Montessori Leadership January 2015

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Montessori Leadership FE ATURE S 4

Modernizing Montessori: Using Digital Technology to

Engage Learners in 21st Century Montessori Classrooms

by Mark Powell

18 The Imagine Peace Project: Teaching Peace in the Studio

by Martha Matheson

21 The Inspired Child

by Dr. Punam Bhatia

27 Keeping Children for the 3-Year Cycle

by The Montessori Foundation Staff

28 Montessori at Work

by Owen McCall

30 Center for Guided Montessori Studies (CGMS)

Prepares to Launch Infant/Toddler Training

a conversation between Margot Garfield-Anderson and Kitty Bravo

33 Should Montessori Be More Commercial?

by Ray Girn

41 Employee or Contractor?

by The Montessori Foundation Staff

42 IMC Accreditation Process

by Hillary Drinkell

48 Peaceful Children... Peaceful Classrooms...

Peaceful Schools

by Georgina Hood

cover photo provided by Dr. Punam Bhatia.

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MODERNIZING MONTESSORI: Using Digital Technology to Engage Learners in 21st Century Montessori Classrooms

by Mark Powell 24 women in Italy to graduate in medicine by the

Is Montessori Technophobic?

turn of the 20th century.2 But, even as a teen, she “In recent years a great number of discover-

revealed herself as a young woman not easily in-

ies have been made to fully exploit almost all

timidated either by technology or traditional Ital-

the energies that exist in this world. What-

ian views on her place in society by enrolling in

ever material wealth there is in our surround-

the Leonardo Da Vinci Technical School with the

ings is being made use of. Man has explored

intention of becoming an engineer.3

and made use of not only the things on the Mark Powell has been an educator for 20 years, 17 of those in Montessori elementary classrooms in the Boston area and more recently in the San Francisco Bay area where he now lives with his wife and five year-old daughter.

Spending three years as technology coordinator at a large traditional independent school in Oakland CA allowed him to think deeply about the place of digital technology in Montessori classrooms. He is currently Teaching Head of School at LePort School in Emeryville, California. He can be reached at mpowell@ leportschools.com.

* Editor's Note: For the sake of brevity, trademark (TM) notations have been omitted from this articcle.

4

surface of the earth, but has dug into the

Among those who first welcomed the famous

bowels of the earth to derive from it gold,

Dottoressa to the United States were Alexander

silver, coal, and all other minerals. Man has

Graham Bell and Thomas Edison, leaders in tech-

knocked on the doors of the rocks in order

nological innovation at the time. Several of her

to call forth from it precious metals. Man

Method’s most famous graduates a century later

has gone down to the greatest depths of the

are again transforming society through our use of

ocean in order to see what sort of life exists

information technology. Even while it was still an

there. I need not say that, with the discover-

emerging technology, Montessori had produced a

ies of these energies and with their harness-

“moving picture” about her Method, and much of

ing, man has worked the miracles that we

S. S. McClure’s motivation in sponsoring her visit

enjoy in our times. Man indeed has acquired

here was in the profits he would realize from gain-

faculties and powers that in olden times

ing exclusive rights to her film.4 Especially while

were considered to be inherent only to the

in India, Dr. Montessori was fascinated by 16mm

gods. He can speak from one continent to

films that showed news, cities, natural phenome-

another. He can fly through the air. He has

na, mechanical or scientific apparatus, or attempts

arrived at powers that are no longer natural,

to portray history. She supposedly imagined a day

but supra-natural.” Maria Montessori, 1948.

when elementary children could load and view

1

M

film from a library of images and sound.5 All in

aria Tecla Artemisia Montessori was the

all, it’s a fairly safe bet that if Montessori were alive

child of an era of explosive technological

today, she would want a smartphone.6 The more

and social change throughout the world.

interesting question is whether she would prefer

Her life choices, as much as her own words, portray

the centralized quality control of the Apple* eco-

a revolutionary thinker, who not only challenged

system or the more open invitation to uninhibited

the social conventions of her day but embraced in-

(and sometimes less reliable) innovation allowed

novation and understood the importance of tech-

Android developers. If she were to act privately

nological progress in the evolution of humankind.

with the same scientific mind that she exhibited

Most famously, in the 1890s, she defied intense

publicly, she would surely have tried out both to

public and professional antipathy (including that

see which platform best suited her needs.

of her own father) to become one of only about

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If Dr. Montessori were a young mother

“How are the discovery and full

where they come from. Where have

now, would she allow little Mario to

use of whatever is available made

they come from if not from the child,

spend any time manipulating apps on her

possible? It is made possible by the

from the newborn man, who creates

iPad? Would she view this as giving more

great powers of the conscience and

and constructs man? If this is so, why

to his mind than to his hands? Now, more

intelligence of man. Then I ask…Why

is it that this mysterious child does

than ever, this question demands care-

is it that a little piece of land or some

not attract the attention of the sci-

ful consideration from Montessorians.

sources of energy are of greater

entists and of all men? The study of

Apple’s popularization of touch-screen

attraction to governments and the

the child itself has been very modest

technology has lowered the age of en-

best minds of science? Whereas, the

in comparison to the studies in other

try into the digital realm, as children no

immense energy that belongs to the

fields.…A movement is necessary to

longer require a working knowledge of

human mind, that has created out

uplift this sleeping humanity and to

the alphabet to access a smartphone or

of nothing the whole of our modern

make it conscious of its power and

tablet. Although Dr. Montessori under-

civilization and has made all these

of its hidden wealth.…Today, educa-

stood the importance of technological

new discoveries possible, is over-

tion (what is called education), is

innovation to human progress and was

looked.…While just a little bit of land

still largely the passing on of infor-

not frightened by it, she saw the undiscov-

left uncultivated is pounced upon,

mation. It is static and stagnant. It

ered power of the human mind as an even

yet thousands and millions of hu-

fails its purpose if it remains on the

more important source for the peaceful

man beings are abandoned and left

same old level, if it does not move

progress of human society and frequently

uncultivated.…When we start think-

with the needs of the time. Mere

warned against educational methods that

ing of all the great energies that we

information imparted is nothing. It

bypassed the senses and overwhelmed

find around us, of this great human

is the cultivation of the values that

children with information that has not

intelligence that expresses itself in

are hidden in the human personality

been filtered to match their developmen-

the discoveries and the creations

that is of importance and urgently

tal characteristics:

that keep on being made, we wonder

needed today. The mere transmis-

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sion of a greater amount of infor-

Both the Association Montessori In-

The AMI statement recommends no age

mation cannot help much. It is the

ternational (AMI) and the American

at which digital technology should be

cultivation of the personality itself,

Montessori Society (AMS) have published

introduced into Montessori classrooms,

position statements on digital technology.

and takes a more alarmist tone against its

Both statements offer cautious support

use with younger children:

of man himself, that is necessary.”

7

While Dr. Montessori was an innovator

for the introduction of digital technol-

who embraced technological change

ogy into Montessori classrooms, while

“The integration of technology into

and encouraged us to “Give the world

reminding us that digital experiences

the classroom provides innumer-

to the young child,” her followers have,

should not take the place of hands-on,

able opportunities for the teacher

for the most part, not been as vision-

real-time activities, especially for younger

to supplement a child’s educational

ary. Having lost their charismatic men-

children. The AMS statement focuses on

experience. That being said, technol-

tor and guiding light over six decades

digital technology as a communications

ogy also has the potential to stunt

ago, contemporary Montessorians have

tool, suggesting that at the elementary

a child’s educational growth and

found themselves in a rather uncomfort-

level and beyond “technology may en-

counteract much of the progress that

able conundrum with regard to updat-

hance student research through the abil-

is crucial to successful development...

ing the founder’s body of work as new

ity to access and exchange information

Popular ‘hands-on’ technology, such

research or changes in society and tech-

in global learning communities.” Apart

as touch-screen computers, iPads,

8

The AMI statement recommends no age at which digital technology should be introduced into Montessori classrooms, and takes a more alarmist tone against its use with younger children.

iPods, and iPhones, do not seamlessly lend themselves to Montessori education. While their implications as art and research tools hold enormous promise, these gadgets remain two-dimensional objects: objects that remain virtual instead of

6

nology suggest possible innovations to

from their use as a reference tool, this vi-

actual, and visual rather than tactile

the Montessori curriculum. Still largely

sion also sees computers as a means of en-

in a three-dimensional manner.” 9

isolated from the institutional academic

hancing skills: “As we move into the 21st

community with its expansive research

century, our children will be expected to

The question of how digital experiences

budgets,

been

have digital-age literacy, inventive think-

differ from other two-dimensional ac-

left with two opposing responses to

ing skills, effective communication skills,

tivities common in Montessori class-

questions that have no clear answer in

and high productivity skills. Efficient use

rooms (such as three-part cards) is not

Montessori’s own writings. Either the

of technology as well as basic Montessori

explored. Without offering any ex-

emphasis can be placed on maintaining

practice can aid in achieving these objec-

amples of ways that digital technologies

the integrity of the doctrine by central-

tives.” The only principles it offers that

might be used in classrooms or cred-

izing quality control and minimizing

might be used to select from among the

ible research on its negative effects, this

teachers’ freedom to deviate from the

various forms digital technology can take

statement warns that “this new technol-

original texts, or an emphasis can be given

in Montessori classrooms are that, like

ogy bypasses many of the developmental

to the freedom of those who implement

any other material, it must nurture the

needs of the child and, at times, speeds

the Method in modern classrooms to

development of the child and comple-

them up... The iPad could provide

experiment with new techniques or ma-

ment, rather than replace, the Montes-

a useful learning tool to supplement

terials, while trusting them to carefully

sori curriculum. There is no suggestion

Montessori education, but at the same

observe their results without excessively

that digital technology might be used as

time, is no substitute for the immea-

restrictive oversight.

a medium for creative expression.

surable amounts of knowledge gained

Montessorians

have

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from real-life encounters and hands-on,

of the family album, home video li-

With this rapid expansion of the Inter-

three-dimensional learning experienc-

brary, scrapbook, educational portal, file

net, information has become increas-

es.” The AMI statement goes so far as to

cabinet of work-related documents and

ingly ubiquitous and easily accessible.

suggest that, because a few Montessori

media, telephone, television, scanner,

Google was started in 1998, as the

graduates have become digital entrepre-

alarm clock, camera (still and video),

result of a research project by Stanford

neurs as adults, Montessori education

juke box and tool of creative expression

University Ph.D students (and former

must not be technophobic and even

all wrapped into one. Since for most

Montessori children) Larry Page and

prepares all children for the digital world

of us it’s always within reach, we can

Sergey Brin. Search traffic has grown

despite the absence of computers from

handily record anything at any time at

from 9,800 searches per day that year

their classrooms.

high resolution and instantly access

to almost 6 billion searches per day

almost the entire extent of human

in 2013 when Google was the larg-

knowledge and culture in a variety of

est search engine and most visited site

multimedia formats.

on the Web. As Thomas Friedman

The Digital Big Bang

11

has argued, the world is becoming

“Wherever possible, mechanical contrivances are introduced for

As these devices have captured more of

‘flat,’ blurring the age-old distinction

every detail of practical life, so

our lives over the past decade the Inter-

between an aristocratic class of infor-

that our children may be fitted to

net has exploded exponentially, like a

mation producers (‘experts’) and con-

take part in a civilization which is

digital Big Bang. By the end of 2006,

sumers of information. 13

entirely based on machines” 10

Facebook had about 12 million users; by its tenth anniversary, in 2014, the

The process of digitizing anything and

Like most young boys of the 1960s, the

leading social networking site had 1.23

everything worth knowing and upload-

technology that most often infused my

billion monthly active users, one quarter

ing it to the Web is accelerating at an

play involved transportation. My first

of whom are reportedly under the age of

astronomical pace. Since 2011, Amazon

free-form Lego creations were cars,

ten. If Facebook were a country, it would

has sold more ebooks than print books.

trucks, and planes. My daughter, born in

now be the second largest in the world,

In 2004, the

2009, has had very little access to screens

virtually tied with India and gaining

was launched with the aim of creating a

and yet she has gleaned from observing

rapidly on China. Started in early 2005,

freely accessible online knowledge base

adults around her that the technology

YouTube was hosting 6 million videos

by scanning all of the approximately

with currency in this era is digital. Her

by 2006. Eight years later, there were 6

130 million distinct books in existence.

first spontaneous Lego object was an

billion hours of video being watched on

Although the project has been plagued

iPhone, with colorful knobs for calling

YouTube every month, with 100 hours

by copyright lawsuits and uncorrected

grandma and a flat surface for view-

of video being uploaded every minute!

scanner errors, so far about 30 million

ing family photos and YouTube videos

YouTube now reaches more adults aged

titles have been completed with those in

about sharks or flamenco dancing!

18 to 34 than any cable channel, and

the public domain viewable in full.14

Google Books project

80% of its traffic comes from outside Whatever form it takes, this digital ap-

the US. The social photo sharing site

In 2010, Google CEO Eric Schmidt

pliance has become an indispensable

Flickr was started around the same time,

claimed that every two days humans are

‘memory box,’ capable of sustaining an

and by 2006, was hosting 3.5 million

generating as much new information

exhaustive record of our day-to-day ex-

photos. This many photos are now up-

as had been created from the dawn of

istence. Depending on how many of the

loaded daily to the site, with a total of 6

civilization up until 2003!15 There may

more than 1.2 million apps now available

billion photos hosted by 2011. We live in

be debate about specifics, but his point

for either iPhone or Android we use, our

exponential times!

stands: there’s a lot of information out

digital devices have become an amalgam

there, and it’s easier than ever before to

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7

access. More than 6,000 new books are

and as more and more of it is stored

16

published around the world each day.

in the “cloud.” However, the Inter-

While the average small-town child of

net is organized very differently than

the boomer generation had access to

book information, so many of the as-

three television stations, a small-town

sumptions and skills of traditional edu-

library, one newspaper, and a couple of

cation about how to ask questions and

magazines of interest, today’s youth in

evaluate answers no longer hold in the

the US have available more than 200

Information Age.

cable television networks, 5,500 magazines, 10,500 radio stations, and at least

The World Wide Web is based on the idea

15 billion web pages!

It is estimated

of hypertext: “http:” stands for “Hyper

that a week’s worth of New York Times

Text Transfer Protocol” which is a non-

alone contains more information than

linear

a person was likely to come across in a

where “hot links” are created between

lifetime in the 18th century. Our chil-

sets of information that take the user

dren are living in a world that is awash

from one ‘page’ to another that may be

with information. Learning how to gain

seemingly unrelated to the original page.

a font size and color density that make

access to information on a particular

There’s no hierarchical organization that

clear how prominent those words are

topic is no longer the main challenge of

might slow down random exploration

in her speech, giving us an immediate

becoming educated.

and no gatekeeper judging additions to

visual sense of what her speech is about.

the Web for quality or organization. In

There are many other ways in which

effect, the Web is like a huge neighbor-

digital text can be rendered visible so

hood garage sale, where everyone brings

that it can tell a story. Finding the value

“In the Information Age, informa-

their ‘junk’ and puts it on a table: text,

in those stories with the right algo-

tion will compete for attention in

graphics, sound, animation, video, or

rithms can be a profitable business—one

much the same way that products

databases. Although there are tools for

that brings in $60 billion a year to

on a store shelf competed for atten-

searching out particular pages, there’s no

Google alone!

tion during the Industrial Age.” 19

master index of everything.

17

18

The New Literacy

information-retrieval

system, Figure 1. Montessori’s Inaugural Lecture, Poona 1948 as a tag cloud image. Conversion done at http://www. tagcrowd.com

Digital devices themselves have characLiteracy is the ability to use information

Unlike analog text, digital text can be

teristics, which invite new assumptions

to accomplish goals. In this new ‘flat-

indexed because behind it are 1’s (ones)

about learning and working with infor-

tened,’ increasingly globalized world,

and 0’s (zeros). The potential for work-

mation. Unlike conventional learning

swimming in easily accessible digitized

ing digital text as a raw material can be

tools, laptops, tablets and smartphones21

information, creative workers are valued

breathtaking. Most of us have experi-

are inherently appealing because, rather

above all on their people skills and their

enced this while searching the Web for

than delivering information in just one

information literacy skills: their abili-

an image or a product without knowing

direction, they are interactive, inviting

ties to collaborate well; to ask the right

exactly what we’re looking for. Figure 1

response and promoting dialogue and

questions; and to know how to discern

presents a less obvious example of how

community. This aspect, along with the

which answers of the many which pres-

useful this attribute can be. This image

democratizing access they allow to the

ent themselves are the most legitimate

shows all significant words from Dr.

sum total of human knowledge on the

and credible.

