Explore how technology can enhance learning while staying true to Montessori principles, fostering independence and creativity in students.
The Role of Technology in Montessori
Incorporating technology into Montessori education requires a delicate balance to ensure it complements rather than replaces hands-on learning. Our mission is to guide educators in using digital tools to support student-led inquiry, creativity, and practical life skills, while maintaining the integrity of Montessori’s core values. We believe in a thoughtful integration that respects the developmental stages of children, using technology as a bridge to enhance cultural studies, global connections, and real-world applications.
Key Features of Technology in Montessori
Enhancing Cultural Studies
Utilize digital resources like virtual field trips to deepen students’ understanding of diverse cultures and global perspectives.
Supporting Creativity and Independence
Encourage students to use digital storytelling and multimedia projects to express their ideas and reflect on their learning journey.
Promoting Logical Reasoning
Introduce coding and robotics to develop problem-solving skills and computational thinking, aligning with Montessori’s emphasis on practical life activities.
Step 1: Assess the Needs – Begin by evaluating the current curriculum and identifying areas where technology can enhance learning without overshadowing traditional Montessori methods.
Step 2
Step 2: Select Appropriate Tools – Choose digital tools that align with Montessori principles, such as research apps, digital storytelling platforms, and coding programs.
Step 3
Step 3: Implement Gradually – Introduce technology in stages, starting with older students, to ensure a smooth transition and maintain the integrity of Montessori education.
Technology Integration in Montessori Education
How can technology be used without disrupting Montessori principles?
What is the best age to introduce technology in Montessori schools?
Technology is best introduced in lower elementary (6-9 years) with limited use, expanding in upper elementary and adolescence with more complex tools.
How does technology support Montessori learning?
Technology supports Montessori learning by providing resources for research, creativity, and collaboration, enhancing hands-on experiences.
What are some recommended digital tools for Montessori classrooms?
Recommended tools include Google Earth for geography, Book Creator for storytelling, and Scratch for coding, all of which encourage active learning.
How can we ensure technology use is developmentally appropriate?
Ensure technology is used intentionally, interactively, and integrated into meaningful, student-led learning experiences.
How do we balance screen time with hands-on activities?
Maintain a balanced approach by designating tech-free zones and specific technology windows to minimize screen exposure.
What role does technology play in public Montessori programs?
In public Montessori programs, technology helps meet state mandates for digital literacy while supporting Montessori’s discovery-based learning approach.
Can technology replace traditional Montessori materials?
No, technology should complement, not replace, hands-on Montessori materials, ensuring students engage in self-correcting, experiential learning.
How can technology enhance cultural studies in Montessori?
Technology can enhance cultural studies through virtual field trips and global video conferencing, expanding students’ understanding of the world.
What strategies help integrate technology effectively?
Effective integration involves using technology to extend cultural studies, support student independence, and maintain a balanced approach.
Sarah Martinez remembers sitting at her kitchen table three years ago, agonizing over whether to keep her daughter Emma in Montessori for kindergarten. The public school was right around the corner, and the choice seemed obvious at first. Yet something held her back from making that switch—an intuition that would later prove transformative for her daughter’s education.
Each year, thousands of parents face this same pivotal decision point in their children’s educational journey. When your child can attend the local public schools for free, why would anyone want to invest in another year’s tuition? While the answer may be connected to family finances, many families make their children’s education a top priority and see the choice of staying in Montessori as an essential investment in their children’s future.
Other families hope to have their children move to another highly regarded private school. They worry that if they don’t get in at the earliest age, these schools will begin accepting other children and they will never get a spot. They don’t realize that many well-known private schools focus their attention on the higher grades but offer programs for younger children to meet the demands of their existing families. Often, these early childhood programs are much less sophisticated than those provided by Montessori schools.
The key point to keep in mind is that everything comes together in the third year of the Montessori Children’s House program, the kindergarten year. This is a time when Montessori children blossom!
“Free public kindergarten versus another year of tuition; it felt like such an obvious decision at first,” reflects Michael Chen, whose son is now in fourth grade. “But when we really looked at what our son would be giving up by leaving Montessori, the calculation changed completely.”
Consistency matters deeply, especially in the first six years of life. When children transfer from Montessori to a traditional kindergarten, they face a dramatic shift in their learning environment. “The adjustment period alone took months,” shares Jennifer Blake, whose first child transferred to traditional kindergarten before she made a different choice for her younger children. “Looking back, we lost precious learning time just helping our daughter adapt to a completely different way of being in school.”
The contrast between Montessori and conventional kindergarten programs goes far beyond teaching methods. In traditional kindergarten settings, children must adjust to an environment where morning announcements interrupt the flow of learning; group instruction takes precedence over individual exploration; and teacher-directed activities replace self-directed learning. Most kindergartens have much lower expectations for five-year-olds than Montessori programs, which dramatically changes the course of their learning during this crucial year of their lives.
Maria Anderson, now a high school math teacher, saw this difference clearly when observing both systems. “In my son’s Montessori class, five-year-olds work with sophisticated mathematical concepts using concrete materials. Their understanding of the decimal system, place value, and mathematical operations becomes internalized through hands-on experience. When children leave before they’ve had time to fully absorb these concepts, that early learning often evaporates because it isn’t reinforced in traditional settings.”
Lisa Thompson witnessed this difference firsthand when her daughter Kate completed the three-year Montessori cycle before moving to a public school for first grade. “By the time Kate entered first grade, she had such a solid foundation in mathematics and language that she was able to help other students. But it wasn’t just about academic skills; she knew how to learn independently and wasn’t thrown off by new challenges.”
