn throughout our lives?  Couldn’t it (shouldn’t it) be a little bit of all of those things?

Goals

We think Montessori is one beautiful way to work toward all of these goals, and we are prepared to make some bold statements:

• Montessori gives children a strong understanding of basic math and language skills, starting earlier than most methods and using materials that support their development and methods that correlate with current research findings.

• Building a sense of independence and confidence is a major component of what we do. We know that children of all ages are fully capable of doing more for themselves than they are often given credit for. We have learned to sit back, observe, and assist only when necessary. This allows children to grow in incredible ways, amazing their parents (and frankly, us, too!).

• Respect for and connection to the earth is built directly into our curriculum, especially in the elementary grades. We know that around age 6, children start to think about where they fit into the bigger picture. We teach them about the universe, our solar system, the beauty of our planet, and the variety of life on it, just at a time when they are seeking those answers.

• Choice and freedom are important for all human beings. We give both to children because we believe they are capable of knowing what they need and want, and the more practice they have the better they will get at making decisions when we are not there to support them.

• We value teaching responsibility and time management skills. This goes hand in hand with focus and attentiveness. The ability to make choices about one’s learning must be balanced with accountability; as the children in our classrooms get older, they know there are certain expectations. For example, they may be able to choose the order of their work, but they know that they have to do grammar at some point during a specific time period, even if it’s not their favorite subject.

• Rather than drilling arbitrary facts into children and forcing them to memorize information that may not serve them in the future, we take a different approach. All children are exposed to a wide variety of basic scientific, geographical, and historical information, and are given extensive opportunities to more deeply explore the topics that they find fascinating.

Graduates of Montessori schools go on to be successful in other settings, whether they go on to attend other private schools or their local public schools.  They tend to view the world a little more creatively than the rest of us, and their contributions are often felt throughout society.  There are many notable public figures that credit their early Montessori education to the successes they experienced later in life.  To learn more about some of these people, take a look at this article.

Research

Montessori-specific research is a fairly new field, but the initial results in recent years are fascinating.

One study conducted in Hartford, Connecticut, took a look at preschool students in a public Montessori magnet school.  Federal magnet grants are awarded to public schools who commit to special, high-quality educational programming (in this case, Montessori) in an attempt to create a socioeconomically diverse school community within an urban setting.  In the study, two groups of preschool-aged children were observed over time: 70 children in the Montessori setting and 71 who were in other settings.  While the children tested similarly at the onset of the study, eventually the Montessori children outperformed the others academically, as well as notable increases in their enjoyment of work, social understanding, mastery orientation, and executive function.  Subgroups within the study showed some other interesting findings that suggest Montessori education might help close the gaps on certain factors that typically hinder children’s success (such as income and executive functioning).

Another study in public Montessori schools in Milwaukee concluded that a Montessori education has long-lasting positive benefits for children.  The study also determined that when Montessori-educated children eventually transitioned into more traditional educational settings they were successful and the transition was positive.

While there are other great studies out there, we will touch on just one more here.  This study took a look at the effects of a high fidelity Montessori environment versus a low fidelity Montessori or conventional classroom environment.  Children who learned in a classic Montessori program in which the guides adhered to traditional methods made significantly higher gains during the school year than their counterparts in conventional classrooms or Montessori classrooms that were supplemented with other types of learning materials and methods.

Community

Montessori schools are also something unexpected: they provide a community for more than just the children.  Parents, educators, students, and local community members gather together in support of common goals.  They work together, socialize together, and find ways to solve problems together.  In our society today, many people have lost the sense of community that is so important to our well being; Montessori schools serve an important function of not just educating children, but giving like-minded adults a way to connect and form meaningful relationships.

On the Topic of Competition

You may have noticed that in Montessori schools, we do not typically encourage competition between children.  Our lack of traditional grading is one obvious marker of this approach, but you will notice that the lack of peer competition threads itself pretty much throughout the entire program.  This is quite intentional, and we work hard to give children a foundation built on competition with oneself, rather than with others.  

