Tomorrow's Child Magazine April, 2013 by The Montessori Foundation

Tomorrowâ&#x20AC;&#x2122;s Child April 2013

$8.00 Vol. 21, No. 3

A Publication of The Montessori Foundation

In this issue ... Montessori Madness When Bad Things Happen: What to Say to Children Montessori Moment: The Choice Chasm Happy Transitions: Baby No. 2 Scope & Sequence / Montessori Compass Celebrations Parenting, Cooking, Book Reviews ... and more!

The International Magazine for Montessori Families In collaboration with

Tomorrow’s Child April 2013

Tomorrow’s Child (ISSN 10716246), published four times a year, is the official magazine of The Montessori Foundation, a non-profit organization. The opinions expressed in Tomorrow’s Child editorials, columns, and features are those of the authors and do not necessarily represent the position of the magazine or The Montessori Foundation. Acceptance of advertising does not represent the Foundation’s endorsement of any product or service. It is the policy of The Montessori Foundation, a non-profit organization, to encourage support for the organization by discounting the sale of bulkorder shipments of Tomorrow’s Child in order that schools may make the magazine available to their families. The Montessori Foundation does NOT grant permission to reprint material from Tomorrow’s Child in any other form (e.g., book, newsletter, journal). Copies of this issue or back issues are available for purchase through our online Bookstore: www. montessori.org. For Standing Bulk Orders call 800-655-5843 (toll free), use the order form on page 36, or place your order at www. montessori.org. The Montessori Foundation does not provide refunds for cancelled standing bulk orders.

Editorial Joyce St. Giermaine:

Highlights

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Vol. 21 No. 3

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Montessori. A Home. A School Trevor Eissler Montessori Madness: A Conversation Between Trevor Eissler & Tim Seldin Montessori Elevator Speech Contest Born to Reform Terri Sherrill When Bad Things Happen: What to Say to Children Cathleen Haskins Montessori Moment: The Choice Chasm RB Fast Learning To Be Friendly with Error Maren Stark-Schmidt The Games We Play Matthew Rich Transitions: What To Do When There’s Baby Number Two? Margot Garfield-Anderson The Montessori Foundation Scope & Sequence & The Montessori Compass Stop! Look! Listen! Maren Stark-Schmidt

& more ...

Calendar Dear Cathie: The Price of Montessori Celebrations of Life: Shem El Nessem Classified Ads Montessori Reads Tomorrow’s Child Order Form

News & Information The Time Has Come: Montessori Leaders Collaborative, Working Together for Children Laurie McTeague, Marianna McCall, Stephanie Miller February 11, 2013

Time’s running out! Save on Tomorrow’s Child with Our Early Bird Discount (while it lasts)!!!

Despite the fact that our printing and distribution costs continue to skyrocket, The Montessori Foundation will again offer Tomorrow’s Child at our Early Bird Price of S13.50 for standing bulk orders (50+ ... smaller schools just call and get approval to order fewer). Why are we doing this? Because every Montessori school needs the validation and information that Tomorrow’s Child provides to their families — now more than ever. This offer won’t last forever. You need to order and pay for Tomorrow’s Child by May 31, 2013. Do it today and cross it off your “todo” list! See page 37 for more information or call us at 800-655-5843.

Mark your calendars!!!

The time has come. In our work as advocates for education reform, we hear a growing chorus of researchers, journalists, and policy-makers saying that to thrive, children need to learn in new ways. They are coming to agree that children need to become inquiring, self-directed contributors and innovators, rather than passive recipients of prepackaged information. Still, public education reformers are struggling to find an education approach that addresses all of these needs. Montessori offers a comprehensive, time-tested, and replicable model that develops these essential life skills. Two years ago, we wondered why the Montessori education we had chosen for our own children was not more prominent in the national education debate. What’s more, after seeing how Montessori worked in both suburban settings and inner-city classrooms, with children from a wide range of racial and socio-economic backgrounds, we were disappointed that it was not accessible to significantly more children. After conducting a thorough landscape analysis, we found that this stemmed, in part, from the lack of a cohesive Montessori movement. In the United States, Montessori comprises many different organizations serving many different purposes and constituents; it also suffers a painful and fragmented history. Still, the community is full of visionary and talented people doing amazing things. What’s more, extensive interviews with the leaders of national Montessori organizations revealed that all of them felt the time had come to work on building bridges and collaborating in the interest of one thing — the child. What became clear, then, was that this was a moment in time when strategic support could make a difference; where a safe space and a prepared environment, together with skilled facilitation, could allow this group of like-minded educators to develop a collaborative plan for extending the reach of Montessori. In December 2011, we convened a diverse group of Montessori leaders to do just that. It was the first time that all of these leaders were together in one room for two full days to discuss nothing but collaboration. They recognized that tensions exist between their various organizations, but they also acknowledged that Montessorians have an immense amount to offer to children; that the only way to influence funders and policymakers was with a unified message about the power of the model; and that the challenges and opportunities facing Montessori are sufficiently large and complex that they can only be tackled by organizations working in cooperation. Perhaps, most importantly, they all unanimously agreed that they need to work together with a simple goal — to bring Montessori to more children. continued on page 20

The Montessori Foundation & IMC’s Annual 17th International Conference The Road Ahead In recognition of the growing spirit of collaboration from Montessori’s grassroots to the international level, we dedicate this year’s conference to a celebration of both our traditions and the new pathways that lay before us. Among this year’s topics, we plan to include news of the Montessori Leadership Collaborative, new directions in Montessori school accreditation, gardening and nature study with children of all ages, Montessori adolescent programs, topics in Montessori school leadership and fundraising, directions in teacher education, nutritional education and awareness, and workshops of direct interest to Montessori teacher/guides.

November 7 - 10, 2013 The Hyatt Regency / Sarasota, FL 4

Look for more information about our program as it becomes available on the www.montessori.org website or email Margot@montessori.org to be added to our email list. We’ve gone electronic with our brochure and no longer print and mail. ©Tomorrow’s Child Magazine April 2013 • www.montessori.org

Montessori

A Home. A School. remember setting foot in that Montessori classroom. I sat down on a chair – a very, very small chair – near the door. I had just stepped into someone’s living room. Or was it a science laboratory? Or maybe an office building? I couldn’t put my finger on exactly what was different at first, but this was unlike any classroom I had ever seen. It felt different, too. Peaceful. Purposeful. What there was not struck me as much as what there was. There were no rows of desks lined up. There was no wall-to-wall chalkboard at the front of the room. There was no teacher’s desk at the front of the room. There was no teacher’s desk at all. There was no teacher! Then I found the teacher. She was sitting on a very small chair to one side of the classroom, whispering with two students. She hadn’t interrupted her conversation with them when I walked in, so I settled into my chair the best I could and began to notice what was there.

An Excerpt from Trevor Eissler’s book Montessori Madness. Reprinted with permission and gratitude.

Low bookshelves wended their way around the classroom, hinting at a partial partition of several areas. The shelves were not all stacked with books. A few were, but the rest held an astonishing assortment of blocks, pitchers, beads, pencils, paper, sandpaper letters, cloth, paints, wooden numbers, maps, globes, flags, bug jars, fish tanks, plants, bells, chalk, flower arrangements, and various objects that I could not identify. It was all in perfect order! Everything was small. The chairs were child-sized. The desks were child-sized. A few low tables graced the open areas. Hand towels, light switches, window shades, door knobs – all were within reach of the youngest child, as was the highest bookshelf. The room was square, with large picture windows along three sides, allowing in a flood of natural light. A door in the rear wall opened onto a flower garden, a vegetable garden, and a small grassy area surrounded by several trees. The

©Tomorrow’s Child Magazine April 2013 • www.montessori.org

side of the room without windows had a door for each of two restrooms, and a third door connected to a kitchen area shared with the adjoining classroom. Three faucets with large basins and tiny footstools stood in a corner. Three faucets! (I recalled a videotaped interview from the 1980s of my late father,

who, at the time was the architect for the Memphis City Schools. He described a major renovation project he was attempting to spearhead throughout the city’s schools, tearing out walls and putting in a faucet and sink in each of the classrooms of these ancient, neglected buildings. His face had lit up at the prospect of innercity kids being able to mix sand and water, splash, fill containers, pour, watercolor, and do all the “wet things” young kids need to learn how to do. This had not been possible with the existing

Montessori Madness

faucets sequestered in the community bathroom down the hall, and a hall pass needed to leave the room. His jaw would have hit the floor to see three faucets.) Thirty children were in this class, but I counted no more than ten desks. I was reminded of the outraged pleas of teachers and parents in “under-funded” schools, begging for more money because some students did not even have a desk at which to sit. Here, there weren’t enough desks by design. I looked to my left. There a child lay, stretched out on the floor, reading a book. (When I was a child, you got sent to the principal’s office for this sort of thing. Here, it was encouraged.) In front of me two children crouched on the floor arranging cut-out letters to form words on a board. Other students would remove objects from the shelves for use, or return them after use. One or two were at the sinks or in the bathrooms. I even saw one child stand up, walk to the back door, open it, and go outside into the garden! The teacher never batted an eye. In various places around the room groups of two or three children huddled, discussing this or that or working on something of interest. TIM: You wrote a book called Montessori Madness. How did you ever come up with the title?

A Conversation Between Tim Seldin & Trevor Eissler

Trevor Eissler, father of three Montessori students, is a business jet pilot and flight instructor. Over the years, he has taught hundreds of pilots, from beginners to professional pilots. He is the author of four books: Montessori Madness!, 4,962,571, That 17th Hat, and N is for North Korea. He is a juggler, unicyclist, triathlete, and Toastmaster. He lives with his wife and family in Georgetown, Texas. 6

Tim Seldin is President of The Montessori Foundation, Chair of The International Montessori Council (IMC), author of: How to Raise an Amazing Child, The Montessori Way, and The World in the Palm of Her Hand. He is a consultant and an international speaker at Montessori conferences and symposia. He is the parent of three grown Montessori students and grandfather to three Montessori grandchildren.

TREVOR: I was angry. Still am. I was angry that it just wasn’t fair. It wasn't fair that only some kids can go to Montessori school, while others will never even hear the word. And even if families know about Montessori, most could never afford a private school. Montessori should be a public option for everyone. Period. That’s why I was “mad.” There were four reasons for the title: 1. I was angry that more people didn’t know about Montessori schools. 2. “Madness” is a catchy alliteration with the word “Montessori.” 3. Montessori classrooms seem like crazy places when a parent first

©Tomorrow’s Child Magazine April 2013 • www.montessori.org

I gasped. To my right a child of no more than four sat at a chair, alone, brandishing a needle! Actually, it became apparent she wasn’t brandishing it at all. She was sewing. And she was entranced by her solitary work. Across the room, I spied two children with a knife! I soon realized these two little children, surely no older than three, were taking turns using a rounded butter-knife. They were slicing carrots and celery, which they would later serve to the class as a snack. Everything here was real. The flower vases were not plastic; they were glass. Even the glasses were glass! The pitchers were ceramic, as were the plates. The comings and goings of the children were remarkable. They seemed so assured and confident and decisive. No one was telling them where to go or what to do. It was hard to believe that I was observing a room of children ages three through six. If a child chose to do his “work” on the floor, he would first get a rolled-up mat the size of a doormat from a bin of several, bring it to his chosen location on the floor, and meticulously unroll it. Then he would learns about the Method (children choosing their own work?!), but the real craziness, or madness, is how conventional school classrooms are set up and operate. 4. Madness in the sense of “excitement” about Montessori. TIM: If you had to boil your entire message down into one short blast, what do you want readers to know? TREVOR: The message of the book is very simple and explicit: Go visit a Montessori classroom. See it with your own eyes. TIM: You have a day job. Montessori is more of a hobby, right? TREVOR: Yes, my job is flying airplanes. I feel incredibly fortunate to have stumbled upon such a fun and

go get the work (or the “material” as the various pieces of work from which to choose are called) he had chosen and bring it back to the mat on the floor. Whenever he decided he was done, he’d put the work back where it came from and then re-roll the mat, placing it back in its bin. When something spilled, or it was noticed that a spot on the floor was dirty, a random child would choose to get the broom and dustpan out, or maybe hand towel, and simply clean it up without waiting to be told. I almost had to pinch myself. The noise level was also notable. I remember two noise levels in elementary school: very loud and very quiet. When the teacher’s back was turned, or she was out of the room, pandemonium broke out. As soon as she turned around or came back in the room and shouted, “Quiet! NOW!” there was a terrified hush. The noise bounced from one to the other: loud, quiet, loud, quiet, loud, quiet – punctuated by the teacher’s occasional shout. In this class there was a hum. It was neither loud nor quiet. I think this is why “living room” and “laboratory” and “office building” initially came to mind. They are all places where there can be activivaluable hobby as Montessori advocacy. TIM: What led you to write the book? TREVOR: This book started out as a letter to the editor. I thought that was how I could make a contribution. The first couple of drafts gradually grew into a longer essay. And then it got longer. And longer. Eventually, I figured, why not write a book? TIM: You’ve traveled all over America speaking at schools. Have you learned anything that stands out for you as a parent? TREVOR: Yes. Parents at my talks all over the country ask the same four questions: ■ What if my Montessori child chooses not to do math (or reading, etc.)?

