cedars-montessori-school

Why Class Size Matters in Montessori Education

Mon, 30 Mar 2026 17:05:16 GMT

A Post-Covid Reflection

It is hard to believe it was only six years ago that we embarked on our spring holiday only to discover that a highly contagious, mysterious disease was rapidly spreading throughout the globe. We said goodbye thinking we would see each other in a week and did not return to campus until the following August. When we did return, class sizes were kept intentionally small to mitigate the spread of this unknown new disease. The fear and anxiety of that time was overwhelming and pervasive, and our children were not exempt from that stress. Families faced difficult decisions, and for those families who chose to return to school, our courageous guides and our small classrooms sustained the physical and social-emotional well-being of our children as we weathered the storm together.

During that time, social isolation was a major concern, and it was widely agreed that children who attended school benefited immensely from both peer and teacher relationships. Six years later, we have become accustomed to these small class sizes which came to seem standard, yet which previously were the exception rather than the norm. Though they served their purpose during a challenging and unprecedented time, they limited the social and academic experiences of our students. We are happy to see our classrooms restored to their previous sizes and brimming with opportunity for our learners.

There are many unique facets of the Montessori philosophy, but one of the hallmarks is the benefit of a larger class size. Unlike in a traditional education setting where a large class size means children are left behind, in a Montessori environment learning flows in all directions, and it is this multiplicity and wealth of experience that fosters opportunities for an expansive education where everyone thrives. More children in the classroom translates to diversity of personalities, skill levels, experiences, and backgrounds. Throughout the three-year-cycle, learning forms more of a spiral than a line, and older students’ proficiency grows as they guide their younger peers. The environment sparks collaboration rather than competition and teachers allow room for error, self-reflection and maturation.

Aside from the academic and learning opportunities a larger student population offers, it also provides a significantly more diverse social experience. The variety of temperaments, communication styles, and interests mean there is someone for everyone. Children learn to navigate social intricacies with kindness and resilience. The larger ecosystem fosters peaceful conflict resolution, empathy, kindness and cooperation. The diversity of the classroom allows space for everyone to find their people and feel the beautiful gift of friendship. As always, our work is to create an environment that enriches each child’s experience and cultivates responsible leaders, independent problem solvers and self-actualized learners.

Montessori Philosophy

Mon, 29 Sep 2025 21:31:21 GMT

Foundations of the Primary Classroom

Dr. Maria Montessori opened her first school in San Lorenzo, Rome in 1907 and called it the Casa dei Bambini: the Children’s House. Through direct observation and her work with the children, she began to construct a holistic method of education that was child-centered, experiential, and aligned with the developmental stages of the child. She believed true education should be a preparation for life.

As the parent or caregiver of a Montessori child, you have probably heard terms like child-directed, the prepared environment, freedom within limits, and independence… but what do they mean in everyday practice? In this post, we will look at the core principles of Montessori

philosophy and how they cultivate an enriching, individualized learning environment where children can grow, learn and thrive.

The Prepared Environment

The brain is an experience-dependent organ, and wires itself based on a child’s early experiences within their environment. The Montessori classroom is intentionally prepared to support each child’s development by providing materials and activities that match the work and needs of children at this stage. The mixed-age classroom offers a structure similar to a family, which is essential for both individual development and social cohesion. The Montessori Guide maintains a beautiful, orderly and enticing space where each child thrives.

Order and Beauty

Montessori classrooms are beautiful, orderly, clean and intentional. Our classrooms are bright and full of natural light. Every work in the classroom has its own space and children can depend on things being in their place. The predictability, simplicity and organization of the environment limits distractions and creates a peaceful and calm learning environment. Materials are real, functional, beautiful, child-sized, and often breakable! We know that external order creates internal order, and we prepare our environments to support this internal development.

Independence

Dr. Montessori famously said, “Never do for the child what she can do for herself.” And we like to add, “…or what she believes she can do for herself.” As adults, we follow the law of maximum efficiency, but children follow the law of maximum effort. Children want to work, they are eager to do it themselves, yet too often we step in to do things for them because the adult world moves quickly and we prioritize efficiency. Another way to put it is, children are all about the process while adults are all about the product. In the classroom, we give only the necessary help. When a child is concentrating, we protect that concentration above all. In the Montessori environment, children are encouraged to explore, make mistakes, follow their interest, and grow the skills that lead to self-mastery and self-responsibility.

Child-centered

Children spend so much time in a world built for adults; Montessori classrooms are a haven created just for them. From child-sized tables and chairs to child-sized toilets and sinks, everything in the classroom is built for the child. Materials are displayed on low, accessible

shelving. Montessori guides lower to the level of the child when speaking to them, comforting them or giving a lesson. When children can easily access the world around them their participation and independence grow, and they show care, respect and ownership of their space.

Natural Consequences

The Montessori environment is created with natural consequences embedded organically throughout. In this way, children learn to see the relationship between cause and effect without the corrections of the adult. For example, our flower vases are made of glass; if a child moves too quickly and knocks one off the table, the glass will break. The teacher does not need to tell the child to be more careful, the sound of the glass breaking, seeing the shards on the floor, the profound silence in the room as the other children stop to look, the guide calmly sweeping it up-all of these experiences offer feedback to the child. There is no external discipline or consequence, the material provided all of that naturally. A Montessori classroom is a safe place to make mistakes because we love friendliness with error! Learning and growing are messy endeavors at any age, and we encourage process over perfection.

