7 Major Ways Montessori is Different

There’s no doubt about it: Montessori is different. From the moment you step foot into our school, you know it’s unlike any conventional school.

We like it that way. We know what we’re offering is special, and the families who seek out our school are usually looking for something different.

What, exactly, makes Montessori special? Read on to learn just a few of the many ways.

1. Freedom Within Limits

One of the greatest Montessori misunderstandings is that either a) the children in our care run amok with no direction whatsoever, doing whatever they please, or b) our methods are so rigid they allow for little (if any) variation. 

As you may have guessed, neither is accurate, and we lie somewhere in between these two extremes. Generalizations tend to come from misinterpreted truths, however.

Montessori does value the child’s independence and choice. Children get to choose their work, where they sit, the order in which they get things done, when to have a snack, when to use the restroom, etc. To help them make these choices successfully, Montessori guides created carefully crafted boundaries for the choices to nestle within.

For example, children get to choose their work because the only options available to them are all work we want them to focus on. They can only select something off the shelf that we have put there in the first place. They are required to use the material correctly. And if they spend 3 days straight working on the same thing? Well, we believe if they’re doing that then they are getting something important out of the experience. When a child has learned everything they can from a material, they will become bored with it and happily move on to something else.

This doesn’t mean we never guide children who are resistant to try certain things or who avoid particular subjects. It just means we strike a balance between choice and limits.

2. Multi-Age Classrooms

It’s not very common elsewhere to find classrooms that serve children of more than one grade level. We think multi-age classrooms better serve the children, and we’ve been doing it that way for more than a century - successfully.

Multi-age classrooms allow us to blend the lines between skill levels. The older child who still needs extra help with reading won’t feel left out - there are plenty of others in the class who need the same help they do. The younger child who excels at math and craves more of a challenge can have that, because the structures to do so are already built into the environment.  

Our younger students have an abundance of role models and our older students have plenty of opportunity to practice leadership skills and display mastery of their own academic skills by showing the ability to teach others.

Our teachers, students, and families have three years to get to know each other. This allows a lengthy list of positive outcomes.

3. Teachers as Guides

In most places, the teachers are the focus of the classroom. They stand in the front, delivering information that is meant to be consumed. This is not the case in Montessori schools.

We believe the most impactful learning is that which involves self-discovery. We want to guide our students to ask and then answer the questions, rather than dictating a pre-scripted version of what we determine to be the most important.

Do we have a set curriculum? Absolutely! Do we ensure our students master core subjects and become well-versed in a wide variety of information about our world? Of course. We just do so in a way that is more about leading them to learn for themselves.

4. Individual Pacing

We have said it before and it is definitely worth repeating: learning is not linear. No child learns at the same pace and we all move in starts, stops, and plateaus.

We don’t believe it makes sense to teach to the whole group (in most instances). We think we should honor the individuality of learning, which means allowing each child to progress at his or her own pace.

We have developed helpful systems to support this work, so it’s not only possible, it’s built into the core of everything we do.

No child has to wait for the rest of the group to catch up, feeling bored and restless and wishing they had more. On the same note, no child needs to feel like they’re falling behind and not getting the support they need.

5. Emphasis on Formative Assessment

We don’t give grades in Montessori schools, but we do document progress. We don’t give tests but we absolutely keep records of where student understanding is. We would argue that our methods allow us to have an even deeper understanding of student progress.

Once a grade is on a report card, it’s a done deal. We don’t see the finality in learning, nor do we think comparisons between children are necessary or helpful. We want each child to reach certain goals, but we want them to be able to do so at their own pace.  

We carefully monitor progress on a daily basis, and our observational forms of assessment allow us to change our teaching strategies in the moment; we can adjust our teaching mid-lesson to make sure kids get what they need.

We look at assessment more as a means to review goals and make a plan moving forward.

6. Focus on Independence

As we mentioned earlier in this article, Montessori focuses heavily on the independence of children. We believe children, even very young children, are capable and eager to do much more than is typically expected of them.

It’s important to note that we are realists. No child will walk through the doors of our school being able to do everything for themselves. Our job is to give enough guidance and support to allow them to progress in that direction.

