Understanding the Elementary Child

As children enter the elementary years, the way we communicate with them becomes just as important as what we say. Elementary children are developing strong reasoning abilities, a deep sense of fairness, and a growing awareness of their place within a community. The language we use can either support that development or unintentionally shut it down.

Conversation as Collaboration

In Montessori environments, conversation with elementary children is meant to feel collaborative rather than authoritative. Instead of lecturing or entering power struggles, we aim for a respectful, conversational tone that invites thinking and dialogue. When children feel that their ideas are valued, they become more willing to reflect, problem-solve, and participate responsibly in their community. 

Be Clear, Calm, and Direct

Clarity also plays an important role. Elementary children respond well to language that is calm, direct, and emotionally neutral. Saying exactly what we mean builds trust and helps children understand expectations without confusion, sarcasm, or vague hints.

Appeal to Reason and Responsibility

Because elementary children are developing strong reasoning skills, appealing to logic and responsibility can be especially powerful. Explaining the “why” behind a decision, connecting actions to consequences, and emphasizing shared responsibility helps children see themselves as thoughtful members of a group.

Use Questions to Encourage Reflection

Questions can also guide reflection. Asking things like “What do you think happened?” or “What might help next time?” encourages children to think through situations rather than simply waiting for an adult to provide the answer.

Avoid Labels and Judgment

At the same time, Montessori practice reminds us to avoid labels or judgments such as “lazy” or “disrespectful.” Instead, we focus on actions and choices while protecting the child’s dignity. This approach allows children to learn from their experiences without feeling defined by a moment of difficulty.

The Adult as the Language Model

For Montessori guides, communication with elementary children is an opportunity to model the very language and behavior we hope to see in them. The patience, clarity, and respect we bring to these interactions become a powerful example of how thoughtful communication can strengthen relationships and support the growth of the entire classroom community.

Want to explore more conversations around Montessori philosophy? Subscribe to our YouTube channel for weekly Montessori Points of Interest videos. Click Here to Subscribe Today!

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Why Feedback Matters 
In Montessori environments, feedback plays an important role in shaping how children view themselves, their work, and their ability to grow. As guides, the way we respond to a child’s effort can either strengthen their independence or shift their focus toward adult approval.

Moving Beyond Praise
 Rather than relying on praise such as “Good job,” Montessori practice reminds us to describe what we observe. Simple acknowledgments like “You stacked all ten cubes,” or “You kept trying until it worked,” help children notice their own effort, persistence, and progress. These observations support a child’s internal sense of accomplishment and reinforce intrinsic motivation rather than dependence on external validation. 

The Power of Observation 

Montessori also reminds us of the power of pausing and observing before offering feedback. Many materials include a built-in control of error, allowing the child to discover mistakes independently and refine their work through experience. When we step back and trust the process, we give children the opportunity to assess their own work and develop confidence in their abilities.

Tone and Language Matter

When guidance is needed, our tone and approach matter. Calm, neutral language and thoughtful questions such as “What do you notice?” or “Is there anything you would change?” invite reflection while protecting the child’s dignity and independence.

Approaching Feedback with Intention 

As Montessori guides, we know that moments of feedback happen dozens of times each day. Because of this, it’s important to approach them with intention. The words we choose, the timing of our response, and even the decision to step back all shape how children come to understand their abilities.

When we remain mindful and purposeful in these interactions, we help children develop a strong inner voice, one that guides their learning long after the lesson ends.

Want to explore more conversations around Montessori philosophy? Subscribe to our YouTube channel for weekly Montessori Points of Interest videos. Click Here to Subscribe Today!

The post How Feedback Shapes the Montessori Child appeared first on The Center for Guided Montessori Studies.

October brings the launch of two new Montessori community discussion forums offered by the International Montessori Council (IMC).  The IMC has hosted their Leadership Forum for about 9 years offering school leaders an opportunity to discuss important topics and support each other as they work together to build a stronger Montessori community. Building on the success of the Leadership Forum, IMC is now expanding their offerings to provide two new forums beginning in October. The Educators Forum will take place monthly bringing together new and experienced Montessori guides to explore topics to enhance their work as Montessori educators. 

