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The Great Lessons

by | Free Reads

by Robyn Zitnick

“The child should love everything that he learns, for his mental and emotional growths are linked. Whatever is presented to him must be made beautiful and clear, striking his imagination.

Since it has been seen to be necessary to give so much to the child, let us give him a vision of the whole universe. The universe is an imposing reality, and an answer to all questions.”

— Maria Montessori

Perhaps it happens on the first day of the elementary class or perhaps a few days later. A child, smiling broadly, arrives home to tell about the wonders of the day — the chart with the angels that carry the fire and the ice, the piece of terra cotta that is suddenly smashed, the paper that seems to defy gravity, and the volcano that really sparks and hisses and overflows with ash. And the story the teacher told!

That exciting and wonderful story about the coming of the universe and the earth! Montessori elementary has begun its new school year with the First Great Lesson, the story of the formation of the universe and the earth, and presented to the elementary child for his contemplation and study of the whole universe.

Dr. Montessori called upon a need to do “cosmic education.” To give the children the “whole” and the ability to see how the parts of the whole are interconnected was, in her view, the only approach that would truly satisfy the elementary child — the child who asks endless questions. Rather than force such a child to sit still and learn what has been chosen for him, she believed the child should be given everything to explore. The Great Lessons introduce everything that can be explored in one way or another. The Great Lessons inspire and activate the studies of the children and the work of the classroom.

The Five Great Lessons are not really lessons to be learned but are impressionistic stories to be told. “Impressionistic” means that these lessons are told as grand stories that will inspire and ignite the imagination, interest, and curiosity in the child rather than as a listing of facts. They are presented with drama, mystery, rich language, and awe. Dr. Montessori said that the Montessori elementary teacher must be a “storyteller of the truth.” She told her teachers to sow as many seeds of interest into the fertile minds of the children as are possible — some will germinate now; others will be held to do so later. When the child enters the elementary, he brings with him a reasoning mind, a mind capable of imagining the vastness of space and the march of time — so now we open the door to all of that through these Great Lessons of the elementary.

As well as possessing a powerful imagination, the child at this time is physically and intellectually strong. His need to know is as large as the universe and so that is what we lay before him. From this, he may eagerly choose his studies.

Generally, the children are told when a Great Lesson will be presented. Even for the children who have seen them each year, it is exciting to know one is coming. Every year they are a little different. Perhaps the teacher has brought some new artifacts to examine along with the story. Perhaps she adds some interesting facts that were not mentioned before.

Perhaps there are additional experiments. Perhaps the child hears some information that was missed in previous years. The children recognize elements of the stories ideas and facts that come from their own interests and independent studies. And then, there is always much that is new and fascinating and worthy of exploration. The Lesson is given; the discussion is opened; the exploratory work begins.

The First Great Lesson is the Coming of the Universe and the Earth. From nothing came into being the elemental universe. From that came our sun and its children, the planets. This lesson has many impressionistic charts and experiments that introduce geology, chemistry and more. From this lesson came earth science studies and the inspiration to appreciate an ordered and harmonious universe.

The Second Great Lesson is the Coming of Life. As a long, undated timeline is rolled out, the teacher points out the coming of the microorganisms, plants and animals that appeared on earth — each with a life to live and a contribution to make to the earth. When all was ready, at the very end of the timeline, we see human beings appearing. From this lesson came life-science studies and the inspiration to appreciate the service that all things do for each other and the great diversity of life.

The Third Great Lesson is the Coming of Human Beings. When human beings came, they came with three special gifts: a mind that could think and imagine, a hand that could work, and a heart that could love. And so it is today, as human beings, we must think, imagine, work and love. From this lesson some history, culture, and philosophy studies and the inspiration to appreciate what makes us fully human and the universal need to make a life for oneself in every place in every time.

The Fourth Great Lesson is Communication in Signs. We tell the story of the development of a written alphabet and the awesome ability we have to commit our thoughts to paper — thoughts that might endure for all time — using only 26 little, but very powerful, symbols. From this lesson came all language studies and the inspiration to appreciate the magnificent power of being able to read, understand, and write to communicate.

The Fifth Great Lesson is the Story of Numbers

We tell the story of the development of our decimal system of numeration and the powerful language of science, music, and design — mathematics. With only ten symbols and the use of the right place, any number can be symbolized and easily manipulated — thus making it possible to calculate and express even what we cannot encompass in our minds. From this lesson come all math and geometry studies and the inspiration to appreciate the discovery of the secrets of the universe, invention, and our modern world.

More than mere stories, Dr. Montessori saw these stories as setting the stage for the children to feel gratitude and admiration. In the first three Lessons, gratitude to God. In the last two Lessons, gratitude to man — often the unknown man or woman whose labor and insight built the foundations of knowledge and craft that gave us what we enjoy today. The Great Lessons are the starting point from which all of the work of the classroom begins. They are referred to when new work is introduced. They are never a work unto themselves for the children but are a tool to aid the teacher to inspire the children’s work. The Great Lessons are the heart and soul of the elementary classroom.

This appeared in Tomorrow’s Child Magazine Spring 2001

How to Build a Community

How to Build a Community

by | MFA, TC May 2024

Life has changed for many families over the years, and today it is more important than ever for schools and families to work together to create a nurturing community that supports parents, teachers, and children. Schools can be much more than where children learn basic skills; they can become communities where people feel safe, connected, and welcomed.

In most Montessori schools, this is already the case. Their byline could be similar to this line from Yeats: “There are no strangers here. Only friends you have yet to meet.”

Montessori parents often describe their children’s schools as the center of their friendship circles.

Here are some of the many ways that great Montessori schools create community and partnership with their families, faculty, and staff.

Perhaps your child’s school already does many of them. If not, perhaps now is the time to gently and positively see if you can interest the school’s leadership, teachers, and other families into taking a first step.

  • People smile at everyone they meet and take pains to make them feel welcome. They carefully introduce new families and staff members into the school community.
  • Teachers and staff greet people as they arrive to drop off and pick up their children.
  • The school encourages the entire community to get to know one another.
  • School leaders and teachers make it easy for parents and students to meet with them.
  • Coffee and Conversation: At many schools, families are invited to gather once a month, often right after drop off, in a central area to drink coffee while engaging in lively discussions. This not only strengthens bonds among parents but also offers a relaxed setting for informal interactions with school leaders.
  • Parents are encouraged to observe classrooms in action. This can be particularly enlightening for those new to Montessori, offering a window into their children’s daily learning environment. Of course, this requires careful scheduling between parents and classroom teachers.
  • They respond to any family crisis with warmth and caring. They call, visit, send cards, and lend a helping hand.
  • They encourage parents to volunteer in the classrooms and on committees. They do everything possible to ensure that they have a positive experience.
  • They keep volunteer assignments short to allow them to get a sense of completion.
  • They avoid long boring meetings, politics, or wrangling.
  • The school helps parents feel confident that their children are getting a first-class education.
  • The school always has name tags at parent gatherings.
  • They hold at least two “Student Demonstration” events a year: a daytime or evening where children get to bring one or two people to school as their guests. The children teach their parents or friends how to do what they do in class.
  • Some schools organize a once-a-month social for all their Infant-Toddler families on Saturday afternoons. They provide an appropriate activity, such as art, music, or a sensory experience that can easily be recreated at home. Some schools hold a variation on this with “Parent-and-Me” session held at school.
  • They create a tuition-funded financial-aid program with a goal that no child will have to leave school because of financial problems. They ensure that their financial-aid process is warm, friendly, and strictly confidential.
  • Many Montessori schools coordinate a Parent Ambassadors program. Parent Ambassadors are a group of dedicated parents who play a crucial role in facilitating communication between the school and families. They use email and telephone/messaging chains, enabling them to efficiently remind families of upcoming events, answer queries, and recruit volunteers for various school activities. They also welcome new families into the school community.

  • Many Montessori schools hold monthly Community Meetings where parents, teachers, administrators, and interested students are invited to meet to explore issues of common interest in an open forum. Community Meetings often offer feedback and advice to the school’s leadership and Board. Parents and teachers who participate tend to gain a much deeper understanding of the school’s mission, strengths, and the issues that challenge it. Many appreciate the opportunity to have a voice in the life of the school.

  • At a Community Meeting or other event, someone will propose a toast to the school. People share memories and stories.

  • Many schools open and close the school year with special ceremonies.

  • They hold special social events for the community. A few examples might include a picnic, an old-fashioned square dance, a fall festival, a winter fest, a spring picnic, a theater party, a potluck dinner, or a family camp-out on the school grounds.

  • Childcare at evening parent meetings.

  • Montessori schools work hard to nurture every child’s artistic and musical potential. Every student aged five and above receives instrumental instruction, participates in ensemble performances, and studies art. These programs have led to remarkable displays of talent. The school stages musical theater and ensemble performances during the year.

  • Ideally, schools have a room on campus where parents can sit and read about Montessori or talk with other parents.

  • They keep a pot of coffee and/or tea going for parents who drop in.

  • The school phone is answered promptly with warmth.

  • There is a suggestion box for parents, teachers, and students.

  • They frequently ask families, teachers, and staff what they think.

  • They hold informal discussions to brainstorm and explore new ideas.

  • They defend your community against hostile or negative parents, children, and staff.

  • They take the time to explain things fully.

  • They publish an Annual Report on the state of the school.