Infants in Montessori environments who are able to stand and support their own weight are able to help change their own diapers in that position. Toddlers learn to put on and fasten their own coats and shoes. Elementary children learn to solve math problems without materials and social conflicts without anger. Adolescents learn the basics of running their own business.

It’s a gradual progression, but each step is just as important as the before or the one that lies ahead. 

7. Development of Global Citizens

Montessori schools operate not just with the goal of educating children in academics, but we hope to create kind, creative, and passionate global citizens.

We want to nurture curiosity and a joyful approach to learning that isn’t just about school but about how they see the world. We want to teach kids to care about one another, to celebrate the differences between people, and to feel a deep sense of justice and service.

We want them to be successful members of their own local communities, but we also want to give them a broader picture and understanding of the whole world. Knowing how we are all interconnected creates a perspective that will help to create a better planet for everyone.

Are you curious? Want to learn more about Montessori? Reach out today to chat with someone from our school or to take a look at what we have to offer.

What is Cosmic Education?

As your child nears the end of their early childhood years and edges toward elementary, you may begin hearing the term cosmic education. Ever wonder what Montessori folks are referring to when they say this? The short answer is that cosmic education is the term Maria Montessori gave to the elementary cultural curriculum (and by cultural, we mean history, science, and geography).

As you may have guessed, to truly understand cosmic education, it takes much more than a short answer. Read on to learn more!

Hallmark Traits of the Second Plane

Before we explain what cosmic education is, it will help if we explain why it was developed in the first place. As you know, Montessori education relies heavily on our knowledge of the developmental characteristics of children. As children grow and change, so should our approaches in how we serve their educational needs. Montessori organizes the stages of development into four planes, and children ages 6-12 fall within the second plane of development. Some of the most notable characteristics of children this age include:

• A shift from concrete learning and understanding to more abstract concepts

• A strong sense of justice and fairness

• A desire to cultivate social relationships with peers

• A tendency toward imagination

• A deep interest in the world around them

• A need for work that feels big and important

Montessori education takes these unique characteristics into account with the way we approach our work with children in both lower and upper elementary. We allow for more social work experiences, we give plentiful opportunities for cultural learning, and even the lessons and materials were created to appeal to the needs of school-aged children.

A Deeper Definition

When we think about cosmic education, we think about our aims to give children a bigger picture of the world, their place in it, and the interconnectedness of everything. It is during this time they begin seeking answers to questions related to these topics, and their desire to learn as much about the world as possible is satisfied by the large amount of information available in their classroom environments.

Each year during the elementary years begins with a study of the beginnings of the universe. From here, and throughout the year, the study trickles outward. Children may learn about our solar system, basic chemistry, or how science experiments are conducted.  

They learn about the evolution of life on earth, as well as in-depth unit studies in botany and zoology. There are opportunities for research (independent and alongside peers), presentations, and exploration.

The children learn about our ancient human ancestors, the civilizations of centuries past, and the origins of writing and mathematics. The latter are perfectly timed, considering elementary children are in the process of discovering reading, writing, and math for themselves.

Impactful Lessons and Materials

Have you heard of the Montessori Great Lessons? These five impressionistic lessons are considered the springboard into cosmic education. They are theatrical and make quite an impact on children. They are presented in a storytelling fashion, which appeals to children’s imagination, yet they are rooted in facts, which appeals to their desire to learn the truth. 

Each of these five lessons is given repeatedly throughout a child’s years in elementary, and each time they receive a lesson they will glean something new from it, and the follow-up studies may be different as well.

1. The Beginning of the Universe

The first great lesson is dramatic and exciting. Students enter a darkened room with soft music playing. After they are seated, the guide begins telling the story of when everything was darker and colder than they can imagine, and how a great flaring forth was the beginning of our universe. There are moments in the lesson when they are shown grains of sand in comparison to the number of stars, they learn about the attraction and repelling of particles, how weight and density affects matter, and what the three states of matter are on earth.  

Following this storytelling lesson, the class will launch into a different, related unit of study each year, giving children the ability to see things from a different perspective. 

