The Latest WRM News

Growing Environmental Consciousness Through Montessori

Wed, 22 Apr 2026 18:51:03 GMT

By Fernanda Arredondo, Toddler Guide

Wednesday, April 22, 2026

As we celebrate Earth Day, it is a meaningful time to reflect not only on the challenges facing our planet but also on how education can shape a more sustainable future. Montessori education, grounded in respect for both the child and the natural world, offers a strong foundation for nurturing environmental consciousness from the earliest years.

Where Environmental Awareness Takes Root

Montessori education views the child as part of an interconnected whole. Dr. Maria Montessori described this as a “cosmic plan,” in which every living and non-living thing has a purpose and value. In Montessori environments, respect for the Earth is not taught as a separate subject. It is woven into daily life.

Children learn to care for their surroundings, use materials thoughtfully, and move with intention. These everyday experiences shape how they see the world, not as something to consume, but as something to respect and protect.

Building Environmental Awareness Early

Environmental consciousness is not just about knowledge; it is a way of being. Montessori supports this by creating spaces with natural, lasting materials, encouraging independence, and allowing children time to observe and connect with their environment.

Children learn through consistent, simple experiences: caring for objects, respecting shared spaces, and observing nature. Over time, these lessons become part of who they are, forming habits rooted in awareness and appreciation.

Thoughtful Living at Home

Families play an important role in reinforcing these values. One meaningful way to support environmental awareness is by being intentional about consumption. In a culture that encourages constant buying, choosing to slow down sends a powerful message.

Buying second-hand, reusing items, and repairing instead of replacing help children understand that objects have lasting value. Simple habits like using both sides of paper, saving art materials, or reusing jars and containers teach that resources are worth caring for.

Recycling and composting can also become shared family routines. When children help sort materials or collect food scraps, they begin to understand how waste can be reduced and even returned to the Earth in beneficial ways.

Gardening, even on a small scale, deepens this connection. Whether growing herbs on a windowsill or tending a backyard garden, children learn patience, responsibility, and respect for natural processes.

Supporting Children at Every Stage

Environmental awareness can be nurtured in age-appropriate ways:

Birth to Age 3
Infants and toddlers absorb everything around them. Spending time outdoors, offering simple natural objects, and involving them in small tasks like watering plants helps build early connections. Modeling gentleness, such as handling plants and animals with care, lays the foundation for respect.

Ages 3 to 6
Children begin to understand that their actions matter. They can help sort recycling, compost food scraps, and care for plants. Simple conversations about not wasting food or water help them connect daily actions to larger ideas.

Ages 6 to 9
At this stage, children are curious about how things work. They can explore where everyday items come from, participate in gardening, and take part in family decisions about reducing waste. Creative projects using recycled materials also encourage problem-solving and resourcefulness.

Ages 9 to 12
Older children are ready for a deeper understanding. They can discuss topics such as sustainability and climate change, take the initiative on projects such as cleanups, and make thoughtful choices as consumers. Encouraging leadership at home helps them see their ability to create change.

Preparing Children for the Future

Climate change is one of the greatest challenges our children will face. Montessori education teaches by fostering independence, empathy, and a sense of responsibility.

Children raised in this way understand that caring for the Earth is not a one-time action, but a daily practice. They grow into individuals who recognize that their choices matter and who approach the world with intention and awareness.

A Call to Action

This Earth Day, we are reminded that caring for the planet begins with small, consistent choices. Spending time outdoors, reducing waste, reusing materials, composting, or choosing second-hand items are simple yet meaningful actions.

Children learn not only from what we say, but from what we do. By making thoughtful choices in our daily lives, we help shape how they understand their role in the world.

Caring for the Earth begins at home, in the quiet, everyday moments we share together.

Risky Business

Thu, 02 Apr 2026 20:02:22 GMT

By Steven Vasquez, WRM Physical Education Specialist/Coach

Thursday, April 2, 2026

What is Risk ? As defined by Merriam Webster Risk is : “the possibility of loss or injury. ” Now I really want to hang on what I personally take as the operative word in that definition: “possibility”.

Life is full of many possibilities. There is a chance that you will win the lottery if you play. There is a world in which some still living creature becomes unfrozen from the melting ice in Siberia. There is even the astronomical outcome that , as you read these very words, you're struck by a meteorite. Are any of these events likely? Not in the slightest. And that assertion is supported by data.

How do we get that data? As adults we take many risks in our lives. Sometimes those risks are small (“I can definitely make it there on time!”) And sometimes those risks are larger (making personal finance moves). And we feel correct in taking those risks because, after all, we have a wealth of information to draw from do we not? However, that information is derived in a circular fashion. We only came to the conclusions that we have drawn through guesswork and failure… aka: Risk. It should be seen as somewhat of a privilege to be taking risks. Do we bestow that same privilege to those younger than us?

Personally, I do not think that we should award our adolescents/children the same depth of trust that we give ourselves to make mistakes. We believe that our risks have a higher chance of actually working out because of our breadth of experience. Truthfully, these children don't have that same repository of information to utilize. However, that is not to say that they have nothing to reference. Even someone as young as 8 has led a life. They have experienced hardships and happiness and have learned through trial and error. It is our position as the adults of the situations, and especially those in the educator position, to have a cultured experience of choice in risk based on the child’s development. Presenting challenging situations that, to the best of our planning and knowledge, cannot go catastrophically or painfully awry.

