Adolescence Without Tears — the Montessori High Sc H O O L a Parent’S Guide to Middle Schools Boards That Wor K

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Adolescence without Tears — The Montessori High Sc h o o l A Parent’s Guide to Middle Schools Boards that Wor k

Adolescence Without Tears The Montessori High School A Tomorrow's Child Reprint, Spring 1998 This article originally appeared in the 1998 Spring Issue of Tom o rr o w ’s Child. Adolescence Without Tea r s Montessori High Sc h o o l by Tim Seldin, President The Montessori Fou n d a t i o n

“Our youth love luxury. They have bad man- ners, contempt for authority; they show disre- spect for their elders and love chatter in place of exercise; they no longer rise when elders enter the room; they contradict their parents, chatter before company; gobble up their food and tyrannize their teachers.” — Socrates, Middle School Educator The Republic of Athens, 5th Century BC ❦❦ ❦

dolescence is the middle ground between childhood and the world A of adults. Teenagers are neither child nor adult. One minute they are one, next the other. Their bodies are growing overnight, and as sudden spurts of growth begin, they often become awkward as the body’s center of balance is thrown off. As their muscular development proceeds, many literally don’t know their own strength. Leaving childhood behind them, teenagers enter a stage of life in which The photos in this article were taken at the New Gate School, Sarasota, FL, unless otherwise they are betrayed by their own bodies. identified as archive photos from the Barrie School in Silver Spring, MD taken during author With the onset of puberty, both their Tim Seldin’s 22 years as Headmaster. bodies and emotions tend to change cence are social, physical, and emotion- dramatically. Some mature precociously al. She observed that teenagers often and have to learn to deal with the body find it difficult to concentrate on their of a 16 year old and the way that it af- studies; their lives are not centered on fects their social relationships with school work but on learning how to be peers and older teens, while others wait comfortable around one another. impatiently for puberty, convinced that they’ll never mature. They have to cope ❦❦ ❦ with emerging sexuality and hormonally My vision of the future is no longer of people driven conflicting emotions. It is nor- taking exams, earning a secondary diploma, mally a time of life marked by uncertain- and proceeding on to university, but of indi- ty and self-consciousness. viduals passing from one stage of indepen- Between their changing bodies, dence to a higher, by means of their own ac- changing social roles, the emergence of tivity, through their own effort of will, which mature sexuality, and raging hormones, constitutes the inner evolution of the individ- it is not surprising that early adolescents ual.” worry so much about the image they project to the outer world! — Maria Montessori, The Erdkinder ❦❦ ❦ Maria Montessori’s Vision of Secondary Education Above all else, they struggle to forget that they were ever children, and in Working in Europe fifty years ago, Dr. their desperate struggle for self-respect Maria Montessori recognized that the and independence, they often resent basic developmental tasks of adoles- and resist their parents’ need to set appropriate limits. Not wanting to ever Designing Schools to Meet Many factors contribute to this, all of again feel like children, young teenagers the Needs of Children which are tied to our culture’s image of deeply resent being embarrassed, espe- what a junior or senior high school cially in front of their friends. Sadly, they Dr. Montessori believed that schools at ought to look like. For example, parents often feel embarrassed, and for many every age level should be designed to and students alike tend to expect a fairly years tend to perceive each experience meet the personality and interests of large enrollment, which offers students as complete humiliation. children at that stage. Her close study of a wide range of friends and extra-curric- Desperately needing to feel accept- the way children think and learn led to ular activities. ed, young teens are faced with an adult the development of her highly effective In a country where secondary world that rejects them and criticizes programs for infant, toddler, early child- schools commonly have enrollments of their silly mistakes, wild mood swings, hood, and elementary education. more than a thousand students, you can taste in clothes and music, and tendency As early as 1917 Dr. Montessori be- expect some raised eyebrows when a to challenge adult authority, each of gan to call for a fundamental change in Montessori middle school program which is part of their struggle to create a the way we educate adolescents. She open its doors with fewer than ten new identity. Is it any wonder that believed that traditional high schools twelve year olds. friends are more important than family are poorly designed to meet the devel- Programs are organized into small during this period. opmental needs of adolescents. Our so- communities (typically referred to as Adolescents need to feel grown-up ciety fails to provide pathways that meet “houses”) ranging in size from 30 to 75 and accepted and respond with enthusi- many of their basic developmental students. Depending on enrollment, asm to any adults who make them feel needs. Adolescence is a period of life each “house” will commonly have two, accepted. Unfortunately, in our society where the young person’s primary chal- three, or four teachers assigned to this there are few, if any, opportunities for lenge is to establish once and for all his community of learners. While students early adolescents to