Book List: About Peace

“Establishing lasting peace is the work of education; all politics can do is keep us out of war.”

— Dr. Maria Montessori

Peace can often seem like a lofty goal. We believe it starts small, in our own families, our own communities, and in the way we raise our children.  

This week we share a list of books for you to explore as a family. Even infants and toddlers can start to learn about peace, and there are many incredible books available to older children, including adolescents. Please let us know if you give any of these a try, or if there are others you think should be added to the list.

Primary

The Peace Book by Todd Parr

Primary-aged children will certainly love this book, but so would infants and toddlers. Parr’s bright, bold illustrations, coupled with easy-to-understand text, give children an early idea of what peace means. Featuring diverse characters and actions children can actually put into practice, this book is a perfect introduction to peace.

The Peace Rose by Alicia Olson

The Peace Rose is a book loved by many Montessori educators. It revolves around the idea that children might use a rose to help them resolve conflicts amongst themselves, passing it to one another so that everyone has a turn to speak. Many primary classrooms use this technique, and many families have found it helpful to bring the practice into the home. (It’s especially helpful with siblings!)

The Lion and the Mouse by Jerry Pinkney

Pinkney’s Caldecott winner is an illustrated masterpiece, depicting the unlikely partnership between a lion and a mouse. The lion unexpectedly saves the life of the small mouse, who later returns the favor. Children will have a sense that we can all contribute, no matter our size or what others might assume about us.

All the World by Liz Garton Scanlon

A Caldecott Honor book, All the World sheds light on the importance of and the connections between all things - large and small. Young readers follow a day and night along with a group of family, friends, and the world they live in.

Elementary

A Little Peace by Barbara Kerley

During the elementary years, illustrations and images are still very important. They give young children a deep sense of meaning and help them enjoy books in a deeper way. This National Geographic book couples gorgeous photographs from around the world with important, reflective messages about how we might all create a more peaceful world.  

Amazing Peace by Maya Angelou

The incredible Maya Angelou first shared this poem at the White House in 2005 during the annual tree lighting ceremony. It is a Christmas poem, but it is so much more than that. As frightening weather looms, a family embraces the Christmas holiday. Their celebrations extend outward into their community, to include neighbors of difference races, religions, and those in different socioeconomic situations.

One Hen: How One Small Loan Made a Big Difference by Katie Smith Milway, illustrated by Eugenie Fernandes

Based on the life and experiences of Kwabena Darko, this book is both lovely and informative. The main character, Kojo, is forced to quit school in order to help his mother after his father dies. Living in a village in Ghana, Kojo’s mother is able to secure a small loan and gives a bit of the money to her son. With it, Kojo purchases a single hen, which eventually grows into a substantial flock, earning him enough money to help support his family and allowing him to return to school. Microloans are an important part of working to lift up developing nations, and this book is a fantastic introduction.

Adolescent

Sadako and the Thousand Paper Cranes by Eleanor Coerr

Based on a true story, Sadako was a young girl who lived in Japan when the United States dropped an atom bomb on Hiroshima. She is lively, an excellent runner, and has the rest of her life ahead of her. Then she begins to feel ill and learns that she has leukemia as a result of the radiation. She recalls an old Japanese legend that states if a person folds a thousand paper cranes they will become healthy again. She sets out to do so, eventually gaining help from people around the world. Today, the thousand paper cranes are a symbol of peace in the aftermath of war.

A Young People’s History of the United States: Columbus to the War on Terror by Howard Zinn and Rebecca Stefoff

Twenty-five years after publishing a similarly named book for adults, Zinn shared this new perspective of United States history for a younger audience. Our history is often written by the perspective of a very limited group of people, often leaving out the stories of those affected most by events. Learning about the past should include the stories of everyone, especially those who have been marginalized and oppressed. This book does just that.

This Book is Anti-Racist: 20 Lessons on How to Wake Up, Take Action, and Do the Work by Tiffany Jewell, illustrated by Aurelia Durand

Jewell, a Montessori educator, has worked tirelessly to create more inclusive and accessible classrooms. This Book is Anti-Racist gives young people concrete steps to learn about themselves, learn about others, and go about changing the world. While this book is not about the peace that exists, it is absolutely about the peace that we must all work to create.

Children and the News

It seems like this is as good a time as any to talk about how our children interact with the news. The news simply wasn’t designed with children in mind, and although it is certainly an important part of our lives, we have to remember how it may affect our kids. We hope this guide will give you some helpful tips.

