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Establishing House Rules About Digital Devices & TV 50 Life-Changing Questions to Ask Your Child After School How can I help my child develop entrepreneurial skills? TOMORROW'S CHILD © § MAY 2021 § WWW.MONTESSORI.ORG

NOW AVAILABLE ON MONTESSORI.ORG! Montessori 101: What Every Parent Needs to Know This 80-page full-color publication is a wonderful resource for anyone seeking to de-mystify Montessori. It addresses topics such as the history and philosophy of Montessori; offers a guided tour of the Montessori classroom; and serves as an illustrated guide to dozens of wonderful Montessori materials. This mini-encylopedia of Montessori is newly redesigned and contains new sections on Infant/Toddler and Montessori Secondary programs. It is a must-have resource for anyone interested in Montessori, and one that parents will surely refer back to throughout their child’s Montessori experience. ORDER NOW AT: tinyurl.com/the-new-101

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“The essence of independence is to be able to do something for one’s self.” —MARIA MONTESSORI

Tomorrow’s Child (ISSN 10716246), published four times a year, is the official magazine of The Montessori Foundation, a non-profit organization. The opinions expressed in Tomorrow’s Child editorials, columns, and features are those of the authors and do not necessarily represent the position of the magazine or The Montessori Foundation. Acceptance of advertising does not represent the Foundation’s endorsement of any product or service. It is policy of The Montessori Foundation, a non-profit organization, to encourage support for the organization by discounting the sale of bulk order shipments of Tomorrow’s Child in order that schools may make the magazine available to their families. The Montessori Foundation does NOT grant permission to reprint material from Tomorrow’s Child in any other form (book, newsletter, journals). Copies of this issue or back issues are available for purchase through our online bookstore: montessori. org. For School Group Memberships, call 800-6555843 (toll free), or place your order at montessori.org. The Montessori Foundation does not provide refunds for cancelled School Group Memberships. Send all correspondence to: The Montessori Foundation | 19600 E State Road 64, Bradenton, FL 34212-8921 MONTESSORI.ORG

Establishing House Rules About Digital Devices & TV

Introduction to the Magical Wood

by Lorna McGrath & Tim Seldin

by Michael Dorer

EDITOR Joyce St. Giermaine PRESIDENT Tim Seldin PROGRAM DIRECTOR Lorna McGrath EVENTS & MEMBERSHIP Kristi Antczak DISPLAY ADVERTISING Joyce St. Giermaine BOOKKEEPER Don Dinsmore CREATIVE DIRECTOR Katrina Costedio PRINTED BY InterPrint

Be Courageous to Teach Young Children Science: They’re Naturals!

50 Life-Changing Questions to Ask Your Child After School

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Montessori-Inspired Self-Care for Children

Making Agreements with Older Children

Weaving the Tapestry

How can I help my child develop entrepreneurial skills?

Creating A Budget

Tips to Handle Your Child’s “No”, Gracefully

Why Schools Fundraise

Workshops, IMC Memberships, Past Issues & Orders or Questions about an Order Kristi Antczak Phone: 941-309-3961/Toll Free: 800-632-4121 kristiantczak@montessori.org Project Assistant Kristi Antczak kristiantczak@montessori.org Conference Coordinator George Markham georgemarkham@montessori.org Subscriptions & Bookkeeping, & Classified Ads Don Dinsmore Phone: 941-729-9565/800-655-5843 Fax: 941-745-3111 dondinsmore@montessori.org Display Advertising Joyce St. Giermaine Phone: 941-729-9565/Fax: 941-745-3111 joycestgiermaine@montessori.org Montessori Family Alliance Lorna McGrath Phone: 941-729-9565/800-655-5843 lornamcgrath@montessori.org Executive Director of the IMC Kathy Leitch Phone: 941-729-9565/800-655-5843 kathyleitch@montessori.org

by Christine M. A. Lapierre, PhD and Christoph Simon, PhD

by Gavin McCormack

by Alicia Diaz-David

by Michael Crump

by David Rotberg

by Maya Spikes

Nathan Dungan, Founder and President Share Save Spend

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by Montessori Foundation Staff

Senior Consultant Tanya Ryskind, JD tanyaryskind@montessori.org Senior Consultant Robin Howe, EdD robinhowe@montessori.org

28 DEAR CATHIE Neediness During Covid 29 MONTESSORI 101 Montessori Jargon

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That You Ought To Know 30 BOOK REVIEWS

Establishing House Rules About Digital Devices & TV By Lorna McGrath and Tim Seldin

A sample from their upcoming book, Montessori for Every Family 4

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In Montessori-inspired homes, parents want to carefully think through and establish House Rules regarding the use of digital devices and the media, games, and apps that they are comfortable allowing their children to use. This is something that can be challenging if your children are older and you did not establish clear House Rules around digital media right from the start. However, those of you who have children in the upper elementary years and beyond probably already realize that setting these House Rules becomes increasingly important. Before your children are born, it is best to talk with your parenting partner and come to a general consensus about the use of digital devices, media, and raising children at different age levels. You want to strike a balance between access to digital media and family life that supports your values from the beginning. When your children are very young, you are going to make the decisions. As they get older, your children will want to question, debate, and discuss why these rules are important and how your family makes choices. We want to consider several different aspects of your children’s use of digital devices and the selection of media and games. It includes what devices are you comfortable allowing your children to have access to at a given age level, when can they use them, where can they use them, for how long per day can they use them, and what can they use them for? What messages and contacts are you comfortable with having your children exposed to? We cannot emphasize enough the importance of establishing House Rules that really make sense and which ones you are willing to follow yourself to set a good example for your children. That doesn’t mean that the rules established for a child under six are the same rules that you would give to a child who is 15, or that you would follow as an adult. It just means that the House Rules need to be based on your family’s values, be fair, and be consistently followed. Also, House Rules need to recognize that time spent engaging with digital content can be positive, but we do not want it to interfere with the connections among family members and our ability to get work done. House Rules should help you keep relationships strong.

Here are some ideas for House Rules with older children. §

As with any other life situation that might be dangerous or harmful to your child, prepare them to keep themselves safe by discussing internet safety rules.

Be sure that others who will be spending time with your children also know the House Rules, such as babysitters, grandparents, or friends.

Use media with your children. Know what they are watching and listening to. Talk together about what you are viewing and hearing.

Most media is rated in terms of violence or other content that is inappropriate for children. Check into ratings when selecting digital content. Many digital devices and digital media stream services offer various forms of parental controls. Learn about them and use them to limit your children’s screen time and access to content that you would find concerning.

Be a good model for your children. Abide by the media-free time rule. Put your smartphone away when dropping off and picking up children from activities. Take some time in the evening for a family game or other person-to-person interaction.

It’s important to set up media-free times for your family. These are times during the day when everyone stops interacting with their phones, tablets, or other digital devices, and just focuses on family, reading, games, or real-life experiences. Usually they are times like mealtime, bedtime, and family outings.

Children need to spend as much time every day reading, exercising or playing as they do on the screen.

Discuss with your children what might be the consequences of breaking the House Rules. For example, if children take their tablet to their bedrooms when it is time to sleep, they might have to leave it in a specific place outside the bedroom for a period of time.

Social media is ever changing as new apps come and go, but the common thread is that they are intended to facilitate young people sharing photos, videos, and chats in real time. As one person posts, others respond with comments, which may be mean-spirited, silly, or simply inane. In any case, social media can be highly addictive and a huge waste of time. If and when mean-spirited behavior gets going online, it can easily lead children to either feel that they are being bullied or shamed, and they cannot escape even at home, or they themselves may begin to try on a more mean-spirited persona themselves. Let’s face it, many people seem to ‘say’ things online that they, we would hope, would never say in person.

For a variety of reasons it is best not to allow your children to have a TV or digital devices in their bedrooms. When allowed in their bedrooms, media can interfere with sleep, expose children to unwanted programs or games, become addictive, and pull children away from interacting with family members.

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SOCIAL MEDIA IS A DIFFERENT CHALLENGE

Then there are at least two other major concerns with social media. The first is the tendency that many people have of

SOCIAL MEDIA AND YOUR CHILD’S PRIVACY & SAFETY Be thoughtful before you post photos or videos of your children online. They may be embarrassing to your children one day, expose your family’s privacy in ways that might not be safe, and create a digital footprint for your children and your family that can never be erased. presenting their lives as much more exciting and glamorous than they really are. This tends to create a cycle where popularity is based on how many likes or shares a post can get, and a sense that everyone else is having a much better time than we are. The second major concern with social media is that there is no way to know who may try to form a connection with children and teens that might make their parents extremely uncomfortable or actually be dangerous. TEXTING Texting is an easy way to keep in touch. However, there are certain cautions that you and your children need to be aware of. Texting takes away two very important aspects of communication. When we text we cannot see the other person or hear their tone of voice. Without these it is difficult to interpret messages that involve

emotions and these messages can lead to quarrels or hard feelings. Guide your children to stick to messages that give information and save those that involve emotions for face-to-face conversations. Neither your children nor you want to get into a “text war.” HOVERING PARENTS/ OVERPARENTING Technology can be so helpful to all of us in so many ways. In some cases, though, it can turn into an easy way for parents to communicate and watch over their children too much. It can actually inhibit children from learning and practicing life skills like problem solving and remembering, becoming confident in their ability to care for themselves when away from parents, and developing a strong sense of autonomy. The most important things for you to think of when it comes to technology, just as in other areas of your children’s lives, are the core Montessori principles and your family values. Those will be your guides.

Lorna McGrath, MEd, is Program Director of the Montessori Family Alliance, and Senior Consultant of The Montessori Foundation. Lorna has 41 years of experience in the field of education, teaching children from 18 months through 6 years old and from 12 through 18 years old in both public schools and independent Montessori schools. Lorna is a Montessori teacher educator, conference presenter, and school consultant. She can be reached at lornamcgrath@montessori.org. Tim Seldin is President of the Montessori Foundation and Chair of the International Montessori Council. His more than 40 years of experience in Montessori education includes 22 years as Headmaster of the Barrie School in Silver Spring, MD, his alma mater from toddler through high school graduation. Tim was co-founder and Director of the Institute for Advanced Montessori Studies and the Center for Guided Montessori Studies. He earned a B.A. in History and Philosophy from Georgetown University, an M.Ed. in Educational Administration and Supervision from The American University, and his Montessori certification from the American Montessori Society. Tim Seldin is the author of several books on Montessori Education, including How to Raise An Amazing Child, and The World in the Palm of Her Hand. Look for his new book, Montessori for Everyone, co-authored with Lorna McGrath, soon to be released.

