One Parent's Perspective on the Three-Year Cycle

Below you will find part of an email recently received by a primary teacher. This parent really seems to grasp one reason why Montessorians believe the three-year cycle is so important.

"...[We] talked last night about what a blessing it is to have a teacher who knows our child so deeply, over YEARS, and who is committed to ALL of the students' success. The three-year-cycle is great for the kids (role-modeling, consistency, etc.), but there is another side of it that we don't often consider: Working with the same children for three years gives the teacher a depth of knowledge about each kid (aptitude, personality, learning style, family issues, all that stuff) that can't be attained quickly or easily, and that is vital to ensuring each student is given the best chance for THAT CHILD to succeed.

While keeping in mind that ultimately we are individually responsible for our own learning, I think the three-year cycle provides teachers a wonderful sense of "ownership" of each student's outcomes that promotes the best teaching--which naturally results in both better learning and better enjoyment of learning for the student.

I think one of the problems in public school education is that teachers don't have to live with their own "mistakes" for more than 9 months. That leads some teachers to work mainly with the kids who are easy to work with, while ignoring or marginalizing the challenging kids, knowing that the "problem" kids will be gone in a year anyway. This is totally logical: after all, what can one teacher do to change a kid's lifetime patterns of behavior in only 9 months? Not much. So why try, when there are other kids the teacher can put her limited time and resources into and then actually see positive progress with? The kid who can't get himself with the program? Well, maybe some teacher will be able to help him next year.

In some ways I think this also leads public school teachers to look for excuses for poorly-performing kids' poor performance, instead of diligently attempting to improve those students' performance. But our teachers' deep knowledge of each student not only allows the teachers to recognize when something doesn't seem quite right for that particular student, but the teachers have "enough" time (three years) to work with the student to actually make it seem like a reasonable investment of the teacher's resources. AND if the teacher doesn't, in fact, help the child improve, it is that same teacher who continues to suffer the consequences: after all, they are going to have to "live with" that student for another 2-3 years, and wouldn't that time be more enjoyable if the kid isn't a problem every day? The three-year cycle gives the teachers an incentive that public school teachers can't possibly have.

At any rate, thanks again for everything you do. I'm so impressed by your consistently thoughtful, reflective, honest approach to every single child in the primary classroom. I am grateful every day that my child's education is in your hands."

Building Trust

Trust is not something that comes naturally to a lot of people...especially where their children are concerned. Yet Montessorians worldwide have, as a new school year started, expected just that from parents - trust. We expect you to trust that we are professional educators, that we have your child's best interest at heart, that if your child is not meeting academic expectations we will communicate that to you in a timely manner, that if your child is unhappy or bored that we will do everything we can to help make it better, and so on.

All too often, though, we demand something we have not earned. As any parent should be, you are protective of your child. You question the motives, beliefs, attitudes, actions, and words of any person your child comes in contact with. Why would we, spending upwards of seven hours per day with your child, expect to be immune to the same, if not more intense, scrutiny that everyone else receives.

At The Montessori School, we strive to maintain an open communication policy. When communication between home and school flows freely, children perform better academically and improve their social skills. We understand that not knowing what is going on in your child's school life can be very frustrating and even scary for parents. We welcome questions and conversations. The more time we spend communicating, the more our mutual trust will grow.

In an effort to be transparent, honest, and forthcoming about everything that takes place at school, we ask a few simple things from you, as parents, to help us earn your trust. If you do not understand something your child's teacher writes or says, ask questions. Don't assume you know why or how something was said if you are uncertain. Don't guess. Do not rely solely on the information your child gives you. If your child tells you something disconcerting, ask the teacher about it. Never infer that a teacher or staff person is questioning your parenting skill or parental authority. Try not to let a situation that concerns you continue for extended periods of time before you communicate with us. Sooner is always better than later.

In reality, we try to follow these same suggestions in our communications with you. And we do have your child's best interest at heart; the more time you spend communicating with us, the easier it will be to believe that to be true.