  • They hold school-wide talent shows or art exhibits where students of all ages can showcase their talents or artwork.

A Montessori byline could be similar to this line from Yeats:

There are no stranger here. Only friends you have yet to meet.

  • Older students mentor younger ones in various areas, such as academics, arts, or sports.

  • They make sure that no one ever feels threatened or blind-sided at a parent/teacher conference.

  • Many schools have student-led conferences during which students guide their parents through their learning journey. This can be especially empowering for older students, giving them a chance to showcase their progress and achievements.

  • They gather the children’s work, stories, and art into portfolios to give to their families.

  • They hold Parent Forums: open discussions in which parents explore an issue of broad interest among themselves.

  • They create an atmosphere of safety, cleanliness, and timeless beauty on their campus.

  • They celebrate cultural diversity within the school with festivals encouraging families to share their heritage and learn about others while fostering a rich, inclusive community.

  • They organize sports events or fun runs where families participate in activities or challenges.

  • To add a fun twist to community engagements, some Montessori schools have introduced innovative events such as the “Are-You-Smarter-Than-a-Montessori-Kid?” contest. This light-hearted game challenges parents to answer questions that children learn in their Montessori classes, such as recognizing European flags or solving complex puzzles. These events not only provide entertainment but also offer parents a glimpse into the depth and breadth of their children’s knowledge.

  • They make a commitment as a school community to an ongoing program of self-study and school improvement in which parents, teachers, older students, and staff can get involved.

  • They take the time as a community to develop and periodically review a “Blueprint of the School’s Educational Philosophy and Core Values.”

  • Teachers call parents regularly just to share good news or to touch base.

  • They make sure that new volunteers are carefully taught how to do the tasks that they’ve undertaken.

  • They publish an attractive school newsletter on a regular basis that contains articles that parents want to read and pictures of children doing interesting things.

  • They give each other lots of acknowledgement and a sense of pride.

  • They send out press releases of any and all newsworthy information to the media.

  • They create a special acknowledgment pin to recognize parents and teachers who have made an extraordinary contribution of service to the school.

  • They design a colorful window decal with the name and logo of the school and give them to parents and teachers to put in the car’s rear windows.

  • They create a terrific school t-shirt and include at least one in the price of tuition and “give” it to every child.

  • They develop a Montessori Speaker Series, inviting experts in Montessori education, child psychology, and related fields to speak to parents and local families.

  • They host a panel of older students, alumni, and parents who share the positive impact Montessori education has had on their lives. This can be particularly inspiring for new families.

  • They facilitate support groups for parents to discuss common challenges and share advice, particularly helpful for those adjusting to the Montessori system.

  • They involve parents and families in community service projects organized by the school, reflecting the Montessori values of social responsibility and community engagement.

  • They post a page on the school website to acknowledge the teachers, families, or special volunteers for their service to the school.

  • They organize book clubs for parents, focusing on literature related to Montessori education and child development. Discussions can be facilitated by teachers or knowledgeable parents, fostering a deeper understanding of the Montessori philosophy.

  • They encourage student-run cafés. Some provide a practical learning experience for students and a gathering spot for the community where parents, teachers, and students can interact informally, enhancing community ties.

  • The share meals at various events, underscoring the importance of coming together and bonding over food. This tradition is essential for building strong, lasting relationships within the school community.

Montessori schools tend to be vibrant communities. Their unique traditions, commitment to arts and culture, and dedication to creating a warm and inclusive environment exemplify the best of Montessori education.

Tim Seldin is President of the Montessori Foundation and Chair of the International Montessori Council. His more than 40 years of experience in Montessori education includes 22 years as Headmaster of the Barrie School in Silver Spring, Maryland, his alma mater from toddler through high school graduation. Tim was Co-Founder and Director of the Institute for Advanced Montessori Studies and the Center for Guided Montessori Studies. He earned a B.A. in History and Philosophy from Georgetown University, an M.Ed. in Educational Administration and Supervision from The American University, and his Montessori certification from the American Montessori Society. Tim Seldin is the author of several books on Montessori Education, including How to Raise An Amazing Child, and The World in the Palm of Her Hand Look for his new book, Montessori for Every Family, co-authored with Lorna McGrath.

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Clarity: The Ability to Think Clearly and Not Be Confused

Clarity: The Ability to Think Clearly and Not Be Confused

by | ML January 2024, The International Montessori Council

Clarity is the Key to Success. As a Montessori Leader or Head of School, one of the objectives is to help you and your team achieve the clarity needed to build a world-class Montessori School. If you already have clarity on some or all the aspects listed below, that’s great – keep it in mind when engaging with your community. Otherwise, now would be a good time to pause, think about it, and write down some thoughts below.

What you write should not be set in stone; it will grow and evolve as you progress through the material, but it will give you direction. Embarking on any journey, without a clearly defined direction is akin to setting sail without a rudder – you will be at the mercy of wherever the wind blows.

Clarity of vision is such an important topic; in the meantime, it would be beneficial if you start thinking through the following:

Tim Seldin is the President of the Montessori Foundation and Chair of the International Montessori Council. His more than 50 years of experience in Montessori education, includes 22 years as Head of the Barrie School in Silver Spring, MD. Tim was the co-founder of the Institute for Advanced Montessori Studies and the Center for Guided Montessori Studies. He currently serves as the co-Head of the New Gate School in Sarasota, FL. He earned a B.A. in History and Philosophy from Georgetown University; an M.Ed. in Educational Administration and Supervision from The American University; and his Montessori certification from the American Montessori Society. Tim is the author of several books on Montessori Education, including How to Raise An Amazing Child, The Montessori Way with Dr. Paul Epstein; Building a World-Class Montessori School; Finding the Perfect Match – Recruit and Retain Your Ideal Enrollment; Master Teachers – Model Programs; Starting a New Montessori School; Celebrations of Life; The World in the Palm of Her Hand and most recently Montessori for Every Family with Lorna McGrath.

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IMC Leadership Series: The Montessori Board

IMC Leadership Series: The Montessori Board

by | Boards, ML January 2024, School Leadership, The International Montessori Council

by Tim Seldin & Renee DuChainey-Farkes

In the IMC Leadership Series, we explore different concepts, research, and philosophies of Leadership that would ensure a successful Montessori way.

This two-part series on the Montessori Board covers the concept, operational areas, success factors, and conflicts to avoid.

Part 1: Montessori Board: Concept, Creation & Constituents

What is a Montessori Board?

A Montessori school’s Board of Trustees is the governing body that is officially responsible for overseeing the school’s affairs, policies, and finances. The Board plans, sets major policy, approves the budget, and selects and works through a day-today professional educational leader who leads the school, following the Board’s vision and key decisions.

It governs while the Head of School leads and manages school operations. To govern is sometimes confused with managing.

We believe that Montessori Schools are best served by Montessori Boards that are fully committed to the Montessori Way.

Key Roles of the Board

The Board plays several key roles that are worth repeating. It defines the school’s mission, core values, and strategic priorities. It hires the Head of School, establishes policy, sets tuition, and approves the annual operating budget. Furthermore, it coaches, supports, and evaluates the Head of School and plays an essential role with the Head of School in assessing the school’s programs and operations.

Board members serve as ambassadors and cheerleaders for the school and the Head of School. Ultimately, the Board is responsible for ensuring the school’s long-term financial sustainability and success. The Board needs to be strategic and focused on the school’s future.

Montessori Board and Montessori Philosophy

A Montessori School should be governed by a Montessori Board

Montessori schools have a fundamentally different ethos from other schools, whether they are run on a non-profit or for-profit basis.

We believe that to be faithful to their mission. They should be governed and operated in a way consistent with the principles that are the foundation of Montessori educational practice and the philosophy of interpersonal and organizational life, similar to Montessori classrooms as learning communities.

Montessori Philosophy as it applies to Governance:

  • Every voice can be heard. Kindness, respect, and inclusion exist for all voices on the Board.
  • The Board is a circle of equals. There are no ‘in-groups’ and ‘out-groups.’
  • The Board has a strong sense of community and an ongoing search for consensus.
  • Non-confidential information is shared; confidential information is not.
  • The School usually communicates to its stakeholders with high transparency except where confidentiality is essential. This openness and honesty earn a high level of trust.
  • There is a culture within the Board where members feel safe and accepted.
  • The school seeks a respectful resolution of disagreements.
  • Board members are encouraged to explore their interests and think outside the box.

Types of Boards

There are primarily four main types of Boards seen in Schools:

  1. Board of Directors or an owner or ownership group in a school that is set up as a for-profit business
  2. Board of Trustees in a private and non-profit school
  3. Board of a public charter school
  4. Board of Advisors/Overseers, which is not a Board, as it has no governing authority. (We prefer to call them an Advisory Council for purposes of clarity.)

A Board of a private and non-profit school may call themselves a Board of Directors, but we prefer to call them a Board of Trustees because their purpose is to hold the school “in trust.”

An Advisory Council is a group of individuals that supplement the Board’s skills and abilities to help give input to the organization on issues and ideas. Usually, its members are selected by either the Head of School or the Board of Trustees. An Advisory Council provides input or recommendations to the Head and Board without voting authority.

Although a school that a sole proprietor owns usually doesn’t have a Board, we recommend having some sort of Board of Advisors or Council, so they have support, accountability, outside voices and thinking to support their leadership.

Creation Documents

All Not-for-profit schools are governed by a set of Bylaws for best practice and are guided by the original organizing document, its Articles of Incorporation.