©Tomorrow’s Child Magazine April 2013 • www.montessori.org

ty and communication without necessarily having distraction. There certainly was activity, as I’ve described. Communication was actually encouraged, not discouraged. It was expected that children work with a friend or ask for help, or give help, or talk with the teacher, or read aloud, or daydream aloud. Yet at the same time, many of the students were working quietly by themselves without seeming to be distracted by the hum of activity flowing around them. Whispered strains of classical music floated across the room from a CD player. As I sat there, I saw a child walk over to a set of bells and play a few notes before moving on to something else. The teacher was like a chess grand master. A grand master is one of only a handful of elite chess players so accomplished they can play five, even ten chess matches simultaneously. They stroll around a room of tables, each with a chess board and a determined challenger, glance at each board in turn, make a move, and stroll to the next board. This teacher reminded me of that type of demonstration. She had keen skills of observation and quick analysis. ■ How will my child transition into a conventional classroom at the end of his Montessori experience? ■ How do Montessori students measure up against conventional school students? ■ How do I implement these Montessori principles in my own home? You’ll just have to attend one of my talks to hear how I answer these questions. The important point, though, is how do YOU answer these questions. Whether you are a parent, teacher, or administrator, you should be prepared for these questions, so you’ll be ready when asked. TIM: Speaking of being asked a question, what if it is not a Montessori parent who poses a question to you, but a stranger, neighbor, co-worker, or rela7

sense) for ten minutes. These were seemingly spontaneous lessons, given to only a child or two at a time: help for an older child spelling a few words, demonstrating the whisk broom and dustpan to a younger child. Five or six of the children came up to me at different times; some peered at me briefly and then went back to their work.

She glided about the room giving a nod here, a whisper there, a glance, a suggestion. Then she would sit on a chair and observe the room, taking notes. In the thirty minutes I was in the room for that initial parent observation, the teacher may have actually “taught” (in the traditional

tive? And what if their question is, “What is Montessori?” We all need to be ready to answer this question. Spreading the word about Montessori must be something we all do when we interact with the general public every day. We must all be advocates. TREVOR: To spark lots of ideas that we can all share with each other, Mark Powell and I will be hosting the first Montessori Elevator Speech Contest at the International Montessori Congress in Portland, Oregon this summer. Send us your elevator speeches! The criteria is simple: 60 seconds or less and answer the question: “What is Montessori?” (See details on page 11.)

One child asked my name. Another asked why I had come to her classroom. A boy brought something he was working on over to show me. Another girl asked me to watch while she accomplished some sort of task folding a stack of napkins in a basket. However, for the most part, I was left alone, a mild curiosity. These kids were seriously intent on what they were doing.

video entries and try to come up with an even better one! Prizes will be awarded at the Congress. Rules are subject to change on a whim at any moment. The point is to have fun, use each other’s ideas, and hone your own elevator speeches so you can use them any time, any place. TIM: You have this group you call the Montessori Madmen. So, what’s that all about? TREVOR: It’s all about two things: ■ Helping to bring Montessori to more children

When the thirty minutes were up, I inconspicuously rose and slipped out of the room, feeling relaxed and refreshed. I met my wife back at the school office and asked, flabbergasted, “What just happened?” The Roots of Montessori’s Method We had each just experienced a classroom dynamic designed a hundred years ago. This model has been repeated all over the world to great effect in decade after decade, in various cultures, religions, economic systems, and political systems. It is successful with children who are wealthy or poor, energetic or lethargic, of high intelligence or of low intelligence, extroverted or introverted. It is a class, a community of children, designed by Dr. Maria Montessori. Maria Montessori grew up in Italy in the late 1800s. She was the first female in Italy to graduate from medical school. She shifted her focus from becoming a medical doctor to becoming an educator after working with children in the insane asylums of Rome (she always used person, come to think of it. Maybe it just feels like we’re partying together.) ■ We design T-shirts and billboards; we start Facebook campaigns. ■ We raise money for Montessori teacher training scholarships for teachers who leave the conventional system. ■ We write books and make videos and run contests. ■ We send emails to authors, politicians, and business leaders. ■ We encourage and connect Montessori folks all over the world who write to us looking for encouragement and connection.

■ Having fun while doing it. Whip out your smartphone and videotape your own elevator speech (or several different versions if you would like – there is no limit to the number of entries) and email it to me. We will post your video(s) on a dedicated YouTube channel, MontElevator Speeches. You can browse the other 8

The MadMen group is like a rowdy fraternity. But instead of drinking beer, watching football, and partying, we drink beer, watch football, party, and start Montessori advocacy campaigns. (Actually, most of us have never met each other in

There’s always something new going on, so check out the latest at www.MontessoriMadMen.com. We’re mostly dads, but we use that term loosely. Folks who join are encouraged to jump right in, come up with an idea for spreading the word about Montessori, and get to work

©Tomorrow’s Child Magazine April 2013 • www.montessori.org

the formal “children” and “child” rather than the casual “kids” common today). She had stumbled upon some interesting techniques for teaching these mentally deficient children and realized the positive impact possible on the general population. Her breakthrough came when she seized the opportunity to run a school for children in one of the slums in Rome. These children were housed in a tenement with their families. When the adults left for work during the day, the children stayed behind and got into mischief. The owners of the building wanted to reduce the amount of vandalism and graffiti by somehow controlling the loitering children. Creating a school for them, so they could be watched all day, seemed an easy and cheap solution. Montessori created her first Casa dei Bambini, or Children’s Home, in the early 1900s. It was soon successful and warmly received by the struggling parents in this tenement. They began to take a bit of pride in their new school as

on it. Easy. No one who has wanted to join has ever been rejected. Yet. TIM: I gather that you think most people in America, including most of the million or so whose children attend or attended Montessori schools, just don’t get it. To them, Montessori is nice, but not anywhere near as appealing as you find it, correct? Why is that? TREVOR: We have not engaged them like we do our Montessori students. We have not brought them into the classroom and allowed them time to experience Montessori. We have not prepared the environment so that they can make connections between Montessori principles and their own lives and careers. We have not allowed them to discover, “Why is Montessori important to ME as an adult and citizen of the world, not just to my child?” TIM: A Super Bowl Ad?

TREVOR: This was the first MadMen campaign, trying to raise money for a 30-second Montessori Super Bowl ad to air during the game. We only raised about 1 percent ($30,000), so it was a glorious failure. However, it was so much fun that I can’t imagine not reviving the effort someday. As expensive as the ad is, it is the cheapest advertising you can buy when you count the number of viewers watching it. If the whole movement would contribute the equivalent of $6 per Montessori student, we could fund a Super Bowl ad. This ad would reach over 110 million viewers. One-third of the inhabitants of the U.S.! In other words, if your school has 100 children and you live in a city with 100,000 people, $600 would purchase your school a Super Bowl ad that 30,000 people in your city would see! ■

©Tomorrow’s Child Magazine April 2013 • www.montessori.org

their children became more accomplished. Montessori built on this early success by opening other schools, refining her teaching methods, and eventually expanding her method worldwide, becoming a sought-after speaker in the process. She traveled abroad, lived in several countries during her later years, and incessantly worked to establish Montessori schools in dozens of countries from India to the Netherlands, Australia, and the United States. Though she was a fascinating lady and led an extraordinary life, her work is really not about her. She was the first to acknowledge that she was not the author of her “Method” so much as the children she observed were. That’s what she did –observe children. A fundamental truth permeates Montessori’s work: children are desperate to learn. This is the beating heart of Montessori schools. But this fundamental truth is not universally recognized. In fact, our traditional schools are built upon just the opposite assumption: children avoid learning. Therefore, they must be taught. They must be motivated by offers of rewards and threats of punishment. They require great teachers with charisma and pizzazz to inspire them and to create interest in learning. It is essential to recognize this split in philosophy at the most fundamental level in order to appreciate the differences in teaching and in classroom style that emanate from this initial difference. Why? Because the Montessori classroom 10

can appear downright wacky to those of us accustomed to traditional schools. However, keeping in mind that children are naturally desperate to learn – and to learn on their own – we can begin to appreciate this unfamiliar method. Indeed, eventually we can recognize that it has been a part of us all along, since it is based on the way we naturally learn. We are actually all familiar with Montessori teaching, whether we know it or not. The years from birth until Kindergarten are everyone’s experience with Montessori-style education. Take bikeriding for example. Let’s look at snapshots of the process of learning to ride. A child may receive a tricycle by the age of two or three. The parent will help him sit on it, place his hands on the handlebars, and show him how to step on the pedals. The child will lurch a little forward or backward, but the parent now steps back and watches. Over the next year or two the child becomes better and better at riding the tricycle. He becomes more daring. He can ride down slopes at breakneck speed, feet pumping so fast they’re a blur. He can ride uphill, putting a lot of effort into each stroke. He can ride backwards and turn, even at the same time. He can put objects on the tricycle and carry them from place to place. Through all this he rides when he wants to and for as long as he wants to. However, there are restrictions, such as not riding in the busy street. Wide latitude for exploration is bounded by firm safety limitations. At some point over the years, he’ll get a bicycle with training wheels and lose interest in the tricycle. Then he’ll notice that the older children don’t have training wheels, and he’ll start asking his parents to take

them off. Once the wheels are off, he’ll need a few pushes, he’ll fall down a few times, and he’ll get a bloody lip and a bloody nose, but he’ll soon ride effortlessly. There is no syllabus and no schedule, just the external input of providing a tricycle, a bicycle, some other kids to observe, a couple of pushes, and the safety rules of wearing a helmet and not riding in the street. The parent gets out of the way so the child can do it by himself. Children need no urging from parents to want to ride a bicycle. They are eager to do so and to be able to do so without help. Toddlers similarly learn to walk and talk solely when they decide to do so. Preschoolers confound us with their individualized timetables for developing verbal, social, and physical skills. We are amazed and surprised by each new “trick” they learn. Even twins follow their own schedules, as I have learned with our own kids. Children are genetically programmed to be masters of their own development. However, we make sure they don’t practice walking beside a road; we have them wear helmets when they ride a bike; and we establish a bedtime routine. It is a freedom with limits. Instead of limits with some freedom tacked on, it is first and foremost freedom, with limits to protect kids’ well-being, not stifle them. When this freedom bumps up against someone else’s rights, or a social custom, or the safety of the child, there is a limit. This “system of education” for babies and young children is simply daily life. It is, in many ways, much like a Montessori classroom. It is largely self-directed, and its success is astonishing. Prior to laying eyes on his first teacher, a young child has learned a couple thousand words of a new language, along with proper grammar; the social customs of his time and place; and the ability to lie, cheat, steal, comfort others, bike and swim (if he has had access to bicycles and water), feed and dress himself, count, tell stories, throw a ball, play games, and sometimes even to read and write. Now, fast-forward twenty years and take a look at graduate school, where we are also familiar with Montessori’s style of

©Tomorrow’s Child Magazine April 2013 • www.montessori.org

education. We have world-renowned graduate schools here in the United States, where students go to earn their doctorates. There is broad consensus that we are doing something right when it comes to education in graduate schools. Graduate students are expected to literally further human knowledge through the submission of a doctoral thesis. This thesis (the topic of which is self-chosen) should contribute in a tangible way to the academic area of their choice. They are able to work on this thesis for many years. It may take a decade for some to finish. A professor or adviser is available to help with suggestions or advice but usually does not teach from a syllabus or lecture or have any of those duties we regularly assign to teachers. Comparing the bookends of our education system, the similarities are evident. Both have a Montessori feel to them: self-direction, self-motivation. The nearby parents and professors are helpful observers, but tend not to equate learning with lecturing or following lesson plans. The Montessori-style process of learning that is so successful for young children and graduate students alike can be equally successful for those in between. The roots of Montessori’s Method are in the natural way children learn. The entire middle section of traditional education, from Kindergarten through college, would benefit tremendously from this method. The gaping hole in the middle part of our education system – the part with the desks, chalkboards, tests, and report cards – continues to vex educators and reformers. We continue to dig the hole deeper by arguing for more money, better textbooks, better qualified or paid teachers, lower student/teacher ratios, or even bussing, race, and cultural fixes. We even argue for longer school days, as if more time in the traditional system will somehow counter its ill-effects! This is futile. It is the fundamental nature of the classroom that needs to be changed. Luckily, we have hundreds of examples of successful and effective Montessori schools around the country. These schools are bridging the gap and bringing this revolutionary method to more and more children. The method began as a children’s home, designed by Maria Montessori over one hundred years ago in a tenement building in the slums. It is now a model for educational success. ■