Montessori Transition - Argument #3

Montessori is great for preschool but beyond that why should I pay for something I can get for free at public schools?

In today's hard economic times, this is a valid argument for why families leave Montessori after the preschool years. Many families argue that they simply can't afford private education. But within the Montessori world, there are just as many parents who argue that they can't afford NOT to pay for private education.

With approximately 16% of our student body receiving some form of financial aid and the majority of our families falling into the "two-income middle class" designation of American life, talk to any Montessori family and you're likely to hear about how they struggle to pay rising tuition costs. In reality, the approximate cost of nine years of Montessori education (from age 3 to 12) will run $45,000.00. That's a lot of money!

But compare that with the rising cost of a four-year college education which is now running $45,000.00 and just in the last year jumped 10.5% and is expected to keep climbing. There's no way to guesstimate what four years of college will cost in 10 to 15 years when our children get ready to matriculate.

Many of our current families feel very strongly that they are "paying for college now" in that giving their children the skills, abilities, and academic advances afforded through Montessori education will pay dividends later when their children move into high school and begin accumulating high GPAs, honor classes and pre-college credit through AP courses, high ACT or SAT scores, outstanding community service efforts, leadership roles in school clubs and organizations, and all the others things that colleges look for in scholarship candidates.

Every family spends money on things they value be it new cars, housing, vacations, charitable organizations. For our families, you will find that they value education; they are willing to invest in their child's future. And, yes, for many of them it is a sacrifice, but a sacrifice they are willing to make.

Alternative Education

Check out the recent news story Montessori School Offers Alternative Method of Learning that aired on 40/29 News. The reporter did a nice job of highlighting how Montessori differs from what traditional schools offer.

Purpose and Reason

Check out the article PURPOSE AND REASON that appeared in a recent edition of The Southwest Times Record. Scott Smith did a great job of explaining what The Montessori School is all about!

Montssori Transition - Sarah's Story

Boy was I nervous that first day of school! After the warm, wonderful years spent at Montessori with what feels like family, my first born, Jared, was truly going out into the world - junior high school. It was something I had talked about with many of you over the years, but it always felt so far away. As he walked away from my car that day, I felt a pang in my stomach and tears in my eyes. It was finally time to see how this was going to work out. Was he ready? Would he be able to socialize like a "normal" child in this wild new environment? All I could do was watch him walk away and hope for the best.

I worried all day and could not wait to pick him up from this HUGE place full of new kids, new classrooms, new and scary things for both of us. When he walked out at the end of the day with a smile on his face, my nerves calmed (at least a little). He was full of stories about kids he had already met, things he had already seen, teachers he knew he already liked. That was months ago.

Since that time, he has thrown himself in to lots of great activities: band, quiz bowl, BEST (Boosting Engineering Science and Technology). He was admitted to the GATE (Gifted and Talented Education) program. He is even going to space camp this summer. He found (on his own) lots of wonderful friends. The homework has been minimal. His grade are off the charts and his teachers love him. I hear from them routinely that he is very focused and a joy to teach.

I think that the years at Montessori taught him all he needed to know to fit in, in any type of place at any time. Sure, there are things he has seen this year that I never had to face at his age, but he has had no trouble dealing with any situation. I think he knows who he is and is very strong in his convictions. It has been so much better than I could ever have imagined.

I think it turns out that those concerns about "transitioning" are created by us, the parents. We worry so much, but the most important thing to remember is that in the Montessori environment our children are in, all of those pressures of the HUGE school and the HUGE classroom are not there weighing them down. Jared had years of feeling nurtured and secure without the pressures that are already there in most elementary schools. The problems you think they will be facing in junior high don't just magically appear in 7th grade. Most of those students have been dealing with the "sex, drugs, and rock-n-roll" issues since they were in Kindergarten. I think his time at Montessori allowed him to develop the skills he needed to deal with this scary first year of junior high, rather than being thrown in unprepared and unprotected as a young child.