So, why? Why give those children and adolescents those experiences? For one, of course, it is important to look at a risk as an opportunity to learn and in multiple ways. First I would like to point to a 2025 review of a 2015 study named “ Position Statement on Active Outdoor Play ” that looked at, unsurprisingly, outdoor play and its effects on developing humans. In the subsection, “Evidence Statement 3: Risky Play” we see that the effects are thus: “Among children, risky play—such as climbing, rough-and-tumble activities, or exploring unknown terrain—allows them to test their physical limits, manage fear, and develop risk perception skills that are critical for safety and resilience [3, 69–71]. These experiences are not just physically engaging; they also enhance children's confidence, resilience, and problem-solving capacities [3, 57, 72], while promoting their agency, well-being, and physical literacy [73–75].” What more can be said about these findings? Honestly not much, they're very direct. They are also effects that can clearly be seen. While this study did specifically look at outdoor play, let's recognize that not all of us have access to the areas in which this study was taking place. So I think it's important to find the little ways in which these same sorts of scenarios can be fostered in everyday life. Let them pour their own milk that is, honestly, probably a little too heavy for them. Let them try cutting the strawberries for a salad or snack. Let them try cleaning up the bathroom or use a tool. Because the outcomes are 10 fold and wind up preparing themselves for the future.

One thing that I also see in my personal life that was not covered by any studies that I have read is the effect on trust. I want you to imagine that you're the age of 10. You have been sitting on the sidelines watching someone do some woodworking and hammering something together. Then they call you over and hand the hammer to you beckoning you to learn. How do you think you would feel toward that person? How would you see their trust toward you shape your future decisions? Would you feel more comfortable asking them questions? How would you repay their trust?

To summarize, calculated risks lead to many rewards. They help us learn about our personal limitations, whether they be physical or mental. They help us expand our sense of possibilities. They help us to plan better in the future should something not go according to plan. They also help build and lend trust to others. Calculated risks help us feel accomplished and give us a sense of agency in the world. With that, I hope that we can all take a little time to take a little more assessed risks in our lives.

References

Lee, Eun-Young, et al. “2025 Position Statement on Active Outdoor Play.” International Journal of Behavioral Nutrition and Physical Activity , vol. 22, no. 1, 20 Nov. 2025, pp. 147–147, https://doi.org/10.1186/s12966-025-01854-0.

Montessori Education Week

Fri, 27 Feb 2026 20:56:21 GMT

The History of Dr. Maria Montessori

By Brenda Huth, Head of School

Friday, February 27

In honor of Montessori Education Week, we’d be remiss not to reflect on Dr. Montessori’s life and her profound influence on how we see and honor children’s potential.

Dr. Montessori was first and foremost a scientist. In fact, Dr. Montessori was one of the first female physicians in Italy in the late 19th century. Specializing in pediatrics and psychiatry, she had regular contact with working-class and poor children through free clinics at the University of Rome’s medical school. Through these initial experiences, Dr. Montessori theorized that children are born with incredible innate learning potential and intrinsically a deep desire to explore, discover, and learn about their world.

In 1900, she was appointed Director of a University of Rome program for developmentally delayed children considered uneducable. After observing the abhorrent conditions of the institution and the children’s attempts to find anything of sensory interest, Dr. Montessori began studying the importance of sensory stimulation in cognitive development.

Eventually, after two years of working with infirmed children and their teachers, Dr. Montessori’s developmentally delayed students were able to pass the standardized tests of Italian schools. This led her to question that if children with developmental challenges could pass the tests, what were traditional schools of the time doing in order to get dramatically better results with typically developing children!

We have to remember that the early 1900s were dramatically different times. Children were to be seen and not heard, looked upon as “mini-adults”, and child-sized learning materials or furniture weren’t the norm. This type of thinking was considered radical. This successful experience caused Dr. Montessori to want to examine how education could support, rather than stifle or repress, children’s development.

In 1907, Dr. Montessori had her opportunity. She was invited to coordinate daycare for children too young for public schools in the slums of San Lorenzo. These children were from working class families and were often left alone during the day to run the neighborhoods while their parents worked.

Dr. Montessori began by teaching the older children how to help with everyday tasks. She also introduced practical skills of everyday living, including care of self and hygiene. Gradually, Dr. Montessori incorporated manipulatives and activities to assist children with learning different academic skills and concepts. The children were drawn to the materials and reveled in the process of care of self and care of their environment. Each day the children’s behavior improved, and they eventually begged her to show them more, including how to read, write, and complete complex mathematical operations.

As she prepared the space and the Guides supporting these previously unkempt, unruly, and uneducated children, Dr. Montessori saw an incredible “normalization” and seemingly spontaneous kind of learning and work happen. The children became calm, peaceful, kind, collaborative, and knowledgeable. They took care of themselves and their environments and developed sustained concentration and a love of learning. On January 6, 1907 the first Casa dei Bambini (Children’s House) opened in the San Lorenzo district of Rome. The school is still in operation today.

Dr. Montessori was fascinated, observed, and took copious notes capturing the transformation of the children. She continued to experiment and design unique learning materials that nurtured the children’s natural desire to learn and demonstrated interests. News of this success in San Lorenzo soon spread. Local Italian and eventually dignitaries from other countries began visiting to see the previous “feral” children's transformation firsthand.

Around age 40, Dr. Montessori left her physician career and a professorship at the University of Rome to continue her studies of children. Her personal life was filled with World Wars, change in political climates, and the birth of her son, Mario Montessori. Because of her marital status (she was unwed) and possible scandal, Dr. Montessori was forced to choose between her career and her son. Mario Montessori was raised by a foster family in rural Italy with occasional visits from his mother. She was reunited with her son in 1913 when he was 15 years old. Thereafter, he never left her side and was considered a lifelong confidant and carried her legacy after her death.

