Montesssori Leadership june 2014 by The Montessori Foundation

VOLUME 16, ISSUE 2 | 2014

12 WEEK COURSES For more information please visit www.montessori.org. Classes and schedules will be posted as soon as they are determined.

An excellent and convenient way to gain new leadership skills and understanding, no matter what your current level of experience and Montessori background happens to be.

6 WEEK COURSES Distance learning is fast becoming the easiest For more information please visit www.montessori.org. Classes and schedules will be posted as soon as they are determined.

way for busy administrators and administration personnel at your school to keep up with new information or gain valuable insights. Learn on your computer, in your own office or home, lead by Tim Seldin and Sharon Caldwell of The Montessori Foundation. Special discount for staff of IMC member schools and multiple attendees from the same school. For complete information, visit the Montessori Leadership wing of www.montessori.org.

Montessori Leadership is the official magazine of the International Montessori Council, a non-profit organization. The opinions expressed in Montessori Leadership editorials, columns, and features are those of the authors and do not necessarily represent the position of the magazine or the IMC. Acceptance of advertising does not represent endorsement of any product or service. The International Montessori Council does NOT grant permission to reprint material from Montessori Leadership in any other form (e.g., book, newsletter, journal). Copies of this issue or back issues are available for purchase online at www.montessori.org .

Chair Tim Seldin, M.Ed Editor Joyce St. Giermaine joycestgiermaine@montessori.org Art Director/IMC Membership Director/ Conference Coordinator and Bookstore Manager: Margot Garfield-Anderson Margot@montessori.org 800 632 4121 Phone 941 309 3961/FAX: 941 359 8166 Article submissions and Consulting: Sharon Caldwell | SharonCaldwell@montessori.org IMC Accreditation & Consulting Tim Seldin | TimSeldin@montessori.org IMC Accreditation Director Hillary Drinkell | HillaryDrinkell@montessori.org Layout & Design Katrina Costedio katrina@katrinacostedio.com Tomorrowâ&#x20AC;&#x2122;s Child Online: The Montessori Family Connection Lorna McGrath Phone: 941-729-9565/1-800-655-5843 Fax: 941-745-3111 email: lornamcgrath@montessori.org For immediate service, use our secure online bookstore at www.montessori.org. For questions regarding an order, email: margot@montessori.org Subscriptions & Bookkeeping Don Dinsmore Phone: 941-729-9565/1-800-655-5843 Fax: 941-745-3111 email: dondinsmore@montessori.org Classified & Display Advertising Chelsea Howe Phone: 410-504-3872 Fax: 941-745-3111 tcmag@montessori.org

Montessori Leadership FEATURES 5

Intuitive Leading

by Dr. Janice Fletcher

Congratulations: Desert Gardens Montessori

Start the Academic Year Safely

by Robert Bambino 11 Projects and Investigations: Emergent Curriculum in the Montessori Classroom

by RB Fast

13 Montessori Foundation Research Initiative: Summary Statement

15 Hands

by Beverley Blount

18 Book Review: Your Left-Handed Child: Making Things Easy For Left-Handers In A Right-Handed World 19 Study Finds Low Income Latino Children Show Great Benefit from Montessori Pre-Kindergarten Programs 20 Food Allergies: Can We Really Keep Our Schools, Staff and Children Safe?

by Cathie Perolman

22 The Role of Peer Leaders in Small Group Settings

by Susan Y. Dyer

24 Montessori School Tuition: Cost Disease

by Brion Spinsock

cover photo Kym Van Straten, Randburg Montessori School

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Conference Partners:

Conference Sponsor:

October 10-11, 2014 Inaugural Hong Kong Montessori Conference Join Us in Hong Kong

A two-day event for Montessori Teachers, Administrators, Board Members, Classroom Assistants, Students of Montessori or anyone else wanting to know more about how we do it The Montessori Way.

For more information go to: www.montessori.org or www.montessorihk2014.org. Register online at: www.regonline.hk/montessorihk2014

w hools l Sc ec fu

Look for more information at www.montessori.org and in your email inbox. You may also email margot@montessori.org. Registration opens August 2014.

SPECIAL KEYNOTE SPEAKERS Sonnie McFarland, the American Montessori Society’s 2011 Living Legacy recipient is an International Speaker, Consultant and Workshop Leader on Educating for Peace, Personal Transformation, Community Building and Montessori Parenting. She served eight years as a member of the American Montessori Society (AMS) Board of Directors and currently chairs the AMS Peace Committee.

Laura Bakosh co-founded Inner Explorer in 2011 with the goal of helping children develop a daily mindfulness practice. Laura received her Ph.D. from Sofia University, (formerly the Institute of Transpersonal Psychology) in 2013. Her research focused on the efficacy of the Inner Explorer Elementary Programs.

Dr. Paul Epstein is currently Head of School of the Rochester Montessori School, Rochester, Minnesota. As a teacher educator, Paul has directed Montessori teacher education programs for both early childhood and secondary programs and taught at those levels. In addition, Paul was an associate professor at Transylvania University and an adjunct professor at Northwestern University and has served on the IMC board for many years.

ooms w P ssr ea la

Hyatt Regency On Sarasota Bay, Sarasota, FL

Dr. Joyce S. Pickering is a 40-year Montessorian, speech & hearing pathologist, and learning-disabilities specialist who has devoted her life to addressing the needs of students with learning differences. Currently, Joyce is Executive Director Emerita of Shelton School & Evaluation Center in Dallas, Texas. She is the 2013 Living Legacy Recipient for AMS as well as President of their Board of Directors. She is also associated with several colleges and universities.

Conference Sponsors

w Peaceful C

The Montessori Foundation’s Annual International Conference

n re

ceful Child a e P

by Dr. Janice Fletcher

Wise Decisions “I just can’t decide!” How many times are we faced with the dilemma of indecision? It fills us with anxiety, tension and frustration. No matter what the situa-

“A child is mysterious and powerful; and contains within himself the secret of human nature.” — Maria Montessori

tion, gaining insight for the right answer

Most of us have the occasional true/

We’ve all experienced the heart-wrench-

or making the correct decision is the

correct answer, coming in the form of

ing moments after a wrong decision

same process. The process of Intuitive

an Aha! moment or epiphany. Intuitive

when we exclaim, “I knew I shouldn’t

Leading is simple, natural and magical.

Leading shifts us from occasional correct/

have said, done, or chosen that. I knew

true answers to instinctually and consis-

it, I knew it, I knew it!” How did we

The Montessori leader faces constant

tently knowing. “Know thyself,” Socrates

know? We knew because all the answers

decisions: How do we prioritize budget

told us. Knowing our thought process

are within us. The exclamation, “I knew

items? Which teacher should be added to the

offers the opportunity to create optimal

it!” is proof we already had the answers.

team? With limited time and money, what is

conditions for Aha! moments, wisdom or

All we have to do it listen.

the best value for marketing? Do our actions

truth to flow with a natural intuition.

align with our philosophy and mission? What

What are we listening to? Conscience,

are the optimal learning conditions for each stu-

Listening Within

inner knowing, higher mind, intuition,

dent? As a school leader, we have enormous

In Bolman and Deals book, Leading with

God? What’s important isn’t the word

responsibilities to guide the teachers, stu-

Soul, they explain: “Leaders…often find

we use—it’s the listening. It’s this inner

dents, parents, and local communities in

themselves confronting awesome chal-

teacher that we strive to have our students

positive actions to result in natural and

lenges with inadequate reservoirs of

hear so they, too, can receive guidance.

effective learning for each child.

experience or seasoning. They look to

ping into Intuitive Leading, we release

“Children are not only sensitive to silence, but also to a voice which calls them...Out of that silence.”

anxiety, doubt, and procrastination

— Maria Montessori

The stakes are high. Each important decision has consequences. By step-

in our decision-making process. Most importantly,

arrive

correct

books, articles, consultants, and work-

Leaders can listen intuitively and lead

decisions—wise decisions! Wisdom is

shops…In matters of spirit, wisdom

from our inner source. Whether we are

truth; thus, wise decisions are the true

and experience count far more than

five or fifty years old, the brain works

answer. Our decisions can flow from the

technique or strategy…wisdom comes

the same. We hear the inner teacher

source of truth.

from within rather than without.”

when our mind (left brain) is silenced.

Vo lu me 1 6 I ssu e 2 w 2 0 1 4 | www.montessori.org/imc | © Montessor i Leadersh ip

During an Aha! moment or epiphany,

of our body’s murmurs, holds the key.”3

even cost money! It is a personal journey

our mind silences naturally. By learn-

On occasion, we all lead by intuition.

of self-awareness with an openness to

ing the six-step process of Optimal

As leaders, we know or can feel which

notice conditions and patterns of think-

Wisdom Learning (OWL), we enhance

way to guide our schools and students.

ing. It is exciting and fun to increase our

our awareness and raise our consciousness

By understanding the six steps of Optimal

intuitive thinking. We eliminate wasted

to the process. Our heightened aware-

Wisdom Learning (OWL), we increase the

time and effort in wrong directions or

ness creates a brain exercise, developing

frequency of our new heightened aware-

answers. Our personal life flows, and

the nerve (the corpus callosum) between

ness. Increased access to our right brain is

our leadership steps up to a new level, for

the left and right brain, leading us from

developed, opening flow of insight, genius,

when we intuitively lead, we are leading

a dirt road to a superhighway of insight.

or truth. Yes, awareness is critical!

from a higher perspective: truth.

When truth guides us, we are intuitively

Imagine the potential to consistently lead

leading. What is truth? Gandhi replies,

our schools with wise decisions com-

“A difficult question; but I have

ing from the source of truth. And

solved it for myself by saying

all we have to do is listen within!

that it is what the ‘voice withThe Inner Rudder Intuitive

Leading

in’ tells you.”5 is

sought by all leaders.

Six Simple Steps to

Our success as a leader is

Leading Intuitively

measured by the wise or

Accessing our intuition

unwise decisions made.

to lead is logical, easy, and

gather

already in place. All we

information

need is to become familiar

and opinions from oth-

with the six steps in the process,

ers; then, we make the de-

then wait for the next Aha! mo-

cisions that affect our schools.

ment to appear. When we say, “Yes,

Those decisions are ours alone. It is in that ‘being alone’ that we gather our

that’s the answer I was looking for!” or

strength, confidence and courage to

“I got it!,” we increase our awareness by

decide and lead.

reviewing and identifying how and Maharamayana tells us, “Awareness

when the steps took place in our

Daniel Golemen, author of Leadership:

is not the same as thought. It lies be-

thought process.