The research supporting the Montessori approach continues to grow. Educational psychologist Howard Gardner noted a concerning pattern in traditional education: “Many schools have fallen into a pattern of giving kids exercises and drills that result in their getting answers on tests that look like understanding. 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 cannot take knowledge learned in one setting and apply it appropriately in a different setting.”
Montessori’s focus on teaching for understanding directly addresses this challenge. In a primary Montessori classroom, three- and four-year-olds benefit from two years of sensorial preparation for academic skills by working with concrete materials. This hands-on experience gradually allows the child to form mental pictures of abstract concepts. Parents and educators have often underestimated the value of these sensorial experiences. Yet, research consistently shows that young children learn by observing and manipulating their environment, not through textbooks and workbook exercises.
Robert Patel’s experience with his son Jake illustrated another crucial aspect of the kindergarten year: leadership development. “We almost pulled Jake out after his fourth year,” Robert admits. “But watching him become a classroom leader during his kindergarten year transformed him from a hesitant child into a confident learner. That confidence has stayed with him through middle school.”
Many parents worry that their five-year-old will spend the kindergarten year taking care of younger children instead of doing their own work. Emily Williams, whose daughter Rachel is now in college, laughs at this common concern. “What we discovered was that teaching younger children actually deepened Rachel’s understanding of the concepts she had learned. When she had to explain something to a younger child, it really cemented her own learning.”
Five-year-olds are typically the leaders and role models in the primary Montessori classroom. They help set the tone and serve as examples of appropriate behavior. They often help younger children with their work, teach lessons or correct errors. Most have been waiting the longest time to be one of the ‘big kids,’ and the experience of playing this leadership role does wonders to reinforce their sense of autonomy and self-confidence.
The kindergarten year is also a time of profound intellectual development. Five-year-olds are beginning to reflect upon the world in new ways. They pay closer attention, notice more details, ask more questions, and begin to explain the world in their own terms. It’s a crucial period of integration when children begin to synthesize everything they’ve learned in their first few years.
David Foster, whose daughter continued in Montessori through elementary school, saw this integration process firsthand. “During that kindergarten year, we watched in amazement as all the pieces started coming together. The careful preparation of the previous two years suddenly blossomed into this incredible period of growth and understanding.”
By the end of age five, Montessori students commonly develop advanced academic skills, but this isn’t our ultimate goal. Our real hope is that these children will feel good about themselves and enjoy learning. The key concept is readiness. In Montessori, if a child is not developmentally ready to advance to a new skill or level of understanding, 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.
“The decision to stay for kindergarten was really our first step in recognizing how powerful this approach to education could be,” reflects Jennifer Blake, whose children ultimately attended Montessori through eighth grade. “My children learned not just academic skills but how to think, how to solve problems, and how to be confident learners. That foundation has served them incredibly well throughout their education.”
When making this crucial decision for your child, remember that kindergarten is more than just another year of preschool. It’s the culmination of a carefully prepared cycle of learning that builds toward the moment when children consolidate their skills, embrace leadership roles, and integrate their understanding of the world around them. As countless families have discovered, the investment in that final year can yield returns that last a lifetime.
Tim Seldin is President of the Montessori Foundation. 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. Please be sure to look for his new books, The Montessori Way co-authored with Paul Epstein and Robin Howe and Montessori for Every Family, co-authored with Lorna McGrath.
“All activities connected with caring for oneself and the environment—like getting dressed, preparing food, setting the table, wiping floors, clearing dishes—these are tasks that adults often avoid. Yet, for children between one and four, these jobs are a source of joy, and they eagerly rise to the invitation to participate.”
— Dr. Silvana Montanaro
“I love Montessori! I get to make snacks and serve them to my friends. It’s like being a real waiter.” — Phillip, age 5
This photograph from a century ago shows a young Montessori child ladling soup for her classmates at lunchtime. It’s easy to imagine her parents asking the same question many do today: “What does this have to do with learning to read or write?” In Montessori, Practical Life activities—like washing tables, pouring water, polishing, sweeping, and dusting—are not just chores; they are foundational learning experiences.
Through these hands-on tasks, children develop an inner sense of order, focus, and independence. By caring for their environment, meeting their own needs, and helping others, Montessori students learn more than just skills—they learn how to learn.
Here’s a glimpse into a Montessori day that captures this philosophy:
It’s 10 o’clock, and Amani is hungry. She heads over to the snack table and prepares celery sticks with peanut butter, pouring herself apple juice from a pitcher made for small hands. When she finishes, Amani carefully wipes her placemat. This inspires her to clean, so she gathers a small bucket, sponge, brush, towel, and soap and starts washing a table methodically.
As she scrubs, she’s absorbed by the patterns of the soap suds. When she’s done, she tidies up, leaving the table somewhat clean—but that’s not the point. What Amani is truly learning is patience, independence, and the ability to concentrate on a sequence of steps.
Another child, Meredith, sees that the widows need to be cleaned. She gathers the window washing kit and begins to spray a nontoxic solution on the glass. She uses a small squeegee and wipes it with a clean cloth. When done, she moves on, choosing activities that interest her.
In a Montessori classroom, children are genuinely responsible for their space. When hungry, they prepare snacks; when spills happen, they clean up. They practice self-care and community care—each action cultivating confidence and independence.
A Foundation Beyond Skills
Montessori isn’t just about teaching children to count or read. It’s about shaping the people they will become. We focus on developing self-discovery, resilience, and a joyful pursuit of knowledge. This isn’t merely an academic education but an education of the heart and mind. In this setting, children learn with patience, curiosity, and a sense of personal responsibility.
Montessori’s classroom for children between three and six years old is called a Children’s House—a true community of young children. Dr. Maria Montessori’s vision was not to create a more advanced kindergarten but an empowering environment where children are respected as individuals. Here, they develop social and emotional connections, form lasting friendships, and take pride in their shared responsibility for the space and each other.
