04
CONTENTS
COLUMNS
Classroom Perspectives
The Figurative Language Fashion Show: Where Words Walk the Runway
Eric Hall
06 09
10
Classroom Perspectives
Teaching Art History Online: A Visual Journey in the Digital Age
Katerina Stojanovska
Teacher’s Pet
Field Trips
Indigenous Cultural Centres
Nupur Bagoria
18
22
Bookstuff A Queer Reading List for Kids and Teens
Kelsey McCallum
Classroom Perspectives
Teaching Kids to Read: Modern Approaches vs. Montessori Method
Jillian Simons
CURRICULA
14
Student Well-Being: Kindness, Respect, and Storytelling
Jessica Eguia
AD INDEX 25
PUBLISHER AND EDITOR
Wili Liberman
MANAGING EDITOR
Lisa Tran
ASSOCIATE EDITORS
Kelsey McCallum
Raenu Sarathy
ASSISTANT EDITOR
Nupur Bagoria
CONTRIBUTORS
Jessica Eguia
Eric Hall
Jillian Simons
Katerina Stojanovska
ART DIRECTOR
Pauline Lopez
EDITORIAL ADVISORY BOARD
Bernice Slotnick
Teacher (Retired)
John Myers
Curriculum Instructor, OISE (Retired)
Rose Dotten
CEO and Head Librarian, Shelburne Public Library
TEACH is published by 1454119 Ontario Ltd. Printed in Canada. All rights reserved. Our contact info is: 1655 Dupont St., Suite 331, Toronto, ON, M6P 3T1 E: info@teachmag.com T: (416) 537-2103. For subscription info, visit shop.teachmag.com. Unsolicited articles, photographs and artwork submitted are welcome but TEACH cannot accept responsibility for their return. Contents of this publication may be reproduced for teachers’ use in individual classrooms without permission. Others may not reproduce contents in any way unless given express consent by TEACH. Although every precaution is taken to ensure accuracy, TEACH, or any of its affiliates, cannot assume responsibility for the content, errors or opinions expressed in the articles or advertisements and hereby disclaim any liability to any party for any damages whatsoever. Canadian publication mail sales product agreement No. 43579512. ISSN No. 1198-7707.
THE FIGURATIVE LANGUAGE FASHION SHOW: WHERE WORDS WALK THE RUNWAY
BY ERIC HALL
Ilove to write. I think I first discovered my love for writing around the fourth grade. My teacher had this incredible gift for making us believe our words mattered. Even when we weren’t exactly eager to put pencil to paper, he found a way to spark something in us.
Whenever we shared what we’d written, he would rest his chin on his hands and listen—really listen—with a kind of focus that made you feel like your words were the most important thing in the world at that moment.
Getting kids to write in this day and age, however, where entertainment is merely a swipe away, can be like asking them to eat their vegetables—met with groans, bargaining, and the occasional dramatic gagging sound. Teaching writing is even harder when you have to cover the driest parts of grammar, like diagramming sentences or memorizing parts of speech. But perhaps the trickiest topic of all? Figurative language.
One year, I was supposed to give a test where students had to read sentences and identify what type of figurative language was used. Metaphor, simile, personification—you know, the usual suspects. But as I looked at the test, I realized something: it was soul-crushingly boring. The kind of test that would make even the most enthusiastic student want to take a nap.
So, I did what any responsible teacher would do. I threw it out.
Instead, I told my students we were going to have a fashion show. Naturally, they had questions. What kind of fashion show? Why? Are we designing clothes? Is this a trick to get us to write? I refused to answer. I simply told them to wear their craziest outfits to school the next day.
When they arrived, their curiosity turned to excitement. The classroom was dark, a disco ball hung from the ceiling, and the desks had been rearranged into a makeshift runway. It looked like a cross between Project Runway and a fire marshal’s worst nightmare.
I explained their task:
1 Partner up.
2 Write a description of your partner’s outfit using every type of figurative language found on the original test.
3 Make it sound like you’re narrating a high-stakes fashion show.
For 45 minutes, the room buzzed with creativity. Similes and hyperboles flew across the room like confetti. Students debated whether a classmate’s mismatched socks were a metaphor for chaos or a personification of rebellion.
Then, the show began.
