Montessori Leadership November 2021 by The Montessori Foundation

VOLUME 23, ISSUE 1 / 2021

Where Have All the Teachers Gone?

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LIVING AND LEARNING IN HARMONY

The Montesssori Foundation & The International Montessori Council's

25th Annual Montessori Conference November 2021 • Couldn't attend?

You can still sign up for the complete conference video and audio recordings and hand outs

https://bit.ly/MF-IMC-2021-conference All registrants will receive a certificate for 15 hours of professional development and the complete collection of recordings of the live workshops, keynotes, and handouts.

Outstanding Professional Development To see the original program and speakers' bios

WWW.MFCONFERENCES.ORG FOR INFORMATION ON GROUP DISCOUNTS CONTACT: timseldin@montessori.org 2

©MONTESSORI LEADERSHIP | WWW.MONTESSORI.ORG/IMC | VOLUME 23 ISSUE 1 • 2021

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OUR IMC MISSION:

Montessori Leadership is the official magazine of the International Montessori Council, a non-profit organization. The opinions expressed in Montessori Leadership editorials, columns, and features are those of the authors and do not necessarily represent the position of the magazine or the IMC. Acceptance of advertising does not represent endorsement of any product or service. The International Montessori Council does NOT grant permission to reprint material from Montessori Leadership in any other form (e.g., book, newsletter, journal). Copies of this issue or back issues are available for purchase by emailing imc@montessori.org for $8 US per issue (includes postage inside US). Copyright 2021 © by The International Montessori Council. All rights reserved. IMC Chair Tim Seldin, M.Ed. TimSeldin@montessori.org IMC Executive Director Kathy Leitch KathyLeitch@montessori.org IMC Membership and Customer Service Kristi Antczak imc@montessori.org Article Submission, Classified & Display Advertising imc@montessori.org Conference Coordinator George Markham GeorgeMarkham@montessori.org

“Unifying a worldwide network of Montessorians dedicated to nurturing the human spirit of those seeking a peaceful world through the education of children using the Montessori method.”

Maria Montessori’s 151st Birthday By Kathleen Dzura...................................................................................................................

Leading with Emotional Intelligence By Dane Peters .........................................................................................................................

Book Review: Positive Discipline

By Mary Schneider ................................................................................................................................

Why are children so different today (book excerpt) by Jane Nelsen, Ed.D and Chip DeLorenzo, M.Ed .......................................................

Storytelling and Executive Functioning

By Michael Dorer, Ed.D...................................................................................................................

Where have all the teachers gone? By Daniel “Robin” Howe, Ed.D ...................................................................................

So, what is special education? By Christine Lowry, M.Ed............................................................................................................

IMC Director of Accreditation Sheila Linville SheilaLinville@montessori.org Bookkeeping Don Dinsmore (800) 655-5843 / (941) 729-9565 Fax: 941-745-3111 DonDinsmore@montessori.org Editorial Review Committee Jennie Caskey Jenni Presley Lauren Speed

4 5 7 11 12 16 22 26 29 30

Letter from the IMC Executive Director By Kathy Leitch ........................................................................................................................

Sarasota University & CGMS Announce Historic Partnership ............................................................................................................................................

Spotlight on Accredited School: Garden Oaks Montessori By Lorna McGrath, Ed.D...............................................................................................

Layout & Design Valerie Wegener La Madeleine Graphic Design Studio LaMadeleineDesign@gmail.com

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Dear IMC Members... Our IMC community has shown incredible resilience and optimism through almost two years of the COVID-19 pandemic. We have worked together to support and encourage each other, share resources, policies, procedures, and inspiring stories. We belong to an organization that cares about each of us. This is how community works! Focusing on gratitude, creating space for silence and breath, movement, and

social connection are some keys to sustaining our mental health through this crisis. You will want to pay special attention to Dane Peters’ article, where he highlights empathy, humor, and trust as signs of emotional intelligence. Dane helps us look at ourselves as leaders through this lens. We are fortunate to have Michael Dorer share his unique insights about how storytelling has, among its many benefits, a significant impact on executive functioning skills. Michael is a master storyteller himself and weaves a wonderful essay with practical tips for our Montessori classrooms. Additionally, you will find an excerpt from Jane Nelson and Chip DeLorenzo’s new book Positive Discipline in the Montessori Classroom

In service to children,

Kathy Leitch, Executive Director International Montessori Council

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and a review of the book by Mary Schneider. This issue also addresses the current hot topics of our critical teaching shortage and special needs students. We continue to find ourselves in a COVID conundrum as we look toward 2022. By the time you read this issue, we at IMC will have produced and directed our 25th Annual Montessori Foundation/IMC conference! We were challenged (as most schools are) with navigating a changing landscape of safety and risk mitigation. Knowing that some of us were ready to travel and gather in community to reconnect, learn, and soak up the Sarasota sun, we created a hybrid conference model that we trust met the needs of many of our members. This allowed many to join virtually and participate with our community. On behalf of our IMC board and staff, we thank you for your continued commitment to sharing Montessori philosophy and pedagogy with the children of the world!

In Celebration of Maria Montessori! We celebrated the anniversary of Montessori’s 151st Birthday in 2021 and we look forward to celebrating 115 years since the founding of the very first Casa dei Bambini on January 6, 2022.

As August 31, 2021 marks the 151st anniversary of

and intuitive understanding of his mother’s work and approach,

Dr. Maria Montessori’s birth, I wanted to remember her

put him in the international world of education for his entire

with gratitude for all she has given us. She certainly was a

professional life.” He worked closely with her throughout her

remarkable woman, always pushing forward to ensure peace,

lifetime and carried on their work after her death on May 6th,

justice and equality for all.

1952. (On a personal note, as a young teacher at Ravenhill

We know Dr. Montessori mostly for her discoveries of

Academy in Philadelphia, Pa. I had the pleasure of meeting

how children learn best and we continue to be grateful to her

Mario who was a frequent visitor to our school. He came to see

for opening the very first Casa de Bambini in the San Lorenzo

Mother Isabel Eugenie who had been trained by his mother.

Quarter, outside of Rome, on January 6, 1907. (This school

Happily, Mother Isabel hired me after I finished my Primary

continues to exist today, 114 years later).

Montessori training in Washington D.C. and thus I had the

Within a very short period of time, Dr. Montessori not only

opportunity to meet him. Mario, a family man, was an

transformed the lives of the children, but of their parents as well.

interesting person and deeply committed to his mother’s work.)

She shared her ideas with those closest to her, and eventually,

with the whole world! Personally, her life and works gifted me

wanted her to help his cause, through the children. Montessori

with my life’s work. For that I am eternally grateful!

said “NO” and paid the price as he closed all of her schools in

Italy. When she received the same request from Hitler and said

Dr. Montessori was a woman of great principle, tenacity and

When Dr. Montessori’s schools were flourishing, Mussolini

strength. She bucked the system early on by attending an all boys technical school with the hope of becoming an engineer. She excelled in math and physics. Her second foray into a male dominated field was when she decided that she would prefer to be a doctor and entered medical school. As the only female student, Dr. Montessori was subjected to ridicule, pranks and the very clear message of “we don’t want you here” by the male students. Her disapproving father disowned her the day she entered medical school. (Thankfully, they reconciled years later, when one of her father’s friends told him that

“NO”, he closed all her schools in Europe. During World War II,

she was giving a lecture and invited him to join him. Luckily, her

Maria and Mario were interned in India, where they remained

father accepted that invitation which began their reconciliation.)

for several years. While there, the idea of Cosmic Education

Another sadness for Dr. Montessori was having to make the

was born which is our Elementary program! She also gave 30

heart wrenching decision to have her son, Mario, who was born

lectures on the first 3 years of life, which became the Primary

on March 31, 1898, be raised by another family. The norms of the

Program. She wrote her ideas in two books: Education for a New

time dictated that had she married his father, she would not, as

World (about 3-6 year olds) and To Educate the Human Potential

a married woman, be allowed to work. As she knew that the work

(about 6-12 year olds). They are good books for you to read and

she was called to do was unfinished, she chose not to marry.

can be purchased at Barnes and Noble or on Amazon. After

Happily, When Mario was 15; he was reunited with his moth-

World War II ended, Dr. Montessori settled in the Netherlands

er and began working with her. It is written of him “Although

because it had been a neutral country during the war.

Mario had no formal training as a teacher, his love of children

Maria Montessori lived what she believed and we are all

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the better for it. She had strong beliefs about the importance

integrity because of the gift of Montessori education that you are

of peace which she outlined in a book called EDUCATION and

giving them. They will live out Dr. Maria Montessori’s request of

PEACE. One of her quotes from the book is “Preventing conflicts is

them which is written on her grave in Noordwij, Netherlands: “I

the work of politics. Establishing peace is the work of education.”

beg all the dear powerful children to unite with me for the building

She frequently gave lectures on peace and was nominated 3

of peace in Man and in the World.” (Today I’m sure the word man

times for the Nobel Peace Prize. Although she never received it,

would have been changed to humankind). May we all unite with

she gifted the world with her wisdom and passion for peace.

her as we try to make sense of this troubled world in which we live.

Dr. Montessori was also known for her lectures about women and

children focusing on the violation of their rights.

me and our wonderful staff who implement it every day.