Before the second great lesson, students are able to interact with a number of materials that put the vastness of time in perspective. The Clock of Eons reimagines Earth’s history and major periods of time on a 12-hour clock. The Long Black Strip illustrates how much time passed with an actual long black strip of fabric, before reaching a tiny section of white at the end, signifying human’s history on the planet.

2. The Coming of Life on Earth

Children love learning about animals, so this particular work is always approached with great enthusiasm. The main material used is called the Timeline of Life, and it colorfully and beautifully illustrates the evolution of life on our planet from the early Paleozoic Era through today. Being able to see how life has changed over time, and even the ways in which it has remained the same, always makes an impact on children. 

This work naturally lends itself to in-depth studies of both plants and animals, with various methods of classification.

3. The Study of Early Humans

Touched upon in lower elementary, but often emphasized in upper elementary, there is a timeline to support this study as well. We are all fascinated to learn about our ancestors, and it gives children a sense of gratitude for those that have come before us and for all the great work that has been done throughout history.

Not only do children have an opportunity to study early hominids, but as mentioned earlier they take a look at the early great civilizations and how they changed over time.  

4. The History of Writing

From the earliest cuneiform, hieroglyphs, and ancient scripts, to the various languages written around the world today, the history of writing is fascinating. To learn about such information while also learning to write for the first time in one’s life sparks a curiosity that is difficult to replicate.

5. The History of Mathematics

Math is a subject that grows in sequential building blocks, and so it was with the discoveries of various mathematical concepts. Over time, humans discovered more complex and abstract ways of expressing the numerical world. Just as with learning about the beginnings of writing, children are always excited to learn about how math has evolved throughout time and in various cultures.

Now that you have a basic understanding of cosmic education, we would love to hear what you think. Curious to learn more? The best way is to see it for yourself. Call us today to schedule a visit.

Does Montessori Support Creativity?

A study published in 2019 was one of a number that have aimed to determine whether Montessori education contributes to creativity in students. While continued research would be beneficial to learning more about whether or not it does, the findings were interesting and we thought you might want to learn about them.

What is creativity?

Creativity is a difficult concept to define, and even more difficult to measure. A general understanding of creativity is that it is the ability to generate independent and novel ideas that can be used to solve problems or create new contributions.

There are a number of traits of the Montessori environment that researchers identified as being potential contributing factors in terms of cultivating creativity. Many of the elements identified have been proven to be supporters of creativity in other studies as well. These factors include: 

• Emphasis on independence and choice

• Physical differences in the classroom environment

• Flexibility in regards to time

• Focus on intrinsic motivation

• Opportunities for collaboration

• A sense of control over one’s work and activities 

Study methods

The study, which took place over the course of the 2015-2016 school year, utilized data collected from two settings. 77 third graders at a public Montessori school in the United States and 71 third graders in a similar but traditional public school were participants.

There are a variety of evaluations that have been used in academic studies to measure creativity. Most of them focus on either divergent thinking (the ability to form novel ideas) or convergent thinking (the ability to synthesize and combine ideas). The researchers in this study decided to use an assessment that measures both divergent and convergent thinking (the Evaluation of Potential Creativity) in order to obtain a more complete collection of data. 

When a child participates in the test, there were three distinct steps:

1. View eight unrelated, random, abstract shapes and create a drawing that combines them.

2. View eight, unrelated, random, concrete pictures (such as a carrot) and create a drawing that combines them.

3. Tell a story about each drawing created.

Students were tested and retested with new images two weeks later in order to obtain a full sample of data. 

How does Montessori measure up?

As the authors of this study state, this research adds to the body of existing research and leads us to ask even more questions that might be explored moving forward.

Students in the two settings performed similarly in some areas, but there were two categories that stood out. While the Montessori students performed better overall, it was notable that there were obvious benefits for the male Montessori students. Additionally, the Montessori students performed significantly better on the divergent thinking portion of the assessment.

What does this mean? While this study could be repeated and built upon, there were some indications that a Montessori learning environment does foster creativity, particularly in some areas and for some students. It does add to the overall body of research that suggests Montessori schools aid in supporting creativity in students.