Potential Problems

Before we jump into the problems, we would like to stop and acknowledge how important the news is. As adults, it is part of our civic duty to stay informed of current events. To be active and engaged citizens, we must know what is going on in our local, national, and global communities. The work of journalists is a noble pursuit, and we are grateful to the people who work hard to bring us information.

With all that said, not all news is created equal, and most news is not meant for all ages. The news we see and hear is increasingly sensationalized, and it can be hard to know what sources to trust. The way news is reported can often give us a skewed version of reality.

Would you have guessed, for example, that crime in the United States (including violent crime) has significantly decreased greatly over the past 25 years? Conversely, crime reporting has increased significantly and  become much more detailed. This gives us the sense that we live in a much more dangerous world than we actually do.

Whether we have the television on, the radio in the car, we read the news on our devices, or just chatting about events with our partners over dinner, our children are often there. They may see or hear things that are confusing or even frightening. Sometimes we may not even notice or think much about it, but too much exposure to the news, particularly in younger children, can lead to misunderstanding, fears, and anxiety.

So, what can we do?

Young Children (under 7 or 8)

Very young children really do not need to be exposed to the news for the most part. As a parent, you know your child best, however, and while some sensitive 8-year-olds still fall into this category, some kids a year or two younger may fare better.

When our children are little, we can try to save the news for when they are not in the room. Make sure to set aside some time for yourself (easier said than done, we know!) to read the newspaper or check your phone for headlines. If you watch the news on tv, you could do so after your kids are in bed for the night.

One important note: there may be news information you want to share with your children, including news that is not always pleasant. This may include events that will affect them or people in your family, or issues surrounding social justice that factor into values you share as a family. The best way to share this information is to talk about it together. This way you can personally deliver the information in a developmentally-appropriate manner, while also being there for any discussions that may arise.

School-Aged Children

As children get a bit older, they’re more likely to be present for the news, and they’re also likely to hear about big events from their peers. Consider a three-tiered approach:

• Limit

• Together

• Discuss

Limit the amount of exposure kids have to the news. They don’t need to watch a full hour of coverage, nor do they need to watch particularly violent and/or graphic reporting. It’s a good idea for them to start learning about their world, but start small. 

When they are watching, reading, or listening to the news, try to ensure you are there with them. This is important to make sure they aren’t learning about topics they may not be ready for, as well as making sure their sources are trustworthy. Consider your child’s internet access and what they may come across independently. It may be worthwhile to install some parental controls.

Talk about the news together. Ask them how a particular segment made them feel, whether they have any questions, or if they understood what is happening. They may not want to talk much, but starting these conversations is important and will let them know you’re there for the times they do want to process the news with you.

Adolescents

Teens will be getting quite a bit of information independently of their families, whether that be from their friends at school or their own electronic devices. Our biggest job as adults? Checking in.

One of the greatest joys of parenting a teenager is that they are able to have in-depth conversations about more mature topics. They will likely be interested in at least some elements of the news. They will be forming their own opinions. This means you will have so much to talk about!

As with younger kids, we do want to make sure adolescents are learning what to look for in a trusted news source, and how to recognize sources that may not be valid. We also want to make sure the information they may be hearing from friends is accurate. Oftentimes teens hear sensationalized news from their friends, which can lead to lots of misconceptions. We can help them by checking in and asking whether they’ve heard anything about a particular topic, then filling them in on any facts they may be missing.

For more helpful information and suggestions, visit:

AACAP

APA

Common Sense Media

Recent Research: How Montessori Students Benefit from the Findings

There have been a host of fascinating published research findings in recent years in regard to learning and education. In this article we’ll take a look at just a few of them and explain what the findings mean in relation to Montessori environments.

The demotivating effect (and unintended message) of awards

It is common practice in conventional schools across the nation to give students awards for good attendance records. The hope is that by honoring the hard work of children who physically get to school each day, it will motivate other children to do the same and earn the award. Unfortunately, this study determined that not only was the goal not met, the practice ends up causing a negative effect and actually increases student absences.

It all boils down to motivation.

The study included 15,000 middle and high school students and found that giving students awards for good attendance had the unfortunate effect of decreasing attendance. Researchers believe that the existence of an award creates the idea that good attendance exceeds expectations. Not only does this not motivate most students to ensure their own attendance, but those who receive the award are often not motivated to keep up the habit in the future.

