In a previous blog post, we described our plans to pilot emerging technology to support our teachers in enhancing their existing Montessori classroom observation and record-keeping. If you’re unfamiliar, observation is a key component of Montessori education. Teachers observe students as they go about their work, take careful notes, maintain meticulous records about student engagement and progress, and regularly reflect on all of the above in order to build their understanding of each student’s unique development path and plan their actions in the classroom.
Minnesota has a long history of innovation in education, rooted in our citizens’ commitment to expanding opportunity to all and empowering teachers and families to create new educational options that meet the needs of the children they love. Thirty five years ago, the Minnesota Miracle expanded funding to communities in need, and importantly, it did so through a state-level formula that protected local control of educational decisions. Twenty five years ago, Minnesota passed the first charter law in the nation, which gave school-level educators a pathway to create innovative schools within the public system. Minnesota offers post-secondary enrollment options, a network of support for home schools, interdistrict choice and countless other initiatives and programs designed to make it possible for every child to access a strong, personalized, relevant education.
Six people eagerly approached a door last month with a bright yellow sign reading “Welcome Montessori Teachers of Color.” Their entrance marked the kickoff of a pilot program to develop and support a cohort of teachers of color.
Through this diversity initiative, Wildflower partners with promising current and future Montessori teachers from historically underrepresented or disadvantaged backgrounds on the journey towards creating and leading their own school. This includes supporting participants in acquiring Montessori credentials, developing their capabilities as lead guides, learning the specific work of administering a Wildflower school, and, depending on their goals and capacity, helping them plan and prepare to launch their own dream school. Read more “Opening Doors to Montessori Teachers of Color”
Hurricane Maria devastated the infrastructure of Puerto Rico – including many schools. On the main island, there are three Wildflower schools within the commonwealth’s public education system: Alheli, Flamboyan and Girasol. From our school leaders there, we have learned that our schools, teachers and families, like so many other Puerto Ricans, are without roofs, electricity, food and fresh water.
We’ve been looking for ways to support our team, and so far have shipped three generators, fans, water filtration systems, batteries and lanterns. We are now starting to send non-perishable food for students to have at school.
Our Wildflower community, which connects to Puerto Rico from our schools and offices in Massachusetts, Rhode Island, Minnesota and elsewhere on the mainland, is eager to support our schools directly. We have been inspired by our teacher leaders who – in the face of near-complete destruction – have shared that they are eager to provide a safe place for students and families to learn and be together as many of them are currently without homes.
For Montessori’s art-filled classrooms, back-to-school means also going back to the studio. We view our materials and presentations less as a curriculum and more as a way to cultivate the most aesthetically pleasing space that will invite the child to tap into her innate curiosity and work with her hands. Doing so leads to discoveries that define us a civilization, as Dr. Montessori wrote in The Absorbent Mind: “If we try to think back to the dim and distant past…what is it that helps us reconstruct those times, and to picture the lives of those who lived in them? It is their art… it is thanks to the hand, the companion of the mind, that civilization has arisen.”
Much as an artist enters their studio, a child walks into the Montessori environment in the morning, the whole day a blank canvas. In the span of our three-hour work cycle in the morning, the children have an open-ended invitation to create, manipulate and explore the materials that have been presented to them.
Read more “The Montessori Classroom as Artists’ Studio”
As we prepare for a new school year in the wake of the tragic and hateful events in Charlottesville, we wanted to share some resources that we’ve come across to help parents and educators dismantle racism and foster a more peaceful world. We’re sure this list is incomplete and invite you to share informative resources we’re missing so we can help tools like these spread.
Wildflower Schools stand against the racism, antisemitism, bigotry and hatred that were on display in Charlottesville.
One of the most important things we can do as a community committed to equity is to acknowledge that we live in a society full of inequity and equip ourselves with the tools and the capacity to dismantle racism – within ourselves and within our communities. Our commitment to equity calls us “to create diverse, inclusive learning environments that work for justice as the foundation for peace,” and we hold this commitment sacredly.
We understand that, as Dr. Maria Montessori once said, “The child is both a hope and a promise for mankind.” As we enter classrooms, create new schools, or go about the daily work of bringing Montessori education to more children, we do so with the knowledge that facing inequity, naming injustice, and standing for peace – in and out of the classroom – must remain central to ensuring we remain worthy guides of the hope and promise for mankind.
Peace education—supporting children to live in harmony with all living things and to become agents of peace-making in the world—is the foundation of our work as Montessorians. The peace rose is a common fixture in Montessori environments, passed back and forth during conflict resolution to practice deep listening. Too often though, we focus only on the bloom, without looking deeper to examine the roots.
Kari Frentzel has been a Montessori elementary educator for the past ten years following her first career as an engineer and manager in industry and healthcare. She is co-head of school at Wild Rose Montessori, a Wildflower school in Cambridge, Massachusetts.
The school year is winding down. Teachers feel it as we squeeze in our final lessons and encourage students to finish projects. Students feel it as they prepare for year-end special events and make plans for getting together with friends once school is out. And certainly parents feel it as they rush to finalize plans for summer camps, vacations, lessons and babysitters.
“So, what exactly makes a Wildflower school unique?” a parent familiar with Montessori education asked recently. This is a difficult question to answer concisely, and it’s one we get a lot at Wildflower. Every day, we get inquiries from people across the United States and around the world who want to learn more about our unique approach. Read more “Want to Start a Wildflower School? Join Wildflower 101”