IMC Global Peace & Leadership Forum will initially be held quarterly, scheduled at a time that will work for more of our international community. 

While the forums are considered an IMC membership benefit, the live sessions are open to the entire Montessori community, with recordings available to individual and school members. 

Upcoming Forums:

IMC Global Peace & Leadership Forum

Educating Hearts and Minds for Peace, Leadership, and Lifelong Success

October 8^th, 2025

8:00am US (EDT) See more time zones below. 

The IMC Global Peace & Leadership Forum aims to empower Montessori leaders, educators, and guides with tools, strategies, and inspiration to align peace education with academic excellence and future readiness. Participants gain practical approaches to strengthen soft skills such as empathy, collaboration, and integrity in their school communities, while also ensuring rigorous academics that prepare students for higher education and meaningful careers. By attending, you’ll connect with an international network of Montessori changemakers, leaving with renewed clarity, confidence, and actionable steps to lead with dignity and make a lasting impact on children and society.

8:00pm – China (CST), Singapore (SGT), Manila (PHST) /7:00 pm Hanoi, Thailand (ICT), Jakarta (WSB), 9:00pm Tokyo (JST), 5:30pm Delhi (IST), 1:00pm London (BST) 2:00 pm Warsaw (CEST) Johannesburg (SAST) 4:00pm Abu Dhabi (GST), 10:00pm Sydney (AEST) 

Don’t see your time zone check here, put in New York, then your city:

https://www.timeanddate.com/worldclock/meeting.html

You can find out more information at the IMC website: https://imcmontessori.org/

IMC Educators Forum: 

Compassionate School Cultures

October 15, at 8pm EDT 

Special Guest David Rotberg, Lower Elementary guide at Pines Montessori, 15 years in Montessori & counting.

The inaugural topic delves into school culture. Now that our classroom communities are settling in, this is the perfect time to ask: what about our whole school community? This is not about reinventing the wheel, but rather, looking at our philosophy through a different lens. We will explore how to apply what we already know to help foster a school culture rooted in love and humility.

Joining from a different time zone? Check for your time zone below!

Put in New York, then your city:

https://www.timeanddate.com/worldclock/meeting.html

You can find out more information at the IMC website: https://imcmontessori.org/

The post International Montessori Council Launches Two New Community Forums appeared first on The Center for Guided Montessori Studies.

Stress and anxiety have become far too common companions for many in society in general which then spills over into our classrooms.  Montessori guides, both new and those with significant experience, are often expressing concerns about the high numbers of children who are dysregulated, overstimulated, and having difficulty with focus and attention. We try to meet each child and family where they are and provide support, but sometimes the task seems daunting, and our teachers feel overwhelmed.  What we need is some new strategies in our toolbox.  This is why CGMS is happy to partner with Havening for Humanity to introduce a new and very effective approach that helps individuals with self-regulation, calming, and reducing stress.

WHAT IS HAVENING?

Havening is a relatively recent psychosensory approach designed to reduce emotional distress while simultaneously enhancing psychological well-being. Havening utilizes the kinesthetic sense perception of soothing touch to the hands, arms and face.  It is simple and effective such that even very young children can learn to use the technique independently.

This gentle touch, when combined with pleasant distractions(humming/counting), sends an influx of neurochemical transmitters, which calms the brain, reduces stress, improves mood, facilitates receptivity for learning and facilitates connection to self and others.  It can be taught safely and simply and can be exponentially passed on to others from school leaders and teachers to the students and families. The versatility, applicability, and creativity of the Havening technique is so dynamic and fluid that it is easily used in both large and small groups, individually, or with a partner as well as for families and teacher self-care.
HAVENING means…”to put into a safe place”.

One of the Havening mantras designed by Dr. Rudan( a founding partner in this work) applicable for our training is as follows:

“I open my mind to learning,
 I open my heart to friendship,
 I choose to feel safe, calm and peaceful”

To highlight the impact and value of Havening, CGMS is offering a free webinar: “Havening and Montessori: A Self-Soothing and Calming Approach for Teachers, Students, and Families.”