The Power of Emotional Intelligence, in his

yond thinking, although it makes use

recent bestseller, Focus, defines it as “the

of thinking, honoring its value and its

1. Desire

inner rudder.” He further states, “Such

power. Awareness is more like a vessel

2. Surrender

a (important) decision requires im-

that can hold and contain our thinking,

3. Still the mind

mense confidence in one’s own guiding

helping us to see and know our thoughts

4. Listen and accept

values. What allows people to have such

as thoughts rather than getting caught

5. Act upon the guidance

a strong inner compass, a North Star

up in them as reality.”

6. Test the guidance

to the dictates of their deepest values and

To sharpen our skills of Intuitive Lead-

DESIRE. The first step is to desire it.

purposes? Self-awareness, particularly

ing, we don’t need more certificates,

We look within the data of our own

accuracy in decoding the internal cues

diplomas, or accreditations. It doesn’t

mind and resources. Not finding the an-

that steers them through life according

swer, we seek elsewhere. Our problems

volved. This transitions us from a state

process is inherent, organic. As Maria

require solutions, questions demand

of relaxed wakefulness to a period of

Montessori explained, “The teacher

answers; this creates the desire.

high attention.

must derive not only the capacity, but the desire, to observe natural phenom-

SURRENDER. Second, we must

ACT UPON & TEST THE

ena. The teacher must understand and

surrender to a greater force—a greater

GUIDANCE. We embrace wisdom by

feel her position of observer: the activity

understanding, something other than

acting upon it, testing it and integrating

must lie in the phenomenon.” When we

our mind—and a need for its guidance.

it into the fabric of our being.We have

become conscious of our Aha! moment

Neuroscience tells us the left brain, the

“Free the child’s potential, and you will transform him into the world.”

linear and logical part of our brain, shuts down and quiets when the ‘surrender’ occurs. We say, “I give up. I just don’t know. I am going to sleep on it. I will

—Maria Montessori

deal with this tomorrow or in the next meeting.” At that moment, we are open

all experienced times when we haven’t

process, we can recreate them by follow-

to some other source to help us find the

acted upon the wisdom or truth we’ve

ing the steps to listen to the inner teacher.

answer we seek.

possessed. It is when we say, “I knew I

Then we experience OWL moments in

shouldn’t have done that or gone there.”

which we are optimally learning.

STILL THE MIND. Third, we must

We become wise by acknowledging

pause our thoughts. With our left brain

its presence and acting according to its

Results

inactive, a pause of thinking creates an

guidance. Summarizing the steps:

The greatest result is an unlimited abil-

openness, or stillness, where wisdom resides. The stillness allows the space,

• Open the space of unknowing to create the desire to learn

or opening, for truth to emerge. Truth is the foundation of wisdom. Dr. Jill Bolte Taylor, a renowned brain scien-

• Surrender. We must quit looking

ity to access genius. David Hawkins in Power vs. Force states: “The individual human mind is like a computer terminal connected to a giant database... The database is the realm of genius…

tist, lived through a stroke that caused

for answers in our mind, and allow

The unlimited information contained

her left brain to shut down. She speaks

them to come from within

in the database has now been shown to

of how her thoughts “paused” in her book, My Stroke of Insight: “I paused for

• Clear the mind, creating stillness

a moment, in search of some guidance or profound insight.”

• Be patient in waiting for an answer;

LISTEN & ACCEPT. Once we ten so we can hear and accept wisdom.

listen to the inner teacher

• Accept the wisdom, then act upon

Part of our self-awareness journey is to

the guidance

note when we are in our alpha state of mind: when you’re in the shower, walking your dog, almost asleep. The alpha

seconds, at any time and any place.”7

free of thoughts

achieve stillness, the next step is to lis-

be readily available to anyone in a few

By honing our abilities to listen within, and act on the wisdom, our schools and students (even our personal life) will flourish with abundance of accuracy and fluidity. The fun part about unleashing this awareness is discovering and experiencing the synchronici-

•

Secure the wisdom, and test

ties of life, the ‘God Winks,’ the magic!

the guidance

It is our soul’s nature to know. It is in

state is the space in which our right

our DNA. As Maria Montessori noted:

brain’s big-picture, creative side speaks.

Insights, truth and Aha! moments hap-

“We discovered that education is not

Then, reticular activating system is in-

pen naturally and easily to all of us; the

something which the teacher does, but

Vo lu me 1 6 I ssu e 2 w 2 0 1 4 | www.montessori.org/imc | © Montessor i Leadersh ip

that it is a natural process which devel-

student at a time by leading from the

into Optimal Wisdom Learning

ops spontaneously in the human being.”

highest level of truth—intuitively. 

(OWL), janicefletcher.com 3. Goleman, D. (2013) Focus,

By tapping into our natural instincts and

Dr. Janice Fletcher is an author, speaker

The Hidden Driver of Excellence.

listening within for answers, we act on

and trainer from the content of her books:

New York, NY: Haper Collins.

wisdom and truth, and we make wise

Wisdom from the Inner Teacher: Turning

4. Maharamayana, accessed February

decisions. Wise decisions create posi-

Aha’s! into OWL Moments (Optimal Wis-

9, 2010, www.diamondhelper.com.

tive, effective leadership.

dom Learning) and many other topics. Learn

5. Gandhi, M. accessed February 9,

more at: janicefletcher.com

2010, www.diamondhelpers.com.

Even though we are important leaders

6. Bolte, PhD, J. T. (2008) My Stroke

making significant, even life-changing,

REFERENCES:

decisions, we are really just ‘tall chil-

1. Bolman, L. G. and Deal, T.E.

Journey. New York, NY: Penguin Group.

dren.’ We are human, with the genius

(1995) Leading with Soul: An

7. Hawkins, PhD, D. R. (1995)

and intuitive potential to lead. Free it

Uncommon Journey of Spirit. San

Power vs. Force, The Hidden

simply with an attitude adjustment,

Francisco, CA: Jossey-Bass.

Determinants of Human Behavior.

awareness, and an openness to receive

2. Dr. Janice Fletcher, Wisdom from

Carlsbad, CA: Hay House Inc.

wisdom. Let’s transform the world, one

the Inner Teacher: Turning Aha!s

of Insight: A Brain Scientist’s Personal

Desert Garden Montessori in Phoenix, Arizona has been awarded their IMC accreditation as of March 1, 2014.

he school had its onsite visit

with sights set on adding a

in late January by the team of:

full Secondary program in the

Claire Salkowski, Accreditation

near future. We congratulate the school

Chair, IMC Board member and Head of

on achieving their accreditation and are

Free State Montessori (Fork, Maryland);

pleased to share this news with the IMC

Shetal attending the November confer-

Margot Garfield-Anderson, IMC Member-

community.

ence in Sarasota, Florida, November

planning

6-9, 2014, so that she can be given the

ship Director and Montessori Foundation

are

Staff Member; Robin Howe, Elemen-

Now that the school has earned this dis-

opportunity to address members on

tary Guide from NewGate School (the

tinction, it will become a mentor school

her school’s experiences of accredita-

lab school of The Montessori Founda-

to other schools going through the pro-

tion and be awarded a ceremonial version

tion); and Jan Katzen (not pictured here),

cess. Head of School, Shetal Walters, led

of the certificate that the school has

former Toddler Directress and AMI-cer-

her committee through the process with

already received.

tified teacher, Certified Nutritionist and

grace, courtesy, and community involve-

Nutritional Educator.

ment. The school’s staff and families wel-

So…Congratulations

comed the onsite committee with total

You’ve earned your bragging rights on

The school’s program runs from the In-

openness to the experience and made it a

this one. 

fant/Toddler through Adolescent program

truly inclusive and welcoming event for all.

Desert

Garden.

by Robert Bambino CPCU ARM, Senior Vice President / Risk Management, Wright Specialty Insurance

he start of the academic year is

Facility Use

a good time for staff to review

r Walking surfaces should be clear

safety issues with a new, fresh

Accidents and claims arising from

perspective. Over the summer, build-

facility use are usually the result of the

ings have been cleaned, repairs have

activity involved. Falls and collisions

been made, and in some educational

between players involved in sports and

institutions, construction projects were

athletics are the most common type

completed. Not surprisingly, many of

of loss. Besides sound maintenance of

and cameras need to be in

the accidents (and resulting claims) that

facilities,

good working order.

occur during the year are a result of slips

must have a permit system for outside

and falls or from the use of equipment.

users, where a use-of-facilities application

Here are several easy-to-follow safety

is required. This form (now on school

emergency exit areas should

and risk control issues that go hand-in-

websites in many cases) should include

be clearly identified and free of

hand with the start of the year.

all applicable rules, board policies, and

landscaping and vegetation.

educational

institutions

of any trip-and-fall hazards. r Handrails must be secured. r Exterior perimeter lighting

r Rescue windows and

requirements, including indemnification Building Security

language and insurance requirements.

r Areas of assembly, such as gyms, auditoriums and cafeterias

A single point of entry for visitors dur-

Building Inspections

ing school hours is a good way to control

may have been painted or had renovations completed over the

building access. Exterior signage, direct-

A building inspection can be a good way

summer. Ensure all required

ing visitors to the appropriate entrance,

to identify potentially hazardous con-

notices, such as occupancy and

and locking all other perimeter doors

ditions or procedures at the start of the

emergency exit procedures,

will limit unauthorized entry. Visitor

academic year. In addition to required

have been reposted and exit

security rules, which require all visi-

state school inspections and fire mar-

signs properly illuminated.

tors to register and sign-in, receive (and

shal visits, safety committee members

wear) a badge, and be escorted while in

often conduct surveys as part of their

r Make certain that all construction

the building are low-cost, easy-to-im-

activities. Divide and assign separate ar-

materials have been removed

plement procedures. Also, ensure that

eas of a building to different members

and chemicals used for summer

visitors sign-out and return their badges

and conduct a walk-through, with the

cleaning are properly stored.

when they leave the building/campus.

goal to report hazards to the rest of the

This will aid in having an accurate list

committee. A checklist format helps fa-

of who is on the property in the event

cilitate the process, but members should

electrical rooms, or electrical panel

of an emergency. When reviewing this

be encouraged to identify other hazards

boxes unsecured. These areas

process, be sure to review vendor and

that are not included in the checklist.

are often left unlocked during

contractor access, especially if there are

r Do not leave boiler rooms,

the summer for ease of access,

kitchen and loading dock areas, since

Where to start?

but need to be secured once the

these doors are often not locked.

