Eggs

They hatched the chickens from eggs. Dutifully, they feed and water the birds each day, offering the occasional treat from a lunchbox. Each chicken has a name, and is well-loved. I believe that these children will always remember this part of their lives, where they loved and tended, and were responsible for other living things. And talk about the icing on the cake! The chickens produce eggs for us that we use in our practical life work. 

When I owned a cafe, I taught high school students how to fry eggs. They had never done it, and they were so nervous about this simple task! Yet at a young age, the children in my class build themselves each day with common household tasks such as cooking an egg, or ironing a table cloth. This is where self-worth begins. They are developing so much more than the skill it takes to fry an egg in this integrated curriculum of ours. 

Spring Forward

“Children are human beings to whom respect is due, superior to us by reason of their innocence and of the greater possibilities of their future.” Dr. Maria Montessori

Spring forward has always bothered me. I've thought it was my problem adjusting to the time change, but I remembered a childhood incident this morning that makes me think twice. The memory swept over me as I sat on the side of my bed, grumbling that half my day was wasted.  How funny that I forget so many things each day: "Where are my keys, my phone, my checkbook?" But I remembered this agonizing experience that I had, in a church of all places, at around age nine. I've had a poor short-term memory since I suffered a cardiac arrest at age eight while I was in recovery after a surgery. I can remember things like latin names of plants and animals for decades. (Dame's Rocket 'Hesperis matronalis') But I am infamous for missing appointments, forgetting what I'm doing, etc. It's bad enough that it makes my life pretty challenging each day. But I am getting off track. The story is about how terrible a child feels when people laugh at them.

My parents really wanted me to attend church each week, and I often resisted. That said, at the same time, I envied the children who never missed. I longed for their rituals and routines. I also coveted their perfect attendance badges. But I was always shy and felt out of place in classroom settings, so my attendance was sporadic. One beautiful spring morning, however, my mom made me go. I dressed up from head to toe, and my dad dropped me off outside the church and drove away. I still remember my hands sweating as I crossed the brown and tan linoleum tiles, and put my hand on the doorknob of my Sunday School classroom. I opened the door. Everyone - the children and teachers stopped cold and turned to look at me in my frilly outfit and white patent leather shoes. Then they erupted into laughter. One teacher looked at me, rolled her eyes, and announced, "It's spring forward! You missed class. We're done." All of the children continued to roar and slap their knees at my expense. I turned and ran all the way home in the outfit that I now thought looked ridiculous. I couldn't wait to get out of it.

Just the thought of this small scenario made me feel so sad this morning. I know that I felt foolish, embarrassed, and ashamed of my parents for not setting their clocks back. And I'm sure that those teachers never had any idea of how rotten they made me feel. Actually, throughout grade school and high school, a friend or two would occasionally bring this up and laugh hard, so it stuck with me. I'd not thought of this for many years, and I found it so interesting that as I remembered this morning, the emotions from that time that were sitting around in my brain somewhere for 51 years, washed right over me again. Was I overly sensitive? I do not think so. Today I have been thinking about how a Montessori professional would have handled the situation. I have also been thinking that I will never, ever laugh AT a child - only WITH a child. And I'm glad to say that I do that every day.

I know that Dr. Maria would agree with me.

I thought about this so much today that I decided to see if anyone was talking about this subject. And they were!

The following is from the blog CONNECTED NURTURE A celebration of growth.

Children are not entertainment

Often we laugh at children when we are in an adult social setting. We relate with other adults by watching their reactions, or just want other adults to enjoy how much being with kids makes us laugh. Is this at the expense of the children?

I frequently notice how when adults laugh after a child does something “funny”, they look at other adults to see their reaction. This is very interesting. Is there some type of social evaluation going on?

Using children as a way to make our guests or family members laugh is belittling to our kids existence. It is disrespectful. Would we put grandma on display to make our friends laugh? or a person with Tourettes? How much do our kids have control over their “funniness?”

