150 Years: Celebrating the Ordinary

Meagan Ledendecker • March 1, 2021
primary aged child sitting on a rug, working with bead chains

This article is part of a series that we will share throughout the 2020-2021 school year to celebrate the 150th birthday of Dr. Maria Montessori. Check back often for more posts that reflect on the past, present, and future of Montessori education.

 

The Glass Classroom

Seeing is believing when it comes to Montessori. It is quite rare to meet a person who has visited and observed in a high-fidelity Montessori school that isn’t awed in some way. Since observation is such a core element of the work we do, from the very beginning Montessorians have welcomed guests to take a look for themselves.

 

In 1915 there was a world fair, The Panama-Pacific International Exposition, in San Francisco. The affair stretched out over many months, took over hundreds of acres, and was visited by more than 18,000,000 people.

 

Maria Montessori held an exhibit at the fair, which has gone down in history as a major stepping stone to informing Americans about Montessori education. The Glass Classroom, which visitors could see into, showed the public just what went on inside a Montessori school. Visitors were astounded by what they saw.

 

A Day in the Life of a Primary Environment

The tradition of the Glass Classroom continues even today. Many Montessori schools have observation windows so that parents and visitors can take a peek inside without being noticed. All Montessori schools encourage adults to observe - window or not. We feel it’s the best way to fully understand what goes on, and we know every person who does so is amazed.

 

COVID has made this special opportunity a bit tricky. We thought it might be nice to take you on a written journey, just to get a sense of what the day is like. We hope, when the time is right, to see you back in our classrooms again!

 

early morning, before the children arrive

The guide arrives, hangs their coat, changes their shoes, and admires the beautiful classroom environment upon entering. So much love and attention to detail has been put into the creation of this space, with small changes being made throughout the year to better serve the ever-evolving needs of the children.

 

The guide perhaps makes a cup of tea, puts on some relaxing music, flicks on the lamps, and gets to work reviewing the plans for the day. If any materials need to be prepared (or repaired!) this is done. Pencils are sharpened and chairs set down. As colleagues trickle in they take a moment or two to check in with one another.

 

drop-off time!

A flurry of cars descends upon the campus, and children hop out of back seats with bags and coats in tow. Independently, the children make their way to their classrooms, hang their own coats, and change their shoes. Their guide stands in the doorway, and they cheerfully (or sleepily) greet one another with a smile.

 

The child walks through the doorway, washes their hands, takes in the sight of the room, and prepares to work.

 

the morning work cycle

The first two and a half to three hours of each day is dedicated to the morning work cycle. This allows children to sink deeply into their work, and the flexible schedule means children will transition as they are ready and will work independently according to their own personal needs.

 

A three-year-old sits on a large area rug, with a work mat beneath the pink tower, which she is carefully stacking higher and higher. She carefully compares the sizes of the blocks, making adjustments as needed so that they become smaller as they ascend.

 

Several four-year-olds sit together, working with intense focus to create maps. One uses a small tool to poke holes in colored paper, creating neat perforations in the shape of South America. Another uses watercolor paint to shape two blue spheres on a large piece of white paper. The third, who has previously completed the other two steps, is seen gluing the continents onto the painted hemispheres.

 

At the next table over, the guide is sitting with a five-year-old to give an initial lesson with the stamp game material. This particular child has an affinity for math and is ready to move on to more challenging work. Today they will begin adding larger numbers.

 

Two friends have decided they need a break. They have been enjoying a snack at designated table(s), and as they finish, they take their dishes to the sink and wash them in a prepared soapy bin of water. After a quick rinse they leave them in the rack to dry.

 

The classroom is not silent by any means. There is a gentle hum, with most working quietly. They all seem engaged in whatever they are doing, even the very youngest students. One small child is seen wandering around the room. They aren’t working, but they aren’t disturbing the work of anyone else, either. This goes on for about ten minutes or so, at which point the child selects a material from the shelf and gets started. They were able to move around and take the time they needed to transition, and they were trusted to make their own decisions.

 

transition to midday

At the end of the morning, the work cycle draws to a close. Children enrolled in a half-day program put their materials carefully on the shelves and get ready to head home.

