Tomorrow's Child Archives - Page 15 of 29 - Montessori Foundation

To access this page, you will need to log in or become a member.

I think my child is ready to move up to the next class… a year early!

by Tim Seldin | Children with Exceptionalities, Emotional Intelligence (EQ), MFA, Mixed Ages, Montessori Curriculum, Montessori Education, Planes of Development, Prepared Environment, TC Feb 2022

Over the years, it’s quite common for parents to come to us to say that, since their child is so advanced academically, they worry that the class they are in now is not sufficiently challenging. It is not unusual for parents to ask the school to move them up a year early next term.

There’s no one response that schools offer, but I think there are a few things to consider.

Typically, parental fear of their child being disadvantaged by being the most advanced in a Montessori classroom is based on a misperception.

Unlike traditional schools, where the pace of education is based upon the norm of the class, the Montessori curriculum follows an international model rather than what is commonly taught in American schools. In general, Montessori programs are more sophisticated and individualized in many ways.

In the United States, in the first three grades (kindergarten through second grade), it is fairly common to teach children number recognition and simple mathematical operations with one or two-digit quantities. Math can be very abstract, and some children memorize answers but may or may not understand what they’re doing.

Likewise, with reading, many children are asked to read from simplistic texts or workbooks that have more to do with spelling and vocabulary than with really giving them a love of the written word, no less a desire to express themselves in writing.

While there is a real concern about math education in the United States, many students are not culturally literate in history, geography, economics, science, civics, and our cultural heritage found in the arts and literature.

Like most schools that follow European tradition, Montessori places a huge emphasis on what some people call the ‘cultural subjects.’ These topics include, science; technology; history; geography; international studies; the foundations of industry and trade; architecture; engineering; and so much more. Montessori’s breadth of curriculum tends to produce young people who have far more knowledge of their country’s history, government, and heritage than most Americans.

So, we have three basic issues. The first is that in Montessori, children don’t learn at a preestablished pace. They are not only able to choose the things that most interest them but to learn in ways that they find most appealing. Children are different. Some learn best by listening to someone else talk; others learn by observing, and many need to directly experience to understand and remember. There are so many variations in the way children learn, and it’s challenging to know what’s right for an individual child.

The second issue is that no teacher can work with each child every moment of the day. That’s the beauty of Montessori’s prepared learning environment. It allows children to find meaningful work without having to depend on a teacher telling them what to do throughout the day.

Another consideration is that most of us learn best not by simply receiving a lesson; repeated experiences along with the opportunity to help (or teach) other children solidifies the skill or concept. The best teacher of the typical student is usually not the adult with a master’s degree in education; rather, it is often other students who have a grasp of the material and are willing to share their understanding with a fellow student.

The third point is that a child who remains in a Montessori multi-age class is surrounded by other students (younger and older) who have their own gifts and talents to share. They stimulate each other. The beauty of the Montessori experience is that the class is a community, not simply a group of children who are focused on the lesson that the teacher happens to be giving. This ongoing set of relationships builds a sense of safety and security for most children, both with their peers and with the adults in their lives. As parents, we need to understand how incredibly valuable that is.

So, the trade-off to having a child move up a year early is not so much that the child will get lessons that they couldn’t get in the younger class, as much as that they would be moving up into a class, where the age range is going to be three or four years beyond their current level.

Every child is different and there are times when moving a child up early actually is worth considering. In my experience, I never followed a hard and fast rule. We always try to explore with the family why they feel this is a good idea? Here are some points parents and educators should consider:

• Is it accurate that the current class really can’t meet the child’s intellectual and academic needs?

• Do the parents feel a strong urge to push their child ahead more quickly? If so, why? What do they hope to gain? What are the pros and cons?

• Or is it fear that their child will miss opportunities that they would have at the next level?

These are all legitimate questions, but we must weigh them against the advantage of stable, continuing relationships. Having been one of those students, who was moved up a year early at one point along my journey, I found it difficult to be a year younger than the youngest child in the classroom. So, if you ever come to the conclusion that, perhaps, your child might do well to move up, try to really think it through with the school and weigh the pros and the cons.

Montessori is based on the idea that each child follows her own pace and that education is a journey, not a race.

Montessori classes are not only about academics. The focus is social and emotional, as well. While a five-year-old may be reading like a six-year-old, this same child may socially and emotionally be better suited to remaining in a class with familiar children. Being among the oldest and most advanced creates the possibility of becoming a leader. Don’t undervalue how wonderful that experience can be.

Montessori is based on the idea that each child follows her own pace and that education is a journey, not a race.

Other than saving a year’s tuition if your child attends a private Montessori school, there are few (if any) benefits for a child who finishes high school early. Beginning university younger than the other students in their class may again present same social, emotional, and academic challenges, depending on the student.

Appreciating Montessori’s ability to meet children at their intellectual level is one of the greatest gifts of Montessori education. I always recommend that parents follow their hearts, but I do advise every parent to be thoughtful and careful before leaping to a decision.

Try to find the best path for your child, and always remember that it’s important to ask them what they really want to do. Listen carefully to their reasoning. Sometimes the reasoning makes perfect sense; sometimes it doesn’t make any sense at all. Weigh your conclusions and follow your parental instincts. That’s all any of us can do. •

Return to Table of Contents

An Online Montessori School for Teens

by Robin Howe, EdD | Early Adolescence (12-15), Emotional Intelligence (EQ), Empowerment, Free Reads, Later Adolescence (15-18), Montessori Family Life, Montessori Middle School, Montessori Secondary / High School, Prepared Environment, TC Feb 2022

Editor’s Note: Families have been inspired by Montessori to home-school their children for years. The trend seems to be expanding. Something new grew out of the pandemic: online education at the adolescent level that is consciously based on Montessori guidelines. One of those schools is the Bridgemont International School. Another is a branch of the Montessori Foundation’s Lab School, The NewGate School’s Global Campus. We understand that others are being organized as well. While most students attend schools in person, we feel that these new models should be of interest to Montessori families anywhere in the world. If you have a student who is thriving in Montessori, but there is no adolescent program where you live, these online schools may be an option to consider.

In the fall of 2020, the leadership of the Center for Guided Montessori Studies asked the question, “What would an authentic Montessori middle school look like if it were online?” This question was especially pertinent at the time, because we were all adjusting to “forced” online learning resulting from the COVID pandemic. The question that we asked ourselves was, “Can we build an adolescent Montessori program and community online?”

That winter, we decided to plan for a soft launch of what became the Bridgemont International School. We began with just one class of seventh- and eighth-grade students, all living within the time zones of the continental United States, led by certified and experienced Montessori Adolescent Guides.

Our plan is to add one grade a year, extending through high school over the next four years. We also plan to open additional cohorts in North America and other parts of the world as interest grows. As we have from the start, our goal is not to grow quickly, but rather with slow, careful steps to ensure that we establish programs that are excellent and sustainable.

The first question that we reexamined was, “What makes a Montessori adolescent (middle and high school) program authentically Montessori?” Even though we have been involved with Montessori programs at this level for years, there is (at this point) no one model for adolescent programs. Dr. Montessori died before she was able to define the “model” of what a secondary program looks like. Rather, there are a series of lectures and discussions that other Montessori educators have interpreted, leading to vastly different models of Secondary education.

Many are familiar with the farm-school model of Montessori Adolescent Education (Erdkinder), while others may be familiar with the curricular outlines of other Montessori Secondary training programs. While there are many different models, there are key components of Montessori for the student in the third plane.

Curriculum: Students need to learn! They should be culturally literate and develop the academic skills they will need if they decide to pursue post-secondary education. Even within this component, there are different definitions of what that means. I would suggest that students need to know basic information. What makes Montessori distinct at this level is the balance between helping students through the challenges of adolescence, while covering an excellent course of study. For us, a particular focus is helping teens to discover that what they learn in school is real, relevant, and interesting. We want to encourage their interests, help them to see the big picture, and think critically about what they study and how it relates to their own lives.

The core of our academic program is the Montessori educational syllabus, which consists of ‘integrated academic components’ in three overarching areas: self-expression; emotional development; and preparation for adult life.

Within these areas, Bridgemont offers rigorous coursework in a variety of academic subjects, experiential learning, and in-the-field experiences; a range of seminars and collaborative learning projects; training in organization and personal responsibility.

Even though our curriculum is highly integrated, courses have titles that are familiar to colleges and other schools including math, language arts, sciences, humanities, Spanish, health, arts, and electives.

Here is an example of a simple 7th- and 8thgrade science experiment that we did recently.

Is “earth-friendly” laundry detergent actually safe for the environment?

For this experiment, we planted radish seeds in potting soil. In Dish #1, we watered the seeds with a mixture of water and regular detergent. In Dish #2, we watered the seeds with a mixture of water and earth-friendly detergent. In Dish #3, we simply used regular tap water.

After 10 days, only one dish had germinated seeds. Can you guess which one???

The dish that used regular tap water was able to grow radish seeds. The other two dishes? Nothing.

In Dish #1, the regular detergent solution left a heavy film over the soil and seeds.

In Dish #2, the earth-friendly detergent solution did not leave as heavy a film; however, no seeds germinated.

Conclusion: “Earth-friendly” may not be all it is advertised to be; however, it certainly is “friendlier” in appearance.

Valorization: This is such a wonderful term that Dr. Montessori gave us. It is the key challenge of adolescence: the formation of a clear sense of identity, a moral compass, and feeling validated and valued for their contribution as an individual. As children transition from childhood through the teenage years, and then into the adult world, they need to feel a sense of responsibility and worth that leads them to confidence and independence. This can be accomplished in many ways; however, it is probably the single most important component of Montessori at this level.

Community: Community is, directly and indirectly, related to curriculum and valorization. Part of the work of adolescents is to discover their own strengths, style, and role in the community. This is done through deliberate and unexpected avenues. A most basic statement is that adolescents desire to be part of a community.

So, back to the question at hand; how does one create this from an online platform?

How can we deliver a rich curriculum that is more than mere memorization, create opportunities for students to feel valued and value in their work, and create a sense of community, when most of them have never actually met in person?

The students at Bridgemont spend approximately four hours a day in real-time engagement in a variety of activities, including (but not limited to) direct instruction, Socratic dialogue, independent and small-group work with peers, presentations, guest lecturers, working out, doing art, and the occasional Harry-Potter-themed “butter beer” parties.