One by one, students strutted down the “runway,” striking poses while their partners narrated into a microphone:
“Bam! Jeremy is hitting the runway like a shooting star— burning bright, slightly out of control, and possibly about to crash into the front row. His neon shorts scream louder than my little brother when he doesn’t get his way. That polka-dotted shirt? It’s like a Jackson Pollock painting had a midlife crisis. And let’s not forget those socks—one striped, one plain—arguing with each other like a married couple in a sitcom!”
Music (generically titled “Fashion Show Songs” from YouTube) pulsed through
the speakers. Strobe lights flickered. Laughter filled the room. The kids were having the time of their lives, and little did they realize, they were acing the test without even knowing it.
As soon as the show ended, I looked around the room at the grinning faces of my students. I knew we had accomplished something far more valuable than simply identifying similes and metaphors. My students hadn’t just learned about figurative language—they had lived it. They had taken words and spun them into laughter, creativity, and joy.
Ultimately, the district still required all fifth graders to take a figurative language assessment. But when my students sat down with their pencils and saw the questions, they didn’t panic. All they had to do was picture the kid with the mismatched socks or the one in the wild, clashing blouse. Each memory brought a burst of laughter—and the correct answer. They passed with flying colors.
Years from now, students might not remember the difference between a hyperbole and an idiom, but they’ll remember the day they took to the runway in outfits that defied fashion and reason. They’ll remember how words can make you feel something—how they can paint a picture, spark excitement, and bring people together.
And if that’s what students carry with them, then I’d say we pulled off a pretty spectacular show.
ERIC HALL and his students have been featured on different national outlets, including The Ellen DeGeneres Show. While the accolades are nice, Eric will tell you his greatest rewards come in the form of high-fives in the hallway, students who finally “get it,” and the joy of watching kids realize they are capable of more than they ever imagined. If you’d like to reach out to Eric, feel free to contact him at mrhallwrites@gmail.com.
TEACHING ART HISTORY ONLINE:
A VISUAL JOURNEY IN THE DIGITAL AGE
BY KATERINA STOJANOVSKA
Teaching art history in an entirely online environment has brought a new set of challenges and opportunities that I’ve come to embrace with enthusiasm. For me, the core mission remains the same: to make art history an engaging, immersive experience where students don’t just
learn about art but connect with it. However, online teaching demands a different approach—one that maximizes the power of technology, makes use of diverse digital tools, and addresses the shifting learning habits of today’s students.
EMBRACING TECHNOLOGY
In this digital age, technology has transformed the way I teach art history. I no longer rely solely on textbooks or static images of famous artworks. Instead, I use an array of online resources that allow students to explore art in an interactive and visually rich way, which is essential for a subject like art history.
Platforms like Google Arts & Culture are fantastic because they allow students to access high-quality, zoomable images of artworks from museums all over the world. Virtual tours of places like the Louvre or the Uffizi Gallery give students a real sense of space, scale, and atmosphere, which would be hard to convey through a traditional classroom setting.
Moreover, digital tools like Canva or Prezi are great for creating visually dynamic presentations, allowing me to layer in detailed art analyses while encouraging students to interact with the material. But it doesn’t stop there. I’ve integrated other online teaching tools that add an element of fun and creativity to the learning process—particularly gamification, which has been a game changer (pun intended!)
GAMIFYING THE LEARNING EXPERIENCE
Gamification has become a key part of my online teaching strategy because it not only makes learning more engaging but also addresses one of the biggest challenges I face with students today: keeping their focus. In the online environment, students often struggle with distractions and short attention spans, and it can be difficult to keep them fully engaged during lengthy discussions or lectures. So, I’ve turned to game-based learning techniques to break up the content and re-engage students throughout the lesson.
For example, I use online memory games where students match images of famous artworks with their titles, dates, or artists. This not only reinforces their knowledge but also adds an element of competition that students love. Additionally, I’ve incorporated association games, where students connect different works of art to broader themes like “power,” “religion,” or “identity.” This prompts them to think critically about the deeper meanings of art and to draw parallels between different movements and time periods. I’ve found that using these types of interactive games not only enhances memory retention but also makes the learning process more enjoyable.