Information is increas-

Montessori’s 1948 Inaugural Lecture,

Web, has blurred the line between pro-

ingly digital as computers have become

which occur at least three times. Words

ducers and users of information. They

the prevailing tool for using information

are shown in alphabetical order and in

are insensitive to time and distance,

20

8

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which has made global communications

immigrants.” It’s a question of particular

tion of youth into active initiators, col-

cheap and immediate. They are also

concern to Montessorians:

laborators, organizers, readers, writers,

customizable, being easily configured to

authenticators, and even strategists (in

meet the needs of individuals of various

How does this new world of cheap, ubiquitous

the case of video games), who don’t just

ages in different situations. (Think of

information, and the new ways of relating to

observe but participate.24 On the Web,

the different experience digital seat-back

one another which digital technology promotes,

children have had to search for, rather

entertainment systems have made in

change the ways children learn and think?

than simply look at, information, forc-

long-distance airline travel over having to watch the same movie at the same time as everyone else!) Digital devices are flexible and extensible, with one tool able to serve many functions with different software applications and various plug-in accessories. And they are increasingly inexpensive and pervasive, characteristics that make their functions infinitely scalable, able to serve one

Denied the streets and woods by overprotective boomer parents and banned from malls and 7-Eleven unless accompanied by their parents, the digital natives have colonized cyberspace, where they network en masse and reclaim virtual private spaces of their own.

or millions equally efficiently. These

Some argue that digital natives are the

ing them to developing critical thinking

characteristics don’t automatically make

“dumbest generation,” that over-expo-

and investigative skills. Accustomed to

digital devices effective learning tools,

sure to digital media has made them “a

scrutinizing websites, whether buying

especially with children younger than

bunch of dull, celebrity-obsessed, net-

a product or chatting with a teenage

eight; however, they do offer potential

addicted, shopaholic exhibitionists with

movie star, this generation expects trans-

that isn’t available with many traditional

a taste for violence” who are “woefully

parency and they are not afraid to use

learning materials, including hands-on

ill-prepared for work.”

Don Tapscott

the leverage their market power gives

Montessori materials.

and others believe that growing up with

them. They take freedom for granted

digital devices and the internet at their

in everything they do, from freedom of

fingertips has made the digital natives

choice to freedom of expression. They

the antithesis of the passive television

value corporate integrity and openness

Like all children born in the new mil-

generation of their parents. Tapscott

in companies they buy from and work

lennium, my daughter is a “digital

sees cause for optimism: “While there

for. They love to customize, having

native,” someone whose comfort with

are many concerns…overall the kids are

grown up able to change the media

digital technology has been imprinted

more than alright.…With their reflexes

world around them, from their desktop

from birth. She was fascinated the first

tuned to speed and freedom, these em-

screensaver and ringtones to news and

time she watched television at four, but

powered young people are beginning to

entertainment sources. Early and long

she couldn’t accept that a cartoon show

transform every institution of modern

experience with video games has pro-

she’d just seen couldn’t be replayed over

life. From the workplace to the market-

moted their ‘outside-the-box’ thinking

and over like the short clips I’d played

place, from politics to education to the

skills and led them to expect entertain-

for her on YouTube! Having to be in

basic unit of any society, the family, they

ment and play in their work, educa-

the right place at the right time to watch

are replacing a culture of control with a

tion and social lives. They are at home

something of someone else’s choosing

culture of enablement.”

with the brisk and accelerating pace of

Who Are the Digital Natives?

22

23

technological change and are always on

is a 20th Century limitation! Those of us born in the analog past, who worry

In Tapscott’s view, the nature of digital

the lookout for innovative ways to col-

about where all this is going, are “digital

technology has molded this genera-

laborate and entertain themselves. They

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9

inhabit a world where email is already

4. INQUIRY: Learning is inherently in-

1. TECHNOLOGY CAN

too slow as a means of communication

teresting when it involves a higher-order

MOTIVATE WITH AUTONOMY:

among their global networks of friends,

problem or question posed in a way that

colleagues and superiors. Denied the

is compelling or relevant to children of a

How can digital technology

streets and woods by overprotective

certain age, or when it arises from their

empower students with greater

boomer parents and banned from malls

own experience.

freedom and choice in man-

and 7-Elevens™ unless accompanied

aging their own learning?

by their parents, the digital natives

Growing up digital has made these four

have colonized cyberspace, where they

attributes more important, not less, for

Interactive books for iPad take audio-

network en masse and reclaim virtual

digital native learners. However, the

books to a whole new level for emerging

private spaces of their own.

presence of digital technology in a learn-

readers! Along with photography, this is

ing environment does not automatically

one use of digital technology that may

make an activity engaging to a digital

be appropriate for younger children be-

native. Digital technology can be used

fore they have keyboarding skills. Their

What motivates these young learn-

to engage learners of all ages in activi-

flexibility allows emergent readers au-

ers? There are four attributes that have

ties that have one or more of these four

tonomy in reading books at their level.

always been important for inspiring

attributes, even in Montessori class-

Children can read them like traditional

learners of all ages. They can motivate

rooms. Of course, young learners can

still books, with still or animated il-

separately or in tandem in different

experience these attributes when using

lustrations; they can listen to them like

learning activities. Their appearance

traditional Montessori materials, and

an audiobook, while they follow along

changes as children get older, but they

digital tools are not necessarily a good

in the text; they can record themselves

can be seen most clearly in the way a

substitute for concrete materials for

reading the book so their peers or teach-

toddler learns:

children under six (with some excep-

ers can listen to them later; and some

tions). But, just as digital learning tools

interactive books allow readers to cre-

1. AUTONOMY: Toddlers are not shy

can be used in ways that don’t engage

ate their own illustrations with a simple

about demanding the freedom to

students, so can traditional Montessori

paint program. An iPad is not necessary

choose. All human beings thrive when

materials.

to do all this, but the touch screen makes

Motivating Millennials

it more accessible for younger children.

allowed some control over their own activities, especially when their attention

What follows are examples of uses of

is not compromised by distractions.

digital technology that can complement

iOS recording apps [http://youtu.be/

and even add to the Montessori elemen-

kprswGZdmkQ] also allow young read-

2. AUTHENTICITY: Toddlers want to

tary curriculum without competing

ers to make their own audiobooks with-

do things that matter, things that their

with or detracting from it or compro-

out all the distractions that sometimes

parents do. All human beings want to

mising Montessori principles. Bringing

accompany

feel that their work counts, and digital

digital experiences thoughtfully into

books.25 This method may require a lit-

natives are especially attuned to making

the Montessori elementary classroom

tle more training for students to use, but

a difference in the world.

brings our students’ classroom experi-

is more appropriate for Montessori ele-

ence in line with their experience of the

mentary classrooms. Students can record

3. CONNECTION: Toddlers crave in-

world outside; it gives the world to the

themselves reading on iPads or iPods us-

teraction and connection with their

child. In Dr. Montessori’s words, it fits

ing one of the many free memo apps.

parents, but as children get older, they

our students to take part in a civilization

Students can listen to themselves read-

increasingly value connection with their

that is entirely based on machines!

ing, or their recordings can be used by

peers over parents and teachers.

10

commercial

interactive

teachers for diagnostic purposes. With a

© MO N T E SSO R I L E A DE R SH I P | W W W.MONTESSORI.ORG/IMC | VOLUME 17 ISSUE 1 w 2015

few more steps, these recordings can be

9irqjhbbf3039ee&llr=idrkkhcab] offers

for collaborative projects with peers in

downloaded into a folder on iTunes and

a group rate which makes it affordable

the classroom (“Second period”). Mon-

then synced with a classroom iPod™

for Montessori students to choose their

tessori students might use such sites as a

where they are available for peers to use

own second language and have greater

resource for independent learning or for

as audiobooks. For better sound quality,

autonomy over their own progress.

pursuing extensions or when a teacher is not available with expertise in an area of

a USB microphone can be plugged di-

interest to them.

rectly into a computer and the record-

iTunesU [https://itunes.apple.com/app/

ing made in a quiet room using a sound

itunes-u/id490217893?mt=8&ls=1] (the

recording application like Audacity

U stands for University) is an example

2. TECHNOLOGY CAN MOTIVATE

[http://audacity.sourceforge.net].

of a trend towards online college-level

WITH AUTHENTICITY:

courses that make it possible for anyone Google Sites [https://sites. Google.com/]

with a computer and an internet connec-

How can technology

offers a free and easy way for teachers

tion to get a free college level education

promote real experiences or

and/or older elementary students to cre-

from the Web right from home. The

activities that feel genuine

ate classroom websites. These sites can

iTunesU app gives access to more than

and matter to students?

serve as portals for parents to view pho-

750,000 free courses taught by instruc-

tos of students working in the classroom

tors from leading universities and other

Video as a reference resource is perhaps

or on field trips, weekly newsletters,

schools. More and more K-12 materials

the most underutilized, low-hanging,

homework suggestions, a class calendar

are also now available on iTunesU from

digital resource available to Montessori

and other information. With dozens of

museums, school districts and other

elementary classrooms. A well-chosen

pre-built templates and sharing permis-

institutions. Curriki.org [http://www.

video can bring to life topics that are too

sion settings that allow various degrees

curriki.org] (combining the words cur-

ancient, too far, or too small to be expe-

of privacy, this tool can be used by older

riculum and wiki) was started by Sun

rienced directly. Of course, watching a

elementary children to take on some

Microsystems founder Scott McNealy

video is not as effective as experiencing

of the management of their classroom.

to develop and distribute free quality-

something directly, but watching a video

This tool may also motivate students

learning resources to educators, parents,

about FDR’s Presidency is a richer expe-

with authenticity and connection.

and students around the world. Taking

rience than listening to someone try to

online courses may also motivate stu-

describe it! Many educational videos are

dents with authenticity and inquiry.

inappropriate for Montessori classrooms

Rosetta Stone [http://www.rosettastone. com] is a computer-assisted language

because they are either too passive or too

learning software that makes it possible

Khan Academy [https://www.khanacad-

distracting; however, there are a few gems

for second language study to be indi-

emy.org] pioneered the concept of free

out there, too. Appropriate videos let the

vidualized in Montessori elementary

online tutoring through an expanding

viewer witness their topic audio-visually

and adolescent classrooms. This system,

library of short videos on an increas-

with minimal background music or dis-

known as “dynamic immersion,” uses

ingly wide variety of subjects cov-

tracting voiceovers that try to force con-

photos, video, text, and voiceovers to

ered in schools. Some schools have

clusions on them. One of my favorites

prompt repeated responses from learners

used this resource as a way to ‘flip’ the

is the 1996 movie Microcosmos by French

in the target language. Vocabulary and

traditional relationship between class-

directors Claude Nuridsany and Jacques

grammar are taught without translation

work

flipped

Perrin. See a short clip at http://youtu.

as the software analyzes the learner’s re-

classrooms, students watch a video at

be/_HbJCzh9VYk, which includes 40

sponses for accuracy. The Montessori

home as their introduction to the ma-

seconds of narration, the only speaking

Foundation [http://events.r20.constant-

terial (what Montessorians would call

in the whole 75-minute movie.) Dis-

contact.com/register/event?oeidk=a07e

their “First period”) leaving more time

covery Education [http://www.discov-

and

homework.

In

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11

eryeducation.com] is an online media

ready for Google Docs [https://docs.

dia presentation that weaves together

library for educators featuring thousands

Google.com/],

suite

three elements (voiceover, still images,

of short educational videos on demand

of productivity applications that are

and background music) using easy-to-

for just about any topic.

essentially

that

use software such as Apple’s iMovie

allow multiple users to edit the same

[https://www.apple.com/mac/imovie/]

Productivity tools can motivate students

document from different computers.

or Adobe Premiere Elements [http://

with authenticity once cursive hand-

Google Docs allows students to collabo-

www.adobe.com/products/premiere-

writing and reading are fluent. Children

rate from anywhere at any time on the

elements.html]. From their edited draft

find these tools motivating for the same

same document, and also makes it easier

students first create a storyboard on

reasons adults use them: they make ed-

for teachers to monitor their progress.

paper that sketches out how these ele-

iting and revising easier; it’s simpler to

And it means students will never forget

ments will weave together. They then

store and search digital text; and typed

to bring in files they’ve been working

record and edit their narrative using

work can be shared easily and printed

on at home! This short video [https://

sound editing software (such as Audac-

a

Web-based

wikis—applications

ity or Sound Studio) and collect digital

Delivering an engaging presentation to an audience with images, video, sound, and realia is a very different skill than reading a paper in front of a group.

or scanned photos. Background music can be downloaded free from production music sites such as FreePlayMusic. com or custom created by students using Apple’s GarageBand [https://www. apple.com/mac/garageband/]

multiple times. Seeing adults use the

www.youtube.com/watch?v=muVUA-

tion. With smartphones now capable of

same productivity applications gives

sKcc4] explains the advantages

of

editing video, being able to craft multi-

them authenticity in students’ eyes. Late

Google Docs using stop-motion video

media stories is arguably the “new paper

lower elementary is often a good time

with paper cutouts, a technique that

and pencil.” This form of digital literacy

for students to start using a keyboard-

upper elementary students can eas-

gives a more intimate window into the

ing tutor such as Type to Learn 4 [http://

ily use themselves in the classroom as a

personality and viewpoint of the author

ttl4.sunburst.com] so they can learn

follow-up activity.

and is very empowering and motivating

26

basic touch typing in time to use these

12

applica-

for children. And yet it takes nothing

applications in upper elementary. By

Digital storytelling is a new multimedia

away from the traditional Montessori el-

upper elementary, students are generally

genre pioneered by Joe Lambert at the

ementary curriculum! See My Best Friend

quite ready to learn to use multimedia

Center for Digital Storytelling [http://

Moira

presentation software. Delivering an

storycenter.org] in Berkeley CA and

by ten-year-old Montessori student,

engaging presentation to an audience

inspired by the storytelling tradition of

Nina Brady. For an example from an

with images, video, sound, and realia is

Studs Turkel. With advances in com-

older student, see Beyond the 50 States

a very different skill than reading a paper

puter processing speeds over the last

by 13 year-old Nathaniel Solley [http://

in front of a group. Posterboards with

decade, it is now accessible to elemen-

youtu.be/nwzs-cyUWoU].

glued-on pictures work for science fairs,

tary children as a publishing option for

where small groups mill around, but

their writing. In this process children

Clay animation is now relatively easy

don’t work for large audiences where

follow the same steps in the writing pro-

to do in classroom with a cheap video

only the first row can see.

cess they’re used to (think, write, share,

camera or iPad and Stop-Motion soft-

revise, edit), but instead of publishing

ware such as iStopMotion [http://boinx.

Upper elementary and older students

their story on paper they go through

com/istopmotion/ipad/]. Clay figures

in Montessori classrooms may also be

another process of creating a multime-

are made over wire frames, then moved

[http://youtu.be/oFpFM_5OjjI]

© MO N T E SSO R I L E A DE R SH I P | W W W.MONTESSORI.ORG/IMC | VOLUME 17 ISSUE 1 w 2015

Previously, good quality microscopes

ing the feeling they wrote about. The

were prohibitively expensive. The ba-

photos and poems were published

sic Proscope unit costs around $280. It

as Apple Books [https://www.apple.

plugs into a laptop, making it easy for

com/mac/print-products/] as keepsakes

a group of children to view on-screen.

for families.

It’s internal light means that specimens

Figure 2. Photograph taken by a first grade student using a Kodak point-and-shoot digital camera.

Her spontaneity and six year-old interests drew her attention to something that may have been missed by an older child or adult. The reflection of the trees, the focused stare of the cat, and the texture created on the window pane by the dust all make this a beautiful composition.

don’t have to be killed and mounted—

The Web also provides easy access to

children particularly enjoy seeing into

authentic locality-specific information.

their own nose or ear! Lenses of vari-

For example, if students are studying

ous powers can be attached to cap-

the Midwest floods of the early 1990s

ture still images, video or time-lapse

the best resources are available online

sequences with a stand, and these images

through the midwest agricultural co-

can then be used in reports or presen-

ops. Every state has an official website

tations. There are many other scientific

which can be found by typing its two-

USB devices now available (e.g. sen-

letter abbreviation before the suffix .gov.

sors to measure water quality used for local pollution studies) that can help

The Web is also full of primary source

make science projects accessible and

documents which can add authenticity

easy to manage.

to research on any topic. For example, Congress.gov

[https://beta.congress.

incrementally. The software runs the

Photography provides a cheap and easy

gov] allows students to go directly to

photos together at set intervals like a

way to introduce technology to students

the source in following the progress of a

flip book to tell a short visual story, like

before they can touch type. Digital pho-

bill through Congress.

