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Our thoughts on Montessori and education

Help! How do I teach science with no science background?

Dear Ask a Montessorian, help! I feel overwhelmed with teaching elementary science. I don’t have a science background. There is so much preparation with scientific knowledge, finding the materials, setting up, creating lessons; buying the Montessori 3 or 5 part cards, and coming up with a creative follow-up activity to excite and inspire the children! How do I do it all AND everything else?


Great question! There are a few simple tips that anyone can do in order to address this. It’s not so much about the factual scientific knowledge, but it’s about the right mindset, approach and resources.  

You’re Not Alone.If I had to guess, I would say that all educators have felt at one time or another or currently feel this way when it comes to a subject area they’re unfamiliar or uncomfortable with. First thing to do, as you’re reading this right now, is to let go all the misconceptions that YOU need to know every subject as well as an expert at a moment’s notice. I truly admire the Montessori way of teaching in that we’re not expected to be all-knowing. Just as we tell children, we all have strengths in different places and at different times of our lives.  It is much more important to model how to seek out knowledge and that you are also constantly learning. When we haven’t developed the skill or knowledge in a particular topic, we can seek resources that will help. This will guide and help us nurture this knowledge. Our constant goal is to inspire and encourage children to learn more. 

Montessori Manuals: In the subjects of science, I would first recommend looking at your Montessori manuals for guidance for specific lesson plans and a scope and sequence. This is a great place to guide you to why and how to start. If you don’t have a set, I would contact different training centers or research different online options. Amazingly, the children can be a great resource as well. Science is such a fascinating topic that draws the attention of many children, so don’t underestimate their knowledge and exposure.  They may have learned from books, the internet, movies, television shows, and personal experiences at zoos, parks and home activities. The wonderful thing with science is that we are constantly adding to the knowledge. Science is always dynamic, evolving and revealing new discoveries. It keeps people guessing and perpetually learning something new. 

Observe, Assess and Reflect.When working with children, make sure to observe and assess them (and yourself) when teaching science. Think about questions such as: What topics have I already exposed them to? What are their interests? When you give a science lesson, are they bouncing in their seats with excitement?  How do you feel about the topic? Are you full of amazement and wonder, or are you bored, uninterested and apprehensive? Does this reflect back onto your presentation? One of the biggest ways to get children excited about learning something is for you to be excited about the possibilities. You’ve probably heard this before, but this really applies if you’re uncomfortable about teaching science. If you’re feeling inadequate, turn it around and learn with the children. Continue to verbalize several, “I wonder….” statements and questions. When you discover why and how something works, get excited and be amazed about the incredible world around you! I have a strong background in science, but I’m constantly amazed by the remarkable things happening naturally all around us on our planet naturally. To be comfortable teaching science starts with having a positive mindset. 

Seek Outside Resources.Here comes the tricky part. What if your albums don’t support the needs and interests of your classroom or students? What if you want to enhance your science area with additional lessons, or you just feel you need extra support?  This is when you will need to seek help from other resources. Once again, this is NOT a bad thing. This does not mean you’re inadequate. Honestly, this means you care enough to want the best for your students, that you know yourself, and that you are modeling that collaboration will always produce the best product. Here are some ideas for outside resources:  

  1. First, start in your community. Reach out to your parents in your classroom, friends or family members to see if they have a special interest or skill in science that they could share. Give them an outline of topics or subject areas and see if anyone can be a guest speaker.
  2. Look at museums, zoos, educational and nature centers for classes, exhibits, and kits you can rent or borrow. Often they have free or inexpensive lesson plans or resources. You can schedule a field trip where a docent can give a tour or teach a workshop. 
  3. Look for overnight environmental camps or organizations. These are excellent ways to jump start and develop your science program for the year. 
  4. Look for supplemental curricula or science curriculum memberships online. These curricula resources often include the lesson plan, presentation materials, and support.  Look for groups that have ways to keep you accountable or provide a community to support you to answer questions and keep you on track throughout the year. 

Overall, I want you to realize and understand… you are not alone, and there are resources to support you.  Using science to connect and integrate curricula is easy and beneficial. Children feel grounded and naturally gravitate towards scientific inquiry. Don’t forget, anyone can be a scientist. I’ll leave you with a quote from Dr. Montessori, “What is a scientist?… We give the name scientist to the type of man who has felt experiment to be a means guiding him to search out the deep truth of life, to lift a veil from its fascinating secrets, and… has felt arising within him a love for the mysteries of nature.” We can all be scientists if you allow yourself to seek knowledge and enjoy the wonders of science. 


