VOLUME 16, ISSUE 2 | 2014
12 WEEK COURSES For more information please visit www.montessori.org. Classes and schedules will be posted as soon as they are determined.
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.
6 WEEK COURSES Distance learning is fast becoming the easiest For more information please visit www.montessori.org. Classes and schedules will be posted as soon as they are determined.
way for busy administrators and administration personnel at your school to keep up with new information or gain valuable insights. Learn on your computer, in your own office or home, lead by Tim Seldin and Sharon Caldwell of The Montessori Foundation. Special discount for staff of IMC member schools and multiple attendees from the same school. For complete information, visit the Montessori Leadership wing of www.montessori.org.
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 online at www.montessori.org .
Copyright 2014 by The International Montessori Council. All rights reserved.
Chair Tim Seldin, M.Ed Editor Joyce St. Giermaine joycestgiermaine@montessori.org Art Director/IMC Membership Director/ Conference Coordinator and Bookstore Manager: Margot Garfield-Anderson Margot@montessori.org 800 632 4121 Phone 941 309 3961/FAX: 941 359 8166 Article submissions and Consulting: Sharon Caldwell | SharonCaldwell@montessori.org IMC Accreditation & Consulting Tim Seldin | TimSeldin@montessori.org IMC Accreditation Director Hillary Drinkell | HillaryDrinkell@montessori.org Layout & Design Katrina Costedio katrina@katrinacostedio.com Tomorrow’s Child Online: The Montessori Family Connection Lorna McGrath Phone: 941-729-9565/1-800-655-5843 Fax: 941-745-3111 email: lornamcgrath@montessori.org For immediate service, use our secure online bookstore at www.montessori.org. For questions regarding an order, email: margot@montessori.org Subscriptions & Bookkeeping Don Dinsmore Phone: 941-729-9565/1-800-655-5843 Fax: 941-745-3111 email: dondinsmore@montessori.org Classified & Display Advertising Chelsea Howe Phone: 410-504-3872 Fax: 941-745-3111 tcmag@montessori.org
Montessori Leadership FEATURES 5
Intuitive Leading
by Dr. Janice Fletcher
8
Congratulations: Desert Gardens Montessori
9
Start the Academic Year Safely
by Robert Bambino 11 Projects and Investigations: Emergent Curriculum in the Montessori Classroom
by RB Fast
13 Montessori Foundation Research Initiative: Summary Statement
15 Hands
by Beverley Blount
18 Book Review: Your Left-Handed Child: Making Things Easy For Left-Handers In A Right-Handed World 19 Study Finds Low Income Latino Children Show Great Benefit from Montessori Pre-Kindergarten Programs 20 Food Allergies: Can We Really Keep Our Schools, Staff and Children Safe?
by Cathie Perolman
22 The Role of Peer Leaders in Small Group Settings
by Susan Y. Dyer
24 Montessori School Tuition: Cost Disease
by Brion Spinsock
cover photo Kym Van Straten, Randburg Montessori School
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3
Conference Partners:
Conference Sponsor:
October 10-11, 2014 Inaugural Hong Kong Montessori Conference Join Us in Hong Kong
A two-day event for Montessori Teachers, Administrators, Board Members, Classroom Assistants, Students of Montessori or anyone else wanting to know more about how we do it The Montessori Way.
For more information go to: www.montessori.org or www.montessorihk2014.org. Register online at: www.regonline.hk/montessorihk2014
w hools l Sc ec fu
Look for more information at www.montessori.org and in your email inbox. You may also email margot@montessori.org. Registration opens August 2014.
SPECIAL KEYNOTE SPEAKERS Sonnie McFarland, the American Montessori Society’s 2011 Living Legacy recipient is an International Speaker, Consultant and Workshop Leader on Educating for Peace, Personal Transformation, Community Building and Montessori Parenting. She served eight years as a member of the American Montessori Society (AMS) Board of Directors and currently chairs the AMS Peace Committee.
Laura Bakosh co-founded Inner Explorer in 2011 with the goal of helping children develop a daily mindfulness practice. Laura received her Ph.D. from Sofia University, (formerly the Institute of Transpersonal Psychology) in 2013. Her research focused on the efficacy of the Inner Explorer Elementary Programs.
Dr. Paul Epstein is currently Head of School of the Rochester Montessori School, Rochester, Minnesota. As a teacher educator, Paul has directed Montessori teacher education programs for both early childhood and secondary programs and taught at those levels. In addition, Paul was an associate professor at Transylvania University and an adjunct professor at Northwestern University and has served on the IMC board for many years.
ooms w P ssr ea la
Hyatt Regency On Sarasota Bay, Sarasota, FL
Dr. Joyce S. Pickering is a 40-year Montessorian, speech & hearing pathologist, and learning-disabilities specialist who has devoted her life to addressing the needs of students with learning differences. Currently, Joyce is Executive Director Emerita of Shelton School & Evaluation Center in Dallas, Texas. She is the 2013 Living Legacy Recipient for AMS as well as President of their Board of Directors. She is also associated with several colleges and universities.
Conference Sponsors
4
w Peaceful C
The Montessori Foundation’s Annual International Conference
n re
ceful Child a e P
© Mo n t e sso r i L e a de r sh ip | w w w. m o ntessori.org/imc | Volume 16 Issue 2 w 2014
by Dr. Janice Fletcher
Wise Decisions “I just can’t decide!” How many times are we faced with the dilemma of indecision? It fills us with anxiety, tension and frustration. No matter what the situa-
“A child is mysterious and powerful; and contains within himself the secret of human nature.” — Maria Montessori
tion, gaining insight for the right answer
Most of us have the occasional true/
We’ve all experienced the heart-wrench-
or making the correct decision is the
correct answer, coming in the form of
ing moments after a wrong decision
same process. The process of Intuitive
an Aha! moment or epiphany. Intuitive
when we exclaim, “I knew I shouldn’t
Leading is simple, natural and magical.
Leading shifts us from occasional correct/
have said, done, or chosen that. I knew
true answers to instinctually and consis-
it, I knew it, I knew it!” How did we
The Montessori leader faces constant
tently knowing. “Know thyself,” Socrates
know? We knew because all the answers
decisions: How do we prioritize budget
told us. Knowing our thought process
are within us. The exclamation, “I knew
items? Which teacher should be added to the
offers the opportunity to create optimal
it!” is proof we already had the answers.
team? With limited time and money, what is
conditions for Aha! moments, wisdom or
All we have to do it listen.
the best value for marketing? Do our actions
truth to flow with a natural intuition.
align with our philosophy and mission? What
What are we listening to? Conscience,
are the optimal learning conditions for each stu-
Listening Within
inner knowing, higher mind, intuition,
dent? As a school leader, we have enormous
In Bolman and Deals book, Leading with
God? What’s important isn’t the word
responsibilities to guide the teachers, stu-
Soul, they explain: “Leaders…often find
we use—it’s the listening. It’s this inner
dents, parents, and local communities in
themselves confronting awesome chal-
teacher that we strive to have our students
positive actions to result in natural and
lenges with inadequate reservoirs of
hear so they, too, can receive guidance.
effective learning for each child.
experience or seasoning. They look to
ping into Intuitive Leading, we release
“Children are not only sensitive to silence, but also to a voice which calls them...Out of that silence.”
anxiety, doubt, and procrastination
— Maria Montessori
The stakes are high. Each important decision has consequences. By step-
in our decision-making process. Most importantly,
we
arrive
at
correct
books, articles, consultants, and work-
Leaders can listen intuitively and lead
decisions—wise decisions! Wisdom is
shops…In matters of spirit, wisdom
from our inner source. Whether we are
truth; thus, wise decisions are the true
and experience count far more than
five or fifty years old, the brain works
answer. Our decisions can flow from the
technique or strategy…wisdom comes
the same. We hear the inner teacher
source of truth.
from within rather than without.”
when our mind (left brain) is silenced.
1
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5
During an Aha! moment or epiphany,
of our body’s murmurs, holds the key.”3
even cost money! It is a personal journey
our mind silences naturally. By learn-
On occasion, we all lead by intuition.
of self-awareness with an openness to
ing the six-step process of Optimal
As leaders, we know or can feel which
notice conditions and patterns of think-
Wisdom Learning (OWL), we enhance
way to guide our schools and students.
ing. It is exciting and fun to increase our
our awareness and raise our consciousness
By understanding the six steps of Optimal
intuitive thinking. We eliminate wasted
to the process. Our heightened aware-
Wisdom Learning (OWL), we increase the
time and effort in wrong directions or
ness creates a brain exercise, developing
frequency of our new heightened aware-
answers. Our personal life flows, and
the nerve (the corpus callosum) between
ness. Increased access to our right brain is
our leadership steps up to a new level, for
the left and right brain, leading us from
developed, opening flow of insight, genius,
when we intuitively lead, we are leading
a dirt road to a superhighway of insight.
or truth. Yes, awareness is critical!
from a higher perspective: truth.
2
When truth guides us, we are intuitively
Imagine the potential to consistently lead
leading. What is truth? Gandhi replies,
our schools with wise decisions com-
“A difficult question; but I have
ing from the source of truth. And
solved it for myself by saying
all we have to do is listen within!
that it is what the ‘voice withThe Inner Rudder Intuitive
Leading
in’ tells you.”5 is
sought by all leaders.
Six Simple Steps to
Our success as a leader is
Leading Intuitively
measured by the wise or
Accessing our intuition
unwise decisions made.
to lead is logical, easy, and
We
gather
already in place. All we
information
need is to become familiar
and opinions from oth-
with the six steps in the process,
ers; then, we make the de-
then wait for the next Aha! mo-
cisions that affect our schools.
ment to appear. When we say, “Yes,
Those decisions are ours alone. It is in that ‘being alone’ that we gather our
that’s the answer I was looking for!” or
strength, confidence and courage to
“I got it!,” we increase our awareness by
decide and lead.
reviewing and identifying how and Maharamayana tells us, “Awareness
when the steps took place in our
Daniel Golemen, author of Leadership:
is not the same as thought. It lies be-
thought process.