Thank you for celebrating the legacy of Maria Montessori with

As we celebrate this remarkable woman today, I think of our

children--yours and mine--and wonder what they will be called to

Gratefully,

do with their lives. We know it will be purposeful work, done with

Ms. Kathleen

Kathleen Dzura Head of School at Little Flower Montessori School, FL Kathleen Miller Dzura has been a Montessorian for 55 years. She completed both the Primary Montessori (1965) and Elementary training (1985) at The Washington Montessori under Elizabeth Stephenson. Upon completion of her Primary training, Kathleen was hired by Mother Isabel (a protege of Maria Montessori) to teach a Primary class of children at Ravenhill Academy in Germantown, Pa. During the next 11 years, Kathleen taught in Primary classrooms, trained Montessori teachers, under Mother Isabel’s guidance and was head of the Montessori Lab school. During those years, she had the good fortune to meet Mario and Ada Montessori who, as friends of Mother Isabel, were frequent visitors at Ravenhill. Kathleen’s Montessori journey encompassed private school settings as well as working in Head Start and teaching Elementary Montessori in the Philadelphia Public School system. She founded and was CEO of The Philadelphia Montessori Charter School (2004-2009). Kathleen is currently working as Head of School at Little Flower Montessori School in Wilton Manors, Fla. In addition to her love for Montessori education, Kathleen is equally passionate about the need for healing life’s wounds, losses, etc. which often prevent us from living life to the fullest. Her own divorce, when her children were 3 months and 7 years of age, began her journey toward healing, forgiveness, and eventually a sense of peace. In addition, she worked with divorced and widowed people for 10 years, helping them to bring closure after their profound losses. She also taught Peace courses at Chestnut Hill College in Philadelphia, Pa.

©MONTESSORI LEADERSHIP | WWW.MONTESSORI.ORG/IMC | VOLUME 23 ISSUE 1 • 2021

On Cue Everyone, “Consider EQ before IQ”:

Leading with Emotional Intelligence BY DANE PETERS

“I knew I was a relatively smart guy, with an average or a little bit above average IQ, but I knew I had something going for me in my ability to connect with people, read situations, listen well, empathize, manage my impulses, and have pretty good follow through. And I think I did well academically because I could do all those things.” 1 As we explore emotional intelligence in our Montessori

observing how others behave in natural, non-scripted situations.

world, it is important to reflect on the role ‘modeling’ plays,

Whereas in traditional classrooms, children learn how to sit still

especially as it pertains to leadership, whether it applies to

and listen to the teacher, in Montessori, they can learn

children in the three-year cycle, or a head of school modeling

how to interact with each other. The oldest children in the

for faculty, staff, parents, and trustees. “Children also can

classroom can serve as examples to the younger ones.” 2 I also

learn about social behavior in Montessori classrooms by

want to highlight the importance of grace and courtesy in

1 This quote is from Dr. Mitchel Adler, a keynote speaker, whom I met in Chicago at a conference; I also had the opportunity to interview him for an article, “Emotional Intelligence and Montessori Principles, Values, and Perspectives: An Interview with Mitchel Adler, PsyD.” I love the quote above because it is an intelligence snapshot that speaks directly to the difference between EQ (Emotional Quotient) and IQ (Intelligence Quotient). Peters, Dane L., “Emotional Intelligence and Montessori Principles, Values, and Perspectives: An Interview with Mitchel Adler, PsyD,” Montessori Life, Winter 2015-16 2 Lillard, Angeline Stoll, Montessori The Science Behind the Genius, Oxford University Press, 2005, p. 199

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2007 – Stanford professor, Carol Dweck, clarified measured

relationships and leadership. Back in 2016, I wrote “Lead With

Grace & Courtesy,” published in Montessori Leadership. 3 I have found

intelligence in her revolutionary book Mindset: The New Psychology

that grace, courtesy, and role modeling are critical to EQ coming

of Success. She helped us understand that individual intelligence

before IQ.

can have a “fixed” or “growth” mindset. She helped us understand

In my talks as a consultant to schools, I often refer to the

that intelligence does not have to remain stationary — or fixed

history of intelligence quotients—both EQ and IQ. In a recent

— throughout life; in fact, intelligence can grow throughout life.

International

with

When I saw her at a conference, I was taken by her thoughtful

Emotional Intelligence,” I talked about the history of intelligence.

and clear understanding of intelligences. She asked the question,

Let me do a brief summary, so that we can better understand the

“Are we raising our children for now or the future?” Watch her

evolution of the two. Do keep in mind that Emotional Intelligence

excellent YouTube video, Developing a Growth Mindset with Carol Dweck

(EI) is interchangeable with Emotional Quotient (EQ).

for an uplifting, enlightening view into her important work.

Montessori

Council

Webcast,

“Leading

1949 – One of the earliest methods of measuring intelligence

was through the use of the WISC (Wechsler Intelligence Scale for

Considering Emotional Intelligence 2.0

Children) that was developed by David Wechsler. The test is an

Let us now look at EQ through this popular diagram from

individually administered intelligence test for children between

Goleman’s book that represents the four core emotional

the ages of 6 and 16. It was the test to assess how ‘smart’ a child

intelligence skills:

was beyond school assessments and gave an IQ score in the range of 69 and below (Extremely Low) to 130 and above (Very Superior).

1980s – Howard Gardner introduced the idea that people

SELFAWARENESS

SELFMANAGEMENT

SOCIAL AWARENESS

RELATIONSHIPMANAGEMENT

have multiple intelligences beyond the WISC IQ standards as noted below. In 1983 he presented the groundwork for thinking beyond IQ with his popular book Frames of Mind. As a side note, while I was head of a Brooklyn Heights Montessori School, he joined the faculty for lunch, shared his wisdom with us, and was

To dive deeper into these skills, make it a point to read

so well received.

the book. My recommendation comes from an EQ perspective.

• logical-mathematical

I know how busy educators are these days with school, family, and

• linguistic-verbal

personal life; the book is short, to the point, and an easy read that

• spatial-visual

is most helpful in understanding EQ and the advantages that it

• body-kinesthetic

has over IQ. Do give it a try, if you haven’t already. In the meantime,

• existential

here are a few EQ considerations to think about:

• musical

• interpersonal

• intrapersonal, and

• naturalistic intelligence

Consider John Bariso’s 13 signs of high emotional intelligence 5

1. You think about feelings

“emotional

2. You pause

intelligence,” describing it as “a form of social intelligence that

3. You strive to control your thoughts

involves the ability to monitor one’s own and others’ feelings

4. You benefit from criticism

and emotions, to discriminate among them, and to use this

5. You show authenticity

information to guide one’s thinking and action.” Mayer’s book,

6. You protect yourself from emotional sabotage

Personal Intelligence - The Power of Personality and How It Shapes Our

7. You praise others

8. You give helpful feedback

9. You apologize

10. You forgive and forget

Intelligence, which spent more than one-and-a-half years on The

11. You keep your commitments

New York Times best seller list. On the cover of the book’s 10th

12. You help others

anniversary edition it states: “Why it can matter more than IQ.”

13. You demonstrate empathy

1990 – Peter Salovey and John D. Mayer coined the term

“personal

intelligence”;

eventually

became

Lives became the springboard for the one who brought EI to the forefront of the study of intelligences.

1995 – Daniel Goleman was the loud speaker for EI / EQ

when he authored the internationally best-selling book Emotional

3 Peters, Dane L., “Lead With Grace & Courtesy,” Montessori Leadership, International Montessori Council, Volume 18, Issue 3, 2016 4 Bradberry, Travis & Greaves, Travis, Emotional Intelligence 2.0, TalentSmart, 2009 5 Bariso, Justin, “13 signs you are highly emotionally intelligent,” FLIPBOARD - Business Insider, March 1, 2018

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Considering EMPATHY

Considering HUMOR

Empathy and compassion are important parts of emotional

In an excellent NYTimes article “Laughter May Be Effective

intelligence. Donna Orem, NAIS (President of the National

Medicine for These Trying Times,” Dr. Miller said, ‘Having a

Association of Independent Schools) stated in her NAIS article

good sense of humor is an excellent way to relieve stress

“The Power of Empathy in Leadership and Governance”

and anxiety and bring back a sense of normalcy during these

Recently, I read The Empathy Factor, and one line

turbulent times.’ 8

from the book encapsulated the key learning for me:

‘The main reason organizations that try to manage

book Humor, Seriously: Why Humor is a Secret Weapon in Business and Life 9

change fail is their tendency to treat human systems

When you open the cover and read the inside flap, it states,“Top

as though they were mechanical processes. We are all

executives are in on the secret: 98 percent prefer employees with

human. When we work from a place of understanding,

a sense of humor, and 84 percent believe that these employees

we thrive, and our work prospers. 6

do better work.” Also, the book is particularly thorough on talking

Author Daniel Pink highly recommends the recently released

According to psychologist Mary Ainsworth, quoted in

about humor and its relationship to EI. Here is one example:

Angeline Lillard’s book Montessori: The Science Behind the Genius,

“Having a sense of humor—both the ability to generate humor

“A second feature necessary to accurate interpretation, according to

and to appreciate it—has repeatedly been found to correlate with

Ainsworth, is empathy. Adults who lack empathy, she said, would

measures of intelligence.” In the end, ask yourself, “How do I feel

have detached, intellectual relations with babies instead of warm,

about the importance of humor in my school?”

sensitive ones.” 7

As a quick, recent example of considering humor in the hiring

6 Orem, Donna, “The Power of Empathy in Leadership and Governance,” March 21, 2016 7 Lillard, Angeline Stoll, Montessori The Science Behind the Genius, Oxford University Press, 2005, p. 262 8 Richard Schiffman, “Laughter May Be Effective Medicine for These Trying Times,” New York Times, October 2, 2020 9 Jennifer Aaker & Naomi Bagdonas, Humor, Seriously: Why Humor is a Secret Weapon in Business and Life, Random House, 2021

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process, a staff appointment to NYSAIS (New York State Associa-

difference in their profiles was attributable to emotional

tion of Independent Schools) was announced in a February 8, 2021

intelligence factors rather than cognitive abilities.” 10

hire, “Of course, a strong interest in building ‘community’ and a

2) Probably the most important aspect of having and using

good sense of humor were also important!”

emotional intelligence is that in a school community,

we are modeling these characteristics for the children and

our colleagues on a daily basis. I believe it is the best way

to teach: be a good role model.