Montessori Elevator Speech Contest We’ve all had it happen. You’re in a conversation with a neighbor or coworker or stranger and are asked about your line of work or where your children go to school. You mention something about Montessori school and then wait. Inevitably: “What is Montessori?” You give your best answer off the top of your head, trying to remember what you wished you had said the last time someone asked this. You make a few good points, the conversation continues for a while, and then you eventually say goodbyes. However, for the rest of the day you kick yourself for not delivering a brilliant and illuminating pitch for Montessori. You should have mentioned the three-hour work period! You should have said something about hands-on learning! Or a story about a child you saw? What about the large bead frame? The geometric solids? The peace table! Here is your chance: the Montessori Elevator Speech Contest at the International Montessori Congress (in Portland, Oregon, July 31st through August 3rd). Here is your chance to craft the response you’ve always wanted to say. Make it personal. Make it meaningful. Make it 60 seconds or less. Submit a video of your Elevator Speech to: trevor@montessorimadness. com. If needed, I will send you a link to a DropBox folder for easy transfer of the file. Send more than one entry if you wish! Subscribe to the “MontElevatorSpeech” channel on YouTube to see all the entries. All submissions for the contest must be received by June 30th. Keep in mind: ■ 60 seconds or less. ■ Must attend Congress to collect prizes, but anyone can submit entries for the contest. Prizes for the winning submissions are being provided by Nienhuis, Mad About Montessori, Maitri Learning, and more to come. ■ Your video should answer the question “What is Montessori?” or “Why Montessori?” ■ Rules can be changed at the whim of contest organizers (Trevor Eissler and Mark Powell) for the fun of it. ■ Videos received are the property of contest organizers. We reserve the right to edit submissions. We may modify them or use them in a montage or for other purposes. We may allow others to use them for Montessori advocacy purposes. ■ If you don’t have access to a smartphone or video equipment, you may send a text version of your elevator speech in lieu of a video. Here is a video introduction to the contest: http://www.youtube.com/ watch?feature=player_embedded&v=BFpuvzU_SD4 — Trevor Eissler

©Tomorrow’s Child Magazine April 2013 • www.montessori.org

Born to Reform Terri Sherrill

was recently contemplating some of the long-held theories about birth order (and some of its possible effects on our lives). In his book Born to Rebel: Birth Order, Family Dynamics, and Creative Lives, Frank Sulloway of MIT, presents statistical data supporting the idea that children born later into a family have disproportionately been the catalysts of change throughout history. They have been many of the scientists on the cutting edge of research, the reformers, the abolitionists, the attention getters, and the creative artists – those who explore new ideas and who “boldly go where no one has gone before.” Sulloway says that each position within a family has different resources available to them, so children adopt strategies that will match their niche. In other words, because the youngest children must do something to differentiate themselves from the siblings that got there before them – they tend to explore new ideas, to make more noise, or attempt to be more entertaining – in order to get attention. He does not say this to slight oldest or middle children. They too seem to have positive characteris-

Terri Sherrill is a Montessori educator and author. She lives on a small lake in central Florida with her husband of 32 years, and their orange cat. 12

tics that might be generally attributed to their ranking within the family. For instance, oldest children can often be “left in charge” of their younger brothers or sisters, so they may be given more opportunities to develop leadership skills. Sulloway says that older children gain extensive intellectual benefits when they help teach younger children. Yet, in the book The Secret Power of Middle Children, Catherine Salmon and Katrin Schumann say that because middle children do not always have the spotlight focused on them (as the oldest or youngest sometimes do), they might experience less stress and measurably more freedom – and, therefore, may have a tendency to be more independent, flexible, and open minded as a result. Many of us appreciate

that time spent without the pressure of meeting external expectations can feel like a true gift. Whether or not these claims hold true in every case, there are still several reasons why these generalities are interesting in relationship to the Montessori model of education. Most obvious is that students in multi-aged classrooms spend an entire year occupying the various positions (youngest, middle, oldest) and, therefore, receive firsthand knowledge and opportunities for building skills that might not have otherwise been available to them . One can observe some of these characteristics as we watch the children within a classroom over time. continued on page 21

©Tomorrow’s Child Magazine April 2013 • www.montessori.org

ness and love, and to find the beauty that is abundant in everyday living. Children need to know that goodness and love overpower hate and violence, and that they, even as children, can contribute to making the world a more peaceful and love-filled place.

When Bad Things Happen: What to Say to Children Cathleen Haskins

“

... We are confronted

with having to explain atrocities which we

struggle to understand

ourselves. We are often at a loss to explain the

”

inexplicable ...

Cathleen currently resides in beautiful Door County, WI where she works full time as a writer, consultant, and speaker, supporting and promoting Montessori education. She is a certified Montessori teacher with private and public Montessori school experience, and has traditional public teaching experience, as well. She is currently seeking a publisher for her book on Montessori Education. For more information or to contact Cathleen: http://www.montessoriwise.com.

n the shadows of some of our nation’s recent and catastrophic tragedies (the massacre at Columbine High School nearly fourteen years ago, the murder of five Pennsylvania Amish girls in the classroom of a one-room schoolhouse in the autumn of 2006, and, most recently, the Sandy Hook Massacre in an elementary school in Newtown, Connecticut last December), parents and teachers across the country are faced with having to help children deal with events we wish they had never heard about or that we could shield them from in the first place. We are confronted with having to explain atrocities that we struggle to understand ourselves. We are often at a loss to explain the inexplicable. The hard reality, as we know all too well, is that we can’t always protect our children from knowing about such events, but what we can and should do is give them tools and support that will enable them to see in the world, their country, and communities something bigger and more powerful than senseless acts of violence and inexplicable atrocities. Perhaps the answers we seek are not so much about how to explain these horrendous tragedies, but to teach children, instead, to set their intentions on those things that are based in goodness and love. We must teach them to actively look for the good, to be alert to acts of kind-

©Tomorrow’s Child Magazine April 2013 • www.montessori.org

We may not always have answers to the questions children ask about why bad things happen, and we cannot always provide satisfying explanations for why people do hateful things, but we can assure children that the world is brimming with goodness, love, and beauty and that by putting our attention on these qualities, and by focusing our minds and hearts on doing good, they are making the world a better place. Acknowledge the Power of Children to Evoke Change It’s important that young children recognize their own potential to be active participants in the work for good in the world. They need to see themselves as capable of contributing to the forces that actively promote kindness and service in their communities, schools, and homes. The very act of working for change gives children the knowledge that they have a role to play in making the world a better place. Montessori schools are based on the idea that a more just and peaceful world begins with the child. In fact, Maria Montessori believed that if human beings are to become more peaceful, and if a world is to be created in which love and peace prevail rather than violence and hatred, adults must change how we work with and parent children. It is our responsibility to help children see themselves as active participants in creating this new world. One important way in which we do this is to focus on experiences in which children can learn to see themselves as peacemakers, not at some future time when they become adults or even teenagers, but at this time now, 13

when they are in the early formative years. We can achieve this goal by talking with children about what it means to be a peacemaker and by acknowledging and affirming behaviors that promote peace and love. Compromise, patience, forgiveness, helpfulness, compassion, and service to others are all qualities of a peacemaker – whether that peacemaker is a famous person or a child. When we witness these qualities in children, we can point it out, talk about it, and encourage them to continue to grow in the behaviors, language, and attitudes of peacemaking. It is important that we tell them that these are the ways in which a more loving world is created and that they are participating in that creation. We can remind them that the world needs peacemakers and that peacemaking is something that we can do wherever we are, at any time. Children have the power to make their world more peaceful and goodness filled. The role of the adult is to make them aware of this potential and to remind them that each day is an opportunity for all of us, both adults and children, to work for peaceful change in our world. Be Seekers of Goodness & Beauty Reflective adults have learned that the attitude we maintain about any given event or experience, down to the most ordinary, seemingly mundane occurrences in our daily lives, shapes how we feel about our world

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and ourselves. If we look at the glass as half empty, we focus on not having enough, not being enough, or not doing everything we think we should be doing. Negative feelings take over. On the other hand, if we look at the glass as half full, we are more likely to see the goodness and beauty that surrounds us; thus, we are apt to feel happier and feel joy more often. If, in our daily interactions with children, we model with language and gratitude how looking for the good in every situation is an act of peace, we are teaching them to do the same. We want children to know that when we choose to see what is good in the world, when we appreciate simple acts of kindness and acknowledge the beauty in our lives, we contribute to the good in the world. By encouraging mindful behaviors (slowing down, paying attention, and being observant of the world around us), we nurture a way of being that helps children to learn how to be seekers of goodness and beauty. Do All the Good You Can

liberately looking for where help might be needed, a hand extended, an act of kindness bestowed. I regularly reminded my students before outside/recess time to be on the lookout for anyone who might need a friend or who seemed lonely or left out. We talked about the conflicts that were apt to arise at these times of day as opportunities to build up relationships rather than tear down friendships. When the children returned, we spent time sharing their noon-hour observation and experiences. Were there opportunities for them to be peacemakers? Did their actions create positive, loving feelings in themselves and others? Did their choices contribute to peace in the world? In Montessori schools, children are engaged at a very young age in service projects-collecting items for an animal shelter, a food pantry, or The Red Cross, for example. Community outreach is an inherent element in Montessori environments; there is an emphasis on community service and volunteerism. With these opportunities to serve, children have concrete experiences in which they are actively engaged in doing good.

Build up or tear down? Many times throughout every day, we make decisions that determine whether we will build up or tear down, create or destroy. Consider the following words by eighteenth century theologian John Wesley, words I often posted on the door to my classroom, or kept framed on a shelf in the room:

Adults reinforce the importance of the child’s contributions by discussing with them that it is not only adults who work for good in the world, but that children have contributions to make, too. We must sincerely value the work of children in this world and help them to find ways to participate in doing good.

Do all the good you can. By all the means you can. In all the ways you can. In all the places you can. At all the times you can. To all the people you can.

When children understand that they have the power to work for peace in the world just as adults do, when they learn how to be seekers of goodness and beauty, and when they are able to see themselves as agents for good, making choices to build up rather than tear down, they will be armed with tools for creating peace. We may not always know how to explain to children why people do bad things or why there is violence in the world, but what we can do is teach them to counter violence and hatred with love and peace, and in the end, that might be exactly what is needed. ■

We can help children to understand the power they have to do good in the world and how those acts of love and goodness counter the hate and violence that we often don’t have control over. When children are engaged in conscious acts of goodness they are de-

©Tomorrow’s Child Magazine April 2013 • www.montessori.org

No act of kindness, no matter how small, is ever wasted. — Aesop, The Lion and the Mouse Establishing lasting peace is the work of education; all politics can do is keep us out of war. — Dr. Maria Montessori

Leave a Legacy

Life is a challenge. Most of us need help at some point along the way. Maybe we received a college scholarship from an “angel” benefactor. Maybe a nurse held our hand in the emergency room when we were afraid. Maybe a kind word from a stranger gave us the strength to forgive an injustice. Maybe a teacher recognized our value when we couldn’t see it ourselves. It’s during the hard times that we are reminded that we must continue to demonstrate to children the value in positive acts of human kindness.

Montessori schools, teachers, and children since 1992. Through our leadership workshops, conferences, books, and journals (including Tomorrow’s Child, one copy of which is provided free of Montessori schools do this every day in charge to all Montessori schools in the their classrooms around the world. In US and Canada ), we help bring the benlarge cities and undeveloped countries, efits of Montessori education to schools for more than one hundred years, the big and small. Through our national work of Dr. Maria Montessori has inmodel school, we share everything that spired many thousands of children to we learn and develop with all Montessori live lives of purpose and integrity, know- schools, in order to enhance the proing that each one of them is a member of grams that they offer for their children. a global community and each one of them has the ability to change the world. Charitable 501(c)3 organizations, like The Montessori Foundation, need finanThe Montessori Foundation has helped cial assistance from people like you to continue our work. These gifts can be

The Montessori Foundation

Montessori THE

FOUNDATION

19600 E State Road 64 • Bradenton, FL 34212 941-729-9565/800-655-5843 • 941-745-3111 (fax) www.montessori.org

Dr. Maria Montessori 1870-1952 Italy’s First Female Medical Doctor Creater of the “Montessori Method” Educational Activist Child Advocate Nobel Peace Prize Nominee

donated as gifts of cash, negotiable securities, and charitable bequests. By making bequests and other “planned gifts,” you continue to make an important difference in the world. What better way to thank the people or organizations that have had an impact on your life, or the life of your child or grandchild, than to make a contribution from your estate through a bequest? Gifts large and small are important. It is a way to demonstrate your values and beliefs to your family. It reinforces what you have done during your life and sets an example of kindness to people you wish to help. By donating, you become an immortal philanthropist. If you would like to help The Montessori Foundation continue our work, please visit our website at www.montessori.org or call our office: 800-655-5843/941729-9565.