Jackie Grundberg is the owner of Backpack Sciences membership. She helps elementary educators overcome overwhelm by providing 4 ready-to-go science lesson plans each month. Each lesson follows an inquiry, Montessori-based philosophy. She is AMS 6-12 credentialed with over 20 years of teaching experience. Backpack Sciences combines her former work as a wildlife biologist and Montessori knowledge to help educators implement more science into the classroom yet saving them 100’s of prep hours and giving back members evening and weekends. She also works for the Center for Guided Montessori Studies (CGMS) as an elementary instructional guide, field consultant and practicum guide. Check out her Free Facebook group for tips, advice and help, https://www.facebook.com/groups/Backpacksciences/ 

The needs of the fourth plane of development, and their implications for secondary education

By Jonathan Wolff and Marc Seldin

What do colleges need from their new students? Are Montessori secondary programs meeting those needs?

Over the past three years, we have visited and met with professors and admissions officers at over 20 and colleges and universities. In these conversations, the picture which has emerged is that generally students who arrive on the threshold of their university career – learners who have entered into the fourth plane of development – are lacking in three abilities:

  1. Critical thinking and problem solving
  2. Adaptability and resilience
  3. Coping with ambiguity

At the time of her death Dr. Montessori had not completed her life’s work. It is well known that her explication of adolescent education was less developed, compared to the breadth and depth of her programs for the first and second plane of development. She established the architecture for a residential high school model she called erdkinder however, the actual curriculum is drawn with sketch marks. It is true that the needs of the third plane are well established however, the different visions of how best to meet those needs vary from erdkinder-inspired farm schools to IB programs.

If direction for the third plane is a bit less specific than we might like, information about the fourth plane is even sparser. In every work of Dr. Montessori’s, she put forth her manifesto of improving the world through teaching children. She talked about the needs of humanity many times. However, when it comes to university[1], she said very little.

In her short essay The Functions of the University, she wrote of universities that, “perhaps it would be better to say that higher schools must be interested in determining the way in which human energies are prepared in the lower ones.”[2] This leaves us with two critical questions:

  1. What would a university look like that truly meets the needs of early[3] adults as they enter the fourth plane?
  2. If we can identify what these institutions of higher learning look like, what does this mean for the Secondary programs and the preparation of students in them? In other words, what should a Montessori high school look like in order to prepare children to step up to the needs of the fourth plane of development?

Over the past several years, a number of Montessori educators have begun exploring these topics. To say that we have not exhaustively solved these problems is, perhaps, an understatement. In future articles we will offer a summary of our experiences visiting 20 innovative private colleges, and the learning and instructional practices they employed. In the meantime, it may be valuable to share a few things we’ve learned so far.

We began our inquiry by poring over what Dr. Montessori has written about early adulthood. Many of these points will resonate with trained professionals as insights that apply to one, or even all of the planes of development.

The purpose of post-secondary education

Here is the purpose of education at this age, as she saw it:

  • Fundamentally, Dr. Montessori believed that these adult students should be preparing themselves for their “mission in this world”.
  • One purpose of the university is to provide an environment that will render the learner “capable of making his home in society”.
  • Another purpose of universities is to teach individuals how to study, learn on their own, and “being set upon the path to scientific research.” We interpret this as an imperative toward life-long learning and learning scientific (or “critical”) thinking.
  • An essential outcome of university study is that the student becomes “keenly aware of the needs of one’s own time.” In The Absorbent Mind, she criticized university education today for not fostering “intelligence capable of visualising the epoch and the problems of the times in which they live.”
  • Attaining independence is a function of the University. This includes, but is not limited to, the financial independence of establishing a professional vocation. In The Absorbent Mind, she complains that “the people who come from school or university are not prepared for life.”
  • Universities should “intensify [culture] and to make it penetrate into the conscience as a weapon for the defense of humanity and of civilization.
  • Finally, Dr. Montessori said that the job of the University was to help “the leaders of the new humanity emerge.”


