montessori-family

Freedom with Responsibility: Why Your Elementary Child's Social Nature Is Both the Greatest Challenge and the Greatest Gift

Mon, 13 Apr 2026 22:53:33 GMT

You’ve likely picked up your elementary-aged child from school and heard all about who said what to whom at lunch, and not a single word about reading or math. This social focus is the heart of their world.

This is one of the most fascinating (and occasionally challenging) realities of the elementary years. The Montessori classroom is designed to give children freedom of movement and the ability to choose their own work. But during the elementary years, children are also intensely wired for social connection. Holding both of these things at once is the real art of Montessori at this level.

Why Social Life Takes Center Stage

Dr. Maria Montessori observed that elementary-aged children enter a new plane of development, one where the need to understand the social world becomes as urgent as any academic task. They're forming friendships, testing loyalties, developing a sense of fairness, and figuring out who they are in relation to others.

In a traditional classroom, teachers often manage this by keeping children at individual desks in rows, essentially limiting social contact as a form of control. In Montessori we take the opposite approach. Rather than suppressing children’s social impulses, we give children real freedom of movement and trust that, through this freedom and within clear limits, children will learn genuine self-regulation.

The key phrase there is liberty of movement. This is not liberty from expectations! The freedom is real, and so are the boundaries. Over time, children learn to navigate both.

What This Looks Like in Practice

An observer visiting a thriving Montessori elementary classroom will see children working in pairs and small groups, moving between materials, and having conversations. Some of those conversations are about their work. Some are about the latest movie. And this is where the balancing act comes in.

It’s natural to have some ebb and flow as we’re working. As professional adults, we can recognize times we need to get up and stretch or chat. In the classroom, we also want to honor that children will cycle through periods of intense focus and recalibration or rest. Because Montessori elementary guides are careful observers, we pay attention to the big picture and the details. Are the group of children at the large table able to enjoy some conversation and then shift back into their work? Or are they getting caught up in constant distractions? Is there a social need that isn't getting met? Is the work engaging enough to really capture the children’s imagination?

We are gathering information and then adjusting as needed. Sometimes, elementary children just need a gentle reminder. Other times, they need more lesson presentations. Occasionally, they need the time and space to just form and test new social bonds.

Their Strong Sense of Justice

Elementary children want to be with others, and they want things to be fair. Dr. Montessori noted that during this stage of development, children develop a particularly keen moral sensibility. They're watching for injustice, quick to notice when rules are applied unevenly, and deeply bothered by dishonesty or unfairness.

This is beautiful and important, and it can also tip into tattling, conflict, and hurt feelings if there aren't supportive structures in place. This is where Grace and Courtesy lessons become essential. Rather than simply telling children how to behave, Montessori teachers guide students through acting out social scenarios together: What does it look like when someone is left out? How do you join a work group gracefully? What do you do when someone says something unkind?

Research supports this approach. When children practice specific behaviors and observe those behaviors modeled by peers, they're far more likely to internalize them than if they'd simply been told a rule.

The Gift of Mixed Ages

One of the most powerful tools Montessori uses to manage this social energy is the mixed-age classroom. In mixed-age groups, older children are naturally positioned as guides and examples. A 10-year-old who has learned how to disagree respectfully becomes a living lesson for a 7-year-old still figuring that out. The most powerful social learning doesn't happen through adult instruction. Children learn best by watching peers just a little further ahead on the same path.

What We Can Do at Home

Understanding this aspect of our child's development can shift how we see some of their behavior. The endless processing of social dynamics at the dinner table? That's their developing moral intelligence at work. The strong reaction to a perceived unfairness (at school, in a game, with a sibling)? That's a conscience being formed.

We can support this by taking their social concerns seriously, helping them practice specific responses to difficult social situations (not just telling them what to do, but role-playing it), and creating space at home for both focused, independent work and rich social conversation.

�� TRY THIS AT HOME

When a social conflict comes up, instead of giving your child the answer, try asking:

"What do you think would be fair? What could you say next time?" This mirrors the

Montessori approach of helping children develop their own moral reasoning rather

than simply following rules.

The Montessori elementary years can look a little chaotic from the outside: children moving, talking, negotiating. But underneath that movement are children building exactly what they need: the capacity to work alongside others, resolve conflict, understand fairness, and take responsibility for their own choices. These aren’t distractions from education. In the elementary years, the development of these skills is at the heart of education.

And of course, if you have any questions or would like some advice by people who work with humans this age every day, please reach out to schedule a meeting with your child's teacher! Montessorians are careful observers and have many years of experience working with those in their age group. We would be more than happy to share insights and connect with you about how you're feeling.

Montessori Grammar Symbols: Making Language Visible and Alive

Thu, 26 Mar 2026 22:55:50 GMT

Montessori grammar symbols help children see how language works.

If you’ve ever noticed small, colorful shapes placed above words in a Montessori classroom, you may have wondered what they mean, or why grammar looks so different from what many of us remember from school!

Those colorful shapes are Montessori grammar symbols, reflecting a deeply intentional approach to helping children understand language through function, history, and experience.

Words Are Defined by the Work They Do

In Montessori, grammar begins with the simple understanding that words are classified by the job they perform in a sentence.

Some words name people, places, or things. 
Some express action. 
Some describe. 
Some connect.

This concept of parts of speech exists in all languages, though the number and categories vary. Montessori embraces this universal truth and introduces it in a way that aligns with children’s natural development.

Language Is Experienced Before It Is Named

In our youngest classrooms (classically ages 2.5 to 6, in our school, ages 4-6), children encounter parts of speech through activity, not terminology.

When children explore words that express action, they get to act out simple commands like run, jump, skip. They respond with their bodies, so they can experience the language long before they analyze it.

As children develop their reading skills, we begin to introduce the functions of seven parts of speech:

article
adjective
noun
verb
adverb
preposition
conjunction

We save two parts of speech, pronouns and interjections, for the elementary years because both require a higher level of abstraction. To understand a pronoun, for example, a child must first have a strong, concrete sense of the noun. Interjections express internal emotional states, which also require more mature abstract thinking.

Young children learn what words do, not what they are called. Questions we explore sound like:

“Which word tells us what kind?”
“Which word shows the action?”
“Which word connects these ideas?”

We introduce the formal names of nouns, verbs, and so on later in the elementary years, when children are developmentally ready to categorize and label abstract ideas.

Enter the Montessori Grammar Symbols

Alongside this functional work, children are introduced to Montessori grammar symbols: geometric shapes that represent each part of speech.

These symbols are not arbitrary decorations. They are rooted in history, symbolism, and meaning.

Children may arrive in the elementary having worked extensively with the functions of nouns and verbs and having used the symbols, even if they have never heard the words “noun” or “verb” themselves.

This is intentional.

The Noun and the Verb: History Made Visible

Linguists believe that early human language likely began with nouns: names for people, objects, and things in the environment. Later, names were given to actions.

Dr. Montessori embedded this history directly into the symbols.

The noun is represented by a black square-based pyramid.

The black symbolizes the darkness of ancient time.
Some interpret it as representing coal, something very old and foundational.
When working on paper, children use one face of the pyramid: a black equilateral triangle.

The verb is represented by a red sphere.

Red symbolizes energy.
The sphere represents the sun and its life-giving force.
The verb brings energy and movement to the noun. That is why it is symbolized by an easily-moveable sphere.
On paper, this becomes a red circle.

Through these symbols, children get to imagine and explore the story of language itself.

Discovering the Living Nature of Nouns ▲

Children are naturally curious about names, and Montessori grammar invites that curiosity. As they work with nouns, children often explore questions like:

Why do things have the names they do?
What do names mean?
How are new names created?

They may research plant and animal names, country and place names, and first and last names of people. They also discover that language is alive and constantly changing. New nouns are added all the time. Some words that their grandparents used are no longer common. Other words shift in meaning over generations.

This exploration helps children see language not as fixed rules, but as a human creation shaped by time, culture, and need.

Making the Abstract Concrete

The grammar symbols allow children to:

See patterns in sentence structure
Manipulate language physically
Analyze their own writing
Build sentences and meaning intentionally

Sometimes children create symbol patterns first and then find words to match them. This shows deep structural understanding. They are thinking about how language works, not just what it says.

And grammar work is often joyful. We invite games, stories, and playful discoveries along the way. Even the symbols themselves have stories: the conjunction was originally designed as a chain, but it proved too difficult to make from paper!

By the time children move into Elementary, they have:

Experienced the functions of the major parts of speech
Worked extensively with grammar symbols
Developed an intuitive understanding of sentence structure

This foundation allows Elementary grammar to unfold naturally and move from concrete experience into abstraction, analysis, and increasingly sophisticated writing.

Montessori uses symbols because they:

Make invisible patterns visible
Support abstract thinking through manipulation
Encourage independence and self-analysis
Invite curiosity rather than rote memorization

In Montessori, grammar isn’t about labeling for its own sake. It’s about helping children understand the logic, beauty, and living nature of language, and it gives them tools to express themselves with clarity and confidence. These deep understandings can be applied to future language learning as well!

That’s what those small, colorful shapes are really doing. Come see for yourself sometime!

Our Montessori Bookshelf: Water Connects Us

Tue, 10 Mar 2026 22:20:35 GMT

Explore a curated list of children’s books about water, rivers, and

watersheds. These stories invite curiosity, care for the planet, and meaningful

reading at home.

Rivers are so important to our human story. They are sources of nourishment,

transportation, and connection. We see how children are naturally drawn to water,

and rivers offer a powerful way to understand ecology, interdependence, and our

place within the natural world.

With this in mind, we want to share some of our favorite books about water, rivers,

and watersheds. Through story and illustration, children can trace the journey of a

single drop of water, observe how land and water shape one another, and begin to

understand how human choices affect the health of our planet.

We’ve grouped the following collection of river and water-focused books by

developmental stage. Each title offers language, beauty, and meaningful context for

deeper exploration. Whether you are reading with a toddler, a younger elementary

child, or an emerging researcher, these books invite wonder, responsibility, and

reverence for one of Earth’s most essential elements.

For the Youngest

Hey, Water!

By Antoinette Portis

This picture book takes us on a journey of how water is part of our lives in so many ways: from sprinkler spray to a teardrop trickling. The clean-lined illustrations transition between bird’s-eye views and close-up images. This is a great transition book for toddlers moving from pages with one word labeling a picture to a narrative that connects to daily experience.

A Place for Rain

By Michelle Schaub, Illustrated by Blanca Gómez

A lovely introduction to the concept of rain gardens, this picture book follows a

simple story of children witnessing how rain runoff can be transformed from being

problematic into something stunning and special for everyone. The sweet, slightly

geometric illustrations highlight how even simple actions can have a big impact.

Water Is Water

By Miranda Paul, Illustrated by Jason Chin

Although a picture book about the changing states of water, the lyrical text and

charming illustrations make this a delightful and fun-filled page-turner! It’s a great

way to introduce young children to the water cycle and the importance of water in

our lives.

Water Cycle: For Younger Elementary

Drop: An Adventure through the Water Cycle

By Emily Kate Moon

Bridging between comic style and traditional picture book, the story follows the

character, Drop, as she travels through the water cycle. Delightful and engaging, this

is a great book for younger elementary children and can serve as an easy-to-access

resource for understanding the states of water.

A Drop Around the World

By Barbara Shaw McKinney, Illustrated by Michael S. Maydak

Written in rhyming verse, this story follows Drop from a cloud near Maine around the

world and back to Cape Cod Bay. A map inside the cover shows the journey, and

emoji-style images accompany the text, linking to more detailed descriptions of the

amazing science at each step along Drop’s path.

Watersheds: For Upper Elementary and Adolescents

If the Rivers Run Free

By Andrea Debunk, Illustrated by Nicole Wong

This captivating picture book takes readers through the human story of rivers’

importance in our lives, the mistakes we’ve made, and how we can make things

right and help rivers run free again. The rhythm of the text is accentuated by

moments of human realization, with bold statements that step out of the rhyming

pattern and gently jar us into a sense of action. The illustrations take readers on a

journey, too!

One Well: The Story of Water on Earth

By Rochelle Strauss, Illustrated by Rosemary Woods

Through its clear text and lush illustrations, One Well emphasizes the

interconnectedness of water on our planet. It offers an array of interesting

information that will appeal to children in elementary years, both through narrative

text and short snippets overlaid on the images that fill each page. The fact that this

picture book has an index is an indicator of how just how much its 32 pages

contains!

River Story

By Meredith Hooper, Illustrated by Bee Willey

Rich in realistic content yet engaging and accessible, this lushly illustrated picture

book takes readers on a journey from the source of the river to where it empties into

the sea.

Watersheds: A Practical Handbook for Healthy Water

By Gregor Gilpin Beck, Illustrations by Clive Dobson

Best for older readers, this book offers helpful and non-technical information about

watershed concepts and environmental concerns. This is an excellent resource for

older elementary or younger adolescents engaged in ecology research. The

illustrations are beautiful, too!

What To Do With Disrespect

Tue, 06 Jan 2026 22:51:21 GMT

A Montessori approach to understanding disrespect: why children use strong words, how adults can stay calm, and ways to protect connection over conflict.

Few experiences challenge us adults more than feeling disrespected by our children. When a child talks back, shouts hurtful words, or responds with anger, it can strike at the heart of our sense of connection. Yet when we examine these moments more closely, they often reveal something deeper: a child struggling with big feelings and an adult unsure how to respond without escalating the situation.

Montessori education reminds us to look beneath behavior and see the developing child who is still learning emotional regulation, communication, and perspective-taking.

When Children Say, “I Hate You”

Children sometimes resort to strong words when they realize they cannot change an adult’s decision. A request to go to a friend’s house or a desire for more independence can quickly turn into an emotional outburst when the answer is “not today.” For many children, especially younger ones, emotions tend to be extreme. They feel that they love a parent when things go their way and hate them when they feel thwarted.

As adults, however, we hear the word hate with its full weight and meaning. Merriam-Webster defines hate as “extreme dislike or antipathy: loathing,” and adults often reserve it for moments of deep hurt. Children do not. They use the word as a blunt tool to express frustration, disappointment, or a sense of powerlessness.

Rather than reacting to the word itself, Montessori-informed parenting encourages us to respond to the feelings beneath the word. A calm acknowledgment, such as “You’re really angry right now,” helps our children feel seen and understood. The goal is not to accept disrespectful language but to model emotional literacy. By naming the emotion instead of punishing the outburst, we can show children that big feelings can be handled with clarity and calm.

When adults overreact to the word hate, children may learn that it is an effective way to provoke a response. When adults remain grounded, children begin to understand that emotions can be expressed without resorting to hurtful language.

When Children Talk Back

Those angry last words, muttered insults, or attempts to reopen a closed discussion (a.k.a. ‘back talk’) are often viewed as the pinnacle of disrespect. For adults, it can feel like a direct challenge to authority. For children, however, back talk usually signals that the situation has reached a boiling point. They are overwhelmed, upset by a limit, or trying to have the final say when they feel powerless.

Some children also learn that persistent pushback can wear down adults’ resolve. If arguing leads to a changed decision even once, children will understandably try again.

One effective approach is simply not to engage. Ignoring back talk while still holding firm to the original limit removes the reward of an emotional reaction. It communicates, “The boundary is set, and I won’t be pulled into a power struggle.”

This is not permissiveness, it is clarity. When adults refuse to escalate, children gradually stop using back talk as a tool. Over time, they experience a powerful model of self-control: an adult who remains peaceful, firm, and grounded even in tense moments.

Allowing a child to have the last word can feel counterintuitive. Yet it often reduces conflict, shortens arguments, and preserves the adult-child connection. It teaches children that relationships do not depend on “winning” but on mutual respect and emotional resilience.

Choosing Connection Over Control

Disrespectful language can trigger a strong emotional response in us as adults. It can feel personal, even when it isn’t meant that way. In heated moments, it can help to pause and ask a simple question:

Is the goal to be right, or is the goal to remain close?

Children need loving boundaries, but they also need adults who can maintain connection even when emotions run high. Responding calmly to disrespect does not mean accepting the behavior. It means addressing the root cause rather than reacting to the symptom.

Montessori parenting encourages adults to guide children with both firmness and grace. We focus on teaching children not only what behavior is expected, but also how to manage the feelings that fuel behavior. When adults model emotional steadiness, children learn by example. And as they grow, relationships deepen rather than fracture.

Over time, the decision to prioritize connection builds trust, strengthens communication, and helps children develop the internal tools needed for respectful interactions.

Visit us here at East Bay Montessori to see how we help families invest in nurturing long-term relationships!

Keeping Routines While Honoring the Joy of New Experiences

Tue, 09 Dec 2025 01:08:28 GMT

Find calm and connection this holiday season with Montessori-inspired tips for balancing routines, flexibility, and joyful family traditions.

As we prepare for the holiday season, many of us look forward to the joyful energy of visitors, celebrations, and time spent together. Yet even the most welcome changes can shift daily rhythms, affecting children and adults alike.

In Montessori philosophy, routines provide a sense of order and security, essential ingredients for children’s growing independence and emotional well-being. Balancing these familiar structures with the excitement of new experiences can help all of us enjoy the season with greater calm and connection.

Recognizing What Children Communicate

When children’s behavior shifts during times of change, it often reflects their environment. New faces, altered schedules, and fluctuating parental attention can all contribute to feelings of uncertainty. Instead of viewing potential behavior shifts as unwelcome, we can interpret them as valuable communication, essentially our children’s way of expressing a need for stability and reassurance.

One of the most powerful responses we can provide is simple presence. Taking a few moments to sit beside our children, observe their play, or join them in a familiar activity can quickly restore their sense of connection. Even brief, focused attention can help children feel grounded and secure, allowing their natural cooperation and joy to reemerge.

Preparing for Change Together

Taking some simple steps before family gatherings or holidays can help children understand what lies ahead. Children thrive on predictability, so talking about what will remain consistent and what will change reduces anxiety and increases their capacity to adapt.

What routines will stay the same?

What might be different during this time?

Which activities or traditions are most meaningful to us?

Creating a visual calendar or using a whiteboard to map out plans gives children a concrete way to anticipate events. Inviting them to help with small preparations, such as choosing decorations, helping plan meals, or organizing activities, empowers them to feel capable and included.

Finding Joy in Shared Experiences

While routines provide comfort, flexibility also allows us to experience the joy of spontaneity. The holidays offer a wonderful opportunity to create shared moments such as storytelling, baking together, making crafts, or simply taking a walk outdoors. These experiences help build memories that connect generations.

Inviting extended family members to share stories or recollections from past gatherings can also be grounding. Collecting these memories, perhaps in a family scrapbook or memory journal, creates continuity across time and reminds children that they are part of a larger story.

Children and relatives alike often find satisfaction in contributing to family life. Tasks such as preparing vegetables, setting the table, or folding napkins offer children a sense of purpose and belonging. In true Montessori fashion, participation is more valuable than perfection.

Creating New Rhythms with Intention

The holiday season invites us to find balance between the comfort of familiar routines and the excitement of new experiences. By planning thoughtfully, staying flexible, and responding to children’s needs with empathy, we can approach these times with harmony and joy.

In Montessori education, rhythm and order are seen as foundations for growth, while curiosity and discovery fuel the joy of learning. This holiday season, let’s bring this kind of balance into our homes. By honoring both structure and spontaneity, we create an environment where children feel secure, connected, and free to delight in the world around them.

Let us know more about your holiday rituals and rhythms! Once the season settles, come visit our school here in El Cerrito. You can even RSVP for our next Open House !

Nurturing Persistence and Choice in Children

Fri, 14 Nov 2025 20:09:06 GMT

Discover how Montessori nurtures persistence, choice, and independence in children; building grit, willpower, and lifelong decision-making skills.

“If persistence be the true foundation of the will, we nevertheless recognize decision as the act of the will par excellence.”

— Dr. Maria Montessori, Spontaneous Activity in Education

In this quote, Dr. Montessori reminds us that persistence is at the heart of character development. Today, we might call this steadiness and perseverance “grit.”

When children work through obstacles and remain committed to their chosen activity, they are not only building skills. They are forming the very foundation of their will.

Take this typical scene from a Montessori classroom: a four-year-old works with decimal system materials, building four-digit numbers using beads and cards, staying with the activity for an extended period of time, repeating it again and again with intensity and focus. The child gives as much attention to the careful set-up and clean-up as to the work itself.

It’s easy to imagine this young person years later as a hard-working, thoughtful, responsible individual. The four-year-old’s persistence in that moment shapes the future self, strengthening the ability to act with purpose in life.

Decision: The Act of the Will

If persistence is the foundation of the will, decision is the act of the will. And every decision arises from choice. For children, the ability to make choices is essential. Just as movement cannot develop when children are kept immobile, the will cannot develop if children are never given the chance to choose.

Our entire life is a continual exercise of decisions. This ability to choose builds independence. When children cannot make their own decisions (or when they fear making the wrong one), they become dependent on others.

This is why choice is such an important part of the Montessori environment. We strengthen children’s will by continually offering opportunities to decide. The choices don’t have to be large ones. They can be woven gently into the day:

● Would you like to carry the tray or the mat?

● You may choose any table.

● Would you like to put the box or the pencil away first?

Each small decision helps strengthen the will.

Independence Through Choice

Every time children make a decision, they are practicing independence. They are learning to trust themselves instead of depending on the suggestions of others. They decide when to begin and when to finish, when to move and when to pause, when to be quiet and when to speak.

One of our jobs as adults is to ensure that we are giving children opportunities to practice using their will. Just as we don’t keep children motionless when they are learning how to crawl, cruise, walk, or run, we don’t want to impede children’s will when they are learning how to make choices and act upon their environment.

“And yet we do something of the same kind when, in order to educate the child’s ‘will,’ we first of all attempt to annihilate it, or, as we say, ‘break' it, and thus hamper the development of every factor of the will, substituting ourselves for the child in everything.”

— Dr. Maria Montessori, Spontaneous Activity in Education

This is a cautionary reminder for us as adults, as we can all too easily impose our will upon our children. This can happen in overt, overly controlling ways, or it can happen more subtly when adults do things for children rather than allowing them to practice making choices and experiencing consequences.

As Montessori parents and guides, our role is to protect this space for choice. By doing so, we are supporting children’s independence in the present, while also helping them build the persistence, decision-making, and strength of will that will guide them for life.

Curious to see how this works in a classroom? Schedule a tour here to see it all at East Bay Montessori!

The Benefits of Multi-Age Grouping

Tue, 04 Nov 2025 00:09:12 GMT

A Look Inside Mixed Aged Learning

One hallmark of a Montessori education is the use of multi-age classrooms. Infants and toddlers may be together or separate, with a toddler classroom serving children 18 months to three years. Primary classrooms are for children ages 3-6, with preschool and kindergarten-aged children together. The elementary years serve children ages 6-12; many schools separate into lower (6-9) and upper (9-12) elementary, while some combine 6-12 in one class. Even Montessori middle and high school students learn in multi-age classrooms.

While Montessori is not the only type of education that utilizes this approach, it’s not what most people are used to. What are the benefits of structuring a classroom this way?

Learning at an Individual Pace

Children in multi-age classrooms tend to have a little more flexibility when it comes to mastering skills within a specific timeframe. We know that learning is not linear, and that learners have periods of significant growth, plateaus, and even the occasional regression. In multi-age classrooms, children are typically able to work at their own pace without the added pressure of keeping up with the whole group, or even being held back by the whole group.

When children in a classroom range in ages, everyone has someone they can work with, regardless of their skill level. Children don’t feel left behind if they struggle with a concept, and they also don’t feel bored by repetition of something they have already mastered. Teachers who teach in multi-age classrooms typically have deep knowledge for a range of developmental abilities, leaving them well-equipped to differentiate instruction for each individual child.

Building Stronger Relationships

Traditionally children move from one class to the next each year. This means not only a new set of academic expectations, different routines, and different classroom structures, but a different teacher.

In multi-age classrooms teachers have a longer period of time to get to know a student and their family, and vice versa. When teachers really get to know a student, they are able to tailor instruction in regard to both content and delivery. They know how to hook a specific child onto a topic or into a lesson. They know what kind of environment a child needs to feel successful.

Parents have an opportunity to get to know teachers better this way, too. If your child has the same teacher for two or three years, the lines of communication are strengthened. Parents get to know the teacher’s style and expectations. The home to school connection becomes more seamless, and the biggest beneficiary is the child.

Mentors and Leaders

When a child spends multiple years in the same class they are afforded two very special opportunities.

Children who are new to the class are fortunate enough to be surrounded by helpful peer mentors. Children often learn best from one another, and they seek to do so naturally. First and second year students watch as the older children enjoy advanced, challenging work, and this inspires them. They look to the older children for guidance, and the older children are happy to provide it.

After a year or two in the same room, students have a chance to practice leadership skills. In Montessori classrooms, the older children are often seen giving lessons, helping to clean up spills, or reaching out a comforting hand to their younger friends.

The best part is kids make the transition from observer to leader in their own time. It doesn’t happen for all children at the same time, but when it does it’s pretty magical to observe.

Mirroring Real-Life

There is no other area in life in which people are split into groups with others who are exactly their chronological age. Whether in the family, the workforce or elsewhere, people ultimately need to coexist with people older and younger than themselves. Doing so makes for a more enriching environment, replete with a variety of ideas and skills.

Why not start the experience with young children in school?

Moving On

While staying in the same class for multiple school years has many benefits, a child will eventually transition into a new class. While this can feel bittersweet (for everyone involved!) children are typically ready when it is time.

The Montessori approach is always considering what is most supportive of children depending on their development. When formulating how to divide children into groupings, Maria Montessori relied on her ideas about the Planes of Development. There are very distinctive growth milestones children tend to reach at about age 3, another set around age 6, and yet another at age 12. The groupings in our schools are intentional, and they give kids a chance to feel comfortable in their community, while also preparing them to soar forward when the time is right.

We encourage you to see it for yourself! Schedule a tour to visit East Bay Montessori today!

Why Montessori is Relevant in Today's World

Wed, 15 Oct 2025 19:10:03 GMT

From curiosity to self-control, Montessori aligns with the human tendencies that help children grow, adapt, and flourish.

When Dr. Maria Montessori was observing children’s development, she wasn’t just focused on how they learn in the classroom. She was curious about the drives, instincts, and patterns that have shaped humans across time.

These human tendencies are the forces that have guided our species since the very beginning, helping us adapt, survive, and thrive. And when we recognize them in children, we can create environments that don’t fight against human nature, but flow with it.

Here’s a closer look at some of these tendencies, and how they show up in both history and our children’s lives.

Exploration

From the moment we are born, we explore. Infants use their mouths, eyes, and hands. Toddlers climb stairs like they’re scaling mountains. Older children explore through research, imagination, and adventures into both history and science.

Exploration is how humans pushed across continents, learned to farm, crossed oceans, and now even travel into space. Our curiosity never stops. Montessori environments honor this by giving children real opportunities to investigate the world, whether that means calculating the area of the classroom or researching life in the Carboniferous period. We see our children exploring as they turn over rocks in the backyard, take apart a toy to see how it works, or invent new rules for a favorite game.

Order

We all know the relief of an organized kitchen drawer or a well-structured calendar. Order helps us make sense of life. For early humans, ordering the world by figuring out what was safe versus unsafe or edible rather than poisonous ensured survival.

Young children need physical order. Anyone who’s seen a toddler melt down because their bedtime story was read “out of order” or because the blanket wasn’t arranged in just the right way knows this is real. Montessori classrooms respect this sensitive period by offering environments that are consistent and predictable. At home, you may notice your child lining up toy cars, insisting on a particular bedtime ritual, or sorting stuffed animals by size.

By the elementary years, order shifts into the mental realm. Children now want to classify animals, chart types of mountains, or debate the “rules” of their group. They’re learning not just order in things, but order in ideas, logic, and morality. You’ll see this at home when children organize their collections, invent complicated rules for backyard play, or argue passionately about fairness.

Self-Control

Self-control has always been key to survival. Hunters had to move silently. Communities relied on cooperation. Today, self-regulation is one of the biggest predictors of success in school and life.

In Montessori environments, self-control grows naturally: waiting for a material to become available, choosing the right time to speak, or practicing social courtesies. When children find deep concentration in meaningful work, that sense of inner discipline blossoms. We may notice our children waiting patiently to blow out birthday candles, saving allowance for a bigger purchase, or calming themselves after a disagreement with a sibling.

Abstraction

Abstraction is the ability to pull an idea from an experience. Early humans drew symbols on cave walls. Today, we live in a world of abstractions: math, laws, justice, and freedom.

Children naturally move toward abstraction, but only after being fully grounded in hands-on experience. Montessori materials are designed as “materialized abstractions,” allowing children to build concepts with their hands before holding them in their minds. We see children developing abstraction when they begin to understand time (“after lunch,” “in three days”), use symbols in drawing or writing, or play games that rely on imaginary rules.

Activity, Work, Movement, and Experience

Humans are doers. From stone tools to skyscrapers, everything we know about early humans comes from their work. Dr. Montessori believed, echoing Kahlil Gibran, that “work is love made visible.”

For children, work isn’t drudgery. Rather, work is joy. Whether pouring water, building long math equations, or researching volcanoes, children grow through purposeful activity. Movement is not a distraction from learning, but a pathway into it. Children eagerly help bake, sweep, carry groceries, or build forts. This is joyful work that feels both purposeful and fun.

Exactness and Self-Perfection

Humans have always needed exactness, whether it was a sharp spear or a stable bridge. Children share this drive. They beam when their handwriting is neat, or when they finally get something just right.

Linked to exactness is the tendency toward self-perfection. Children don’t just want to do it, they want to do it well. You see this tendency in the toddler learning to zip a coat, the elementary child striving to be fair, or the adolescent wrestling with big moral questions. The tendency shows up when our children insist on re-tying their shoelaces until they’re perfectly even, redoing a drawing until it’s just right, or correcting themselves when they mispronounce a new word.

Communication and Belonging

At the heart of it all is our need to connect. Communication, whether through language, art, music, or technology, has always been how we share knowledge and emotions. Belonging is what makes us human, and we create this connection in various ways, joining together in families, tribes, clubs, or communities.

Children live these tendencies out loud. They talk endlessly, write stories, create clubs, and invent games. Classroom rituals help children know they belong.

Why This Matters

These human tendencies remind us that education isn’t about filling children with information. It’s about nurturing what is already inside them.

When Montessori said we should “follow the child,” she wasn’t suggesting we leave them to wander aimlessly. She meant we should pay attention to these deep, universal drives and prepare environments where these drives can manifest in positive ways.

Because when children’s natural tendencies are honored, they don’t just learn. They grow into the kind of humans who can orient themselves in a new world, explore with curiosity, build with order, imagine boldly, and belong with others in peace.

Visit our school here in El Cerrito to see how Montessori deeply connects with what it actually means to be human so that children can flourish in beautiful ways!

Montessori Myths: Balancing Teacher Guidance & Exploration

Tue, 30 Sep 2025 21:15:50 GMT

See how Montessori balances freedom with structure, blending direct instruction and hands-on learning for lasting growth.

A common misconception about Montessori education is that it is entirely child-led. This couldn’t be further from the truth! Certainly, children feel like they are in the driver’s seat of their education, and that’s by design. Behind the scenes, Montessori-trained teachers are skillfully guiding children through carefully sequenced lessons, ensuring they encounter and master all of the subject areas they need.

