Stay Positive! The Power of Positive Discipline
Positive discipline is a transformative approach to guiding children’s behavior, focusing on mutual respect, collaboration, and long-term growth rather than punishment. Rooted in the principles of kindness and firmness, this method empowers children to develop self-discipline, problem-solving skills, and a sense of responsibility.
In Montessori classrooms, positive discipline is a cornerstone of the learning environment. Teachers act as guides and cultivate a respectful and supportive space where children can thrive emotionally, socially, and academically. We encourage parents to adopt these same principles at home to create a cohesive and nurturing environment for their children.
Positive Discipline in the Montessori Classroom
Montessori teachers use specific strategies to promote positive discipline, emphasizing natural consequences, clear expectations, and respectful communication. Here are a few examples:
Clear Expectations and Ground Rules
In a Montessori classroom, teachers establish clear expectations about behavior. For instance, students learn that materials must be handled with care and returned to their place after use. These rules are framed positively: instead of saying, "Don’t make a mess," teachers might say, "Let’s keep our workspace tidy so everyone can enjoy it."
At home: Set clear, simple, and consistent rules. For example, instead of saying, "Stop yelling," try saying, "Let’s use calm voices to solve this problem."
Natural Consequences
Montessori teachers allow children to experience the natural consequences of their actions. For example, if a child spills water while pouring, they are encouraged to clean it up themselves. This teaches responsibility and problem-solving without shame or blame.
At home: When your child forgets to put their bike away and it gets wet in the rain, use it as a learning opportunity: "Your bike got wet because it was left outside. What can we do next time to keep it dry?"
Encouragement Over Praise
Positive discipline emphasizes encouragement to build intrinsic motivation. Montessori teachers focus on acknowledging effort rather than outcomes. Instead of saying, "Good job!" they might say, "I noticed how carefully you worked on that puzzle. You must feel proud!"
At home: Acknowledge your child’s effort and choices. For instance, say, "I saw how patient you were while waiting for your turn. That shows great self-control."
Redirection and Problem-Solving
When a child is struggling to follow directions or is acting out, Montessori teachers guide them toward a constructive solution. For example, if two children are arguing over a piece of work, the teacher might say, "Let’s find a way to take turns. What’s a fair solution we can all agree on?"
At home: When your child is upset, acknowledge their feelings and guide them toward a solution. For example, "I see you’re frustrated because you can’t have the toy right now. Let’s think about something else you can do while you wait."
Modeling Respectful Communication
Teachers consistently model respectful and calm communication, even during challenging moments. This demonstrates to children how to express themselves without anger or harsh words.
At home: Use “I” statements to express your feelings and needs, such as, "I feel frustrated when toys are left on the floor because I worry someone might trip and I wish we would work together to put them away."
Positive Discipline at Home: Practical Tips for Parents
Here’s how you can bring the principles of positive discipline into your home life:
Focus on Connection First
Building a strong connection with your child is the foundation of positive discipline. Spend quality time together, listen actively, and validate their emotions. When children feel understood, they are more likely to cooperate.
Offer Choices Within Limits
Giving children choices helps them feel empowered while teaching them decision-making skills. For example, "Would you like to brush your teeth before or after putting on your pajamas?"
Stay Calm and Consistent
When your child acts out, respond calmly and consistently. Avoid yelling or reacting emotionally. Instead, take a deep breath and address the behavior constructively.
Encourage Problem-Solving
When conflicts arise, involve your child in finding a solution. Ask questions like, "What do you think we can do to make this better?" This builds their critical thinking and conflict-resolution skills.
Celebrate Progress, Not Perfection
Recognize your child’s growth and efforts, even when the outcome isn’t perfect. This helps them develop a positive self-image and resilience.
The Long-Term Benefits of Positive Discipline
Positive discipline helps children develop self-regulation, empathy, and a sense of responsibility. By focusing on teaching rather than punishing, parents and educators nurture confident, capable, and compassionate individuals who are better equipped to handle life’s challenges. Adopting positive discipline at home and school creates a consistent, respectful environment that supports children’s growth. It may take patience and practice, but the long-term benefits—both for your child and your relationship with them—are immeasurable.