The Articles are the original set of formal documents written and filed with a government body to legally document the creation of the school as a corporation under the laws of a state, provincial, or national government. These documents may also be known as Certificates of Incorporation or Corporate Charters.

They must be very carefully designed. They need to define:

  • What kinds of programs can your school operate (if you might want to run a camp someday, include it, etc.).
  • How many members do you have on your board?
  • Qualifications for board members?
  • Process for board members selection and election?
  • Terms of office of a board member?
  • Powers of the board.
  • Whether or not a board member can be an employee of the school, or whether a board member can also do business with the school, and, if so, whether the board member is allowed to debate or vote on any decision that would affect him/her financially.
  • Percentage of the board needed to carry a motion.
  • How bylaws may be amended.
  • What would happen to the school’s resources if it were to close its doors?
  • Officers and standing committees of the board.
  • Requirements for board meetings.
  • How a trustee could be removed from office.

When writing it for the first time, remember that this is a legal document held perpetually by the government under which your for-profit or nonprofit corporation has been created. Whatever has been written in the Articles is the roadmap that the Board of Directors for a for-profit business or the Board of Trustees for a non-profit school must follow.

Constituting Montessori Board

How to Select the Right Board Trustees?

The process of selecting trustee candidates can be challenging and should be rigorous, formal, and systematic. It is not a popularity contest within a school community but rather a serious commitment. The right trustees will make for a successful Board.

The trustee selection process should be ongoing to continually identify and invite committed candidates to support the Board’s strategic needs.

Trustees do not serve on a board to represent a subgroup of current stakeholders, such as parents, members of the staff, or a particular program. Their responsibility is to remain as calm and open-minded as we can to the big picture. They should make decisions from the perspective of. “What will serve the entire school best over the coming months, years, and decades?”

Trustees’ responsibility is to serve as ambassadors, stewards, and, in some ways, additional spokespeople to the school community in support of the school as a whole and the school leadership.

How to Orient Board Trustees?

Once you have identified new trustees, attention needs to be given to the process of orienting them and overall Board/Trustee development.

We often find that it is a “one-time” meeting at the start of the school year or in the summer. We believe this is often not enough and that most schools could improve and enhance the ongoing development of their entire Board.

As in a school, our teachers are expected to continue to grow and learn through their professional development plans. This holds true also for trustees as they need reinforcement for learning new materials and applying their learning to real-life situations on the Board.

And now, this can be done online as well as in person. We know that in most cases, the roles and responsibilities of new trustees are new for them, and one time is not enough.

How large should a Montessori School’s Board be?

A common mistake among Board members is confusing the Board’s work with the staff.

Generally, we recommend that Boards be made up of between five and seven trustees, serving for terms between three and five years.

More members do not necessarily lead to better decisions or a more effective Board. The work of the Board should be realistic and tied directly to the annual strategic priorities.

Should the Head of School Serve on the Board?

This answer depends on the situation. The Head of School is employed by and reports to the Board, and while they almost always sit on the Board as non-voting members, it might seem illogical to have someone who is an employee of the Board also serve as a full Board member.

On the other hand, many of the strongest schools enjoy a very different relationship with their Head of School.

Instead of the year-to-year employer-employee relationship found in most schools, the Head of School is considered a key employee, a partner, and even a more or less permanent fixture. There are many advantages that these schools share, including a strong sense of leadership, a clearly defined vision, and considerable stability.

In the case where the Head of School is truly a partner with the Board, it is not uncommon to find them serving on the Board as a full member.

At the very least, the Head of School should attend all meetings and be part of all committees except when the Board is discussing his or her effectiveness in confidence.

Should Teachers be Represented on the Board?

Many Boards seem to feel they need to give the faculty at least token representation. There are several problems with this practice. Because the Board is the Head of School’s employer, there is an inherent problem when one of the Head’s employees, a teacher, next simultaneously one of the Head’s superiors as a Trustee. It is often further complicated because trustees in Montessori schools are primarily parents of the school.

From time to time, the Board needs to discuss extremely controversial issues, some of which will affect the faculty or a faculty member. Can the teacher maintain the confidentiality necessary in such situations? Also, if the teacher truly acts as a trustee first and a faculty member second, how will it affect their relationship with the other teachers?

At the same time, we have known teachers who have served very effectively as Trustees, so there is no black-or-white answer. It does represent a conflict of roles and often does not work well.

Should Current Parents be Represented on the Board?

Most Montessori schools have a Board made up primarily of current parents.

We recommend against having current parents represented on the Board or that they are represented in a limited number. Why?

Every school will deal with difficult conversations, decisions, and conflicts within the school community from time to time, often making it very difficult to be a current parent and keep a long-term perspective, especially when these emotional and controversial issues arise, which they will!

Other potential conflicts for present parents include setting tuition and deciding the school’s curriculum or programs.

We recommend that schools look to former parents who were very positively involved, still care about the school, and bring institutional knowledge and experience.

Should Alums be Board Trustees?

If the school is old enough, former students (alums) may also make good members of the Board. The same things need to be considered: Did they contribute positively to the school, do they care enough about it today to invest the time and energy, and do they have the skills and knowledge to contribute to the Board?

In recruiting our Boards, we must give attention to diversity, equity, inclusion, and belonging” when we think about whom we are recruiting to our Boards. We want our Boards (and schools) to represent diverse racial and ethnic backgrounds. It is essential work for our Boards to develop their own Equity Vision.

In Summary

We have seen the context and critical nature of a Montessori Board, its responsibilities, and some answers regarding how to create a Board. In Part II of this article, we will see how the Montessori Board constructed works and the necessary conditions for it to be effective.

Renee DuChainey-Farkes has been a Montessori Head of School (HOS) and Education Leader for 30+ years. She served as founding HOS of Kingsley Montessori in Boston from 1998 until 2018 growing the school from a one room preschool to a 350 student community. In 2018, she devoted a sabbatical year to exploring “Parents as Partners” and visited 65 Montessori schools throughout the world. She is a dedicated advocate for, and driver of, excellence in the educational experience of students and parents.

Renee has served on the American Montessori Society for two terms, with a focus on “Chair of the Head of School” Section and is most comfortable working with Heads of School and their roles. She is a 20+ year Board member of the Montessori Schools of Massachusetts.

Tim Seldin is the President of the Montessori Foundation and Chair of the International Montessori Council. His more than 50 years of experience in Montessori education, includes 22 years as Head of the Barrie School in Silver Spring, MD. Tim was the co-founder of the Institute for Advanced Montessori Studies and the Center for Guided Montessori Studies. He currently serves as the co-Head of the New Gate School in Sarasota, FL. He earned a B.A. in History and Philosophy from Georgetown University; an M.Ed. in Educational Administration and Supervision from The American University; and his Montessori certification from the American Montessori Society. Tim is the author of several books on Montessori Education, including How to Raise An Amazing Child, The Montessori Way with Dr. Paul Epstein; Building a World-Class Montessori School; Finding the Perfect Match – Recruit and Retain Your Ideal Enrollment; Master Teachers – Model Programs; Starting a New Montessori School; Celebrations of Life; The World in the Palm of Her Hand and most recently Montessori for Every Family with Lorna McGrath.

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Discover, Grow, Valorize: Montessori’s Journey for Adolescents

Discover, Grow, Valorize: Montessori’s Journey for Adolescents

by | MFA, TC December 2023

“Many have written or spoken of what school should look like from a developmental perspective, but nobody created the complete developmental package that Montessori did.

The underlying assumption in traditional education is that every child in a class can get through the same amount of material within a nine-month academic year, and, of course, this is absurd! Everyone who’s been in a classroom knows that not every child will proceed at the same pace.

The task of education must change. Schools should foster children’s growth and development from the earliest years. It must be, in the deepest sense, brain developmental.

In the Elementary years, it must be about problem-solving and social development, working with other people, and thinking.

In the later years, it really has to be about motivation, mission, and purpose. What are your unique capabilities? What are your unique interests? What are you going to bring to the world that makes you something special?

Traditional education can’t do that.”

Dr. Steve Hughes,

Speaking as part of the Inside Montessori documentary www.quietislandfilms.com/insidemontessori

Imagine a scene: It’s 8:30 p.m. on a Friday. Your 15-year-old daughter, attending a sleepover, rings you up. There’s a shaky edge to her voice. Her friends, experimenting with alcohol, have disappointed her. She’s taken a stand, voiced her discontent, and now she’s isolated. However, she has made a decision that reflects maturity, wisdom, and a robust moral compass.

As a parent, such scenarios might make your heart race. Yet, they underscore the inevitable truth that children grow up facing numerous crosswinds that challenge their convictions. These defining moments shape their identity and decision-making capabilities. As they transition into teenagers (and then adults), they grapple with crucial life choices: selecting careers; colleges; or even life partners.

The Montessori term valorization of the personality beautifully encapsulates this rollercoaster journey toward self-discovery and identity formation. To valorize means to recognize value. In the context of adolescent growth, it signifies recognizing one’s self-worth.

Understanding the Adolescent Transformation

When you look at your little ones, it might be hard to visualize them as angst-filled teenagers. However, adolescence is just around the corner, with its whirlwind of hormonal changes, emotional highs and lows, and thirst for independence. This period marks a gradual detachment from parental reliance, ushering in an era of peer influence and self-exploration.