Don’t even get me started on all the things we do things to our kids to make ourselves laugh…  

Laughing is fun when everyone is in on the joke

When we are laughing and joking about what kids do, do they understand why we are laughing?

If they are staring at us questioningly, and our reaction doesn’t seem to make sense to them, we are creating a disconnect in our relationship with them. This may be great bonding time for adults, but how does this help us bond with our children?

How to respond when something “silly” is said

I love it when kids give me the opportunity to practice a mindful response. I call it mindful, because I try to be intentional (not impulsive) in how I wish to respond.

• Stick to the facts of the observation without the need to correct. — “Does that remind you of papa’s head because he lost all of his hair?”
• It’s ok to provide more information, so everyone’s on the same page — “I wonder if it might hurt papa’s feelings to hear that, because he was sad when he lost his hair, and he might not want to be reminded about it”.

(FYI: I’m using this example because I used to say that when I was little. At the grocery store. To my dad! Now that we’re adults, he brings it up regularly and cracks up about it, “remember when you used to point at the melon and make fun of your poor old papa?” Of course, my original observation was innocent of mockery.)

• Repeat what your child is noticing, and ask them more about it– “That’s true. The fan does blow air on us, what else did you notice about the fan?”
• If you really did laugh (sometimes it just comes out), explain what you found so funny about it and stay mindful about your child’s feelings. — “I laughed when you said that, because the way you described how the fan works sounded so different to me.”

Find ways to share joy instead

Now let’s talk about laughing with our kids! How different does this feel?

Our kids are laughing with us, and they understand what’s funny. Usually, it is something outside of ourselves, like a funny story, or a funny picture. Sometimes it is sharing joy about something funny that we, the adults, did (self directed humor relays the message that making mistakes is ok)… “d’oh! I dropped my toast again! I have butterfingers today!”

Sharing joy means staying connected with our children, and sharing the same perspective of an experience. Aka: We are in the same boat!

This always feels good to both parties. Now just remember to not share joy at the expense of someone else who isn’t in on it. 

A quick word about babies

In my opinion, I notice that babies get laughed at the most. They drool and babble and are learning coordination.. which is so uninhibited and free in physical actions! Yes, lots of funny material there. But babies are also people. Yes, whole people. They are in tune with our messages and are sensitive to them. Maybe we feel that a little laughter at their expense doesn’t hurt. Is this true? I haven’t found any direct studies yet, so I couldn’t say “officially”. I just know it feels “off” in my heart.

If we are planning on treating our whole growing humans with respect, why not start right away? If it’s disrespectful to laugh at what kids do, or adults do, or elders do– at their expense, why should it be ok to laugh at babies?

Respond to babies in the same respectful way. When they spit, say “I notice you spit. I wonder if you’re done eating that food?”. When they burble, say “I hear you saying something. You are looking at the cup, are you saying “cup?” and point to the cup.

When grandmas and grandpas and aunts and uncles and strangers are laughing at baby and you have learned to take your baby seriously (because you respect your baby so much), you can narrate to the baby, “Everyone is excited to have you here and watch you grow.” Validate the babies perspective, and stay an active part of it. Emphasize with the experience and make sure everyone is on the same page.

When grandmas and grandpas and aunts and uncles and strangers are laughing at 

Conclusion

Please take children seriously. Even if they seem funny to you. To them, they may be sharing something thoughtful and genuine. Let them know you love them by treating them with respect and dignity. This will help them become confident and secure adults. And maybe when you’re saying something silly in your later years, they will show you the same respect.

HOMAGE TO MAKING SUNSET

Montessori had me at "Follow the Child"; the discoveries that occur on a daily basis resulting from this work have kept me engaged.  And when I say, "discoveries," I mean both the auto-education of the child and the teacher. I simply never tire of the children, the environment, and the method.  Having guided children for this long, I cannot imagine simply feeding children information.