WWW.NEWGATE.EDU 6

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25th Annual Montessori Conference

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Introduction to the Magical Wood By Michael Dorer, EdD

he first Montessori classroom, or ‘children’s house,’ opened in 1907 in a poor section of Rome. At that time, there were very few objects for the use of the children, i.e. what we now call ‘Montessori materials.’

story about the cubes!” That got me started on this story, and I am grateful to Elliott for the germ of an idea. For this story, let yourself get into a fanciful mood. Try to imagine a small woodworking shop with sawdust on the floor and sunlight streaming in through the windows, illuminating the dust motes dancing in the air. In that room works Taksaka, the elf. This elderly woodworking elf is the main character of my story.

One of the original materials that goes back to that time is one that has now become iconic in all Montessori schools around the world. Called the Pink Tower, this is a set of 10 perfectly milled cubes. They range in size from 10 cm on each edge for the largest cube, all the way down to a simple 1 cm cube. Each one differs by just 1 cm in measurement. No one really knows for sure why Maria Montessori chose to paint these cubes pink. There are a variety of speculations, but that is all they are. The Pink Tower belongs in the section of the Montessori classroom called Sensorial. This is an area devoted to the education and development of children’s sense perception. The Pink Tower is a part of the material devoted to the visual sense, sight. Its goal is to help children in discerning size as well as learning vocabulary words associated with size, such as: large, larger, largest, small, smaller, smallest, etc. This fanciful story imagines the development of the Pink Tower as being semi-magical. I wanted to bring in elements of the famous story of The Elves and the Shoemaker. In this story, I also wanted to utilize poetry, with a component of repetition. If this works, as I hope it will, children will begin to be heard chanting some of the poems that are used in this story. That is my wish at least. In Montessori schools, the Pink Tower

is usually thought of as something appropriate for preschool children, aged 3 to 6. However, there are many uses for it that go well beyond preschool, all the way into upper elementary and perhaps even beyond. One of the references at the end of this book refers to an article I published in Montessori Leadership detailing many of the uses of the Pink Tower. Please see that article for more information and some interesting activities to do with elementary school children (available to members of the International Montessori Council, www.montessori.org). Be sure, when telling this story, NOT to mention the Pink Tower in any lead up to the story or in the beginning. Let it unfold as it is in the story, so that the realization that it is the Pink Tower dawns as the story reveals the actual material. This story was inspired by my grandson Elliott Dorer, aged seven at the time. Elliott has listened to me tell stories for his whole life, so I wasn’t surprised when he came to me one day with a story idea. “How about the Pink Tower?” he said. “It could be a

It is my hope that these ten simple chunks of wood, stained or painted pink, can acquire a special cachet in the minds of the children because of some of the images in this story. The Pink Tower really is magical in that it is nothing more than ten simple wooden pieces and, yet, with them, one can do so much. I hope you enjoy this story of the elderly elf Taksaka and his magical piece of wood. Michael Dorer, (Storyteller, Author, Speaker, Consultant) is a Montessori educator, with a doctorate in Instructional Leadership, and Montessori credentials from AMI and AMS for 3-6, and 6-12. Michael has many years of experience in the early childhood and elementary Montessori classroom. He is a Montessori teacher educator and has directed three excellent Montessori teacher education centers. He is a specialist in the Montessori curriculum. His pedagogical interests include imagination, holism, classroom leadership, and storytelling in Montessori programs. He has authored seven Montessori textbooks, including The Deep Well of Time: The Transformative Power of Storytelling in the Classroom.

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The Magical Wood It was a beautiful warm, sunny summer’s morning. Fluffy clouds adorned the sky, and the tiny village was filled with the happy sounds of children at play. In that small village stood a modest woodworking shop, the workplace of the elderly elf Taksaka. Every day Taksaka worked to create the most magnificent and intricate wooden objects. Working with the finest wood and with the skill and patience only known to elves, Taksaka shaped items of astonishing loveliness. So, it was with great delight that Taksaka welcomed his friend Elvina, who paid him one of her very infrequent visits. After warm greetings and a steaming cup of meadowsweet tea, Elvina revealed the reason for dropping in. “Dear Taksaka,” she murmured, “I bring you a gift especially suited to your talents and powers.” With these words, she revealed a package wrapped in rich silken cloth. As it was unwrapped, Elvina explained, “This is a block of the finest beechwood, harvested by elven hands from the depths of the Romanian forests. This is no ordinary wood,” she continued, “for it seems to speak with its beauty.” Presenting the fine specimen of beechwood to Taksaka, Elvina further intoned, “Please create from it the simplest shape possible, for it cries for purity.” In the days that followed, Taksaka frequently examined the beautiful specimen. This became a daily habit, even a ritual. Then. one night, while in a dream so deep, Taksaka stirred and moved in his sleep. He was astounded to hear in his mind the voice of the powerful piece of wood speak in sweet and dulcet tones: Six square faces tell how I must be Six equal faces will let me see One face looks to the sky so blue The second sees ground moist with dew Another face to the west does gaze

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To the east a face sees the sun’s bright rays The southern face enjoys the warming breeze The northern face admires the wintry freeze Six square faces tell how I must be Six equal faces will let me see. The next morning Taksaka pondered deeply the meaning of his dream. What could it be telling him? For three nights he heard the voice of the wood and then, with deep delight, he discerned the meaning of the dream and the will of the wood. Taksaka immediately cleared his workbench and sharpened his tools. With the greatest care, he carved an exquisite piece of splendid wood from the magical block. With careful diligence and precision of movement, the old elf shaped the wood into a perfect shape simple and pure, a shape with six square faces. Taksaka had created a cube, a simple form of great beauty. With great exactness, he finished it to perfect and ideal proportions. That night while in a dream so deep, Taksaka stirred and moved in his sleep. Once again, he heard the voice of the wood: All six faces now smile and beam For I am now what was a dream. The next morning Taksaka awoke refreshed and happy. He put the beautiful and magical cube into a safe place where he could gaze upon it at any time. In time the sunny days of summer gave way to the winds of autumn. As the leaves fell, the air turned cooler, letting all elves know that winter would soon visit with its snow and ice. One very chilly night while in a dream so deep, Taksaka stirred and moved in his sleep. Once again, he heard the voice of the cube: With winter’s blast and icy storm I need a coat to keep me warm

A lovely coat, well colored I think My choice will be a coat of pink For three nights Taksaka heard the voice of the cube and then he determined to fulfill its wishes. He hastened to his workshop and searched high and low until he finally found a container of the most beautiful salmon pink paint. “This must be it,” thought Taksaka. “This will produce a perfect coat of pink.” Carefully Taksaka covered the little cube with an even coat of pink paint. When he was done, he stood back and admired the glistening pink cube. “You now have your coat of pink,” he told the cube. “Stay warm in your lovely coat.” The winter passed as it always does, and spring’s warm breezes called to one and all to join with their companions to frolic in the spring air. That night while in a dream so deep, Taksaka stirred and moved in his sleep. Once again, he heard the voice of the cube: Sixty square faces tell how I must be Sixty equal faces will let me see Ten faces look to the sky so blue Ten more see the ground moist with dew Ten faces to the west do gaze To the east, ten faces see the sun’s bright rays Ten southern faces enjoy the warming breeze Ten northern faces admire the wintry freeze Sixty square faces tell how I must be Sixty equal faces will let me see. The next day Taksaka again pondered the meaning of his dream. What could it be telling him? For three nights he heard the voice of the cube, and then, with deep delight, he finally discerned the meaning of the dream and the will of the cube. Taksaka immediately cleared his workbench and sharpened his tools. With the greatest care he carved nine exquisite and splendid pieces of wood from the original magical block, using it up completely. Then the old elf shaped the nine wooden pieces into

perfect shapes, each one identical to every other one except that every one was just a little bit larger than the previous one. He had formed nine perfect shapes simple and pure, each shape with six square faces. The nine shapes that Taksaka had created were perfect cubes that could now join his single pink cube to create a lovely set of ten. Every cube increased in size just a bit, just exactly the dimensions of the smallest cube. Next Taksaka took out his jar of paint and gave each cube an even coat of pink. They would all be warm and cozy in their new coats. When he was done Taksaka stood back and admired the ten glistening cubes. The first pink cube finally had nine friendly companions with whom it could frolic. That night while in a dream so deep, Taksaka stirred and moved in his sleep. Once again, he heard the voice of the smallest cube: My sixty faces now smile and beam For I am now what was a dream. But stack me up, make me tall For I’ll be a tower and stand over all. The next morning Taksaka awoke refreshed and happy. He carefully stacked the ten perfect pink cubes from largest to smallest. It was a tower - a tower of cubes, all pink. So, it was with great delight that Taksaka welcomed his friend Elvina who again paid him one of her very infrequent visits. After warm greetings and a steaming cup of meadowsweet tea, Taksaka showed Elvina what he had crafted from her magical wood.

then rebuild the tower again and again. Soon the tower’s fame spread far beyond the village, and Taksaka became very busy making more Pink Towers for people to take to their homes and schools. And thus it is so even today. A Pink Tower can now be found in schools on every continent, all around the world. They offer beautiful memories of that first magical pink tower of cubes. Of course, you will want to build this wonderful tower yourself. You might be happy to hear that it is said that if you very carefully mix up the cubes and build the Pink Tower with the greatest care, later that night in a dream so deep, you may stir and move in your sleep. If you are very lucky you may then hear these words: Sixty square faces tell how I must be Sixty equal faces will let me see Ten faces look to the sky so blue Ten more see the ground moist with dew Ten faces to the west do gaze To the east, ten faces see the sun’s bright rays Ten southern faces enjoy the warming breeze Ten northern faces admire the wintry freeze Sixty square faces tell how I must be Sixty equal faces will let me see.

“A Pink Tower,” cried Elvina, “It’s a Pink Tower!” And so it was that the tower of pink cubes became known to all as The Pink Tower. The fame of the Pink Tower spread through the small village and all the people visited to see the wonderful cubes in their coats of pink. Children, especially, were entranced and Taksaka, being a kindly elf, would often let them take all ten cubes to mix them up and

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The Bridgemont Experience

Even before the forced transition to online education caused by the COVID-19 pandemic, there was an increased presence of online education at the Secondary level; however, it was during the pandemic, that we discovered the effectiveness of online education in Montessori programs throughout the world. The program has been designed to include a blend of academic, social, emotional, and service components that are the pillars of Montessori at the Secondary level.