Dr. Montessori along with Mario fled Italy in 1934. She was forced to leave due to her vocal opposition to Mussolini’s fascist regime and her refusal to align her schools with the fascist youth movement. Following her departure, she moved to Barcelona, Spain, before relocating to the Netherlands in 1936. While on a lecture tour in India in 1939, she was interned as an "enemy alien" after Italy entered World War II. She remained in India, given political asylum, for the duration of the war before eventually returning to the Netherlands.

Through scientific investigation, the study of available research, trial and error, and observation, Dr. Montessori saw that children across cultures and countries flourish in a setting that provides trained Guides, just the right support at critical times of development, and a prepared environment that allows for following children’s readiness and interests. The prepared environment provides a synergetic community where development of the whole child; physical, social, emotional, and cognitive is possible based on both individual and community needs.

Because quality Montessori education is focused on the science of human development, the approach has withstood the test of time and culture. Today the Montessori approach has been implemented in approximately 20,000 Montessori schools around the world, with more than 3,000 in the U.S. alone. Montessori schools can be found in both public and private educational settings. With over 100 years of practice, high-fidelity Montessori has worldwide recognition as a pedagogical educational approach that helps children achieve their fullest potential.

February 22, 2026

Brenda Huth

Resource: Maria Montessori: Her Life and Work by E.M. Standing

Opening Children’s Horizons: The Montessori Cultural Area in Action

Wed, 11 Feb 2026 14:00:24 GMT

Bringing the Cultural Curriculum to Life in Primary

By Maria Montes, Primary 1 Lead Teacher

Wednesday, February 11, 2026

In my Montessori classroom, the Cultural area is where children begin to explore the world beyond themselves—its people, places, histories, and natural wonders. Through concrete materials, stories, and real cultural facts—from traditional clothing and celebrations to foods, art, and geography—children engage in meaningful exploration. I consistently observe an immediate spark of interest: students notice similarities and differences, make connections to their own lives, and eagerly share discoveries with their peers. Their curiosity deepens, and learning becomes a process of active construction rather than passive reception.

Maria Montessori described the child as “the hope and promise of mankind,” reminding us that education is fundamentally an aid to life. She emphasized that “the teacher’s task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.” In the Cultural area, this philosophy comes to life as children interact with carefully prepared materials that invite exploration, repetition, and independent discovery. Knowledge is not memorized; it is internalized through purposeful work that supports the child’s natural drive to understand the world.

Research supports what we observe daily in Montessori classrooms. When children engage with authentic cultural experiences, their curiosity, empathy, and critical thinking skills are strengthened. They learn to recognize multiple perspectives, appreciate diversity, and develop social and emotional awareness that extends beyond the classroom environment. By exploring geography, history, and cultural traditions through hands-on materials and rich narratives, children cultivate not only intellectual understanding but also respect for the interconnectedness of humanity (msofe.com).

For my students, cultural lessons do more than convey information. They awaken inquietude —a sense of inner curiosity and fascination that motivates further exploration. Each lesson becomes a window into other lives, environments, and traditions, encouraging children to ask questions, reflect, and share their insights with others. By connecting new knowledge to their own experiences, children construct meaning, seeing the world as a rich tapestry of stories, ideas, and people.

From my own life experiences, I have learned that when people have the opportunity to truly engage with other cultures—by living in different countries, interacting with people from diverse backgrounds, and experiencing ways of life different from their own—they often develop a more open mind, a deeper understanding of others, and greater respect for cultural differences. This personal understanding deeply influences my work in the Montessori classroom. When children explore new places on Earth through maps, cultural materials, stories, and conversations, they begin to see culture as something lived and meaningful, not distant or abstract. This kind of exploration supports empathy, confidence, and a sense of belonging, while also strengthening a child’s awareness and appreciation of their own cultural identity. Rather than diminishing their roots, cultural experiences enrich them, expanding horizons and nurturing a peaceful, global perspective.

Each year, we intentionally acknowledge and celebrate the cultures represented within our Primary 1 classroom. Throughout the year, these cultures are empowered through our genuine interest and exploration, including inviting parents to share aspects of their family’s culture directly with the children. These presentations offer authentic, lived experiences that help children see culture as something real and relational. This practice honors each child’s identity, fosters grace and courtesy, and nurtures a classroom community rooted in curiosity, appreciation, and mutual respect.

Incorporating cultural education has shown me that learning in the Montessori classroom is deeply personal, social, and emotional. Children do not simply absorb information—they develop curiosity, joy, and wonder. Each time a child recognizes a similarity between their own life and another culture, or excitedly shares a new discovery with a peer, I witness the foundation of lifelong learning and peace education being laid. This is the true power of the Cultural area: opening hearts and minds, expanding horizons, and guiding children toward becoming thoughtful, compassionate citizens of the world.

The Power And Purpose Of Montessori Materials

Mon, 05 Jan 2026 16:55:27 GMT

By Regina Swerts, WRM Lower Elementary Guide

Friday, January 16, 2026

Montessori materials provide the student with the means of making the abstract tangible. By stimulating and engaging all the senses, these materials complete the prepared environment and support the student in the work of self-construction. To be considered a true Montessori material, it must meet specific criteria. These characteristics are reflected in the accompanying graphic.