The proper university environment

From that thesis, she described the proper University environment:

  • To really understand at this level, the students must actively discuss a topic.
  • “Communication in education enhances not only learning, but enthusiasm. Therefore, there must be opportunities for spontaneous collaboration.
  • Montessori felt it would be best if students began while in university to develop their own economic independence.
  • She was not concerned about whether students attained their degree in a set period such as four years; she advocated students see themselves as life-long learners and saw no reason for students to rush their studies.
  • While Dr. Montessori never explicitly calls for grades in university to be abolished, she makes it clear that she doesn’t think these students should be worried about or focused on grades.
  • Education at this age must “offer a wider environment and to multiply the possibilities of association and of activity.” She taught that the “four walls” of the University are not sufficient for education at this stage.
  • The experience of dealing with “different ages and different social classes” will help a leader “become worthy of becoming the leader of anything”. Today, we might summarize this more generally: Dr. Montessori recognized the value of diversity in education.
  • In The Absorbent Mind, she says of new graduates that “all these years of study, all these years of listening, do not form ‘man’ ; only practical work and practice do that.” It may be implied that she thought that higher education should have a practical component, just as do the earlier stages of her methodology.


Dr. Montessori was a scientist, first and foremost. She stayed current with the science of her time, and in many instances, anticipated discoveries that would be proven long after her. One discovery she may not have anticipated, however, is what we have recently learned about post-adolescent brain development. Dr. Montessori said “He who arrives at the university has left behind him childhood and adolescence: he is a formed person.” Indeed, in the Absorbent Mind, she says “After 18 man is considered completely developed and there is no longer any considerable transformation. Man merely becomes older. “

We now know this not to be entirely true. For instance, in the past decade it has been shown that the prefrontal cortex continues to develop until age 25. (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3621648/) Anecdotally, many of us look back at our early university behavior and beliefs with some chagrin.

We decided that using Dr. Montessori’s insights as a launching place, we would attempt to cautiously expand on her work.


Understanding the fourth plane of development

There is no reason to doubt that, had Dr. Montessori lived, she would not only have further detailed Secondary education, she would have doubtless contributed much more guidance to university aged early adults. If so, she would have begun by asking “What are the human needs of such people?” and “What are the needs of the culture they are participating in and contributing to?”

In the third plane of development, it is thought that questions of identity are paramount. “Who am I?” They ask. “How do I fit into this world? What group am I part of?” One begins to look for areas where they can contribute, to begin to be both independent and to find meaningful ways to take part in the world. They begin to take an interest in economic activity, so it is common for Montessori programs to offer service-learning entrepreneurial opportunities. Emotionally, this is a time of great insecurity, although we see at Montessori high schools that a supportive environment can greatly ameliorate the risks and excesses of this stage.

In contrast, we know that at the fourth plane these early adults are much more confident. They have more than an inkling of who they are, and many begin university with some idea of how they intend to contribute to the world. We would say that, at this age, the questions they are asking are “What is my cosmic task?” and “How may I begin this great work?”

The merging of the early adult into their culture is the primary activity of the university years, and so actual integration into that culture must be part of that task. It is not enough for the student to, as Dr. Montessori put it, reside within the “four walls” for their university years. They should be actively involved in the larger world in some manner that is meaningful for their personal pursuits. In traditional universities this is accomplished through optional internships. We believe Dr. Montessori would find this insufficient to the needs of the early adult.

As Dr. Montessori insisted that discussion and collaboration are essential to this plane of development, we would suggest that an ideal university would need to develop a curriculum that integrates seminar style discussions and group projects. As always, she felt grades to be a distraction to real education, so in this university they would be downplayed, or indeed might be absent altogether. At the stage, the ability to self-assess – one’s worth and one’s work – are vital to achieving a successful transition into the world-at-large.

Independence is also a trait that she felt must be nurtured, but not in a sense of isolated empowerment. Her notion of independence might be closer to what we sometimes call “interdependence”, in that she felt an independent individual was not a lone wolf but an active and productive member of society-at-large. We believe this implies that opportunities for such participation should be principal components of higher education; if not available in the community, then such opportunities must be offered within the university environment. Her passages about leadership suggest that cultivating world changing leaders is an important role of the university.

These points may seem similar to the many experimental colleges established along the lines of John Dewey’s vision of progessive education[4]. Both authors of this paper each attended one such college[5], and applaud its ideals.

However, Dr. Montessori’s emphasis on fostering connections with the real culture-at-large sets her vision quite far from the academic ivory towers of many progressive schools. It is apparent that most universities train early adults in the fields to which they hope to eventually join, but neither prepare them for the actual work, nor do they give them much (if any) practical and applied experience in these professions. In contrast, Dr. Montessori’s vision would have these students begin in this period the actual practice of their cosmic task in the context of real life experience.