Please join Kitty Bravo, CGMS Director of Education and presenters Marilyn Pearlman, LCSW and Erika Neil, LCSW on October 14th at 7PM ET for a FREE Webinar that will introduce Havening and how it can help individuals cope with everyday stress, anxiety, and more.  You will learn how to share this amazing approach for your school, your classroom, yourself and families. It is uplifting, fun and profound at the same time.

How to Register For This Event:

Please note: You may register at any time before the live event on October 14th, 2025.

Registration for the event will close at 6:45 PM, 15 minutes before the start time. Be sure to secure your spot early!

This webinar is free. Simply fill out the registration form below to receive event details:

Click here to register

MARILYN PEARLMAN, LCSW

Marilyn Pearlman brings her diverse background and training, blending her skills from Occupational Therapy(OTR) and Clinical Social work(LCSW), receiving her BS from Boston University and MSW from The Catholic University of America in Washington, DC. She has resided in Sarasota, Florida, for more than 30 years, during which she developed and operated a dually licensed (OTR/L and LCSW) private practice specialized for toddlers through teens and their families having sensory integration, behavioral and educational challenges. During this period she consulted for many of the public and private schools throughout Sarasota, including the New Gate Montessori School. For these last 15 years she has maintained a private psychotherapy practice, continuing to bring new, cutting-edge concepts and techniques into her work and relationships. Marilyn’s scope of experience goes across all ages and populations. Her specialized trainings are in sensory integration, couples and family therapy, cognitive behavioral therapy, trauma resolution therapy, clinical and past-life hypnosis and EFT. She has been a Certified Brain Coach with The Amen Clinic for more than 10 years. And most recently has added Certified Havening Practitioner and a Humanitarian Havener with The Havening organization.

ERIKA NEIL, LCSW 

Erika Neil is a Licensed Clinical Social Worker in the greater Washington DC metropolitan area, focusing on trauma treatment and strengthening resilience. She is a Havening trainer and is also trained in EMDR (Eye-Movement Desensitization and Reprocessing), MBSR (Mindfulness-Based Stress Reduction), Reiki, Quantum Touch, Emotional Freedom Technique, Somatic Experiencing, Sensorimotor Psychotherapy, the Flash Technique, Brainspotting, and Trauma Tapping. She attended Harvard University, Columbia University Law School, and Catholic University School of Social Service.

Erika has delivered psychological first aid on several continents with Mother Teresa’s Missionaries of Charities and Humanitarian Havening. Prior to becoming a social worker, Erika was a lawyer for abused and neglected children in Washington, DC. She was also a school social worker for fifteen years in Northern Virginia before becoming a full-time therapist. Havening techniques have brought about dramatic change and growth in her clients. Erika’s style is collaborative, warm, and solution-focused. She was trained by Havening’s founder, Dr. Ron Ruden and was the first certified Havening practitioner in the Washington, DC area. Erika is passionate about spreading awareness of Havening worldwide, and particularly among young people and families.

The post CGMS Offers a Free Online Workshop to Introduce Havening appeared first on The Center for Guided Montessori Studies.

But at CGMS, it’s different.

At CGMS, Online Doesn’t Mean Impersonal

It’s easy to assume that online training means watching videos alone—but not with CGMS. From the very beginning, you’ll be part of a supportive learning community. Our live cohort sessions, online discussion groups, and responsive instructors ensure you feel seen, heard, and supported every step of the way.

You’ll Learn in Community—Not in Isolation

At CGMS, you won’t be going through this journey alone. You’ll join a dynamic cohort of learners from across the region, with regular group meetings and collaborative projects that bring the philosophy to life. Our online space is active, engaging, and supported by experienced instructors who are there to respond—not just observe.
This is online learning that actually feels human.