Accolades Vs. Kindness
Cristina Wager-Weisman, Music and Performing Arts Teacher
I was recently at a dinner party when a friend started to speak about the accolades that her daughter had received. The child's resume was filled with awards and accomplishments but I was not impressed. The child was also a bit bratty. It seemed that social and emotional skills, including kindness and empathy, had been thrown by the wayside in lieu of grades, awards, and resume items.
The impact was far deeper than I had expected as her parents went on to explain how she seemed to be having trouble making friends. With endless competitions and meaningless trophies, I have to ask, are we raising a generation that will feel valueless when they realize that a life for the sake of a trophy is an empty one and that the relationships we build with one another are far more valuable?
In the article Stop Trying to Raise Successful Kids by Adam Grant and Allison Sweet Grant, the authors reflect on how kindness seems to be on the decline. They posit that we have become so focused on awards and accolades that we are not modeling or teaching our kids empathy and kindness. Where will that leave society?
The world is changing. Even colleges are beginning to look at the individual person, not at the resume of achievements. I personally know of at least two elite suburban private schools that are struggling with college admissions because of this. Of course, we at Waterfront Montessori have understood the value of grace and courtesy and the importance of social and emotional skills. Perhaps that is why our alumni go on to accomplish so many wonderful things. They already understand how to empathize, work with others, and pursue their passions for internal motivations, not external rewards. It is kindness and empathy that have helped our alumni and students become who they are, the movers and shakers of today and tomorrow!
5 Montessori Activities for Thanksgiving
Looking for ways to keep the Montessori spirit going during the Thanksgiving holiday? Here are five great ways to incorporate Montessori into your holiday at home:
1. Cooking Together
You don’t have to do it all yourself! Involve your children in meal prep. Children can help with tasks such as washing vegetables, measuring ingredients, or mixing and stirring. Let them follow a simple, picture-based recipe for something like making salad or cranberry sauce. Your child will eat stuffing with a smile, knowing they were able to help make the dish. Holiday meal prep is a great way to teach practical life skills, like folding napkins, following the steps of a recipe, or organizing the pantry. These small tasks help build concentration, coordination, and independence the same way they would in the classroom.
2. Making the Décor
Thanksgiving is all about being thankful, so what better way to incorporate your children into the holiday planning by having them create a gratitude-themed tablescape? Encourage children to help set the table by placing napkins, placemats, and utensils and creating simple name cards for your family and your guests. They can decorate the cards and add messages of gratitude to each setting, or write questions asking guests to think about what they’re most thankful for. They can even help design a centerpiece by decorating a pumpkin with messages of gratitude and pictures of the things they are most thankful for. And taking care of the table doesn’t end at decorating and setting it; children can help with clearing dishes and cleanup too!
3. Create a Sensory Sensation
Sensory bins provide children with opportunities to explore interesting items and help children develop fine motor skills, and you probably have a lot of things at home (especially in your kitchen!) that would be great additions to a holiday-themed bin. Add Thanksgiving-themed items like corn kernels, dried beans, small pumpkins, and cinnamon sticks to a container to make a sensory bin. This lets younger children explore textures, colors, and even scents in a calm, hands-on way.
4. Take a Stroll and Leaf Your Worries Behind
Is the kitchen stressing you out? Too many guests in your home making you anxious? Haven’t had any fresh air yet today? Grab your kiddo and get outside! Fall is a great time to explore the outdoors and children love examining the leaves at their feet during this season. Take your child on a nature walk and collect fall items such as leaves, acorns, or pinecones. Afterward, lay them out at home and identify them together, using the opportunity to learn more about the natural world. You can even use some of the found items as crafting supplies for your Thanksgiving decorations, like the pinecones in the turkeys above!
5. Share Your Stories
Encourage older family members to share family stories, and let kids ask questions to the storyteller. This activity nurtures listening skills and helps children understand family history and the types of stories that are important to others. They can even take notes and draw pictures to create a family storybook that you can share at the many Thanksgivings to come!
Looking for even more Thanksgiving fun? Click here to listen to the STEM Space Podcast and learn about Thanksgiving and Turkey-themed STEM activities you can do at home!
Never Enough
Cristina Wager-Weisman, Music and Performing Arts Teacher
Ever watch a kid meltdown over homework, stress out over AP classes, or just be too exhausted to enjoy their childhood? We are lucky as parents at Waterfront Montessori that we do not have these problems at home and I am grateful that I avoided this for many years until my children started high school. Although they manage stress well due to the SEL skills they developed at WFM, I think education outside of WFM is damaging our children.