So, can Montessori at this level be done from an online platform? YES!

A prepared environment at the Secondary level is much more about experiences rather than the materials and physical environments of the Early Childhood and Elementary levels. Can the Montessori guides create opportunities for authentic interaction, sharing, and developing a real sense of caring about one another? Can this be done while also helping students become culturally literate and explore their open passions? Again, YES!

Online learning gives students the space to comfortably participate and voice their opinions, which can ultimately help build confidence and positively reinforce their self-esteem.

At the half-year point, the discussion among the students and Montessori guides turned to gratitude. To our delight, what the students were most grateful for was the sense of community, greater than they had felt in their brick-and-mortar schools. What was our greatest concern, had become our greatest strength.

Community, in the case of the Bridgemont students, guides, and administrators, means kind, empathetic, interested young adults that are not just saying that they care, but honestly care about each other and are interested in the world in which they exist. While doing so, they are also being held to a high level of academic expectations that support each student’s progress and independence.

SOME ADDITIONAL INFORMATION:

Is Bridgemont accredited?

As Bridgemont International School is licensed in the state of Florida, it adheres to the graduation requirements of the State of Florida. (We teach the same courses; however, they are taught very differently.) The school plans to pursue accreditation by the International Montessori Council (IMC) and Cognia.

How does Bridgmeont address service learning, Erdkinder, etc.?

At Bridgemont, we recognize the importance of the “Montessori experience.” We intend to include each of these experiences; however, they will be different in that the students will have more responsibility in designing their experiences with the support of our Montessori guides. Rather than being provided with experiences, students will be actively involved in the design of the experiences that satisfy their requirements in their own communities.

Is it all online?

A goal for the near future is to have two live in-person experiences a year. The school year would start with a whole-school orientation, which would change from year to year and is meant to be a team-building and orientation program. The second experience is meant to be student-designed and will look different from year to year. This will be budgeted, designed, planned, and based on student feedback and student work. (COVID-19 has made this difficult, but it is a goal for the 2022-2023 school year, if possible).

How are time zones addressed?

Our courses and schedules are deliberately designed to meet the needs of students in the continental United States. With WIN (What I Need) hours scheduled on both sides of the “Core” curriculum, students from all parts of the United States can work together at times that are convenient and in line with best practices in adolescent psychology.

As the school grows, there will be timezone-specific cohorts. These will be times that are more specific to time zones and regions; however, there will be shared times with all available time zones to include students from other countries, continents, etc.

In summary, Bridgemont International School is an authentic Montessori School, where students from all over the United States and around the world have the opportunity to become what they are meant to be and have the fortitude, confidence, and support to go after it. •

If you are interested in learning more, please visit our website at www.bridgemontschool.com.

Robin Howe, Ed.D. is a Montessori kid, a Montessori certified teacher (at all levels except infants), and a Senior Consultant for the Montessori Foundation.

Return to Table of Contents

The Importance of the Kindergarten Year

by Tim Seldin | Child's Work, Kindergarten, MFA, Montessori Education, Montessori Parenting, Primary (3-6), Re-enrollment, TC Feb 2022, Tomorrow's Child

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

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

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

The advantages of using the local schools often seem obvious, while those for staying in Montessori are often not at all clear. When you can use the local schools for free, why would anyone want to invest thousands of dollars in another year’s tuition?

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

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

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

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

In a nut shell, what would be the most important short-term disadvantage of sending my five-year-old to the local schools?

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

As children begin their third year in Montessori, their understanding of the decimal system, place value, mathematical operations, and similar information is usually very sound. With reinforcement, as they grow older, these concepts become internalized and a permanent part of who they are. When they leave Montessori before they have had the time to internalize these early concrete experiences, their early learning often evaporates because it is neither reinforced nor commonly understood.

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

Montessori is an approach to working with children that is carefully based on what we’ve learned about children’s cognitive, neurological, and emotional development from more than one hundred years of research. Although sometimes misunderstood, the Montessori approach has been acclaimed as one of the most developmentally appropriate models by America’s top experts on early childhood and elementary education.

One important difference between what Montessori offers the five-year-old and what is offered by many of today’s Kindergarten programs has to do with how it helps the young child learn how to learn.

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

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

Montessori is focused on teaching for understanding.

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

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

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

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

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

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

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

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

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

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

Return to Table of Contents

Looking Back on My Years in Montessori

by Douglas Delaney | Early Adolescence (12-15), Empowerment, Montessori Graduates, Montessori students, TC Feb 2022, Tomorrow's Child

A college essay by Douglas Delaney

I think my life will be a roller-coaster of emotion and experiences. I will never forget the beginning of my amazing ride at Beach Park, the Montessori school that I attended from preschool through eighth grade.

When I look back on those days, all I can think is that these are the moments that shaped me. They created the groundwork for who I am as a person. They also left me with stories that make others ask, “Did that really happen?” and all I can say back is, “yes, it did.” Many of my moments at my Montessori school shaped me, but what has shaped me the most is what the school practiced: Montessori.

I know that Montessori has a well-defined definition. Still, the only accurate way to describe how it affected me is to offer my own explanation. I think that Montessori allows for kids to grow into themselves. When I was in preschool, I chose my own work throughout the day and genuinely loved the work I was doing. Montessori allows students to learn what they love and have the resources to pursue it even at a young age. Through those experiences, I have discovered my love of mathematics. Montessori also allows students to grow at their own pace.

I remember in Lower Elementary, being allowed to choose my own daily work but still have specific things to accomplish by the end of the week. This gave us our own time and ability to decide what to do and when. It let each of us learn how to take charge and manage our own time. I remember when my sister first started college. She told my mom that almost no one around her knew how to self-plan without their parents, but she could come up with her own schedule and prepare her workload for that week. I genuinely believe that that skill came from her years in Montessori.

I had a special connection to the school and the people in it. I left Beach Park with only three other students, which was that year’s graduating class. Those three other people probably know more about me than any other people I know to this day. But it wasn’t just the students to whom I grew close; it was also my teachers and faculty. The school faculty were indeed the people who have had the most significant impact on me. Whether it be my eighth-grade teacher, Ms. Summer, who pushed me to my limits while preparing me for high school, my Upper Elementary teacher Mr. Greg who taught me the beginning of Algebra, or my PE teacher Ms. April whose son was one of my best friends; all of them have shaped me in ways that I cannot even begin to describe.

That tiny little school shaped me. Although those memories on the playground of Beach Park School are long behind me, I still look back on them fondly. The years that I spent in that small school prepared me in so many ways to take the next step into college. And even after finishing this wild ride through high school, I can’t help but look back to where it started, at a small school called Beach Park Montessori.

Return to Table of Contents

Raising Helpers

by Theresa | Child's Work, Emotional Intelligence (EQ), Empowerment, Family Resources, Grace and Courtesy, Infant-Toddler (0 to 3), MFA, Montessori Family Life, Montessori Parenting, Practical Life, Primary (3-6), TC Feb 2022, Tomorrow's Child

by Theresa of Montessoriinreallife.com

One of the most wonderful things about toddlers is how they so inherently want to help. They are eager to be involved, be near us, and participate in our day-to-day activities. What we deem “chores,” toddlers see as what they are: meaningful contributions to our family or community.

After toddlerhood, we often notice a shift. Children seem less intrinsically motivated to help and view helping more as a chore. This is a natural part of development: they are more independent and focused on their own work and play. They are discovering who they are and where their own interests lie, which is a beautiful thing. It also doesn’t mean it’s the end of helping!

How do we continue to foster this motivation and raise helpers beyond the toddler years? Here are a few tips that I’ve been keeping in mind in our own home lately. These can be incorporated in toddlerhood and well beyond!

Help Our Children

Our children learn how to help through us helping them. When we respond to their requests for help, they are more likely to do so in return. Helping doesn’t mean doing a task for them, but rather offering just enough help to get them through a tough spot.

Model It

Not only should we think about how we are offering help to our children, but how can we offer help to our partner, a friend, or our community? The more our children see us being helpers, the more likely they will want to be a helper too.

Talk About It

“In our family, we help each other.” This is a phrase that we repeat often at home. The more we say and hear this, the more ingrained it becomes and the more natural it feels to be a helper in the family. Importantly, this phrase is said in a gentle way, not as a command.

Make It Part Of The Routine

When we make helping a part of our daily rhythm, it becomes natural. In our family, certain tasks are the kids’ responsibility every day: putting shoes and coats away, setting the table, feeding the dog, wiping up spills, tidying toys, etc. These tasks aren’t rewarded but rather just part of the routine.

Don’t Force It

Inviting doesn’t guarantee our children will help. Even when these tasks are part of the daily (or weekly) routine, everyone has off days. We can offer grace and let it go. Often, the next day, or at a different time, they are ready to help again.

Offer Opportunities

Sometimes we move so quickly through our own chores, we forget that we could involve our children. As much as possible, I try to do chores in front of the children so that they have the opportunity to join in and help. Often, what we consider mundane tasks are satisfying for our children. Having cleaning tools that are appropriately sized for our children makes them feel especially capable.

Accept It As Is

When our children do help, we may find that they’re ‘help’ doesn’t lead to the outcome we desire. The dishes might not be as clean, or the laundry might not be folded in a neat stack. When this happens, we can thank them for helping and appreciate the effort that went into it. Rather than correct them at the moment, we can model again another time, and try to be patient, as every skill takes time.

How can your child help today? •

Theresa is a mom to two, a former Montessori guide, and the founder of the blog Montessori in Real Life(www.montessoriinreallife.com). Prior to momming and blogging, she went to graduate school for developmental psychology and earned her Montessori infant/toddler guide certification. Since transitioning from teaching to motherhood, Theresa found a new passion sharing her love of Montessori with parents,while continuing to implement the Montessori philosophy in her own home.