Learn more at www.bridgemontschool.com TOMORROW'S CHILD © § MAY 2021 § WWW.MONTESSORI.ORG

Be Courageous to Teach Young Children Science: They’re Naturals! by Christine M. A. Lapierre, PhD and Christoph Simon, PhD

e are all scientists at heart. Do you remember how curious you were as a child when you were growing up? You would question your parents and teachers about how things worked in your environment, sometimes unceasingly. When you had your queries answered, you were joyful and, consequently, more motivated to come up with additional questions to examine. In reflecting about this natural tendency in yourself, you could now appreciate the interests of young children today as parents and as teachers, when they inquire about how and why certain phenomena are the way they are in their environment. The variety and number of questions they ask demonstrate to us that they are budding scientists and need to have their fascinations addressed genuinely, in order to not lose that capacity as they grow older. Maria Montessori stated that children are natural scientists and that we can nurture that inquisitiveness and enthusiasm with thoughtful, caring replies. As an avid scientist herself, cultivated from her studies as a physician, Maria Montessori indicated that science and math were her favorite subjects. Consequently, she encouraged teachers and parents to bring to the attention of young children the real names of objects in their environment and not be concerned that the words would be too difficult for them. As children mastered their language and acquired new vocabulary, all words had the same intricacies for them. Montessori also advised adults to introduce children to all the sciences, in a manner that would respect the children’s level of understanding. What happens if, as parents and teachers, you are hesitant about teaching science and do not know the answers to the children’s questions?

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You may think that it is too difficult, that you don’t understand it, and that you don’t have the abilities to converse with children about science. You may have a little voice in your head that tells you that discovering new knowledge about science is just not something you are capable of doing. While topics about biology and botany may come easier for you, because you studied it in school or university, many people shy away from delving into the ‘hard’ sciences (e.g., physics and chemistry) with children. When children sense this fear of science in adults, they can adopt these feelings as their own and become reticent about exploring their environment. However, there are a number of ways that you can embrace science and enjoy it. Christoph has some great solutions on how to lower this barrier of being fearful of science. First of all, science is everywhere around us. Therefore, you can make science more relevant to the children’s everyday experiences. For example, everyone needs energy. We, and other animals, get it from our food. Plants get it from the sun and use some of it to make food for us. The plants can turn into coal and oil, which still contains some of that energy that they got from the sun. We can burn these things to make heat, steam, and electricity, which can do work. A related example is heat. You can explain to children that it is the disordered movement of atoms or molecules. This helps explain how water goes from ice, which is a solid, to liquid water, to steam, which is a gas, as water is heated up. First the molecules are arranged in a neat orderly way (ice), then they start moving around but still stick together (liquid water), then finally they move so much that they

fly apart (steam). Children can act that out by being close together for ice, farther apart and moving for liquid water, to moving around the room rapidly, for gas. Other examples are the concepts of electricity and magnetism. Children can learn about them using simple, everyday objects. The child can rub balloons to create static electricity, and fridge magnets can demonstrate magnetism. In both cases the children can see that objects don’t need to touch each other to have an effect on each other. If your understanding is not perfect, it is still acceptable. You can acquire the spirit of being comfortable with not knowing about everything. Instead, you can be transparent by telling children that you are not sure about a response, and you can do the research together to seek the answers. In science, there are always open questions. When you deepen your understanding of how things work, you develop a mindset that is wonderful for children to see: like the children, it is fine to not know. You can be like children, open-minded. Instead of becoming discouraged, you can learn that it is enjoyable to learn new things. It will change the way you view the world. On a cautionary note, we would like to emphasize that it is important not to give children incorrect information. As an alternative, it is valuable to say to the children, “I am not sure.” They will realize that adults do not know everything, and we are all learning together. Everybody can learn at their level. Even experts in science do not know everything. Taking this stance, we can all teach science to young children. Children are not only curious. We believe,

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like Montessori, that children have a natural scientific mindset. They want to explore new phenomena to them, learning about them repeatedly under different conditions to really understand how they work. This would be what changes, what remains the same, what is important and what is coincidental. We encourage you to take the plunge and begin exploring new facets of science to convey to the attention of young children. It will bring them joy. References Montessori, M. (1972). The secret of childhood. New York: NY: Random House Publishing Group. Montessori, M. (1995). The absorbent mind. New York: NY: Hold Paperback.

Christine M. A. Lapierre, PhD enjoys being a parent and is passionate about the Montessori philosophy. She holds a PhD in adult learning and sees everyone as a lifelong learner. Being a MACTE trained early childhood teacher, she believes strongly in bringing Montessori principles to teams, businesses, and other organizations. She can be reached at clapierr@ucalgary.ca. Christoph Simon, PhD is a happy father of twins currently attending a Montessori elementary school. He is a professor of physics at the University of Calgary, where he studies applications of quantum physics to information technology and neuroscience. He can be reached at csimo@ucalgary.ca.

50 LIFE-CHANGING QUESTIONS TO ASK YOUR CHILD AFTER SCHOOL by Gavin McCormack “What did you do today?” is the age-old question parents ask their children as they enter the house from school, but as we know, the answer is almost always, “Nothing!” Here are 50 life-changing questions that will give parents across the world a chance to truly understand how their child feels about school.

1. Did you see someone smile today? Why were they smiling?

2. Can you tell me an example of someone who cared for somebody else today?

3. Was there an example of

unkindness at school today? What did you do?

4. Was there anyone looking

lonely during recess? How did you feel when you saw that?

5. What did you talk about during group time?

6. Did you learn any new words today?

7. Did anyone do anything

silly to make you laugh? Was it the right time to be silly?

8. Did anyone cry? Why were they crying?

9. What did you find hard? Did you still try even though it was difficult?

10. What is the most popular

game at recess? How would you change the rules?

11. What was the best thing that happened today?

12. How did you help your

teacher today? Is it important to care about your teacher?

13. Did you say “thank you?” to anyone today? What did they do to make you feel thankful?

26. How did someone encour-

age you? Did you encourage anyone else?

27. Did you like your lunch?

Would you like to start making your own lunch?

41. Did you have time to your-

16. Did you learn something

self today?

new?

42. Was anyone happy to see

17. What are you looking for-

19. Did you fail today in any

way? How did you feel? What will you do to overcome the challenge?

20. Did you ever feel unsafe?

What happened to make you feel like that? Did you tell anyone?

21. What is something you

heard that surprised you?

22. What do you regret doing? Why?

23. Did your teacher say any-

thing that has stuck in your mind?

24. Tell me something you

know today that you didn’t know yesterday.

25. Was there a time when you felt tired?

39. Is there anyone who makes

smile? What made him/her frown?

15. What made you laugh?

were afraid? Did you tell anyone?

row? Is there anything you need to do?

40. What made your teacher

lunch? Why did you decide to sit together?

18. Was there a time when you

38. Are you ready for tomor-

you feel worried at school? Why?

14. Who did you sit with at

ward to tomorrow?

tomorrow, what would you like to do instead?

you arrive at school today?

28. Rate your day on a scale from 1-10.

29. Did anyone get in trouble

today? What did they do wrong? How did the teacher react?

30. Did you try something new? 31. What questions did you ask at school today?

43. What made you feel proud? 44. Did anyone do anything to make you feel loved? Will you do the same to others?

45. Do you need more time with me tonight?

46. What would you change

about your classroom if you could?

32. Did you wake up feeling

47. How do you think your

33. Would you like to plan an

48. What moment in your day

tired or energized?

adventure this weekend?

34. What are you reading at

school? Did you have time to read to a teacher?

35. What was the hardest rule

to follow today? Which new rule would you like to put in place and why?

36. Can you tell me a story?

I promise I’ll listen to the whole thing.

37. If school was cancelled

teacher felt today?

made you think, “Wow, I did it!”

49. If you switched places with your teacher tomorrow, what would you teach the class?

50. Do you know how much I

love you? And how proud I am of you?

Ask these questions, actively listen to their answers, and let’s change the world together!!!

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MONTESSORI-INSPIRED SELF-CARE FOR CHILDREN A Conversation with Naralys Sinanis by Alicia Diaz-David

Imagine a walk in the woods, fresh air brushing against your skin, your hair blowing in the wind, and the crunching sound of the beaten path beneath your feet, creating the syncopated tune you are walking to. This is what being one with nature feels and sounds like. It is also the type of self-care we are hearing more about these days: spending time outdoors. Thankfully, this is also easily achievable with children. A hike in the woods counts as both quality exercise and self-care time. But what about other opportunities for selfcare intended specifically for children? Naralys Sinanis, founder of Ready To Unwind, has not only been setting time aside for nature hikes with her children, she is also committed to providing time for her girls to enjoy some indoor pampering time as well. By using household ingredients, Naralys and TOMORROW'S CHILD © § MAY 2021 § WWW.MONTESSORI.ORG

her children have made salt scrubs for indulgent hand massages and enjoyed relaxing foot soaks, using aromatherapeutic oils. This mom of two vibrant girls (ages 1 and 5) invites her daughters to join by sharing with them what they will be making and, more importantly, telling them why: I start by saying, “We’re making bath soaks using salt and oils. These will help us relax when we are in the bath. Sometimes you can buy these in the store, but we can make it ourselves at home too.” She explains the procedure by printing out the recipe and reading it together with her young girls. They gather all the materials and ingredients in a safe and open space, where all three have plenty of room to move around, and potential spills won’t damage any furniture or rugs. She is also very clear about safety: I tell the girls that we are doing a fun

science activity, but that we need to be safe. Then I ask them: “What do you think we should do to be safe?” and listen to their responses. They are usually pretty good answers! Then I explain: “Today we can touch and smell things, but we shouldn’t put anything in our eyes or drink the oils even if they smell yummy.” We then have a sensory experience with the ingredients. I invite the girls to smell the oils carefully, without getting too close when they inhale, and ask them how the oil makes them feel. I let them choose which oil they want to incorporate into what we are making. My daughter Analia, for example, loves the smell of the orange essential oil and says it makes her feel happy. The girls also experiment with touching the salt with their hands, and even grinding the salt if they choose to. They stir and mix everything together. Sometimes, they want to touch the oils as well, so I explain that essential oils are potent and some are not ideal to use topically unless diluted with a carrier oil like almond or coconut. It’s part of understanding the safety aspect of the ingredients we are working with.

Recipe for Bath/Foot Soak Ingredients: ‒ 3 cups of epsom salt ‒ 1 cup of sea salt (can use pink Himalayan or finely ground sea salt.) If the salt has not already been ground, this can be an opportunity for the kids to grind it with mortar and pestle or a blender. ‒ 6 drops of essential oil (any scent that suits your mood). Lavender/ lemon or eucalyptus is good for relaxation/stress relief, while orange, peppermint, or tea tree can be more energizing. Additionally, you can also make your own blend with one or more oils (lavender-vanilla, lemonorange, etc.) ‒ 6 drops of sweet almond oil This is an important ‘carrier’ oil; coconut oil may be used as well. Materials: ‒ Large mixing bowl ‒ Large wooden spoon ‒ Measuring cup ‒ Towels/paper towels to clean up any spills or messes ‒ Storage container for the mixture (ie.mason jars) Instructions: Combine the sea salt and epsom salt in a bowl and stir with spoon to mix together. Once the salts are mixed, add the essential oil, the almond oil, and stir again until well combined. If there are any clumps, you can break them up or have the kids break them up. Let the mixture rest for about an hour (you can cover it with a towel). When you are ready to use for a bath or a foot soak you can add 1/2 cup to 1 cup into warm water and allow it to dissolve. It may be stored in an airtight container for about 1-2 months. Other options: You can switch out almond oil for any other carrier oil. You can add tea from a tea bag (cut the tea bag and empty the contents into the mixing bowl before adding oils), or include dried lavender or other dried flowers/herbs.