feel that adults ever independence from the family and to may also take courses from other adults take them seriously. Early adolescents become an emotionally and socially main the school, this team of adults serves are filled with play. They tend to be fo- ture adult. This may sound as if she was as their advisors, mentors, and primary cused on themselves and their friends. making an excuse for irresponsible teachers. They are generally disinterested in teenagers. In fact, she argued that we Typically a secondary Montessori schoolwork. Many are depressed, lone- are creating generations who have program will be organized into two or ly, or filled with rage. Ironically, just as failed to make a smooth transition from three Houses covering either a two- or young people temporarily lose any real childhood into adult society. three-year age span. For example, at interest in the world of ideas, society ex- Barrie we divided the Upper School into pects them to buckle down to serious three groups: the seventh and eighth study. Creating the grade; ninth and tenth; and eleventh The teenage years are the sensitive and twelfth grade houses. While stu- period when children firmly set their dents normally have friends at every personal values and sense of social re- Ideal Facilities grade level, each house is a small school sponsibility. We all know that teenagers within a school. are profoundly influenced by peer for a Secondary Ideally, each house will have its own group pressure and that if kids “fall in suite of classrooms and meeting areas. with the wrong crowd,” they may make Mo n t e s s o r i Most often programs are forced, by some very poor choices. Here is one of budget or limited space, to adapt them- the key contributions that a Montessori Pro g r a m selves to existing facilities. For New high school can make, because within Gate, our laboratory school in Sarasota, its small, closely knit social atmosphere, ew Montessori secondary pro- FL, we have developed one model Montessori children can grow into confi- grams typically begin with a small which I feel will be ideal for an estab- dent, warm, accepting, and supportive group of seventh graders, with lished “house” of perhaps 45 students. adults. Montessori believed that sec- theN class gradually building over the To the best of my knowledge, it doesn’t ondary schools should prepare children years as more for life, not just for college and a career. students elect A Montessori high school helps young to continue people to discover, accept, and confirm with the their self-worth as individuals. school up Our society has left behind the rites through the of passage that once facilitated the upper level(s). child’s transition from childhood to full This presents status as an adult. By design, a Montes- a tremendous sori high school is a carefully prepared challenge for environment that helps teenagers mas- many schools ter the secrets of the world of adult- because par- hood: how to act appropriately in given ents and stu- situations, earn a living, understand dents are nor- everyday law and economics, and how mally reluctant to express love and friendship. Students to be part of a are accepted by the school community fragile new as adults in training. program. actually exist anywhere as of yet, but A fifth room serves as a science lab, NOTE: Montessori materials often no represents a blend of many programs’ with a large greenhouse attached. The longer appeal to middle-school students. facilities that I have visited. lab is equipped for the life and physical In their search for a new identity, they Each House will be focused around a sciences, with corrosive-resistant work want to avoid anything that reminds them commons room of approximately 2,000 surfaces, sinks, Bunsen burners, aquaria, of their childhood years. However many square feet. This space will be set up for animal cages, and secure storage for students still lack the ability to grasp math reading and quiet study. At least at the chemicals and equipment. For safety, abstractly, while others may need to re- beginning each common room will con- the lab has an emergency shower, eye view occasionally. As a result, Montessori tain part of the upper school library. At wash, and ventilated fume hood in middle-school students rarely want to one end of the commons there will be a which students can safely work with po- work with the Montessori materials. small stage which will be used for de- tentially noxious chemicals. Dr. Paul Epstein, during his years as bates, student presentations, guest A sixth room houses an art studio Head of The Barrie School’s junior high speakers, and performances. As in many and craft workshop. Creative expression program found that students responded schools, the students and teachers will is particularly appealing to many adoles- positively to activities in which they were eat their lunch in the commons room. cents. In addition to formal lessons, stu- challenged to create their own “Montes- Off the commons there will be sever- dents should be able to engage in the sori” materials in the class art studio or al smaller rooms. Three will be used for arts as interest, workload, and schedule craft shop. seminars, with a large conference table allow. The craft workshop should pro- They used these created materials to and seating for up to 10. Another will be vide tools for building model structures present lessons to younger elementary used as a math lab, set up for students from wood, paper, and other materials. children. With this strategy, students who to work alone or in small groups, and Students often construct dioramas, were resistant to working with apparatus equipped with a wide range of appara- models of ancient buildings, little ma- that they considered “baby-ish” attained tus for making math concrete: chines, or re-creations of historical arti- the same result through the steps of cre- Montessori and Mortenson math appa- fa c t s . ation and teaching concepts that they did ratus, and a collection of scientific mea- Finally, a small but complete kitchen not yet fully understand to other children. surement and surveying equipment. is important, allowing students to pre-