Following but separate from this is Dr. Montessori’s requirement for these schools to incubate their students’ economic independence. Where Secondary programs often hold class businesses, the needs of the fourth plane require early adults to begin actual participation in economic activity. We have an opportunity to combine this requirement for economic participation with her

  1. emphasis on leadership,
  2. emphasis that these students be prepared to become life-long learners,
  3. emphasis on teaching scientific or what we might call critical analysis

When we integrate all these factors, we come to a startling conclusion. A Montessori inspired university would need to teach entrepreneurial thinking. This is not to say that every early adult at such a university would, or should, become an entrepreneur. But it does seem today that even students of the arts need to know how to understand the needs of their consumers and colleagues and how to clearly communicate their services to them. Political leaders and activists need to understand how to organize and inspire, as well as to raise funds. Learning to recognize a need and lead change is an essential skill of entrepreneurial thinking that can be applied to practically all fields.


Implications for high schools

It must be the goal of the secondary program to prepare students for the university environment. If two of the highest purposes of the university are to teach entrepreneurial thinking and to help launch early adults upon their cosmic task, secondary programs must prepare them for this work.

There are many excellent Secondary programs following different models, and at this time we see no evidence that one model surpasses others in all aspects of learning and development.  We can suggest, from our study, that many programs may benefit from close incorporation of a few factors into their curricula.

  1. Secondary programs should expand on their efforts to teach entrepreneurial thinking and behavior. Working farm schools could offer teens seed money to create their own businesses from the products of the farm. IB schools could integrate more entrepreneurial concepts and projects, and teach their students using methods of collaborative inquiry. Any model of the Montessori secondary program could incorporate some of these methods. Group analysis of case studies of entrepreneurial solutions can be fodder for this work, though care should be taken to include not-for-profit examples as well.
  2. As much as possible, Secondary programs should afford teens an opportunity to meet local community leaders and to learn about the ways activists and entrepreneurs have transformed and contributed to their communities. Projects should be developed around attainable and self-chosen goals that would provide leadership.
  3. Montessori Secondary programs are not lonely affairs. In fact, the primary inclination of an adolescent is to be social. To meet the oncoming needs of the fourth plane, where a greater gravitation toward independence is often exhibited, we should balance independent activities with collaboration for our secondary adolescents.
  4. As much as possible, the individual needs and interests of students should be not just accommodated, but directly incorporated into activities both within and outside of the classroom. Those that generate the most enthusiasm should be directed toward the real world implications of such interests.
  5. The erdkinder model was designed to support teenagers becoming independent both psychologically and economically[6]. We believe this is a correct goal that leads directly into the needs of the fourth plane. Yet, in a modern world of global markets and social media, the isolation of a rural farm model will not be available to all students. We would suggest that secondary programs concretely plan around the psychological challenges of the modern environment; rather than treating these ills[7] as grave concerns to caution against, we instead recommend schools treat them as the reality and opportunities of this era and promote healthy mechanisms to deal with challenges as they arise. Similarly, in this age of instant information and services, there may be opportunities to introduce principles of economic independence in a way that aligns closely with the modern world, using the same principles of business education suggested above.


We will continue to explore this topic and others that arise out of the needs of the early adult learner. We hope that this may have positive, if small, implications across all levels of the Montessori curriculum. One area of particular interest to this group is an under-addressed service that all Montessori leaders are familiar with: professional training. Montessori training is largely conducted in the same manner that Dr. Montessori herself introduced in the early 1900s, which is to say in a largely traditional manner. We are hopeful that our visits to experimental colleges and our philosophical cogitations will help us to find areas amenable to improvement



[1] Dr. Montessori principally used the term that translates to “University”, but for our purpose we will use the term to mean formal education which proceeds directly after adolescence, whether it be a college or university. This will be in contrast to trades, which though they be important forms of education, are not the subject of this article.

[2] From this point on, all unattributed quotes will be from Dr. Montessori’s short essay The Functions of the University which appears in the book from Childhood to Adolescence.

[3] The term “young adult” is often employed to mean teenagers. Here we use the term “early adult” to distinguish persons roughly from the age of 18 to 21.

[4] https://www.jstor.org/stable/42922419?seq=1#page_scan_tab_contents

[5] Goddard College, located in Plainfield, Vermont

[6] The Montessori Way, P. 150

[7] Online harassment, sexting, cyber bullying, scams, etc.