Conditions to check include:

building is occupied by students.

Vo lu me 1 6 I ssu e 2 w 2 0 1 4 | www.montessori.org/imc | ÂŠ Montessor i Leadersh ip

Classrooms

r Ensure that building changes have not interfered with safety

Other conditions arising from construction that should be evaluated include:

by blocking exits, pull stations,

In the rush to get classrooms ready for

fire extinguishers, or exit signs.

the academic year, safety issues can be

• overlooked. Typical classroom hazards in- • clude: rescue windows that are unmarked • and/or obstructed; housekeeping, such • as classroom material that is not properly • stored; obstructed vision panels; missing

Excess offensive odors and noise Delivery trucks Smoking on school grounds Contractors not wearing ID tags Proper removal of construction debris

• Changes in traffic patterns of electric extension cords; and the use of • Unsafe storage of debris cooking or heating appliances, which may • Unsafe storage of construction fire and tornado shelter exit maps; misuse

not be allowed in classrooms.

material and hazardous chemicals

• Inadequate security 

Non-structural educational areas also need attention. Signs with governing Playgrounds

rules should be posted in shops, labs,

If you have any questions

weight rooms, pools, and other areas

about this subject, or if you

Playgrounds receive a great deal of use

to establish a safe tone for the start of

need assistance conducting an

over the summer, and an inspection of

the academic year. Ensure that all ma-

assessment, please contact the

playground areas and equipment at this

chinery in the shops is anchored to the

Wright Specialty Insurance

time of year is warranted. Playground

floor to prevent tip overs and all personal

Risk Management Department

equipment needs to be in good work-

protective equipment is easily available.

at (516) 750- 9457.

ing order. With high-usage, surface material (especially loose fill materials

Ongoing Construction

like pea gravel, wood chips, and sand) can become degraded. Additional ma-

If construction projects continue into

terial may be needed, as well as repairs

the academic year, ensure that proper

to unitary surfaces, such as rubber mats

exits from the construction site are

or tiles. If you have questions about the

being used by contractors and for deliv-

playground guidelines, please refer to

eries. With students and staff back on

the Handbook for Public Playground

the grounds, check to see that access to

Safety, a publication of the Consumer

the area under construction is restricted.

Product Safety Commission (available at

Students, visitors and staff should not

www.cpsc.gov).

have access to these areas.

Wright Specialty is a Sponsor at this year’s 18th International Conference in Sarasota, FL November 6-9th

Montessori Leadership seeks well-written articles that appeal to Heads of School, Administrators, Boards and Classroom Management. For further information on our submission requirements, please email, margot@montessori.org. We publish four times annually.

Emergent Curriculum in the Montessori Classroom by RB

Fast

are

curriculum and causes no detriment to

While emergent curriculum can blend

students with confidence.

the development that occurs through the

seamlessly in a Montessori classroom,

They are cur ious and

use of the traditional lessons and materials.

there will certainly be challenges and

self-directed individuals with the capacity

Most Montessori teachers have thematic

pitfalls along the way for any teacher or

to challenge themselves if they are

units of some sort in their classrooms

administrator working to establish and

provided the right tools by the adults

already. Whether they are seasonal, cul-

align implementation of the two cur-

facilitating their learning. This is why

tural, biological, or based in the arts,

ricular models. Consider the following

a Montessori classroom is the perfect

there are changing themes that run

suggestions when getting started:

incubator for the application of an

throughout the classroom in many

emergent curriculum model.

Montessori schools.

ontessor i

children

Plant

Provocations:

Provoca-

tions are items placed throughout the Emergent curriculum focuses on the

According to The Power of Emergent

classroom that cover a variety of themes

interests of the children as the primary

Curriculum (2014) by Carol Anne Wein,

and concepts. They can be in the form

Emergent curriculum focuses on the interests of the children as the primary factor in the influence of topics of study in a classroom.

factor in the influence of topics of study

There are three main factors that define

of books, beautiful objects, or purpose-

in a classroom. The teacher turns a keen

emergent curriculum: reciprocal plan-

ful materials. If you are unsure of how

eye and ear to the ideas, questions, and

ning, aesthetic responsiveness, and de-

to start a child-driven thematic unit in

experiences the children have, to then

sign and creativity. Reciprocal planning

your classroom, this method can help.

use that prompting to bring certain

is defined by the constant collaboration

Choose several topics that you think

materials or activities into the learn-

between the children and the adults in

might be of interest to your students.

ing environment. There isn’t an exact

the learning environment. There is col-

Then find two or three provocations

plan regarding a specific skill or piece of

lective research and work that is driven

representing each topic and place them

knowledge the children will have at the

by the questions or hypotheses of in-

in your classroom. Observe the children

end of the unit, nor is there a plan for

dividual learners within the group.

and listen to their conversations and questions. You will begin to see what

how long the unit will last. “The route emerges as children and teachers together

Aesthetic responsiveness refers to the way

prevocational topic is most popular, and

create responses to their own questions;

the adults prepare themselves and their

the unit can ‘emerge’ from there.

through documentation, the course can

learning environments. Wein defines

be made visible so that others can see it”

four specific qualities present in aesthetic

n Use a Knowledge Web: At the begin-

(Wein, 2014, p. 6).

responsiveness: authenticity, attentive-

ning of a unit, sit with the children and

ness, appreciation, and empathy. The final

ask them to share with you everything

The beauty of implemening the prac-

factor, design and creativity, refers to the

they know about the topic you will be

tice of emergent curriculum in a

physical expression of the learning that is

studying. Write the topic at the center

Montessori classroom is the fact that

occurring. This is achieved through proj-

of a poster board and circle it. Create a

it blends seamlessly with the existing

ects as well as documentation.

‘web’ from this center circle showing

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the things the children know about the

n Involve the Parents: Throughout my

farming, plant a garden or volunteer at

topic. Display this web in the classroom

thirteen-year career in Montessori, I have

a farm. If you are studying rainforests,

during the unit. As you are drawing

noticed that many teachers and adminis-

make a terrarium.

the unit to a close, bring the web back

trators seem to see the presence of parents

to group and ask the children to again

in the classroom as more of a distraction

n Document Heavily: Utilize every

name what they know about the emer-

than a blessing. If you are one of them,

adult in the room as a tool for observ-

gent topic. Using a different colored

consider this your call to reconsider. Par-

ing and documenting what happens

marker, document the new things they

ents have so much to offer the learning

with the children. Emergent curricu-

know. This offers teachers, children,

environment and their presence in the

lum requires that teachers sit and in-

and parents a concrete demonstration of

classroom gets their child excited about

tently observe their students working,

Blending emergent curriculum with your Montessori program is an opportunity for significant growth for your whole community. growth. The children take a deep sense

learning. Give them as much information

something every Montessori teacher

of pride in seeing how much they have

as you can about what is happening with

should be doing anyway. Take ad-

learned in a visual format.

the classroom and different ways in which

vantage of any technology available to

the children are exploring the emergent

you to help record and display docu-

Classroom:

unit. Invite parents to bring in objects or

mentation. A digital camera or a tablet

Let your imagination run when

stories that they have to share related to

computer will be very helpful to ensur-

considering the ways in which you can

the unit or to read a book to the class-

ing complete documentation. These

incorporate the emergent theme into

room. When the parents are excited about

photographs can be easily converted

the learning environment. Brainstorm

what is happening in the classroom, the

into a daily email to parents, keeping

with your colleagues on ways to weave

children will be excited as well, and this

them engaged in their childâ&#x20AC;&#x2122;s learning.

the concept into your practical life,

can only benefit you.

They can also be used to document the

Saturate

the

general activity in the classroom, via

math, science, cultural, language, music, sensorial, art, and peace areas in your

n Have a Special Event: Use your

wide-angle shots. This will help not

classroom. Fill the library with a

emergent theme as an opportunity to do

only your emergent exploration, but it

variety of books that offer different takes

something special with the classroom.

will help you with record keeping re-

on the subject. Make food that represents

This can be a field trip, a guest speaker,

garding the use of the traditional mate-

the unit. There are always opportunities

or a special project. Parents can volunteer

rials as well.

for changing out the objects in your

to help make this special event happen,

one-to-one correspondence work on

and the children will come away with new

n Be Flexible: You will need to utilize

the math shelf as well. Put in a variety of

interests and questions to explore further

every adult in the classroom as well as

new language cards and consider deeper

with the group.

administrative support in order to really make it work, because it requires a lot

opportunities to address the theme. For

example, if you are studying airplanes

n Make Something: Create something

of effort. Remember that flexibility is

put out a grammar airport (you can find

with the children that allows them to

a must. The whole point of emergent

wooden model airports in toy stores) in

feel ownership over the emergent sub-

curriculum is that the children drive

lieu of the grammar farm and place sooth-

ject. If you are studying space, build

the learning. This may take you to un-

ing objects for your peace corner inside a

a rocket ship out of a giant box and

expected places. At some point, you

beautiful piece of luggage.

computer parts. If you are studying

may be ready to recognize that there

ÂŠ Mo n t e sso r i L e a de r sh ip | w w w. m o ntessori.org/imc | Volume 16 Issue 2 w 2014

References

is a need for more than one emergent

to “follow the child” in an authentic

theme at a time in your classroom be-

and fully present way. The children will

cause of the interests of the children. Be

delightfully engage in exploration and

Helm, J. and Katz, L. (2011)

patient and observe not only the chil-

challenges and will leave your school

Young Investigators: The Project

dren, but yourself and how you are re-

feeling as though learning is exciting

Approach in the Early Years. National

sponding to their inquiries.

and worthwhile. There can be no better

Association for the Education of the

success for a Montessori school!