From the moment I became a Montessori teacher, I knew the materials were both inspired and inspiring. They immediately felt purposeful, and each one clearly designed to support a student’s thinking and independence. The depth of thought embedded in each one continues to amaze me, even after years of working with them. I have spent 15 years as an Upper Elementary teacher and am now in my fourth year in Lower Elementary, and I am still making new connections between the materials and concepts I once encountered in my own traditional education.

For example, I learned long ago that an isosceles triangle has two equal sides. What I did not fully realize until becoming a Montessori teacher is that it also has two equal angles. The Pythagorean Theorem finally made sense. Why a negative times a negative equals a positive was no longer just a memorized fact. That deeper understanding came not from memorization, but from hands-on exploration. Over time, I have also gained a strong appreciation for the intentional flow of the materials; how one material carefully prepares the student for the next in the sequence. Concepts are revisited and deepened through multiple representations. Multiplication, for instance, can be explored through the Golden Beads, the Stamp Game, the Checkerboard, or the Bead Frame as well as the Bank Game and the Golden Bead Frame. If one material does not resonate with a student, another often will.

I also love the continuity that exists across the materials. The hierarchical colors in mathematics (green for units, blue for tens, and red for hundreds) remain consistent from Primary through Middle School and across the hierarchical families (simple, thousands, millions, and beyond). This consistency provides students with a powerful internal framework that grows with them over time. With experience, teachers also come to see how a single material can support multiple concepts. Fraction Circles, for example, can later be used to explore the measurement of angles in degrees.

One of the most important understandings for new Montessori teachers is recognizing that the materials are not tools for the teacher to teach, but tools for the student to learn. The materials belong to the students. This can be challenging at first, especially when a beautiful, brand-new material is placed into the hands of a student, knowing it may never look "new" again. Montessori materials are expensive, and students can be tough on them. Over the years, I have learned to make peace with this reality. My go-to phrase when I notice a bit of wear and tear has become: “That is a well-loved material.”

The materials were designed to guide students toward self-discovery, if only we adults have the patience to allow that process to unfold. Even after nearly 20 years in the classroom, the materials still have something to teach me. There are moments when a student notices something in a material that I had never seen before, and we share that excitement together. I still experience genuine “aha” moments.

I am continually fascinated by how precisely the materials align with a student’s sensitive periods. As Dr. Maria Montessori wrote, “The hands are the instruments of man’s intelligence,” and nowhere is this more evident than in the thoughtful design of the Montessori materials. In Primary, many materials support the student’s deep need for order. In Elementary, the materials appeal to intellectual curiosity and imagination. Some materials even span multiple planes of development. A material may be introduced in Primary for one purpose, revisited in Lower Elementary for another, and expanded again in Upper Elementary to inspire higher-level thinking. Our bead cabinet is one such material.

I began my Montessori career as an assistant in a UE classroom in Ohio, and my mentor told me I was not allowed to “play” with the materials; they were not toys. She explained that if I wanted to learn how to do Test Tube Division, I would need to be trained. So, I did. That path eventually led me not only into the classroom, but also into teacher education. Each summer, I have the privilege of working with new teachers as a credentialed AMS Montessori instructor, supporting them as they begin to understand the depth, purpose, and responsibility that comes with guiding students through these materials. It remains the best career decision I have ever made!!

The Magic of Storytelling

Mon, 05 Jan 2026 16:39:46 GMT

The Naturally Prepared Environment

Fri, 12 Dec 2025 20:40:42 GMT

Why Outdoor Education is Essential

By Kat Gamber, WRM Middle School Guide

Friday, December 12, 2025

The transition from childhood to adolescence is a period of intense physical, emotional, and social change. Stepping away from the classroom to immerse oneself in nature is not merely a break from normal daily routines; nature itself acts as a fundamental prepared environment for the adolescent, designed to meet their deep need for social life, independence, and connection to place.

Current research by Lomax, Butler, Cipriani, and Singh (2024) on the effects of nature on the wellbeing of children and adolescents shows a concerning correlation: as urbanization increases and kids spend less time in nature, the rates of mental health challenges in adolescents are on the rise. Essentially, when nature fades from their daily lives, so does a crucial support system for the developing brain. Missing out on "green time" means unintentionally depriving developing minds of a vital resource that helps them buffer against stress and anxiety, naturally restore their attention and focus, and regulate mood. The quiet, reviving power of the outdoors is not a luxury, but a necessary nutrient that, when absent, leaves our children more vulnerable to the pressures of modern life.

The systematic review Nature connectedness in adolescents and young adults (2025) synthesized data on the 11–26 age group, confirming that a relationship with nature is directly tied to mental health. A stronger connection to nature is associated with lower levels of stress, anxiety, and psychosomatic symptoms. For adolescents navigating high-pressure social dynamics and rapid physical changes, time in nature is therapeutic, helping to calm the nervous system and reduce stress. Furthermore, outdoor education programs like White Rock Montessori’s have shown to increase self-esteem and nature connectedness in students. Nature connectedness is a strong predictor of positive environmental actions later in life, resulting in adults who actively practice pro-environmental behavior, sustainable attitudes, and view themselves as interconnected to all living things.

Nature-based activities require collaboration, communication, and mutual reliance and serve as inclusive platforms for youth to share experiences, develop prosocial values, and strengthen social bonds and cohesion. Outdoor education is not just an enriching field trip for the Montessori adolescent; it is the very foundation of their learning experience. By embracing the natural world as an extension of the classroom, White Rock Montessori fulfills Maria Montessori's vision, nurturing young adults who are mentally resilient, deeply connected to the planet, and capable of working with independence and purpose.