Freedom and Limits

In the environment, children have the freedom to move where they please, the freedom to choose their own work, to work inside or outside, at a table or a rug, with a friend or independently… They have the freedom to engage with a material for as long as they like, to socialize with their friends, to pause for a snack, to take a break in the book corner… The classroom is full of freedoms, and along with it we have three guiding principles for limits: we respect the work of others, we take care of what we use, and we make sure that every living thing is safe. These principles are rooted in respect for self and for others. These limits help children feel safe and protected. Limits are necessary for freedom and the limits expand as a child’s capabilities grow.

Mutual Respect

Within the mixed-age classroom, younger children seek older children as models and heroes, and older children become teachers for the younger ones, gaining a deeper understanding of what they have learned over the past three years. These relationships are the foundation for the classroom, creating a sense of social cohesion and a feeling of family. We practice grace and courtesy lessons that range from: “how to offer a friend a tissue when they are crying” to “how to wait for snack to be available.” There is only one of each material on the shelf, cultivating patience in waiting one’s turn. We are practically professional mediators as we navigate peaceful conflict resolution! Relationships are everything, and when we treat them as such we nurture harmony, collaboration and community.

Back to School Tips for Families

Tue, 12 Aug 2025 15:11:18 GMT

Elementary Edition

A new school year is around the corner, and with it often comes all the feels! Kids may be excited to see their friends, nervous about being in a new classroom, wondering who they will sit with at lunch, anticipating the arrival of new students, curious about new lessons they will receive, and so much more. Even positive feelings like excitement mean an arousal of the nervous system, and that can leave kids feeling jittery or on edge. You might be noticing an increase in stomachaches or outbursts, more sibling conflict or difficulty with sleep. Here are a few simple ways to ease the transition back before the first day of school.

Reset sleep routines

If you noticed bedtime creeping later and later over the summer months, it is a good idea to start returning to an earlier bedtime even before school begins. This will give kids bodies and minds time to reset and ease back into their routines. You might start setting the morning alarm and practicing the weekday wake-up routine. You can bring mindfulness into the conversation by talking over what nighttime and morning routines feels best for them. What do they want that to look like? If screens snuck into the bedroom over the summer, start to reset those boundaries around screens and sleep. Again, mindfulness can come into the conversation as you share the research around how using screens before bed affects our sleep.

Get organized

Dig out those backpacks, lunch boxes, water bottles and school supplies and have your child give everything a good clean! While you’re at it, they can organize, tidy and decorate their desk or home learning space to make it feel functional, comfortable and special. Routines often change or fall away over the summer, and this is a great time to have a family meeting to go over household responsibilities, expectations and chores. What are they in charge of and how are they contributing to their family community? If you are signing up for extracurriculars, make sure to leave some space for downtime. Overbooking can lead to mid-semester exhaustion. Once everything is organized, make sure to translate it to a calendar or visual schedule to help with continuity and follow-through.

Review healthy habits

Over the summer, there can be less structure around snacks and mealtimes. In the weeks before school starts, try to return to typical routines for school day breakfasts, family dinners, and appropriate snack times. Take the opportunity to talk about what foods they are enjoying and what they want to pack for school lunches. They can make a grocery list and practice shopping and prepping their lunchboxes, so they are already in the groove when school begins.

But healthy habits extend beyond food and physical activity. You might consider a digital detox, or simply reinforce tech boundaries: what is appropriate to watch, how much time do they get on a device, where are devices used in the home, what chores need to happen before they can hop on a screen, etc. A tech break will leave time for more physical activity, play, socialization, and, yes, boredom (a.k.a. the catalyst for an amazing new discovery)!

Foster social connection

The beginning of school can bring up questions of friendship. Talking with kids about how relationships can change over time is a good way to prepare them for potential shifts in friendships. It can be hard when friendships change, or new students join a class. Some kids feel left out when they have to share a friend with another peer. Letting kids know these changes are normal and happen throughout life can help them prepare mentally and emotionally for a new classroom dynamic. The weeks before school are also a great time to reach out to friends for playdates or outings. This can help ease social anxiety before the first day of school.

Encourage communication

Find the right moment to ask how they are feeling about starting a new school year. You can ask a combination of open-ended and specific questions, but avoid asking leading questions that invite worry, like, “Are you feeling anxious about Sarah being in a different class this year?” Observe for symptoms of anxiety or nerves, such as stomachaches, headaches, difficulty sleeping or big feelings. When they open up, practice active listening: listening without interrupting and without the goal of fixing a feeling or problem. We can’t always fix it, but we can be present, show we care, and give them our full attention.

Practicing mindfulness is a great way to navigate the excitement and nerves that come with the back-to-school transition. You can cultivate awareness by giving language to emotions and helping them notice how they feel in the body. Through mindfulness and self-awareness, you can help kids discover the right tools to support self-regulation in healthy ways.

We hope you enjoy these last days of summer and look forward to welcoming you back to Cedars in the coming weeks!

Tips and Tricks for a Smooth Start to School

Thu, 07 Aug 2025 17:53:19 GMT

Primary Edition

The beginning of a new school year is upon us! Whether your child is brand new to school or a returning student, the transition from summer break back to school is a big one. Some children may be excited and eager; some may be worried or nervous. Either way, this means an increased arousal level within the body and an elevated nervous system. For some kids, this may present as a tummy ache, for others it might be excess energy, a change in appetite, big feelings, or difficulty with sleep. To help support them during this anticipatory period, here are some tried and true tips for making the return to school as smooth as possible for the whole family.