Young Child, Washington, DC.

with your Montessori program is an

RB Fast is Vice-President of the Colorado

Wein, C. (2014) The Power of

opportunity

growth

Montessori Association and the Associate

Emergent Curriculum: Stories From

for your whole community. Create

Director at the Montessori Academy of Colorado.

Early Childhood Settings. National

permission in your school for colleagues

She is AMI trained and currently working

Association for the Education of the

to respectfully address one another

toward an MS in Early Childhood Studies

Young Child, Washington, DC.

regarding specific interactions for lessons

from Walden University. She blogs about

they had with children. This is a chance

Montessori, early childhood education, and the

for your school to show your parents

joys and challenges of marriage and motherhood at:

and community what it really means

www.vegucationmama.wordpress.com. 

Blending

emergent for

curriculum

significant

MONTESSORI FOUNDATION RESEARCH INITIATIVE Primary Research Team

Paul Epstein, Ph.D. Andrew Cutler, MD

Tim Seldin, M.Ed.

George Spagnola, Ed.D.

Anita Amos, Ph.D.

Elizabeth Kaser, M.Ed.

In addition to the Research Team, we are

There are over 300 schools currently

2. Academic Growth within the

pleased and encouraged by the many

utilizing the MontessoriCompass online

framework of the universally

passionate members of the Montessori

record-keeping system with behind-the-

understood educational goals

community who have expressed their

scenes alignment to the Common Core

as outlined in the Common

willingness to support and participate in

State Standards. Each of these schools

Core State Standards.

this project.

has the opportunity to participate in the

3. Non-Academic Growth in

research project and make their 2012-2013

the Montessori environment

The Research Team has collaborated to

and 2013-2014 student records available

(Executive Function/Grit)*

formulate agreed-upon research variables

to the project.

and attributes for participating schools,

*We are pleased to be working with

teachers, and students. In addition, metrics

The data that will be collected from this

Angela Duckworth’s team, as they are

to measure academic and non-academic

research project will significantly contribute

experts in the field of research on

growth in the Montessori classroom have

to the body of knowledge in the Montessori

development and assessment of ‘Grit.’

been designed. Lastly, requirements for par-

research field in the following three areas: In an effort to highlight the depth, rigor and

ticipation by schools have been developed, and the necessary self-training modules for

1. Academic Growth within the

quality of a Montessori education, data from

participating teachers are being completed.

framework of the Montessori

online record keeping in MontessoriCom-

Scope & Sequence.

pass can be used to examine a number

Vo lu me 1 6 I ssu e 2 w 2 0 1 4 | www.montessori.org/imc | © Montessor i Leadersh ip

MONTESSORI FOUNDATION RESEARCH INITIATIVE (cont.) of issues related to Montessori teaching

programs with other educational programs

large. The ultimate goal of the project is to

and the Montessori Scope and Sequence.

across many geographical and socioeco-

provide a virtual prepared environment for

Research queries about record-keeping

nomic regions of the US.

researchers to make their own discoveries by being able to apply an exploratory ap-

practices, most commonly used Montessori lessons and materials, and percentage

For example, researchers can examine how

proach to analyzing the data. We anticipate

of time spent on specific areas of the cur-

and at what ages students in Montessori

the ability to track both academic and non-

riculum are a few examples of how record-

programs are meeting specific Common

academic growth in the context of socio-

keeping data can be used to examine and

Core State Standards in comparison to the

economic, ethnic, and/or geographic data,

illustrate the practices of Montessori teach-

grade level of those standards. Based on

will contribute to the discovery of novel

ers in Montessori schools across the US. In

data collected thus far, we fully anticipate

connections and aid in defining future

addition, there are many queries that could

this aspect of the project to provide cogent

questions and studies to further the cause

be posed and answered related to various

and widely understood evidence of the aca-

of Montessori.

demographics and specific areas of the

demic benefits of the Montessori approach.

Montessori curriculum.

Of significant importance, we anticipate the

We feel strongly that Montessori advocates

universality of the Montessori approach

will greatly benefit from having a growing

For example, researchers can examine

in meeting the diverse academic needs

body of concrete data at their disposal in

average ages when Montessori students

of students from varied socioeconomic

order to effectively influence significant

are presented specific concepts across

and ethnic backgrounds to be clearly and

change in the education system at the

Montessori programs in a wide variety of

broadly demonstrated.

local, state and national levels. Therefore, a core objective of this project is to

socioeconomic settings. As another example, researchers can make comparisons

Lastly, the development of easily

equip advocates with valuable insights,

about the depth of the Montessori curricu-

accessible surveys and classroom obser-

presented in a format that is universally

lum by examining the variety of Montes-

vation tools within Montessori Compass

understood by both Montessori educators

sori works addressing math and literacy

will make it possible for researchers

and the broader educational community.

concepts completed by students within

to examine student growth in areas of

We anticipate that this study will serve as a

specific time frames. With the behind-

Independence, Resilience/Grit, and Self-

valuable tool for those seeking to advance

the-scenes alignment of the Montessori

Regulation/Concentration, among others,

Montessori in their respective communities

Curriculum to the Common Core State

in Montessori programs across the US.

and are particularly inspired at its potential to increase access to a Montessori

Standards in Montessori Compass, researchers have the opportunity to com-

All of the data collected will be made

pare the rigor and depth of Montessori

available to the Montessori community at

education for children living in poverty. ÂĄ

In Memoriam As you may already know, the Montessori community recently lost two strong leaders, both of whom have significantly influenced and raised awareness of Montessori. They are both irreplaceable, and they will be greatly missed.

Eileen Roper Ast, Former Director of the American Montessori

Dennis (Dennie) Jay Schapiro died of a sudden heart attack while

Society, died tragically in a car accident. Prior to her work with

walking his dog, AC, around Lake Harriet. A talented writer and

AMS, she served as the President of the New York Women in

journalist, Dennisâ&#x20AC;&#x2122; career included teaching, writing and publishing,

Communications Foundation, which helps women who want to

including MetroSports and the Public School Montessorian, a

advance their careers in the communications industry.

national quarterly journal for public Montessori educators.

ÂŠ Mo n t e sso r i L e a de r sh ip | w w w. m o ntessori.org/imc | Volume 16 Issue 2 w 2014

Beverley Blount

The proper terms are dominant hand (DH) and sub-dominant hand (SubDH), and this usage will make understanding much easier. Of course, his or her subdominant hand is the one that is oppo-

Tips for right-handed parents with left-handed children… and left-handed parents with right-handed children… and for all of our children and all of our teachers!

site the dominant one. The next thing is to find out which is the child’s DH if it is not yet known. Something that often works for small children is to roll a ball to them 25 times and ask them

often find that parents may need

That was all I needed. I advised her:

to kick it back; then, throw a ball to

some kind of ‘manual’ to help

“The solution is easy; he is left-handed,

them 25 times and ask them to throw

them cope with a child whose

and you are teaching him with your right

it back. By counting the times they kick

dominant hand is the opposite of the

hand. His little brother is right-handed,

or throw it back with each hand or foot,

rest of his/her family, and especially to

so your instructions are correct for him.

you may get a good idea of which is

help protect their child in an environ-

Here he comes now, use your left hand

his/her DH. They may be very dexterous

ment of opposites.

to show him how to write his name.”

with both hands, but usually, they kick with their dominant foot. Now, when

This was made clear to me one morning

She did exactly that and was amazed

their DH is known for sure, some plan-

on a flight from Los Angeles to Mexico

when he immediately did his letters cor-

ning must be done. If their DH is the

City. A young mother was sitting next

rectly. She colored a bit on his booklet

same as everyone else’s in the family,

to me with her two young sons (prob-

with her left hand and he caught on right

then no one needs to worry anymore;

ably 4 – 5 ½) sitting across the aisle from

away. She turned to me, asking: “Why

however, if their DH is different from

us. They were constantly popping out

didn’t anyone tell me?”

everyone else’s then changes need to be made in some of the family techniques.

of their seats to show her the coloring books they were working on, coloring

We talked for an hour, me giving her

the pages and writing their names on

tips on how to help her little one.

First, establish where the child with the opposite DH is in the family structure.

the pages. The youngest one was doing a fair job for his age on his work, but

Then she said, “Why isn’t there some-

There can be many different positions

the oldest was having trouble staying

thing that tells parents what you are telling

(such as the oldest sibling, middle sibling,

within the lines and reversing his let-

me?” I promised her I would write one,

and smallest sibling), and the parents

ters when writing his name. I couldn’t

and here it is, a helping hand pamphlet

themselves may not have the same DH.

help watching, and finally the mother

for families with cross-handed children.

Wherever our target child is, everyone in the family, especially the parents, needs

turned to me and said, “I don’t know what’s wrong with my oldest. He always

Finding Out

brother doesn’t.”

to know that they must be careful to recognize what hand they are using

gets everything mixed up and his little Before starting, it’s necessary to get rid of

whenever showing something to him

the words left-handed and right-handed.

or her.

Vo lu me 1 6 I ssu e 2 w 2 0 1 4 | www.montessori.org/imc | © Montessor i Leadersh ip

1. He or she is pronounced dyslectic

An important rule when dealing with a

comfortable angle. Spiral workbooks

child who uses the opposite hand from

can be especially difficult for left-handed

or with learning or reading

her parents or siblings is that people

children, as their hand may be resting

problems, and sent to therapy.

showing the child something must use

on the spiral. Try turning the book over

their own hands, as if they have the same

and start from the back if they are having

DH as the child. (Don’t worry that it

this problem.