In closing, the big reason why I believe we should take the cue

letter written by Mark Lauria, Executive Director, about the new

Considering TRUST

Rolling into trust . . . Humor, Seriously states “Laughter triggers

the release of oxytocin, often referred to as the “trust hormone” because of the way it prompts our brain to create emotional bonds.” 9

Emotional Intelligence 2.0 is clear about trust: “Trust is something

that takes time to build, can be lost in seconds, and may be our most important and most difficult objective in managing our relationships.” The book then goes on to detail how trust is built?

1. Open communication

2. Willingness to share

3. Consistency in words, actions, and behavior over time

4. Reliability in following through on the agreements of the relationship

Considerations on why EQ comes before IQ

“Consider EQ before IQ” is that the opening quote of this article could have come from me . . . except the part when Mitchel says, “And I think I did well academically because I could do all those things.” I was not a good student, but I loved to connect with people. I can remember being called into the Dean of Students’ office in the beginning of the spring semester of my freshman year of college. She said, “Dane, we have got to do something, your GPA (Grade Point Average) is at 1.48 out of 4.00. If you don’t bring it up, we will not be able to allow you to return next semester.” The fact that I was class president and playing two sports did not matter. I gulped and said that I would get on it right away, and I did—at least enough so that I was able to return and graduate three years later.

Finally, a pertinent confession that, for me, validates EQ

1) “When I compared star performers with average ones in

before IQ; it is clearly spelled out in an article I wrote in 2009, “930:

senior leadership positions, nearly 90 percent of the

A Secret Whose Time Has Come”. 11

Dane L. Peters Right after college, Dane Peters served as a Captain in the U. S. Marine Corps, and 40 years later, he retired as head of Brooklyn Heights Montessori School (BHMS), a toddler through eighth-grade school in Brooklyn, New York. Prior to heading BHMS for eleven years, he served as head of Mooreland Hill School in Connecticut for eleven years. He recently completed his service as the administrator for the New York State Association of Independent School’s (NYSAIS) Experienced Leaders Advising Schools program. He is currently teaching and serves on the Advisory Committee for the American Montessori Society’s (AMS) Emerging Leaders Fellowship program. Dane has written over 100 articles that have appeared in 30 different publications. His first book, Independent by Design, was published in 2014. His second book, Design for Independence, Inspiration, and Innovation: The New York State Association of Independent Schools at 70, was published in 2017. You can read many of his articles on his blog (www.danesedblog.blogspot.com).

9 Jennifer Aaker & Naomi Bagdonas, Humor, Seriously: Why Humor is a Secret Weapon in Business and Life, Random House, 2021 10 Harvard Business Review Guide to Emotional Intelligence, Harvard Business Review Press, 2017 11 Peters, Dane L., “930: A Secret Whose Time Has Come,” AMS Newsletter, Sept. 2009

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BOOK REVIEW by Mary Schneider

Positive Discipline in the Montessori Classroom

Preparing an Environment That Fosters Respect, Kindness & Responsibility by Jane Nelsen and Chip DeLorenzo I have been a Montessorian and educator for over forty years — as an assistant, a Primary and Lower Elementary head teacher, a school founder, a head of school, and a Montessori teacher educator. As I read Positive Discipline in the Montessori Classroom, I found myself revisiting all those roles, not to mention my personal roles as parent and grandparent. On every page of this book, I experienced flashes of insight — as well as flashbacks. I saw myself, as well as the teachers, assistants, and parents in my school, and the interns I’ve taught, in so many of the mistaken and misguided responses to children’s behavior over the years (as well as in some of the successful responses). If only we all had this book at the beginning of our Montessori journeys! I have no doubt that many of those mistakes would still have occurred, but the wisdom in this book would have helped me and others recognize and redirect ourselves, and, more importantly, helped us exit the shadows of self-doubt and uncertainty much more quickly. I’ve used Jane Nelsen’s Positive Discipline books for years, both in my school and in my teacher education classes, but what Jane and Chip DeLorenzo have done with this book — bringing Positive Discipline and Montessori together — is groundbreaking. The authors draw fascinating historical connections between the work and philosophy of Alfred Adler and Rudolf Dreikurs (the forebears of Positive Discipline) and Maria Montessori. Now that Positive Discipline has been interpreted for and integrated into a Montessori context, it will be so much easier for educators to apply it. Over the years, our classroom leadership and school training manuals have grown thicker and thicker as we have collected ever-growing research and resources on the social-emotional needs of children. This book easily replaces all these resources when it comes to the psychological, social, emotional, and spiritual aspects of preparing the environment. The authors

have woven all this together in a way that exemplifies — and amplifies — Montessori’s thinking. This book will become a staple in teacher education, and will supplement, or even replace, a major part of schools’ training manuals. Positive Discipline in the Montessori Classroom supports the very complex inner work of the transformation of the teacher. Moving from a position of controlling children to a position of observing, guiding and supporting children is challenging, even when one knows and believes it is the right thing to do. This book asks the questions and provides the evidence that will help us recognize our own barriers to change. Even more critically, it offers tools and practical advice for moving in a new direction. Every teacher faces moments when they have reacted badly or simply have no idea how to proceed in an effective, respectful way. In this book, they will find support, answers, and clear guidance. If I were still in the classroom, this book would probably be next to the bed for those sleepless nights when I was puzzling out what to do next with a child or a situation.

all relate. The authors detail appropriate and effective responses to situations by age level, so whether readers work with toddlers or adolescents (or anywhere in between), they will find rich, relevant material here. Questions for discussion at the end of each chapter spark

This book asks the questions and provides the evidence that will help us recognize our own barriers to change. It begins with developing the skills of self-awareness, social awareness, and cultural awareness that allow one to resolve conflict with others. Positive Discipline in the Montessori Classroom beautifully addresses these skills, and as a result will become foundational for peace education segments of our teacher training, supplemented with the antibias and cultural awareness elements that we are confronting with fresh eyes at the moment. I am grateful to Jane and Chip for writing this book, and for sharing their own personal stories. They also share many real-life experiences with children to which I think we can

thought, and can easily be converted into scenarios and reflections to make instructional use more active and engaging. Reading Positive Discipline in the Montessori Classroom was a real pleasure. While I believe it’s essential to read the book cover to cover, to fully integrate the concepts into one’s practice, I envision readers will dog-ear many sections and return to them when new and challenging situations arise. Jane and Chip have given us a clear, contemporary, and practical roadmap for all Montessorians to follow, with dignity and respect for every child.

Mary Schneider is the director of the Montessori Education Institute of the Pacific NW in the Seattle area. She has been involved in Montessori teacher preparation since 1984 and served on the AMS teacher education committee from 2002 to 2017. She is also a former classroom teacher at the Early Childhood and Lower Elementary Levels, and the retired founder and Head of School of Woodinville Montessori School.

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WHY ARE CHILDREN SO DIFFERENT TODAY? by Jane Nelsen, EdD and Chip DeLorenzo, MEd

When working with Montessori teachers, we always start by

however, there have been some significant changes in society in

asking them to list their current stressors. Inevitably, they share

the last fifty years that have impacted children. We believe that

that children exhibit a high degree of disrespect, entitlement,

these changes provide an explanation for some of the differences

and lack of self-regulation. Children don’t listen to adults. Teachers

that we are seeing in children’s behavior today; it can help us

overwhelmingly agree that these behaviors are more frequent and

prepare the social-emotional environment in our classrooms to

blatant now than when they grew up or when they first started

help compensate for outside factors beyond our control (e.g., video

working with children. Teachers who’ve been in their profession for

games, diet, materialism, entitlement, and child-centered homes

a while observe that schoolwide misbehavior seems more intense

where children decide what and where to eat, what to watch on

than in previous generations. They often ask: What happened to

TV, etc.). Fifty years ago, the world was rife with models of

the good old days, when children respected adults? Where are all

authoritarian leadership and submission. You could find examples

these behavioral issues coming from? Is it environmental? Is it

at home, where dad’s word was final; in workplaces where the boss

parenting? Too much screen time?

was the boss; and in schools where the teacher was considered

The Culture Shift

was cultural support for top-down (or vertical) leadership. Parents

Was there really such a thing as the good old days? We know

didn’t ‘advocate’ for their children. If a child was reprimanded at

that, since there have been children, there has been misbehavior;

school or in his neighborhood, his parents were likely to take the

a highly respected authority figure. In those good old days, there

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adult’s word for what happened without much interest in what the

common. We are still reeling from this pendulum swing today.

child had to say. Neighbors could discipline each other’s children

with the full blessing of the parents.

traction. Especially in the home, yelling was replaced with

Through the rose-colored glasses of educators who grew

discussion, bargaining, and negotiating. Spankings were replaced

up in an authoritarian culture, it may seem like authoritarian

with time-outs. Punishments were replaced with rewards. Children

methods ‘worked,’ because children are remembered as being more

were given more freedom and more choices—but without limits or

compliant and obedient. On a tough day, compliant and

responsibility. The authoritarian top-down model of parenting and

obedient children might seem like water in the desert to a

teaching was replaced with permissiveness.

discouraged teacher. But what are the long-term results of

demanding that children be compliant and obedient? Too often

top-down. It’s just that the roles are reversed. In the permissive

children become ‘approval junkies’ or ‘rebels without a cause’-

model, the child is on top and the adult is on the bottom. As

except when they need to prove, “You can’t make me!”