Social stories

This is one of the most effective tools for supporting Primary kiddos in the face of change. At this age, children have a high need for consistency, routine and clear expectations. When we tell social stories, we are preparing children for what to expect and removing as much of the unknown as possible. By telling the “story” of their day, you are helping them create mental images. When these stories are repeated regularly (at dinner, during bath time, before bed, at breakfast, in the car) you are solidifying that mental image and building feelings of trust and safety. We see it over and over, more repetition directly corresponds to more readiness, more calm. At this age, we try to keep our language short and sweet to avoid the overwhelm of too many words. Here is an example:

On Monday, you are going to start school at Cedars. Your classroom is called Rabbit Run, and your teachers are Ms. Elizabeth and Ms. Emi. (Show photos of your teachers when you can.) They are there to help you with whatever you need, and to give you fun lessons to do at school. In the morning, you will wake up and get dressed, we will eat breakfast together, then Dad will drive you to school. When you get there, Dad will walk you to the front door and give you a hug and a kiss and then you will walk through the door by yourself. You will work, play on the playground and eat lunch. After lunch, you will go to aftercare with Ms. JJ and take a nap. When you wake up from your nap, I will be there to pick you up! I will be so happy to see you and hear about your day.

Tailor it to fit your schedule, and for those who are nervous you might add:

You might feel nervous or worried on your first day. Sometimes I feel like that when I do something new, it is okay to feel like that. Dad will give you a hug and a kiss and say goodbye. I will always come back and pick you up after school.

On average, transitions take 4-6 weeks, so don’t be discouraged if the first few weeks are hard, just keep telling them the story of their day. It is a powerful tool for easing their minds, as well as easing morning drop-off!

Trial runs

If you can, plan out a “trial run” a few days before school starts. (Make sure they know it is practice, just for fun, and they won’t actually be going to school that day.) Then go through the entire routine from getting dressed and eating breakfast to packing their backpack to pulling through the circle drive. Then go somewhere fun after to celebrate!

Playground

Some families like to come play on the Cedars playground on the weekends to get comfortable together at the new school. You are welcome to come play on the primary playground as a family and settle in.

Backpack and containers

If possible, let your child pick out their lunchbox, water bottle and tote bag. If you already picked out their items or are using hand-me-downs, go through and label them all together, maybe they can put the name stickers on. Let them practice opening and closing, zipping and unzipping, packing their lunchbox up and unpacking again. Make sure they can open and close all their containers, fit them in their lunchbox, and zip and snap everything independently.

Bedtime

Bedtime may need to move a bit earlier in preparation for school or after the first few days. You may notice they come home exhausted, and sleep routines may need to shift. The transition from summer to school, the excitement/nerves of a new place, new friends and new teachers can be exhausting! A lot of mental energy will be spent, and they will likely need a few extra hours of sleep.

Routine and schedule

Setting up a predictable home routine is a great way to provide consistency and stability during a new transition. While things will be new and different at school, home will stay the same, and this provides a lot of reassurance. It also allows kids to spend their energy processing the newness at school while relying on the safety and security of the familiar at home. Aim to keep your schedule as consistent as possible in the weeks before and during the transition back to school.

Big Feelings

Build in some extra 1:1 time during the first few weeks. Expect more meltdowns, bigger emotions, and know that it won’t last forever. Use play to reset, offer meaningful connection, be silly together. Listen, name emotions and give language to them, let them know it is okay to feel that way and you are there for all of it. You don’t have to fix or solve it, we can’t always do that, just listen and connect. In doing so, you are giving them the gift of feeling seen, you are filling up their cup. And they will need a little extra at the beginning.

Drop-off

Prepare for a potentially teary or difficult drop-off. It is the big moment of separation, enhanced for some by having been at home together for the summer months. You can expect your child’s teacher or assistant to support you in a quick separation- and, yes, sometimes this means gently removing your crying child from your body- yes, it will be hard! Even if you don’t feel okay you can show them that you are confident and trust in their teacher and school by giving them a hug, a kiss, an I love you, and then walking calmly away.

Children take their cues from their parents, and you can share your calm with them. The faster the separation, the faster we can begin the recovery and the faster the recovery itself. And for that, we have all the best tricks. Enticing materials to play with, delicious snacks, an incredibly friendly Frankie the cat, sweet older children eager to help, cozy reading corners, and three silly goats, just to name a few.

We hope you enjoy the last days of summer, and we look forward to welcoming you back to Cedars soon!

Summer Activities

Tue, 01 Jul 2025 17:12:14 GMT

13 (Mostly Free) Things to Do Around Austin

Participate in a reading challenge – at Austin Public Library , Book People , First Light Books or Black Pearl Books , or Barnes and Noble
Discover splash pads around town – Pease Park, Mary Elizabeth Branch Park (Mueller), or Ricky Guerrero (Brodie) are a few favorites!
Ride the Zilker Eagle Train – free rides on the first Friday of every month
Go on a hunt for the best playgrounds – Alliance Children’s Garden, Zilker Park, Waterloo Greenway, Kingsbury Commons at Pease Park, Mueller Lake Park
See the peacocks (and historic gardens) at Mayfield Preserve
Story time at Book People – every Tuesday, Wednesday and Saturday at 10:30; or First Light Books – every Wednesday at 10
Go to the “beach” at Emma Long Metropolitan Park or Reimers Ranch
See a movie in the park in Dripping Springs
Visit the Blanton Museum of Art – Free admission every Tuesday from 10-5
Jump into cold spring water at Barton Springs or Deep Eddy Pool
Go for a hike – Wild Basin Wilderness Preserve and McKinney Falls State Park are very kid-friendly
Visit the Lady Bird Johnson Wildflower Center – admission is free on “Wild Wednesdays” (the last Wednesday of each month)
Explore Zilker Botanical Garden – free admission July 13