I recently listened to an NPR Podcast with author Jennifer Breheny Wallace who wrote Never Enough: When Achievement Culture Becomes Toxic. She talked about the "power of mattering." Kids who feel that they matter and are important are valued for who they are deep at their core. When they have purpose and feel valued by their family, friends, and their larger community, they have healthy self-esteem and feel good about themselves. Feeling good about themselves acts as a shield against anxiety, depression, and failures.
Unfortunately, we have reached a place in our education system and in our parenting culture where we perceive achievement as success. But this is not the case. As I witness my teen children thrive while some of their peers struggle due to years of pressure, I am so thankful that I chose WFM for my children. No price tag can compare to having happy, confident, stable teenagers who care for people, pursue their passions, and prove that the teenage years do not have to be painful. In fact, they can be amazing. I attribute much of this to WFM and the parenting skills it has taught me throughout the years. External value from achievement goals, high grades, and doing things for status will cause harm. But tending natural curiosity, exploring your passions, being a kind friend and citizen, and having a purpose will nurture a child's intrinsic value – a value we hold high at WFM.
It can be challenging when you hear other parents discussing their child's achievements and activities. You may feel pressured, but please resist succumbing to that pressure. It is not worth it in the end. Depression and anxiety in your child's future will be far more stressful. True success will be measured in the "power of mattering." Our alumni already prove that; their success is driven by their deep intrinsic value.
What advice does Jennifer Wallace give to parents to help their children feel valued? "Make your home as best as you can a haven from the pressure. Tell [your child] I love you whether you succeed or whether you fail. My love and your value in this home does not change."
The Importance of the Kindergarten Year
Public schools offer kindergarten, and many parents are curious about this transitional year. Why should your child stay in, or transition to, a Montessori school for their kindergarten year?
Fueling the Spark
In Montessori classrooms, one of our greatest tasks is to keep the fire burning inside children’s minds. We structure our work so that children may follow their passions and learn deeply about things that matter to them. We see each child as an individual and we think that one-size-fits-all educational approaches tend to extinguish the joy of learning.
Instead of drilling facts into children, we place materials before them so that they may discover the truths of the world themselves. Rather than asking them all to do the same thing at the same time, we value their choices and trust their educational process. It is the teacher’s job to keep them on track, but they offer children the freedom that lets them deeply explore the learning that calls to their souls.
Learning for Mastery
Montessori schools are intentionally structured utilizing a three-year cycle. There are many great benefits to this, but one of them is to provide third year students with opportunities that they will not have in other environments.
Having spent the previous two years learning a multitude of skills in their classroom, the third year is about mastery. The Montessori curriculum is a series of carefully developed lessons and materials that are meant to cycle back to a culminating experience during the final year. All that time spent grasping Knobbed Cylinders, tracing Metal Insets, and practicing Sandpaper Letter formation? The kindergartner uses all that knowledge as they begin to write with paper and pencil. The years of early mathematical preparation? Now they get to use the Golden Beads (or perhaps the Stamp Game material) to learn to add and subtract numbers into the thousands (yes, as kindergartners!). Montessori’s early focus on teaching children sounds in lieu of letter names leads many children to begin reading by the time they are in kindergarten.
Even children who transition to Montessori classrooms for kindergarten are able to master concepts quickly, as the hands-on, individualized approach in Montessori meets them where they are and allows them to progress at their own pace. Through engaging, multi-sensory materials and guidance from trained Montessori teachers, these children thrive as they build confidence, independence, and a love of learning. Whether they've been in Montessori for years or are just starting, each child is supported in reaching their full potential, ensuring a solid foundation for future academic success.
Children as Classroom Leaders
The idea that you never really know something until you teach it is very true! Not only do teachers observe children mastering skills independently, but older children in the classroom have the chance to teach their younger friends in the space. Educators across many settings will agree that once the student becomes the teacher, we can surmise that true mastery has been attained. While your kindergarten child is teaching younger children how to do something, they are showing us just how well they know how to do it. Not only that - they are gaining confidence in a truly authentic way. No one needs to tell the child how well they are doing because they feel it themselves.
When children teach children, it’s not just about knowledge being shared, but also about cultivating world citizens. Teaching each other is an act of kindness, and a way for children to practice helping others around them.