 

As for the others, the next hour or more is generally spent eating and spending time outdoors. At lunch, the children sit together at tables and unpack their meals onto ceramic plates on small cloth placemats. There is laughter, sweet conversation, and a chance to refuel after the hard work of the morning.

 

With some guidance and reminders, the children clean up their own space, wash the table, and sweep the floor beneath.

 

Outside, the children become lost in a different type of play. They run, skip, and balance. They navigate social situations. They are mostly independent, but there is always an adult nearby in case help is needed with a scraped knee or solving a misunderstanding with friends.

 

the afternoon

For the youngest children, the early afternoon is the perfect time to rest. Whether they fall asleep for a nap or just lie quietly with a book, the time is set aside for them to do so. Lights are dimmed, and each child curls up with a favorite stuffed animal.

 

Meanwhile, in the classroom, older children are back to work. When they first enter, they gather together, seated and anxiously awaiting their teacher to join them with a book. They listen, enchanted, to a story read aloud. After several chapters, the teacher marks the page with a bookmark, and the group disperses.

 

One small group gathers supplies and meets back on the rug for a lesson about vertebrates and invertebrates. They look at their class guinea pig and imagine his backbone lying just beneath the skin. Then they sort photos or different animals, deciding which have spines, and which do not.

 

At various tables, other children have taken out their journals and are writing (or drawing) stories. They put great care into their work, and flip back through the pages occasionally to look at old entries.

 

After a bit, the younger children filter back into the classroom from their rest time and find their own way into the work. This continues until it is time to go.

 

farewell to the children & preparation for tomorrow

The guide quietly begins letting the children know that it is time to clean up. Work mats are rolled, materials are placed on shelves. Some children can be seen sweeping, while others feed a few bits of lettuce to the guinea pig. One child waters a small plant in the corner, while another child spends some time lining up drinking glasses in a neat and orderly row on the counter.

 

One by one the children file into the hallway to gather their things. They head outside and wave a happy goodbye to their friends and teacher as they climb into the car to go home for the day.

 

Once the last child has skipped off, the guide returns to the classroom. The children have made great progress this year in cleaning up, so after tidying a few areas she can focus on planning for the next day. Shelves straightened, crayons returned to their proper place, and a single forgotten pretzel placed in the compost bin, and the room is restored.

 

Another great day, full of joyful learning.

Our Montessori Bookshelf: Water Connects Us

By Meagan Ledendecker • February 27, 2026
Rivers are so important to our human story. They are sources of nourishment, transportation, and connection. We see how children are naturally drawn to water, and rivers offer a powerful way to understand ecology, interdependence, and our place within the natural world. With this in mind, we want to share some of our favorite books about water, rivers, and watersheds. Through story and illustration, children can trace the journey of a single drop of water, observe how land and water shape one another, and begin to understand how human choices affect the health of our planet. We’ve grouped the following collection of river and water-focused books by developmental stage. Each title offers language, beauty, and meaningful context for deeper exploration. Whether you are reading with a toddler, a younger elementary child, or an emerging researcher, these books invite wonder, responsibility, and reverence for one of Earth’s most essential elements. For the Youngest
Image of an elementary child sitting on the floor with the Racks and Tubes math material

How Montessori Makes Long Division Make Sense

By Meagan Ledendecker • February 27, 2026
In Montessori classrooms, long division unfolds very differently, giving children a real sense of why it works instead of the confusing sequence of steps to memorize and repeat that many of us remember. Learn more in this post.
Image of a toddler sitting at a table with arms raised in celebration while a smiling adult looks on

The Power of Presence: How Adults Shape Learning in the Early Years

By Megan Ledendecker • February 27, 2026
For children in the first three years of life, adults are not simply caregivers or teachers. We are models of movement, language, emotional regulation, and relationships. Learn more in this post.
Close up image of a child's hands holding a small green square card printed with the word

Language Revealed: The Montessori Journey to Understanding Pronouns

By Meagan Ledendecker • February 27, 2026
In this blog post, learn more about how Montessori classrooms help children bring to consciousness language they already use every day by learning about how language functions and how meaning is carried when words stand in for each other.
Image of a toddler sleeping face down on a mat with a brightly colored blanket