Decades ago, I entered a Montessori classroom, sat down, and began to observe a group of children who were working independently, and in small groups. My first impression was that the children were behaving completely differently than the children I knew, and with whom I worked. My second impression was that the environment called to them -- and called to me! The children were not being ordered about by anyone, the materials were remarkable in their design, and in the consideration of the child's development. I could see that the activities were developmentally appropriate, and were addressing a multitude of skills. Some children were more engaged than others, (also developmental,) yet all were peaceful and calm. They were not loud, or rowdy, but were obviously enjoying themselves. They were happy children! It made perfect sense, and I had absolutely no idea how this could be possible. So I jumped in feet first.

I have, over the years, met traditionally trained educators who express an interest in Montessori, and actually tell me that they would really like to take training. Most of these women, however, proceed to explain that it is just not the "right time" for them. Someday. And I think, "Maybe, but probably not."And then I think, "Maybe you shouldn't." Because there never is a right time. Because you have to feel it in your heart and you have to want it in your soul. Because if you are not as exhilarated by this method that enables you to really make a difference in a child's life, in a child's self-construction -- think about this: they are constructing themselves and you get to observe this incredible process, and help them along their path -- then I don't think you are a good match for the work. Because if you have convinced yourself that there has to be a perfect time for everything to happen in your life, how are you going to adjust that thinking enough to truly follow and trust in each child?

Decades ago, I had my first revelation in the classroom I visited. Nothing could have stopped me after that, and I was enrolled in training immediately, even though I had three young children and a full-time job. After two years of study, I drove to Memphis State University to train for two final weeks in preparations for my examinations. During this time, my instructor presented an example of color mixing in a traditional classroom and in a Montessori classroom, in response to a student's question regarding differences in philosophies. This resulted in another revelation that stays with me to this day. She described the traditional approach of a color wheel poster, and a teachers saying something like, "Now look class, these are primary colors and if I mix two together, I get a secondary color. See if I mix yellow and blue I get green, and if I mix yellow and red I get orange, and on and on." Next, she said, "This is color mixing in the Montessori classroom. A little child selects the color mixing work from the shelf, puts on a smock, and sits down to work. The child adds drops of color. The child stirs them together. Suddenly, the child jumps up, forgets to put her/his chair away, rushes to the teacher carrying the bottle, and exclaims, 'LOOK teacher!!! I made SUNSET!!!'"

I have said that I continue to discover the child every day, and that I still learn something new within the Montessori environment each day, and this is true. High school students visit our school, and express their desire to become a teacher some day. I like to ask them why they want to be a teacher. The usual answer is, "To help children, or 'give' children a better education." And I wonder how they think they are going to achieve this. Do they feel that they can drill and test, and drill and test better than those before them? I ask them if they would like to educate in a research-based, scientific method, rather than traditional, and they nod, but I can see that they are not sure about this. To watch and to wait for children to make discoveries on their own takes a certain type of individual. A teacher who understands that she or he is not directly teaching the child, with exception to modeling the behaviors and actions one wishes to see.  A teacher who can wait, knowing that all children in the room will not discover "sunset," and that this is O.K. (I know from experience though that a good number will go to that shelf and try to imitate what they saw, and that others glanced over, and thought it was really cool, and that is O.K. too.) I believe that Montessori attracts the teacher who is both so impatient to learn Montessori that she jumps in feet first, only to learn to be patient enough to wait for the discoveries the child will make with just a little guidance. And once in possession of this capacity to wait, not for the 'right time', but just for the child's inner drive to become ignited, she will also discover herself.

AN HOMAGE TO COLOR MIXING. . .




BASIC PRIMARY COLOR MATCH, PRIMARY COLOR MIX WITH WATER, THEN CLAY, FOLLOWED BY MIXING ALL COLORS ON THE WHEEL
NOTE: The children love to help prep the primary colored clay balls for the mixing of secondary colors.


PRIMARY COLOR MATCH

 PRIMARY/SECONDARY MATCH

PRIMARY TO SECONDARY ADD WATER, WATCH THE COLORS SWIRL DOWN, THEN MIX!