Raise a Reader

Sun, 30 Nov 2025 14:47:30 GMT

By Jane Brass, WRM Upper Elementary Guide

Sunday, November 30, 2025

I started teaching in 1996, and I have one piece of advice for parents. Raise a bibliophile or, even better, a librocubiclist. Spend Saturdays at a bookstore or library with your child perusing new reading material. Help your child discover a diverse range of reading materials across various genres and formats. When planning a trip, be sure to add a visit to a bookstore or two to your itinerary. Have a To Be Read (TBR) pile on your bedside table, and help your children make their own TBR list or stack. Build reading into your bedtime routine. Keep an extensive, high-quality dictionary readily available in your home. Make lists of new words to look up. Reading not only builds vocabulary but also opens up worlds. Books and magazines introduce new ideas and possibilities. Stories build empathy and offer perspectives you might not have known existed. Reading actual pages changes your brain for the better. Unfortunately, not everyone knows the joys of reading.

According to the National Literary Institute based in Houston,

As of 2024, 79% of U.S. adults nationwide are literate.
In 2024, 21% of adults in the US were illiterate.
54% of adults have a literacy below a 6th-grade level (20% are below 5th-grade level).

Reading as a habit is on the decline in America. Gallup reported that Americans say they read an average of 12.6 books in 2022, a smaller number than Gallup has measured in any prior survey dating back to 1990. U.S. adults are reading roughly two or three fewer books per year than they did between 2001 and 2016. However, reading for pleasure is the single most significant factor for your child’s future academic success.

Start reading to your kids before they can walk or even talk, because a child’s reading habits start earlier than you might think. Families influence a child’s reading habits by nurturing them through reading with the child and modeling the importance of making time for reading daily from a very young age. Not only do children need to read with you daily, but they also need to see the adults in their lives reading. (This not only includes parents, but older siblings, grandparents, and other relatives or close friends of the family.) Children need to see you not only model the joy of reading, but also hear you use tone, inflection, and even struggle to pronounce new and complex words, to know it's okay to stumble and figure out words or context.

Colleges have learned that inquiring about reading habits during the interview process is an effective way to get to know potential students. They are impressed when an applicant reads for fun because so few applicants have this habit. By the time a child enters the Upper Elementary classroom, those with a reading habit stand out. I can tell you with certainty that the children in the Upper Elementary classroom who are book-bosomed and freely pursue text have a richer vocabulary, write more prolifically, and achieve higher test scores than their peers. They are more likely to think deeply and process information quickly. Even if your child has reading challenges, you can raise a bookish child. Start reading to them and show them how to make time for reading. Help your child learn who they are as a reader by sharing a variety of reading material. Show them that you value reading.

Keep reading to your child even after they “learn to read” on their own. Read our UE September Newsletter for book recommendations for older readers. Visit your local library for other book recommendations.

Ms. Brass’ Book Recommendations for Young Children

The Very Hungry Caterpillar by Eric Carle*

Where the Wild Things Are by Maurice Sendak

There’s a Monster at the End of This Book by Jon Stone

Doggies by Sandra Boynton

Charlotte’s Web by E. B. White

Clementine series by Sarah Pennymaker

A Bear Called Paddington by Michael Bond

Rigsby by Beverly Cleary*

Socks by Beverly Cleary

Chicken Sunday by Patricia Polacco*

Winnie-the-Pooh by A.A. Milne

Geronimo Stilton series by Geronimo Stilton

*I love all books by these authors.

Words for book lovers:

Bibliophile: A lover of books.
Bookish: Fond of or devoted to reading.
Librocubiculist: A person who reads books in bed.
Logophile: A lover of words.
Bouquiniste: A dealer in secondhand books, or a book-hunter.
Book-bosomed: Carrying a book at all times.
Lectionophilia: A neologism for the love of reading.

Words for the act of reading?

Peruse: To read in a careful and thorough way.
Pore (over): To read or study with intense concentration.
Scan: To examine or read something quickly.
Reread: To read again.
Bibliotherapy: The use of reading materials for help in solving personal problems.

My Parent Teacher Conference Journey

Thu, 23 Oct 2025 18:20:26 GMT

By Rob Lewicki, Upper Elementary Guide

Thursday, October 23, 2025

I’ve been a teacher longer than I’ve been a parent. Each role has shaped the other—especially after I became a Montessori teacher. Parenting provides greater perspective for my conferences and tough conversations; teaching provides useful tools and language for how I parent. By sharing a few personal stories, I want to make hard school conversations easier to process and to nudge families toward earlier action. I’ve heard it can take hearing something about a child from three sources before a parent acts; while that isn’t always true, I’ve watched it take even longer. My hope is that this reflection helps families recognize the important messages sooner and feel more prepared to respond.

My first DISD parent teacher conferences were at Esperanza ‘Hope’ Medrano Elementary. At my very first conference as a brand-new teacher, the father of one of my students asked me if I had children. I remember being slightly offended. Was Ana’s father implying I could not be a good teacher without having children? When I let him know I did not have children and then asked him why it mattered, he replied, “If you have children, you will know.”