The Basic Elements of a Secondary Montessori Pro g r a m

■ It teaches students to think for and speech, and apply their themselves and develop logi- kn o w l e d g e . cal reasoning, research skills, and higher-order “formal” ■ The course of study is an “inte- thinking skills rather than hav- grated thematic approach” that ing students memorize predi- ties separate disciplines of the gested concepts, theories, and curriculum into studies of the information presented in lec- physical universe, the world of tures and textbooks. nature, and the human experience. ■ The curriculum offers a broad view of the world, emphasiz- This integrated approach is one ing ecological interdependen- of Montessori’s great strengths. cy, the historical development As an example, when students curve but and inter-connectedness of study the culture and history of rather are evalu- ideas and events, and an inter- the ancient Greeks in ated individually against clearly national/transcultural perspec- Humanities, they also study stated academic objectives ti v e . mythology and read Homer and through a wide variety of au- the great Greek Tragedies. As thentic assessment techniques, ■ The curriculum is develop- they read Shakespeare, sec- including portfolios, long-term mentally based and appropri- ondary students study the projects, and self-evaluation, ate to meet the intellectual, so- Elizabethan period and attend cial, emotional, and physical performances of Shakespeare. ■ Montessori at the secondary lev- needs of adolescents. el encourages students to value ■ Montessori secondary programs the process of learning, especial- ■ The course of study goes be- do not emphasize academic ly the ability to learn from their yond the traditional college competition among students. mi s t a k e s . preparatory curriculum, teach- The program evaluates students ing students how to think on a logical, objective basis. ■ The faculty is flexible in teaching clearly, do their own research, Students are not graded on a styles, which allows the modifi- express themselves in writing Joseph’s school in Columbus, OH, stu- pus. Many smaller schools have cre- dents took turns working with a staff atively addressed these challenges by ar- member or parent volunteer to plan ranging to use a nearby gymnasium at each week’s lunch menu, purchase the another school, by contracting with a lo- ingredients, prepare the day’s meal, and cal swim and racquet club, using public serve it to the class in a restaurant-like athletic fields, and by transporting stu- setting. dents to local public or college libraries. The meal was eaten on real plates Some programs may even want to with silverware, glasses, table cloths, explore the use of science labs, art stu- candlelight, and quiet music. In practice, dios, or other facilities to give their stu- Nancy had two small teams working dents access to programs not possible each week: one to prepare the meal and on their own campus. The obvious the other to serve and clean up. While it trade-offs include the cost of transporta- was true that those students involved in tion, travel time, and the requirement this process missed a few hours of class to fix the week’s schedule around the time, the lessons in practical life and the times when these outside facilities are peaceful atmosphere of lunch time in av a i l a b l e . Nancy’s class were well worth it. Sports and competition are important aspects of life at the secondary level. This Enhancing the Program by archive photo was taken at the Barrie School Use of Outside Facilities “All my life I’ve struggled to keep the in Silver Spring, MD. schools that I attended from getting In designing a Montessori secondary in the way of my real education.” pare their own meals. In one model, program, it is nice, but not essential, for which I first saw in Nancy Hallenberg’s the school to provide a gym, athletic — Mark Twain Middle School classroom at the St. fields, or fully equipped library on cam-

cation of assignments and testing by supporting the development of and ethical development and en- strategies to meet individual stu- effective and responsible interper- courage service to the commu- dent’s learning styles and special sonal and social skills, particularly nity. in t e r e s t s . in the areas of the relationship between the student and family, rela- ■ The curriculum should offer an ■ The curriculum allows students tionships with peers, relationships intellectual program which is de- to learn through experience and with the opposite sex, and the designed to allow students to blos- practical “hands-on” application. velopment of a capacity for finan- som without boredom, allowing cial independence. children with exceptional talents ■ The faculty consciously strives to to grow without having to leave help students develop self-es- ■ The school should be a community the prepared social environment teem, independence, responsi- of young people and adults based of the school to enter college at bility, compassion, openness to on kindness, trust and mutual re- a premature age. (It would do so new experience and learning, pa- sp e c t . by tapping into the broader local tience and self-discipline, accep- and national community to tance of others, and effective and ■ The school should be a social labo- arrange tutorials, mentorships, satisfying