The Power of Emotional Intelligence, in his
yond thinking, although it makes use
recent bestseller, Focus, defines it as “the
of thinking, honoring its value and its
1. Desire
inner rudder.” He further states, “Such
power. Awareness is more like a vessel
2. Surrender
a (important) decision requires im-
that can hold and contain our thinking,
3. Still the mind
mense confidence in one’s own guiding
helping us to see and know our thoughts
4. Listen and accept
values. What allows people to have such
as thoughts rather than getting caught
5. Act upon the guidance
a strong inner compass, a North Star
up in them as reality.”
6. Test the guidance
to the dictates of their deepest values and
To sharpen our skills of Intuitive Lead-
DESIRE. The first step is to desire it.
purposes? Self-awareness, particularly
ing, we don’t need more certificates,
We look within the data of our own
accuracy in decoding the internal cues
diplomas, or accreditations. It doesn’t
mind and resources. Not finding the an-
4
that steers them through life according
6
© Mo n t e sso r i L e a de r sh ip | w w w. m o ntessori.org/imc | Volume 16 Issue 2 w 2014
swer, we seek elsewhere. Our problems
volved. This transitions us from a state
process is inherent, organic. As Maria
require solutions, questions demand
of relaxed wakefulness to a period of
Montessori explained, “The teacher
answers; this creates the desire.
high attention.
must derive not only the capacity, but the desire, to observe natural phenom-
SURRENDER. Second, we must
ACT UPON & TEST THE
ena. The teacher must understand and
surrender to a greater force—a greater
GUIDANCE. We embrace wisdom by
feel her position of observer: the activity
understanding, something other than
acting upon it, testing it and integrating
must lie in the phenomenon.” When we
our mind—and a need for its guidance.
it into the fabric of our being.We have
become conscious of our Aha! moment
Neuroscience tells us the left brain, the
“Free the child’s potential, and you will transform him into the world.”
linear and logical part of our brain, shuts down and quiets when the ‘surrender’ occurs. We say, “I give up. I just don’t know. I am going to sleep on it. I will
—Maria Montessori
deal with this tomorrow or in the next meeting.” At that moment, we are open
all experienced times when we haven’t
process, we can recreate them by follow-
to some other source to help us find the
acted upon the wisdom or truth we’ve
ing the steps to listen to the inner teacher.
answer we seek.
possessed. It is when we say, “I knew I
Then we experience OWL moments in
shouldn’t have done that or gone there.”
which we are optimally learning.
STILL THE MIND. Third, we must
We become wise by acknowledging
pause our thoughts. With our left brain
its presence and acting according to its
Results
inactive, a pause of thinking creates an
guidance. Summarizing the steps:
The greatest result is an unlimited abil-
openness, or stillness, where wisdom resides. The stillness allows the space,
• Open the space of unknowing to create the desire to learn
or opening, for truth to emerge. Truth is the foundation of wisdom. Dr. Jill Bolte Taylor, a renowned brain scien-
• Surrender. We must quit looking
ity to access genius. David Hawkins in Power vs. Force states: “The individual human mind is like a computer terminal connected to a giant database... The database is the realm of genius…
tist, lived through a stroke that caused
for answers in our mind, and allow
The unlimited information contained
her left brain to shut down. She speaks
them to come from within
in the database has now been shown to
of how her thoughts “paused” in her book, My Stroke of Insight: “I paused for
• Clear the mind, creating stillness
a moment, in search of some guidance or profound insight.”
• Be patient in waiting for an answer;
LISTEN & ACCEPT. Once we ten so we can hear and accept wisdom.
listen to the inner teacher
• Accept the wisdom, then act upon
Part of our self-awareness journey is to
the guidance
note when we are in our alpha state of mind: when you’re in the shower, walking your dog, almost asleep. The alpha
seconds, at any time and any place.”7
free of thoughts
6
achieve stillness, the next step is to lis-
be readily available to anyone in a few
By honing our abilities to listen within, and act on the wisdom, our schools and students (even our personal life) will flourish with abundance of accuracy and fluidity. The fun part about unleashing this awareness is discovering and experiencing the synchronici-
•
Secure the wisdom, and test
ties of life, the ‘God Winks,’ the magic!
the guidance
It is our soul’s nature to know. It is in
state is the space in which our right
our DNA. As Maria Montessori noted:
brain’s big-picture, creative side speaks.
Insights, truth and Aha! moments hap-
“We discovered that education is not
Then, reticular activating system is in-
pen naturally and easily to all of us; the
something which the teacher does, but
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7
that it is a natural process which devel-
student at a time by leading from the
into Optimal Wisdom Learning
ops spontaneously in the human being.”
highest level of truth—intuitively.
(OWL), janicefletcher.com 3. Goleman, D. (2013) Focus,
By tapping into our natural instincts and
Dr. Janice Fletcher is an author, speaker
The Hidden Driver of Excellence.
listening within for answers, we act on
and trainer from the content of her books:
New York, NY: Haper Collins.
wisdom and truth, and we make wise
Wisdom from the Inner Teacher: Turning
4. Maharamayana, accessed February
decisions. Wise decisions create posi-
Aha’s! into OWL Moments (Optimal Wis-
9, 2010, www.diamondhelper.com.
tive, effective leadership.
dom Learning) and many other topics. Learn
5. Gandhi, M. accessed February 9,
more at: janicefletcher.com
2010, www.diamondhelpers.com.
Even though we are important leaders
6. Bolte, PhD, J. T. (2008) My Stroke
making significant, even life-changing,
REFERENCES:
decisions, we are really just ‘tall chil-
1. Bolman, L. G. and Deal, T.E.
Journey. New York, NY: Penguin Group.
dren.’ We are human, with the genius
(1995) Leading with Soul: An
7. Hawkins, PhD, D. R. (1995)
and intuitive potential to lead. Free it
Uncommon Journey of Spirit. San
Power vs. Force, The Hidden
simply with an attitude adjustment,
Francisco, CA: Jossey-Bass.
Determinants of Human Behavior.
awareness, and an openness to receive
2. Dr. Janice Fletcher, Wisdom from
Carlsbad, CA: Hay House Inc.
wisdom. Let’s transform the world, one
the Inner Teacher: Turning Aha!s
of Insight: A Brain Scientist’s Personal
Desert Garden Montessori in Phoenix, Arizona has been awarded their IMC accreditation as of March 1, 2014.
T
he school had its onsite visit
with sights set on adding a
in late January by the team of:
full Secondary program in the
Claire Salkowski, Accreditation
near future. We congratulate the school
Chair, IMC Board member and Head of
on achieving their accreditation and are
We
Free State Montessori (Fork, Maryland);
pleased to share this news with the IMC
Shetal attending the November confer-
Margot Garfield-Anderson, IMC Member-
community.
ence in Sarasota, Florida, November
planning
on
6-9, 2014, so that she can be given the
ship Director and Montessori Foundation
8
are
Staff Member; Robin Howe, Elemen-
Now that the school has earned this dis-
opportunity to address members on
tary Guide from NewGate School (the
tinction, it will become a mentor school
her school’s experiences of accredita-
lab school of The Montessori Founda-
to other schools going through the pro-
tion and be awarded a ceremonial version
tion); and Jan Katzen (not pictured here),
cess. Head of School, Shetal Walters, led
of the certificate that the school has
former Toddler Directress and AMI-cer-
her committee through the process with
already received.
tified teacher, Certified Nutritionist and
grace, courtesy, and community involve-
Nutritional Educator.
ment. The school’s staff and families wel-
So…Congratulations
comed the onsite committee with total
You’ve earned your bragging rights on
The school’s program runs from the In-
openness to the experience and made it a
this one.
fant/Toddler through Adolescent program
truly inclusive and welcoming event for all.
Desert
© Mo n t e sso r i L e a de r sh ip | w w w. m o ntessori.org/imc | Volume 16 Issue 2 w 2014
Garden.
by Robert Bambino CPCU ARM, Senior Vice President / Risk Management, Wright Specialty Insurance
T
he start of the academic year is
Facility Use
a good time for staff to review
r Walking surfaces should be clear
safety issues with a new, fresh
Accidents and claims arising from
perspective. Over the summer, build-
facility use are usually the result of the
ings have been cleaned, repairs have
activity involved. Falls and collisions
been made, and in some educational
between players involved in sports and
institutions, construction projects were
athletics are the most common type
completed. Not surprisingly, many of
of loss. Besides sound maintenance of
and cameras need to be in
the accidents (and resulting claims) that
facilities,
good working order.
occur during the year are a result of slips
must have a permit system for outside
and falls or from the use of equipment.
users, where a use-of-facilities application
Here are several easy-to-follow safety
is required. This form (now on school
emergency exit areas should
and risk control issues that go hand-in-
websites in many cases) should include
be clearly identified and free of
hand with the start of the year.
all applicable rules, board policies, and
landscaping and vegetation.
educational
institutions
of any trip-and-fall hazards. r Handrails must be secured. r Exterior perimeter lighting
r Rescue windows and
requirements, including indemnification Building Security
language and insurance requirements.
r Areas of assembly, such as gyms, auditoriums and cafeterias
A single point of entry for visitors dur-
Building Inspections
ing school hours is a good way to control
may have been painted or had renovations completed over the
building access. Exterior signage, direct-
A building inspection can be a good way
summer. Ensure all required
ing visitors to the appropriate entrance,
to identify potentially hazardous con-
notices, such as occupancy and
and locking all other perimeter doors
ditions or procedures at the start of the
emergency exit procedures,
will limit unauthorized entry. Visitor
academic year. In addition to required
have been reposted and exit
security rules, which require all visi-
state school inspections and fire mar-
signs properly illuminated.
tors to register and sign-in, receive (and
shal visits, safety committee members
wear) a badge, and be escorted while in
often conduct surveys as part of their
r Make certain that all construction
the building are low-cost, easy-to-im-
activities. Divide and assign separate ar-
materials have been removed
plement procedures. Also, ensure that
eas of a building to different members
and chemicals used for summer
visitors sign-out and return their badges
and conduct a walk-through, with the
cleaning are properly stored.
when they leave the building/campus.
goal to report hazards to the rest of the
This will aid in having an accurate list
committee. A checklist format helps fa-
of who is on the property in the event
cilitate the process, but members should
electrical rooms, or electrical panel
of an emergency. When reviewing this
be encouraged to identify other hazards
boxes unsecured. These areas
process, be sure to review vendor and
that are not included in the checklist.
are often left unlocked during
contractor access, especially if there are
r Do not leave boiler rooms,
the summer for ease of access,
kitchen and loading dock areas, since
Where to start?
but need to be secured once the
these doors are often not locked.