To learn more about Montessori and creativity, please take a few minutes to watch this video. Award-winning Montessori educator Judi Bauerlein discusses the links between Montessori and creativity, highlighting thoughts from famous Montessori graduates and connections between Maria Montessori’s work and what we

John Newbery Award Winners

Last month we shared a list of each book that has won the Caldecott Medal over the past decade. Today we extend the appreciation of quality children’s literature by sharing a list of the most recent winners of the Newbery Award. Named after a 1700s British bookseller, this award recognized the most distinguished contribution to children’s literature each year. While many of our book lists are targeted for younger children, this list has plenty for older elementary and adolescents. We hope you have a chance to explore some of these titles with your child!

2020 New Kid by Jerry Craft

Jordan is new at school, plus it’s middle school, which is hard enough! His mother has chosen a fancy private school, but Jordan has his heart set on art school. He is also keenly aware that there aren’t many people like him at the new school. Can he find a way to keep up with his love of art, and be a proud person of color in a world that seems so different? This graphic novel will appeal to all adolescents, as they struggle to define themselves during a period of life when fitting in feels so important.

2019 Merci Suárez Changes Gears by Meg Medina

Eleven-year-old Merci just started sixth grade. It’s her second year at a private school, where she and her brother attend with scholarships and Merci never quite feels like she fits in. There’s her mean “friend”, new classes, and uncomfortable assigned volunteer work to deal with. At home, where she lives next door to her grandparents in one house and her aunt and little twin cousins in another, she faces even more challenges. She feels like she’s expected to take on too much responsibility, and her beloved grandfather has been acting strangely lately, making her worried about him. This amazing novel deals not only with the types of challenges all children face as they begin to get older, but also tackles the difficulties we face when watching our loved ones age (in this case, as Alzheimer’s progresses). 

2018 Hello, Universe by Erin Entrada Kelly

Four middle schoolers’ lives are intertwined, even though they don’t know it yet. Virgil is a kind, introspective, and sensitive boy, who often feels lonely (although he loves the company of his wise grandmother and his pet guinea pig). Valencia is strong-willed and curious, but her differences have caused her heartache. Kaori is a confident girl who knows herself, and prides herself in her natural gifts and talents. And then there is Chet, the neighborhood bully, whose actions make us cringe but whose backstory makes us understand. As school lets out for summer vacation, one interesting day brings them all together.

2017 The Girl Who Drank the Moon by Kelly Barnhill

Luna is not like most girls. She was born in a village shrouded in darkness and under the control of what they believe is a witch that resides in the forest. Each year, the village leaves a baby in the woods so that the witch will leave them in peace. In reality, there is a kind witch who does not understand why babies are left each year, but she dutifully scoops them up and brings them to neighboring villages to be adopted by eagerly waiting families. Luna, however, tugged at her heart enough that the witch raised her as her own granddaughter. After drinking the light of the moon, the young girl becomes filled with magical powers herself, which are just what she needs for the adventurous life she is destined to live.

2016 Last Stop on Market Street by Matt de la Peña

CJ and his grandmother leave church every Sunday to catch a bus to a different part of their city. Along the way, he expresses his dismay to his grandmother. Why don’t we have a car like my friend? Why can’t I have nice headphones like that teenager? Why does this part of town look so different? CJ’s grandmother smiles and patiently delivers a multitude of valuable life lessons that all center on empathy and selflessness. As they arrive at the soup kitchen to volunteer, CJ remembers why the journey is important, and why he loves to help alongside her.

2015 The Crossover by Kwame Alexander

Josh and Jordan are twin 12-year-old brothers who have always been close. Their dad, a former NBA player, has helped them to become incredible on the court. Their mom, an assistant principal, has made sure school has always been equally as important. But growing up is tough, and one girl creates a rift in the boys’ relationship. This book, written in lyrical verse, is both strong and poetic.