My first parent teacher conference as a parent was here at White Rock Montessori. My son Jack was a three-year-old in Primary 1. His teachers were Mrs. Akin and Mrs. Bolano. Mrs. Bolano, a woman I have often referred to as the Goddess of Education, was the teacher with whom I conferenced. I remember about ten minutes into the conference I had to stop Mrs. Bolano and tell her I hadn’t understood a lot of what she was saying. Everything she said sounded really nice, and it seemed like Jack was doing well, but it also sounded like he was having trouble with… pencils? Somehow?

Mrs. Bolano was very patient with me. She let me know that Jack needed to strengthen his hand so that he would be able to hold a pencil properly. Cutting strips of construction paper and coloring with crayons would be helpful. I thought, “Why didn’t she just say that to begin with?” I wondered.

The conference where I finally understood why Ana’s father had asked me if I had children, was at Lake Highlands Elementary. My son Benjamin was attending speech therapy there twice a week as a four-year-old. Benjamin didn’t speak until he was almost two and a half. It was through the Richardson School District and his teacher and program were wonderful. The speech therapists that evaluated Benjamin said that he was plenty smart, and they did not know why he wasn’t talking, only that he would. They recommended he attend this new class for preschool children that was starting up at the elementary school by the public library. So Ben went there for three years, sometimes leaving his Primary classroom at White Rock Montessori early so that he could attend the speech class. I could tell his teacher cared for Ben and he definitely liked his teacher. In his last year in the program, my wife and I were called in for a special conference and she told us she suspected that Benjamin was autistic. We agreed to have him tested by the district, and it turned out Benjamin is autistic.

This hit me hard. In the moment I knew I should be asking questions, gathering information, figuring out next steps, and learning how to help my child. Instead, I was irrationally angry. I had my arms crossed and was leaning back against my chair. The only thing I remember saying was, “Will he be able to go to college?” The clear path I had envisioned for my son to have a happy life - school, college, marriage - was no longer clear. It hurt and I was deeply worried. I think they recommended I read some books, but I can’t remember the conversation clearly. It didn’t go very well. It can be hard to be rational when you perceive your child to be in peril.

My first conferences as a Montessori teacher were at White Rock Montessori. I was a new Montessori teacher, but had been a parent for 6 years and had three children - 2 in Primary and one in Lower Elementary. During my first five years as a Primary teacher I had, what seemed to me, a large number of children with learning challenges. Many of my parent conferences became a series of conferences, where the parents of my students and I worked together, learned together, and problem solved to figure out how to best help their children. Though these years were really challenging, they were also incredibly beneficial because I learned so much about the learning differences and the needs of my various students.

Two years into my Montessori teaching career, I had a parent teacher conference with my daughter’s Primary teacher. She was very concerned about my daughter’s reading ability - or rather lack of reading ability. My family is a family of readers. There are bookshelves full of books in our house. The idea that our child would not get to share in this “reading world” with us hit pretty hard. However, this was not my first rodeo.

I did ask a lot of questions and talked to our reading specialist. She did a quick test and let us know that our daughter more than likely had dyslexia. We went through Scottish Rite to get her a full evaluation, but they had quite a backlog, and she wouldn’t be seen for 6 months. Something I had learned as a teacher is that we didn’t need to wait for an evaluation to start helping a child. We got her into tutoring, attended some dyslexia ‘camps’ that were more about building self-esteem than reading skills, and just read with her every night. I had learned that the world would not end if I had a child with a learning difference.

I have had many many more parent teacher conferences as a teacher at White Rock Montessori. Most are easy. Some have been very hard. I have had parents sitting with arms crossed, obviously upset. I have had parents share insights that helped me understand their child. I have had parents who knew what they needed to do to help their child, but always had a reason why they couldn’t. And I have had parents that did research, tried out all sorts of strategies at home, and then helped me incorporate what they had learned into our classroom. Sometimes parents are just not ready to hear what I'm trying to tell them about their child. I say it anyway, hoping that they will be ready to hear it when the next teacher tells them.

I know that being a parent made me a better teacher. I know that being a Primary teacher made me a better parent to three young children. I know that having children with learning challenges has made me more empathetic with the parents who are discovering their children may learn differently for the first time or are trying to navigate the best way to help their children.

I used to dread parent teacher conferences when I first started teaching in public school and then again at the start of my time as a Montessori teacher. Now I look forward to them. So much good has come out of this time I get to spend talking with parents. A time where everyone at the table is focused on one child and we are all working together to find the best way to help that child. It can really be amazing.

Peace Education in the Primary Classroom

Thu, 18 Sep 2025 20:32:18 GMT

By Lisa Strykowski, Primary Guide

Thursday, September 18, 2025

“Peace is not just the absence of conflict;

peace is the creation of an environment where all can flourish.”

Nelson Mandela

As we prepare to celebrate International Day of Peace this month, I’d like to welcome you to take a peek inside the Primary classroom to see how “Education for Peace” begins in the Children’s House.

We Begin with Self-Regulation

As the Primary child is discovering their sense of self, their will, and their relationship to others around them, we begin with exercises in self-regulation. In our classroom, these works are located on the Botany shelves, because “Peace is something we grow within us”. We have a small wooden finger labyrinth on a tray, which children learn how to trace inwards and outwards, taking slow, deliberate breaths. There is a small sand garden tray with a miniature rake and a few small rocks in a bowl. There is an assortment of life-size photographs of children’s faces on cards, displaying varying emotions, and a pedestal mirror, for practicing imagining what another person is feeling.

