Ask Ms. Montessori Practical Wisdom for Parents

In this column, we invite parents to bring their questions about raising children the Montessori way. Ms. Montessori offers gentle yet firm counsel rooted in deep respect for the child’s natural development. Whether the concern is about discipline, learning, family pressures, or the challenges of modern life, these answers are meant to reassure and guide with timeless principles.

Ms. Montessori believes that every child carries within them the blueprint of their own growth, and that the role of adults is not to mold them by force, but to prepare an environment in which their fullest potential may unfold. Her replies aim to honor that vision while giving parents practical strategies they can use today.

Ms. Montessori is actually the voice of many Montessori teachers, women and men, who channel their inner Montessori voice to offer some gentle parenting tips.

Playdate Problems

Dear Ms. Montessori,

My daughter’s friend’s parents let the children watch a lot of television and play with tablets. When my daughter visits, she comes home cranky and asking for more screen time. Should I forbid her from going?  – Uncertain in Orlando

Dear Uncertain, the home environment is a powerful influence. When your daughter enters another household, she enters another culture—one with its own customs, rhythms, and values. It is natural that she returns asking for what she has seen there. Yet this does not mean you must sever the friendship. The child’s social life is also an important part of her growth, and she learns resilience by encountering differences.

The key is not prohibition, but preparation. Explain to your daughter calmly: “In our home, we have chosen different ways to spend our time.” Do not speak with criticism of the other family. Children understand the concepts of fairness and kindness; they also recognize that families do not need to be identical.

At the same time, invite the children to your own home as often as possible. Prepare activities that captivate their hands and minds—baking bread, painting, planting seeds, or simply playing outside. Even children accustomed to screens respond to the joy of engaging in meaningful activities. They may discover that it is more satisfying to knead dough or build a fort than to passively watch a glowing screen.

When she does visit the other home, set a boundary in advance: “You may watch a little, but when you return, we will return to our usual rhythm.” By maintaining consistency, you provide her with a sense of security. Over time, she will begin to notice the difference in how she feels. You may ask, “How did you feel after the television? How did you feel after we baked together?” Reflection awakens the child’s own awareness of what is wholesome.

We must remember that children are drawn to life, to activity, to authentic experiences. Screens provide an imitation of life, but their appeal fades when a child is regularly offered the joy of real doing. Your task is to create an environment so rich and inviting that she need not crave the artificial. By holding your ground with gentleness and by offering true alternatives, you will help your daughter not only navigate this friendship but also grow in strength of character, knowing that she can love her friend while remaining faithful to the values of her own home. – Ms. Montessori

Last week, a school administrator confided her frustration about a situation many of us have seen. One of her assistants said she “just loves” when a teacher plays the Silence Game. In this version, when the children become noisy, the teacher calls the Silence Game to help them calm down — but then rewards each silent child with a sticker.

At first glance, this might look like a creative classroom management strategy: noise → silence → reward. But in a Montessori classroom, this picture is troubling for a few reasons.

The Real Purpose of the Silence Game 

Dr. Montessori created the Silence Game as an exercise in self-mastery and joyful discovery, not as a behavior-control tactic. Children are invited to create silence together — a state of stillness, concentration, and awareness. This is not “Simon Says” with a bribe at the end.

The game is most powerful when:

• It’s presented as a privilege and a shared experience, not a punishment or an emergency brake for noise.

• It taps into children’s natural curiosity (“Can we be so still we hear a bird outside?”) rather than their compliance.

• It becomes a moment of collective mindfulness that children help co-create.

When played this way, the Silence Game builds self-regulation, inner discipline, and a sense of community. Children feel the intrinsic satisfaction of calmness and control — and that’s the whole point.

Why Rewards Undermine the Goal

Giving stickers for silence sends the opposite message. It turns an experience of inner discovery into an external transaction. Instead of practicing self-control for its own sake, children learn: “Be quiet and you’ll get a prize.” Over time, this undermines intrinsic motivation, making the game far less effective.

Montessori education is built on the principle that children develop self-discipline through freedom within limits, purposeful activity, and respect for the environment. When we add extrinsic rewards, we teach children to rely on someone else’s approval rather than building their own inner compass.

Classroom Management vs. Child Development

It’s understandable why teachers reach for tools like stickers — they’re simple, quick, and often seem to “work.” But in Montessori our goal is to support development. The Silence Game isn’t a shortcut to quiet; it’s a tool for cultivating concentration and communal grace.

A more authentic approach might look like this:

• Invite the children to gather for the Silence Game at a neutral time, not as a reaction to noise.

• Make it playful: dim the lights slightly, sit together, whisper, “Let’s see if we can hear the clock ticking.”

• Allow the silence to emerge organically, without dangling a reward.

• Reflect briefly afterwards: “Did you notice how peaceful it felt? What sounds did you hear?”

This keeps the activity aligned with its Montessori roots — emphasizing self-discovery over compliance.

The Deeper Value of Silence

The Silence Game has a profound place in Montessori education. It can:

• Strengthen concentration and impulse control.

• Heighten sensory awareness (“I can hear my heartbeat!”).

• Create a sense of unity (“We made the silence together!”).

• Offer children a moment of calm and wonder in a busy day.

When done well, it’s a magical experience children cherish. Many Montessori graduates remember the Silence Game decades later as a high point of their classroom life.

Bottom Line

Using the Silence Game as a behavior-management tool with stickers misses its essential purpose. Montessori classrooms thrive on intrinsic motivation, mutual respect, and self-discipline — not prizes for compliance. By honoring the true spirit of the Silence Game, we help children discover the satisfaction of calmness, focus, and community from within.

Ask Ms. Montessori Practical Wisdom for Parents

In this column, we invite parents to bring their questions about raising children the Montessori way. Ms. Montessori offers gentle yet firm counsel rooted in deep respect for the child’s natural development. Whether the concern is about discipline, learning, family pressures, or the challenges of modern life, these answers are meant to reassure and guide with timeless principles.

Ms. Montessori believed that every child carries within them the blueprint of their own growth, and that the role of adults is not to mold them by force, but to prepare an environment in which their fullest potential may unfold. Her replies aim to honor that vision while giving parents practical strategies they can use today.

Ms. Montessori is actually the voice of many Montessori teachers, women and men, who channel their inner Montessori voice to offer some gentle parenting tips.

