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! 

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.

Why Montessori and Not Daycare?

 As you look at various childcare options for your child, you may notice that Montessori schools are very different from other traditional or daycare models. Here are four of the key ones:

Childcare vs. Child-Centric Learning

While daycares focus on watching and caring for children, Montessori schools do more by creating an environment focused on children’s learning. Children’s days should be filled with play, as that is how they learn, but Montessori schools create space for them to play in ways that enrich their development. Montessori environments are prepared with materials that have been developed after careful scientific observation. These materials are still games and toys from the perspective of the child, but they tend to have much different effects on them from a learning perspective.

An Organic Environment vs. One Full of Synthetics and Plastics

The Montessori classroom is designed to meet the developmental needs of the child. You will notice that everything in the classroom is child-sized, so that the child can move independently through the classroom. Most daycare environments are filled with bright colors and plastic toys. Montessori environments utilize natural materials like wood, plant fibers, and even glass. Natural tones are favored over bright and loud colors, and natural lighting is evident. Montessori classrooms intentionally bring the natural world inside, with plants, found objects, and pets. Children are directly involved with the care of living things in the classroom. Daycares may have bright posters on the wall, whereas Montessori environments favor a minimalist approach and examples of art displayed at the child’s level.

Developing Life Skills Through Life Lessons

Montessori environments intentionally include practical life lessons. Practical life learning is incredibly appealing to young children as well, as they look to adults in their lives and want to emulate the work they see them doing. Some of the types of skills they develop include:

●      Fastening various types of clothing

●      Tying and lacing

●      Care of self (washing, brushing, etc.)

● Grace and courtesy lessons: interacting appropriately and politely with others

●      Toilet learning (for toddlers)

●      Food preparation

●      Care of the environment (cleaning skills)

●      Plant and pet care

Highly Trained and Educated Teachers

The training of a Montessori teacher goes far beyond the training of a typical daycare worker. To care for young children, both must meet certain requirements such as first aid training, passing a background check, and some knowledge of working with children. Montessori teachers, however, continue far beyond the basics. Most have college degrees, with many obtaining advanced degrees. They have rigorous Montessori credential training, which is postgraduate work that includes comprehensive instruction on child development, intensive lessons on presenting Montessori materials correctly, work in Montessori philosophy, and so much more. Ask your local daycare facility about their teacher training requirements and compare them to Montessori requirements while you explore your options.

A Full Production in Just Two Weeks?!

 Most schools and theater companies take eight to twelve weeks to put together a musical production. Here at Waterfront Montessori, our Elementary and Middle School students go through the whole process – from blocking scenes to learning choreography and vocal parts to designing and creating the sets, props, and costumes necessary for the show – in just two weeks.

What sounds like artistic madness is, in fact, one of the best educational experiences for our students. Learning how to handle the pressure needed to perform to a deadline is a necessary skill. Adults know what it’s like to feel performance stress in our professional lives. This is often “taught” to children through make-or-break testing and exams that leave students lacking confidence and high anxiety. The content that students are expected to learn for these assessments disappears once the score has been assigned. Students are left with the emotions that the experience provided, which are often negative.

To prepare for a production such as this, our students tap into a diverse range of skills to bring the performance to life. Academic subjects are intertwined with artistry: Students use STEM and Design to create unique and original props, and literary analysis and historical context to understand the story they are telling. The process involves a rich blend of artistic expression, research, collaboration, creative and critical thinking, and even media literacy and ethics – many of which the International Baccalaureate Organization calls Approaches to Learning, or ATL Skills. Students not only enhance their ability to perform but also develop a well-rounded set of competencies essential for success in both the arts and academia.

Our two-week intensive rehearsal process is also a Montessori Practical Life exercise that gives students a unique opportunity to experience the pressure to perform in a more joyful and realistic setting than test-taking. As adults, the all-nighters spent preparing for final exams or their SATs will not be the part of their preparation for life they will want to remember. However, they will look fondly back at the two weeks they spent with their classmates preparing for shows like Frozen, Matilda the Musical, or Oliver Jr. and reflect on not only the incredible production but how proud they were of the work they put into it.

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