social relationships. ratory in which young adults learn and individual studies with the skills of living in the adult world enough challenge and structure ■ There should be a sense of com- within a safe environment to fit each child’s personality.) munity among the faculty and students, allowing many oppor- ■ Ideally, the teachers should be re- ■ And finally, the school should tunities for student participation naissance men and women who ideally be located in a physical in the planning and operation of serve as mentors and facilitate the setting that inspires contempla- the life of the school community. process as their students learn how tion and spiritual harmony such to observe, listen, read critically, as one finds in the mountains, ■ Students are introduced to social gather information, and learn from redwood forests, desert, some issues of the community in hands-on experience. gardens, and beside the sea. which they live, both through the (Most often land, rather than curriculum and through field ex- ■ The school should consciously pro- elaborate buildings, creates the periences, volunteer efforts, and mote entrepreneurial spirit. desired effect. The buildings can internship projects. be simple if the campus makes ■ The school should consciously pro- its people smile each time they ■ The program facilitates each stu- mote students’ personal spiritual walk outside.) dent’s transition into adulthood In traditional secondary Se c o n d a r y schools, teachers tend to see helping students absorb the Mo n t e s s o r i curriculum as their fundamental goal. In Montessori, we seek a balance between acade- Tea c h e r s : mics and emotional, social, and spiritual growth, which Selecting Staff leads students to a place where they are honestly ready to learn something. he typical Montessori program The secondary Montessori will be organized into a small educator must recognize the school within a school, which we T crucial role played by this call a “house,” made-up of 30-45 stu- process of social and emotion- dents covering a two- or three-year age al growth. Group process and span. Two, three, or four teachers will lessons in everyday living skills be assigned to work with this group on are not supplemental activities a full-time basis. They will be much to enrich the real curriculum; more than just teachers of specific sub- they are to a very real degree jects; they will be mentors, counselors, the most important element and guides through the learning of the curriculum. pr o c e s s . Certified and experienced secondary The ideal secondary Montessori teachers are so rare at this Montessori teacher has a The archive photos on this page were taken at the point that any school contemplating a thorough understanding of: Barrie School in Silver Spring, MD. new program should plan on sponsor- ing one or more teachers through sec- ■ early childhood and elementary ■ today’s most promising and innov- ondary Montessori teacher training. The Montessori philosophy and curricu- ative secondary curriculum ele- obvious alternative is to open the pro- lum; ments and teaching methods; gram with a staff that is not trained at the secondary level. Although this is not ■ adolescent psychology and devel- ■ individual and group counseling something that I would recommend, op m e n t ; te c h n i q u e s ; new secondary programs may see it as their most realistic option. ■ the mainstream of American mid- ■ strategies for facilitating the growth Secondary Montessori teachers dle school and secondary educa- of independence, responsibility, should not be thought of as specialists tion and contemporary college ad- logic, and compassion in teenagers; in one area of the curriculum, as you mission requirements; an d find in traditional high schools. Instead of teaching science, math, or history, ■ Montessori’s thought in the area of ■ the practical issues of organizing, they integrate the course of study into adolescent education; structuring, and administering al- thematic units. In some programs, one ternative secondary school pro- teacher will teach all of the major sub- gr a m s . jects, much as elementary teachers do. At a minimum, he or she will be expected to tie together two or more traditional subject areas, such as science and math, or English and social studies. The ideal secondary Montessori teacher is a renaissance man or woman, well edu- cated in many disciplines and fascinated by new opportunities to learn. A program may supplement the skills of the full-time core-teachers by bringing in other part-time specialists. The teacher’s personality and ability to relate to adolescents is perhaps the most important element in predicting his or her potential for success. The most brilliant teacher will fail miserably if unable to win the trust and friendship of his students. At no stage of education is it more important that the teacher become the student’s mentor, confidant, and trusted friend. The Structure of the Day: Maintaining a Balance of Structure and Flexibility

econdary Montessori programs normally do not look very much like elementary Montessori class- S rooms because of the very different personality of the adolescent. Where the elementary child often works alone, adolescents need to constantly interact with their friends. When they were ten, Montessori students may have enjoyed working with the Montessori materials, but at twelve they don’t want to be reminded of the years when they were “just kids,” and they may reject the Montessori materials as “baby-ish.” Students study marine biology in the Caribbean in this archive photo was taken in a French class at the Barrie School in Silver Spring, MD. What Kind of Student is Right for a Se c o n d a r y Montessori Pro g r a m ?