Grandparent Pressure

Dear Ms. Montessori, my mother insists that my three-year-old should already be learning to read. She continues to buy flashcards and drill him when she visits. I don’t want to offend her, but I feel this isn’t right. How do I handle it? – Conflicted Daughter

Dear Conflicted, your mother’s eagerness stems from love, but her methods reflect a misunderstanding of the natural development of young children. At three years of age, your son is in a “sensitive period” for language development. During this period, the child absorbs the spoken word, the rhythms of conversation, and the joy of storytelling effortlessly. He learns in the way he learns to walk—by living, imitating, and joyfully repeating what he sees and hears around him.

The danger of flashcards and drills is that they ask the child to perform before a solid foundation has been built. Reading must grow out of the child’s own inner readiness, not from an adult’s insistence. If we compel a child to recite what he does not yet understand, we replace joy with anxiety. Worse still, the child may come to believe that learning is about pleasing adults rather than discovering truth for himself.
How then can you respond with kindness to your mother while protecting your child? Begin by acknowledging her intention: “I see how much you want to help him.” Then gently explain: “Right now, he is preparing for reading through conversation, singing, and listening to stories. When the time comes, he will learn with enthusiasm.” If she can visit his classroom, the experience will speak louder than any words. She will see children joyfully tracing letters in sand, building words with movable alphabets, and reading with delight—not under pressure, but out of inner discovery. Ms. Montessori

You may also guide her energy into more fruitful channels. Invite her to read aloud to him, to sing songs from her childhood, or to tell him stories of the family. These activities are not only precious in their own right, but they nourish the very faculties that will enable him to read naturally in due time.

Never forget: the task of the parent is to safeguard the child’s freedom to grow according to his inner plan. To resist pressure—whether from grandparents, neighbors, or society at large—is often the most loving thing we can do. When we trust the child’s rhythm, we allow him to become a reader not by compulsion, but by joy. – Ms. Montessori

Years ago, when I first sat down with a group of eighth graders in a traditional private school to talk about grades, one boy said something that stayed with me: “I feel like my grades are a race I’m losing — even when I’ve learned more than I did last year.” That’s the moment it hit me again how the traditional grading system can distort learning. Letter grades and percentages compress a child’s effort, growth, and curiosity into a single symbol. They make it easy to measure compliance but harder to measure progress.

More schools today are moving toward mastery-based learning and progress reporting — and with good reason. These approaches give families a fuller, clearer picture of what students know and can do. They honor the process of learning, not just the end result, and they invite students to take real ownership of their education.

Moving Beyond One-Size-Fits-All Grading

Think of a classroom where a student struggles for weeks with fractions, while another is already ready for algebra. In a traditional system, the first student gets a C and the second an A, and both move on at the same time. In a mastery-based classroom, the first student keeps working with support until mastery is demonstrated, while the second moves ahead as soon as he’s ready.

A teacher at a small K–8 school put it this way: “It’s like teaching children to swim. You wouldn’t keep a child in the shallow end forever because of their birthday, and you wouldn’t send a non-swimmer into the deep end because of their age. You watch, you coach, you measure progress, and you let them advance when they’re ready.”

Why Progress Reports Beat Letter Grades

Instead of static grades, progress reports give parents a window into their child’s actual learning. One parent I spoke with said, “I used to dread report cards. Now I look forward to them. I can see exactly what skills my daughter has mastered, what she’s working on, and what support she needs.” Teachers find them equally useful for planning instruction and sparking meaningful conversations.

Levels of Mastery — A Continuum, Not a Checkbox

Too often we frame mastery as binary — “has mastered” or “has not mastered.” But learning is rarely that simple. The International Baccalaureate (IB), for example, uses levels of achievement to reflect a continuum of understanding.

A middle school teacher in our network likes to map skills to Bloom’s Taxonomy. She’ll tell her students, “You’re solidly at the ‘apply’ level on this math concept. Let’s aim for ‘analyze’ next.” Students can see themselves moving up the ladder — remembering, understanding, applying, analyzing, evaluating, creating — which reframes mastery as a journey, not a hurdle.

Portfolios: Bringing Learning to Life

Progress reports tell a story with words. Portfolios show it with evidence. They’re living archives of authentic student work — and they look different at each stage of development.

• Kindergarten–3rd Grade: Portfolios might hold drawings, early math activities, first stories, photographs of practical life work, and teacher notes documenting reading or presentations. I once watched a 6-year-old proudly flip through her portfolio, pointing out how her handwriting had “grown up.”
• 4th–6th Grade: Students can showcase multi-step projects, science experiments, essays, goal-setting sheets, and even peer feedback. A fifth grader at one of our schools told his parents at a conference, “This is the project where I learned to keep going even when it didn’t work the first time.”
• Secondary Level: Older students can build a record of research papers, capstone projects, leadership experiences, community service, and creative work. Some even lead their own portfolio conferences, presenting their growth to parents and teachers with confidence.

Narrative Progress Reports — Telling the Story of Learning

Narrative reports take progress reporting a step further. Instead of ticking boxes or filling in charts, teachers write a brief narrative covering academic progress, work habits, and social-emotional growth.

Done well, these reports don’t have to be overwhelming. One high school team uses a simple template: an opening paragraph, strengths, areas for growth, and next steps. They also invite students to write their own reflections, which both enriches the report and saves teacher time. “I was skeptical at first,” one teacher admitted. “But once I started writing evidence-based statements instead of trying to sum up everything, it actually became easier — and more meaningful.”

Implementation Tips

Making the shift doesn’t require an overnight revolution. Begin by setting clear learning standards and competencies. Train your staff in mastery-based practices. Develop or adopt tools to track mastery and student work. Communicate changes early and often to families and stakeholders. Pilot in one grade or subject area, gather feedback, and expand gradually.

The Payoff

Schools that make this shift often see immediate changes. Parent-teacher conferences become more productive. Students become more engaged because they understand where they’re headed and what they’ve achieved. Teachers can target interventions more precisely.

One principal summed it up perfectly: “For the first time, our conversations with parents are about learning — not about defending grades.”

A Call to Action

If you’re a school leader or educator, now is the time to start the conversation with your team. Explore tools and resources that support mastery and progress reporting. Plan a pilot, gather feedback, and commit to a timeline. Above all, involve your students and families in the process.

