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.


How Montessori Prepared Me For College

KATIE KRAWCZYK

Katie is a graduate of Creative Montessori Academy (CMA), a public charter Montessori school in Southgate, Michigan, where she spent 10 years of her educational life from preschool until 8th Grade. She is currently a student at Madonna University in Livonia, Michigan, where she is pursuing a degree in mathematics and secondary education. Although she has been a Montessori graduate for over six years now, she cherishes the skills and experiences that she gained during those formative school years in a Montessori public school. In her spare time, she enjoys teaching swim lessons, watching movies, and one-day hopes to travel the world. 

__________________________

As a college student, there are a number of things I remember from high school. In particular, there are a number of questions I remember being asked constantly. During my junior and senior year, the questions were always “where do you want to go to college?” or “what do you want to do with your life?”

Now these are pretty standard questions for high school students, and after a while I got used to answering them. However, there was always one question that I never quite got used to answering. It was a question that I answered constantly my freshman year and continue to answer to this day.

At my high school, students came from middle schools in a wide range of cities, so the most common question people asked was “where did you go to middle school?” My answer was always the same; I told them I went to a Montessori school. You would think people would just say “okay” and move on, but that rarely occurred. No, this question always launched a number of others.

“Isn’t that just for preschoolers?”

“Isn’t that for super smart people?”

“You really went to a Montessori school?”

“Is that a real place?”

I always answered their questions, even the ones that questioned if it was a real place, and told them that I was beyond prepared for high school because of my Montessori education. Six years later, as I go through college, I have come to the realization that the Montessori education I received in elementary and middle school did more than just prepare me for high school- It prepared me for college, too.

1. Montessori taught me an irreplaceable skill: time management.

I cannot even begin to explain how grateful I am for being taught this skill at a young age. It is a skill that is present in every facet of life, but also one that a large number of students struggle with. From the day I started preschool until the day I graduated from eighth grade, my Montessori teachers challenged me to complete assignments by a deadline, but they never said exactly when I had to do the work. I was forced to take responsibility for my learning and this allowed me to develop effective work habits that are at the core of my success today. Montessori makes a difference.

2. Montessori prepared me for college by allowing me to discover my true academic interests.

As a math lover, I was never held back from moving past typical grade level content. In eighth grade I was working on geometry, which is a course that is typically completed in high school. The opportunities to pursue my interests seemed endless in Montessori, and this, in turn, prepared me for the challenges of college. I am now able to go into any course feeling ready to explore without feeling intimidated by any challenges that may arise. I know how to keep myself motivated and am not afraid to let myself become completely involved in what I am learning. College is all about following your interests toward a career. I am lucky enough to have been chasing my interests in school for the past 13 years!

3. Collaboration: I cannot stress enough the importance of having collaboration skills in college.

Growing up, Montessori taught me to work cooperatively with people of different ages, races, and skill sets. It taught me not to judge people based on their grades or by their smarts, but rather by their ability to cooperate with myself and other group members to reach a common goal. Understanding that working with others is a normal part of life made my transition into college significantly smoother than many of my current classmates.

Right now, I am in my second year of college working toward a Bachelor’s Degree in Mathematics. The courses I have taken over this past year range from Calculus to Forensic Science to Introductory Spanish. Over the past two years, I have met students with an array of school backgrounds. In talking to them, I have come to realize that my Montessori foundation has helped me get through school much easier than some of my classmates. It taught me how to juggle my time permitting me to maintain a job, keep up with my schoolwork, and coach a swim team, all while still finding time to relax. I discovered the value of working with others and found that math is a subject I really love, which helped me determine what I want to do with my life.

Montessori taught me how to study, how to take notes, and how to work independently; how to set goals and chase them as well as how to become a self-motivated learner.

The list could go on and on but the idea remains the same, Montessori is a fantastic option for college preparation and the skills students learn growing up in a Montessori environment provide an irreplaceable foundation for overall higher education success.

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

  1. 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. 

  2. Children are free to choose their seating, as well as choosing to work individually or in small groups.

  3. 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.

  4. 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.

  5. The main goal is to cultivate curious and empathetic world citizens and lifelong learners.

Conventional

  1. 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!

  2. 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.

  3. 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. 

  4. 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.

  5. The main goal is to deliver a standard-based curriculum to all children at the same time.

The Rationale for Practical Life

Ms. Janani, Primary 3 Lead Teacher

The idea that the child constructs himself through Practical Life is eye-opening. The Practical Life area in a Montessori classroom aims to introduce and develop a child’s order, concentration, coordination, and independence through everyday life activities. It originated in Maria Montessori’s Children’s House, where children would spend their day in an environment thoughtfully prepared to nurture their needs and develop themselves.

In an Early Childhood classroom, children often gravitate towards Practical Life. Along with an obvious appeal for this area, there are one too many reasons why this area is important to introduce and foster in a child at an early age. The Practical Life activities allow the child to build control of their movement, understand the steps for a chosen work, and build foundational fine and gross motor skills that they then directly apply in areas like Language and Math in the classroom.

The areas in Practical Life are broadly categorized into care of self, care of

environment, control of movement, grace and courtesy, large motor, food prep, art, and

sewing. These are uniquely prepared to develop the child in specific areas, while also using skills from other areas. For example, in a multi-step activity like scrubbing an object, the child follows the order in the sequence of activities; they apply their lessons of carrying a tray, a chair, pouring, and so on from the other areas such as care of self, care of environment and control of movement. Even a seemingly straightforward activity like spooning has built-in elements that combine a child’s thought, will, and action. To manipulate the material based on their exploration of the work and discover the process on their own are big steps towards child development.