Chomp! [http://youtu.be/8vepQc2PC-

tography is a worthwhile activity for

A]. Sound and music can be added in

Montessori students of any age because,

The Globe Program [https://www.

post-production using video editing

as Dorothea Lange once said, “The

globe.gov] is another way of bringing

software like Apple’s iMovie or Ado-

camera is an instrument that teaches

authenticity to the Montessori elemen-

be Premiere Elements. Animation is

people how to see without a camera.”

tary classroom. Students can take mea-

highly motivating for upper elementary

Young children often have quite a dif-

surements of their local environment

students and these skills can be used in

ferent view on the world than those of

and contribute to data collection for US

Montessori classrooms to show under-

us who have become used to seeing it

government scientists. Another website,

standing of topics as diverse as how a

in a particular way (see Figure 2 for ex-

Journey North [https://www.learner.

snake moves, the evolution of the horse,

ample). Photography can be offered as a

org/jnorth/], engages citizen scientists in

or the Battle of Bunker Hill.

follow-up activity after a geometry les-

a global study of wildlife migration and

son on angles or leaf shapes, for example,

seasonal change. Students share their

The burgeoning array of cheap USB

where children take photographs of their

own field observations with classmates

devices offers another area where tech-

environment and download them as

across North America as they track the

nology brings authenticity by allowing

illustrations in a book of angles or leaves.

coming of spring through the migration

students to cheaply and easily measure

In another example project, my lower

patterns of monarch butterflies, robins,

and observe their surroundings with sci-

elementary students wrote simple copy-

hummingbirds, gray whales, bald eagles

entific accuracy. A favorite USB device

cat verses based on the book Today I Feel

and other birds and mammals, the bud-

of elementary children is the Proscope

Silly by Jamie Lee Curtis, then took

ding of plants, the changing sunlight

[https://www.bodelin.com/proscope].

photographs of one another express-

patterns, and other natural events.

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13

Other worthwhile and authentic expe-

lish in China or Taiwan. Email can

q Blogs are “web logs” or web pag-

riences for Montessori elementary stu-

also be a useful means of commu-

es containing a log of entries listed

dents on the Web include simulation

nication between teachers and their

chronologically with the most recent

games such as the Stock Market Game

older students, who might respond

entries at the top, making it easier

[http://www.stockmarketgame.org] and

differently to a personal email than to

for return readers to skim through

the Model UN Program [http://www.

a verbal communication!

the most recent additions. Blogs can be used as a collaborative, class diary

nmun.org].

Email Discussion Lists and

where students and teachers share

3. TECHNOLOGY CAN MOTIVATE

Forums are “digital message boards”

photos and reflections of their class-

WITH CONNECTION:

that allow users to interact online

room activities for their community

with large or small groups of people

on their classroom website. Blogger.

Every human needs to feel

sharing common interests. They can

com [https://www.blogger.com] is a

connected with others, either

be open to the interested public or

free blog publishing service hosted

personally or with a cause

limited to a closed group who want

by Google.

greater than themselves. One

to keep their discussions private.

of the most important reasons

Messages can be read as emails (‘list-

Synchronous Communication is a live

we communicate is to affect

servs’) or online (‘forums’). Google

event where people interact online at

the behavior of others.

Groups

the same time, offering opportunities

q

[https://groups.

Google.

com/] is a free service that lets anyInexpensive global communication is

one with a Gmail account apply to

the next great potential offered by the

join a wide variety of open discus-

q

Internet. There are two kinds of com-

sion groups or start their own. Voi-

computer-to-computer

munication possible through the In-

ceThread.com

[http://voicethread.

nication the relative immediacy of

ternet: synchronous (at the same time)

com] is a fee-based service that facili-

a phone call, while still giving both

and asynchronous (or not at the same

tates asynchronous discussion of pho-

parties time to consider their re-

time). Asynchronous Communication

tos, video or audio files in any format

sponses. It can be done with various

doesn’t require users to be online at the

in a secure collaborative online envi-

degrees of privacy – text only, voice

same time, so it offers the opportunity

ronment. Online discussions groups

only, or audio-visual. IM messages

to reflect on another’s message before

may seem superfluous in a Montes-

tend to be brief and more conversa-

responding. There are various types that

sori environment since students are

tional than the leisurely formality of

may provide invaluable experiences for

generally allowed freedom to interact

email. IM requires that both parties

Montessori classrooms:

at will during class time. However,

be online at the same time and have

these interactive online environ-

accounts with the same IM service.

Email is a great way to get el-

ments offer Montessori classrooms

SMS (“short message service” or

ementary students writing to others

venues for focused discussion from

“text messaging”) occurs between

across the globe because it is more

anywhere at any time about particu-

text-enabled phones and is univer-

immediate than surface mail. ePals

lar topics that may not get attention

sal, needing only a phone number

[http://www.epals.com] is a website

if left to face-to-face meetings. Email

to find its recipient. Apple’s recent

that connects classrooms around the

discussion groups also offer teach-

updates to its Messages application

world with matching interests. For

ers an opportunity to coach students

have integrated IM and SMS ser-

example, a student or class study-

on the ‘netiquette’ of online written

vices across their iPhone, iPad, iPod

ing Chinese in America can connect

communication.

and Mac platforms. IM and/or SMS

q

with a student or class studying Eng-

14

for spontaneity.

Instant Messaging (IM) gives

commu-

are favored for casual conversation

© MO N T E SSO R I L E A DE R SH I P | W W W.MONTESSORI.ORG/IMC | VOLUME 17 ISSUE 1 w 2015

outside of school by digital natives,

ture of the first generation of websites.

Search Engines index resources on

who leave email to their digital im-

Web 2.0, as this new use of the Web has

the Web (including web pages, images

migrant parents still living in the slow

come to be known, allows users to inter-

and other types of files) automatically

lane!

act and collaborate with one another in

by running mathematical algorithms

a social media dialogue. This Common-

on an Internet bot that crawls the web

Skype video calls between

craft stopmotion video [https://www.

searching for useful content. Google

computers and/or smartphones are

youtube.com/watch?v=FOKJk-7K9gY]

Search is the most popular engine be-

free anywhere in the world. This

explains how these Web 2.0 communi-

cause it is simple and accurate, but

technology provides unprecedented

cation and collaboration tools together

Google’s Advanced Search page allows

opportunities for promoting global

(Google Docs, Email, Moodle, Wikis,

a more targeted search that will narrow

awareness in schools, especially for

and blogs)27 have promoted greater col-

down results more precisely. Google’s

foreign language learners. Skype in

laboration and attention to individu-

Related Searches tool automatically

the Classroom [https://education.

al needs in conventional classrooms.

breaks down search results into cat-

skype.com] offers a library of sug-

Couldn’t this technology also be use-

egories. Google Search can even clas-

gested lessons involving Skype, a di-

ful in Montessori upper elementary and

sify the reading level of each result it

rectory of teachers around the world

adolescent classrooms where collabora-

finds! Metasearch engines such as Dog-

interested in connecting their class-

tion and individualization are already

pile [http://www.dogpile.com] aggre-

rooms with others via Skype, lists of

core attributes?

gate the results of several other search

q

virtual field trips that students can

engines into a single list of results.

witness using Skype, and a rotating

4. TECHNOLOGY CAN

list of experts, guest speakers and au-

MOTIVATE WITH INQUIRY:

thors willing to present to classrooms

Directories or Indexes organize information into categories or lists, which can

via Skype. There are several other

The Web’s hypertext

either be created by people or sometimes

websites dedicated to global net-

environment means that users

by computers. These are essentially at-

working of classrooms and educators

can jump around tangentially

tempts to impose a hierarchy of mean-

using technology, including Skype

and discover things they might

ingful order onto the Web. This was

in Schools [http://skypeinschools.pb-

never run into accidentally

feasible back when the Web had fewer

works.com/w/page/11008318/Front-

in reference books or

high quality unique pages. Google used

Page], Kidlink [http://www.kidlink.

traditional card catalogues.

to maintain its own directory but quietly

org], iEarn.org, and Teacher Tap: Ask

dropped it in 2011 noting that, since the

An Expert [http://eduscapes.com/tap/

There’s bound to be something for

Web now has more than a trillion pages,

topic14.htm]. Scholastic [http://www.

everyone on the Web, so it offers

it’s impossible to maintain a useful di-

scholastic.com/livewebcasts/webcast_

opportunities for bringing students’

rectory so algorithmic search engines are

tips.htm] also runs virtual field trips

personal interests into classroom projects

the only ones that can manage this scale.

and author visits via Skype, and Jason

like never before! But this strength—its

Learning [http://www.jason.org/live]

“flatness” or the absence of a gatekeeper

For children however, directories can be

offers live interactive webcasts focused

—is also a weakness. It’s sometimes

a useful starting point. There are many,

on science and engineering including

difficult to find reliable information,

but DMOZ [http://www.dmoz.org] is

talks with STEM role models.

especially for those of us raised in the

perhaps the largest human-edited direc-

hierarchical world of books!

tory of the Web and is maintained by a

These and many other powerful Internet

community of volunteer editors. Subject

tools have taken the World Wide Web

Finding answers on the Web is made

Guides display resources that have been

beyond the more passive, read-only na-

easier by using the right search tool.

selected and organized by people. They

VO LU ME 1 7 I SSU E 1 w 2 0 1 5 | WWW.MONTESSORI.ORG/IMC | © MONTESSORI LEADERSHIP

15

are good for large, unfocused topics and

what it means to be “literate.” Freeware

in a variety of ways that is limited only

will show fewer resources than algorith-

programs like Scratch [http://scratch.

by the infinite creativity of the human

mic search engines. KidsClick! [http://

mit.edu] allow children to learn pro-

mind. Like modern battery-powered

www.kidsclick.org] is a child-friendly

gramming concepts by building com-

toys however, many digital experiences

subject search site designed by librarians

puter games of their own design without

that children are exposed to are essen-

that allows subject searches by Dewey

having to learn a coding language.

tially passive events that allow only sliv-

Decimal number. The Internet Public

ers of interactivity. It is these slivers that

Library [http://www.ipl.org] will cat-

Intelligent Tools For

children crave as they try to squeeze their

egorize topics with many meanings (e.g.

Intelligent Classrooms

desire for creativity through windows

“tigers”) and list a limited set of results

not designed with their needs in mind.

with a brief description of each with in-

“Visual technologies offer extraordinary

Ignoring digital technology because of a

formation about its reading level. Edu-

potential as brain accessories, coaches

lack of understanding of the child on the

cational portals, such as 42eXplore.com,

for certain types of skills, and motiva-

part of designers is to blame the medium

provide pathfinders or limited doorways

tors. Educators have no choice but to

for the message, and grossly underesti-

into the Web which direct students to

come to grips with their power in the

mates the potential of this medium for

appropriate resources on particular top-

worlds of our children.”

enhancing Montessori education in the

28

ics, often with background, definitions, search strategies and activity ideas.

Information Age. These are a few of the myriad ways that our modern Montessori “children may

If Maria were alive today I’ve got to be-

The Web also offers a smorgasbord of

be fitted to take part in a civilization

lieve that, like the scientist she was, she

collaborative inquiry-oriented projects

which is entirely based on machines.”

would not be resting on assumptions but

such as WebQuests, which allow stu-

Many are concrete hands-on experi-

would instead be using her iPad to ex-

dents around the world the opportunity

ences, others more abstract; what dis-

plore many of the new ways that digital

to work together toward a single goal.

tinguishes them all from the passive,

information technology can motivate

They emphasize higher-order thinking

dulling experience of television and

children to be creative, communicative,

skills, rather than just acquiring infor-

screen games is that they are interac-

collaborative and curious. ¢

mation, and may include writing proj-

tive and involve creativity on the child’s

ects, creating travel guides, building da-

part and not just on the part of the

tabases of information for experiments,

software designer.

1 Montessori, M. (1948) Inaugural Lecture of

or creating polls or surveys.

16

Appendix

Digital technology is a form of intelli-

the Montessori Training Course, Poona, India:

Robotics and programming make up a

gence, a medium for the expression and

Clio Books. November 8, http://ami-global.

burgeoning field of inquiry-based sci-

communication of information far more

org/training/maria-montessori-1948-course-

ence that have become accessible to

pliant and malleable than traditional me-

inaugural-lecture (accessed July 8, 2014). By

children with advances in digital tech-

dia. It can be used to augment and ex-

“supranatural,” Montessori is referring to the

nology. With Lego Mindstorms [http://

tend real world experiences for children

19th century positivist idea that part of human

www.lego.com/en-us/mindstorms/?do

in exciting and motivating ways. This is

evoluion was to create a technological overlay

mainredir=mindstorms.lego.com] even

hard for digital immigrants to compre-

on nature that would allow the continued

lower elementary children can build

hend because books and television de-

development of the Human Spirit. This

then program their robots to interact

liver messages in one direction through

tradition saw science and technology as the

with their environment in intelligent

a limited number of modes (text and

salvation of humanity, having the ability to

ways. In the Information Age, program-

pictures, and images and sound). Digi-

ultimately end human suffering.

ming is increasingly becoming part of

tal technology can deliver information

2 Povell, P. (2010) Montessori Comes to

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America: The Leadership of Maria Montes-

currently published on the AMS website.

ing Your World. New York: McGraw Hill,

sori and Nancy McCormick Rambusch. New

9 Virtual vs. Reality: Montessori Educa-

2009, p. 289. Tapscott surveys attitudes

York: University Press of America, p. 31.

tion and Today’s Technology, in AMI/

to the “Net Generation” in Chapter 11.

3 Ibid., p. 29. See also Montessori Australia,

USA News, Vol. 23, No. 4 (Fall 2010).

23 ibid., p. 6

A Biography of Dr. Maria Montessori, http://

10 Montessori, M. (1989) To Educate the Hu-

24 ibid., p. 21

montessori.org.au/montessori/biography.

man Potential. Poona, India: Clio Books. p. 8

25 The animated illustrations in some interac-

htm, (n.d., accessed July 10, 2014).

11 Lambert, J. (2002) Digital Storytell-

tive books may detract from the need for

4 Ibid., pp. 98-100.

ing: Capturing Lives, Creating Com-

imagination that goes along with analog

5 This anecdote was related by Tim Seldin,

munity, (Life on the Water Inc.) p. 5

books, which may make those particular ver-

President of The Montessori Foundation

12 Most of these statistics are from Wiki-

sions less desirable in Montessori classrooms.

and later corroborated by Elena Dompè

pedia and a few other Web sources. The

26 Commoncraft [http://www.commoncraft.

of the Opera Nazionale Montessori in

numbers can vary widely depending on

com] make a series of 3-minute “explainer”

Rome. According to her, the importance

the source, but they’re always big!

videos to introduce complex subjects. Many

of educational films was dealt with in the

13 Friedman, T. (2007) The

videos in the Commoncraft library can be

July-August 1932 issue of the Montes-

World is Flat. Picador.

found on YouTube, and are an excellent “first

sori: Rivista bimestrale dell’Opera Montes-

14 http://en.wikipedia.org/wiki/ Google_Books

period” resource on a variety of topics.

sori (pp. 235-238), a bimonthly magazine

15 http://techcrunch.

27 Moodle is an online course environment

of which Dr. Montessori was director. The

com/2010/08/04/schmidt-data/

that makes it possible for older students to

magazine even suggested that teachers

16 http://www.worldometers.info/books/

manage their own learning from anywhere.

themselves should make this kind of film!

17 Tapscott, D. (2009) Grown Up Digital.

Students in traditional classrooms can safely

6 A 2010 AMI position paper on digital tech-

How the Net Generation is Changing Your

distribute documents, collaborate on projects,

nology concurs, at least in principle: “It would

World. New York: McGraw Hill. p. 30.

drop off assignments, discuss readings, seek

be safe to say that Maria Montessori would

18 Fisch, K. (n.d.). Did you know?

help, and share experiences. Previously found

view the iPad as a tool for tomorrow’s mind.

2.0. http://thefischbowl.blogspot.

only at the college level, it is now common in

She said, “Give the world to the young child,”

com/2007/06/did-you-know-20.html

US high schools and is starting to be used

and this new technology has the potential

19 Warlick, D. (2009) Redefining Literacy

in many conventional middle schools.

to do this.” Virtual vs. Reality: Montessori

2.0, (2nd Edition) p. 102. The content of

28 Healy, J. Visual Technology: Vacu-

Education and Today’s Technology, in AMI/

this section on the ‘New Literacy’ owes

ous or Visionary? in Holistic Education

USA News, Vol. 23, No. 4 (Fall 2010).

much to Warlick’s insightful analysis.

Review, June, 1993, p. 19. Healy is a

7 Montessori, M. (1948) Inaugural Lecture of

20 ISTE Standards for students, In-

great admirer of Montessori in the world

the Montessori Training Course. Poona, India:

ternational society for technol-

of traditional education and the author of

Clio Books. November 8, http://ami-global.

ogy in education. http://www.iste.org/

Endangered Minds and other books on

org/training/maria-montessori-1948-course-

standards/standards-for-students

the risks of technology with children.

inaugural-lecture (accessed July 8, 2014).