2014 Flora & Ulysses: The Illuminated Adventures by Kate DiCamillo

Holy bagumba! Young Flora is a natural cynic who loves to read comic books about her favorite superhero. One day she sees her neighbor vacuuming the front yard (?!) and watches as an innocent squirrel gets sucked up. Upon rushing outside to help, she quickly realizes that the squirrel has undergone a transformation and is now a sort of superhero himself. Named Ulysses (after the vacuum cleaner), he has incredible strength and a penchant for writing poetry. Flora quickly declares herself his protector and mentor, and the two begin an unforgettable journey.

2013 The One and Only Ivan by Katherine Applegate

Ivan is a graceful silverback gorilla, who has the unfortunate fate of being an attraction in a mall. Alongside his other captive friends (a wise, older, female elephant, an innocent baby elephant, and a stray dog that has made the mall his home), Ivan undergoes a transformation. His love of painting, combined with a deep desire to protect those he loves, leads him to spark changes he had never imagined possible.  

2012 Dead End in Norvelt by Jack Gantos

A masterful work of semi-autobiographical and historical fiction leads readers through the small town of Norvelt and the life of main character Jack Gantos. Gantos mistakenly shoots his father’s old gun and is grounded for summer vacation. The only time he is allowed out is to help an elderly neighbor who happens to write local obituaries. Readers have hailed this book as hilarious while also highlighting themes of biased history and the importance of neighborliness. It should be noted that this book is part murder mystery; Amazon states it is for readers aged 10-14, while others recommend it for ages 12 and up.

2011 Moon Over Manifest by Clare Vanderpool

Another tale of mystery, murder, and the past, young Abilene is sent away for the summer while her father takes a railroad job. She stays with the pastor of a small town that has been ravaged by the Great Depression and a series of unfortunate events. After discovering a box of old letters, she and two friends begin working to uncover the town’s hidden secrets. They learn about two boys that once lived there, and how a town worked together to try and defeat the overpowering and over controlling mine owners.

150 Years: Celebrating the Ordinary

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.

The Glass Classroom

Seeing is believing when it comes to Montessori. It is quite rare to meet a person who has visited and observed in a high-fidelity Montessori school that is then critical of the methods. Since observation is such a core element of the work we do, we have welcomed outsiders from the very beginning to take a look for themselves.

In 1915 there was a world fair, The Panama-Pacific International Exposition, in San Francisco. The affair stretched out over many months, took over hundreds of acres, and was visited by more than 18,000,000 people.

Maria Montessori held an exhibit at the fair, which has gone down in history as a major stepping stone to informing Americans about Montessori education. The Glass Classroom, which visitors could see into, showed the public just what went on inside a Montessori school. Visitors were astounded by what they saw. 

A Day in the Life of a Primary Environment

The tradition of the Glass Classroom continues even today. Many Montessori schools have observation windows so that parents and visitors can take a peek inside without being noticed. All Montessori schools encourage adults to observe - window or not. We feel it’s the best way to fully understand what goes on, and we know every person who does so is amazed.

COVID has made this special opportunity a bit tricky. We thought it might be nice to take you on a written journey, just to get a sense of what the day is like. We hope, when the time is right, to see you back in our classrooms again! 

early morning, before the children arrive

The guide arrives, hangs their coat, changes their shoes, and admires the beautiful classroom environment upon entering. So much love and attention to detail has been put into the creation of this space, with small changes being made throughout the year to better serve the ever-evolving needs of the children.

The guide makes a cup of tea, puts on some relaxing music, flicks on the lamps, and gets to work reviewing the plans for the day. If any materials need to be prepared (or repaired!) this is done. Pencils are sharpened and chairs set down. As colleagues trickle in they take a moment or two to check in with one another.

drop-off time!

A flurry of cars descends upon the campus, and children hop out of back seats with bags and coats in tow. Independently, the children make their way to their classrooms, hang their own coats, and change their shoes. Their guide stands in the doorway, and they cheerfully (or sleepily) greet one another with a smile.

The child walks through the doorway, takes in the sight of the room, and prepares to work.

the morning work cycle

The first two and a half to three hours of each day is dedicated to the morning work cycle. This allows children to sink deeply into their work, and the flexible schedule means children will transition as they are ready and will work independently according to their own personal needs.

