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Montessori perspectives on post-COVID social growth: resilience, patience, and meaningful opportunities for connection.

See how Montessori balances freedom with structure, blending direct instruction and hands-on learning for lasting growth.

Discover a Montessori approach to Indigenous Peoples’ Day and Columbus Day that nurtures respect, truth, and cultural appreciation.

From curiosity to self-control, Montessori aligns with the human tendencies that help children grow, adapt, and flourish.

One of the top questions parents ask about Montessori is: How do teachers deal with children avoiding work they don’t want to do? This is a really important concern, and becomes increasingly so as children get older. Most families know Montessori centers on student choice, and it can be hard to envision that value working in conjunction with accountability. The good news is it’s something we take very seriously. In fact, our entire approach is based on the idea that we must teach children to develop strong work habits and encourage them to be driven by internal motivation rather than reacting to external factors. This takes time, but Montessori guides are there to support children as they navigate the journey. Give Them Choice Having choice is actually a powerful tool in combating avoidance. When children (or people of any age) have freedom to make their own decisions, it’s empowering. Knowing that others trust in us to do the right thing is often all it takes to do the right thing. No one likes to feel micromanaged. We allow our students to choose the order of their work; some like to start the day off reading, while others prefer math. We also let children have autonomy in other ways. They get to decide when they need to use the toilet, have a snack, and move their bodies. There are, of course, procedures to follow in order to keep everyone safe, but we don’t believe kids should have to ask permission to address their basic needs, nor should they have to do so on a schedule that is convenient for adults. The big picture: comfortable children that feel respected and trusted are much more likely to work hard and meet expectations. Quietly Observe If there is one statement that can help us reframe our perspectives with empathy it’s this: Each child is the way they are for a reason. There is a reason a child is avoiding something. As adults, it’s our task to discover what that reason is, and find gentle ways to address it. Montessori teaches us to think like scientists and use observation to learn and make more informed decisions. Some questions we ask ourselves as we observe a child who is struggling: Is the work too challenging? Is the work too easy/is the child bored? Is the child experiencing emotional upheaval in their life? Are the child’s basic needs being met? Is the physical classroom environment supportive of the child’s work? When Montessori teachers are trained, they learn to first look to the environment, then examine themselves and their own actions. Only after considering the first two possibilities do they look to the child themselves as a potential source of the issue. Appeal to Their Interests Sometimes all children need is a ‘hook’. Although Montessori materials in the classroom are meant to be used in a very specific way, and deviation distracts from authenticity and effectiveness, there is some room for flexibility. This can be very helpful in modifying work so that it will best meet an individual child’s needs. A guide may consider a child’s favorite color when setting out pouring or scooping materials, favorite animals when presenting zoology lessons, or other interests when gathering reading materials. The key is to consider what a child is avoiding, then find a way to make it more enticing. Hold Them Accountable While Montessori doesn’t utilize punitive measures, that doesn’t mean we don’t hold children accountable. If we expect children to do certain things, it’s our job to make sure they follow through. The following are critical in making this happen:  Clearly explain the expectations. Provide an environment and time that allows for expectations to be met. Observe children to ensure they meet expectations. Guide when necessary. This may include redirection, suggestions, or working together to create a plan. As children get older and academics become more of a focus, getting work done becomes much more important. Beginning in the kindergarten year or lower elementary, Montessori guides typically begin to utilize work plans. These can take on a variety of forms, but they are generally a visual schedule, created in collaboration between the guide and the child, of what must be done. Students can typically choose the order in which tasks are completed, but adults check in to make sure there is follow-through. In the event the child is not meeting the expectations, a guide will typically meet with the child to discuss new strategies. They may help the child develop time management strategies, give suggestions as to seating, or provide tips for effective work habits. The child leaves the meeting with concrete strategies to try, and the adult and child reconnect at some point to evaluate progress. It helps to remember that learning to work is part of the child’s work. Rather than forcing children to do what we want when we want them to, we take a more long-term approach. Our goal is not just to share information, but to help children become joyful learners. We want them to walk away from their Montessori school being able to feel confident in their abilities and ready to take on challenges. We all want to avoid certain tasks from time to time. Our job is to teach children how to manage their time well and accomplish whatever it is they need to get done. Perhaps unsurprisingly, this work can be carried over into the home as well. The more parents learn about Montessori, the more the concepts become part of parenting and the life of the child. We hope you will reach out to us if you have any questions or would like to discuss this topic further.