 THE PRIMARY COLORS ARE PREPARED AND SET UPON THEIR PLACES. CHILDREN TAKE TWO PRIMARY COLORS, AND MUST SQUISH AND MIX FOR A VERY LONG TIME TO GET THE SECONDARY COLORS. (SECONDARY COLOR CONTAINERS START OUT EMPTY.)



VERY FANCY! IF WE JUST GO AROUND THE COLOR WHEEL MIXING EACH NEW COLOR WE MAKE, VOILA!

 

JUST THREE PRIMARY COLORS--THE CHILDREN CANNOT BELIEVE WHAT IS POSSIBLE WITH JUST THESE THREE COLORS AND SOME ADDITIONS OF WATER.

MAKING COLOR WHEEL WITH WATER--PRIMARY TO SECONDARY TO TERTIARY

SOMEONE IS ALWAYS INVOLVED IN THESE MATERIALS, AND SOMETIMES, GREAT CONVERSATIONS AND DISCOVERIES ENSUE.

 

AND SOMETIMES A FELLOW WANTS TO BE ALONE WITH HIS WORK. IT TAKES A LONG TIME, AND CLEAN UP TAKES A LONG TIME AS WELL. WE ABSORB THE COLORS WITH REAL COTTON BALLS. OF COURSE THE CHILDREN FIGURED OUT THAT ONE COTTON BALL CAN ABSORB MUCH MORE COLORED WATER THAN ONE WOULD SUPPOSE. SO NOW, ONE OF THE GOALS OF THE WORK HAS BECOME THAT ASPECT--THE ABSORPTION. THEN THEY LIKE TO SQUIRREL AWAY THOSE COLORFUL, SOAKING COTTON BALLS IN THEIR CUBBIES! THIS BOY HAS FORGOTTEN HIS SMOCK...BUT HE WAS SO CAREFUL.

 THIS BOY TEARS PAPER FOR AN EXTENSION OF COLOR MIXING. TEARING PAPER IS A WONDERFUL ACTIVITY FOR DEVELOPING PINCER GRIP IN YOUNG CHILDREN. ASK A CHILD TO TEAR SOME PAPER. OBSERVE HOW THEY GRASP THE PAPER. MOST WILL GRAB AND WAD, AND THE PAPER SIMPLY WILL NOT TEAR. SHOW THEM TO GRAB IT WITH THEIR THUMB AND INDEX FINGER. "USE YOUR PINCHING BUGS!" UNDER THE COLOR MIXING ACTIVITIES ARE VARIOUS EXTENSIONS, SUCH AS WATER COLOR, PASTELS, AND THIS ACTIVITY WHICH IS GLUING LAYERS OF PRIMARY COLORS OVER AND OVER EACH OTHER TO MAKE NEW COLORS. PART OF THIS PROCESS IS SHOWING CHILDREN GLUING AND "SEALING" THE PAPER SO IT IS PERFECTLY FLAT WHEN THEY ARE FINISHED.

Fall Frenzy

I spent the morning with some frenetic children yesterday. Frenetic: fast and energetic in a rather wild and uncontrolled way. Frenetique...frantic. That too. Of course it was Halloween, but that is not the problem, nor is Christmas, Easter, Valentine's, etc. The problem is the build-up to the day, which starts early and becomes more excessive each year.  I wish I could get people to understand that the simple beauties of the season are enough for children, without the frills and hype. Here are a couple of examples.

A pumpkin patch or apple orchard in and of itself is more than enough stimulation for a young child. We had a good one when my children were small. We picked our apples, selected our pumpkins, and played with kittens, baby goats, slid down a simple slide from a hay mow into a pile of straw, and it was great. It was a ritual, something children adore, and it was peaceful and pertinent. But now, both of the pumpkin patches in this area have gone Disney. One has a Wizard of Oz theme coupled with all other things cartoony, and now, it's cheesy. The people obviously thought they could increase sales by turning their charming place into crazy kid land, and they did increase sales, and now it's a big, ugly, overstimulating and over-priced ubiquitous American child attraction. The other, that I loved for its huge selection of gourds, has done the same.