The true gift of Montessori education is that it blends the best of two worlds: direct instruction and hands-on learning. Direct instruction means children receive explicit, structured, teacher-led lessons focused on clear objectives. Hands-on learning, on the other hand, is where children engage deeply with materials and ideas, learning concepts through direct experience rather than passive absorption. This dual approach is always tailored to the needs and readiness of each child. In a way, it’s as if every child has their own individualized education plan and one that is seamlessly built into the Montessori model.

The Power of Hands-On Learning

Montessori classrooms are alive with opportunities for children to learn by doing. Instead of simply listening to a teacher or reading about an idea, children are actively engaged with beautiful materials that invite exploration. They pour, build, count, measure, and experiment, discovering concepts in a way that feels natural and meaningful. Learning is not abstract. It is concrete, tactile, and rooted in experience.

This approach has profound benefits. Children who learn through active engagement develop a deeper understanding because their brains are making strong connections between what they see, touch, and do. They also grow as problem-solvers because they are encouraged to try, adjust, and try again when faced with challenges. The process itself is motivating, which means children stay engaged and joyful in their work. Because children are learning through experience, the knowledge they gain tends to stick with them, building a lasting foundation.

The Role of Direct Instruction

At the same time, Montessori teachers provide an essential framework through carefully designed lessons. This is not free-for-all learning. Rather, it is a highly structured and intentional process. Teachers give clear, step-by-step presentations that introduce new concepts or skills. These lessons are sequenced in a logical and developmental order, ensuring that children build on what they already know and are ready for what comes next. Even better, these lessons are given one-on-one or to small groups, so the lessons can be tailored to individual children’s learning needs and styles.

During these lessons, children first practice with the teacher’s guidance and support, which allows for immediate feedback and correction. Then, as they gain confidence, they continue working independently, applying what they’ve learned in their own time and in their own way. This direct instruction is especially valuable when children are new to a subject or skill. It provides clarity, reduces confusion, and builds confidence. Over time, the structured approach helps children achieve true mastery and ensures they are well-prepared for more advanced work.

Montessori: The Best of Both Worlds

What makes Montessori unique is the seamless blend of these two approaches. A child might receive a beautifully clear lesson on a new math concept one day and then spend the rest of the week exploring, practicing, and applying that concept with hands-on materials. Teachers provide the roadmap, and then children are given the freedom to travel the path at their own pace, in a way that feels meaningful to them.

This balance allows children to feel ownership of their learning while also benefiting from the expertise and intentionality of their teachers. The result is an education that is joyful, engaging, and deeply effective. Montessori children grow into curious, capable, and confident learners who know both the satisfaction of discovery and the security of guidance.

See for yourself how this balance supports children’s growth and confidence. Click this link to schedule your tour of East Bay Montessori!

Unlocking the Power of Language

Mon, 15 Sep 2025 20:54:38 GMT

Discover how Montessori’s hands-on language activities help young children build deep understanding and set the stage for lifelong literacy

We all know that reading is much more than just decoding words. When we understand and appreciate the full meaning behind words, phrases, and sentences, reading can transport us in powerful ways.

In our Kindergarten Bridge and Lower Elementary classrooms, we support young children’s deeper understanding. One way we do this is through a set of activities called the Function of the Word exercises.

At first glance, these exercises may appear to be grammar lessons, but they serve a distinctly different purpose. They are actually reading activities designed to help children explore how language works and to do so in a joyful, hands-on, and developmentally appropriate way.

Total Reading

We want children to move from decoding into “total reading,” which is when they can comprehend and interpret the meaning of written text, including understanding the author's intent, emotions, and the overall message conveyed. This is when children go beyond basic decoding skills and integrate various components of reading to achieve a holistic understanding.

In essence, total reading is the complete comprehension and interpretation of the thoughts and ideas presented in a written text. It's not just about recognizing the words on the page, but about understanding what those words mean and how they connect to the larger message.

From Words to Sentences: A Natural Progression

The Function of the Word exercises provide children with increasingly longer phrases to read, and eventually lead up to sentences. A sample progression is as follows:

Example exercises of the Noun Family:

● 1 word (noun): horse

● 2 words (noun and article): the horse

● 3 words (noun, article, adjective): the brown horse

● Phrase (with conjunction): the brown horse and the spotted cow

● Phrase (with preposition): the brown horse and the spotted cow in the pasture

The best part is that as children read these words and phrases, they find the figurines to set up the scene.

Example exercises of the Verb Family:

● 1 word sentence (verb): gallop

● Short sentence (verb and adverb): gallop swiftly

Children love experiencing how verbs bring life to a sentence! They act out the sentences and delight in experimenting with how adverbs change the action.

Through this kind of progression, children begin to understand how words build on each other to create meaning.

Making Language Visual and Hands-On

In Montessori, we also use symbols to represent each part of speech. Using color-coded symbols provides children with a sensorial impression of the different functions of words and how they relate to each other. Children also begin to visually identify syntactical patterns.

● Noun : large black triangle

● Article : small light blue triangle

● Adjective : medium blue triangle

● Conjunction : pink bar

● Preposition : green crescent

● Verb : large red circle

● Adverb : small orange circle

Using these symbols, children can build and manipulate sentences. They play games where they switch the order of words to explore how syntax changes meaning. Imagine the giggles when children realize how different “the man on the horse” is from “the horse on the man”!

Oral Language Games

Before reading and symbol work, each function is introduced through spoken games. Here are a few examples you can try at home:

● Article Game : Ask your child for “the ball” (a specific one) or “a ball” (any ball). See if they can tell the difference!

● Adjective Game : Ask for “the pencil,” but don’t specify which one. Then say, “I meant the red pencil, but I didn’t say red. How did you know?”

● Conjunction Game : Name a group of objects using “and,” such as “a spoon, a cup, and a plate.” Play around with omitting the conjunction.

● Preposition Game : Use simple commands like, “Put your hands behind your back” or “Put the napkin under your legs.”

● Verb and Adverb Game : Give playful commands like “Jump quickly,” “Walk slowly to the door,” or even a three-part task: “Say hello to your teddy bear, hop to the kitchen, and touch the blue chair.”

These games can be fun time-fillers while waiting for others, an appointment, or your turn in line. Plus, they help children internalize the beauty and power of language in meaningful, developmentally aligned ways.

A Joyful Journey Toward Literacy

It’s important to note that in the preschool years, we don’t introduce children to grammatical terms (this comes later in Montessori elementary classrooms!). The goal isn’t to memorize parts of speech, but to explore language playfully and deeply. Through repeated, engaging, and sensorial experiences, children begin to read with understanding, emotion, and appreciation.

Schedule a visit to our school here in El Cerrito, to see how Montessori provides a true foundation for lifelong literacy.

The Legacy of Maria Montessori

Tue, 02 Sep 2025 22:18:13 GMT

Dr. Montessori's approach continues to shape education, peace, and human potential today.

August 31 marked the birthday of Dr. Maria Montessori (happy 155th birthday!). Thus, we want to take time to honor the roots of this movement, the visionary contributions of Dr. Montessori herself, and our shared responsibility to carry her legacy forward.

At the heart of Montessori education is a deep respect for human potential. Unlike traditional models that begin with the adult's idea of what a child should learn, the Montessori approach emerged from deep observation and genuine curiosity. Dr. Montessori did not set out to create a new educational system. Rather, she observed children with scientific curiosity and developed an approach in response to their needs.

It’s important to remember that Dr. Montessori was first and foremost a scientist. She was one of the first female physicians in Italy, graduating in 1896 with a specialization in pediatrics and psychiatry. In her medical practice, she encountered children who were often seen as uneducable. However, rather than accept this assumption, Dr. Montessori looked closer.

A Discovery That Changed Everything

In 1900, Dr. Montessori was appointed director of a university program for children with developmental delays. Observing their sensory-seeking behaviors in bleak institutional settings, she began studying how sensory experiences affect cognitive development. She designed hands-on materials and engaged the children in purposeful activity. The results were stunning: children who had been dismissed by society not only improved, but some went on to pass the same standardized exams given to their peers in traditional schools.

Dr. Montessori’s response was not one of self-congratulation. Instead, she challenged the broader education system, asking: If children with significant delays could thrive when given the right environment and tools, why weren’t typically developing children doing better in school?

This question launched a lifetime of work dedicated to understanding and supporting the natural development of all children.

The Birth of the Montessori Method

In 1907, Dr. Montessori opened her first classroom, the Casa dei Bambini, in the working-class neighborhood of San Lorenzo in Rome. Tasked with overseeing daycare for children too young for public school, she began by introducing simple, practical activities, starting with self-care and environmental care. She also provided an array of materials designed to engage children’s hands and minds.

The transformation was extraordinary. Children who had previously been described as wild and unruly became calm, focused, and joyful. They took pride in their appearance and their surroundings. They concentrated for long stretches of time, developed social awareness, and, unprompted, began asking to learn how to read and write.

Dr. Montessori was fascinated by what she called “spontaneous discipline” and the deep love of work she observed in the children.

Education Rooted in Development

What emerged was a revolutionary approach: an educational philosophy based on the science of human development. Rather than seeing the adult as the source of knowledge and the child as an empty vessel, Dr. Montessori recognized that children come into the world with innate potential and a deep drive to learn. The adult's role is not to instruct, but to guide, observe, prepare, and support.

This vision of human development extends beyond the individual to a larger understanding of humans as part of a cosmic web of interrelationships. In this interconnected world, every part plays a role in maintaining balance and harmony. Humans have a unique place in this system, and our role requires conscious awareness, humility, and stewardship.

In addition to fostering rich academic growth, Montessori education cultivates mature, adaptive, and compassionate individuals who are capable of making meaningful contributions to our interconnected world.

The Enduring Impact of Montessori’s Vision

Dr. Montessori eventually left her medical practice and professorship to fully devote her life to this work. She lectured around the world, trained teachers, wrote extensively, and advocated for children’s rights. She also always insisted that the focus remain on the children, not on her.

Through decades of scientific observation, experimentation, and cross-cultural study, Dr. Montessori discovered that children, when provided with the right conditions at the right time, flourish. Her insights have stood the test of time. Today, there are approximately 15,000 Montessori schools worldwide, with over 3,000 located in the United States alone.

For over a century, Montessori education has empowered children to reach their full potential academically, socially, and emotionally. Yet Montessori is not just about individual success. It’s about building a better society.

We know that children are not just preparing for the future. They are the future. By focusing on children’s holistic development, we are supporting a generation of individuals who are more connected to themselves, to one another, and to the planet.

Carrying the Legacy Forward

Dr. Montessori’s vision asks us to believe in children, observe them closely, and prepare environments that honor their needs. This also means that we, as adults, approach our role with humility and a sense of curiosity. Our job is to accompany children as they create the future.

In this way, Montessori education becomes not just a method, but a movement; one rooted in peace, interdependence, and the full development of the human being.

Thank you for being part of this vision. Together, here at East Bay Montessori, we are carrying the Montessori legacy forward, not only by what we teach, but by how we believe in the children before us.

Easing the Transition: A Guide to Starting the School Year

rachel@eastbaymontessori.org (Rachel Kleinman) — Wed, 23 Jul 2025 22:52:01 GMT

Help your child transition smoothly back into the school year with Montessori-inspired tips for calm mornings, confidence, and connection

As summer winds down and the school year approaches, our children often experience a mix of emotions from excitement and curiosity to worry and anxiety. Whether your child is returning to familiar routines or stepping into something entirely new, transitions can be challenging for both children and parents.

With a little forethought and gentle structure, the shift from summer to school can become an opportunity for growth, connection, and calm. The Montessori philosophy reminds us that preparing the environment is key, and that includes preparing our home routines, emotional landscape, and mindset for the change ahead.

Reestablishing Routines

Sleep Schedules

The shift from late summer nights to early school mornings is often the trickiest. Rather than expecting a sudden adjustment on the first day, we recommend starting 2 weeks in advance. Gradually move bedtimes and wake-up times earlier in 15-minute increments. The goal is for your child to wake feeling rested and ready when the school year begins.

Morning Routines

A consistent and peaceful morning routine can transform the start of the day for the entire family. With a few subtle adjustments, we can also encourage our children to participate in preparing for the day ahead. For example, offer two outfit options for younger children, or encourage older children to choose and lay out their clothes the night before. A visual checklist with steps like getting dressed, eating breakfast, brushing teeth, and packing up can help alleviate the pressure. For added fun and independence, laminate the visual guide and let your child check off each task with a dry-erase marker. Ultimately, it helps practice the morning routine together before school starts, so it feels familiar and low-pressure.

Preparing Lunches and Snacks

Involving children in packing their own lunch fosters independence and gives them a sense of responsibility. Set up a small shelf or refrigerator section with healthy, ready-to-grab options. With a little support, even very young children can help pack their snacks and lunches the night before or as part of the morning routine.

Creating Calm and Order at Home

Designating a special area for school items helps build a sense of order and capability. Low hooks for backpacks, a bin for shoes, and a tidy shelf for lunch bags or outerwear give your child the tools they need to manage their belongings independently.

You can even “practice” coming home before the first day of school. Having your child hang up their backpack, unpack their lunch, and put things away helps establish habits that will carry through the year.

Supporting Emotions

It’s completely normal for children (and us!) to feel a mix of emotions about returning to school, especially when starting somewhere new. The key is to remain open, curious, and validating.

Encourage open conversations about feelings that might be arising. Instead of trying to fix discomfort, try reflective listening: “It sounds like you’re feeling a little nervous about meeting new friends.” We can also model a positive mindset by highlighting joyful aspects of school, such as reconnecting with friends, engaging in favorite activities, or exploring something new.

Another approach is to create rituals to mark the transition, such as an end-of-summer breakfast, a special note tucked into a lunchbox, or a celebration to mark the start of the school year.

Cultivating Connection

Transitions are smoother when children feel supported and connected to their community. If possible, visit the school before the first day, especially if your child is starting something new. At East Bay Montessori, we have the classrooms open the Friday before school starts for this exact reason. Our Parents' Association also hosts an all-school picnic the Sunday before school begins as a great way to meet new faces. Coordinating playdates or meetups with classmates can help build or rebuild social bonds.

Maintaining Wellness and Balance

We do better when we feel better. To help children sustain their energy for the school day, focus on nutritious meals, especially a healthy breakfast that will fuel concentration and energy. To support a healthy balance between screen time, movement, and rest, work with your child to establish technology boundaries and screen limits before the school year starts. This helps children adjust ahead of time to different (and hopefully healthier) habits.

Encouraging Independence and Collaboration

Back-to-school doesn’t have to be something adults “do to” children. When we invite children into the process with genuine collaboration, they begin to feel more in control and more confident. From setting up routines, to preparing meals, to expressing their feelings, children are capable of contributing meaningfully to the process.

The result? A smoother transition, a greater sense of peace, and children who feel ready to step confidently into the school year ahead.

East Bay Montessori looks forward to welcoming our students back to school on August 25th!

A Montessori Inspired Summer

rachel@eastbaymontessori.org (Rachel Kleinman) — Mon, 02 Jun 2025 22:53:30 GMT

Explore our Montessori-inspired summer adventure list to spark joy, curiosity, and real-world learning.

With its change of pace, summer can be a lovely time to branch out into different kinds of family adventures. Even though school isn’t in session, learning doesn’t need to end! In Montessori, however, we believe summer is a time not for worksheets and drills, but for wonder, exploration, and deep connection with the natural world.

Here is our "Summer Homework List" that reflects Montessori values of independence, care for the environment, and learning through doing. Consider this a summer challenge! How many can your family tackle during these upcoming months?!

Explore the Great Outdoors ��

Climb a hill or mountain.

Hike a section of a trail.

Walk, bike, or skate along a bike path or greenway.

Canoe or raft down a local river.

Spend extended time walking quietly through the woodlands.

Climb a tree and observe the world from a new perspective.

Play and splash in a summer rainstorm.

Learn to Navigate and Survive in Nature ��

Learn to use a compass and a map to find your way.

Pitch a tent, build a fire, and cook a meal outdoors.

Go on a night hike with a flashlight and listen for nocturnal life.

Use Your Hands to Build and Discover ��

Make sandcastles on the beach or mud pies in the yard.

Build a fort or lean-to in the woods.

Spend hours making dams and bridges in streams.

Dig for worms.

Try catching frogs and fireflies.

Experiment with different designs for kites or paper airplanes.

Connect with the Cosmos ��

Learn to identify a few constellations and find the North Star.

Discover where north, south, east, and west are in relation to your home.

Watch the Perseid meteor shower in August.

Observe and Create ��

Build a birdhouse.

Learn to whittle a stick.

Identify local birds by sight and sound.

Learn the names of the trees around your home.

Blow bubbles and observe patterns with wind direction and speed.

Create a scavenger hunt in the yard.

Collect, Record, and Reflect ��

Start a small home museum: shells, rocks, feathers, or postcards of natural wonders.

Collect and paint rocks.

Create a sculpture or design with found objects.

Keep a Nature Journal with drawings, leaf rubbings, and observations.

Lie in the grass and observe the clouds.

Grow and Gather ��

Care for your own tomato plant.

Plant and tend a vegetable garden.

Gather locally grown foods and create a picnic.

Pick fresh berries—and bake a pie!

Why It Matters ��

Summer is an excellent time to consider what experiences will nourish our children’s love of life! With that in mind, let’s trade pencils for pinecones, screens for stargazing, and worksheets for wildflowers. This is the kind of homework children will remember, and that will support deep growth and learning.

Children thrive when they experience real-world learning, especially when it involves movement, observation, problem-solving, and connection. Plus, these summer suggestions awaken the senses, promote independence, and help children feel rooted in their environment.

If you are interested in learning more about how Montessori keeps this spirit of discovery alive all year, please be in touch. We love to share what we do!

Practical Life Has Purpose

rachel@eastbaymontessori.org (Rachel Kleinman) — Thu, 22 May 2025 20:51:36 GMT

Practical Life lays the foundation for independence, self-control, and a love of purposeful work in the Montessori classroom.

The Purposes of Practical Life in Montessori

In a Montessori classroom, practical life activities play a foundational role in supporting children’s development, independence, and connection to their environment. Because children are actively absorbing and adapting to the world around them, everything we offer in practical life serves a developmental need.

Supporting Independence

One of the primary goals of practical life is to nurture children’s functional independence. The ability to care for oneself, the environment, and interact meaningfully within a community. The first plane of development (0 to 6 years) is marked by a strong drive for independence, with children eager to do things for themselves.

By the time a child enters the Children’s House (approximately ages 2.5 to 6), they have already made strides toward independence. However, they still require an environment that allows them to refine their skills. In the world, children generally encounter a number of obstacles to their independence:

● Household processes (e.g., cleaning dishes in the dishwasher) may be hidden or too complex.

● Tools are adult-sized and difficult for small hands to use.

● Movements happen too quickly for children to absorb (e.g., tying a shoe).

The Montessori environment addresses these barriers by providing:

● Child-sized tools for daily activities, such as preparing food and caring for the classroom.

● A clear, ordered sequence of movements that children can observe and repeat.

● The freedom to practice skills at their own pace, allowing them to move from passive observers to active participants.

Supporting the Sensitive Period for Movement

We also recognize that young children are in a critical period for refining their control and coordination. So practical life activities are designed to help children refine their movements in purposeful ways, directing children’s attention and energy toward focused, intentional actions. Walking on the line of an ellipse develops balance and control. Pouring water from a basin to a bucket refines precision. Carrying a tray teaches careful, measured movements.

One of the most challenging yet essential aspects of movement is control. It takes effort to stop pouring just before a cup overflows or use only a small drop of polish when shining an object. By engaging in these exercises, children strengthen their willpower and gradually master their own actions.

Supporting the Sensitive Period for Order

Children in the first plane of development have an innate need for external order, which is reflected in their surroundings and daily routines. Montessori environments support this in a variety of ways. We ensure that activities have a logical sequence of steps so as children learn new concepts, they can also rely on the sequencing. Materials are placed in a specific order on the shelves, moving left to right and top to bottom so children begin to internalize the same patterning we use for reading as they work through the easier and most concrete activities to the most challenging and abstract. Many Montessori activities are color-coded. For the youngest children this means that all of the items for something like window washing will have the same color which helps children keep the set together. As children get older the color-coding is designed to help them grasp concepts like place value in math or parts of speech in language.

Once children internalize these structures, they gain confidence and independence, allowing them to complete tasks from start to finish without adult intervention.

Assisting with Cultural Adaptation

Practical life activities reflect real-world tasks that children observe in their daily lives. Children are naturally drawn to meaningful work. They want to help, imitate, and participate. For example, in Dr. Montessori’s early observations in San Lorenzo, she saw that children were fascinated by the gardener and the custodian, eagerly following and watching their work. Children see adults doing marvelous activities, and children want to learn the skills to participate! Through practical life activities, children engage in culturally relevant tasks that allow them to feel like valuable members of their community.

Supporting Orientation

Orientation is a fundamental human tendency—we all seek to understand our surroundings and how to function within them. Practical life exercises help children orient to the Montessori classroom by introducing essential routines. For example, we take the time to teach children things that might otherwise be taken for granted, such as: how to carry a chair properly, how to greet a friend, how to roll and unroll a work rug, and how to ask for help.

By taking time to demonstrate these tasks, we show respect for the child and provide the knowledge they need to act confidently in their space.

Supporting the Development of Concentration

Practical life activities serve as a gateway to deep concentration. The freedom to choose and repeat exercises allows children to follow their intrinsic motivation and work toward self-perfection.

When children reach deep concentration, they experience joy and a sense of fulfillment, an increased connection to others, and a natural reduction in undesirable behaviors.

The ability to repeat an activity for as long as needed also supports children’s sensitive period for order and mastery. This is why practical life often serves as the first point of engagement for children in the Montessori classroom.

Dr. Montessori beautifully summarized this transformation in The Discovery of the Child:

“The grace and dignity of their behavior and the ease of their movements are the corollaries to what they have gained through their own patient and laborious efforts. In a word, they are ‘self-controlled,’ and to the extent that they are thus controlled, they are free from the control of others.” 

Practical life is far more than just pouring, scrubbing, and folding; it is the foundation for independence, concentration, order, and social development. These carefully designed activities help children orient to their world, refine their movements, and develop the willpower to act with purpose.

By embracing practical life, we give children the tools to engage meaningfully with their environment, take ownership of their learning, and ultimately, become confident, self-sufficient individuals. Contact us to schedule a tour so you can see how young children use practical life activities in powerful ways!

Supporting our Adolescents

rachel@eastbaymontessori.org (Rachel Kleinman) — Mon, 05 May 2025 23:16:16 GMT

Discover how side-by-side work, meaningful challenges, and respectful guidance empower adolescents to become confident young adults.

How can adults adapt to the changing development of their adolescent? In Montessori programs, we open our hearts and minds to what is really happening for adolescents in their growth toward adulthood.

We have enormous respect for adolescents and the growth that happens during this stage of life. In many ways, these years are parallel to the first years of life. Just like newborns, they are gaining a great deal of learning, brain integration, and social/emotional equilibrium.

We must be a model for what it means to be an adult. We work to provide guidance and structure while respecting adolescents’ journey of self-construction. This stage of development is a period of reorganization, and we have the unique opportunity to positively influence and support this transformation.

The Montessori Adolescent Environment

Montessori adolescent programs typically include plans of study, social organizations, micro-economy programs, and work with nature.

Within these activities, adults most certainly serve a guiding purpose. However, it is essential to remember that the Montessori learning environment belongs to our adolescents. As such, we must ensure students develop concentration and independence through meaningful activities in an attractive and stimulating environment.

Creating this prepared environment is a vital piece of the adult’s work! So we work to uphold the following characteristics:

● Designed for self-construction : Adolescents need an environment where their personal development takes priority over just producing a finished product. Whether running a microeconomy business or working on the land, we remember that the product isn’t the primary concern; rather, it’s the adolescent’s development and their self-construction.

● Developmentally appropriate : Activities and experiences should align with where adolescents are in their growth to ensure engagement and relevance.

● Includes materials/activities that provide appropriate challenges and opportunities for independence : Adolescents need access to tools, technology, creative outlets, and real-world applications of their learning, from garden tools to spreadsheets, from theatrical production materials to forms of publication.

● Provides Beauty and Order : While adolescents may not always maintain order, a well-organized and aesthetically pleasing environment still impacts their development and identity formation. Although adolescents experience organization as a convenience, order is necessary to operate in a microcosm of society.

● Ensures Isolation of difficulty : We need to observe to know if our adolescents can use the tools at their disposal and also to plan for what lessons they need to be successful. Adolescents don’t want to be incompetent. They also don’t want to be ordered about by an adult. They need our side-by-side support.

● Offers Limited materials : Too much choice can be overwhelming, yet the material needs to be obtainable when the task requires it. We intentionally ensure there isn’t one of everything for everyone because research shows adolescents are more productive when working with a partner.

● Encourages Care (of self, others, and the environment) : This is a beautiful thread in all of Montessori. As our young people approach adulthood, we support them in learning how to take of themselves so that they then have the capacity to take care of people around them and then their community and their planet. Encouraging adolescents to care for themselves, their community, and the world around them fosters responsibility and empathy.

The Essential Role of the Adult

Adults are an essential part of the prepared environment, acting as facilitators of human development. Our primary responsibilities include:

● Creating Conditions for Growth : Providing experiences that develop social responsibility, justice, and dignity.

● Modeling Respect and Civility : Demonstrating respect for people, living things, community spaces, and social norms.

● Fostering Engagement : Encouraging participation through invitations to work, short presentations, and meaningful activities.

● Encouraging Self-Construction : Allowing adolescents to take ownership of their learning while the adult remains in the background, blending into the work alongside them.

The Power of Observation and Patience

A fundamental role of the adult is to create conditions that naturally engage adolescents. This requires stepping back from unnecessary praise and criticism and allowing students to recognize their own successes and errors. Learning comes from experience, and we see mistakes as valuable opportunities for growth.

Ultimately, we must be aware of and sensitive to adolescents' developmental needs and characteristics. We respect their potential and understand adolescents’ need to function in a social context and their drive to become independent young adults.

Preparation of the Adult

The role of adults in a Montessori adolescent program is built on teamwork, respect, and humility. Adults must collaborate effectively, ensuring that the program serves the community of adolescents rather than personal agendas. By fostering a respectful and engaging learning environment, adults empower adolescents to become independent, confident, and socially responsible individuals.

Facilitating adolescent development is a significant challenge requiring deep preparation. Montessori adults must be willing to evolve, accept change, and continually refine their approach based on observation and feedback. Montessori education is powerful for this age group because the adults are constantly exploring how to creatively meet adolescents’ needs.

Curious to learn more about how Montessori supports stages of development in our young people? Schedule a tour!

Earth Day and the Montessori Approach: A Natural Partnership

rachel@eastbaymontessori.org (Rachel Kleinman) — Mon, 21 Apr 2025 22:16:16 GMT

Principles of Earth Day occur all year round in our Montessori classrooms

"The land is where our roots are. The children must be taught to feel and live in harmony with the Earth." - Dr. Maria Montessori

The Natural Alignment of Earth Day and the Montessori Philosophy

The core principles that define Earth Day (environmental awareness, sustainability, appreciation for nature, and responsible stewardship) are deeply embedded in Montessori education. This alignment creates a rich foundation for meaningful Earth Day celebrations that reinforce daily practices rather than introducing disconnected concepts.

Respect for the Natural World

Montessori education fosters a deep respect for all living things from the earliest ages. Children learn that each organism has a purpose and place in our ecosystem. This concept is practiced daily by students through caring for their classroom plants and pets, gentle handling of natural and fragile materials, observing life cycles, and understanding our reliance on nature.

Earth Day Activities in the Montessori Setting:

For Toddlers and Early Primary (Ages 2-6)

Planting seeds in the school garden
Creating a nature collection table
Sensory exploration of natural materials
Simple sorting of recyclable materials
Nature walks with observation journals

For Elementary Students (Ages 6-12)

Composting projects with scientific documentation
Water conservation experiments
Research on endangered species
Community clean-up initiatives
Creating field guides for local plants and animals
Calculating environmental footprints

For Adolescents (Ages 12-18)

Designing sustainable systems for the school
Analyzing environmental policies
Planning and implementing conservation projects
Connecting with global environmental initiatives
Leading education efforts for younger students
Community service projects

Seeds for the Future

Earth Day at East Bay Montessori is less about a single day of activities and more about nurturing the seeds of environmental consciousness that are planted daily in the classroom. By aligning celebration with ongoing educational practices, Montessori schools help children develop not just knowledge about environmental issues, but the habits, values, and skills needed to become true stewards of the Earth.

What is Cosmic Education?

rachel@eastbaymontessori.org (Rachel Kleinman) — Mon, 24 Mar 2025 22:50:50 GMT

Montessori Cosmic Education nurtures curiosity, imagination, and a sense of purpose through integrated learning, storytelling, and exploration of the universe.

Elementary-aged children have an innate desire to learn about the universe, the world, places, people, and how they interact. They yearn to understand why and how. They are eager to understand not only the culture in which they live but also make sense of the magnitude of cultures (human and non-human) that make up the entire world and, indeed, the entire cosmos.

Dr. Maria Montessori developed Cosmic Education as a guiding framework for children in the second plane of development (ages 6 to 12). Comic Education is designed to nurture their reasoning minds and imagination while fostering a sense of interconnectedness and wonder.

The Philosophy of Cosmic Education

Dr. Montessori described Cosmic Education as an approach that offers children a vision of the universe and its order and a way to understand how all things are interrelated.

“If the idea of the universe be presented to the child in the right way, it will do more for him than just arouse his interest, for it will create in him admiration and wonder... his intelligence becomes whole and complete because of the vision of the whole that has been presented to him.”

– Dr. Maria Montessori

To Educate the Human Potential

Rather than teaching isolated subjects, Cosmic Education presents an integrated curriculum where history, science, geography, language, and math are interwoven into a grand narrative. This holistic approach helps children see themselves as part of both a larger human story and the natural world.

The Scope of Cosmic Education

Unlike traditional curricula focused on skills, facts, and assessments, Cosmic Education prioritizes deep exploration. Montessori educators recognize that they are guides who plant seeds of interest, knowing that these seeds may germinate later in life. Guides encourage children to pursue knowledge freely, follow their curiosity, and make connections across disciplines.

At its core, Cosmic Education is centered around key themes:

Natural Laws: The universe follows natural laws, from gravity to the water cycle, which children observe and study. Human societies also create laws to maintain order and cooperation.

Work & Contributions: Everything in nature and human civilization has a role to play. From the work of bees pollinating plants to the contributions of scientists and artists, children see how each element of the universe is purposeful.

Interdependencies & Relationships: All systems in the universe, from ecosystems to human economies, are interconnected. Montessori education highlights these relationships to foster understanding and responsibility.

Love, Appreciation, & Gratitude: Cosmic Education nurtures a sense of reverence for the universe, whether through scientific discovery or historical narratives.

The Great Stories: A Foundation for Learning

Cosmic Education is introduced through the Great Stories: a series of imaginative, inspiring tales we share with wonder and reference. These stories not only provide a tantalizing glimpse into the marvels of the universe, they also provide a framework for deeper study. In order to bring significant concepts to life, Montessori elementary guides appeal to students’ imagination through allegory, metaphor, beautiful language, charts, and dramatic demonstrations.

The Great Stories include:

The Creation of the Universe – An awe-inspiring story about the origins of the universe, the formation of galaxies, and the forces that shape our world.

The Coming of Life – A journey through the evolutionary changes of life on Earth that culminates in an introduction to the fascinating Timeline of Life.

The Story of Humans – Explores the unique intellectual and creative capacities of human beings, emphasizing imagination and innovation.