Pause for a moment. Ponder over the values, traits, and ideals you envision for your child as they embark on their journey to higher education and adulthood. What are your aspirations for them? Jot them down. These reflections will serve as a guiding compass in your parenting journey.

The Montessori Edge in Adolescent Education

Traditional middle and high schools often miss the mark. Their vast size and standardized curriculums frequently alienate students, rendering them mere statistics rather than unique individuals with distinct needs and potentials.

Montessori offers a refreshing departure. Rooted in the philosophy of Dr. Maria Montessori, it recognizes the distinct developmental needs of teenagers. While academic excellence is pursued, Montessori places equal emphasis on socio-emotional growth, interpersonal skills, and character development.

When battling the internal chaos of their shifting identities, young teens often grapple with self-doubt and a yearning for respect. Montessori environments offer them a sanctuary where they’re not just students but adults-in-training, embarking on a voyage of self-discovery.

Valorizing the Young Mind

Every teenager seeks acceptance. Yet, societal constructs often leave them feeling undervalued and misunderstood. The Montessori framework fills this void. It is designed to support the process of valorization, helping them discern their unique strengths, passions, and worth. Montessori middle and high schools champion the adolescent’s quest for identity through a rich program of group activities, hands-on projects, and real-world problem solving.

Activities span beyond the traditional. Students are constantly nudged out of their comfort zones, from camping adventures to creative projects. These experiences bolster their self-confidence and hone their collaborative, communication, and conflict-resolution skills.

Montessori’s emphasis on valorization becomes the bedrock for nurturing resilient, self-aware, and compassionate adults. Fortified by their Montessori experiences, these young individuals are ready to face university life and equipped to navigate life’s intricate maze with confidence and grace.

As parents, our primary goal is to see our children flourish into responsible, empathetic, and confident adults. Montessori middle and high schools serve as catalysts in this transformative journey. By valorizing each student, they lay the foundation for lifelong success, ensuring our children are prepared for both the academic rigors of university and the broader challenges of life.

Tim Seldin is President of the Montessori Foundation and Chair of the International Montessori Council. His more than 40 years of experience in Montessori education includes 22 years as Headmaster of the Barrie School in Silver Spring, Maryland, his alma mater from toddler through high school graduation. Tim was Co-Founder and Director of the Institute for Advanced Montessori Studies and the Center for Guided Montessori Studies. He earned a B.A. in History and Philosophy from Georgetown University, an M.Ed. in Educational Administration and Supervision from The American University, and his Montessori certification from the American Montessori Society. Tim Seldin is the author of several books on Montessori Education, including How to Raise An Amazing Child, and The World in the Palm of Her Hand Look for his new book, Montessori for Every Family, co-authored with Lorna McGrath.

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Preparing the Budget

Preparing the Budget

by | Finances, Montessori Administrators, The International Montessori Council

Preparing the Budget

Since most of a school’s income comes from tuition, the development of the next year’s budget begins with preparing the best and hopefully most accurate projection of next year’s enrollment at each age level.

In this process, you should show enrollment for the year before, the current year, and the year for which you are planning the new budget.

Patterns of attrition can then be discussed more objectively. Enrollment takes into consideration feeder schools, increasing interest in the school, future marketing efforts, etc.

When preparing a budget, several assumptions are made and should be written on ~ a separate sheet of paper as an explanation of each line item so that the board and administration have a clear rationale for budget changes. Let us look at the budget line by line and list the assumptions which would explain the amount on each line.

Sample Budget

REVENUES

LINE ITEM AMOUNT – ASSUMPTION

Operational Income (Tuition and Fees)

Preschool – number of primary students x tuition

Elementary  – number of elementary students x tuition

Junior High – number of junior high students x tuition

Extended Day – number of extended day students x tuition

After School Enrichment – number of after school enrichment fees

Application Fees – number of applications x fee

Annual Giving – number of families x average projected donation

Subtotal:

 

EXPENSES

LINE ITEM                AMOUNT       ASSUMPTION

Program Expenses

Salaries                                                        Increased Cost of Living Allowance + 3%

Payroll Taxes                                             Total gross salaries x .085

Fringe Benefits                                          # of participating staff x $ amount of benefits

Professional Development                      Number of Montessori staff x $500

Faculty Financial Assistance                  # of staff children in school * 1/2 tuition discount

Scholarships                                               3% of all tuition income

Books                                                            $500~$1,000 per classroom

Supplies                                                       Consumables—$200 per child

Services                                                        Subcontracted services, as milk

Administrative

Postage and printing                                  $20 per family

Insurance                                                      increase by 10% over last year

Equipment repair and maintenance       Per service contracts

Audit                                                              Per cost of audit

Miscellaneous

Facilities

Mortgage                                                       Per mortgage

Utilities                                                          Increase by ~10% annually

Maintenance and Supplies                        Cost of living adjustment + square footage increases

Building Repairs                                          Cost of living adjustment + projected repairs

Property tax                                                  Per tax projection if applicable

 

Subtotal:

Capital Items:

Major Repairs                                               Per projection + 20% contingency

New Furniture and Fixtures                      Per projection + 10% contingency;,

New Building (Expansion)                         Per capital drive goal

Vehicles                                                           Per projected need

Revenues Less

Expenses before Capital Items:

Capital Expenses:

Revenues over Expenses after Capital Additions:

Budget Cycle and Tuition Payments

Rough Cut—Administrator and Treasurer (December-January)

The Administrator originates the budget for the following school year and presents it to the treasurer. Tuition raises and staff raises are projected with high, medium and low level options with the corresponding impact on the budget shown. The board reviews the budget and confirms modifications and raises. Tuition is set for the following year. At this point the principal is able to issue contracts in late February. For most schools, the fiscal year corresponds to the academic year (July to June).

Intermediate Cut—Administrator and Teachers (June)

Usually, capital expenditures and repairs are analyzed and approved late in the year by staff. This could cause some change in the budget. Also, with the end of the year totals in June, budget totals for the following year can be adjusted based on the previous year’s final information. Hiring will also factor in new variables, depending on what staff is returning

Final Cut—Administrator, Treasurer, and Board (October)

With final enrollment confirmed for the current year, and with a sense of capital needs for the year established, a final budget can be approved.

Cash Forecasting and Budgeting

Accurate cash flow projections are critical to the success of a summer program. Just because a program is expected to be profitable does not mean enough cash will be on hand to pay creditors, employees and taxes when the need arises. ln fact, growing programs often consume more cash than they generate. This is because increasingly larger amounts of cash become tied up in inventory, equipment, facilities, payroll and accounts receivable. Other directors invest their entire savings to start a new program without a sufficient cushion of cash required to pay bills when due. In either case, it is useful to think in terms of monitoring and managing cash as well as profits. A worksheet — such as the one shown on the facing page — is useful for estimating cash flows.

If you are able to anticipate possible cash drains in advance of the occurrence, several steps may be taken to avoid cash crises. For example, to increase cash in the short term, you may be able to plan ways to:

  1. Accelerate payments from customers, e.g., offer discounts or other incentives to customers who pay early.
  2. Grant credit to fewer customers.
  3. Eliminate or postpone purchases from suppliers.
  4. Negotiate extended payment terms with creditors.
  5. Deplete inventories of raw materials and supplies before re-ordering.
  6. Re-order raw materials and supplies in smaller quantities.
  7. Arrange for a short-term line of credit from a local lending institution.
  8. Sell long-overdue accounts receivable to a collection agency.
  9. Negotiate on a quid pro quo basis with the school

HAPPINESS IS A POSITIVE CASH FLOW

 

 

Joyful Learning: Montessori for the Elementary Years

Joyful Learning: Montessori for the Elementary Years

by | MFA, TC September 2023

After having your children in Montessori for the initial Early-Childhood (3-6) years, you’ve probably seen them grow into independent, confident, and curious learners who genuinely love school. And guess what? The six years of the Elementary program can unlock even more potential.

We have asked some veteran Montessori educators, a parent, and a sixth-grade student to share their views about the Elementary Montessori journey, which you may find valuable.

Let’s begin with Val, a Montessori educator.

She explains, “One of the things you see when you enter an Elementary classroom is joy, excitement, and enthusiasm. These are not children who are given papers and workbooks day after day. These children are allowed to take some opportunity to be engaged.

Montessori teachers are not simply teachers. They are mentors, friends, and guides. They are also storytellers. To introduce a lesson, they develop a whole story and draw the children in.”

Our Montessori student, Will, added:

“The best part about our teachers is they are not always using textbooks. We learn from first-hand experience. So we tend to learn things that we wouldn’t ordinarily learn from a book.”

Academics

The Elementary Montessori curriculum is engaging and sophisticated. It requires teachers to have a broad and thorough education of their own. The curriculum is divided into three core elements.

The first focuses on mastering fundamental skills and basic core knowledge. This includes studying mathematics, science, technology, literature, geography, history, economics, and anthropology. It also covers conventional curriculum basics, such as: math facts; spelling lessons; the study of vocabulary, grammar, sentence analysis, creative and expository writing; and library research skills.

The second crucial part of the Montessori curriculum are the Great Lessons. These are captivating stories, experiences, and research projects that explain how the world came to be: the development of life on Earth; humanity’s history; and the evolution of our language, writing, mathematics, and technology. The Great Lessons spark imagination, giving children a cosmic perspective of the Earth and humanity’s place in the universe.