Maria Montessori wrote, “To let the child do as he likes when he

has not yet developed any powers of control is to betray the idea of

Montessori wrote, “No social problem is as universal as the

oppression of the child.”1 And while it may have seemed easier to require children to comply in an authoritarian culture, the result

Soon, alternative or experimental parenting models gained

The problem with permissiveness, though, is that it is still

freedom.”2

was the oppression of the child’s spirit. Oppression was the very

Indulgence

thing that human rights advocates have been fighting against for

decades. It is oppression that Montessori felt was the root cause

their attention. Children have more things, more entertainment,

of war.

more recreational experiences, more toys, more media, more

At the turn of the last century, educational and psycho-

‘educational’ experiences that deliver information without true

logical pioneers, such as Maria Montessori and Alfred Adler, were

interaction, more activities, more everything. Children are the

writing and lecturing about a radical idea: equality even for children

center of the universe. They often decide what kind of meals are

(including equal rights to dignity and respect). While this idea

prepared at home and where the family should go when eating

would not meet much resistance today, it was considered counter-

out. On the other hand, they are often not taught many real-world

culture at the time.

skills. In our frenzy for progress, we have inadvertently stolen

Children today are exposed to a myriad of stimuli that vie for

opportunities for true human connection, discovery, and

Permissiveness

exploration.

During the 1960s and 1970s, human rights movements gained momentum. The idea that all

Fewer Opportunities for Real Responsibility

We do not need children the way that we did up to the early

part of the twentieth century. Children, generally, are no longer

people were worthy of dignity

needed to make the farm or the household run on a day-to-day

and respect gained wider

acceptance in western cultures;

been up since before daylight doing chores to help keep the family

basis or to bring income into the home.

8 (Chip) grew up in a farming community in upstate New

York. It was not uncommon for some of my classmates to have

however, this was a messy and

farm going. Most twelve-year-olds who lived on working farms had

arduous process, especially for

taking dance lessons, or having play-dates. Those of us who didn’t

parents and educators.

shops, and had responsibilities at home. It was real work. It was

tractor licenses. They didn’t spend their weekends playing soccer, live on a farm had paper routes, mowed lawns, worked in small real responsibility.

The rules were being rewritten; yet, parents and teachers

Real responsibility gave young people the opportunity to de-

did not yet have cultural support and access to respectful disci-

velop some incredible life skills. They knew that they were needed

pline tools to replace the old authoritarian methods. As a result,

and that they were capable. They had the opportunity to develop

like most countercultural movements, the pendulum swung the

practical life skills and qualities, such as resilience, perseverance,

other way, and permissive parenting and teaching became more

self-discipline, responsibility, and a strong work ethic. Children

1 Montessori, M. and Cirillo, N. R., The Child in the Family (Amsterdam: Montessori-Pierson Publishing Company, 2007), 3. 2 Montessori, M. The Absorbent Mind (Delhi: Aakar Books, 2018), 204.

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were needed but not usually respected or treated as equal in value

belonging and significance (along with the importance of

to adults.

balancing both), they can help children develop the characteristics

8 ( Jane) grew up in a city; however, children were still ex-

and life skills they need for successful living.

pected to do chores, including scrubbing toilets. Having homework

was not an acceptable excuse. And my parents didn’t help with

a sense of significance through responsibility and capability.

homework; that was considered my responsibility. There wasn’t any

As you will soon see, a sense of belonging is created through the

pressure to get good grades to get into a good college. Most girls

basic ‘positive discipline’ concept of ‘connection before correction’

got married right out of high school and were expected to be stay-

and the involvement in daily class meetings to give and receive

at-home wives and mothers. Fortunately, a wise mentor advised

compliments and to focus on solutions.

me to take one college class a semester so I would have a degree

The Montessori curriculum is designed for children to develop

by the time my children were grown. Eleven years and five children

Fewer Siblings

later, I received my BA.

Another dynamic to mention is that of family size and birth

order. In addition to today’s busy lives, where children are given more and less is required of them, families are also having fewer children than at any other time in our recent history. Most families today have one or two children. Today it is not uncommon for a classroom to be populated with many only children. Recently, my (Chip’s) school had a classroom of twenty-two children, of which seventeen were only children and the rest younger siblings (no middle children). While the research on birth order is controversial, many teachers report noticeable anecdotal effects. With smaller families comes more adult help and intervention. There are fewer opportunities for children to develop responsibility and more opportunities for parents to do for children what they can do for themselves.

In today’s world, providing opportunities for children to contribute in meaningful ways and develop true responsibility takes intentionality. It’s hard work.

As the movement to value children gained momentum, we

provided them fewer opportunities to truly feel needed. Today, most children don’t make their own lunches for school, and many don’t have chores. In the name of love, they are given too much and required to do too little. They develop an attitude of entitlement. In an effort to give children ‘the best,’ adults have robbed them of the opportunity to develop strong characters and to

experience the sense of belonging (unconditional love) and

If you have ever had a small class size, you know how hard

significance (capability and responsibility) that comes with making

it can be to promote independence among the children and

a meaningful contribution.

how intentional you need to be to do so. When I (Chip) was a

Many people are drawn to the concept of ‘positive discipline,’

young teacher, just learning the ropes, I thought I would prefer a

because they are against punishment and authoritarian methods

smaller class size. It seemed more manageable in many ways

of discipline. However, some ‘positive discipline’ followers mistak-

(giving lessons, staying organized, managing behavior, etc.). How-

enly perceive that the best way to avoid authoritarian methods is

ever, it turned out to be a lot more work. While I was able to give

to simply provide love. This can lead to permissiveness, because

the children more individualized attention, the more I gave them,

these parents are kind (to provide love) but are not firm (which

the more they seemed to need, both socially and academically.

helps children experience significance through learning skills for

responsibility and capability).

of thirty students. With more students, the children had to become

After a few years of experience, I was given a much larger class

You can give children love, but they need to develop respon-

more independent. Out of necessity I had to learn to trust the

sibility. When parents don’t understand the importance of helping

children, and as a result I found out how responsible, independent,

children develop responsibility, children often fall into the trap

and capable they could be. More importantly, they discovered their

of pampering, which often leads to development of an ‘entitle-

own capabilities. It was amazing to see them rise to the occasion,

ment’ mentality. When parents understand the difference between

just as Montessori had said they would.

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The Good News

The good news is, that while the modern factors that affect

children are real and significant, misbehavior is not new. In The Secret of Childhood, a teacher writes to Montessori about her experience with “pampered children”: An American teacher, Miss G., wrote to me as follows from Washington: “The children snatched the objects from each other’s hands. If I tried to show something to one of them, the others would drop what they had in their hands and gather noisily about me. When I finished explaining an object, they would all fight for it. The children showed no real interest in the various materials. They passed from one object to another without lingering over any of them. One child was so incapable of staying in one place that he could not remain seated long enough to run his hands over any of the objects given to him. In many instances movement of the children was aimless: they simply ran about the room heedless of the damage done. They ran into the table, upset chairs, and trampled upon the material provided for them. Sometimes they would begin to work in one spot, then run off, take another object, and abandon it for no reason whatsoever.” 3

Sound familiar? This is a wonderful reminder that we are not

alone and that the good old days were not always easy. Today’s problems are not new problems, even if some behaviors are exacerbated by different factors. Maria Montessori, Alfred Adler, and

Other Factors

In addition to increased permissive parenting, fewer

opportunities for true responsibility, and fewer siblings, we have other external factors that affect children’s behavior. Screen time now dominates the hours spent at home; children are overscheduled; some children rarely see their parents because of busy work schedules; there are a variety of lifestyle choices and family structures; there are violent video games and cyberbullying.

Rudolf Dreikurs were brilliant thinkers. Their philosophies have survived and grown while many others have come and gone. And we have to admit that we are delighted that neuroscience now validates the effectiveness of these methods that have contributed so much to the world of happier parents, teachers, and children. Excerpted from Positive Discipline in the Montessori Classroom: Preparing an Environment that Fosters Respect, Kindness & Responsibility. Originally

Jane Nelsen, EdD, is a California Licensed Marriage & Family Therapist and author or co-author of nearly 20 positive discipline books, including Positive Discipline Parenting Tools with her daughter, Mary, and her son, Brad; and numerous experiential training manuals for parents, teachers, couples, and businesses. She earned her doctorate in education from the University of San Francisco, but her formal training has been secondary to her hands-on training as the mother of seven, grandmother of twenty-two, and great-grandmother of eighteen. She now shares this wealth of knowledge and experience as a popular keynote speaker and workshop leader throughout the world. Learn more about Jane’s work at: www.positivediscipline.com

Chip DeLorenzo, MEd, is a school consultant and positive discipline trainer; he specializes in training staff and administration at schools worldwide in positive discipline methods and practices. Chip served as Head of School of the Damariscotta Montessori School, in Nobleboro, Maine, for twenty years. A veteran teacher and school administrator, he began his teaching career in 1995 after serving in the United States Air Force and working as a financial advisor. Chip is the father of four amazing Montessori children. Lean more about Chip’s work at: www.chipdelorenzo.com

3 Montessori, M. The Secret of Childhood (Delhi: Aakar Books, 2013), 143–144.

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Storytelling and

Executive Functioning BY DR. MICHAEL DORER

All classroom teachers have had

Executive functioning is key to our

achievements, including: advanced think-

ability to navigate the world.

ing, or mentally playing with ideas; careful

difficulty in school; often, it’s unclear why.