Conditions to check include:
building is occupied by students.
Vo lu me 1 6 I ssu e 2 w 2 0 1 4 | www.montessori.org/imc | Š Montessor i Leadersh ip
9
Classrooms
r Ensure that building changes have not interfered with safety
Other conditions arising from construction that should be evaluated include:
by blocking exits, pull stations,
In the rush to get classrooms ready for
fire extinguishers, or exit signs.
the academic year, safety issues can be
• overlooked. Typical classroom hazards in- • clude: rescue windows that are unmarked • and/or obstructed; housekeeping, such • as classroom material that is not properly • stored; obstructed vision panels; missing
Excess offensive odors and noise Delivery trucks Smoking on school grounds Contractors not wearing ID tags Proper removal of construction debris
• Changes in traffic patterns of electric extension cords; and the use of • Unsafe storage of debris cooking or heating appliances, which may • Unsafe storage of construction fire and tornado shelter exit maps; misuse
not be allowed in classrooms.
material and hazardous chemicals
• Inadequate security
Non-structural educational areas also need attention. Signs with governing Playgrounds
rules should be posted in shops, labs,
If you have any questions
weight rooms, pools, and other areas
about this subject, or if you
Playgrounds receive a great deal of use
to establish a safe tone for the start of
need assistance conducting an
over the summer, and an inspection of
the academic year. Ensure that all ma-
assessment, please contact the
playground areas and equipment at this
chinery in the shops is anchored to the
Wright Specialty Insurance
time of year is warranted. Playground
floor to prevent tip overs and all personal
Risk Management Department
equipment needs to be in good work-
protective equipment is easily available.
at (516) 750- 9457.
ing order. With high-usage, surface material (especially loose fill materials
Ongoing Construction
like pea gravel, wood chips, and sand) can become degraded. Additional ma-
If construction projects continue into
terial may be needed, as well as repairs
the academic year, ensure that proper
to unitary surfaces, such as rubber mats
exits from the construction site are
or tiles. If you have questions about the
being used by contractors and for deliv-
playground guidelines, please refer to
eries. With students and staff back on
the Handbook for Public Playground
the grounds, check to see that access to
Safety, a publication of the Consumer
the area under construction is restricted.
Product Safety Commission (available at
Students, visitors and staff should not
www.cpsc.gov).
have access to these areas.
Wright Specialty is a Sponsor at this year’s 18th International Conference in Sarasota, FL November 6-9th
Montessori Leadership seeks well-written articles that appeal to Heads of School, Administrators, Boards and Classroom Management. For further information on our submission requirements, please email, margot@montessori.org. We publish four times annually.
10
© Mo n t e sso r i L e a de r sh ip | w w w. m o ntessori.org/imc | Volume 16 Issue 2 w 2014
Emergent Curriculum in the Montessori Classroom by RB
M
Fast
are
curriculum and causes no detriment to
While emergent curriculum can blend
students with confidence.
the development that occurs through the
seamlessly in a Montessori classroom,
They are cur ious and
use of the traditional lessons and materials.
there will certainly be challenges and
self-directed individuals with the capacity
Most Montessori teachers have thematic
pitfalls along the way for any teacher or
to challenge themselves if they are
units of some sort in their classrooms
administrator working to establish and
provided the right tools by the adults
already. Whether they are seasonal, cul-
align implementation of the two cur-
facilitating their learning. This is why
tural, biological, or based in the arts,
ricular models. Consider the following
a Montessori classroom is the perfect
there are changing themes that run
suggestions when getting started:
incubator for the application of an
throughout the classroom in many
emergent curriculum model.
Montessori schools.
ontessor i
children
n
Plant
Provocations:
Provoca-
tions are items placed throughout the Emergent curriculum focuses on the
According to The Power of Emergent
classroom that cover a variety of themes
interests of the children as the primary
Curriculum (2014) by Carol Anne Wein,
and concepts. They can be in the form
Emergent curriculum focuses on the interests of the children as the primary factor in the influence of topics of study in a classroom.
factor in the influence of topics of study
There are three main factors that define
of books, beautiful objects, or purpose-
in a classroom. The teacher turns a keen
emergent curriculum: reciprocal plan-
ful materials. If you are unsure of how
eye and ear to the ideas, questions, and
ning, aesthetic responsiveness, and de-
to start a child-driven thematic unit in
experiences the children have, to then
sign and creativity. Reciprocal planning
your classroom, this method can help.
use that prompting to bring certain
is defined by the constant collaboration
Choose several topics that you think
materials or activities into the learn-
between the children and the adults in
might be of interest to your students.
ing environment. There isn’t an exact
the learning environment. There is col-
Then find two or three provocations
plan regarding a specific skill or piece of
lective research and work that is driven
representing each topic and place them
knowledge the children will have at the
by the questions or hypotheses of in-
in your classroom. Observe the children
end of the unit, nor is there a plan for
dividual learners within the group.
and listen to their conversations and questions. You will begin to see what
how long the unit will last. “The route emerges as children and teachers together
Aesthetic responsiveness refers to the way
prevocational topic is most popular, and
create responses to their own questions;
the adults prepare themselves and their
the unit can ‘emerge’ from there.
through documentation, the course can
learning environments. Wein defines
be made visible so that others can see it”
four specific qualities present in aesthetic
n Use a Knowledge Web: At the begin-
(Wein, 2014, p. 6).
responsiveness: authenticity, attentive-
ning of a unit, sit with the children and
ness, appreciation, and empathy. The final
ask them to share with you everything
The beauty of implemening the prac-
factor, design and creativity, refers to the
they know about the topic you will be
tice of emergent curriculum in a
physical expression of the learning that is
studying. Write the topic at the center
Montessori classroom is the fact that
occurring. This is achieved through proj-
of a poster board and circle it. Create a
it blends seamlessly with the existing
ects as well as documentation.
‘web’ from this center circle showing
Vo lu me 1 6 I ssu e 2 w 2 0 1 4 | www.montessori.org/imc | © Montessor i Leadersh ip
11
the things the children know about the
n Involve the Parents: Throughout my
farming, plant a garden or volunteer at
topic. Display this web in the classroom
thirteen-year career in Montessori, I have
a farm. If you are studying rainforests,
during the unit. As you are drawing
noticed that many teachers and adminis-
make a terrarium.
the unit to a close, bring the web back
trators seem to see the presence of parents
to group and ask the children to again
in the classroom as more of a distraction
n Document Heavily: Utilize every
name what they know about the emer-
than a blessing. If you are one of them,
adult in the room as a tool for observ-
gent topic. Using a different colored
consider this your call to reconsider. Par-
ing and documenting what happens
marker, document the new things they
ents have so much to offer the learning
with the children. Emergent curricu-
know. This offers teachers, children,
environment and their presence in the
lum requires that teachers sit and in-
and parents a concrete demonstration of
classroom gets their child excited about
tently observe their students working,
Blending emergent curriculum with your Montessori program is an opportunity for significant growth for your whole community. growth. The children take a deep sense
learning. Give them as much information
something every Montessori teacher
of pride in seeing how much they have
as you can about what is happening with
should be doing anyway. Take ad-
learned in a visual format.
the classroom and different ways in which
vantage of any technology available to
the children are exploring the emergent
you to help record and display docu-
Classroom:
unit. Invite parents to bring in objects or
mentation. A digital camera or a tablet
Let your imagination run when
stories that they have to share related to
computer will be very helpful to ensur-
considering the ways in which you can
the unit or to read a book to the class-
ing complete documentation. These
incorporate the emergent theme into
room. When the parents are excited about
photographs can be easily converted
the learning environment. Brainstorm
what is happening in the classroom, the
into a daily email to parents, keeping
with your colleagues on ways to weave
children will be excited as well, and this
them engaged in their child’s learning.
the concept into your practical life,
can only benefit you.
They can also be used to document the
n
Saturate
the
general activity in the classroom, via
math, science, cultural, language, music, sensorial, art, and peace areas in your
n Have a Special Event: Use your
wide-angle shots. This will help not
classroom. Fill the library with a
emergent theme as an opportunity to do
only your emergent exploration, but it
variety of books that offer different takes
something special with the classroom.
will help you with record keeping re-
on the subject. Make food that represents
This can be a field trip, a guest speaker,
garding the use of the traditional mate-
the unit. There are always opportunities
or a special project. Parents can volunteer
rials as well.
for changing out the objects in your
to help make this special event happen,
one-to-one correspondence work on
and the children will come away with new
n Be Flexible: You will need to utilize
the math shelf as well. Put in a variety of
interests and questions to explore further
every adult in the classroom as well as
new language cards and consider deeper
with the group.
administrative support in order to really make it work, because it requires a lot
opportunities to address the theme. For
12
example, if you are studying airplanes
n Make Something: Create something
of effort. Remember that flexibility is
put out a grammar airport (you can find
with the children that allows them to
a must. The whole point of emergent
wooden model airports in toy stores) in
feel ownership over the emergent sub-
curriculum is that the children drive
lieu of the grammar farm and place sooth-
ject. If you are studying space, build
the learning. This may take you to un-
ing objects for your peace corner inside a
a rocket ship out of a giant box and
expected places. At some point, you
beautiful piece of luggage.
computer parts. If you are studying
may be ready to recognize that there
Š Mo n t e sso r i L e a de r sh ip | w w w. m o ntessori.org/imc | Volume 16 Issue 2 w 2014
References
is a need for more than one emergent
to “follow the child” in an authentic
theme at a time in your classroom be-
and fully present way. The children will
cause of the interests of the children. Be
delightfully engage in exploration and
Helm, J. and Katz, L. (2011)
patient and observe not only the chil-
challenges and will leave your school
Young Investigators: The Project
dren, but yourself and how you are re-
feeling as though learning is exciting
Approach in the Early Years. National
sponding to their inquiries.
and worthwhile. There can be no better
Association for the Education of the
success for a Montessori school!