Lastly, the Montessori curriculum encourages individually chosen research. This largely involves library research rather than textbooks, allowing children to gather information, prepare reports, teach their peers, and assemble portfolios. As they progress, their presentations and research reports become more sophisticated and complex.

Hands-On Learning with Montessori Materials

Learning continues to be a hands-on experience in Montessori Elementary classrooms. Children explore through discovery. At this level, the Montessori learning materials advance to more abstract concepts in mathematics, geometry, and pre-algebra.

Val explains, “The learning materials used in the Elementary program are really engaging. After hearing an exciting story about the universe from the teacher, the child can embark on various research projects at their own pace. This excitement and connection with the environment is where true learning happens – and that’s where Montessori really shines.”

Bill, a Montessori parent, adds, “What I loved about Montessori was how the teachers encouraged the kids to choose their daily focus areas. If the child showed special interest in a topic, teachers would support them even if that interest stretched over a week or two.”

One of the best things about Montessori is that it encourages children to think for themselves. It teaches them how to learn – to not simply memorize and forget. They learn that learning can and should be as natural as breathing.

An Integrated Curriculum

In Montessori, subjects are not separated into silos, such as geography, math, and science. Instead, they interweave into each other, providing an interconnected learning experience.

Marsha, another Montessori educator, explained how this works. “For example, when studying the history of our state, we look at how it evolved over time. But to truly understand this, we also explore the geography, the environmental resources, the geology of rock formations, and the local ecosystem. History and science are seamlessly linked—it’s all interconnected.”

Language Arts and Humanities, Mathematics, and History & Geography

Language Arts and the Humanities: The Elementary Montessori Language Arts program stresses developing strong composition and creative writing skills. Students are asked to write continuously, emphasizing, at first, the development and enjoyment of the writing process rather than the strict use of correct grammar and spelling.

However, formal grammar, spelling, and sentence analysis are taught systematically. The key to the Elementary Language Arts curriculum is the quality of literature the children read. They’re introduced early to great children’s books and fascinating works on science, history, geography, and the arts.

Mathematics: Mathematics in Montessori education is based on the European unified math model. This introduces Elementary students to the study of the fundamentals of algebra, geometry, logic, and statistics, along with the principles of advanced arithmetic beginning at the age of six or seven The Elementary math program includes all of the basics that a child needs in order develop further to the next level of algebra, geometry, trigonometry, and calculus.The computer is another key tool used in many Elementary classes for research and the development of compositions.

History and Geography: One of the key objectives of the Elementary Montessori program is to give children a global perspective and help them see their place in the history of humanity. One of the most wonderful things about this cultural area of our curriculum is that it weaves facts together, makes them come alive, and integrates all the studies. From the youngest Elementary grades, children are learning to look at a culture, past or present, from many perspectives. They study the environment, the climate, the look of the land, the food the people would have eaten, how their shelters and houses were built, and how they transported things around the countryside.

You might have a small group of students interested in Greek mythology who build a model of ancient Athens or make and decorate replicas of vases to illustrate a particular story, or they might prepare a diorama of a theme from mythology, or write and produce a play for the rest of the class.

Practical Economics is another important element in the Elementary Montessori curriculum. Students learn how to compare prices against value. They compute costs, maintain checkbooks, operate small school stores, and get introduced to the stock market.

By focusing on the individual needs and interests of each child, Montessori prepares students for a lifelong love of learning, equipping them with the skills necessary to thrive in an interconnected world.

Citizenship: Students study the work of local, state, and federal governments and begin to follow current events. During election years, they might meet candidates and discuss the issues of the day, and sometimes they will even volunteer on the campaign of a local candidate of their choice.

Science: The Montessori science curriculum is focused on studying life, the laws and structure of the universe, and how humanity has sought, throughout history, to put our understanding to practical use.

Val wrote: “Montessori has a gift for science. Science is a participatory thing in Montessori. The child is not just told why things are the way they are; she’s allowed to explore why things are the way they are. She’s allowed to utilize chemicals and processes that maybe one of the first scientists used to reestablish how those things are brought about.”

Kenna (another Elementary Montessori educator) adds: “There are also many science experiment cards on the shelves and children can conduct step-by-step experiments. Students learn to observe and record what takes place during their experiments. The goal is to teach both the scientific method and techniques for safely working with scientific equipment.”

The Montessori Child

The Montessori Elementary classroom functions as a community where children learn social skills, courtesy, conflict resolution, and ethical behavior. It provides a platform for children to work together, acknowledge each other’s contributions, and develop a sense of justice and moral reasoning.

Students actively explore questions of social justice, human rights, aid to the needy, and global peacebuilding. They engage in community service projects, gaining a sense of responsibility and social consciousness. Montessori nurtures children into flexible, self-disciplined, independent learners and self-actualized adults.

Kenna: “We’re trying to develop children who can solve problems and find information on their own. They learn to address conflicts peacefully. That’s what we aim for in our Elementary program.”

Bill adds: “The respect level between the kids in Montessori is very different from what my daughter experienced in a traditional public school. Montessori always fosters a sense of community.”

Conclusion

Montessori’s Elementary program offers a unique educational experience that nurtures academic excellence, character development, global understanding, and community service. By focusing on the individual needs and interests of each child, Montessori prepares students for a lifelong love of learning, equipping them with the skills necessary to thrive in an interconnected world.

If you want your child to love learning, then you’re on the right track with Montessori.

Tim Seldin is President of the Montessori Foundation and Chair of the International Montessori Council. His more than 40 years of experience in Montessori education includes 22 years as Headmaster of the Barrie School in Silver Spring, Maryland, his alma mater from toddler through high school graduation. Tim was Co-Founder and Director of the Institute for Advanced Montessori Studies and the Center for Guided Montessori Studies. He earned a B.A. in History and Philosophy from Georgetown University, an M.Ed. in Educational Administration and Supervision from The American University, and his Montessori certification from the American Montessori Society. Tim Seldin is the author of several books on Montessori Education, including How to Raise An Amazing Child and The World in the Palm of Her Hand. Look for his new book, Montessori for Everyone, co-authored with Lorna McGrath.

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Curated From: Montessori in Your Home

Curated From: Montessori in Your Home

by | MFA, TC September 2023

by Tim Seldin and Lorna McGrath, an excerpt from Montessori For Every Family, published by DK Press, © 2021

The kitchen is often the hub of family life, a place where family members gather to prepare food, to talk, and to be close to one another. Young children, in particular, enjoy helping out in the kitchen and spending time with parents while they work there.

Easily accessible plates, cups, bowls, and eating utensils encourage independence in your young child.

Ages and Stages

18 months–6 years: Place items in reach so even very young children can help prep, independently get food for themselves, and clean up. As impulse control and coordination grow, use child-sized ceramic plates, glasses, and metal cutlery. (Use a butter knife until about the age of four.)

6–12 years: Your child can help with simple cooking tasks. Teach them about basic nutrition, cleaning surfaces and utensils, and safe food storage.

12–18 years: Teens can help with meal planning, grocery shopping, cooking, and cleaning.

 

Tips for Your Kitchen Home Environment

• Create an accessible space: Organize the kitchen to assist and encourage your child to develop the everyday skills that allow them to be helpful and become independent. When everything has a place and is accessible, you create a sense of order that helps your child navigate the kitchen calmly and confidently. Working together to prepare meals and clean up not only helps your child develop useful life skills, but also creates a family community. For young children, simple adjustments make it easy for them to help out.

• Set aside a low refrigerator shelf to store prepared drinks or a small jug of water, fruit, and ingredients for sandwiches and snacks. Allowing your child to help themselves to a snack or drink teaches them self-regulation.

• Use non-breakable containers for peanut butter, jams, and spreads so your child can successfully get out and put away ingredients while they are working on holding and carrying skills.

• If space allows, a child-sized table and chair allows young children to set up and eat their food independently.

 

• Put plates, cups, and napkins in a low cupboard or on a low shelf. Store cutlery in a low drawer or basket. Ideally, use child-sized metal cutlery, either custom-made or smaller items from your set. Using unbreakable plates and cups until 3 to 4 years of age helps children gain skills confidently and safely.

• Prepping and cleaning-up tools include a sturdy stool or a set of small, stable steps that allow a young child to help wash up or prep food at a counter. Show your child how to wipe the counter after use to instill this habit for life. A child-sized broom, dustpan, and mop will mean that, from a young age, your child can help clean the kitchen floor. 

Lorna McGrath, MEd, is Director of IMC School

Accreditation, Program Director of the Montessori Family Alliance, and Senior Consultant of The Montessori Foundation. Lorna has 41 years of experience in the field of education, teaching children from 18 months through 6 years old and from 12 through 18 years old in both public schools and independent Montessori schools. Lorna is a Montessori teacher educator, conference presenter, and school consultant. She can be reached at lornamcgrath@montessori.org.

Tim Seldin is President of the Montessori Foundation and Chair of the International Montessori Council. His more than 40 years of experience in Montessori education includes 22 years as Headmaster of the Barrie School in Silver Spring, Maryland, his alma mater from toddler through high school graduation. Tim was Co-Founder and Director of the Institute for Advanced Montessori Studies and the Center for Guided Montessori Studies. He earned a B.A. in History and Philosophy from Georgetown University, an M.Ed. in Educational Administration and Supervision from The American University, and his Montessori certification from the American Montessori Society. Tim is the author of several books on Montessori Education, including How to Raise An Amazing Child, and The World in the Palm of Her Hand. Look for his new book, Montessori for Everyone, co-authored with Lorna McGrath.