As children thrive in this nurturing community, they begin to believe in themselves. In this atmosphere, they maintain their natural curiosity and willingness to explore. They learn that mistakes are not failures but stepping stones to growth. With this foundation, they grow to view learning as a journey rather than a destination.
Growing up this way
As a child, I attended the Barrie School in Washington, D.C. Barrie was founded by my mother in 1932. Later, I returned to teach and eventually served as headmaster for 22 years.
As a child, I remember arriving at school on frosty mornings, stopping by the kitchen for a piece of toast or some cereal, and helping myself with a bit of guidance from older students. As we grew, so did our contributions to the school.
Barrie was a community of several hundred children ranging in age from two to eighteen. Our food was homemade in the school kitchen, and older students volunteered to help with preparation. I spent mornings peeling potatoes and stirring stew alongside our cook, Edith, and friends.
After meals, we carried dishes back to the kitchen, washed them by hand, swept sidewalks, watered gardens, fed animals, and tutored younger students.
These daily acts connected us with everyone on campus—from the bus drivers to teachers. They taught us the importance of community, and to this day, I still enjoy washing dishes.
The Lifelong Value of Practical Life Skills
“In the special environment prepared for the child, they express an inner need: ‘Help me to do it by myself!’ Their work will no longer weigh them down.” — Dr. Maria Montessori
In Montessori, the classroom itself is a “children’s house,” where children play an active role in caring for the space. They prepare snacks, clean tables, sweep floors, and organize shelves. Through these activities, they learn much more than basic tasks; they develop self-respect, resilience, and a love for learning.
Confidence grows when children feel capable and independent. Montessori classrooms are designed to foster this growth. Here, children’s actions say, “Help me learn to do it for myself!” By encouraging them to be self-sufficient and organized, we set the stage for a lifetime of strong work habits and a sense of responsibility.
Independence does not magically appear as children grow; it must be nurtured. In Montessori, children start young, learning to tie their shoes or pour their own milk. Small successes like these lead to a sense of confidence and pride.
As they mature, Montessori students learn Practical Life skills that prepare them for daily living, like cooking, sewing, managing money, gardening, and even simple home repairs. However, perhaps the most essential skill is learning how to work and play with others kindly. Kindness and respect are daily practices in the Montessori classroom, where children learn to be thoughtful and responsible toward their community. They learn to treat themselves and others with dignity.
Montessori schools aim to be close-knit communities where people learn together in an atmosphere of warmth, respect, and cooperation. Teachers are mentors and guides, helping children grow in understanding and compassion for each other’s unique backgrounds and interests.
Montessori Practical Life activities are the heart of Montessori education. They teach children to be confident, responsible, and independent human beings who find joy in learning and meaningful work.
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...
Concentration: What is it? n a LinkedIn post this past June, “Want Kids to Succeed? Teach them Focus,” Daniel Goleman explains why concentrating is a precursor for both learning something new and developing self-control. We all know that success...
A few weeks ago, I received a phone call from a mother whose identity — and whose school — will remain completely confidential. She wasn't angry. She wasn't demanding a tuition refund. She wasn't threatening legal action. She simply sounded tired. Over the next hour,...
Many parents notice this behavior even when a child is doing something small. Perhaps they're building with blocks. Maybe a story is being read aloud. Or they might be drawing or painting a picture on their own. For a couple of minutes or possibly longer, the...
By Tim Seldin I recently read a thoughtful essay by my friend and colleague Tammy Oesting entitled What Have We Lost? In it, Tammy reflects on stories from the early Montessori movement and asks whether, somewhere along the way, we may have unintentionally left behind...
Busy parents juggling work, school, and home life often aren't disorganized; they're overloaded by family organization challenges that multiply quietly. The core tension is simple: every day demands fast decisions, but childcare scheduling changes, family document...
A 1950s-era Hermes Rocket portable typewriter similar to the one that I wrote with every day from age 5 through university. The Promise — and Limits — of Montessori Inclusion: Following Every Child Honestly A recent video by Montessori educator...
Three Tools That Finally Match What Montessori Does I rarely advocate for specific products in print. I have been around long enough to be skeptical of anything that presents itself as the answer to a problem our schools have been navigating for decades. But...
Families navigating the early childhood years are juggling a stack of major life transitions all at once: a new baby, a new identity as parents, new care decisions, new housing needs, and new financial math. It can feel like you're sprinting through a season that's...
by V Narsimhan - Early Childhood Education Advocate and Marketer, Brixton House Montessori, Chennai, India One of the most common phrases heard in homes with young children is: "Let me do it for you." Whether it is buttoning a shirt, pouring water, arranging...
Why is it so hard to find a progressive school these days? The Education We Know Is Possible There is something both encouraging and slightly melancholy about sitting down with Alfie Kohn to discuss progressive education. Encouraging because his thinking...
A Complete Guide from First Contact to Lasting Partnership INTRODUCTION Rethinking the Onboarding Journey The ninety-day sequence at the heart of this playbook is among the most effective tools a school can deploy to welcome and retain new...
This article is part of an ongoing series from the Montessori Foundation exploring how schools can attract, enroll, and retain families who truly value Montessori education. Through the Montessori Foundation's Enrollment Accelerator Program, schools receive strategic...
This article is part of an ongoing series from the Montessori Foundation exploring how schools can attract, enroll, and retain families who truly value Montessori education. Through the Montessori Foundation's Enrollment Accelerator Program, schools receive strategic...
This article is part of an ongoing series from the Montessori Foundation exploring how schools can attract, enroll, and retain families who truly value Montessori education. Through the Montessori Foundation's Enrollment Accelerator Program, schools receive strategic...