Young Child, Washington, DC.
with your Montessori program is an
RB Fast is Vice-President of the Colorado
Wein, C. (2014) The Power of
opportunity
growth
Montessori Association and the Associate
Emergent Curriculum: Stories From
for your whole community. Create
Director at the Montessori Academy of Colorado.
Early Childhood Settings. National
permission in your school for colleagues
She is AMI trained and currently working
Association for the Education of the
to respectfully address one another
toward an MS in Early Childhood Studies
Young Child, Washington, DC.
regarding specific interactions for lessons
from Walden University. She blogs about
they had with children. This is a chance
Montessori, early childhood education, and the
for your school to show your parents
joys and challenges of marriage and motherhood at:
and community what it really means
www.vegucationmama.wordpress.com.
Blending
emergent for
curriculum
significant
MONTESSORI FOUNDATION RESEARCH INITIATIVE Primary Research Team
Paul Epstein, Ph.D. Andrew Cutler, MD
Tim Seldin, M.Ed.
George Spagnola, Ed.D.
Anita Amos, Ph.D.
Elizabeth Kaser, M.Ed.
In addition to the Research Team, we are
There are over 300 schools currently
2. Academic Growth within the
pleased and encouraged by the many
utilizing the MontessoriCompass online
framework of the universally
passionate members of the Montessori
record-keeping system with behind-the-
understood educational goals
community who have expressed their
scenes alignment to the Common Core
as outlined in the Common
willingness to support and participate in
State Standards. Each of these schools
Core State Standards.
this project.
has the opportunity to participate in the
3. Non-Academic Growth in
research project and make their 2012-2013
the Montessori environment
The Research Team has collaborated to
and 2013-2014 student records available
(Executive Function/Grit)*
formulate agreed-upon research variables
to the project.
and attributes for participating schools,
*We are pleased to be working with
teachers, and students. In addition, metrics
The data that will be collected from this
Angela Duckworth’s team, as they are
to measure academic and non-academic
research project will significantly contribute
experts in the field of research on
growth in the Montessori classroom have
to the body of knowledge in the Montessori
development and assessment of ‘Grit.’
been designed. Lastly, requirements for par-
research field in the following three areas: In an effort to highlight the depth, rigor and
ticipation by schools have been developed, and the necessary self-training modules for
1. Academic Growth within the
quality of a Montessori education, data from
participating teachers are being completed.
framework of the Montessori
online record keeping in MontessoriCom-
Scope & Sequence.
pass can be used to examine a number
Vo lu me 1 6 I ssu e 2 w 2 0 1 4 | www.montessori.org/imc | © Montessor i Leadersh ip
13
MONTESSORI FOUNDATION RESEARCH INITIATIVE (cont.) of issues related to Montessori teaching
programs with other educational programs
large. The ultimate goal of the project is to
and the Montessori Scope and Sequence.
across many geographical and socioeco-
provide a virtual prepared environment for
Research queries about record-keeping
nomic regions of the US.
researchers to make their own discoveries by being able to apply an exploratory ap-
practices, most commonly used Montessori lessons and materials, and percentage
For example, researchers can examine how
proach to analyzing the data. We anticipate
of time spent on specific areas of the cur-
and at what ages students in Montessori
the ability to track both academic and non-
riculum are a few examples of how record-
programs are meeting specific Common
academic growth in the context of socio-
keeping data can be used to examine and
Core State Standards in comparison to the
economic, ethnic, and/or geographic data,
illustrate the practices of Montessori teach-
grade level of those standards. Based on
will contribute to the discovery of novel
ers in Montessori schools across the US. In
data collected thus far, we fully anticipate
connections and aid in defining future
addition, there are many queries that could
this aspect of the project to provide cogent
questions and studies to further the cause
be posed and answered related to various
and widely understood evidence of the aca-
of Montessori.
demographics and specific areas of the
demic benefits of the Montessori approach.
Montessori curriculum.
Of significant importance, we anticipate the
We feel strongly that Montessori advocates
universality of the Montessori approach
will greatly benefit from having a growing
For example, researchers can examine
in meeting the diverse academic needs
body of concrete data at their disposal in
average ages when Montessori students
of students from varied socioeconomic
order to effectively influence significant
are presented specific concepts across
and ethnic backgrounds to be clearly and
change in the education system at the
Montessori programs in a wide variety of
broadly demonstrated.
local, state and national levels. Therefore, a core objective of this project is to
socioeconomic settings. As another example, researchers can make comparisons
Lastly, the development of easily
equip advocates with valuable insights,
about the depth of the Montessori curricu-
accessible surveys and classroom obser-
presented in a format that is universally
lum by examining the variety of Montes-
vation tools within Montessori Compass
understood by both Montessori educators
sori works addressing math and literacy
will make it possible for researchers
and the broader educational community.
concepts completed by students within
to examine student growth in areas of
We anticipate that this study will serve as a
specific time frames. With the behind-
Independence, Resilience/Grit, and Self-
valuable tool for those seeking to advance
the-scenes alignment of the Montessori
Regulation/Concentration, among others,
Montessori in their respective communities
Curriculum to the Common Core State
in Montessori programs across the US.
and are particularly inspired at its potential to increase access to a Montessori
Standards in Montessori Compass, researchers have the opportunity to com-
All of the data collected will be made
pare the rigor and depth of Montessori
available to the Montessori community at
education for children living in poverty. ÂĄ
In Memoriam As you may already know, the Montessori community recently lost two strong leaders, both of whom have significantly influenced and raised awareness of Montessori. They are both irreplaceable, and they will be greatly missed.
14
Eileen Roper Ast, Former Director of the American Montessori
Dennis (Dennie) Jay Schapiro died of a sudden heart attack while
Society, died tragically in a car accident. Prior to her work with
walking his dog, AC, around Lake Harriet. A talented writer and
AMS, she served as the President of the New York Women in
journalist, Dennis’ career included teaching, writing and publishing,
Communications Foundation, which helps women who want to
including MetroSports and the Public School Montessorian, a
advance their careers in the communications industry.
national quarterly journal for public Montessori educators.
Š Mo n t e sso r i L e a de r sh ip | w w w. m o ntessori.org/imc | Volume 16 Issue 2 w 2014
by
Beverley Blount
The proper terms are dominant hand (DH) and sub-dominant hand (SubDH), and this usage will make understanding much easier. Of course, his or her subdominant hand is the one that is oppo-
Tips for right-handed parents with left-handed children… and left-handed parents with right-handed children… and for all of our children and all of our teachers!
I
site the dominant one. The next thing is to find out which is the child’s DH if it is not yet known. Something that often works for small children is to roll a ball to them 25 times and ask them
often find that parents may need
That was all I needed. I advised her:
to kick it back; then, throw a ball to
some kind of ‘manual’ to help
“The solution is easy; he is left-handed,
them 25 times and ask them to throw
them cope with a child whose
and you are teaching him with your right
it back. By counting the times they kick
dominant hand is the opposite of the
hand. His little brother is right-handed,
or throw it back with each hand or foot,
rest of his/her family, and especially to
so your instructions are correct for him.
you may get a good idea of which is
help protect their child in an environ-
Here he comes now, use your left hand
his/her DH. They may be very dexterous
ment of opposites.
to show him how to write his name.”
with both hands, but usually, they kick with their dominant foot. Now, when
This was made clear to me one morning
She did exactly that and was amazed
their DH is known for sure, some plan-
on a flight from Los Angeles to Mexico
when he immediately did his letters cor-
ning must be done. If their DH is the
City. A young mother was sitting next
rectly. She colored a bit on his booklet
same as everyone else’s in the family,
to me with her two young sons (prob-
with her left hand and he caught on right
then no one needs to worry anymore;
ably 4 – 5 ½) sitting across the aisle from
away. She turned to me, asking: “Why
however, if their DH is different from
us. They were constantly popping out
didn’t anyone tell me?”
everyone else’s then changes need to be made in some of the family techniques.
of their seats to show her the coloring books they were working on, coloring
We talked for an hour, me giving her
the pages and writing their names on
tips on how to help her little one.
First, establish where the child with the opposite DH is in the family structure.
the pages. The youngest one was doing a fair job for his age on his work, but
Then she said, “Why isn’t there some-
There can be many different positions
the oldest was having trouble staying
thing that tells parents what you are telling
(such as the oldest sibling, middle sibling,
within the lines and reversing his let-
me?” I promised her I would write one,
and smallest sibling), and the parents
ters when writing his name. I couldn’t
and here it is, a helping hand pamphlet
themselves may not have the same DH.
help watching, and finally the mother
for families with cross-handed children.
Wherever our target child is, everyone in the family, especially the parents, needs
turned to me and said, “I don’t know what’s wrong with my oldest. He always
Finding Out
brother doesn’t.”
to know that they must be careful to recognize what hand they are using
gets everything mixed up and his little Before starting, it’s necessary to get rid of
whenever showing something to him
the words left-handed and right-handed.
or her.
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15
1. He or she is pronounced dyslectic
An important rule when dealing with a
comfortable angle. Spiral workbooks
child who uses the opposite hand from
can be especially difficult for left-handed
or with learning or reading
her parents or siblings is that people
children, as their hand may be resting
problems, and sent to therapy.
showing the child something must use
on the spiral. Try turning the book over
their own hands, as if they have the same
and start from the back if they are having
DH as the child. (Don’t worry that it
this problem.