Five Key Differences Between Montessori and Conventional Schooling
Montessori
Teachers follow the student and assess through detailed observation of each child and meticulous record-keeping. Children are free from the stress of standardized tests or strenuous exams.
Children are free to choose their seating, as well as choosing to work individually or in small groups.
Children develop a sense of internal motivation. The joy of work itself is enough to keep the child engaged. Children are offered work that is beautiful and draws their attention, so there is no need for external praise or reward. Gentle feedback is given to help students understand mistakes and positive discipline is used to address behavior concerns, so children are not left feeling punished and defeated.
The teacher follows the student, giving lessons that the child is ready to learn. The child is the main focus in the classroom, which is designed for them with their needs in mind. There is no teacher’s desk as a focal point in the classroom.
The main goal is to cultivate curious and empathetic world citizens and lifelong learners.
Conventional
Children begin to form anxiety and stress at school due to the extensive amount of time spent teaching to, or taking, standardized tests, even in kindergarten!
Children are given assigned seats that are usually arranged in small groups or rows set by the teacher. They are not able to move without teacher permission.
External rewards are used for praise, such as behavior charts, prizes, stickers, and letter grades. Punishments come in forms such as lowered grades, missed recess, and detention. School becomes more about the rewards and punishments rather than actually learning.
The teacher is the head of the classroom and in charge of the lesson plan and the environment. Everything in the room revolves around the teacher.
The main goal is to deliver a standard-based curriculum to all children at the same time.
AMS Family Connection - Freedom Within Limits
AMS Family Connection - The Montessori Three-Year Cycle
How Does Montessori Measure Progress?
How do teachers track progress?
Montessori teachers are masters of observation. They think like scientists and spend lots of time sitting back and quietly watching the children at work. When they’re not giving lessons, they’re observing. Montessori teachers keep detailed notes and records on each child – what they have done, what they are working on, where they may need to review or revisit a lesson, and where they’re ready for a new challenge. This is much more detailed than the standard gradebook of numbers and letters kept by teachers at traditional schools! During team meetings and faculty work days, teachers review their notes and have lengthy discussions about each child to help decide what lessons to revisit, what new materials to present, or even what parts of the classroom environment need attention or change.
Through the Montessori approach, assessment is done one-on-one between the child and the teacher. Each child is able to learn and progress at their own pace, continually being challenged and feeling engaged in their learning. The best part? Because of the beauty of the materials and the tone of the classroom, the child perceives this as a personal challenge and even a game rather than an exam to be dreaded!
How is Mastery evaluated?
In traditional schools, mastery is often evaluated by a standardized test score and a letter grade, even with students as young as kindergarten. In Montessori schools, mastery of a particular lesson or concept is evaluated during the lesson and while the student is working. This is done through a tool developed by Dr. Maria Montessori called the three-period lesson:
· In the first period, the teacher will introduce a skill to the child. For example, they may say, “These are the parts of a flower.” They will use images, puzzles, or other representative materials in order to show the child.
· In the second period, the teacher will present the child with some information and let the child show the rest. For example, they may ask, “What part of the flower is used for pollination?” and then they will allow the child to show them.
· In the third period, the teacher will determine if the child can independently express the information they have gathered during previous lessons. For example, they may say, “Now it is your turn to label the parts of the flower and explain what each part does. What is this part?”
Once the child is able to complete the third period successfully, the teacher can determine that they have mastered that lesson. There is no need to give them a letter grade or a formal test; the child has demonstrated that they understand the lesson and the concept.
Summative assessment vs. Formative assessment?
Traditional schooling relies heavily on summative assessment, which is based on a summary of knowledge. Summative assessments often come in the form of stress-inducing final exams at the end of a unit of study or a cumulative standardized test at the end of the year. This data-driven model is formatted for adults to measure different inflexible points based on averages for all students in that grade. It does not account for student differences, nor does it provide students with constructive feedback that they can utilize in their learning process.
Montessori relies on formative assessment. Formative assessments allow the teacher to be more flexible, observe the child’s individual learning needs, and adjust lessons accordingly. With this approach, a teacher can assess not only what a student has learned but how they have learned, what the student can accomplish, and whether it is the right time to move on to a new lesson or spend more time on another. Feedback from formative assessments allows students to shift their thinking and make corrections as they learn a new topic and not after moving on to something entirely different.