Return to Table of Contents

TENDING TO GRACE & COURTESY

by Cheryl Allen | Family Resources, Grace and Courtesy, MFA, Montessori Family Life, Montessori Parenting, TC Feb 2022

Grace and courtesy is often used to mean either rules or manners, or mannerly following of the rules. There are many lists out there about the grace and courtesy lessons that should be presented in the beginning of the year, making it seem to be a “one and remind” lesson. Yet, with not much thought we can see that grace and courtesy lessons need to be given throughout the year, need to be role modeled always, are presented based on observation, and fall into different categories. Dr. Montessori reminded us that, “social grace, inner discipline, and joy. These are the birthright of the human being who has been allowed to develop essential human qualities.” The Secret of Childhood (1966, xvii).

To help our students and our children develop the inner-discipline Dr. Montessori spoke of, grace and courtesy lessons need to be given throughout the year and in a multitude of ways. We start the year with a list of basic lessons, which need to be presented so that we may function as a group, and we present them again when there is going to be a change. In the beginning of the year, we present how to knock on the door and wait for an answer if the bathroom door is closed; this helps the class or family function with greater comfort. If we are going to see a live performance, a series of lessons would be given on entering the performance area, showing respect during a performance, and how to show your appreciation of the performance. What is sometimes forgotten is that in between these events, we should be regularly presenting lessons that build upon those we previously presented.

When a child pulls a third chair up to a two-person table to work with one friend, and the third child complains, you have the perfect opportunity for a grace and courtesy lesson rather than a reminder. It is easy to say, “Chair Mover, do we move a new chair for a table in this class?” A new lesson involves working with the left-out child. Starting with an acknowledgement, “I see it bothers you that Chair Mover is working at the table. What is happening?” When the child tells you the others are talking too much, or taking up the workspace, or simply that the chair doesn’t belong there, you may help them figure out how to speak to the other students. Asking, “What could you say to them to let them know how you feel?” You can help the child figure out a courteous way to ask the other children to help solve the concern. Admittedly, this is the slow way it would be faster to remind Chair Mover that this is a two-person table. Pressing our own personal pause button can help us slow down and take the long view when opportunities to present grace and courtesy lessons occur. With a reminder, the table is back to two people with everyone having space for their work. With a grace and courtesy lesson and practice opportunity, a child has practiced a way to respectfully speak up about a perceived injustice, and two children have learned to work with another to solve a concern that one of the three people feels is important.

Grace and courtesy needs to be role modeled by the adults in the school or home for it to become important to all the people involved. Before I had children of my own, I had friends that were interviewing to enroll their son in the only Montessori school on the island we all lived on. They rode their bikes to the interview and a car came close to my friend’s bike, while his son was on the back of the bike. Obviously, he was scared and angry, and he shared this with the driver, calling him some choice names. They got to the interview, and you can guess what the child shared when the Montessorian asked him what he saw on the way to the school. She was just trying to engage the child; instead, she got to present a grace and courtesy lesson. She asked Dad if he had been scared and angry and hinted to him to apologize for his outburst. Dad did and the child learned that they could all learn from mistakes. Being a role model does mean that we consider not sitting on tables or walking around eating unless this is common practice for all in the room; more importantly, it means taking the time to acknowledge actions that we did not want to role model and to change that behavior.

GRACE AND COURTESY DO NOT END AT THE CLASSROOM, OR SCHOOL DOOR, IT SHOULD BE A PART OF OUR LIVES IN ALL AREAS.

All grace and courtesy lessons should be presented from observation. Sometimes it is developmental, such as our beginning the year whole class grace and courtesy lessons, sometimes they are based on “in-the-moment” needs, and they should also be based on whole-group observation. My teaching partner and I gave a couple of well-received individual grace and courtesy lessons around speaking in a way that respects classmates’ feelings. Yet, as we observed the class and discussed with each other, we noticed that teasing that one person thought was fun and acceptable, was happening regularly throughout the classroom. In more casual conversation with students, rather than formal lessons, we began to talk about the way we talk to others. In our weekly group team-building time, we played some games and did some projects that brought attention to the way our words could help or hurt another person, with or without us meaning the hurt. The multi-pronged approach helped us, as a class, find a balance between joking and inadvertent hurting; yet, without observation for grace and courtesy skills we would have been managing one person at a time, probably never reaching the same balance.

Grace and courtesy are so much more than a set of rules and the manners we demonstrate when we follow those guidelines. It is noticing and caring for the environment, which is one of the first places students can begin to see how their actions affect others. It is helping children become aware of how they are feeling, what is going on inside them and developing language to express these feelings. It is working to develop social awareness, thinking about how your actions affect others and the environment around you, and finding the willingness to give grace to others when their actions affect you negatively. It is using kind and respectful language to express your own feelings and needs to communicate with others. It is bringing the grace of physical action to awareness, how one’s actions affect themselves, others, and the environment. It is being aware of those who may need you to be an advocate or help them take action, in your immediate community and the community at large.

Grace and courtesy do not end at the classroom or school door; it should be a part of our lives in all areas. At home, my time has been allocated differently in the past couple of years. One thing I have been able to do is tend to the roses in my garden with more regularity. I do not trim them, water them, or fertilize them for a greater length of time than I did previously. I just have smaller amounts of time to spend on them more often. Grace and courtesy in the school, classroom, or home works the same way. You don’t need more time over the year, you just need to be more consistent with your time. My roses bloom much more often than they did a couple of years ago, there is nearly always at least one rose in bloom, which I love to see as I walk out the door. With regular attention to grace and courtesy, you will probably find at least one bloom of kindness and consideration every day, most likely a whole bouquet’s worth. •

Cheryl Allen is the Associate Coordinator of the Montessori Family Alliance and is also a parenting educator and a Montessori consultant with the Montessori Foundation. Cheryl attended Montessori school as a child. After some time as a traditional Secondary teacher, she worked in Montessori classrooms, 3-6, 6-9, and 9-12, earning certifications from both AMS (3-6 and 6-9) and IMC (6-12). She is a teacher educator, workshop presenter, and member of IMC accreditation teams. Cheryl’s two children attended Montessori from age two through high school graduation.

Return to Table of Contents

When Public and Private Montessori Schools Work Together, Everyone Wins

by Amy O'Connor | Emotionally Healthy Children, Health / Nutrition, MFA, Montessori Family Life, TC Feb 2022

by Amy O’Connor

Editor’s Note: Montessori schools within the same community often have little or no contact with one another. This is unfortunate. There is strength in numbers. They can look for opportunities for families and their children to participate in joint events, such as the one described in the article below. We’ve always encouraged Montessori schools to look for ways to build a larger network of families and their children and hold such events, whether it be a 5K race as these two schools did in Florida, or a community-wide art show, talent show, athletic event, fall festival, or even a lighthearted contest that we call “Are you smarter than a Montessori Kid?” That’s where teams of parents go up against a team of multi-aged Montessori students from the elementary level and beyond to test their knowledge of cultural literacy, such as identifying the capitals of countries, the names of countries, or the names of botanical leaf, or geometric shapes. These are topics Montessori children typically learn and which parents may have either never learned or have long ago forgotten. Let us know if your school does something of the sort. It’s a story we would love to tell.

On the small island of Key West, located at the southernmost tip of Florida, there are two Montessori schools that happen to be less than a half-mile from each other on the same street, which is coincidentally named United Street. This year they partnered to co-host their 5K race.

Founded in 1972, Montessori Children’s School is Key West’s oldest Montessori school. It is a private, non-profit school, and its programs educate children eighteen months to sixth grade.

May Sands Montessori School is Monroe County’s first charter school. It serves students in Key West and the Lower Keys from kindergarten through eighth grade.

The two schools are accustomed to having students and staff transfer from one school to the other. In addition, several families have children at both schools. The schools also get together each year for their annual International Day of Peace walk. However, this is the first year they have teamed up for a fundraising event.

There is so much energy and expense put into fundraising, so having the two schools split both of these was a great way to lighten the load. Not only did the number of registrants increase, but profits increased as well. Each school secured its own sponsorships but split the race registration proceeds and the expenses.

Often, private and public schools see themselves as being in direct competition with one another. Each school has its own fundraising events and tries to garner the most participants. By coming together as one, we are not only providing Montessori families at different schools the opportunity to get to know one another, but we are also celebrating our individual and shared experiences.

A few years ago, the company that records race times of the individual 5K’s suggested combining the races to save money. Both schools had been hosting their own 5K’s for many years. As the weather in Key West is beautiful almost all year round, fitness is a huge part of life here. In addition, it’s a popular destination point for out-of-towners who love a warm place during cold winters. Running, biking, swimming, and water sports are quite popular in the Florida Keys. Years ago, when there were just a handful of fitness events, the turnout at individual events was much larger. As more and more events were scheduled, participation at each event began to dwindle.

Due to COVID, both schools canceled their 5K events last year. This year seemed like a great year to experiment with a combined race. We couldn’t have been more pleased with the way this year’s race turned out. Seeing all the families together, uniting for one great cause, was truly gratifying for all involved. Perhaps there will be more shared events in the future. In true Montessori fashion, collaboration wins over competition every time. •

Amy O’Connor, Executive Director of Montessori Children’s School of Key West, has been involved with Montessori in some capacity almost her entire life. Her parents helped found the school in 1972. Amy’s three children attended Montessori schools in Essex, Vermont, and Key West, Florida. Amy has her Primary Montessori teaching certification as well as her BA in business.

Return to Table of Contents

Messy Spaces for Art and Hobbies

by The Montessori Foundation Staff | Child's Work, Family Resources, Imagination, MFA, Montessori Family Life, Practical Life, Prepared Environment, TC Feb 2022

by Tim Seldin and Lorna McGrath

An excerpt from Montessori For Every Family, published by DK Press, 2021

In most families, there are hobbies, interests, and activities that can be messy, need to be left in place to continue to work on later, or where special tools and supplies can be kept on hand and are easily found as needed. A messy space like this could be a spare room in your house, in the basement if you have one, or in your family garage.

It could be a craft and art studio for sculpting or making pottery or an area for woodworking with a workbench with tools arranged on shelves or hanging from a pegboard. It might be a room where you keep your paints and an easel, a photography or video studio with lighting and backdrops, or a space for tools to work on your cars or bicycles.

Keeping order in mind as you plan and organize the space is key to reducing frustration when you can’t find a tool you need or something you’ve just created gets knocked over. When there is clutter and disorder, accidents are more likely to happen and safety to be compromised. It also becomes more difficult to concentrate on the project at hand.