econdary Montessori Programs are program that will be challenging and primarily intended to serve as the the opportunity to participate in “extra- S logical next step for a child who has curricular” experiences that will en- come up through the early childhood hance their personal growth. and elementary Montessori programs. As Kathy Channick, who counseled Ideally, one Montessori secondary pro- new students at Barrie’s Montessori On the other hand, learning in a gram might serve an entire community, high school, once put it, Montessori program rarely involves pas- drawing students from several different sively sitting back and listening to a Montessori elementary programs. It is “The students who can make the transition teacher talk. Students learn through possible to accept a limited number of aren’t just looking for a school where they can participating in seminars, meeting with older students who are coming from get A’s; they are looking for an environment guest speakers, individual research, dra- other more traditional schools, but only where they can become part of a community matic ‘re-creation’ experiences, hands- if they are carefully screened and select- with strong shared values. We can’t accept on projects, building models and diora- ed. students who are in serious conflict with their mas, field trips, and internships, This The climate within a secondary parents or who are “turned off” to school. kind of learning asks students to get in- Montessori program is essential. To suc- They wouldn’t find a peer group, because the volved, and questions, and think! ceed, the new program must be able to culture among the students is to do well and Above all, it is rarely boring. maintain an atmosphere of warmth and be personally challenged. Secondary programs strive to main- respect. There must always be a strong tain a balance of structure and flexibility. sense of community in which students A Montessori secondary program like Barrie Teacher initiated group lessons are usu- and teachers live and work together is an excellent school for an older student ally brief; rarely lasting more than 30 very closely. Each student must feel that who is ready to think, read, and seek out real minutes. They are intended to get stu- he or she belongs to and is accepted challenges: kids who are “turned on to dents interested and give them just and appreciated by the entire communi- school,” because the program reinforces that enough information to get them started ty of students and teachers. I don’t attitude. on independent study, projects, or dis- cu s s i o n . mean to suggest that secondary Naturally students coming up from the ele- Montessori students won’t tease one an- mentary Montessori classes tend to do beau- Seminars and specialist classes are other, fuss, and sometimes feud. They tifully in the Upper School program, however, scheduled in such a way as to allow stu- will! But there must be an over-riding we continue to find that students who have dents large blocks of time to work with- sense that the school is both physically grown up in families which share similar out interruption. Scheduling for these and emotionally safe. values to the school’s philosophy most often do group activities is flexible and allows the Naturally the program needs stu- very well.” teachers to set aside the amount of time dents who are looking for an academic most appropriate for given activities. Study Guides Town Meetings Montessori described ideal secondary program as a “social labora- any secondary Montessori programs give students Study Guides to tory” where young people could help them organize their work. Ideally these guides are not prepared master the skills of everyday social by the teachers alone, but by the teachers and students working to- interaction and community life in a getherM to set goals and suggest a learning path defined in accordance with the controlled learning environment. student’s individual learning style. Ideally the students and teachers Study Guides typically break the week’s work into three elements: would live together in an authentic community (The Erdkinder fa r m ▲ Skills and knowledge that the student will hopefully absorb school). Today’s secondary Montessori programs commonly ▲ Experiences in which the student is invited to engage, such as attending address this need through period- seminars or talks, books to be read, movies viewed, field trips taken, pre- ic retreats, lessons in everyday psy- sentations given, lab experiments completed, tests taken, etc. chology and personal development, and daily group meetings. ▲ Essays, reports, and other assignments or projects which are to be turned In most programs, students and in . teachers gather every day in Town Meetings, where they learn how to Many programs expect students to demonstrate a given level of mastery be- work together, express their fore they are allowed to move on to the next level. Unacceptable work or per- thoughts clearly and honestly, re- formance on tests of skills and knowledge must be resubmitted after additional solve disagreements, compromise, lessons or coaching. and reach consensus. There is a It is common for secondary Montessori programs to allow students to select real sense of community. from among several optional learning strategies and assignments or to propose another option. Using this approach, secondary Montessori students continue to learn how below: Students participate in an to pace themselves and take responsibility for their work —skills that are criti- archaeological dig in this archive cal to success in college. photo from the Barrie School in Silver Spring, MD.

The World is Their Classroom ...