In our Montessori and IB Middle School, formative assessments are often combined into a larger summative project with real-world applications. This allows the student to demonstrate what they are learning throughout a unit and how that knowledge and set of skills can be used within a realistic context. For example, students studying Algebra at the beginning of the year are not tasked with memorizing equations to replicate on a final exam. Instead, they may utilize their understanding of algebraic formulas to determine whether it’s more economically advantageous to lease or purchase a specific vehicle, comparing the benefits and disadvantages of each and assessing how the value of that vehicle changes over a period of time.
How do we communicate progress without a number or letter?
A numeric score or a letter grade tells you little to nothing about what your child knows or how well they understand it. Communicating progress, quite frankly, requires more words than that! Families love receiving Happy Calls from their child’s teachers with updates about what their child is doing in the classroom. Formal conferences twice a year provide parents with a thorough update on their child’s academic, social, and emotional progress. Families then receive a progress report at the end of each term with a detailed narrative that goes far beyond the standard, traditional report card.
Ok Montessorian, but do you really know that students are learning without a grade or a test?
Let us ask you this: Were you given an exam when you learned how to walk or talk to make sure you could do it right? No, that’s silly. Are you given pop quizzes at work when you pick up a new skill? Probably not. Does your family assign you a letter grade when you make a new recipe at home? We hope not! But did you learn to walk and talk, gain a new career skill, or find a new way to feed your family? Yes. As human beings, we learn things all the time without those extrinsic factors that may have motivated some of us who went to more traditional schools. Through a detailed assessment process based on observation, we ensure that each child not only progresses through each lesson, they master it, and then are beyond ready for the next stage of their education.
To Suburb or Not to Suburb
Cristina Wager-Weisman, Music and Performing Arts Teacher
Jersey City is a transient town. Many people move here from Manhattan for larger apartments once they decide to start a family. But after some time, many people choose to move to the suburbs. Many of my friends have, and my husband and I considered it several times. But now that our children are in high school and beyond, we are so glad that we chose to stay in Jersey City and kept our children at WFM until the eighth grade.
At an event I attended, I ran into many friends who had moved to the suburbs. Some moved for larger homes, others for public schools or very expensive suburban private schools. After several conversations during the event, my decision to stay in Jersey City was validated. Almost everyone wished they had stayed in Jersey City, and the first reason they stated was that the schools, public or private, were not the same in the suburbs. They only realized after going through the traditional system that Montessori was different; it was special. As one parent told me, "You were right. The light in my child's eye faded after traditional schooling destroyed my child's love of learning." Another friend told me that she moved because she dreaded the high school admissions process we go through in Jersey City. Now, she regrets her decision. Oddly enough, she accepted a position at a nearby private high school and regrets not being able to send each of her three children to the most suitable high school for them, instead of attempting to fit them all into the same sprawling suburban high school near their home. Another parent told me that the suburbs were not diverse enough and the culture was not the same. Everyone missed having access to the city and the beautifully famous views Jersey City offers.
It is a tough decision, but I have no regrets about choosing Jersey City and Waterfront Montessori. My three children had a world-class education through eighth grade and got to choose the right high school for their individual needs. One chose Leman Manhattan as it was the closest fit to WFM's IB program. He recently graduated with an IB Diploma. My second child chose Saint Peter's Prep because of their esteemed athletic program. He is excelling on their track team and is on the Honor Roll. My third child chose High Tech High School for their Musical Theater Program. He had the chance to sing on a Broadway stage and at the Rockefeller Christmas Tree Lighting with other members of his high school. All three of my children were beyond prepared for high school; they were prepared for life.
I am the lucky parent who beams with pride and is so thankful to Waterfront Montessori for teaching independence to my children, helping them succeed in their passions, and giving them the confidence to excel in life. I have no regrets.
My answer is not to suburb!
AMS Family Connection - Establishing Peace is the Work of Education
Six Reasons Why Montessori Will Work for Your Child
It’s a common question that most parents ask when researching Montessori education. The reality is that most of us never had an opportunity to attend an authentic Montessori school when we were young. Many of the experiences in a Montessori classroom are the complete opposite our own experiences in school, so it’s completely understandable to question the efficacy of something new to you for your own child!