So, what does this mean for Montessori schools? It may be obvious, but you would be hard pressed to find a Montessori school that utilizes attendance awards in the first place. This study is yet another example of why intrinsic motivation is a far more positive tool than extrinsic motivation. In Montessori environments, the cultivation of intrinsic motivation is the backbone of everything we do. This extends far beyond attendance awards to include things like assessments, addressing negative behaviors, and mastering academic skills. So, Montessori community, let’s keep doing what we’re doing.

Gender similarities in the brain during mathematics development

Many folks have long held the belief that girls tend to be more masterful in the areas of language and arts, while boys find ease in the studies of math and science. Not only is this outdated and sexist thinking, it’s scientifically incorrect. Still, so much of what we believe about our world is engrained due to biased learning in our past. Academic studies can help break down our misconceptions in an effort to make progress. 

In this study of children aged 3-10 years old, MRI technology was used while children watched educational math videos. Researchers noted that boys and girls showed similar neural functioning during testing, leading them to the conclusion that there is no noticeable difference in the way children’s brains process mathematical information.

In Montessori classrooms, mathematics learning is highly individualized. Children are able to progress at their own pace, without needing to feel rushed or held back by group lessons or social pressures. In this way, Montessori environments support the findings of this study; children are children - they learn at their own individual rate and variables such as gender should not factor into their work or progress.

Is Summer Learning Loss Real?

Short answer: it’s not. In the 1980s a study revealed what many of us now know as the Summer Slide, a phenomenon in which children who spend their summers playing and not studying show skill regression come the fall. For decades this idea was accepted as fact, that is, until a group of researchers recently attempted to recreate the study and were unable to do so.

Modern researchers attribute this finding to the fact that we now have more advanced, efficient, and effective means of collecting and analyzing data. By clicking the link above, you can see comparative charts showing the original data as well as more recent findings. It’s apparent that with the very rare exception, children tend to plateau or even make gains during the summer months.

Why did we include this in our article? While our students have recently returned from summer vacation, they have also returned from the completely unanticipated and unplanned spring of 2020. Teachers, administrators, families, and children all worked hard and made the best of a very challenging situation, but many of us have been concerned about the long-term negative effects this past spring may have had on our children’s academic progress. The findings of the study give us hope that a temporary pause in regular instruction may not necessarily lead to a loss in skills. We will surely learn more in time, but are encouraged by the findings.

Are you interested in learning more about the ways current research supports the work we do in Montessori schools? We will be sure to share more in the future as more findings become available, but in the meantime, Montessori: The Science Behind the Genius is a great read.

150 Years: The Power of a Story, Part 2

Soul Fire Farm

This article is part of a series that we will share throughout the 2020-2021 school year to celebrate the 150th birthday of Dr. Maria Montessori. Check back often for more posts that reflect on the past, present, and future of Montessori education.

Last month we shared the story of Montessori educator Shawnaly Tabor. This month we highlight the Montessori journey from a different perspective: that of the student. Neshima (17) and Emet (15) Vitale-Penniman are adolescents that began their Montessori primary education at a public Montessori school, and during their lower elementary years transitioned to a private Montessori school. Emet currently attends The Darrow School, where Neshima graduated from this past spring as valedictorian. In addition to their schoolwork, both children work alongside their parents Leah Penniman and Jonah Vitale-Wolff, co-founders of Soul Fire Farm.

Let’s start at the beginning. What are your earliest memories of attending a Montessori school? What did you take away from your time in a primary class that you look back and are glad to have experienced as a young child?

Emet: One of my first memories that I always think about looking back is making patterns with little plastic bears, and just little simple things like that. Making patterns led to complex math equations. Being able to do hands-on learning with materials such as the multiplication board was really helpful.

Neshima: Similarly, just experiencing lots of opportunities to do work that was really formidable and fostered deep-set curiosity, and having a lot of support with finding work that met me where I was at in my academic journey. Just finding things that quenched my curiosity and my love of learning and having teachers that were really supportive of that.

You first attended a public Montessori school before moving to a private Montessori school in lower elementary. Keeping in mind the differences between the two settings, what types of support do you think public Montessori schools might benefit from?