 

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Book Review: Maria Montessori Speaks to Parents

Book Review: Maria Montessori Speaks to Parents

by | Book Reviews, MFA, TC Feb 2022, Tomorrow's Child

by Tim Seldin

Maria Montessori Speaks to Parents: A Selection of Articles

Written by Maria Montessori

Maria Montessori spent the vast majority of her professional life working with teachers, developing her innovative educational method. She devoted most of her energy to writing about the Method for teachers. However, she also spent some time during her courses and lectures to address parents. Within the pedagogical archives of Maria Montessori’s original work, several articles were found that have a style and content that was certainly written for parents. It is possible, and even likely, that these articles were written in 1931.

This book contains eleven short articles to help parents understand, in broad strokes, Montessori’s views on how children learn and the role that parents play in supporting their children’s development. It is an interesting collection of articles with clear and exact messages to parents. When I read each one, I had to put the book down and really contemplate her meaning and message. Maria Montessori’s style of writing is different from writers in the 21st century, but her message about children absolutely holds true today. This book is available through Amazon.

We would love to publish reviews of your favorite books. Send book reviews to Lorna at: lornamcgrath@montessori.org

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INSIDE Montessori: DOcumentary

INSIDE Montessori: DOcumentary

by | Montessori 101, Montessori Education, Parent Education

INSIDE MONTESSORI

INSIDE MONTESSORI: A DOCUMENTARY 

INSIDE MONTESSORI (82:05) is a documentary film and library of short videos (chapter & focus videos and bonus videos) that reframe the national education conversation toward creating learning environments that allow children to achieve their full potential. The proven, developmental and child-centered practices of Montessori education can support ALL children, regardless of background and learning style, in having the opportunity to flourish in learning and in life.

The film explores what Montessori education is and how it differs from traditional education. It showcases how Montessori is giving children of all ages the chance to achieve their full potential.

WATCH THE FILM

Those Mysterious Montessori Materials: The Great Lessons

Those Mysterious Montessori Materials: The Great Lessons

by | Imagination, MFA, Montessori Education, Montessori Materials, TC April 2023, Tomorrow's Child

Using Cosmic Map

Many parents and schools focus on basic skills: reading, writing, and math. But the basics are truly keys that allow learners to get access to the real curriculum, which should be thought of as an interwoven tapestry of the sciences, technology, literature, society, and all of the things human beings have done throughout history.

If children are exposed to a rich curriculum in a way that feels inviting (and not stressful) they tend to become excited about learning how the world works. This is what makes children want to read and do research. It’s what helps them to understand how and why we use mathematics.

Whether it’s business economics, anthropology, archeology, the story of famous lives, architecture, engineering, invention, the true curriculum is endless.

Our goal is to sow seeds of wonder and to ignite children’s curiosity, interest, and imagination.

In Montessori, a key part of how we approach this is by helping children to see that we are all members of the human family. Our roots lie in the distant past, and history is the story of our common heritage.

Without a strong sense of history, we cannot begin to know who we are as individuals today. Our goal is to develop a global perspective, and the study of history and world cultures forms a key cornerstone of the Montessori curriculum.

We use many learning strategies to begin this journey, beginning with stories, but also using timelines, illustrations, and hands-on experiences to help children begin to imagine how the world as we know it came to be.

Montessori described this as a “Cosmic Curriculum,” which may sound odd at first, but is meant to imply a child coming away with a broad sense of the birth of the universe, earth science, the formation of life, and how human beings met their needs and developed societies and the cultures of the world.

These studies begin to simply weave together everything from astronomy, physics, chemistry, biology, anthropology, archeology, linguistics, mathematics, geometry, architecture, industry, trade, and civic life.

Montessori’s Cosmic Curriculum helps children to see the how everything is interconnected in the universe. It is a steppingstone to lifelong learning.

One of the key components of the Montessori cosmic curriculum is the use of what Montessori calls the “Great Lessons”. The Great Lessons are a classic element in the Montessori curriculum, especially during the elementary years, although we can introduce them even earlier and expand on them in the adolescent years.

Among other things, the Great Lessons are powerful and inspiring stories that are used to introduce children to the interconnectedness of all things in the universe. They are typically presented in a dramatic and engaging way, using storytelling, props, and hands-on science experiments and activities.

They are a set of five stories or lessons that are designed to ignite a child’s imagination and deeper interest in learning about the world around them. These lessons are an integral part of the Montessori curriculum and are typically introduced to children between the ages of six and twelve.

The five Great Lessons are:

1. The Story of the Universe: This lesson introduces children to the formation of the universe, the formation of the Earth and our solar system. This lesson and the follow up activities take a first look at the question of how the world began, different stories that people have told, and what scientists believe, in simple terms, about the Big Bang, formation of the stars, gallaxies, and solar systems, and how the Earth changed over the geologic eras setting the stage for life to emerge.

2. The Story of Life: This lesson explores the origins and evolution of life on Earth, including the characteristics of living organisms, the classification of living things, and the interdependence of all living things. Most children tend to be fascinated by dinosaurs. During the Second Great lesson, we helped them to understand how life evolved from simple organisms to the plants and animals that we see today. Learning about the fossil records, and the way animals changed over time and adapted to their environment is all part of this element of the overall curriculum. While the lesson is just the introduction, the ongoing study of biology continues throughout the curriculum in Montessori all the way through high school.

3. The Story of Human Beings: This lesson delves into the evolution of humans, including the development of language, culture, and civilization. Beginning with a broad overview of the evolution of modern people from our Neolithic ancestors, and how archaeologists have found evidence of the way people lived many years ago. Children are introduced to the fundamental needs that all human beings share, how we have met those needs in different parts of the world, early tools, and how civilization developed.

4. The Story of Writing: This lesson explores the history of writing, including the development of different writing systems and the role of writing in human communication.

5. The Story of Numbers: This lesson introduces children to the concept of numbers and their importance in human society, including the development of different number systems and the use of numbers in science, mathematics, and technology.

The Great Lessons are not simply stories that are told to children but are opportunities for children to engage in hands-on learning activities and explore their own interests and curiosity.

These lessons from the center of the elementary curriculum, with all areas of the classroom spiraling out from the Great Lessons. The Story of the Universe leads to science and geography. The Story of Life leads to the study of biology and zoology. The Story of Human Beings leads to cultures of the world. The Story of Writing leads to the language area. The Story of Numbers leads to mathematics and geometry. These five lessons lead to all the other materials and lessons throughout the six years of elementary and beyond.

By presenting these lessons in a way that is engaging and accessible to children, Montessori educators aim to inspire children to become lifelong learners who are passionate about exploring the world around them.

References

Sapiens: A Brief History of Humankind and 21 Lessons for the 21st Century by Yuval Noah Harari, Harper; Illustrated edition, 2015

The Deep Well of Time by Michael Dorer, Parent Child Press, 2016

Tomorrow’s Children: A Blueprint For Partnership Education In The 21st Century by Riane Eisler, Basic Books, 2001

Children of the Universe (An introduction to the Great Lessons), by Michael & D’Neil Duffy, Parent Child Press, 2016

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The Importance of the Kindergarten Year

The Importance of the Kindergarten Year

by | ML May 2023, The International Montessori Council

Every year in January, one of us will write an article about the importance of children who are turning five completing the three-year cycle of the Montessori Early Childhood program. We do this because this is a decision that is truly important for any child who has grown up, thus far, in a Montessori program.

We understand how tempting it is for parents who have their children enrolled in a non-public Montessori school to make the switch at Kindergarten to avoid another year of tuition. However, having invested in Montessori thus far, the long-term benefits of staying, at least through the third year, if not beyond, cannot be stressed often enough.

The third year is critical in the Early Childhood Montessori program. This is the year when children’s earlier experiences are normally internalized and reinforced and when children begin to take the first steps of moving from very concrete learning to learning that is more abstract. When children leave Montessori for traditional Kindergarten, much of what they have been learning fades away because they have not yet made the passage to abstract understanding.

The advantages if using the local schools often seem obvious, while those for staying in Montessori often need to be clarified. When you can use the local schools for free. sending my five-year-old to the local schools?

Why would anyone want to invest thousands of dollars in another year’s tuition?

It’s a fair question, and it deserves a careful answer. Obviously, there is no one right answer for every child. Often the decision depends on where each family places its priorities and how strongly parents sense that one school or another more closely fits in with their hopes and dreams for their children.

Naturally, to some degree, the answer is also often connected to the question of family income as well. However, we are amazed at how often families with very modest means but who place a high enough priority on their children’s education will scrape together the tuition needed to keep them in Montessori.

So here are a few answers to some of the questions parents often ask about Montessori for the Kindergarten-age child.

In a nutshell, what would be the most critical short-term disadvantage of sending my five-year-old to the local school?

When a child transfers from Montessori to a new Kindergarten, she spends the first few months adjusting to a new class, teacher, and system with different expectations. This, along with the fact that most Kindergartens have a much lower set of expectations for five-year-olds than most Montessori programs, severely cuts into the learning that could occur during this crucial year of their lives.

As children begin their third year in Montessori, their understanding of the decimal system, place value, mathematical operations, and similar information is usually very sound. With reinforcement, as they grow older, these concepts become internalized and a permanent part of who they are.