The shift from traditional grades to mastery and progress reporting isn’t just a change in paperwork. It’s a cultural transformation toward deeper, more personalized learning — one that can rekindle joy in teaching and learning alike.

Ask Ms. Montessori Practical Wisdom for Parents

In this column, we invite parents to bring their questions about raising children the Montessori way. Ms. Montessori offers gentle yet firm counsel rooted in deep respect for the child’s natural development. Whether the concern is about discipline, learning, family pressures, or the challenges of modern life, these answers are meant to reassure and guide with timeless principles.

Ms. Montessori believed that every child carries within them the blueprint of their own growth, and that the role of adults is not to mold them by force, but to prepare an environment in which their fullest potential may unfold. Her replies aim to honor that vision while giving parents practical strategies they can use today.

Ms. Montessori is actually the voice of many Montessori teachers, women and men, who channel their inner Montessori voice to offer some gentle parenting tips.

Grandparent Pressure

Dear Ms. Montessori, my mother insists that my three-year-old should already be learning to read. She continues to buy flashcards and drill him when she visits. I don’t want to offend her, but I feel this isn’t right. How do I handle it? – Conflicted Daughter

Dear Conflicted, your mother’s eagerness stems from love, but her methods reflect a misunderstanding of the natural development of young children. At three years of age, your son is in a “sensitive period” for language development. During this period, the child absorbs the spoken word, the rhythms of conversation, and the joy of storytelling effortlessly. He learns in the way he learns to walk—by living, imitating, and joyfully repeating what he sees and hears around him.

The danger of flashcards and drills is that they ask the child to perform before a solid foundation has been built. Reading must grow out of the child’s own inner readiness, not from an adult’s insistence. If we compel a child to recite what he does not yet understand, we replace joy with anxiety. Worse still, the child may come to believe that learning is about pleasing adults rather than discovering truth for himself.
How then can you respond with kindness to your mother while protecting your child? Begin by acknowledging her intention: “I see how much you want to help him.” Then gently explain: “Right now, he is preparing for reading through conversation, singing, and listening to stories. When the time comes, he will learn with enthusiasm.” If she can visit his classroom, the experience will speak louder than any words. She will see children joyfully tracing letters in sand, building words with movable alphabets, and reading with delight—not under pressure, but out of inner discovery. Ms. Montessori

You may also guide her energy into more fruitful channels. Invite her to read aloud to him, to sing songs from her childhood, or to tell him stories of the family. These activities are not only precious in their own right, but they nourish the very faculties that will enable him to read naturally in due time.

Never forget: the task of the parent is to safeguard the child’s freedom to grow according to his inner plan. To resist pressure—whether from grandparents, neighbors, or society at large—is often the most loving thing we can do. When we trust the child’s rhythm, we allow him to become a reader not by compulsion, but by joy. – Ms. Montessori

On November 1, 2025, child care will be free or highly subsidized for every family in New Mexico, regardless of income. Governor Michelle Lujan Grisham’s decision to remove income limits, end copayments, and boost reimbursement rates is a major shift in public policy. Centers that pay their entry-level staff at least $18 an hour and offer 10 hours of care a day, five days a week, will qualify for extra incentives. The program is funded through the state’s Land Grant Permanent Fund and Early Childhood Trust Fund, built over the years from oil, gas, and investment income.

For many families, this is life-changing. KOB-TV in Albuquerque spoke with parents who said the savings would help them afford everything from holidays and vacations to a long-awaited down payment on a house. One parent summed it up simply: “Everybody deserves to be able to keep working and not cut as much out of their budget for child care.”

Providers, however, see both opportunity and challenge. Ruth Porta, owner of La Esperanza Child Development Centers, said, “They deserve that help … but how is this going to be sustainable?” Natalie Aragon of ABQ Childcare is already “hiring at least one to two people per classroom” to handle the expected surge. Their comments reflect what many of us in the field are thinking: this is bold, but it needs careful execution.

To understand how this plays out at ground level, I spoke with my friend and colleague Sheila Griffin, who runs Leap Montessori School in New Mexico. Sheila is excited for families but realistic about what the policy does and doesn’t cover.

For preschoolers, tuition will be fully funded. For elementary-age children, the state covers before- and after-school care but not the entire school day. At her school, that means families still pay a couple of hundred dollars a month — a significant reduction, but not completely free. For schools with higher tuition, the remaining gap would be larger.

Sheila is passionate about preserving the authenticity of Montessori. Some worry that quality systems like New Mexico’s FOCUS framework will force schools to compromise. She’s found the opposite. By making only minor, respectful adjustments — such as adding a simple storytelling tray to meet a literacy benchmark — she’s been able to maintain full Montessori fidelity.

She’s also learned to be strategic with state Pre-K funding. Taking a large number of Pre-K seats can squeeze kindergarten enrollment, weakening the three-year primary cycle at the heart of Montessori. She solved it by starting a small multi-age elementary class for ready five-year-olds—her advice: guard your three-year cycle and plan.

When asked if universal free child care threatens private providers, Sheila didn’t hesitate: “Absolutely not.” She believes the state intends to raise the floor for everyone, not undercut private schools. With stable reimbursement and higher pay for teachers, she sees a stronger future for early childhood educators.

What’s Covered at a Glance

Funding flows directly to the school, not the parent. Programs must be licensed and registered with ECECD to qualify. For schools, that means a predictable stream of public support, a chance to serve more families, and the resources to improve staff pay.

Still, challenges remain. State reimbursements may not fully cover the higher costs of Montessori programs, quality standards will require some adaptation, and competition for qualified teachers will almost certainly grow. Knowing this in advance helps schools plan wisely and stay ahead.

If you run a Montessori school in New Mexico, here are a few steps to consider:

• Engage early. Ensure your schedule and licensing align with reimbursable hours.
• Budget with real numbers. Model tuition and reimbursement scenarios using actual state rates.
• Protect the three-year cycle. Don’t overcommit Pre-K slots at the expense of kindergarten continuity.
• Recruit ahead of demand. Build a salary scale and invest in professional development to attract and keep staff.
• Communicate clearly with families. Celebrate the savings, but be honest about what’s covered and what’s not. Highlight what makes your Montessori program distinct.

