Dear Parents and Caregivers,

Yes! It’s spring and our days are getting longer, new life is everywhere, and we can open our homes and lives to a breath of fresh air. This is our last issue of Tomorrow’s Child for the 2023-2024 school year. All the surveys, focus groups, and analysis have paid off thanks to you and your school leaders. Look how far we’ve come!

• The Montessori App makes accessing trusted resources and information easier for you.
• Wit & Wisdom, our monthly evening discussions with special guests, have allowed us to get to know some of you on a deeper and more personal level than ever before.
• Our new platform for the Montessori Family Life Webinars has given us opportunities to interact and connect more easily.
• The new design for Tomorrow’s Child is filled with articles and lots of photos for every level. Each issue is meant to have something for everyone.
• Regular postings on Facebook and Instagram give you information on upcoming events and inspiring parenting tips.
• The Montessori Foundation has made The Parenting Puzzle: ‘Peacing’ It All Together available and free to schools that are members of the Montessori Family Alliance. Schools are encouraged to offer this Montessori parenting course to their families. The Parenting Puzzle was specifically designed to help families use Montessori principles and strategies at home to cultivate cooperation, collaboration, and calm.
• The Montessori Family Life Team has invited exciting new guests and trusted regulars who are experts in parenting practices, child and adolescent development, Montessori philosophy and pedagogy, to have conversations with you every week.

And there’s more to come. We plan to continue sending school leaders a monthly newsletter to pass along to you. The newsletter highlights each Tomorrow’s Child issue and current webinars. It also lets you see past articles, book reviews and webinars – all intended to enhance your Montessori Family Life experience and resources.

As we look forward to the 2024-2025 school year, I am reminded of a song that an old friend, Sanford Jones, wrote called “At the Beginning Is a Good Place to Be.” Let us move forward with faith, trust, and hope in our children and families.

Lorna McGrath MFA Program Director, lornamcgrath@montessori.org

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.

• 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.

by Becky Noble

I have been a strong supporter of Montessori education since before Ben was born, having read several of Maria Montessori’s books and applied those methods when working with my employer’s young children.

When it was time for Ben’s dad and me to decide on a kindergarten for Ben, we considered a few options. Ben’s dad had been in public school throughout his education and felt that, if it was good enough for him, it was good enough for Ben. He was, however, willing to look at private schools as well. I recall visiting at least three schools, including the public elementary school closest to our home, a Christian School, and Countryside/NewGate Montessori.

Even though I expected lower standards at the public school, I was floored when the teacher told us that not every student was expected to know the whole alphabet by the end of the kindergarten year. Ben and his preschool classmates all knew the alphabet and had started reading by that time. Although the education level at the Christian School seemed to be up to my expectations, the classrooms were noisy and cluttered.

When we visited Countryside/NewGate, I knew that was where Ben would flourish. The quiet, orderly classrooms provided an ideal place for a young child to learn. I appreciated the respect with which each student was treated, and the way conflicts were resolved. I found the three-year age span in the classrooms to be an excellent way for a student to experience being a beginner, learning from the older students, and to work his/her way up to being a leader among the students, helping the younger ones. I was also happy to hear that each student could progress at his/ her own pace, not being held back to the level of the lowest common denominator.

Yes, there were some sacrifices made to have Ben attend Montessori school all the way through high school. Ben’s dad and I separated two months after Ben began Montessori school. I faced all the challenges that single parents face: reworking my schedule to accommodate Ben’s needs; trying to make ends meet; figuring out the financial aspect; etc. It was a very difficult time, but I was determined to provide Ben with what I considered to be his best educational opportunity. Looking back on it now, that was one of the most valuable things that I have gone through. I learned to be resourceful and to stand by my principles when it came to raising Ben.

Ben’s dad and I contributed to a portion of the tuition, but the bulk of it was on my shoulders. Even though it was a stretch to pay each month, I was not willing to lower my standards and deny Ben the opportunities he had at Countryside/New Gate School. The school helped with a generous contribution in the form of a scholarship. I believe paying at least a portion of the tuition gave me a bigger stake in my child’s education and I tended to be even more involved in it. When my new partner, Michael, came into our family full-time, he was active in projects and events at the school as he saw and supported the value of the education that Ben was getting. Ben graduated from NewGate School in 2005.

Now that Ben is grown, married, and the father of two beautiful girls, Michael and I support Ben and Kara’s choice to enroll Aurora and Felicity in a good Montessori school. I’m delighted that both girls are doing so well in that environment.

Becky Noble grew up in rural Pennsylvania, traveling around the country with her family every summer. For four years after graduation, she sailed the European coast and Caribbean, overseeing the galleys and teaching math and world history aboard the schooners of the Flint School. She transferred to their Sarasota, Florida office to help build ActionQuest travel adventure and Lifeworks community service programs that would eventually become Global Expeditions. She recently relocated to Franklin, Tennessee to be close to Ben and his family. When not spending time with her granddaughters, Becky now runs an online business and is a watercolor artist who enjoys sharing her knowledge with young people.

Purpose

• Develop independence in care of self
• Strengthening and refinement of movements of the hands

Age

• 16 months and up

Young children enjoy learning to care for themselves and their environment. Dr. Montessori described these activities as Practical Life activities and you will find them in all Montessori classrooms from birth through high school.

When children learn to take care of themselves and their environment, they experience inner pride and confidence. This supports their need to do for themself independently and serves their intellectual, physical, and language development.

Learning to clean shoes is a fun activity for young children. As a parent, you can introduce this activity and keep it available to your child in a space that makes sense: near your entry; on a cleaning supply shelf; or even in your broom closet. Once you show your child how to use this activity, keep the set intact (don’t let the pieces migrate around the house), remind your child of the true purpose if they use the tools for other activities, and remove the activity if your child is not able to use it safely.

INSTRUCTION

1. Trace the shoe silhouette template on the adhesive vinyl with the marker.
2. Cut out the Shoe silhouette and set aside.
3. Wipe the tray surface with a clean dry towel.
4. Remove the backing of the cut shoe shape.
5. Place the shoe shape in the center of the tray so that the length of the shoe shape is parallel with the handle sides of the tray.
6. Press the shoe shape with your hands and smooth out any bubbles.
7. Place the brush dish on the upper left side of the tray.
8. Place the brush in the brush dish.

Lesson

1. As with all Practical Life activities, show your child the tools you will need, what they are called, and how to hold them.
2. Remind your child that you will show them how to do the activity and then they will have a turn.
3. To clean shoes, place one shoe on the shoe shape and one shoe to the left of you on the floor.
4. Place one hand in the shoe, and hold the brush with the other.
5. Gently brush the shoe.
6. Turn the shoe side to side so your child can see that you are looking for dirt.
7. Place the brush back in the dish.
8. Place the shoe next to the one on the floor.
9. Pick up the other shoe and place it on the tray.
10. Invite your child to have a turn!

When your child is done, they can see what other shoes are around the house to clean. This activity combined with the hunt of finding shoes can make this activity last a long time. Once your child understands the activity, you can say things like…”I think I remember a pair of brown shoes in your dad’s closet…” By doing this you are supporting your child’s awareness of their environment, need to engage socially and genuinely, as well as your child’s language development. Try using different adjectives to describe shoes they may find. Scan