E: With public schools, there are a lot of requirements such as tests, but when I went to private school, they were able to design their own tests that were not required by the state, and I think Montessori should be able to have that freedom so you can go at your own pace. At my public Montessori school, I was working just with kids at my own grade level, but at private Montessori if I wanted to excel in math, I could work with kids at another grade level, but for other subjects still work with kids my age. That was really valuable.

N: That was something I wanted to touch on as well; removing those requirements around testing and this very linear model of academics that public schools are required to adhere to. Also, regarding discipline, at my first Montessori school sometimes small mistakes would result in taking away recess time, in a way that didn’t give students an opportunity to grow. Alternately, at the other school, I felt more invited into a process of changing behavior and acting responsibly, and just building those skills.

How do you think Montessori schools support kids academically? What happened if a subject area or skill was hard for you, or if you felt like you needed more of a challenge?

E: I love how Montessori teaches in a way that you can excel at something and be challenged, because it’s a curriculum built around you, and you’re able to do things that you feel challenged by. But if you’re struggling with something you can get extra help from teachers because there are small classes and just the general learning style. I just love it.

N: For sure, I think the differentiation of being able to move ahead, working with teachers to find work that meets you wherever you’re at or finding a material that’s more interesting or challenging, and being able to work alongside other students that were on the same path and doing the same work, no matter what grade they were in. So, it didn’t matter if you were on a slightly different journey than the standard curriculum. That was something that was really helpful, and that I tried to bring into my high school experience as much as I could with independent studies, so that I could move at my own pace.

Academics are one small part of who we are as we grow. How did your Montessori experience support your growth as a social and emotional person?

E: Montessori helped me learn how to build authentic, deep relationships with people. I still have a lot of friendships that I built in first and second grade. You’re able to learn together, play together, do so many things together, but also take space if you need it. It lets you cultivate relationships and friendships with people. It’s a good space for that.

N: Two things come up for me: One is building strong and accountable relationships with people that are my age - not being afraid to approach someone if there’s a conflict between us, not being afraid to figure out how to resolve it, because I was given some of those tools. The other is having confidence in relationships with adults, just because I felt so close and trusting of my teachers throughout Montessori. I now feel very much able to approach adults with questions I have, or asking them about their life, or for stories, or talking about politics, even. I feel so much more comfortable with that, being able to have these really authentic and meaningful connections with people that are a lot older than me - or even younger than me - just having that range of connection and experience is really meaningful for me.

Maria Montessori thought that educating children with her methods had the potential to change the world. What do you think?

E: I agree with that and it definitely does. The whole Montessori curriculum is about being able to pursue what you want and going at your own pace, building friendships and relationships, and I think that really does have the power to change the world. If everyone were to go to a Montessori school, I think the world could be a pretty great place.

N: Yes, I definitely agree with that. I think it’s so important in these times to have people that are really empathetic and that seek to fully understand another person or situation. So often we get into these really polarized mindsets and it’s easy to just adhere to one set of beliefs or values, and so it’s really important to have people that are curious about others and curious about learning things for the sake of learning not just to pass a test or to memorize, and to apply that to a worldview, and their efforts toward social justice or whatever they’re fighting for. Fully understanding a situation, fully understanding a story is so important, and it’s something that Montessori definitely instills in its students.

Also, regarding conflict resolution: having those tools to approach a challenge with another person or a group of people in a really mature and thoughtful way instead of lashing out and being violent - either with words or physical action - is a really important tool. 

Are there life values that you feel are important that were supported during your time in Montessori schools?

E: Building off what Neshima said, just making sure to get everyone's opinion and sit down and talk about something. To really sit down and have a conversation that needs to be had after a conflict - that’s one of the values I think is so important and I definitely learned from Montessori.

N: A big one, at least in my life, is a love of learning and curiosity. I think that’s so strongly ingrained into Montessori students and applies to both the academic world and beyond. For myself and friends, we love to explore things for the sake of understanding them and just for the sake of that experience. Not to impress anyone or to make any money from it, we really just love to learn about new things. We have an understanding that we can take whatever our passion is and turn it into something that we can pursue for our lifetime - whether that be a career or not. For me that’s been really meaningful, it’s been something that’s carried me through my high school experience and now into gap year and college experiences; it has very strongly guided my path and the way I navigate my life now - that curiosity, that passion for learning.

How has your Montessori education affected who you are as a person today? What are you up to now and what are your plans for the future?