The Story of Communication in Signs/The Story of Our Alphabet Story – Traces the development of written language, from ancient symbols to modern alphabets.

The Story of Our Numerals – Highlights how mathematics is another kind of human language and introduces the power of math to bring order and exactness, including how math has allowed humans to meet their needs in different ways.

These stories captivate children’s imaginations, prompting further exploration of subjects like physics, chemistry, history, and biology. They provide a unifying theme that integrates all areas of study, reinforcing the idea that learning is not fragmented but part of a cohesive whole.

Outcomes of Cosmic Education

Dr. Montessori’s vision of education extends beyond academics; it is about shaping compassionate, knowledgeable, and socially responsible individuals. She believed that understanding our place in the cosmos fosters humility, gratitude, and a commitment to improving the world.

Through Cosmic Education, children develop:

● A sense of purpose, recognizing that their work and actions contribute to the greater whole.

● An organized and analytical mind, capable of seeing patterns and relationships in complex information.

● A deep appreciation for humanity and nature, encouraging them to become responsible stewards of the Earth.

● A lifelong love of learning, driven by curiosity rather than external rewards.

Nurturing wonder, critical thinking, and interconnected understanding lays the foundation for a lifetime of meaningful learning and engagement with the world. Ultimately, Montessori’s Cosmic Education is more than a curriculum—it is a philosophy that empowers children to view themselves as active participants in the ongoing story of the universe. The best way to learn about Cosmic Education is to come see it in action! Schedule a tour today!

When at Wit's End

rachel@eastbaymontessori.org (Rachel Kleinman) — Mon, 10 Mar 2025 22:56:23 GMT

Four key strategies to strengthen your parent-child connection: understanding mistaken goals, using playful parenting, scheduling special time, and creating visual routines.

Our children are hard-wired to test boundaries. They do this while simultaneously wanting assurance that they are accepted and belong. While this tendency may try our patience, it helps to remember that children just want to know that we can maintain both limits and connection.

Over the years, we’ve found four key approaches that, when used in parallel, can help re-establish relationships, provide clarity of expectations and routines, and help children feel understood and valued.

Mistaken Goals

Often, our children act out when their needs are not being met in some way. If we can understand what our children are trying to achieve through their behavior, we can address these underlying needs. The Positive Discipline model identifies how many behaviors stem from four mistaken goals: the desire for attention, the need for power, the hunger for revenge, and the assumption of inadequacy.

If a child's goal is attention, the coded message behind the behavior is "notice me" or "involve me usefully.” If the need is power, their behavior conveys that they need meaningful ways to contribute. If children are trying to get revenge, they are communicating they are hurting or need their feelings validated. When their goal is assumed inadequacy, expressed by giving up or wanting to be left alone, the message behind their behavior is a need for others to believe in their capability and show them small steps toward success.

We tend to have emotional responses when our children misbehave, and those feelings are the key to breaking the code of behavior. We recommend using this Positive Discipline Mistaken Goal chart . Use the first column to identify how we feel when faced with the behavior. The subsequent columns (such as how we tend to react and our child’s response) help hone in on the possible mistaken goal. Then, the chart also helps identify the possible beliefs behind the behavior, how adults may contrive, the underlying message, and proactive and empowering responses to shift the behavior.

Pausing and remembering that misbehavior is a form of communication can help us respond to our children in more supportive ways.

Playful Parenting

Play allows children to process and make sense of their lives. They need play, and as Lawrence J. Cohen, PhD so eloquently explains in his book, Playful Parenting , children need the adults in their lives to play, too. Even though we may not feel like playing, engaging in this way can create more closeness, cooperation, and confidence in our children.

When there is a particularly tricky situation that keeps arising–perhaps bedtime, getting out of the house, sharing with a sibling, or something else–using a “playful parenting” model can help. To do this, first, briefly discuss the challenge together during a relaxed time when everyone is in a good mood. This conversation should be non-judgmental and focused more on making observations. For example, “I’ve noticed that when it’s time to leave for school, you seem to get really stuck, and then I get angry because we will be late. Have you noticed that?” This can be a time for your child to share their perspective, too.

Then, with your child, try acting out the scenario in different ways: when everything goes well, when everything falls apart, with a new approach, etc. It’s also super enlightening and fun to try reversing roles. Have your child be the adult, and you be your child. Not only does this lighten the mood about a friction-causing moment, it can also provide both parties some insight into the other’s perspective. Plus, this playful approach strengthens the bond you have with your child.

Special Time

Another way to proactively cultivate a positive relationship is by scheduling “special time.” Our children need our undivided attention, yet so often we are pulled in many directions. One way to address this is to commit to having five to ten minutes of one-on-one time with each child. Let your children know that this is when you will be with them one-on-one and 100%. If you have more than one child, each gets to choose what you both do together during that time, and it’s important to schedule separate one-on-one time with each.

Be sure to play anything they want during this time and commit to the time together. Children love this special time, and be forewarned, they tend to choose the activity we least enjoy! If this is the case, remember it is only for a short duration. Use a timer and stay committed to having the time each day. This undivided attention helps children feel secure and connected. The result? They are more cooperative with us and each other.

Let Routines Rule

If struggles arise around particular times of day (bedtime, mealtime, transitions, getting ready for school, etc.), shifting to a visual schedule can really help. The key is to collaborate (again during a relaxed time when everyone is in a good mood) with your child to create a visual schedule of what needs to happen during these typically challenging times of the day. For example, if bedtime is tough, brainstorm together about all the steps: brushing teeth, bath time, pajamas, picking out clothes for the next day, story time, etc. Then together you can create images, either by drawing them or taking photos of your child doing each step.

This visual schedule can be a checklist that is laminated so your child can use a dry-erase marker to check off each item they have completed, or pictures can be attached with velcro so they are movable (which allows room for the order to be changed if your child can reorder the flow of events). The idea behind this is to give children a sense of control and to also take the focus off of us reminding them of the next steps. When our children hear us giving constant reminders about what to do next, they can easily slip into resistance mode. Plus, by providing information through the visual sense (not just the auditory sense), a visual schedule helps children understand more concretely and remember the expected structure and sequence.

We’d love to hear how these techniques work for you! One of the gifts of these strategies is that they can help you reconnect to the joy of raising these amazing beings!

The EBM Curriculum Tour

rachel@eastbaymontessori.org (Rachel Kleinman) — Mon, 24 Feb 2025 23:46:51 GMT

Read all about our annual Curriculum Tour and MMUN Speech night

A couple weeks ago, EBM came together for a favorite event of the year: The MMUN Fair and Curriculum Tour. The evening kicked off with practice speeches by all 6th, 7th, and 8th Year students for the Montessori Model United Nations (MMUN) Conference, which took place over Presidents' Week in New York. Even students who will not be traveling for the trip have done all of the preparatory research and speechwriting for the program, and our school elders shone brightly as they spoke about topics from gender equality to the peace process in the Middle East to reforming the veto option in the UN Security Council. Because MMUN has all the very same committees and number of delegates per member country that the actual UN does, the work is taken very seriously and done with thought and passion. The speeches were sophisticated and delivered with grace. Bravo!

All levels were present and engaged for the Curriculum Tour that followed. This year, we focused on the Cultural strand of the Montessori Method, and everything from geography to astronomy to botany to anthropology to chemistry was on display at the various classroom levels.

The Kindergarten Bridge students shared their knowledge of Asia, the Lower Elementary students taught us all about the parts of a fruit and the solar system, the Upper Elementary team shared all about ancient civilizations, and the Middle Schoolers explored atoms. Thank you to all the parents who were able to make it out to celebrate our students!

Please enjoy some photos from our big event!

Montessori Adolescent Programs and Real-World Learning

rachel@eastbaymontessori.org (Rachel Kleinman) — Mon, 27 Jan 2025 21:38:31 GMT

Explore how Montessori adolescent programs foster independence, responsibility, and empathy through micro-economies, preparing students for adulthood.

Our adolescents are on the road to adulthood. Physically and mentally, they are no longer children. However, they are not yet adults - they are in between. As a result, adolescents are deeply interested in what adulthood means and strongly desire to figure out their part in society.

One thing everyone knows about adulthood is that adults work and (mostly) pay their bills. Of course, this is not all that adults do. We have roles to play in society through our hobbies and passions. All of that contributes to the roles we play in an economic system. Although money is involved, economics is ultimately about our web of interdependence. Every one of us depends upon the work of others.

To try to understand their future roles, adolescents observe adults and are curious about how to make their way as adults do. Although our adolescents may not outwardly show this interest, they are watching us. They want to be brought into side-by-side work and are keenly interested in gaining economic independence.

Micro-Economies as a Form of Production and Exchange

To provide real-life learning on adolescents’ road to independence, East Bay Montessori students get to develop and run micro-economies, which are small-scale businesses within the school community. These micro-economies help adolescents learn practical skills (like budgeting, planning, customer service, and teamwork), foster creativity and problem-solving, and encourage responsibility and accountability.

Micro-economies are a way for adolescents to practice production and exchange through activities like running Pizza Friday, Tamale Tuesday, creating seasonal crafts or baking goods to sell, or providing child care for school events. The work of adolescents can be seen as a microcosm of society because the production and exchange activities they undertake help illustrate the necessity of a division of labor.

Money and Morality

As a community, adolescents create rules around their micro-economies. Because adolescents have a sensitivity for justice, they are very interested in exploring money and its morality. As a result, they often grapple with questions like:

What is a fair price to charge?

Should we include our labor when pricing?

How can we do this ethically?

How should we treat our customers? Our suppliers?

How do we want to use our money to express our beliefs and values?

In figuring out the role money plays in their micro-economies, adolescents also practice bookkeeping, how to make projections, and when to invest money in community efforts. They can explore what percentage to keep to invest in their own economy and how much they can afford to give to others. At EBM, students also decide how much of their profit goes toward an end-of-the-year trip!

Long-Term Benefits

By offering opportunities for adolescents to participate in all the aspects of the production and exchange cycle – from creation to sale – each individual can find a multitude of ways to engage and learn new skills, apply interests, and contribute to the economic well-being of their community.

In addition, through meaningful production and exchange, adolescents build empathy and a service-oriented mindset. The experience of collaboratively creating and implementing micro-economies fosters a sense of purpose and belonging. Ultimately, this work prepares our young people to become active, contributing members of their communities.

By supporting these activities in a morally grounded way, we help our adolescents experience valorization. They realize they have something to offer and are initiated into an economic system that unites people. At the age when adolescents are starting their journey to adulthood, what could be more fundamental?

Really, though, it’s most powerful to see how Montessori offers real-world learning! We invite you to schedule a tour to learn more about how Montessori prepares our young people for a positive future.

Why do Montessori Classrooms Have Long, Uninterrupted Work Periods?

rachel@eastbaymontessori.org (Rachel Kleinman) — Mon, 13 Jan 2025 23:32:56 GMT

Explore the benefits of Montessori's uninterrupted work periods: fostering focus, deep learning, intrinsic motivation, and lifelong skills in children.

The Montessori method of education was born from Dr. Montessori's scientific observations as she explored how to support children’s optimum development. In her studies, Dr. Montessori found that children need a block of uninterrupted time to go through cycles of focus and consolidation. Children two and a half and older need at least three hours to move through rhythms of focus. Often, the most growth and meaningful work happens toward the end of a three-hour block of time.

The Flow State

We can think about this in terms of the current-day understanding of what it means to get into a flow state. Sometimes, people describe a flow state as “being in the zone.” It’s when we are so immersed in and focused on what we are doing that a sense of time and our surroundings disappears.

This concept of “flow” was introduced in the 1970s by Mihaly Csikszentmihalyi, a psychologist whose studies of happiness and creativity led to his articulation of this highly focused mental state conducive to creativity and productivity. When Csikszentmihalyi’s grandchildren started going to a Montessori school, he was delighted to see how Montessori learning environments allowed young children to achieve this state of flow.

Long Uninterrupted Periods of Time

In order to get into their state of flow, children need about a three-hour block of uninterrupted time. Therefore, we have designed school and classroom schedules so that children can benefit from an interrupted morning work cycle.

Part of the morning routine involves children having enough time to greet their peers and go through their transition process without being rushed as they enter the classroom environment. When children are ready and in the classroom, the teachers (also known as guides) can focus on giving lesson presentations and supporting children as they start their day.

During the work cycle, children are engaged in a variety of activities–some they choose, some the adult guides them toward, and some individual or small group lessons. This opportunity to make choices of activities that have personal meaning and engagement provides several cognitive, emotional, and social benefits.

Benefits of the Work Cycle

When children can focus without interruption or externally driven transitions to another activity, they experience deep concentration. With all of the competing distractions in our world, this extended time to settle into their tasks and explore without pressure allows children to develop the “mental muscles” to sustain their focus.

Neuroscience shows that deep focus activates the prefrontal cortex, the brain area responsible for executive functions like planning, decision-making, and problem-solving. When frequent interruptions happen, the prefrontal cortex can’t engage fully, leading to fragmented thinking. Basically, when interruptions occur, the brain must reset and reorient itself, which can significantly impair learning and problem-solving. Plus, we know it takes time to transition into a focused state mentally, and shorter periods don’t allow this natural process to unfold.

Deep focus enhances memory retention, comprehension, and problem-solving skills. When children aren’t stressed by racing against a clock or knowing they will be pulled out of an engaging activity, they develop a more relaxed and open mindset. This mindset helps children retain their learning, approach challenges confidently, and solve problems more effectively. Children who concentrate deeply are also more likely to feel a sense of calm and satisfaction, which helps them manage their emotions more effectively.

In summary, Montessori’s uninterrupted work periods allow children to fully utilize their cognitive resources, making the learning process more efficient and satisfying.

Work Periods in Action

In her book, The Absorbent Mind, Dr. Montessori wrote about the profound benefits of deep concentration. She also observed that when children are allowed to work without interruption, they often become calmer, more focused, and more confident.

The list of benefits goes on and on! From promoting responsibility and time management to strengthening intrinsic motivation and curiosity, long, uninterrupted work periods have broad implications for children’s success as lifelong learners.

The teacher also plays a vital role in observing and supporting children during these work cycles so that children can be guided into healthy challenges, new learning, and necessary practice. Children learn that with the freedoms of this uninterrupted time, there are also clear boundaries and expectations. Thanks to the calm, respectful atmosphere of Montessori learning communities, work periods tend to have an ordered, busy hum.

Are you curious about the multifaceted benefits of long, uninterrupted work periods? We would love to have you visit and see them in action. Schedule a tour today to see the work period in action!.

Giving Tuesday is Today

rachel@eastbaymontessori.org (Rachel Kleinman) — Tue, 03 Dec 2024 17:04:30 GMT

Together we give

Giving Tuesday has arrived! Donate today through our Giving Tuesday page!

Why Donate to East Bay Montessori on this Giving Tuesday?

EBM is a nonprofit school (EIN for EBM: 94-2698679) that relies on the funds from our tuition and fundraisers to run a high quality Montessori education for our students. Fundraising events like Giving Tuesday help to supply our Financial Aid Program, purchase beautiful new materials, and maintain our school facilities. All of this aids in bringing an award winning Montessori program to your children, from Transitional Kindergarten all the way to 8th Grade.

Our Annual Fund campaign is also running right now, which has generated many thoughtful letters from parents and faculty about what East Bay Montessori means to them. Please read the touching letter below from the family of our current student, Darcy (who has been with us since a kinder!), about the importance of donating to EBM.

Dear EBM Families,

My name is Ian Wheeler and I’m the father of Darcy, an EBM “lifer” who is in their final year of Middle School, having been at EBM since entering KB in the 2016-2017 school year.

Over the past 9 years, our family has been delighted to see Darcy thrive and grow at East Bay Montessori. During this time, EBM has felt like a second home and has provided a supportive and stable environment through a number of challenging transitions, from the school’s bold and innovative handling of the Covid pandemic, to the separation and remarriages of both of Darcy’s parents, and Darcy’s own decision to come out as gender-nonconforming.

Throughout all of these changes, all four of Darcy’s “parentals” (as they like to call us) have appreciated EBM’s steady, welcoming environment as well as the school’s support of Darcy’s personal growth and developing academic interests. We have watched Darcy grow from a friendly, curious child into an intelligent, self-possessed young person with genuine compassion for others and thoughtful insights into the workings of the world.

It’s hard to believe this journey is already coming to an end. I’m writing this letter to encourage all of you to do what you can to ensure that future generations of children can share a similar experience.

I feel especially strongly about this because of my own personal history. I attended public schools until age 14, where I often had trouble fitting in. But for high school, my family was able to send me to the Walden School, a small, progressive K-12 school in New York City (no relation to the Walden School of Berkeley).

While not a Montessori school, Walden had been founded on similar principles of providing an alternative educational environment that fostered compassion, respect for self and others, and a genuine joy in learning. For the first time, I really felt "seen" at Walden, and my experience there is something I still cherish.

Sadly, I was one of the last to have this experience. Two years after I graduated, my beloved Walden succumbed to hard economic reality and closed its doors for good after more than 70 years of operation.

This reality check came as a shock to me and my fellow Walden alums. It still saddens me that generations of children have missed out on a genuinely life-changing opportunity I was lucky enough to enjoy. Most importantly, it taught me that you can’t take experiences like this for granted.

Schools like East Bay Montessori face a constant challenge to keep their doors open. They rely on the generosity of families like ours to stay in business, and unfortunately I learned that success is never guaranteed. I hope you will consider donating generously to the Annual Fund this year to help keep the Montessori dream alive, not only for our own children but for the generations to come.

Thank you.

Ian Wheeler

What is Positive Discipline?

rachel@eastbaymontessori.org (Rachel Kleinman) — Tue, 19 Nov 2024 00:08:51 GMT

In Montessori, discipline is about understanding misbehavior as communication of unmet needs, addressed with empathy and proactive support.

We often get asked the question, “How do you handle discipline issues?” We love this question because in Montessori we think about discipline from a different lens.

We start by being curious because misbehavior is a form of communication. Children want to do well and do the right thing. So what are they trying to tell us when they misbehave?

Unmet Physical Needs

Children often misbehave due to unmet needs. At a very basic, physical level, this might be due to being hungry, tired, or overstimulated. So we look at children’s environment and what could change to better support those needs. Perhaps the problem is due to missing their sleep window and being overtired? Or maybe there’s a need for a more protein-packed breakfast so as to not fall apart mid-morning. It might be that a room full of people is causing too much sensory input and a little time in a quieter space or fresh air is just what’s needed.

Unmet Emotional Needs

Other times children might have unmet emotional needs. Dr. Jane Nelson provides an excellent overview of unmet needs in her Positive Discipline work. Positive Discipline aligns well with Montessori because both are based in teaching children respect, responsibility, and problem-solving skills.

In Positive Discipline, Dr. Nelson outlines unmet emotional needs and categorizes these as four mistaken goals. The essence of Positive Discipline is that children develop behaviors in response to feeling disconnected or powerless in certain situations, so they unconsciously use four strategies to try to get their needs met. Unfortunately, these strategies tend to backfire because the behavior isn’t effective! So our goal is to support children in learning new ways to meet their needs.

Mistaken Goal #1: Attention

The first mistaken goal is attention. We see this when children show behaviors like whining, interrupting, or causing disruptions of some sort. They are seeking attention but can’t yet distinguish between positive attention and negative attention. So when adults respond with annoyance, irritation, or even by giving in, we are inadvertently reinforcing the attention-seeking behavior and children’s underlying belief that they only belong when they have our attention (even if our attention is based on frustration!).

A way to help children meet this need is to offer positive attention, encouragement, and connection at times when they aren’t showing misbehavior. Another proactive approach is to find engaging and meaningful tasks for children to do, which helps provide them with a sense of belonging and connection.

Mistaken Goal #2: Power

When we, as adults, feel angry or challenged in response to children’s behavior, that’s usually a sign that the mistaken goal is one of power-seeking. This kind of behavior can quickly escalate into power struggles, defiance, or even other ways to exert control such as through tantrums or arguing. When children have an unmet goal of power, they have an underlying belief that they can belong only when they are in control or when they can prove that no one can boss them around.

We can support children who have this unmet need by practicing collaborative problem-solving during times when things are already going well. In the moment of challenge, we can avoid power struggles by offering limited choices in a firm but kind way.

Mistaken Goal #3: Revenge

One of the more confusing forms of misbehavior is when children do things that seem intended to hurt others, such as hitting, name-calling, and other destructive actions. When acting this way children are demonstrating that they don’t feel loved so they will hurt others as they feel hurt. What’s tricky is that this behavior often leads to others feeling hurt and wanting to either distance themselves or retaliate.

In order to address this mistaken goal, we need to focus on repairing the relationship and over time addressing the underlying hurt. Empathy and restorative practices help in the process of healing emotional wounds. This mistaken goal requires us to get genuinely curious without any form of accusation or disapproval.

Mistaken Goal #4: Assumed Inadequacy

When children give up easily, withdraw, avoid challenges, or refuse to try, they may be operating under the belief that they belong only by convincing others not to expect anything from them. Our reactions may include feeling helpless, giving up, or even taking over tasks our children were expected to do.

An alternative approach is to encourage small steps toward success and to focus on effort over outcomes. Over time, by breaking up tasks into smaller, manageable parts, and providing side-by-side support without taking over and doing the task for them, we can help children develop more confidence and belief in their abilities.

Shifting our Thinking

So when thinking about misbehavior, we shift our approach to first consider what physical and emotional needs children are trying to communicate. Then we focus on long-term solutions while practicing kindness and firmness. Consistent encouragement, respectful communication, and proactive planning help us address what might typically be seen as “discipline issues” so we can guide children toward healthier behaviors. Part of this includes helping children begin to understand their own needs, learn how to communicate respectfully and establish healthy habits and boundaries.

Do you want to learn more about how school can nurture children’s emotional well-being and their sense of belonging? Schedule a tour to see how we create environments of mutual respect and cooperation!

Autumn Celebrations at EBM

rachel@eastbaymontessori.org (Rachel Kleinman) — Mon, 04 Nov 2024 22:52:56 GMT

From the Autumn Solstice to Día de los Muertos

Learning Through Festive Fun

At East Bay Montessori, autumn celebrations take on a unique character that aligns with core Montessori principles of hands-on learning, cultural understanding, and child-led discovery. Rather than simply focusing on costumes and candy, our EBM teachers thoughtfully integrate the holiday into their curriculum to create meaningful learning experiences.

Natural Science Exploration

The autumn season provides rich opportunities for scientific discovery. Children explore:

The life cycle and parts of a pumpkin
Why leaves change color (botany)
Animals often associated with Halloween
The Autumn Equinox

Teachers prepare specialized materials allowing children to examine real pumpkins, do animal research reports, and create botanical drawings of autumn plants. These activities develop observation skills while connecting to seasonal themes.

Cultural Understanding

The autumn season offers a perfect opportunity to explore different cultural traditions around remembering ancestors and celebrating harvest time. Students learn about:

Día de los Muertos (Day of the Dead)
Ancient Celtic harvest festivals
Autumn celebrations from various cultures
How different communities mark seasonal transitions

East Bay Montessori's Kindergarten Bridge class learned all about the autumnal equinox and what that means for harvesting important foods and upcoming weather and daylight changes. The entire school held a costume-filled Halloween parade and then celebrated with a music and dance performance. A day later, students brought in photos of loved ones no longer with us to honor Día de los Muertos. Photos were carefully placed along our beautiful ofrenda in the Community Room (thank you Matilde and Jackie for setting this up!).

Practical Life Skills

Autumn-themed activities support the development of essential skills:

Fine motor development through pumpkin carving (with appropriate tools)
Food preparation by making seasonal snacks and Sugar Skulls
Grace and courtesy through sharing and celebrating together

Creative Expression

While maintaining the calm, focused atmosphere typical of Montessori classrooms, children are encouraged to express their creativity through:

Creating autumn-themed art using natural materials
Singing seasonal songs with our music teacher, Micah
Designing their own fall celebrations and decorations (like our Parent Association hosted Autumn Dance)

Please enjoy these photos from our various autumn season celebrations!

Why We Celebrate the Unsung Heroes

rachel@eastbaymontessori.org (Rachel Kleinman) — Mon, 21 Oct 2024 21:01:18 GMT

As elementary children admire heroes, Montessori uses this to inspire leadership, cooperation, and appreciation for both known and unknown heroes.

As children move from early childhood into their elementary years, they become very attuned to heroes. In fact, in Montessori we call this “hero worship,” and we consider it an amazing opportunity! This concept was actually just discussed at East Bay Montessori's Tween to Teen Parent Event that we hosted a couple weeks ago.

Our elementary-age children are figuring out their moral compass, which partially sparks this strong attraction toward heroes. Often, we see children become focused on sporting personalities, movie and television stars, singers, and sometimes even teachers! Children may even choose to emulate a classmate or slightly older peer.

Understanding the Self & the Group

As children use their imaginations and look toward heroes, they are really thinking about how to actualize their own potential. Thus, they become very observant of others. They begin to recognize individual strengths and apply them to their own practice society, community, and family. Children invite each other to work based on their strengths and then they feel seen. In this process, children begin to recognize that the strength of the group is their own strength. Hero worship drives all kinds of prosocial development.

Thus, part of hero worship is stepping into leadership roles in the community and learning how to lead and how to follow. Our children experience the joy of belonging to the group and being part of something together. In this hero worship, we see the cultivation of cooperation and collaboration.

All Kinds of Heroes

Children of this age are also incredibly open to stories of history's great innovators and heroes. So we introduce a variety of heroes through books, songs, storytelling, and casual observations. Montessori children love to lean into research and want to explore the histories and stories of their heroes.

In this process, we emphasize how heroes are all around us! How can we show gratitude for those who deliver our mail or help us when we’ve gotten hurt?

As our children explore these heroes and fall in and out of admiration and emulation, it’s important to remember that while we can’t control our children’s choice of friends or heroes, we can offer lots of different options. In this process, we make sure to provide exposure to non-typical heroes, including unknown heroes.

In the various stories we tell in our Montessori curriculum, we often emphasize how we will never know who those first humans were who did all sorts of important things like picking up a burning branch after a lightning strike and figuring out how to save and use fire, creating a hole in a small bone and using it as a needle, discovering how to save seeds and plant them, or leaving cave paintings to share a message. As we explore early human history and children discover that there are so many unknown heroes, we always pause to offer some gratitude for those who discovered and created so much.

Elementary children look up to power, strength, and beauty, in whatever form that occurs, and this isn’t always in the form of a human hero. There were the first plants that began to cling to the land and adapt to life out of the water, the Carboniferous amphibians whose fins eventually became legs, tiny cells each with its own job so that the body runs smoothly, and leaves that work like food factories for plants.

Giving Thanks to All Kinds of Heroes

With our children’s tendency toward hero worship and their admiration for heroes of different kinds, we can also help our children understand what they value in a hero. Often our children recognize and respond to stories of people (and non-human entities!) who overcome hardship, endure loss, and sacrifice for others. We also draw their attention to the fact that one does not need to be important or famous to be a hero.

In this upcoming season of gratitude, let’s remember to celebrate many different kinds of heroes and offer our thanks for how they have contributed (or continue to contribute) in varied ways. We also thank you and hope you’ll schedule a time to observe East Bay Montessori's gratitude-filled classrooms in action! Click here to schedule your in-person tour today!

Nurturing the Whole Child

rachel@eastbaymontessori.org (Rachel Kleinman) — Mon, 07 Oct 2024 19:52:33 GMT

Montessori nurtures the whole child - balancing academics, social-emotional learning, conflict resolution, and community-building in a prepared environment.

One of the gifts of Montessori education is that we can truly focus on the whole child —cognitive, social, emotional, and physical. Our approach is not just about academics but also about nurturing life skills, emotional intelligence, and social relationships.

The Montessori approach to child development revolves around the understanding that children are naturally curious, care deeply about others, and can be intrinsically motivated. When provided with the right environment, children can deepen both their love for learning and their appreciation of and care for the community.

Prioritizing the Prepared Environment

One of the keys to balancing social-emotional learning with cognitive and physical development is prioritizing the impact of a prepared environment. In Montessori, a prepared environment is a place specially designed to appeal to children’s sensitive periods for learning, as well as their core human needs and tendencies. When designing these prepared spaces for children, we work to ensure children feel safe and supported so they can reach their potential. The Montessori prepared environment is a place where children can feel at home as they develop their inner selves and outer skills.

Our carefully prepared Montessori classrooms are calm and orderly, foster independence and decision-making, and provide varied opportunities for peer interactions in mixed-age classrooms. The result is that children can develop their emotional regulation skills in child-centered spaces.

Opportunities for Conflict Resolution

In addition, we weave in opportunities for conflict resolution. This means we actively model and support children as they learn to communicate their feelings through words. In addition to promoting self-awareness through identifying and naming emotions, we also teach active listening, problem-solving, and techniques for self-regulation (from deep breathing to using calm-down spaces).

Adults serve as mediators and guides rather than arbitrators and judges. Through guided discussions, we help children think reflectively about social interactions, practice respectful communication, facilitate peaceful solutions, and model how to handle conflict. Ultimately, we want to empower children with tools they can use even if an adult isn’t present!

Respect for Others

One key to this is cultivating respect for others’ perspectives and patience for alternative approaches. Because children work together in a variety of ways through their care of the classroom environment and small group projects or lessons, they develop a deep sense of compassion and empathy. Our mixed-age groupings and peer-to-peer learning activities promote collaboration and mentorship. So, in addition to the adults, older children also serve as models of emotional regulation and conflict resolution for younger peers. The result is that Montessori children develop a deep tolerance for, and appreciation of, differences.

Deep Appreciation for Community

Children thrive when they have a sense of community and belonging. So, we promote inclusivity and respect for diversity within the classroom. The Montessori curriculum includes a range of activities that encourage group cohesion and empathy-building, which leads to trust and respect among our students.

The long-term benefits of Montessori’s focus on social-emotional learning and conflict resolution are that children develop lifelong social skills such as a deep sense of empathy, effective communication with various people, and the ability to cooperate with grace and goodwill.

The Montessori method nurtures social-emotional learning and equips children with essential conflict-resolution skills they can use in their classroom communities and social interactions outside of school.

Do you want to learn more about how our classrooms incorporate all of these skills? Schedule a visit today!

Facing Frustration

rachel@eastbaymontessori.org (Rachel Kleinman) — Mon, 23 Sep 2024 22:19:45 GMT

Frustration often reflects a need for connection. Montessori helps children understand emotions and respond constructively.

You’ve experienced the scene before. All is quiet and calm. The kids are playing outside. Maybe you are even focused on something you’ve wanted to do for a while. And the next thing you know the door swings open and everyone comes in, teeming with frustration.

At first, you may try to piece together the details: a game, something stolen, someone who felt excluded, others defending their territory. Removed from the situation, you can probably see the dynamics at play: someone felt left out and wanted to belong but didn't know how to ask, so they do something that gets them some negative attention.

Feeling Disconnected

Our children don't necessarily use the most constructive ways to let us know what they need. Rather than say, "I feel disconnected, and I need some extra love and attention," they are more likely to hit or throw tantrums or, as they get older, say or do mean things to get us to notice. In our imaginary scene, a child who wanted to belong decided to take something to get the other children to pay attention.

In situations like this, other kids typically don’t respond well. They get defensive and usually respond with a fair amount of their own fury. When children retaliate, they aren’t thinking about any consequences of their actions, much less about another child's motivations! Even if we try to listen and have a conversation about what happened, children will often tend to become inflamed again.