21 I don’t include SmartBoards in this list

8 “AMS Position Statement on Information

because these devices lack most of the

Technology” Unpublished paper obtained

following characteristics and so promote

from AMS Executive Director, Rich Ungerer

the traditional “sage on the stage” role of

in 2010. This position statement was formerly

the teacher as expert out the front of the

published on the AMS website but has been

classroom. They are essentially giant tablets

withdrawn because it was deemed out of

reserved for use by the teacher or one student

date. However the AMS position state-

at a time by invitation from the teacher.

ment on digital technology has not been

22 Tapscott, D. (2009) Grown Up Digi-

updated, and no technology statement is

tal: How the Net Generation is Chang-

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17

THE IMAGINE PEACE PROJECT Teaching Peace in the Studio

by Martha Matheson The Inspiration

me to the idea for the Imagine Peace Project. The Imagine Peace Project revolves around the artistic journeys of John

“If we are among the men of good will who yearn for peace,

Lennon and Yoko Ono. Each of them, in their own way,

we must lay the foundation for peace ourselves, by working

used their talent, creativity, and notoriety to raise awareness

for the social world of the child.” These words were spo-

for world peace.

ken by Dr. Maria Montessori at the International Montessori Congress in 1937. These words and the philosophy of peace

John used his song-writing skills and gifts for composition,

behind them still resonate today as humanity struggles with

when he wrote Imagine, an inspirational peace anthem for

civil strife, war, and environmental destruction. These words

our time. Yoko conceptualized the Wish Tree project and

are the backbone of the cosmic education that Dr. Montes-

the Imagine Peace Tower. Wish Trees are a global art proj-

sori envisioned, and it is where we as educators must start

ect that involves the creation of wishes for peace written on

in order to make this dream of peace a reality. These words

shipping tags, which are then attached to a tree. The Imagine

remind us that we must start with the child.

Peace Tower is an outdoor work of art and monument Yoko built for John on Videy Island near Reykjavik, Iceland. Yoko

The thing I love the most about a Montessori education is

invites people around the world to create wish trees and then

its commitment to

send the written wishes to the Imagine Peace Tower, where

peace through the

she buries them. A song, a tree, and a tower are the

mentoring of their

threads of inspiration I used to weave my lesson.

students. As an art educator I am al-

The Opening Circle: The Seduction

ways looking for ways to inte-

Before the students entered the stu-

grate

peace

dio I had set up a small bare tree on a

into

my

stand, which I had lit with a spot light.

lessons,

I dimmed the room and began playing

which

the YouTube video of John perform-

led

18

ing the song

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Imagine in the white mansion at Titten-

inside each of us, with what we say, and

hurst Park in England. Yoko also ap-

what we do, every day and that our col-

pears in the video serenely opening the

lective wishes and dreams can change

shutters and illuminating the room. As

the world. Yoko Ono said it best: “A

the students enter the darkened studio,

dream you dream alone is only a dream.

I invite them to come in, quietly watch

A dream you dream together is a reality!”

the video, and listen closely to the lyrics of the song. Their interest is captured

The Artists’ Challenge

by the back-lit tree in the studio, the calming tone of John’s voice, the grainy

Students would create two-sided wishes

quality of the video, the white room,

on the tags provided, using pencil cray-

and the white grand piano. Now I have

ons to add design, color, and detail. On

their attention.

one side of the tag, their wish for peace would be written, printed or dotted and

The Story of John and Yoko

An inquiry followed into what the stu-

traced. On the other side of the tag, a picture would be drawn to illustrate

q Display cards featuring: Examples

their wish.

of Yoko’s Wish Trees, visuals of

dents observed about the song and the

the Imagine Peace Tower and

video and how it made them feel. I gave

The Materials:

photographs of John and Yoko

them a brief history of the political cli-

q A Wish Tree. A small tree, a

during their “Bed-In.”

mate at the time and how John and Yoko

large branch or a sapling about 9’

became peace activists. We focused on

tall. (Our tree was a dead sapling

q Internet access to show YouTube

the way they used their artistic gifts to

donated by a local nursery,)

videos of John performing Imagine,

send their messages of peace to the world.

and to visit websites featuring

I shared display cards featuring images

q A tree stand. If a tree is too big, a

the Imagine Peace Tower and

of Yoko’s Wish Trees and the Imagine

vase of dead branches works just as well.

Yoko’s Wish Tree installations.

Tree project worked and how Yoko bur-

q Wish tags made out of cardstock

The Creation

ies the wishes she receives at the base of

cut into 5 ½”X 3” strips, angled off

the tower. We observed our Wish Tree

with a hole punched at one end.

Peace Tower. I explained how the Wish

in the studio and discussed its interactive

The students worked at tables in the studio, where they had access to the

and sculptural quality. I let the students

q 14 in. lengths of colored yarn to

materials and the Wish Tree. While the

know that people all over the world are

loop through the hole in the tag.

students worked, I played Imagine to cre-

making wishes and Wish Trees and that

(Our parent ‘worker bees’ created

ate atmosphere and to allow the song to

Yoko is asking for all these wishes to be

the wishes for our school.)

become part of their consciousness.

q Pencil crayon sets.

For the Casa students, I dotted their

sent to her. The students were enthralled by the idea that their wishes would be a

wishes and then asked them to trace

part of a global art project for peace. q Pencils for sketching and dotting.

I closed the circle with an invitation to the

them with a dark color so they would show up. While they were waiting for

students to Imagine Peace, and we shared

q Examples of wishes that were

me to dot their wish, I encouraged them

our personal visions of what that would

made for each class grouping.

to work on the illustration on the back

look like. We realized that peace begins

of their tag. Some of the Casa wishes

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19

and setting during the unit.

were serious and timely, while others

be creating wishes, too, and playing

were cute and endearing. Even after the

a part in making John and Yoko’s

Another way to add interest to the proj-

lesson about peace, some Casa students

dream of “people living life in peace”

ect is to create an outdoor Wish Tree in

still wished for “butterflies,” for “no

a reality.

a natural area near your school. This year we received permission from the city

one to step on ants,” and for “dragons to be real.”

The Extensions

to create an outdoor Wish Tree along the nature trails behind our school. The

The Imagine Peace Project works

This art lesson can be extended with

students enjoyed taking the art trays out

well for all grade levels, with the older

visits to www.imaginepeacetower.com.

onto the walking trail and creating the

students adding their own depth of

This is an interesting and well-designed

wishes in the forest. We then gathered

thought to the wish and artistic skills to

site with input from Yoko. There are

and shared our wishes for peace before

the illustration. Many wishes became

audio and video clips and documenta-

attaching them to a tree along the trail.

mini artworks, and the students took

ries featuring John and Yoko. There is

The walking trail is located along the way

great pride in making the most beautiful

an interactive “revolve map” that has

to a park that the students often frequent.

wish they could.

glowing dots that represent a real “live”

Many stories came back to the studio

person on line watching and sharing

about our outdoor Wish Tree: the state

the page the moment you are. My stu-

of the wishes as they faded, were worn

dents were thrilled by the locator that

away by the weather, and sometimes

While the students were cleaning up

appears on this map that shows the flag

blew away.

their materials, I set the mood for our

of their country, and the name of their

closing circle. I dimmed the lights in the

city, state, or province. Wishes can also

studio, turned on the Wish Tree spot-

now be sent via Twitter, Facebook, In-

light and played Imagine in the back-

stagram, and email, which opens the

I was on my way to the school, thinking

ground. I had the students bring their

door for an exploration of social media

about my lessons, when a news update

wishes to the closing circle. One by

and the powerful role it plays in sending

interrupted programming and my sense

one, I called them up to the Wish Tree,

global messages of peace.

of safety and security. Reports that a

The Closing Circle

where their wishes for peace were read

20

The Perspective

guard had been shot at the National War

to the group, and we briefly discussed

There are also live Earthcam feeds broad-

Memorial in Ottawa spilled into my car.

how each wish would make the world

casting images of the Imagine Peace

My mind flashed back to a week ago and

a better place. They shared their artistic

Tower at certain times of the year. If

I remembered that a soldier was killed

observations of each other’s work, and

the Earthcam is not available, there are a

in a hit and run in Quebec. Terrorism

then the wishes were tied to the tree.

number of videos of the tower accessible

can change the hearts and minds of a

on the internet. These videos, some with

country in an instant. I realized that the

I closed the circle by informing the

music, show the tower at night with a

art lessons planned for the day focused

students that the Wish Tree would be

spectacular backdrop of stars and north-

on peace as we prepared for Remem-

displayed in the main hallway with a tray

ern lights moving through the frame.

brance Day. Suddenly, Imagining Peace

of materials so the entire school com-

These images inspired my students to

couldn’t be more important or relevant

munity could contribute their wishes. I

capture their impressions of the tower

to our students, their parents, our fac-

reminded them that all the wishes would

at night with chalk pastels on black con-

ulty, our province, and our country.

eventually be sent to the Imagine Peace

struction paper. My Middle Years Class

Tower in Iceland at Yoko’s request.

also created a spectacular chalkboard

Suddenly, Imagining Peace became

They were excited when they realized

drawing of the Imagine Peace Tower for

more than an art project but a call to

that their family and friends would

the studio that added to the atmosphere

duty of great importance to the world. ¢

© MO N T E SSO R I L E A DE R SH I P | W W W.MONTESSORI.ORG/IMC | VOLUME 17 ISSUE 1 w 2015

by Dr. Punam Bhatia, Director,

damental part of our natural develop-

The more the two hemispheres (of

Montessori Casa International

mental process. For children, developing

the brain) work together, the richer

T

this creative outlet is just as important a

everything we do will be. Children

hough we all eventually learn

method of communication as is devel-

at any age must be offered a

to nod in admiration at the

oping language skills. Undoubtedly,

balanced experience of verbal and

mention of Picasso or Monet,

encouraging children to explore their

intuitive thinking to help develop

art appreciation is usually neglected in

creative side leads to success in reading

the great potential of the mind.

the early childhood classroom, and the

and writing, introduces basic math and

The results will not only include

production of visual art itself is reduced

science concepts, and builds confidence

better functioning of the brain

to finger-paint scrawls and macaroni

and self-esteem, as well as social skills.

but also greater happiness in their

jewelry. The acts of viewing and creat-

By including ‘Arts’ in the curriculum a

personal and social life (1991, p. 82).

ing meaningful art provide (even at an

balanced development of the individual

early age) an opportunity for expres-

is promoted.

By encouraging the child to make full

sion, communication, and exploration,

use of his creative powers, his learning in

in addition to laying a foundation for

Unfortunately, modern society places

every field is enhanced, and fuller con-

anthropological and historical context.

more value on scientific achievements,

sciousness; deeper understanding and

Curriculums that emphasize creative

whereby

multiplication

more effective communication of ideas

arts improve academic performance and

tables are more important than a self-

are permitted. Art not only supports the

student discipline (Fiske 1999; Remer

analysis of Pierre-Auguste Renoir’s On

holistic development of the child; it is

1990); physical and psychological well

the Terrace (1881). The director of Mon-

essential to it.

being; contribute to the local environ-

tessori ‘Assistants to Infancy’ training,

ment and community; and foster cul-

Dr. Silvano Montanaro explains that

The arts develop neural systems that

tural understanding. As the ‘prepared

such thinking only serves to under-

produce a broad spectrum of benefits

environment’ of a Montessori classroom

stimulate one half of the brain’s abilities.

ranging from fine-motor skills to cre-

demonstrates, children as young as

Each hemisphere of the brain controls

ativity and improved emotional bal-

two and a half years are already able to

different functions: the left side relates

ance. In strengthening student problem

benefit emotionally and intellectually

to logic, reason and verbal expression,

solving and critical thinking, “the arts

from art education.

while the right side is more intuitive,

enhance the process of learning. The

relating to non-verbal expressions such

systems they nourish, which include

Including Art Appreciation In

as music, movements and art. It is thus

our integrated sensory, attentional, cog-

The Preschool Curriculum

imperative that a person exercises both

nitive, emotional, and motor capacities,

hemispheres to achieve his/her poten-

are, in fact, the driving forces behind all

Art is a means of processing life and ex-

tial, such as music, movements and art.

other learning.” (Jensen, 2001). A child

pressing new experiences and feelings

Montanaro argues:

becomes aware of details in his envi-

through a physical material and is a fun-

memorized

ronment by attempting to express ideas

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21

A child becomes aware of details in his environment by attempting to express ideas visually. The handling of art materials helps develop fine-motor control and refined stages of manipulation. non-existent or a minor component of

Great Masters) as a means of broaden-

children’s interactions with the visual

ing their perspectives to include oth-

arts” (Epstein and Trimis, 2002; Colbert

ers. A piece of art such as Vincent Van

and Taunton, 1992). In fact, the founder

Gogh’s self-portrait or the illustrations

of kindergarten, Friedrich Froebel, him-

of Beatrix Potter, shows children how

self believed that young children should

others thoughts and feelings differ from

visually. The handling of art materials

be involved in both making their own

their own. On a larger scale, exposing

helps develop fine-motor control and

art and in enjoying the art of others. For

children to Van Gogh’s Netherlands or

refined stages of manipulation. The fine

Froebel, art activities importantly en-

Potter’s England expands their cultural

arts also provide learners with non-ac-

couraged each child’s “full and all-sided

awareness and instills in them the depth

ademic benefits such as promoting self-

development”(Froebel, 1862).

of a multicultural foundation. In other words, the visual representation allows

esteem, motivation, aesthetic awareness,

22

cultural exposure, creativity, improved

One of the most blatant ways art ap-

children to separate their own experi-

emotional expression, as well as social

preciation molds the young psyche is by

ences from someone else’s.

harmony and appreciation of diversity.

diminishing a child’s egocentric world-

These lead to a positive sense of identity

view. Jean Piaget realized that chil-

The immediate objection to art theory

and growth of individuality.

dren construct knowledge of the world

is that young children do not have the

through their interactions with the en-

ability to cultivate an artistic eye. The

Although many early childhood pro-

vironment; this occurs through four

goal here, though, is not to make them

grams do encourage children to work

stages of development: sensori-motor

analyze the stillness of Edward Hop-

with Playdoh™ or markers for a small

intelligence;

thought;

per or Edouard Manet’s color scheme

portion of the day, “art education in the

concrete operations; and formal opera-

but rather to build their storytelling

United States has been considered an

tions. Piaget specifically characterized

and analytical skills. In merely describ-

unimportant part of a child’s scholastic

preoperational thought as being egocen-

ing the painting or sculpture, a child

profile” (Gardener, 1990, p.36). This

tric, lacking scientific or logical reason-

learns about design, lightning, color,

implies that the creative expression is not

ing, and developing the use of symbols

composition, and perspective. For ex-

grounded in art theory, where apprecia-

in primarily language. Thus, given that

ample, a child recently told me that one

tion of existing art and more interpre-

egocentrism is the inability to see an-

of Clyfford Still’s paintings made him

tive prompts are equally integral to Art

other’s perspective, Piaget believed chil-

feel sad because it was very dark. In this

Time. When children create art, they

dren were unable to reason logically at

instance the child is relating emotion

are “focusing on expressing their own

the pre-operational stage. This further

to color and now has another verbal

intentions; their own desires,” so when

implies that the child sees the world in

set in his arsenal to describe his emo-

looking at someone else’s art, “they’re

the current moment, or only in a series

tional state. This increases his vocabu-

not only looking at their own art ex-

of disconnected images without relating

lary but also allows him to comprehend

periences, they’re looking at the artistic

one state to another. Epstein, however,

how a lighting change can alter his

expressions and intentions of other peo-

acknowledges that children are naturally

mood, which moves him beyond that

ple” (Epstein, 2001, p.38). Art appre-

egocentric but encourages art critique

egocentric perspective.

ciation experiences, however, “are often

(whether the pieces of their peers or the

preoperational

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Maria Montessori (1870-1952) believed that a child’s artistic development should always be regarded in the context of his overall education. It is just one avenue of his growth and, as with all other activities, should be carefully observed and recorded so that the teacher can be more fully aware of his level of progress. She said that: “we do not teach a child to paint or draw simply by giving him a paintbrush or a pencil but by giving him the opportunity to prepare his means of expression (Montessori, 1988, p. 281). Montessori expected the teachers themselves to be connoisseurs of art. Yet, there is no “Montessori art curriculum” as such. Unlike the other areas of a Montessori prepared environ-

initial discussions indicated that the

types of paintings and artists. “By intro-

ment, Montessori traditions contain no

children were able to engage in art ap-

ducing children to fine art at a young age,

“didactic apparatus” for art. Her writ-

preciation, as in one instance, they were

we give them the opportunity to develop

ings reveal very little about the subject

beginning to link artists with themes

a taste for genuine quality from the earli-

and there are certainly no standard set of

(i.e. Van Gogh liked painting sunflow-

est years. A variety of paintings in their

learning tools or prescribed experiences.

ers; Degas likes ballerinas). “They can

early classroom experience will enhance

regard artwork from the perspective of

their awareness of the great diversity in

At MCI preschool, the school observed

style and aesthetics, think about artists’

art and entice them to further discovery”

in this paper, an attractive environment

intentions, describe feelings and sensa-

(Wolf, 1984, p. 21). Using Wolf’s materi-

for learning and self-discovery surrounds

tions evoked by viewing works of art,

als, the children were able to match post-

the children. The pastel walls and light

and evidence genuine interest in the

cards of famous paintings and to learn

floors allowed reproductions of prevalent

historical and cultural forces that shape

about the style of different artists. I asked

masterpieces hung at a child’s eye level to

the creation of art” (Epstein, 2001, p.

them questions like:

be inviting and engaging. Since art appre-

41). This ability to not only cognitively

ciation cannot be cultivated through oc-

analyze the art in the classroom but also

What type of art are you looking at? Is it a

casional or random exposure to artwork,

to voice personal insight prompted us to

painting or a sculpture? Are there trees, build-

the school has incorporated the medium

more actively incorporate art apprecia-

ings, animals, or people? How many colors do

on multiple levels to ensure visual art is

tion into our daily work cycle.

you see? Do you like it? What does it remind

always accessible in the classroom.

you of?