Quiz tools like Kahoot! and Quizlet have become essential in keeping the energy high. By turning assessments into lively quizzes with a point-based system, students stay motivated, and I can see their progress in real-time. These tools also allow me to get instant feedback on what areas might need more focus, helping me adjust my teaching approach on the fly.
ADDRESSING FOCUS CHALLENGES IN THE ONLINE CLASSROOM
One of the biggest challenges I face is the wide range of student focus levels. While some students thrive in the selfpaced, independent environment of online learning, others struggle to stay focused without the structure of a physical classroom. I’ve noticed that over-focused students can become consumed by the details of the material, often losing sight of the big picture, while under-focused students can drift off completely, distracted by notifications, background noise, or the temptation to multi-task.
To address these challenges, I’ve developed a few strategies that help balance the needs of different students. For those who tend to over-focus, I make sure to create space for reflection. After working through detailed content—whether it’s analyzing the brushstrokes in a Van Gogh painting or dissecting the symbolism in medieval religious art—I encourage students to take a step back and consider the broader implications. I might ask them questions like, “How does this piece reflect the social or political climate of the time?” or “What themes do we still see in today’s art?” These reflective moments help students to see beyond the details and understand the larger context.
For students who struggle with staying focused, I’ve found that breaking the material into smaller, digestible chunks works best. Instead of long lectures or reading assignments, I opt for short, bite-sized video lessons or interactive activities. By keeping each segment of the lesson brief and interactive, I can hold their attention more effectively. Tools like Edpuzzle allow me to embed questions directly into video lessons, so students stay actively engaged as they watch. I’ve also learned to alternate between different types of activities— reading, videos, discussions, and games—so that the lesson stays dynamic and the students’ attention doesn’t wane.
MEET THE LATEST TEACHER’S PET!
If you’d like your furry or feathered friend to be featured, visit our website and check the submission guidelines.
Angel | 11y | Chug
Location: Texas, USA
Parent: Trina T.
Spunky, Curious, Loving
Boots | 11y | Chihuahua Mix
Location: British Columbia, Canada
Parent: Lea K.
Location: British Columbia, Canada
Parent: Jaimie L.
Energetic, Vocal, A Hunter
Loyal, Stubborn, Cuddly
Boots is a regular topic of conversation in Lea’s Grade 2 classroom. He is often used as an example when teaching students how to write sentences. The kids love to ask about things that Boots and Lea do together, and even draw pictures of him!
Skye | 3y | Ragdoll
INDIGENOUS CULTURAL CENTRES
BY NUPUR BAGORIA
Canada commemorates National Indigenous History Month in June, providing an opportunity to honour the diverse and profound cultures of First Nations, Inuit, and Métis peoples. These Indigenous peoples have maintained deep connections to their territories since time immemorial, contributing invaluable wisdom, knowledge, and cultural practices that continue to shape the country now known as Canada to this day.
To give students the opportunity to respectfully engage with Indigenous stories and perspectives, we have compiled a selection of cultural centres and heritage sites across Canada (and a few in the United States as well). These educational visits present meaningful opportunities for young learners to deepen their understanding of both Indigenous histories and contemporary Indigenous experiences.
BLACKFOOT CROSSING HISTORICAL PARK
Siksika, AB
Step into Blackfoot Crossing, the National Heritage Site where Treaty 7 was signed—a place so historically significant that it’s even recommended for World Heritage status. Here, students can delve into the vibrant culture and rich traditions of the Siksika (Blackfoot) Nation through engaging exhibits and interactive displays. Listen as skilled storytellers share captivating tales passed down through generations, and witness the power and beauty of traditional dances, songs, and drumming performances. Each program offers a special window into Blackfoot culture that will leave students with lasting memories.
Mont-Saint-Hilaire, QC
Experience the diverse cultural expressions of First Nations, Inuit, and Métis peoples at La Maison des peuples autochtones. The centre presents 5-6 exhibitions per year, showcasing contemporary Indigenous artwork in ways that foster meaningful dialogue and understanding. La Maison also offers cultural programming that stimulates observation, curiosity, and creativity while being tailored to your group’s educational level. Visual animations teach students about Iroquois and Algonquian lifestyles, medicine wheels, Indigenous advocacy movements, and more. Students can even make their own talking sticks, dreamcatchers, or Iroquoian masks. Nature tours are also available, focusing on themes such as Indigenous peoples and the environment, maple syrup production, and winter survival skills.