In a Montessori-inspired home, we want to think about what kind of space is needed for your interests or hobbies with all members of the family in mind. Your children are likely to want to be around you as much as possible, as well as needing a space where they can do the things that they prefer. So the idea is to think about the activities that your family members enjoy and consider which ones can be done in the same space.

Many families do not have a spare room, a basement, or even a garage that could be turned into a messy room. What are you to do then? Of course, everything depends on the ages and interests of your children, which may be very different from child to child, but the basic concepts remain the same. Our goal is to allow children to do activities that may be too messy to allow in their bedrooms, the kitchen, or the living room. When you live in a small apartment or home, you have to think outside of the box. You may make an exception to the general rule, and create a small area in the child’s bedroom where you lay down a protective heavy plastic covering on the floor and allow your child to paint, work with clay, glue models together, and other things using a washable covering to protect the surface of the kitchen table. The goal is to encourage children to feel that they can explore hobbies and interests while having your house (or backpack) become a mess.

Real-life story: When Jennie first went to school, she was fascinated with the art materials in her Montessori class. She loved to paint and draw with the beautiful beeswax crayons and colored pencils that were part of the classroom environment. When she would come home, she would often ask her mom if she could have an art studio. Jennie and her mom bought her a set of simple water paints and brushes, a small tabletop easel, and a stack of water-paint paper. They set up a little art studio with tile on the floor that could be easily cleaned if any paint spilled. Mom also bought some picture frames made from matte board so Jennie could hang her favorite paintings. As time went by, Jennie moved from water paints to charcoal and pastels and finally tempera and oil paints. but her interest in drawing and painting never faded away. Today, Jennie has grown up and has a career in science, but she still enjoys painting and loves going to art galleries.

Real-life story: I started noticing my son’s school backpack was full of what I considered trash. Broken rubber bands, the inner ring from a roll of tape, bits of string, etc… for and he just said that he needed them. Then, I started noticing items moving from the recycle bin to his bedroom. Egg cartons, milk jugs, cardboard boxes of all sizes…..it was looking like a recycling center in his room. I would ask him what they were. He kept saying he “needed” it all, so I walked out, took a deep breath, and went with it when what I really wanted to do was put it all back in the trash and have a clean house! Then, one day, he emerged from his room with a giant “smoothie shop” that served all types of smoothies (made out of cardboard and “trash”). This shop was so amazingly detailed and each bit of “trash” served a thought-out purpose. He used amazing grace and courtesy to take our orders and serve us smoothies. We all drank some delicious smoothies that day, and I silently thanked all of his Montessori teachers for teaching me to follow his interests… even when those interests looked like “trash!” —Tara, mother of John 9 years old

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

Tim Seldin is President of the Montessori Foundation and Chair of the International Montessori Council. His more than40 years of experience in Montessori education includes 22years 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, a 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, The World in the Palm of Her Hand, and his new book, Montessori for Everyone, co-authored with Lorna McGrath.

Return to Table of Contents

Faces of Normalization

by Dorothy Harman | Child's Work, Children with Exceptionalities, Emotionally Healthy Children, Montessori Curriculum, Prepared Environment, Primary (3-6), TC Feb 2022

Normalization is a term that Montessori teachers exhaust at the beginning of each school year.

“The children are normalizing.”

“Normalization is a delicate process.”

“We’re almost normalized.”

But what is normalization?

Dr. Montessori described normalization in this way: “And in these qualities of the child, she sees man as he ought to be: the worker who never tires, because what drives him on is perennial enthusiasm. She sees one who seeks out the greatest efforts because his constant aspiration is to make himself superior to difficulties; he is a person who really tries to help the weak, because in his heart there is the true charity which knows what is meant by respect for others, and that respect for a person’s spiritual efforts is the water that nourishes the roots of his soul. In the possession of these characteristics, she will recognize the true child, who is father of the true man.” (p. 257).

These are some of the faces of ‘normalization.’ The children are demonstrating independence, perseverance, repetition, and concentration to the exclusion of all the sights, sounds, sensations, and activity around them, because they have a greater task at hand. The children are constructing their own learning; they are shaping their own personalities; and they are building the adults that they are yet to become.

Anika places a large pink cube atop a small pink cube and the cubes fall. She removes the large cube and chooses another somewhat smaller cube. This cube also falls. She removes the small cube and replaces it with a larger cube. She places the smaller cube atop and, later, the smallest cube at the top of the tower. She sits back, observes her balanced tower, and her eyes sparkle as she smiles. one who seeks out the greatest efforts because his constant aspiration is to make himself superior to difficulties; he is a person who really tries to help the weak, because in his heart there is the true charity which knows what is meant by respect for others, and that respect for a person’s spiritual

To the onlooker, it appears that the children are cleaning, building, and working on skills. They appear to be manipulating letters, numbers, and tablets of color. They carry long red rods, stack pink cubes, and lug heavy brown pieces of wood to awaiting throw rugs. These observations are accurate; however, the process of normalization involves a great many skills, some that are visible and some that are less obvious. These children (and others like them) are learning, growing, and developing in a specially prepared environment that fosters the love of activity, concentration, self-discipline, and sociability. This process is facilitated by a sensitive adult, who has prepared the environment with order, consistency, warmth, and the removal of obstacles that could prevent this development.

Martin enters his classroom, says hello to a few friends, and walks directly to the shelf that contains the materials necessary for the parts of the tree puzzle. First he retrieves and unrolls his rug with attention to its position and smoothness. Then he gathers his puzzle and places it on the rug. He builds, disassembles and rebuilds his puzzle without fatigue, but with joyful energy.

Dr. Montessori’s discovery of the “secret of the child,” i.e., their hidden potential, had yet to be revealed and understood by adults. Dr. Montessori’s skills in observation and the circumstances that placed her in the company of children in need of a place to call their own (the slums of San Lorenzo, Rome) found a fertile place for the revelation to occur. She shared with her adult students at the second Indian Montessori training course, that the children came “undernourished, dirty, and uneducated.” “And these very small children, from three to six, did wonderful things. They had wonderful revelations. All these revelations of how to learn to write and to read by themselves at such a young age (and in the midst of joy) resulted in a transformation of their character.”

Liam is building the triangles with deep concentration. Somewhere in the room a tray falls, a child coughs, and an adult walks past. Outdoors a horn sounds and a truck rumbles past. Meanwhile, he continues the assembly of the triangles, the triangles that he has constructed many times before, without interruption.

Then and today, children enter Montessori settings with capabilities that suit them for the work and activity they will encounter. They bring bodies designed for purposeful movement, coordination, grace, and stamina. Their hands and senses serve them by allowing them to interact with and come to experience their environments. They are equipped with a mind that absorbs impressions from all around them; a mind that organizes, problem solves, adapts, remembers, is curious, is capable of long periods of attention and concentrates with little effort and without fatigue. When the body and the mind are satisfied, the true character of children is disclosed. They are peaceful, joyful, sociable, helpful, self-disciplined, satisfied, and their inquisitive and loving souls are made evident. ¢

REFERENCES

Association Montessori Internationale USA. (n.d.). “The first Casa dei Bambini: Montessori 150.” Retrieved December 2, 2021, from https:// montessori150.org/news/ first-casa-dei-bambini.

Montessori, M. and Claremont, C. A. (2019). The Absorbent Mind. Montessori-Pierson Publishing Company.

Dorothy Harman is an AMS Early Childhood credentialed Montessori guide. She holds a BA in Early Childhood Education and a M. Ed in Curriculum and Instruction with an Emphasis in Creative Arts. Dorothy Harman serves as a Montessori consultant and Adjunct Lecturer at the University of Nebraska- Kearney. She serves as a Field Consultant for the Center for Guided Montessori Studies and was a 2018 recipient of an AMS Peace Seed Grant. She is the author of Intentional Connections: A Practical Guide to Parent Engagement in Early Childhood and Lower Elementary Classrooms, published through Parent Child Press.

Return to Table of Contents

Advice: Tears At Pickup

by Cheryl Allen | MFA, Montessori Family Life, Montessori Parenting, TC Feb 2022

Your day can be ruined when your child tells you that something upsetting happened at school. Maybe a friend wouldn’t play with your child, or a classmate called your child a name, or any number of possible scenarios. The first thing your gut tells you to do is immediately call and complain to someone. The first thing we should do is pause. This is a time to listen and ask questions, not to solve the problem.

First, ask your child to tell you more. “Tell me more about that”, is encouraging in so many situations and perfect when dealing with an upset. Ask about their feelings, then ask how they think the other child may be feeling. You may even want to ask them, what they would have liked to have happened. Pause before you reach out to other adults or try to solve the problem for your child.

Statements and Questions to find out more about an upset:

“Tell me more about that.”

“What was happening before (problem)?”

“How did it make you feel?”

“How do you think (other person) felt?”

“What do you think (other person) is saying about this?”

“If you could have a do-over, what would you do differently?”

If you do need to contact an adult at the school, begin with the guide who was in the space. Through the appropriate communication channels for your school, let the guide know that your child was upset and your child’s version of the event. Be open to the fact that you are hearing only one angle, and work in partnership with your school if you need to provide any assistance in finding a solution.

One time, my older child came to me and said, “T pushed me!” When we asked her about it, she said she did push him. When we began to work with her to think of another way she could have managed rather than pushing, she responded, “Tell him not to jump on my foot.” We realized we had not filled up on what happened before she pushed. So, we received honest but incomplete information from our son. The real help they needed was discussing a different concern that led to standing on a foot and pushing him off. I needed to ask, “Tell me more about that.” •

Cheryl Allen is the Associate Coordinator of the Montessori Family Alliance and is also a parenting educator and a Montessori consultant with the Montessori Foundation.

Cheryl attended Montessori school as a child. After some time as a traditional Secondary teacher, she worked in Montessori classrooms, 3-6, 6-9, and 9-12, earning certifications from both AMS (3-6 and 6-9) and IMC (6- 12). She is a teacher educator, workshop presenter, and member of IMC accreditation teams. Cheryl’s two children attended Montessori from age two through high school graduation.

Return to Table of Contents

Book Reviews

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

Some of My Favorite Books For Older Children

by Tim Seldin

Whatever Happened to Penny Candy?