Discover the transformative power of Montessori education. Connect with us for a personalized consultation or subscribe to our newsletter for insightful resources that empower school leaders and parents alike.
Empowering Montessori Schools Through Strategic Tuition Planning
Unlock the Potential of Your School's Financial Future
Discover how strategic tuition planning can enhance your school’s sustainability and strengthen community trust. Learn to balance affordability with quality education.
At this time of the year, many of us who lead private schools have just gone through the process of setting tuition for next year. The odds are that we simply took last year’s numbers and adjusted them by a factor representing our projected increased cost of operations and wages. Strategic tuition planning is crucial for Montessori schools as it directly impacts financial sustainability and community relationships. By understanding the unique needs of families and aligning tuition with the school’s mission, leaders can ensure long-term success. This approach not only supports operational costs but also enhances educational quality, making it accessible to a diverse range of families.
Challenges in Tuition Setting
Setting the right tuition is a complex task for schools, balancing financial needs with community expectations.
Exclusivity Concerns
High tuition rates can inadvertently exclude families, reducing diversity and accessibility within the school community.
Budget Dependency
Tuition is often the primary source of income, making schools vulnerable to fluctuations in enrollment and economic conditions.
Emotional Impact
Unexpected tuition increases can lead to dissatisfaction and erode trust if not communicated effectively to families.
Explore answers to some of the most frequently asked questions regarding tuition planning and management for Montessori schools.
What factors should be considered when setting tuition?
When setting tuition, consider factors like market research, parent demographics, school value proposition, and operational costs. These elements ensure that tuition aligns with both financial goals and community expectations.
How can schools communicate tuition changes effectively?
Effective communication involves announcing changes well in advance, explaining the reasons behind them, and inviting feedback from families. Transparency and openness help maintain trust.
What are common mistakes in tuition setting?
Common mistakes include ignoring the socioeconomic makeup of families, setting tuition without data, and failing to communicate changes clearly. These errors can lead to dissatisfaction and enrollment issues.
How does tuition affect school branding?
Tuition reflects the perceived value of a school. A higher tuition can signal premium quality, while a lower tuition might attract a broader audience but could also imply lower quality. Balance is key.
What role does market research play in tuition planning?
Market research helps identify the financial capacity of families and compares the school’s offerings to competitors. It provides data-driven insights essential for informed tuition decisions.
How can discounts be used strategically?
Discounts, such as sibling or referral discounts, can attract and retain families while ensuring fairness. They should be part of a broader strategy to balance affordability and revenue.
Our consultation process begins with an initial assessment of your school’s unique needs and challenges.
Step 2
Next, we conduct thorough market research to gather data on parent demographics and competitive analysis.
Step 3
Finally, we provide tailored recommendations and strategies to optimize tuition planning and communication.
Common Mistakes in Tuition Setting
One of the most frequent errors in tuition setting is neglecting to consider the diverse demographics of the parent community. Schools must understand the financial backgrounds and expectations of their families to set a tuition that aligns with their needs. Additionally, failing to communicate changes effectively can lead to mistrust and dissatisfaction. Schools should ensure that any adjustments to tuition are clearly explained and justified to maintain transparency and trust.
Strategic Tuition Planning
Strategic tuition planning involves a comprehensive approach that balances financial sustainability with the school’s mission and values. Key considerations include understanding the market, defining the school’s value proposition, and using tuition as a marketing tool. Schools should conduct market research to assess the financial capacity of their parent body and compare their offerings to competitors. Defining a clear value proposition helps communicate the benefits and quality of the education provided, ensuring that tuition reflects the school’s worth.
The Role of Communication
Effective communication is crucial when introducing tuition changes. Schools should announce increases well in advance and provide clear reasons for the changes, such as rising operational costs or enhanced educational offerings. By inviting families to discuss concerns and providing a platform for feedback, schools can foster trust and mitigate resistance. Highlighting the value and benefits that tuition supports, through testimonials and success stories, helps reinforce the positive impact of the investment families make in their children’s education.
Key Takeaways for Strategic Tuition Planning
Essential Insights for Effective Tuition Management
Strategic tuition planning is crucial for aligning your school’s financial goals with its mission. Start by conducting thorough market research to understand your community’s demographics and financial capabilities. Clear communication is key; ensure families understand the reasons behind tuition changes to build trust. Flexibility in pricing, such as offering discounts or financial aid, can help balance affordability with revenue needs. By integrating these strategies, schools can maintain enrollment and ensure long-term sustainability.
Partner with Us for Strategic Tuition Success
Are you ready to optimize your school’s tuition strategy? Our team of senior Montessori school consultants and coaches is here to support you in developing a comprehensive plan that aligns with your school’s values and financial objectives. Please reach out to us today to schedule a consultation and explore how we can help in enhancing your tuition planning process. Together, we can ensure your school thrives while maintaining strong community relationships.
The Hidden Power of Practical Life Skills in Montessori
by Tim Seldin
“All activities connected with caring for oneself and the environment—like getting dressed, preparing food, setting the table, wiping floors, clearing dishes—these are tasks that adults often avoid. Yet, for children between one and four, these jobs are a source of joy, and they eagerly rise to the invitation to participate.” — Dr. Silvana Montanaro
“I love Montessori! I get to make snacks and serve them to my friends. It’s like being a real waiter.” — Phillip, age 5
This photograph from a century ago shows a young Montessori child ladling soup for her classmates at lunchtime. It’s easy to imagine her parents asking the same question many do today: “What does this have to do with learning to read or write?” In Montessori, Practical Life activities—such as washing tables, pouring water, polishing, sweeping, and dusting—are not just chores; they are foundational learning experiences.