“Mommy it’s a Renoir”

In this study, I worked with children

When the art museum announced it was

at MCI preschool, with a classroom of

Aline Wolf designed well-known, highly

bringing an in-depth exhibition on Vin-

twenty-four 3-6 year olds. After a month

respected art appreciation materials, such

cent Van Gogh’s path to becoming one

or so in the classroom, I began discuss-

as Mommy it’s a Renoir (1984); the purpose

of the world’s most recognizable artists,

ing with the children what they saw and

of this is not to teach children art history,

MCI preschool also decided to study

how they liked the paintings. These

but to expose the children to different

Van Gogh in the classroom. They hung

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23

reproductions of Van Gogh’s famous

classroom. Several parents visited the

arts curriculum were far superior in cre-

paintings such as Starry Night, The Night

exhibition at the art museum with their

ative thinking, self-concept, problem-

Cafe, Irises, Sunflowers, and The Bedroom

children, and asked them to describe

solving,

on the walls, read the children stories

their experiences. Although he recog-

and cooperation than those who were

about his life (such as Sunflowers and

nized the work as Van Gogh’s, one stu-

not (Burton et al., 1999). With that in

Swirly Stars, Van Gogh and the Sunflow-

dent remarked disappointedly that there

mind, MCI preschool continued to re-

ers), asked them to categorize his works

was no Starry Night in the museum.

fer back to Van Gogh as they began a

as landscapes, portraits, or still life, and

“There were paintings of flowers and

study of Edgar Degas, forcing the chil-

gave them puzzles of his famous paint-

many of him, but there was no Starry

dren to draw comparisons and contrasts

ings. They were delighted when they

Night,” he said. This ability to process

between two great artists and drawing

recognized what they had created! They

that something was missing from the

them further and further from that ego-

became so familiar with The Sunflowers,

expected indicates knowledge of, famil-

centric persona.

The Starry Night, and Van Gogh’s bed-

iarity with, and the development of an

room that they excitedly discovered a

abstract mind—one that can think about

After exposing the children to Van

tiny rendering of The Sunflowers in a

a painting when it is not present in front

Gogh and Degas’ art, I explored one

background scene in The Snowman, a

of him/her. A major component of in-

technical artistic aspect as it correlates to

picture book by Raymond Briggs. That

tellectual development is this process of

emotional response. Since the children

connection was made completely on

gradually moving from extremely con-

now had an awareness of what art was,

their own initiative and demonstrates

crete thinking to increasingly abstract

I introduced color theory to show them

the type of critical and intuitive think-

thinking in an ever-increasing array of

how to produce that art for themselves.

ing Froebel and Piaget envisioned.

content areas. Moreover, parents re-

Drawing on the styles of Clifford Still

ported their children were recognizing

and Mark Rothko, the children painted

In further developing these neurological

Van Gogh’s paintings in the homes of

how they were feeling. A five-year-old

functions, I gave the children a postcard

people they visited—much to the resi-

says as she paints: “These colors make

and challenged them to find similar art

dents’ amazement! Similarly, the chil-

me feel happy. It’s because of the orange.

hanging on the walls of their own class-

dren would exclaim whenever they saw

The orange looks like an orangy-yellow.

room. Initially, this was not an easy task,

an advertisement for the museum exhib-

And the red looks like it has not been

and they kept referring to the postcard

it, immediately recognizing Van Gogh’s

painted right. I wanted it that way. I like

as they walked around the classroom.

work. The famous artist had become as

my painting because it is full of color.

Over the next few days however, this

familiar as a friend.

Like a rainbow. I want people to think

Art Theory

I find the children expressing themselves better and more confidently as a result of

them to go searching for it on the walls.

24

risk-taking,

that the artist is feeling great and happy.”

activity became so fun and simple that a painting only had to be mentioned for

self-expression,

Later, I found they would take out the

The deliberate integration of art theory

the richness that has been added to their

postcards on their own and leave them

into the MCI classroom benefitted the

lives with the masters of art.

on top of the reproduced painting in the

children emotionally, intellectually, and

classroom. They were now able to hold

socially. From expressing how a paint-

Furthermore, the fine arts enhance per-

an image in their minds as they sought

ing made them feel to creating their own

ceptual and cognitive skills. The MCI

its counterpart, developing the ability to

self-portrait to mentioning Van Gogh

preschool teachers noticed the chil-

think abstractly.

in passing, these encounters strength-

dren’s ability to construct patterns and

ened the functions of both sides of the

develop logical reasoning. In a recently

An encouraging factor was that the

brain. The Burton study of more than

introduced work, a child is supposed to

study of Van Gogh went beyond the

2000 children found that those in the

count the eggs in a basket and place the

© MO N T E SSO R I L E A DE R SH I P | W W W.MONTESSORI.ORG/IMC | VOLUME 17 ISSUE 1 w 2015

corresponding numeral next to it. The

time has to be gradually built in them.

green, purple, orange, brown, pink and

cards are all mixed together but we found

After introducing them to color theory

gray) however, that we were truly able to

one of the students doing this work in a

by comparing the work of Mark Rothko

see the depth of our art program. Com-

sequential order, thus redefining the cat-

with that of Clyfford Still, we returned

paring the color of butter to the chairs in

egories of information through execu-

to the work of Van Gogh, an artist stud-

the painting was one thing, but could we

tive functioning. In a study conducted

ied earlier in the year. Armed with our

put it all together and match the yellow

by Judith Burton at Columbia Univer-

new knowledge of color, we specifically

to a shade in the color box as well? This

sity, research showed that subjects such

examined how Van Gogh’s palette ex-

last step required many of the skills we

as mathematics, science and language

pressed emotion. Van Gogh’s The Sower

developed in our study of Van Gogh and

require complex cognitive and creative

is a striking landscape of golden yellow

of color: deductive reasoning, waning

capacities “typical of arts learning”

and dusky blue hues. We prompted a

egocentricism and sympathy.

(Burton, Horowitz, & Abeles, 1999).

discussion with questions such as: Making a connection with materials in

As we have seen by the way the children have been doing their work, the skills of

How many colors do you see? Which one

their environment, one of the children

order, precision, organization and clas-

catches your eye immediately? Are the colors

brought out Color Box 3 (and looked

sification have developed.

in this painting mostly dark or light? What

for the shade of yellow that matched the

kind of mood or feeling do you get from looking

butter and the yellow chairs in The Bed-

We are also amazed at their increasing

at this painting? What does it remind you of?

room. We took this opportunity to have

powers of deductive reasoning. The

Is there another artist you have looked at that

the children describe the colors in the

children have been introduced, for ex-

also used these colors?

box and showed them how this exercise helped them to be more specific and rich

ample, to the Chinese characters for big and small and they have categorized

We then told them that Van Gogh de-

shamrocks and bugs into big and small.

scribed this painting as “a yellow sky

While reading a book to them in Chi-

with yellow sun” and asked them if

nese, some children were able to recog-

this was an accurate description of the

nize these same characters in the book

painting. Working through Van Gogh’s

Given what we have observed in the

and describe what it meant. This ability

repertoire in a similar manner, the chil-

classroom it is evident that the benefits

to transfer what is learned from one con-

dren were particularly amused with his

of art appreciation enhance other areas

text to another is associated with abstract

description of The Bedroom: “two chairs

of child development as well. That be-

thinking. An abstract thinker is able to

the yellow of fresh butter”. Such analo-

ing said it is imperative that we create

think about things when removed from

gies enhanced the students’ vocabulary

a space for art in the Early Childhood

them while a concrete thinker can reflect

and laid a foundation for literacy ex-

Curriculum. While it appears the Mon-

only on the here and now. Soon through

pression in the future. To drive the de-

tessori classroom is best suited for inte-

deductive reasoning, the children were

scription home, I brought in butter to

grating art theory and art works into the

able to point to the character for medium

the classroom so the children could see

prepared environment this can also be

as well.

the color and decide if they thought the

accomplished in more traditional pre-

chairs were a similar shade of yellow.

schools. For example, during an arts and

Art appreciation also helps the children

in expressing themselves.

Conclusion

crafts period, the children could learn to

develop their understanding of time and

It was when one of the students wan-

paint their own sunflowers by looking

of a continuous thought process. For

dered off on her own initiative to find

at Van Gogh’s example. Additionally,

the egocentric preschooler, the present,

Color Box 3 (a Montessori material

there are several books for the preschool

or where they are right now in time is

that consists of 63 colors representing

reading level that tells stories about the

very important to them so a sense of

seven graded shades of red, yellow, blue,

artist and their works. In this way a

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25

foundation in the arts is built and will

Colbert, C., & Taunton, M. (1992).

tion Partnership President’s Commit-

later encourage cognitive abilities and

Developmentally appropriate practices

tee on the Arts and the Humanities.

creative expression. Therefore whether

for the visual arts education of young

Gardener, H. (1990). Art educa-

it is Montessori or Reggio or play-

children. NAEA Briefing Paper. Reston,

tion and human development.

based, every preschool should provide

VA: NationalArts Education Association.

Los Angeles, CA: The Getty Cen-

their students with an opportunity to

Epstein, A.S. (2001). Thinking

ter for Education in the Arts.

explore and to engage with the fine arts

about art: Encouraging art ap-

Jensen, E. (2001). Arts with the brain in

in order to develop a divergent mind. ¢

preciation in early childhood

mind. Alexandria, Va., Association for Su-

settings. Young Children (5): 38-43.

pervision and Curriculum Development.

Epstein, A. S., & Trimis, E. A. ( 2002).

Montanaro, S. (1991). Understand-

Supporting young artists: The develop-

ing the human being: The impor-

Burton, J., Horowitz, R., Abeles,

ment of the visual arts in young chil-

tance of the first three years of

H. (1999). Learning in and

dren. Ypsilanti, MI: High Scope Press.

life. Nienhuis Montessori, USA.

through the arts: Curriculum

Fiske, E.B. (1999). Champions of

Wolf, A.D. (1984). Mommy it’s a Renoir.

implications. Teachers Col-

change: The impact of the arts on

Parent Child Press, Altoona, PA, USA.

lege, Columbia University

learning. Washington D.C.: Arts Educa-

Bibliography

Inspired by Dr. Maria Montessori’s philosophy, Punum Bhatia, PhD has dedicated her life to Montessori education as a parent, teacher, and teacher educator for nearly thirty years. She completed her Bachelor’s degree in English Literature; earned Masters’ degrees in English Literature and Education from the University of Calcutta; and completed a certificate diploma in Montessori Pedagogy. She earned her Doctor of Philosophy from the University of Colorado Denver in 2012 for her work on the Self-Efficacy of Montessori teachers. In her efforts to understand children and the environments necessary for them to grow and flourish, Punum focuses on Maria Montessori’s original philosophy and techniques.

After teaching the Montessori Method to cohorts all around the world, she is now the proud owner of her very own bilingual preschool.

Thank You

For your continued support

Remember to renew early and recommend a friend to join the International Montessori Council.

You can join right now through our online bookstore at www.montessori.org.

Or join by calling our membership office at 1 (800) 632-4121.

26

© MO N T E SSO R I L E A DE R SH I P | W W W.MONTESSORI.ORG/IMC | VOLUME 17 ISSUE 1 w 2015

by Staff, The Montessori Foundation

T

o develop and sustain a normal-

Establish the Right

ized Montessori class, we need

Policies from the Start

a stable enrollment of children

who enter at age 3 and continue for the

You need to be clear about your ex-

full three-year-cycle. Naturally, we also

pectation that children will continue

as well to justify their position and to

need parents who will be supportive

for at least the first full three-year-cy-

ensure that their child will not feel alone.

along the way. Ideally, our class should

cle, and parents should understand that

This process actually takes place all over

be made up of between twenty-four to

every child in the class, including the

town, at birthday parties, playdates, soc-

thirty children, evenly divided between three-, four-, and five-year-old boys and girls. Only one third of the class should move on at the end of the year: ideally, they should all move on and continue through your elementary program, but

You will only succeed with parents who can see and appreciate the difference between your program and the local school’s enough to pay for what you offer. ones who leave, lose something impor-

cer games, and on the phone. The only

tant when the oldest children, who both

antidote to this natural process is to en-

Despite this fundamental need, many

lead and teach the younger ones in the

courage your parents who are commit-

Montessori schools find that parents

room, leave.

ted to counteract the inaccurate infor-

that is a subject for another article.

mation that is normally being spread by

commonly remove their children at age four, which tends to make it difficult to

Many schools have annual contracts

explaining why they are pleased with

normalize the class each year, and leads

which states that parents must fully in-

Montessori and your school from a posi-

to a considerably lower level of academic

tend to keep their child in the school un-

tive parent’s perspective.

development among the children, and

til age six or later. It is a matter of honor

appreciation among the parents for what

that they do so.

Build In Financial Incentives

Use Your Parent

Generally, it is a parent’s value systems,

Supporters Effectively

rather than income, which determine

could have been.

This may be the greatest challenge schools can face in the development of authentic

who stays. Some schools, however,

Children’s House programs. As a school

It is very important to defuse the in-

find that offering a financial incentive

administrator or trustee, you should be

fluence of the parking lot recruited

to stay can be helpful. A $1,000 enroll-

clear about this pattern, and consciously

parents who, having decided to trans-

ment deposit or bond, collected at age

work toward the day when attrition is

fer their children to the local public

three and four and applied to the third

kept very low. Here are some ways suc-

schools or another private school, stand

year's tuition, or sometimes refunded

cessful Montessori schools accomplish

in the parking lot enthusiastically urg-

after completion of the full three years,

this goal.

ing their friends to follow. They want

but forfeited if they do not stay for the

their friends to transfer their children

third year, may be effective.

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27

Generally it is a parent’s value systems, rather than income, which determine who stays.

Some schools, however, find that offering a financial incentive to stay can be helpful.

from theirs, and what they must do to

Also take a look at your schools’ pricing

Daycare centers and child care programs

structure. A higher tuition charged for

play an important social role, but any au-

the third year (or any other higher level)

thentic Montessori school offers a very

is a disincentive for staying.

different program. The issue is not the

teach the child how to adjust. Ideally, your school should have a strong elementary program, but whether you do, or do not, you can counteract some of this tension by developing a good relationship with the local elementary. As most schools understand how Montessori works, they tend to welcome children who transfer in at age six or later, despite the differences.

Make it Clear That You Are a Real School, Not Child Care

length of time that children spend with Know Your Local Public Schools you; many Montessori schools have

by Owen McCall, director of successfulcio.com and member of CIO New Zealand’s editorial advisory board

Businesses can learn from the principles espoused by a doctor and educator that changed the game for schools at the start of the 20th century—and continues to today.

A

s our oldest daughter was approaching her third birthday, my wife began to discuss with

offered all day programs from the early

me our children’s preschool education.

There has been a huge and significant

1900s. The difference is the stability of

In short, she wanted our children to

change in public schools in recent

the relationships between children and

attend a Montessori preschool and, if

years. Our tax dollars are now covering

adults, the special training of the teach-

possible, a Montessori primary school

full day kindergartens and after-school

ing staff, and the sophistication of the

as well.

care in public school, and that hurts

curriculum. In many childcare centers,

private programs. After all, why should

group leaders have minimal professional

I didn’t know anything about Montes-

any family pay for a service available free

education, are paid poorly, and turnover

sori, but it sounded like the type of al-

from their local schools? The answer

rates are often high.

ternative system that my wife, who has

of course is that you will only succeed

deep Nelson hippie leanings, would

with parents who can see and appreci-

As a Montessori program, you will want

like. Besides, there are some topics that

ate the difference between your program

to foster parents’ perception that you are

aren’t worth debating, and this the ap-

and the local school’s enough to pay for

a “school,” and not a daycare center or

pearance of one of these topics.

what you offer. Enrollment follows top

typical nursery school.

quality programs.

28

MONTESSORI at WORK

As time went on I slowly began to learn Parents who are only looking for a pre-

more about Maria Montessori and her

Build a Good Working Relationship

school for their children at age three

system. I became more involved with

With Your Local Public Schools. It is

and four will rarely stay once free public

the school, including taking on roles as

not uncommon when parents transfer

kindergarten is available. This can be a

treasurer and board chairman at several

children from Montessori to local public

simple matter of perception held in a par-

different schools. The more I learned

schools for them to run into not too

ent’s mind. If you take yourself seriously,

about Maria Montessori as a person and

subtle remarks about how different the

you will find many families begin to do

her education system, the more realized

Montessori program and curriculum is

so as well. ¢

what a visionary she was.