Video Series: Montessori Materials Monday

IMC member school Rock Prairie Montessori School in Janesville, Wisconsin has a marketing feature called Montessori Materials Mondays that they share on social media and on their website. RPMS is fortunate to have faculty who are Instructional guides and graduates of the CGMS teacher training programs. The video snippets are short, 30 seconds or so and representing all levels of the school toddler, primary, lower elementary and upper elementary. For the upper elementary we are having the students narrate the video.  If you wish to see more, visit RockPrairieMontessori.com and find it under Parent Resources.

Check out the video to understand how square roots are found for large numbers by simplifying to perfect squares and making exchanges on the square root board. https://youtu.be/wy4Al2B-7P0


IMC, 2019 conference

Early in November, the CGMS Leadership team gathered before the IMC conference in Sarasota for strategic planning, team building and support.  Many CGMS faculty, adult learners and graduates from across the US and from several countries attended the annual conference.  The conference provided a wonderful opportunity for professional development, renewal and connections!


(above) CGMS Leadership Team in attendance in Sarasota: Marc Seldin, Tim Seldin, Stephanie Pullman, Ann Winkler, Lori Karmazin, Ellyn Lastinger, Anita Blalock, Martha Carver, Terri Sherrill, Elaine Glier, Kathy Leitch and Kitty Bravo


Ann Winkler, Elementary Level Director and Kathy Leitch, Infant & Toddler and School Leadership Director connecting at the Leadership team meeting,


Ellyn Lastinger and Heather Fuller – Admissions and Adult Learner Services,  with Anita Blalock, Financial Assistant and Project Manager for the School Leadership Program


Anita Blalock, and Martha Carver working on the School Leadership program


Kitty Bravo began the Leadership Team meeting  with a presentation on Positivity and Human Flourishing


Terri Sherrill and  Elaine Glier discussing the Infant & Toddler program


Ellyn Lastinger and Heather Fuller, keeping everyone on track with their great administrative support


The CGMS information table at the IMC Conference, with Anita Blalock and Heather Fuller


Rosario Toward, Rachel Kincaid, Kitty Bravo, Eugenia Acuña and Marc Seldin meeting to discuss the development of the Early Childhood Spanish program


Heather Fuller with Jocelyn Swanson, Secondary program Level Director


Martha Carver and Ellyn Lastinger


Instructional Guide, Field Consultant and Practicum Advisor Jacqueline Grundberg at her exhibitor table, Backpack Sciences


Claudia Mann, CGMS Secondary Instructor, Field Consultant, and Practicum Advisor at her exhibitor table for Fossilicious


Anya Bartlett, CGMS Instructor, Field Consultant, and Practicum Advisor, decked out in her Grammar Symbol blouse and jewelry.


Lori Karmazin, CGMS EC Level Director at her exhibitor table for Great Extensions


Jackie Grundberg and Claudia Mann, above


Stephanie Pullman, Elementary Associate Director and Anita Blalock


Tim Seldin, Rosario Toward, and Kathy Leitch


Tanya Ryskind, Kitty Bravo  and Stephanie Pullman 


Rosario Toward with two of her Fundamentos Montessori professional development students


Kitty Bravo, Director of Education and Marc Seldin, Director of Business Operations, taking a few minutes to envision what’s next for CGMS!

What about students with special needs?

Dear Ask a Montessori Guide, I am considering taking Montessori training, but there some things that worry me. Some people have said that the Montessori method is for everyone, including those with special needs, while others say that Montessori is only for children with “normal” development. I am a traditional teacher, and I love working with children with special needs. My concern is, will I have the opportunity to work with children with special needs in my future Montessori classroom? 

This is a very interesting question.  In order to answer it, we should travel back in time and recall the beginnings of Maria Montessori’s work. She was a very influential woman in many different aspects of education, with Special Education being one of them. At the beginning of her career, she dedicated herself to the study of children with mental deficiencies that, at that time, were called “deficient.”  Through the study of Seguin’s and Itard’s work, she concluded that the deficient children were not the result of a medical problem, but rather a pedagogical one. It was from this point of view that she developed the Montessori method, with the intention to teach children academic skills, life skills and social skills using hands on material and practicing real life activities.  By learning at their own pace, children would be independent and encouraged to develop a love for learning. Lopata, Wallace, and Finn (2005) stated that “in this approach, children learn at their own pace through manipulation of objects.  As such, personal independence, self-discipline, and initiative are essential for learning and motivation” (p. 6).  