Through these hands-on tasks, children develop an inner sense of order, focus, and independence. By caring for their environment, meeting their own needs, and helping others, Montessori students learn more than just skills—they learn how to learn.
Here’s a glimpse into a Montessori day that captures this philosophy:
It’s 10 o’clock, and Amani is hungry. She heads over to the snack table and prepares celery sticks with peanut butter, pouring herself apple juice from a pitcher made for small hands. When she finishes, Amani carefully wipes her placemat. This inspires her to clean, so she gathers a small bucket, sponge, brush, towel, and soap, and she starts methodically washing a table.
As she scrubs, she’s absorbed by the patterns of the soap suds. When she’s done, she tidies up, leaving the table somewhat clean—but that’s not the point. What Amani is truly learning is patience, independence, and the ability to concentrate on a sequence of steps.
Another child, Meredith, sees that the windows need to be cleaned. She gathers the window-washing kit and begins to spray a nontoxic solution on the glass. She uses a small squeegee and wipes it with a clean cloth. When done, she moves on, choosing activities that interest her.
In a Montessori classroom, children are genuinely responsible for their space. When hungry, they prepare snacks; when spills happen, they clean up. They practice self-care and community care—each action cultivating confidence and independence.
A Foundation Beyond Skills
Montessori isn’t just about teaching children to count or read; it’s about shaping the people they will become. We focus on developing self-discovery, resilience, and a joyful pursuit of knowledge. This isn’t merely an academic education but an education of the heart and mind. In this setting, children learn with patience, curiosity, and a sense of personal responsibility.
Montessori’s classroom for children between three and six years old is called a Children’s House—a true community of young children. Dr. Maria Montessori’s vision was not to create a more advanced kindergarten but an empowering environment where children are respected as individuals. Here, they develop social and emotional connections, form lasting friendships, and take pride in their shared responsibility for the space and each other.
As children thrive in this nurturing community, they begin to believe in themselves. In this atmosphere, they maintain their natural curiosity and willingness to explore. They learn that mistakes are not failures but stepping stones to growth. With this foundation, they grow to view learning as a journey rather than a destination.
Growing up this way
As a child, I attended the Barrie School in Washington, D.C. Barrie was founded by my mother in 1932. Later,
I returned to teach and eventually served as headmaster for 22 years.
As a child, I remember arriving at school on frosty mornings, stopping by the kitchen for a piece of toast or some cereal, and helping myself with a bit of guidance from older students. As we grew, so did our contributions to the school.
Barrie was a community of several hundred children ranging in age from two to eighteen. Our food was made in the school kitchen, and older students volunteered to help with preparation. I spent mornings peeling potatoes and stirring stew alongside our cook, Edith, and friends.
After meals, we carried dishes back to the kitchen, washed them by hand, swept sidewalks, watered gardens, fed animals, and tutored younger students.
These daily acts connected us with everyone on campus— from bus drivers to teachers. They taught us the importance of community, and to this day, I still enjoy washing dishes.
The Lifelong Value of Practical Life Skills
“In the special environment prepared for the child, they express an inner need: ‘Help me to do it by myself!’
In Montessori, the classroom itself is a “children’s house,” where children play an active role in caring for the space. They prepare snacks, clean tables, sweep floors, and organize shelves. Through these activities, they learn much more than basic tasks; they develop self-respect, resilience, and a love for learning.
Confidence grows when children feel capable and independent. Montessori classrooms are designed to foster this growth. Here, children’s actions say, “Help me learn to do it for myself!” By encouraging them to be self-sufficient and organized, we set the stage for a lifetime of strong work habits and a sense of responsibility.
Independence does not magically appear as children grow; it must be nurtured. In Montessori, children start young, learning to tie their shoes or pour their own milk. Small successes like these lead to a sense of confidence and pride.
As they mature, Montessori students learn Practical Life skills that prepare them for daily living, like cooking, sewing, managing money, gardening, and even simple home repairs. However, perhaps the most essential skill is learning how to work and play with others kindly. Kindness and respect are daily practices in the Montessori classroom, where children learn to be thoughtful and responsible toward their community. They learn to treat themselves and others with dignity.
Montessori schools aim to be close-knit communities where people learn together in an atmosphere of warmth, respect, and cooperation. Teachers are mentors and guides, helping children grow in understanding and compassion for each other’s unique backgrounds and interests.
Montessori Practical Life activities are the heart of Montessori education. They teach children to be confident, responsible, and independent human beings who find joy in learning and meaningful work.
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, Montessori 101, The World in the Palm of Her Hand. and Montessori for Every Family, co-authored with Lorna McGrath. Look for The Montessori Way, coming out in May, 2025.
Many parents believe that the word discipline means to punish. In reality, it means to teach.
Testing your limits
Every child will test the rules to some degree. In fact, most acts of testing parents are a normal part of a child’s process of growing up. When children test adults, it is often their way of expressing feelings that they don’t understand, and from our responses, they gradually learn how to handle their emotions appropriately. By testing the limits, they learn that we really care about certain ground rules of grace and courtesy in our relationships. In acting out, they are taking their first tentative steps towards independence, attempting to demonstrate that we don’t control them completely.
Family ground rules
Some families have far too many rules when all that is needed are some basic guidelines that underpin what we expect and hope from all members of the human race. There is no need to be creative and think up something to govern every aspect of your children’s lives. Agree on your family’s ground rules and get them written down and displayed so that both parents and caregivers can refer to them. Teach your child how to do the right thing rather than focusing on their mistakes. In the Montessori-inspired home, there are usually just a few basic rules.
• Treat everyone with respect.
• If you use something, put it back correctly when you are finished.
• If you break or spill something, clean it up.