Other states are watching New Mexico closely. The state can do this now because it has built an endowment-style funding engine over the years; others will need a different path, whether dedicated revenue, phased rollouts, or public-private partnerships. But the essentials — stable funding, quality systems that respect program identity, a separate agency focused on early childhood, and true partnership with community providers — can be replicated anywhere.

As Montessori educators, we’ve always believed early childhood education is a public good. New Mexico is testing what it looks like to fund that belief at scale. Sheila’s experience convinces me that, if we stay engaged, protect fidelity, and plan intelligently, this moment can widen access and strengthen the work we cherish.

On November 1, 2025, child care will be free or highly subsidized for every family in New Mexico, regardless of income. Governor Michelle Lujan Grisham’s decision to remove income limits, end copayments, and boost reimbursement rates is a major shift in public policy. Centers that pay their entry-level staff at least $18 an hour and offer 10 hours of care a day, five days a week, will qualify for extra incentives. The program is funded through the state’s Land Grant Permanent Fund and Early Childhood Trust Fund, built over the years from oil, gas, and investment income.

For many families, this is life-changing. KOB-TV in Albuquerque spoke with parents who said the savings would help them afford everything from holidays and vacations to a long-awaited down payment on a house. One parent summed it up simply: “Everybody deserves to be able to keep working and not cut as much out of their budget for child care.”

Providers, however, see both opportunity and challenge. Ruth Porta, owner of La Esperanza Child Development Centers, said, “They deserve that help … but how is this going to be sustainable?” Natalie Aragon of ABQ Childcare is already “hiring at least one to two people per classroom” to handle the expected surge. Their comments reflect what many of us in the field are thinking: this is bold, but it needs careful execution.

To understand how this plays out at ground level, I spoke with my friend and colleague Sheila Griffin, who runs Leap Montessori School in New Mexico. Sheila is excited for families but realistic about what the policy does and doesn’t cover.

For preschoolers, tuition will be fully funded. For elementary-age children, the state covers before- and after-school care but not the entire school day. At her school, that means families still pay a couple of hundred dollars a month — a significant reduction, but not completely free. For schools with higher tuition, the remaining gap would be larger.

Sheila is passionate about preserving the authenticity of Montessori. Some worry that quality systems like New Mexico’s FOCUS framework will force schools to compromise. She’s found the opposite. By making only minor, respectful adjustments — such as adding a simple storytelling tray to meet a literacy benchmark — she’s been able to maintain full Montessori fidelity.

She’s also learned to be strategic with state Pre-K funding. Taking a large number of Pre-K seats can squeeze kindergarten enrollment, weakening the three-year primary cycle at the heart of Montessori. She solved it by starting a small multi-age elementary class for ready five-year-olds—her advice: guard your three-year cycle and plan.

When asked if universal free child care threatens private providers, Sheila didn’t hesitate: “Absolutely not.” She believes the state intends to raise the floor for everyone, not undercut private schools. With stable reimbursement and higher pay for teachers, she sees a stronger future for early childhood educators.

What’s Covered at a Glance

Funding flows directly to the school, not the parent. Programs must be licensed and registered with ECECD to qualify. For schools, that means a predictable stream of public support, a chance to serve more families, and the resources to improve staff pay.

Still, challenges remain. State reimbursements may not fully cover the higher costs of Montessori programs, quality standards will require some adaptation, and competition for qualified teachers will almost certainly grow. Knowing this in advance helps schools plan wisely and stay ahead.

If you run a Montessori school in New Mexico, here are a few steps to consider:

• Engage early. Ensure your schedule and licensing align with reimbursable hours.
• Budget with real numbers. Model tuition and reimbursement scenarios using actual state rates.
• Protect the three-year cycle. Don’t overcommit Pre-K slots at the expense of kindergarten continuity.
• Recruit ahead of demand. Build a salary scale and invest in professional development to attract and keep staff.
• Communicate clearly with families. Celebrate the savings, but be honest about what’s covered and what’s not. Highlight what makes your Montessori program distinct.

Other states are watching New Mexico closely. The state can do this now because it has built an endowment-style funding engine over the years; others will need a different path, whether dedicated revenue, phased rollouts, or public-private partnerships. But the essentials — stable funding, quality systems that respect program identity, a separate agency focused on early childhood, and true partnership with community providers — can be replicated anywhere.

As Montessori educators, we’ve always believed early childhood education is a public good. New Mexico is testing what it looks like to fund that belief at scale. Sheila’s experience convinces me that, if we stay engaged, protect fidelity, and plan intelligently, this moment can widen access and strengthen the work we cherish.

1907-2025 Welcome to the 119th Montessori School Year!

If you’ve tried to hire a preschool teacher in America in the last year or so, you know it’s not easy. Great early childhood educators are in high demand—and in short supply. And even when you manage to hire someone wonderful, keeping them can be just as difficult.

Low wages, burnout, and competition from better-paying industries have pushed many talented educators out of early childhood altogether. As school leaders, we find ourselves navigating a tough reality: the mission we believe in is only as sustainable as the team we can build and retain.

But there is hope—and there are strategies that work. This article is meant to serve as a practical guide for school owners and directors across Florida who are determined to build stable, joyful, mission-driven teams—even in a competitive market.

The Realities We’re Facing

I live in Florida, where this is a state-wide challenge, but we’re not alone in our staffing crisis; we’re feeling it intensely. Early childhood teachers are leaving the field for better pay and more predictable hours. Many work two jobs. Some leave mid-year, overwhelmed and under-resourced.

A Wall Street Journal feature by Anne Tergesen and Veronica Dagher laid it out clearly: child care centers are facing a national workforce emergency. The article points to five areas of systemic breakdown—but also offers several forward-looking solutions that are worth our attention.

Why Retention Matters More Than Ever

When a teacher leaves, it disrupts far more than the schedule. Children lose the sense of consistency that’s foundational to trust and emotional development. Remaining staff absorb the stress and often begin thinking about leaving, too. Parents grow uneasy. The learning community suffers.

The cost of turnover isn’t just financial—it’s cultural.

What You Can Do: Six Strategies That Make a Real Difference

Here’s what the most resilient programs are doing to attract and retain great educators in a high-pressure environment.

1. Build a Culture of Respect and Belonging

Educators stay where they feel seen and supported. According to Teaching Strategies’ national survey, over 60% of teachers cite a respectful workplace as the top reason they would stay in a role long-term.