Sleep as a Skill: A Montessori Reflection for Baby Sleep Day

By Meagan Ledendecker • February 27, 2026
March 1 marks Baby Sleep Day, so we thought we’d take a moment to reflect on the alignment between Montessori philosophy and modern sleep science. In Montessori, we focus on independence as a path toward self-sufficiency. This is a gradual, mindful process of becoming capable. For our youngest children, this journey begins with mastery of the most fundamental human needs: eating, toileting, and sleeping. These areas matter deeply because they are ultimately under a child’s control. No one can make a child eat, use the toilet, or sleep. Our role, then, is not to force outcomes but to remove obstacles. As adults, we can provide thoughtful structure and support children as they develop the skills that build confidence and trust in their own bodies. Language Shapes Our Intentions In Montessori, our language reflects our values. For example, we don’t talk about “toilet training.” Instead, we focus on “toilet learning” because children are learning how to care for their bodies within the cultural norms. We are not training behavior. We are supporting development. The same is true for sleep. Rather than “sleep training,” Montessori invites us to think in terms of supporting independent sleep skills. We help children learn how to settle their bodies, self-soothe, and eventually fall asleep independently, all skills they will rely on for the rest of their lives. Why Sleep Matters So Much Research continues to affirm that sleep is foundational. Healthy sleep supports brain development and learning, emotional regulation, physical growth and immune function, and memory and attention. During sleep, children’s bodies perform essential functions, including muscle growth, tissue repair, protein synthesis, and the release of growth hormones. Deep sleep stages are when the most restorative processes occur. How Sleep Works  Two systems guide sleep: circadian rhythm and sleep pressure. Circadian rhythm is the body’s internal 24-hour clock, regulated by light and darkness. When it’s dark, the brain releases melatonin (the sleep hormone). When it’s light, melatonin decreases, and cortisol helps us wake. This is why darkness supports sleep, blue light from screens disrupts it, and consistent bedtimes matter. Newborns are not born with a mature circadian rhythm. It begins developing around six weeks and becomes more established around three months, which explains why early baby sleep can feel unpredictable. The other factor is sleep pressure. The longer we’re awake, the stronger the drive to sleep. This pressure builds during the day and resets after a long stretch of rest. When children miss their sleep window and become overtired, stress hormones (adrenaline and cortisol) kick in, creating that familiar “second wind.” Suddenly, a child who desperately needs sleep seems wired and alert. Understanding sleep pressure helps us time sleep before children tip into exhaustion. A Montessori Framework for Healthy Sleep To support both healthy attachment and independence, Montessori encourages clear, loving boundaries. Sleep is no different. We can focus on four key factors: a prepared sleep environment, predictable and respectful routines, healthy sleep associations, and limits with flexibility. A Prepared Sleep Environment Just as we prepare our Montessori classrooms, we want to be intentional about preparing our child’s sleep space at home. Key components include ensuring that the space is: Dark (blackout curtains help melatonin production) Quiet and calm Free of stimulating toys Slightly cool A good question to ask ourselves is: Would I easily fall asleep here? Predictable, Respectful Routines Children feel secure when they know what comes next. A simple home routine might include: The final feeding Putting on pajamas Toileting/diapering Tooth brushing A short story or song A hug and kiss goodnight Long baths or extended reading are best before the sleep window, not during it. Healthy Sleep Associations Children form associations with the conditions present when they fall asleep. If a child falls asleep being rocked, fed, or held, they will often need that same support during natural night wakings. Instead, we want to place a child in bed drowsy but awake, so they can practice falling asleep independently. Comfort objects, such as a small blanket or stuffed animal, can support this process. Limits with Flexibility Sleep needs change as children grow. Consistency matters, but we don’t want to be unnecessarily rigid. It’s important to keep in mind, though, that older children may test boundaries, delay routines, or negotiate endlessly. Calm, consistent follow-through reassures children that the structure is dependable. And just as importantly, adults need support, too! Holding limits is much harder when we are sleep-deprived, so self-care is essential. Why Independent Sleep Is an Act of Care Babies naturally cycle through light and deep sleep many times each night. When they wake briefly between cycles, a child who knows how to self-settle can drift back to sleep without distress. Independent sleep skills: Reduce frequent night wakings Support early morning sleep Improve mood and learning Protect parents’ well-being Plus, poor sleep in infancy is linked to challenges later in childhood, including difficulties with emotional regulation and health concerns. Supporting sleep early is preventative care. A Closing Thought for Baby Sleep Day Supporting sleep is not about forcing independence. It’s about preparing the conditions so independence can emerge naturally, with confidence and trust. If you’re navigating sleep challenges, please know this: you don’t have to do it alone. Sleep is learned, supported, and refined over time (just like every other human skill!). We want to honor sleep not as a struggle to overcome, but as a vital rhythm to protect, for both our children and ourselves. If you are interested in learning more, schedule a visit here in Lenox today!