2. Somehow his/her brain sorts it out for itself, and he/she starts writing with inverse movements,

looks and feels a bit awkward; children feel an immense sense of relief when they

When they begin to write, sometimes it

and the letters come out correctly.

realize that we have the same problem

is necessary to make a small dot on the

Often children have to work

trying to use our opposite hand as they

beginning of each line to help the child

with the hand curved around

do trying to copy our hand.)

find exactly where he or she should start

over the top of the letter.

writing. Remember that our left-to right Try using your child’s DH for a day or

and up to down system is not native to

3. The teacher realizes what is

so, or make a game with the rest of the

humanity; other cultures use opposite sys-

wrong, sits down beside the

family to do things with their SubDH.

tems such as down to up and right to left.

child and gives the reading and writing lessons, matching

It can be fun, and will show the other or sister faces or classroom peers experi-

will make life easier for the child who

ence when trying to copy someone using

does not use the hand that is used by the

the reverse hand. It also will give a huge

rest of the family. It’s a question of seeing

they have problems reading and

load of confidence to the ‘odd man out’

everything in reverse. The problem is

writing for the rest of their lives.

when they see their family struggling to

much more obvious for a left-handed

do things in reverse.

child in a right-handed world, but the

4. Children become so confused that

5. Or, left-handed children are

opposite is also true: those right-hand-

taught with some of the many

One must also be very observant of the

ed children brought up in a left-handed

new writing instruments designed

younger child who may adore his/her

family face the same problems.

for left-handed children (and, if possible, by a left-handed teacher).

older sibling and want to copy everything he or she does. I especially remember a

It is an entirely different problem for his/

little right-handed girl who wanted to do

her teacher who does not realize what

everything her left-handed brother and

is happening with a few children in her

father did. The first week of school, she

classroom. The teacher may be doing all

My husband went to a strict European

dropped five small jugs of water, and I did

her teaching by writing on the chalk-

school many years ago, where left-handed

not realize until much later that she was

board with the opposite DH of some of

children were not allowed to write with

trying to do everything with her left hand.

her students. If you hold up your hand on

their left hand. He was amazed that our

Be sure that the children in the family sit

a chalkboard and write the letter a with

Montessori daughters learned to write

where their knife-cutting hand is next to

your right hand, the left-handed child

painlessly and with beautiful styles all of

that edge of the table and sit on the side

will write it with exactly the same move-

their own. He still writes with his right

of the car where it is most comfortable

ment, and it will come out backward.Try

hand and draws with his left.

to open doors and windows.

it yourself. That will happen with all the letters (except a few, like 1 and l).

her hand to the child’s DH.

children what difficulties their brother

A bit of logical thought and observation

Examples

The daughter of my Montessori kin-

Remember that, when it comes to writ-

dergarten director is left-handed. Her

ing, allow plenty of space for their DH

The child will make this mistake mother followed all the tips I am recount-

elbow and place their writing pad at a

repeatedly until:

ing here, and she is now in high school

and has never shown any problem with

morning. “What happened to Elizabeth?

“Sara, was your kindergarten teacher or

writing, inverting letters, or reading.

She came home yesterday afternoon and

your first grade teacher left-handed?”

cried all evening. When we went to bed,

Now it was her turn to be surprised,

she was still crying.”

as she thought back to her childhood:

A young friend of mine (now a well-

“How did you know? My first grade

known radio broadcaster) recounted

teacher was left handed!”

some of the difficulties he has had

When Elizabeth came to class the next

throughout his life. He says that one of

day, she called me aside. “All my life, I

his pet peeves is that in restaurants, he

thought there was something wrong with

She is a college graduate in special needs

must invert all the tableware, and the

me, that I saw everything backwards.

therapy, but no one had ever taught her

I think that all of us who live and work with children realize that children, who are surrounded by parents and peers who use opposite hands, face enormous difficulties in a reverse-handed world. worst is that every time they serve him

Now I know I wasn’t crazy; it was my

about the problems caused by left-hand

coffee, the handle of the cup is always

world that was turned around, and I no

and right-hand cross teaching.

pointed to the right.

longer have to reverse everything. It has been a wonderful relief for me.”

Years

Today, after many, many years, that little right-handed girl who dropped

ago, when I was giving the

Montessori Early Childhood teacher

A similar thing happened last week. I was

so many little jugs so long ago because

training, one of the young trainees (22

making some copies behind my elemen-

she was copying the movements of her

years old) sat back on her heels after she

tary director’s chair when I noticed the

left-handed family, is now a Montessori

finished presenting the red rods, her first

writing of one of the two therapists of our

guide herself. When I told her mother

material in her sensorial exam. Her fin-

special-needs children who, was report-

(also a Montessori guide) about this ar-

ished efforts brought a complete silence

ing to our director.

ticle, the first thing she asked me was: “Why didn’t you tell me about her trying

from all of us. She had done the entire exercise the reverse of the way it had been

“Sara,” I told her, “you must be very

to use her brother’s hand? It would have

presented to the class.

careful how you hold your pen and be

helped my family so much.”

sure to use your right hand when workFinally I broke the silence, “Elizabeth,”

ing with right-handed children.”

I had to admit that I did not know about the problems mentioned here, but I did

I said, amazed, “Are you left-handed?” “No,” she replied, evidently surprised

She looked at me in surprise, “But

know to teach with the dominant hand.

by the question.

Beverley, I am right-handed, although

This mother and Montessori guide had

my daughter is left-handed!”

taken my original course 25 years ago, where using the dominant hand was

Another long silence followed her answer as we all looked at each other.

I turned my hand around in my mind.

stressed. She had even gone on to take

Again, I ventured another question, “Is

Sure enough, she was writing with her

the elementary Montessori course as

somebody in your family left-handed?”

right hand, although it was wrapped

well as many others. She had taught all

She looked at me in surprise, a strange

around her words the way some left-

these years and had never experienced

expression on her face. “Yes,” she faltered,

handed people do. I felt very surprised

the simple techniques I am writing about

amazed, “All my family are left-handed.”

and a little ashamed, but then it hit me.

in this article.

Her mother called me early the next

Vo lu me 1 6 I ssu e 2 w 2 0 1 4 | www.montessori.org/imc | © Montessor i Leadersh ip

Investigation

who use opposite hands, face enormous

handed people in http://lefthandedchil-

difficulties in a reverse-handed world.

dren.org/ were golf clubs, pads, pens,

I researched the first three pages of Google

We also know that proper help during

scissors, clothes, equipment, along with

sites on left-handedness: a text book for

the early-childhood years is what they

many helpful comments.

special-needs children, (Teaching Students

need to prepare them for the rest of their

with Special Needs, Forth Edition Smith, T.,

lives. I found no mention anywhere of

et al, (2004); Montessori and the Special Child,

the problems of right-handed children

Orem, R. (1969), and either they do not

in a left-handed family.

consider being left-handed a direct cause

Conclusion The child is not the one with the problem: the hands of those around him/her

of possible learning problems or ignore

The most successful site I found for

are. Dr. Maria Montessori said, “Follow

the special care of those students, as not

left-handed children was http://www.

the child,” and I must add...using his

important enough. By the way, it is in-

lefthandersday.com/tour7.html, where

footsteps and not our own.” 

teresting to note that President Obama

there is an excellent video for teaching

is left-handed.

left-handed children using modern ma-

Beverley Blount has a Masters in Education

terials, designed to make their writing

specializing in Montessori Integral Education

I think that all of us who live and work

experience as easy as possible. The teach-

and Owner/Director of Anglo Montessori

with children realize that children, who

er in the video is, herself, left-handed.

and Christa McAuliffe Montessori schools in

are surrounded by parents and peers

Some of the materials I found for left-

Mexico City.

Your Left-Handed Child: Making Things Easy For Left-Handers In A Right-Handed World By Lauren Milson, (2014) Hamyln, Distributed by Hachette Book Group Nearly one in ten people are left-

Left-Handed Shop in London

in more complex tasks, such as

handed, but being a left-handed

for 30 years) describes simple

handing woodworking tools,

child in a right-handed world

but effective strategies to help

playing guitar, and participating

isn’t easy. Nothing seems to fit,

kids, from the very young to

in sports. She even addresses

and parents don’t always know

teenagers, overcome the many

the ‘softpaw’ advantage and the

how to give guidance on even

hurdles they encounter at school

supremacy of the left-handed

everyday activities when they are

and at home.

cricket pitch. With her invaluable advice, left-handed children will

approached from the ‘wrong’ po-

sition. If you are a right-handed

Milsom’s well-structured, full-

be confident and capable, and

parent or teacher, how should

color book is easily discernible

left-handedness need never

you teach your left-handed chil-

and covers early signs and de-

become an issue.

dren to write, cut with a knife, tie

velopment of left-handedness

shoelaces, or use scissors? It is

from infancy to pre-school

Left-handers include luminar-

there is still much design work

not that easy, and the results can

through all school years. It helps

ies from Bill Gates, Bill Clinton,

still to be done. Milsom’s book

often be awkward and messy.

you understand why left-handers

Paul McCartney, Julius Caesar,

provides a guide to resources

find using right-handed tools

Alexander the Great, Martina

and support, including the Left-

Leading expert in left-handed-

particularly difficult. She offers

Navratilova, and Barack Obama

Handers Club, which boasts

ness, Lauren Milson (herself

practical advice on how to guide

—so the left-handed child is in

some 50,000 members. Even

a left-hander, spouse of a

young children as they master

good company. And manufactur-

one subtle change can make

left-hander, mother of a left-

handwriting, getting dressed,

ers are increasingly producing

a difference. 

hander, and proprietor of the

and using cutlery, and older ones

everyday items for lefties, though

Study Finds Low-Income Latino Children Show Great Benefits from Montessori Pre-kindergarten Programs “We found that Latino children excelled in Montessori programs across pre-academic and behavioral skills.”

ow-income Latino children who

emotional and behavioral problems using

“Compared to the English language, Span-

experienced one year of Mon-

another standardized scale, also available

ish is more consistently phonetic, and there

tessori pre-K education at age

in both languages.

is evidence that at-risk Latino children in

4 made dramatic improvements in early

elementary school who receive phonetic

achievement and behavior even though

“We found that Latino children excelled in

instruction exhibit positive language and

they began the year at great risk for school

Montessori programs across pre-academic

literacy gains,” Ansari said.

failure, according to research published by

and behavioral skills. Latino children

the American Psychological Association.

began the year at high-risk of school failure

Also, the authors noted that the founder

and scored well below national averages

of Montessori believed that a child’s cul-

In contrast, although low-income black

(25th-35th percentile) on assessments of

ture needs to be incorporated in the school

children made gains in school readiness

pre-academic skills (cognitive, language

environment in order for that child to thrive

when enrolled in Montessori classrooms

and fine motor skills), but they demon-

academically and socially. “Montessori

as well, they exhibited slightly greater gains

strated the greatest gains over time,” the

programs may be better able to integrate

when they attended more conventional

researchers wrote. “Conversely, black chil-

Latino children’s socio-cultural back-

public school pre-kindergarten programs.

dren exhibited healthy gains in Montes-

grounds within the classroom, which, in

The research was published in APA’s

sori, but they demonstrated slightly greater

turn, allows Latino children to transition

Journal of Educational Psychology®.

gains when attending more conventional

more smoothly into the educational sys-

pre-K programs.”

tem,” Ansari said. “This is particularly

Researcher Arya Ansari, MA, from the

important for young Latino children who,

University of Texas at Austin, and co-

For example, black children in Montessori

in the Miami community, often come from

author Adam Winsler, PhD, from George

programs ended the year with language

culturally and linguistically diverse homes.”