This doesn’t cost money—but it does require leadership. Be visible. Listen actively. Say thank you often. Create space for input and ideas. Celebrate small wins. And above all, make sure your teachers know their work matters.

2. Provide Competitive Compensation (and Creative Benefits)

We all know the financial limits of running a preschool. But the Wall Street Journal article reminds us that compensation isn’t just about the hourly wage—it’s about the whole package. Some programs are thinking creatively:

• Offering paid professional development days
• Giving staff discounted or free child care
• Providing stipends for classroom materials
• Offering extra paid days off around holidays or birthdays
• Contributing to healthcare stipends or mental health wellness plans

You may not be able to offer everything—but even a few thoughtful perks show that you value your team and are invested in their well-being.

3. Offer Flexibility Where You Can

One of the Journal‘s key points was that burnout is driving many educators away—not just low pay. Long hours, little planning time, and a lack of schedule control all contribute.

Consider:

• Job sharing or part-time roles
• Floaters to give lead teachers breaks
• Weekly planning time built into the schedule
• A clear PTO policy that’s actually respected

Small adjustments to how time is used can make a big difference in retention.

4. Create Career Pathways

Another insight from the WSJ article: many states and school systems are beginning to offer tuition-free CDA and fast-track credentialing programs. Why? Because when early educators see a future in the field, they stay longer.

Connect with your local community college or workforce board. Offer to host practicum students. Support your assistants in getting their credentials. Celebrate professional milestones publicly. Build a culture where teachers grow with you—not outgrow you.

5. Build a Mentorship Model

Don’t let new teachers feel like they’re on their own. Create a system where new hires are paired with experienced mentors. Hold monthly reflection circles. Check in regularly. Sometimes a single conversation can prevent a resignation.

Strong teams don’t just form—they’re nurtured.

6. Invest in Tools That Help Teachers Succeed

Teachers are more likely to stay when they have what they need to do their job well. That includes a high-quality curriculum, practical assessment tools, and streamlined communication systems.

Avoid overloading them with disconnected apps or disorganized systems. Streamline, simplify, and ensure your tools support—not hinder—the classroom day’s flow.

BTW: I consult with a few software providers. If you run a childcare center, I warmly encourage you to look into Illumine (https://illumine.app/). It is new to America, but strikes me as being much more powerful and user-friendly than other ECE software that I have found. If you run a Montessori school, I warmly recommend the Montessori Growth Suite, which is the best match that I have found for our schools (https://www.montessoricompass.com/growth-suite/).

A Sample Retention Rhythm You Can Adopt

If you’re looking to build retention habits into your leadership rhythm, try this:

Weekly:

• Check in with your team informally—how are they really doing?

Monthly:

• Offer one hour of paid planning time or peer sharing.
• Recognize staff contributions publicly—in meetings, emails, or parent newsletters.

Quarterly:

• Hold a one-on-one review focused on support, not evaluation.
• Ask for feedback on what would help them thrive.

Annually:

• Conduct a formal survey on satisfaction and workplace culture.
• Revisit compensation and consider where you can improve—even incrementally.

Wrapping Up

Yes, the market is tough. Yes, there are factors outside of your control. But there are also many things within your reach.

Hiring and retaining teachers in today’s Florida preschool landscape starts with building a school culture that respects educators, supports their growth, and treats them as the professionals they are.

And as the Wall Street Journal put it, the future of early education will depend on how we reimagine our approach—not just with funding, but with leadership and care.

Here’s a Sample Staff Retention Survey that you can use with your preschool team. It’s written in a clear, respectful tone and structured to gather meaningful feedback while reinforcing a culture of listening and professionalism.

Staff Retention & Satisfaction Survey

Confidential – Your feedback helps us build a better place to work

Please take a few minutes to reflect on your experience at our school. Your honest input will help us understand what we’re doing well and where we can grow.

Your Name (optional): _______________________________ Your Position: _______________________________ Length of time at the school: _______________________________

1. Overall Satisfaction

1.1 On a scale of 1 to 5, how satisfied are you working at this school? (1 = Very Unsatisfied, 5 = Very Satisfied) ☐ 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5

1.2 What do you enjoy most about working here?

1.3 What frustrates you or makes your job harder than it needs to be?

2. Work Environment & Culture

2.1 I feel respected and valued by… (Check all that apply) ☐ My direct supervisor ☐ School leadership ☐ My fellow team members ☐ Families ☐ Not sure

2.2 I feel comfortable giving feedback or raising concerns. ☐ Always ☐ Usually ☐ Sometimes ☐ Rarely ☐ Never

2.3 I feel part of a collaborative team. ☐ Strongly agree ☐ Agree ☐ Neutral ☐ Disagree ☐ Strongly disagree

2.4 If you could improve one thing about our team culture, what would it be?

3. Compensation & Workload

3.1 I feel my compensation is fair for the responsibilities of my role. ☐ Strongly agree ☐ Agree ☐ Neutral ☐ Disagree ☐ Strongly disagree

3.2 The workload I carry is… ☐ Very manageable ☐ Manageable ☐ Sometimes overwhelming ☐ Frequently overwhelming

3.3 What type of support would make your work easier or more sustainable?

4. Growth & Development

4.1 I have opportunities for professional growth at this school. ☐ Strongly agree ☐ Agree ☐ Neutral ☐ Disagree ☐ Strongly disagree

4.2 I would be interested in: ☐ Earning a credential (CDA, FCCPC, etc.) ☐ Attending workshops or conferences ☐ Mentoring a new teacher ☐ Having a mentor or coach ☐ Leading a project or initiative ☐ None at this time

4.3 What would help you grow in your role?

5. Retention & Intentions

5.1 I see myself continuing to work here… ☐ Next school year ☐ For at least 2 more years ☐ For the foreseeable future ☐ I’m unsure ☐ I’m actively considering leaving

5.2 If you’re considering leaving, what factors are influencing your decision?

6. Final Thoughts

6.1 What’s one thing we’re doing well that you’d like us to keep doing?

6.2 What’s one thing we could do better to support our staff?

Thank you for taking the time to complete this survey. Your voice matters.

1907-2025 Welcome to the 119th Montessori School Year!

NOTE: I would like to acknowledge my colleague, Jonathan Wolf, with whom I have taught courses and presented on this topic. His wisdom inspired much of what we have to share. 