Montessori education has shaped the lives of thousands of children. There are an infinite number of reasons why Montessori will work for your child. But for the sake of this article, let’s narrow it down to six significant reasons why your child will thrive in a quality Montessori program:
Your Child Will Learn by Doing
Your child will be exposed to hundreds of specially designed materials and lessons that invite hands-on exploration. Your child will choose what they want to explore, creating strong neural pathways that contribute to the construction of a strong brain. Lessons for older elementary and adolescent students are designed with real-world applications, allowing students to make connections across subjects and explore advanced topics and even future career possibilities.
Your Child Will Learn From and Teach Others
Have you ever heard the expression “The best way to learn something is to teach it?” This happens every day in our Montessori classrooms. Children are grouped in three-year age spans. For example, children ages 3, 4, and 5 are all in the same class. Younger children observe older children working with, for example, Bead Bar Multiplication. They look up to and admire these older children who are doing all these incredible things. They want to emulate them and are motivated to learn to be just like them.
The Curriculum Adapts to Your Child
Most educational programs assume that all children who are born within a year of each other are capable of learning and doing the same thing at the same time. As we all know, that simply isn’t true! Many bright children are bored, and others, who need more time to learn, are left behind when we teach to the whole class. We recognize that each child has their own unique timetable for development and will learn different parts of the curriculum when they are ready. We teach to the individual needs of your child, not to the entire class or to a group of children.
Beautiful Classrooms Inspire Your Child to Learn
Our Montessori classrooms are beautiful and inviting. Materials are laid out on low, open shelves and call out to your child “Come touch me! Come explore!” From the toilets to the sinks to the tables, to the beginning materials to the advanced materials, all are made to fit perfectly into the hands of your young child. Everything supports your child’s developing independence and helps your child gain confidence. In the adolescent space, students have access to materials in the classroom as well as guidance, resources, and technology to explore the world beyond our space.
The Teacher Really Knows Your Child
“Follow the child” is the mantra uttered by all well-trained Montessori teachers. They are trained to observe and to support each individual child. They take the time to get to know your child’s strengths, challenges, interests, and who they are as a person. They plan lessons for your child based on their observations. Your child will be a member of a classroom community for multiple years, which affords the teacher the opportunity to know your child deeply, intimately, and well. Children feel seen, heard, and appreciated for who they are.
Did you know that many of the most successful and creative people are former Montessori Students?
Larry Page and Sergey Brin (cofounders of Google)
Jeff Bezos (founder of Amazon)
Jacqueline Kennedy Onassis (former First Lady)
Anthony Doer (author)
Berry Brazelton (pediatrician and author)
Julia Child (chef, author, TV personality)
William Wright (creator of “The Sims”)
Anne Frank (author)
Beyoncé Knowles (singer)
Stephen Curry (NBA player)
Gabriel Garcia Marquez (Nobel prize-winning novelist)
Yo Yo Ma (cellist)
Katharine Graham (Pulitzer prize-winning author and former owner/editor of The Washington Post)
Joshua Bell (violinist)
AMS Family Connection - Building Future Leaders: The Montessori Journey from Independence to Lifelong Learning
Is Montessori Just For Preschool?
When you start researching Montessori, you will most likely find early childhood programs, videos of Montessori activity ideas for children 6 years and younger, and a few materials for young children. However, it may take some additional digging to learn how Montessori benefits other age groups.
Before “Preschool”
While the most popular Montessori program is “Primary” (also known as “Casa” or “Children’s House”) for ages 3-6, Montessori education can start much earlier so that your child can begin building their foundation before the traditional preschool age.
Toddler
Montessori programs for the youngest children go beyond just childcare. The classrooms are designed to foster a young child’s emerging independence and desire for exploration. During the first 3 years of life, your child develops more rapidly than at any other time. They absorb large amounts of information about their environment. In a Montessori program for Toddlers, children have freedom of movement to experience their environment and help them strive toward independence. They begin developing language, concentration, problem-solving, and physical coordination skills. Teachers are trained to understand the child’s developmental needs and observe each child individually to ensure that the environment supports them. Toddler programs are the perfect option for families who want to build a solid foundation early.