I know that we did the right thing, and we would not exchange one day he spent at Montessori for any experience he could have had in a bigger, more traditional school.

P.S. Jared is already admitted into AP Algebra (9th grade) for his 8th grade year!!!! Way to go, Jared!

Montessori Transition - Argument #2

The elementary class sizes are so small that I worry about my child's socialization.

Parents who choose to extend their child's Montessori education past the primary level often run into the issue of whether the child will be properly socialized if he attends a school with smaller class sizes than those in traditional public schools. This criticism stems from the idea that the child's ability to relate with others is hampered, if not disabled, when he is absent from a large school-based peer group. Many parents contending this argument hold the idea that socialization only refers to how well their child interacts with and gets along with other children. Therefore, it is extremely important that we begin this discussion with a clear definition of what the term socialization refers to.

Socialization is a learning process that begins shortly after birth. Human infants are born without any culture. They must be transformed by their parents, teachers, and others into culturally and socially adept animals. The general process of acquiring culture is referred to as socialization. Childhood, obviously, is the period of the most intense and the most crucial socialization. It is then that we acquire language and learn the fundamentals of our culture. We also have experiences that teach us lessons and potentially lead us to alter our expectations, beliefs, values, and personality. Children learn core values such as love, empathy, honesty, fairness, respect, responsibility, optimism/faith through observation, interaction, behavioral lessons and literature, but most importantly they truly internalize these values through their relationships with the significant adults in their lives and through practicing those values with their peers under adult supervision. Simply spending a lot of time with a lot of children will never properly socialize a child.

Given this viewpoint, let's now consider the kind of “socialization” that children receive in a more traditional school setting with those seemingly-desirable larger peer groups. In a typical school setting, elementary children are grouped by age and, in some cases ability level, in a classroom with around 30 of their peers. They spend approximately five to six hours a day with these same children and one teacher. The main form of communication they engage in during the day is passive. They are told what to do, when to do it, and how it should be done, and deviation from mainstream-ness is considered a discipline problem. More often than not, successful performance is defined as keeping up with or outdoing the other children. Teachers have little or no time to devote to individual children and almost everything is geared toward the middle or the average. Time spent away from the classroom is limited to small breaks, including lunch and recess, and usually lasts 30 minutes or less. This small amount of non-academically-focused time typically involves interaction with large numbers of other children and a very limited amount of adult supervision. Separated from appropriate adult influence and interaction (modeling), typically it is the bad examples that are followed rather than the good examples. Constant exposure to the immaturities and abuses of other children does not effectively bring about the appropriate aspects of socialization.

On the flip side, consider the Montessori environment. Children are in constant interaction with people of and outside their age groups, including many adults. The children develop relationships that are built on mutual respect and collaboration. The three-year cycles allow for a greater, more expanded relationship between the children and the teachers. They have greater freedom to communicate and explore the dynamics of relationships and they are engaged in creating culture for their classroom. Time spent away from the study of particular academic subjects involves practical activities such as washing dishes, cleaning, exercising, gardening, art, community meetings where students participate in the determining of appropriate behavior for their environment, and more. This social interaction can constitute up to two hours of their day. Each child’s performance is based on discovering their own capabilities and achieving their personal best, not on an arbitrary comparison with other children. Working on socialization and refining a child's social skills is an essential part of Montessori education.

The Montessori approach to educating the whole child, rather than just the academic child, means that the school works just as hard as the family to properly socialize the child. A Montessori education fosters empathy, compassion, and respect toward the needs and feelings of others. We strive to teach children that they have a personal commitment to act in a way that makes a positive difference in the lives of others and in the world. Children who have the benefit of a Montessori education acquire a positive self-image, independence, and self-assurance. Upon completing a Montessori education, students have all the values and attitudes that pay off in the more traditional settings where they will spend their adult lives. They enjoy people and know how to develop strong friendships. They generally follow rules and act responsibly. They live from a basic sense of self-respect and rarely get themselves into self-destructive situations. Their lives tend to reflect both joy and dignity. And these are priceless lessons, speaking to the true heart of a well-socialized child, which they will carry with them throughout their lifetime.