© MO N T E SSO R I L E A DE R SH I P | W W W.MONTESSORI.ORG/IMC | VOLUME 17 ISSUE 1 w 2015

The Montessori system is based on and linked to human psychology and natural development cycles. Over time, I realized Dr. Montessori’s ideas were as relevant to the work environment, particularly the creative knowledge-based work that characterizes the IT industry, as they are to education. I began to look

Over time, I realized Dr. Montessori’s ideas were as relevant to the work environment, particularly the creative knowledgebased work that characterizes the IT industry, as they are to education.

at ways to apply her educational principles in the work place. As I pondered

chooses what work to do, when to do it

Some questions you could ask to sup-

this, three principles stood out.

and how to go about it. The child is free

port peer collaboration:

to choose their own way of working 1. The prepared environment: Dr.

and also what they want to learn at any

¾ Do you incentivize individual

Montessori believed the most impor-

particular time within the structure of

performance or team performance?

tant role of the teacher was to prepare

the prepared environment. The teacher

and maintain a well-ordered, attractive

observes the children at work and sup-

¾ Do your work spaces encourage

classroom, designed to support learning

ports the child only when needed. Our

collaboration or individual working?

children. A prepared environment in-

industrial era management systems are

cludes thinking about the physical space,

designed primarily to allow managers

¾ Do you invest in your teams

the learning materials and equipment,

to supervise and control workers.

coaching and mentoring skills?

Some questions you could ask to move

Does the Montessori system work, and

away from supervise and control and to-

is it really relevant in the workplace? I

wards a team centric environment are:

don’t know for sure, but I do know it

and ensuring that there are appropriate interactions within the classroom.

As I looked at our traditional work environments, it was obvious that they

provided a great start for my children,

were not designed to facilitate success-

¾ Can your team choose how to get

and it has produced its fair share of

ful work. Here are some questions I

the job done (within agreed standards)?

tech luminaries, including Larry Page,

asked to start preparing for a supportive

Sergey Brin, Jeff Bezos, Jimmy Wales ¾ Do you as a leader focus on ob-

and Will Wright, not to mention Peter

serving progress and supporting as

Drucker, perhaps the greatest manage-

needed (vs. ensuring compliance)?

ment guru of our time. ¢

success? If not, what would you

3. Peer-based learning and teach-

First published through www.cio.co.nz

change to ensure that it is?

ing: Montessori classrooms are mixed-

work environment: ¾ Is your work environment deliberately designed to support your team’s

age classrooms covering three years

Owen McCall is direc-

¾ Is ‘success’ clearly defined and

within a cycle. Within this mixed-age/

tor of successfulcio.com

understood by your team?

mixed-ability environment the chil-

and a member of CIO

dren learn from and teach each other.

New Zealand’s editorial

¾ Does your team have the tools and

Indeed, over the course of a day, it is

advisory board. He can be

information they need to be successful?

likely that a child will at one moment

reached through owen@successfulcio.com and

be the teacher, the next a student. Of-

through his blog at www.successfulcio.com.

2. Child centric, not teacher cen-

ten, you will see groups of children

tric: In a Montessori system the child

working collaboratively.

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29

Continued Education

Center for Guided Montessori Studies (CGMS) Prepares to Launch Infant/Toddler Training A conversation between Margot Garfield-Anderson, IMC

been an important part of the design

Membership Director, and Kitty Bravo, Educational Director CGMS.

team for this course and are featured in many hours of the course videos.

Margot: CMGS is about to launch a

Toddler level, the child is the curricu-

Tracey has over 20 year experience as

new program the Montessori com-

lum. It is essential for Montessori Infant/

a Montessori Infant/Toddler Guide and

munity has anxiously been await-

Toddler Guides to have a com-

ing: Infant/Toddler training. It is so

prehensive understanding

needed, wanted and anticipated.

of the young child so

We know it will be a huge success

they can be an aid

like the other CGMS programs. What

to their develop-

years with certifica-

is the expected launch date of the

ment. We have

tion and experience

first cohort?

developed a rich

as a teacher and

program, which

teacher educator at

Kitty: We are very excited because the

integrates

long development phase of this project

tessori philosophy

is finally nearing completion. We plan

and best practice for

for the first online cohort to launch on

infants and toddlers with

March 23, 2015 and will begin a second

the latest in brain and develop-

in June, sooner if the applications de-

mental research.

Mon-

mand it.

dler teacher educator. Vicki has been a Montessori Teacher for over 40

the Infant/Toddler, Early Childhood, and Elementary levels.

We have been fortunate to bring in the expertise of other certified and experienced Montessori Infant/Toddler

Margot: Can you entice us with the

specialists, as well as highly respected

We know a lot of people have been

names of the instructional guides

child development experts such as re-

anxious for us to get done, but it took

and their backgrounds in the field?

nowned author and consultant, Sally

a lot more time than expected to get all

30

is also an experienced Infant/Tod-

Goddard Blythe. Other key Montes-

of the lectures filmed and find the right

Kitty: We have had an amazing team

sori Infant/Toddler specialists include:

resources. The Montessori Infant/Tod-

working on this project. It was coor-

Megan Hicks, Beverly Kovach, Debo-

dler level is so different from other lev-

dinated by Terri Sherrill, one of the

rah Greenwald, Jan Katzen, Katha-

els of Montessori education. The focus

CGMS Early Childhood instructors,

rine Oliver, Annamarie Edwards, and

is more on understanding the incredible

who has studied infant and toddler devel-

Duna Strachan. We have also included

developmental changes that take place in

opment and neuroscience. Kathy Leitch

some of the instructors from our Pri-

the first three years of life. While other

is the Course Director. Kathy has both

mary program, when applicable: Ann

levels certainly focus on understanding

Montessori Early Childhood and Infant/

Epstein presenting Child Development

child development, they also put a lot

Toddler Certification and over 30 years

lectures; Paul Epstein for Observation;

more emphasis on specific materials and

of experience as a Montessori educator.

Jonathan Wolff presenting the Spiritual

Montessori curriculum. At the Infant/

Tracey Hall and Vicki DeLilla have also

Preparation of the Teacher; myself and

Š MO N T E SSO R I L E A DE R SH I P | W W W.MONTESSORI.ORG/IMC | VOLUME 17 ISSUE 1 w 2015

Tim Seldin presenting philosophy top-

Margot: Are there any prerequisites for

Kitty: Each new level and every new

ics; and Cathie Perolman with songs for

the program, such as a college degree?

location for our residential sessions re-

young children.

quires separate MACTE approval. We Kitty: We recognize that success as a

will be submitting our application to

Margot: How long is the training pro-

Montessori Infant/Toddler specialist re-

MACTE for the Infant/Toddler pro-

gram? Will there be a face-to-face

quires a unique combination of abilities

gram this month. Once the self-study

component for this program as well?

and skills. We try to get a clear picture

is read and approved, an onsite team is

of who our applicants are and what they

sent during our residential sessions and

Kitty: The course will have the same in-

will bring to their studies and work with

completes a report. Then it goes to the

novative design as the CGMS Primary

children. Generally, we expect candi-

MACTE Board for a vote. While I can’t

and Elementary courses. The Infant/ Toddler course will be approximately 18 months with three phases: Distance Learning Phase: Approximately 18 months of online study (10 to 15 hours per week) and will include:

The course will have the same innovative design as the CGMS Primary and Elementary courses. The Infant/Toddler course will be approximately 18 months with three phases.

viewing video lectures; videos of chil-

dates to have previous experience with

predict the outcome, we have been suc-

dren and Montessori Infant/Toddler en-

children and either a four-year college

cessful in receiving MACTE accredita-

vironments; reading and other resources;

degree or have at least completed some

tion for our Primary and Elementary

weekly online discussions; and various

post-secondary coursework. We want to

programs, because we are careful to as-

experiential and academic assignments.

assure students have the organization and

sure that we meet or exceed all MACTE

study skills to succeed in our advanced

standards. The same holds true for our

Residential Phase: 120 hours at one

graduate-level course. Most importantly,

new Infant/Toddler program, so we an-

of our onsite sessions. This will focus

I think, is a passion for supporting the

ticipate a positive outcome.

on best practices for supporting infant

development of young children and fam-

and toddler development in Montessori

ilies, but that passion is not enough. One

Margot: Who should be contacted

prepared environments. It will provide

must also have the skills to be successful

at CGMS to learn more about the

an opportunity for practical hands-on

as an independent learner. People think

Infant/Toddler program?

experience and collaborative work with

distance learning is easier than conven-

instructors and other CGMS Infant/

tional learning formats, but actually in

Kitty: Anyone interested in knowing

Toddler students.

some ways it is harder. It takes a great

more about the program should contact

deal of personal determination and time

our admission’s office at 888-344-7987

Practicum Phase: The practicum or in-

management. It is, however, more con-

or email info@guidedstudies.com. We

ternship phase is a minimum of 9 months

venient since you can go to school in

will be happy to answer any questions and

(400 hours) and goes on concurrently

the comfort of your own home, even in

share more about the birth of this new

with the distance-learning phase. Adult

your pajamas!

program or any other CGMS courses.

in a Montessori Infant/Toddler environ-

Margot: Will MACTE eventually ac-

We know there are many who have been

ment or by creating a Montessori Par-

credit the program, or does it be-

unsure of the role of distance learning

ent/Infant program. The practicum phase

come grandfathered into the Primary

for Montessori training. I have to ad-

also includes observation requirements in

and Elementary programs?

mit that even I was unsure at first. Now,

learners may complete this requirement

Montessori Infant/Toddler environments.

six years after the launch of our Early

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31

Childhood course, and five years after

The Montessori Leadership Institute

our Elementary program began, we have over 100 graduates, and I am amazed at the power of this model. The constant connection with instructors and fellow students online develops a strong and rich learning community. Weekly online discussions enable students to delve deeply into course topics and receive support for classroom issues as they come up. Of course, the hands-on aspect of Montessori teacher preparation is still essential.

All of our students must be working in Montessori environments and practicing the lessons regularly. We even have them post videos of lesson practice, which gets reviewed by peers and instructors. It takes careful planning and constant vigilance to assure that our adult learners are getting the information and experiences they need to become Montessori Guides, but I can honestly say I have found the distance-learning aspect has enhanced learning and provided new opportunities. It is not for everyone, as it takes

12 WEEK COURSES

great self-discipline on the part of the student, but for those who are able to do the work, it is an amazing journey. I have no doubt that our new Infant/Toddler adult learners will also have a wonderful learning adventure.

If you are interested in Infant/Toddler

training,

you will find the book, Awakening Your Toddlers Love of Learning, by Jan Katzen

particularly

in-

sightful. This book and other titles of interest to Montessori educators and parents is available on the Montessori Foundation’s website: www.montessori. org.

32

Building a World Class Montessori School June 13 - September 5, 2015 UPATED AND REVISED! An Overview of Montessori Principles and Curriculum: Infant-Toddler Through High School June 13 - September 5, 2015

6 WEEK COURSES How to Start a New Montessori School March 14 - May 2, 2015 Building Enrollment and School Community March 14 - May 2, 2015 Montessori School Boards March 14 - May 2, 2015

Š MO N T E SSO R I L E A DE R SH I P | W W W.MONTESSORI.ORG/IMC | VOLUME 17 ISSUE 1 w 2015

by Ray Girn, CEO of LePort Schools

Why are there so few exciting Montessori ventures in the world? Why

lead us, in our worst moments, to take a

don’t we see waves of talented young entrepreneurs and billions of

somewhat dim view of our fellow man.

dollars flowing to the noble work of spreading Montessori? One of the biggest obstacles, in my view, is the movement’s tacit reluctance

When that happens to me, I step back

about the profit motive.

and remind myself of the magnitude of the project. However obvious Montes-

The Lofty Goal of

academia, and the foil against which

sori principles may seem to us, they are

Spreading Montessori

other systems of education are judged.

not obvious in reality. It took a genius

Montessori should be the baseline ap-

of the ages to identify and articulate.

Tens of thousands of educators across

proach to education, the pedagogical

The writings that Dr. Montessori left us

the country, including myself and I sus-

framework that is widely accepted as the

are complex, and challenge deep-seated

pect most of you who read this maga-

starting point for further inquiry. If you

views that have been part of the cultural

zine, have a deep appreciation for the

consider the degree to which educators

DNA for centuries.

power of the Montessori Method. We

today agree, or even just assume without

have seen child after child blossom in the

questioning, that SAT scores are the way

A paradigm shift of this scale cannot be

warm embrace of a pedagogy that re-

to measure a child’s educational success,

embraced on a dime. Even leaving aside

spects autonomy; we have seen mind af-

that is the minimum degree to which

the to-be-expected inertial resistance to

ter mind inspired by the latent guidance

principles of Montessori should become

change, cultural establishments, includ-

of a system that offers keys to a universe

ubiquitous.

ing the educational establishment, have legitimate grounds to be skeptical of ideas

of knowledge and value; we have seen how empowering and liberating it is to

We who embrace this mission want to

out of the mainstream, and the general

serve everything natural and good and

shout our convictions from the rooftops!

public may simply not have the motiva-

real inside the child. The Montessori

We want to take the silly educational

tion to warrant giving them a closer look.

philosophy is so brilliant and sweeping,

establishment that persists in a Prussian

It takes time and work to transform the

and its impact on children so life -alter-

system of pigeonholing and procedur-

radical ideas of one individual to the ac-

ing, that it quickly becomes a life’s mis-

alism and give it a hard shake—to say:

cepted wisdom of a society, and we

sion for so many of us who discover it.

Look! Read! Ask and understand! How can

shouldn’t expect it to be otherwise.

you not see this? How can human beings with The objective of our mission, as I hold

human eyes not want this for every child every-

Maria Montessori has given us the gift

it, is to ‘mainstream’ Montessori. It is

where in the world? Sometimes, just some-

of a powerful new theoretical frame-

to place Montessori on the tip of every

times when we encounter resistance, we

work for the education of children, but

parent and educator’s tongue, to make

may even become a touch cynical about

the task of making that framework ac-

it the foundation from which innova-

it. The Montessori Method has become

cessible to the world falls to us. It is not

tions flow and the watchword of those

so obvious to us and so intuitive, that

easy to convince people to adopt a new

dedicated to educational reform, the

we simply can’t understand why oth-

idea—especially one that is iconoclastic

object of great research and inquiry in

ers don’t recognize its virtue, which can

and lends itself to misconceptions. The

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33

project is even harder given that our own

demia? The answers to these questions

fidence that our goals can be achieved.

understanding often leaves something to

are not easy to figure out.

That problems can be overcome. That

be desired; we still have a lot of work to

with our minds guiding our actions, we

do to fully digest, let alone effectively

The fact that the challenge is daunting

can be efficacious and successful in our

communicate, the truths that animate

is part of what makes it worthwhile.

objective. Sound familiar? Isn’t that deep

Montessori philosophy, and to trans-

Nothing profound is easy, and the

confidence the same thing we see in the

form our common sense impressions

scope of the challenge here could not

eyes of a child who, having dropped a

into a coherent narrative. As economist

be more appropriate given the scope of

glass on the floor and shattered it, calm-

Henry Hazlitt put the point, the individ-

Montessori’s achievement. Our mis-

ly, without even glancing around for

uals advocating for a minority position

sion is, in this way, a natural extension

an adult, goes to the corner and gets a

“can’t afford to be just as good as the individu-

of her pedagogy—it is exactly the type

broom and a dustpan and confidently

als in the majority. If they hope to convert the

of grand project Montessori principles

sweeps up the dangerous fragments?

Indeed, why even bother having such a great system of empowering human beings but to enable them to accomplish feats just like this? It is precisely to pursue this kind of lofty goal that mankind needs the tools of thought and action the Montessori approach fosters.

We need, as well, an active-minded, problem-solving

approach.

A

will-

ingness to keep chipping away at an obstacle, attacking it from new angles, chewing away at it bit by bit until we break through. Again, we see it every day in our classrooms. We see it in the infant pushing relentlessly with arms

majority they have to be much better; and the

prepare us to embrace. Indeed, why

and legs, contorting and experiment-

smaller the minority, the better they have to

even bother having such a great sys-

ing with maniacal effort until finally (if

be. They have to think better. They have to

tem of empowering human beings but

the adults around him do not interfere)

know more. They have to write better. They

to enable them to accomplish feats just

she discovers the secret combination of

have to have better manners. Above all, they

like this? It is precisely to pursue this

movements required to propel herself

have to have far more courage. And they have

kind of lofty goal that mankind needs

forward. Thus launched, she tirelessly

to be infinitely patient.”1

the tools of thought and action the

crawls all over her world, with the air

Montessori approach fosters.

of one who cannot remember that there was ever any difficulty to be overcome.