A Fast, Clear, and Fun Explanation of the Economics You Need for Success in Your Career, Business, and Investments

Written by Richard J. Maybury Edited by Jane A. Williams

From Bluestocking Press

There is an entire series of interesting books in the Uncle Eric collection. I particularly enjoyed sharing this clearly written, award-winning book about economics. In it, the author offers a clear and easily grasped explanation of the origin of money, investment cycles, inflation, market cycles, recessions, and much more.

As another reviewer put it, “Maybury’s forte is explaining economics in an interesting, logical, and easy-to-understand manner. This is no small achievement in economics pedagogy. Equally important, the economics in Whatever Happened to Penny Candy makes such good sense. When government’s economic policies make us say ‘uncle,’ let’s hope it’s ‘Uncle Eric,’ Maybury’s letter writer and alter ego.” – John G. Murphy, Ph.D., President,

National Schools Committee for Economic Education

“This book is must reading for children of all ages. Its presentation of some of the fundamentals of economics is lucid, accurate, and above all highly readable.”— Michael A. Walker, Executive Director, The Fraser Institute, British Columbia, Canada

Pyramid

Written & Illustrated by David Macaulay

From HMH Books for Young Readers

This is another series of excellent books published in the 1980s that is still available and should be in every school and family library. David Macaulay is an award-winning author and illustrator, whose books have sold millions of copies in the United States, alone, and his work has been translated into a dozen languages. Our children and I loved every one of his books. The series explored how famous buildings and structures were built, from the Pyramids to modern skyscrapers. The illustrations and detailed descriptions are fascinating to children (and adults) of all ages, but especially from seven to fourteen.

Our Vanishing Landscape

Written & Illustrated by Eric Sloan

From Dover Books on Americana

Eric Sloan is absolutely one of my favorite authors. Over his long career, he produced many compelling books that celebrate the traditions of early America and remind us that history is all around us, if we take time to look and understand. His work is a celebration of America. Eric Sloane was a prolific artist, which make his books come alive. This particular volume is just one of many. He wrote of the traditional life of the American farm and countryside. Just a few include Once Upon a Time: The Way America Was, Diary of an Early American Boy: Noah Blake 1805, The Seasons of America Past, The Cracker Barrel, The Little Red Schoolhouse, and many more. These books will not immediately grab the attention of the average young reader. I suggest that you get ahold of a few, and try to go through them together with a child of nine or older. Reading the Diary of an Early American Boy aloud together and looking at the pen and ink drawings may be a great beginning. Once you and your children realize how the evidence of the past surrounds us, you may see the place where you live and the places that you visit with new eyes. I love these books!

Healing Breath: A Guided Meditation through Nature for Kids

Written by William Meyer Illustrated by Brittany R. Jacobs

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

If I were going to present this meditation to students or to one of my own children, I would definitely start them off with a shorter meditation or with practicing the Silence Game that we often use in Montessori schools. Depending on their comfort and skill levels, I would read the book aloud with children or let them read it to me. Seeing the illustrations and hearing the words will help children imagine the scenes when they actually go to meditation, close their eyes, and visualize the scenes the author describes. I would also read the author’s words out loud, alone, before leading the meditation with children. Practicing this way will help me become familiar with the language, set my tone of voice, and determine the pace of reading.

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

Where Are You? A Child’s Book about Loss

Written by Laura Olivieri Illustrated by Kristin Elder

Where Are You? is written by a wife and mother of a three-year-old after her husband passed away. Her purpose in writing this book is to offer support for parents who may be struggling to answer their young child’s question about their missing parent. The author delicately describes how young children think and experience life and death in terms of ‘real’ things through their senses. After the child in this story experiences the loss of seeing, touching, and hearing his loved one, he begins to remember. He realizes that memories are held in the heart and that is where his parent is now. This book could be helpful for children ages three through eight years old, who are experiencing loss and searching for an answer to “where are you?”

Maria Montessori Speaks to Parents: A Selection of Articles

Written by Maria Montessori

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

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

How to Change the World in 12 Easy Steps

Written by Peggy Porter Tierney Illustrated by Marie Letourneau

This delightful book was inspired by Eva Mozes Kor, a child survivor of Auschwitz. During her life, Eva encouraged children to make a positive difference in the world by doing everyday things that show kindness, acceptance, support, and care for the environment.

The author put ideas into simple terms on how we can all “be the change” we would like to see in our world; small things like tidying your room; giving your parents a hug and a kiss; picking up trash where you see it; inviting a new student to sit with you at lunch; getting an education; and being creative can make a huge difference. The illustrations are realistic, fun, and relatable.

At the end of the book, the author tells a brief story of Eva’s life after Auschwitz. You and your child (or students) can watch a documentary about Eva Mozes Kor by filmmaker Ted Green – Eva A-706. Great for children 4-8 years old. It can be purchased on amazon.com.

One Green Apple

Written by Eve Bunting Illustrated by Ted Lewin

Moving anywhere can be an adventure or a journey at any age but moving to a new country with unfamiliar customs and a language you don’t speak or understand can be very challenging for a child. In One Green Apple, Eve Bunting tells the story of a child from South Asia on her second day of school in the US, who goes on a class field trip to an apple orchard. Here, she learns the names of two new friends and adds her green apple to all the red apples to make a delicious cider. This is a story of acceptance, connection, and adjustment in new surroundings. The illustrations are realistic, sensitive, and beautifully done. I highly recommend this book for elementary age children.

A Warm Winter

Written by Feridun Oral

This is a story about friendship, sharing, and survival in a beautifully illustrated book that children will enjoy reading over and over for years to come. The author uses forest animals to tell the story of how a mouse struggles to provide the necessities of life for others in his family. Along the way, the mouse enlists the help of friends (a rabbit, a fox, and a bear) to move the fire starters to the mouse’s nest. This was quite an unlikely team to be sure, and maybe there’s a conversation to be had about that as you read the story. As luck would have it, a fierce winter snowstorm thwarted their efforts, and the very large bundle of twigs and pinecones came undone and scattered. They took shelter together until the blizzard passed. What do you think they decided to do with the twigs and pinecones that had scattered? When you read this book, you’ll find out how it turned out to be a warm winter after all. It will be most appealing to children from age four to seven.

Calling all teachers, parents, & children!

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

Return to Table of Contents

Some Of Our Favorite Supplies For An Art Area In Your Home

by Cheryl Allen | Child's Work, Family Resources, MFA, Mixed Ages, Montessori Family Life, Montessori Grandparenting, Montessori Parenting, Practical Life, Prepared Environment, Primary (3-6), TC Feb 2022

“As well as being part of our history and a way of understanding other people’s experiences, art is also a form of personal expression, like poetry, song, dance, and telling stories. It is a form of human connection that can evoke feelings, thoughts, and hopefully appreciation and understanding. Montessori encourages families to expose children to as many forms of art as possible. Encouraging your child’s interest in art and giving them room to be creative provides them with experiences that will endure.” — Excerpt from Montessori for Every Family by Lorna McGrath & Tim Seldin

The new book, Montessori For Every Family: A practical parenting guide to living, loving, and learning, by Lorna McGrath and Tim Seldin, shares some ways to encourage an enjoyment of art and to set up a space to create. We have searched out materials to help you set up an inviting art space in your home.

A child-sized wooden table can be your art area for years. Look for a sturdy table and chairs that fit under the table. If you do not have space for a separate art table, consider a coffee table with storage nearby.

Pictures by different artists can be chosen by you or your child if you visit an art museum, or ordered from art.com. Also consider a piece of wood with clips attached and a variety of postcards for a changing display.

You may want a paper roll so you can create different sized pieces of paper.

The MÅLA

Paper roll holder with storage is a good choice. It is available from several vendors, including Amazon. Here is a link to one from IKEA: tinyurl.com/ mrxfc27e

MÅLA Apron

Keeping clothes neat during art exploration is difficult for some of us, so a smock can be a beneficial part of any art set up. tinyurl.com/2zzsetah

Stockmar Beeswax Crayons

Beeswax crayons allow for layering of colors and draw smoothly. They also last longer than traditional crayons. tinyurl.com/289usjem

Eco Finger Paint

Changing out art materials for different ages can help keep their interest up. Young children enjoy the opportunity to finger paint; this finger paint is made with food-grade materials, so you do not need to worry too much when painty fingers go into mouths. ecokidsusa.com/ eco-finger-paint/

Watercolor Pencils

Older children may like the many different ways to draw with watercolor pencils. tinyurl.com/2p9a6d5n

Add a pad of watercolor paper. ecokidsusa.com/eco-art-pad-1

Watercolors

This all-natural, set of opaque watercolors has magnetic pots of color, so just a few can be used at a time. tinyurl.com/3ruhf9yu

Honeysticks

For younger children, who may even like to taste their paints, Honeysticks is a set made from food-grade ingredients. tinyurl.com/bdfjy9w9

Beeswax or Soft Dough

Younger children may find beeswax or soft dough easiest to use. Stockmar modeling beeswax warms up in your hands and smells delicious. tinyurl.com/mws8axc3

Soft play dough can be reused again and again. tinyurl.com/2p9zy89v

Include a container or two, to collect items for collage and sculpture making. Egg cartons, confetti, rubber bands, pom poms, whatever could be reused and is appropriate for their use, can go in the containers for building and creating. Be creative, and follow your child’s interests. Have fun with these ideas and supplies, and add your own art area in your home.

Return to Table of Contents

MOVIE REVIEW: The Biggest Little Farm

by Margot Garfield-Anderson | Family Resources, MFA, Montessori Education, Montessori Family Life, Montessori Parenting, Montessori Teachers, Primary (3-6), Tomorrow's Child, Tomorrow's Child Online Issue

A documentary produced this year is our top pick for all elementary-on-up children, educators, and parents to watch. It’s called The Biggest Little Farm.

In 2009, a California cinematographer and a food blogger met and married. The Biggest Little Farm follows the couple as they attempt to build a sustainable farm an hour north of Los Angeles, CA. With the help of a dedicated environmentalist, they work through the trials and tribulations of achieving perfect (almost, anyway) harmony with nature.