Simply stated, executive functioning

planning, or taking time before acting or

We might try a number of things and still

is a set of essential mental skills that we

performing; flexibility, or meeting unex-

find frustration. Often, the students clearly

employ at all ages, from early childhood

pected

want to do well and evince great potential,

through adulthood. Three of these func-

perseverance,

but their difficulties or challenges aren’t

tions, possibly the most important, are:

and

attributable to any sort of obvious learning

working memory; cognitive flexibility; and

maintaining focus.

disability or special need.

inhibition control.

Working memory refers to our every-

abilities can be nurtured, developed, and

consider that there may be impediments to

day memory, our use of it, and our ability to

refined, so that even if one or more of them

executive functioning, the set of key skills that

access it. Cognitive flexibility is adaptable,

is at a less-than-ideal level, they can be im-

we use every day in our daily lives, our learning,

manageable, and responsive thinking. Inhi-

proved and maintained. In short, they can be

our work, and in any sort of performance.

bition control refers to the willpower that

taught in our classrooms in a way that pro-

experiences

with

children

who

have

In these elusive cases, it is important to

unanticipated or

developing

resisting

temptation

stick-to-itiveness

and

The good news is that these skills or

one manifests over one’s own actions, such

motes their growth and utility. How? We can

people who seem to “get it.” They are

as restraint, self-control, and discretion.

do this by using, quite possibly, the most

attentive, seem to follow our lessons, and

ancient teaching technique: storytelling.

appear to understand essential concepts

these three skills are. They underlie most

embedded in our lessons. In these cases,

successful

and,

to each of these skills: it directly addresses

it is important to consider that these

indeed, our entire professional adult life.

and encourages working memory, cognitive

students may have greater capability in the

Executive functions make possible a large

flexibility, and inhibition control. Let’s look

key areas of executive functioning.

number of intellectual and psychological

at each one and see how storytelling can

We also regularly work with young

I cannot overstate how important behaviors

school

Storytelling has a unique relationship

benefit and support its growth.

challenges;

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Working Memory

over and over in one’s mind the exact items

mediate impressions or bits of information

Whenever we need to remember

on a grocery list in the hope that nothing

to larger pictures which can, in turn, be ap-

something important, such as our list for

will be forgotten. This method may be used

plied to actual life situations. For example,

the supermarket, where we parked our

productively, though with limited utility, in

who can forget the image of the grumbling

car, a friend’s phone number, or a set of

school settings: memorizing arithmetic fact

fox stomping off, muttering “Sour Grapes!”

instructions for any task, we rely on work-

tables; conjugating verbs; or drilling spell-

in Aesop’s fable The Fox and the Grapes? Who

ing memory. Working memory is simply

ing lists and foreign language vocabulary.

can avoid applying the story’s implicit in-

the ability to hold information in one’s

sights to everyday situations?

mind over a brief period of time and be-

ers call elaborative rehearsal: recogniz-

ing able to apply that information to vari-

ing some significance or meaning about

is accessible through working memory and

ous scenarios.

certain information, then associating it

can be applied to situations both familiar

Most neuroscientists agree that there

with other information. Mnemonic devices

and unanticipated. After hearing the story

is some limitation to the capacity for

fall into this category, as do any associa-

of the Four Strange Brothers from The Deep

working memory, although that limita-

tions or relationships that can be estab-

Well of Time, children have come to me years

tion (and whether it can be adjusted) is

lished among and between various ideas,

later still characterizing the four arithmetic

up for debate.

facts, or procedures. An interesting note is

operations as brothers and using the imag-

Of course, memories do get lost or di-

that researchers believe that elaborative

es in that story as mental hooks which have

luted over time, but there are some ways to

rehearsal can help move information from

been translated into long-term memory.

slow or even stop that process.

working memory into long-term memory.

A second approach is what research-

Stories create an image repertoire that

One of the most important charac-

One way to improve working memory

This makes any experience that creates

teristics of classroom storytelling is rep-

is what researchers call maintenance re-

associations especially valuable for learners.

etition, which aids listeners in not only

hearsal, or simply repeating information

Storytelling offers particular and sub-

following the story but developing and

mentally without regard to its significance

stantial opportunities for elaborative re-

utilizing the working memory to learn the

or meaning. An example might be going

hearsal. First of all, stories often relate im-

story themselves. The repetition sets up

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what amounts to a series of mental guide-

along, “Run, run as fast as you can! You

memory. By using stories, teachers can

posts that children can (and do!) follow in

can’t catch me, I’m the gingerbread man!”

consciously and intentionally create mem-

re-telling the story.

In The Deep Well of Time, an example of

orable moments in their classrooms. These

There are two forms of repetition that

specific word patterning occurs in The Four

moments may well be recorded in a child’s

are common in storytelling: pattern repeti-

Strange Brothers. Recalling these specific

memory for years to come.

tion and word or phrase repetition.

passages can sometimes be enhanced by

Pattern repetition is the reiteration

being written in a rhythmic or poetic format.

ages, characters, and plot devices, as well

of specific behaviors, situations, or ways

The gift of the memorable is one of

as patterns. These all have the capacity to

of communicating or acting. Regularly re-

the key benefits of storytelling that I in-

stand out and find a special place in chil-

peated patterns frequent the plots of many

troduced in The Deep Well of Time. The gift of

dren’s memories. These memories are of

stories and folktales the world over. Well-

the memorable refers to the presentation

a specific kind called episodic memories.

known examples are The Little Red Hen

of stories or lessons, or even components

Episodic memory records particular events

or Stone Soup. Another example is in the

of them—like striking images, characters,

that a child experiences. It can be linked

descriptions of each character in The Four

or incidents—in such a way as to facilitate

to a specific place or time that essentially

Strange Brothers. The repeated patterns

children’s recall, even many years later.

‘grounds’ the incident or image.

in these stories and others like them pro-

This concept exemplifies an important way

vide a well-defined structural framework for

that more constricted short-term working

ways related to actual events in the child’s

working memory.

memory moves into more stable, long-term

life: they are just as often based on events,

One of the most common pattern rep-

etitions in traditional storytelling is the “rule of three.” This refers to a pattern in which there are three characters or three situations—the first two somehow fail, but the third is successful, however unlikely it may seem. The Three Little Pigs, Goldilocks, and the Three Bears, and The Fool of The World (a Russian folktale) all employ the rule of three. Another example is my story Measuring the Farm, in The Deep Well of Time.

Becoming familiar with the rule of

three encourages the listener to make predictions based on the unfolding three-part storyline. This involves working memory on several levels. Memory usage is encouraged by the three-part structure, and it is also rewarded when that structure is revealed to be a unifying plot element, as had been anticipated. This involves the listener in making predictions, creating a hypothesis of what will unfold. “Minds exist to predict what will happen next. They mine the present for clues they refine with help from the past…to anticipate the immediate future.” (Boyd, page 134).

The second form of repetition used in

stories is direct word or phrase repetition. This refers to a specific pattern of words literally and exactly repeated. In the opening moments of a story, these words or phrases become immediately recognizable to the listeners. The children may even chant

Orally told stories are rich with im-

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These episodic memories are not al-

places, people, or times that are experi-

In the same way, when children use

and integrating a variety of ideas and imag-

enced vicariously—through stories. This

those orally told stories as launching pads

es, many of them new or unusual, as well

is how we may remember the evil queen in

to make up their own stories, orally and in

as sometimes challenging preconceived

Snow White reciting “Mirror, mirror on the

writing, working memory is required. There

notions. The term also applies to our

wall…,” the Mad Hatter’s tea party from

may be no other activity in the classroom

ability to consider or adopt alternative

Alice’s Adventures in Wonderland, or Cinderella’s

which has so many applications to working

approaches, solutions, or courses of action.

glass slipper. These story-based images are

memory as stories and all that goes with

recorded in episodic memory.1

them: storytelling; story absorption; acting

cognitive flexibility is the ability to think in

out stories; retelling stories; and writing

images, archetypes, representations, and

story-based compositions.

metaphors – “out of the box” thinking. This

For children to follow a story and then

later discuss and comment on its content and meaning is oral comprehension, an

One of the essential characteristics of

flexibility allows us to hold in our minds an

important precursor to any form of reading

Cognitive Flexibility

or literary comprehension. Oral compre-

The second major pillar of execu-

we simultaneously immerse ourselves in

hension clearly requires working memory.

tive functioning is cognitive flexibility: the

metaphorical worlds of fiction, fantasy, or

Listening to stories, discussing them, and

ability to switch between thinking about

make-believe.

using them as bases for comprehension

two different concepts or to think about

exercises also develops episodic working

multiple concepts simultaneously. It in-

geometric shapes get together to plan clubs

memory.

cludes: mentally rearranging; reevaluating,

based on their characteristics; numbers

external “reality” like everyday life, while

In the stories in The Deep Well of Time,

conspire to form groups; and triangles try to fit into rooms that just seem too small. In other stories, nouns and verbs have active discussions, cats tell tales, elves make materials, and strange images from dreams become reality. Metaphorical thinking, which is innately flexible, is at the heart of storytelling. The very essence of meta-phorical thinking is the manipulation of images and ideas, changing established rules of existence, and putting ideas, images, people, thoughts, animals, or supernatural beings into situations, which are unusual, impossible, or unheard of in the ‘real’ world. This is clearly thinking about multiple concepts simultaneously.