E: Montessori shaped most of who I am. It built values of being kind to people. I probably wouldn’t be at Darrow if it weren’t for Montessori, because I liked how similar they were, with close relationships to teachers, small class size. Those are things I really enjoyed in my Montessori schools; I wanted to have good relationships with my teachers and small class sizes.

Now I am working at Soul Fire Farm creating video series. I’m editing a video series right now for the farm, as well as helping my mom farm and helping my dad with carpentry.

N: Montessori very much respects students and recognizes their maturity and their ability to learn things and apply their knowledge to the world. I feel like primary students aren’t treated like little toddlers; they are treated like the full human beings that they are. This has helped me approach a lot of what I do with confidence in my skills. As a young person I’m able to work on the farm and do farming and carpentry and graphic design and cooking, and feel really dignified in my work even though I’m a young person. I feel like I deserve the pay and praise I get; I feel like I deserve the support I get. I have the sense that the things I do are valued, even though I’m a young person and haven’t gone to school to study about it.

I just graduated high school, and even though it’s very unsettling times I had already been planning to take a gap year. I graduated one year early with the intention of using that fourth year to do a lot of hands-on pursuits of things I’m curious about. I don’t know what I want to pursue career-wise. I don’t think I would have the courage or foresight to do this without Montessori. I was accepted to Brown University, so I will be attending there after my gap year. One of the main reasons I chose that school is because similarly, they allow so much space in the curriculum for curiosity and exploring the things you’re passionate about, and finding the ways they overlap. Working with other students and schools to figure out interdisciplinary solutions to global issues and engineering challenges; that felt like something that was so magnetic and important to me in my college experience.

Is there anything else you think people should know about Montessori education?

N: I love the concept of working toward making Montessori accessible for more people. It’s so important to have low income and POC communities have access to this kind of education, because it is so formidable and so transformative for a lot of people.

I think about how much my parents have been involved, and how much Montessori students are able to invite their parents into their learning...even recently having online school during my last months of high school: I would have design challenges and could ask my dad or brother to work with me. That Montessori mindset is to think of learning as not just independent, it’s something I get to invite other people into. I suppose that’s something Montessori parents can keep in mind; they are lucky and privileged to be excited to be part of their children’s learning experience.

*Interview includes minor editing for length and clarity.

Separation Anxiety: Why It’s Normal and What You Can Do

Every fall, the doorways of classrooms become a place of transition. Children are often excited to skip into their school environment, eager to learn and play. Unfortunately, many children experience some level of separation anxiety, particularly when they are very young. The good news? This is totally normal! Read on to learn more about why, and what you can do to help your child feel good about the time you spend apart.

What does it look like?

Separation anxiety is completely normal. Most young children experience it at some point, and although it can cause stress for both the child and their parents, it’s actually a healthy part of development, especially during the toddler years. Separation anxiety can manifest in many forms. Parents might see their child display some of all of the following behaviors:

• Crying

• Physically clinging to parent

• Loud protesting

• Persistent worry when separated from parent(s) 

Separation anxiety typically doesn’t last very long for most children and resolves itself within a few weeks. Once toddlers begin to realize that their parents will actually return, their fears tend to alleviate. Even older children can experience short-lived bouts of separation anxiety. These times are often even harder for parents, but it’s all perfectly normal!

Why does it happen?

There are a variety of reasons children may experience separation anxiety, but as we mentioned above, it most often occurs during the toddler years. Any time from about 7 months of age through 2-3 years of age, children may go through a phase during which separating from their parents can be quite upsetting.

For infants, it’s about differentiating between strangers and people they know. This is obviously an important and healthy part of their development, although it can be heart wrenching when dropping your little one off with care givers in the morning before you head to work.

As children get a little older, the reasons shift toward a fear that the parent may leave and not return. After a period of time, the child learns to trust that the separation is temporary, and the anxious behaviors subside.

There are plenty of other reasons why a child may experience separation anxiety. If they are tired, not feeling well, or are experiencing stress or a period of transition in their life, they may feel the need to be closely attached to their parent(s). These feelings are typically short-lived and resolve themselves once the child feels some level of reassurance or once the underlying cause is no longer an issue.

What can we do?

Each child is different, but the following are some strategies that tend to work well for most families:

• Set aside some extra time in the morning. The simple act of not rushing can create a sense of calm for both you and your child, but it also leaves a few extra minutes for some cuddles.