You’ll Be Supported, Engaged, and Never Left Behind

Unlike many online programs where learners feel isolated or overlooked, CGMS keeps you actively connected to your instructors and peers. Through regular discussions, guided coursework, and live cohort sessions, you’ll stay engaged in meaningful learning. This sense of connection makes the experience feel personal and collaborative, building relationships that last long after the program ends.

You’ll Still Get Hands-On Experience

CGMS offers a two-week in-person residency, held regionally, so you don’t have to travel outside of Asia.
During this time, you’ll work with Montessori materials, observe experienced educators, and practice giving lessons—all while receiving live feedback and building connections with your cohort.

Ready to Discover the CGMS Experience?

If you’re looking for an online program that combines deep connection, real-world experience, and supportive community—CGMS might be the fit you’ve been searching for.

To learn more about our MACTE-Accredited Teacher Credential Programs, click the link below to get started!

Click Here For More Information

The post Why Our Online Montessori Training Doesn’t Feel… Online appeared first on The Center for Guided Montessori Studies.

Yet, they’ve been positively surprised and thrilled by the program’s richness and innovative expertise, which has significantly deepened their knowledge of support for both infants and families. As Jana Morgan Herman, Montessori educator, author and teacher trainer, shared, “I’m truly enjoying the course and find myself thinking about the content often throughout the week.” “I’m especially grateful for the reflective pace and the gentle yet grounded approach our guides bring to the material.” 

Another, Lauren Leonoff, director of a Montessori school in Carmel, California, noted, “There is so much content, and I’ve enjoyed going through all of it.” These early responses highlight how the program is not only meeting but exceeding expectations, offering a new, comprehensive understanding of the delicate postpartum period from a Montessori perspective.

As the first cohort of the CGMS Postpartum Doula program draws to a close and preparations begin for the new intake on June 30th, CGMS proudly reflects on the program’s foundation in integrating Dr. Maria Montessori’s profound visions and values for the child and their environment.

Dr. Maria Montessori once wrote, “From the moment of birth, the child has an immense potential for development, which unfolds naturally when supported by the right environment.”

While Montessori classrooms are well known for their support of the developing child, fewer conversations center on the care of the family in those earliest days of life. Yet it is here, in the delicate postpartum period, that the spiritual embryo emerges. 

Montessori’s teachings describe an infant’s capacity to absorb language, culture, and belonging through their environment. In her book The Absorbent Mind, she stated, “It is in babyhood, by means of his infantile powers alone, that the child acquires personal characteristics that will mark him forever” (Montessori 102). She then poses a vital question: “… we have to ask ourselves what we ought to do and what kind of environment to make if we want to help the child. If it is a newborn baby who has to construct his adaptation, what kind of environment can we prepare for him?”  With this query in mind, CGMS and Doula Program Director Cynthia Jordan Fisher founded the Montessori Based Postpartum Doula Certification Program.

Through this program, CGMS aims to aid the critical need for “preparedness” among mothers and families, both before and soon after the birth. As described within the Postpartum Doula Certification program details, doulas are trained to support families for around 6 weeks after birth. Upon completion of the program and practicum phase, participants gain the skills to become non-medical skilled professionals with the ability to offer practical support, reassurance, environmental design, encouragement, and evidence-based guidance in the day-to-day rhythm of parenthood, whether it be the family’s first child or their fifth. This program prepares the Doula to help families set the tone of the home, the cadence of care, and the physical and emotional landscape in which the child begins to build trust.

If you’re passionate about caring for infants and would like to learn how you can be a part of this important work in Montessori Communities, we invite you to click the link below. As the program has gained tremendous excitement and positive responses, the upcoming cohort has few spots left available. To secure your spot and discover how to get started, please contact admissions@cgms.edu or fill out this form to receive admissions information before June 30th.

Click Here to Receive More Information

The post Montessorians Discover Innovative Infant Care Through CGMS Doula Training appeared first on The Center for Guided Montessori Studies.