2. Somehow his/her brain sorts it out for itself, and he/she starts writing with inverse movements,
looks and feels a bit awkward; children feel an immense sense of relief when they
When they begin to write, sometimes it
and the letters come out correctly.
realize that we have the same problem
is necessary to make a small dot on the
Often children have to work
trying to use our opposite hand as they
beginning of each line to help the child
with the hand curved around
do trying to copy our hand.)
find exactly where he or she should start
over the top of the letter.
writing. Remember that our left-to right Try using your child’s DH for a day or
and up to down system is not native to
3. The teacher realizes what is
so, or make a game with the rest of the
humanity; other cultures use opposite sys-
wrong, sits down beside the
family to do things with their SubDH.
tems such as down to up and right to left.
child and gives the reading and writing lessons, matching
It can be fun, and will show the other or sister faces or classroom peers experi-
will make life easier for the child who
ence when trying to copy someone using
does not use the hand that is used by the
the reverse hand. It also will give a huge
rest of the family. It’s a question of seeing
they have problems reading and
load of confidence to the ‘odd man out’
everything in reverse. The problem is
writing for the rest of their lives.
when they see their family struggling to
much more obvious for a left-handed
do things in reverse.
child in a right-handed world, but the
4. Children become so confused that
5. Or, left-handed children are
opposite is also true: those right-hand-
taught with some of the many
One must also be very observant of the
ed children brought up in a left-handed
new writing instruments designed
younger child who may adore his/her
family face the same problems.
for left-handed children (and, if possible, by a left-handed teacher).
older sibling and want to copy everything he or she does. I especially remember a
It is an entirely different problem for his/
little right-handed girl who wanted to do
her teacher who does not realize what
everything her left-handed brother and
is happening with a few children in her
father did. The first week of school, she
classroom. The teacher may be doing all
My husband went to a strict European
dropped five small jugs of water, and I did
her teaching by writing on the chalk-
school many years ago, where left-handed
not realize until much later that she was
board with the opposite DH of some of
children were not allowed to write with
trying to do everything with her left hand.
her students. If you hold up your hand on
their left hand. He was amazed that our
Be sure that the children in the family sit
a chalkboard and write the letter a with
Montessori daughters learned to write
where their knife-cutting hand is next to
your right hand, the left-handed child
painlessly and with beautiful styles all of
that edge of the table and sit on the side
will write it with exactly the same move-
their own. He still writes with his right
of the car where it is most comfortable
ment, and it will come out backward.Try
hand and draws with his left.
to open doors and windows.
it yourself. That will happen with all the letters (except a few, like 1 and l).
16
her hand to the child’s DH.
children what difficulties their brother
A bit of logical thought and observation
Examples
The daughter of my Montessori kin-
Remember that, when it comes to writ-
dergarten director is left-handed. Her
ing, allow plenty of space for their DH
The child will make this mistake mother followed all the tips I am recount-
elbow and place their writing pad at a
repeatedly until:
ing here, and she is now in high school
© Mo n t e sso r i L e a de r sh ip | w w w. m o ntessori.org/imc | Volume 16 Issue 2 w 2014
and has never shown any problem with
morning. “What happened to Elizabeth?
“Sara, was your kindergarten teacher or
writing, inverting letters, or reading.
She came home yesterday afternoon and
your first grade teacher left-handed?”
cried all evening. When we went to bed,
Now it was her turn to be surprised,
she was still crying.”
as she thought back to her childhood:
A young friend of mine (now a well-
“How did you know? My first grade
known radio broadcaster) recounted
teacher was left handed!”
some of the difficulties he has had
When Elizabeth came to class the next
throughout his life. He says that one of
day, she called me aside. “All my life, I
his pet peeves is that in restaurants, he
thought there was something wrong with
She is a college graduate in special needs
must invert all the tableware, and the
me, that I saw everything backwards.
therapy, but no one had ever taught her
I think that all of us who live and work with children realize that children, who are surrounded by parents and peers who use opposite hands, face enormous difficulties in a reverse-handed world. worst is that every time they serve him
Now I know I wasn’t crazy; it was my
about the problems caused by left-hand
coffee, the handle of the cup is always
world that was turned around, and I no
and right-hand cross teaching.
pointed to the right.
longer have to reverse everything. It has been a wonderful relief for me.”
Years
Today, after many, many years, that little right-handed girl who dropped
ago, when I was giving the
Montessori Early Childhood teacher
A similar thing happened last week. I was
so many little jugs so long ago because
training, one of the young trainees (22
making some copies behind my elemen-
she was copying the movements of her
years old) sat back on her heels after she
tary director’s chair when I noticed the
left-handed family, is now a Montessori
finished presenting the red rods, her first
writing of one of the two therapists of our
guide herself. When I told her mother
material in her sensorial exam. Her fin-
special-needs children who, was report-
(also a Montessori guide) about this ar-
ished efforts brought a complete silence
ing to our director.
ticle, the first thing she asked me was: “Why didn’t you tell me about her trying
from all of us. She had done the entire exercise the reverse of the way it had been
“Sara,” I told her, “you must be very
to use her brother’s hand? It would have
presented to the class.
careful how you hold your pen and be
helped my family so much.”
sure to use your right hand when workFinally I broke the silence, “Elizabeth,”
ing with right-handed children.”
I had to admit that I did not know about the problems mentioned here, but I did
I said, amazed, “Are you left-handed?” “No,” she replied, evidently surprised
She looked at me in surprise, “But
know to teach with the dominant hand.
by the question.
Beverley, I am right-handed, although
This mother and Montessori guide had
my daughter is left-handed!”
taken my original course 25 years ago, where using the dominant hand was
Another long silence followed her answer as we all looked at each other.
I turned my hand around in my mind.
stressed. She had even gone on to take
Again, I ventured another question, “Is
Sure enough, she was writing with her
the elementary Montessori course as
somebody in your family left-handed?”
right hand, although it was wrapped
well as many others. She had taught all
She looked at me in surprise, a strange
around her words the way some left-
these years and had never experienced
expression on her face. “Yes,” she faltered,
handed people do. I felt very surprised
the simple techniques I am writing about
amazed, “All my family are left-handed.”
and a little ashamed, but then it hit me.
in this article.
Her mother called me early the next
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17
Investigation
who use opposite hands, face enormous
handed people in http://lefthandedchil-
difficulties in a reverse-handed world.
dren.org/ were golf clubs, pads, pens,
I researched the first three pages of Google
We also know that proper help during
scissors, clothes, equipment, along with
sites on left-handedness: a text book for
the early-childhood years is what they
many helpful comments.
special-needs children, (Teaching Students
need to prepare them for the rest of their
with Special Needs, Forth Edition Smith, T.,
lives. I found no mention anywhere of
et al, (2004); Montessori and the Special Child,
the problems of right-handed children
Orem, R. (1969), and either they do not
in a left-handed family.
consider being left-handed a direct cause
Conclusion The child is not the one with the problem: the hands of those around him/her
of possible learning problems or ignore
The most successful site I found for
are. Dr. Maria Montessori said, “Follow
the special care of those students, as not
left-handed children was http://www.
the child,” and I must add...using his
important enough. By the way, it is in-
lefthandersday.com/tour7.html, where
footsteps and not our own.”
teresting to note that President Obama
there is an excellent video for teaching
is left-handed.
left-handed children using modern ma-
Beverley Blount has a Masters in Education
terials, designed to make their writing
specializing in Montessori Integral Education
I think that all of us who live and work
experience as easy as possible. The teach-
and Owner/Director of Anglo Montessori
with children realize that children, who
er in the video is, herself, left-handed.
and Christa McAuliffe Montessori schools in
are surrounded by parents and peers
Some of the materials I found for left-
Mexico City.
Your Left-Handed Child: Making Things Easy For Left-Handers In A Right-Handed World By Lauren Milson, (2014) Hamyln, Distributed by Hachette Book Group Nearly one in ten people are left-
Left-Handed Shop in London
in more complex tasks, such as
handed, but being a left-handed
for 30 years) describes simple
handing woodworking tools,
child in a right-handed world
but effective strategies to help
playing guitar, and participating
isn’t easy. Nothing seems to fit,
kids, from the very young to
in sports. She even addresses
and parents don’t always know
teenagers, overcome the many
the ‘softpaw’ advantage and the
how to give guidance on even
hurdles they encounter at school
supremacy of the left-handed
everyday activities when they are
and at home.
cricket pitch. With her invaluable advice, left-handed children will
approached from the ‘wrong’ po-
18
sition. If you are a right-handed
Milsom’s well-structured, full-
be confident and capable, and
parent or teacher, how should
color book is easily discernible
left-handedness need never
you teach your left-handed chil-
and covers early signs and de-
become an issue.
dren to write, cut with a knife, tie
velopment of left-handedness
shoelaces, or use scissors? It is
from infancy to pre-school
Left-handers include luminar-
there is still much design work
not that easy, and the results can
through all school years. It helps
ies from Bill Gates, Bill Clinton,
still to be done. Milsom’s book
often be awkward and messy.
you understand why left-handers
Paul McCartney, Julius Caesar,
provides a guide to resources
find using right-handed tools
Alexander the Great, Martina
and support, including the Left-
Leading expert in left-handed-
particularly difficult. She offers
Navratilova, and Barack Obama
Handers Club, which boasts
ness, Lauren Milson (herself
practical advice on how to guide
—so the left-handed child is in
some 50,000 members. Even
a left-hander, spouse of a
young children as they master
good company. And manufactur-
one subtle change can make
left-hander, mother of a left-
handwriting, getting dressed,
ers are increasingly producing
a difference.
hander, and proprietor of the
and using cutlery, and older ones
everyday items for lefties, though
© Mo n t e sso r i L e a de r sh ip | w w w. m o ntessori.org/imc | Volume 16 Issue 2 w 2014
Study Finds Low-Income Latino Children Show Great Benefits from Montessori Pre-kindergarten Programs “We found that Latino children excelled in Montessori programs across pre-academic and behavioral skills.”
L
ow-income Latino children who
emotional and behavioral problems using
“Compared to the English language, Span-
experienced one year of Mon-
another standardized scale, also available
ish is more consistently phonetic, and there
tessori pre-K education at age
in both languages.
is evidence that at-risk Latino children in
4 made dramatic improvements in early
elementary school who receive phonetic
achievement and behavior even though
“We found that Latino children excelled in
instruction exhibit positive language and
they began the year at great risk for school
Montessori programs across pre-academic
literacy gains,” Ansari said.
failure, according to research published by
and behavioral skills. Latino children
the American Psychological Association.
began the year at high-risk of school failure
Also, the authors noted that the founder
and scored well below national averages
of Montessori believed that a child’s cul-
In contrast, although low-income black
(25th-35th percentile) on assessments of
ture needs to be incorporated in the school
children made gains in school readiness
pre-academic skills (cognitive, language
environment in order for that child to thrive
when enrolled in Montessori classrooms
and fine motor skills), but they demon-
academically and socially. “Montessori
as well, they exhibited slightly greater gains
strated the greatest gains over time,” the
programs may be better able to integrate
when they attended more conventional
researchers wrote. “Conversely, black chil-
Latino children’s socio-cultural back-
public school pre-kindergarten programs.
dren exhibited healthy gains in Montes-
grounds within the classroom, which, in
The research was published in APA’s
sori, but they demonstrated slightly greater
turn, allows Latino children to transition
Journal of Educational Psychology®.
gains when attending more conventional
more smoothly into the educational sys-
pre-K programs.”
tem,” Ansari said. “This is particularly
Researcher Arya Ansari, MA, from the
important for young Latino children who,
University of Texas at Austin, and co-
For example, black children in Montessori
in the Miami community, often come from
author Adam Winsler, PhD, from George
programs ended the year with language
culturally and linguistically diverse homes.”