LA MAISON DES PEUPLES AUTOCHTONES
Addressing Youth Interpersonal Violence Addressing Youth Interpersonal Violence
In the Classroom and B eyond In the Classroom and B eyond
I nterpersonal violence is a prevalent issue faced by school-aged youth in Canada. Did you k now that nearly 1 in 5 students repor t being bullied, and over 1 in 3 Canadian teens experience some form of dating violence in their relationships? The good news is that educators and school staff can play a big role in addressing these types of interpersonal violence, and preventing the negative health and social outcomes associated with them.
Who is PREVNet?
PREVNet is a national not-for-profit organization with an administrative head office at the University of Calgar y. We collaborate with educators, youth, communities, and researchers to co - create and share learning resources on bullying and teen dating violence.
Par tnering with Educators to Create Healthier and More Inclusive Schools
PREVNet has collaborated with educational professionals and instruc tional design specialists to deliver a collec tion of engaging videos, tip sheets, and training modules. They were specifically created to help empower teachers, counsellors, and other school staff to prevent and address youth interpersonal violence in their schools. The content of these resources was informed by a sur vey of over 1000 students and over 1000 educators from across the countr y.
An advisor y board comprised of 15 educators helped to ensure these resources are relevant to schools today. This was a joint effor t, and we are so excited to share these resources with educators and school staff like you!
Read more about these resources and access them direc tly through the QR code or link provided on the nex t page. For a limited time, ever yone who accesses our resources will be entered into a bi-week ly draw to win a $200 gif t card!
Do you want to learn more about how to promote healthy relationships at your school?
Teen Dating Violence Resources
Videos and tipsheets on what teen dating violence is and how school staff can help
Online training modules to help staff respond when a student discloses that they are experiencing dating violence
Bullying Resources
Videos and Tipsheets on:
Identit y-based bullying
How to tell the difference bet ween positive teasing vs. bullying
How to encourage students to be “upstanders” against bullying
w w w.prevnet.ca/resources/for-
STUDENT WELL-BEING: Kindness, Respect, and Storytelling
By Jessica Eguia
GRADE LEVEL: JUNIOR (4-6)
THEME:
STUDENT WELL-BEING
SUB-THEME:
KINDNESS AND RESPECT, SELF-IMAGE
FEATURED BOOK
LEARNING FOCUS
Food is a powerful medium for storytelling. Sharing our culinary stories around our favourite dishes, recipes, and ingredients offers students the opportunity to share their connections with their identity, families, and communities. How might food inspire storytelling? And how might food inspire kindness and respect for ourselves and each other?
LEARNING EXPERIENCE
MINDS ON PROVOCATION
Set up a gallery walk by selecting food-related texts (e.g. quotations, images, documents) that feature diverse meals, lunch boxes from around the world, ingredients, menus, or local community celebrations involving food (e.g. syrup festival, salmon festival, etc.) and place them around the room. Texts can be displayed “gallery style,” hung on walls, or placed on tables.
During the gallery walk, ask students to consider: How might food inspire storytelling, kindness, and respect?
If you wish, students can either take informal personal notes as they walk around the room or write their ideas on sticky notes and post them
Salma the Syrian Chef by Danny Ramadan, illustrated by Anna Bron (Annick Press, 2020)
When students have had time to explore the texts, debrief the gallery walk. Record their thinking in response to the question: How might food inspire storytelling, kindness, and respect?
Access your students’ background knowledge and ideas. Answers can range from personal stories or connections to texts and real-world experiences.
Advise students that they will be exploring how food can inspire storytelling and how it can provide the opportunity to nurture kindness and respect for themselves and each other.
READ, PLAN, AND PRACTICE
Share with the students that they will be revisiting the following questions: How might food inspire storytelling? And how might food inspire kindness and respect for ourselves and each other? Return to some of the thinking they shared during the gallery walk.
Inform students that you will be reading
Ask them: What can we learn from this author’s story? Did your thinking about storytelling, kindness, and respect change? How might this story help you do better? How might food create a community of belonging?