The Most Important Montessori Practice You Rarely Hear About

By Meagan Ledendecker • February 23, 2026
One of the quieter, less visible practices in a Montessori elementary classroom is the Child-Guide conference. You may never see it listed on a schedule or mentioned in a weekly update, yet it plays a profound role in children’s experience at school. Relationship Comes First The primary purpose of these conferences is to establish, maintain, and strengthen the relationship between the adult and each child. This focus shifts the dynamic from a teacher looking for faults or scolding about unfinished work. Rather, it’s a collegial conversation that enables children to take an active and engaged role in their own education. These connective conversations are grounded in relationship-building because when children feel emotionally safe and genuinely respected, they are far more willing to reflect, stretch themselves, and take responsibility for their growth. Every Child, as Often as They Need Montessori Guides aim to meet regularly with every child, but what “regularly” looks like can vary based on individual needs. Some children benefit from a longer, more formal conference every few weeks. Others need brief, frequent check-ins, sometimes lasting only a minute or two. These short moments might look like a quick conversation at the beginning of the morning, a gentle pause beside a table, or a quiet walk across the room together. The length of the meeting is not what matters. What is important is the message it sends: “I see you. I know your work. I care about how this is going for you.” What Happens in a Child-Guide Conference? While conferences vary based on each individual and the moment, they often include: The child bringing their learning journal or work (finished and unfinished) The guide bringing observational records A shared look at what has been accomplished Gentle reflection on what still feels unfinished Planning for what might come next Scheduling new lessons or presentations Support with larger projects: breaking them into steps, mapping timelines, imagining the finished product This collaborative time also provides an opportunity to experiment with new strategies (“Would you like to try creating a prioritized list?”), celebrate successes (“You worked so hard on your presentation! How did it feel to share your work?”), and reflect upon challenges (“It seems like you’ve been feeling a bit stuck in your research project. Tell me more about what is going on.”). Learning to Define “Finished” One of the most freeing lessons children learn in Montessori is that not every piece of work must be finished to an adult’s standard. Sometimes children accomplish exactly what they set out to do, and continuing would add nothing meaningful. Other times, interest has naturally ended, and letting go is healthy. This is not about lowering expectations. It is about honoring children’s internal sense of completion and learning when to release what no longer serves a purpose. Trusting Children’s Self-Assessment A cornerstone of these conferences is trust. Guides listen carefully to how children assess their own work and articulate their goals. When an adult truly accepts children’s self-assessment, something powerful happens: children begin to see themselves as capable, thoughtful, and worthy of being taken seriously. Children often receive more from the tone and sentiment of these meetings than from the actual content discussed. The Whole Child Matters Because Montessori education is concerned with the whole child, conferences may naturally move beyond academics. A Guide might gently offer support with social dynamics or ask about recent struggles during outdoor time. These moments provide a safe space for children to reflect on their own social, emotional, and physical development, and to recognize that there is a network of support. When Relationships Need Repair Even in the most thoughtful classrooms, relationships can become strained. What matters is how adults respond. It is never too late for a Guide to sit with a child and say, honestly: “I’ve been thinking about how we’ve been interacting recently, and I’d love to brainstorm with you about what I could do differently.” When an adult takes responsibility, without demanding the child do the same, something shifts. Trust begins to rebuild. Real dialogue becomes possible. Children learn from this modeling. In time, after they feel safe, they often step forward to take responsibility themselves. What Children Are Really Learning Through these quiet, intentional meetings, children learn that:  their thoughts and feelings matter, adults can be trusted, mistakes are part of growth, reflection leads to independence, and relationships can be repaired. And while these conferences may happen quietly in a corner of the classroom, their impact echoes far beyond it. This is true preparation for life. To learn more about the long-term benefits of Montessori, visit us here in Lenox, MA!
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