A common question among parents is, “What, exactly, makes a school ‘Montessori’?” The answer is more layered than you may think.

Find out how children in Montessori environments development knowledge of Geometry.

Every fall, the doorways of classrooms become a place of transition. Children are often excited to skip into their school environment, eager to learn and play. Unfortunately, many children experience some level of separation anxiety, particularly when they are very young. The good news? This is totally normal! Read on to learn more about why, and what you can do to help your child feel good about the time you spend apart. What does it look like? Separation anxiety is completely normal. Most young children experience it at some point, and although it can cause stress for both the child and their parents, it’s actually a healthy part of development, especially during the toddler years. Separation anxiety can manifest in many forms. Parents might see their child display some of all of the following behaviors: Crying Physically clinging to parent Loud protesting Persistent worry when separated from parent(s) Separation anxiety typically doesn’t last very long for most children and resolves itself within a few weeks. Once toddlers begin to realize that their parents will actually return, their fears tend to alleviate. Even older children can experience short-lived bouts of separation anxiety. These times are often even harder for parents, but it’s all perfectly normal! Why does it happen? There are a variety of reasons children may experience separation anxiety, but as we mentioned above, it most often occurs during the toddler years. Any time from about 7 months of age through 2-3 years of age, children may go through a phase during which separating from their parents can be quite upsetting. For infants, it’s about differentiating between strangers and people they know. This is obviously an important and healthy part of their development, although it can be heart wrenching when dropping your little one off with care givers in the morning before you head to work. As children get a little older, the reasons shift toward a fear that the parent may leave and not return. After a period of time, the child learns to trust that the separation is temporary, and the anxious behaviors subside. There are plenty of other reasons why a child may experience separation anxiety. If they are tired, not feeling well, or are experiencing stress or a period of transition in their life, they may feel the need to be closely attached to their parent(s). These feelings are typically short-lived and resolve themselves once the child feels some level of reassurance or once the underlying cause is no longer an issue. What can we do? Each child is different, but the following are some strategies that tend to work well for most families: Set aside some extra time in the morning. The simple act of not rushing can create a sense of calm for both you and your child, but it also leaves a few extra minutes for some cuddles. Create a routine. When your child knows what to expect, they will feel more able to trust that everything is okay. This may mean singing a special song in the car on the way to school, walking to the front door together, and making sure to squeeze in one last hug. Find whatever routine works for you and for your child. Be consistent. Once you’ve established a routine, stick to it. This can be a challenge, but it is so important and will do so much to help a child who is feeling anxious. Of course, life has a way of interrupting our plans and routines (especially when you’re trying to get out the door with a young child!) but try to be as consistent as possible. Don’t linger, but don’t sneak away. Staying too long can intensify feelings of anxiety when you do leave, and leaving without your child’s knowledge isn’t the greatest idea, either. They may experience feelings of worry or sadness, but they will also be more likely to trust if they know when a parent is leaving. Ask your child’s teacher or caregiver for advice. Chances are, they have had lots of experience with separation anxiety in children. Teachers are often masters of distraction and redirection, which can help you make a peaceful exit. What if it’s more? Once in a while, separation anxiety is more than a phase. Again, your child’s teacher is a good person to consult if you’re concerned. If your child is well past their toddler years, if their anxiety is affecting them in multiple parts of their lives, or if behaviors are stretching past weeks and into months, it can sometimes help to talk to your child’s pediatrician. Separation anxiety disorder is a more severe and persistent version of what most children experience. The good news is, even children who experience SAD have options to help them overcome their fears and work toward healthy, trusting, and confident periods of separations from their parents. Want to learn more? Check out this fantastic article for helpful tips.