Mason University, looked at data from the

skills in the 50th percentile (the national

Miami School Readiness Project compris-

average), but those in conventional pre-K

Montessori programs are used in more

ing 7,045 Latino and 6,700 black 4-year-

programs ended the year at almost the 60th

than 4,000 schools, according to the

olds enrolled in Title I public school pre-K

percentile, according to the study.

researchers, and are often characterized

programs in Miami. Title I is the federal

by mixed-age classrooms that facilitate

law that provides funds to schools where

The researchers theorized that some of

individualized learning. Compared to

more than 75 percent of the children

the gains experienced by Latino children

more conventional programs, they contain

qualify for a free or reduced-price lunch.

might be attributable to the Montessori

less teacher-directed structure and more

method’s emphasis on individual in-

child-directed activities that promote

The children’s cognitive, language and fine

struction and independent learning for

children’s early academic, social and

motor skills were assessed at the beginning

Latino children who may still be learning

behavioral development.

and end of the year using a standardized

English. Another possible explanation for

test that looked at their ability to count and

the large gains by Latino children could

Ansari, A., & Winsler, A. (2014, May 12). Montes-

match shapes, understand language and

be that Montessori curriculum is more

sori Public School Pre-K Programs and the School

write. The test used was available in both

phonetic than traditional instruction,

Readiness of Low-Income Black and Latino Children.

Spanish and English. Both parents and

stressing sounds and visuals.

Journal of Educational Psychology. Advance online

teachers reported on the children’s socio-

publication. http://dx.doi.org/10.1037/a0036799

Vo lu me 1 6 I ssu e 2 w 2 0 1 4 | www.montessori.org/imc | © Montessor i Leadersh ip

Can we Really Keep Our Schools, Staff and Children Safe? by Cathie

Riiiiinng! “Hello?”

Perolman

The truth is that you can never be 100

pening again? And the cost of that

percent certain that the child is safe. You

decision was huge!

“Hi! We are interested in learning about

can be attentive and tell everyone who

your school for our daughter. She is three.

comes into contact with the child and

Another time a child in the school (not

She is so smart and fun, and she is really

remind the entire school community,

even in the same class as our allergic

ready for more than we can offer her at

but the truth is that you have to have

child) had an alternate person come to

home. Oh, there is one other thing. She

plans for what you will do if the child

pick him up.That person did not know

has a life-threatening food allergy. How do

comes into contact with the food.

about the child with the severe peanut

you handle food allergies in your school?”

allergy. Her own child accompanied I had a child with the most severe level

her to do the pick-up. He came into the

When a private school considers admit-

of peanut allergy. She was only 2 ½ and

school eating handfuls of peanuts out of a

ting a child with severe food allergies to

had no awareness of her allergy. I was

can and running his hand along the cub-

the school, they have to be sure they can

very nervous about having this child in

bies touching the cubbies and the coats

meet all the needs of the child and the

my class. I strove to be a highly consci-

as he walked. Now the entire cubby area

family. In many countries, including the

entious and vigilant teacher. I checked

needed to be cleaned and all the coats

United States and Canada, almost every

every child’s lunch each day and remind-

washed! But what if a parent did not

preschool is a nut-free school and almost

ed parents of the severity of the allergy

wash the coat and there was still peanut

every elementary school has a nut-free

in every correspondence. She brought

oil on it? What were the legal ramifica-

table. There just seems to be more and

her own snack to school and never ever

tions to me, the school, and the parents

more children with various food sen-

ate any food from school. She had spe-

of the child who did not wash the coat?

sitivities that need to be taken into ac-

cial treats from home for when there

count and managed. What challenges

was a birthday celebrated in our class. If

Yet another scary situation was when the

and risks arise when such a child is ad-

we did any cooking projects, her mom

teacher next door had made spiders from

mitted to your school?

purchased the food—not just for her—

Oreo cookies and black licorice with her

for the entire class and brought it in to us!

children. She used candy corn for the

There are different levels of food aller-

eyes. She had lots of supplies left over and

gies and different levels of danger. A

But one morning a squirrel (we think)

offered them to us! I happily accepted,

child may have a mild, moderate, severe,

left peanut shells in the sandbox. Yes,

excited to do a fun activity that did not

or life-threatening allergy. The reality

the sandbox was covered, and the

cost us anything! But, the candy corn was

is that contact with a food may cause a

allergic child did not touch the peanut

made in the same plant that processed

mild reaction one time. Contact with

shells, but the entire sandbox was con-

peanuts. Luckily, the mom saw the food

that same food may produce a moder-

taminated. And we did not know where

on the counter when she dropped off her

ate reaction the next time. Each time the

else that squirrel might have walked.

child. She checked, and noticed that it

child comes into contact with the food,

What was our responsibility then? Should

was potentially contaminated by peanuts.

he may react more intensely. Observa-

we remove all the sand from the sandbox

She told us we absolutely could not use

tion and vigilance become more and

and all the mulch from the playground

that food! As vigilant as I was, I MADE

more crucial.

and replace it just to be sure? What

A MISTAKE and forgot to check food

was to keep that situation from hap-

that came into my classroom.

It was truly terrifying for me to have a

contact with the allergy food. The phone

container of food every time you serve it,

child with a severe allergy in my class. I

numbers were all listed, and it was clear

even if you have served this same brand

thought about it often and worried about

what needed to be done. This was in

for years. Often, parents of children with

the possibilities constantly. I had yearly

place to help someone who was unfamil-

severe allergies can help with this, but it

training to use the epi-pen and felt solid

iar with the child. This is the standard

is the school’s ultimate responsibility.

in that knowledge. The epi-pen was

practice in my current school as well. But

stored in our classroom, and I was always

now, in compliance with new protocol,

I explored the legal liability that I, as a

certain about where it was. Fortunately,

the paper is placed inside a cupboard to

teacher incurred from potentially mak-

this child spent four years in our room

protect the child’s medical privacy.

ing an error in the care of a child with a severe allergy. Most insurance agencies

safely, and we never used the epi-pen or made a trip to the hospital. But even

In one school where I worked, no child

thought it was probably covered under

epi-pens are not a guarantee. Children

with a food allergy was permitted to eat

the ‘Good Samaritan Law,’ but no one

have died from food allergies even after

any food purchased by the school. Each

was certain, and I could not find an in-

receiving epi-pen injections. In most

child brought his or her own snacks ev-

surance plan that would specifically cov-

small Montessori schools the teacher

ery day. They never ate any food from

er a classroom teacher. So it was logisti-

takes on the responsibility to use an epi-

our food-prep works or our baking/

cally challenging, morally challenging,

pen if needed. In some states in the US,

cooking activities. This was the only

medically challenging, and potentially

there are now new regulations regarding

way the school could get insurance. It

financially challenging to me as a class-

training of personnel who are certified

made me feel guilty for having those

room teacher.

to dispense medicine in each school.

food activities, and some years we scaled back or eliminated food preparation al-

In my current school, we have children

Although I was comfortable with the

together! Of course, not having food

with allergies and we work tirelessly

allergy situation, this child came into

preparation works made me feel guilty,

with the parents to check their food, the

contact with many other people, and I

too. Children who attend a Montessori

school food, and the food that others

could not oversee them. She participat-

school deserve the best of the Meth-

bring in. We post the child’s picture and

ed in specialty classes for music, art, and

od! However, making changes in the

protocol and have signs up all over the

gym. She attended special presentations

classroom was the only way we could be

school. We have plans for what we will

at school. She sometimes had substitute

certain (or reasonably certain) that no

do if a child comes into contact with the

teachers in her regular classroom or her

child experienced an allergic reaction to

food he is allergic to and we remain as

aftercare class. Any of these people could

something they ate.

careful and cautious as we can be. 

into contact with her allergy substance.

Food manufacturers can change the

Editor’s Note: There definitely seems to be

What about a grandparent who makes a

ingredients in a food or the plant in

an alarming increase in life-threatening aller-

child’s lunch without the awareness that

which a food is processed without an-

gies in children. If your school has special poli-

there is a child with a life-threatening al-

nouncing it. The truth is that a brand of

cies that address this issue, please share them

lergy in their grandchild’s class?

food that you have purchased and eaten

with readers of Montessori Leadership. It just

for years may suddenly add an ingredi-

might save a life!

make a mistake and allow her to come

We had an Allergy Protocol Form on

ent or change where that food is made.

the wall in every room she was ever in.

This simple change may be dangerous

Cathie Perolman is an experienced Montessori

It showed her picture and had a simple

to the child with a food allergy in your

guide at the 3-6 level. She is a Montessori teacher

written protocol. This listed the step-

classroom or your school. Due to this,

educator and publisher of educational materials.

by-step directions of what to do if she

the only way to be totally sure that a

Cathie lives in Columbia, Maryland.

ever showed signs of allergy or came into

food is safe is to check every bag/box/

Susan Y. Dyer

f I were to list the top five ques-

events, fire drills and the list goes on.

“A(n) ...interesting fact to be observed

tions

The participation of four-year-olds in

in the child of six is his need to associate

regarding their classrooms and

daily classroom routines should not be

himself with others, not merely for the

the work being done by their students,

understated. They maintain their citi-

sake of company, but in some sort of

What to do with second year, four-year-

zenship, their membership, in the class-

organized activity. He likes to mix with

old children who ceaselessly wander?

room and school community.

others in a group wherein each has a

that

teachers

ask

different status. A leader is chosen, and

would be one of them. I point this out because it is significant.

is obeyed, and a strong group is formed.