Story listeners and story participants

develop the ability to appreciate these situations and use this sort of thinking in a variety of situations. Doing so keeps us fresh, or at least keeps our thinking fresh. This is essential, not only in young people but in adults as well. Magnusson and Brim (2014) draw attention to the fact that “Cognitive flexibility declines with age and often results in an inability to adapt to new situations and environments.”

I believe that this effect of age can

be diminished, at least somewhat, by 1 Thank you to Ashley Darcy, Montessori teacher educator, for suggestions and valuable ideas on repetition and working memory. (Personal communication, November 21, 2020).

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active story participation. Storytelling, story

suggests planning, forethought, and antici-

the story has been concluded. Discussion

listening, participation, and story creation

pation of responses or repercussions.

of the story not only requires cognitive

all demand and utilize cognitive flexibility.

Inhibitory control involves being able

flexibility but also develops inhibition

Just as all physical exercise maintains and

to control one’s attention, behavior,

control; one must avoid immediate and

increases fitness, ongoing exercise of meta-

thoughts, and/or emotions to over-

thoughtless responses to others that can

phorical thinking and applied imagination

ride a strong internal predisposition or

damage or destroy the discussion process.

can maintain and strengthen cognitive

external lure; instead, to do what’s

flexibility and “cognitive fitness.”

more appropriate or needed. Without

ing artist, or artist-in-residence, I always ex-

More, listeners to stories react emo-

inhibitory control, we would be at the

plain to my young audience that I have two

tionally as well as cognitively to the story.

mercy of impulses, old habits of thought

rules, and two rules only. First, they are to

This dual response demands key compo-

or action (conditioned responses), and/

stay quiet. No questions, no hands up, no

nents of cognitive flexibility: imagination,

or stimuli in the environment that

whispering. However, I do assure them

visualization, interpretation, personifica-

pull us this way or that. (Diamond,

that if they have questions, I will certainly

tion, and identification. It means putting

2013, ¶ 1).

address those questions immediately after

one’s imaginative self into the story and

leaving one’s real, earthbound, strictly

cial situations and is at the core of many

logical self behind. It may mean accept-

traditional manners lessons, not to men-

and your bodies to yourselves. This means

ing what seems to be impossible and then

tion the “Grace and Courtesy” element of

no touching, poking, or high-fiving.

examining the consequences.

the Montessori classroom. It is an essen-

Thinking only in straightforward pat-

tial component of self-regulation in any

develop and exhibit inhibitory control.

terns and within highly structured and rigid

setting; it prevents us from making fools of

This kind of inhibition makes it possible

organization is simply not possible while

ourselves!

for them to stay quiet and focused when a

being immersed in stories. Stories take us

story is being told, even though they may

to a higher place. In support of this idea,

at three levels (Brenitz, 2020): motor,

want to say or do something.

I wrote in The Deep Well of Time (p.22) that,

attentional, and behavioral.

As soon as words like “once upon a

Poor control in motor behavior often

that I have led, for toddlers through teens,

time” are uttered … children enter into

manifests in overactive or uncontrolled

the listeners almost invariably practice

what poet Samuel Taylor Coleridge

movement. For example, certain children

inhibition control. The only groups with

called

may not be able to control their movements

whom I sometimes have problems are

disbelief” (Coleridge, 1817, p. 174). This

during a presentation or lesson. In that

adult learners, but they, too, eventually

stimulates the motivation of a story

case, a child may fidget, get up and wander

practice control.

listener to accept and enter into the

around, or even roll about on the floor.

world of a fictional or fantastical tale as

Attentional control issues appear as

stories are intrinsically rewarding. They are,

if it were literally true, even while he

distractibility or difficulty paying attention.

by their very nature, so positive and engag-

or she fundamentally understands that

For example, during a lesson or while at

ing that students and other listeners want

it is not. Children in the elementary

work, a child is easily distracted by a sound

very much to hear what comes next and how

years relish this distinction, just as we

outside, another child in the classroom, or

it all turns out. They don’t want to be shut

adults do when we enjoy novels, theatre,

even some innocuous object.

out of the remainder of the story because of

and film.

the

“willing

suspension

Inhibitory control is essential in so-

Problems with inhibition are seen

the story. The second rule is: Keep your hands

Essentially, I am asking them to

Amazingly, these rules work. In classes

The reason my rules work is that

Behavioral control issues present as

an untoward word, action, or behavior. As a

impulsive behavior that cannot be inhib-

result, they learn, quite successfully, higher

ited. It might include shouting, hitting, or

degrees of self-control. This also translates

bumping into another child.

into a sort of shared group expectation of

nents of executive functioning is inhibi-

controlled behavior.

tory (or inhibition) control, sometimes also

listeners need to master is control of their

called response inhibition. Inhibition con-

bodies, voices, and minds. They quickly

memory, cognitive flexibility, and inhibition

trol is the ability to put off gratification, to

learn not to shout out comments or ques-

control) are established, and in place, they

not require immediacy in response, or to

tions in the midst of a story or to jump

are not limited to the storytelling and story

avoid acting impulsively. It means not get-

up and make physical gestures. Story

listening context. In fact, once these skills

ting what one wants immediately but be-

appreciation

one’s

are learned and mastered through stories

ing able to wait patiently. Inhibition control

impulses for questions and responses until

and storytelling, they can be transferred

Inhibition Control

When I tell stories as a visitor, teach-

The third of the three critical compo-

One of the first things that story

means

controlling

When these three elements (working

to many other areas and contexts within the classroom and the school. They simply become reinforcing

habits

tendencies

mind,

regular,

that

produce

The Montessori Leadership Institute

consistent, beneficial results.

This constitutes a strong argument for

emphasizing storytelling in every area of the curriculum and throughout the school. It can be foundational in the development and support of executive functioning.

There are, of course, many other

excellent reasons, discussed here and in many other articles, for stories to be told in schools of every sort and at every age level. However, every one of those other benefits is enhanced by working memory, cognitive flexibility, and inhibition control. One of the wonders of storytelling is that it successfully develops and enhances these skills, intrinsically and joyfully rewarding the listener, the entire student population, and the storyteller as well.

Michael Dorer, Ed.D., is a senior consultant in the Montessori Foundation with a specialization in Montessori curriculum. His pedagogical interests include imagination, holism, classroom leadership, and storytelling in Montessori programs. He has authored seven Montessori textbooks, including The Deep Well of Time: The Transformative Power of Storytelling in the Classroom. References Boyd, B. (2009). On the origin of stories: Evolution, cognition, and fiction. Cambridge, MA: Harvard University Press Brenitz, S. (2020). Inhibition: Cognitive ability making up part of our executive functions. Retrieved from: https://www.cognifit.com/ science/cognitive-skills/inhibition Carroll, L. (1869). Alice’s adventures in wonderland. Boston: Lee and Shepard. Coleridge, S. T. (1817, reprinted 1834). Biographia literaria. New York: Leavitt, Lord & Co. Diamond, A. (2013). Executive functions. Annual Review of Psychology Vol. 64: 135-168 (Volume publication date January 2013). First published online as a Review in Advance on September 27, 2012. Retrieved from: https://doi.org/10.1146 annurev-psych-113011-143750 Dorer, M. (2016). The deep well of time: The transformative power of storytelling in the classroom. Santa Rosa, CA: Parent Child Press. Magnusson, K.R. & Brim, B.L. (2014). “The aging brain.” In Reference module in biomedical sciences. Retrieved from: https:// www.sciencedirect.com/topics/ neuroscience/cognitive-flexibility

Montessori Leadership Courses Online An excellent and convenient way to gain new leadership skills and understanding, no matter what your current level of experience and Montessori background happens to be. For more information visit www.montessori.org

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Where Have All the Teachers Gone? BY DANIEL “ROBIN” HOWE, ED.D

In Elka Torpey’s (2018) article “ Projections for teachers:

mentoring teachers who have been relied upon to usher in the

How many are leaving the occupation?” According to the US

new waves of teachers. All of this is leading to the reality that

Bureau of Labor Statistics, between the years of 2016 and 2026,

there are going to be a lot of new teachers in our classrooms.

more than 270,000 teachers will be leaving the profession each

While training Montessori teachers may have a slight advantage in

year. Whether it is retirement, career changes, burn-out, there are

that many Montessori teacher education programs require a year

a lot of open teaching positions. That was before the onset of the

of supervised practicum, the reality is that teaching is hard work

COVID-19 factor, which has impacted each of our lives in so many

and mentorship and support is incredibly important, especially in

different ways.

the early years of a teacher’s teaching career.