My other example that just broke my heart, was what happened to our local 4-H camp, where I camped and my children camped each year. Envision perfect little log cabins that stayed perfect. How? The camp rule was rise at 7 a.m. and go to breakfast. While we were eating, the counselors inspected each cabin to find the most perfectly tidy. Each day the winning cabin displayed a flag. That was it. That was the reward, and we loved it. Sounds old-fashioned doesn't it? At the end of the week the cabin with the most flags got to have a midnight swim at the pond. So exciting! It was enough, and we loved it. I forgot to tell you about the dining hall, which was also a big cabin, with women from town who cooked homemade mashed potatoes and chicken and noodles and homemade rolls and homemade everything. Some of us were trotters who served the food, and some were cleaners afterward. It was heaven. I visited a few years ago. Someone thought the dining hall needed to appeal more to children, I guess. They had painted Disney murals everywhere. The cabins were in even worse shape, with graffiti  both written and carved into the log walls.

Things have changed, but it is not the children who have changed. I see from working with them everyday that they are perfectly happy with simplicity. They are having all of this excess foisted upon them by adults who mistakenly think  they need it. This has all happened over the last twenty years, in my opinion, as a reaction to parents believing that they must pack in that "quality time" with their children. They worry that because they do not spend a great deal of time with their children, that they must make every second special. The sad truth is, to use a sad phrase that my daughter used in one of her articles, they are "Killing Special." To a young child who has only been in this world for a few years, all simple things done with a thoughtful adult guide, are fascinating. Sowing a pumpkin seed in spring, tending it through summer, harvesting in fall, reading some beautiful books, playing in the leaves...all special.

ANNUAL PUMPKIN CARVING 

AFTER WE READ 

EDNA MILLER'S MOUSEKIN'S GOLDEN HOUSE

Each child is invited to help remove the pumpkin goop. Squishy and so funny!

I am lucky to teach at a private school where we educate families as well as children. Friends in traditional ed tell me that they have gone way past cheerleading to hold a child's attention. Faster, faster, brighter and louder. I saw a bit of that yesterday, and it saddened me. Being seasoned, (ha - I say that so I don't have to say, 'old,'), I usually have great confidence with a group activity. Children listen to me. Yesterday some children could simply not sit without nearly exploding as we cleaned and carved our pumpkin. I almost felt the need to make our annual favorite Halloween book somehow more exciting to hold them. But I breathed deeply. Made my voice softer. We got through it. Then I went home and took a nap.

Just a Very Few Good Autumn and Halloween Books...

Apples and Pumpkins by Anne Rockwell

The Seasons of Arnold's Apple Tree by Gail Gibbons

Apples by Gail Gibbons

The Apple Pie Tree by Zoe Hall

Apples Here by Will Hubbell

Red Leaf, Yellow Leaf by Lois Ehlert

Picking Apples and Pumpkins by Amy Hutchings

Mousekin's Golden House




Pumpkin Jack by Will Hubbell

Going Out

"THE THINGS HE SEES ARE NOT JUST REMEMBERED; THEY FORM A PART OF HIS SOUL." 

-Montessori

Every Friday at our school, we take a walk. We have already practiced walking in line, keeping three big steps between our friends, walking in a pair holding hands, and grace and courtesy regarding how we walk and observe. We also practice how we greet the people we meet. 

We walk up our driveway heading into the sun in the early morning. We know we are heading east. We admire whatever we observe in Mim's -that's what the children call me...long story - garden as we move toward our school's street, State Street. This Friday we wondered at my crazy bamboo that is high as the sky to these children.