Mason University, looked at data from the
skills in the 50th percentile (the national
Miami School Readiness Project compris-
average), but those in conventional pre-K
Montessori programs are used in more
ing 7,045 Latino and 6,700 black 4-year-
programs ended the year at almost the 60th
than 4,000 schools, according to the
olds enrolled in Title I public school pre-K
percentile, according to the study.
researchers, and are often characterized
programs in Miami. Title I is the federal
by mixed-age classrooms that facilitate
law that provides funds to schools where
The researchers theorized that some of
individualized learning. Compared to
more than 75 percent of the children
the gains experienced by Latino children
more conventional programs, they contain
qualify for a free or reduced-price lunch.
might be attributable to the Montessori
less teacher-directed structure and more
method’s emphasis on individual in-
child-directed activities that promote
The children’s cognitive, language and fine
struction and independent learning for
children’s early academic, social and
motor skills were assessed at the beginning
Latino children who may still be learning
behavioral development.
and end of the year using a standardized
English. Another possible explanation for
test that looked at their ability to count and
the large gains by Latino children could
Ansari, A., & Winsler, A. (2014, May 12). Montes-
match shapes, understand language and
be that Montessori curriculum is more
sori Public School Pre-K Programs and the School
write. The test used was available in both
phonetic than traditional instruction,
Readiness of Low-Income Black and Latino Children.
Spanish and English. Both parents and
stressing sounds and visuals.
Journal of Educational Psychology. Advance online
teachers reported on the children’s socio-
publication. http://dx.doi.org/10.1037/a0036799
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19
Can we Really Keep Our Schools, Staff and Children Safe? by Cathie
Riiiiinng! “Hello?”
Perolman
The truth is that you can never be 100
pening again? And the cost of that
percent certain that the child is safe. You
decision was huge!
“Hi! We are interested in learning about
can be attentive and tell everyone who
your school for our daughter. She is three.
comes into contact with the child and
Another time a child in the school (not
She is so smart and fun, and she is really
remind the entire school community,
even in the same class as our allergic
ready for more than we can offer her at
but the truth is that you have to have
child) had an alternate person come to
home. Oh, there is one other thing. She
plans for what you will do if the child
pick him up.That person did not know
has a life-threatening food allergy. How do
comes into contact with the food.
about the child with the severe peanut
you handle food allergies in your school?”
allergy. Her own child accompanied I had a child with the most severe level
her to do the pick-up. He came into the
When a private school considers admit-
of peanut allergy. She was only 2 ½ and
school eating handfuls of peanuts out of a
ting a child with severe food allergies to
had no awareness of her allergy. I was
can and running his hand along the cub-
the school, they have to be sure they can
very nervous about having this child in
bies touching the cubbies and the coats
meet all the needs of the child and the
my class. I strove to be a highly consci-
as he walked. Now the entire cubby area
family. In many countries, including the
entious and vigilant teacher. I checked
needed to be cleaned and all the coats
United States and Canada, almost every
every child’s lunch each day and remind-
washed! But what if a parent did not
preschool is a nut-free school and almost
ed parents of the severity of the allergy
wash the coat and there was still peanut
every elementary school has a nut-free
in every correspondence. She brought
oil on it? What were the legal ramifica-
table. There just seems to be more and
her own snack to school and never ever
tions to me, the school, and the parents
more children with various food sen-
ate any food from school. She had spe-
of the child who did not wash the coat?
sitivities that need to be taken into ac-
cial treats from home for when there
count and managed. What challenges
was a birthday celebrated in our class. If
Yet another scary situation was when the
and risks arise when such a child is ad-
we did any cooking projects, her mom
teacher next door had made spiders from
mitted to your school?
purchased the food—not just for her—
Oreo cookies and black licorice with her
for the entire class and brought it in to us!
children. She used candy corn for the
There are different levels of food aller-
20
eyes. She had lots of supplies left over and
gies and different levels of danger. A
But one morning a squirrel (we think)
offered them to us! I happily accepted,
child may have a mild, moderate, severe,
left peanut shells in the sandbox. Yes,
excited to do a fun activity that did not
or life-threatening allergy. The reality
the sandbox was covered, and the
cost us anything! But, the candy corn was
is that contact with a food may cause a
allergic child did not touch the peanut
made in the same plant that processed
mild reaction one time. Contact with
shells, but the entire sandbox was con-
peanuts. Luckily, the mom saw the food
that same food may produce a moder-
taminated. And we did not know where
on the counter when she dropped off her
ate reaction the next time. Each time the
else that squirrel might have walked.
child. She checked, and noticed that it
child comes into contact with the food,
What was our responsibility then? Should
was potentially contaminated by peanuts.
he may react more intensely. Observa-
we remove all the sand from the sandbox
She told us we absolutely could not use
tion and vigilance become more and
and all the mulch from the playground
that food! As vigilant as I was, I MADE
more crucial.
and replace it just to be sure? What
A MISTAKE and forgot to check food
was to keep that situation from hap-
that came into my classroom.
© Mo n t e sso r i L e a de r sh ip | w w w. m o ntessori.org/imc | Volume 16 Issue 2 w 2014
It was truly terrifying for me to have a
contact with the allergy food. The phone
container of food every time you serve it,
child with a severe allergy in my class. I
numbers were all listed, and it was clear
even if you have served this same brand
thought about it often and worried about
what needed to be done. This was in
for years. Often, parents of children with
the possibilities constantly. I had yearly
place to help someone who was unfamil-
severe allergies can help with this, but it
training to use the epi-pen and felt solid
iar with the child. This is the standard
is the school’s ultimate responsibility.
in that knowledge. The epi-pen was
practice in my current school as well. But
stored in our classroom, and I was always
now, in compliance with new protocol,
I explored the legal liability that I, as a
certain about where it was. Fortunately,
the paper is placed inside a cupboard to
teacher incurred from potentially mak-
this child spent four years in our room
protect the child’s medical privacy.
ing an error in the care of a child with a severe allergy. Most insurance agencies
safely, and we never used the epi-pen or made a trip to the hospital. But even
In one school where I worked, no child
thought it was probably covered under
epi-pens are not a guarantee. Children
with a food allergy was permitted to eat
the ‘Good Samaritan Law,’ but no one
have died from food allergies even after
any food purchased by the school. Each
was certain, and I could not find an in-
receiving epi-pen injections. In most
child brought his or her own snacks ev-
surance plan that would specifically cov-
small Montessori schools the teacher
ery day. They never ate any food from
er a classroom teacher. So it was logisti-
takes on the responsibility to use an epi-
our food-prep works or our baking/
cally challenging, morally challenging,
pen if needed. In some states in the US,
cooking activities. This was the only
medically challenging, and potentially
there are now new regulations regarding
way the school could get insurance. It
financially challenging to me as a class-
training of personnel who are certified
made me feel guilty for having those
room teacher.
to dispense medicine in each school.
food activities, and some years we scaled back or eliminated food preparation al-
In my current school, we have children
Although I was comfortable with the
together! Of course, not having food
with allergies and we work tirelessly
allergy situation, this child came into
preparation works made me feel guilty,
with the parents to check their food, the
contact with many other people, and I
too. Children who attend a Montessori
school food, and the food that others
could not oversee them. She participat-
school deserve the best of the Meth-
bring in. We post the child’s picture and
ed in specialty classes for music, art, and
od! However, making changes in the
protocol and have signs up all over the
gym. She attended special presentations
classroom was the only way we could be
school. We have plans for what we will
at school. She sometimes had substitute
certain (or reasonably certain) that no
do if a child comes into contact with the
teachers in her regular classroom or her
child experienced an allergic reaction to
food he is allergic to and we remain as
aftercare class. Any of these people could
something they ate.
careful and cautious as we can be.
into contact with her allergy substance.
Food manufacturers can change the
Editor’s Note: There definitely seems to be
What about a grandparent who makes a
ingredients in a food or the plant in
an alarming increase in life-threatening aller-
child’s lunch without the awareness that
which a food is processed without an-
gies in children. If your school has special poli-
there is a child with a life-threatening al-
nouncing it. The truth is that a brand of
cies that address this issue, please share them
lergy in their grandchild’s class?
food that you have purchased and eaten
with readers of Montessori Leadership. It just
for years may suddenly add an ingredi-
might save a life!
make a mistake and allow her to come
We had an Allergy Protocol Form on
ent or change where that food is made.
the wall in every room she was ever in.
This simple change may be dangerous
Cathie Perolman is an experienced Montessori
It showed her picture and had a simple
to the child with a food allergy in your
guide at the 3-6 level. She is a Montessori teacher
written protocol. This listed the step-
classroom or your school. Due to this,
educator and publisher of educational materials.
by-step directions of what to do if she
the only way to be totally sure that a
Cathie lives in Columbia, Maryland.
ever showed signs of allergy or came into
food is safe is to check every bag/box/
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21
I
by
Susan Y. Dyer
f I were to list the top five ques-
events, fire drills and the list goes on.
“A(n) ...interesting fact to be observed
tions
me
The participation of four-year-olds in
in the child of six is his need to associate
regarding their classrooms and
daily classroom routines should not be
himself with others, not merely for the
the work being done by their students,
understated. They maintain their citi-
sake of company, but in some sort of
What to do with second year, four-year-
zenship, their membership, in the class-
organized activity. He likes to mix with
old children who ceaselessly wander?
room and school community.
others in a group wherein each has a
that
teachers
ask
different status. A leader is chosen, and
would be one of them. I point this out because it is significant.
is obeyed, and a strong group is formed.