After much anticipation, CGMS has launched our new Secondary Fundamentals professional development course. This 8-week program is designed for Administrators supporting secondary staff or considering starting a secondary program, Teachers/Guides of secondary programs who do not have a Montessori secondary credential and even experienced secondary guides who want new perspectives, inspiration, and professional development hours.  Learners can expect to put in coursework for approximately five hours weekly, including four live classes on Zoom.

Topics will include:

•  Bird’s-Eye View of Montessori Secondary
• Understanding Adolescent Development and the importance of Valorization!
• The value of the Seven Pillars of Montessori Secondary
• Erdkinder: Connecting to Nature
• Erdkinder – Business and Financial Independence
• Erdkinder – Museum: Thinking Structures – Thinking Made Visible
• Field Experience – Place and Service Learning

Practical application that can be used upon completion of this course:

•  Become grounded in the Fundamentals of Montessori Secondary (12-18 year olds) 
• Understand what makes a secondary program a Montessori program
• Explore appropriate environments, materials, and curriculum for teens
• Learn exactly what Erdkinder is and why it is the essential heartbeat of secondary work… and how to incorporate the principles of Erdkinder in any environment.
• Work with a Montessori Secondary Expert to get support for your practice and program
• Learn key principles and practices you can put into play in your classrooms immediately!

Those who complete the entire 8 weeks and all assignments will be awarded a CGMS Professional Development Certificate.

The post New Montessori Secondary Fundamentals Professional Development Course appeared first on The Center for Guided Montessori Studies.

Dr. King’s Vision of Justice and Equality
Dr. King’s dream of a society where everyone is treated with dignity and respect transcends time
and continues to guide our collective actions. His efforts to break down barriers and build
bridges between communities remind us that the pursuit of equality requires both courage and
collaboration.

As we reflect on his teachings, we are reminded that the fight for justice is not confined to the
past. It is a journey that each of us must continue, ensuring that our communities, workplaces,
and institutions reflect the values of fairness and inclusivity.

Dr. King’s vision challenges us to see beyond our differences and work together to create a
world rooted in love, peace, and understanding. As we honor his life, let us renew our dedication
to these ideals, striving to make a positive difference in the lives of others.

At CGMS, we are proud to celebrate Dr. King’s legacy and reaffirm our commitment to fostering
environments where respect, compassion, and a love of learning thrive. Let his example inspire
us to be agents of change, fostering brighter, more inclusive communities.
In the words of Dr. King, “Darkness cannot drive out darkness; only light can do that. Hate
cannot drive out hate; only love can do that.” Let us carry this message forward, spreading light
and love through our actions and illuminating a path toward unity and hope for generations to
come.

Happy Martin Luther King Jr. Day,
The Center for Guided Montessori Studies

The post Honoring Dr. Martin Luther King Jr. appeared first on The Center for Guided Montessori Studies.

There are two independence days in the United States. One is a federal holiday, and the other
one defies the history of the other by its very existence, and teaches a lesson about silence as a
moral act of complicity. That’s Juneteenth. To get to the point of this, I need to provide you
with an updated history lesson.

History of the Emancipation Proclamation:
From 1619, when the first slave ships landed in Jamestown, Virginia, until soldiers arrived in
Texas to enforce the Emancipation Proclamation in 1865, slaves were used to build what would
be known as the USA.

Juneteenth recognizes the days when General Granger arrived in Galveston, Texas on June 19th,
1865, with an announcement that the slaves were free. That proclamation freed slaves in
territories that were rebelling against US states – where the government had no authority to
free slaves. It was just not in Lincoln’s jurisdiction. In areas where US had authority to free
slaves (border states and areas of the confederacy that were conquered by Union troops) –
those slaves were not freed by the Emancipation Proclamation. Lincoln didn’t free the slaves he
had authority to free.

North (Union) fought against south (Confederates) over issue of slavery. North won (had
22million) vs South (9 million, of which 3.5 million were slaves – not sympathetic to the cause).
Many slaves in the south began coming over to the Union side. Because slaves were a resource
to the enemy, the Union didn’t want to give them back. In fact, so many slaves escaped to the
north, that Lincoln was forced to issue the Emancipation Proclamation, because technically,
Confederate masters owned those slaves, and by holding onto them, the north was keeping
them illegally.