In this way, Naralys and her children enjoy hands-on interaction with materials and ingredients of different textures and smells, and practice skills like scooping, pouring and mixing. Parents can use this preparation time to embed math and science concepts such as measuring and making observations as well. This engaging and authentic learning experience ends with a relaxing reward: the children indulging in their creation and learning how to engage in self-care. ¢

Disclaimer: Please consult with a doctor or physician prior to trying any at-home recipes with young children. Certain ingredients may trigger potential allergies and/or reactions. When implementing this or other similar recipes, be sure to follow all safety precautions..

Ú For more ideas, follow Ready to Unwind on Instagram.

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MAKING AGREEMENTS OLDER CHILDREN

with

by Michael Crump

pet fur of various unknown types. My daughter's initial attempts to secure a dog friend were all nonstarters because the acquisition of one would make her life grand and mine miserable. More time passed, and she began to implement the teen strategy of persistence. She asked us almost every day, as often as she could, explaining to us the various reasons why a small dog with small poops would greatly improve her life and emotional standing. After months of straight refusals, our patient, kind, loving, low-maintenance, and temperate little daughter began to implement the final solution. After the second of three children left for college, we began to experience the initial feelings that may come with the reality of being empty nesters. We still have one incredible teenager in the house, and she is very "easy on the adult.” Her presence in the home stands in the gap between a sense of family and lost purpose; we love her very much. My youngest daughter has learned, from the mistakes of her two adult siblings, precisely how to navigate parental waters without being eaten by sharks. She is calm, introspective, caring, and makes good grades. After some time, she began to experience

the throws of loneliness not having her older brother and sister readily available for ageappropriate interactions and mental stimulation. And so, she did something she does not often do. She asked for something. You have to understand that this is a profound development for our youngest child, as she only ever asks what is necessary. She began asking her mother for a dog. Initially, she began implementing the divideand-conquer method of asking mom only. Her mother refused, citing the fact that I (her husband) was incredibly allergic to pet dander. I explode into sneezing fits and watery eyes when I come in contact with

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To seal the deal, our child began to have bouts of crying in order to secure her desires. She no longer asked for a dog, specifically, but simply cried to us about not having someone or something in her life to help occupy her time and curb the experience of single-child loneliness. I should mention that there is an eight-year gap between our middle child and our youngest daughter. Without her knowing, she hit the jackpot; we as her parents had always observed the chasm that existed between the two older children, and our youngest child. As the years went by, we watched as the socio-emotional distance between the two older children (only a year apart) began

to naturally grow, and the expanse between the two camps naturally widened.

When she had successfully endured the gauntlet of situational, anecdotal objections laid down by me and my wife, we agreed…

I knew, as weeks and months went by, that I would grant her a wish for a dog. After all of her attempts implementing "teen reverse psychology” and "emotional guilt,” we decided to capitulate, despite the constant discharging of her best physiological weapons of teen warfare. We began to prep her for ownership of the dog without letting her know that we intended to let her have a dog. When she would cry about the matter, we countered with anecdotes concerning the horrors that may follow like cleaning up poop, early morning pee-pee trips, walking the dog in the wee hours of the morning, the darkness of the back yard, contending with the nighttime critters, and constant supervision. All of these possibilities fazed her naught, and she maintained the fact that she wanted a small dog, even if it meant waking up at the crack of dawn. When she had successfully endured the gauntlet of situational, anecdotal objections laid down by me and my wife, we agreed to a non-allergenic breed AND that she would take full responsibility for the care of the dog. My wife and I love dogs, but we are clearly not "dog lovers.” These cautionary tales that we were giving to her were not being explained by any way of fault toward the K-9 species, but rather, the apprehensions of people such as my wife and I. However, our child convinced us that she would be able to handle the responsibility as primary caregiver to this new life in our home. Then came the day that we brought her pet dog home. It was a one-year-old Chihuahua puppy from the rescue shelter. She took to him in at once and named him Oliver, Ollie for short. From day one, she exceeded our expectations of care and attention in every single area. She had said that she would not falter or wane in her affections for the dog as time transpired. We were not disappointed; walks at early dawn, walks at dusk, and three walks in between. Lovingly dealing with feeding times, poops, and pee-pee accidents without complaint. She lavished him with treats and biscuits, walks, and selfies; she even made a short film on her iPhone, which was actually quite impressive, editing and all!

daughter is secretly in anguish. I would not say regret, but definitely anguish. Although there is no doubt that she loves Ollie a great deal, she does not like getting up at dawn, cleaning up accidents, late-night walks, the night sound of shuffling critter paws among the leaves, beyond the reach of the backyard floodlights. She would rather not stand in the cold rain to make sure by eyewitness account that he has carried out a number one and two. She hates walking the dog on hot summer nights, cold mornings, and in between. No matter the situation, she does what she has to do to make Ollie’s existence with us a good one. She plays with him, gives him a lot of attention as we all do. My wife and I lovingly sneeze and cough through my encounters with Ollie, without complaining. I suspect that like any 14-year-old child, the responsibility for my daughter is hard work. The REALITY has set in. The reality of caring for another life has been a real wake-up call for this little lady. We help out as parents often do, but we do not take over as parents also often do. For my daughter, getting up early and traversing the cold or heat of the day may be a challenge. Taking a plastic glove and handling the solid waste of an animal may be yucky for her. Finding time to play with Ollie in the midst of her other obligations is not always easy for her, but we let her go through it. We let her go through it, without bailing her out, without being a crutch, without allowing her to abdicate the responsibility that she asked for, and she has grown a great deal in light of it. ¢

Michael Crump and his six siblings grew up together in the UK. He received a BA in Sociology/Education from Ashford University. Michael attended Manhattan College for two years and lived in NYC for 16 years. After working in corporate management for 25 years Michael decided to join his wife, Arlette, as a teacher at her school, the Montessori Village Academy in GA. He is know completing his Montessori Elementary Teacher Certification in an IMC training program. Michael and Arlette have three children – Isaiah and Morgan in college and Mattison a working actor in high school.

I want to be honest about how things have progressed in our situation. Today, our

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WEAVING THE TAPESTRY A Perspective on Integration in the Elementary Curriculum by David Rotberg

ontessori guides everywhere are trying their best to continue to offer a rich and dynamic curriculum within each of their schools and classroom communities during this very challenging school year. Let’s honor their best efforts, new ideas, creative thinking, and problem solving. The spiritual preparation of the guide is vital as they make time to rest and replenish so that they can return to their classrooms rejuvenated and ready to serve the children and their school communities. This being said, let’s celebrate this year’s successes and conclude spring 2021 with a celebratory song! As guides begin to turn their eyes and minds to the coming summer and the preparation of their classrooms for fall, there are many things they are quite certain they will do. They will continue to serve the children, in-person, virtually, or with a hybrid model. At every level, and particularly at the elementary level, they will humbly practice and refine the art of weaving together the curriculum. They will paint the big picture of the universe, the world,

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and our place in it, handing children the keys to the universe and eagerly seeing which doors they open. They will see where spontaneous learning will lead the child through:

• Integrating all subject areas; • Presenting lessons in every area with equal emphasis;

• Striking the imagination to inspire learning;

• Observing, guiding, and maintaining classroom leadership;

• Preparing beautiful environments; • Fostering peaceful communities; and • Trusting the children and treating them with compassion, grace and respect.

Guides must remain consciously aware that each of these elements is significant and necessary in developing an integrated Cosmic

Curriculum at the elementary level. They are continually working to incorporate all areas of the classrooms to offer a vibrant and creative learning environment that sparks their students’ imaginations. When guides reflect on lessons and the follow-up work, keeping in mind the holistic view of the spiraling curriculum, they ask themselves, “do we impose follow-up work on the children or do we teach them to look more deeply at the lesson and find follow-up work that is purposeful and balanced? Here are some things they consider as they prepare their presentations:

• Does a child always have to do the no-

menclature (or other company made cards) and record it in their notebooks for there to be “content mastery and/or completion?”

• How can follow-up work be an invitation rather than a command?

• Are there other subjects that can be con-

nected together in this presentation or as part of follow-up works with materials on the shelves?

• What is each child’s dominant learn-

ing style? Are they auditory, kinesthetic, visual, etc.?

• Are there books, posters, charts, pictures, and materials available to meet specific needs or passions when doing follow-up work?

Questions, such as the following, may spark the child’s imagination:

• “I wonder. What could we do with these...from our lesson today?”

• “Could we make or build something?

• Creative writing with prompts; • Produce their own early human plays; • Symbolize sentences specific to early humans (premade by the teacher or written by themselves or a peer);

• Could we draw or create anything?”

• Work out answers to story problems;

• “I have this really, really big piece of

• Use graphs to plot out ...

paper. Could we write something on it?

The options for creative thinking are endless and the children will come up with a lot of ideas. Remember...guides inspire! Another part of this tapestry is to look at how guides can integrate subjects. Let’s look at “The Third Great Lesson: The Coming of Humans,” presented in both lower and upper elementary communities. Lower elementary is more impressionistic while upper elementary goes into greater depth and detail. From that lesson children can work on:

• Research;

• Use critical-thinking skills to make up

equations centered on early human dates and time periods;

• Map out where early humans traveled; • Think about what the land looked like at the time;

• Make early human tools with clay; sculpt caves and animals from the periods;

• Draw timelines of early humans and

create cave art with oil pastels, chalk, and other natural materials;

• Find natural materials outdoors to make early human shelters and create dioramas;

•

Play games, scavenger hunts, skits, even silly yoga poses;

• Sing songs! They are out there!

• Could asking the children questions about specific materials or supplies and inviting them to think about extensions be incorporated as a regular part of the guides routine at the end presentation?

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• Imagine the type of music early humans

beyond the materials is often a good thing.

Guides look for ways that geometry and types of triangles can fit in other areas of the curriculum with meaningful follow-up work. It is very common to see the nomenclature or use the box of sticks as teacher mandated follow-ups. All well and good, but are there more options? Are there more possibilities that guides can suggest to children? Could a guide say, “You can use the nomenclature, use the box of sticks, make a chart, paint or watercolor the work or all of them? Slowly,

What does this integration look like outside a typical morning or afternoon work cycle? In many Montessori schools, as at Pines, faculty and staff have conversations regarding best practice when it comes to ‘specials,’ such as art, foreign language, PE, or music in terms of the uninterrupted work cycle and the integration of these valuable subjects into the Cosmic Curriculum. After careful reflection and consideration over time, many conclude that treating these subjects as if they are separate from the curriculum is, in fact, compart-

sang, danced, or listened to.