Every school leader has faced that moment: the knock on the office door, the email asking for a meeting, or the parent who catches your arm at pick-up and says, “Do you have a minute?” Often, what follows isn’t a quick chat at all, but a difficult conversation—one that carries the weight of a child’s future, a family’s fears, or the delicate balance of trust between home and school.

I remember a father who once sat across from me, arms crossed tightly, eyes narrowed, as I tried to explain that his daughter was struggling socially and academically. His words came sharp and defensive: “Are you saying my child isn’t smart enough?” It would have been easy to respond in kind, but in that moment, I had to remind myself: this isn’t about winning an argument—it’s about helping a child. What that father needed most wasn’t more data or sharper reasoning. He needed to know that we were on his side.

That’s what these conversations are really about. They aren’t just about problems; they’re about leadership.

Why These Conversations Matter

Every Montessori leader eventually has to step into these spaces:

• Conversations about neurodiversity or developmental differences

• Talking through disciplinary issues

• Helping parents process their child’s academic or social struggles

• Addressing resistance or outright denial

Handled poorly, these conversations can erode trust. But approached with clarity and compassion, they can strengthen partnerships and open new doors for children.

Quick Tips for School Leaders

• Don’t let the first call home be about bad news—share positives regularly.

• Choose the right time and place; never have these talks on the run.

• Enter with curiosity, not conclusions.

• End with clear agreements and follow-up dates.

Preparing Your Heart and Mind

The real preparation for these conversations begins inside of us. Before meeting with a parent, pause and ask:

• What emotions does this situation stir up for me?

• Am I approaching with openness or judgment?

• What outcome do I truly want for this child and family?

Parents pick up on our energy. If we carry frustration, they feel it. But when we arrive with empathy and steadiness, we make space for real dialogue.

The Importance of Trust Before Trouble

One teacher I worked with made it her habit to email parents every Friday afternoon with one small snapshot: a funny story, a kind act, or a proud achievement. These weren’t long notes, but they added up. Months later, when a sensitive issue arose, those parents already trusted her voice.

Trust is built in those small deposits. When it’s there, the hard conversations can begin on solid ground.

Language That Builds Bridges

• Instead of: “Your child is disruptive.”

• Try: “We’ve noticed some behaviors that seem to be getting in the way of her learning.”

• Instead of: “You need to fix this at home.”

• Try: “What have you noticed at home? Let’s look at this together.”

A Framework That Works

1. Start with affirmation and shared purpose.
   Open by affirming the child: “We all care deeply about Sam, and we want him to feel successful and confident here.”
2. Ask, listen, ask again.
   Begin with open-ended questions, listen deeply, then ask clarifying follow-ups. This shows respect and genuine curiosity.
3. Explore, don’t diagnose.
   Frame the challenge as a shared puzzle, not a verdict. Admit what you don’t yet know, and invite parents’ insights.
4. Try “Feel–Felt–Found.”
   When parents are defensive: “I understand how you feel. Other parents have felt the same way. What we’ve found is…”
5. Know when to pause.
   If emotions boil over, suggest reconvening later. Protecting the relationship matters more than pushing through.
6. End with clarity.
   Summarize agreements, document responsibilities, set follow-up dates, and provide resources.

Sidebar: Reflection Prompts for Leaders

• What conversations make you most uncomfortable? Why?

• How do your own experiences as a parent or teacher shape your reactions?

• When was a time you left a conversation feeling proud of how you handled it? What made the difference?

A Montessori Lens on Leadership

Maria Montessori once wrote, “Purify your heart and render it burning with charity.” For me, that is the essence of school leadership.

These conversations aren’t interruptions to the “real work.” They are the real work. When we model honesty joined with compassion, we show parents and children alike that dignity and respect matter as much as academics.

Walking Away Stronger

That father I mentioned at the beginning? Months later, after his daughter had made great progress, he came back into my office. This time, his arms weren’t crossed. He leaned forward and said quietly, “Thank you for not giving up on us.”

That’s the lasting power of these conversations. When we lead them with honesty, courage, and compassion, we not only resolve immediate issues—we strengthen the bonds that hold our communities together.

So, the next time your stomach tightens before a parent meeting, remember this: you are not just managing conflict. You are leading with love. And that, in the end, is the heart of Montessori leadership.

1907-2025 Welcome to the 119th Montessori School Year!

One of the most meaningful ways to understand your child’s Montessori experience is to come and see it for yourself. Montessori classrooms are carefully designed learning communities, and when parents sit quietly and watch, they often gain a new appreciation for their child’s day-to-day world.

At our school, we invite—and encourage—you to observe. Visiting with open eyes and a calm presence helps you see what makes Montessori unique, and it deepens your connection to your child’s education.

When to Visit

Observations are most helpful once the class has settled into its routines. During the very first weeks of school, children are adjusting to new rhythms, new classmates, and a new environment. For that reason, most schools ask parents to hold off until those sensitive early weeks are over.

When you are ready to schedule a visit, please reach out to your child’s teacher. Advance notice allows the class to prepare for a smooth experience and ensures the teacher won’t feel pressured to interrupt lessons to talk with you.

When you arrive, sign in at the office to receive a visitor’s badge and an observation form. This helps us keep the school secure and provides a simple guide on what to look for during your time in the classroom.

How to Observe

When you enter, the teacher will direct you to a chair set aside for visitors. We’d like to ask you to remain seated and quiet so the children can stay focused on their work without distraction. Think of yourself as a gentle presence in the room—like a guest at a concert who is there to listen and take it in.

Patient observation often reveals far more than you expect. At first, you may notice the layout of the shelves, the calm hum of activity, or the way children move about the room with quiet purpose. On later visits, you’ll begin to pick up the subtle details that make Montessori learning so powerful.

What to Look For

Here are a few areas you might focus on:

• The Environment
  How is the classroom organized? Notice the shelves, materials, and child-sized furniture. Everything is arranged to invite independence and exploration.

• The Role of the Teacher
  Watch how adults interact with the children. Do they guide gently, offer lessons one-on-one, or step back to allow independence? You may notice moments of discipline handled calmly and respectfully.

• The Children at Work
  You can focus on a child other than your own for at least half an hour. How does she choose her activities? How deeply does she concentrate? What happens when she completes her work?