By now understanding where the philosophy was born, we can understand that the Montessori method is really designed for everyone. The guide, as the teacher calls herself, through observation, will determine the child’s needs; as María Montessori said “Follow the child,” this means recognizing the correct plane of development of each child; “The child has its own laws of development, and if we want to help its growth, it is a matter of following those laws, not imposing ourselves on the child,” The Absorbent Mind (p. 162).

With my background and years of experience in Special Education and Montessori, I can tell you with confidence that today in our schools and environments, diversity and inclusion are common. 

If you were to visit Montessori classrooms around the world, you will find that there is an increase in the number of children with special needs in classrooms.  Neurodiversity is part of today’s classroom, and the beauty of the Montessori method is that it accepts the child’s differences regardless of their stage of development.  “Montessori education has worked around the world, with all kinds of children (rich, poor, gifted, normal, with learning problems, blind, etc.) and all kinds of environment (from refugees and slums, to fine schools and elegant private homes). What determines the success of the Montessori Method is not wealth, but the teacher’s preparation” (The International Montessori Index, 2017).

The Montessori method exhibits a fundamental soundness for the inclusion of special needs students. By leveraging Auto-education, the fundamental core of the Montessori Method, Montessori teachers can offer a multitude of different teaching strategies to better address children with exceptionalities.  Auto-education encompasses proven teaching methods for exceptional students, such as explicit or direct instruction teaching, the materials approach or the mastery learning approach (Vettiveloo, 2008). This inherent flexibility within the Montessori Method enables a teacher, with proper education, to leverage a diverse set of tools and techniques to engage and incorporate all the students in the classroom, including those with exceptionalities.

The Montessori method serves each child in their own unique way, inspiring them to be their own motivators, their own advocates, and their own teachers in the classroom.  The Montessori method does not attempt to categorize children or place them in a “box,” but rather to create an environment to “follow the child.” Through observation and recognizing the needs and requirements of the exceptional child, teachers can quickly develop a customized educational plan adapted to the individual needs of that child, which enables him or her to achieve the same goals as those students in the classroom without exceptionalities. As Andrews (2017) explained, “Montessori education is a powerful tool for supporting children who face challenges and obstacles to their development” (p.  169).

Working with children with learning differences requires that as Montessorians we need to prepare more and sometimes think outside the box. The first thing that we need to do as teachers is to build relationship with our students.  Relationships are going to be the foundations to help our students with varying exceptionalities or those that sometimes challenge us the most.  Building relationships go beyond shaking hands– relationships mean knowing our students personally (such as their interests, likes, dislikes, foods, about their friends and family, etc), and making sure that this relationship continues to develop over time as our students grow and change. The second thing that I can recommend is to shift away from the paradigm of perceiving most challenging children as a “problem,” but rather to ask ourselves how we can help them to better develop and grow.  

Once we know our students well and have shifted our point of view, we can now work on our environment. The environment is going to an important piece of helping our students.  We need to enrich and connect the child to the environment, and through our personal knowledge of who they are, we can open the door to the environment by creating new lessons to connect the child to the materials that perhaps they were trying to avoid.  Sometimes our shelves may be too crowded or there are so many options that they can’t chose for themselves. Let’s make this simpler for them, and then progressively make it more complex. 

After we have optimized the environment, there will still be a small percentage of our class who are going to need something a little different.  This is what I call Interventions or giving our students what they need based on their individual needs. If you have a child who has a short attention span (5 minutes), then let’s use that time productively by breaking the work into small steps so that the child can accomplish tasks and in turn build a sense of achievement.  Second, with patience we can make this process more complex; only after the child builds that sense of accomplishment can we increase our expectations. 

Following the child is based on the unique individual needs of our students.  Let‘s work to create a culture that embraces these differences, so that when you intervene or develop a modification for a students, this process will be considered just part of the “norm” for the environment. 


Maria Eva Chaffin is originally from Venezuela. She is married with three boys and two dogs. She is in the process of completing her Doctoral in Organizational Leadership. She holds a Master of Science in Exceptional Student Education, a Master’s Degree in Business Education, a Bachelor’s in Special Education, as well as a Montessori Teacher Certification in early childhood. Maria Eva is the founder of Challenging Children and Montessori, a consultant for the Montessori Foundation, and a Faculty member of Sarasota University, where she is a professor in the Montessori Masters Program. She has over 20 years of teaching experience and has been in the Montessori field for 10 years. It is her great passion to work with children with special needs and loves being a Montessori Teacher! Since completing her Montessori training she has fallen in love with the method and, with her background in special needs, she is convinced that the Montessori method is the best way for children to learn.