Shifting Gears

This is when it is helpful to remember that we can shift gears to help children understand what is actually happening in their brains! Ideally, we find something that children can relate to and that changes their focus.

A pet reptile is an excellent option. “So you remember the gecko we saw at the pet store? She has a very basic response. If threatened, she has three options: to fight, to freeze, or to flee.” From there, we can explain how we all have a very reptilian part of our brain, the amygdala. When we feel threatened, we tend to go back to basic responses: fight, freeze, or flee.

Flipping Our Lid

We also have our frontal lobes, which allow us to think more logically and consider other options. Despite having a rational part of our brain, it is easy to do what Daniel Siegel has termed "flipping our lid."

We can show children what this is like by representing our brain with our hand. When we curl our thumb into our palm it is like the amygdala, a primitive part of our brain that is essential for basic functions. The amygdala is our alarm center and responds from a place of instinct. Then we can curl our fingers over our thumb so they can represent the frontal lobes of our brain, which help us with self-control, empathy, and decision-making.

When we get upset, we can "flip our lid." Our fingers (representing our frontal lobes) fly up and are out of commission, leaving our thumb (representing our amygdala) exposed. When this happens, we tend to act from the more reptilian part of our brain.

Getting Curious

When we provide this model for children, they often focus intensely on how our brains function. Yet there is still a challenge: What should we do when we are intensely upset, have a flipped lid, and are amid a challenging moment?

It helps to really sit with the question with our children and lean into a place of curiosity. What if we had a plan for when we get into these kinds of moments? What if others around us were able to do this, too? What if our communities, our governments, and our countries were able to manage flipped lids? What kind of world would we experience?

When given the opportunity to explore options together, our children tend to rise to the occasion. They might decide to use each other for support when they feel overwhelmed by feelings of anger or frustration. They might also begin to think more about others’ needs and how to help them feel more included. Our children are so capable of moving from a place of not knowing to taking initial steps to figure out their own plan of action. While our children won’t have all the answers, we can help them carefully consider how to manage themselves in the face of challenges.

Curious to learn more about how we help children we confront frustration, recognize the need to belong, and even just manage overstimulation? Schedule a tour and see for yourself how Montessori helps us all grow in beautiful ways!

Keeping the Big Picture in Mind

rachel@eastbaymontessori.org (Rachel Kleinman) — Mon, 09 Sep 2024 23:12:29 GMT

Embrace setbacks as growth opportunities for children

As a parent, we always want the best for our children. That's why it hurts when they encounter setbacks, frustrations, or challenges - and our parental instinct is to fix their stress so they don’t suffer.

Lessons Learned

However, physical and even emotional discomfort is a significant part of how we grow and learn. In fact, mistakes and failures have a number of benefits including an increase in self-confidence, creative thinking, problem-solving, and patience.

When children learn that they can overcome obstacles, they build self-confidence and are more willing to challenge themselves in new activities. In addition, when children can experiment and have room for error, they can explore and create new approaches, which leads to flexibility and expansive thinking.

Success requires time and continuous effort. When children aren’t afraid of failure, they understand that progressing isn’t always a straight line. Rather than being afraid and giving up when faced with difficulties, children are more willing to take a circuitous route, try different directions, or experiment with new options. This process also helps children develop logical thinking skills and the ability to solve problems confidently.

The Home-School Partnership

So that our children can reap these benefits, it helps if we stay in communication about challenges that may arise. Whether social, emotional, academic, or intellectual, it’s inevitable that our children will experience some level of difficulty at some point in their school years. Our hope is that we can work as partners to identify any challenges or areas of discomfort, and also provide the structure, freedom, patience, and confidence to allow kids the opportunity to struggle.

In Montessori, we are well-trained to observe children, balancing both a deep awareness of developmental milestones and the knowledge that individual children have their own pace and trajectory as they develop as young humans. We recognize that some children may need additional support and we also want to make sure we aren’t rushing in too soon to rescue them, which can lead to a decrease in self-confidence and resilience.

A partnership between home and school means that we ask you to trust the process while also staying in dialogue with us about your hopes and fears for your child. Conversely, we commit to communicating what we observe about your child’s progress and areas for growth.

Over the many years of schooling and parenting, we’ve found that an investment in longer-term learning and growth necessitates tolerance for some shorter-term disappointment.

Communication Road Map

Good communication is the heart of positive partnerships! To that end, we offer some tips for cultivating and maintaining this long-term relationship in support of your child. First and foremost, we rely upon timely communication and yet also want to respect everyone’s busy lives. If something comes up, please don’t hesitate to reach out to us to share what is on your mind. We want to better understand what your child is experiencing or any concerns you have.

We also ask that you consider a big-picture perspective. If your child complains about something bad happening, take a deep breath and acknowledge that they might need to let off some steam or just feel some big emotions. Listen without judgment and reflect back on what you hear. Once they are done, you can ask if they want some help solving the problem or communicating with someone at school.

It helps to think about how to set the stage for your child to be their own self-advocate. If they want help, you can offer to brainstorm solutions, draft an email together, or even role-play how to handle the situation differently. Often, though, our children just need to let out their upset or frustration so they can move on with their day. They need us, as parents, to be a safe place to vent.

It’s also important to remember that as adults, we are constantly modeling for our children. Approaching even challenging circumstances with thoughtfulness, care, and goodwill shows our children how they can tackle tough situations with grace.

Long-Term Goals

When we talk about what we want for our children, we often discover some common themes. We want our children to be adaptable, kind, and hard-working. We want them to be creative and confident in their own abilities. We want them to be self-reliant and independent, while also collaborating with others and learning from those with different perspectives. We want them to live peaceful lives, celebrate present moments, and have a sense of purpose.

While we don’t want to see our children struggle, one of the most important things we can offer them is the chance to confront and work through challenges. We commit to being your partner in this process. Please schedule a visit to the school and connect with us about how we can work together!

Montessori 101

rachel@eastbaymontessori.org (Rachel Kleinman) — Mon, 26 Aug 2024 23:05:59 GMT

Key Concepts Unique to Montessori

As today is the first day of school, we thought it would be helpful to review some key elements of Montessori education and how what we do supports children’s development.

The Montessori method focuses on children’s important process of constructing themselves into the amazing humans they are becoming. Respect for this process of self-construction, along with a prepared environment that supports the development of self-discipline and freedom within limits, forms an entire system wherein children develop independence, creativity, character, awareness of their own learning style, and skills for self-advocacy.

The Prepared Environment

Dr. Maria Montessori pioneered this understanding of the effect of the environment on human development. In Montessori prepared environments, children benefit from carefully designed spaces that meet their developmental needs at each stage of their lives. The materials in the classrooms offer young people keys to their development. In addition to the beautiful physical environments in Montessori, the prepared environment includes a community of children and trained adults.

The Montessori Guide

The Montessori guide needs comprehensive training and a new way of thinking to focus on individualized instruction. An integral part of the Montessori approach is that the guide must respect each child’s process of self-construction and provide opportunities to help children develop their potential. An extended relationship over time in a multi-age classroom enhances the guide’s ability to be effective in this role.

Multi-Age Groupings

While every child works at their own level, younger children learn through the observation of older children and older children reinforce their own learning by helping younger children. Older children also have opportunities to develop leadership skills while serving as role models. Our communities emphasize and encourage cooperation and social responsibility. As children develop social and academic relationships with others of various ages, a strong community develops. The multi-age group allows for natural socialization far beyond what is found in single year classrooms.

The Children’s House ( Kindergarten Bridge at EBM)

Designed for children two and a half to six years old, our primary program (Kindergarten Bridge for EBM, which begins just after 4 years old) nurtures children’s individual development while offering them an experiential understanding of the value of interdependence. The classroom community also provides a carefully curated array of choices for individual activities that aid children’s work of self-construction.

The Montessori Guide helps children develop their ability to choose freely, sustain focused and concentrated attention, think clearly and constructively, resolve conflicts peacefully, and express themselves through language and the arts.

Areas of activity at the Children’s House level include practical life, sensorial organization, language, mathematics, and cultural subjects. The extensive sets of Montessori materials in each of these areas are designed to appeal to children's deep interest and inspire repeated activity.

The Elementary Program ( Lower Elementary and Upper Elementary )

The Montessori philosophy continues in elementary and provides an unparalleled opportunity for growth in this new period of life. Children of this age have immense powers of imagination and creativity and are trying to understand themselves as social beings. The elementary environment provides an appropriate balance of freedom and responsibility and an expansive curriculum to support children’s curiosity and problem-solving.

The curriculum expands the sense of order that was nourished in the early childhood environment to study the order of the universe. Lessons rotate between geology, botany, history, language, math, and geometry. One of the goals of the program is to inspire children to explore ideas and interconnections, while also developing an understanding of their individual learning styles, needs, and goals. The Montessori interdisciplinary approach to elementary education supports children as they view the world, and even the universe, with a continued and intense sense of wonder.

The Adolescent Program ( Middle School at EBM)

This program provides opportunities for adolescents to gain self-knowledge, belong to an accepting community, and learn to be adaptable while empowering them with academic competence and a vision for their own future. In all academic subjects, students do personal and group work integrated by overarching themes. The focus is on asking large questions, researching, interpreting, and connecting all of the disciplines.

Adolescent students apply and integrate all subjects through hands-on work that is connected to their greater community. They engage in elements of work on the land as an economic enterprise through the care of plants and animals, the maintenance of simple machines, and the understanding of land use. They also participate in local internships, class businesses, and community service. Because creative and physical expression is key during this stage of development, we offer adolescents multiple ways to explore different forms of self-expression. The adolescent program is designed to usher healthy, self-confident, well-prepared young adolescents into the next phase of their development.

A Strong Foundation

Our mission is to prepare children for life. All children are naturally curious and love to learn. We support this innate drive by providing environments that meet children’s developmental needs, creating a staff of loving and well-prepared adults, and building a community of families that actively support this mission. We celebrate each child’s individuality and help them discover how they can best contribute to our world and culture. This unique model offers children an incredible gift of independent thinking, self-assurance, inner discipline, and a love of learning. Schedule a tour to learn more!

The Impact of Smartphone Use in Children

rachel@eastbaymontessori.org (Rachel Kleinman) — Tue, 23 Jul 2024 23:02:48 GMT

The Changing Landscape of Childhood

Information below was gathered from the article, "End the Phone-Based Childhood Now" written by Johnathan Haidt and published in The Atlantic.

In recent years, a concerning trend has emerged as younger generations face a dramatic decline in mental health. According to studies, rates of depression and anxiety rose by 50% from 2010 to 2019, and suicide rates in girls aged 10-19 increased by 131%. This alarming surge in mental health issues is a global phenomenon.

The effects of growing up in a phone-based environment can be observed in various aspects of young people's lives. Older members of Generation Z are more likely to live with their parents and are less likely to be dating or seeking relationships. Additionally, they report increased feelings of loneliness and are less likely to have held a job during their teenage years. This risk-averse behavior suggests a hesitancy to step outside their comfort zones, potentially due to the impact of a sudden digital upbringing.

The rise of smartphones coincides with a significant shift in parenting styles as well. As parents have become more protective of their children, kids have experienced fewer opportunities for independent play and risk-taking. Inhibiting such experiences comes with its own set of consequences, as young mammals require social interaction and play for healthy social, cognitive, and emotional development. Children need a safe environment to make mistakes and to learn from them independently. Even injuries from risky play can be beneficial in the long run, as overcoming these risks is associated with decreased anxieties in older teens and adults.

The first wave of technology emerged with personal desktop computers and slow, dial-up internet access. By 2003, 50% of millennials had internet access, but this initial wave appeared to have no significant impact on millennials' mental well-being. It was the second wave of technology, between 2003 and 2010, that saw the advent of social media platforms and smartphones, which led to a substantial increase in internet access. By 2011, 23% of teens had access to smartphones, and this number skyrocketed to 73% in 2015. The introduction of iPads in the early 2010s brought technology to even younger children, further promoting a sedentary lifestyle.

American teenagers now spend an average of five hours a day on social media platforms, with even higher usage reported in low-income or single-parent households. This figure does not account for the time spent on school or homework-based activities that may require online engagement.

As adolescents spend more time in front of screens, their sleep patterns have suffered, and exercise has become less of a priority. Lack of physical activity and sleep deprivation are contributing factors to the mental health crisis among young people. Moreover, the decline in reading literature has been linked to reduced imagination and creativity as teens become increasingly reliant on passive entertainment.

Another concerning impact of the phone-based childhood is the decrease in attention spans. The constant barrage of notifications interrupts the learning process and affects concentration. As more schools incorporate digital learning tools and homework platforms, children more are easily distracted and may switch to browsing unrelated content, leading to a decline in test scores observed since 2010.

In light of these troubling developments, it is crucial to consider ways to mitigate the negative effects of phone-based childhood. Some strategies include delaying smartphone use until high school, restricting social media access until age 16, implementing phone-free school policies, and promoting independent, real-world play.

HOW DOES EBM MITIGATE THESE RISKS?

East Bay Montessori has long-held a no-cellphone policy for all students. Students with phones know they must remain off and inside backpacks until the end of the school day. EBM's families also have a strong culture of delaying a child's first smartphone, which helps to relieve the peer pressure associated with joining social media platforms. Our classrooms are very low in screen-based technology as well. Students don't have access to a desktop computer until 4th grade when they are required to type final drafts of reports. EBM strongly believes that we are a safe space for children to make mistakes (quotes that showcase this belief are hung in most classrooms), thus increasing a child's independence as they grow. If you'd like to see our space in action, please schedule a tour today!

Summer Reading for Parents

rachel@eastbaymontessori.org (Rachel Kleinman) — Thu, 27 Jun 2024 21:40:08 GMT

Books for Parents with Children of All Ages

This summer is a great time to carve out a little adult time and disappear into some good books! While we certainly advocate for some mindless escape, we also recognize that all the extra time with family might mean you’d like some parenting resources, too.

With that in mind, we’re sharing a few of our recent favorite resources for parents and caregivers. While these aren’t specifically Montessori books, they are so aligned with what we do that we just had to share!

Hunt, Gather, Parent: What Ancient Cultures Can Teach Us About the Lost Art of Raising Happy, Helpful Little Humans

by Michaeleen Doucleff

While in the midst of parenting a feisty toddler, NPR correspondent, Michaeleen Doucleff was covering medical stories in remote areas of the world. An exhausted and slightly strung-out new mom, Doucleff noticed distinct differences in the parenting practices of cultures she visited and those she was trying to uphold in her home in San Francisco. So she shifted gears and immersed herself, with her two-year-old in tow, in three cultures — the Maya, the Hadzabe, and the Inuit, all of which excel in instilling confidence, kindness, and helpfulness in their children.

What Doucleff experienced and learned as she lived with families in these three cultures is quite simply profound. She saw firsthand how her host families interacted differently with her daughter, Rosy, who blossomed as a result. As Doucleff began to internalize different parenting practices, she also found that her relationship with Rosy transformed.

It’s worth noting that none of the cultures Doucleff experienced are frozen in time: the families have smartphones, children have plenty of screen time, junk food exists, and the kids still have to get out the door to get to school on time. However, a significant difference that Doucleff found is that the families’ parenting is grounded in thousands (perhaps tens of thousands) of years of tradition that support the gentle and kind growth of helpful, self-sufficient little humans.

With an engaging narrative flow, Hunt, Gather, Parent offers a clear organization of four core elements that comprise a common thread of what Doucleff calls a universal (non-Western) approach to parenting. Plus, in each section, she offers practical steps for trying out these different elements, including ways to “dip your toe” into the approach, as well as ways to “jump in.”

While Doucleff wrote the book to explore how to better connect with and support her toddler, the concepts and advice apply for all-aged children (and even work for teens and pre-teens!). The results are stunning. Even just dipping your toe into a few strategies is transformative.

13 Things Mentally Strong Parents Don't Do: Raising Self-Assured Children and Training Their Brains for a Life of Happiness, Meaning, and Success

by Amy Morin

So often we want to rescue our children, clear the path for their success, and ensure they are happy. But in the process, are we helping them develop the internal skills they will need throughout life?

After experiencing a series of personal tragedies, Amy Morin, a clinical social worker, psychotherapist, and foster parent, began thinking about what helps people be resilient. Ultimately this led to her book, 13 Things Mentally Strong People Don’t Do. As people read her book, she heard time and time again that readers wished they had learned the skills of mental strength and resilience from an early age. So she created this incredibly helpful guide for parents and caregivers.

Each chapter is devoted to what to avoid so that good, healthy habits can be cultivated. The 13 things mentally strong parents don’t do are:

They Don’t Condone a Victim Mentality
They Don’t Parent out of Guilt
They Don’t Make Their Child the Center of the Universe
They Don’t Allow Fear to Dictate Their Choices
They Don’t Give Their Child Power Over Them
They Don’t Expect Perfection
They Don’t Let Their Child Avoid Responsibility
They Don’t Shield Their Child from Pain
They Don’t Feel Responsible for Their Child’s Emotions
They Don’t Prevent Their Child from Making Mistakes
They Don’t Confuse Discipline with Punishment
They Don’t Take Shortcuts to Avoid Discomfort
They Don’t Lose Sight of Their Values

To make it manageable, Morin provides real-life examples and breaks them down to examine any underlying problems and key issues. She also provides a little self-reflective opportunity for readers to take a look at how these issues might come up in our personal and parenting lives, before then examining why we might be falling into some unhelpful patterns.

With a better grasp of what we are doing and why, Morin helps us look at how each approach can affect our children in the long run and what we can do instead. Every chapter is full of concrete techniques and steps, as well as troubleshooting guidelines and common traps. To drive the message home, Morin recaps each of the 13 points with what is and isn’t helpful.

No More Mean Girls: The Secret to Raising Strong, Confident, and Compassionate Girls

By Katie Hurley

Many of the books written to address the “mean girl” dynamic are geared toward pre-teens and teens. However, in her work, child and adolescent psychotherapist, Katie Hurley, observed more and more of this “mean girl” dynamic starting as early as age three. Even though they are in the midst of these interactions, our young girls don’t necessarily have the skills to cope with such sophisticated social challenges.

Recognizing that these difficult topics can also feel overwhelming for parents and caregivers, Hurley breaks down the components of how we can support our young girls in a variety of ways. In addition to digging into the bigger concepts – such as developing healthy friendships, distinguishing between likability and popularity, building an authentic self, having a voice and expressing yourself, and developing leadership skills and social responsibility – Hurley weaves in two key ways to practice concrete support through sections she calls “Parent-Teacher Conference” and “Girls Can!”

The Parent-Teacher Conference boxes offer key points to digest, look for, or try. They are incredibly helpful as touch-points throughout the book and offer an easy-to-access way to flip back and reconnect with essential elements of each chapter. The Girls Can! sections provide games and activities to try with the girls in your life, as well as ways to introduce concepts we might not be used to talking about.

While this is primarily a guide for parents of girls ages three to thirteen, so much also applies to our boys as well. Incredibly practical and chock full of what to do, this is the type of book in which you’ll thoroughly dog-ear the pages!

EBM 2024 Graduation!

rachel@eastbaymontessori.org (Rachel Kleinman) — Tue, 11 Jun 2024 00:00:42 GMT

2024's Graduation was a time of celebration for all levels, but especially our 8th grade Graduates

At East Bay Montessori, we celebrate a variety of milestones throughout a child's educational journey. Among these milestones, the 8th-grade graduation holds a special place, symbolizing the culmination of years of learning and the transition into a new chapter of life. While many may envision traditional graduations with caps and gowns, Montessori 8th-grade graduations often have their unique flair, reflecting the core principles of Montessori education.

During the graduation ceremony, each graduate reflects on their unique journey through the Montessori curriculum. Our 8th years spend weeks practicing and perfecting their speeches. Many drafts, edits, and complete overhauls undoubtedly occurred. The students use a meaningful metaphor with personal importance to showcase their growth, challenges overcome, and skills acquired.

Our graduates leave us with strong interpersonal skills, public speaking abilities, leadership qualities, and a sense of respect for their peers and the community they will eventually serve. Our graduates continue to be accepted into their 1st choice high school! The schools in our area recognize that EBM produces students that will bring value to their cohorts.

The graduation is also a time to celebrate the entire school through poems, song, and dance. We use this day as a celebration of all the children that benefit from the learning environment of East Bay Montessori!

Congratulations to the East Bay Montessori Class of 2024:

Cristina - Student of EBM since Kindergarten Bridge

Keiji - Student of EBM since 5th Grade

Noah - Student of EBM since 5th Grade

Middle School Adventure Trip to Seattle

rachel@eastbaymontessori.org (Rachel Kleinman) — Wed, 29 May 2024 21:24:45 GMT

The 7th and 8th grade trip was a big success!

Every Montessori classroom has a very important part of its curriculum called Practical Life. At the youngest level, Practical Life means learning how to zip up your jacket or slice an apple. At the Middle School level, Practical Life means learning how to budget, planning for time management needs, shopping for groceries, and getting ready for independence in the 'real world'. Our Middle School students have been busy all year running businesses to earn funds for the big excursion at the end of the year - The Adventure Trip!

This year's Adventure Trip took the children to Seattle! It is entirely planned by our students, who divide into Committees to put the whole trip together. These committees focused on the budget, food, transportation, lodging, and of course - activities. Everything from which flight to book to which hot breakfast spot to make reservations for, was planned by the students. The teachers only get a say on one "secret activity" each year, which the students don't know about until they arrive. (This year's super secret activity was the International Fountain!)

They visited the Museum of Pop Culture and its exhibits on sci-fi, horror films, and video games. They ate tacos and took the ferry to Bainbridge Island for ice cream and board games. They explored Pike Place for crumpets and wandering, then to the Seattle Art Museum. Our group got soaking wet (while having the time of their life) at the International Fountain, explored the underground old city of Seattle, and sat inside aircraft cockpits at the Museum of Flight. It’s a hard life, but some middle schoolers have to live it. In all seriousness, all the work they have put into earning money for the trip, budgeting, planning, booking, and navigating has led to this well-deserved reward. Congrats to them!

Enjoy the photo gallery for a peak inside their fun-filled Adventure Trip!

The Power of the Three Period Lesson

rachel@eastbaymontessori.org (Rachel Kleinman) — Thu, 16 May 2024 20:36:39 GMT

Montessori's Three-Period Lesson nurtures learning through Naming, Association, and Recall, empowering children as active learners.

In Montessori education, we have a subtle art for connecting children to new concepts - a technique we call the Three Period Lesson. This structured approach is designed to introduce and reinforce new concepts in a way that works with children’s natural learning tendencies. It consists of three distinct phases, each serving a crucial purpose in the learning process.

The First Period: Naming

In this part of the lesson, we focus on helping children create an association of the item or sensorial perception with its name. This is basically a statement of vocabulary, but its simplicity should not disguise the great importance of this period. Proper execution is vital to success and Montessori guides execute this part of the lesson with extreme exactitude. We take great care to avoid any peripheral information which would serve only to cause confusion. The emphasis here is on clear articulation and repetition, allowing children to absorb the information through auditory and visual cues.

If the lesson is focused on sensorial perception, we first help a child awaken that sense before giving any vocabulary. For example, if we are introducing a very young child to the vocabulary for temperature, we use a set of thermic bottles. We first isolate the hottest and coldest of the bottles. We feel the “hot” bottle, invite the child to feel it, and state: “This is hot.” Then we have the same procedure with the cold bottle, first feeling, then stating: “This is cold.” If necessary, we may repeat the experience, associating the bottle with its attribute: “Hot….Cold.” We take great care in pronouncing the vocabulary or attributes clearly and distinctly so that children can easily absorb the vocabulary. We also make sure to avoid any additional descriptions or explanations.

The purpose of the first period is to help children connect the sensory data stored in the right hemisphere of the brain with its precise language, stored in the left hemisphere of the brain. This neural connection fixes the perception in children’s minds and provides an index to the sensorial impression, making it accessible to the conscious mind.

The Second Period: Association

In this phase, we focus on having children recognize the object in correspondence to the language. It is a way for us to see if a child has been successful in the association of the perception with its name as presented in the first period. In the second period, we use the vocabulary in a series of lively and fun declarative commands that encourage repetition.

For example, if presenting large and small with a cylinder block, we might ask: “Which one is large?” “Which one is small?” “Put the large one here.” “Put the small one here.” “Show me the large one.” “Point to the small one.” This activity has a game-like feel and offers children the chance to repeatedly hear the vocabulary and associate it with the corresponding attribute or object.

During this period, we do not ask children to recall the vocabulary. Because there is active participation that reinforces the association between the name and the object or concept, this period is about reinforcement. It is the longest of the three periods and is the most important one in terms of serving as an aid to children’s memory. Every time a child hears the vocabulary and associates it with the corresponding attribute/object, it activates the necessary synaptic connections in the brain and strengthens neural pathways.

If a child is not successful in the second stage, we have two choices: return to the first period or gracefully end the lesson and offer it again another day. It might be that a child just needs more time to work with the materials sensorially. Regardless, if the child isn’t experiencing success at this stage, we recognize that we need to re-associate the sensory impression with the name. We don’t point out the error to a child, though, because that only serves to embarrass the child or cause them to feel defeated. Nor is it helpful to continue on with the lesson, for if the associations are not happening, more repetition would only serve to cause further confusion.

The Third Period: Recall

This last part of the lesson is just a quick test and serves as a verification that a child has successfully retained the association given in the first period. For the first time, we no longer provide the vocabulary, and instead, the child must produce it from their memory. We simply ask: “What is this?” If the child can successfully answer, then we can verify that the association has been created. If the child is not successful, we end the lesson by repeating the first period. This is not done as a means of correction, but to ensure the child leaves the material with an accurate impression.

Once the Three Period Lesson is over, we allow children to continue working with the material. Often we see that they have renewed enthusiasm for the material after making these new mental associations.

A Powerful Approach

By following this structured approach, we provide children with multiple opportunities to engage with new information and reinforce their learning through repetition and active participation. This approach is powerful and effective for three main reasons:

Respect for the Child's Learning Pace

The three-period lesson respects the child's learning journey. By breaking down new concepts into manageable steps, we cater to the diverse needs and abilities of children.

Promotion of Active Engagement

Through interactive questioning and hands-on activities, the Three Period Lesson encourages active engagement and participation. Children are not passive recipients of information but rather active participants in their learning process, leading to deeper understanding and retention.

Facilitation of Meaningful Connections

By associating new concepts with real-life objects or experiences, the Three Period Lesson helps children make meaningful connections between abstract ideas and concrete examples. This approach fosters holistic understanding and lays the groundwork for future learning.

Above all, the beauty of the Three Period Lesson lies in its simplicity and effectiveness. The technique is subtle yet consistent, the lessons are brief yet powerful, and the language is precise yet expansive. Ultimately, the Three Period Lesson empowers children to become active learners, capable of exploring the world with curiosity and confidence. We invite you to schedule a tour to come see this technique in action!

How Does Testing Work in Montessori?

rachel@eastbaymontessori.org (Rachel Kleinman) — Mon, 29 Apr 2024 18:48:52 GMT

Montessori assessment avoids traditional tests and instead focuses on authentic tasks and formative feedback for holistic student growth and self-directed learning.

So often we get asked how Montessori guides assess children’s work and progress without relying on quizzes, tests, or grades. If we remember that Montessori is about learning for life, we can flip this question and ask, how does assessment work when we move outside school walls and step into the world of work? In our work environments, do we have tests and grades? If so, how do they help us grow and improve in what we do?

Interestingly, a 1999 document “An Employer's Guide to Good Practices” from the U.S. Department of Labor Employment and Training Administration, has a whole chapter on issues and concerns with assessment, including the “limitations of tests in providing a consistently accurate and complete picture of an individual's related qualifications and potential.”

Before we dive into how we can get an accurate and complete picture of skills and potential, let’s first think about traditional forms of assessment and how they are designed to monitor students’ learning.

What do tests, quizzes, and grades really measure?

Rather than a measure of how much students have learned, grades tend to measure how good students are at testing. If we want students to have curiosity and intrinsic motivation to understand, it’s important to first recognize that grades inhibit that process. Rather than concentrating on learning, students’ focus shifts to doing what it takes to get an A.

When students are preparing to take a test or quiz, they are trying to anticipate what will be asked. In the process, they are trying to fulfill external expectations. Often after the exam is over, students lose interest in the content because their relationship with the material is about learning certain information to achieve a grade or pass the exam.

It’s important to thus recognize that grades don’t measure students' effort, creativity, grit, compassion, sense of place in society, character, capability, or even intelligence.

What if we designed assessments that provide a more accurate reflection thinking and problem-solving?

So it’s worth thinking about what we actually want to assess. Do we want students to just acquire new content knowledge or be able to apply this knowledge to new or existing situations? Do we want to see if students can produce something that demonstrates their understanding of the content or skill? Do we want to assess their writing ability, speaking skills, creativity, collaborative process, or organization?

If we focus on authentic assessments, we are asking that students apply what they have learned to a new situation, or perhaps we are requiring them to use some judgment to think about what information and skills are relevant and how they can be used. Similar to how adults are “tested” in work or personal life, often authentic assessments are tied to a real-world or complex situation.

In addition, authentic assessments offer students the opportunity to rehearse, practice, consult resources, and get feedback so as to refine what they are doing. Students can be innovative in this process and as a result, are often extremely self-motivated.

In Montessori classrooms, authentic assessments may take the form of:

● Role-playing or performing a historical event and exploring what might have happened if things during that time period had changed.

● Drawing a diagram of how a process works and showing what happens if a variable changes.

● Creating an advertisement or brochure to highlight qualities or review something learned.

● Writing a diary entry for a real or fictional character.

● Composing a poem, play, newspaper article, or persuasive letter to share important concepts.

● Building a poster board for a research topic.

Montessori students love demonstrating what they have learned in creative, authentic ways. They present to their peers and parents. They grapple with concepts. They even teach younger classmates.

But how do teachers keep track of this learning?

In addition to authentic assessment, Montessori guides are also using their extensive training in observation techniques to understand students’ learning process, steps toward mastery, and needs for support. This is called formative assessment.

Formative assessment is a continuous, low-stakes, responsive process. This means that students are getting feedback and information while their learning is taking place. Through observation, the teacher is gauging students’ progress, determining what has been effective, and identifying what could be improved in the learning process. There are no grades involved, however the goal is mastery of the skill or content.

In a Montessori classroom, formative assessment can look like:

● The guide observing students during a lesson presentation and during the students’ independent follow-up work.

● Student reflection in work journals.

● One-on-one conferencing with the guide and the student.

● Discussion and review of content or skills.

● Students informally or formally presenting their work.

● Student self-evaluations.

● Students correcting their mistakes and reflecting on what they learned from those mistakes.

Formative assessment doesn’t have to be teacher-driven. In fact, in Montessori classrooms, students are often getting feedback and information about their learning from the classroom materials, many of which are designed to help children learn from their mistakes as they check their own work.

Formative assessment is a collaborative process that happens “with” students rather than “to” students. Montessori students and guides partner to get to know their strengths, interests, and needs. Because this is an ongoing, collaborative process, the guide and students can make small, immediate, impactful decisions to support well-being, learning-goal achievement, and self-efficacy.

What are the results?

When students experience authentic and formative assessment as integral aspects of their education, they become self-directed learners because they are active agents in their learning process. This translates to agency in other environments and throughout life.

In Montessori classrooms, we focus on getting an accurate and complete picture of children’s skills and potential. Schedule a tour to learn more about what this looks like in action!