This is a process for all Montessori guides. We learn from the experience of mentors in our field, are open to new insights from beginning teachers, and we collaborate, collaborate, collaborate with those in the Montessori community via email, phone, zoom, or in-person to always provide a tapestry that is woven together from all areas of the elementary Montessori curriculum. ¢

Many conclude that treating these subjects as if they are separate from the curriculum is, in fact, compartmentalizing them rather than integrating.

throughout their elementary years, the guide teaches the children to make their own follow-up work. Their goal is to be able to simply ask after the presentation, “What will you do with this work?” Before children leave the lesson there is a commitment to their followup work. There is a certain level of expectation that the work will be done, but in their own way and time or an agreed upon time by both the guide and child. This “Menu of Follow-Up” work can be applied to all areas and in a variety of ways. When it’s a lesson in cultural studies, the heart of the elementary environment, using mathematics, children can write their own equations or have lessons on how to write them. They can be challenged to see how many equations they can do. The language area includes materials that lead to reading fluency and materials for reading to gather information as well as materials for developing a love and understanding of language. Children can write stories and symbolize the grammar they are currently working on or create their own form of command cards. Thinking

mentalizing them rather than integrating. This practice not only interrupts the students’ work cycle but actually falsely sends the message that they are not an integral part of every culture no matter what time in human history. So what do schools do? At Pines, art, health and fitness, foreign language, and music are all woven routinely into the work cycle during the week. There is a fantastic resource by Nicolas Lepine, called “The Great Lessons: Montessori Physical Education.” It is a beautiful way to make the Great Lessons come alive and bring a different dimension into the minds and bodies of the elementary child. Art naturally lends itself to every area of the curriculum from classroom murals (to which each child can contribute), posters, timelines, charts, booklets, sewing, and weaving. Formal art lessons became presentations done with all other subject areas. Our school’s foreign language is Spanish. An incredible team of guides came together to create and make materials for all classroom levels. Spanish shelves and beautiful materials were sprinkled into all the environments.

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David Rotberg is a Lower Elementary Guide at Pines Montessori School in Kingwood, Texas. David is also a faculty member for The Center for Guided Montessori Studies, serves as an accreditation verification visitor for the IMC School Accreditation Commission, and is a presenter at conferences.

HOW CAN I HELP MY CHILD DEVELOP ENTREPRENEURIAL SKILLS? by Maya Spikes

tests such as an enneagram test or The Myers-Briggs test. (A good start would be Rising Innovator’s business idea quiz — take this quiz to see which business ideas match your personality.) These tests can help you and your child learn more about your child’s personality and interests. If your child chooses a business that fits his personality, he is more likely to work hard at developing the skills he needs to succeed. 2. FIND SUPPORT FOR YOU AND YOUR CHILD. Social gatherings are rare these days due to the Covid-19 pandemic. But you can still have a small group of people who support you so you can help your child choose and develop a business. Consider the people who you already turn to for advice about parenting, your career, and other issues. You can virtually check in with these people using email, social media, and/or informal Zoom calls. Then, encourage your child to think about Parents can still encourage young entrepreneurs, even while facing ongoing career changes and challenges. You’re dealing with a lot right now, as a parent. Handling changes with your job, finances, and your children’s school routines are just some of the things on your to-do list. And now, you have a child who is starting their own business. Teaching kids about career paths is hard enough when your life is stable. So, what should you tell your young entrepreneur about career paths when you’re facing so many changes with your own career? Here are four tips for how you can help your child choose a career path and develop his or her entrepreneurial skills.

A mentor can be a great resource and guide for your young entrepreneur. 1. HELP YOUR CHILD LEARN ABOUT THEIR OWN STRENGTHS AND INTERESTS. Talk to your child about his or her business. How are things going so far? What do they like most about their business? What skills or tasks seem easy, from your child’s perspective? Consider assessment tests so that you can help your child choose a career path. For older children, such as high school students, you can suggest taking assessment

their own friends. Which friends help them with school work? Which ones support their business or give great advice? Answering these questions will help children build their own group of supporters. You can also look for online parenting groups for yourself and find online groups for young entrepreneurs like your child. 3. HELP YOUR CHILD LOOK FOR A MENTOR. Speaking of supporters, you don’t have to be the only positive, encouraging adult in

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your child’s life. A mentor can be a great resource and guide for your young entrepreneur since they can help your child choose a career path. Consider your own professional network or using LinkedIn to find potential mentors for your child. 4. BE PATIENT WITH YOURSELF AND YOUR CHILD. Having a great career is an ongoing journey that includes constant change, as many of us have learned during the past year or so. Be patient with yourself as you learn and adapt to how your own work life is changing. Use this experience to help your child choose a career path. Also, be patient with your children as they continue to learn and make decisions about their businesses, career plans, and dreams. FINAL THOUGHTS The recent coronavirus pandemic drastically changed how parents work while

raising their children. As a parent, your work life and your life at home is more blended together compared to a year or so ago. You can use this situation to your advantage, especially if your child wants to be an entrepreneur or already has her own business. Keep these tips in mind so you can help your child get started on her entrepreneurial path and follow that path to success.

1. Discuss with your child their strengths and interests.

2. Virtually connect with people to 3. 4.

support you and your child, along your child’s career path. Consider finding a mentor for your child. Be patient.

Fortunately you can use skills and experiences from your own life, and from other people, to teach your child about developing a business, even while facing changes and challenges. ¢

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Maya Spikes has contributed her writing and marketing skills to various organizations for more than 15 years. She began her career freelance writing articles for newspapers including The Charlotte Observer. She then served as a reporter for the Independent Tribune in Concord, N.C. During her years at the Tribune, Maya won a North Carolina Press Association Award for general news reporting. Maya earned a B.A. degree in Communication Studies with a concentration in Journalism from the University of North Carolina in Charlotte. She enjoys living, working and volunteering in Raleigh.

Creating A Budget Nathan Dungan, Founder and President Share Save Spend

A budget is far more than a spending plan. It’s a practical roadmap for applying your values every day, week, month, and year. A budget is how you balance sharing, saving, and spending. Regardless of your financial sophistication, you will benefit from this experience.

• Or you could set a medium-term savings goal of accumulating a down-payment for a car.

• A long-term sharing goal might be making decisions about including organizations you care about in your will.

1. Before you start looking at the numbers, your first step is coming up

Once you have invested the time to create a budget, you will want to keep tracking your income and expenses, at least monthly, to ensure you live within your means. • How well are you meeting your goals? • Are the dollars you allocate for each category realistic, or do they need to change? • The choices are up to you. • You’ll be far happier the more you deal in reality with your money and take control of your situation.

2. Creating a budget starts with getting a handle on where money

A budget is a doable way to make healthy money decisions and put yourself on a path to financial satisfaction and success.

3. Once you figure out where you ARE with your money, decide

Nathan Dungan is the founder and president of Share Save Spend®. He speaks and consults with organizations and families on the topic of financial wellbeing. Nathan uses a Wellbeing Framework to help individuals and families build capabilities that are most relevant for them and the goals of their family.

Here are three straightforward steps to create a budget that works for you: with a game plan for when and how you will make money decisions. • Set aside time for a weekly 5-minute money check-in to stay on top of your money transactions. • Think through your money values and make sure that your money habits align with what matters most to you. comes from and where it goes. • Gather information about all of your sources of income. • Collect all of your regular bills and track other expenses for 30 days to get the facts on how you spend money. where you WANT TO BE. • Think about what you do with your money—sharing, saving, and spending. • Write down goals for the short, medium, and long term. • You might decide on a short-term spending goal of taking a vacation.

He is the author of three books and numerous resources for organizations and families. Nathan’s newest resource, Money Sanity U®, is a subscription-based virtual learning library for organizations that addresses a variety of money topics in a simple and interactive format—all designed to help improve financial wellbeing. You can learn more at Share Save Spend.

Tips to Handle Your Child’s “No”, Gracefully by Kathryn Kvols What You Need to Know There are few words less nerve-wracking then hearing your child say “no” to you. Rest assured, your child is very normal. If she asserts herself with a “no,” you can pat yourself on the back. You have not raised a submissive child!

it creates resistance. Learn to change your commands into questions, i.e., “Put your toys away” becomes “Where do your toys belong?” This is very simple, but most of my clients report fast immediate results. Don’t argue with him. This is a battle that can’t be won. It has no good ending, often with one or both of you in tears. Respect their “no.” When you can say, “Thank you for telling me.” Wait a few minutes and try again with your request. When a relative tries to give your child an unwanted kiss (or hug) say, “Ellie doesn’t feel like kissing today,” instead of coercing to comply. Respecting her “no” allows her to feel safe to set her boundaries. Change your irritating thoughts. Switch your negative thoughts to a positive outcome. Change “She is driving me crazy” to “She is going to be a wonderfully assertive woman someday!” Don’t offer a choice that your child can answer with a “no.” For example, “Do you want to help set the table,” allows her to say “no” versus saying, “Please help set the table.” Give your child lots of opportunities to feel powerful. The more competent they feel, the less they need to be powerful by resisting you. One way to do this is to ask for their help frequently. Youngsters love to help.

learn is how to say “no” in a non-offensive way. A disrespectful or mean response to your requests can be redirected by giving your child the tools. At a friendly time (children can’t learn at a time of conflict) give your child acceptable ways he can tell you “no.” If you don’t, he may find subtle (and sometimes not so subtle) ways, i.e. forgetting, dawdling, or doing the job haphazardly.

Use distraction. Nothing delights and distracts a youngster like a parent being silly. Break out into a song or dance. Try getting them to do the task again.

Avoid using “no” as much as you can. Your child learns from you and wants to be like you. If she is hearing “no” several times a day, she is likely to mimic you. For more information on alternative ways to say no, go to www.incaf.com and download the handout, “19 Creative Ways to Say “No.” ¢

Check these first. Is he tired, thirsty, hungry, or getting sick? If yes, meet his physical needs first.

Let your child know that you hear him. There is usually an emotion behind the “no,” such as frustration, irritation, or anger. When your child feels heard beyond their “no,” it often dissipates. For example, “I see you are still a little sleepy and grumpy. Let’s try getting dressed after we snuggle for a few minutes.”

Connect before you make a request. Children need to feel connected. If they don’t, they are more likely not to want to cooperate. Play a quick game of peek-a-boo, chase her around the kitchen island, and then make your request.

Provide a reason for your request. Reasoning with your child at this stage is possible. As long as you keep it short and to the point, your child will be more likely be inclined to cooperate. “The slide is wet and dirty. Let’s swing instead.” Versus, “Get off the slide!”

Ask questions instead of giving directives. When we give our children orders,

Teach your child how to say “no” respectfully. An important life skill your child needs to

The fascination with “no” stems from the fact that toddlers (and tweens) are starting to realize they are individuals who have a will of their own. This is the early beginning of your child learning to stand up for herself and knowing what she wants. She is learning to set her own boundaries and build the foundation for healthy relationships. Children who become compliant at a young age often suffer later in life from lack of will and passion. As parents, we need to think very carefully about how we choose to respond to their lack of compliance. How to Handle Their “No”

Kathryn Kvols is the author of the popular book and parenting course, “Redirecting Children’s Behavior.” She is also a parenting coach and speaker. For more of her resources, go to her website: www.incaf.com.