This is the movie to introduce or reinforce many of the Cosmic Education lessons. It will help everyone understand the fragile balance of nature and how easy it is to be destroyed. The visuals are stunning, and the relationship with the animals on the farm are endearing. This movie brought joy, tears, and hope to me, and I highly recommend sharing it with all families to open up discussion on what each of us needs to be aware of to help do whatever we can to respect nature and protect our earth. •

Return to Table of Contents

DEAR CATHIE: A CONCERNED PARENT

by Cathie Perolman | Dear Cathie, Family Resources, Lower Elementary (6-9), MFA, Montessori Education, Montessori Family Life, Montessori Parenting, Montessori students, Montessori Teachers, Primary (3-6), Tomorrow's Child, Tomorrow's Child Online Issue, Upper Elementary (9-12)

DEAR CATHIE—

I have visited a number of Montessori schools as we consider a placement for our 3 and 4 year old children next year. I see the children all busy on different projects, and it all looks great. But can it really work? How can one teacher, even with an assistant, really keep track of who did what and be sure that each child is progressing and getting what she or he needs? All those children—all those needs. I can see it more for younger children, but I really get concerned in the Elementary grades. Does this method really work?

— A CONCERNED PARENT

Dear Concerned Parent,

I am so glad you are looking at Montessori schools for your children and that you have started the search so early. Many schools have rolling admissions and are open to admission at times other than the start of the school year or semester.

The Montessori Method works, as it is truly an individualized approach to education. Each child spends his or her school days in a carefully prepared environment with a group of multi-aged learners and a guide. A child chooses activities that call to her from within that environment while her guide watches her interests and offers lessons. From there, she develops a set of skills upon which to build. She practices the lessons she has learned and asks for new lessons as soon as those are comfortably mastered.

Children in the Montessori prepared environment also have the opportunity to watch others work and are often enticed by the work of those older children, aspiring to do what they do. This leads to more and more advanced work within the classroom as a whole and by your child individually. No child needs to wait for another child to have mastered a skill to move on! She has a new lesson as soon as she is able. Children also assist others younger than themselves, often teaching lessons they have already mastered. The child teaching lessons is one of the best ways to ensure mastery and confidence about something they have learned. It also leads to a kind and caring community.

Children have a say in what parts of the curriculum with which they engage and when they do so—always with awareness and support from the guide and other adults in the room.

Guides spend time observing the class to see which children are working at the mastery level on certain skills and are ready for a new lesson, which children need re-presentation, and which children need social

encouragement. They carefully chart these observations on paper or on the many computer programs that are now available and used in schools. While the classroom may look free flowing and easy going, it is actually a skill and data-driven environment, even though students do follow their own interests and work on projects and activities of their choosing. Their connection with their guide—often for three

years—enhances this relationship and connection and allows for learning to happen more easily from year to year. They offer carefully timed lessons to children as they are ready. These lessons are often one on one, but can be executed with the whole class or small groups. It is often hard to find the guide in the classroom as she is working with only a few children at a time.

In answer to your question, yes, the Method can and does work!

Children have a say in what parts of the curriculum with which they engage and when they do so— always with awareness and support from the guide and other adults in the room. Children learn initiative, self-control, and discipline while mastering basic skills. This method truly parallels the expectations and skills needed as a child grows and faces more adult challenges.

Enjoy your journey looking at schools! Montessori schools truly are unparalleled! •

Cathie Perolmanis a reading specialist, elementary educator, author, consultant, and creator of educational materials for primary and elementary students. Check out her new downloadable materials on her website cathieperolman.com.

For more than three decades she has dedicated her energies to improving reading for all youngsters.

She is the author of Practical Special Needs for the Montessori Method: A Handbook for 3-6Teachers and Homeschoolers published by the Montessori Foundation (available throughmontessori.org.) She is a regular contributor to Tomorrow’s Child and Montessori Leadership magazines.

Cathie Perolman holds a BS in Early Childhood Education and a MEd in Elementary Education with a concentration in reading. She is credentialed as a Montessori teacher. She is married and has two adult children and two adorable granddaughters. Cathie lives in Ellicott City, Maryland with her husband.

Return to Table of Contents

BOOK REVIEWS assembled by Lorna McGrath

by Lorna McGrath | Book Reviews, Family Resources, Later Adolescence (15-18), MFA, Montessori Education, Montessori Family Life, Montessori Middle School, Montessori Parenting, Montessori Secondary / High School, Montessori students, Montessori Teachers, Reading, Tomorrow's Child, Tomorrow's Child Online Issue

Animals Reviewed

by Association of Zoos & Aquariums

Elementary and middle school children, along with their parents and teachers, will love this book. It is a hilarious review of wild animals from around the world! Each animal is rated in a humorous way that tells the reader a little something about the creatures. Animals Reviewed also includes the common name for the animal, its scientific name, and a zoo or aquarium where it can be found. This information is great because some of these animals may tickle a child’s curiosity and may motivate them to do more in-depth research about the animal. They may even be able to go see the animal in person if a zoo or aquarium nearby has one in residence. Enjoy!

—JANE AUSTEN

Make Music!

by Norma Jean Haynes, Ann Sayre Wiseman, and John Langstaff

Another wonderful book for adventurous children and grown ups who want to have fun making music! The book is laid out in categories starting with Beginning Notes (pun intended I’m sure!); Household Things that Ring and Ping; Body Music; Percussion Beats and Rhythms; Breath Music: the Winds, The String Section; Instruments from the Workshop; and Creating Music. I’m excited just writing down the names of the sections and that’s not all. This book has beautiful photos of real children in action and having so much fun with music. Make Music is a great resource for an afterschool studio or for the vacation home or cabin, or at home on a school break, or ongoing project. The audience for the projects would probably be elementary-age children because of their skill and social levels; although, very clever teachers or parents could probably modify some of the projects for younger children as well.

Hatching the Cosmic Egg

Written by Michael Dorer Illustrated by Beth Wilson Music by Andrew Kutt

Michael Dorer, a well- known Montessori educator, author, and conference presenter, has now written his first children’s book and it’s ‘wonder-full.’ Hatching the Cosmic Egg opens with a request for the reader to “think of the very biggest thing you can.” I’m already intrigued and excited, and I think elementary children will be, too!

On each of the next few pages is a gorgeous, two-page, colorful drawing of very large earthly things that children might imagine and the author asking; Is it a great, gray elephant? Next two-page spread: A tall, snowy mountain? And so on. Then he begins to ask about more stellar images like the sun and the stars. This is so cool because the book brings the child’s mind to bigger and bigger images leading up to: It’s the UNIVERSE!

Now the story begins! This book encourages and entices children to think big about the universe, about themselves, and their part in the universe. Dorer, being the great storyteller that he is, seamlessly incorporates concepts from the great lessons and brings the readers to an awesome affirmation that they are connected to and part of everything in the universe.

Beth Wilson’s illustrations are perfect for the story, both in style and simplicity. They add to the wonder of this book. And, there’s more. With each book comes a CD with music and song by Andrew Kutt that enhances the story for readers in a totally different genre. This book needs to be in every home and classroom!

The Memory Box

Written by Joanna Rowland Illustrated by Thea Baker

The Memory Box is a very helpful book for children who have lost a loved one. It brings to light a variety of emotions from fear to sadness to happiness that children may experience as they go through the grief process and beyond. Sometimes, adults find it difficult to talk about feelings and death, especially if the person who has died is someone they loved as well. This book helps adults, as it tells a story about a child who is grieving, what feelings she experiences, and how she creates a “memory box.” The illustrations are lovely, almost whimsical, and yet realistic. At the end of the book there is a section to help adults support children through their loss. Children four years old through elementary and possibly the middle school years would benefit from The Memory Box.

Treasure Basket Explorations

Written by Laura Wilhelm Photos by Gryphon House and Shutterstock

Treasure basket exploration is a terrific idea for not-yet-mobile infants. The concept could be modified in some ways to better fit toddler’s through kindergartener’s strong sense of order. I struggled a little bit with this concept because I know from my own observations, as well as those of Maria Montessori and interactions with children in the early childhood years (birth-6 years old), that this period of time in a child’s development is crucial for preparing an environment that instills a very orderly way of thinking. At the infant and toddler stage of development, little ones are all about moving and exploring, so the baskets work well. There is a certain amount of order to it because the objects are contained within the basket. They come out of the basket and, when finished, return to the basket (sometimes by the infant or toddler—more often than not by the parent or teacher). The baskets are almost like introductory work for the primary level (3-6 years old), where the activities are contained in baskets or on trays but are designed to teach a skill rather than just allow for exploration.

I need to do more research about “heuristic learning” to truly understand what it is. As I read this book, it sounds like you put a bunch of stuff in a pile and the children get to “explore” it. For me it sounds a bit too unstructured for 3-6-year-olds, as they are really ready for order and imitation rather strictly exploration. Their activities always have some flexibility for exploration but also have a beginning, a middle, and end within each activity.

So, there are some very usable ideas for the infant-toddler years, and some ideas that can be modified for older children in Treasure Basket Exploration.

The Montessori Toddler: A Parent’s Guide to Raising a Curious and Responsible Being

Written by Simone Davies Illustrated by Hiyoko Imai

When I looked at the cover of this book I was intrigued. It was simple with a kind of unique illustration of a shelf with activities, and it was written for parents of toddlers—encouraging signs. Then I looked at the table of contents which was 3.33 pages long. Hmmm. Busy parents with small toddlers. Looks a little off-putting to me. So, I flipped through the book. I like photos and illustrations. There were very few photos and quite a few illustrations, but lots of words to read in this 248- page volume. Oh boy!

I made myself look more closely, and what I found was delightfully appealing. That huge table of contents I discovered was because the author listed each topic in each chapter, so it looked a lot more daunting than it truly is. Many of the topics listed are half a page to two pages at most. A parent can easily read a quick snippet and put the book down. They can also easily look up a specific topic that they are interested in because the topics are listed in such detail.

After looking more carefully, I really like the design. Simone Davies is very thorough. Her knowledge, understanding, and enjoyment of this age group is very apparent, and she shares it well with her audience. Often toddlers are misunderstood and so behave in ways that parents find difficult. Davies touches on some key points when thinking about toddlers. The first two chapters give parents valuable information about this stage in a child’s development and a brief introduction to Montessori. The rest of the book helps parents see their role as changing from a servant during infancy to a guide during toddlerhood and beyond. She brilliantly describes how to create a home environment that supports toddler success, both physically and emotionally, with furnishings and activities, as well as discipline.