So, on September 22, 1862, Lincoln issued the first Emancipation Proclamation – 1a. It was, in
essence, a threat. It said that if the confederate states didn’t cease their rebellion by January 1,
1863, the actual proclamation would go into effect – EP1b.
Many confederates believed that Lincoln’s proclamation would cause a slave revolution, so a
law was enacted, called the 20 Negro Law. This law allowed any slave owner who had 20 or
more slaves, to be exempt from having to serve in the Confederacy because they needed to
stay at home and oversee their slaves – keeping them in check.

Proclamation and Wait
When the confederacy didn’t yield, Lincoln issued the final Proclamation true to the date,
January 1, 1863 that the slaves in the south were free. Wait – when did the announcement
reach the slaves? General Granger arrived in Galveston on June 19th, 1865.
That was 2.5 years later. Why didn’t they know for 2.5 years? Did anyone know? There are lots
of stories about why it took so long for the slaves to hear – it took a while for news to travel

(example given: it took Confederate soldiers in western Texas more than two months to hear
when Robert E. Lee had surrendered).
But 2.5 years! Who knew? Well, the Union troops knew. Slaves were coming to them. The word
was out among the military heads that Lincoln was giving three months for the south to cease
their rebellion.

Technically, from the Union’s perspective, the 250,000 enslaved people in Texas were already
free—but no one knew, and no one was in a rush to inform them. Their silence kept enslaved
people in bondage.

Can you imagine what it is like to wait for freedom? For these slaves, it wasn’t even 30 months.
It was hundreds of years. For a people who didn’t deserve one more day of slavery, I would say
that 2.5 years of not knowing is cruel and unusual punishment. It’s like the 8.46 minutes of wait
for Mr. George Floyd.

And, that wasn’t the only silence. According to historian James Smallwood, many slave owners
deliberately suppressed the information until after the harvest, and some beyond that. At late
as 1868, or 5 years later, there were reports of enslaved people who didn’t find out about their
freedom, until their owner had died.

Despite the announcement, Texas slave owners weren’t eager to part with “their property”.
Some slave owners were so opposed to the emancipation of their former “property,” that when
freed people tried to leave, many of them were beaten, lynched, or murdered. “They would
catch [freed slaves] swimming across [the] Sabine River and shoot them.”
Silence Used As Affirmation

Silence created an affirmation and acknowledgment that it was right and appropriate for
humans – black humans to be beaten, to have their children taken away, to be pregnant and to
be lynched, and have your baby removed from your body.

Silence gave rise to strong segregation laws, Jim Crow laws, which were not abolished until
1968, a century later. These laws restricted:when, where and how formerly enslaved people could work, and for how much. It required segregated waiting rooms in bus and train stations, water fountains, restrooms, building entrances, hospitals, elevators, cemeteries, amusement park cashier windows, swimming pools, jails, residential homes, and from living in White neighborhoods. “The ultimate tragedy,” Martin Luther King, Jr. said, “is not the oppression and cruelty by the
bad people but the silence over that by the good people.”

Gandhi said, “Silence becomes cowardice when occasion demands speaking out the whole
truth and acting accordingly.” And similarly, Dr. King said, “There comes a time when silence is
betrayal. Our lives begin to end the day we become silent about things that matter.”
Silence was the tool imposed to carry out some of the most atrocious deeds to humankind. It’s
a very painful kind of silence because it removes one’s voice, one’s spirit and one’s life. It is
perhaps why Mr. Floyd cried out- hoping someone’s voice would save his life.
I went to a rally last week, in which someone wore a shirt that said, I will not stand by and
watch you die. It hit me.

We have followed a lesson of silence, and have stood by in silence, day after day, for hundreds
of years, while others were oppressed, and now – we need to gather our courage to lift the gag
order of oppression, and we need to be silent no more.
So, my challenge with Juneteenth is that I see it more as a day of honor and remembrance – a
day of commemoration than simply as a day of celebration. I’m grateful for abolitionists who
fought for freedom. I am grateful that slaves were eventually on a semi-political level freed
from bondage. I’m grateful that it was seen that people should not have the privilege of
removing a God-given right.