ontessori secondary programs Secondary Montessori pro- will normally go out into the grams commonly arrange for their Mcommunity to give their stu- students to participate in community dents a wide-range of projects and ex- service and internship experiences. At periences that would never be possi- certain points of the year, students will ble in a traditional schedule. Some engage in internships in the business, One of the schools go out as opportunities arise; professional, or public interest commu- unique programs in a others schedule one day a week for nities. Students develop their own re- Montessori high school is the opportu- academic extensions, breaking off sumes and are expected to find their nity for a wide range of international into small groups to visit museums, own internship position. study and travel. Montessori education galleries, the theater, university li- They can be found interning in gov- is worldwide, and each programs has sis- braries, the courts, governments of- ernment offices; working for Green- ter schools across America and in fices,and scientific laboratories. peace; studying at the zoo; assisting in Europe, Asia, and South America. There Students also use Extension Days to doctors’ offices, architectural firms, vet- are invaluable opportunities for corre- work on special projects or to study is- erinary clinics, radio stations, newspa- spondence and student exchange expe- sues in-depth. They contact and visit pers, hospitals, retail businesses; or vol- riences. Using Barrie again as an exam- government agencies, public interest unteering in shelters for the homeless. ple, students have engaged in travel/ groups, and relevant industries, pour Many internships develop into long- study programs in Israel, Canada, through the public record, or inter- term relationships as students prove France, Spain, Italy, Greece, Mexico, view key public figures. Gradually, they their worth. Costa Rico, Russia, the Caribbean, Japan, try to pull information together and Students begin to think about their and China. With our strong orientation attempt to interpret the “big picture.” career interests, and as they discover toward ecological studies, Montessori Students form their own opinions and their ability to make a difference in the high schools also sponsor camping, ca- defend them in class, often with very world, they become more self-confident noeing, and sailing expeditions every spirited debates! and independent. year. though they are usually a distinct minor- ity, most teenagers get relatively little Learning How long-term learning out of their education. They put in time, do their assign- to Work: ments, cram for tests, and quickly forget Economic independence after grades are posted. Many colleges feel that this is equally true at their level. o become independent from Several studies show that students in their family, teenagers have to traditional programs don’t really under- learn how to stand on their own stand most of what they are being T feet financially, emotionally, and social- taught. Harvard Psychologist and author ly. This has been true throughout histo- of The Unschooled Mind, Howard ry, but with education extended well Gardner, goes so far as to suggest that into young adulthood in complex urban “Many schools have fallen into a pattern societies like ours, it has become in- of giving kids exercises and drills that re- creasingly difficult for young people to sult in their getting answers on tests that establish their independence until look like understanding.” much later in life. We have created a But several decades of research into state of extended adolescence for the how children learn have shown that vast majority of students who go on to The Secondary most students, from as young as those college, and so we end up with 21 year in kindergarten to students in some of olds who still have not finished the Montessori the finest colleges in America do not, as business of growing up. Gardener puts it, “understand what Cu rr i c u l u m In their drive to separate psychologi- they’ve studied, in the most basic sense cally and socially from their families, of the term. They lack the capacity to econdary Montessori programs teenagers often become resentful and take knowledge learned in one setting don’t attempt to offer a cafeteria- argumentative if they feel they are being and apply it appropriately in a different style menu of elective course op- treated like children, which is aggravat- S setting. Study after study has found that, tions. After a few weeks most ed by the knowledge that their parents by and large, even the best students in teenagers are either enthusiastic or control the purse strings. Regardless of the best schools can’t do that.” (On bored with their classes according to what we do, adolescents will find ways Teaching for Understanding: A Con- how comfortable they feel with their to establish separate identities apart versation with Howard Gardner, by classmates and the instructor, no matter from their families. If they can’t do it Ron Brandt, Educational Leadership how interesting the course title sound- through positive steps, they will create a Magazine, ASCD, 1994.) ed at registration. The goal is to help sense of separate identity by establish- Our goal in Montessori education is students learn with some depth rather ing psychological distance from their to help students to learn how to learn; than skip through material so quickly parents and adult society: The culture to trust their own ability to discover and that it is soon forgotten. of youth. think logically. We seek to foster their There is no standard secondary Teenagers need the concrete experi- curiosity and self-motivation. Montessori curriculum as one finds at ence of beginning to earn their financial Montessori recognizes that people the early childhood and elementary lev- independence and the self-respect that learn in different ways and at different els. Secondary Montessori programs it brings. To accomplish this goal, we paces. While it isn’t often practical to in- commonly follow a carefully considered don’t need to teach them a trade and dividually pace course work at the high