THE MONTESSORI FOUNDATION IS A 501(C)3 NON-PROFIT CHARITABLE INTERNATIONAL NGO ORGANIZATION. YOUR DONATION WILL BE TAX DEDUCTIBLE TO THE FULL EXTENT PROVIDED BY THE LAW IN YOUR NATION.

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Montessori Moment The Choice Chasm by RB Fast “The more options there are, the easier it is to regret anything at all … about the option that you chose.”- Barry Schwartz

hoice. It is a central tenant of the Montessori philosophy, both at home and at school. We feverishly emphasize the importance of adults offering children choices and allowing them to become confident decision makers. As a parent, I pride myself on finding every opportunity that I can to give my daughter the opportunity to choose for herself. In a Montessori world, choice matters. Now is the time to clarify what we mean by “choice.” When we discuss choices in a Montessori environment, we are talking about adults empowering children to become independent thinkers and doers. Offering choices ties directly into the Montessori theories regarding freedom and limits. Namely, we must offer the children freedom, and we must simultaneously establish parameters around those freedoms that limit the potential outcomes. Offering choices to a child is a good thing. Allowing a child to do whatever he so pleases, or allowing a child to have everything she wants, are not the type of choices we are talking about in a Montessori approach. In fact, I argue that children will be markedly less happy people if they have the freedom to do what they want and own every object they desire. 16

In 2004, a psychologist by the name of Barry Schwartz published a book called The Paradox of Choice that illuminates and clarifies this idea that too much choice is a bad thing. He starts off by laying out what he calls the “official dogma” regarding choice. This dogma is as follows: The job of society is to maximize the welfare of the people. Welfare is maximized when freedom is maximized. Freedom is maximized when the amount of choices available are increased. On the surface, this makes a ton of sense. Of course we should have freedom, and of course we should be able to make choices for ourselves. The rub comes when we begin to believe that we are most free when we have a lot of choices available to us. The truth is, while we may have freedom because we have choices, we will also be less happy with whatever it is that we choose. Why is this? According to Mr. Schwartz, there are two measurable side effects of this smorgas-

bord of choice: one – it produces paralysis due to fear that we might make the wrong choice; and, two – it produces less satisfaction with the choice that is made, because we wonder if the option with the other features would have been better. So what does this mean for you and your children? While being encouraged to empower your child with choices, you are being told that choice can be a detriment to happiness. Where does one draw the line with all of this? Well, for starters, you don’t need to buy a lot of stuff and, when you do buy stuff, you can rotate out items that are no longer used or needed. Your child doesn’t need everything all the time. None of us do. One of the reasons why the Montessori classroom isn’t packed with stuff is because we see the value in limiting the choices that we offer. When a material is being ignored or misused, we rotate it out of the room and put

©Tomorrow’s Child Magazine April 2013 • www.montessori.org

something different in its place. When this new material comes in, the children are enthusiastic about using it. They experience surprise and gratitude at having something familiar yet new in their space. You can do the same thing at home. You don’t have to have everything that your child owns out and available all of the time. It will likely feel more special to see something that hasn’t been around for a while re-appear in their room. The next question is: How do we balance offering choices with limiting choices? A perfect real-world example of this is getting ready in the morning. Parents of young children can pretty much unanimously agree that getting a child ready and out the door in the morning can be an exhausting challenge. Some of these challenges may be because of the child becoming overwhelmed by the abundance of choices available to her at that time. By offering limited choices, we allow the child be the decision maker while creating limits that keep her safe and prevent her from becoming overwhelmed.

alyzed, and dissatisfied by the plethora of choice in his life. If you stick to your guns he will learn two things: (1) you are a person that he can trust to say what you mean and give safe limits; and (2) we all have to live with the choices that we make, regardless of how much we regret them. As parents, we now have a choice to make regarding how we approach this paradox in our own household. How do we balance freedom and limits? When do we give a choice and when do we just make the

choice? How much stuff do we have readily available in our homes, and how much more should we bring in? Gosh, with the selection of choices available to us, we might be a little bit overwhelmed and unsure of how to choose. Now just imagine being a two-year-old trying to negotiate the choices that confront us daily in this world. The chart below demonstrates some ways to adjust your language first thing in the morning so that your child is empowered without being overwhelmed. ■

Instead of saying…

Try saying…

What do you want to wear today?

Do you want to wear your blue shirt or your red shirt?

What do you want for breakfast?

Would you like to have oatmeal or eggs?

What do you want to do while I get ready?

Are you going to read books or do art while I get ready?

What toy do you want to take in the car?

Do you want to bring your bear or a book in the car?”

However, it is also critical to point out that you must be firm in requiring your child to live with the choice he has made. When you offer your child a choice between red and blue, and he chooses blue, immediately put the red shirt away. If he says he changed his mind, let him know that the shirt is safe in the dresser and will be available to choose for tomorrow. He will be very angry at you, it will get ugly, and you will question yourself. Stick to requiring the choice be made and followed through with. Your child will test you on this because he will want to know if he can really trust you to provide secure limits. This is like a trick question. Your child will resist having to live with the choices he has made because he wants you to stand up to him and be firm. If you allow him to change his mind, you indicate that he really has the freedom to choose anything he wants in the closet, and you are back at square one: with a child who is overwhelmed, par©Tomorrow’s Child Magazine April 2013 • www.montessori.org

admired their verve and I tried to model some of their unflappability. When I started looking for and believing in ways to be friendly with error for myself, I began to see an imperfect world that struggled towards perfection, but never actually arrived to that point. Everybody made mistakes. The important work I learned through my trials and errors was to engage in new activities with new ideas and new people. I discovered that learning and growth occurred at the leading edge of my experimenting.

Learning to Be Friendly with Error by Maren Stark-Schmidt

f failure is not an option, neither is success. An interesting idea. But isn’t it true that we learn most effectively when we’ve had to figure out a problem through trial and error? On my typewriter (remember those things?) during my early 20s, I had a saying taped to it that read: “Babe Ruth struck out 1,330 times.” Goodness, was I afraid of failure. Somehow I had snuffed out any risk taking in my life or looking like I didn’t know something. The quest for the good grade or the recognition for a job well done created a sickening feeling of fear in the pit of my stomach. A highly critical boss, who today we would say was verbally abusive, didn’t ease my situation. I was terrified of making a mistake. Luckily, I had friends who could fall flat on their faces doing something new, laugh, and get right back up. I

As we experiment with the new we should try to minimize risk, control variables as well as understand the consequences and opportunities of our endeavors. I think we used to call this common sense. Of course when we are trying something new, we want to minimize the risk for failure or injury. We want to ensure success. Want to learn how to climb a hundred foot rock wall? First, learn to tie a bowline, how to put on a climbing harness, and find an experienced teacher. In short, learn to play safe and the next step seems challenging but headed in the right direction – up! We also need to control the variables when we are learning so that we can focus and maximize what is put in our brain. This is one of the reasons for the advice to study with the radio/tv/computer/music off. Memory works differently in every person, and what may seem like background noise to one person may be the main attraction for another. Studying for an algebra test with Lady Gaga in the background? You might learn more lyrics than linear regressions. Clarity supports positive learning experiences. If we know what we are supposed to be learning and why, the variables for learning can be addressed.

To be friendly with error means understanding the consequences of our actions. In Montessori classrooms, we show three-year-olds how to use glassware and other fragile items. Yes, objects get broken, but the child who breaks a glass learns to self-correct by moving more carefully. The child who witnesses a breakage also learns about consequences. As adults, we realize that the crystal bowl may break but recognize that when an accident occurs important learning follows. True learning occurs at the edge of experimentation, and we should create opportunities for children’s investigation and exploration in a wide variety of situations that includes tools, people, ideas and nature. We prepare a place for this experimentation (aka learning) that can be directed through minimizing risk, controlling variables, and understanding consequences. We want to create places where ideas, tools, people and the outdoors can be explored, experienced and evaluated. We want to create places where everyone wants to be in the game of life, even if they’ve struck out 1,330 times. Life is a ball. Play ball! ■

Maren Stark-Schmidt, an award winning teacher and writer, founded a Montessori school and holds a Masters of Education from Loyola College in Maryland. She has over 25 years experience working with young children and holds teaching credentials from the Association Montessori Internationale. She currently writes a syndicated parenting column, available at www.KidsTalkNews.com and is author of Understanding Montessori: A Guide For Parents, and Building Cathedrals Not Walls. Contact her at maren_schmidt@me.com and visit MarenSchmidt.com. Copyright 2012. Reprinted with permission.

©Tomorrow’s Child Magazine April 2013 • www.montessori.org

that are used to compel compliance in this game are fear, guilt, and shame. Only two responses are considered possible: submission or rebellion. Is any of this sounding familiar? The reality is that most classrooms in which I have observed, even in Montessori schools, seem to be playing this game most of the time. Our other option is a game that Rosenberg calls “Making Life Wonderful.” When we play this game, we are not so concerned with who (or even what) is right and wrong. Instead, we choose to focus our energy on cultivating a sense of deep connection with ourselves, others, and the world around us, and we look for ways that we can contribute to making life wonderful.

The Games We Play by Matthew Rich chools are strange places, don’t you think? We gather children together in this homogenous group, which in no way represents the diversity of real life (we divide them by age, and sometimes even by ability or gender), and then require an adult to make them do things that they don’t want to do “for their own good.” The principles of freedom of choice and purposeful activity, and the protection of non-graded vertical groupings in a prepared environment, which exist in schools that adhere to the philosophy of Dr. Montessori, certainly help to mitigate the extent of the absurdity of a schooling system; however, the marked imbalance in access to resources and power that children experience will continue to be a problem for as long as it remains uninterrogated. So let’s look a little more closely at the way that we interact with the children with whom we share our lives.

There are essentially two ways in which we might choose to connect with ourselves and with those around us. The American psychologist Marshall Rosenberg refers to these as being two games that we can choose to play in any moment. The first game is one that most of us have been educated to play as a matter of habit. It is the game of “Who’s right?” This game is characterized by an ethic of domination and submission and is fuelled by moralistic judgments. In this game, someone has to be right and, as a result of the dualistic nature of the game, that means that someone also has to be wrong. As a result, we are either right (and have the right to punish others in order to compel them to agree with us) or we are wrong (and, therefore, deserving of punishment and deprecation). Obviously, those with more access to structural power and resources tend to be more frequently right than others. The major currencies

©Tomorrow’s Child Magazine April 2013 • www.montessori.org

For most of us, this means radically reassessing the ways in which we relate to the world, because we have been raised using a habitual language of judgment. Imagine if we were able to contribute towards living in a world where playing this game was our normal way of being together. Perhaps beginning with the children in our care is a good place to start. ■ Matthew Rich is an internationally Certified Life Coach and co-director of the International Integral Education Center (www.ignitingbrilliance.org). He is a graduate of the Center for Guided Montessori Studies, The Montessori Leadership Institute, the Sustainability Institute, and the Center for Partnership Studies. He is also an experienced teacher of Nonviolence and studied under Marshall Rosenberg in Switzerland in addition to completing leadership programs through Bay Area Nonviolent Communication and an advanced program through the Integral Sustainability Center. He lives with his partner in the Netherlands where he is presently completing an MA degree in psychology and consciousness.. In April 2013, Matthew will again be facilitating two online classes through The Montessori Foundation. These courses (Beyond Fear, Guilt, and Shame and Equipping Children with Skills for Making Peace) are both excellently suited to parents, teachers, and school leaders alike. They balance new theoretical understanding, with radical self-awareness, and clear strategies for application in your work with children. The result is transformative! If you would like more information please visit our website at www.montessori.org. 19

continued from page 4 A little over a year later, it is inspiring to see how far these leaders have come. Not only did they find common ground in December 2011, but as the selfnamed Montessori Leaders Collaborative (MLC), they have come together in person three more times, gathered in a virtual meeting four additional times, and begun a consistent, internet-based dialogue in the moments in between. In the process, bonds have been created, bridges built, and the group has now identified several key programmatic areas in which they can take action together. These include: a national census of Montessori schools and organizations; a collaborative research plan to measure both academic and non-cognitive outcomes of Montessori students; a cohesive national strategy for communications and advocacy; a plan to develop new models of aiding the development of children between 0-6 (and their parents); and plans to build the capacity of the movement to accommodate growing demand. There are active plans to continue this work in the year ahead and to reach out beyond the base of the MLC to draw on the expertise and re-

sources of the vast numbers of teachers, trainers, administrators, parents, and grant makers in the broader Montessori community. The Montessori Leaders Collaborative has presented this collective vision in Toronto at the Centenary Celebration of Canada’s Montessori Movement and will present a joint panel at the International Montessori Congress in Portland, Oregon in July 2013. In April of 2012, we presented the group’s vision to representatives from over twenty countries at the AMI Congress in Amsterdam, and we continue to share this work in meaningful conversations with boards and other stakeholders across the country. The group is now delving into the movement’s larger program obstacles and opportunities with an unprecedented vision for the future, and we are committed to continue supporting this work. To that end, we are building a collaborative fund through which donors and foundations can pool their efforts and provide the resources to propel this collaborative, national momentum. We believe that Montessori has the potential to transform education in this

country -- to dramatically improve life outcomes for children, as well as social and economic outcomes for the United States. We are equally certain that this work has to be done with (and for all) Montessorians in the United States. A unique convergence of factors is creating a sensitive period for Montessori ideas, but our ships will rise and fall together. Collaboration is the only path forward and the common goals are too great to ignore. ■ – Marianna McCall, Trustee, The McCall Kulak Family Foundation (www.mccallkulak.org) – Laurie McTeague, Trustee, The McTeague Catalyst Fund – Stephanie Miller, Principal, Miller Philanthropy Craft (www.philanthropycraft.com)