Elementary
The Elementary years (6-12) are full of excitement and curiosity for every child. If your child has experienced the Montessori classroom during the Primary years, they are most likely confident, independent, and already advanced beyond a traditional school curriculum. If your child has not experienced a Montessori environment in their preschool years, a Montessori Elementary classroom is a wonderful place to help their inquisitiveness and enthusiasm for learning thrive. In a Montessori Elementary program, your child will learn in an environment uniquely designed for them, supported by highly trained teachers. They will learn lessons based on their developmental readiness and be allowed the freedom to follow their curiosity. There is a focus on independent thinking, leadership, in-depth understanding, and community. Social and emotional skills, presentation skills, and self-confidence flourish in the Elementary years. Unlike traditional schooling where students as young as Kindergarten start to lose their love for learning to rote memorization and standardized test prep, Montessori is not focused on testing to measure success.
Adolescence
Adolescent Montessori programs are rare and an International Baccalaureate-Montessori blended program is truly a gem that is near impossible to find! When you encounter one, you will find capable teens who can see their value within the larger community. They find support for emotions and social dynamics during this tumultuous time of life in both their peers and adult advisors. There is a focus on getting valuable real-world experience. These teens are not just reading literature, learning algebra, and conducting scientific studies; they are building community centers, creating small businesses, and contributing to the betterment of their community. They explore where they belong in the world, what it means to be a global citizen, and how they can make the world a better place for future generations. The culminating experience for our Montessori-IB students is an individual or small group Community Project in which they design their own service learning project around a topic they are passionate about. Community Projects completed by our graduates have included designing a website with resources for educators to help their neurodivergent students, working with refugee children at Welcome Home Jersey City, creating a video to spread awareness of the scholarship programs at Nimbus Dance, and even advocating for stomach cancer research with the in Washington DC with the Debbie’s Dream Foundation.
AMS Family Connection - The Reasoning Mind of the Elementary Student
What Are the Social Benefits of Montessori?
The Montessori approach, pioneered by Dr. Maria Montessori, emphasizes not just academic achievement but also the social and emotional growth that children need to be successful adults.
Mixed-Age Classrooms Develop Social Skills
One distinctive feature of Montessori classrooms is the presence of mixed-age groups. Children are not confined to interacting solely with peers of the same age. This mixed grouping allows them to develop essential social skills such as cooperation, empathy, and leadership. Older students often serve as role models and mentors, while younger ones benefit from observing and learning from their more experienced peers.
Respect for the Unique Differences in Each Other
Montessori education recognizes and celebrates the unique qualities of each child. The emphasis on individualized learning allows children to progress at their own pace, fostering a sense of self-worth and acceptance. This approach helps develop an environment where differences are not only tolerated but embraced, promoting a culture of inclusivity and respect. While you might think that children would experience more diversity within their friend groups in a larger school, that is actually not the case! Children in bigger schools mostly make friends who have the same background or interests. Students into band or sports or robotics, for example, are friends with the others in those groups and don’t tend to mingle with peers who are into other things. At a Montessori school with smaller class sizes, children spend time working and socializing (and most importantly, make friends!) with peers who have varied interests, talents, and passions different from their own.
Developing Independence, Interdependence, and Responsibility
Montessori classrooms are designed to encourage independence and personal responsibility. Children are empowered to make choices about their learning, manage their time, and take care of their environment. These responsibilities contribute to the development of a strong work ethic and a sense of accountability, both of which are crucial in social settings. And children not only develop their independence; they learn the importance of interdependence and the ability to rely on one another. You can read more about independence vs. interdependence at WFM in the post on our blog called “The New Upper Elementary-Middle School Experience.”
Nurturing Conflict Resolution Skills
In a Montessori setting, conflict is viewed as an opportunity for growth rather than a problem to be avoided. Children are taught and guided in resolving conflicts peacefully, promoting effective communication and negotiation skills. Learning how to express feelings, listen actively, and find mutually beneficial solutions equips Montessori graduates with essential tools for navigating social interactions in the future.
Community and Global Awareness
Montessori education extends beyond the classroom walls, encouraging children to explore and understand their broader community and the world. Through projects, discussions, and cultural studies, students develop a global perspective and an appreciation for diversity. This awareness fosters a sense of responsibility toward others and a commitment to making positive contributions to society. Grade 8 students demonstrate the awareness they have developed over their years at WFM in their IB Community Project, a capstone project to our IB program. The Community Project is a self-driven service project for which they choose a topic or community they care about and find a way to do something about it. Our students have tutored refugee children, made lunches for the local homeless community, built websites to inform others of the Right to Repair movement, presented ideas to teachers for how to help neurodiverse students, gathered donations for local animal shelters, and more.