A three-year-old sits on a large area rug, with a work mat beneath the pink tower, which she is carefully stacking higher and higher. She carefully compares the sizes of the blocks, making adjustments as needed so that they become smaller as they ascend.

Several four-year-olds sit together at a table, working in silence to create maps. One uses a small tool to poke holes in colored paper, creating neat perforations in the shape of South America. Another uses watercolor paint to shape two blue spheres on a large piece of white paper. The third, who has previously completed the other two steps, is seen gluing their continents onto the painted hemispheres.

At the next table over, the guide is sitting with a five-year-old to give an initial lesson with the stamp game material. This particular child has an affinity for math and is ready to move on to more challenging work. Today they will begin adding larger numbers.

Two friends have decided they need a break. They have been enjoying a snack together at a designated table, and as they finish, they take their dishes to the sink and wash them in a prepared soapy bin of water. After a quick rinse they leave them in the rack to dry.

The classroom is not silent by any means. There is a gentle hum, with most working quietly. They all seem engaged in whatever they are doing - even the very youngest students. One small child is seen wandering around the room. They aren’t working, but they aren’t disturbing the work of anyone else, either. This goes on for about ten minutes or so, at which point they select a material from the shelf and get started. They were able to move around and take the time they needed to transition, and they were trusted to make their own decisions.

transition to midday

As the clock nears noon, the work cycle draws to a close. Children enrolled in a half-day program put their materials carefully on the shelves and get ready to head home.

As for the others, the next hour or so is generally spent eating and spending time outdoors. At lunch, the children sit together at tables and unpack their meals onto small cloth placemats. There is laughter, sweet conversation, and a chance to refuel after the hard work of the morning.

With some guidance and reminders, the children clean up their own space, wash the table, and sweep the floor beneath. 

Outside, the children become lost in a different type of play. They run, skip, and balance. They navigate social situations. They are mostly independent, but there is always an adult nearby in case help is needed with a scraped knee or solving a misunderstanding with friends. 

the afternoon

For the youngest children, the early afternoon is the perfect time to rest. Whether they fall asleep for a nap or just lie quietly with a book, the time is set aside for them to do so. Lights are dimmed, and each child curls up with a favorite stuffed animal. 

Meanwhile, in the classroom, older children are back to work. When they first enter, they gather on the rug, seated and anxiously awaiting their teacher to join them with a book. They listen, enchanted, to a story read aloud. After several chapters, the teacher marks the page with a bookmark, and the group disperses.  

One small group gathers supplies and meets back on the rug for a lesson about vertebrates and invertebrates. They look at their class guinea pig and imagine his backbone lying just beneath the skin. Then they sort photos or different animals, deciding which have spines, and which do not.

At various tables, other children have taken out their journals and are writing (or drawing) stories. They put great care into their work, and flip back through the pages occasionally to look at old entries.

After a bit, the younger children filter back into the classroom from their rest time and find their own way into the work. This continues until it is time to go.

farewell to the children & preparation for tomorrow

A gentle bell chimes in the room, signaling to the children that it is time to clean up. Work mats are rolled, materials are placed on shelves. Some children can be seen sweeping, while others feed a few bits of lettuce to the guinea pig. One little boy waters a small plant in the corner, while a girl spends some time lining up drinking glasses in a neat and orderly row on the counter. 

One by one the children file into the hallway to gather their things. They head outside and wave a happy goodbye to their friends and teacher as they climb into the car to go home for the day.

Once the last child has skipped off, the guide returns to the classroom. The children have made great progress this year in cleaning up, so after tidying a few areas she can focus on planning for the next day. Shelves straightened, crayons returned to their proper place, and a single forgotten pretzel placed in the compost bin, and the room is restored.

Another great day, full of joyful learning.

6 Effective Ways to Be an Engaged Parent

Research has shown time and time again that parent involvement is critical to children’s success. We all want to take an active role in our child’s education, but sometimes it can be a challenge to discern just where our efforts are best spent. Below we touch on six critical areas that all parents can focus on to make a big difference.

1. Make connections

Consider the whole school community and make connections with others whenever possible. This usually starts early, with your child’s teacher. Let them know who you are, reach out whenever you have questions or concerns, and ask them how you might best support their work in the classroom.