• Tell the truth, and don’t be afraid to admit when you make a mistake.
You should be absolutely clear in your mind about your family’s ground rules. Explain them positively rather than as prohibitions. Instead of saying, “Don’t do that!” the rules should tell your child what to do. Teach them how to follow them as if you were teaching any lesson in everyday life skills. Model the same behaviors that you are trying to encourage in your child. Consciously try to catch your child doing something right and reinforce and acknowledge even the small steps they are taking in the right direction. Don’t wait until they have mastered a new skill; encourage them along the way.
When your child breaks a ground rule, you can do several things other than scold, threaten, or punish.
You can redirect them by suggesting a more appropriate choice. You can remind them of the ground rule and politely (but firmly) ask them to stop. If the situation is not emotionally charged (that is, if you are not personally aggravated), you can re-teach the basic lesson about how to handle such situations.
Be consistent. If you find that you cannot bring yourself to reinforce a rule, again and again, it should not be a ground rule. A few good rules are much better than dozens that are often ignored.
Teaching tidiness
Show your child how to put their toys away after they have finished playing with them.
Reducing Power Struggles
Sooner or later, every child will stubbornly say, “No, I don’t want to!” This is the power struggle that starts in the toddler years and often continues throughout childhood and adolescence. Many people call the toddler stage the “terrible twos,” but it doesn’t have to be—not with two-year-olds or with older children.
Power struggles start in situations where parents and children are determined to get their own way, and neither party is willing to back down. Underneath, each feels frustrated and threatened. Parents feel that their children are directly challenging their authority. Children in situations such as this are usually feeling powerless. They are attempting to assert their autonomy and establish more of a balance of power in their relationship with their parents.
Don’t punish, teach.
Threats and punishments are not good tools for getting children to behave. When children are angry or asserting their independence, they often misbehave and don’t care if they are punished.
Those children who do respond to threats and are shaken by punishments are anxious to please us and win back our love. Arguably, these children will respond just as well to other forms of discipline. While punishments tend to produce immediate results, they are rarely long-lasting.
Explaining ground rules positively
Teach your child how to handle certain situations rather than scold or punish them.
Strategies for minimizing power struggles
Here are some strategies to help reduce the number of power struggles and the use of the word “No!” you and your children can get most, if not all, of what you are after.
Power struggles can be minimized by giving your child meaningful levels of independence and responsibility in everyday life. This makes her feel powerful and grown up.
Reserve “no” for really important issues, such as an activity that might harm your child, others, or one that causes damage.
Give your children choices. Whenever you can, look for ways to let your children choose between two equally acceptable alternatives. “Would you like to have water or milk with your dinner?”
Teach your child to politely say “no”: “Mom, I really do not feel like doing that now.”
Teach your child to do things correctly and emphasize the positive rather than using anger. Above all else, try never to ask your child unanswerable questions, such as, “How many times do I have to tell you?” to which the response would be, “I don’t know, Dad! How many times do you have to tell me?”
Teaching Lessons In Grace And Courtesy At Home
Practicing games that teach good manners can help your child learn how to behave well in any company. Here are some more ideas for lessons in grace and courtesy:
Keep in mind Robert Heinlein’s golden rule of family life: “Kindness and courtesy are even more important between husbands and wives and parents and children than between total strangers.”
Don’t simply give in; look for ways that might allow you to back down gracefully. Often, through compromise, both
• Saying “please” and “thank you.”
• Using a kind tone when speaking to your child: no whining or yelling.
• Asking for a turn or if you can play too.
• Introducing yourself.
• Opening and closing doors.
• Coughing and sneezing in a way that protects others.
• Giving people compliments and encouragement.
• Allowing others to pass in front of you or to go first.
• Saying “excuse me” if you bump into someone.
• Responding politely when someone calls you or says your name.
• Walking around areas where other children are working or playing on the floor and not stepping over them.
• Learning how to wait.
• Not interrupting other people when they are talking.
• Answering the telephone politely.
Good Manners
In Montessori schools, the “lessons in grace and courtesy” (exercises that set a tone of respect and kindness) are taught alongside the more conventional subjects in the curriculum.
We show our children how to shake hands, greet a friend, and say goodbye. We demonstrate how to politely interrupt someone who is busy and how to tell someone, “no, thank you.” We teach children how to speak indoors and how to play nicely. We show them how to offer a sincere apology and how to resolve conflicts peacefully. We help children develop body control through balance and coordination lessons, which foster grace and courtesy.
We teach children grace, which is how to move thoughtfully. This allows them to navigate spaces without bumping into others or dropping items and to enter a room with awareness and composure.
As parents, we can teach our children socially appropriate behavior using similar Montessori strategies.
Simple Lessons
The first step is to explain a situation and demonstrate the right way to handle it. Then, have your child practice with you. Children enjoy these lessons if they are kept short, and if they are not embarrassed by making a mistake.
For example, if your children tend to yell at the top of their lungs inside the house, you need to show them how to keep the noise to a level that does not disturb other people. As it is happening, politely ask your child to speak softly. Then, choose a moment when neither of you is upset to give them a lesson on the right way to speak indoors.
Speak in simple language. You might say: “I want to talk to you about indoor voices. When we are outdoors, it’s so big, and sometimes we need to shout so we can hear each other. When we are outdoors, it doesn’t hurt our ears when someone talks loudly, so we can use our outdoor voices. But when we are indoors, it hurts our ears if we talk too loudly. When we are indoors, we need to use our indoor voices.”
Now, show your child what you mean. Talk very loudly and ask, “Was I using my indoor voice or my outdoor voice?” Talk normally. “What do you think? Was I using my indoor or my outdoor voice?”