25 Free and Easy Activities

Plan a picnic in the park
Explore new neighborhood pools
Go on a nature scavenger hunts
Keep a summer journal
Wash your toys in the yard
Build forts
Read, listen to audiobooks or podcasts together
Start a weekly game night
Build a backyard obstacle course
Play flashlight tag
Host a lemonade stand
Experiment with sidewalk chalk, water, and paintbrushes
Collect and press flowers
Make your own popsicles
Go backyard camping
Practice birdwatching (keep a list of who you see!)
Go on a night walk
Make playdough or slime
Write letters to family or friends
Play cards
Practice origami
Wash the car
Make maps of favorite parks, home, or neighborhood
Play with bubbles and sprinklers in the backyard
Plan a kids dinner night

Summertime: Balancing Structure and Freedom

Mon, 16 Jun 2025 17:55:05 GMT

Summer vacation is finally here! For many kids, the anticipation of a break from school has been building up for some time, but now that the end-of-school parties, graduations, and celebrations are over, that freedom can feel overwhelming. Kids of all ages benefit from structure, and when the school-day flow goes out the window, so does their sense of security. This might look like increasing power-struggles, heightened emotions, a harder time self-regulating, or rising conflict around screentime, mealtimes or bedtime. If things are starting to bubble up, fear not!

The first step in creating a summer rhythm that works for your family means looking at each family members individual capacity and need. Consider things like work schedules, summer camps, energy levels, sleep needs, weather (I know I don’t have to tell you about Texas summers!), family chores, social battery, and neurodivergence (kids with exceptionalities like ADHD, anxiety or Autism have a higher need for structure and predictability). Here are a few simple ways to construct a summer routine that works for your family.

1. Maintain consistency

Build the core of your schedule around consistent routines such as wake-up time, mealtimes, nap/quiet time, household chores, screentime and bedtime. Think of these as the non-negotiables of your day, because if they start to go you can expect an uptick in boundary pushing and challenging behaviors. Creating a predictable framework is crucial- it is the foundation that allows for variety, flexibility and exploration without dysregulation.

2. Create visual schedules

Offer predictability by showing kids what to expect through a visual schedule. If you have young children, create a simple daily flow with drawings of each activity. For older kids, you can use words and/or images, and expand to a weekly flow. Make a way for them to check off each activity. Keep a separate monthly calendar with a way to mark off each day. This calendar will help kids navigate the break as a whole: showing trips, summer camps, family visits etc. Planning in advance allows you to go over the schedule as often as needed to solidify the routine and set the expectation.

3. Be strategic

As you create your daily rhythm, think about planning non-preferred activities before preferred activities. This will increase motivation to get the “boring” things done. Perhaps morning chores must happen before the walk to the park, or the trip to the grocery store must happen before you head to the neighborhood pool. Perhaps summer learning must be complete before daily screen-time is available. Every family and child’s needs are different, so think about what works for you and plan strategically to minimize parent-child conflict.

4. Spend time outdoors

Time outside is all-around regulating! It doesn’t matter if it is a walk around the neighborhood, sprinkler-time in the backyard, swimming at the pool, or play at the park- being outside gives kids the chance for movement, sensory input, and child-led exploration. Spending time outdoors reduces stress and anxiety, increases executive functioning, encourages independence and supports good sleep habits. In Texas, the summer heat can be draining, but carving out time to be outdoors when it’s not too hot will make a big difference in your day.

5. Leave time for boredom

In a time where screens are always an armlength away, the creativity, imagination and intellectual growth that boredom urges are at risk of extinction. Some people might push back against the idea of scheduled screentime, but if you have healthy, consistent and predictable limits around screens, you can protect the good, old-fashioned boredom that leads to some of life’s greatest joys and discoveries! Safeguarding time for boredom will support kids’ inherent curiosity, exploration and innovation and lead to independent, creative thinkers and makers.

Creating structure doesn’t mean scheduling every hour of every day, but rather building a routine that offers consistency, predictability and follow-through. Dr. Maria Montessori said, “External order creates internal order, and this is a significant foundation to the intellect.” In constructing a framework for your summer routine, you are providing the external order that allows for the development of independence, creativity, internal order, and of course, the spontaneity that summer brings!

5 Tips for Preventing Holiday Meltdowns (At any age!)

Wed, 04 Dec 2024 16:55:51 GMT

We must help the child to act for herself, will for herself, think for herself; this is the art of those who aspire to serve the spirit.

- Dr. Maria Montessori

The holidays have arrived and the shift in energy is palpable! During this time of year there is a sense of growing excitement and anticipation, whether you celebrate the December holidays or not. There are vacations from school, trips and travel, breaks in routine, visits from family, parties and more! While we can all agree that excitement is generally considered a positive emotion, it is still characterized by an arousal of the nervous system which, when experienced over longer periods, can lead to dysregulation and anxiety.

While holiday energy certainly affects everyone, it can be especially intense for kids (and adults) with exceptionalities like autism, attention-deficit/hyperactive disorder, anxiety disorders, and sensory processing disorder. Below are five ideas to help prioritize calm during a time of unpredictable routines, sensory overload, unfamiliar social pressures, transitions and travel, and high anticipation. Whether you come from a family which is neurodiverse or not, these tools will help everyone feel grounded during a busy season.