• The Materials
  Please take a look at which Montessori materials children are drawn to. Each material is designed with a built-in control of error, so children can discover and correct mistakes on their own. Can you spot a child quietly self-correcting?

• Peer Learning
  See how younger children learn from older classmates, and how older ones gain confidence by mentoring younger friends. These subtle exchanges are one of the great strengths of the multi-age classroom.

Why It Matters

Observation is not only about watching children; it’s also about discovering the deeper philosophy behind Montessori. You’ll see a classroom where independence, concentration, and curiosity are nurtured. You may even find yourself wishing you could join in!

By sitting quietly and noticing the details, you’ll gain new insight into how your child learns, how the teacher guides, and how the environment itself supports growth.

So, when you have the chance, take a seat in the visitor’s chair. Be patient. Watch closely. You’ll walk away with a richer understanding of your child’s world—and perhaps a renewed sense of wonder yourself.

Montessori Classroom Observation Form

Visitor Name: _____________________________________
Date: _________________________
Classroom/Level: __________________________________

Thank you for observing today! Please take a few quiet notes while you sit in the classroom. This form is designed to help you focus on what makes Montessori unique. You are welcome to keep it for yourself or share it with the school.

1. The Classroom Environment

• How is the room arranged?

• What do you notice about the shelves, materials, and furnishings?

• Does the space feel calm and inviting?

Notes:

2. Children at Work

• What do you notice about how children choose and use their work?

• Do they concentrate for long periods?

• Do you see them self-correcting or working together?

Notes:

3. Teacher Interactions

• How do the adults speak with the children?

• Did you notice a teacher presenting a lesson?

• How is guidance or discipline handled?

Notes:

4. Montessori Materials

• Which materials did you see being used?

• What concepts or skills did they isolate?

• Did you notice children teaching or modeling for one another?

Notes:

5. Community Life

• How do younger and older children interact?

• What do you notice about respect, independence, or collaboration?

Notes:

6. Reflections

• What surprised you about what you saw?

• What questions or insights do you take away from this visit?

Notes:

Optional: Feedback for the School

1907-2025 Welcome to the 119th Montessori School Year!

Inspired by Jordan McGillis, “Why child care costs so much — and how to fix it,” The Washington Post, August 18, 2025: https://www.washingtonpost.com/opinions/2025/08/18/childcare-cost-nannies-economy-labor/

Summary for Montessori Leaders

High-quality early childhood education (ECE) is structurally expensive because it is people-intensive, time-intensive, and resistant to automation. Prices are rising faster than inflation due to the Baumol cost disease, compliance expansion, facilities costs, and a shrinking domestic pipeline of qualified educators. Broad subsidies can shift who pays but often impose regulatory frameworks that conflict with Montessori principles (flexibility, mixed‑age groupings, uninterrupted work cycles). Sustainable affordability requires: (1) enlarging the educator workforce (including visas and apprenticeships), (2) right‑sizing credential rules to recognize Montessori pathways, (3) smart public co‑investment that protects pedagogical autonomy, and (4) stronger school‑level talent and finance strategies.

1) Why All Child Care Is Expensive (and getting more so)

People, not widgets. All child-care and early childhood education, including Montessori programs, depend on the presence of trained adults who observe, prepare, and connect with children when needed. Unlike traditional settings that assume a lower adult‑child ratio is always better, Montessori intentionally cultivates peer learning and independence. Guides must balance giving lessons, making space for autonomy, and investing time in children who need deeper connection. That still requires adequate staffing, not to overwhelm guides but to ensure they can observe, build relationships, and prepare the environment.

Baumol cost disease. When productivity rises in other sectors (software, manufacturing), wages increase economy‑wide. ECE productivity is intentionally flat—one adult can responsibly guide only so many children in a classroom community—so programs must raise pay to keep educators from leaving for higher‑paying fields.

Regulatory creep. Over time, well‑meant rules add paperwork, training hours, inspections, and record‑keeping. Each requirement may be reasonable; the cumulative cost is substantial, and the burden falls heaviest on small schools.

Facilities and insurance. Child‑sized fixtures, outdoor spaces, ADA compliance, security, and severe‑weather standards drive capital and operating costs. Premiums and deductibles have risen sharply in many regions.

Benefits and turnover. Inadequate salaries and benefits produce churn. Turnover creates hiring costs, onboarding time, and lost continuity for children—all of which are expensive and educationally harmful.

Montessori specifics. True mixed‑age communities, real materials, and uninterrupted three‑hour work cycles require prepared staff and ample space. You can cut corners, but you won’t have Montessori.

2) Why do so few Americans choose early childhood careers

• Compensation gap. Talented assistants can earn more in retail, health tech, or HR within a year. Lead guides often lack parity with K–12 teachers (and lack pensions/tenure).
• Status and career ladders. ECE is viewed as “babysitting” in the U.S. Clear advancement (assistant → associate guide → lead guide → program lead) is rare outside strong Montessori networks.
• Burnout risk. Demanding emotional labor with limited prep time, limited planning coverage, and scarce subs.
• Credential barriers. One‑size‑fits‑all degree mandates can exclude excellent practitioners and undervalue rigorous Montessori credentials (AMI, AMS, IMC, etc.). Coursework costs and time deter candidates.
• Friction costs. Background checks, fingerprinting, first‑aid, TB tests, food‑handler cards—each necessary, all time‑consuming. Without centralized onboarding support, good candidates drop out.

Implication for Montessori leaders: Without a bigger pipeline and better work design, tuition will keep climbing to maintain quality.

3) Subsidies: help with access, but watch the strings

Public funding can increase access, stabilize wages, and reduce family burden. But when dollars are tied to compliance frameworks that prioritize narrow inputs (seat time, scripted curricula, testing, short blocks), Montessori’s essential features—freedom within limits, individualized pacing, mixed ages, and long work cycles—are at risk. The goal is smart subsidies: fund outcomes and core quality elements while preserving pedagogical autonomy and multiple program models.

4) System‑level ideas that actually improve affordability

Drawing on McGillis’s piece and lessons from ECE research:

1. Expand legal pathways for caregivers and teachers.
2. Apprenticeships and paid residencies.
3. Right‑size credential rules.
4. Tiered program options with safety as the non‑negotiable.
5. Shared‑services alliances.
6. Targeted public co‑investment.