The composition of the Montessori Leaders Collaborative is intentionally designed to be fluid. The contributing members as of January 2013 are: Jackie Cossentino, Senior Associate, National Center for Montessori in the Public Sector

©Tomorrow’s Child Magazine April 2013 • www.montessori.org

Jennifer Davidson, Executive Director , Montessori Institute Northwest and International Montessori Congress 2013 Trevor Eissler, Montessori parent advocate, author Steven Hughes, Pediatric Neuropsychologist and Montessori researcher David Kahn, Executive Director, North American Montessori Teachers’ Association (NAMTA) Jacquie Maughan, North American North American Montessori Teachers’ Association (NAMTA)

Born to Reform continued on page 12

While there is absolutely no doubt that each child is incredibly unique, we still marvel as they are able to move from a novice to a person who is able to master many lessons and materials and who confidently takes initiative and displays leadership skills. In their first year, young children enter the classroom needing help and support in order to navigate their new environment. Most young children look up to the older ones, and try to imitate them. The following year, the same children will often not need (or want) very much help. They prefer to learn indirectly (by standing off to the side and watching) and then testing their ideas quietly on their own. Then, more often than not, children will enter their third year as young experts – happy to help others, proud to be examples, and ready to take on the responsibilities of the “oldest” in the Children’s House.

Janet McDonnell, AMI-USA Virginia McHugh, Executive Director AMI-USA Stephanie Miller, Miller Philanthropy Craft John Moncure, Montessori Educational Programs International (MEPI) Rebecca Pelton, Montessori Accreditation Council for Teacher Education (MACTE) Mark Powell, Montessori teacher and grassroots Montessori advocate Sue Pritzker, Montessori Administrators Association (MAA) Ginny Riga, American Montessori Society (AMS) André Roberfroid, Association Montessori Internationale (AMI, Amsterdam) Tim Seldin, The Montessori Foundation & The International Montessori Council (IMC) John Snyder, AMI Elementary Alumni Association (AMI-EAA) Richard Ungerer, American Montessori Society (AMS) Marianna McCall, The McCall Kulak Family Foundation Laurie McTeague, The McTeague Catalyst Fund Serena Connelly, The Harold Simmons Foundation Stephanie Miller, Miller Philanthropy Craft

As students move from one developmental stage and classroom level to the next, the process repeats itself as they continue their Montessori education through the higher grades. They become proficient at growing from a small fish to a big fish in a little pond – to developing the courage and becoming comfortable with the practice of beginning again and again -- as they become bigger fishes in ever bigger and more complex ponds. Yet, the Montessori model might also play a larger social role if demographic trends continue into the future. Only one hundred years ago (and actually through most of human history), family sizes were larger (averaging seven to ten people in 1910). Extended families and neighborhoods were filled with children playing together. Yet, today, family sizes in many industrialized nations, including the United States, are less than the replacement rate (less than two children per couple). Looking to China for predictive outcomes, when entire populations are comprised of individuals who have grown up without siblings, the article “Little Emperors: Behavioral Impacts of China’s OneChild Policy,” published in Science (2013), provides empirical evidence that this arrangement has produced significantly less trusting, less trustworthy, less entrepreneurial, more risk-averse, more pessimistic, and a less conscientious citizenry. Without younger siblings, there seems to be a shortage of innovators, risk takers, or creative thinkers willing to lead reforms. As I pondered and researched ideas about birth order, I found arguments both for and against its theories (often citing the importance of temperament, genes, as well as other factors). Sulloway, himself, says that it would not be the child’s actual numerical ranking within a family structure that would most contribute to a given outcome, but rather the repeated opportunities to practice certain skill sets to proficiency that most likely makes the measurable difference. And, it is these precise opportunities (and the ability to naturally develop leadership skills, flexibility, and innovation) that I find inherent in our children’s experiences – as they meet the challenges and benefits of filling the roles of the oldest, middle, and youngest within our classroom communities. Even though I know Dr. Montessori spent fifty years of her life observing children from all over the world, applying her knowledge as a physician, a psychologist, an anthropologist, and an academic, to her work of creating environments well suited for the early periods of human development (birth through adolescence), I am still constantly amazed at the richness and texture of this model of education and the multiple levels of holistic development that it offers to our children. It is my hope that there will always be generations of courageous reformers, critical thinkers, and conscientious leaders, who will continue to have all the skill sets they need to face the challenges of their time. ■

©Tomorrow’s Child Magazine April 2013 • www.montessori.org

Transitions: What to do when there’s baby number two? by

Margot Garfield-Anderson Montessori Foundation, IMC Membership Director & Montessori Grandparent

Well, I've been afraid of changing 'Cause I've built my life around you. But time makes you bolder Children get older I'm getting older too. Yes I'm getting older too. — Lyrics Fleetwood Mac song, Landslide ransitioning from one phase of our life cycle to the next can impact our entire family. We often don’t take a moment to stop and think about this, as it just seems to happen regardless. Recently, our extended family went through several transitions, and when you break them all down and look at the events as cycles and steps, it’s quite a complex set of changes to take in. As most of our readers know, I became a first-time grandmother who writes for this publication about being a Montessori grandmother, with the hope that my experiences may help other families with involved grandparents keep a Montessori way of life going in the home. It’s difficult for me to believe this, but Blakely Jayne turned three at the end of March. How can that be when I was just rocking her in my arms, changing her diapers, and able to kiss her dumpling cheeks without her squirming to get away? As the Fleetwood Mac song Landslide reminds us, “Children get older and I’m getting older too.” As children transition from one age group to the next, the family has to move along with the child. After all, aren’t we remind22

ed in Montessori to always “follow the child?” We’ve gone through her learning how to sleep through the night, drink from a cup, feeding using hands and then implements, potty training, and most recently getting ready to welcome some new family members into the fold. While the passage of time seems subtle while you are going through it, one day you can be hit in the face with the reality of it. I was recently forwarded a picture of my granddaughter donning a brand new swimming suit, a gift from her paternal grandmother. They live close to one another (while I travel 1,500 miles each way), and Nonnie takes her for weekly swim lessons at the YMCA, so she will be safe around the family’s built-in swimming pool. Gone were the chubby little thighs, the slightly round tummy, and the toddler look on her face, and here now stood a girl child, confident and all knowing. And while I’m so fortunate to see her almost monthly, the change in her appearance just stopped me in my tracks and took away my breath. As much as we’d like to make time stand still so that we can enjoy whatever particularly enjoyable phase our grandchildren are in — it just doesn’t happen that way. Whereas I used to softly speak in short, simple sentences to explain something, I now talk to her with real intent. There is none of the baby talk spoken with her. I don’t refer to either of us in the third person (e.g., ©Tomorrow’s Child Magazine April 2013 • www.montessori.org

“Grammy wants you to go with her,” or, “Blakely needs to put her toys away now so we can go eat.”) She developed amazing verbal and cognitive skills early on from the entire family speaking this way and clearly expresses her thoughts with emotions and an understanding of consequences to the point that I often forget she is only just three. She’ll be a big sister by the time this article is read. She’ll go from being the sole center of this family’s world to having to share that spot with not only her new sister but also her cousin, Aubrey, born in January. And, yes, that now makes me the grandmother of three granddaughters! They will benefit from her life experiences, and she will help them transition along their respective journeys as well. After all, she has a Montessori grandmother just a Facetime™ call away. Transition Happens When a family gets ready to welcome a second or subsequent child into their home, everyone is impacted and affected, not just the child. Even grandparents not living in the home all the time experience a set of transitions, and the balance scale can sometimes tip in many different directions before a new “normal” is established. In our case, the family had to prepare for the arrival of a second child (grandchild) into my daughter and son-inlaw’s house. With the impending arrival of this child, the decision was made to move my husband and me into a newly built-on room, Blakely into a bigger room, and give the new baby the “nursery.” This set of moves for Blakely involved many steps: first, introducing the subject, then painting walls and refreshing furniture, a new bed, and a different view outside her window, as well as getting used to it not being Grammy and Grandpa’s room but hers. To make the transition into the new room more seamless, mom and dad began talking it over with her many months in advance and, in no way correlated it to her baby sister’s impending arrival. They wanted this to be her transition into the next phase of her life. They involved her in some of the design choices. Did she like the new comforter they were leaning toward? What color did she like for her walls and so on. Since her new room had always been where we slept when we visited, I invited her to take her naps in there for a few weeks so she could get used to the new environment. I supported the information given to her by her parents in explaining that this was going to become her room very soon, but in the meantime, I wanted her to share the bed with us. She liked that idea and slept ©Tomorrow’s Child Magazine April 2013 • www.montessori.org

deeply and soundly in this knowledge. Her parents didn’t minimize her feelings either; they listened to her input, and they spoke to her with respect. Thus far it’s all gone well. She harbors no jealousy at her baby sister having taken over her space, because she’s well established in her new room. While we didn’t make a big deal out of the process, we were all on the same page as to how to approach this so that it was an easy transition, while also celebrating her passage into the next phase of development. Sharing the Limelight Blakely has been the center of our family for the past several years. In January, she met her newborn cousin, Aubrey, for the first time. She was most anxious to hold and feed this baby. She’s at that stage where she plays endlessly with her dolls: feeding, changing diapers, strolling, talking in calm loving tones to them, basically recreating the way she was always treated. When we all gathered to introduce Aubrey, Blakely asked to hold the baby. Making certain she was sitting comfortably and seemed ready for this, we placed the baby in her arms. She was very tentative at first but soon relaxed as we silently acknowledged she was holding the baby correctly. She even held her long enough to start the one bottle feeding of the day and seemed like a natural. But then she signaled us that she’d had enough baby time. It was only a few minutes of time, and she set the boundary for us that we respected. The weekend was spent all getting to know this new family member, but each of us also had our special times with Blakely. She and I had two lovely tea parties, played beauty parlor, did matching cards, and read our books together. This is a potentially difficult transition for small children, who all of a sudden, have to share the time and energy of family members who used to have all kinds of time for just them. We want to make certain that she knows she is loved as much as before and is always valued and respected. The next set of transitions to observe will be how she interacts and reacts with her new sibling. I’ll keep you all posted on that one as well. ■

Calendar July 31 - August 3, 2013 International Montessori Congress Montessori: Guided by Nature Portland, OR • www.MontessoriCongress.org November 7 - 10, 2013 The Montessori Foundation & The International Montessori Council (IMC) 17th International Conference Sarasota, FL • www.montessori.org 800-632-4121

If you would like to post an event for your organization, please send information to tcmag@montessori.org. 23

The Montessori Foundation’s Scope and Sequence Has Been Adopted by The Montessori Compass Online Classroom Management Software

Summary: March 11, 2013 Montessori Compass announced today that it plans to incorporate The Montessori Foundation’s Scope and Sequence into its record keeping and parent communication software. This will provide schools with a comprehensive curriculum scheme from infant programs through age 12. From age 5 through 12, it will be aligned to the national Common Core Curriculum. In addition, Montessori Compass will provide families in subscribing schools with a wide-array of parent and teacher resources from The Montessori Foundation, including Tomorrow’s Child magazine, videos, articles, webinars, and much more. Background: For almost one hundred years, Montessori guides have used a simple clipboard note-taking system to keep a record of their students’ progress. Most of us use the same three-step rubric, represented by a triangle, to record that a student has been introduced to a lesson, are working toward mastery, and have attained “mastery” of each material or lesson. Traditionally, schools have thought in terms of groups of students covering a pre-planned course of study at a preplanned pace for the entire class. Content is organized into grade levels. Good teachers in conventional schools individualize as much as they can by creating sub-groups of children within their classroom, there is a clearly defined set of skills and knowledge that children are expected to achieve before advancing from 24

one grade level to the next. In this way of thinking about schooling, the curriculum can be thought of as a stairway, which children climb up from kindergarten through high school graduation in a clearly defined timeline. Teachers plan in terms of whole- group lessons or projects, and commonly students are grouped according to their perceived ability, with that group moving at more or less the same pace. In contrast, Montessori curriculum is organized as an inclined spiral plane of integrated studies. Whereas in a traditional model, the curriculum is compartmentalized into separate subjects, with topics considered only once at a given grade level, in Montessori, concepts are introduced simply and concretely in the early years and elaborated upon over the years at increasing degrees of abstraction and complexity. Montessori recognizes that children learn in many different ways and at their own pace. Montessori is consciously designed to recognize and address different learning styles, helping students learn to study most effectively. Students progress as they master new skills, moving ahead as quickly as they are ready. Because of Montessori’s unfamiliar methods of organizing curriculum and thinking about student progress, parents of children attending Montessori schools tend to find it difficult to get a good sense of what their children are learning. This lack of understanding

tends to make it more difficult to convince parents to stay with Montessori for the kindergarten year and the elementary program beyond. With a growing emphasis on well established educational standards, and the rise of tracking software used in many public schools, parents in Montessori programs tend to worry whether their children are learning what they need to know. Montessori educators know from personal experience how misguided this fear is, yet it persists, and today most Montessori schools are seeking ways to more effectively track student progress and communicate this progress to busy parents. The Collaboration between The Montessori Foundation and Montessori Compass For some time, The Montessori Foundation has extensively researched current software options available to Montessori schools. We found that most were not very user-friendly and were lacking a number of critical features. Two years ago we were introduced to Montessori Compass, a new online record keeping system developed by Montessori parents, Anita and Rob Amos. When we had the opportunity to view this latest effort to bring Montessori record keeping online, my expectations were not very high. To our surprise, Montessori Compass appeared to be different in a number of ways that seemed to be important to us.