As described in the Madeline Fox (2021) article, “Teach-

The first question then becomes: Where are we finding the

er retirements were up in 2020 and more are expected in

teachers? In a publicly acknowledged underpaid career field that is

2021,” the Covid pandemic has caused many teachers to

increasingly becoming more about parent management rather than

evaluate their retirement plans and, in many cases, make the

inspiring students, we need to find teachers and nurture and

decision to retire early. According to the Fox (2021) article,

guide them to become the types of teachers needed to replace the

there are various factors that are causing teachers to make this

expanding sinkhole of seasoned educators.

decision, including but not limited to: health fears; burnout;

feelings of not being able to manage; etc.

decision to enter the education field, whether it is to work in a

Whether teachers are retiring because they are reaching the

kindergarten or a high school (private or public), Montessori,

age of retirement or making the decision to retire early for any

traditional, and any of the other flavors of education out there,

reason, we are in the midst of teacher shortage and are losing

what are our expectations of these teachers?

Now, assuming young adults entering university make the

This is the first generation of young adults that have

picture smoking a joint back in college or whether Jack (also as a

grown up with their entire lives memorialized on social media.

young adult) allegedly made a sexually provocative response to a

Essentially, these young professionals entering the workplace have

classmate and used inappropriate language.

a history, good or bad, and it is there for us to see, criticize, judge, and

ultimately use to make decisions regarding character.

the present, be assured that inquisitive parents and students will

Whether these youthful indiscretions may not be relevant to

So, to reference a 2021 article published in the Washington

find that post from ten years ago. While there may not have been

Post, “The Right to be Forgotten: Should teens’ social media pages

any laws broken, is that comment or photo more damning because

disappear as they age?” Davis (2021) shares stories of the impact of

someone was photographed smoking marijuana (which is now

older social media posts on careers, and we are all aware of stories

legal in 18 states and Washington, DC) at a friend’s house?

that have impacted college scholarships, public perceptions, etc.

My response is, “YES!”

Davis, (2021) writes, “Some question whether what children post

Going back to the Davis (2021) article, “Should Teens’ Social

online (and what others post about children) should follow them

Media Pages Disappear as they Age?”

into adulthood, potentially affecting their academic and vocational

careers.”

have to be filled with these young men and women entering

As there is an increasing need for teachers, a hole that will

the workforce, as we read through their CVs and discuss their interest in the positions, should we also look into their Facebook and Instagram pages? Google is public, so it is certainly not illegal to do a basic search. Even if we don’t look into it, a parent or our students certainly will.

What happens when we find something we don’t like? Furthermore, an expectation of teachers, and even more so, Montessori teachers, is that we need to be able to stand behind what we teach children. More explicitly, how can we talk about modeling behaviors and responsible use of social media when we have a teacher with a less than stellar digital record?

Summarizing the points suggested above: there

is an increasing shortage of teachers that need to be filled by young men and women, many of whom have less than perfect social media records that are publicly available for judgment.

While the reality is that many of the applicants

will not have any skeletons in their closet waiting to be discovered, the question still remains as to how we value and or judge someone based on decisions or judgments made before the frontal lobes of the brain were able to comprehend future consequences. Davis (2021) asks this question differently: “When should a person’s ‘permanent digital record’ start recording, if ever? To what extent should social media be a space for trial-and/or-error exploration around identity and social behavior?”

If we are to judge others based on the higher than average

expectations of Montessori teachers, are we not only limiting Most schools follow a similar hiring practice that includes lo-

the potential eligible candidate needed to fill the Montessori

cal and national background checks. These checks generally report

teacher shortage, but are we also denying the fundamental

infractions, ranging from simple misdemeanors to more serious

principles we teach of learning from mistakes. If we are to mea-

felonies. What is not included on these federal or law enforcement

sure young adults based on decisions made years earlier, are we

background checks, is whether Suzy (as a young adult) posted a

encouraging children to not self-express? Are we warning against

Collectively, we (the grown-ups in the room) are facing

questions about how to evaluate a young person’s character when they are making decisions for which they may not be able to adequately comprehend the consequences. This is not to suggest that students or adults should be immune to bad decisions, lack of judgment, or impulsive and emotional responses.

This is simply a plea, from an imperfect Montessori educator,

in a time of scarcity and heightened emotional tension, to focus on the person, the development of responsible men and women, and focus on awareness and education rather than judgment.

risk? This is non-synonymous with being careless with our words and actions but acknowledging the biological and neurological transformation that takes place in the third and fourth planes of development.

Citing Dr. Maria Montessori, Camillo Grazzini

describes the third plane of development (ages 12-18), stating, “This is the time, says Montessori, ‘when the social man is created

but

has

not

reached

full

development; this is the time ‘the sensitive period when they should develop the most noble characteristics that would prepare a man to be social, that is to say, a sense of justice and personal dignity.”

Describing adolescence, Dr. Montessori

wrote, “The period of life in which maturity is attained is a delicate and difficult time, because of the rapid development and change which the organism must go through.”

Again, describing

adolescence, Montessori wrote: “From the physiological point of view this is also a critical age. There are doubts and hesitations, violent emotions, discouragement, and an unexpected decrease in intellectual capacity.”

Dr. Daniel Robinson (Robin) Howe began his Montessori career at the age of two at the Barrie School in Silver Spring, MD, which he attended through the eighth grade. Graduating from Dickinson College with two majors (Spanish and Religion), he went on to earn a Master’s Degree in Bioethics from University of South Florida. After successfully pursuing a career in the restaurant industry, Robin decided to return to certification from Palm Harbor Montessori School (AMS) then attended St. Catherine’s University to earn his Lower and Upper Elementary Certification (AMS). He also attended NAMTA’s Orientation to Adolescent Studies (AMI). Robin holds a Doctorate in Educational Leadership from Argosy University and worked with The Montessori Foundation’s management team at NewGate (the Foundation’s lab school), serving as Associate Head of School and as a Senior Montessori Foundation School Consultant. In his spare time, Robin lives with two Elf cats and has set a personal goal to run marathons in all fifty states.

Where the child’s interest inspires great work

A green, woman-owned business VOLUME VOLUME22 23ISSUE ISSUE31••2020 2021 | WWW.MONTESSORI.ORG/IMC | ©MONTESSORI LEADERSHIP

So,

what is special education?

by Christine Lowry, MEd

Special education is inclusive education. It is education that

says all children should have full access to the classroom, all children should be able to fully participate in all activities, and all children should receive the support they need to feel successful and thrive. Special inclusive education accepts, respects, and honors each child’s unique gifts, strengths, and, yes, challenges.

Special education begins with an attitude - a value and a

belief that each child belongs in our classroom. It cultivates the open mind-set that we can prepare ourselves to serve and support every child in our classroom. It is making the commitment to learn, expand our skills, and really ‘see’ each of our students.

Regularly, I hear Montessori teachers say, “I can’t work with

children with special needs. I wasn’t trained to do that.” And yes, that is true; most Montessori teacher education programs are not explicitly preparing educators to work with the full range of children we have in our classrooms. The number of children who have been put into label categories is larger than in the past; the number of children who seem to experience the world differently

than we expect is larger than in the past. It’s also true, though,

self. Ask yourself: Am I teaching to my agenda, to my expecta-

that our society is different than it was in the past, and we are all

tions, to my set of should, would, could, and ought, or am I willing

absorbing those changes. We are all different than we were in the

to reflect and transform myself to guide each and every child?

past. So, might it be time to let go of clinging to the way it used to

be and move on to what can be?

students challenge us in ways that make us uncomfortable, who

Many of Dr. Montessori’s observations of children are now

leave us feeling incompetent, who just confuse us, and “keep the

verified by current research. She deeply understood what all

classroom from being normalized.” And this is where that open

children need to learn to become their own best selves. Are we

mindset that is willing to learn comes in. We can gain knowledge

practicing what she taught (e.g., children learn what interests them

of the characteristics associated with categories of diversity to

and motivates them; and children learn at their own pace and in

better understand an individual child’s learning and behavior

their own way)? She knew the importance of guiding the whole

needs. We can learn some strategies as a starting point to sup-

child: the physical, cognitive, social-emotional, and the cultural

port an individual child’s learning and behavior differences. We

That is special education! Easier said than done, right? Some

can learn and practice how to observe with curiosity and inquiry to

dren in our schools. And this is, in part, what Montessori and

uncover what a child’s behavior might be trying to communicate.

special needs is all about. Here is a place for you to learn, to

We can expand the way we use a material or give a presentation to

practice, to learn from mistakes (yes, you’ll make some along the

better reach that child who is struggling. We can begin with knowl-

way) and to become a member of the Montessori community who

edge, understanding, and strategies not only to fill our toolbox but

says yes to diversity, to educating all kinds of learners in our class-

to have confidence that we know just what tool to choose to teach

rooms and schools. And one day, maybe we won’t talk about special

that individual child and guide her to success.

education, because all education will be special, just as each child

is special and ready to grow with a true sense of belonging.

We can all learn a framework for managing an inclusive class-

room rooted in our Montessori foundations to work with all chil-

I look forward to having you join me on this journey.