Why Schools Fundraise: Philanthropy – literally a “love of one’s fellow human beings.” by Montessori Foundation Staff

Bake sales, special events, art auctions, annual funds, capital campaigns, endowments… It sometimes seems like the nonprofits in our lives are constantly asking us to give. Even if your children attend a local public or charter school, it’s likely that fundraising through the parents’ association goes on year after year. Why? You may find this particularly galling if you send your children to a private school, and you are already paying a not inconsiderable tuition every year. “So, tell me again why most schools ask parents to make donations of time, money, or something tangible like an old car or maybe some stocks when we’ve already paid our tuition or taxes?”

schools want to attract as diverse a community of learners as possible. This is why so many colleges and schools of all sorts create a financial-aid program, setting aside some of the funds that come in to provide scholarships or financial aid to families who, otherwise, could not afford to enroll their children. Fundraising is an essential element for almost every public and private school. It’s a rare situation where government funding is adequate to cover all the programs that school parents might want for their children. As a result, parent-teacher associations have historically raised money year after year. Non-public schools are independent of the government, leaving them dependent on tuition, gifts, and grants.

It’s a fair question. We are often asked why schools don’t simply make do with what they bring in from tuition or government funding? Or, in the case of private schools, why don’t they simply raise the price of tuition?

This is especially true when schools need to make a major purchase, such as a new facility, an expansion, or a major repair. These (often unexpected) expenses usually can’t be covered by most schools’ operating budgets.

The answer is fairly straightforward. In many cases, unless the government offers funding that supports children’s tuition, most schools can’t set a tuition that’s high enough to cover all of the schools operating expenses, while also set money aside in reserve for emergencies and major capital investments.

So, in countries like the United States, where there has been a tradition of support for independent or faith-based non-public schools, families (along with extended family and friends) are asked to help the school accomplish important goals.

Education is expensive, and most independent

Fundraising is probably easiest to understand when the entire school community recognizes

the need to buy a new building or expand what they have; however, it’s not always obvious why the same school would run a fundraising campaign every year. The answer is fairly simple. In much of the world, gifts made to non profit charitable organizations, such as a non profit school, may be deducted from corporate or personal income tax. This can have significant advantages to the donor. One member of a board would often propose that we should have school tuition set at $10 a year and ask everyone to make a “gift” of $10,000 to $20,000. At first glance, it sounds appealing, because a tax deduction means a true saving on taxes paid and may even lower the donor’s tax bracket. Many people prefer the ability to designate some of their tax dollars to a worthy cause of their own choosing. However, gifts must be made voluntarily. If a nonprofit school required parents to make a donation in order to send their children to school, their “gift” is unlikely to be considered tax-deductible. So, whether your children attend a private school or one that is publicly funded, you are likely to be asked to support their fundraising efforts. Montessori schools are no exception. The relationship between fundraising and independent schools is complex.

Giving takes many forms. Whether a gift takes the form of a monetary contribution, a gift of stock, or the giving of one's time and talent (usually not tax deductible), the act of giving is an important demonstration of support and recognition for the ideals, philosophy, and goals we all share for our children. Fundraising should not feel like arm twisting. It should be a kind invitation to join with other families, grandparents, faculty, and friends of the school to achieve a specific goal. Wise schools cultivate a culture of community, caring, and support. They encourage their stakeholders to consider their ties to the school and discover the many ways people share the gifts of time, talents, experience, wisdom and financial support with the enduring institution called the School. Gifts to Montessori schools are an important source of revenue not only to accomplish the school’s present goals but to provide the type of ongoing support that enables it to remain on the cutting edge and remain true to its mission. Because of the support of faculty, families, and alumni, Montessori schools become strong and stable; and it is the responsibility of all who love a particular school to maintain this strength by responding generously when they are asked to give. ¢

INFANT/TODDLER

EARLY CHILDHOOD

ELEMENTARY

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DEAR CATHIE

NEEDINESS DURING COVID

DEAR CATHIE— WE ARE GETTING READY TO HAVE SUMMER BREAK FROM SCHOOL. IT HAS BEEN A LONG YEAR AND I WANT THIS TIME TO FEEL TRULY DIFFERENT. I KNOW THE TIME HAS DRAGGED AT TIMES FOR OUR FAMILY, AND I WORRY SUMMER COULD BE THAT WAY AS WELL. I WANT IT TO BE SPECIAL! CAN YOU OFFER SOME IDEAS? —EXHAUSTED PARENTS

Dear Parents, Dear Parents, I applaud your efforts to make this summer different and special. Doing new and exciting activities will make this summer fun and special for everyone. My first suggestion is to somehow mark the start of this time. I know a family that recognizes the start of summer vacation with a special breakfast. Each child in that family gets a basket of goodies- anything from exciting new books, jump ropes, sidewalk chalk, balls, new swim goggles, or even a craft set are fun to include. This effort sets the tone for the summer break and lets your children know what the summer might look like for them and the family. My second suggestion is to plan some family trips or outings. If your children are young, outings to the nature center, museums, the beach, zoo, or parks may be perfect. These can be one day outings. Many families have remained very close to home and have not ventured out much during the pandemic. As summer comes, this may be the time to do just that. It is important to involve the children in the planning process, as I believe that is a big part of the excitement of a trip or excursion. Maybe you are ready to take a ‘real’ vacation and go away to see grandparents, relatives, or just get away. This can be the highlight of the summer for many families. Be sure to take pictures so you can relive the experience and conjure the memories.

as a family, such as experiencing a new food and having a family cooking time and others may be individual, such as letting a child attend a week of a sports camp for a sport they have not tried before. Another way is to simply view a your comfort level, these activities YouTube video and try out a new may include close friends or other skill such as weaving a basket. families, or you can keep them as a special family-only tradition. Summer vacation from school can seem like a lot of time, but it can Fourth, I recommend that easily be filled with camps and the everyone in the family should try normal day-to-day activities. It something new! From a new food does not take a lot to make it seem experience, to a new craft, or a new special! Parents and children just sport or instrument, every child need a to add a few special weekly (and adult) should be growing and activities to make this summer trying new things regularly. This is unique. the perfect time to encourage that growth. Some things can be done Happy Planning! ¢

From a new food experience, to a new craft, or a new sport or instrument, every child (and adult) should be growing and trying new things regularly. Thirdly, I suggest creating a new summer family tradition. If you have been reading my column regularly, you will know I am a firm believer in creating new traditions as a family grows. Summer is a perfect time to insert a new tradition. It can be as simple as lemonade and cookies (maybe a special kind) on the patio on Sunday afternoons or a family trip to the local farmer’s market on Saturday morning, followed by a picnic lunch. Depending on

Montessori 101

Montessori Jargon That You Ought To Know by Dorothy Harman

Montessorians are known for their jargon. We speak of red rods, didactic materials, autoeducation and the like. However, there are three important aspects of Montessori that are seldom shared with parents. Those are Nebulae, Horme, and Mneme. To Dr. Montessori, and to those who answer the calling to implement the pedagogy or to live their lives with and in deep reverence of the child, the nebulae,

horme, and mneme are the foun- for us to conceive the magnitude The ‘hope for the future’ that Dr. dations of the person who is yet of its powers.”(Education for a Montessori envisioned resides in to be evident. New World, p. 14) the child and is realized through the admirable work of the child Dr. Montessori wrote, “It is a The nebulae is the unlimited in the first three years of life. The mental chemistry that takes potential present in the child at inconceivable power of the child, place in the child, producing a the time of birth. It was the po- through the nebulae, horme and chemical transformation. These tential present in the cells of the mneme, is made evident in the impressions not only penetrate egg and the sperm that joined child who reaches to grasp us, the mind of the child, they form to create a new being of possi- who depends upon us, who obit; they become incarnated, for bilities. The horme makes itself serves us, and who incarnates the child makes his own ‘mental known in the child’s vital urge before our very eyes. flesh’ in using the things that to interact with the environare in his environment. We have ment. Through the senses and There is no greater privilege to called this type of mind the ‘ab- movement, the child’s interaction witness. There is no greater resorbent mind’ and it is difficult begins the unconscious construc- sponsibility to ensure. ¢ tion of the individual through the absorbent mind. The mneme Montessori, M. (2007). Education is the memory storage in the un- for a New World. In Education for conscious mind of all of the in- a New World (Vol. 5). Amsterdam, teractions with the environment. The Netherlands: Montessori-PierThe potential of the nebulae, the son Publishing Company. urge of the horme, the memory of the mneme are the psychic building blocks of the child. They are the ‘mental flesh’ that Dr. MonDorothy Harman tessori describes as being diffiAMS Early Childhood cult for the mind of the adult to Montessori understand and, yet, are indisCredential, pensable as the child constructs Montessori self; mind, body, personality, lanConsultant Faculty, College of guage, and spirit. Education, University of Nebraska-

didactic materials

The impact of understanding these concepts is crucial for Montessori parents, assistants, teachers, caregivers, and all who have the privilege to interact with young children. The child should be treated with great reverence, for the construction of the self is no less of a miracle than is described in the holiest of writings. It also demonstrates the tremendous responsibility of those who connect with the youngest children. The responsibility to prepare physical environments, to provide enriching experiences, to allow the development of independence, and to build emotional climates should be taken with the greatest of care and intentionality. TOMORROW'S CHILD © § MAY 2021 § WWW.MONTESSORI.ORG

Kearney. She’s presented at: International Montessori Council/ The Montessori Foundation Conference numerous times as well as AMS, & Mid-America Montessori Teacher Training Institute. She’s an Early Childhood Teacher Trainer, 2009-current. She’s been a Directress at the Millard Public Schools, Omaha, NE and trainer: PrePrimary Montessori Classroom Directress (3-6 year olds), 1999-current Montessori Para-Professional Trainer (Early Childhood), 2001-current PrePrimary Montessori Classroom Directress (3-4 year olds), 19981999 Montessori Para-Professional (math support- pre-school to grade 5), 1997-1998.

BOOK REVIEWS

Reviewed by Lorna McGrath

types of animals, as well. They are published by Nomad Press and can be purchased at www. amazon.com.