Cultivating a Love for Learning Together
Montessori classrooms promote a love for learning that is collaborative and cooperative. Children engage in group activities, discussions, and projects, encouraging a sense of shared enthusiasm for discovery. This collaborative learning environment sets the stage for the development of strong social bonds and a lifelong love for learning in a community setting.
The social benefits of Montessori education ripple far beyond the classroom, shaping individuals who are not only academically adept but also compassionate, collaborative, and socially conscious. Our students thrive in high school and beyond because of the strong social skills and awareness they develop in their years here at WFM!
AMS Family Connection - What Should the Future of Education Look Like?
AMS Family Connection - Following the Child
Montessori Myths Explained
MYTH: Montessori Schools are all pretty standard
Actually, since the Montessori name is not trademarked, there can be a wide variety of approaches within schools that call themselves Montessori. It is important to look for a school’s level of accreditation and the Montessori features to tell if your child would be in a truly authentic Montessori environment. Characteristics of an authentic Montessori program include:
Trained and Certified Montessori teachers who are thoroughly versed in the Montessori method and put students at the center of their education.
A prepared environment designed specifically for the developmental stage of the individual child.
No homework, no grades are essential steps in fostering the child’s desire to soak up knowledge without interrupting their natural curiosity.
Natural learning inspires internally motivated children who are far more likely to become responsible, self-disciplined, confident, initiative-takers with strong academic skills and a lifelong love for learning.
Freedom to choose work and develop their individualized learning plan.
Customized learning at the individual and group level, based on the developmental stage of the child with a carefully planned curriculum.
Freedom of movement within their safe and carefully prepared environment.
Uninterrupted work periods of 2-3 hours to allow students to focus on their learning.
Mixed-age groups in which younger students learn from older students, and older students learn leadership and responsibility as they teach and mentor the younger students.
MYTH: Montessori students do whatever they please
This myth derives from a misunderstanding of the term child-centered learning. It is true that students enjoy freedom in what pieces of work they choose. This enables the child to choose the challenges which they are most excited by, and to take advantage of “sensitive periods” in their learning, in which they are driven to master a certain skill by repeating it again and again. The teachers are well trained, though, to spot the differences between a child mastering a skill through repetition and a child that wants to repeat tasks out of boredom or for lack of knowing what to do next. Students do not have the freedom to, say, eat snack all day or do nothing but talk to friends for two hours. Montessori teachers allow students the freedom of choosing their direction while ensuring they still reach the final destination.
MYTH: Montessori students have to be quiet all the time
We have heard other people repeat this myth, but since we’ve never seen an all-quiet Montessori classroom, we’re not sure where this myth comes from! While we do help children understand appropriate volume levels for different conversations and different environments as part of our grace and courtesy lessons, our classrooms are always buzzing with activity and conversation.
MYTH: Montessori is all work and no play
In her years working with children, Maria Montessori noticed that children developed a sense of peace and happiness when they were engaged in purposeful work. Of course, children do enjoy laughing, running, playing, and making friends. Luckily, we arrange our days to allow for all of those activities in addition to work time. The true test is to ask a Montessori child how they feel about school. Our students love to come to school and find joy in learning.
MYTH: Montessori is a style that is only useful for preschool aged children
Our Primary graduates who move to first grade often find that they are well ahead of peers from traditional environments, in academics and maturity. However, Montessori benefits don’t stop at age 6. Our Montessori Elementary and Montessori-IB blended Middle School programs foster academic prowess, love of learning, responsibility, independence, and leadership. Elementary and Middle School graduates excel at self-management, creative problem solving, critical thinking, and interpersonal communication skills.
MYTH: Montessori kids struggle to adapt to the structure of traditional schools
Entering a traditional school environment where students sit still at desks and work on one subject at a time, as a full class, requires a brief transition period for Montessori children. Our alumni families report, however, that the transition is managed with great composure by our students. They have learned self-management skills and personal responsibility, so they are able to adapt well to new circumstances and different learning environments. Our alumni are accepted to, and thrive at, the top high schools in New Jersey, New York, and out of state, and they go on to do amazing things in high school, college, and beyond! Check out the graduates page on our website to see the list of high schools and colleges our students have been accepted to.