core-curriculum designed to both pre- send them off to practice it for life (how school level, we do allow for a great deal pare students for college and help them many would know what they wanted to of flexibility. form a sense of the big picture of our do in the first place?). Instead, we can Students can spend more time on ar- world and culture: how knowledge was teach them how to work and give them eas that they find difficult and move discovered, how it is used in everyday the sense of self-esteem and self-re- ahead more quickly in those subjects in life, and how apparently separate “sub- liance that comes from contributing to which they excel. Beyond that, we en- jects” fit together. the family income in some degree, Respect permeates a Montessori courage students to pursue in depth ar- school. It produces the warm, comfort- eas of special interest. We encourage able tone for which our schools are best them to collaborate and work together. known. Montessori assumes that stu- For these reasons, we build as many dents are responsible and capable; that opportunities as possible into the sec- they have within them the ability to suc- ondary curriculum to allow students to ceed. move around, work with their hands, While standards are high, Montessori and master practical life skills. From the doesn’t believe that competition and experience of hundreds of interesting stress are the best ways to motivate and practical hands-on projects and learning. Over and over again, teachers challenges, the undirected behavior of challenge students to think — really early adolescence gives way to a sense of think! personal satisfaction, high motivation, This archive photo of students helping out in While we can find bright highly moti- and the renewed ability to focus seri- the school office was taken at the Barrie vated students in every high school, al- ously on academic work. School in Silver Spring, MD. whether they spend it on clothes or from new perspectives and logical van- save it for college. tage-points. They express idealism and To meet this need, the secondary A Par e n t ’ s concern for others. Peer groups are im- Montessori program will attempt to of- portant, and there is an increased re- fer a wide range of practical experiences Guide liance on privacy. There is also an in- designed to help them develop some creased desire to make commitments practical skills during the school years to friends. and to assist them in the formation of to Middle In preparation for adulthood, early their own enterprises. Whenever possi- adolescents need positive social interac- ble, Montessori schools will normally tion with their peers in which to estab- engage older students to work around Sc h o o l s lish trust, self-esteem, and self-confi- the school, assisting with younger chil- dence. It is also possible that gender- dren in the primary or elementary class- by Paul Epstein, Ph.D. specific forms of interaction are re- es and volunteering or working as assis- Department of Education quired for this age (Brown & Gilligan, tants in their summer camps and be- 1992). Early adolescents are creative fore-and-after-school programs. These Transylvania University and thrive on occasions for self-expres- older students are often found answer- Lexington, KY sion in a myriad of forms; for example, ing phones in the school office, xerox- athletics, music, dance, drama, writing. ing, pulling trash, and vacuuming the or nearly 45 years, educators and These activities often occur beyond carpets. parents have redesigned junior the spheres of family and local commu- Montessori schools usually urge par- F high schools into middle-level ed- nity influence. Providing safe environ- ents to encourage and support their ucation programs (Kellough & Kel- ments during the transition from child- children’s interest in earning their own lough, 1996). Successful middle-level hood to adulthood is a concern. Defini- spending money through part-time jobs education programs today coordinate a tions of ìsafe environmentî vary be- or opening their own enterprises. complex framework involving an under- tween families and between different These sorts of experiences build charac- standing of early adolescent develop- ethnic and cultural populations. The ter and, properly planned, need not in- mental needs and learning tendencies, Internet, for example, provides access terfere with school. In fact, they repre- family dynamics, middle-level school to our world of information; it also elim- sent one of the most meaningful ways practices, community and national sys- inates adult and non-adult distinctions. that we can help our children to com- tems, and visions for how best to pre- As this distinction blurs, early adoles- plete the process of growing up. pare students for 21st century economic cents often receive conflicting messages Older students usually have devel- and political adult life. about expectations and standards. Con- oped enough specific skills to allow flicting messages often affect self-es- them to run small business enterprises The Early Adolescent. teem and self-confidence. organized along the Junior Achievement model: corporations financed, owned, Adolescence is often portrayed as a time Middle Schools. and operated by groups of committed of stress and storm. Adolescents are be- students with minimal faculty support. lieved to be irresponsible, unresponsive, Middle level programs should be struc- One project that we have seen work unmotivated, crazy, and unpredictable. tured to satisfy cognitive, physical, so- in some schools is a small café, which But, according to research, this is a cial, emotional and moral developmen- sells coffee, cocoa and donuts before myth. These descriptors are overem- tal needs of early adolescents. The school and hot sandwiches, soups, fruit, phasized and misleading (Scales, 1991). National Middle School Association and deserts at lunchtime. Another is a Early adolescence coincides with puber- (1997) warns, “Not meeting these needs student store and craft shop, which sells ty, a period of rapid skeletal and genital often results in alienation from school, textbooks, paper, pens, greeting cards, growth. Growth