After reading the story, go back to the ideas initially shared during the gallery walk. Are there new ideas the students can add to their thinking? Can they make any changes? How might the ideas being shared about kindness and respect inform their own classroom community? Adjust ideas if the students decide it is necessary.
MAKE, TINKER, AND MODIFY
When asking students to demonstrate their understanding, you can provide them with the following choices:
• Meal Making: With your class, discuss what foods they love. What meals do they share with their family? Invite students to create their favourite family meal out of coloured paper. The paper can be upcycled, recycled, or from an art cupboard. Meals can look something like this:
Photo Credit: Lee Jihee
Photo Credit: Experiments in Art Education
ADDITIONAL CANADIAN BOOKS TO SUPPORT THIS SUB-THEME
Students can write a personal reflection about why they chose this meal and why it is important to them. They can also participate in a gallery walk and view the variety of meals and stories that exist in their learning community. Ask the students what they learned about respect and kindness through food and what they notice about their learning community. How might these ideas nurture a sense of belonging in their classroom?
• My Cooking Show: Invite students to have a conversation with their family about what foods or meals are special to them. Ask them how food is shared or prepared in their family. What stories do they have to tell about their family meals? Ask them to select a special family recipe for a mock cooking show. They can share their family stories and carry out the recipe with pretend ingredients, such as paper, playdough, or natural materials. If you wish, procedural oral language and vocabulary can also be reviewed: first, next, last, step 1, step 2, step 3, mix, stir, add, combine, cook, cut, etc. Students can present their cooking shows to the class or record their recipes on a digital device. Ask the students what they learned about themselves and their classmates. What did they learn about respect and kindness through food and storytelling?
• Recipe Writing: Students can share their special family recipes through writing and drawing. Why is this recipe significant to them and their family? What ingredients do they need? How much of each ingredient is needed? What are the steps needed to make the recipe? Review recipe writing language, such as ingredients, first, next, last, step 1, step 2, step 3, mix, stir, combine, etc. When the students have completed their recipes, the recipes can all be bound together to create a class cookbook. Ask students what they learned about respect, kindness, and belonging by sharing their personal food stories and recipes.
REFLECT AND CONNECT
Give students the opportunity to reflect back on the guiding questions:
• How might food inspire storytelling?
• What can we learn from the author’s and each others’ stories?
• How might food teach us lessons about kindness, respect, and belonging?
• How might learning about food, respect, and kindness help us do better?
If wanting to go deeper, connect with your local organizations, such as farmer’s markets, community farms, local family restaurants, or food banks to learn more about people’s real-life connections to food, respect, kindness, and belonging.
Awâsis and the World-Famous Bannock by Dallas Hunt, illustrated by Amanda Strong (HighWater Press, 2018)
Our Little Kitchen by Jillian Tamaki (Groundwood Books, 2020)
Teatime Around the World by Denyse Waissbluth, illustrated by Chelsea O’Byrne (Greystone Books, 2020)
ADAPTATIONS FOR THIS LESSON
These learning experiences can be adapted for online learning by turning the gallery walk into visuals shown via online instructional time. The independent learning experiences can also be carried out with materials found at home.
MORE RESOURCES
• Gallery walk teaching strategy from Facing History and Ourselves
• “How a love for food and belonging inspired Danny Ramadan to write a book for children”(CBC) – This article includes an interview with the author.
A QUEER READING LIST FOR KIDS AND TEENS
BY KELSEY MCCALLUM
As LGBTQ+ rights are increasingly targeted around the world, there’s never been a more crucial time to uplift and celebrate queer stories. These K-12 books highlight queer identities, voices, and communities, while also introducing students to real-life LGBTQ+ activists and changemakers who are fighting for a more inclusive future. They’re perfect additions to your classroom or library in recognition of the International Day Against Homophobia, Biphobia, and Transphobia (May 17), or Pride Month in June—and every day after that.
2
Second Story Press (March 2025)
Grade Level: K-2
1 CALL ME GRAY BY ANDREW LARSEN AND BELLS LARSEN, ILLUSTRATED BY
TALLULAH FONTAINE
Kids Can Press (October 2025)
Grade Level: K-3
This personal story is inspired by the author’s own child, Bells, and their experience as a transgender person. In Call Me Gray, a child asks their dad a question: “Do you ever feel mixed up about who you are?” This sets off a series of conversations about identity, sense of self, and what it means to have a safe and supportive family environment.