©Tomorrow’s Child Magazine April 2013 • www.montessori.org

While still an incomplete beta-version at the time, we found its design and intuitive nature to be refreshing. It was clear that a lot of effort was put into making it easy to input classroom activity without a lot of cumbersome steps. The software still had a long way to go, but we were intrigued by its potential. Most importantly, Rob and Anita were not so far along into the software development process that making major modifications were prohibitively expensive. As a result of both the user-friendly approach built into their software and Rob and Anita's openness to incorporate our suggestions into their development, The Montessori Foundation decided to informally collaborate on their project. We worked very closely with their team, advising them on many key areas that we felt would greatly benefit Montessori educators. We were impressed with their ability to develop elegant technical solutions that aimed to alleviate many of the unique challenges faced by Montessori educators. Montessori Compass officially launched in early 2012, and, just over a year later, has grown into one of the most widely-used software solutions serving the international Montessori community. As of April 1, 2013, we are pleased to announce that Montessori Compass will provide The Montessori Foundation Scope & Sequence as the software’s default curriculum. This comprehensive Scope & Sequence was carefully developed by the Foundation and is in the process of being aligned to the Common Core Standards.

ple standards. Montessori Compass performs the alignment behind the scenes, giving teachers and schools the ability to run a standards-based report at any time. Montessori Compass also allows teachers to send out simple and informative reports to parents about what their children are doing in school. These can easily include personalized notes to individual parents with digital photos of their child at work and even video clips if teachers wish to include them. Montessori Compass will also equip schools with a variety of parent resources and publications from the Foundation, aimed at bridging the communication gap between home and school. These will include digital editions of Tomorrow’s Child, Montessori Family Life videos on the Montessori-inspired home and partnership parenting, suggestions for terrific home activities, books, and resources, live webinars for parents and educators, and more. As many schools struggle with high attrition rates in Kindergarten and First Grade, it is vital to effectively educate parents on the benefits of continuing their child’s Montessori education. We have found that Montessori Compass provides a comprehensive solution that makes it easy to enhance a school’s com-

munication and parenting education programs. As part of the Scope and Sequence, schools will have the option to share photos, videos, and descriptions of lessons. In addition to videos produced by the Foundation, if they wish, individual schools can record lessons and classroom activities, upload them to Montessori Compass, and the software provides the option to share this information via its online parent portal. This is a very powerful tool that will help parents stay engaged throughout the school year and gain greater insight into their child’s Montessori education. We believe that Montessori Compass provides the most comprehensive and easy-to-use software system presently available to Montessori schools, and warmly suggest that you give it a try! For more information, visit Montessori Compass at www.montessori compass.com or call 1-888-619-2229. I am available to discuss this exciting new collaboration and can be reached at 941-729-9656. —Tim Seldin President, The Montessori Foundation Chair, The International Montessori Council (IMC)

With nearly all 50 states adopting the Common Core Standards, it has become imperative that Montessori schools begin using a system that provides standards reporting to regional accreditation agencies. Montessori Compass removes this headache by enabling educators in the classroom to stay focused on what they already know, without the need to worry about standards. Teachers can simply type in a few letters of a lesson or Montessori material and the software provides a list of learning objectives that are aligned to standards. A single Montessori material may have multiple learning objectives that meet multi©Tomorrow’s Child Magazine April 2013 • www.montessori.org

Stop! Look! Listen! by Maren Stark-Schmidt versus resorting to punishment or lecturing, we might gain some insight into our child’s actions.

n effective, yet, counter-intuitive teaching and parenting suggestion took me a while to understand and put into use. The idea? “Don’t just do something – stand there.” Our first inclination when we see things that we think we need to stop is to jump right in and fix it. One of the interesting discoveries of not doing something and watching, instead, is that usually within two to five minutes, the child will figure out the situation, and self-correction will begin without

us having to say a word or lift a finger. (Of course, I’m talking about things other than running into oncoming traffic or jumping into the river.) Sometimes that self-correction begins as the child’s realizes that perhaps there was a reason for “don’t get into the cookie jar.” The lid may be too heavy to get back on, or you might be perched on the countertop with no easy way to get down, among many other reasons. If we stop, look, and listen when we find our child into the proverbial cookie jar,

In an Era of Mass Education & Teaching to the Test... We See Each Student as a Universe of One. New Gate is a Candidate School for The International Baccalaureate (IB) Diploma Programme* Candidate status is a first step toward full recognition. It represents an important milestone toward our goal of developing a fully-accredited Montessori-IB Diploma Program for our 11th and 12th grade students, beginning with students who enter 11th grade in 2015.

NewGate Sarasota, Florida’s Nationally Accredited, Independent International Montessori Academy Preparing Students for University and Life Since 1984 Toddlers – Grade 12 941.922.4949 www.newgate.edu 26

Currently Accepting Applications * As a candidate school for the IB Diploma Program (Grade 11 and 12), we are pursuing authorization as an IB World School. These are schools that share a common philosophy; a commitment to high quality, challenging, international education that we believe is important for our students. Only schools authorized by the International Baccalaureate Organization can offer any of its three academic programs: the Primary Years Program (PYP), the Middle Years Program (MYP), or the Diploma Program (and in addition the IB Career-related Certificate).Candidate status gives no guarantee that authorization will be granted. It is a first step toward full recognition, and represents an important milestone toward our goal to develop a fully accredited Montessori-IB Diploma Program for our 11th and 12th grade students, beginning with students who enter 11th grade in 2015. For further information about the IB and its programs, visit http://www.ibo.org

Susan looked out her kitchen window and found most of the bricks gone from her new flowerbed. Around the corner of the house came four-year-old Caleb, running to get a brick and then disappearing around the corner again. Susan calmed her initial reaction to run out of the house, yelling and making Caleb stop destroying her new border that she had spent the past Saturday building. Instead, she walked to the living room window on that side of the house to see what Caleb was doing. What she saw was that Caleb had built some steps up a trunk of a tree and was now climbing in the fork of the tree, a tree that his father usually gave him a hands-up to reach these limbs. Caleb was now eye-to-eye with a robin’s nest. From his shirt pocket, he delicately took out a blue egg and placed it in the nest. Caleb sat in the fork of the tree for a few minutes until a robin flew up and squawked. Caleb made his way back down the tree. As soon as his foot touched the last step, Caleb picked up a brick and headed back to the flowerbed. For 20 minutes, Caleb carried each brick back to the border, lining up the bricks in the same manner he had watched Susan place them on Saturday. Not perfectly, but he worked with effort. What did Susan discover by using stop, look, and listen? Susan saw her fouryear-old son as a problem solver, a bird lover, a respecter of life, and a worker who would finish a job he began. That night at dinner Susan made a comment about how many birds were in the yard since it was spring. She settled in to listen as she asked, “Caleb, what do you think about the birds?” Remember, don’t just do something – stand there. ■

©Tomorrow’s Child Magazine April 2013 • www.montessori.org

Dear Cathie

session. Most include a year-long internship phase, where the teacher trainee is mentored by an experienced teacher in the same classroom. All programs include both practical and written exams to ensure mastery.

A Montessori Teacher’s Perspective THE PRICE OF MONTESSORI

This is significantly different from the training of most traditional pre-school or daycare teachers.

by Cathie Perolman Nurturing Nest Montessori, Columbia, MD

Dear Cathie: We are starting to look at schools for our child, who will be three years old this summer. While we are drawn to the Montessori schools we have visited and the activities we see there, we are finding the price quite off-setting. Can you make any justification for the price of a pre-school education? Also we see such variation among the Montessori schools in our area. Isn’t Montessori a brand name or a franchise? — A Frugal Mom Dear Frugal, We applaud you for spending the time and energy to make a conscientious decision about your child’s education! And you are so right that visiting schools, talking with the staff, and observing functioning classrooms is the best way to get a feel for what a school is all about. I will answer your second question first. No, Montessori is not a franchise. There are approximately 5,000 Montessori schools in the US, and they are found worldwide. Each school is independent. Some are individually owned and operated; the majority are nonprofit, independent schools. Nationwide, there are also more than 400 public or charter Montessori schools. There is no one national organization that accredits Montessori schools. So, while all Montessori schools ascribe to follow the writings and teachings of Dr. Maria Montessori, who founded the Method in the early 1900s, each school’s freedom to interpret the writings and teachings independently account for

the differences you see among Montessori schools. Some are more nature based and others more academic in their focus. Some only go through kindergarten, and others all the way through high school. Some encompass the infant/toddler age groups, and others begin at age three. All parents want to get the best value for their tuition dollars. But already you can see a cost/benefit relation to a Montessori education. Why is a Montessori school costly? It is partly based on the extensive training that teachers undergo. Training for Montessori teachers is roughly equivalent to a master’s degree in education. Although there are wide variances in length and style of training programs, teachers generally work for a year at the infant-toddler and 3-6 year level and two years at the 6-12 year level to become trained in the philosophy and method of Montessori education. Some of these courses are full time; others meet once a month; and still others only for an intensive summer

©Tomorrow’s Child Magazine April 2013 • www.montessori.org

The Montessori Method is based on scientific observation and specific teaching. Each skill is broken down into small components, which are taught in a child-friendly, hands-on manner. Children actually touch, move, and manipulate the materials, growing the pathways of their brain as they do so. Although the classroom may look free and unstructured, each activity is created for a specific learning purpose. Montessori educators are trained in all of these areas. The Montessori materials are also quite costly. The cost of furnishing a new Montessori classroom can be about $30,000. Each material is carefully made to a specific set of criteria. The activities for which these materials are used require master workmanship, as the materials are teaching tools and are used daily by children. They periodically need to be replaced when they are no longer visually appealing or accurate according to size. All the Montessori equipment and furnishings are aesthetically beautiful and are an important aspect of the children’s environment, adding to the overall beauty and ambiance of the classroom. I think that this feature is obvious when visiting Montessori classrooms and is enticing and drawing to both parents and children. As you review the schools you have visited, I encourage you to consider the things that make Montessori education unique: level of teacher education; quality of the teaching materials and learning opportunities; and the freedom of choice afforded to the children to follow their own learning path! Best of luck to you and your family! — Cathie 27

CELEBRATIONS

Shem Al Nessem “Smell the Breezes”

Overview Shem Al Nessem (or “Smell the Breezes”) is an old Egyptian spring festival. It is a happy holiday that goes back to the days of the pharaohs. It is also an Egyptian national holiday. It is celebrated on the Monday following Easter. It starts very early in the morning. Whoever wakes up first can wake up everybody else by holding a cut onion under their noses! When the sun comes up, everybody greets each other with Al Salaam Alaycum (peace be with you). Then everybody has a hardy breakfast of fave beans and gets ready to go to an all-day picnic in the country. Some families will go to the pyramids, others to the sea, to the beach, or even an oasis in the desert. Wherever they go, there will be parades to welcome spring. Everybody wears their best clothes and carries a flower or a sprig of mint. There are colored eggs everywhere. The children play games with them and try to fool each other by using a pebble to crack each other’s eggs. Food is festive and plentiful at the picnic. Kidney beans (midamis) and fish (fasiyali) are a traditional part of the meal. In the evening, everybody returns home, and spring has been traditionally welcomed. Cats and dogs were kept as pets in ancient Egypt. Dogs were used for hunting. Goats were kept for milk. Goat hair was spun into yarn and used for weaving. It is still done today. Oxen, camels, and donkeys were used as work animals. Crocodiles and hippopotamus were abundant in the Nile and presented danger to fisherman The ancient Egyptians had great fear of these animals, so they worshipped them to keep the danger away. The same was true with lions, serpents, frogs, and many other animals. The ancient Egyptians were very superstitious and wore good luck charms to protect themselves from the unknown. 28

Decorate your classroom like an Egyptian bazaar, incorporating elements of the ancient and contemporary Egyptian culture, such as: ■ Posters from Egypt: the pyramids, King Tut, the Sphynx, prints of ancient carvings and friezes, prints of ancient wall paintings.