The Montessori Toddler is a great resource for parents of infants, so that they can prepare for toddlerhood and for parents of toddlers who are already in the midst of toddlerhood.

Return to Table of Contents

BOOK REVIEWS by NewGate Secondary Students

by NewGate Secondary Students | Book Reviews, Family Resources, Later Adolescence (15-18), MFA, Montessori Education, Montessori Family Life, Montessori Middle School, Montessori Parenting, Montessori Secondary / High School, Montessori students, Montessori Teachers, Reading, Tomorrow's Child, Tomorrow's Child Online Issue

Six of Crows

by Leigh Bardugo

If you like complex characters, a thrilling story, and Victorianesque setting, then you will love Six of Crows by Leigh Bardugo. This book tells the story of a convict, a sharpshooter, a runaway, a spy, a heart render, and a thief who band together to pull off an impossible heist.

Six of Crows takes place in the Grishaverse, a world where certain people called Grisha have the power to manipulate the tides, the wind, or even the chemicals in your body. Every chapter in this book follows the story from a different character’s point of view. The narrative switches between Kaz Brekker, a criminal underworld mastermind; Jesper, a sharpshooter, who can’t walk away from a bet; Wylan, the runaway son of a rich merchant; Inej, a circus performer turned into a deadly assassin; Nina, a Grisha heartrender far from home; and Matthias, a Drüskelle, witch hunter, and a convict. All of them must put aside their differences to complete an impossible heist, not only to save the world but for the money.

The first half of this book takes place in the city of Ketterdam, a city based on Amsterdam, specifically in The Barrel, the part of town with all the gambling halls are where anyone will do anything for the right price. The Barrel is home to thieves, conartists, and, most importantly, gangs. It’s a place where everyone is trying to outsmart everyone else. The second half takes place in the faraway country of Fjerda, a cold unforgiving country filled with Drüskelle. Overall, I loved the setting; I just wish we could have explored The Barrel more. Kaz, also known as Dirtyhands, is a lieutenant in a gang called the Dregs. Inej is a kind, yet dangerous, Suli acrobat who, through a series of unfortunate events, finds herself an assassin. Jesper is a jittery and funny sharpshooter, who can’t walk away from a wager. Nina is decisive and independent. Matthias is cold and a good soldier. Wylan is the moral compass of the team.

Six of Crows is a must-read for anyone who enjoys thrilling, suspenseful, and magical books. With its complex characters, engaging, and intriguing setting, Six of Crows is not only a good book but a masterpiece.

Reviewed by Daniel Pellizzari,10th grade

Matched

by Ally Condie

In the book Matched, a girl named Cassia lives in a tightly controlled society where decisions are made for her. Officials decide, no one else. They decide whom you love, where you work, when you die, and more.

Ally Condie’s husband gave her the idea to write the book, Matched. She had a conversation with him about marriage in the fall of 2008. He asked, “What if someone wrote the perfect algorithm for lining people up, and the government used it to decide whom you married, when you married, etc.?” But some of Condie’s inspiration also came from general experiences, such as becoming a parent and falling in love.

The main characters in this book are Cassia Reyes and Bram Reyes, Bram and Cassia’s parents, Cassia’s grandfather (Xander), and Ky. My favorite character is Cassia’s grandfather (aka Samuel Reyes) because he’s so sweet and he understands Cassia. He’s kind and gentle to everybody, and he loves poetry. In this story, Samuel is always there for his family, as well.

I would like to experience what living in that society would be like. Cassia is so closely monitored all the time and isn’t free to do whatever she pleases—other people control everything Cassia does from the time that she eats to the time that she dies. It would be really interesting to see what that would be like.

Matched is definitely one of my favorite books. It’s very well written and interesting to read. The book has many unexpected twists, turns, and lies that make you need to keep reading. If I could change one thing about this book, I would change something that happens to Cassia’s grandfather. If you want to know what happens to him, you should read the book!

I highly recommend this book because it opens up your mind and makes you more grateful to know that you aren’t always being watched or monitored at all times. It’s so crazy to think how free we are compared to these people who live in a place where they’re just like everyone else—from clothes, to school, to work, and even to falling in love. If you’re the type of person who likes family, adventure, fantasy, and love, then I believe that this would be the perfect book for you!

Reviewed by Maya Stutzman,9th grade

Flowers for Algernon

by Daniel Keyes

Flowers for Algernon is highly acclaimed, having earned the Nebula Award for Science fiction and Hugo award for best novel and considered a classic by many. Written initially as a short story in 1959, it was later expanded into a novel in 1966. The book challenges the status quo of science fiction, focusing not on laser guns, but on the human mind. When it was released in 1959, it changed the very definition of science fiction. However, besides the science aspect of the book, it also has a more important message about humanity.

The story follows Charlie Gordon, a developmentally delayed man who wants more than anything to be smart. When two scientists choose him to be part of a science experiment meant to raise his IQ, his view of the world is completely changed. Now he has to deal with the difficulties that come with intelligence and the painful memories that begin to manifest in his head. I won’t say that this book will change your life, but it should definitely make you think. For me, Flowers for Algernon really pulled at my heartstrings and made me feel emotions that few books have been able to elicit.

Before I elaborate more on the story, I would like to mention that this book is not for kids any younger than secondary school age or those who are afraid to feel a little uncomfortable. The reason I say this is as Charlie remembers more and more of his past, the book takes a darker turn. There are also some slightly mature moments in the second half of the book.

Charlie’s character goes through multiple changes as his intelligence increases. He starts off as a man who has the mind of a kid, working at a bakery owned by a family friend. This is the only place he is able to work, and the owner acts as a father figure to him. He can’t remember anything and is constantly bullied by the other workers. Then, when he receives surgery that slowly increases his intelligence, his character completely changes. He becomes a hyperintelligent person who remembers everything and is able to learn twenty different languages, but now he realizes everything that has happened to him in his life. He now understands that he was previously living in the moment but not able to understand the moment. He had no control over his life, yet now he does, and he’s impossibly frustrated by this. People treat him completely differently and are scared of him. He’s mad at the world, at people, and at his circumstances. He only finds true companionship with the lab mouse, Algernon, that was the scientists original laboratory test subject.

A cool aspect of Flowers for Algernon is how the book itself is written. The story is told in the first person and is written in progress reports by Charlie. This gives the reader a new way to look into the protagonist’s mind, and I really enjoyed reading something that is written so uniquely.

One of the major reasons why I truly recommend this book is its great message. It shows that people who have mental disabilities are still people. We shouldn’t treat people differently just because they struggle with simpler tasks. If anything, we should support them and help them like we would any other person.

Reviewed by Micah Levine,10th grade

Between Shades of Gray

by Ruta Sepetys

“Have you ever wondered what a human life is worth? That morning, my brother’s was worth a pocket watch.”

Between Shades of Gray is a historical fiction novel written by Lithuanian-American writer, Ruta Sepetys. Sepetys’ heritage inspired the creation of Between Shades of Gray, her first novel. This chilling novel is centered around the soul-crushing events of the sovietinvasion within the country of Lithuania in 1941. During this time, soviet police took men, women, and children and dispersed them wherever they pleased, all while leaving the captives uninformed of their destination. The soviets would tear families apart, leaving them to question the fate of their loved ones. The soviets essentially forced the Lithuanians to live as slaves under extremely harsh, inhumane conditions, while having to comply with every order given to them; if they failed to comply, it could mean instant death.

Between Shades of Gray begins with backstory on Kostas Vilkas. Kostas is the husband of Elena and father to Lina and Jonas. Like many other able-bodied men, he was taken and separated from his wife and children. His wife, Elena, is an intelligent and caring woman. Elena can be seen taking on the role of the voice of reason, as well as being a source of positivity. Their daughter, Lina, is a young teenage girl with a passion for art, only 15, when she and her family were taken from their home. Lina’s younger brother, Jonas, was only ten years old when their family was taken. Although they do have their mother by their side the majority of the time, both Lina and Jonas are forced to grow up extremely quickly due to the hardships they face within their situation. However, when the children briefly reconnect with their father, bumping into him in a nearby train car, Kostas gives the children words of wisdom, telling them to stay strong and not to give up. This empowers Lina and Jonas, making them want to keep going despite all their struggles.

The family, minus the father, was forced aboard a train headed towards Siberia. Here, they meet many fellow Lithuanian captives; most memorably, they meet Andrius Arvydas.

Andrius is around the same age as Lina, and during the novel, they become love interests. The family also meets Mr. Stalas, Mrs. Grybas, Ona, and others. They all soon come to be familiar with Komorov, the commander. It seems as if Komorov is the embodiment of evil; he is the main antagonist. Along with the commander, the Lithuanians also get to know Nikolai Kretzsky. Kretzsky is another soldier who takes part in torturing and ordering the captives around. However, as time progresses, Elena strikes an odd friendship with Kretzsky and it’s revealed that he isn’t completely evil.

Between Shades of Gray demonstrates many important themes, including: morality, sacrifice, integrity, strength, and much more. I love watching the characters develop and grow throughout their story. Each character looks at what it was like to be a captive in the mid 1900s from different perspectives; and you are somewhat put into their shoes. I especially appreciate that, to create this novel, Septeys interviewed real survivors of this time. The fact that everything happening directly stems from those peoples’ truths gives the story life; it gives the story more real feelings and emotions. It shows a more historically accurate representation of their hardships. Their stories must be shared, and the way Septeys delivers their stories is beautiful. Septeys makes the story more personal, incorporating thoughts directly from the protagonists’ minds.

Septeys brings to light the crushing tragedy of the persecution of Stalin’s victims in such a way that is extremely powerful and full of raw emotions. This novel covers such a real and touching topic, I would direct the novel to a more mature audience. Anybody who enjoys more intimate, emotional novels will love this book. Be warned, Between Shades of Gray is a rollercoaster; you better make sure to buckle up.

Reviewed by Katherine Laub,9th grade

Ninth and tenth grade students at NewGate School are reading and writing like crazy! Writing reviews for real publications provides students with an authentic reason for writing. Do you have students or children who would like to send in reviews? For submission guidelines, contact: lornamcgrath@montessori.org.