Christine Lowry With an M.Ed. and M.A. in special education, and a Montessori credential, Christine Lowry has taught students, toddlers to adolescents, with diverse behavior and learning needs in a variety of settings. She has founded, directed, and taught in two Inclusive Montessori schools. Christine shares her knowledge and experience with the Montessori community with workshops, customized professional development, online courses, presentations, and consultation and coaching that supports school leaders, educators, and families as they serve children with special behavior and learning needs. She has developed the Montessoribased Multi-tiered System of Support ® and provides guidance for implementation in classrooms and Montessori schools. Follow her at Montessori and Special Needs and Montessori-Now on Facebook and Montessori-Now.com She can be reached at christine@montessori-now.com

Answer:

First, you are not alone. Many Montessori schools, private and

public, are sharing the same concerns. The number of students with a range of disabilities and need for additional and new kinds of support is growing- and not just in the Montessori community.

Inclusion classrooms, where children with identified disabilities and

challenges in learning and behavior are welcomed with acceptance and belonging in the same classroom with children’s whose learning and behavior are more in the “expected” range is the dominant model in the broader world of education and has been growing over the past 10-15 years. By default, many Montessori schools are becoming ‘inclusive schools’ without having the knowledge in how to manage it all.

One of the most important starting points, then, for our Montes-

sori community is to acknowledge the need for more knowledge, and strategies, techniques, and tools for working with “today’s children” and the wide range of challenges we are observing.

Understanding the ways that children learn differently, the ways

children’s sensory systems can result in challenging behaviors, and the impacts of the “collective trauma” from the last 18 months on children’s social-emotional development and mental health well-being is key to providing the kind of classroom that can offer the relationships and support children need for positive learning and behavior.

Ideally, school leadership and staff can be open to this learning.

Professional development, on-line course offerings, and ongoing consultation/coaching with a “guide” who has experience with Montessori education and current research and evidenced-based practices for inclusive education can be of crucial support in working with these challenges.

One first step, though, and especially as we begin a new school year,

is reflection on our “prepared environments.” As Montessorians, we are thoughtful about the way we arrange the furniture and the activities on our shelves but are we as thoughtful about the temporal environment and the classroom “tone”? This can be even more important in providing

Montessori Now

Montessori Inclusion Q&A

that our children need now. A daily schedule that doesn’t change, the well-thought-out routines, transitions, and expectations for behavior, specific attention to social-emotional development are the consistency and predictability that is needed right now, and not just for children but for adults as well.

As a school, or ideally by level, meet as a team to create a daily

schedule that includes at least an hour of outside time. Discuss all the

by Christine Lowry, MEd

daily routines and transitions for success in your classroom- from toileting

Question:

clothing and “work,” all the routines of lunch time, going outside,

We are seeing more and more children in

practice in toddlers, to hand washing, sitting a circle, putting away ending the day, and on and on from early childhood through adolescent classrooms. Decide on just what your expectations for behavior and interaction in the classroom community are beyond Grace and Courtesy. Then comes the trickier part - how are each of these to be explicitly

our classrooms at every level with learning and

taught, practiced, and used as “embedded” opportunities for guiding your

behavior challenges. Our teachers really want

the specific supports that can be used to support the children who need

to help these kids, but we just don’t know where to begin or how to support them. 28

the structure that provides the much-needed sense of emotional safety

students in developmentally appropriate ways for your group. Learning them can be part of your “new” learning.

This “new normal” demands a lot from us. But, hey, we are up to the

task! As Montessorians, we know how to observe, we know a thing or two about reflection, we know that mistakes are opportunities to learn, and we know that learning is a life-long “task.”

Sarasota University, CGMS Announce Historic Partnership the

tion between CGMS programs and those of Sarasota, eventually

world’s only Montessori-focused

including dual enrollment. But first, we intend to work with the

institution

Sarasota

University,

educa-

University to improve all of their systems and processes.” He

tion, and the Center for Guided

clarified that the CGMS management team will complement, not

Montessori

replace, SU existing staff.

higher

Studies,

one

the world’s leading accredited

teacher

confidence about the opportunities this new direction affords

today

education announced

programs, a

historic

Kitty Bravo, the Director of Education at CGMS, expressed

both institutions. “CGMS and Sarasota University share a passion-

the

ate commitment to the highest standards of Montessori educa-

direction of Montessori higher

tion. We have long admired Sarasota University, and together we

education.

feel that we can realize our long held dream to run a university

partnership

reshape

designed and led by Montessorians which serves the global community of Montessori educators and schools.”

Although CGMS is affiliated with the International Montessori

Council, this will not be an exclusive relationship. Sarasota UniSarasota University (SU) founder Dr. Ronald Ogrodnik said

versity will continue to welcome adult learners who are enrolled

that the Center for Guided Montessori Studies (CGMS) will now

in, or who have completed an accredited Montessori certification

lead the institution. CGMS partners, Tim Seldin, Kitty Bravo, and

program from other organizations. “Our goal is to serve the entire

Marc Seldin have been named to the SU board, and CGMS will

Montessori community,” says Kitty Bravo.

serve as the management company in charge of all SU opera-

tions. Dr. Ogrodnik will continue to serve on the board and as the

Foundation. Asked about next steps, Mr. Seldin offered a guide to

university President. Dr. Daniel Robin Howe will serve as Director

CGMS’ initial priorities.

Tim Seldin is President of CGMS and the Montessori

of Education.

“Working together, CGMS and SU will be able to further our

establishment of a new position at the university: a Student Suc-

institution’s mission of offering strengths based education,” said

cess Coordinator, who will work with individual students to guide

Dr. Ogrodnik. He continued, “CGMS is the perfect partner for SU.

them along their educational journey. Among the tasks ahead will

Founded in 2006, CGMS is one of the world’s largest and most re-

be the development of strong systems for community engage-

spected Montessori teacher education programs and entirely

ment and enrollment, input from faculty and staff, a new learning platform

shares SU’s values.”

“One of the essential elements of our plans for the future is the

Sarasota University is the only accredited in-

for courses, strong financial plan-

stitution of higher education solely devoted to

ning, institutional advancement,

Montessori. Although some other colleges and

and the development of a fresh

universities offer Montessori oriented degrees,

strategic plan.”

SU is the sole institution devoted entirely to im-

Sarasota University is an

plementing Dr. Montessori’s vision for higher

accredited institution offering

education.

master’s degrees in Montessori

Asked about his vision for the fu-

ture, CGMS Director of Operations Marc Seldin said “We hope

education and leadership. Find out more online at www.sarasotauniversity.edu

to offer closer integra-

SPOTLIGHT ON IMC SCHOOLS

Garden Oaks Montessori Magnet School HOUSTON, TX Garden Oaks is a public school in a neighborhood of Houston, TX, called the Heights. The school was under-enrolled at 405 students with five Montessori and 19 traditional classrooms, when Dr. Lindsey Pollock arrived in 2008. The district tasked her to convert the entire school to Montessori. Today, under the guidance Lorna McGrath has 40+ 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. She received her M.Ed. with a concentration in Family Counseling from the University of Georgia and her Montessori certification from the American Montessori Society. She also served as Associate Head of NewGate School. Lorna is a Senior Consultant and Director of Family Resources at the Montessori Foundation as well as a Montessori teacher educator, conference presenter, and school consultant. She has used her many years of experience, working with families in the educational setting, to develop programs for parents as well as teachers and children. Most recently, she and Tim Seldin have published a book, Montessori for Every Family - a practical parenting guide for living, loving, and learning.

and direction of Dr. Pollock and her team, the school has completed construction of a three-story building that houses nine early childhood, eleven upper elementary, and four secondary Montessori classrooms, enrolled close to nine hundred students, and created areas on campus for environmental studies, such as gardens, water collection stations, a meteorology center, and two roosters.

They also have a technology center, a gymnasium, science lab, art room, library, cafeteria,

nurses station, reception areas, and administrative offices. They recently received recognition from Educational Results Partnership (ERP) as a leader in student achievement. Garden Oaks is featured on their website - https://dataportal.edresults.org/Metrics/HonorRoll.

The IMC is proud of the accomplishments of Garden Oaks Montessori Magnet School and

welcomes them as the first public IMC accredited school. Congratulations to Dr. Pollock and the Garden Oaks school community. _____________________________________________________________________________________ Amanda Sebba has been selected as the new principal of Garden Oaks Montessori. She has served as the assistant principal for the past four years at Braeburn Elementary School.

Montessori training... done Montessori style Low residency, high quality, fully accredited

CGMS offers Montessori teacher and administrator* training that is life-style friendly. Achieve your dreams without sacrificing, work, family, and friends! Come experience the best blend of online and low residency learning!

You were meant to be a Montessori teacher. Now is the time to set yourself free.

www.cgms.edu

1-888-344-7897 info@cgms.edu

* CGMS offers training in Infant/Toddler, Primary, Elementary, Secondary, and continuing education for teachers and assistants. Full Certificate training at these levels are MACTE accredited. The brand new CGMS Administrator training is not MACTE accredited. VOLUME 23 ISSUE 1 • 2021 | WWW.MONTESSORI.ORG/IMC | ©MONTESSORI LEADERSHIP

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Montessori Leadership November 2021

Articles inside

Leading With Emotional Intelligence

So What Is Special Education?

Book Review: Positive Discipline By Mary Schneider

Maria Montessori’s 151st Birthday By Kathleen Dzura

Why are children so different today (book excerpt) by Jane Nelsen, Ed.D and Chip DeLorenzo, M.Ed

Where have all the teachers gone? By Daniel “Robin” Howe, Ed.D

Storytelling and Executive Functioning By Michael Dorer, Ed.D

Sarasota University & CGMS Announce Historic Partnership

Spotlight on Accredited School: Garden Oaks Montessori

Letter from the IMC Executive Director By Kathy Leitch