We said hello to Jasper the Boston Terrier and Sputnik the Jack Russell watching from a window, and eager to go with us. Not this time guys. Then we stop because we are at the end of the drive, and State Street has become a very busy street. I remind the children of the vendor selling caps in one of our favorite stories, Caps for Sale. "We look to the right of us--no cars. We look to the left of us--no cars. We look behind us--no cars." They love to act this out. But then we make silence. We listen. Our eyes and ears tell us it is safe to cross on the crosswalk. Across the street we see the sign for Lone Beech Road. We know it is Lone Beech. Lone means "one all alone." There stands one ancient Beech tree. Before we cross the next street we meet one of our neighbors who lives a couple of blocks away. Mrs. Gans says, "Good Morning!" I tell the children that Mrs. Gans' husband exercises every single day no matter how hot or how cold or how rainy. She confirms that. We learn that Mr. Gans writes speeches. Exercise helps him think. We tell her we are glad to see her, and she seems so happy to see us, and we all say our goodbyes. Now we are walking along the old, old Hospital wall. It is covered with lichen.

"This is lichen. It is living. It is a plant AND a fungus. The plant and the fungus work together to live."

On State Street, the street on which I grew up, their are eleven ancient sycamores. We love them. "A sycamore is a living thing that cannot move by itself. It is a plant." Some of us know that plants can make their own food. We know that the roots take up water and minerals, that move up the stem to the leaves. We are amazed that a tree trunk is a stem. (Actually this fact never ceases to delight me too when I think about it. Wow.)

In the fall, sycamores shed their bark. This reminds us of a snake! It's fun to collect the colorful shapes from the ground. Soon we will find their beautiful seeds.

Oh my goodness, there are lichen growing on this sycamore. 

The tree had a low branch. People used a saw to remove it. The tree caught a virus, and made its very own "bandage." It is called a "burl." Trees can make their own food AND their own band-aids. Can you believe it? 

Uh Oh. We see fungus. These are shelf fungi. They are living but cannot move on their own. They have a job. They are decomposers. They return old or injured trees to the earth. The trees become soil again. After we observe these beautiful fungi for a bit, we realize there are no leaves on this branch. The branch is no longer living.

We admire this fire hydrant. It is non-living. It is man-made. It is equipment that fire fighters must have in case of a fire. So interesting to observe and examine! Next we saw the mail carrier, Mr. Tom. We watched him unload so much mail, throw his heavy mailbag over his shoulder, and carry a box to a neighbor. We said, "Good morning, Mr. Tom."

TIMELESS! A boy and a stick and a fence.

We walk far. We walk all the way to our teacher Miss Katie's house. We admire  her flag and her gardens that are shared with neighbors. She has lots of nice kale. Maybe we will make some soup!

Walking along we met Miss Katie's neighbor who bakes cakes at our local grocery store. Her whole back yard is a garden! She told us that she has so many tomatoes.

Miss Katie said that she knew friends who had to take trees down, lift up their house and repair it. Tree roots are strong! We know that they are long too, and can go all the way under and across streets. We found evidence!

These roots are exposed.

They went under the sidewalk and lifted it up. It cracked.

The children loved this newly replaced section of the sidewalk. They noticed it right away.

Almost back to school. This is the place where I played as a child, my children played, and my grandchildren played for a short while. This is the bridge that my friends and I could walk under, knowing that we were under State Street, to the other side. This is the place where there is a gigantic, incredible fossil that probably only children of previous generations know about.

Our beautiful creek

"Do fish live in there?" "Why yes they do, and lots of minnows, frogs, salamanders, crayfish and other living things. There is plenty of algae too." Our children love algae, but many still call it "allergy," so our plecostomus is referred to by some of the children as, "the allergy eater."

Home again home again jiggity jig. 

p.s. Although I don't like to end on a sad note... Neighbors do not allow children to play at the creek anymore. To read about it, see below.

For more about the creek, see the article in Montessori Life written by my daughter, Chris Sanantonio. It is called Nature Abandoned: Where Have All The Children Gone?

I was going to link it like I used to be able to do, but now all the links I find are ones I have to pay for! Well, it is in the 2008 Vol. 4 Issue of Montessori Life, and if my daughter answers her phone and gives me a link, I will post it tomorrow. 