When responding to this question, I
I would much rather have wandering
This is a natural tendency, through
generally advise lead guides to assist
children in attendance than ones fre-
which mankind becomes organized.”
four-year-olds in their development of
quently away on holiday during the
—Maria Montessori
decision-making skills via fetching and
course of the school year. Children who
pairing work. This work also provides
are frequently absent miss lessons, are
Reading her quote, one can also
the social engagement four-year-olds
eager to reconnect socially and are out
understand why so many six-year-olds
are frequently seeking. However, when
of step with the routines and patterns of
attempt to participate in these groups,
two or more four-year-olds are wander-
the school day. I have been surprised by
as they too acknowledge the leaders
ing throughout the classroom, their col-
the response of other children when a
in the classroom and want to engage
lective movement can be very disruptive
wandering four-year-old, who is rarely
with them. Yet, the work done in these
to other children and the work they are
absent, is not in attendance. They im-
groups hinders their participation, as it
doing. I casually refer to it as “stirring
mediately note his being out and inform
is generally not at a third-year level and
the pot.” Also, the other obvious ele-
me of it with a surprised tone in their
four-year-olds want their opportunity
ment of this wandering is that they are
voice. I may see this wandering child
to be with their leader without the in-
not engaging specific works for a pe-
as doing nothing, but they see him as
trusion of their classroom elders. These
riod of time. “I don’t know what work
participating in the rituals of their day,
four-year-olds, who seem to be lacking
to do,” is the mantra of these classroom
which does not exclude his constant
a commitment to work, will openly ver-
nomads. When they go home and tell
movement throughout the classroom
balize their commitment and status as a
their parents what they did all day (and
but instead incorporates it into what the
participant in these small groups. They
every day for several weeks) is nothing,
children perceive as normal.
become very territorial, in fact. Lastly, a six-year-old participant, who is seeking
they are pretty much telling it like it is.
22
The adults in the classroom, however,
status as a leader, will compete with the
Yet, that is not completely true, as they
would like to see wandering four-year-
six-year-old running the group in hopes
still observe other children’s work, par-
olds ‘working.’ In my classrooms, small
of displacing them. In my classrooms, this
ticipate in group lessons given by the
groups are mostly occupied by second
has even led to quarreling and disruptive
teacher and are socially engaged. Addi-
year, four-year-olds. They are drawn
behavior. At times, I have had to ask my
tionally, they participate in the flow of
to them like moths to a flame and find
assistants to ask the six-year-olds seeking
the school day and maintain familiarity
both social acceptance and confirmation
leadership status to leave groups so that its
with the routines of the classroom and
of acquired knowledge within them.
focus returns to the materials in use.
the school at large. This includes arrival
Additionally, a peer-established leader
and departure routines, snack and lunch
is running the group. Generally, these
I attended Joan Bettman’s Language
routines, outdoor or indoor play, school
leaders are third- or fourth-year students.
workshop at an AMI refresher course
© Mo n t e sso r i L e a de r sh ip | w w w. m o ntessori.org/imc | Volume 16 Issue 2 w 2014
The positioning of a student as a smallgroup leader is generally done via a request by the student, who wishes to be thus placed. It is, therefore, their self-evaluation and confidence that ultimately places them as leaders in the room. I have, however, postponed this opportunity for third-year students, who I have consistently observed abandoning their own work. I have also found that when I position a child, who hasn’t asked to be a small-group leader, it is mostly unsuccessful. The younger students quickly recognize the student’s years ago. During the workshop, Joan
Additionally, students who are not
lack of confidence and abandon the
spoke of the importance of maintaining
conducting themselves properly in the
group. I have attempted to make chil-
the integrity of a group. She stated that
group (i.e., being very social or not re-
dren stay committed to groups like these
to continually allow children, who were
sponding to the peer leader’s requests)
only to ultimately realize that their own
not invited, to join a group after the les-
may be asked to leave a group. I see it as
peer intuition was correct.
son has started lacks grace and courtesy
my role and my assistant’s role to sup-
to those children who were invited. It is
port this request and to aid in the child’s
Returning to the subject regarding
like having someone come into a movie
departure from the group once the re-
tribes of wandering four-year-olds in a
theater after the film has started and ask-
quest has been made.
primary classroom, peer-led groups are one of my classroom management keys.
ing out loud what they missed. Also, incorporating non-invited children dis-
Peer leadership offers so much to the
I confess that I rely on them. I must
lodges a seated child from one place to
students that occupy that role, includ-
also say that it also aids in the develop-
another. They shrink the options for
ing: public speaking experience; devel-
ment of trust between the lead teacher
all children to individually participate
opment of group-management skills;
and the peer leaders, as I do not check
and they often ask that the lesson be re-
self-evaluation and evaluation and as-
on their work or try to micro-manage it
started as they missed the initial steps.
sessment of peer conduct and perfor-
from a far. Simply put, I don’t compete
Joan suggested that, instead, the adult or
mance skills; and confirmation of their
with them. What is actually happening
third-year student should state to a child
own learned/acquired knowledge. Ad-
is what Maria Montessori described. She
attempting to join an established group,
ditionally, this type of peer leadership
wrote: “The greatest sign of success for a
“I am sorry, you may not join. This
activity serves the child in regard to fu-
teacher is to be able to say, ‘The children
circle is closed.”
ture community-service performance,
are now working as if I did not exist.’”
such as in large school settings where I have promoted this in my classrooms,
elementary students assist primary and
Susan Y. Dyer is AMI Montessori
and the results have been very successful.
toddler teachers within their classrooms.
theorist and primary guide working at
It is a clear and precise statement. I really
Children lacking group leadership expe-
Toad Hill Montessori School in East
feel pleased when I hear a student leader
rience have to develop those skills in the
Madison, Wisconsin. She is the creator
say it to another student. These two sen-
moment rather than recalling and draw-
and author of the long-standing Montessori
tences have become group-management
ing from prior opportunities.
blog, “The Moveable Alphabet.”
tools for peer leaders.
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23
Brion Sprinsock
E
very year Montessori boards and sole proprietors
happening and for how long this had been the case. After
wrestle with rising prices. They try to keep tuition
tracking down London theatre ticket prices from 1743 to
increases to a minimum and as close to the general
1960, he found they rose at double or triple the general rate of
rate of inflation as possible. Trustees and owners balance their
inflation for over 200 years. After six years of further research,
desire for low tuition increases with the realities of maintain-
he published his work on “Cost Disease” in 1966.
ing quality learning environments and well-paid staff. Tuition Rises Faster than General Inflation
Productivity Increases Drive Up Wages The key to understanding Baumol’s theory is a historical look
24
According to the Bureau of Labor Statistics between 1978
at industrial production. Most of the U.S economy has real-
and 2011, the general rate of inflation (the CPI) increased by
ized consistent productivity increases over the last 100 years.
3.8% per year. During that same period, tuitions in the US
Since 1948, productivity growth has averaged 2% per year in
rose 7.45% per year, or double the rate of inflation. Tuition in-
the US. A productivity increase is defined as greater output
creases this high have parents and owners looking for answers.
from a factory or a service with fewer inputs or lower costs. As
Why are our costs rising so fast? Are these increases necessary?
productivity increases, organizations can produce more value
Is this sustainable?
or more goods with lower costs.
Fortunately for us, there are answers for all of these questions.
The most glorified champion of productivity increases was
They come from a brilliant scholar named William Baumol.
Henry Ford, the inventor of the factory production line. In
He is a microeconomist and is the Academic Director of the
1909, it took 12.5 hours to make a Model T car by hand. By
Berkeley School of Entrepreneurship at New York Univer-
1914, using his production line, a Model T could be built in
sity. In 1960, he was working with a non-profit theatre in
93 minutes. With an eight-fold increase in productivity, Ford
New York when he learned that ticket prices were going up at
could pay his workers higher wages while lowering the price
double the rate of inflation. He wondered why this was
of the car for his customers. In 1909, a Model T cost $850.00.
© Mo n t e sso r i L e a de r sh ip | w w w. m o ntessori.org/imc | Volume 16 Issue 2 w 2014
By 1920, the price had fallen to $250
customers. Schools don’t have annual
wages not from inflation of supplies and
with no loss of quality. Remarkably,
productivity increases that can absorb
other non-staff costs.
while the price of the car fell, wages
the higher cost of labor. Understanding the CPI
went up. It was the rapid rise in productivity that allowed Ford to raise worker
If higher wages come from productiv-
salaries while lowering prices.
ity increases, then why do teacher’s or
One of the most persistent questions
nurses wages rise when productivity is
I have heard as a trustee over the years
flat? It turns out that wages rise together
is: Why can’t we just increase tuition at
across every sector of the economy. If
the rate of the CPI? We tend to think
all wages rose except those of teachers,
that when the CPI (Consumer Price In-
Today, if a manufacturer increases
nurses, and musicians, workers would
dex) goes up by 3.8% in a given year, all
productivity she can give workers a
leave those professions and take jobs
the goods and services around us follow
raise and make a greater profit without
where wages grow. It is the steady rise in
along; our milk, eyeglasses, furniture,
charging her customers any more. This
wages, spurred by productivity increases
hotels, and shoes all go up 3.8%. That’s
growth in productivity has touched
in the rest of the economy, that increases
not how it works. The CPI is an average
nearly all the goods and services we con-
wages at our schools.
of over 200 goods and services that, to-
Schools Lack
Productivity Increases
sume. However, there are three sectors of the economy that resist productivity
gether, average out at 3.8%. Some goods Cost Disease
increases. Performing arts, health care,
and services increase by 1%. Some decrease by 5%. Some rise by 30%.
and education produce outcomes for
The phenomenon of rising labor costs
customers by hand, and they experience
in organizations with zero productivity
In 1978, the Bureau of Labor Statistics
no significant productivity increases.
increases William Baumol called “Cost
(BLS) assigned a value of 100 to all goods
Disease.” It refers to organizations that
and services. Over time these items rise
A string quartet in 1700 required the
must raise wages to attract talent without
or fall in price. Each year, the BLS gives
labor of four musicians, just as it does
the benefit of a corresponding increase
all 200 items in the survey an updated
today. Their performance cannot be
in productivity. He called it a ‘disease’
number. As of the writing of this article,
produced cheaper or quicker. A class-
because it could not be helped. He want-
the average CPI is at 232. That means
room teacher cannot be replaced with
ed it to be clear that the leaders of schools,
this constellation of 200 goods and ser-
a machine. The labor required to run
hospitals, and symphonies are not at fault.
vices that was at 100 in 1978 is now at
a Montessori classroom today is nearly
These leaders should think of rising
232. That’s an average annual increase of
identical to classrooms of the past. The
costs like a disease: something they have
3.8% per year for the last 35 years. How-
school day can’t be shortened, and we
through no fault of their own. For their
ever, if we look at the current BLS number
cannot cut labor costs without lower-
organizations to prosper, they must un-
for tuition, it stands at 636, a 7.45% aver-
ing the quality of our programs. Our
derstand and manage their cost disease.
age annual rise over last 35 years.