It is important to note, however, that a Montessori education does not leave children unprepared for “the real world”.  We recognize that competition is a part of life for many, and we work hard to cultivate characteristics that will allow children to engage in healthy, fulfilling competitive experiences.

Curious to learn more about what we do?  In this post we not only explain why we favor internal motivation, but what we do to help nurture well-rounded and adaptable children.

Internal versus External Motivation

One of our core values as Montessorians is that we believe intrinsic motivation is far more powerful than external rewards.  This has been the foundation of our educational model for over a century.  In recent years, studies have backed the theory that we are most successful when we are driven by our own internal motivations, not perceived rewards (like prizes, grades, or money).  Information on one such study can be found here.

How We Prepare Children for Healthy, Real-World Competition

Montessori schools can sometimes feel like a bit of a protective bubble.  As educators, we need to recognize this and make sure we are preparing children for what comes next.  Montessori students tend to be highly successful when they eventually move on to more traditional schools, regardless of when that might be.  The following character traits are cultivated throughout a child’s time with us, and we believe this is part of what it takes to create successful and fulfilled people in the long run.

Self Confidence

We all like having the ability to believe in ourselves, and we do whatever we can to guide our children toward feeling the same way.  From a very young age, Montessori children learn to do things for themselves.  They are respected by the adults in their lives and their personal autonomy is honored. 

When a toddler sweeps up her own crumbs, she feels it.  When a four-year-old makes his own sandwich for the first time, he feels it.  When an eight-year-old solves a challenging long division problem, they feel it.  

We build routines and structures that allow children to accomplish big things, and to revel in the feelings of self-accomplishment.  After many, many of these experiences, children develop a strong sense of self, and an “I can do it” attitude.

Resiliency

In Montessori classrooms, we know what children are capable of.  We know that traditional settings often expect less than what is developmentally appropriate for them.  When our students feel driven to work hard on challenging tasks, failure becomes an early and welcome part of their experience.  

As adults, we often equate failure with negative outcomes.  In reality, failure is nothing more than a learning experience, and we can use that experience to guide us toward mastery.  When following an internal desire to learn about or accomplish something, children welcome these necessary building blocks.  They see them for what they are: another motivator to keep pushing forward. 

Independence

If it’s not already obvious, our students are encouraged to be as independent as they are able to be, both according to their age and their individual needs.  This means they do not need to rely on others to get started on or execute tasks; they have plenty of experience confronting challenges independently.

Having a strong sense of independence allows us to take on leadership roles.  It brings us towards self-awareness and trusting our own abilities.  Our independence can encourage us to block out unimportant details and distractions, leading us to focus clearly on the task at hand.

Cooperation

While independence is critical to our success, it is equally valuable to be able to work cooperatively with others.  Many competitive situations involve teams of people working together toward a common goal, and this is something Montessori children get lots of practice in.

We recognize that one of the hallmarks of the elementary age (6-12) is that children are highly motivated by social interactions.  To this end, we carefully craft the classroom environment to support this need.  Children are given lessons in small groups, and even the furniture is arranged for a variety of seating options. If you were to observe in an elementary classroom, you would notice most of the children clustered in small groups working together, and this inevitably leads to many opportunities to practice important skills like compromise, flexibility, and advocacy. 

Self Advocacy

Montessori classrooms have a bit more flexibility in terms of daily scheduling than most settings.  One critical element that must remain is the three-hour work cycle in the morning.  Beyond that, our guides are able to schedule class meetings regularly, or any time conflict arises.  We teach our students skills they need to navigate all sorts of interpersonal situations, including how to advocate for themselves.  

Another interesting aspect of a Montessori classroom is that even young children have frequent opportunities to present their work and ideas to their classmates.  Being able to stand up and speak in front of a group of people from the time one is six years old seems to have a profoundly powerful effect on how we are able to convey, with confidence, our ideas and feelings.  

Did you know that there are a number of well-known figures who attribute their Montessori education at least partially to their success?  In this video, NBA MVP Stephen Curry shares how his own Montessori education gave him the confidence necessary to become the successful adult he is today.