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Ground in ritual

Kids of all ages thrive on predictability, routine and clear expectation- all things that often go out the window during the winter holiday! Whether you are traveling or staying home, finding ways to incorporate annual holiday rituals will help kids feel secure. Depending on your family culture, some traditions might include decorating a tree, lighting the candles of the menorah, reading special books, baking cookies, or participating in community service. Traditions help us stay centered and build a sense of family identity and belonging.

Some families use Advent or Hanukkah countdown calendars to help kids manage the lengthy period of anticipation. Similarly, you could create a paper chain with a link for each day which they can remove each evening to visually represent the passage of time. This can also be used for other celebrations such as birthdays, Halloween, Ramadan, etc.

Tell social stories

If you know me, you already know how much I love social stories. They don’t require any props or materials, just your openness to tell an oral story. A social story explains what to expect in any given situation and is told in the form of a story. If your child is under six, be prepared to repeat the story over and over! You can incorporate visual schedules (drawings of what will happen, in what order), calendars (color coding for special events), and photo albums (visual reminders of family members they don’t see often).

In addition, use these stories to let them know what they can do if they don’t want to give a hug, kiss or sit on the lap of a friend or family member. Practice together in advance, “I don’t feel like a hug right now,” or “I would prefer a high five.” Let them know that if they don’t want someone to touch their body it is okay, and you will support them.

Bring comfort items

Whether you are traveling away from home or across town for a celebration, it is helpful to bring along comfort items. For younger children, this might look like stuffies, blankets, or a coloring book. For older kids it might be a book, a group game, or a drawing notebook. If your child has specific tools like noise-reducing headphones, a chew necklace, fidgets, or a weighted blanket these are important to bring into a potentially over-stimulating environment. If your child does well with more structure, perhaps they could bring their favorite board or card game to share. If you are traveling by car or plane, make sure to bring preferred snacks. Always toss a comfortable change of clothes or pajamas into the bag, too!

Go over expectations

Perhaps you will be entering someone else’s home, or perhaps others will be entering yours. Maybe you will be in an airplane or at a hotel. No matter the environment, it is helpful to talk about the house rules. What is okay for one family might not be okay for another. What is safe when there are just two kids might not be safe when there are seven. Be sure to let your child know in advance what the expectations are. Some examples might be: in a hotel we use a soft voice; on an airplane we respect other people’s personal space; the ipad goes back in my bag when we land; in this house we take our shoes off at the door; we can run in the backyard but not inside the house. If you don’t know what the house rule are, model how to ask upon arrival.

If there will be other kids there, talk about your expectation for conflict resolution and who, how, and when to ask for help. Some kids feel better if they have a job to do, others might stay with you for the first half hour until they feel comfortable. Make a plan with them so they feel secure. Shy kids love to hear, “When we get there, you can stay with me until you feel ready to go play.” A family code word or exit plan can also be useful.

Prioritize sleep, food, movement

Through all the excitement, it is easy to be inconsistent with our most basic physiological needs: sleep, food, movement. If you have littles, don’t skip on naps. If you have a child who has higher sensory needs, schedule in sensory breaks. Even extroverts benefit from some downtime where they can recharge.

While it is important to prioritize food, (hangry is real!), some flexibility with diet is also useful during the holidays. Talking about how different foods make us feel brings self-awareness and helps kids draw connections between what they eat and how they feel after. If your child has an exceptionality that affects what they will or can eat, be sure to bring safe foods with you. An overstimulating holiday party is not the time to try to push them out of their comfort zone!

Movement and activity are important for everyone, but we need it at different levels of intensity and frequency. If you have a child with high movement needs, plan ahead. Schedule in walks to the nearest park, go to the local Children’s Museum, walk around a botanical garden. Help them get their physical needs met regularly and talk to them about the connection between how they feel with and without that movement.

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Even using all the above techniques, a holiday meltdown is likely to occur at some point. When it does, the best thing you can do is to remain calm, regulated and listen. This can be challenging, especially if you are also operating from a state of heightened arousal or dysregulation yourself. If you are unable to stay calm in that moment (and it is okay if you can’t), find a trusted adult who can. The most dependable path is that of empathy, respect and acceptance. Kids feel safest when they know you can hold all their feelings without judgement, anger or fear.

As a parent, it is easy to hold onto your own feelings of shame when a meltdown happens in front of family or friends… don’t! Let it go! Remember the saying, your kid is not a bad kid, they are a good kid having a hard time. Once your child is settled, make a plan: do they need to eat, do they need a sensory break, is it time to make an exit? Later, when everyone is truly regulated, make repairs. Talk about what happened, work on a plan for the future. Involve them in it, even the littles.

These techniques are more than just a holiday survival guide! When you teach kids how to act for themselves, will for themselves and think for themselves you are serving the spirit. You are supporting what Dr. Montessori calls Education For Life. Happy holidays!

Redirection in the Classroom and at Home

Fri, 27 Sep 2024 17:07:07 GMT

Many times, we think of redirection as equivalent to distraction, but it is much more than that. It offers options, choice and reflection.

Redirection is a tool we use regularly in the classroom; it is probably one of the tools that we use the most throughout our day. Redirection is how we maintain firm limits while offering options when a child is frustrated she can’t do an activity right now, when she is using a material in an unsafe way, when she is having trouble self-directing, is running in the classroom, is having a disagreement with a friend, is hanging from the tree branches… It is what you can use at home when your child doesn’t want to eat the dinner the rest of the family is eating, demands her brother share a toy he is using, wants something from the grocery store that is not on the list…

Redirection is a way to avoid saying “no” and “don’t” and “stop.” It doesn’t feel good as an adult to say no, and it doesn’t feel good as a child to receive no. As anyone who has lived or worked with toddlers know well, no is a way to test boundaries, to gain control, to exert power. No is power, and, when overused, it becomes authoritarian power. It is developmentally appropriate for toddlers to exert power in this way, because they have little control over their lives- they don’t yet have all the language to express their needs, nor do they have the ability to independently take care of their needs. As adults, we don’t have this developmental excuse! No and stop must be saved for those moments when we really need it. In the classroom, we try to avoid these words as often as possible, and so when we use them, their power is felt and respected by the child.