Rising tuition is most often discussed
Shifting Household
schools are locked in a cycle of zero productivity growth.
as the result of inflation. Inflation does
Costs & Priorities
As wages rise in a factory, the added
increase costs at schools a little bit.
labor expense is offset by increases in
However, the largest expense at a school
With tuition rising faster than the
productivity without a price increase
is staff salaries. Wages rise each year due
average rate of inflation, is Baumol
to the customer. Not so at a school.
to productivity increases in the rest of
concerned that we will reach a point where
As teacher wages rise, schools have no
the economy. Cost disease for schools
we will price ourselves out of existence?
choice but to pass the added costs on to
is driven almost exclusively by rising
Are we in danger of hitting a tuition ceil-
Vo lu me 1 6 I ssu e 2 w 2 0 1 4 | www.montessori.org/imc | © Montessor i Leadersh ip
25
ing? Baumol predicts that we won’t. He
of household income was spent on food.
goods and services decline. This frees up
believes that tuition prices will continue
Today, we spend only 12%. The same
more family income for education.
to rise at double the rate of inflation and
is true for clothing. In 1950, we spent
that the steady drive in productivity in-
12% of income on clothing. Today, we
In 1950, the average US household
creases in the rest of the economy will
spend 3%. The three largest household
spent 2% of income on education.
lower other household costs. This, he be-
expenses are food, shelter, and clothing.
Education beyond high school was often
lieves, will leave more household income
In 1950, these consumed 74% of house-
a low priority because there were good
available for rising tuition. To understand
hold income. Today, they account for
middle-class jobs in manufacturing.
his assertion, lets go back in time.
only 46% of household income. This
These jobs often did not require a col-
drop in household necessities leaves
lege education. The rewards for a higher
When the United States was founded,
families with more income for spending
degree were simply not high enough to
90% of all jobs were farm jobs. It took
on education.
justify the time and expense of college.
for ourselves and for export. Steady pro-
When Trustees and owners discuss ris-
Today, most of those manufacturing
ductivity increases changed that. By the
ing tuition trends we tend to imagine a
jobs have disappeared, and they have
mid 20th century, most of that labor had
future that is just like today only with
been replaced with jobs in the infor-
moved off the farm and into manufac-
higher tuition costs. We can’t imagine
mation economy. These new jobs in
turing. Today, only 1.6% of workers are
how the families of the future will pay
electronics, communication, and infor-
employed on US farms.
the higher costs with all the other ex-
mation require a college education. As a
penses we currently have. The error in
result, household spending on education
This huge productivity increase has also
this thinking is that over time produc-
today stands at 15%, a 750% increase
lowered our food costs. In 1929, 23%
tivity increases lowers the cost of most
since 1950. Families value education
the labor of 90% of us to produce food
Integrated Services +
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© Mo n t e sso r i L e a de r sh ip | w w w. m o ntessori.org/imc | Volume 16 Issue 2 w 2014
today because the payoff of a high-
per year. Some make a promise to their
quality job is worth the time and cost.
customers that they will not increase a
Stagnant Staff Salaries
student’s tuition once enrolled. This
The largest cost at a Montessori school
Proof of the increasing value of educa-
strategy of increasing tuition at or below
is staff salaries and benefits. Upwards
tion is found in college enrollments. In
the general rate of inflation can lead to
of 70% of a school’s total annual expense can be devoted to staff. Giving
This strategy of increasing tuition at or below the general rate of inflation can lead to happy customers. It also tends to have several unintended consequences for the school and its staff.
staff a cost-of-living adjustment, and a salary step increase each year can raise tuition by as much as 5%, exclusive of any other increases in costs. Schools that hold down tuition increases typically see their staff salaries stagnate. It is not unusual for a teaching staff with 20 years of service to actually earn less after fac-
1959, 45% of 16 to 24 year-olds were
happy customers. It also tends to have
toring in inflation than they did when
enrolled in a four-year college. By 2009,
several unintended consequences for the
they were hired. Without endowment
that number rose to 70%, a 57% jump
school and its staff.
income or annual fundraising slated
in 50 years. This reflects the rising value of education, even as tuition prices
for salaries, schools with low-tuition Economic Diversity
have outpaced inflation. The increases
increases simply can’t give their staff cost-of-living adjustments and salary
in college enrollment are good news for
Low-tuition increases are often pre-
Montessori schools. They are an indi-
ferred by boards and owners as a way to
cator that families today value quality
keep their school more affordable and
education more than ever before and are
economically diverse. However, one
able to pay the rising cost.
unintended consequence of low tu-
step increases each year. Heavy Lifting for Future Boards
ition is giving tuition discounts to the
A review of tuition increases at private
highest-income families. Most schools
schools reveals many strategies to cover
enroll children from families with a
rising costs. However, one pattern is
Every organization with cost disease
range of household incomes. Keeping
often the same; years of low-tuition in-
has to develop a strategy for budgeting
tuition low gives the highest income
creases are followed by a large spike in
expenses and setting prices. Although
families the same ‘discount’ as the low-
tuition. Trustees and owners want to
there is widespread agreement on why
est-income families. These high-in-
make their customers happy, and they
tuitions rise so quickly, there is no
come families never asked for a tuition
want to stay competitive in their mar-
consensus on how best to handle the
discount, nor would they qualify for one
kets. They will often under-fund their
upward pressure on prices.
through a financial-aid assessment. Yet,
programs, hold back on salary increases,
by holding tuition down in the name of
and reduce spending to keep tuition low
‘diversity,’ we give discounts indiscrimi-
for their customers. However, this rarely
nately to all. An alternative plan would
lasts, as staff members lose patience and
One common response to cost disease
be to let tuition rise at a rate to fully fund
cash balances fall. The years of low-
is to cap tuition increases at a rate that
programs and staff with a robust finan-
tuition increases are often followed by
makes customers comfortable. Many
cial aid program that targets discounts to
a year or two where tuition spikes up.
Montessori schools promise customers
those who qualify based on need.
The spike in tuition rates was built into
Responses to Cost Disease
The Low-Tuition Model
a raise in tuition no greater than 2-3%
the low-tuition increases of the previous
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27
years. Board members, who hold tuition
your facility in good repair. If you own
down and under-fund their programs
your facility, figure out what you would
need to understand that they are tying
rent it for, and use 10% of that figure as
the hands of future boards, who will
your annual maintenance expense.
have to correct for the under-funding. Customer Frustration over Tuition Spikes
for Cost Disease
The first step in living with cost disease is understanding that you have it. School
Low Cash Cushion for Emergencies
leadership, staff, and board members must understand that the school’s costs rise at roughly double the rate of average
When crafting a budget each year, one
inflation. With that understanding, they
Every year 20-50% of a school’s com-
of the simplest ways to have lower tu-
must look at annual tuition increases
munity arrive as new families. The
ition increases is to budget for a very
over time, not year to year. Developing a
school sets expectations for these fami-
small surplus at year end. Some schools
long-term financial plan that sets tuition
lies in their first few months and years
budget for zero surplus each year. Over
increases for 5-10 years will create realis-
at the school. A school with 3% tuition
time, this drains cash in the general ac-
tic expectations for all the school’s stake-
increases when a family arrives has an
count and can make a school vulnerable
holders and allow families to plan future
expectation that tuition will rise at 3%
in an economic downturn or when the
expenses. Putting an annual tuition in-
every year. If the school then raises tu-
school or its community experiences a
crease amount in the school’s strategic
ition in following years by 7 or 8%, it is
crisis. Running a school for small chil-
plan is one way to ensure that changes
often met with resistance from parents.
dren is risky. Fortunately, most quality
in the school’s leadership will not derail
The school created an expectation for
schools have waiting lists. When a stu-
long-term tuition planning.
families and then moved the goal posts
dent drops out, there is an appropriate
on them. This anger can lead to enroll-
substitute on the waiting list. However,
Perhaps the most important element in
ment drops, petition drives, or friction
in times of economic crises, waiting lists
a long-term tuition increase plan is com-
between customers and staff. It is far
disappear, and the only thing to get a
munication with customers. Setting
better for the school and families to set
school through hard times is cash.
expectations early and communicat-
a realistic tuition increase that will fully fund programs and staff salaries and stick with it. Giving families the ability to
ing often about why the school’s tuition Added Stress for the School Director
ers and creates income stability. Poor Facilities Maintenance
rises is critical to a happy school community. Discussions about tuition increases should be part of the school’s
plan for future tuition respects custom-
28
The Prescription
Being the director of a Montessori school
family interviews before a student
is a very demanding job. Balancing the
is admitted.
needs and desires of parents, students, board, and staff can be all consuming
All our schools exper ience cost
The buildings that house our programs
and require 10-12 hour days. Schools
disease. We must now plan what
are expensive to maintain. Schools
that under-fund programs usually face a
it takes to live well with it, stick
that consistently hold tuition increases
financial crisis of one kind or another
to our plans, and communicate,
down find themselves deferring routine
during the school year. This put enor-
communicate, communicate.
repairs, painting, landscaping and main-
mous pressure on the director and her
tenance. The landlord’s rule of thumb on
staff to cut back on expenses anywhere
Brion Sprinsock has served on the
maintenance is 10% of rental income. If
cuts can be found. Often, these cuts are
Santa Cruz Montessori Board of Trustees
you rent your facilities, you should fig-
in the classroom. A director who must
for 14 years. He currently serves as
ure that 10% of your annual rent is what
ask staff to cut back on expenses year after
Treasurer of the Board. Santa Cruz
you will need to spend every year to keep
year loses the trust and respect of her staff.
Montessori (Santa Cruz, California).
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