Preparation of the Environment

■ A map of Egypt. Contrast the Nile Valley and the desert. Make a desertscape. Talk about camels and donkeys. Be exotic. This is very different and fascinating for the children. ■ Egyptian dresses of today. They do beautiful embroidery. ■ Blankets made out of goat hair. ■ Leather boxes, gold stamped and decorated. ■ Contemporary Arabic script. ■ Poster reproductions of ancient hieroglyphics. ■ Egyptian jewelry. ■ Yellow lentils for your pouring exercises. (They are bright orange. After cooking, they turn yellow.) ©Tomorrow’s Child Magazine April 2013 • www.montessori.org

Preparation of the Children “Soon we will celebrate a very old festival. It is 5,000 years old. The country in which it is celebrated is called Egypt. The holiday is called Shem El Nessem. That means “smell the breezes.” It is a spring festival. I will tell you what Egyptian children do on Shem El Nessem, and we will learn many interesting things about this country called Egypt. Today we will listen to an Egyptian record, so that you can hear what their music sounds like. Tomorrow I will bring some interesting things for you to look at.”

Projects & Activities Make a Sandscape ■ Chick peas and beans are part of the Egyptian’s daily diet. Put some in your spooning exercises. Note: The Egyptian diet goes back to the pharaohs. The staples are still chick peas, lentils, beans, barley, wheat, millet, turnips, garlic, leeks, cucumbers, lettuce, cress, mustard, grapes, dates, figs, and pomegranates. Put some in your Practical Life area – taste at your party.

Make a sandscape. All you need is an empty aquarium box, any glass container, and sand. Put an oasis in it. Put some palm trees in it and water. Add a “traveler” and a camel, resting. You can find some interesting ceramic figurines on ebay, at www.etsy.com, or at flea markets or yard sales. Be on the lookout.

This is a good time for lessons on nutrition and of tasting different foods than those we are used to. Cook a different breakfast for children: fave beans, lemon juice, oil, and salt. You can top it with mint- or dillflavored yogurt. Mint, dill, and garlic are favorite flavors in Egyptian cooking. Sweets for children are full of hazelnuts, pistachios, and sesame seeds. They are all sweetened with honey. The ancient Egyptians ate a great deal of fish and kept ornamental fish in their garden pools. So, our aquariums today go way back to ancient Egypt.

Hieroglyphics This is the name for ancient Egyptian writing. They used ink and a reed, and they wrote on walls in tombs or monuments. In the dry climate of Egypt, all this was preserved so well that it appears as if it could have been done yesterday. This is why we know so much of this ancient culture. The Egyptians made paper out of a reed called papyrus. The stems of the plant were cut into thin strips. The ancient Egyptians laid the strips lengthwise next to each other, then others crosswise, on a big flat stone. They were beaten until they became one sheet. After that, they were dried and rubbed until smooth. Papyrus is very expensive today. It is still used for artwork. The same inks and dyes are used to make copies of old designs. Hieroglyphics are a picture language. It took a long time to find the “key” so that we could understand the language. It is too difficult to “make paper” in the classroom, but if there is a museum nearby, you can probably find an opportunity to go and make your own greeting cards with the children. It is a fascinating process. Write your own greetings in ink. Use a calligraphy pen. You can buy a kit with full instructions. (Fun with Hieroglyphs, published by the Metropolitan Museum of Art, is available through Amazon.)

©Tomorrow’s Child Magazine April 2013 • www.montessori.org

More & More & More & More Egyptian Activiti Jewelry

A Perfume Jar or Urn

The Egyptians loved jewelry. It was bright and colorful, and it looked beautiful on their white linen clothes.

With self-drying clay, make a little perfume urn with a lid. Egyptians made perfumes with scented oils. The urns and jars were used for keeping medicine, too. Paint your urn in a pretty color with some, bright stripes on it.

Make three or four bracelets for each arm. Make a headband and a wide collar. Big, round, dangling earrings were also worn and green eye make-up. To make this colorful jewelry, use light yellow posterboard, cut up into 2 inchwide strips. Let the children decorate them with geometric designs and color them with magic markers. Staple the ends together.

Make a Paper Flower The Egyptians were very fond of flowers, and they had beautiful gardens. For any festival, flower necklaces were worn. For this ancient celebration, make a simple paper flower that the children can take home.

Bracelets were worn on both the upper and lower arms. They were worn by men and women. Women wore long flowing white dresses. Men wore long or short loincloths and a wide collar on a bare chest.

Build a Model Egyptian Sharduf

Make A Lucky Charm

Water is precious along the narrow strip of the Nile. For almost 5,000 years, Egyptian farmers have irrigated fields by hand using the Sharduf. Build your own to demonstrate the principle of a lever, counterbalance, and axis. Cardboard tube glued onto plywood base surrounded by clay “earth.”

Use plasticine clay for the counter weight.

Toothpick axle held on with a rubber band

With self-hardening clay make a charm for a bracelet. Cut a small circle, scratch a little circle in the middle. Put a small hole in the outer circle so you can put a string through it. This is a hieroglyphic for sun or day. Paint it yellow or gold. You can add other designs, such as animals, birds eyes, or just lines. Make an Egyptian scarab made of clay and pipe cleaners .

Use any little cup for your bucket.

Tie with kite string.

Above: An Egyptian scarab made of clay and pipe cleaners.

©Tomorrow’s Child Magazine April 2013 • www.montessori.org

tivities

CLASSIFIEDS

Make an Egyptian Fez

Teachers Needed (FL)

Lower Elementary Guide (CA)

Palm Harbor Montessori Academy, with a beautiful 5-acre campus is located on the west coast of Florida. Please e-mail resume and letter of interest to cvarkas@floridamontessori.com or fax to 727786-5160.

LePort Montessori (www.leportschools.com) is an exciting and growing network of authentic Montessori schools in Southern California.

Elementary Teacher (MD)

To make your fez, use heavy red construction paper or cardboard. Cut out the circular top and side as shown. Glue or tape together. Wear it in your parade .

Free State Montessori School is now accepting applications for an AMI or AMS certified Elementary Teacher for the 2013-2014 school year. Please send all inquiries to mainoffice@freestatemontessori.org

Head of School (CA ) LePort Montessori is seeking a positive, passionate leader to take the Head of School role in fall 2013 of a new campus with authentic infant, toddler, and primary Montessori classrooms. LePort is completely renovating an existing child care center, to include equipping classrooms with state-of-the-art Montessori materials, restructuring the program for consistency with Montessori, and hiring AMI-trained teachers. The ideal candidate will possess: (1) significant teaching experience with a deep understanding & love of the Montessori approach, (2) experience in private school administration, (3) managerial experience, (4) excellent verbal and written skills, and (5) a positive, energetic, problem-solving mentality. Apply at www.leportschools.com/careers or email hr@leportschools.com

Mandarin Immersion Montessori Guide (CA)

Make A Model Pyramid Use sheets of heavy cardboard or styrofoam. Cut out four equilateral triangles (one foot along each side). Glue them together on a base of plywood or heavy cardboard to form the pyramid. Paint your pyramid off-white or cream color. Cover the base with liquid adhesive and fine white sand. Add plastic palm trees and perhaps a toy camel.

continued on page 32

LePort Montessori in Southern California is launching a new Mandarin Language Immersion Program! Full language immersion in authentic Montessori classrooms, starting at 18 months old. If you are a Mandarin-speaking Montessori Guide for either toddler (18 months – 3 years) or primary (3 – 6 years), we encourage you to apply! Ideal candidates will be Montessori trained, native or near-native Mandarin speakers, with experience teaching the relevant age group. Past experience with language immersion is very valuable.

We provide our students with the highest quality Montessori education and offer employees competitive salaries, health insurance, 401(k) retirement plan, generous childcare discount, state-of-the-art Montessori environments, and the most collegial, passionate team of educators you will ever meet! We are seeking a fantastic AMI-trained Lower Elementary Teacher to lead a new Lower Elementary Montessori classroom (mixed ages 6-9) opening fall 2013. Ideal candidates will possess: (1) bachelor's degree, (2) AMI elementary diploma, (3) experience working with elementary children, and (4) excellent verbal and written skills. Apply at www.leportschools.com/careers or email hr@leportschools.com.

Senior Primary Teacher (TN) The Knoxville Montessori School is seeking a Senior Primary Teacher. We are looking for an enthusiastic individual with a solid foundation in Montessori education and a deep commitment to children and families. Founded in 1966, KMS provides high-quality Montessori education to approximately 60 students each year. We have two Primary classes for children age 3-6 and one Elementary class for children from 1st through 5th grade. For more information, visit www.knoxvillemontessori.org. Candidates for the position must have a BA or higher, Montessori Primary certification, and 3-5 years experience teaching in a Montessori Primary classroom. KMS offers a competitive salary and benefits package that includes professional development, health insurance, and a tax-deferredretirement plan. This position will start in August 2013. To apply, send a cover letter,resume, and contact information for three references to Charlie Biggs, KMS Operations Director, at cbiggs@knoxvillemontessori.org.

Apply at www.leportschools.com/careers or email hr@leportschools.com.

AMI Training Sponsorship for Lower Elementary Guide (CA) Work as a Junior Teacher while concurrently pursuing your AMI Montessori elementary diploma!

It’s never too late to place a classified ad online.

LePort Montessori (www.leportschools.com) in southern California is offering a unique opportunity for someone with a love for working with elementary children (ages 6 - 9), and an interest in Montessori, but without the financial resources to independently pursue Montessori training.

Just send your ad to tcmag@montessori.org.

During the school year, you will act as a Junior Teacher, working with an experienced Head Teacher in a mixed-age Montessori Lower Elementary classroom. Meanwhile, over the course of three consecutive summers starting June 2013, LePort will provide financial sponsorship for you to earn your AMI elementary diploma from the Montessori Institute of San Diego.

We’ll do a word count, send you back a contract, and get your ad online just as soon as payment is received.

The cost is $2/word ($50 minimum).

Apply at www.leportschools.com/careers or email hr@leportschools.com.

Some Child-Friendly Middle-Eastern Recipes Cucumber Yogurt To serve 10 children, you will need: 2 large fresh cucumbers A pint of plain yogurt Dry mint leaves Fresh or dried garlic Preparation: Shred or dice the cucumbers. Mix them with yogurt. Add a dash of salt and crushed dry mint leaves or fresh, finely cut garlic. Add raisins and nuts if you wish. Children love this dish.

Chick Peas Dip / Hummus Tehini

Vegetarian Couscous Couscous is a traditional dish made from semolina wheat and cooked with meats and vegetables. It is eaten throughout North Africa and the Middle East. For a class of 25, you will need: For the onion-raisin confit 12 small yellow onions 12 small red onions 3/4 cup margarine 1 1/2 teaspoons of ground ginger 3/4 teaspoon of salt Season with pepper according to your taste 1 1/2 cup of dark seedless raisins 3 cups of water For the stew 3 small (1 pound) eggplants 6 tablespoons of salad oil 3 cloves of garlic, minced 3 tablespoons of curry powder dash of ground red pepper 3 l-pound cans of peeled whole tomatoes (undrained) 9 medium zucchini or yellow squash 6 medium sweet potatoes 1 1/2 pounds of green beans 3 sticks of butter 6 tablespoons of curry powder 3/4 teaspoon of salt 3 packages of precooked couscous (available in the gourmet section of most grocery stores) 3 cans of chick peas or garbanzo beans (undrained) Coriander leaves Preparing the confit: Cut the onions and sauté them with the ginger in margarine until the onions are translucent. Stir in the raisins and water. Cook until the liquid evaporates, then remove from the stove. Preparing the stew: Cut the eggplants into 1/2-inch cubes. In a large pot, heat the oil and sauté the garlic, curry pow32

To serve 10 children, you will need: A large can of whole chick peas A small can of sesame paste (Tehini is available in Mediterranean markets, but can be omitted) 2 tablespoons fresh lemon juice Fresh or dried garlic Salt

der, red pepper, and eggplant for three minutes. Stir in the undrained tomatoes, breaking them up as they simmer. Bring all this to a boil and let it cook, covered, for about 15 minutes. Cut the squash. Peel the sweet potatoes, and cut them crosswise into 1/2inch-thick slices. Add the green beans. Steam them all together for 10-15 minutes until tender, but not mushy. Remove and keep warm. Preparing the Couscous Reserve 9 cups of the liquid from the steamed vegetables, adding water if necessary. Bring to a boil. Stir in the couscous, butter, curry powder, and salt. Remove from the heat, cover, and let stand for 5-10 minutes. Stir the chick peas, their liquid, and the steamed vegetables into the tomatoeggplant sauce. Stir the remaining butter into the couscous until it melts. Spoon the couscous onto three large platters, and add the vegetable-sauce mixture in the middle. Serve the confit on the side. Serve with pita bread cut up into quarters. Egyptians would traditionally serve either mint tea (heavily sweetened with honey) or a fruit juice with this meal.