No question it’s a daunting project. And it’s a confusing project—passionate peo-

Living the Montessori Philosophy

ple could argue ad infinitum about how

We See in Our Classrooms

belief that the things we cannot do today

to go about raising awareness of Montessori and still not have one clear answer at

So what needs to happen if we are to do

will be easy tomorrow, if we only apply

the end. Should Montessori embrace the

better? How are we to succeed? If we

ourselves to the task of gaining new skills

public system or position itself as a viable

consider what skills, attitudes, and hab-

that we do not have. We need to view

alternative? Should the strategy be to

its (specifically) it will take ‘mainstream’

mistakes or weaknesses not as a threat,

increase accessibility at the cost of qual-

Montessori, we will discover that they

but simply as a new challenge to explore,

ity or to maintain quality above all else?

are developed right under our noses, in

master, and transcend. We need to be-

Should Montessori intellectuals focus

the Montessori prepared environment.

lieve that human beings can rise, in the words of Tennyson, “on stepping-stones

on public advocacy, e.g., writing books

34

We need a growth mindset. We need the

for general consumption or should the

We need, for starters, a can-do attitude, a

of [our] dead selves to higher things.”

focus be on building in-roads into aca-

certain kind of basic, metaphysical con-

This mindset is paramount in the

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Montessori classroom, where younger

within Montessori itself; we see them

ity to problem-solve, a sacred love of

children watch with respect bordering

every day in our classrooms, and that

work, a capacity for deep concentration,

on awe the magical things that children

experience gives us a clue as to what we

long-range purpose, an integration be-

a few years older can do, things that they

should look for outside our classrooms.

tween thought and action, goodwill towards others and a confidence in human

themselves had not previously dreamed of doing. And then they promptly, me-

Do the same talents and attitudes and ini-

virtue, and a willingness to dare greatly

thodically set out to achieve the very

tiative also exist outside the classroom? Is

and turn failures into growth.

same things themselves.

there anywhere in the adult world we see these qualities in abundance?

While American entrepreneurialism has existed since the founding of this coun-

Finally, and perhaps most importantly of all, we need independence. We need

It is easy for us to answer, “rarely, and

try, and can be seen in all its corners,

the willingness to look at the world as

nowhere.” Very few people, after all,

nowhere is it more evident in our pres-

though no eyes had ever looked upon

explicitly embrace Montessori prin-

ent time than in Silicon Valley. As the

that world before, and to create things

ciples, and many of our cultural values

symbol of industry at its finest and fresh-

in it that no one had previously dreamed

directly contradict Maria Montessori’s

est, Silicon Valley is the place where no

of creating, on the strength of an inter-

vision of a peaceful, prosperous society

problem is unsolvable, where things that

nal vision shared by no one, and even if

of independent beings interacting har-

strike us as magic today become realities

derided by all.

moniously towards common purposes.

tomorrow, where intellectual quirkiness is revered and where the wider com-

If we seek nothing else for our chil-

But if we conclude that because Montes-

munity assumes an idea that sounds on

dren, we seek this healthy pro-effort,

sori principles are not explicitly embraced

its face like the raving of a crackpot is

pro-work, pro-independence approach

no one implicitly operates on them, we

more likely just a brilliant, independent

to life. It is our guiding star. Our role

miss what’s right in front of our eyes.

vision which others simply have not yet

as educators is to set the conditions the

It’s perhaps that voice of the cynic talk-

grasped. Paradoxical as it may seem, the

right way, and then get out of the way!

ing, the part of us that is frustrated with

Silicon Valley entrepreneur may perhaps

That process of self-actualization is the

our lack of progress and wishes the

be the most compelling archetype of a

child’s alone, and must come from no

world was different rather than accept-

Montessori adult.

one but himself. We can support it, we

ing it as our immutable starting point.

can revel in it, but we have no power to

That little voice, though we may empa-

An Op-Ed from Thomas Friedman in the

initiate it. Because we believe this, the

thize with it, is not to be indulged. We

New York Times this past February high-

child embraces it. And because it is true,

do see those qualities in adults, together

lights this phenomenon, which the rest of

the child’s belief in it very quickly results

with the amazing real-world results that

us may readily observe for ourselves:

in actual, real-world self-sufficiency that

follow them.

astounds the uninitiated.

THE most striking thing about visiting Where? My answer may surprise you:

Silicon Valley these days is how many

Looking for Montessori

I think we see them most dramatically

creative ideas you can hear in just 48 hours.

in the Adult World

in the business world. American “cap-

... They’re fixated on creating abundance,

tains of industry” over the past 150

not redividing scarcity, and they respect no

The qualities that we seek to inculcate

years are shining examples of Montes-

limits on imagination. No idea here is “off

in children are the same ones we need to

sori principles in action. If we study the

the table.”2

encourage and support in adults. The tal-

lives and achievements of these entre-

ents and attitudes and self-borne initiative

preneurs, innovators, strategists, finan-

American industry in general, and Sili-

needed to mainstream Montessori exist

ciers, and leaders, we discover an abil-

con Valley in particular, is where the

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Montessori vision is to be seen alive

just talk their talk, they act to transform

is different than other industries, that

and thriving in the adult world. And

the world according to their missions.

somehow the cause of our failure is ex-

that’s exactly where we have to look if

We may not agree fully with those mis-

ternal rather than within us. But is that

we want to find examples of achieving

sions, but we should be inspired by their

true? Or can we achieve comparable

sweeping, wild, revolutionary goals on

devotion to it.

outcomes if we set ourselves to the task?

the same grand scale on which we want

My personal perspective is that there

to achieve a revolution in our own field

And if we look beyond education to

is no excuse for not achieving it, not if

of education.

industry in general, we find even more

we approach the world in the same way

analogies we can learn from and be in-

that our students approach their pre-

Others are already trying. Educational

spired by. What if a Montessori venture

pared environment. Our pedagogy has

innovators and entrepreneurs are work-

did for education what Whole Foods has

been around for much longer, and it has

ing to use the lessons of Silicon Valley, as well as the private capital that funded that industry and others like it, to try to achieve an educational revolution.

An upstart, energetic company named AltSchool raised $33 million in venture capital from “Silicon Valley’s deepest

It is easy to wave our hands and say that it’s more complicated, that education is different than other industries, that somehow the cause of our failure is external rather than within us. But is that true?

pockets” this past March and is busy building schools based on “technology-

done for the organic food movement,

one of the most brilliant spokespersons

fueled personalized learning.” On the

Amazon for retail shopping, Microsoft

the world has ever known to advocate

East Coast, a company called Bright Ho-

for software development, Apple for

for it—Dr. Maria Montessori herself,

rizons decades ago developed a sweeping

mobile phones, or Starbucks for coffee

through her prolific writings. We can

vision of providing convenient childcare

culture? These companies completely

achieve a world-changing degree of

to allow working mothers to strike a bet-

changed the way society approaches cer-

success, if we simply apply a key lesson

ter balance between personal and profes-

tain values. (And of course, others have

about how to approach hard problems

sional goals, and has succeeded in mak-

come along to address their shortcom-

that are there before us in this world,

ing that noble mission a reality. It now

ings, take their work one step further by

now, today, ripe for the picking.

it operates around 900 childcare centers

outcompeting them, and continue the

serving a whopping 100,000 children.

cultural evolution.)

3

A business called K-12 began in 1999

That lesson is simple in its essence, though highly complex in its ex-

with the mission of providing structured

This is the kind of success we need to

ecution: encourage, empower, and

curriculum to homeschoolers, in order

start achieving as Montessorians. Oth-

endorse those possessing the same en-

to allow for individualized learning, and

erwise, we leave the future of education

trepreneurial principles that have creat-

over the past decade, it delivered more

at worst to the least innovative sectors of

ed other successful business ventures to

than four million courses.

society, and at best in the hands of entre-

achieve wide scale goals in mainstream-

preneurs who, however admirable their

ing Montessori education.

Whatever our criticisms of the pedagog-

motivations and their achievements may

ical approach embraced by these ven-

be, do not have our profound under-

Rejecting our Suspicion

tures, we commit an injustice if we see

standing of the needs of the child.

of For-Profit Education

ignore their can-do attitude and tre-

It is easy to wave our hands and say that

Why, then, is this work not happening,

mendous productive energy. They don’t

it’s more complicated, that education

at least not on any meaningfully broad

them as anything but heroic. We cannot

36

© MO N T E SSO R I L E A DE R SH I P | W W W.MONTESSORI.ORG/IMC | VOLUME 17 ISSUE 1 w 2015

into anything bigger. Much too often, the individual visions that start schools and training centers are lost with the visionary herself, and upon her retirement, dissolve into internal chaos. In Silicon Valley and other meccas of industry, small businesses (start-ups) are the seeds of ivy-like growth, winding their way inexorably out of the shadows and into that elusive mainstream we were talking about earlier, changing our cultural landscape forever. In Montesscale? Why are there so few exciting

And yet, on the other hand, Montessori

sori, they are simply small, isolated stars

Montessori ventures in the world? Why

advocacy has traditionally been focused on

that wink in and out of existence within

don’t we see waves of talented young

accelerating expansion in the public sector,

the span of a handful of decades. That is

entrepreneurs and billions of dollars

working within the current system rather

precisely what we need to change.

flowing to the noble work of spread-

than trying to disrupt it, including in re-

ing Montessori? One of the biggest ob-

cent years considerable efforts within the

I acknowledge, of course, that there

stacles, in my view, is the movement’s

charter school movement. Even outside

may be legitimate reasons to be con-

tacit reluctance about the profit motive.

Montessorians in the United States have always had a love-hate relationship with the commercial side of education. On the one hand, the American Montessori movement is built on the backs of small businesses. The best Montessori schools

Montessorians should not uncritically embrace conventional views of a dichotomy between commerce and education; I believe our salvation may lie precisely in our ability to transcend such stale views. That’s the type of first-handed thinking it takes to change the world.

in the world today were started by passionate visionaries—driven educators

public education, most of the top Montes-

cerned about the commercialization of

who poured their life’s blood into small,

sori schools are not-for-profits, and don’t

Montessori. Will a commercial venture

beautiful, joy-filled schools, and did so

include aspirations to expand aggressively

maintain the same fidelity to Montes-

in ways that was were fiscally viable. And

or solve systemic problems as part of their

sori principles? Will it have the integ-

because these were private ventures, the

mission statements. The movement,

rity to truly value the needs of the child?

individuals undertaking them were able

looked on as a whole, has not fully lever-

Will it bow to pressure to generate strong

to maintain implementation fidelity

aged best practices and know-how from

short-term returns on investment? These

and quality control without the heavy

retail and other relevant industries. Finally,

are important and good questions to

bureaucratic drag so common in the

perhaps because of the social justice wing

ask. But we should actually ask them,

public sector. The point also extends

of the Montessori movement, a com-

rather than just assume the answer in-

beyond schools; most training centers

mercial focus is sometimes treated with

volves a rejection of the profit motive.

and materials vendors were also initi-

suspicion on the assumption that money

The argument in the Montessori move-

ated by pioneering entrepreneurs, and

inherently corrupts.

ment today is entirely one-sided. There are lots of voices warning of the dangers

the movement has largely grown without public sector involvement.

The result is that the great entrepreneur-

of commercialization but few voices

ship we see on a small scale never erupts

explaining its potential benefits.

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37

No one, for instance, is noting that the

mercial considerations sully our noble

sion to cell phones to sous vide machines.

overwhelming majority of alleged con-

vision, which we often do, we won’t

Could the same thing happen in educa-

cerns with for-profit ventures apply

be as willing to explore the possibilities

tion? Put differently, if we live in a world

equally to non-profit or public ventures.

they present. Just as Maria Montessori

where the best education that money can

Whether it is allocating salaries, work-

did not yield to the convention of her

buy is always a Montessori education,

ing with donations that have strings

day, I would argue that Montessorians

could that bring us much, much closer

attached, avoiding tough decisions re-

should not uncritically embrace con-

to achieving our goal of delivering Mon-

garding fiscal responsibility, or mak-

ventional views of a dichotomy between

tessori to those who cannot afford it? In

ing compromises of quality or vision,

commerce and education; I believe our

such a world, for instance, the billions

there’s always a shortcut for those who

salvation may lie precisely in our ability

that are directed to educational reform in

are tempted by it. There is no automatic

to transcend such stale views. That’s the

this country (e.g., through organizations

way to sidestep the need for human in-

type of first-handed thinking it takes to

like the Gates foundation) would be nat-

tegrity, and to guarantee honesty. One

change the world.

urally drawn towards Montessori initia-

of the greatest lessons of American busi-

tives, rather than wasted on variations on

ness, a lesson we as a movement should

To take just one example, consider

explore and evaluate, is that there need

the goal of increasing accessibility to

the theme of traditional education.

That’s just one example of the type

What we communicate to the children in our classrooms is that hard things are possible. We do that not to lie to them, but because it’s really true. Hard things are possible, if we are willing to embrace the work of figuring them out.

of thinking we, as a movement, need to empower our entrepreneurs. More broadly, if we want to see examples of Montessori principles applied to solve real problems and to transform real opportunities into successful outcomes, we need to model ourselves after the most successful companies and industries in

38

not be a conflict between being mis-

Montessori education among lower in-

the business world. Imagine a culture

sion-driven and being commercially

come families. If we are suspicious of the

of entrepreneurship in which thousands

successful. Long-term business success

profit motive, we may assume that the

of visionaries act on their own judg-

is a product of virtue: innovative com-

best way to achieve our goal is to simply

ment, each trying a different path up the

panies succeed not by lying, cheating,

open more schools in lower- income ar-

mountain, with the more effective and

stealing, but by staying true in practice

eas, which means pursuing grants rather

impactful winning out over time. That’s

to a sweeping vision of how to make the

than private capital. If we step back and

what transformed other industries, and I

world better.

consider the goal from a long-term per-

argue the same can happen in Montes-

spective, however, it may be that, coun-

sori if we embrace this process.

This is not to say that all Montessori

ter-intuitively, the best way to bring

should be for-profit. The non-profit

Montessori to as many lower-income

The first step is to properly celebrate and

sector does have an important role to

families as possible is to invest in ensur-

encourage the entrepreneurialism and

play and should continue to be active-

ing that the most expensive schools in

risk-taking of the thousands of Mon-

ly supported. My point here is that by

Manhattan and San Francisco are Mon-

tessori small-business owners who’ve

assuming that the profit motive is in-

tessori schools. In every other private in-

literally carried the movement. They

herently evil, as we sometimes do, our

dustry, what starts out as a luxury of the

are the giants on whose shoulders we

movement may be closing potential

rich quickly becomes accessible to the

stand. Let’s continue to recognize their

doors to the future. If we feel that com-

common man—from books to televi-

idealism, but also equally highlight their

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We assume rather than validate our concern that the profit motive is in conflict with quality, with

up with it may be destroyed, and we must extirpate them completely...

The consciousness of what money

implementation fidelity, with integrity. We train our

is must be present to the mind of

teachers and administrators to find arguments to support

the child... actual experience in

our pre-existing conceptions, rather than observing the

was an abstract principle becomes a

facts and following them wherever they may lead.

this sphere fixes the fact, and what living truth. It comes to life in the sensitive period in which the child

practical know-how and business acu-

My answer, which I am asking you here

men. From there, we should engage in

not to accept but just to consider, is that

more discussions about the role of larger

a large part of the problem might be

This gives a basis for morality and

scale commercial success in bringing

our hesitancy to embrace, support, and

responsibility, which is entirely lacking

Montessori to more children.

celebrate the commercial potential of

in today’s teaching about money.

Montessori. I believe we are hamstrung

We treat money itself as an immoral

Conclusion: Let’s Reconsider

by our tendency to think of profit as a

thing, but this is not right. The very

the Role of the Profit Motive

dirty, materialistic concern that sullies

foundation of social morality is bound

our high-minded efforts to change the

up with money. The child who really

What we communicate to the children

world rather than as an indicator of our

lives out this experience, which teaches

in our classrooms is that hard things are

ability to succeed in action. We assume

him the nature of money, is going

possible. We do that not to lie to them,

rather than validate our concern that the

to arrive at a clear understanding of

but because it’s really true. Hard things

profit motive is in conflict with qual-

what money means, what its function

are possible, if we are willing to embrace

ity, with implementation fidelity, with

is.... Otherwise we are leaving the

the work of figuring them out.

integrity. We train our teachers and

rising generation in a state of darkness,

administrators to find arguments to sup-

which becomes increasingly dangerous,

I believe in the case of spreading Mon-

port our pre-existing conceptions, rath-

and when we present the youth

tessori, part of that work is asking and

er than observing the facts and following

with contradictions, which have no

answering some hard questions: Why

them wherever they may lead.

meaning… [o]n the one hand we say

isn’t Montessori education, and particularly

is getting at the idea of justice...

money is one of the first necessities, and

quality Montessori education, growing faster?