However, for me – Juneteenth is the strong reminder that when we are silent, we become
partners in the restriction of freedom, the perpetual acts of racism and injustice, and the loss of
life. To sit silently by, is to be morally complicit in the act itself. Silence is complicit.

So how do we commemorate Juneteenth?

● By enhancing our knowledge about its history
● By reflecting on ways to combat “otherness” so that we are truly one circle of equals
● By reading something or watching a movie that shares the lives of people of color

And do we celebrate? Certainly, if people want to celebrate the freedom announcement,
absolutely. But let’s have a full lens, and recognize that what we are celebrating was a step
toward freedom, the silenced words that finally came forward, and the beginning of the
understanding that the fight for freedom, although it is not over, has victories. As King Jr said,
“Let us realize the arc of the moral universe is long but it bends toward justice.”

The post The History of Juneteenth : A Celebration of Resilience and Freedom appeared first on The Center for Guided Montessori Studies.

In the dynamic world of education, where the needs of students are ever-evolving, the role of a teacher extends far beyond imparting knowledge. For Montessori educators, who strive to cultivate holistic development in their students, coaching has emerged as an invaluable tool for professional growth and excellence. In this article, we delve into what coaching entails for Montessori teachers, why it’s instrumental in their journey towards becoming exceptional educators, and how the Center for Guided Montessori Studies can help in this process. 

What is coaching?

At its essence, coaching for Montessori teachers is a collaborative partnership aimed at enhancing teaching practices, refining skills, and fostering personal and professional growth. Unlike traditional forms of professional development that often adopt a one-size-fits-all approach, coaching is tailored to the individual needs and goals of the teacher. Successful coaches must recognize each teacher’s unique strengths and challenges. 

As Timothy Gallwey, author of The Inner Game of Work: Focus, Learning, Pleasure, and Mobility in the Workplace attests, “coaching is the art of creating an environment…that facilitates the process by which a person can move toward desired goals in a fulfilling manner.” Research indicates that coaching provides the most effective professional development for educators. Elena Aguilar, author of The Art of Coaching, notes that coaching is responsive to adults’ needs as it provides “an essential combination of safety, support, encouragement, and forward movement that … allows us to make changes in what we do, and even to transform who we are,” a journey synonymous with that which Dr. Maria Montessori describes as the spiritual preparation of the guide. 

Alongside this overarching goal of personal growth and transformation, one of the fundamental aspects of coaching in the Montessori context is its alignment with the principles of the Montessori philosophy. Just as Montessori education emphasizes a child-centered approach, coaching places the teacher at the center of the learning process, empowering them to reflect on their practice, set goals, and take ownership of their professional development journey. Recognizing that every teacher is at a different stage in their professional journey, coaches tailor their approach to meet the unique needs and preferences of each individual. Whether it’s providing targeted feedback, offering resources and strategies, or simply lending a listening ear, coaches play a pivotal role in empowering teachers to reach their full potential.

What are the benefits of coaching? 

Coaching serves as a catalyst for continuous improvement. In a profession where growth is synonymous with excellence, Montessori teachers are constantly seeking ways to refine their practice and adapt to the evolving needs of their students. Through regular coaching sessions, teachers are encouraged to set Specific, Measurable, Achievable, Relevant, and Time-bound (SMART) goals, which serve as benchmarks for their progress and development. Coaching provides Montessori teachers with a supportive and non-judgmental space to explore new ideas, experiment with different strategies, and receive constructive feedback. This process of self-discovery and reflection not only enhances their teaching effectiveness but also cultivates a deeper understanding of the Montessori principles and methodologies. 

Coaching helps teachers feel empowered to navigate the complexities of classroom management, student engagement, and curriculum implementation. By honing their observation skills, reflective practice, and data-driven decision-making, teachers are better equipped to address the diverse needs and learning styles of their students. This, in turn, leads to more meaningful and enriching educational experiences for all learners.