Return to Table of Contents

Parenting 101: How Giving A Simple Direction Can Create Clarity

by Joe Newman | Challenging Behaviors, Family Resources, Infant-Toddler (0 to 3), MFA, Montessori Education, Montessori Family Life, Montessori Parenting, Montessori Teachers, Parent Education, Tomorrow's Child, Tomorrow's Child Online Issue

Quite often with a 3-, 4- or 5-year-old, there’s a lot of grey areas when they’re testing boundaries and you’re not sure a break is necessary—maybe he’s touching the baby’s face and he’s looking at you and he’s got this look in his eye like he’s thinking, “Can I do this? How about this? Am I making you nervous? What can I do before you say something?”

Typically, parents give ambiguous information in these moments, like, “Be careful. Your baby brother is very delicate, so I need you to be gentle.”

What is more effective in these moments is to give a clear action direction, “I need you to come and stand next to me for a moment.” Then, if he’s not moving to follow your direction, count: “5…4…3…2…1…”. And if he hasn’t come to you by the end of the count, give him a break. If he does come to you, have him stay there for a moment and then either let him return or give him a direction to play somewhere else. This inserts a very clear map for him (and you) to follow in that moment. You’ve asked him for something specific, and you’ve given him a clear timeline. He’ll begin to take your direction in these moments, because he doesn’t want a break.

It’s important that the parents aren’t threatening to do a break (so it’s not—“I need you to come over to me, or I’m going to give you a break”) because we want him to generate this thought and self-prompt in this moment.

You say, “I need you to come and sit on the couch to play.” He ignores you and you say, “5…4…3…2…1….” Then if he’s

There’s no judgment in your tone with this; it’s easy, it’s fun, it’s playful—like your child. This speaks directly to the difference between punishments and consequences.

still not on the couch, and you say in a relaxed tone, “Oh, now I need you to take a break.” Now he looks up and says, “No, no, no! I’ll sit on the couch.” And you respond, “It’s no big deal. You take the break; then you can go to the couch. Right now, you have a short break.”

You follow this pattern because your goal is to have your child follow your directions when you give them. Once you have a break process in place, you can give all kinds of other prompts, because now he takes your words seriously. As you move forward, you ask him to do what you need, and if he doesn’t, you give him a break, or you count down and then give him a break. But you don’t always have to count down.

You might simply ask your child to do something and then pause quietly for five seconds and then give the break. You don’t have to do it the same way each time because you want to keep him on his toes, so he learns to hold an awareness of your needs. There’s no judgment in your tone with this; it’s easy, it’s fun, it’s playful—like your child. This speaks directly to the difference between punishments and consequences.

You can begin by giving a clear direction and then counting. A few days later, you shift to pausing quietly for 5 seconds, then giving the break. Inevitably, your child will say, “Wait! You didn’t count!” and you can tell him, “Well I’m not always going to count. I don’t want to work so hard. You know what happens after I give you a direction. I wait a few moments, and then you get a break. It’s no big deal; you take the break, and you come right back.” The tone of voice you use and the lack of moralizing is the difference between punishment and consequence. You’re shifting from judgment and anger, which implies his actions are either good or bad, to good-natured coaching with cause and effect.

There is often a misunderstanding that administering cause and effect without judgment is too soft, but it’s not; it’s actually more effective. When your child is very defiant you can give consequence after consequence after consequence and frustrate the heck out of him. But the more you frustrate him, the more your tone should be sweet and empathetic so that your children focuses on the consequence of their choices rather than your judgment of them. •

Joe Newman was born and adopted in1963. In 1970 he was diagnosed ADHD and medicated with Ritalin. Every where he went, the playground, the classroom, even at home, Joe heard one message loud and c ear: you’re broken; your brain doesn’t work; you don’t belong.” No surprises when, at eighteen, he dropped out of college, shaved his hair into a mohawk and took off to surf the coastlines of the Caribbean and Central America. It was out in the world, working scores of jobs and starting his own businesses, where Joe realized he was not actually broken. Away from the tethers of school and home, Joe realized the same qualities called disorders were also qualities of positivity and value. Aggression became passion, distractibility became broad understanding, and stubbornness became tenacity. Realizing there must be millions of children out there, just like him, with ferocious spirits but misunderstood, he threw himself into finding and reaching these children.

His book, Raising Lions, has developed a growing following not simply because it helps parents understand why their children behave the way they do, but because the tools and solutions actually work.

Return to Table of Contents

Health & Wellness: The New Rules of Peanut Allergies: What Concerned Parents Need to Know

by Libby Ryan and Nicole Harris | Health / Nutrition, Infant, Infant-Toddler (0 to 3), MFA, Montessori Education, Montessori Family Life, Montessori Teachers, Tomorrow's Child, Tomorrow's Child Online Issue

by Libby Ryan and Nicole Harris Updated September 16, 2019 from Parents.com

New guidelines encourage us to introduce peanuts to all kids much earlier. Plus, the FDA recently supported development of a drug aimed at lessening the severity of allergic reactions from peanuts. Here’s what you need to know.

Editor’s Note: Parents.com is an invaluable resource for parents, grandparents, and caregivers. They cover topics for children of all ages. I always look forward to reading their online advice, and I highly recommend adding parenting. com to your daily read. The articles are informative, sometimes inspirational, and, in this case, possibly life saving.

This article brings a new, exciting possibility for allergy sufferers but should not be taken lightly or without the help of qualified medical personnel.

Everything you think you know about peanut allergies might be about to change. In March 2019, the American Academy of Pediatrics (AAP) released new guidelines for introducing kids to peanuts in the hope of decreasing the prevalence of this widespread allergy.

The study says babies should be given peanuts early, in order to prevent allergic reactions. In fact, multiple reports in the past decades have shown the benefit of introducing peanuts to highrisk babies when they are between 4 to 6 months old (with proper medical supervision). Infants with less of a risk can start these foods at 6 months or older, following the pattern of the family’s normal diet.

Previously, kids in danger of developing an allergy were supposed to avoid any contact with peanuts for the first three years of their lives, according to Hugh Sampson, M.D., director of the Elliot and Roslyn Jaffe Food Allergy Institute at Mount Sinai and a Parents advisor.

The study says babies should be given peanuts early, in order to prevent allergic reactions.

Then, in 2008, the AAP said that babies should not be refrained from eating allergens like peanuts, milk, and eggs. Being introduced to these allergens wouldn’t prevent them from developing eczema, skin conditions, and food allergies, according to the report.

But the March 2019 guidelines state that high-risk children should have peanuts in their diet much sooner. In turn, the babies will (they hope) have less of a risk of developing allergies in the future.

So how can a parent know if their baby might be at high risk of developing a peanut allergy? Two main signs your little one could be ready for a peanut intervention are egg allergies or severe eczema, according to the National Institute of Allergy and

Infectious Diseases (NIAID). Talk to your pediatrician if your child has either or both conditions; your doctor can do an allergy test to find out the best timing for introducing peanuts.

Whole peanuts are a choking hazard for infants and small children, says Drew Bird, M.D., director of the Food Allergy Center at Children’s Health in Dallas. For your baby’s first bites, you can stir a small amount of peanut powder into a puree or spread a thin layer of peanut butter on toast.

The sticky consistency of thick peanut butter can also be hard for little mouths to handle, so Dr. Bird recommends two teaspoons of smooth peanut butter mixed with two teaspoons of warm water for babies just starting solids.

It’s also important to keep serving your child peanuts once they’ve been introduced. “Foods that are in the diet more frequently are less likely to cause problems down the road,” Dr. Bird explains. He also stresses that children who have already been diagnosed with a peanut allergy should continue to use the same caution around peanut products as always.

If your child does have an allergic reaction, symptoms may include swelling lips, coughing, vomiting, or rashes that look like mosquito bites around the mouth or other parts of the body, and they would begin almost immediately after eating. If your child has a reaction, call your doctor immediately. •

https://www.parents.com/health/parents-news-now/the-new-rules-of-introducing-peanuts-what-concerned-parents-need-to-know/

Return to Table of Contents

« Older Entries

Next Entries »

Montessori is based on the idea that each child follows her own pace and that education is a journey, not a race.

Online learning gives students the space to comfortably participate and voice their opinions, which can ultimately help build confidence and positively reinforce their self-esteem.

SOME ADDITIONAL INFORMATION:

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

GRACE AND COURTESY DO NOT END AT THE CLASSROOM, OR SCHOOL DOOR, IT SHOULD BE A PART OF OUR LIVES IN ALL AREAS.

Statements and Questions to find out more about an upset:

Whatever Happened to Penny Candy?

A Fast, Clear, and Fun Explanation of the Economics You Need for Success in Your Career, Business, and Investments

Pyramid

Our Vanishing Landscape

Healing Breath: A Guided Meditation through Nature for Kids

Where Are You? A Child’s Book about Loss

Maria Montessori Speaks to Parents: A Selection of Articles

How to Change the World in 12 Easy Steps

One Green Apple

A Warm Winter

The MÅLA

MÅLA Apron

Stockmar Beeswax Crayons

Eco Finger Paint

Watercolor Pencils

Watercolors

Honeysticks

Beeswax or Soft Dough

DEAR CATHIE—

— A CONCERNED PARENT

Children have a say in what parts of the curriculum with which they engage and when they do so—always with awareness and support from the guide and other adults in the room.

Animals Reviewed

”I declare after all there is no enjoyment like reading! How much sooner one tires of any thing than of a book! When I have a house of my own, I shall be miserable if I have not an excellent library.”

Make Music!

Hatching the Cosmic Egg

The Memory Box

Treasure Basket Explorations

The Montessori Toddler: A Parent’s Guide to Raising a Curious and Responsible Being

Six of Crows

Matched

Flowers for Algernon

Between Shades of Gray

There’s no judgment in your tone with this; it’s easy, it’s fun, it’s playful—like your child. This speaks directly to the difference between punishments and consequences.

New guidelines encourage us to introduce peanuts to all kids much earlier. Plus, the FDA recently supported development of a drug aimed at lessening the severity of allergic reactions from peanuts. Here’s what you need to know.

The study says babies should be given peanuts early, in order to prevent allergic reactions.

Search

Shop by Category

Search

Categories

Featured

Recent Articles

Article Categories