One day I was sitting in my chair and across the room I saw a child holding a pair of scissors, reaching out and carefully positioning them at the top of another child’s braid. As their fingers drew the blades of the scissors together, and without time to move across the room and intervene, I had no choice but to call out stop! The child immediately stopped, looked at me and smiled a little surprised, nervous smile. I smiled back and motioned for the child to come over to me, and they came right away. “I noticed you were holding scissors and admiring Anna’s braid. I was worried about her hair getting cut, I don’t think she would like that. Would you like to keep practicing with those scissors? You could do collage and use them to cut paper. Or you could help me cut some fabric for sewing. Which would you prefer?”

Stop and no are reserved for moments when there is urgency and no time to offer more language. If a child is nearing an intersection on their scooter and isn’t slowing down. If they are getting too close to the flame on the stove. If they are hurting another child. In these moments we say stop or no, and when the immediate danger has passed, we come back and offer language. We problem solve together. When we use stop, no, don’t, can’t over and over without offering outlets, solutions or alternatives, they become meaningless, and often the child stops registering them altogether. If these words don’t become meaningless, they will likely trigger a meltdown. If they don’t trigger a meltdown, they will encourage the child to find a way to do that thing next time without getting caught. In all of these possibilities there exists a breakdown of trust between adult and child, and that breakdown will only exacerbate these negative behaviors and complicate the resolution.

Many times, we think of redirection as equivalent to distraction, but it is much more than that. It offers options, choice and reflection. It allows a child to evaluate the choices they have made and to assess their future possible choices. It allows them to practice problem solving and coping skills. Redirection is less about distracting a child away from what is upsetting them, and more about problem solving, communication, and empowerment. It asks us to model emotional-regulation, creative thinking, and patience. Redirection requires and demonstrates respect. We cannot redirect if we do not first connect emotionally with the child. “I hear how upset you are…” “I see you are feeling frustrated…” “I can tell it is hard to wait right now…” “I’m here when you’re ready to talk…” Redirection shifts us away from the authoritarian adult (demanding full obedience and exerting full control) and towards the authoritative adult (offering high warmth, as well as high control; offering freedom within limits).

When we redirect a child, we must first ask ourselves what the root of their behavior is. We must acknowledge the why, and only then can we offer a positive outlet. For example, a child was painting at their table, but then began to paint on the wall behind it. Is the child bored? Are they psychologically finished with their work? Did they want to experiment painting on a different type of surface? Were they missing their easel from school, where they get to paint standing up? Were they testing limits? Needing quality time with their adult? Rather than leading with anger, redirect and offer choices, while still maintaining accountability. “I see that you painted on the wall. Were you interested in painting something other than your paper? Would you like to paint a rock? Or we could tape some paper onto the wooden fence outside? Okay, we can do that, but first we need to clean this up. We always take care of our home. Next time you want to experiment with paint, come find me first and we can think together about what you could paint.”

Redirecting is not always clean and tidy; it can be messy. There may need to be a break where the child calms down in their quiet space- a child who is melting down is not cognitively available to reason or learn. Helping them emotionally regulate first does not mean you are letting their behavior go unchecked. Once they have calmed down you can return to have the conversation about choices, responsibility or consequences. Then you can make a plan together about how to fix something that was broken, make amends with a sibling who was hurt, and brainstorm what to do instead/next time. There is no definite answer, we must meet the child where they are in each moment and get creative.

Here are some examples of how to use positive phrasing to redirect a child. Positive phrasing moves us away from deficit thinking (thinking about the problems- the can’t, don’t, stop, no) and towards constructive and positive thinking (what can the child do).

Instead of: Don’t hang from the tree branch.

Try: Let’s protect this tree and its branches so it can keep growing. You can hang from the monkey bars.

Instead of: Stop running inside.

Try: It is so fun to run outside on the playground! We will go outside to play soon. While we are inside, you can walk. Would you like to walk on the line and balance a bean bag on your head?

Instead of: Don’t bang those blocks together.

Try: At school we take care of our work. Would you like to use this carefully or would you like to put it away?

Instead of: You can’t paint on the easel; Emily is using it.

Try: Emily is painting on the easel right now. I can tell you really want to do that, too. Waiting is hard. While you wait, would you like to paint with watercolors or draw with pastels?

Instead of: Stop fighting with your brother.

Try : It seems like you are having a disagreement about who had this toy first. Would you like to try to work it out together or would you like to take some time to play alone? If you can’t come to an agreement, I can hold onto and you can find other toys to play with.

When we redirect, we shift away from no and don’t, and towards can. Children thrive when they feel they have choice, autonomy and control. We cannot give them full control over everything in their life, that would be unsafe and irresponsible, but we can offer them freedom within limits, and we can do it with consistency and care. In Montessori from the Start: The Child at Home, Paula Polk Lillard writes that the adult’s work is to “teach children limits with love or the world will teach them without it.” To teach a child redirection is to teach them self-regulation, to help moderate impulse and inhibition, support problem solving, creative thinking, responsibility. It is to set them up for success in the future. To offer redirection is to set up your relationship to be one of trust, love and honesty, so that in the future if your child runs into a challenging situation their first thought isn’t, “My parent can’t find out about this,” but rather, “I want to talk to my parent about this.”