Another key benefit of coaching for Montessori teachers is the culture of collaboration and shared learning within the Montessori community that it promotes. By engaging in reflective discussions and collaborative problem-solving, teachers have the opportunity to learn from other’s experiences, perspectives, and best practices. This collective wisdom not only enriches their own practice but also contributes to the overall quality of Montessori education.

By fostering a sense of autonomy, mastery, and purpose, coaching empowers teachers to take ownership of their professional growth and development. This sense of agency not only enhances their job performance but also leads to greater job satisfaction, retention, and morale.

Who can benefit from coaching? 

Novice and veteran Montessori guides can benefit from coaching. Many new teachers feel that they are not fully equipped to manage a Montessori environment without support. Even after completing their training and receiving a credential, many guides express a need for more knowledge, skills, and practice. 

It’s not only novice teachers that face challenges when attempting to improve their practice or implement new skills; even veteran guides express a need for support with many common practices including, but not limited to, those related to: 

• Classroom leadership 
• Lesson planning 
• Record keeping 
• Parent communication 
• Navigating relationships with other staff members
• Preparation of the environment 
• Familiarity and understanding of the curriculum

Coaching is a dynamic solution for these multifaceted challenges encountered by both novice and veteran Montessori teachers. From navigating the intricacies of classroom leadership to honing lesson planning skills or from fostering effective parent communication to optimizing relationships with colleagues, coaching offers a supportive framework for growth and development. With personalized guidance and targeted support, teachers can confidently navigate the complexities of the Montessori environment, equipped with the knowledge, skills, and practice necessary to thrive.

How can CGMS help? 

Whether it’s due to a shortage of time for in house coaching, the need for specialized support, or the idea that teachers might respond better to someone outside of the school community, The Center for Guided Montessori Studies (CGMS) recognizes that Montessori guides often need additional guidance and support beyond that which is able to be provided at their school. 

To help ensure all teachers are able to receive the guidance and support they need at every stage of their professional journey, CGMS has developed a host of coaching packages designed to meet the unique needs of Montessori educators. 

All three of our packages center on providing individualized support through the use of ongoing virtual classroom observations and regularly scheduled one-on-one virtual coaching conversations. Based on the perceived need, administrators can choose between: 

• A shorter, more intensive program within which support is offered regularly over the course of a month 
• An intermediate program within which support is offered on an ongoing basis over a six month period 
• A longer, less intensive program within which support is offered consistently over the span of a full calendar year 

An initial needs analysis will also be conducted in order to identify challenges and to develop a plan of action. This process will include an initial meeting with the administrator, a self-assessment completed by the classroom teacher, a recorded video tour of the classroom, and a meeting between the coach and the guide to set goals. 

Learn more 

To delve deeper into the transformative coaching programs offered by CGMS, we invite you to reach out to us at coaching@cgms.edu to discuss your specific needs. We understand that each school’s situation is unique and together we can tailor an individualized coaching program that aligns perfectly with your needs and aspirations. We also encourage you to explore our website to learn more about our programs. 

Coaching plays a pivotal role in empowering Montessori teachers to excel in their profession. By providing personalized support, fostering collaboration, and promoting continuous improvement, coaching cultivates a culture of excellence that is synonymous with Montessori philosophy and pedagogy. As we continue to navigate the ever-changing landscape of education, coaching remains a cornerstone of professional development for Montessori teachers. CGMS would be honored to partner with you and your teachers to help ensure that they are equipped with the skills, knowledge, and mindset to inspire and empower the next generation of learners. 

We’re excited to offer a $100 discount on our coaching packages for the next 12 months to clients who complete our coaching survey to help us obtain more information about coaching needs in the community. Don’t miss out on this opportunity; share some helpful feedback with us and take advantage of this limited-time offer! 

Written by Heather White

The post The Power of Coaching for Montessori Teachers: Fostering Growth and Excellence appeared first on The Center for Guided Montessori Studies.