Growing Peace Within Us

One practice we do during morning circle to help grow peace within ourselves is to sit quietly in our criss-cross position with our eyes closed. We imagine peace as a small glowing ball of light inside each of us. It might be in our heads, or our hearts, or our bellies. It might just be a ball of colored light (like gold or pink), or it might be a picture. Some children have said they imagine peace looking like a stack of pancakes or like their Mommy’s face. Together, we take ten slow, deep breaths. With each breath, we imagine that we are feeding our peace and making it grow a little bigger and brighter.

Peace and Conflict Resolution

When two children in the Primary classroom are in conflict, we invite them to have a “Peace Conversation”. The person initiating the Peace Conversation would go get the Peace Rose (a white silk rose in a vase set aside by itself in the classroom) and bring it to the person they want to have a Peace Conversation with. The rule in our classroom is that if you are asked to have a Peace Conversation, you may ask for five minutes to calm down or finish your work first, but you may not refuse the conversation. A teacher will remain close by to observe and facilitate if needed.

The Peace Conversation process is based on Marshall Rosenberg’s Nonviolent Communication and follows four basic steps: 1) a nonjudgemental observation, or “When this happened…”; 2) an expression of feelings, or “I statement”; 3) connecting those feelings to needs; and 4) making a specific request of the other person.

An example of this might be: “Bobby, when you asked Peter to sit with you for lunch, it hurt my feelings because yesterday you promised me you would sit with me for lunch today. It makes me feel like you’re not my friend. I need you to keep your promises. Can we move to a bigger table where we can all sit together?”

The first child then hands the Peace Rose to their friend. Often, the child will immediately apologize, but other times they will not know what to say. In this case, the teacher may ask the second child, “Would you like to ask your friend ‘What can I do to make things right with you?’ Maybe they would like to hear I’m sorry, or maybe they would like a hug, or maybe they just want to hear that you won’t do it again.” Asking this question in Primary frequently results in a request for a hug, which is quickly given.

Speaking at the International Montessori Congress in 1937, Maria Montessori said, "If we are among the men of good will who yearn for peace, we must lay the foundation for peace ourselves, by working for the social world of the child."

Montessori Basics: The Planes of Development

Fri, 01 Oct 2021 15:09:09 GMT

Maria Montessori based her entire educational philosophy on the idea that children developed through a series of four planes. Each of these planes is easy to recognize and has clear, defining characteristics. If we study and understand these stages, we can approach our interactions with children with a new perspective.

Learning about the planes of development isn’t just for Montessori educators. Understanding your child’s development can help at home, too.

The First Plane: birth-6 years

During this stage children absorb everything like sponges. They are, indeed, excellent examples if what Montessori called ‘The Absorbent Mind.’ This is a time in which we are able to utilize what Montessori called sensitive periods of learning. While each child is different, there are typical patterns that emerge in regards to brain development and general readiness to learn particular skills.

During the first three years of this plane, all learning is done outside of the child’s conscious mind. They learn by exploring their senses and interacting with their environment. During the second half of the plane, from about 3-6 years, children enter the conscious stage of learning. They learn by using their hands, and specialized materials in the Montessori classroom were developed with this consideration.

During this time, children have a wonderful sense of order. They are methodical and can appreciate the many steps involved in practical life lessons in their classrooms. The organization of the works on their classroom shelves is intentional, which appeals again to this sense of order.

The first plane is a time in which children proclaim, “I can do it myself”; it is a time of physical independence.

The Second Plane: 6-12 years

During the elementary years children begin to look outside themselves. They suddenly develop a strong desire to form peer groups. Previously, during the first plane, a child would be content to focus on their own work while sitting near others. In the second plane, a child is compelled to actually work with their friends. It is during this time that children are ready to learn about collaboration.

During the second plane there is a sudden and marked period of physical growth. This may be a contributing factor to the observation that many children of this age seem to lack an awareness of their body, often bumping into things and knocking things over. Children begin to lose their teeth around this time as well. Their sense of order and neatness tend to fade a bit during this plane.

Throughout the second plane, children’s imaginations are ignited. Since Montessori education is based in reality, we find ways to deliver real information to children through storytelling and other similar methods. For example, when teaching children about the beginnings of our universe, Montessori schools use what is called a Great Lesson. The first Great Lesson is a dramatic story, told to children with the use of props, experiments, and dramatics (think: a black balloon filled with glitter is popped to illustrate the Big Bang, with bits of paper in a dish of water used while talking about particles gathering together). This lesson is fascinating for children in the way it is presented, but gives them basic information about the solar system, states of matter, and other important concepts.

Children in the second plane have a voracious appetite for information, and are often drawn strongly to what we in Montessori call the cultural subjects: science, history, and geography. While we support their rapid language and mathematical growth during this time, we are also responsible for providing them with a variety of rich cultural lessons and experiences.

It is important to note that children develop a sense of moral justice at this time. They are very concerned with what is fair, and creating the rules to a new game is often as important (if not more so) than playing the actual game itself.

This is the period of time in which children are striving for intellectual independence.

The Third Plane: 12-18

The third plane of development encompasses the adolescent years. During the second plane, children become aware of social connections, but in the third plane they are critical. During this time children rely heavily on their relationships with their peers. They feel a strong desire to remain independent from adults, although they are not quite ready to do this entirely. It is our job to find ways that allow them to experiment with independence while also providing a safe structure in which they may do so.

Children in the third plane tend to require more sleep, and they sleep later than when they were younger. They long for authentic learning experiences, and Dr. Montessori imagined just that. Her ideas of Erdkinder (children of the earth) led her to contemplate a school setting that would support children’s development during this time. She imagined a farm school, in which children would work to keep the farm operational, but also contribute to planning and decision making while doing so.