Connections can also be made with school administrators. You likely met these folks during the admissions process, but it’s always nice to say hello and touch base when you can offer support or have positive feedback.

Do you have a passion for art? Check in with your child’s art teacher just for conversation or to help out. Feeling social? Introduce yourself to other parents in the school community. Any time we connect with others we strengthen the community as a whole, which is a great thing for everything involved.

2. Volunteer

Schools always need help. Whether it be to organize a fundraiser, read to a class, offer your talents or services, or maybe even fill in as a substitute teacher, we would love to have you join us. We completely understand that most parents have busy schedules, and that not everyone is comfortable with every type of volunteering, but we encourage all families to contribute in whatever ways they can.

Looking for more ways to volunteer your time and efforts? We encourage you to join our parent teacher organization. This group is critical to the ongoing success and support of our students, classrooms, and the school as a whole.

3. Keep learning

As educators, we consider ourselves to be lifelong learners. We work hard to cultivate a joy of learning in the children we teach, so that they may carry that passion for knowledge with them throughout their lifetimes. We hope that the families we serve feel the same way.

Montessori education is unlike any other method of learning and teaching. In order to fully support your child’s growth and learning, it really helps if you as a parent prioritize learning what you can about Montessori. By understanding more about child development, our methods, and why Montessori does things differently, you will have a deeper understanding of what goes on during your child’s school day, and you will find more nuanced ways to support them at home.

“Keep learning” isn’t just about Montessori, either. We believe all humans should stay curious. If your child sees you nurturing your own passions and seeking out new information regularly, you are setting an example that will stick with them for a lifetime. So take time out to learn more about whatever interests you, and share your enthusiasm with the whole family when it strikes.

4. Support learning at home

Learning doesn’t just take place within the confines of a classroom; it happens everywhere. Children spend a huge portion of their time at home, and while the home is a multi-purpose environment, it can also support children’s learning. We don’t mean you should go out and purchase Montessori materials (in fact, we don’t advocate doing so without specialized training). There are plenty of simple and small ways to support learning. Our bet is you’re likely already doing many of these! A few ideas:

• Keep plenty of books and magazines around. Source your local library and second-hand bookstore to keep things fresh! Trading with friends is another fun idea.

• Play board games together. Not only does this give everyone a chance to connect, but many games have elements of learning embedded into the fun.

• Spend time in the kitchen. There are so many important skills to be gained, from practical life to fractions.

• Emphasize toys that make kids think. Instead of the flashing, battery-powered variety, think about more open-ended options. Art supplies, blocks, colorful scarves, and even sets like marble runs keep kids entertained and thinking.

• Read together. Again, this is a great way to connect while building all sorts of literacy skills.

5. Consider different forms of advocacy

It won’t come as a surprise when we say that parents are their children’s strongest advocates. Whether your child is struggling in academic or social skills, when they’re young they count on you to convey this information to other adults. Open communication is key, and it helps to recognize that children often have very different experiences at home and school. If you have concerns about your child, address them with their teacher early, and stay connected to discuss progress.

It is very important for us to note that you will not be able to advocate for your child forever. One of the hallmarks of Montessori education is to nurture children’s independence, and we count on parents to help us in this endeavor. We want to teach our children to advocate for themselves, so as soon as they are able, we should encourage them and teach them how to speak up for themselves.

Do they wish they had more challenging math work? Talk them through how they might ask their teacher. Are they struggling with another child on the playground? Go over various options and scenarios with them so they know how they might try and solve the problem in the future.

Our children need us to stand up for them, but ultimately, they need us to teach them to stand up for themselves.

6. Attend events

Being an involved member of the community is one of the simplest and most effective ways to support your child and their school. We want to again acknowledge that families are busy and not everyone can attend every event, but we hope you will join us whenever possible. 

Some events are education, while others are meant to be just fun. Either way, they are a great way to build and strengthen connections.

We want to thank you for being a valued member of our community. Having different voices and perspectives is part of what makes our school strong, and we are grateful to all of you for everything you do to support us and your children!