Middle School Service Projects

rachel@eastbaymontessori.org (Rachel Kleinman) — Tue, 16 Apr 2024 19:52:36 GMT

Young Leaders Beautifying the Community, In Their Own Words

[Every year, Middle School students are asked to participate in a project that gives back to their community. They are asked to identify a problem and a way to address that problem, and then work toward that solution between January and May. This is the story of that project taken to an inspiring place by one of our 7th year students, who has been with us since Kindergarten Bridge.]

By Darcy Wheeler, 7th Year (pictured above in foreground, with fellow MS 7th Gemma Snyder)

The idea for a mural project came about during Middle School’s service project week. During service project week everyone in MS chooses a project that will positively impact the community that they will work on for the next few months. I chose the service project of trying to get some murals painted in the East Bay. I didn’t really know how to execute this project so my mom, an artist, recommended I talk to Rachel who runs the Little Hill Instagram account, as she’s gotten murals painted in El Cerrito before. I talked with Rachel and she said I could find potential mural spots along the El Cerrito portion of The Greenway and contact the residents of these places, then if they agreed she would help organize the mural. I walked along The Greenway and found ten spots that I thought could work for a mural. I wrote and sent out letters to these places and soon enough I got responses back from five of them. I connected them with Rachel and we began the next steps.

The next step was finding artists willing to donate their time to paint these murals. Rachel put out a call for artists on her Instagram, and we found five artists willing to do it. The designs were worked out between the artist and the resident, so I didn’t actually have a part in that. Then in late February a group of people went out to clean and prime the walls. After that the painting of the murals began. One of the artists did the painting by themselves, but the other artists got some help. I was able to help paint two of the murals, and one of my classmates also helped with one. There are now four murals completed and one being done soon.

These murals are on The Greenway between City Hall and just past Potrero. The ones that were part of my service project have my name and The Little Hill in the credits on the murals.

I’m very happy with how this project has gone, as it has kinda started a mini mural fest along The Greenway. I think it’s cool that I was able to help make this happen, and I hope I can do more things like this in the future.

Science Curriculum - The Timeline of Life

rachel@eastbaymontessori.org (Rachel Kleinman) — Mon, 18 Mar 2024 21:18:44 GMT

Montessori's Timeline of Life captivates elementary students, fostering wonder and understanding of Earth's history and life's complexity.

Nothing quite captures the imagination of elementary-aged children more than the Timeline of Life. Developmentally our 6 to 12 year olds can start creating temporal order, and timelines are a perfect way for them to visually explore and understand the passage of time.

We share timelines as a key part of the Montessori Cosmic Education curriculum, through which we provide a holistic understanding of the universe, Earth's history, and humanity's place within it. The Timeline of Life is the first in a series of prepared timelines in Montessori elementary classrooms and it provides a series of engaging activities designed to help children grasp the vastness of time, the interdependency of all living things, and how human life is a continuation of much that has come before.

Presentation & Introduction

When we first present the Timeline of Life, we often share it in panoramic form, unrolling the timeline as we tell an overarching story. The main photo for this blog post is our Lower Elementary class unrolling the Black Line, which is used to represent the timeline of life. But one of the gifts of the timeline is that it can be used in multiple ways! We can also focus on one panel of the timeline and explore the pictures from a particular period or epoch, provide information about one specific organism across the timeline (e.g. the development and decline of the trilobites), or even just explore the various symbols, terms, and conventions used in the timeline.

Our presentation of the Timeline of Life can be a combination of a historical overview of the progression of life through the ages, an examination of the influence that life has had on the non-living parts of the world, and a corresponding examination of the influence that the non-living parts of the world have had on living organisms.

These presentations provide the children with the opportunity to sequence details of the story of life on Earth while also offering almost unlimited opportunities for more in-depth research throughout their years in the Montessori elementary classroom.

Highlights & Possibilities

The timeline visually illustrates several major milestones of life on Earth, including:

● how lifeforms arose in the oceans

● the appearance of multi-cellular organisms

● the evolution of creatures with a spinal column and backbone

● how some plants and animals began to move from water to land

● the appearance of land-based plants with roots and stems

● the emergence of flowering plants

● how birds and mammals were better able to deal with variations in the temperature around them

● how humans, with neither fur nor feathers, sharp teeth or claws, could use their hands, heads, and hearts to adapt to their environment

After presenting Timeline of Life basics, we return to the material repeatedly to explore more details and offer new avenues of investigation. We might introduce more of the creatures on the timeline, the names of the eras and their etymology, the red lines showing linkages through the timeline, or the visual cues demonstrating the timing of the ice ages. We might explore the rising of mountain ranges, the deposition of salt and coal, the shapes of land masses throughout history, the rise of flowering plants, and creatures (like the horseshoe crab) that appear now as they appeared in those ancient times. The Timeline of Life can inspire children to explore fossils and fossilization, and even embrace aspects of organic chemistry! As children become more sophisticated in their thinking, we present new facets of the timeline.

How the Black Line is used in the classroom

Children also enjoy using a blank timeline to see if they can recreate the Timeline of Life by placing loose pictures held in a folder or container for each era. When all of the loose pictures are correctly placed, the result matches the Timeline of Life. As a result, children often use the blank timeline to test themselves on how much they remember.

Children are often inspired to set up little Going Out trips to learn more about something on the Timeline of Life or create scale drawings of the massive and minute creatures they learn about from the timeline. Children also love to share their discoveries through drawings, dioramas, models, and booklets.

Awe & Wonder

Above all, the Timeline of Life helps children grasp the wonders of deep time and the complexity of life that surrounds us wherever we look. They are fascinated by how long the earth went with no life to just how long it has taken for life to develop from proto-organisms to complex mammals.

In Montessori elementary classrooms, the Timeline of Life is not merely a subject of study but a source of wonder and inspiration. As they use the timeline, children are immersed in the rich tapestry of life's history and as a result, develop a deep sense of connection to the natural world and a profound respect for all living beings.

We invite you to schedule a tour to see how children embark on a lifelong journey of learning and discovery through hands-on experiences with materials such as the Timeline of Life!

EBM Success at the MMUN

rachel@eastbaymontessori.org (Rachel Kleinman) — Tue, 05 Mar 2024 17:08:06 GMT

One of our 8th years was selected to speak at the Closing Ceremony

The much-anticipated MMUN trip took place over our Presidents’ Week Break. Students arrive in New York on Tuesday, took in the city that evening and the following day, and on Wednesday took part in the Opening Ceremonies. After Committee work on Thursday, students were able to visit the United Nations building in New York and work at the desks of the actual General Assembly Hall. Once Committee work had reached consensus on Friday, students took part in the Closing Ceremonies, and our own Cristina Martinez Aldaco, an 8th-year and second-generation MFS/EBM student, was voted by her Committee group to present their resolution at the ceremony! A wonderful time was had by all, whether meeting fellow delegates or exploring the city and taking in an evening gelato. Congrats to our amazing delegates on all their hard work and a successful trip!

Please read about Cristina's incredible experience, in her own words:

At Montessori Model United Nation (MMUN) there are multiple events that happen. Every year there is a Closing Ceremony. The Upper Elementary and Middle School Committees vote on 3 delegations to represent Topic 1 and Topic 2. For example, in my committee ECOFIN (Economic and Financial Committee), we were told by our bureaus to write down 3 countries that would be a good representative for our committee for the Closing Ceremony. We did that process for both Topic 1 and 2.

At the end of day 2, we got the results on who was going to speak at the Closing Ceremony. For Topic 1, The State of Qatar, Republic of Ethiopia, and the Republic of Angola were chosen by the committee. I was so, so happy to be chosen to speak in front of everyone who participated in MMUN! After it got announced, I had to stay for a couple of minutes. The bureau told me what I needed to write down so I could recite it and practice it.

When it was almost time to speak, I’m not going to lie, I was so nervous that I almost told my committee partner that I was going to back out. Luckily, my partner reassured me I was going to do great. When I went on stage with my fellow delegates I just stood patiently, clapping when one delegate finished after the other. Then it was my turn, I said my speech, people clapped, and when I went back to my seat I felt extremely accomplished. Being a part of the Closing Ceremony was super cool. And now I don’t really fear public speaking anymore, so yay!

To any parents who are considering if their child does MMUN next year, do it! It is such a great experience. You’ll be able to meet so many people from all over the world, as well as help solve global issues and make a difference.

Sincerely,

Cristina, EBM 8th Year

The Republic of Angola

Why Intrinsic Motivation Matters

rachel@eastbaymontessori.org (Rachel Kleinman) — Tue, 06 Feb 2024 23:41:03 GMT

Intrinsic motivation is a key element to the Montessori environment

Think of a time when you did an activity because you wanted to do it–maybe weeding your garden, reading a book, taking a walk, or rearranging your bedroom. Your motivations arose entirely from within you. You likely felt pure joy or satisfaction in the very act of what you were doing. In these activities, you may have also felt a sense of meaning or purpose. Or maybe you felt like you were accomplishing something positive. This is the experience of intrinsic motivation. Stated another way, intrinsic motivation is when we engage in a behavior because it is personally rewarding rather than for an external reward or to avoid punishment.

Now contrast that experience with when you feel like have to do something. When you are motivated by extrinsic factors, rather than those from within, the experience is different.

Why Intrinsic Motivation Matters

In Montessori, we work to help children develop their intrinsic motivation.

There are three main elements of intrinsic motivation: being able to act independently, feeling that one’s efforts matter, and developing satisfaction from the experience of mastery. We want our children to have these three experiences as they move through learning and life. When we are intrinsically motivated, we think and act with a sense of our growth potential and how we can have a positive impact on the world.

In Montessori environments, rather than handing out punishments and rewards, we encourage children to find and connect to internal motivations. In doing so, children develop a sense of autonomy, purpose, and mastery, all skills that contribute to high emotional intelligence.

In addition, intrinsic motivation is connected to having a growth mindset. When children have a growth mindset, they understand that they can learn from mistakes and that their abilities can evolve and grow. This leads to a willingness to embrace challenges and to see failure as an opportunity to learn. Some describe this as having cognitive hardiness, which is when we are motivated to work hard, try again, and incorporate new learning when facing challenges.

Extrinsic Motivators are Everywhere

All too often, children have a barrage of extrinsic motivators in their lives: from the seemingly positive external incentives like verbal praise (“good job!”), sticker charts, and grades, to more negative methods like punishments, time outs, and verbal reprimands.

Alfie Kohn, author of Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes , explains how incentives can seem to work in the short run, but that the strategy ultimately fails and can even cause lasting harm.

Research shows that extrinsic motivators work for the short term but that they don’t produce long-term change. For example, Mary Budd Rowe, from the University of Florida, found that students who were generously praised by their teachers responded to questions in an unsure voice, backed off from an idea as soon as an adult disagreed, were less likely to persevere with difficult tasks, and didn’t regularly share ideas with peers. Joan Grusec, from the University of Toronto, discovered that young children who received frequent praise for displays of generosity tended to be slightly less generous on an everyday basis than other children.

Likely this backsliding happens because every time children hear “good sharing” or “good job” the actions they were doing become something that aren’t important in their own right. Rather, their actions become a means to an end: getting praise. The actual value of the action becomes usurped by the adult response. In addition to creating praise junkies, we can actually rob children of the opportunity to have satisfaction and meaning because of what they have done. When we doll out external motivators, we encourage children to look to adults for approval or attention.

Lifelong Benefits

When children are intrinsically motivated, they want to do well because it’s the right thing to do or feels personally satisfying. As a result, they develop a sense of pride in their accomplishments. Furthermore, when facing bad days or setbacks, intrinsically motivated children can persevere. They are able to get back up when they feel knocked down. With this kind of cognitive hardiness, children are able to believe in themselves. They are confident in their abilities. These skills can last a lifetime and help our children find true success in the world.

Curious about what this looks like amongst a community of learners? Come visit the school and see how Montessori children use their intrinsic motivation in powerful ways!

Social Benefits of the Elementary Years

rachel@eastbaymontessori.org (Rachel Kleinman) — Tue, 23 Jan 2024 20:56:55 GMT

The Positive Impact of Montessori Education in Older Years

It is easy to focus on the academic benefits of Montessori education. In fact, an August 2023 meta-analysis of 32 studies highlights how students in Montessori programs, in comparison to students in traditional schools, show higher performance in language, math, general academic ability, and executive functioning. Clearly, the Montessori method has a powerful impact on student performance. Academic vigor, though, isn’t the only thing that matters in our children’s lives.

The social-emotional benefits of a Montessori education are also incredibly significant. This is especially apparent at the elementary level when children are figuring out who they are as social beings. The near-peer learning in mixed-age Montessori elementary programs helps our young people develop their collaboration strategies, problem-solving skills, and conflict-resolution techniques. Plus, Montessori environments support what our children are going through developmentally. We are working with human nature, rather than against the strong forces that drive our young people.

Collaboration

At the elementary age, it is all about the “we” because children of this age have a strong gregarious nature. They want to do things together and thus group work is an integral part of Montessori elementary classrooms. In the process of working together on projects, elementary students practice important communication skills and learn how to lift each other up in their group work. We want elementary children to know that collaboration will take us further than competition, so we help children learn how to cheer each other on in supportive ways.

As they develop these collaborative skills, each individual comes to recognize not only the power of the group, but also what it means to belong to a group in a meaningful way. As children experience themselves as part of a group they are engaged in important social construction.

Practice Society

This social construction can be seen as the way that elementary-age children begin to practice what it means to create societal structures. In Montessori, we sometimes think about elementary communities as “practice societies”.

It is “practice” because children are engaging in something they haven’t already mastered, which means they aren’t going to be good at it at first! We recognize that children need to work at creating their “practice society” and there will be gradual improvement. This also means that there will be mistakes, including conflict and hurt feelings. In Montessori communities, we have the time and space to support children as they work through this process. We value the importance of this social development!

The word “society” comes from the Latin root for companion. Thus, being in society implies having friendly associations with others. We want elementary children to find joy in associating with each other. During the elementary years, children benefit from real jobs that contribute to their community and begin to appreciate how to make sure everyone gets their needs met collaboratively. So, we support children in this work of forming a society based on joint cooperative work in a positive, productive environment.

Building & Solidifying Skills

In the process of working with peers of varying ages, children make connections with different types of people and realize that learning can happen from those who are both older and younger! Through connection and conversation, children practice their patience, listening skills, and communication strategies. As classmates engage collaboratively on both projects and classroom responsibilities, they learn how to work toward one goal, lean into each other’s strengths, prioritize tasks, and organize their time. Part of this happens because in mixed-age elementary classrooms, students don’t have the stress of comparing themselves to peers of the same age. They have space and time to develop their skills, collaborate based on interests, and practice what they have recently mastered.

We see much of this social and emotional growth in how Montessori children interact with people both in school and out in the broader community. Because they have had the experience of adults as partners and allies, we see that Montessori graduates know how to seek help, ask questions, and generally converse with people of all ages.

Trusting the Montessori Process

rachel@eastbaymontessori.org (Rachel Kleinman) — Fri, 05 Jan 2024 20:43:48 GMT

Montessori is an Intentional Approach

In Montessori, we focus on supporting children’s intellectual, emotional, social, and academic growth. A scientist first and foremost, Dr. Maria Montessori was interested in creating optimal learning environments so that young humans could reach their potential with as few adult-created obstacles as possible.

Thus, in Montessori, we think differently about the role of the adult and even how learning materials are used. One of the adults’ roles, for example, is to put children in touch with activities so that children can learn through doing. With this experiential approach, children can use their hands, engage through movement, and even make mistakes. The adults are not the dispenser of information or even the right answers. Rather, we help children learn how to learn, which includes understanding themselves as learners, figuring out how to use failure as a starting place for growth, and exploring the process.

To achieve this, the Montessori method has a very intricate approach that relies on providing children with building blocks over the course of their educational journey. Montessori guides engage in an individualized, long-term process of introducing children to a series of skills and information, all to help children experience ah-ha moments. We know that when children discover something for themselves, they own that information deeply. Sometimes we’ve seen children feel like they are the first discoverers of a new piece of knowledge, a linguistic tool, or a mathematical trick.

For example, when children are learning the process of compound multiplication, we move them through a series of activities that connect their prior knowledge of place value, patterning they have experienced for years through different Montessori materials, and a color-coded system for quantities. As they work through steps that show how compound multiplication works, children often realize that they can take shortcuts rather than putting out and exchanging various colored bead bars on a material called the chequerboard. Once they start taking these “shortcuts” they are demonstrating that they have internalized the steps for multiplying multi-digit numbers. Sometimes in this process, children feel like they are discovering a fabulous secret or have invented a new mathematical method. However, we know that they are taking the necessary steps to abstractly compute the answer in a compound multiplication problem.

One of the gifts of a Montessori education is that children have the opportunity to discover so much in their own way and in their own time. Rather than rote learning or memorization, children are given the chance to make connections. Through multiple learning experiences, these connections become interconnections that create complex neural pathways that often show up later in life. There is a reason why a Wall Street Journal piece coined the term “Montessori Mafia” to refer to a number of former Montessori students who have gone on to become what could be called tech titans and engaged innovators!

If this process of discovery isn’t happening for some reason, Montessori guides are trained (and the materials are designed) to provide scaffolding so that children can still build upon prior knowledge and make progress toward mastery. Even so, sometimes extra support is needed and when this is the case, collaboration is key. Montessori works most effectively when there is a strong alignment between home and school. So, if a child needs some additional help or outside services, we work to coordinate with a tutor or support person so that everyone is working in alignment.

If you ever want to show your child a shortcut or introduce some outside-of-school practice, we request that you take a moment to check in with your child’s classroom teacher. It might just be that your child is on the brink of discovery. They could be at the culmination of years of carefully designed preparation. They might be just about to make an important connection or realize a significant insight. And when someone is on the edge of understanding, it is a tremendous gift to allow them to have their moment!

We thank you in advance for appreciating the intricacy of our approach and for connecting directly with us if you want to explore how to support your child(ren)’s learning. And of course, if you are interested in more about what happens when children can discover the process for themselves, we’d love to show you! Schedule a tour to see how Montessori students own their knowledge in powerful and profound ways.

School and Family Partnership

rachel@eastbaymontessori.org (Rachel Kleinman) — Mon, 11 Dec 2023 19:28:24 GMT

What does it mean for a family to have a positive connection to the school?

Our children thrive when home and school environments work cooperatively, communicate well, and share similar educational values and expectations. When families devote sincere effort to learning about Montessori principles and how to reinforce these at home, there are positive effects. We want to partner with you in support of your child!

Supporting Independence

To support independence, it’s important to remember that even the youngest child can engage in real-life activities around the house. They can help set the table, fold the laundry, feed any pets, and tidy a room. Older children can contribute to home life by participating in household chores such as loading and emptying the dishwasher, putting away groceries, gathering trash/recycling, preparing simple meals, and more elaborate pet care.

In this process, we want to provide children practice with self-care skills. This can range from putting on their own shoes, to picking out their clothes for the next day, to planning and packing their lunches. For older children, give them more appropriate tasks like helping to cook dinner, emptying the dishwasher, walking the family dog, or even help to budget the grocery spending. Providing children with these opportunities builds independence, confidence, and life skills. With children of all ages, the Montessori approach is “help me to help myself.”

We also want to give our children the opportunity to overcome challenges. They might struggle to get their shoes on at first. Rather than swoop and just quickly do it for them, we can break down the steps and offer some simple verbal guidance: open the velcro first, pull here, open the straps, slide your toes into the shoe, push down, etc. With older children, this scaffolding may take the form of brainstorming how to communicate with friends about a social misunderstanding, or offering to draft an email together to the teacher to share what has been upsetting your child. When we provide support for problem-solving rather than “fixing” a problem, we help our children build self-esteem, their sense of purpose, and the determination to master life skills.

Communication is Key

Although staying up to date with communication seems like a simple step to staying in partnership, lives get so busy! To prioritize our children’s educational experience, we can take some simple steps to make sure we are in alignment and not working at cross purposes.

At the core, we want to maintain respectful, direct, and active communication with each other. This can be as simple as communicating with your child’s guide(s) in a timely manner about significant changes or events in your child’s life. Life outside of school has an impact on your child’s classroom experience, and communicating with your child’s guides will allow them to better support your child during times of transition or challenge.

Another good step is to familiarize yourself with the handbook each year. It’s eas y to think it only requires one read, but it’s worth rev isiting the handbook annually to review school policies and remember important procedures and expectations. Similarly, reading communications from the school and classroom is an effective way to stay current about any updates or changes and to build a trusting partnership with your child’s classroom guides.

We want to hear and understand your perspective. We also want to share how we work to uphold the mission and vision of the school and Montessori pedagogy in a way that balances individual needs with community needs. Communication is key!

Practice Positivity

We work hard to model respect and positivity and hope this continues in the home. This can take the form of practicing positive discipline (read more about this on the Positive Discipline website).

Practicing positivity can also mean assuming the best intent. For example, if misunderstanding or conflicts arise at home or at school, as adults we can work toward a resolution with graciousness and model being open to hearing another’s perspective. Children are watching and listening. If we speak of community members in positive terms, even if there is a concern or disagreement, our children will learn how to approach potentially tense situations with thought and care.

Thank you for being willing to understand and support the school’s policies, stay in communication, support independence, and serve as a role model for all children. We appreciate it when families are willing to learn about and trust the Montessori model of education. Children thrive when they experience their home and school environments as being in sync !

One of the best ways to learn more about the Montessori experience is to see it for yourself through a tour or attend an open house . We look forward to meeting you soon!

Stone Soup Returns to EBM

rachel@eastbaymontessori.org (Rachel Kleinman) — Mon, 27 Nov 2023 20:37:07 GMT

A Beloved Tradition Returns to EBM - Stone Soup!

On our final school day before the Thanksgiving holiday break, we shared our first Stone Soup meal together as a campus community since the pandemic started. We love this tradition because it gives every student the chance to play a vital role in the meal and festivities. Middle School students run the show for the day - they set up the room, prep the appetizers, do the physical cooking, serve the tables, and clean up. Kindergarten Bridge and Lower Elementary students brought their ingredients, whether a bag of chopped celery or a can of beans or a washed and scrubbed stone, and were helped to add their contribution to the soup by the Middle School elders. Upper Elementary students created name tags for all attendees, plus table decorations, and had the option to bring pies for everyone to share for dessert. A festive time was had by all and one student even lost a tooth!! Thank you to our families, whose support was also essential in bringing this event to fruition. Our school community had a lovely meal together and we look forward to the event again next year!

The Origin of Language

rachel@eastbaymontessori.org (Rachel Kleinman) — Mon, 06 Nov 2023 22:43:26 GMT

Exploring the origins of language

Dr. Maria Montessori felt that in order to support children’s development of language, we first need to appreciate the evolution of language. In fact, the language today’s children use is a culmination of language evolution from the dawn of humans.

Languages have expanded and grown to match the complexity of our cultures. Because language is changing and evolving, children create their language as it exists in their environment. Although a child born thousands of years ago had no less potential for developing language than a child today, our languages have grown in fullness and complexity.

Evolution of Spoken Language

Although we don’t have any records documenting the beginning of spoken language, we can imagine that certain experiences or events drove humans to produce different sounds. Over time these utterances likely became internalized and came to represent an experience.

Language is necessary for humans to work together cooperatively. In his memoir, Born a Crime: Stories from a South African Childhood, Trevor Noah relates his experience growing up in South Africa, where there are at least thirty-five indigenous languages, eleven of which are official languages. As someone who speaks seven different languages, Noah experienced first-hand how language can bridge divides: “Language, even more than color, defines who you are to people.”

Early humans developed language as a means of communication, but humans were isolated into small tribes or clans. Each group developed their own agreed upon communications. As populations increased and migration happened, communities came into contact. Some words got shared. Some new words were created. Etymology gives us the histories of the roots of words, and as such, historians can study the evolution of language and human migration through words and their roots.

The vocabulary of any language is related to the culture of that community. For instance, the Eskimo language has 27 different words for snow, while Hawaiians have no words for snow. Languages constantly evolve as new experiences emerge in our culture. Currently, we can see this in how words are added or removed from the dictionary. A couple of decades ago, for example, “Google” was not a verb!

Primitive spoken languages were primarily nouns interspersed with some adjectives, verbs, prepositions, and conjunctions. Primitive languages actually sounded a lot like how young children speak. As cultures evolved and became more complex, languages evolved their own vocabulary, grammar, and syntax.

Evolution of Written Language

At some point, humans also developed symbolic language as a way to record their thoughts. These records began as pictures, such as the cave paintings that date from over 30,000 years ago. In the beginning, the pictures were realistic and over time became more symbolic, moving from pictograph alphabets to phonetic alphabets. With a phonetic alphabet containing a limited number of symbols, people could begin to create any word. The birth of the alphabet greatly simplified the writing system. As civilizations evolved, expanded, and became more sophisticated, the expansion of language in written form became more universal.

The roots of modern American English reflect the diversity of the culture. While the English language originated in Britain, the Romans added a Latin influence and the French Saxons and Anglos added their own influences. As colonists came to America from different countries, they brought their language to a place where the Native Americans had their own languages. All of these influences were incorporated into American English.

This diverse history of the language is what makes it complicated and full of exceptions. Some words retained their original spelling while others were adapted and modified. This varied origin story explains why we can have a sound represented in so many different ways. Just think about the sound “sh” which can be represented in: shock, sugar, emotion, charade, social, and tissue.

Once humans developed a writing system as a way of recording thoughts, another skill had to be acquired — reading. If writing is recording our thoughts, reading is interpreting the thoughts of others.

Development of Language

Just as the evolution of writing and reading happened with humans, there is just as much magic, mystery, and power that happens when each child learns to read. In our prepared environments, we offer children the keys to their language because we have a deep appreciation for the origins of language itself. By understanding the history of language, we can better appreciate what children are accomplishing when they acquire these skills.

Our exercises for language are not designed to teach language directly, but to offer support to children’s developing personalities. The method we use in our classrooms evolved from Dr. Montessori’s discoveries about how children learn. What resulted is a revolutionary method that is in harmony with the child’s developmental needs. Children can learn to write and read without even realizing that it is happening.

We welcome you to observe this development of language in action in our classrooms. Schedule a tour today!

Middle School Businesses

rachel@eastbaymontessori.org (Rachel Kleinman) — Tue, 24 Oct 2023 21:37:06 GMT

Learn more about why businesses are key to our Middle School experience

This post was written by August, currently a 7th Year student and new to East Bay Montessori. As the last leader of Cycle 1 and a student founding a new Middle School Business, Fox News (our mascot is a fox!), she wrote an article explaining why the businesses exist as an integral part of the Middle School curriculum.

Middle School is often seen running things like Pizza Day or Tamale Tuesday, but why do they do it? Middle School currently runs 5 businesses: Pizza, Tamales, Yearbook, Bakesale and Fox News. The businesses are run so that the middle schoolers can make money for their Adventure Trip, an annual trip that switches between camping and city. The trip is fully student-planned and student-funded. Middle School supports their businesses by making them so that every 7th grader helps a business and every 8th grader has to be a CEO. Most businesses have a CEO and assistant CEO, but Bakesale currently has no assistant CEO and Fox News has a CEO, assistant CEO, art director and backup Ben.

As far as I know, the most businesses ever run by middle school at a time was 5, but that record will soon be broken with Obstacle Night starting in the next month or so. Most businesses are just always going if there is always a successor to the business, but it is possible to start a business. To do that, you need to submit a cover letter to Kathleen, the current Middle School teacher, get it approved, send a copy to the head of the school, get that approved, and then you can create your business.

Once you have a business, you have certain responsibilities. These include going to the chamber of commerce, a once-a-week meeting where all businesses discuss the financial state of their business, test forms that are sent out to the school, and ask each other questions. Being a business leader is a fun job but depending on what your business is, it can take up increasing amounts of your time.

We invite you to take a tour of the school to learn more about our Middle School program! Click here to schedule a visit today.

EBM Has a Full Event Calendar for the School Year!

rachel@eastbaymontessori.org (Rachel Kleinman) — Tue, 10 Oct 2023 22:56:19 GMT

Parent Education, Tours, Open Houses, Dances - We have a full schedule!

East Bay Montessori has packed the calendar this school year with parent education events, concerts, dances, tours, and open houses. We have already hosted parent education nights about the 3 Year Montessori Cycle, How EBM Exceeds the Standards, a State of the School report from the Board of Directors, and our Back to School Night. Just in the coming weeks we are hosting events about Reading, Development of the Adolescent, Navigating Screen Time and so much more. Make sure you save our calendar so you always know what's coming up!

In addition to our parent-focused events, our Parents' Association is busy with organized park playdates, school dances, and bake sales. Of course, we will also host our annual winter and spring music concert with performances and dances by our students. Art shows will even be included in this year's calendar!

If you're a prospective parent reading this blog post, we hope to include you in our community! Our Open House dates for this school year are October 28, January 20, and April 13th at 10:00am. Please RSVP to join us: https://www.eastbaymontessori.org/open-house

We also host tours every Tuesday and Thursday where you can observe our Montessori classrooms in action. Tours do fill up, so reserve your tour date today: https://www.eastbaymontessori.org/schedule-tour

Family Challenge - Support Young Lunch Makers!

rachel@eastbaymontessori.org (Rachel Kleinman) — Thu, 28 Sep 2023 17:03:55 GMT

Empower your children to pack their own lunch to build independence and save you time

Children in Montessori settings do a lot of food preparation. Our Kindergarten Bridge class, for example, has already begun Apple Slicing work and Banana Cutting. Food preparation is a big part of their practical life experience at school and a big part of becoming functionally independent in the world. So, our challenge is this: Rather than taking on the sole responsibility of preparing lunches for our children, let's make a commitment to move toward helping our children become their own lunch packers!

Seem Daunting?

Many of us try to fine-tune lunch packing to make it as efficient and painless as possible. The thought of including our children in that process may at first seem completely overwhelming and impossible.

We recognize the challenge may feel uncomfortable, but bear with us! Teaching our children learn how to pack their own lunches helps prepare them for important life skills and it supports their Montessori experience in a significant way. The side benefit of having children be part of the process is that they have some responsibility and accountability for what they bring. If it's food they helped choose, prepare, and/or pack, they know what they have and are more likely to enjoy it!

Let’s break down the steps for supporting children as they learn how to prepare their food, pack their lunch, or even just be part of putting items in their lunch box. Keep in mind that this family “homework” challenge can even start with toddlers!

Shop Together

A wonderful way to enlist children’s involvement is by including them in some part of the shopping experience. Young children can be part of selecting certain food options (give them a choice of two!) off the shelf and putting them in the cart. Older children can help make a grocery list, figure out the cost of different items, and keep track of what is needed while in the store. Even a little bit of involvement in picking out lunch food options helps children have a sense of ownership and control.

Choice within Limits

It's important to balance a child's wants with their needs, especially when it comes to healthy eating. Some families have success with collaboratively creating a list of different choices within each food group. Decide as a family what you prioritize then list various options from food groups (e.g. grains, vegetables, fruit, dairy, and protein). It can help to create a visual guide so even young children can see what their choices are when thinking about what to plan for and purchase.

Accessibility

After coming home from the grocery store, children can be part of putting away the items they will be using to prepare and pack their lunches. Accessibility is key. Having a designated spot for lunch foods helps with the packing process. Low cabinet shelves or even low drawers work well. If possible, also find an easy-to-reach space in the refrigerator for perishable items.

It can help to have clear containers so children can easily see their options. For example, after purchasing grapes, children can help wash them, remove the grapes from their stems, and then place the ready-to-eat grapes in a glass or plastic container to store in the refrigerator. Similarly, carrots can be washed, cut, and stored in water in a see-through container. If this system works for your family, even non-perishable items, like crackers, can be removed from their packaging and placed in a clear storage container with other accessible lunch foods.