When responding to this question, I

I would much rather have wandering

This is a natural tendency, through

generally advise lead guides to assist

children in attendance than ones fre-

which mankind becomes organized.”

four-year-olds in their development of

quently away on holiday during the

—Maria Montessori

decision-making skills via fetching and

course of the school year. Children who

pairing work. This work also provides

are frequently absent miss lessons, are

Reading her quote, one can also

the social engagement four-year-olds

eager to reconnect socially and are out

understand why so many six-year-olds

are frequently seeking. However, when

of step with the routines and patterns of

attempt to participate in these groups,

two or more four-year-olds are wander-

the school day. I have been surprised by

as they too acknowledge the leaders

ing throughout the classroom, their col-

the response of other children when a

in the classroom and want to engage

lective movement can be very disruptive

wandering four-year-old, who is rarely

with them. Yet, the work done in these

to other children and the work they are

absent, is not in attendance. They im-

groups hinders their participation, as it

doing. I casually refer to it as “stirring

mediately note his being out and inform

is generally not at a third-year level and

the pot.” Also, the other obvious ele-

me of it with a surprised tone in their

four-year-olds want their opportunity

ment of this wandering is that they are

voice. I may see this wandering child

to be with their leader without the in-

not engaging specific works for a pe-

as doing nothing, but they see him as

trusion of their classroom elders. These

riod of time. “I don’t know what work

participating in the rituals of their day,

four-year-olds, who seem to be lacking

to do,” is the mantra of these classroom

which does not exclude his constant

a commitment to work, will openly ver-

nomads. When they go home and tell

movement throughout the classroom

balize their commitment and status as a

their parents what they did all day (and

but instead incorporates it into what the

participant in these small groups. They

every day for several weeks) is nothing,

children perceive as normal.

become very territorial, in fact. Lastly, a six-year-old participant, who is seeking

they are pretty much telling it like it is.

The adults in the classroom, however,

status as a leader, will compete with the

Yet, that is not completely true, as they

would like to see wandering four-year-

six-year-old running the group in hopes

still observe other children’s work, par-

olds ‘working.’ In my classrooms, small

of displacing them. In my classrooms, this

ticipate in group lessons given by the

groups are mostly occupied by second

has even led to quarreling and disruptive

teacher and are socially engaged. Addi-

year, four-year-olds. They are drawn

behavior. At times, I have had to ask my

tionally, they participate in the flow of

to them like moths to a flame and find

assistants to ask the six-year-olds seeking

the school day and maintain familiarity

both social acceptance and confirmation

leadership status to leave groups so that its

with the routines of the classroom and

of acquired knowledge within them.

focus returns to the materials in use.

the school at large. This includes arrival

Additionally, a peer-established leader

and departure routines, snack and lunch

is running the group. Generally, these

I attended Joan Bettman’s Language

routines, outdoor or indoor play, school

leaders are third- or fourth-year students.

workshop at an AMI refresher course

The positioning of a student as a smallgroup leader is generally done via a request by the student, who wishes to be thus placed. It is, therefore, their self-evaluation and confidence that ultimately places them as leaders in the room. I have, however, postponed this opportunity for third-year students, who I have consistently observed abandoning their own work. I have also found that when I position a child, who hasn’t asked to be a small-group leader, it is mostly unsuccessful. The younger students quickly recognize the student’s years ago. During the workshop, Joan

Additionally, students who are not

lack of confidence and abandon the

spoke of the importance of maintaining

conducting themselves properly in the

group. I have attempted to make chil-

the integrity of a group. She stated that

group (i.e., being very social or not re-

dren stay committed to groups like these

to continually allow children, who were

sponding to the peer leader’s requests)

only to ultimately realize that their own

not invited, to join a group after the les-

may be asked to leave a group. I see it as

peer intuition was correct.

son has started lacks grace and courtesy

my role and my assistant’s role to sup-

to those children who were invited. It is

port this request and to aid in the child’s

Returning to the subject regarding

like having someone come into a movie

departure from the group once the re-

tribes of wandering four-year-olds in a

theater after the film has started and ask-

quest has been made.

primary classroom, peer-led groups are one of my classroom management keys.

ing out loud what they missed. Also, incorporating non-invited children dis-

Peer leadership offers so much to the

I confess that I rely on them. I must

lodges a seated child from one place to

students that occupy that role, includ-

also say that it also aids in the develop-

another. They shrink the options for

ing: public speaking experience; devel-

ment of trust between the lead teacher

all children to individually participate

opment of group-management skills;

and the peer leaders, as I do not check

and they often ask that the lesson be re-

self-evaluation and evaluation and as-

on their work or try to micro-manage it

started as they missed the initial steps.

sessment of peer conduct and perfor-

from a far. Simply put, I don’t compete

Joan suggested that, instead, the adult or

mance skills; and confirmation of their

with them. What is actually happening

third-year student should state to a child

own learned/acquired knowledge. Ad-

is what Maria Montessori described. She

attempting to join an established group,

ditionally, this type of peer leadership

wrote: “The greatest sign of success for a

“I am sorry, you may not join. This

activity serves the child in regard to fu-

teacher is to be able to say, ‘The children

circle is closed.”

ture community-service performance,

are now working as if I did not exist.’” 

such as in large school settings where I have promoted this in my classrooms,

elementary students assist primary and

Susan Y. Dyer is AMI Montessori

and the results have been very successful.

toddler teachers within their classrooms.

theorist and primary guide working at

It is a clear and precise statement. I really

Children lacking group leadership expe-

Toad Hill Montessori School in East

feel pleased when I hear a student leader

rience have to develop those skills in the

Madison, Wisconsin. She is the creator

say it to another student. These two sen-

moment rather than recalling and draw-

and author of the long-standing Montessori

tences have become group-management

ing from prior opportunities.

blog, “The Moveable Alphabet.”

tools for peer leaders.

Brion Sprinsock

very year Montessori boards and sole proprietors

happening and for how long this had been the case. After

wrestle with rising prices. They try to keep tuition

tracking down London theatre ticket prices from 1743 to

increases to a minimum and as close to the general

1960, he found they rose at double or triple the general rate of

rate of inflation as possible. Trustees and owners balance their

inflation for over 200 years. After six years of further research,

desire for low tuition increases with the realities of maintain-

he published his work on “Cost Disease” in 1966.

ing quality learning environments and well-paid staff. Tuition Rises Faster than General Inflation

Productivity Increases Drive Up Wages The key to understanding Baumol’s theory is a historical look

According to the Bureau of Labor Statistics between 1978

at industrial production. Most of the U.S economy has real-

and 2011, the general rate of inflation (the CPI) increased by

ized consistent productivity increases over the last 100 years.

3.8% per year. During that same period, tuitions in the US

Since 1948, productivity growth has averaged 2% per year in

rose 7.45% per year, or double the rate of inflation. Tuition in-

the US. A productivity increase is defined as greater output

creases this high have parents and owners looking for answers.

from a factory or a service with fewer inputs or lower costs. As

Why are our costs rising so fast? Are these increases necessary?

productivity increases, organizations can produce more value

Is this sustainable?

or more goods with lower costs.

Fortunately for us, there are answers for all of these questions.

The most glorified champion of productivity increases was

They come from a brilliant scholar named William Baumol.

Henry Ford, the inventor of the factory production line. In

He is a microeconomist and is the Academic Director of the

1909, it took 12.5 hours to make a Model T car by hand. By

Berkeley School of Entrepreneurship at New York Univer-

1914, using his production line, a Model T could be built in

sity. In 1960, he was working with a non-profit theatre in

93 minutes. With an eight-fold increase in productivity, Ford

New York when he learned that ticket prices were going up at

could pay his workers higher wages while lowering the price

double the rate of inflation. He wondered why this was

of the car for his customers. In 1909, a Model T cost $850.00.

By 1920, the price had fallen to $250

customers. Schools don’t have annual

wages not from inflation of supplies and

with no loss of quality. Remarkably,

productivity increases that can absorb

other non-staff costs.

while the price of the car fell, wages

the higher cost of labor. Understanding the CPI

went up. It was the rapid rise in productivity that allowed Ford to raise worker

If higher wages come from productiv-

salaries while lowering prices.

ity increases, then why do teacher’s or

One of the most persistent questions

nurses wages rise when productivity is

I have heard as a trustee over the years

flat? It turns out that wages rise together

is: Why can’t we just increase tuition at

across every sector of the economy. If

the rate of the CPI? We tend to think

all wages rose except those of teachers,

that when the CPI (Consumer Price In-

Today, if a manufacturer increases

nurses, and musicians, workers would

dex) goes up by 3.8% in a given year, all

productivity she can give workers a

leave those professions and take jobs

the goods and services around us follow

raise and make a greater profit without

where wages grow. It is the steady rise in

along; our milk, eyeglasses, furniture,

charging her customers any more. This

wages, spurred by productivity increases

hotels, and shoes all go up 3.8%. That’s

growth in productivity has touched

in the rest of the economy, that increases

not how it works. The CPI is an average

nearly all the goods and services we con-

wages at our schools.

of over 200 goods and services that, to-

Schools Lack

Productivity Increases

sume. However, there are three sectors of the economy that resist productivity

gether, average out at 3.8%. Some goods Cost Disease

increases. Performing arts, health care,

and services increase by 1%. Some decrease by 5%. Some rise by 30%.

and education produce outcomes for

The phenomenon of rising labor costs

customers by hand, and they experience

in organizations with zero productivity

In 1978, the Bureau of Labor Statistics

no significant productivity increases.

increases William Baumol called “Cost

(BLS) assigned a value of 100 to all goods

Disease.” It refers to organizations that

and services. Over time these items rise

A string quartet in 1700 required the

must raise wages to attract talent without

or fall in price. Each year, the BLS gives

labor of four musicians, just as it does

the benefit of a corresponding increase

all 200 items in the survey an updated

today. Their performance cannot be

in productivity. He called it a ‘disease’

number. As of the writing of this article,

produced cheaper or quicker. A class-

because it could not be helped. He want-

the average CPI is at 232. That means

room teacher cannot be replaced with

ed it to be clear that the leaders of schools,

this constellation of 200 goods and ser-

a machine. The labor required to run

hospitals, and symphonies are not at fault.

vices that was at 100 in 1978 is now at

a Montessori classroom today is nearly

These leaders should think of rising

232. That’s an average annual increase of

identical to classrooms of the past. The

costs like a disease: something they have

3.8% per year for the last 35 years. How-

school day can’t be shortened, and we

through no fault of their own. For their

ever, if we look at the current BLS number

cannot cut labor costs without lower-

organizations to prosper, they must un-

for tuition, it stands at 636, a 7.45% aver-

ing the quality of our programs. Our

derstand and manage their cost disease.

age annual rise over last 35 years.