Regardless of how logical this argument may seem, most parents still struggle with this myth, that to be properly socialized children must spend lots of time with a large group of their peers. This is simply not true. Keeping children in isolated groups of children is one of the least effective ways to ensure that proper socialization occurs. But another problem with exposing children to large peer groups before their social and moral development is solidified is that it heightens peer dependence. We all naturally want the approval of those around us. Children who are in traditional schools are around lots of other children most of the time; therefore, they look to other children for their main source of approval. In order to gain the approval of a group, it is necessary to conform to the behaviors and norms of that group. Thus, traditionally-schooled children, by the very nature of the design of traditional school socialization, will grow up dependent on their peers for approval. It doesn't really matter that they are eventually told to "resist peer pressure." This is like putting a child in a room filled with candy and letting him eat all he wants, and then, a few years later, telling him not to eat any candy: his habits are well developed and will not be easily changed.

Yes, many children go to traditional schools and come out as fine young adults, but that is in spite of traditional school socialization, not because of it. Educational and development theorists and even politicians lament daily that our public school system is “broken,” that in order to produce graduates who are going to be successful (in life as well as in their chosen careers), schools must offer more integrated curricula, emphasize skills such as cooperative decision-making and problem solving, and nurture moral development by doing things such as requiring students to work out common rules based on fairness.

In other words, Montessori classrooms are a better reflection of society and place greater emphasis on the acquisition of the skills and characteristics necessary to be a successful participant in society than do traditional schools. That social skills – really, practical life skills –come automatically from immersion in a larger peer group, one with minimal adult moderation, is, frankly, unbelievable.

Montessori Transition - Argument #1

Montessori students have so much freedom that I worry about how they will deal with being asked to sit in a seat and do a specific assignment when they transition to a traditional school. (Please notice that this is not a question about academics; this is a question about whether the child will be able to conform to the rigidity required by traditional schools.)

Starting at the age of 5 or 6 years, traditional schools expect children to sit in chairs, hold writing utensils, and stare at white pages under florescent lights for long periods of time. Without even touching the academics of traditional schools, we already have a major problem. The expectations they place on children of this age are unrealistic and exhibit a clear lack of acknowledgement or understanding of child development. What they are asking of these young children is physically painful for them; their bodies and muscles (yes, even eye muscles) are still developing at this stage. To deny them movement and useful things to do with their bodies and minds is like denying them oxygen. They are also asked to control their bodily needs in ways that are nearly impossible for them. And without speaking to the academics being offered, these youngest students are in no way engaged in what is going on the classroom. At this crucial period of their lives when they are most active and have the most energy, they are asked to sit passively and let someone else do all the work for them. So many young children in traditional schools are considered discipline problems because they won't sit still, won't do their worksheets, have terrible fine motor skills (i.e. bad handwriting), and on and on the complaints roll out from their teachers. Is it any wonder why? Traditional schools are not addressing their first and foremost fundamental needs for movement and activity. The most basic behavioral expectation in traditional schools is exactly the same for a 5 year old, a 9 year old, a 13 year old, and an 18 year old - sit in your desk, be still, be quiet, and focus on what's put in front of you by someone else. In stark contrast, Montessori acknowledges and celebrates this all-important aspect of child development and, in continuity with their own developmental needs, leads children to a point where they are empowered to meet more rigid demands and expectations.