• Create a routine. When your child knows what to expect, they will feel more able to trust that everything is okay. This may mean singing a special song in the car on the way to school, walking to the front door together, and making sure to squeeze in one last hug. Find whatever routine works for you and for your child.

• Be consistent. Once you’ve established a routine, stick to it. This can be a challenge, but it is so important and will do so much to help a child who is feeling anxious. Of course, life has a way of interrupting our plans and routines (especially when you’re trying to get out the door with a young child!) but try to be as consistent as possible.

• Don’t linger, but don’t sneak out. Staying too long can intensify feelings of anxiety when you do leave but leaving without your child’s knowledge isn’t the greatest idea, either. They may experience feelings of worry or sadness, but they will also be more likely to trust if they know when a parent is leaving.

• As your child’s teacher or caregiver for advice. Chances are, they have had lots of experience with separation anxiety in children. Teachers are often masters of distraction and redirection, which can help you make a peaceful exit.

What if it’s more?

Once in a while, separation anxiety is more than a phase. Again, your child’s teacher is a good person to consult if you’re concerned. If your child is well past their toddler years, if their anxiety is affecting them in multiple parts of their lives, or if behaviors are stretching past weeks and into months, it can sometimes help to talk to your child’s pediatrician.

Separation anxiety disorder is a more severe and persistent version of what most children experience. The good news is, even children who experience SAD have options to help them overcome their fears and work toward healthy, trusting, and confident periods of separations from their parents.

Want to learn more? Check out this fantastic article for helpful tips.

150 Years: The Power of the Story, Part 1

This article is part of a series that we will share throughout the 2020-2021 school year to celebrate the 150th birthday of Dr. Maria Montessori. Check back often for more posts that reflect on the past, present, and future of Montessori education.

Every Montessori journey is a bit different. For some, it starts during childhood as a student. For others, we begin as adults, either in the role of a parent or educator. Sometimes the journey may seem brief, yet what we learn becomes woven into who we are. Other times, Montessori philosophy drives our life’s work.

Over the next several months we will be sharing interviews to highlight a few of these journeys, each from a different perspective. Today we will share that of Shawnaly Tabor, M.Ed.. Shawnaly currently teaches lower elementary at Damariscotta Montessori School in Nobleboro, Maine. She attended Kalispell Montessori School in Montana (now called Woodland Montessori School) as a child and later found herself returning to the method as an educator. We think you’ll find her story fascinating and inspiring.

You were a Montessori student as a child. What was that experience like for you? What were some of the lessons, experiences, or feelings you can recall from your time in that type of learning environment?

One of the strongest, most clear memories I have from being a young Montessori student was in a primary classroom. I had been given a lesson about the golden beads and I clearly remember holding the thousand cube after the lesson and there was sun coming in the window and it was one of those early thousand cubes - they were all the ceramic glass - and so I remember it being a little bit shiny and glittery in the sunlight, and I remember holding it and thinking, “Wow. This is a thousand.” It was so special and I can clearly remember it, and I remember the weight of it, and then looking at it because it was made of all of the individual beads. I remember kind of peering into it to see if I could if I could see beads in between the bead gaps.

Then when I was a little bit older in upper elementary, I remember the Timeline of Life. It showed from simple life-forms through dinosaurs and eventually to humans with pictures, and I remember I was amazed by the beauty of it and the complexity of it and then also how small the human section was at the end.

Are there ways in which your years as a Montessori child colored your experience in other types of educational environments?

 When I got into public school math classes I really enjoyed math and I felt like I understood it well. When the teacher was talking about different concepts, I would get pictures in my head that would help me understand it. At the time I didn’t really realize what was going on until I went to my Montessori training and I was reacquainted with the materials. I realized that through middle school, high school, and even college that I had been picturing a version of what I remembered of the Montessori materials. Working with them really formed a picture in my head that helped me understand math better.

Socially it was a tricky transition, but I realized that it was a tricky transition for everybody. In the valley that I’d lived in there were many small elementary schools and in the seventh grade everybody transitioned to this great big school. Everybody was having the same experience as I was, moving from a small environment to a big environment. I feel like the years I spent working in a Montessori school on independence, self-confidence, and academic skills helped support me through what could have been a really scary experience. Because the academics seemed a bit easier, I was able to make friends, and it helped my transition be easier. And I started to find the excitement within the transition, and I really enjoyed learning.