A New Alphabet for Humanity Written by Leesa McGregor Illustrated by Daniela Sosa This is a very well-done children’s book. It includes not only content that is so greatly needed for our world today, it shows realistic illustrations of a diverse range of children and adults. It gives children a set of words and their descriptions to help people understand how we can think and act in ways that will create peace in our world. Just as an example: G is for Gratitude – Gratitude is thinking about all the things that make me smile. I am grateful when I give thanks for my day and the people I love. When you purchase this book, you can access their online site, where they offer a free printable alphabet poster and other learning materials. My only suggestion would be to add the lower-case alphabet letters next to the upper-case letters in the book because, generally, in Montessori classrooms, we don’t introduce upper-case letters until children reach first grade and above. If you have a young child, kindergarten and younger, they will be more apt to recognize the lower-case letters, and you can begin to help your child make the connection between lower and upper-case and that they sound the same. Always remember that in Montessori we

also concentrate on the sound that letters make before the names of letters. I highly recommend this book for children from 2-8 years old in your homes and in your classrooms. It can be purchased at www.amazon.com or www. alphabetforhumanity.com.

Finish Strong: Seven Marathons, Seven Continents, Seven Days Written by Dave McGillivray with Nancy Feehrer llustrated by Shululu This book is categorized as a children’s non-fiction, biography for ages 7-10 years old. I think many children as young as five years old would enjoy it. It’s the story of Dave McGillivray, Boston Marathon Race Director. He starts by having to find a sport that he could be good at for his size and stamina, which turned out to be running. It is inspiring, interesting, and includes quite a bit of humor, too! On almost every page, there is a box at the bottom with some words of guidance, humor, or encouragement as he tells the story of the World Marathon Challenge. In this book, dreams, goals, charity, courage, and friendship are

promoted as Dave runs around the world. Montessori students will appreciate the map of Dave’s journey as well as a sort of surprise letter and advice in the last few pages of the book.

Picture Book Science Series: The Earth, The Stars, The Sun, The Moon Written by Laura Perdew llustrated by Li Hui This series seems like it would be suited to and appeal to lower elementary students. There is quite a bit of text for students to read, and the vocabulary is above an emerging reader’s level. Obviously, there’s no harm in an older student/sibling with more reading proficiency or an adult to read it to a younger child. Although there is a lot of information in the books, it is wrapped in stories and illustrations of imaginary creatures. Again, this would definitely appeal to elementary-age students, but it might be a little out of a younger child’s ability to distinguish between reality and fantasy. These books provide a fun way to look at information about the stars, the earth, the moon, and the sun. There are other books in the series that take a closer look at different

Seeds and Trees Written by Brandon Walden llustrated by Kristen& Kevin Howdeshell I have to admit when I read the “Letter From the Author,” I became a little skeptical about whether or not this would be a well written book. Luckily, it turns out that it is written just fine. The story uses tree seeds as a metaphor for words and that words can be kind, supportive, and respectful (green seeds) or the opposite (dark seeds). In the beginning the prince gathers, plants, and nurtures both the green and the dark seeds, and both kinds flourish. After years, he realizes that the trees from the dark seeds were overtaking the trees from the green seeds. Fortunately, the prince has a friend, who helps him to get rid of the dark trees and only replace them by planting green seeds. The author conveys a message through this imaginary story in a way that children will probably be able to relate to. The illustrations are not only lovely, but they really depict the differences between the dark trees and the green trees. Children from 4-9 years old will enjoy reading and discussing the ideas in this book.

BOOK REVIEWS I recommend this book for 11-15 year olds at school or at home. It will probably raise many questions for young people. I suggest that it be part of a family book club or a school reading group so that questions and feelings can be shared and discussed with others.

Apple in the Middle by Dawn Quigley This is the story of girl in middle school whose name is Apple. Her mother was a Native American who died hours after Apple was born and her father was a very well to do European American who was left to raise Apple. From her birth to middle school Apple knew little to nothing about her mother, her mother’s family, or her Native American heritage. But she knew quite a bit about being judged by the color of her skin, about feeling lonely and friendless, and about never really fitting into the European American culture in urban Minneapolis where she was growing up. Life for Apple changed dramatically the summer between 7th and 8th grades. Her parents (European American father and step-mother) decided that the family needed a change that summer. Apple was to go and spend the summer with her Native American grandparents in North Dakota whom she had never met nor with whom she had a relationship. Apple learned a great deal that summer about herself, her Native American heritage, the love of a family, and friendship.

Calling all teachers, parents, & children!

Stories help.

They entertain. They teach. They keep young minds active, alert, and engaged. All stories are free to stream on your desktop, laptop, phone or tablet.

In my opinion…

Explore the collection, select a title and start listening. It's that easy. stories.audible.com/start-listen

Editor’s note: us will spend hours It’s family vacation time. Many of few months. If you next in the car with children in the own, now is the time. your haven’t discovered Audible on for families of all ages. Audible is an incredible resource r to watch endless Instead of using a tablet or compute lost in a good ing movies on a long trip, consider gett book from Audible. and, right now, you can Audible has an incredible library w came from their stream stories for free. The ad belo to our readers. I don’t website, and I’m passing it along think they will mind.

We would love to publish your reviews of your favorite books. Send reviews to:

e yet? You may Instead of a chorus of Are we ther Can we just listen like: ng ethi som be shocked to hear a few minutes longer? Happy vacations! Joyce St, Giermaine, Editor & Longtime Audible Listener

lornamcgrath@montessori.org

Peacing it all together. This updated edition of the popular course, The Parenting Puzzle, led by Lorna McGrath, shares the secrets of Family Leadership—the Montessori way. Over the course of five weeks, Lorna provides strategies and practical examples that you can use right away to bring peace and ease into your home, creating a haven for the whole family, where power struggles fall away and give rise to joy. Discount for MFA members. Now offering a monthly payment plan. REGISTER OR LEARN MORE tinyurl.com/parenting-puzzle-2

CLASSIFIEDS Montessori schools are clearly on the grow. Here is just a sampling of schools that are looking for guides and leaders for the next school year. For a complete listing (and it changes day to day), go to https://www. montessori.org/classified-ads/ If your school has a position to fill, we’re here for you, all summer long! IMC members get one free advertisment, and that is just another great reason to join the International Montessori Council. Find out about IMC membership at www.montessori.org/the-international-montessori-council-imc/ For everybody else, a classified ad costs $2 per word ($50 minimum). To place an ad, contact Don Dinsmore at dondinsmore@montessori.com LEADERSHIP POSITIONS DIRECTOR OF LEARNING (BREVARD, NC) Posted 3/30/2021 Mountain Sun Community School seeks a Director of Learning to serve as an integral part of a strong educational team and help provide forward-thinking leadership for our exemplary nature-based Montessori school. This new role will facilitate the implementation of the Montessori pedagogy in a safe, healthy, and nurturing school environment that supports each child’s social, emotional, and intellectual growth and development. Learn more: www.mountainsunschool.org/ employment MONTESSORI TEACHING POSITIONS PRIMARY LEAD MONTESSORI GUIDE | LOWER ELEMENTARY GUIDE (AUSTIN, TX) Posted 4/15/2021 Parkside Community School, celebrating its 30th anniversary in Aus-

tin, Texas, is seeking experienced and Montessori-trained candidates for a Primary Lead Guide and a Lower Elementary Guide for the 2021-22 school year. For more information, please visit: parksidecommunityschool.org/ about/employment/ LEAD TODDLER OR PRIMARY TEACHER (RICHMOND, VA) Posted 4/13/2021 Aleph Bet Preschool, a faith-based Montessori-inspired school in Richmond, Virginia, is seeking a Toddler or Primary lead teacher. The candidate must have Montessori experience teaching Toddler or Primary ages, and an appreciation for the Montessori method. Our school of approximately 30 students has been serving families since 1993. If you are interested in joining our warm, caring community, please send your resume to Nechomi@ alephbetpreschool.org IN-OFFICE CLASSROOM (MIAMI, FL) Posted 4/13/2021 BKS in-office Montessori classroom located in Miami, FL is seeking a teacher to take care 2-3 children. Must hold a Montessori Certificate and be current with DCF and VPK instructor requisites and hours. Montessori responsibilities include: lesson planning, progress reports, environment design and structure, parent-teacher, implement method, playground supervision, record keeping, attendance, VPK requisites etc. For more info email us at: Jobs@ StudioBKS.com CAMP - TODDLER TEACHERS (MARTHA’S VINEYARD, MA) Posted 4/1/2021 Work on the island of Martha’s Vineyard, walking distance to the ferry. Vineyard Montessori School is growing! Multiple Camp Counselor, Lead and Assistant Teacher positions available (Toddler through Elementary). Competitive pay and benefits. Learn

more at vineyardmontessori.com/ employment. EOE LOWER ELEMENTARY TEACHER (NEWTON, MA) Posted 3/27/2021 Position Overview: Wellan Montessori School is seeking an experienced Lower Elementary Teacher (ages 6 – 9) for the 2021-2022 school year. This is a full time position beginning in late August. The Lower Elementary teacher oversees all aspects of classroom operation, including planning/ implementing curriculum and communicating regularly with families, while working with co-teachers and Assistant Teachers to ensure classroom standards are met consistently. The Lower Elementary Teacher must excel at preparing the classroom environment, taking responsibility for creating and maintaining an orderly, safe, and appropriately challenging learning environment for students. The successful candidate will be well organized and flexible; have strong classroom management skills; have strong verbal and written communication skills; be able to function in a cooperative teaching environment; and be able to collaborate with other educators in our community to create an environment where children learn, socialize, explore, and grow together. Due to the potential for classroom and/or school building closure(s) during the 2021-2022 school year, the successful candidate should also be prepared to transition to a distance learning program model if needed. Required Qualifications: · Bachelor’s Degree or beyond in related field. · Montessori certification for ages 6-9 or in training / willingness to undertake training. · Massachusetts Educator License for Grades 1-3. · Experience working in a Montessori classroom. View a full position description and apply online at: https://wellanmontessori.applicantpro.com/jobs

TODDLER, PRESCHOOL, AND PRE-PRIMARY/KINDERGARTEN ASSISTANTS AND EXPERIENCED TEACHERS - KINDER HAUS MONTESSORI PRESCHOOL AND CHILD CARE (5201 W. NAPOLEON AVE. METAIRIE, LA) Posted 3/26/2021 Are you enthusiastic? Energetic? Eager to enrich the lives of young children? SEEKING motivated people who are ready to share joy and talents. Toddler,Preschool, and Pre primary/Kindergarten assistants and experienced teachers. We will train and offer scholarships for those shining spirits seeking career opportunities. Part time, full time year round. Email resume to info@kinderhausmontessori.com / Call for a phone interview 504-454-2424 Visit kinderhausmontessori.com for more information. UPPER ELEMENTARY TEACHER (NEWTON, MA) Posted 3/27/2021 Position Overview: Wellan Montessori School is seeking an experienced Upper Elementary Teacher (ages 9 – 12) for the 2021-2022 school year. This is a full-time position beginning in late August. The Upper Elementary teacher oversees all aspects of classroom operation, including planning/ implementing curriculum and communicating regularly with families, while working with co-teachers and Assistant Teachers to ensure classroom standards are met consistently. The Upper Elementary Teacher must excel at preparing the classroom environment, taking responsibility for creating and maintaining an orderly, safe, and appropriately challenging learning environment for students. The successful candidate will be well organized and flexible; have strong classroom management skills; have strong verbal and written communication skills; be able to function in a cooperative teaching environment; and be able to collaborate with other educators in our community to create an environment where

CLASSIFIEDS CLASSIFIEDS children learn, socialize, explore, and grow together. Due to the potential for classroom and/or school building closure(s) during the 2021-2022 school year, the successful candidate should also be prepared to transition to a distance learning program model if needed. Required Qualifications: · Bachelor’s Degree or beyond in related field. · Montessori certification for ages 9-12 or in training / willingness to undertake training. · Massachusetts Educator License for Grades 4-6.