Our primary students have freedom of movement. Everything they do involves movement. In the primary classroom, there are very few tables and chairs. A majority of their work is done on the floor (where they are most comfortable) and absolutely everything is tactical and concrete. Everything they do can be touched, picked up, tested all over, handled, etc. When you visit our primary classroom, you are amazed by how busy they are. Their minds and hands are constantly busy. Their bodily needs are also still very strong at this point in their lives. When their body finally registers the need for a restroom, it's needed NOW. When they get hungry, they need food NOW. They have very little control over their bodies and thus are given complete control over how and when to meet those needs.

Lower Elementary is, in itself, a transitional time for our students. As these students reach the age of six and continuing through the age of nine, they enter into the middle stages of child development and their need for movement and activity begins to decrease. They become more comfortable sitting in chairs, although there are still plenty of times when they would rather be on the floor. Their concentration expands and we find they can focus intently on something for long periods of time. For the most part, their fine motor skills are well-developed so the need to handle everything begins to decrease as well, although it is still important that they periodically have things to do with their hands throughout the day besides just hold a pencil. They still need lots of time to run, play, and expend energy so they get an hour for recess each day to break up their longer, more intense periods of work. This time is a very important break for the mind and the body. They are also starting to learn to be the masters of their own bodies rather than letting their bodily needs master them and the demand for immediate attention to personal needs diminishes.

In Upper Elementary and by the time a student reaches the age of nine the need for movement is drastically decreased. It is not uncommon to find upper elementary students sitting in one place working for well over an hour without ever moving. They are comfortable with books, worksheets, and other means of abstractly absorbing information and have lost the need for busy hands. They have reached a stage where sitting in the floor is no longer fun and comfortable; they prefer tables and chairs. They still play vigorously at recess for short periods of time but they start to enjoy times of just visiting with friends or teachers. It becomes more of a break for the mind and less for the body. So by this stage of child development they are quickly reaching the point of being ready to face the demands traditional school place on students. Their ability to concentrate for long periods of time has been honed and their bodily needs such as restroom needs, hunger, thirst are well-controlled. They don't need endless amounts of movement. Essentially, the students have reached a stage of development where these demands are actually age appropriate.

As I have explained the progression of the Montessori program as contrasted against traditional schools which treat all children the same regardless of age, I hope you can clearly see that when students are developmentally ready to deal with being asked to sit still, learn abstractly, and do things a certain way they will have absolutely no problem doing so. Students over the age of 12 should not have problems dealing with the rigid behavioral demands traditional schools place on them - even Montessori students - because they are developmentally ready and able to meet those demands head on.

Montessori Transition

Disclaimer: It's going to take a series of posts to address this topic. This post is simply the introduction!

One of the questions I deal with most often is, "What happens when a child leaves Montessori?" And the underlying fear or skepticism I hear in their voice and see in their eyes is, in all honesty, hard for me to comprehend. I patiently answer their questions, listen to what they've heard from other people, and reply with my standard responses all the while trying very hard to conceal the fact that I absolutely do not understand their concern. One reason I think it is difficult for me to empathize with their fear is because I am educator who has seen both sides of the situation and I have complete faith in the Montessori method of education. Most of the people who pose this question to me are, of course, parents who want the absolute best for their child. That I can empathize with and that is why I often approach this question as a parent rather than as an educator; it gives me the ability to remember where they are coming from, why they are so concerned, and to tailor my responses to assuage their fears.

But since this a blog and not a conversation, I think the best way to address the overwhelming concern people express about students transitioning out of the Montessori school and into a traditional school is to systematically work through the myths, misconceptions, and misunderstandings people have about traditional education, Montessori education, and child development. I am not going to discuss transitioning at the Kindergarten or 3rd grade level so the majority of my information will speak to children who remain in Montessori through the 6th grade and then transition into junior high at 7th grade; however, parents considering transitioning at other times may also find this information helpful. In the next few days, I will be post a series of arguments that I hear about how and why children will struggle when they transition to a traditional school. I welcome any feedback you have on this topic and also ask that you let me know if you have a specific concern about transitioning that you would like me to address.