What led you to your Montessori training? What was training like for you? You mentioned that you had your former teachers as some of your training instructors.

Yes, I was able to come back and be an adult with my Montessori teachers. It was a very interesting experience. One of them had saved something I had written from when I was a child and brought it out during one of the lessons as an example. It was very special, and a little bit silly, and a little embarrassing, but it was wonderful to see them again and to have them as mentors in a new way.

After I received my public school certification and completed my student teaching there, I became aware that I did not want to stay in that system. I debated options, but I decided I wanted to work in the private sector. I researched different options and observed in different schools, but I found my heart was still in the Montessori realm. And that was where I wanted my son to be.

At the time I went to training my son was three and had started going to the Montessori school I went to as a child, too. It was being a parent that really led me back to Montessori. 

What has teaching in a lower elementary environment been like for you? What keeps you returning to the classroom each year?

The kids are so amazing. The way that they see the world and the way that they approach life is different from adults. They don’t have the same life experience and a lot of things are new to them. They’re excited about learning; they’re excited about life. They wear their emotions right in the front, so there’s an emotional honesty working in the lower el. Sometimes it’s really messy but it’s always really beautiful.

The kids have this amazing ability to learn to focus on solutions and they also have this amazing empathy for other people. I would say that every child I have worked with has this beautiful empathy for other people, and it’s just wonderful.

They also say really interesting things, and it’s always from this beautiful kid perspective. I just love it. It’s also the age when they start to develop their sense of humor. The way it develops from first grade to third grade is really fun to watch.

You were a Montessori parent as well. What is your advice for families who are just beginning their journey?

For me it was familiar (the Montessori realm), but for most people it isn’t. So, one of the most important things to know as a Montessori parent is that you’re going to be confronted with a lot of ideas that might be uncomfortable simply because you aren’t used to it. It can feel more abstract because there aren’t grades, and there isn’t a ‘where is my child at according to other children’ mentality. All the kids are on their own track and we treat them as individuals and try to provide what each child needs.

It can feel disconcerting because it isn’t familiar. Even though research shows that it’s really awesome for kids, it can be really uncomfortable for parents. Just be brave and know that you’ll feel that way, and that’s okay, and the teachers are there for you. In a Montessori school it’s different; the teachers are there for the parents, too. We’re all on the same team for your child. They will be there to listen and provide anything the parent needs, as well as the child.

Montessori schools tend to be beautiful, emphasize peace, nature, and social-emotional learning. From the outside, they can look like magical places where everyone is always happy. However, it's important to understand that not every day will be perfect and that the path of development is often difficult and messy. This is okay. Teachers, children, parents, and all other school personnel are humans. We have emotions, make mistakes, and aren't perfect. What Montessori schools do have is a focus on growth and seeing mistakes as part of the path toward improvement. We accept each other on our bad days, just as openly as we accept each other on our good days. The magic in Montessori is not being a perfect, happy environment, it's in seeing the messiness as an aspect of the beauty.

Can you share a bit about your work with Positive Discipline and how you feel the model fits in with Montessori education and parenting?

Yes, it isn’t in every Montessori school even though it does dovetail perfectly. Just like Montessori, Positive Discipline focuses on ways to help the children be independent, resilient, builds communication skills, and self-regulation. What Positive Discipline has is the direct tools for classroom management. We all want children to be independent and resilient, but Positive Discipline offers a how-to guide, almost. It takes the philosophical concepts we all strive for and make it more concrete, so it’s accessible to teachers and parents.

Like with Montessori, it’s focused on long-term change. We want a better society; we’re guiding human beings. Positive Discipline also has that long-term focus. We don’t want to just stop a behavior or start a behavior, we want to help the child develop to be the best human being they can be. It can help those of us who didn’t grow up with those tools, especially in times of stress.

Is there anything else you would like to discuss regarding your personal journey with Montessori education?

It’s been a really impactful thing in my life, even during the times when I didn’t realize it. Sometimes in the moment we don’t realize where we get our strength or resilience, but when I look back a lot of the times when I’ve had something challenging happen - as we all do - I can see how the social-emotional or academic skills that I learned in Montessori have bolstered me through the challenging times. It’s become a foundation and the fabric of who I am, and so even when I don’t realize it, it’s still with me, and still supporting me.

*Edited for length and clarity.