5) What Montessori schools can do now (a practical playbook)

Talent pipeline

• Partner with local colleges and workforce boards to create Montessori assistant pipelines; host paid practicums.
• “Grow‑your‑own” scholarships for assistants to earn Montessori diplomas; add service commitments.
• Create compensation ladders tied to observable competencies (presentations mastered, classroom management, parent partnership) with transparent pay bands.
• Build a regional substitute consortium and shared calendar of observation days.
• Offer predictable planning time and classroom coverage; reduce burnout.

Finance and pricing

• Cost every classroom using zero‑based budgeting (salaries & benefits, relief staff, materials refresh, PD, admin allocation, facilities, insurance). Price tuition to cover true cost plus strategic reserves.
• Diversify revenue: extended day, summer Montessori, parent education, space rentals (when mission‑consistent), philanthropic scholarships.
• Be radically transparent with parents: publish what tuition funds (wages/benefits %, PD %, materials %, financial aid %). Transparency builds trust.

Operations and program integrity

• Protect the long extended work cycle; schedule specialists and pull‑outs after core work periods.
• Keep class sizes at Montessori‑appropriate ranges and invest in assistant training; this is cheaper than chronic turnover.
• Use tech only to reduce admin friction (enrollment, billing, parent comms), not to fragment the work cycle.

Parent partnership

• Offer recurring parent education: observation days, short “why we do it this way” videos, and Q&As on mixed ages, independence, and freedom within limits.
• Provide a clear comparison of Montessori vs. conventional daycare requirements and why Montessori looks different—and costs what it does.

Data and outcomes

• Track and share: child attendance, concentration indicators (normalized work blocks), executive function rubrics, retention to K/Elementary, and alumni narratives. Funders and parents respond to outcomes, not slogans.

6) Talking points you can use with boards and parents

• “You’re paying for people.” Quality ECE is a professional service, not a product. The largest line item is wages and benefits, and that’s appropriate.
• “Montessori encourages independence.” Our classrooms are designed so children learn from each other as well as adults. Ratios matter less than well‑trained guides who know when to step in and when to step back.
• “Montessori is prevention.” Strong early executive function reduces later remediation and behavior costs.
• “We welcome smart public support.” We support funding that preserves mixed‑age communities, long work cycles, and Montessori credentials.

Selected references & further reading

(Representative sources you can cite in parent education, grant writing, and board work.)

• Jordan McGillis (2025). Why child care costs so much — and how to fix it. The Washington Post (op‑ed).
• William J. Baumol & William G. Bowen (1966). Performing Arts: The Economic Dilemma (origin of the cost disease concept; widely applied to labor‑intensive services like ECE).
• James J. Heckman & colleagues (2006–2019). Research on returns to early childhood investment and the “Heckman curve.” See Heckman’s synthesis papers and policy briefs.
• Angeline S. Lillard & Nicole Else‑Quest (2006). “Evaluating Montessori Education.” Science, 313(5795), 1893–1894.
• Angeline S. Lillard (2017, 2021). Peer‑reviewed studies and meta‑analyses on Montessori outcomes (executive function, academic and social benefits).
• National Institute for Early Education Research (NIEER). The State of Preschool annual reports.
• OECD (various years). Starting Strong reports on ECE systems and workforce.
• District of Columbia OSSE (2016 onward). Early childhood credentialing regulations and subsequent commentary/litigation; debates on degree mandates for child‑care workers.
• Child Care Aware of America. Annual data on child‑care supply, deserts, and affordability.

Closing thought

Montessori can—and should—help lead the national conversation about affordability. Our task is twofold: tell the truth about why great care and education cost what they do, and build smarter systems that expand the educator workforce while protecting the essence of Montessori. If we do both, more families will be able to choose the environment we know changes lives.

1907-2025 Welcome to the 119th Montessori School Year!

Recently, I read an opinion piece by Jordan McGillis, published in The Washington Post on August 18, 2025, titled “Why child care costs so much — and how to fix it”. It raised important points about the rising cost of child care in America and sparked me to reflect on this issue from a Montessori perspective.

Why All Child Care Is Expensive

High-quality child care is costly everywhere. Caring for young children is labor-intensive. There are no shortcuts when it comes to babies, toddlers, and very young children. A nurturing environment depends on adults who can give children their full attention.

Economists call this the “Baumol effect.” In most industries, productivity rises with technology—machines and software help people do more with less. But children still need the same love, guidance, and supervision they always have. That means labor costs remain high, and tuition rises as programs try to keep pace with wages in other fields.

Meanwhile, fewer Americans are pursuing careers in early childhood education. The pay is modest compared to other professions, even though the work is demanding and highly skilled. That shortage of willing caregivers drives up costs further.

The Limits of Subsidies

As McGillis pointed out in the Post, subsidies help parents but don’t reduce the underlying cost of child care. Instead, the cost shifts to taxpayers. Large-scale subsidies often come with heavy regulation: standardized curricula, rigid requirements, and compliance-driven oversight. While intended to ensure safety and accountability, these rules can make programs less flexible and less personal. They often don’t look much like Montessori, which thrives on individualized learning, freedom within limits, and respect for each child’s natural development.

Ideas That Could Help

The Washington Post opinion piece highlighted some ideas that are worth serious consideration:

• Expand visa programs: The U.S. could allow more qualified caregivers from other countries—people who love working with children—to enter as au pairs, nannies, or early childhood teachers. This would expand the supply of caregivers and help families access more affordable options. Many Montessori schools already seek highly qualified teachers from Europe, Asia, and Latin America.

• Rethink credential barriers: In some places, even those caring for toddlers must hold college degrees. Training matters, but overly rigid requirements drive good people away and raise costs unnecessarily.

• Give families choices: Not every family wants or needs the same model of care. Allowing flexibility in program design—while still protecting children’s safety—would make space for Montessori and other approaches parents value.

Why the Investment Pays Off

These discussions matter because the first six years of life shape everything that follows. A child’s ability to focus, regulate emotions, build relationships, and love learning develops in these early years. The quality of those experiences pays dividends for a lifetime.

Choosing a high-quality early childhood program may feel like a heavy financial burden. But it is not just another bill—it’s an investment in your child’s future. And as the Post article emphasized, finding creative ways to expand the pool of caregivers and make child care more affordable can make this investment possible for more families.