Preparation: Mash chick peas, sesame paste, lemon juice, salt, and garlic. Garlic goes in everything but you can leave it out, of course. Serve with warm wedges of pita bread. You can also dip any kind of vegetables into your hummus. It is delicious.

The Party Wear something white or striped for the party. Boys wear an outer robe that looks like a nightshirt and a headband. Girls wear long white or pastel robes and a scarf over their heads. Don’t forget to put on all your Egyptian jewelry. Line up for a parade. Every child should carry a flower, a sprig of mint, or a flower necklace. Walk around the school, your garden, your playground and smell the breezes. Have an Egyptian flag to carry. After your parade, sit down for a picnic with Egyptian fare, cucumber yogurt with crackers, hardboiled eggs or chick peas dip with pita bread, cucumber salad, and couscous. You might want to serve dates, figs, and grapes for dessert. Read a story such as Ali and the Camel.

Bears Playgrounds is the natural choice when it comes to Nature-Inspired Playgrounds. For example, with the Swiss Tree Fort Village, (ages 2-12) or the Little Monkey Village (ages 6 – 23 months), we have created a ‘hybrid,’ or balance, between the innocent, natural adventure of playing in the forest and the structure and safety required by today’s standards. These amazing play structures are constructed primarily of cedar logs and feature bold, strong built-to-last designs. They define the meaning and spirit of the word “renewable,” because someday, at the end its useful life, many products made from wood will return to Mother Earth in a natural way that is non-polluting, self-sustaining, organic, and truly green because it represents the natural cycle of life. Beyond physical properties, the emotional power that our wood possesses in its history, it’s organic qualities, and ability to create peaceful, beautiful spaces, makes it one of the most romantic materials in the universe. The tactile and sensory properties of the materials used in our unique playgrounds help suggest play themes and reconnect children with nature in ways other materials simply cannot. All models are customizable.

For more information or a no-obligation concept drawing, contact Bears Playgrounds at 1-877-807-7529 or info@bearsplaygrounds.com, www.bearsplaygrounds.com

Montessori Reads ❃ Montessori Reads ❃ M Hayden’s Garden

by Brenda M. Spalding Illustrated by Jacqueline Paske Gill Hayden had a great idea. He thought that it would be good to plant a vegetable garden so his family would have their own vegetables to eat. His Gramma said having a vegetable garden was a lot of work and his father agreed with her. It was interesting to see how the family came up with some other ideas for Hayden and his gardening project. Their decision was to plant some easy-to-care-for-and-grow items: pumpkins and sunflowers. The farmer who ran the produce stand said he would pay Hayden for those two items. Hayden still wanted to grow something that the family could eat. They decided on corn. Hayden, Gramma, Mom, Dad, Uncle Kevin, and Grampa all pitched in to till the soil and plant the garden. They were all tired in the evening as they sat on the porch and ate their dessert together. Hayden thought maybe he could use his money from selling the pumpkins and sunflower seeds to buy some Christmas presents.

Apples, Bean Dip & Carrot Cake

Written & Illustrated by Anne and Freya Dinshah Kids love to cook and eat! This 160-page, color, illustrated cookbook for kids is loaded with great recipes that kids from 4 to 12 years old can easily learn to prepare. There are four levels in the book, each one needing a higher level of experience and skill. The illustrations and directions are clear and easy to understand. The recipes are all healthy snacks and meals which do not include meats, poultry, fish or other animal products. Even if you think that your children will never eat sushi, you will probably be surprised at the kinds of foods they will eat when they get to prepare them. All of the photos in the book illustrate how to prepare the food. All of the chefs are children! No adults in this book. Obviously, your children will need permission to use the kitchen and your limited guidance (let them do what they can do). They also need to clean up after they have finished cooking! I recommend getting this cookbook and having fun with your children or students in the kitchen!

It’s a nice story about a family talking, sharing, eating, making decisions, and working together.

The Pretty in Me

by Heather Hackett Illustrated by Christopher B. Driggers

The Pretty in Me is written with some lessons in mind. The lessons include: teasing and name calling aren’t ok; retaliating with the same doesn’t make things right; and how a person appears on the outside is not who they are. This book could be a good conversation starter for a group of parents or for upper elementary students. They could discuss the many issues that are raised by the way this book is written and illustrated. The main character is pictured as an elementary-age child, who is a bit husky, with a round belly. She wanted to play ball with her friends at recess. One of the girls told her that she couldn’t play because she was fat and looked like a dummy. The main character was hurt by the remarks and asked her mom for advice when she got home. She asked her mom if she was actually fat. Her mom told her that Susie was wrong to name call and that she was right to walk away. Mom tells her not to think that she is fat and gives her some positive traits. Mom also says that people sometimes say things that are not true. The questions that came up for me after reading this book were ones like: Did the Mom handle the situation in the best way? Was it right for the Mom to tell her child that she was not fat? Would the author have been wiser to choose a characteristic like freckles, some type of handicap, or the color of her eyes rather than weight? How does a child get resolution when she/he is faced with this kind of situation? The illustrations are well done. The story is written in rhyme. It is an interesting story and left me with as many questions as answers.

Unless noted otherwise, all reviews are written by Lorna McGrath, Program Officer, The Montessori Foundation. Tomorrow’s Child welcomes reviews from educators and parents. Please send reviews to lornamcgrath@montessori.org. Please include a hi-res (300 dpi) jpeg of the book’s cover. 34

s ❃ Montessori Reads At the Beach

by Nancy Tancey Buscher Illustrated by Vigdis Hjertvik Kemmitt Here in Florida, we are so fortunate to be able to go to the beach almost all year round! Some of you may be just starting to thaw out from the winter and long to get to the beach. This is a beautifully illustrated book about the waves, the shells, the birds, the footprints and tracks, the smells, the sounds, the plants, the colors, and more. Children from 2 to 6 years old would enjoy this book. It’s the kind of book that could be read and re-read. You could also plan several field trips to the beach for some experiential education! That would be great fun! At the end of the book there are several pages of beach facts to talk about with your children. So pack your gear and get down to the beach with this wonderful book.

Peace

Written & Illustrated by Wendy Anderson Halperin Peace is a gorgeous book with intricate illustrations depicting scenes from many places in the world: scenes in cities, scenes in neighborhoods, scenes in schools, scenes in homes, and scenes from our hearts. Each page has several quotes of peacemakers from around the world. Wendy starts with, “For there to be Peace in the world…” and on each page zooms in closer and closer to our hearts. She then begins to zoom back out, page by page, from our hearts to the world again and ends with, “And we will have peace in our world.” This would be an excellent book for elementary-age children at home, in schools, or in religious classes. The author quotes the Dalai Lama, Martin Luther King, Jr., Mother Teresa, Albert Einstein, and Nelson Mandela, just to mention a few. I’m a little sad that I could not find one quote from Maria Montessori, so here are some for you to add to this wonderful book. If help and salvation are to come, they can only come from the children, for the children are the makers of men. We shall walk together on this path of life, for all things are part of the universe and are connected with each other to form one whole unity. Peace is what every human being is craving for, and it can be brought about by humanity through the child. Establishing lasting peace is the work of education; all politics can do is keep us out of war.

Wendy is also creating a website for children: www.drawingchildren intopeace.com. It sounds like a really great place for you and the children in your care to go for peace activities. This book will be a powerful addition to your library. ©Tomorrow’s Child Magazine April 2013 • www.montessori.org

The Montessori Leadership Institute in affiliation with The Montessori Foundation & The International Montessori Council (IMC)

How to Start a World-Class Montessori School June 17 - July 26, 2013 (6 weeks) In response to numerous requests from the community, we have written a new course: How to Start a World Class Montessori School. This 6week course will begin on Monday, June 17th, 2013; anyone who wants to convert an existing daycare into a Montessori school, or who wishes to start a Montessori school will find this course invaluable. This course draws from our popular courses: Building a World Class Montessori School and Finding the Perfect Match, together with new materials chosen specifically to meet the needs of people wanting to start a Montessori school. $600 (see website for discounts)

Family Life Series: The Basics June 10 - July 19, 2013 (6 weeks) Family Life Series: The Basics is the first in a series of parenting courses for all participants, no matter what age your children. This is the introductory course that will provide you with the know-how to navigate through Moodle™, the course software we use. In addition to that it will introduce you to Montessori’s fundamental ideas. And, finally, it will present an overview of positive, non-violent discipline based on the work of Rudolf Dreikurs, Maria Montessori, and Marshall Rosenberg. After completing The Basics, you will be able to sign up for the other courses in the series, depending on what is helpful to your family. $600 (see website for discounts)

For more information and a complete listing of all courses and special discounts, please visit our website at www.montessori.org 35

Ever wish for something to hand out at community events or open houses that easily explained or visually showed some aspect of Montessori that didn’t overwhelm the reader? Who better than the people who wrote the book, The Montessori Way, to introduce such a product!

Three Pamphlets Now Available in Spanish!

NINE Montessori pamphlets now available. Use the form below to order.

Each pamphlet bundle contains 50 of the same title and is incredibly affordable at $15 USD per bundle plus postage. The items are in stock and ready to ship. They may be purchased the following ways: 1. Through our online publication center located at the Foundation’s website: www.montessori.org (go right into the ‘bookstore’ tab) 2. By calling Margot at 800 632 4121 (IMC school members receive a discount on this item and will need to call with credit card. Should your IMC school membership need to be renewed, we will do that at the same time.) 3. Use this order form and either mail or fax your order. Make checks payable to: The Montessori Foundation and mail to 19600 E State Road 64, Bradenton, FL 34212 USA. Fax number is 941 359 8166. Please select: USPS Flat Rate Priority or expedited courier service, such as FEDEX/UPS, which can be substantially more expensive (price is determined by weight and location by the courier). We will estimate this for you before charging out). Couriers cannot deliver to a PO BOX. 1. What is Montessori? ❑ English ❑ Spanish

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Now There Are Three Ways to Purchase Tomorrow’s Child: The Magazine with Benefits! The Montessori Foundation always strives to help schools and parent organizations provide the most cost effective ways to get Tomorrow’s Child magazine into the hands of parents. At the same time, in our effort to conserve natural resources and save trees, we’d like to introduce Tomorrow’s Child, the electronic version.

1 Standing Bulk Orders for the 2013/14 School Year Same prices as last year!

cost. When parents are informed and embrace the time tested & proven results that a Montessori education can bring to their families they will thank you!

Tomorrow’s Child magazine is the best way for schools to help parents stay connected on key issues in Montessori. Articles on parenting, research, how Montessori is done internationally, schools showcasing their uniqueness, graduate achievements and valuable calendar of events make this one of the most widely read Montessori resources worldwide.

We greatly discount the print version to our schools. In the US a standing bulk order costs just $15.50 per family per year.* Fifty copies is the minimum for a standing bulk order. That’s just $750 annually! (Should your school have fewer than 50 families call our main office at 800-655- 5843 to get approval for a smaller quantity.)

Administrators who put the cost of the magazine into their tuition understand that the benefits far exceed the minimal

*See page 38 for our Early Bird Discount that expires on 5/31/2013!

2 Individual Orders (Print) You may purchase our regular print version, same as always, or you may sign up for the electronic version by using this form or by going through our publication center’s online bookstore at www.montessori.org . Those with current print subscriptions will continue to receive the publication mailed to their addresses.

The Foundation always strives to keep printing costs to a minimum, while also conserving natural resources. Therefore, we no longer keep an inventory of back issues nor extra quantities of the most current issue. We will always try to fulfill new standing bulk orders with the most current issue. If that isn’t possible, we’ll start your order with the next one in the cycle and pro-rate your order.

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Contact Information: Make checks payable to: The Montessori Foundation. Mail to: 19600 E. State Road 64, Bradenton, FL 34212. Fax: 941 745 3111 Schools needing invoices, please contact: dondinsmore@montessori.org

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