Easy to Make & Easy to Eat

Young children tend to love having small portions with lots of variety. So when preparing food, think about how children can help with this step. They might like to help cut a sandwich into mini-sandwiches, peel and section a clementine, or slice some cucumbers. With a variety of different choices, children can try combining foods in different ways. They might like to sample a piece of cheese with their apple slice or see how cream cheese tastes on a cracker. Older children can create their own wraps, roll-ups, or sandwiches or choose some dinner leftovers to put into containers for the next day’s lunch.

When children are part of preparing food, there can be some mess involved. It’s good to allow a little time and space for spills to happen. We can show children how to clean up after themselves, while also remembering that the youngest children won’t necessarily be able to clean it all up themselves. When we collaborate in the process, we are helping our children learn how to do it themselves. Whatever path makes sense for your family, just remember that when children are part of the preparation process, they are more invested in trying and eating a variety of foods.

Plan Ahead

Because mornings can be rushed, it often helps to do a little planning ahead of time. Some families like to use the weekend to map out a lunch menu with their children. This can be posted in an easy-to-reference place in the kitchen. When it’s time to get the foods ready or put them in lunch containers, children can just look at the lunch plan for that day. Some families go as far as collaborating with their children to get as many lunch foods as possible ready over the weekend so that their kids can just put that day’s items into their lunch box each morning. Other families might set up a routine so that children are part of emptying and washing their lunch containers when they get home from school and then can use that time to get their lunch set up for the following day. Children may even like to get their lunch packed the night before, store the whole lunch bag in the refrigerator, and then just grab the lunch and go in the morning.

Your kids are very capable! Although the process may feel overwhelming at first, remember that you are helping your child learn valuable life skills and reinforcing their Montessori education. If you’d like to come visit the school to see children’s food preparation in action, schedule a tour . We would love to support you with this Montessori challenge!

The Power of Three

rachel@eastbaymontessori.org (Rachel Kleinman) — Tue, 05 Sep 2023 20:25:39 GMT

The Importance of the Three Period Lesson

In Montessori, the number three shows up a lot! We have the three-hour work cycle, three-year age spans, the three-period lesson, and the three-stage learning cycle. While there is considerable spiritual significance to the number three throughout human history, in a Montessori context, the importance of these threes is grounded in scientific observation of human development, characteristics and needs during different stages of growth, and how our brains synthesize information.

Three-Period Lesson

The three-period lesson model came from Édouard Séguin (1812-1880), a physician and educator known for his work with children with disabilities. Séguin used the three-period lesson to help children make an association between an object and its corresponding term.

The three-period lesson captivates young children and rouses interest. Dr. Maria Montessori began to use three-period lessons to help young children connect language to the perception of an idea, and ultimately create a permanent acquisition in their memory. There are three discrete stages to this approach.

The First Period: Naming

This first stage of the lesson is when we introduce vocabulary and help children make the connection between their experience and the language. In this first stage, we want to isolate both children’s impressions and the matching word.

At the infant and toddler level, we start with real objects or small replicas. With young children, we have about four objects in a basket. We pick up one object and name it. We then allow a child to have a turn feeling the object and having their own sensorial experience of the item. In the process, the child brings together the name and their sensorial experience. We continue this with each object, saying the name multiple times. For example, “This is the _____. You can feel the _____. You can place the ____ here.”

We also use a similar process for introducing vocabulary through language cards which have a picture of one isolated object on the card.

As children get a little older, we start introducing language for more abstract concepts. For example, if we are introducing tactile experiences, we offer children two different tablets that are identical except for one feature: one has rough sandpaper on it and the other has smooth paper. We feel the rough tablet and say: “It is rough.” Then the child feels the rough tablet. We repeat the same process for the smooth tablet.

The Second Period: Recognizing

This is the longest part of the lesson because we want children to have many experiences with the object or quality and its name. We rearrange the objects or cards and then ask children to place them in different locations or to point to a particular one. We might ask, “Which is rough?” Or say, “Place the _____ on my hand. Place the ______ here.”

We approach this second stage in a playful, game-like way although the goal is to cement the concept in children’s memory. If children make a mistake, we do not correct. Instead, we merely reinforce the correct vocabulary: “You handed me the picture of the cheetah.”

The Third Period: Remembering or Recall

We ask children aged three and older to recall the name that corresponds to the object by isolating the object or image and asking for its name: “What is this?" If children aren’t able to remember, we just try the three-period lesson again on another day.

We don’t use this third stage with children younger than age three because they might not yet be ready to produce the sound. Plus, this request for recall isn’t a great idea to use with children when they are in their oppositional stage (around age two)!

The Elementary Years

Elementary-aged children engage with new material in a similar, yet more sophisticated way. The learning process echoes the three-period lesson but isn’t exactly the same.

The first period involves a presentation by the adult, which can include the great stories, impressionistic charts, materials, experiments, and demonstrations. The focus is on introducing specific concepts, activating student interest, and providing a big-picture view before going into specific details. Rather than being vocabulary-based as with younger children, these lessons are intended to introduce elementary students to the wonder of the universe. In this first period, the adult gives only what is absolutely necessary for the lesson, so the students can move into their own exploration.

The second period is the longest part of the learning activity and is an exploratory phase of learning when students freely choose follow-up work. We want to see how far children can go with what they have learned, so the second period offers repetition with variation and encourages extension and elaboration of original concepts. Once they have done extensive work, students have reached the third period.

During the third period, the adults are discreetly and indirectly assessing children’s learning. Through conversation and observation, adults can see if the students can recognize the concept and perhaps apply it to a new or novel situation. Unlike with younger children, there is no expectation for students to perform or produce evidence of their learning. The onus is on the adult to observe and gather data that will help direct future lessons and even re-presentations.

In Adolescence

A similar learning cycle also exists in the Montessori adolescent community as a way to support learning, development, and self-creation for teens.

Similar to what happens in the elementary, this first stage is a lesson or experience offered by an adult. It is an invitation to work and contribute to community needs by addressing a specific, concrete issue. In the first stage, adults can also elicit student input by asking adolescents for options and choices about the work they want to do and how they want to do that work.

During the second stage, students engaged in freely chosen work that is activated by interest or a recognition of a need in the community. The adults are there for guidance as adolescents work with skills and ideas and begin to consolidate them. This stage can include research, experimentation, inquiry, data collection, discussions to enhance collective understanding, physical and practical work to accomplish a task, and consultation with experts. Throughout the second stage, the adults are looking for what draws students into the task, what keeps them working, and what drives contribution to produce, think, and question.

In the third stage, adolescents can offer what they learned by giving back to their community. Unlike in the elementary years when the adults are discretely observing for understanding, now there is an expectation that adolescents can produce a product at the end of their work. This sharing of knowledge and understanding is both a consolidation of concepts and skills, and a way to acknowledge that the work exists within the context of community. Products of the third stage can include a demonstration, publication, or implementation.

While these three stages take on slightly different forms from infancy through adolescence, the goal is the same: to effectively support young people as they integrate their learning. Come visit our school to see the power of three!

Montessori Family School is now East Bay Montessori!

rachel@eastbaymontessori.org (Rachel Kleinman) — Mon, 07 Aug 2023 20:50:30 GMT

Same authentic Montessori education, with a new, updated name!

After 42 years as Montessori Family School, as of July 1, the school founded in Berkeley by Jane Wechsler has a new name: East Bay Montessori.

The new name builds on the long-established legacy of Montessori Family School in the East Bay, where they have been offering authentic Montessori education from preschool through 8th grade since 1981. At the school’s founding, it served younger children and the name reflected that demographic. This new name creates a stronger foundation for continued growth by keeping Montessori forefront in the name, better suggesting academic work for all ages, and locating the school within the region that it serves.

The decision to transition to East Bay Montessori follows a thoughtful process that spanned several years of consideration, speaking with stakeholders in the school’s organization, studying demographic information regarding word association among parents of school-aged children, and strategic planning around attracting and retaining students at higher grade levels. East Bay Montessori (EBM) wanted to simplify and universalize the school name simultaneously and ensure that the emphasis was still on the pedagogy that is foundational to the school.

EBM is excited to embrace a new chapter and looks forward to welcoming students under the banner of East Bay Montessori this fall, at the start of their 43rd year.

We hope you'll come visit us to see what we're all about! Schedule your tour today!

Montessori and Neuroscience - Alissa Stolz to Present at 2023 International Montessori Congress

rachel@eastbaymontessori.org (Rachel Kleinman) — Fri, 21 Jul 2023 19:56:22 GMT

How We Construct our Conscious Worlds, Our Cultures, and Our Selves

East Bay Montessori is proud to announce that our very own Head of School, Alissa Stolz, M.Ed., has been selected to present at the 29th International Montessori Congress in Bangkok, Thailand, on August 4, 2023. Her talk, given with Jeff Hester (a longtime friend and former Board committee member of the school) will focus on the intersection of modern neuroscientific discovery and Montessori classroom practices that have been in place since 1907. They will show how the child’s sensorial construction and perception of the self will continue to be supported by Montessori education even as the world morphs at high speed and becomes ever-more multicultural and interconnected.

In their own words:

Locked inside the dark, quiet interior of a skull, our brains have no direct access to the world. The brain must infer what is going on outside the body, then test those inferences – those predictive models – using electrochemical signals from the senses. Quoting Montessori, “The senses, being explorers of the world, open the way to knowledge.”

Just as we construct our unique conscious experience of the world, we construct the perception we call “the self.” Crucially, we can only construct conscious worlds from the ideas and active experiences that we have had. That flows from the experiential, sensorial, social approach at the core of Montessori education.

This will be her second talk selected by the IMC; previously, Stolz presented on sensory input at the International Montessori Congress in 2017, in Prague, Czech Republic.

We wish to congratulate Alissa on this wonderful achievement, and can’t wait to share more as the Congress unfolds.

East Bay Montessori Graduation 2023

Thu, 22 Jun 2023 11:18:20 GMT

Celebrating Achievement and Independence - Especially for Our 8th Grade Graduates!

Graduation ceremonies at Montessori Family School are moments of great significance and pride, marking the completion of one chapter and the beginning of another. Rooted in the philosophy of Dr. Maria Montessori, these ceremonies embody the celebration of achievement, independence, and personal growth. This was proven through The Montessori Family School 8th years' highly individualized and moving speeches given to all families at Graduation.

Graduation becomes a culmination of years of Montessori learning; a testament to the growth and self-discovery that has taken place over their time with Montessori Family School. Unlike traditional graduations, Montessori Family School focuses on the individual achievements of each graduating student, along with joyous group song performances from the other class levels. It is an intimate affair, where parents, teachers, and fellow students come together to honor the accomplishments of the year.

During the graduation ceremony, each graduate reflects on their unique journey through the Montessori curriculum. Our 8th years spend weeks perfecting and practicing their speeches. Many drafts, edits, and complete overhauls undoubtedly occurred. The students use a meaningful metaphor with personal importance to showcase their growth, challenges overcome, and skills acquired.

Montessori Family School graduates leave our school equipped with a strong foundation in academics, social skills, and emotional intelligence. They have learned to be independent thinkers, problem solvers, and compassionate individuals. As they step into the wider world, these graduates carry with them the Montessori principles of self-direction, creativity, and a passion for lifelong learning. The impact of a Montessori education extends far beyond graduation day, shaping the lives of these young individuals and preparing them to thrive in an ever-changing world.

Our entire community would like to extend a well-deserved CONGRATULATIONS to our Montessori Family School Graduates, class of 2023:

Meadow - student of MFS since preschool

Adam - student of MFS since 2nd grade

Sean - student of MFS since 6th grade

Troy - student of MFS since 6th grade

Ilori - student of MFS since 8th grade

Middle School Adventure Trip

Tue, 06 Jun 2023 18:39:27 GMT

A year's worth of planning and preparation culminates in a successful end of the year trip for our Middle Schoolers

Please enjoy this blog post about the planning involved in the Middle School Adventure Trip, written by our 8th Year, Meadow:

2 weeks ago, Middle School left on our Adventure Trip located in China Camp State Park. Over the course of the year we earned money for this trip through our Middle School businesses – Pizza Day, Yearbook, Tamale Tuesday, and the Bake Sale. These businesses were fully led by 8 ^th graders and their assistant CEOs, with little to no help from teachers. From calling weekly for food orders, to designing and building the yearbook, almost our entire class contributed to planning and running businesses.

Once we had begun receiving money from these businesses, we had to plan our housing, food, transportation, and activities. The Housing Committee rented our campsites, the Food Committee made our menu and shopping list, the Transportation Committee figured out our routes to and from China Camp, and the Activities Committee booked our activities. Luckily, all the businesses combined allowed us enough money to freely plan events and get delicious food.

The activities during the trip consisted of hiking, Ultimate Frisbee, card games, and our Mystery Activity. Since we were camping, our options were limited, but we had a great time anyway. On Thursday, the 3 ^rd day of our trip, the teachers had planned a Mystery Activity that was ice-skating and museum browsing at the Charles M. Schultz Museum and Research Center. It was a great experience to ice-skate, although not everyone participated. The museum was very interesting, and we were able to get souvenirs for our absent classmates.

My personal favorite part of the trip was ice-skating. It was nice to have a break from the outdoors and have a fun time with Cristina and Madison, who joined me on the ice. I also really liked playing Ball-timate Frisbee at the campsite, although our ball was lost multiple times. Overall, the trip was worth all the work, and I believe everyone on the trip enjoyed it as well!

Meadow Snyder, graduating 8 ^th year and Pizza CEO 2022-2023

Adolescence: Time of Transformation

Mon, 22 May 2023 16:58:37 GMT

Adolescents can achieve so much when they have a supportive space that helps them develop their incredible abilities and ultimately realize their possibilities.

Adolescents have such power and potential. They can achieve so much when they have a supportive space that helps them develop their incredible abilities and ultimately realize their possibilities.

The book, The Teenage Brain: A Neuroscientist’s Survival Guide to Raising Adolescents and Young Adults , shares a helpful analogy for understanding adolescence: “...the teenage brain is almost like a brand-new Ferrari: it’s primed and pumped, but it hasn’t been road tested yet. In other words, it’s all revved up but doesn’t quite know where to go.”

To best support adolescents who are all primed to go but don’t yet know where, we can work to better understand their developmental characteristics and needs.

Time of Transformation

The first three years (ages twelve to fifteen) of adolescence are comparable to the physical and cognitive transformation that happens from zero to three. Adolescents are forming themselves, physically and psychologically, into the adults they will become.

This is a transition from childhood into adulthood, evidenced by dramatic bodily changes. The relative calm and stability of previous years shifts to a more tumultuous time. During this period of intense change, adolescents’ health becomes more fragile. They require more sleep and are more prone to acne, depression, bulimia, anorexia, mono, etc. As Frances E. Jenson, MD, and Amy Ellis Nutt explain in The Teenage Brain: A Neuroscientist’s Survival Guide to Raising Adolescents and Young Adults: “Adolescence is a time of increased response to stress, which may in part be why anxiety disorders, including panic disorder, typically arise during puberty. Teens simply don’t have the same tolerance for stress that we see in adults. Teens are much more likely to exhibit stress-induced illnesses and physical problems, such as colds, headaches, and upset stomachs. There is also an epidemic of symptoms ranging from nail biting to eating disorders that are commonplace in today’s teens.”

Adolescents need a special kind of care and protection during this time of transformation; adolescents need a protective space for reconstruction.

Neural Changes and Emotional Needs

The adolescent brain is also undergoing dramatic changes, from neural pruning when unneeded neural synapses are removed, to an increase in myelination which allows for faster neural transmission.

Due to these dramatic physical and cognitive changes taking place, adolescents can have difficulty concentrating and staying focused. This also leads to a decrease in their organizational skills and judgment, as well as a reduction in their executive functioning abilities like working memory, flexible thinking, and self-control. Because of this diminished executive functioning ability, adolescents often make decisions based on emotion. Their brains are relying upon the limbic system rather than their developing prefrontal cortex.

Thus, adolescents can experience strong and tumultuous emotions and it can be a struggle for them to gain mastery over these emotions. As such, adolescents need time for personal self-reflection, and yet this need exists in the midst of an intense desire to be within and accepted by a group.

Rational and logical expression can be challenging during this time, thus adolescents also need creative outlets for releasing and exploring emotions, thoughts, and any conflicting experiences. Creative outlets can include dance, writing, art, music, sports, etc. In addition to providing an expressive outlet, physical activities also release endorphins and help regulate hormonal balance.

Finding Equilibrium

Because adolescents are working to integrate their new physical and emotional selves, they need as many opportunities as possible to integrate manual work (work of the hand) and academic work (work of the head). In addition to experiencing an equilibrium in mental and physical activities, adolescents need opportunities to explore their personal identity in the context of their social identity.

Like younger children, adolescents are somewhat ego-centric. After leaving the elementary years of calm and confidence, early teens become self-conscious and are highly sensitive to peer acceptance. This results in a sensitivity to the looks, comments, or actions of others, which is further complicated by adolescents having difficulty reading facial expressions. It’s no surprise, then, that our teens often imagine that someone is upset with them or thinking negatively of them. Close relationships and feeling accepted by their peer group become extremely important to balance these feelings.

Being Valued

Because this is a time of extreme vulnerability, adolescents need to be treated with understanding and respect. They want to know their value, their role, their contributions, and their worth. Adolescents benefit greatly from opportunities to contribute to their community in meaningful ways. This is best achieved through adult-level work. When this contribution is acknowledged by their peers, adolescents feel recognized, which leads to a bolstering of their self-confidence.

Having choices is also a vital component of adolescents’ work. This opportunity to make a choice about what to do and when to do it provides teens with a strong sense of empowerment and allows them to practice making constructive choices.

Role of Adults

Adolescents need the guidance and support of adults. They also rely upon and appreciate the opportunity for side-by-side work. We can shift into more of a supportive, coaching role with our adolescents, which can more easily be achieved when we are working alongside each other. Adolescents relish this opportunity to collaborate in what it means to be an adult by engaging in adult-level work.

This side-by-side work also offers us, as adults, the opportunity to respectfully share information and teach skills, without risking offending our adolescents. In “Three Ways to Change Your Parenting in the Teenage Years,” Christine Carter explains: “When we give our adolescents a lot of information, especially when it is information that they don’t really want or that they think they already have, it can feel infantilizing to them. Even if we deliver the information as we would to another adult, teenagers will often feel disrespected by the mere fact of our instruction.”

Respectful treatment connects to adolescents’ need to feel a sense of justice and personal dignity. While elementary-aged children focus on distributive justice (e.g. fairness), adolescence is a time when young people begin to grapple with and understand restorative justice, social justice, and economic justice.

Adolescence is a period of dramatic growth and change. Although the dramatic physical changes that accompany the onset of puberty can rock the stable foundation of elementary years, if we understand adolescents’ needs, we can help our teenagers emerge as empowered and full of creative energies.

We invite you to visit Montessori Family School for an in-person tour of our Upper Elementary and Middle School programs, and learn all about how we support adolescents during such a transformative period.

The First Six Years: Conquests of Independence

Mon, 01 May 2023 22:16:11 GMT

Throughout their first six years of life, our children achieve many milestones of independence. Let’s take a look at some of these conquests of independence.

As caregivers and parents, we have a bit of a bittersweet role. While we want to keep our children close, we ultimately need to support their path toward independence.

We expect dependence at the beginning. Yet our newborns take their very first step toward independence at birth. Once born, they have to breathe on their own. And rather than get nutrition through the umbilical cord, they use effort to begin latching on or suckling.

Throughout their first six years of life, our children achieve so many milestones of independence. Let’s take a look at some of these conquests of independence. You can use this framework as a guide and reminder of how we can support our children as they grow and develop.

Birth to One Year

· The first conquest of independence is birth which comes with the cutting of the umbilical cord. At this point, infants must breathe and gain nutrition on their own. Even our expression “It’s time to cut the cord” indicates the shift to increased independence.

· Movement is another acquisition of independence in the first year as children begin to use their arms and legs, sit up and crawl, and move from one place to another. With this increased locomotion children no longer need to be held or carried.

· Our children also begin to feed themselves. Even in the beginning when babies are nursing, we want them to indicate hunger. The weaning process and shift to using the weaning table supports this path to independence. As our children begin to eat and drink on their own, it is important to have foods and tools they can use independently (e.g. a shot glass for water, finger foods, etc.) rather than having an adult putting a utensil or bottle in their mouth.

· Children can also start to practice basic use of utensils. Having utensils that are child-sized and functional is key to independent use.

· In addition, our children need the opportunity to develop the ability to be by themselves. To become independent, they need to practice separating from their caregiver(s). Healthy separation depends upon healthy attachment, and our children need the chance to have some time without adult engagement.

· Around the end of the first year, children begin to develop language to communicate their needs. Prior to this time, they are able to use other methods to communicate: crying, cooing, smiling, etc. This communication is the beginning of social skills and children’s ability to relate socially to others.

One to Three Years

· During this time children can walk confidently and begin to run and climb. Once children can walk, they can begin the process of becoming independent in toileting.

· They become more independent with the use of their hands, which become tools for exploration. Because of this, children no longer need to rely on others to hold and carry items.

· Language use allows children to begin to express themselves independently.

· Children can start to become independent in dressing themselves.

· They begin to be able to use simple tools (crayons, sticks, cups, utensils, etc.).

· They become more capable of caring for their own personal hygiene (brushing their teeth, washing their face, brushing their hair, etc.).

· Children become more proficient with and capable of carrying their own items.

· They have the capacity to clean up after themselves (putting away belongings, folding clothing, wiping spills, sweeping crumbs, etc.).

As children get older, they need opportunities to develop their will. Thus, during this stage of independence, it is really important that children can make choices. Making a choice means they are acting for themselves and exercising their will.

From Three to Four and a Half

· If it hasn't happened already, children experience separation from the family (e.g. going to school). To be able to separate from one’s family is a new skill of independence. For children who haven’t been able to be by themselves, this is a harder process. During this time, children realize they can survive and trust others, which is a significant step in independence.

· Children develop a wider range of social skills.

· Children’s motor and visual skills become more developed and refined.

· They are able to engage in more games (e.g. catching and throwing a ball).

· They have finer manual dexterity (using individual fingers) as well as refined fine motor skills (when all fingers are working in unison).

· Children begin to develop the ability to use language to express their emotions. They can learn a multitude of words to be able to express feelings.

· They can use utensils and tools to prepare their own food (which ideally happens prior to age three). Research shows that children involved in preparing their own food are more likely to try diverse foods.

· Children learn to master fasteners (zippers, buckles, bows, etc.) and thus the self-care involved with dressing and undressing.

· They can contribute to their community and care not only for themselves but also for the environment through simple responsibilities like setting the table, folding towels, etc.

· They are more independent in caring for their own hygiene needs.

· Because their vocabulary is expanding, children can use words to express emotions, as well as to better express their thoughts.

Four and a Half to Six

· Children have more social independence and can not only do for themselves but can also use acquired skills to help others.

· They become more independent in their social skills so they can internalize and apply the social norms of their community (e.g. pushing in chairs, greeting visitors, communicating that they need space, etc.).

· Children become proficient in dressing themselves and can help younger peers with the dressing and undressing process (e.g. getting dressed for going outdoors).

· They acquire the capacity to have empathy and compassion.

· They have a basic understanding of quantities and how they are represented, instead of just mimicking or rote counting.

· Children begin to recognize and use the symbols of our language (e.g. expressing themselves through writing or interpreting the thoughts of others through reading).

These conquests of independence are ultimately about becoming functionally independent. Young children are in a process of mastering different aspects of their lives and they need us, their caregivers, to support them in this process.

Our children are so capable and they benefit when allowed to move toward increasing independence. If you’d like to see how our Montessori environments set children up for success, please schedule a tour!

Pandemic Impacts on Older Children

Mon, 17 Apr 2023 19:19:30 GMT

Struggles are surfacing for those in their elementary and adolescent years due to COVID restrictions. Here are ways to show compassionate forms of support.

While there has been a certain amount of awareness of how COVID has impacted young children, we thought it would be helpful to shift our attention toward those in their elementary and adolescent years. While the impacts may manifest differently, those in the middle of their school years also experienced considerable disruptions from COVID. From increased anxiety and physicality to challenges in social interactions and work engagement, elementary-aged children and adolescents are facing their own share of struggles.

Social Development

Those who experienced the start of the pandemic during their elementary and early adolescent years were at home during a time when developmentally they needed to connect with peers and figure out their social identity. It’s during this time that our kids develop their own sense of individuality within the context of community. This interplay amongst peers allows older children to both develop their ability to communicate with others while processing how their individual actions impact those around them. The result? Our young people begin to learn how to practice empathy for others while also advocating for themselves.

During the lock-downs and distancing from COVID, many children missed out on key formative experiences, like how to join a group, how to invite others into a group, and even how to have positive conversations. Without some of these skills, navigating social situations, especially those that involve more than one other person, can be trickier. MFS was able to remain open throughout the pandemic by hosting our classes outside, but we know many other elementary schools did not offer in-person classes.

Even children’s awareness of others’ physical space has been impacted, perhaps due to maintaining six feet of distance or even having more time in close proximity to screens. As children have been able to be together again, the boundary line of what is too close or what is too physical is something they are having to discover.

To foster developing friendships and healthy peer interactions, have conversations with your children and teens about the qualities of a good friend and how to be a good friend to others.

Regulating Emotions & Managing Anxiety

During the elementary time period, our children are developing their emotional skills, which provide an important base before young people enter their more tumultuous adolescent years. Major emotional skills mastered during this stage include how to adjust to different rules and social norms for behavior, understand others’ feelings, acquire more control and management of emotions, and develop strategies for patience and general adaptability.

In addition to not having as much opportunity to flex these social-emotional muscles, so much was outside of our children’s control during the early COVID years. As a result, more young people have developed increased anxiety, which can manifest in a multitude of ways.

For some children, just the transition into the school building and away from parents or caregivers can cause anxiety to flare up. For others, trying to figure out how to interact with peers in-person can be anxiety-provoking.

To help, we can focus on communication and collaboration. This can range from recognizing and discussing emotions when children are calm, to remaining open and empathetic when strong emotions surface. It’s essential that, as adults, we model emotional regulation so our young people can see how we use coping strategies, like taking deep breaths or stepping away from a situation, rather than just reacting.

We can also be sure to address our child's behavior rather than their emotions. This helps young people understand the distinction between their feelings and their actions. For example, if someone feels angry, that is just a feeling, which is neither good nor bad. However, if someone acts on that feeling by hitting another person, the behavior of hitting is unacceptable. When we handle disciplinary situations, our responses can help our kids begin to internalize that it is okay to experience a range of emotions and that they have choices and limits in terms of how they behave.

Involving our children in the conversation is essential. They might need help voicing or expressing their emotions and anxieties so worries don’t stay hidden inside where they can easily proliferate. Most importantly, we need to help ensure that children don’t keep avoiding whatever is causing them stress or anxiety.

Getting Back Into the Rhythm

Healthy routines are important for older children and teens, who need structure and predictability to offset the stress associated with the changes they begin to experience in their social lives, their bodies, and even their emotional experiences. With all the disruptions of the pandemic, we need to be especially sensitive to the importance of following through and following up. Our children need us, as adults, to hold consistent, firm, and kind boundaries, so that they can feel secure and settled.

From regular sleep and predictable mornings to completing chores and finishing assignments, routines can be the guide. With older children and teens, we also need to engage in respectful, curious conversations about what causes them to feel stressed, tired, or overwhelmed. Ideally, we are encouraging our young people to take an active role in planning routines that will help them manage themselves better. If we brainstorm with our kids and write down the plan together, we can more easily revisit what is going well and what might need to be modified. Also be sure to celebrate the wins and compassionately communicate if something isn’t working well.

Above all, our young people need our patience and understanding. This requires us, as adults, to practice our own mindfulness and grounding so we can be present and supportive. If concerns arise, we can work in harmony to compassionately identify possible problems and strategize practical solutions.

To see how we support students' emotional regulation, social development, and intellectual engagement, come visit our school. We love to share what we do! You can schedule a tour at Montessori Family School by clicking here!

Observation to Instruction

Mon, 27 Mar 2023 17:01:25 GMT

Here’s a secret on how to help your children learn what to do rather than tell them what not to do. Here's a hint: one key is observation.

Do you see your child throwing their clothes on the floor in a heap? Maybe leaving things out on the kitchen table? Interrupting during mealtime?

It’s so tempting in these moments to jump in, perhaps correcting or reminding for what often seems like the umpteenth time.

One of the keys to a Montessori approach is taking the time to observe what is happening, noting what you see, and waiting for an opportune time to teach what to do rather than what not to do. This is part of Positive Discipline, which our teachers at Montessori Family School are trained to provide.

Supporting Undeveloped Skills

For example, a Montessori teacher saw that a child new to the classroom was regularly cutting to the front of the line as children prepared to wash their hands. Other children were getting quite upset with this young friend’s tactics to get to the front of the line.

Instead of reprimanding the child, the Montessori teacher observed that he wasn’t acting maliciously. He just hadn't yet learned the skill to line up successfully. At a quiet moment, the teacher connected with the young boy and let him know that when there is a line, we just go to the end of where the line is forming. Grateful for this information on social graces, the child then happily started going to the end of the lines. It turns out the child just didn’t know the expectations!

It can be so tempting to jump in when we see something happening that we don’t like. Yet as long as children aren’t hurting others, their surroundings, or themselves, we practice observing and determining what children still need to learn to be successful.

Observation is Key

The heart of the Montessori method is learning how to observe children in an objective and meaningful way. Adults learn how to look rather than merely see. In order to look without judgment, expectation, or preference, adults work on developing a deep inner awareness. This requires that we observe to understand rather than see something and jump to conclusions.

Thus, Montessori education is focused on the natural emergence of young humans at their own pace. The role of adults is to prepare the environment and support children in their optimal development. In order to do this, we have to become constructive observers. We focus on waiting and observing, rather than intervening right away.

How This Can Work at Home

This is something that we can try at home, too. Perhaps your child is throwing their clothes on the floor in a heap. Rather than scold or lecture in the moment, try taking a deep breath and making yourself a little note to remember to circle back to the undeveloped skill. Later, when everyone is relaxed and content, take the time to connect with your child. Let them know you want to show them how to either put their clothes in the laundry basket or fold and store them for later use. Practice these options together. Finally, thank your child for taking the time to learn this skill.

Or perhaps you can go over the steps to loading dishes in the dishwasher. Or how to wait for a pause in the conversation. The trick is to observe for the need and wait to give instructions. Children want to do well. Often, they just need us to observe, pause, and later take the time to show them how to be successful.

This doesn’t mean that our children will always remember how to do what we’ve shown. Sometimes they’ll need a smile and a gentle reminder. Sometimes they’ll need us to cycle back and demonstrate something again. The key is remembering to observe, rather than reacting in the moment.

The Montessori Approach

Through observation, Dr. Maria Montessori discovered how children’s character is formed through experiences in the environment, how children adapt to their culture, and how children have sensitive periods for acquiring all sorts of important skills.

Observation allows us to provide children with opportunities to become competent and capable. Come observe this for yourself! Schedule a tour with Montessori Family School today!

Caring for the Community and Environment

Tue, 21 Mar 2023 17:53:58 GMT

At Montessori Family School, we provide numerous ways for children to participate in the daily routines of the classroom community and surroundings.