You can teach all sorts of lessons this way, everything from saying “please” and “thank you” to closing doors quietly. Some families have the “manner of the week.” They introduce a new courtesy rule each week and practice it over meals and around the house.
Role Models
To teach children good manners, they need to see that their parents follow them consistently as well. The example that we set through our behavior is more powerful than anything we say. Children absorb everything they see us do, especially when they are very young, and soon, they begin to talk and act just like us. We are their role models.
Bearing in mind that your child will be influenced profoundly by the people around them, engage them in a discussion about the behavior of the children and adults with whom they spend their time—grandparents, cousins, family friends, playmates, etc. It is not your place to judge your extended family or other people’s families and how they behave, nor is this something you can control or avoid. Instead, be curious and ask questions that help your child navigate these differences.
Often, parents worry about the “negative influence” of others and seek to protect their children from these experiences. Still, exposure to different behaviors, value systems, cultures, and parenting styles can be seen as opportunities for your child to practice grace and courtesy, inclusion, tolerance, and your family values in different contexts.
Learning Kindness, Courtesy, and Manners in Practice
Children learn by example, but they can also be shown how to behave in a caring way through role play. Present these short exercises in calm moments rather than using them to point out a mistake.
Meet and greet: Teach your child the correct way to welcome visitors into their home.
Table manners: Show your child how to pull a chair out and put it back and how to sit down on it correctly.
Careful carrying: Teach your child how to bring something to you, carrying it using both hands and then to set it down correctly.
Care and compassion: Encourage your child to show concern for a friend who is upset.
Coordination and control: Have your child practice walking carefully along a line and watching where they are going to improve balance and coordination.
Saying goodbye: Your child starts to learn friendship skills when they are shown how to offer warm greetings and goodbyes.
This article is an excerpt from How to Raise an Amazing Child the Montessori Way (2nd Edition) by Tim Seldin, published by DK Press.
Building Strong Relationships Through Effective Follow-Ups
In the competitive landscape of private education, Montessori schools have a unique advantage: a foundation built on trust, relationships, and a genuine commitment to the growth of children and families. Yet, even the most mission-driven schools can need help with a critical piece of the admissions process: follow-ups. The challenge is clear—how do you nurture prospective families and move them from interest to enrollment in a way that reflects Montessori values? The answer lies in effective, thoughtful, and well-structured follow-ups.
The Importance of Relationships in Admissions
At its core, Montessori education is about relationships between teachers and students, parents and schools, and children and the broader community. Admissions should mirror this philosophy. Families aren’t looking for a hard sell; they seek warmth, authenticity, and evidence that your school is the right partner in their child’s journey.
Our goal is to be approachable, kind, and genuinely interested in the families we serve. It’s not about pushing for enrollment; it’s about building trust and offering value.
Follow-ups allow Montessori schools to showcase these qualities, positioning themselves as trusted advisors rather than salespeople.
Understanding the Family Journey
Data shows that most families don’t make enrollment decisions overnight. In fact, 60% of families take six months to two years to decide on a school, and nearly two-thirds consider three or more options before enrolling. This prolonged decision-making process highlights the need for ongoing engagement.
A well-designed follow-up system ensures your school remains at the top of their mind throughout this journey. It provides families with the information they need, answers their unspoken questions, and reassures them that they’re making the right choice.
Crafting a Montessori-Inspired Follow-Up System
Effective follow-ups are more than just emails—they’re a blend of strategy, authenticity, and content that resonates with your audience. Here’s how Montessori schools can build a follow-up system aligned with their values:
1. Automate Without Losing the Personal Touch
Tools like AIMS, Hubspot, or Mailchimp can help automate routine follow-ups, ensuring no family falls through the cracks. However, automation should complement, not replace, personal interaction. For families expressing immediate interest, a quick phone call or personalized email can make all the difference.
2. Deliver Meaningful, Montessori-Aligned Content
Families value content that answers their questions and addresses their concerns. Consider creating a series of follow-up emails that highlight different aspects of your school, such as:
A welcome email that warmly introduces your school’s mission and values.
Videos showcasing your classrooms and Montessori materials in action.
Quick facts about your school’s programs, extracurricular activities, and alumni success.
Testimonials from current families and students.
Insights into what graduates achieve after leaving your school.
This sequence not only educates prospective families but also reinforces your credibility and expertise.
3. Engage Families Based on Their Needs
Every family is unique. Some may prioritize academic excellence, while others seek a nurturing environment or strong extracurricular programs. Use surveys or forms to understand their priorities and deliver customized follow-ups that address their specific interests.
For example, a family interested in athletics could receive content about your school’s sports programs, while a family exploring alternatives to public schools might appreciate insights into Montessori’s approach to personalized learning.
4. Leverage Technology to Stay Consistent
A robust follow-up system ensures consistency even during busy times. Platforms like Aims allow schools to create automated email sequences, track engagement, and adjust strategies based on what works. Tools like ChatGPT can also streamline content creation, helping you generate blog posts, emails, and social media updates quickly.
5. Incorporate Retargeting Ads
Beyond emails, retargeting ads on platforms like Facebook and Google help keep your school visible. These ads remind families of your school after they visit your website, encouraging them to re-engage.
Why Follow-Ups Matter
A robust follow-up system doesn’t just increase applications and tours—it builds trust, fosters relationships, and reflects the Montessori philosophy of respect and partnership. As Clint Losch, an admissions expert, explains, “Follow-ups are about keeping families engaged, answering their questions, and showing them you care. It’s one of the most important steps in admissions.”
Montessori school leaders must view follow-ups not as a task to check off but as an opportunity to connect with families on a deeper level. By implementing a thoughtful, well-structured follow-up process, your school can stand out in a crowded marketplace while staying true to its values.