The Role of the Montessori Teacher

Sat, 09 Mar 2024 15:55:02 GMT

What, exactly, is the role of the Montessori teacher? How is it so different from that of any other teacher?

Sometimes it’s easiest to begin by explaining what a Montessori teacher isn’t.

A Montessori teacher is less like the traditional idea of an instructor, and more like a gentle guide. They don’t consider it their job to give a child information. They rather lead children in the general direction and give them the tools they need to find the information themselves.

Maria Montessori once said, “The greatest sign of success for a teacher...is to be able to say, ‘The children are now working as if I did not exist.’”

Montessori Teachers Cultivate Independence

In a Montessori classroom, rather than seeing a teacher at the front of the classroom giving the same lesson to every child, the teacher will be working quietly with individual children or small groups. While that is happening the rest of the children are free to spend their time doing the work that calls to them. A Montessori teacher works hard to create structures that allow children to be independent and to trust themselves as learners.

One large part of what a Montessori teacher does is to intentionally prepare a classroom environment that is developmentally appropriate, is inviting to children, and supports them on their journey to work independently. This environment is constantly changing in tiny ways as the teacher notices new and evolving needs of the students.

Montessori Teachers are Trained to Think Like Scientists

Parents should know that Montessori teachers are highly trained. Most have recognized Montessori credentials in addition to their college degrees. Montessori certification programs are intensive and demanding; one might compare them as being the equivalent of another college degree. These training programs don’t just teach Montessori educators how to use the specialized materials; there is extensive coursework about Montessori philosophy, child development, and integrating the arts.

When it comes to assessments, Montessori teachers don’t rely on standardized tests; they rely on the power of observation. They have notebooks brimming with evidence of what their students have mastered, need more support with, and are curious about. They are constantly recording what they notice children working on, how that work is being executed, and ideas they might have in anticipation of a child’s next steps. Montessori teachers literally sit beside a child and determine exactly what they know about a wide range of content areas.

Montessori Teachers Think Long-Term

Because of Montessori’s three-year cycles, teachers have the unique ability to consider their big picture when working with students. There is a natural tendency to allow the children to genuinely learn at their own pace. Getting to know a child and their family well over the course of a few years really supports this approach.

Montessori Teachers are Often Called ‘Guides’

...and for good reason. While children in Montessori classrooms have an abundance of choice in their educational pursuits, Montessori is based on the idea of ‘freedom within limits’. It’s the Montessori teacher’s job to carefully craft those limits. Children rely on having a certain amount of structure in place. This gives them comfort and a safe place in which they can take risks and try new things. Montessori teachers set some boundaries and then carefully help students navigate within them.

What if your second grader loves to read but tends to avoid math? Their Montessori teacher will find ways to ensure the math still gets done. Sometimes this involves a gentle discussion with a child about time management skills, priorities, or setting goals. Sometimes the teacher will find a way to integrate the child’s interests into the less desirable work. Sometimes all it takes is a minor change in the environment. Montessori teachers gives children freedom, but they assist children in finding their way to success in this environment.

Montessori teachers value independence, self-reliance, and intrinsic motivation.

They also value cooperation, kindness, and strength in community.

Still curious? Call us to set up an appointment today to observe in a classroom. See what Montessori is really all about.

The Benefits of Multi-age Grouping

Fri, 23 Feb 2024 15:45:52 GMT

One hallmark of a Montessori education is the use of multi-age classrooms.

Infants and toddlers may be together or separate, with a toddler classroom serving children 18 months to three years. Primary classrooms are for children ages 3-6, with preschool and kindergarten-aged children together. The elementary years serve children ages 6-12; some schools separate into lower (6-9) and upper (9-12) elementary, while many split elementary into two groups. Even Montessori middle- and high-school students learn in multi-age classrooms.

While Montessori is not the only type of education that utilizes this approach, it’s not what most people are used to. What are the benefits of structuring a classroom this way? Read on to learn more...

Learning at an Individual Pace

Children in multi-age classrooms tend to have a little more flexibility when it comes to mastering skills within a specific timeframe. We know that learning is not linear, and that learners have periods of significant growth, plateaus, and even the occasional regression. In multi-age classrooms, children are typically able to work at their own pace without the added pressure of keeping up with the whole group, or even being held back by the whole group.

When children in a classroom range in ages, everyone has someone they can work with, regardless of their skill level. Children don’t feel left behind if they struggle with a concept, and they also don’t feel bored by repetition of something they have already mastered. Teachers who teach in multi-age classrooms typically have deep knowledge for a range of developmental abilities, leaving them well-equipped to differentiate instruction for each individual child.

Building Stronger Relationships

Traditionally children move from one class to the next each year. This means not only a new set of academic expectations, different routines, and different classroom structures, but a different teacher.

In multi-age classrooms teachers have a longer period of time to get to know a student and their family, and vice versa. When teachers really get to know a student, they are able to tailor instruction in regards to both content and delivery. They know how to hook a specific child onto a topic or into a lesson. They know what kind of environment a child needs to feel successful.

Parents have an opportunity to get to know teachers better this way, too. If your child has the same teacher for two or three years, the lines of communication are strengthened. Parents get to know the teacher’s style and expectations. The home to school connection becomes more seamless, and the biggest beneficiary is the child.

Mentors and Leaders

When a child spends multiple years in the same class they are afforded two very special opportunities.