The Montessori Freedom Myth

Freedom is one of the foundational tenants of the Montessori Philosophy; it is also one of the most often misunderstood tenants. In a Montessori classroom, there is the freedom to choose one's own work; the freedom to work alone or with a partner; even the freedom to simply sit back and take stock. Montessorians believe that a child's freedom is what fuels the learning process. Yet it is precisely this element of freedom that so many parents misunderstand. Many parents believe that their child can simply do whatever he pleases; this thought process is inaccurate and misinterprets the heart of Montessori.

The Montessori method acknowledges the importance of adult guidance in a child's learning environment. At the same time, however, Montessori capitalizes on the special traits inherent in every child, which often go ignored in traditional educational settings. Central to the Montessori approach is the conviction that, in the proper environment, children free to choose their own activities will seek to occupy themselves productively. For some children this comes naturally; for others it is a learned behavior. Regardless, it is something we strive to help all children accomplish.

Freedom in a Montessori classroom brings to light a subtle but important contrast between learning and discovery. If a teacher says to a child, for instance, "drop this ball and observe the force of gravity," the child may follow the instruction and absorb, on some level, the information presented. If, on the other hand, the child performs an activity of her choice and in so doing happens to discover gravity, that discovery will ignite a spark of understanding that lodges deeply in her consciousness. The freedom to learn through discovery elevates understanding to a significantly higher level. Thus, we create an environment in which materials are presented attractively, and we respect the child's right to choose freely among them, because in so doing she satisfies her own need for productive activity and her desire for understanding. She also builds a solid foundation of self-sufficiency and independence. Further, her freedom allows her to experience the exhilaration of personal discovery. This freedom comes from the work she chooses to engage in, not from simply doing whatever she wants.

Freedom in a Montessori classroom is not without limitations. The freedom of the child is guided by three principles: respect for self, respect for others, and respect for the environment. A child must not interfere with other children's work. For example, a child would be corrected (or his freedom limited by an adult) if he were talking loudly or running through the classroom. A child found playing in the bathroom during work time would be reminded that we respect ourselves by giving our best effort at the tasks we've set for ourselves for the day. Work materials must be returned to their proper places and handled appropriately or a child may find he can no longer choose to work with that material. If a child is disruptive during a group activity or discussion, he will be removed from the group. The three principles of respect are simple and reasonable and provide a sound set of boundaries and structure for the children so they know what to expect and what is expected.

There are even times when it may be necessary to remove the child's choices from him for a time or to establish classroom procedures that benefit the collective group but infringe on the freedom of the individual. Remember that Montessori is about preparing children for life. In life, there are rules, restrictions, and regulations. Many of our laws infringe on the freedom of the individual but have the collective interest of the human race at their foundation. Take speed limits for example. The speed limit restricts my right to drive as fast as I want, but is put in place for the safety of all people. If I choose to ignore this regulation often enough, eventually someone will take this choice away from me and make it for me, essentially saying, "Since you cannot respect other people and their safety, your ability to choose to drive slowly and responsibly has been removed from you and we revoke your driving license for a period of time." Compare the choice of driving too fast and recklessly with driving carefully and choosing how I get from Point A to Point B. As long as I obey traffic laws, no one is going to infringe on my right to take a certain route from my house to work every morning. That is my choice and the choice I make does not affect others.

Let's apply this balance of freedom in the classroom where there are procedures that serve the collective interest of the group but infringe on the freedom of the student. In our elementary classes, for example, there are no bathrooms. The bathrooms are located in the hallway and accommodate two people at a time. In order to ensure a fair and timely bathroom break for all students as needed, bathroom passes are used. To go to the restroom, a student must have a bathroom pass (there are two passes for girls and two passes for boys). If a student needs to go to the restroom and there is no pass, she must wait. This procedure infringes on the freedom of the child in that she cannot go to bathroom whenever she chooses unless a pass is available; however, this procedure benefits the entire class. It stops students from gathering in the bathroom in larger groups that would be more likely to play or visit rather than focusing on their bodily needs and returning to the task at hand. It stops students from wasting time in the bathroom. Most children know that it is highly likely that someone else is waiting for the bathroom pass so they return to the classroom more quickly than they would otherwise. Ideally, we would like for our elementary children to have bathrooms in their classroom, but because they do not, the individual freedom of one child is superseded by what is best for the entire group of students.