Consider the following from Maria

Why do so many Montessori schools bow to

Montessori’s London lectures. She’s

the pressure to compromise on standards and

talking about how to raise awareness

Because men grow up into life

principles, rather than seeking innovative

of money in the minds of children, but

in this state of mental confusion

solutions to their challenges? Why is there

we can apply the same point to the

they are ignorant and in darkness

virtually no Montessori presence at industry

Montessori movement itself:

about the mechanism of finance,

gatherings of educational entrepreneurs and

on the other that it is a dirty thing...

which holds in its possession all the

visionaries? Why is private money flowing

“[W]e have certain prejudices about

world’s money and, therefore all the

towards other educational ventures rather than

money because we think it degrading

world’s work. Because it is master of

Montessori-based initiatives? What needs to

for the child to handle or earn money.

work, finance is master of life.”4

change if Montessori is to explode onto the face

We have noticed similar prejudices

of the mainstream, completely replacing our

about the liberty of the child... I repeat

If we as Montessorians want to trans-

outdated traditional education paradigm?

the same thing about money in order

form education in America, I submit

that the immorality and error bound

that we must understand the role of fi-

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39

nance. We must ask why profitable ven-

that “state of darkness” where we cannot

bitious teachers to seek venture capital

tures are self-perpetuating, why capital

understand why, despite having the an-

to start their own schools; let’s applaud

flows to initiatives that generate returns,

swer to the crisis of our age, our move-

commercial success wherever we see

and whether commercialization can be a

ment continues to grow at a snail’s pace.

it and work to achieve it; let’s inspire

force for good in our efforts to bring the

Montessori schools and training cen-

genius of Maria Montessori to the chil-

Maria Montessori has given us the

ters to achieve wild profitability, and

dren of the world. And that means we

grandest of pedagogical visions, and

then channel their profits into further

need to engage in a productive discus-

demonstrated its viability in action. If

growth; let’s highlight and embrace the

sion about our movement’s approach to

we fail to make it a reality, the guilt is

exploration of ancillary businesses, such

the profit motive. We need to debate, to

ours. Rather than focusing on the guilt,

as home visits, parent consulting, book

argue, to poke holes in each other’s po-

however, let’s try to understand what’s

publishing and blogging, and forays

sitions, and push each other to analyze

not working.

into educational technology. Let’s learn

and evaluate and seek clarity.

from the greatness of American indusLet’s re-evaluate any antipathy to busi-

try and apply its best practices to our

I believe that such an honest, construc-

ness that exists in our movement and

own mission. If we do, I believe we can

tive dialogue has, more than any other

consider replacing it with a more entre-

succeed in creating a Silicon Valley of

initiative, the power to remove us from

preneurial ethos. Let’s encourage am-

Montessori and transform our world. ¢

Footnotes 1 Hazlitt, H. (1993) The Wisdom of Henry Hazlitt. Auburn: The Ludwig van Mises Institute, 45.

2 Friedman, T. L. (2014). Start-up America: Our Best Hope. New York Times, http://www.nytimes.com/2014/02/16/ opinion/sunday/friedman-start-up-america-our-best-hope.html (accessed January 18, 2015).

3 AltSchool gets $33 million in venture capital, (2014). SFGate, March 18, 2014, http://www.sfgate.com/education/article/AltSchool-gets-33-million-in-venture-capital-5327204.php (accessed January 18, 2015).

4 Montessori, M. (2012). The 1946 London Lectures. Amsterdam: Pierson Publishing, 184-185.

Ray Girn joined LePort’s fledgling

needs, Mr. Girn was promoted to the position of Chief

upper elementary and junior high

Executive Officer. In his first three years on the job, he

program in 2003, where he spent

restructured the organizational hierarchy of the company,

the next five years teaching and

built an exceptional executive team, developed the

designing the first draft of LePort’s

company’s growth strategy, and instilled in LePort a

math

curriculum.

mania for both pedagogical rigor and excellent customer

During this time, he found himself

and

science

service—while almost tripling the size of the organization.

increasingly involved in projects and responsibilities across

Mr. Girn’s goal over the coming years is to develop a

the organization. In 2008, Mr. Girn formally accepted the

scalable prototype for LePort’s curriculum, pedagogy, and

role of LePort’s strategic director, and with it the mandate

business model, starting from its Montessori infant care

to create and implement a vision of a growing network of

programs and eventually going through high school—

schools embodying LePort’s Knowledge for Life approach.

and in so doing, laying the groundwork necessary to bring LePort’s exceptional education to as many children

In 2010, now with an intimate knowledge of LePort’s

as possible.

curriculum, pedagogy, business practices, and strategic

40

© MO N T E SSO R I L E A DE R SH I P | W W W.MONTESSORI.ORG/IMC | VOLUME 17 ISSUE 1 w 2015

by Staff, The Montessori Foundation

Schools sometimes bring someone on board to teach a special subject for a few hours a week, or to perform limited duties on a very limited basis. This often leads to an internal discussion of whether this person needs to be treated as an employee, or if he or she can be considered as an outside contractor.

There are 11 factors that are generally considered in determining whether an individual is an employee or an independent contractor: 1. Instructions An employee must

This shows that the employer is interest-

8. Full-time Required An employee

comply with instructions about when,

ed in the methods as well as the results.

may be required to work or be avail-

where, and how to work. Even if no

able full-time. This indicates control

instructions are given, the control fac-

5. Hiring assistants An employee

by the employer. An independent con-

tor is present if the employer has the

works for an employer who hires, su-

tractor can work when and for whom

right to control how the work results

pervises, and pays workers. An inde-

he chooses.

are achieved.

pendent contractor can hire supervise and pay assistants under a contract that

9. Work Done on Premises An

2. Training An employee may be

requires him or her to provide materials

employee usually works on the premise

trained to perform services in a partic-

and labor and to be responsible only for

of an employer, or works on a route or

ular manner. Independent contractors

the result.

at a location designated by an employer.

receive no training from the purchasers

6. Continuing Relationship An em-

10. Order Or Sequence Set An em-

of their services.

ployee generally has a continuing rela-

ployee may be required to perform

tionship with an employer. A continu-

services in the order or sequence set

3. Integration An employee’s services

ing relationship may exist even if work

by an employer. This shows that the

are usually integrated into the business

is performed at recurring although

employee is subject to direction and

operations because the services are im-

irregular intervals.

control.

of the business. This shows that the em-

7. Set Hours of Work An employee

11. Reports An employee may be re-

ployee is subject to direction and control.

usually has set hours of work established

quired to submit reports to an employer.

by an employer. An independent con-

This shows that the employer maintains a

4. Services Rendered Personally An

tractor generally can set his or her own

degree of control.

employee renders services personally.

work hours.

ordinarily use their own methods and

portant to the success or continuation

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41

>> ACCREDITATION: The path towards validating your school’s hard work in providing quality Montessori education.

I have always felt that schools are better places if they

ercise ultimately provides the school with accreditation,

take a long hard, look at themselves and hold them-

indicating that what is says it is doing has been validat-

selves accountable for what they say they do. In our

ed by outside, impartial validators according to carefully

age of accountability and insistence on quantifying all

thought-out standards. It not only allows all school con-

things within education, I personally believe that a truly

stituents to feel great about their hard efforts but also

successful Montessori school needs to strive towards

provides useful information to your current and prospec-

becoming accredited.

tive parent body.

In many areas of the world, Montessori education is still

We have developed a flowchart for you to see how ‘easy’

considered ‘alternative’ education and, as such, not al-

it is to proceed through the steps towards becoming an

ways thought of as serious education. As a former Mon-

accredited school.

tessori elementary educator, I would beg to differ, but I have inside knowledge and worked mostly for schools

I encourage all schools to consider the IMC accreditation

that were accredited. This meant there was a definitive

and am available to speak to anyone who might be inter-

standard involved because we had to answer to an ac-

ested in starting down the accreditation path; I promise

crediting body.

you, you will not regret your decision.

The IMC’s accreditation allows a Montessori school to

Hillary Drinkell

thoughtfully and without judgment look at and validate

IMC Accreditation Director

itself upon all levels of the organization. This helpful ex-

hillarydrinkell@montessori.org

Integrated Services +

ADMISSIONS & ENROLLMENT BILLING & TUITION MANAGEMENT FINANCIAL AID ASSESSMENT

= One Interface, Happy Families & Happy Schools Contact us for Montessori School References See what we can do for you at tads.com/montessori 1.800.477.TADS | www.tads.com | info@tads.com

42

© MO N T E SSO R I L E A DE R SH I P | W W W.MONTESSORI.ORG/IMC | VOLUME 17 ISSUE 1 w 2015

>> IMC ACCREDITATION PROCESS The IMC Accreditation Process Beginning Stages School sends initial Inquiries to IMC Membership Director; IMC Membership Director (MD) checks on school's membership status and informs school of status; membership is required before application for accreditation may occur.

Team leaders work with Steering Committee Chair to set: meeting times, suggested schedules and deadlines for information to be accumulated and finalized.

School is sent application form, which is filled out and returned to IMC Membership Office.

Steering Committee Chair person ensures that each team is given as much documentation as possible so that team members can accurately assess the school's position within their assigned standard and is able to assign level scores to the indicators - as per handbook guidelines.

Membership Director sends an Acknowledgement of Application for Accreditation (form letter) to the school.

The application is reviewed and approved/not approved according to guidelines / collaboration between MD and Accreditaion Director (AD)

Teams will be responsible for: creating a written response as regards the standard upon which they have evaluated the school; assigning a level to each indicator within the standard upon which they have evaluated the school.

Once school is formally under accreditation candidacy: discussion about mentorship, if necessary, and discussion about critical documentaiton is conducted with AD.

Once all teams have completed the validation process, the Steering Committee Chair reviews all written responses and indicator level responses as given by each separate team.

Self-Study Process School administration identifies and names the Steering Committee Chair Steering Committee Chair develops the school's Accreditation Steering Committee made up of a group of people who are assigned to teams working to validate documentation against the standards. Group discussions are held to determine how the school rates iteslf against the indicators within each accreditation standard. A team leader is assigned for each separate standard.

Steering Committee Chair works with each team leader in assigning the various team members. These members should consisit of all stakeholders within the organization. Staff, faculty, trustees (if applicable), parents and older students (if applicable).

As a result of committee meetings, the School will be able to clearly define its institutional identity or school profile; this is an active part of the self-study and will evolve as part of the self-study ,once groups have met and been through the process of self-evaluation.

Steering Committee Chair will finalize the writen self-study and submit all relevant documentation to IMC AD for review.

AD with other IMC team members will read all material and inform Steering Committee Chair if school is in a positon to host an on-site accreditation visit

Preparing for the On-Site Team's Visit: Team leaders work with Steering Committee Chair to set: meeting times, suggested schedules and deadlines for information to be accumulated and finalized.

Steering Committee Chair ensures that there is a room set aside in which the on-site team can meet together, collate and write the report as well as conduct interviews as needed. Refreshments to be available to team members throughtout the day. Lunch and dinner each day with breakfast at the hotel.

Steering Committee Chair organizes a tour of the school campus and a reception with key people in the school on the evening of the first day of the team's arrival.

All files with required documentation, organized according to the accreditation standards, class schedules, class roster with faculty & staff assignments, administration roster & schedules, school floor plan identifying classroom & other pertinent locations, will need to be available to the team in the designated room. Each team member will need a personal copy of all information other than documentation for validation.

After the On-Site Visit The on-site team leader finalizes the written report and sends to AD for review. The AD sends to the Head of School for approval of technical accuracy.

AD sends the approved report to the Chair of the Accreditation Commission for dessemination to all School Accreditation Commissioners.

The IMC School Accreditation Commissioners make a decision on the report during one of their quarterly meetings and the AD is informed.

The AD informs the school of accreditation status. Full accreditation status is for 5 years, and provisional for 1-2 years depending on the recommendations needing to be addressed.

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by Georgina Hood The conference Peaceful Children... Peaceful Classrooms... Peaceful Schools was jointly presented by The Montessori Foundation, its membership organisation The International Montessori Council, and The Peace Academy. It was held at the Hyatt Regency in Sarasota Bay between the 6th and the 9th of November 2014.

I

was initially inspired by the

Schools Association, discussed the ‘Ex-

days, attendees could sign

title of this conference, as this

traordinary, Ordinary!’ in his natural,

workshops, alongwith the opportunity

year our work at Paint Pots has

charismatic manner. Sonnie McFar-

to listen to the keynote speakers.

concentrated on integrating the

land explored ‘Seeing the Light Within

peace curriculum into all our schools,

Each Child: a Cornerstone of Peace’

The weekend held a broad spectrum of

focusing on key elements for the parents,

with a magical light touch, and Dr.

available workshops. Most of my first day

teachers and children. I was fortunate

Joyce Pickering addressed the needs

was taken up with my own workshop,

enough to be asked to hold a workshop

of children with learning difficulties,

but I had the opportunity to attend vari-

at this conference which further allowed

eloquently focusing on the needs of the

ous talks on Saturday and Sunday.

me to explore the work we are currently

dyslexic child.

embedding into our schools.

for three

The first workshop I attended was This event was truly unique, more like a

‘Spiritually Prepared Leader/Leader-

The conference was attended by over

Montessori retreat than an international

ship’, presented by Jack Rice. This en-

260 participants and their guests, with

conference. The attendees left feeling

gaging workshop focused on how we

64 workshops and four keynote speakers,

rejuvenated, refreshed, honoured and

can extend Maria Montessori’s opti-

including two American Montessori So-

filled with a sense of belonging. The

mistic approach to help humanity into

ciety Living Legacys, Sonnie McFarland

goal was to reconnect with Montessori’s

leadership and develop a model that can

and Joyce Pickering, as well as IMC board

vision, refresh their knowledge, learn

be applied to any setting.

member Dr. Paul Epstein, and Inner Ex-

new skills and deepen their expertise as

plorers co-founders Dr. Laura Bakosh and

teachers. The Montessori Foundation

I then attended ‘Mindfulness and Con-

Janice Halloran. The title underpinned the

limited the number of participants so

templative Practices for Montessorians/

entire event and this clear message was de-

that a true community was created over

Leadership’, the first of a two-part work-

livered by excellent speakers. Laura Bakosh

the course of the weekend. Everyone

shop given by Claire Salkowski. It ex-

spoke about helping children develop a

had meals together, which further ce-

plored the concept of mindfulness and

daily mindfulness practice.

mented the bond between us.

contemplative practices of course, but the speaker also touched on relaxation, medi-

44

Paul Epstein, a speaker well known to

The range of topics covered in the work-

tations, deeper self-reflection and how to

the members of our own Montessori

shops was extraordinary. Over the three

bring mindfulness into our everyday lives.

© MO N T E SSO R I L E A DE R SH I P | W W W.MONTESSORI.ORG/IMC | VOLUME 17 ISSUE 1 w 2015

This event was truly unique, more like a Montessori retreat than an international conference. The attendees left feeling rejuvenated, refreshed, honoured and filled with a sense of belonging.

Finally, I attended ‘Implementing a Peace

My trip to this Florida conference was a

Georgina Hood founded

Curriculum’ for primary programmes.

magical and inspiring experience and I

Paint Pots Montessori

The speakers at this workshop, Tim and

have returned home with a spring in my

School in London in 1988.

Bridget Fik, brought their special peace

step. I have made many new interna-

Since then the school has

curriculum alive by means of musical en-

tional friends and we are already plan-

grown into four locations.

tertainment. They also introduced and

ning a variety of workshops that will

extended the idea of the peace table and

take place in the UK next year. These

Georgina sits on the National Council of

how this can be integrated into the Mon-

workshops will allow all Montessori-

the Montessori Schools Association as the

tessori environment.

ans to implement these peace ideas and

London Regional Chair and has hosted the

curriculum into their classrooms.

Annual National Conference. Due to her involvement and dedication this conference

During my stay in Sarasota, I was also lucky enough to spend a whole morn-

Next year, The Montessori Foundation

has grown from an annual attendance of

ing at NewGate, the Lab School of the

and IMC will host a similar event from

40 to one of 900. Georgina was awarded

Montessori Foundation.

Montessorian of the year in 2005.

During my

Thursday, November 5-8 at the same

visit, Lorna McGrath, Associate Head

beautiful location; look for more details

of School, gave me the opportunity

on the www.montessor.org homepage

In recent years, Georgina launched Heart

to observe children in the infant/tod-

as they become available. ¢

Montessori, a bespoke International Educational Consultancy, developing a vision

dler programme, and the 3 to 6 and 6 to 9 classrooms. It was a truly memo-

This article was originally published in

that supports new education initiatives. She

rable experience to spend time in such

Montessori International issue 114, 2015.

is currently involved in Africa and China.

a beautiful Montessori school.

VO LU ME 1 7 I SSU E 1 w 2 0 1 5 | WWW.MONTESSORI.ORG/IMC | © MONTESSORI LEADERSHIP

45

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