Rising tuition is most often discussed

Shifting Household

schools are locked in a cycle of zero productivity growth.

as the result of inflation. Inflation does

Costs & Priorities

As wages rise in a factory, the added

increase costs at schools a little bit.

labor expense is offset by increases in

However, the largest expense at a school

With tuition rising faster than the

productivity without a price increase

is staff salaries. Wages rise each year due

average rate of inflation, is Baumol

to the customer. Not so at a school.

to productivity increases in the rest of

concerned that we will reach a point where

As teacher wages rise, schools have no

the economy. Cost disease for schools

we will price ourselves out of existence?

choice but to pass the added costs on to

is driven almost exclusively by rising

Are we in danger of hitting a tuition ceil-

ing? Baumol predicts that we won’t. He

of household income was spent on food.

goods and services decline. This frees up

believes that tuition prices will continue

Today, we spend only 12%. The same

more family income for education.

to rise at double the rate of inflation and

is true for clothing. In 1950, we spent

that the steady drive in productivity in-

12% of income on clothing. Today, we

In 1950, the average US household

creases in the rest of the economy will

spend 3%. The three largest household

spent 2% of income on education.

lower other household costs. This, he be-

expenses are food, shelter, and clothing.

Education beyond high school was often

lieves, will leave more household income

In 1950, these consumed 74% of house-

a low priority because there were good

available for rising tuition. To understand

hold income. Today, they account for

middle-class jobs in manufacturing.

his assertion, lets go back in time.

only 46% of household income. This

These jobs often did not require a col-

drop in household necessities leaves

lege education. The rewards for a higher

When the United States was founded,

families with more income for spending

degree were simply not high enough to

90% of all jobs were farm jobs. It took

on education.

justify the time and expense of college.

for ourselves and for export. Steady pro-

When Trustees and owners discuss ris-

Today, most of those manufacturing

ductivity increases changed that. By the

ing tuition trends we tend to imagine a

jobs have disappeared, and they have

mid 20th century, most of that labor had

future that is just like today only with

been replaced with jobs in the infor-

moved off the farm and into manufac-

higher tuition costs. We can’t imagine

mation economy. These new jobs in

turing. Today, only 1.6% of workers are

how the families of the future will pay

electronics, communication, and infor-

employed on US farms.

the higher costs with all the other ex-

mation require a college education. As a

penses we currently have. The error in

result, household spending on education

This huge productivity increase has also

this thinking is that over time produc-

today stands at 15%, a 750% increase

lowered our food costs. In 1929, 23%

tivity increases lowers the cost of most

since 1950. Families value education

the labor of 90% of us to produce food

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ADMISSIONS & ENROLLMENT BILLING & TUITION MANAGEMENT FINANCIAL AID ASSESSMENT

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today because the payoff of a high-

per year. Some make a promise to their

quality job is worth the time and cost.

customers that they will not increase a

Stagnant Staff Salaries

student’s tuition once enrolled. This

The largest cost at a Montessori school

Proof of the increasing value of educa-

strategy of increasing tuition at or below

is staff salaries and benefits. Upwards

tion is found in college enrollments. In

the general rate of inflation can lead to

of 70% of a school’s total annual expense can be devoted to staff. Giving

This strategy of increasing tuition at or below the general rate of inflation can lead to happy customers. It also tends to have several unintended consequences for the school and its staff.

staff a cost-of-living adjustment, and a salary step increase each year can raise tuition by as much as 5%, exclusive of any other increases in costs. Schools that hold down tuition increases typically see their staff salaries stagnate. It is not unusual for a teaching staff with 20 years of service to actually earn less after fac-

1959, 45% of 16 to 24 year-olds were

happy customers. It also tends to have

toring in inflation than they did when

enrolled in a four-year college. By 2009,

several unintended consequences for the

they were hired. Without endowment

that number rose to 70%, a 57% jump

school and its staff.

income or annual fundraising slated

in 50 years. This reflects the rising value of education, even as tuition prices

for salaries, schools with low-tuition Economic Diversity

have outpaced inflation. The increases

increases simply can’t give their staff cost-of-living adjustments and salary

in college enrollment are good news for

Low-tuition increases are often pre-

Montessori schools. They are an indi-

ferred by boards and owners as a way to

cator that families today value quality

keep their school more affordable and

education more than ever before and are

economically diverse. However, one

able to pay the rising cost.

unintended consequence of low tu-

step increases each year. Heavy Lifting for Future Boards

ition is giving tuition discounts to the

A review of tuition increases at private

highest-income families. Most schools

schools reveals many strategies to cover

enroll children from families with a

rising costs. However, one pattern is

Every organization with cost disease

range of household incomes. Keeping

often the same; years of low-tuition in-

has to develop a strategy for budgeting

tuition low gives the highest income

creases are followed by a large spike in

expenses and setting prices. Although

families the same ‘discount’ as the low-

tuition. Trustees and owners want to

there is widespread agreement on why

est-income families. These high-in-

make their customers happy, and they

tuitions rise so quickly, there is no

come families never asked for a tuition

want to stay competitive in their mar-

consensus on how best to handle the

discount, nor would they qualify for one

kets. They will often under-fund their

upward pressure on prices.

through a financial-aid assessment. Yet,

programs, hold back on salary increases,

by holding tuition down in the name of

and reduce spending to keep tuition low

‘diversity,’ we give discounts indiscrimi-

for their customers. However, this rarely

nately to all. An alternative plan would

lasts, as staff members lose patience and

One common response to cost disease

be to let tuition rise at a rate to fully fund

cash balances fall. The years of low-

is to cap tuition increases at a rate that

programs and staff with a robust finan-

tuition increases are often followed by

makes customers comfortable. Many

cial aid program that targets discounts to

a year or two where tuition spikes up.

Montessori schools promise customers

those who qualify based on need.

The spike in tuition rates was built into

Responses to Cost Disease

The Low-Tuition Model

a raise in tuition no greater than 2-3%

the low-tuition increases of the previous

years. Board members, who hold tuition

your facility in good repair. If you own

down and under-fund their programs

your facility, figure out what you would

need to understand that they are tying

rent it for, and use 10% of that figure as

the hands of future boards, who will

your annual maintenance expense.

have to correct for the under-funding. Customer Frustration over Tuition Spikes

for Cost Disease

The first step in living with cost disease is understanding that you have it. School

Low Cash Cushion for Emergencies

leadership, staff, and board members must understand that the school’s costs rise at roughly double the rate of average

When crafting a budget each year, one

inflation. With that understanding, they

Every year 20-50% of a school’s com-

of the simplest ways to have lower tu-

must look at annual tuition increases

munity arrive as new families. The

ition increases is to budget for a very

over time, not year to year. Developing a

school sets expectations for these fami-

small surplus at year end. Some schools

long-term financial plan that sets tuition

lies in their first few months and years

budget for zero surplus each year. Over

increases for 5-10 years will create realis-

at the school. A school with 3% tuition

time, this drains cash in the general ac-

tic expectations for all the school’s stake-

increases when a family arrives has an

count and can make a school vulnerable

holders and allow families to plan future

expectation that tuition will rise at 3%

in an economic downturn or when the

expenses. Putting an annual tuition in-

every year. If the school then raises tu-

school or its community experiences a

crease amount in the school’s strategic

ition in following years by 7 or 8%, it is

crisis. Running a school for small chil-

plan is one way to ensure that changes

often met with resistance from parents.

dren is risky. Fortunately, most quality

in the school’s leadership will not derail

The school created an expectation for

schools have waiting lists. When a stu-

long-term tuition planning.

families and then moved the goal posts

dent drops out, there is an appropriate

on them. This anger can lead to enroll-

substitute on the waiting list. However,

Perhaps the most important element in

ment drops, petition drives, or friction

in times of economic crises, waiting lists

a long-term tuition increase plan is com-

between customers and staff. It is far

disappear, and the only thing to get a

munication with customers. Setting

better for the school and families to set

school through hard times is cash.

expectations early and communicat-

a realistic tuition increase that will fully fund programs and staff salaries and stick with it. Giving families the ability to

ing often about why the school’s tuition Added Stress for the School Director

ers and creates income stability. Poor Facilities Maintenance

rises is critical to a happy school community. Discussions about tuition increases should be part of the school’s

plan for future tuition respects custom-

The Prescription

Being the director of a Montessori school

family interviews before a student

is a very demanding job. Balancing the

is admitted.

needs and desires of parents, students, board, and staff can be all consuming

All our schools exper ience cost

The buildings that house our programs

and require 10-12 hour days. Schools

disease. We must now plan what

are expensive to maintain. Schools

that under-fund programs usually face a

it takes to live well with it, stick

that consistently hold tuition increases

financial crisis of one kind or another

to our plans, and communicate,

down find themselves deferring routine

during the school year. This put enor-

communicate, communicate.

repairs, painting, landscaping and main-

mous pressure on the director and her

tenance. The landlord’s rule of thumb on

staff to cut back on expenses anywhere

Brion Sprinsock has served on the

maintenance is 10% of rental income. If

cuts can be found. Often, these cuts are

Santa Cruz Montessori Board of Trustees

you rent your facilities, you should fig-

in the classroom. A director who must

for 14 years. He currently serves as

ure that 10% of your annual rent is what

ask staff to cut back on expenses year after

Treasurer of the Board. Santa Cruz

you will need to spend every year to keep

year loses the trust and respect of her staff.

Montessori (Santa Cruz, California).

603

E Suite

102

77062

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