The Practical Life area encompasses more than just activities like pouring, spooning, and sewing. There’s a heavy element of control of movement introduced in works like Walking on a Line and the Silence game. Even a self-taught initiative such as sweeping has far-reaching outcomes. Children often exhibit the instinctive ability to problem-solve when a situation calls for their attention and action. They will work together to bring all the pieces together to make something happen. This sense of community and lack of prejudice are such raw yet strong characteristics of childhood that enable children to become a strong foundation of society. Sweeping or cleaning spills, simple and instinctive activities, instill in the child a sense of well-being and are often collaborative, implanting a sense of community to care for

ourselves and for our environment.

Lessons on grace and courtesy are just as essential for their development as patient, gentle, and kind beings. These often include a focused lesson on how the child can garner a teacher’s attention if they remember to walk up to them and gently tap on their shoulder, leg, or hip. Simple lessons on how to hang up a jacket, where to put their shoes away, and where to store their work also help them acclimatize to the environment, establish a sense of order, and care for themselves. Isolated lessons on how to carry a tray, how to sit in a chair, how to tuck the chair in, and how to roll and unroll a work rug set strong foundational values on care of self, care of environment, control of movement, and grace and courtesy. These lessons find their way into other works, where the first and often the last steps involve these, thus ensuring they are continuously working on honing their coordination and control of movement.

Practical Life also allows for the intricate art and life skill of handwork in an activity like sewing that rightly fits into every aspect of Montessori learning. Sewing reinforces focus, patience, order, coordination, and independence. The handwork involved is fundamental to sewing activities. The satisfaction a child gets when they thread a needle is unparalleled, something unique to the art - the joy begins even before the final work starts to take shape. The nuances in the process, starting from carefully cutting the thread to carefully threading the needle to carefully tying a knot, allow the child to slow down, learn, and practice to be patient and gain confidence. Sewing can also tie into other aspects of the classroom, like shapes, tracing, animals, metal insets, and color tablets, which speaks of how Practical Life mirrors many academic areas in the classroom.

An area as broad and vast as Practical Life, with lessons ranging from walking on a line to sewing, tailored towards the needs of all children in the environment, truly allows each child to challenge their focus, skill, and creativity and embrace imperfections.

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!

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)

Why Waterfront Montessori

Cristina Wager-Weisman, Music & Performing Arts Teacher

For those of you that do not know me, I am Cristina Wager-Weisman, a music and theater teacher, Director of Community Outreach, and a parent of three alumni of WFM. Every month, I reach out to our families with a newsletter containing gratitudes, event updates, and reflections about our school. I am moved by our beautiful children who explore our classrooms with curiosity and a love of learning. I am inspired to see how they collaborate with one another or work with such great focus, independently even at the youngest of ages. A contradiction it would seem, but young children can and do focus for long periods of time when the environment is right. I am in awe of how our teachers guide our students in an organic manner so as not to interrupt their excitement and joy for whatever it is that they are learning.

While I observe our beloved WFM function as it should, I am also witnessing traditional schools transition to be more progressive. I wonder how these schools will implement these progressive ideas and I know that we at WFM have already mastered it.

I have two high school students in my household, one of whom attends St. Peter's Prep down the street. As a progressive educator, his freshman year was a bit nerve-racking for me. Would the traditional classroom squash my son's love of learning? Would the teachers truly see the whole child? How is he going to learn if he is not allowed to make mistakes and is forced to sit at a desk all day long? Of course, he is a WFM graduate who had no trouble adjusting to the eight subject periods a day in a rotating schedule and the traditional grading system. During his freshman year, he finished his homework and assignments without any push from me. He took the rules of uniform wearing and tardiness seriously and never had a detention. He found afterschool activities and sports that he loved. I, on the other hand, had to bite my tongue sometimes and force myself to observe and not intervene.

St. Peter's Prep recently hired a new principal. I attended their curriculum night. In the new principal's welcome speech, I was surprised to hear a familiar educational tune — that the goal of education at St. Peter's Prep is not to be able to regurgitate information but instead to, "get them (the students) to think, to become critical thinkers." "Wow," I told myself. "Something progressive in this normally traditional High School?" Repeatedly throughout the night, I heard the same buzzwords from classroom to classroom; education is not about content but about critical thinking. I finally asked one teacher how they were going to get my child to think. He fumbled a bit as I completed his thought, "…through projects maybe?" I said. He quickly nodded his head and said yes.

Although I am extremely excited to hear that St. Peter's Prep and other schools are embracing progressive education, I know it is going to take them some time to truly implement it. But at Waterfront Montessori, we have been doing this since our doors opened twenty years ago. None of it is new to us: We know how to get our kids to think critically. We start when they are little and carry it through to their teens. Our students organize themselves, pursue their passions, collaborate and problem-solve.

Progressive education is no longer an option for all students. It is a necessity. Colleges are caring less and less about test scores and more and more about portfolios. They want to see the projects and the accomplishments of their applicants. I am not worried though, because graduates from WFM have the passions and motivation to overfill a college portfolio. It is why our eighth-grade students are more prepared for elite private high schools than their peers and why our alumni are taking their high schools, colleges, and post-graduate jobs by storm. They will be the greatest leaders, business owners, artists, and citizens that you can ever imagine because at Waterfront Montessori amazing things have happened here!

Did You Know: On Curriculum Night at Saint Peter’s Prep, one of our WFM graduates received a shout-out from the Principal — to roaring applause from the parent audience — for bringing Driver's Ed to Health class for all sophomores. You may not know this, but getting your teenager into a driver's ed course in Jersey City is quite challenging so this news came as a relief to many parents!

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.

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! 

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