· Experience working in a Montes-

sori classroom. View a full position description and apply online at: https://wellanmontessori.applicantpro.com/jobs/ PRIMARY LEAD TEACHER & ELEMENTARY (6-9) TEACHER (BENTONVILLE, AR) Posted 3/25/2021 Walnut Farm Montessori School, Bentonville, AR looks to fill the following positions for our 2021-2022 school year: Primary/ Early Childhood Guide and Lower Elementary Guide · We seek experienced AMS credentialed teachers. In Primary, to lead a 3-6-year-old classroom. · In Elementary to co-teach in a 6-9 classroom in our growing elementary program. Adult learners from an AMS-affiliated credential program will be considered for the position. Candidates are encouraged to visit our website www.walnutfarmmontessori.com for more information and to find an application. Resumes and applications may be sent to our Head of School, Lynette Goss at lynette@ walnutfarm.org UPPER & LOWER ELEMENTARY LEAD TEACHER (STEAMBOAT SPRINGS, CO) Posted 3/25/2021 Steamboat Montessori, a public charter school in Steamboat Springs, Colorado, is looking for a dedicated and passionate individual to join our

collaborative team. Live in a beautiful mountain resort town with access to amazing outdoor adventure and rural small-town culture. The candidate must fall under one of the two categories: · Public School teaching experience with passion for Montessori willing to obtain their Elementary Montessori Credential · Elementary Credentialed Montessori teacher Full-time beginning August 12th. Begin Montessori training this summer. For more information visit steamboatmontessori.org MONTESSORI GUIDE/ASSISTANT/ GOVERNESS (PANAMA, CENTRAL AMERICA) Posted 3/24/2021 Family searching for a Montessori Guide/Assistant to act as governess for our 2-year-old son in Panama, Central America. · Full time position · Starting in 2022 · Living in our home all expenses paid · Montessori Certification and teaching experience required · The Candidate should be proactive and have a passion for working with very young children · Salary in USD$ TBD according to qualifications Let´s further discuss this opportunity! Contact JULIE DUFAUR, JDFGROUPREALTY@GMAIL.COM , +507 62360695 MONTESSORI CERTIFIED 9-12 TEACHER (MESA, AZ) Posted 3/24/2021 Montessori Education Centre–Charter School (MEC), is located in Mesa, a family-oriented, safe and beautiful community. MEC seeks Montessori Certified 9 – 12 teacher for the upcoming academic year 2021-2022. Please send us your resume if you hold a four-year degree, are Montessori certified or if you are interested in Montessori training, and have classroom experience. We offer a

competitive salary and benefits package. Please call 480-926-8375 and ask for Tammy Whiting, fax a resume to 480-503-0515, or email your interest to twhiting@montessorictr.org PRIMARY AND ELEMENTARY LEAD TEACHING POSITIONS FOR CHINESE AND SPANISH SPEAKERS (DURHAM, NC) Posted 3/15/2021 The International Montessori School (IMS) is a diverse, engaging community made up of teachers and families of many cultures, languages, and backgrounds. Our ideal candidates have a passion for guiding young people, are lifelong learners, and thrive in a collaborative, international culture. Our ideal candidates also have experience in a language immersion program. Minimum requirements for all positions include Montessori certification, three years’ experience in a lead role, strong communication skills in both written and spoken English and in the immersion language, and no need for work sponsorship now or in the future. We anticipate positions in our elementary (Spanish or Mandarin Chinese) and primary (Chinese) programs. To apply please send a cover letter and a resume/CV to hiring@ imsnc.org MIDDLE SCHOOL MATH TEACHER (WILLIAMSBURG, VA) Posted 3/19/2021 Williamsburg Montessori School (WMS) located in Williamsburg, VA is seeking a Middle School (Secondary I) Mathematics Teacher to join our collaborative and driven teaching team. The Math Teacher will plan, teach, and oversee all aspects of the mathematics curriculum within the framework of our Montessori Adolescent Program. While Montessori training is preferred, the ideal candidate will execute a student-centered, multi-leveled program and possesses a flexible mindset and approach to learning.

Our mission is to provide the adolescents of Hampton Roads with a holistic, student-centered learning environment governed by the educational philosophy of Maria Montessori. Through meaningful, engaging, and authentic work, our education is designed to foster our students’ social, physical, and intellectual development and prepare them for success in high school, higher education, and life beyond formal school. We are committed to developing in each student a personal identity that is integrated and embedded in self-worth. KEY RESPONSIBILITIES · Implement age-appropriate curiculum using Montessori teaching philosophy and practice · Provide 140 of instruction time for high school credit level courses · Differentiate learning to accommodate a variety of learners and maintain appropriate pacing for all students · Create, manage, and evaluate projects, assessments, and experiences for adolescents · Oversee the scope and sequence of the Adolescent Program Mathematics curriculum · Participate in field experiences throughout the year in conjunction with the social-emotional and Erdkinder curriculum · Maintain grades, communication, etc. via the Adolescent Program’s Learning Management System · Attend both plane and staff meetings EXPERIENCE · Montessori Adolescent Credential from a MACTE certified program preferred · Bachelor’s Degree required · Minimum of 3 years teaching experience in middle or high school · Knowledge of multiple levels of mathematics to include pre-Algebra, Algebra and Geometry · Experience working in a collaborative, open environment valued · Flexibility and ability to embrace

change and adapt to new situations This is a part-time position, approximately 15-18 hours per week for the 10 month school year (September – June). Please send a cover letter and resume to wms@williamsburgmontessori.org. LOWER ELEMENTARY CLASS LEAD TEACHER (BREVARD, NC) Posted 3/1/2021 Mountain Sun Community School seeks a Lower Elementary Class Lead Teacher to guide children ages 6 through 9 (1st through 3rd grade) in conjunction with an Assistant Teacher. Lead Teachers at Mountain Sun help direct students’ activities academically, emotionally, and physically in both a prepared Montessori environment and the outdoors in ways that challenge each child to reach his/her full potential. Learn more: www.mountainsunschool. org/employment

grade, will launch this Fall with an inaugural class of seventh graders. Bridgemont will add one grade each year through the completion of the high school program. Bridgemont will deliver an authentic Montessori secondary education online using a new model of instruction: a highly interactive blend of live and pre-recorded key lessons, seminars, group projects, and innovative solutions to experiential distance education. Bridgemont students will not get bored, and they will never feel alone. We will begin this year by restricting enrollment to students residing within the United States, however, we will expand internationally in the near future. The Bridgemont difference will be our close-knit online community, where we encourage students to think deeply, work diligently in their studies, and form lifelong friendships. Our graduates will be well-rounded global citizens.

UPPER ELEMENTARY CLASS LEAD TEACHER (BREVARD, NC) Posted 3/1/2021 Mountain Sun Community School seeks an Upper Elementary Class Lead Teacher to guide children ages 9 through 12 (4th through 6th grade) in conjunction with an Assistant Teacher. Lead Teachers at Mountain Sun are guides who help direct students’ activities academically, emotionally, and physically in a prepared Montessori environment and the outdoors in ways that challenge each child to reach his/her full potential. Learn more: www.mountainsunschool.org/employment

Come be part of our small initial team of Adolescent Montessori guides! When you are part of our inaugural team, you will help to shape the direction of what is certain to become a long-standing Montessori institution. If you are interested in being part of this project and would be excited to help develop our program and curriculum development, contact us today. We are looking for dynamic Montessori educators who value student-teacher interaction and have a desire to foster the social development of children while also preparing them for university, citizenship, and life.

ADOLESCENT GUIDES: A NEW AND INNOVATIVE ONLINE MONTESSORI SECONDARY SCHOOL Posted 2/18/2021 Bridgemont International School has been developed by internationally renowned Montessorians with decades of experience running Montessori Secondary programs. This new online Montessori school, serving students from 7th through 12th

The ideal candidate will have a minimum of a Bachelor’s degree, preferably with an Adolescent or Elementary Montessori credential from a MACTE certified teacher education program. Compensation, including benefits, is competitive and commensurate with experience. If you are ready to apply, please send a resume and cover letter Or, if you just have questions and want

to learn more, please contact us. rhowe@bridgemontschool.com. EARLY CHILDHOOD THROUGH SECONDARY MONTESSORI GUIDES - NEWGATE SCHOOL, (SARASOTA, FLORIDA) NewGate School, Lab School of The Montessori Foundation, is expanding and is seeking experienced Early Childhood and Elementary Montessori Guides for the 2021/2022 school year.

tional center of inspiration and support for Montessori schools around the world. In collaboration with the Montessori Foundation, the school is engaged in curriculum development, professional education for Montessori school administrators, and Montessori conferences. The school tends to attract committed Montessori families and educators who specifically move to Sarasota to be part of our international Montessori community.

Founded in 1984, NewGate School is the Lab School of The Montessori Foundation. NewGate is an independent, non-profit, international, college-preparatory Montessori school, home to 200 Montessori students from infants through the 12th grade.

Our administration looks for passionate and experienced Montessori teachers who want to be part of the vibrant Montessori Foundation and NewGate community.

Our Lower School has 120 students from infants through 6th grade. Our Lower School campus is a charming 5-acre former organic farm school. Classrooms are cottages with private gardens, shaded decks, mature trees, and the timeless beauty of old Florida.

Candidates must have at least a BA or BS degree and hold Elementary Montessori certification from MACTE teacher-accredited programs. The school offers health benefits and NewGate tuition assistance for children of our staff. The school’s community is active and supportive, and we have a national board of Montessori leaders.

Our Upper School has 80 students from grades 7-12. It is a 5-acre property surrounded by protected woodlands, constructed as a Gold Level LEED certified building.

Learn more about NewGate at newgate.edu. Contact Head of School Tanya Ryskind (tanyaryskind@montessori.org).

As a lab school, our faculty works with the Montessori Foundation in curriculum and program development. Our home is beautiful Sarasota, Florida, one of the best places to live in the United States. Our students enjoy the vast cultural and environmental opportunities of this beautiful international city. NewGate is accredited by AdvancED (SACS/CASI), the International Montessori Council (IMC), and is recognized as an International Baccalaureate World School for the IB Diploma Programme (grades 11 and 12).

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