During the third plane children are refining their moral compass while developing a stronger sense of responsibility.

The Fourth Plane: 18-24

The final plane is a time in which young adults are striving for financial independence. They are often living away from home for the first time, and use this time to figure out where they fit into their society. Many make choices to further their education and/or explore career paths.

It is during the fourth plane that people begin to develop a truer sense of who they are as individuals.

Each plane of development should be mindfully nurtured. If a child is able to experience one developmental phase in a rich and carefully prepared environment, they are ready to fully take on the next phase when it is time.

The Benefits of Multi-Age Grouping

Wed, 01 Sep 2021 15:09:08 GMT

One hallmark of a Montessori education is the use of multi-age classrooms.

Infants and toddlers may be together or separate, with a toddler classroom serving children 18 months to three years. Primary classrooms are for children ages 3-6, with preschool and kindergarten-aged children together. The elementary years serve children ages 6-12; some schools separate into lower (6-9) and upper (9-12) elementary, while many split elementary into two groups. Even Montessori middle- and high-school students learn in multi-age classrooms.

While Montessori is not the only type of education that utilizes this approach, it’s not what most people are used to. What are the benefits of structuring a classroom this way? Read on to learn more...

Learning at an Individual Pace

Children in multi-age classrooms tend to have a little more flexibility when it comes to mastering skills within a specific timeframe. We know that learning is not linear, and that learners have periods of significant growth, plateaus, and even the occasional regression. In multi-age classrooms, children are typically able to work at their own pace without the added pressure of keeping up with the whole group, or even being held back by the whole group.

When children in a classroom range in ages, everyone has someone they can work with, regardless of their skill level. Children don’t feel left behind if they struggle with a concept, and they also don’t feel bored by repetition of something they have already mastered. Teachers who teach in multi-age classrooms typically have deep knowledge for a range of developmental abilities, leaving them well-equipped to differentiate instruction for each individual child.

Building Stronger Relationships

Traditionally children move from one class to the next each year. This means not only a new set of academic expectations, different routines, and different classroom structures, but a different teacher.

In multi-age classrooms teachers have a longer period of time to get to know a student and their family, and vice versa. When teachers really get to know a student, they are able to tailor instruction in regards to both content and delivery. They know how to hook a specific child onto a topic or into a lesson. They know what kind of environment a child needs to feel successful.

Parents have an opportunity to get to know teachers better this way, too. If your child has the same teacher for two or three years, the lines of communication are strengthened. Parents get to know the teacher’s style and expectations. The home to school connection becomes more seamless, and the biggest beneficiary is the child.

Mentors and Leaders

When a child spends multiple years in the same class they are afforded two very special opportunities.

Children who are new to the class are fortunate enough to be surrounded by helpful peer mentors. Children often learn best from one another, and they seek to do so naturally. First and second year students watch as the older children enjoy advanced, challenging work, and this inspires them. They look to the older children for guidance, and the older children are happy to provide it.

After a year or two in the same room, students have a chance to practice leadership skills. In Montessori classrooms, the older children are often seen giving lessons, helping to clean up spills, or reaching out a comforting hand to their younger friends.

The best part is kids make the transition from observer to leader in their own time. It doesn’t happen for all children at the same time, but when it does it’s pretty magical to observe.

Mirroring Real-Life

There is no other area in life in which people are split into groups with others who are exactly their chronological age. Whether in the family, the workforce or elsewhere, people ultimately need to coexist with people older and younger than themselves. Doing so makes for a more enriching environment, replete with a variety of ideas and skills.

Why not start the experience with young children in school?

Moving On

While staying in the same class for multiple school years has many benefits, a child will eventually transition into a new class. While this can feel bittersweet (for everyone involved!) children are typically ready when it is time.

The Montessori approach is always considering what is most supportive of children depending on their development. When formulating how to divide children into groupings, Maria Montessori relied on her ideas about the Planes of Development. There are very distinctive growth milestones children tend to reach at about age 3, another set around age 6, and yet another at age 12. The groupings in our schools are intentional, and they give kids a chance to feel comfortable in their community, while also preparing them to soar forward when the time is right.

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One hallmark of a Montessori education is the use of multi-age classrooms.

Learning at an Individual Pace

Building Stronger Relationships

Mentors and Leaders

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The Latest WRM News

Growing Environmental Consciousness Through Montessori

Where Environmental Awareness Takes Root

Building Environmental Awareness Early

Thoughtful Living at Home

Supporting Children at Every Stage

Preparing Children for the Future

A Call to Action

Risky Business

Montessori Education Week

The History of Dr. Maria Montessori

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Bringing the Cultural Curriculum to Life in Primary

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The Magic of Storytelling

More than Reading - A Seasonal Invitation to Connect as a Family

Why Storytelling is So Important for Young Children

Why Stories Stay with Us

How Families Can Support Storytelling at Home

﻿

The Naturally Prepared Environment

Why Outdoor Education is Essential

Raise a Reader

My Parent Teacher Conference Journey

Peace Education in the Primary Classroom

Montessori Basics: The Planes of Development

The First Plane: birth-6 years

The Second Plane: 6-12 years

The Third Plane: 12-18

The Fourth Plane: 18-24

The Benefits of Multi-Age Grouping

One hallmark of a Montessori education is the use of multi-age classrooms.

Learning at an Individual Pace

Building Stronger Relationships

Mentors and Leaders

Mirroring Real-Life

Moving On