That is what Dr. Montessori meant when she said, "The liberty of the child should have as its limit the collective interest." Dr. Montessori never abdicated the authority of the adult to the freedom of the child; in fact, to do so, she said, would prove disastrous for the child. In her own words: "to give a child liberty is not to abandon him to himself or neglect him. The help we give must not amount to a passive indifference to all the difficulties he will encounter; rather we must support his development with prudent and affectionate care." Instead, just as is true with much of Montessori, the adults are there to appropriately guide the child in such a way that she finds herself free to choose things that interest her and are in her best interest.

The Montessori classroom offers the child freedom of movement and choice of activity, but with this freedom comes responsibilities to self, to others, and to the whole class. To say that a child can do whatever pleases him gives the freedom without the responsibility and does a great disservice to the child. It is extremely important that as Montessori parents we understand the subtle but significant difference.

Do You Remember...?

I love this time of year. This is the time of year when I get to spend a good portion of my time at work talking about the phenomenal Montessori method of education. You're probably thinking, "Isn't that what you do most of the time anyway? Isn't that your job?" And in some ways you're right. But this is different.

This is the time of year when new families, who know very little if anything about Montessori, come and tour our school. Many of them are checking out various schools. They're doing their homework and making all the right steps to choosing a school for their child. They're unsure, they're undecided, they're worried about making the best choice for their family. And then they come to The Montessori School.

I usually spend anywhere from 15 to 20 minutes with a prospective family in my office. I have an 80/20 rule that I try to live by where I try to only talk 20% of the time and let them talk 80% of the time. If you think that I should be trying to sell them on the school, we disagree. I can't sell Montessori; no matter how much I talk, they'll never buy it. Because Montessori isn't a product. It isn't merchandise. It's a philosophy, a thought process, a lifestyle. As I take time to listen to this family talk about their child, their family, their educational beliefs, I can begin to get a sense of how Montessori will fit into their lives and to tailor the tour to meet the needs and desires they express.

After we chat for a while, I take them into the classrooms and watch for the "Ah ha!" moment to come. As we move through the environments, I can begin to see the wonder and amazement in their eyes. They are awed by what the children are learning, how they are interacting with teachers and peers, the works on the shelves, and everything else that goes into a Montessori environment. You can almost see the wheels turning as their mind rewinds to their education experience and how different these classrooms seem to be. And, more often than not, by the time we make our way back to the office, they are so excited to be making an interview appointment for their child.

Do you remember that moment you had, the moment when you realized that Montessori is what you wanted for you child? I encourage you to think back to that moment every once in a while. Try to re-envision the awe and wonder you felt the first time you truly experienced a Montessori environment. And share that with a friend. Encourage them to come discover for themselves why you made the Montessori choice. I can't wait to meet them and help create that moment for them.

What I Like Most About Montessori

Today our students made a list of what they like most about Montessori. It's such a great list and really says a lot about what our children get from a Montessori education. This list starts with our youngest learners and goes through our oldest. Watch as their answers change from concrete to abstract - just like their Montessori education!

Our tots like Fridays, lunch, their friends, playing, and painting.

Our primary students like their teachers, Accelerated Reader books, color box three, the bank, the 10 board, the bead stair, nouns and verbs, the 100 board, BOB books, the puzzles, the cutting works, the calendar work, the flag ceremony, the hanging beads, writing word families, working on chains, word building, the movable alphabet, the U.S. map, stamping, practical life, push pinning, frame papers, and storytelling.