When they leave Montessori before they have had the time to internalize these early concrete experiences, their early learning often evaporates because it is neither reinforced nor commonly understood.

What would be the most important advantages of keeping my five-year-old in Montessori?

Montessori is an approach to working with children that is intentionally based on what we’ve learned about children’s cognitive, neurological, and emotional development from more than one hundred years of research. Although sometimes misunderstood, the Montessori approach has been acclaimed as one of the most developmentally appropriate models by America’s top experts on early childhood and elementary education. One important difference between what Montessori offers the five-year-old and what many of today’s Kindergarten programs offer is how it helps the young child learn how to learn.

Educational research has increasingly shown that students in many schools don’t understand most of what they are being taught. As Howard Gardner, leading educational psychologist and advocate of school reform, wrote: “Many schools have fallen into a pattern of giving kids exercises and drills that result in getting answers on tests that look like they understand.

Most students, from as young as those in Kindergarten to students in some of the finest colleges in America, do not understand what they’ve studied in the most basic sense of the term. They lack the capacity to take the knowledge learned in one setting and apply it appropriately in a different setting.

Montessori is focused on teaching for understanding.

In an Early Childhood Montessori classroom, three- and four-year-olds receive the benefit of two years of sensorial preparation for academic skills by working with the concrete Montessori learning materials. This concrete sensorial experience gradually allows the child to form a mental picture of concepts, such as: How big is a thousand? How many hundreds make up a thousand? And What is really going on when we borrow or carry numbers in mathematical operations?

Parents and educators often underestimate the value of the sensorial experiences that the younger children have had in Montessori. Research is very clear that young children learn by observing and manipulating their environment, not through textbooks and workbook exercises. The Montessori materials give the child concrete sensorial impressions of abstract concepts, such as long division, that become the foundation for a lifetime of understanding.

But won’t my five-year-old spend her Kindergarten year taking care of younger children instead of doing her own work?

No, not at all! When older children work with younger students, they tend to learn more from the experience than their ‘students.’

Experiences that facilitate the development of a child’s independence are often very limited in traditional schools.

Five-year-olds are usually the leaders and role models in the Primary Montessori classroom. They help to set the tone and serve as an example of appropriate behavior for the class. They often help younger children with their work, actually teaching lessons or correcting errors.

Most five-year-olds have been waiting for the longest time to be one of the ‘big kids.’ The leadership role experience reinforces the fiveyear-olds’ sense of autonomy and self-confidence.

Five-year-olds are beginning to reflect upon the world. They pay closer attention, notice more details, ask more questions, and begin to explain the world in their own terms. The Kindergarten year is a time when the child begins to integrate everything she learned in the first few years.

Academic progress is not our ultimate goal. Our real goal is that they will feel good about themselves and enjoy learning. Mastering basic skills is a side goal.

The key concept is readiness. If a child is developmentally not ready to go on, they are neither left behind nor made to feel like a failure. Our goal is not to ensure that children develop at a predetermined rate but to ensure that whatever they do, they do well and feel good about themselves as learners.

Tim Seldin is the President of the Montessori Foundation and Chair of the International Montessori Council. His more than 50 years of experience in Montessori education, includes 22 years as Head of the Barrie School in Silver Spring, MD. Tim was the co-founder of the Institute for Advanced Montessori Studies and the Center for Guided Montessori Studies. He currently serves as the co-Head of the New Gate School in Sarasota, FL. He earned a B.A. in History and Philosophy from Georgetown University; an M.Ed. in Educational Administration and Supervision from The American University; and his Montessori certification from the American Montessori Society. Tim is the author of several books on Montessori Education, including How to Raise An Amazing Child, The Montessori Way with Dr. Paul Epstein; Building a World-Class Montessori School; Finding the Perfect Match – Recruit and Retain Your Ideal Enrollment; Master Teachers – Model Programs; Starting a New Montessori School; Celebrations of Life; The World in the Palm of Her Hand and most recently Montessori for Every Family with Lorna McGrath.

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How to Raise an Amazing Child the Montessori Way

How to Raise an Amazing Child the Montessori Way

by | Book Reviews, MFA

How to Raise an Amazing Child the Montessori Way: A Parent’s Guide to Building Creativity, Confidence, and Independence, second edition

By Tim Seldin

 

They say raising a child takes a village, and this book lets you include Tim Seldin and Maria Montessori in your village. This practical book takes you through why you would choose to invite the Montessori approach into your parenting practices and gives you ways to do so. The information helps you create opportunities for your child to learn, shows you what to expect, and shares neuroscience research explaining how these choices help your child’s brain.

 

In adapting Montessori teaching for easy use at home, Tim Seldin teaches us about Montessori and Montessori education without us needing to wade through jargon or change our homes into classrooms. At the same time, he explains what to expect in a Montessori classroom. Learning why sensory development is important and how to provide opportunities for this development in your home makes it easier to bring Montessori into your life.

 

As parents of young children, we can not always read through a book from cover to cover to get information. How to Raise an Amazing Child has a clear table of contents so you can just read the two pages devoted to making your home child-friendly, or read the whole section, there is no need to read the book in one sitting. At the back of the book is included a ‘Find an Activity’ guide that sorts activities by age which makes deciding what to change for your growing child very easy. The color-coding of sections and attractive photos are helpful for understanding the information given and finding information as needed.

 

We all want to support our children in building their creativity and confidence as well as gaining skills for independence. This book helps us learn to do that while understanding that every child is different and must have their needs met in ways that are not the same as their neighbor, sibling, or other children of adults reading this book.

Healing Breath book review

Healing Breath book review

by | Book Reviews, Emotionally Healthy Children, MFA

Healing Breath: A Guided Meditation through Nature for Kids

Written by William Meyer

Illustrated by Brittany R. Jacobs

Mr. Meyer wrote this book to help children release anxiety in general and more specifically about the condition of the planet through meditation. The illustrations are colorful and calming and they bring the author’s words to life. I would suggest that this book be presented to children during the elementary years, as these are the years of great imagination. They will need to use their great imaginations to picture the ideas and places in the meditation. They will also need to have had enough life experiences to use as a basis for this imagining.

If I were going to present this meditation to students or to one of my own children, I would definitely start them off with a shorter meditation or with practicing the Silence Game that we often use in Montessori schools. Depending on their comfort and skill levels, I would read the book aloud with children or let them read it to me. Seeing the illustrations and hearing the words will help children imagine the scenes when they actually go to meditation, close their eyes, and visualize the scenes the author describes.

I would also read the author’s words out loud, alone, before leading the meditation with children. Practicing this way will help me become familiar with the language, set my tone of voice, and determine the pace of reading.

This is a beautiful meditation and I think that elementary children will relax and enjoy this quieting practice.

Reflections on Montessori & Whether it Prepares Children for the Real World

Reflections on Montessori & Whether it Prepares Children for the Real World

by | MFA, Montessori Education, Montessori Graduates, TC February 2023

How do Montessori students succeed when they leave the Montessori environment?

Here are some interesting responses shared with us 30 years ago and some much more recently. It is fascinating to see how much their answers, given so many years ago, dovetail with what we hear today in Montessori schools worldwide.

David Kahn

Former Executive Director of the North American Montessori Teachers’ Association

Montessori is the real world! The Montessori classroom is very true to life. Children pursue their interests in the context of choice. Montessori children see their own growth and respond to their own needs.

Some say that Montessori classrooms are devoid of competition and, therefore, not part of the “real world.” Still, competition, like cooperation, is natural to life and thus emerges naturally in the Montessori classroom. There, children freely compare and contrast each other’s work. Montessorians are careful not to exploit the natural competition but to note how children build or lose self-esteem in relation to how they perceive themselves or others. And while the multi-age grouping softens comparison because of the variety of stages present in each classroom over a three-year age span, I would hardly consider the Montessori classroom a shelter from the real world.

They will learn tolerance and respect as modeled by the Montessori-trained teacher; they’ll learn about fairness, different approaches for different needs, and individuality in relation to group cooperation.

‘Success’ is in the eyes of the beholder; it is primarily formed privately, individually, and compassionately by the child and the family. Even the Montessori classroom cannot substitute for the parent’s faith in their child or the child’s faith in following their own star.

Nancy Rambusch, Ph.D.

The late founder of the American Montessori Society and one of the founders of the Montessori Foundation

Montessori education prepares children for the real world, but it allows children to meet themselves and the world in a particular way.

Both of my children, who had a Montessori education, have a quality of daring and competence in their own ability that has enabled them to approach new problems and challenges with appropriate confidence, great enthusiasm, and focus. This is one of the dispositional outcomes of Montessori, which has never been measured but is palpable in most parents’ experience.

Feland Meadows, Ph.D.

The late President of the Pan-American Montessori Society

We cannot prepare children specifically for a world that is yet to be. We live in a world of change. The only constant in our life is change. We have no way of knowing what the world will be like when they become adults because, between the time they are three and twenty, there will be so many changes that we cannot possibly foresee.

When teachers focus exclusively on the skills they will give children, they lose sight of the picture Montessori offered us. The whole concept of the Montessori classroom is a place where children can create themselves to their fullest potential. They are not just learning to write and read. They are developing themselves as individuals.

Two children came to me in the first grade at a school in Mexico City, where Montessori began in the 1960s. They both had been in Montessori from the time that they were three. They went on to a middle school run by a private organization with 1,000 students. They entered in September. In November, the children in that middle school elected their officers, and they elected one of these children president and the other treasurer.