Take Action
If your school doesn’t have a follow-up system in place, now is the time to act. Start small by creating a series of automated emails or setting up a retargeting campaign. Over time, build a library of content that addresses families’ needs and showcases the unique strengths of your Montessori school.
There’s no more important job than responding to inquiries with care and attention. A great follow-up system ensures that every family feels seen, heard, and valued.
With the right approach, follow-ups can transform your admissions process and strengthen your school community—one relationship at a time.
As Montessori school leaders and consultants, we are often asked about preferences in Montessori training or organizations.
It’s a common misconception to think of Montessori as being divided into two distinct “tribes,” such as AMI and AMS, each with rigidly defined philosophies.
In reality, Montessori is much broader and more nuanced. In North America, there are numerous Montessori organizations, with AMI, AMS, and IMC being the largest.
For teacher training programs in the U.S., the key credential to look for is accreditation by the Montessori Accreditation Council for Teacher Education (MACTE), which ensures a high standard of quality.
Philosophical and Practical Differences
AMI (Association Montessori Internationale): Founded by Dr. Montessori herself, AMI emphasizes fidelity to her original principles, practices, and lessons. It tends to adhere closely to Montessori’s core methodologies and may emphasize certain materials or approaches with greater consistency.
AMS (American Montessori Society): AMS embraces a broader and more inclusive interpretation of Montessori, allowing for differences in implementation and some incorporation of modern educational elements. AMS training often reflects a more diverse set of influences, including greater flexibility for adapting Montessori principles to different contexts.
IMC (International Montessori Council): IMC generally aligns more closely with AMI in its emphasis on Montessori’s original philosophy but also incorporates a contemporary perspective that supports practical application in a wide range of schools and communities.
That said, all three organizations share more in common than what divides them. They are united by their commitment to fostering respect for children’s natural development and supporting the spiritual transformation of the adult—a cornerstone of the Montessori approach.
Choosing the Right Training Program
When deciding between AMI, AMS, or another MACTE-accredited program, consider the following factors:
Training Center Rigor: The quality and rigor of individual training centers can vary within any organization. Research the reputation and approach of the specific center you’re considering.
Budget: Training programs can differ significantly in cost. Make sure the program aligns with your financial resources.
Personal Learning Style: Some training centers emphasize hands-on practice, while others may focus more on theoretical discussions or group learning. Choose a program that matches your preferred way of learning.
Long-Term Goals: If you aim to work in a particular type of Montessori school (e.g., AMI-affiliated, AMS-accredited, or independently Montessori), align your training choice with their requirements or preferences.
Hiring and Faculty Development: An Administrative Perspective
From a school administrator’s perspective, the practical challenge often lies in finding and retaining qualified Montessori teachers. Most schools aim to hire the best-trained Montessori educators available. However, the availability of AMI, AMS, or IMC-trained teachers can vary depending on location, budget, and timing.
Many schools also sponsor non-Montessori-trained teachers through a Montessori teacher education program that best fits the school’s needs and the candidate’s availability and learning style.
This approach can result in a faculty with diverse Montessori backgrounds, training experiences, and interpretations of best practices. While this diversity can enrich the school, it also presents challenges in ensuring consistency and coherence across classrooms. Administrators play a critical role in helping teachers find common ground and align on how Montessori principles are implemented throughout the school.
Strategies for Building a Cohesive Faculty
To support a faculty with diverse Montessori training, administrators can take the following steps:
Establish Clear Guidelines for Montessori Best Practices: Create a shared vision and expectations for how Montessori principles are applied in the school. This will ensure consistency while respecting individual teaching styles.
Invest in Professional Development: Provide ongoing training and workshops to deepen teachers’ understanding of Montessori philosophy and methods. These can be opportunities to bridge gaps between different training backgrounds.
Facilitate Collaboration: Encourage faculty collaboration to share ideas, address challenges, and build a cohesive understanding of Montessori best practices. Cross-classroom observations and peer mentoring can be particularly effective.
Emphasize Community and Culture: Help teachers focus on the heart of Montessori—how they connect with children and families and conduct themselves in the presence of children. This shared commitment to the spiritual transformation of the adult can unify a diverse team.
Support Non-Trained Teachers in Training: For teachers in the process of earning their certification, provide mentorship and classroom support to ensure they can immediately begin applying Montessori principles in their work.
Evaluate Montessori Teacher Preparation Program Fit: When sponsoring teachers for training, consider the strengths and needs of the individual and the school. Align the choice of training program with the school’s philosophy, budget, and the teacher’s ability to attend in-person or online sessions.
Ultimately, whether hiring trained teachers or sponsoring new ones, Montessori school administrators must prioritize cultivating a strong, unified culture of Montessori practice. By supporting a diverse faculty to align on shared principles, schools can ensure a consistent and high-quality Montessori experience for all children and families.
The Heart of Montessori
Finally, remember that learning Montessori lessons and philosophy is only part of the journey. Montessori education is fundamentally about how we connect with children and families and how we conduct ourselves in their presence. This is often referred to as the spiritual transformation of the adult—the deep personal growth and humility required to truly guide and nurture children as they explore and discover their world.
Rather than focusing solely on organizational affiliations, look for a training program and community that resonate with your values, inspires you to grow, and prepares you to make a meaningful impact on children and families.
The Montessori Foundation Is Here To Help!
The Montessori Foundation is an international Montessori nonprofit organization that provides school consulting, mentorship, and professional development onsite and online to Montessori schools around the world. We’re here to help.
“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
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.
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.
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:
Board of Directors or an owner or ownership group in a school that is set up as a for-profit business
Board of Trustees in a private and non-profit school
Board of a public charter school
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.
“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?
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.