3
Knopf Books for Young Readers (April 2025)
Grade Level: 3-7
This delightful picture book offers young readers a fun and heartwarming introduction to drag. It tells the story of Edwin, a young boy who, when he puts on his sister’s dresses and high heels, transforms into the fabulous Edweena. This year, Edwin has decided to compete in a local figure-skating competition as Edweena. It will be the first time his classmates see him dressed up in drag, but despite being slightly nervous, Edwin is determined to steal the show! (Note that a dual-language edition is also available in both Anishinaabemowin and English.)
Family Week presents a necessary and timely celebration of identity and found family that is sure to resonate with middle-grade readers. This coming-ofage story follows four best friends who are spending Family Week together in Provincetown, MA—one of America’s most queer-friendly destinations. Avery, Milo, Mac, and Lina have attended this annual gathering of LGBTQ+ families for as long as they can remember, and even though this year it feels like everything is changing, things always stay the same in P-town, right?
THE FABULOUS EDWEENA BY EDWIN DUMONT, ILLUSTRATED BY MELISSA CHO
FAMILY WEEK BY SARAH MOON
Space,Weather,Calendars
Classroom Resources for grades 1-6
Student-friendly materials enriched with Indigenous knowledge
Introduce students to Indigenous knowledge about how animals, plants, and weather change with the seasons.
“...a wonderful reference as well as a valuable tool to preserve traditional knowledge.”
— Betty R. Robinson, The Royal Astronomical Society of Canada
By Cathy LeBlanc and David Chapman
• Explains the seasons, calendars, states of matter and more
andlivingspirit;notonlyhumansandanimals,butalsorocks teachingwater.ThisunderstandingisthecoreoftheMi’kmaw thateverythingandeveryoneisconnectedthrough theirspirits.Thisspiritualityleadstorespectforthenatural
• Knowledge conveyed through stories
And pair that knowledge with these accessible and engaging STEM resources!
Introduce students to space and other areas of science!
• An introduction to the night sky and space travel exploration
• Lots of photos and pictures
• Science fun facts
• Simple, accessible language
6 titles: Mi’kmaw Moons, 5 titles from the Beginner Science series Engaging for grades 1-6 • Reading level grade 3-6 • ISBN: 9781459507753 | $119.95
• An Introduction to the night sky and space travel and exploration
• Lots of photos and pictures
• Science fun facts
• Simple accessible language For more information visit: www.spaceweathercalendars.ca
• Reading level grades 3-6
• Sharing of Indigenous art & culture
Mi’kmaw Moons
Illustrated by Loretta Gould
Series by John A. Read
So many schools, so many philosophies. I’ve been an educator for over twenty years, and have taught across public, private, and charter schools. My teaching journey has led me through a maze of varying philosophies on instruction and pedagogy, and my current path has landed me in the role of public school reading teacher.
Early into my career, however, I was a 4th through 6th grade classroom teacher at an independent Montessori school. I continue to value much of what I learned through my Montessori training, as this century-old philosophy is still applicable today: focus on the emotional needs of the child, meet the children where they are in their development, and differentiate instruction based on each child’s needs.
OPPOSING PHILOSOPHIES
Although I have been out of the Montessori classroom for nearly ten years, I still consider myself a Montessorian. The Montessori method greatly influenced my understanding of children and learning. It taught me to see each child as an individual with unique talents, challenges, and ways of exploring the world. Based on my experience, I wholeheartedly believe that fostering a child’s intrinsic drive to learn forms the foundation of a successful classroom.
I do consider myself an idealistic Montessorian, but I’m also an informed realist who follows current educational trends—and any teacher not hiding under their desk these last few years is aware that reading instruction has been trending toward the Science of Reading. This practice, informed by decades of research into how children learn to read, has been gaining popularity in the literacy community.
At first glance, the Montessori method and the Science of Reading appear to be opposing philosophies. The Montessori method is applicable to all disciplines, and places the focus on the whole child. The emphasis is not just on developing academic skills, but emotional, social, and physical skills as well. The Science of Reading, on the other hand, is based on systematic and explicit phonics teaching, and refers only to literacy instruction.