Part of being in a community is participating in the daily routines to care for our surroundings. At Montessori Family School, we provide numerous ways for children to participate as community members.

Children love being able to help care for their environment through real and meaningful activities. In the process of helping maintain and care for their classroom and school, children develop a sense of belonging and responsibility.

Laying the Groundwork

In order for children to be successful in this process of caring for their surroundings, adults do a lot of behind-the-scenes preparation. We make sure we have materials ready that are both real and child-sized. Because young children learn from (and love!) repetition, we also want children to be able to continue working with the materials as long as they desire. This might mean having just the right amount of polish for cleaning the mirrors, or vases for arranging fresh cut flowers, or cloths for wiping the tables.

Real Outcomes

The activities we provide in Montessori environments are real work, rather than something to keep children busy. As such, the outcome of the activities must be clear and necessary. If the plants need water, children can water the plants. If the floor is wet, children can mop the floor. If a table is dirty, children can scrub the table.

Because our young people are learning how they can have an impact on their environment, adults work hard to not redo what children just did. Thus, if the table is still dirty, the adults leave it as is. Perhaps later another child can be invited to clean the table, but the adults refrain from swooping in and cleaning the table afterward.

Types of Activities

In order to determine appropriate care of the environment activities for the classroom, we observe children and also consider what practical maintenance needs to happen each day. If there is an easel with paint, we create a material for washing the easel. If there is an easel with chalk, we offer an activity for washing the chalkboard.

The specific kinds of activities depend upon community norms, the greater culture, the climate, and even the length of the day. Regardless of these variables, the activities always have an intelligent purpose and are part of the everyday, regular part of what happens in the community.

Individual Satisfaction to Community Impact

At first, children will pursue the activities for their own satisfaction. They will clean a table to enjoy the process of creating soapy bubbles and wiping them off the table. Later they will realize how they are caring for the environment in ways that benefit everyone. They will want to scrub a table because they see it is dirty and they want it to be clean. This realization causes children great joy. They love to contribute to the greater good!

To help children develop this awareness and sense of belonging, it is nice to acknowledge something a child has done that day to contribute to the community. However, we must tread lightly in this process so that children maintain a sense of doing the activity for themselves and the community, rather than for adult praise.

Responsibility

Ultimately, care of the environment activities help children learn how to be responsible for their actions. If a plant needs to be watered, and it isn’t watered, eventually the plant will die. We can offer children the opportunity to water the plant, but if no one is willing, there is a tangible and natural consequence. Children learn that their actions matter and they take great pride in being capable contributors.

Presentation

Before presenting these practical life activities, we work carefully as adults to practice the steps, ensure that the activity makes sense, analyze our movements, and be confident that the presentation flows. Once we create the activity, practice it, and present it, we step back and observe children working with the materials. In the process of observation, we ask questions like: Is this activity working? Do I need to change anything? Do I need to change some of the steps? Do I need to take out unnecessary steps? Does the activity need to be removed?

Ultimately though, children will observe what is essential in the activity and make it their own unique process. As children internalize the procedure, they will start to realize how capable they are. They will put their whole focus into the work and experience great satisfaction in the process of engaging with meaningful work in the community. They will develop a strong sense of belonging, and ultimately flourish into their fullest self.

Visit Montessori Family School to see all of this in action! Schedule your tour today.

What is Montessori Model United Nations

Tue, 07 Feb 2023 19:06:54 GMT

Learning About MMUN - Written by MFS 7th Year Noah Polos

What is MMUN?

MMUN stands for Montessori Model United Nations, and is a conference where Montessori schools all around the globe come together in one place to discuss issues around the world, such as climate change and the current war in Ukraine. These conferences last around 4 days, and students give speeches about the topics they have researched for the entire year.

Due to so many Middle and Elementary aged students, they are split into smaller groups, or committees. Since the system that MMUN uses is based around the United Nations, children represent countries that they choose, and talk about the issues in their nation. All countries in that committee then make a draft of what they could do to stop issues brought up in the speeches, and present it to other committees. Committees then combine their drafts, to make a paper of solutions.

Preparing for MMUN

Although it sounds hard to give a speech to a lot of people, the children have a lot of preparation. At the beginning of the year both Middle and Upper aged kids are divided into countries, which they represent at the conference. They then divide topics and committees among each other. Topics are issues in the respected committee, so a topic example is: special situation of landlocked countries, which would fall under the committee ECOFIN. ECOFIN stands for Economic and Financial Committee. The children then research about their topic, and write a two paged position paper, which shows the position of the country in that topic. They then continue to cut parts of the position paper out to make a one minute speech, which they give at the conference. Not is all over however, as they make a poster board which shows what life in the country is like, Including geography, economics, and the history of the nation.

Understanding the United Nations

The United Nations is one of the biggest intergovernmental organizations. They focus on helping the world, which lately has been largely climate change related. To run this giant organization, there are different committees, which focus on different things such as the safety of people in countries. There are many different committees, and they all have a different purpose.

The first committee is Disarmament & International Security, and it focuses on the safety of the people in the world, and tries to end conflicts, and seeks international peace.

The second committee stands for Economic and Financial Committee, and its core purpose is to help countries with its economic and financial problems. This means it’s trying to help countries regain biodiversity if they lose it, as well as finding financial aid to those countries that need it.
The third committee of the UN is Social, Humanitarian, and Cultural issues. The main purpose of this committee is focusing on crime prevention and the safety of women and children.
The fourth committee is the committee of Social Political and Decolonization, and they focus on fixing the issues of colonization, and a big effect of that was conflicts, which lead to refugees, which is a major part of their program.
The fifth committee is the Administrative and Budgetary Committee, which focuses on keeping the UN running and their budget.
The sixth and final committee is the Legal committee, where they help the general assembly with article 13, which is the legal use of tools and weapons. They also help promote legal and law development to other countries.

The general assembly is one of the most well known parts of the United Nations, as all the countries that are member states are a part of it. The general assembly is where countries can give speeches to bring up issues in their nation, which they want to be solved. All of the other member states vote on their opinion of this topic, and they come to a decision by majority.

What are the benefits of MMUN?

MMUN teaches Middle and Upper aged students how to write a speech, and use or practice their public speaking skills, which is one of the most important skills to learn. Learning how to write a long document is important, as many jobs require this skill on a daily basis. Writing the position paper also lets students practice not plagiarizing, as this may get you into a lot of trouble in High School and beyond that, and knowing what it is and how not to do it is very important.

Giving the speech is also super important to public speaking skills, as public speaking is another very important factor in our everyday lives, because connecting with people and voicing are feeling are a part of public speaking. Students also speak a lot with other students from around the globe, which has lead to new friendships to be created.

Another thing that MMUN teaches students is the issues that are happening all around the world, and lets them come up with their own solutions. This is important, as they realize the consequences of doing things like littering, and the impact it makes to the globe, which helps prevent that, and maybe in the future, let them start making an impact of stopping climate change.

To learn more about our Award Winning Middle School Program at Montessori Family School, schedule your tour today!

Freedom and Independence

Wed, 25 Jan 2023 22:07:37 GMT

A Guide to Freedom Within Limits

In order to be truly free, we need to be able to make our own choices, which means having the skills and abilities to then act upon our choices. Without independence, we can’t truly be free.

As children’s independence grows, so does their opportunity for freedom. They have more choices available and more to consider. The freedom children experience in our prepared learning environments is directly related to their independence. Over multiple years in their classrooms, children feel like masters of their environment and younger children look up to them as if they have superpowers.

In order for children to develop this freedom and independence, we make sure that the following opportunities are present in our classrooms:

To Choose Their Own Activity

Even at a young age, children have ideas of what they want and don’t want to do. This independence will only increase when children have opportunities to make decisions. In Montessori classrooms, we provide opportunities to make choices, but it is not a free-for-all!

The classroom is set up with a variety of activities designed to meet developmental needs. Children are free to choose any material they have been shown or that they have the ability to do. Thus, children must have the skill before being able to choose.

To build this ability to make a choice, we start by offering children choices about very simple things. When an activity has two parts, we might ask: “Would you like to carry the box or the tray?” Then we give another opportunity to make a choice: “Lovely! You may carry the tray to any table that you choose.”

Over time children develop the ability to make increasingly more complex choices and they build the skills that allow them more options in their learning environment.

To Work Without Interruption

Once children choose an activity, they are free to do it for as long as they like without anyone else (adult or child) interfering with their work. In this way, we protect children’s focus and concentration. As a bonus, because the materials are self-correcting, children don’t need an adult for validation.

The adults in Montessori classrooms work to protect children who are actively engaged in purposeful activity from interruption (even if this is a three-year-old washing a table and water is pouring off the table!). If children get interrupted a lot, their concentration becomes broken which can result in them not wanting to take risks or engage with challenging learning material.

The experience of being interrupted can happen a lot to children. They try to start doing something and someone comes along and stops them or finishes it for them. Yet children need to be able to deeply dive into activity in order to develop concentration and focus.

To Move Freely

Children are free to move about the classroom. Rather than having an assigned table or workspace, they can choose to work where they want and also with whom they want. They have the liberty to get up and move, get a drink when thirsty, or go to the bathroom when needed. If there is a group activity in the classroom, children are even free to choose whether or not they want to participate.

To Communicate With Others

Children also have the freedom to communicate. They can speak to whomever they want and when they want, as long as it is not disturbing their own or others’ work. This freedom is a gift to children who are often asked to be quiet and not to talk. Children in our learning environments have the freedom to speak and the ability to be heard, which means that the adults in the classroom make it a priority to be respectful when children want to communicate something.

To Work at Their Own Pace

Unlike in traditional environments where children move together along the same path (this half hour is story time, this is math time, etc.), Montessori children have the freedom to work at their own pace. To facilitate this, our schedule is specifically designed to offer large blocks of uninterrupted time so children have the freedom to spend the time they need on the activities they choose.

Working with learning materials is how children are developing themselves. They need time to reflect and integrate what they are learning. Therefore, children also need to be able to repeat an action as often and as long as they would like to do so. When children are new to Montessori classrooms, we sometimes need to let them know about the opportunity to work at their own pace and rhythm by reminding them, “You can do this for as long as you like!”

Limits

In order to support this foundation of freedom, Montessori classrooms have a few basic limits that support independence. In addition to ensuring that children aren’t distracted or interrupted in their work, we help children learn that materials can only be taken off the shelf and must be returned to their proper place on the shelf. These basic rules are clear social signals to children as to when a material is available for use: when a material is on the shelf it is available, and when the material is not on the shelf, it is not available.

Children are also part of restoring materials so that they are ready in their proper place. In the process of making the activity beautiful for the next person, children learn how to replace wet towels with dry towels, how to dry drips of water off a tray, or how to replace anything that was consumable. When the materials are restored and returned to their proper place on the shelf, then children can access the materials independently.

Development of Independence & Freedom

As children gain skills and abilities, their independence increases and so do their choices. Activities are available and ready for use so that children are not dependent upon anyone to get things for them. Children can choose where they do their work. The lessons we offer are designed to provide just enough information for children to continue the activity independently. We offer these liberties in harmony with children’s skills, abilities, and level of independence so they can experience a variety of freedoms in their learning community.

Curious about how this all works? Schedule a tour to see how independence and freedom are interconnected!

Toilet Learning the Montessori Way

Mon, 09 Jan 2023 20:26:06 GMT

The toilet learning process for young children takes time but doesn’t have to feel daunting. Here are some key aspects of toileting the Montessori way.

As parents we quickly learn that children have control over three things: eating, sleeping, and toileting. Rather than engage in power struggles, however, we can help children develop the skills they need to manage and gain mastery over these essential aspects of life.

In Montessori learning communities, young children learn how to prepare snack, fall asleep without assistance, and dress themselves. In addition, they learn how to control their body and stay dry. This process, which we call “toilet learning" or “toilet awareness” takes time, yet it is a vital part of becoming independent.

Because we are helping children with an important aspect of their independence, we try to avoid the terminology of “toilet training.” After all, we aren’t training our children like we might train a dog! Rather we are helping children feel the success of becoming fully independent as they become masters of their own body functions.

The process takes time but doesn’t have to feel daunting. Here are some key aspects of toileting the Montessori way.

Establish Body Awareness

Toilet awareness starts at birth. From the earliest days of life, we talk to our infants about what is happening as we change their diapers. We might say, “Your diaper is wet from your urine,” or “I am wiping your poop off your bottom.”

To help our infants become aware of being wet or soiled, it’s best to use cloth diapers. Disposable diapers are very effective at wicking away moisture, which leads to children not connecting the act of eliminating urine with the feeling of being wet. As children shift into toddlerhood, they can begin to wear cloth underwear.

Useful phrases:

“Does your diaper feel wet or dry? Is there poop in your diaper?”
“Your underpants feel so heavy! You must have had a lot of pee come out.”
“I see you are squatting down and pushing. Your poop is coming!”

Collaborate

When a child is wet, we help them to the bathroom and collaborate with changing out of their wet underwear. We allow them to sit on the toilet to see if any urine is left that can be released into the toilet. Then once they have on dry underwear, they return to their activity.

Children need to feel involved in the toileting and changing process. They can assist in getting the clean underwear or diaper and putting any soiled items in their appropriate place. This gives children the feeling of some power or control in what is happening.

Useful phrases:

“You can hold your shirt up while I pull down your pants.”
“You can open the Velcro on this side of your diaper and I’ll open the Velcro on that side.”
“I’ll have a turn to wipe your bottom, and then you can have a turn!”

State the Facts

We are careful to stay matter of fact through the toileting process. Going to the toilet is a very natural thing to do, so we treat it as such. When children have wet or soiled their underpants or cloth diapers, we show them the dirty pair of underpants or diaper and where it should go. When appropriate we may even deposit feces from their underwear or diaper into the toilet. Children very quickly begin to associate and understand the process. Even when they begin to use the toilet successfully, we avoid clapping and celebrating and instead stick to the facts.

Useful phrases:

“Everyone poops!”
“Pee and poop go into the toilet.”
“It’s time to try sitting on the toilet.”
“Your underpants are wet. Let’s change into some dry underpants. Do you remember where to find your dry underpants in the bathroom?”
“Look, there’s some pee on the floor. Please bring me the clean-up bucket from the bathroom so that we can dry the puddle.”

Keep it Light and Friendly

Children are very sensitive to adults’ emotions, even when we try not to show them! Thus we make sure to have a positive, light, and friendly attitude toward the toileting process. Our approach helps children feel comfortable with their normal bodily processes. So we make sure to avoid any facial expression, comment, or tone of voice that conveys disgust or dislike, frustration or impatience. We stay relaxed and positive, so children can feel that way too.

Useful phrases:

“We can always change into dry clothes!”
“Everyone used to wear diapers—even Mommy and Daddy! Now we can use the toilet. You can, too!”

No Tricks or Treats

We offer the toilet, but we never force children to sit on the toilet. We also avoid asking children if they would like to sit on the toilet. There is a happy middle in which we suggest that they sit on the toilet or let them know it is time to sit on the toilet. Ultimately, we trust that children will incorporate this part of daily life into their routine. Young children love the consistency of routines, so we ensure, from the very beginning, that toileting is a regular part of the day.

Bribing, reward charts, and punishments may have short-term results, but do not work for the long-term goal of helping children develop independence, self-assurance, and mastery of this essential part of their humanity. We allow children the time to be successful. Rather than scolding or over-congratulating, we know that children will learn through experience and feel proud of their accomplishments.

Useful phrases:

“It’s time to sit on the toilet.”
“You peed in the toilet. You did it all by yourself.”

Respect the Process

Often when adults change children it is all done so quickly that children aren’t even aware of their bodily functions. Rather than rushing, we take time to explain what is happening and offer opportunities for collaboration.

It’s showing the utmost respect to children when we help them learn how to do something for themselves. When children able to respond to their body’s needs, they are one step closer to being fully functioning, independent young people.

Our Early Childhood campus in Berkeley does require that students are toilet independent before joining our program. We hope you'll use these tips for your child, and visit us for a tour today !

Education for Kindness and Peace

Thu, 15 Dec 2022 17:15:47 GMT

A Letter From Our Families - Supporting the Mission of Montessori Family School

Since being introduced to Dr. Maria Montessori’s teaching philosophy almost fifteen years ago, I have become a great admirer of her work and life. In addition to detailed insights into how children learn and grow, she also emphasized and embodied the two values that are most important to our family: kindness and peacefulness. These values are central to my life philosophy and what I most want to impart to my children.

Every day I am thankful that we have had the extreme fortune to join the Montessori Family School community. Education for Peace, Preparation for Life, and A Community for Children - this is not just MFS’s motto; peace, kindness, and love are central to their mission of providing the highest quality Montessori education. Every single staff member of Montessori Family School embodies this mission and practices these values each day.

Our family has been part of the MFS community for almost 9 years, with our daughter Alice graduating from Middle School last year. We plan to be here for 9 more years, to see Galen (5th year in Upper Elementary) and Simon (1st year in Kindergarten Bridge) graduate as well. All of the staff and teachers bring joy and connection into our lives, and every teacher our children have had the fortune to teach them is masterful at communicating that special spark of wonder at learning about the world around us and how we relate to it. Central to the Montessori teaching philosophy is a child-led experience, and all of MFS's teachers, whether guiding 3-year-olds or 14-year-olds, excel at providing both the environment and support to enable this exceptionally well.

While I have the tendency to try and control as much as I can in life, the last three years have been a great opportunity to practice accepting how much is beyond my control. But these hard times have also helped me see the importance of something I can control: the community that our children spend these important years of their childhood in. For them to feel respected and supported every day, to consistently and constantly receive and give kindness, and to learn how to be valued and appreciated members of this peaceful community - that is why we think MFS is such a special place and why we are committed to supporting our school in whatever way we can, including donating to the Annual Fund. We encourage everyone in our amazing community to do the same, to make sure that MFS can continue to realize their mission and values and provide an exceptional education for life.

P aypal:

paypal.me/montessorifamily

Check: Montessori Family School, 7075 Cutting Blvd, El Cerrito, CA 94530

Invoice: Email Maria at MOSS, CPA to make a pledge and be invoiced

Corporate Matching: Inquire of your employer to see if your gift can be matched.

Jennifer Zeitler

Current Parent (KB, UE)

Alum Parent ‘22

Former Parents' Association Secretary, former President, current member-at-large

Giving Tuesday is Here!

Tue, 29 Nov 2022 18:17:24 GMT

The Time to Give is Today!

#GivingTuesday has arrived! Donate today through our Giving Tuesday page!

Why Donate to Montessori Family School?

MFS is a nonprofit school (EIN for MFS: 94-2698679) that relies on the funds from our tuition and fundraisers to run a high quality Montessori education for our students. Fundraising events like Giving Tuesday help to supply our Scholarship Program, purchase beautiful new materials, and maintain our school facilities. All of this aids in bringing an award winning program to your children.

Please read the touching letter below from the family of our current student, Eva, about the importance of donating to MFS.

Dear Montessori Family School,

Our names are María (she/her) and Raymond (he/him), and we are the parents of Eva (she/her) who has been attending Montessori Family School for the last two years.

We hope you will consider donating generously to the MFS Annual Fund to help keep this amazing place going for generations of children to come and learn and turn into wonderful emotionally intelligent, caring adults. Our daughter Eva's experiences and personal growth at MFS have been invaluable and sending her to this wonderful school has genuinely been one of the best decisions we’ve made as her parents.

There were many things we had considered when we began searching for a school for Eva. There were qualities we noticed about her, like her resoluteness, empathy, and curiosity that we wanted to nurture. In so many school environments, a child who is a Latina with these traits might be called willful, sensitive, unfocused, or peculiar. For us, we know Eva’s resoluteness, curiosity, and empathy are parts of her essential self, and parts we know she will need to protect and harness in order to survive in this world.

When we came to Montessori, we knew that even though it seemed out of reach for our family, it was the exact right place she needed to be. At Montessori Family School, we have experienced an environment where Eva has been able to build on her own interests, sense of self, and foster agency and emotional intelligence.

Because the pandemic had isolated us when she was just 2 years old, we worried about Eva adapting to a structured social and educational setting for the first time. Thankfully, her teachers Kathleen and Sima were really supportive in guiding her. We see her love of learning amplified by the multi-faceted curriculum and learning approaches, with her interest in nature, real-world problem solving, and different ways she is inclined to express herself. It is special for Eva to have as her first classroom teachers educators who are invested in her development as a caring, social person.

If you have not yet done so, donating to the Annual fund is incredibly important; please consider making a donation that is meaningful to you. We are so grateful to be a part of this community and for the opportunity to share our story and experience with you.

No gift is too small and EVERY gift makes a difference! You can donate in these ways:

Click the DONATE button on our Giving Tuesday Page

Paypal : paypal.me/montessorifamily

Check : Montessori Family School, 7075 Cutting Blvd, El Cerrito, CA 94530

Invoice : Email Maria at MOSS, CPA to make a pledge and be invoiced

Corporate Matching : Inquire of your employer to see if your gift can be matched. Our EIN is 94-2698679

Time for Togetherness

Mon, 14 Nov 2022 22:42:50 GMT

Helping Your Children Adjust to the Holiday Season

During the holiday season, we can unintentionally become a bit edgy or stressed. Routines change, you might travel, or maybe you’re hosting out-of-town guests. While our children may feel excited about the holidays, they also can feel the changes in family routines or shifts in family dynamics.

If we are getting together with extended family or friends—no matter how loving, patient, and well-meaning—having additional people mixed into the scene can add additional layers of stress. Often our children absorb this unspoken stress and their behavior may shift as a result.

Perhaps we see more meltdowns, an uptick in neediness, an increase in whining, more resistance, or a surge in sibling conflict. If our children start to show attention-getting behavior, we can remember that they are sending an important message about unmet needs. It’s as if they are waving a red flag to indicate we should shift our focus!

Step 1: Connection

The first step is connection. Children want to feel a sense of significance and belonging. Even a few minutes of loving attention can refuel children who are feeling disconnected. Depending upon their age, this could mean snuggling together on the couch, collaborating on coloring a picture, taking the dog for a walk together, or playing a quick game with one another. The most important thing is that the focus is on being together without outside distractions.

Step 2: Preparation

Once we’ve established that connection and our children feel secure and satisfied, we can discuss changes that occur during the holidays. Will bedtimes be different? What will shift about meals together? What kinds of activities will likely happen?

In preparing our household for time with extended family and friends, or changes to expect during the holidays, we can consciously reflect together about what routines will shift, what traditions we want to honor, and what joys and challenges the time may bring.

Our children like to be prepared and have a sense of what to expect. Involving them in the discussion, planning, and preparation can alleviate not only their anxiety but also our own angst.

Mapping out the days on a family calendar provides a visual guide for the changes in routine. A whiteboard works well, easily allowing for modifications if the plans become overwhelming. Take time to have conversations about what activities are most enjoyable for everyone. Then cut back on those that are not essential.

Step 3: Mindful Involvement

When we are in the midst of being amongst friends and extended family, the experience of collecting snippets and stories of favorite holiday experiences can be a bonding experience for everyone. Part of the ritual of coming back together around the holidays can include sharing and documenting different memories of past times together. This kind of sharing offers everyone a way to reorient and reunite. The recollections can even be collected in a family scrapbook that can be pulled out when everyone gets back together again.

Children and relatives also want to help. Intentionally enlisting extended family to support children’s involvement can create a win-win for everyone. Some possible collaborative activities include food preparation (scrubbing potatoes, mixing dough, tearing lettuce for a salad), making simple decorations, setting the table, folding the laundry, and even dusting and tidying. We all feel more settled when we feel useful and engaged.

This holiday season we have an opportunity to consciously create new rituals and opportunities for our children, our friends, and our extended families. Rather than rely upon old patterns, let’s plan our time of togetherness and mindfully prepare ourselves and our children.

On Our Bookshelf: All About Geography!

Thu, 27 Oct 2022 19:38:29 GMT

Our Favorite Geography Books in the Classroom

In Montessori we love to explore how our language shapes our thinking, so we often explore the etymology of words. The word geography comes from the Greek geo , which means earth, and graphein , which means to write. So, geography can be understood as a description of the earth and all that occurs physically upon it.

Although we name geography as a distinct subject, in Montessori geography is really woven throughout children’s learning experiences. These are some of our favorite books that support what children are experiencing in their geography explorations and that also encourage their natural curiosity about the world.

Land and Water

Water Land: Land and Water Forms Around the World

https://www.goodreads.com/en/book/show/35795941

By Christy Hale

This picture book shows the visual relationship between land and water forms by using cut-out portions of the page. Turn the page and a lake becomes an island! The simple yet lovely illustrations of humans interacting with the water and the land are accompanied by one word on each page that states the vocabulary: lake, island, bay, cape, strait, isthmus, etc. This is a perfect book for young children beginning their journey in geography!

Political and Physical Geography

Maps

https://www.goodreads.com/book/show/17262382-maps

by Aleksandra Mizielinska and Daniel Mizielinska

This is the perfect tome for children beginning to learn about continents and countries. The sturdy pages give the book a sense of weighty importance, and each page reveals treasures upon treasures. The book offers an overview of the world, then focuses in on each continent and key countries within the continents. Presented in map form, the pages also illustrate animal and plant life, as well as cultural traditions and interesting facts. Both an amazing reference guide and a key to further exploration, this book is rich in visual appeal as well as in content.

Maps of the World's Oceans: An Illustrated Children's Atlas to the Seas and all the Creatures and Plants that Live There

https://www.goodreads.com/book/show/43521921-maps-of-the-world-s-oceans

By Enrico Lavagno and Angelo Mojetta

This illustrated atlas combines an enticing visual overview of the world's oceans with easily digestible bits of information about what is found there. Easily a jumping-off point for a slew of research, this book is a must-have resource for any child interested in history, marine biology, or really just cool facts in general.

Cultural Explorations

This Is How We Do It: One Day in the Lives of Seven Kids from around the World

https://www.goodreads.com/en/book/show/31423417

by Matt Lamothe

Based on seven real children around the world, this book depicts a day in each of their lives. The illustrations and short text of the children’s lives are shown side-by-side, so it’s easy to explore the similarities and differences in how they live: their families, what they wear, their school, what they eat, how they enjoy their evenings, where they sleep, and more. Designed to appeal to a range of ages the book provides large, simple text for each part of the day, as well as short descriptions for more confident readers. Younger children are also fascinated by the pictures of young people engaged in a variety of activities. Best of all, the book offers a delightful reminder of what unites us.

The Earth

How to Dig a Hole to the Other Side of the World

https://www.goodreads.com/en/book/show/578870

By Faith McNulty, Illustrated by Marc Simont

Elementary children love this book! The simple illustrations are just enough to spark their imagination as the text takes them on a “what if” journey that starts with finding a soft place to start shoveling. The adventure continues with finding fossils, drilling, perhaps finding oil or a geyser, using a jet-propelled submarine, and eventually resurfacing on the other side of the earth. The best part is that the story perfectly dove-tails with the elementary geography lesson that introduces the layers of the earth. Despite the imaginative aspects of How to Dig a Hole to the Other Side of the World, the book is firmly grounded (pun intended!) in fascinating scientific information presented in just the right way to appeal to elementary-aged children.

Life Story: The Story of Life on Our Earth from Its Beginning Up to Now

https://www.goodreads.com/en/book/show/30939

By Virginia Lee Burton

Set as a play, complete with a program detailing the cast and characters, Life Story progresses through scenes from the earth’s beginnings, through the prehistoric eras, to the seasons of human life. This book perfectly illustrates the passage of time and appeals to the elementary-aged child imagining the emergence of the universe and their own place in the story.

Earthshake: Poems from the Ground Up

https://www.goodreads.com/book/show/1096972.Earthshake

By Lisa Westberg Peters, Illustrated by Cathie Felstead

These 22 poems offer whimsical yet scientific scenes all about planet earth: from wind to quartz to lava to water. Reading these poems reminds us that we can revel in the love of language while also learning about our world. As a bonus, the endnotes provide a bit more context and information about each of the 22 topics.

Other Books to Explore

If you and your children are super excited about these titles, here are some other geography books we recommend!

Land and Water: Landforms & Bodies of Water

By Eve Heidi Bine-Stock

https://www.goodreads.com/book/show/55072240-land-and-water

Wake Up, World!: A Day in the Life of Children Around the World

By Beatrice Hollyer

https://www.goodreads.com/book/show/312628.Wake_Up_World_

Let’s Eat!: What Children Eat Around the World

By Beatrice Hollyer

https://www.goodreads.com/book/show/8940.Let_s_Eat_

The Shortest Day: Celebrating the Winter Solstice

By Wendy Pfeffer, Illustrated by Jesse Reisch

https://www.goodreads.com/en/book/show/331130

Solving the Puzzle Under the Sea: Marie Tharp Maps the Ocean Floor

By Robert Burleigh, Illustrated by Raúl Colón

https://www.goodreads.com/book/show/25785790-solving-the-puzzle-under-the-sea

Ready for the Universe

Thu, 06 Oct 2022 21:18:08 GMT

Geography for the Elementary Age

The Universe

Elementary-age children have a consuming interest in everything! To cater to this all-embracing thirst for the reasons of everything, we begin with the universe. One of the earliest lessons we introduce is the story of the universe. From this first story, children are delighted by a myriad of lessons and activities which fall under the general heading of ‘geography.'

Beginning with the universe gives elementary children a big-picture context. In Montessori, rather than encountering bits of disconnected knowledge, children learn about the order and harmony of the universe, as well as the relationships that exist between all things.

“If the idea of the universe be presented to the child in the right way, it will do more for him than just arouse his interest, for it will create in him admiration and wonder, a feeling loftier than any interest and more satisfying. The child's mind then will become fixed and can work. The knowledge he then acquires is organized and systematic; his intelligence becomes whole and complete because of the vision of the whole that has been presented to him and his interest spreads to all, for all are linked and have their place in the universe on which his mind is centred.” — Dr. Maria Montessori, To Educate the Human Potential

Constructing Understanding

Dr. Montessori observed that children around the world tended to ask similar questions at this age. The geography presentations and lessons support these fundamental reoccurring questions.

Our goal is to help elementary children have an explosion into understanding. However, this kind of understanding does not come from adults explaining everything.

Instead, we give children experiences and just enough information so they can find out more and make associations. When children make their own connections, real and lasting understanding happens. Even better, the children respond with enthusiasm and excitement!

Geography Topics

Children in a Montessori classroom do not encounter subjects grouped under curricular headings. Subjects are integrated because children are building their minds. They are exploring their world, rather than the chapters of a textbook. Although there is a structure in the classroom environment, children have the opportunity to explore different many different aspects of geography including:

Space, Earth, and the Universe
Composition of the Earth
Nature of the Elements
Sun and Earth
Work of Air
Work of Water
Life on the Land
Interdependencies
Economic Geography

The lessons we present, and the resulting children’s explorations, lead into astronomy, physics, chemistry, meteorology, geology, and more. For example, as we look more closely at how the earth revolves around the sun, children learn about solstices and seasons, climatic zones, and flora and fauna found in particular regions.

Aids to Understanding

For each topic, we provide imaginative aids, often in the form of stories, colorful impressive charts, and a variety of experiments. Many of these instructive aids have been selected to provide impressions, not just facts. The aim of our geography presentations is to intrigue the children and spark their imagination. We want them to be inspired to find out more!

We concentrate on giving key information, discussing reasons, and illustrating details, all of which draw children’s attention to certain phenomena. Once interest is there, children want to learn as much as they can. It is as if we are giving elementary students keys to knowledge and understanding. Once they have the keys, they can open doors and continue their explorations.