Now, what a coincidence that two kids out of 1,000, who came out of a Montessori school, were chosen by their peers to be their leaders. Montessori is not designed to make you the best mathematician or anything in that sense. It is designed to help each person become the most complete human being she can be, and all those other things come along without them even having been the focus of our primary effort.

Elisabeth Coe, Ph.D.

Former President of the AMS & Director of the Houston Montessori Center

From my experiences with students who leave the programs and the feedback that I get from high schools and parents, they are academically pre- pared, but more than that, what I see is diversity. They are fearless in taking calculated risks on trying out for the play. They become student leaders directed towards activities like beginning a service project. The other feedback I get is that given a project, they know how to choose a topic and work it through until completion, while the other kids are still sitting around trying to figure out how to begin. They are self-starters and have the skills to break down and complete a task without total direction from teachers. In terms of college, the groups I’ve observed have been successful. Montessori students have learned to feel good about math and sciences. They enjoy it, and there’s no stigma attached to it. In other environments, there often is.

When those students who have been in Montessori for a long time take a learning preference test, they are in the middle because they have many options, modalities, and avenues. They also tend to be the outspoken ones. They are the ones that come up with the petitions or will take a stand on moral issues.

Joseph Purvis

Former Principal of the Hall School, Minneapolis

The answer to the question of whether or not Montessori prepares children for the real world depends on what we see as the real world. If the real world as we see it is that people interact well with each other and that we treat each other as a person, not as a statistic, then Montessori prepares them for the real world.

Suppose the real world is where we want people to think for themselves, figure out solutions, work in groups, and interact with other people peacefully. In that case, Montessori prepares them for it.

So we need to ask ourselves, “What type of real world do we want for the future?” and then prepare them for it. If it’s global peace that we’re looking for, then Montessori prepares children for it.

Alexandra Rambusch

Doctoral candidate and former Montessori student

Editor’s note: Keep in mind, Alexandra wrote this 30 years ago.

My experience with Montessori matched how I learn best. I recently applied to a doctoral program, and one of the things that they wanted us to talk about was to situate our experience and how we got to this point. The real pivotal experiences for me were my Montessori experiences and some college experiences because Montessori allows you to become an autonomous learner for the rest of your life. You carry it on the job and bring it into any other school setting. It permits you to select what you will do, begin it, complete it, and get closure in a way you are not allowed in many settings. It’s a very adult skill to develop.

Marc Seldin

Administrator of the Center for Guided Montessori Studies and former Montessori student

In a Montessori classroom, the student takes final responsibility for learning. Certainly, subjects are introduced by the teacher; undoubtedly, students will need and receive assistance from time to time, and their progress will be checked. But the majority of the work each student performs is done individually, and the drive to achieve comes from that individual. Montessori instills in children the belief that we should do excellent work because we want to, instead of the common practice of doing poor work because we can.

Frances Merenda

Barrie School 1990 – Sustainability Engineer

“I started in Montessori at age two. I’m a product of the entire system. I did well, but still, many people wondered if I had been prepared for college and whether I could ‘make it’ in a ‘real school?” The skepticism was so disconcerting that I never bothered to step back and see what 15 years of trust, respect, teaching, and learning had done for me. When I went off to Northwestern University, I left my support system and community behind and entered a world that was much colder and uncaring.

At first, I deeply missed that sense of belonging. I didn’t realize that Barrie had not only given me a second family but had also taught me how to build new friendships, support systems, and community wherever I go. I now use my years of experience in community building to cultivate secure relationships with people I have come to know.

Celma Perry

Former Director of the Training MECA-SETON Teacher Program (writing 30 years ago)

My daughter, Anna, started Montessori at two, discovering a world of respect. Montessori allowed my child to discover that she was a very important person, who was to be aware of the world and become a member of the bigger human community. Today, Anna is the Director of the MECA-SETON Teacher Program.

Ben Bogard

NewGate Montessori High School 2018 – Radio Frequency Engineer at SpaceX working on Starlink

I went to Montessori school from 18 months until first grade. I took a break for a couple of years and came running back as fast as possible to finish the rest of everything from third grade to high school. I graduated in 2018 with only three other seniors and then studied electrical engineering at Georgia Tech. I now live in Seattle and work for SpaceX, focused on Starlink radio communication systems.

I distinctly remember that we did a school project about barrier islands. We went out to the beach in Florida to take some measurements of the slope of the shore and what kind of sand and rock material there was. I had been watching videos on making flaky salt because I was interested in making salt, just curious about it. So I brought two big five-gallon water jugs to the beach with me and filled them with ocean water.

My teachers let me boil ocean water in the cafeteria kitchen over the next week to concentrate the water to make flaky salt. I still use that jar of salt. I was allowed to explore my interests. That curiosity led me to learn something you wouldn’t learn in a traditional school.

In addition, to a rigorous academic course of study. I earned the International Baccalaureate Diploma and got college credit for a large majority of the courses that I took in high school. I earned, overall, a 3.88 GPA in undergraduate electrical engineering at Georgia Tech, finishing in three and a half years. Only about 10 percent of students graduate in four years. Following our curiosity is separate from more traditional academics. It prepares us for the real world things that aren’t solving math equations, such as how do you fix your car when it breaks down?

I don’t have children yet, but people have begun asking me about my experience and if I recommend Montessori. I highly recommend it. Montessori does a great job from early childhood up to high school. Those higher-level programs are hard to find, but it’s worthwhile if you can find one. The style of learning is fascinating. I think back to when I was young, using the Pink Tower, the Bead Frame, and all of these very tangible materials.

From an engineer’s perspective, it’s nice to think back on it because that is what engineers do. We take something theoretical that exists as numbers and equations on paper and build a tangible system that represents that information. And that’s what Montessori has already done. They have designed materials that take these abstract concepts and put them into tangible formats.

Having that wide array of exposure, with a lot of emphasis on field trips and experiential learning, was a lot of fun and contained many life skills through being exposed to all these different environments and situations.

I always enjoy telling people that I came from Montessori, with a high school graduating class of four people, and, yes, I’m very successful in a technical field. There are no limitations. Montessori doesn’t limit you to one side of the spectrum in terms of STEM versus the arts; it does an outstanding job of teaching those skills that are required to solve problems and look for different ways to come up with a solution.

Brendan McGrath

Montessori schools in CT & FL 1987-1996 – BS

LEED Commissioner, Environmental Engineer

My connection and draw to environmental science was through math and Montessori. I don’t know how I would’ve turned out without Montessori being in my life. When I think about math and solve math problems, I can visualize those concepts in my head because the math materials and lessons make them so real.

I went to a Montessori school when I was very young. The whole experience is more like a background and foundational thing. Wanting to do something to make the world a little bit better or connect to the outdoor, natural environment didn’t come to me in a flash. It was a way of living in a community and developed over the years. I think it was just always there in the background. When it was time for me to decide what I would do, I thought, “If I have to work 40 hours a week, I better make it something good for the world.”

Braeden Allen

NewGate Montessori High School 2017, Environmental Science Graduate, currently teaching in Madrid

I started Montessori school when I was not quite three and living in Cape Cod. My Mom became a Montessori teacher while I attended the Sandwich Montessori School. When I was in upper elementary, we moved to Florida, where I attended the NewGate Montessori school through graduation. I was among the first group of people to earn the International Baccalaureate Diploma. Seven of us graduated that year. My first experience of a more traditional school was in college when I went to the University of Florida.

I have always loved animals and nature. I always read books about the jungle. As I grew up, I realized that I really liked science. I didn’t love math that much, and environmental science is a connection between loving nature, the environment, and science.

Did any experiences from my Montessori classes encourage my study of environmental science? I remember those long timelines with drawings of early humans and all the dinosaurs, prehistoric and geological eras that interested me. When I was in Montessori kindergarten, I remember that I would walk across the parking lot to the lower elementary building, and I was allowed to pick out chapter books. My reading level was ahead of my classmates, and I got to pick Magic Treehouse books.

Allowing me to pursue what interested me helped me follow the environmental science track. Deciding what to do with our lives has much in common with Montessori philosophies and values.

A benefit that I got from school was the social aspect. As I got older, I formed close connections with my classmates, teachers, and the whole community. It also influenced my path, because I learned that valuing my relationships was just as important as academic and professional skills.

Madhavi Sabnis

Barrie School 1996 – Marketing and Customer Support Coordinator at IndiSoft

Montessori teaching is the best way to learn! At Barrie, the teaching styles of Maria Montessori were prevalent from day one. The materials not only made the lessons easier to understand but also made me realize that self-motivated education and being more independent in thinking was the best way to learn and grow. Also, the ability to call your teacher by their first names made them more approachable and available, which made learning exciting and fun.

The idea is that a toddler, pre-teen, teenager, or high school student can develop strong learning skills at any level, which will help guide them in continuing their education in and outside the classroom.

After graduating from Barrie in June of 1996, I felt prepared for what lay ahead for me in college and the best way to approach the teaching styles of the professors during my bachelors at Muhlenberg College in Allentown, PA, and later, during my master’s program at Howard University in Washington, DC. In both experiences, from my first class until my last, I was able to think for myself, learn from my mistakes, and, most importantly, take away the crux of a Montessori education, which was being more independent and not always having to rely on others to solve issues.

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