Despite the apparent differences between the two approaches, I have grappled with the question of whether I
would be able to combine my idealistic Montessorian beliefs with the systematic approach of the Science of Reading.
MONTESSORI METHOD
The Montessori method was founded in the early 20th century by Maria Montessori, an Italian physician and educator. She believed that we should foster the development of each child through self-directed activity and discovery.
Montessori teachers prepare their classrooms to be both engaging and orderly. My upper elementary students did not sit at desks, and neither did I. Most of the time we were sitting on the carpet or working at tables. Our lessons followed the children’s development and natural curiosity. It was common to have six or seven different math groups based on each child’s developmental need.
If something sparked our curiosity, we would often drop everything and explore. A perfect example of this spontaneity occurred one spring day. I was in the middle of teaching a science lesson on clouds when I happened to look out the window and could barely see outside due to all the fog. Knowing that fog is just clouds on the ground, my students and I grabbed whatever clear containers we could find and hurried outside to capture it in a bottle.
Life is full of spontaneous, memorable moments, and Montessori teachers know that children learn best through these hands-on, sensory experiences that are relevant to their lives.
THE SCIENCE OF READING
The Science of Reading is a modern, research-based approach to the teaching of literacy. The focus is phonemic awareness, phonics, fluency, vocabulary, and comprehension. It lays a very strong foundation in systematically teaching students the structures and rules of language, thus enabling them to become good readers.
In other words, literacy lessons follow a specific scope and sequence that promotes the idea that children must be explicitly taught, as they will not discover the concepts of reading on their own. For example, using a literacy program grounded in the Science of Reading, I must teach the sounds of the consonants before I can teach how to add the suffix “-s” to a word.
Don’t get me wrong, this scope and sequence of learning is backed by years of research that proves such a strategy is the best way for students to learn to read. I wholeheartedly agree. As I tried to implement this approach to learning, however, I began to question my deep-seated roots that children learn best through implicit, self-directed learning and discovery.
UNEXPECTED SIMILARITIES
I tried applying both methodologies in my classroom, and at first they truly seemed to be two opposing, incompatible approaches. But as I dug deeper and deeper into a rabbit hole of pedagogy, I found that both philosophies were in fact surprisingly similar.
The Montessori method and the Science of Reading both focus on individualized learning based on each child’s development. The Montessori method promotes learning in a practical-life context by allowing children to work with materials at their own pace. Similarly, the Science of Reading lays strong foundations for reading through the use of multisensory approaches such as phonics games and soundblending activities.
I also found that the role of the teacher is actually very similar in both approaches. Throughout my Montessori training, I was taught that the teacher should play the role of guide and scientist, observing and reacting to each child’s developmental needs. Montessori teachers know when to step in during a lesson and when to step aside and allow independent work to unfold.
Teachers who put the Science of Reading into practice must also meet students at their own levels while still maintaining the pace of the scope and sequence of their literacy instruction. They maintain this individualized education by monitoring the progress of each student, adjusting their
teaching methods accordingly, and giving targeted support to recognize gaps in learning. Even though the Science of Reading is systematic, it also stresses differentiation when individualization is required.
A BALANCED APPROACH
So how have I embraced both methodologies when they are so different in their histories and approaches? Through self-reflection and a desire to meet both the developmental and academic needs of my students, I’ve adopted a balanced approach that blends the structure of the Science of Reading with the Montessori principles of following the child.
I recognize that the underlying message behind both methods is to empower children to be lifelong learners. I’ve held fast to my Montessorian roots, yet have grown to accept and appreciate the Science of Reading. By implementing the strengths of both approaches, I have been able to meet my students where they are and create an engaging learning environment that honors each child’s potential.
I provide nurturing support, as Maria Montessori intended, while equipping them with the vital literacy skills in the Science of Reading. Through blending and embracing both methodologies, I am preparing my students for academic excellence, as well as fostering independence, curiosity, and, above all else, a deep love of learning.
JILLIAN SIMONS is a dedicated teacher with over 20 years of experience working with K-7 students as a classroom teacher and reading specialist. She has taught in private, charter, and public schools, and is deeply committed to helping emergent readers develop a lifelong appreciation for reading.