Geography is a vibrant aspect of the Montessori elementary and generates spontaneous, active, self-renewing interest! A love of learning blossoms in the children, and many develop a lifelong fascination with elements of geography. We invite you to visit our school and see this love of learning firsthand!

Grasping the World: Geography for Young Children

Mon, 26 Sep 2022 22:13:22 GMT

Geography in the Montessori Classroom

Between mass media and family travel, young children are exposed to all sorts of language about their planet. They may hear phrases like “going around the world,” “as the world turns,” or “the other side of the world.” Young children absorb this information yet still need concrete experiences to help make sense of what “the world” even means!

Over 100 years ago, Dr. Maria Montessori observed how younger children were drawn to the globes that older children were using. Through careful observation, Dr. Montessori came to understand how young children crave a concrete understanding of concepts like the world, the earth, and the globe.

Concrete Materials

In Montessori, we offer concrete materials so children can experience accurate representations of these abstract concepts. We start by providing a small globe. The land surfaces are covered with fine sandpaper and the water surfaces are covered with smooth blue paint, so children can tactically explore the distribution of land and water surfaces over planet earth. With the globe, children get to literally grasp the shape of the planet and have a richer understanding of phrases like “going around the world.”

We also have a set of materials so children can learn about different kinds of land and water forms. Children can pour water into beautifully created models of an island, lake, peninsula, gulf, isthmus, strait, cape, bay, archipelago, or system of lakes. The water flows into the water area (painted blue) and moves around the land area (painted brown). As children learn the names of these land and water forms, they also explore folders with photographs of actual land and water forms from around the world.

Montessori classrooms also have a second globe to show how the land surfaces are divided into continents. Each continent is painted a different color (green for Africa, red for Europe, orange for North America, pink for South America, brown for Oceania, and white for Antarctica). The color coding of the continents stays consistent throughout all the materials, which helps with association and retention.

Once children have grasped this concept of the land and water distinctions on the globe, we show them a flat puzzle map divided by the Eastern and Western hemispheres with each continent (color-coded as above) as a separate puzzle piece. This continent puzzle map gives children the chance to see all of the continents at once as they look on a two-dimensional map.

We also offer maps of each continent to show the political partitions formed by countries. Each puzzle piece is a country, with the knob for picking up the piece located at the country’s capital. Children initially use these puzzle maps in a very sensorial way, taking the maps apart and putting them back together. As children engage with this experience, we begin introducing the names of the continents and then the countries. Young children absorb this vocabulary effortlessly and delight in learning the names of all the countries. As children get older, they also enjoy taking on additional challenges, sometimes even closing their eyes, feeling all the way around the puzzle piece, and then naming the country!

Cultivating Appreciation

Although this is all rather impressive, it’s important to remember that our purpose is not to turn children into walking encyclopedias. Even when children may come to rather astonishing intellectual skills, these abilities are a by-product. Our purpose is to offer young children activities to help them understand their place in the world, become aware of the oneness of humanity, and appreciate the incredible variation among people that results from physical geography and humans’ creative efforts and inventions.

To help in this effort, we share collections of pictures of human life organized by continent. These pictures offer impressions of different modern cultures, lifestyles, and traditions. The pictures reflect commonalities of human needs and the great variety of ways humans fulfill these needs. The photographs highlight regional food, farming, shelter, transportation, daily life, traditions, and the physical geography represented in landmarks, climate, flora, and fauna.

As children develop a relationship with the world around them, they may also explore more about the different places in the world, including climates, plants, and animals. Often children love to begin creating their own maps by carefully tracing the puzzle map pieces and coloring and labeling the continents and countries.

In Montessori education, children absorb a great deal of geography skill knowledge! But our focus is on giving children the opportunity to develop a constructive and creative relationship with the whole world, as well as a love for how our planet offers a diverse home to the whole of humanity. Schedule a tour to see this love of geography in action!

How to Avoid the One-Word Review

Mon, 12 Sep 2022 21:57:05 GMT

Or, Questions to Ask Your Montessori Child in Place of "How Was Your Day?"

Written by Alissa Stolz, Head of School

Remembering back to the days when my own Montessori children piled into the car after a day of school, there were some really wonderful conversations upon asking, “how was your day?” I wanted to find out what my kids had done during the day with the beautiful Montessori materials - the blocks, the beads, the language materials, and later the geometric solids.

What I discovered is that at the end of a long day with all the works and learning and discoveries a Montessori classroom can offer, sometimes the last question to inspire my child to speak was the dizzyingly wide-open, "how was your day?" Thinking about how to see this conversation from a young child’s perspective, I began to identify more nuanced questions to help my children formulate something to say about what they had done that day.

It was sometimes easier to work with images, making it easier for younger children. I might ask any of the following:

What was the largest number you worked with today?
What games did you play at recess?
Who was being kind today?
Which animals did you talk about today?
What was your favorite work today?

Thinking about questions as children grow and develop more complex understanding, they might sound like this:

If you could choose one work to do all day long, which one would it be?
What is a new word that you remember using/hearing today? Can you spell it?
What was a rule (or classroom agreement) that was discussed today in the classroom? Or, what new agreements did you make on the playground today?
Why do you think reading books/learning fractions/writing paragraphs is important?

These questions can prompt children to frame the events in their day in a way that can seem more manageable to their minds. It can remind them that today there were numbers and words and games and activities and learning and choices.

Even though my own college-aged children – both alums of the MFS middle school – do not ride home with me any more, as a parent I still want to know how school is going, even though we talk about it far less often. Talking about how the week went and reflecting on the learning that took place is a habit that has held up over time and though the questions I ask continue to evolve, I am always glad to hear what they have to say….even if I have to text my kids at college to find out.

Alissa Stolz
Head of School

The Legacy of Dr. Montessori

Mon, 29 Aug 2022 17:42:48 GMT

Happy Birthday, Dr. Montessori!

To honor Dr. Maria Montessori’s birthday on August 31, we want to reflect back on her life and her profound influence on how we see and honor children’s potential.

Many educational systems start with adults having an idea of what is best for children. The Montessori approach, however, began with Dr. Montessori being intensely curious and observing children’s growth and development.

It’s worth remembering that Dr. Montessori was first and foremost a scientist. In fact, Dr. Montessori was one of the first female physicians in Italy in the late 19th century. Specializing in pediatrics and psychiatry, she had regular contact with working-class and poor children through free clinics at the University of Rome’s medical school. Through these initial experiences, Dr. Montessori theorized that children are born with incredible learning potential and an intrinsic desire to explore, discover, and learn about their world.

In 1900, she was appointed director of a University of Rome program for developmentally delayed children considered uneducable. After observing the drab conditions of the institution and the children’s attempts to find anything of sensory interest, Dr. Montessori began studying the importance of sensory experiences in cognitive development.

She then spent two years teaching the children and directing the work of teachers in the institute. Eventually, Dr. Montessori’s developmentally delayed students were able to pass the standard tests of Italian schools. Her response? She stated that if children with developmental challenges could pass the tests, the traditional schools of the time should be able to get dramatically better results with typically developing children!

This experience caused Dr. Montessori to want to examine how education could support, rather than stifle or repress, children’s development.

In 1907, Dr. Montessori had her opportunity. She was invited to coordinate daycare in the slums of San Lorenzo for working-class children too young for public school. Dr. Montessori began by teaching the older children how to help with everyday tasks. She also introduced practical skills of everyday living, including hygiene and self-care. Gradually, Dr. Montessori incorporated manipulative puzzles and activities to assist children with learning different skills and concepts. The children were drawn to the materials and reveled in the process of beautifying themselves and their surroundings. Each day the children’s behavior improved, and they eventually begged her to show them more, including how to read and write.

As she prepared the space and the adults supporting these previously unkempt, unruly, and uneducated children, Dr. Montessori saw an incredible and seemingly spontaneous kind of learning and work happen. The children became calm and peaceful. They took care of themselves and their surroundings. And they developed concentration and a love of learning.

Dr. Montessori was fascinated. Building upon her previous work, she continued to experiment and design unique learning materials that nurtured children’s natural desire to learn. News of this success in San Lorenzo soon spread through Italy and eventually dignitaries from other countries began visiting to see this miracle firsthand.

Around age 40, Dr. Montessori left a doctor’s career and a professorship at the University of Rome to continue her work for children. Throughout the rest of her life, she offered courses and lectures, wrote books, and trained educators, all the while insisting that the focus be on children, rather than on her.

Through scientific investigation, the study of available research, trial and error, and observation, Dr. Montessori saw that children across cultures and countries flourish in a setting that provides just the right support at critical times of development.

Because Montessori education is focused on the science of human development, the approach has withstood the test of time and culture. Today the Montessori approach has been implemented in approximately 20,000 Montessori schools around the world, with more than 3,000 in the U.S. alone. With over 100 years of practice, Montessori has worldwide recognition as an educational approach that helps children achieve their fullest potential.

We invite you to come to see this legacy in action! Join us for a tour at Montessori Family School today!

Photo courtesy of https://montessori150.org/

What is Practical Life?

Fri, 12 Aug 2022 17:47:37 GMT

What is Practical Life?

When you visit a Montessori school, you’ll likely hear the phrase “practical life.” We thought it might be helpful to provide a little more context so we can share why practical life is so important to what we do.

First, let’s break apart the phrase. “Practical” can mean the actual doing or use of something. The term “life" can be described as living things and their activity. So, when we combine the two terms, we can think of “practical life” as activity that is focused on doing something useful.

In Montessori, we offer young children useful activities that serve a real purpose. Children have beautiful child-sized materials that allow them to wash tables, dust shelves, polish silver, prepare food, and so much more.

Origins of Practical Life Exercises

The exercises of practical life began in order to serve a very practical need. Dr. Montessori had responsibility for children who were being destructive in a building in the slums of Rome. The proprietors needed to take care of the building, yet the children were rather wild and unkempt. As a physician, Dr. Montessori knew the importance of hygiene in preventing illness. Thus, one of the first things she did was to offer basins of water and cakes of soap. Then Dr. Montessori showed the children how to wash their hands and faces.

What happened was unexpected. Once the children washed their hands and faces, they didn’t stop. They kept washing. They did it again and again. Dr. Montessori said the children repeated the activity as if driven by some kind of imperceptible force. Instead of stopping them, like adults are apt to do, Dr. Montessori watched. She wanted to see what would happen. With curiosity, patience, and powers of scientific observation, she observed a need that went way beyond washing hands. From these practical beginnings, came a very significant discovery for Dr. Montessori.

Montessori’s Discovery about Children and Work

Dr. Montessori discovered the fundamental difference between work as adults experience it and work as children experience it. Often, as adults, we think of work as bringing on fatigue. However, Dr. Montessori observed how work for children is energizing.

Young children have an intense urge to do things! Think about the crawling infant who is completely compelled to try to get up the stairs, so matter how many times we bring them back down or try to block the steps.

Typically we, as adults, stop children from doing certain activities because we think the action is too tiring, too difficult, too dangerous, too messy, or because it will be more efficient and faster for us to do it ourselves.

Yet young children have a compulsion to engage in activities with a huge amount of effort. In fact, young children will become quite distressed when their activity is interrupted.

Understanding Children’s Motivation

Young children’s goals for doing activities are not practical ones. They aren’t motivated by having clean hands or a polished candlestick. Dr. Montessori discovered that young children’s motivation to work and gain independence is part of their process of constructing themselves. They are motivated to interact with their surroundings in order to create who they are as humans. Children are working to coordinate and refine movements, gain independence, master sequences of activity, and essentially create their future personalities. It’s easy to tell when children are in this stage because they will do an activity repeatedly, even in one day or in one sitting. This is what Dr. Montessori observed when she offered basins of water and cakes of soap to the children in San Lorenzo.

Gradually, around the ages of four and five, children become fueled by a love and appreciation of their surroundings and their community. They want to put their skills to use! While the youngest children will wash a clean table ten times, slightly older children will wash a table once because it is dirty. Often older children will notice something that needs attending to, like a lot of dirty cloths in the laundry basket and want to wash the items to make sure everything is clean for the next day.

Some Outcomes of Practical Life Activities

How can getting oneself dressed or scrubbing a table help with children’s development? Practical life activities help children develop critical skills like intelligence and memory, concentration and focus, awareness and self-confidence, self-control and self-discipline, and the ability to problem-solve and think rationally.

When even the youngest children are following a complex series of steps in order to accomplish something like washing a cloth, they are developing their memory and intelligence. They see how to set up the basins of water, wet the cloth, get the soap, scrub, rinse, hang the cloth to dry, repeat, and then clean everything up when finished. Then they hold that sequence in their minds in order to do the activity themselves. In the process, they are also developing their capacity for logical ordered thinking.

In addition, when working on practical life activities, children strengthen their ability to reason. They have to consider things like whether they need to apply more polish or if the table is completely dry. As such, children begin to develop an awareness of their impact which also creates self-confidence. When they see that the table is dirty after pitting cherries and get the table scrubbing activity out, they have taken a step along the path of becoming logical problem-solvers.

Through the exercises of practical life, children also increase their self-control and self-discipline. Some of this self-control comes from the ability to put the needs of the community ahead of their own. A toddler who scoops avocado to make guacamole to share at snack may want to eat the avocado right away. However, they delay gratification in order to serve friends during snack time. Children also learn to put things away when they are finished using them, which helps establish a life-long habit of self-discipline.

We also offer challenges that help children develop skills that will lead to more concentration and focus. We might pose these suggestions as questions: Do you think you could wash this table without spilling a drop of water anywhere? How many times can you spoon the beans back and forth without spilling any? Offering these little points of consciousness provides children with a challenge that helps them strengthen their ability to concentrate and persevere, while also helping them refine their fine and gross motor skills.

From their very humble beginnings, the exercises of practical life provide children with so many benefits! In addition to developing the foundation for executive functioning skills (like task initiation, self-control, organization, planning and prioritizing, and holding information in working memory) practical life activities help children develop a deep love and appreciation for their surroundings and for those who live in their community.

Practical life activities are the cornerstone of Montessori classrooms. We invite you to come to see this remarkable work in action!

Schedule your tour today to visit Montessori Family School!

Transitioning from Summer to School

Mon, 01 Aug 2022 18:10:28 GMT

Settling Back into the Routine

Transitioning from Summer to School

Although it can be hard to think about the end of summer days and the return to routine, there is value to getting back into a consistent schedule. Steady, well-thought-out routines help our children develop good habits that can last a lifetime. In addition, the consistency of routines can decrease stress, ease anxiety, and reduce irritability (for both children and parents!).

Ideally, the transition from summer to the school year can happen gradually so your child can gently adjust to the skills and schedules that will allow for a smooth start on the first day. Here are a few things to consider as you begin this shift.

Casual Conversation & Calendars

We’ve found that it helps to begin by casually talking about the start of school. While out shopping, you can notice aloud how stores have back-to-school items and comment about how it’s almost time for the school year to begin. Because young children live in the present, it is important to keep the time frame general.

If you do talk about school with your child, it’s best to try not to build up false expectations about what they will do in school. Modeling curiosity and openness can go a long way. If you drive by a school, for example, you can wonder aloud: “I wonder what children in this school do after they walk in the door.” Or “I’m so curious about what kinds of activities children enjoy doing during their school day.”

Older children who have a solid concept of linear time can benefit from having a family calendar that is visible to everyone. They might want to mark off a countdown to the first day, or help set some benchmarks for getting back into a normal sleep schedule.

Sleep Routines

One of the hardest parts of coming out of vacation mode can be shifting back into a school sleep schedule. Rather than just expecting that everyone will adjust on the first day, it’s best to gradually transition into the school-year bedtime and wake-up routine.

If late bedtimes have become the norm, it can be most effective to start the process about 10 to 14 days prior to the first day of school. First determine what time your child will need to wake up in order to have a peaceful, unhurried morning. You can then start waking your child up a little earlier each morning. In addition, you’ll want to have bedtime begin a little earlier each night. Making these changes in 15-minute increments works best. The goal is for your child to begin getting up rested and refreshed at the wake-up time you’ve determined.

We recommend establishing an age-appropriate bedtime and sleep routine. Having a calm mind at bedtime and developing good sleep habits, has long-term benefits for your child. For more information visit the Sleep Foundation .

Morning Routines

Having enough time for a calm, consistent morning routine decreases stress and anxiety for everyone. Plus, children really appreciate having some ownership over the process.

To prepare, you can make sure your child has clothing and shoes that are easy to put on and take off. For younger children, you can have two outfit options available so they can choose what they want to wear. Older children can select their clothes the night before and lay them out for the next morning.

It can also help to collaborate with your child to create a visual schedule of what needs to happen each morning: getting up and out of bed, getting dressed, eating breakfast, brushing teeth, preparing lunch and snacks, etc. You can add images to the schedule and even turn it into a checklist. If you laminate the schedule or checklist, children may appreciate using a dry erase marker to check off each item they have completed.

Preparing Snacks & Lunch

Having snacks and lunch prepared ahead of time can ease a great deal of morning stress. Even the youngest children can help get their snack and lunch food ready. Sometimes having everything ready the night before is easiest, so all children need to do is put containers in their lunch bags to be ready to head out the door. That being said, with enough advance preparation and plenty of time built into the morning schedule, preparing lunch and snacks can easily happen in the morning.

To support children in making their own lunches, we just need to make sure to have some healthy options prepared and accessible. This can mean having a low section of the cupboard or refrigerator designated for child-friendly snacks and lunch options. You can do some minimal food prep–like hard-boiling and peeling eggs, slicing up chicken breast, or chopping vegetables–and then have the items ready in small, easy-to-open containers.

If you pack your own lunch alongside your child, you can also model choosing healthy foods and serving sizes.

Stay Organized

Your child (and you) benefit from a sense of order and predictability. Thus, we recommend dedicating and preparing a space in your home for all school necessities, such as backpacks, lunch bags, shoes, etc. Ideally, this space for school items is attractive and child-sized. Having low hooks or a small shelf near the door can allow your child to develop a strong sense of capability and independence.

Even before school begins, you can practice coming home and putting everything where it belongs. Your child can be in charge of hanging their backpack on a low hook and even putting their lunch containers in the sink or dishwasher.

If the space gets a little disheveled, you can take a few minutes together with your child to tidy up the items and appreciate how much better things feel when everything is in its place.

The transition from summer to school year can be an opportunity to establish teamwork and collaboration with your child. So that your child can be an active participant in the process and so that you don’t end up taking on all the stress, remember to ease into the new routines, allow time and space to prepare consistent systems, and provide just enough support for your child to experience some independence and success in the process. The result? Healthy habits and a more peaceful practice for everyone.

Want a quick reference for the transition from school to summer? Download this one-page printable!

Montessori Family School is enrolling for the 2022-2023 school year for PreK through 8th grade. Schedule a tour now!

Geometry from the Start

Thu, 07 Jul 2022 20:00:21 GMT

Geometery from preschool through middle school

When many of us think of our geometry education, we have thoughts of identifying shapes in kindergarten, and then taking a class or two in high school.

The truth is, children are fully capable, and enthusiastically prepared, to learn so much more at a much younger age. While we can’t possibly cover our entire curriculum in one short article, we’ll share some of the highlights. It begins (perhaps unsurprisingly) in our primary classrooms.

Geometric Solids

Pictured above, the geometric solids are our students’ first direct exposure to geometry. The solids are displayed on a shelf and are contained by a basket or tray. The adult invites the child to a lesson and asks them to retrieve the shapes. They then look at each one. The lesson may go something like this:

1. The guide picks up the cube, feels each side, and hands it to the child. The guide states, “This is a cube.” The cube is placed on the work rug.

2. The process is repeated for each solid in the basket.

3. Depending upon the child’s readiness, they may continue, with the guide asking questions like, “Where is the cylinder?”

4. After the child has had some time to interact with the material independently for a while, the guide will again sit with them and assess their understanding. This is done by holding one sold at a time and asking the child to name it.

There are many fun extensions associated with this material. One favorite includes putting the solids on a mystery bag or using a blindfold so the child has to guess and identify by touch alone.

Geometry Cabinet

The geometry cabinet is used in primary and lower elementary classrooms, although differently in each. What begins as a lesson in identifying basic shapes and discerning between their sizes evolves into complex identification and blending of skills. Some of the skills this material helps us teach our students aged 6-9 include:

· Types of triangles (acute scalene, acute isosceles, right scalene, right isosceles, obtuse scalene, and obtuse isosceles)

· Quadrilaterals (trapezoids, a rhombus, and a parallelogram)

· Regular polygons (pentagon, hexagon, heptagon, octagon, nonagon, and decagon)

· Curved figures (curvilinear triangle, oval, ellipse, quatrefoil)

· Rectangles

· Circles

Constructive Triangles

Beginning during the primary years and continuing through lower elementary, the constructive triangle boxes are another child favorite. A series of boxes teaches a variety of concepts.

1. Triangle box: Used to show how different types of triangles can be combined to make other triangles, also indirectly teaches fractions concepts

2. Large hexagon box: Used to show how triangles can be combined to create other figures, including a hexagon, rhombus, and parallelogram

3. Small hexagon box: A continuation of the same basic concept as the previous box, but this time triangles are used to create rhombi, a trapezoid, and another configuration of a hexagon

4. Rectangle box: Triangles are used to create a square, rectangle, and other quadrilaterals

5. Blue triangles boxes: While the previous boxes utilized different colors for different types of triangles, they are all painted blue here. This is basically an extension of previous work and allows children an opportunity to rely less on previously helpful visual clues. There is also lots of opportunity to use the blue triangles to create more complex geometric figures.

Classified Nomenclature

Once some of the more basic skills have been mastered by the child, sometime during early lower elementary, they move on to engage with the classified nomenclature. As with all other Montessori work, this is a step toward abstraction; they are no longer relying heavily on the wooden materials they can hold and manipulate, rather they are using drawings, booklets, charts, and labels.

This work can become rather in-depth and continues into upper elementary. A very broad overview of skills includes:

· Fundamental concepts (point, line, surface, solid)

· The study of lines

· The study of angles

· Plane figures

· Study of the triangle

· Study of quadrilaterals

· Study of regular polygons

· Study of the circle

These studies are not short lessons like the child has experienced previously. They are multi-layered and can take months to complete. For example, the study of angles may begin during the second year of lower elementary, but continue periodically through the years until the child reaches sixth grade. Concepts include:

· Parts of an angle

· Types of angles

· The measurement of angles

· Constructing angles

· Relationships between two angles

· Two lines and a transversal

· Constructing and copying an angle

· Bisecting an angle

· Operations with angles

Beyond all these amazing materials, it’s important to note that there is a lot of crossover when it comes to Montessori subjects. One perfect example is a favorite grammar work of third graders called the Detective Triangle Game. While its main intention is to practice using correct adjectives, this is done by way of sorting a multitude of triangles, with different colors, types, and angles.

Want to learn more? Please reach out if you have any specific questions and want to have a conversation. As always, we believe the best way to truly understand what goes on in a Montessori classroom is to sit quietly and observe in one. Contact us today to schedule a visit.

Montessori Basics: The Planes of Development

hello@montessorithrive.com (Montessori Thrive) — Thu, 01 Apr 2021 15:09:09 GMT

Maria Montessori based her entire educational philosophy on the idea that children developed through a series of four planes. Each of these planes is easy to recognize and has clear, defining characteristics. If we study and understand these stages, we can approach our interactions with children with a new perspective.

Learning about the planes of development isn’t just for Montessori educators. Understanding your child’s development can help at home, too.

The First Plane: birth-6 years

During this stage children absorb everything like sponges. They are, indeed, excellent examples if what Montessori called ‘The Absorbent Mind.’ This is a time in which we are able to utilize what Montessori called sensitive periods of learning. While each child is different, there are typical patterns that emerge in regards to brain development and general readiness to learn particular skills.

During the first three years of this plane, all learning is done outside of the child’s conscious mind. They learn by exploring their senses and interacting with their environment. During the second half of the plane, from about 3-6 years, children enter the conscious stage of learning. They learn by using their hands, and specialized materials in the Montessori classroom were developed with this consideration.

During this time, children have a wonderful sense of order. They are methodical and can appreciate the many steps involved in practical life lessons in their classrooms. The organization of the works on their classroom shelves is intentional, which appeals again to this sense of order.

The first plane is a time in which children proclaim, “I can do it myself”; it is a time of physical independence.

The Second Plane: 6-12 years

During the elementary years children begin to look outside themselves. They suddenly develop a strong desire to form peer groups. Previously, during the first plane, a child would be content to focus on their own work while sitting near others. In the second plane, a child is compelled to actually work with their friends. It is during this time that children are ready to learn about collaboration.

During the second plane there is a sudden and marked period of physical growth. This may be a contributing factor to the observation that many children of this age seem to lack an awareness of their body, often bumping into things and knocking things over. Children begin to lose their teeth around this time as well. Their sense of order and neatness tend to fade a bit during this plane.

Throughout the second plane, children’s imaginations are ignited. Since Montessori education is based in reality, we find ways to deliver real information to children through storytelling and other similar methods. For example, when teaching children about the beginnings of our universe, Montessori schools use what is called a Great Lesson. The first Great Lesson is a dramatic story, told to children with the use of props, experiments, and dramatics (think: a black balloon filled with glitter is popped to illustrate the Big Bang, with bits of paper in a dish of water used while talking about particles gathering together). This lesson is fascinating for children in the way it is presented, but gives them basic information about the solar system, states of matter, and other important concepts.

Children in the second plane have a voracious appetite for information, and are often drawn strongly to what we in Montessori call the cultural subjects: science, history, and geography. While we support their rapid language and mathematical growth during this time, we are also responsible for providing them with a variety of rich cultural lessons and experiences.

It is important to note that children develop a sense of moral justice at this time. They are very concerned with what is fair, and creating the rules to a new game is often as important (if not more so) than playing the actual game itself.

This is the period of time in which children are striving for intellectual independence.

The Third Plane: 12-18

The third plane of development encompasses the adolescent years. During the second plane, children become aware of social connections, but in the third plane they are critical. During this time children rely heavily on their relationships with their peers. They feel a strong desire to remain independent from adults, although they are not quite ready to do this entirely. It is our job to find ways that allow them to experiment with independence while also providing a safe structure in which they may do so.

Children in the third plane tend to require more sleep, and they sleep later than when they were younger. They long for authentic learning experiences, and Dr. Montessori imagined just that. Her ideas of Erdkinder (children of the earth) led her to contemplate a school setting that would support children’s development during this time. She imagined a farm school, in which children would work to keep the farm operational, but also contribute to planning and decision making while doing so.

During the third plane children are refining their moral compass while developing a stronger sense of responsibility.

The Fourth Plane: 18-24

The final plane is a time in which young adults are striving for financial independence. They are often living away from home for the first time, and use this time to figure out where they fit into their society. Many make choices to further their education and/or explore career paths.

It is during the fourth plane that people begin to develop a truer sense of who they are as individuals.

Each plane of development should be mindfully nurtured. If a child is able to experience one developmental phase in a rich and carefully prepared environment, they are ready to fully take on the next phase when it is time.

The Benefits of Multi-Age Grouping

hello@montessorithrive.com (Montessori Thrive) — Mon, 01 Mar 2021 15:09:08 GMT

One hallmark of a Montessori education is the use of multi-age classrooms.

Infants and toddlers may be together or separate, with a toddler classroom serving children 18 months to three years. Primary classrooms are for children ages 3-6, with preschool and kindergarten-aged children together. The elementary years serve children ages 6-12; some schools separate into lower (6-9) and upper (9-12) elementary, while many split elementary into two groups. Even Montessori middle- and high-school students learn in multi-age classrooms.

While Montessori is not the only type of education that utilizes this approach, it’s not what most people are used to. What are the benefits of structuring a classroom this way? Read on to learn more...

Learning at an Individual Pace

Building Stronger Relationships

In multi-age classrooms teachers have a longer period of time to get to know a student and their family, and vice versa. When teachers really get to know a student, they are able to tailor instruction in regards to both content and delivery. They know how to hook a specific child onto a topic or into a lesson. They know what kind of environment a child needs to feel successful.

Mentors and Leaders

When a child spends multiple years in the same class they are afforded two very special opportunities.

The best part is kids make the transition from observer to leader in their own time. It doesn’t happen for all children at the same time, but when it does it’s pretty magical to observe.

Mirroring Real-Life

Why not start the experience with young children in school?

Moving On

The Role of the Montessori Teacher

hello@montessorithrive.com (Montessori Thrive) — Mon, 01 Feb 2021 14:57:39 GMT

What, exactly, is the role of the Montessori teacher? How is it so different from that of any other teacher?

Sometimes it’s easiest to begin by explaining what a Montessori teacher isn’t.

A Montessori teacher is less like the traditional idea of an instructor, and more like a gentle guide. They don’t consider it their job to give a child information. They rather lead children in the general direction and give them the tools they need to find the information themselves.

Maria Montessori once said, “The greatest sign of success for a teacher...is to be able to say, ‘The children are now working as if I did not exist.’”

Montessori Teachers Cultivate Independence

In a Montessori classroom, rather than seeing a teacher at the front of the classroom giving the same lesson to every child, the teacher will be working quietly with individual children or small groups. While that is happening the rest of the children are free to spend their time doing the work that calls to them. A Montessori teacher works hard to create structures that allow children to be independent and to trust themselves as learners.

One large part of what a Montessori teacher does is to intentionally prepare a classroom environment that is developmentally appropriate, is inviting to children, and supports them on their journey to work independently. This environment is constantly changing in tiny ways as the teacher notices new and evolving needs of the students.

Montessori Teachers are Trained to Think Like Scientists

Parents should know that Montessori teachers are highly trained. Most have recognized Montessori credentials in addition to their college degrees. Montessori certification programs are intensive and demanding; one might compare them as being the equivalent of another college degree. These training programs don’t just teach Montessori educators how to use the specialized materials; there is extensive coursework about Montessori philosophy, child development, and integrating the arts.

When it comes to assessments, Montessori teachers don’t rely on standardized tests; they rely on the power of observation. They have notebooks brimming with evidence of what their students have mastered, need more support with, and are curious about. They are constantly recording what they notice children working on, how that work is being executed, and ideas they might have in anticipation of a child’s next steps. Montessori teachers literally sit beside a child and determine exactly what they know about a wide range of content areas.

Montessori Teachers Think Long-Term

Because of Montessori’s three-year cycles, teachers have the unique ability to consider their big picture when working with students. There is a natural tendency to allow the children to genuinely learn at their own pace. Getting to know a child and their family well over the course of a few years really supports this approach.

Montessori Teachers are Often Called ‘Guides’

...and for good reason. While children in Montessori classrooms have an abundance of choice in their educational pursuits, Montessori is based on the idea of ‘freedom within limits’. It’s the Montessori teacher’s job to carefully craft those limits. Children rely on having a certain amount of structure in place. This gives them comfort and a safe place in which they can take risks and try new things. Montessori teachers set some boundaries and then carefully help students navigate within them.

What if your second grader loves to read but tends to avoid math? Their Montessori teacher will find ways to ensure the math still gets done. Sometimes this involves a gentle discussion with a child about time management skills, priorities, or setting goals. Sometimes the teacher will find a way to integrate the child’s interests into the less desirable work. Sometimes all it takes is a minor change in the environment. Montessori teachers gives children freedom, but they assist children in finding their way to success in this environment.

Montessori teachers value independence, self-reliance, and intrinsic motivation.

They also value cooperation, kindness, and strength in community.

Still curious? Call us to set up an appointment today to observe in a classroom. See what Montessori is really all about.