Children who are new to the class are fortunate enough to be surrounded by helpful peer mentors. Children often learn best from one another, and they seek to do so naturally. First and second year students watch as the older children enjoy advanced, challenging work, and this inspires them. They look to the older children for guidance, and the older children are happy to provide it.

After a year or two in the same room, students have a chance to practice leadership skills. In Montessori classrooms, the older children are often seen giving lessons, helping to clean up spills, or reaching out a comforting hand to their younger friends.

The best part is kids make the transition from observer to leader in their own time. It doesn’t happen for all children at the same time, but when it does it’s pretty magical to observe.

Mirroring Real-Life

There is no other area in life in which people are split into groups with others who are exactly their chronological age. Whether in the family, the workforce or elsewhere, people ultimately need to coexist with people older and younger than themselves. Doing so makes for a more enriching environment, replete with a variety of ideas and skills.

Why not start the experience with young children in school?

Moving On

While staying in the same class for multiple school years has many benefits, a child will eventually transition into a new class. While this can feel bittersweet (for everyone involved!) children are typically ready when it is time.

The Montessori approach is always considering what is most supportive of children depending on their development. When formulating how to divide children into groupings, Maria Montessori relied on her ideas about the Planes of Development. There are very distinctive growth milestones children tend to reach at about age 3, another set around age 6, and yet another at age 12. The groupings in our schools are intentional, and they give kids a chance to feel comfortable in their community, while also preparing them to soar forward when the time is right.

The Planes of Development

Fri, 12 Jan 2024 15:35:22 GMT

Maria Montessori based her entire educational philosophy on the idea that children developed through a series of four planes. Each of these planes is easy to recognize and has clear, defining characteristics. If we study and understand these stages, we can approach our interactions with children with a new perspective.

Learning about the planes of development isn’t just for Montessori educators. Understanding your child’s development can help at home, too.

The First Plane: birth-6 years

During this stage children absorb everything like sponges. They are, indeed, excellent examples if what Montessori called ‘The Absorbent Mind.’ This is a time in which we are able to utilize what Montessori called sensitive periods of learning. While each child is different, there are typical patterns that emerge in regards to brain development and general readiness to learn particular skills.

During the first three years of this plane, all learning is done outside of the child’s conscious mind. They learn by exploring their senses and interacting with their environment. During the second half of the plane, from about 3-6 years, children enter the conscious stage of learning. They learn by using their hands, and specialized materials in the Montessori classroom were developed with this consideration.

During this time, children have a wonderful sense of order. They are methodical and can appreciate the many steps involved in practical life lessons in their classrooms. The organization of the works on their classroom shelves is intentional, which appeals again to this sense of order.

The first plane is a time in which children proclaim, “I can do it myself”; it is a time of physical independence.

The Second Plane: 6-12 years

During the elementary years children begin to look outside themselves. They suddenly develop a strong desire to form peer groups. Previously, during the first plane, a child would be content to focus on their own work while sitting near others. In the second plane, a child is compelled to actually work with their friends. It is during this time that children are ready to learn about collaboration.

During the second plane there is a sudden and marked period of physical growth. This may be a contributing factor to the observation that many children of this age seem to lack an awareness of their body, often bumping into things and knocking things over. Children begin to lose their teeth around this time as well. Their sense of order and neatness tend to fade a bit during this plane.

Throughout the second plane, children’s imaginations are ignited. Since Montessori education is based in reality, we find ways to deliver real information to children through storytelling and other similar methods. For example, when teaching children about the beginnings of our universe, Montessori schools use what is called a Great Lesson. The first Great Lesson is a dramatic story, told to children with the use of props, experiments, and dramatics (think: a black balloon filled with glitter is popped to illustrate the Big Bang, with bits of paper in a dish of water used while talking about particles gathering together). This lesson is fascinating for children in the way it is presented, but gives them basic information about the solar system, states of matter, and other important concepts.

Children in the second plane have a voracious appetite for information, and are often drawn strongly to what we in Montessori call the cultural subjects: science, history, and geography. While we support their rapid language and mathematical growth during this time, we are also responsible for providing them with a variety of rich cultural lessons and experiences.

It is important to note that children develop a sense of moral justice at this time. They are very concerned with what is fair, and creating the rules to a new game is often as important (if not more so) than playing the actual game itself.

This is the period of time in which children are striving for intellectual independence.

The Third Plane: 12-18

The third plane of development encompasses the adolescent years. During the second plane, children become aware of social connections, but in the third plane they are critical. During this time children rely heavily on their relationships with their peers. They feel a strong desire to remain independent from adults, although they are not quite ready to do this entirely. It is our job to find ways that allow them to experiment with independence while also providing a safe structure in which they may do so.

Children in the third plane tend to require more sleep, and they sleep later than when they were younger. They long for authentic learning experiences, and Dr. Montessori imagined just that. Her ideas of Erdkinder (children of the earth) led her to contemplate a school setting that would support children’s development during this time. She imagined a farm school, in which children would work to keep the farm operational, but also contribute to planning and decision making while doing so.

During the third plane children are refining their moral compass while developing a stronger sense of responsibility.

The Fourth Plane: 18-24

The final plane is a time in which young adults are striving for financial independence. They are often living away from home for the first time, and use this time to figure out where they fit into their society. Many make choices to further their education and/or explore career paths.

It is during the fourth plane that people begin to develop a truer sense of who they are as individuals.

Each plane of development should be mindfully nurtured. If a child is able to experience one developmental phase in a rich and carefully prepared environment, they are ready to fully take on the next phase when it is time.