Our lower elementary students like time tests, the large bead frame, spelling, checker board, math operations, function of words, grammar boxes, adjective cards, live animals, reading skills, S.R.A.s, stamp game division, stamp game subtraction, rhyming words and verbs, fractions, and punctuation.

Our upper elementary students like the materials, the good teachers, the challenges, the self-selection of personal research, the group projects, the uniqueness of the school, and the privileges they get as the oldest kids in the school. The like that they are independent, impromptu, responsible, good time managers, respectful, and intelligent because they attend a Montessori school. The believe their school is inspirational, welcoming, and known for grace, courtesy, love, hope, and peace. They listed the familiarity they have with the staff and other adults as one of their favorite things. They say it is a comforting place where individuality is respected and fundamental needs are met. They like that they can have snacks in class. They think their school is a special place with great friends.

And, just for fun, here's a short list of what some of our parents said during a recent survey about what a Montessori education means for their child. It means:

• independence
• a chance to use all the senses to learn
• getting the foundation they need to start the educational process for life
• a peaceful environment with individual guidance
• the chance to learn by doing
• a love of learning
• confidence
• not treating a child as a test score
• learning rather than memorizing
• helping a child have pride in herself and to reach her greatest potential
• attention to individual pace of learning
• joyful learning and a natural curiosity
• learning in a fun and constructive way
• a happy and well-balanced child

It's been an awesome week celebrating 102 years of Montessori; and there's obviously a lot to celebrate! Happy Birthday, Montessori!

Montessori Picnic

Today was our picnic lunch celebrating Montessori Education Week. We had a good turn out and it seemed everyone had a great time. And the weather cooperated...quite a feat for late February. It was a little breezy but otherwise great. The kids were so excited. Every which way we turned this morning was another kid saying, "Is it time for the picnic???"

Community events like these are so important, not only for the children to have fun but also for the parents to feel connected. I know that not everyone could take off from work today to come to a picnic, but it is important that you make an effort to get involved at the school. Events like today's picnic give you ample opportunity to watch your child interact with his peers, get to know other parents, and communicate with the teachers. In fact, there are many good reasons and opportunities for you to get involved in your child's education. Did you know that parental involvement has a strong, positive effect on student achievement?

If you couldn't join us for today's picnic, be on the look out for your next opportunity to get involved at The Montessori School. Your child absolutely loves it when you show interest in their school. Believe us, we hear all about!

Hand Crafted

There are many Montessorians who believe that, had it not been for World War II, the Montessori method would have become the predominant model for U.S. schools. Unfortunately, the turn of events that led the U.S. into the second World War also led our nation farther and farther away from the basic principles of a Montessori education.

Did you ever watch Little House on the Prairie? This was my favorite television show growing up. It's one of the best views into the one room school house that was the beginning of the American education system. And what did you see in that classroom...multi-age groups, children learning at their own pace, an interwoven and integrated curriculum that was preparing children for life. It was Montessori.

With the birth of the assembly line in the early 20th century and then the factory mentality of World War II, Americans chose to do away with the one room school house for a more "effective" model. We began to streamline our schools. It became imperative that we tell teachers what to teach so that every child learns the same material. We built bigger schools and put all children who were the same age in one room to more effectively impart appropriate knowledge. We did away with learning things that interest us and focused more on memorizing things other people told us were important to know. And we began a systematic "tossing aside" any child coming down the conveyor belt who didn't fit the mold.

It saddens me that we've turned our education system into a factory line...cranking out inferior products in large quantities as fast as we possibly can. I don't know about you, but my children are special and unique. They are one-of-a-kinds and I prefer that their education help handcraft them rather than hard pressing them into a mold that doesn't fit them or throwing them out because they are different from the rest of the models rolling off the assembly line.

Think about it, when it comes to your child's education, do you want the cheap factory version or the handcrafted version? I choose Montessori.