And finally, go out with children. Not to an amusement park, or Disneyland. Walk around the block at the child's pace. Walk through the town. Walk your neighborhood. Walk through a park. Savor the things and the people you see. Just like a child does. Show your child how to address people. Help them to get the movement they require to develop optimally. Show them how to look carefully and closely. Hurt no living thing. Just walk...and look. Dr. Montessori knew that children thrive on this activity. Look through the child's eyes. See everything afresh. You will thrive on it too.

Labor Day

On this Labor Day I have been thinking of people who have labored intensely, in one way or another, to keep Montessori thriving and growing. And I am thrilled that now we not only have computer technology to access information, conduct research, and make the creation of materials a breeze, but also that we are connecting to each other - all around the globe! I could not have imagined this when I began those decades ago.

I've mentioned in earlier posts that I found my way to Montessori as a result of my dissatisfaction with traditional education. It was sheer good luck that I met Rita Young, who was the administrator of Champaign Montessori for 25 years. She invited me in, opened my eyes to a classroom that stunned me, and totally changed the course of my life. She put up with my daily questions when I was enrolled in my St. Nicholas training, and personally instructed me with many of the materials. When I called her, in tears, from Memphis, where I took my examinations, to tell her that I just wasn't ready - I knew I would fail the exams - she gave me no choice, telling me that the feeling was commonplace. She told me that when she took her exams, she drew cylinders, and that her hand looked as if she was ringing a bell because she was so nervous as she tried, shaking, to return each knobbed cylinder into its place. She acknowledged that the exams were completely overwhelming, but that I could do it, and I was to march right back in there. And I did, straight back in to instructors who were serious, stern, and intimidating. When I finished, I was completely exhilarated when I heard my head teacher say to the assistant, "This one's gonna fly!" I've never forgotten that moment.

Over the years I've attempted to attend as many Montessori training workshops as I could possibly fit in, or afford. I've been delighted by the opportunities to keep growing as a Montessori educator, with folks like Celma and Desmond Perry, and now, Anna Perry, and others like Eva Parucci, Karen Riggenbach, Marite Kucinas, David Kahn, Don Czerwinsky, Tim Seldin, and so, so many other great Montessorians. These are dedicated people who often had classroom jobs, but also made time to conduct classes to help others along the path.

And now I think we have what I believe is to be the first real Montessori Movement of my lifetime. We have groups like the Montessori Madmen promoting and teaching nonstop, great websites, blogs, videos that teach teachers, videos that teach parents, books -- all resulting in more publicity for Montessori education. We have this incredible tool called Facebook, with which we can connect with practically every Montessori school on the planet. Talk about sharing resources. Talk about a feeling of solidarity!

With advances in technology, we've come so far from the days of cutting sandpaper to make our own letters and numerals, or from wrestling that exasperating clear Contact paper to laminate, only to end up with a crease or a bubble! We still hear, "What is Montessori?" But we are more prepared than ever to answer that question. We are not just the only evidence-based, scientific method of education in the world. We are a method of education that meets or EXCEEDS every single goal, (and then some,) set by today's experts in the field of education and human development. But today, I want to remember that we are people. Those who carry the torch for Maria, whether we get compensated adequately or not. Those who work endless hours after class, preparing special materials for the group, or even for a specific child. People who use their holidays and weekends to give tours to parents, or set up a booth at a festival to promote Montessori understanding, or teach a workshop to teachers or parents. Dr. Montessori worked tirelessly for children and families. She labored day and night. So many other wonderful people have kept the dream and the hope and the reality alive. They have followed in her footsteps, and I'll bet they have not complained about the hard work.

So my thanks, respect and love to all of my mentors, friends, (around the globe...so cool to be able to say that,) and colleagues in Montessori on this Labor Day. I consider my work in Montessori education to be my life's greatest privilege, and I know that many of these folks feel the same. It doesn't feel like work does it guys? That's because it is a genuine Labor of Love.