spurts for girls occur loss of general self-esteem and a sense 1 computer diskettes, along with student about two years before boys, with 10 /2 of belonging, and destructive methods crafts and artwork. being the average age of onset for girls, of coping, including delinquency and 1 Around the country, one often hears 12 /2 for boys. Individual maturation drugs” (p. 1). of entrepreneurial teenagers running all rates and durations do vary, however, While the majority of adolescents sorts of services, such as baby-sitting ex- and rapid or lengthy periods of physical successfully transition from childhood changes, catering services, odd-jobs, and psychological developments to adulthood, it is estimated that 25% of and lawn care. At various points in my throughout the adolescent years are adolescents are at-risk for delinquency, years at Barrie we ran a student coffee both normal. pregnancy, sexually transmitted dis- house on weekends, which served won- These changes are often perplexing eases, substance abuse, eating disor- derful coffee and pastries and provided to early adolescents and to their parents ders, and suicide (Santrock, 1997). talented young musical groups from our and teachers. Early adolescence is a Given the changing economic and polit- area the opportunity to perform in an wonderful, confusing, perplexing, em- ical climates of our society, early adoles- intimate setting. barrassing, awkward, and exciting time. cents also face risks of not being pre- These kinds of emotions can be experi- pared for envisioned life as adults in the enced by both early adolescents and 21st century. One vision urges educa- Tim Seldin is President of The Montessori parents; a task for adults is to stay off the Foundation and the co-author of tors to prepare graduates who can think roller coaster. Engaging in abstract rea- systemically, process and relate informa- Celebrations of Life and The World in the soning is a new possibility; early adoles- Palm of Her Hand. tion, identify and work with a variety of cents can explore and question values resources, utilize a variety of technologi- cating their daughters and sons (Arnold, 1990). In sum, a middle-level curriculum provides activities that are personally meaningful and socially con- 21st Century Visions tributive.

Montessori’s Erdkinder Mo d e l

Community & The Montessori model of middle-level National Systems education is based on an understanding of the developmental needs and learning tendencies of early adolescents. The Middle- Incorporating all of the elements of to- Level School day’s middle-level programs, the Montessori model originally added one other unique idea. Writing in 1937, Dr. Maria Montessori recommended involv- The Fam i l y ing early adolescents with the land. She called her middle level program the Er d k i n d e r — the children of the land. Montessori believed the designs of Early Adolescent puberty warranted a holiday from traditional lecture-based instruction. Instead De v e l o p m e n t a l of confining students to classrooms, she Needs & Learni n g proposed instead a program that would Ten d e n c i e s help them accomplish two key developmental tasks of early adolescence ñ be- coming psychologically and economi- cally independent. Only then, she argued, could early adolescents escape from the pettiness of puberty and take Frameworks: Early Adolescence seriously the realities of life in society. The Montessori Erdkinder mo d e l was a farm-based boarding school cal tools, and successfully communicate goals, planning, assessing learning, and where students would live throughout and cooperate with teams of workers multicultural awareness. Teachers work the year and manage a hostel or hotel (SCANS, 1991). in interdisciplinary teams and teach an for visiting parents. The students would Efforts to develop middle level pro- integrated core academic program of- sell farm goods and other products in grams that address early adolescent de- fered in flexible or block schedules. their own store. Farm management and velopmental needs and learning ten- Middle level learning experiences are store economics would form the basis dencies have been guided by successive designed to help early adolescents of meaningful academic studies. editions of the National Middle School make sense of themselves and the The Erdkinder curriculum would Association’s position paper, This We world around them using a variety of encourage self-expression through mu- Believe (NMSA, 1995). Consequently, materials, resources, and technologies. sic, art, public speaking, and theater. there is widespread agreement as to the Students also participate in a variety of Students would also study languages, structure of a middle level program. electives or exploratory subjects includ- mathematics, science, history of civiliza- There is also widespread agreement ing extracurricular health and fitness tions, cultures, and technological inno- that administrators, teachers and par- programs, intramurals, and clubs (Forte vations. The Erdkinder would also pos- ents need preparation and support to & Schurr, 1993). sess a “museum of machinery,” where develop and implement these pro- Middle-level teachers incorporate co- students could assemble, use, and re- grams. operative learning and other active pair their own farm equipment. Today’s middle-level programs learning strategies, various computer The Montessori middle school is an should offer a variety of grade level and software technologies, and authen- example of successful middle-level pro- combinations (for example, grades 5-8, tic assessment practices into their in- grams. Since 1982 an estimated 60 pri- 6-8, or 7-9) to accommodate a school structional strategies (Clark and Clark, vate and 15 public schools now offer district’s enrollment patterns and other 1994). A middle-level curriculum should 6th - 8th or 7th - 8th grade Montessori budgetary constraints. Students are engage students in reflective thinking, programs. Various aspects of the Er d - grouped in small learning communities problem solving, critical ethics, and cre- kinder model are found in some of called “teams” or “houses” led by teach- ative thinking curriculum (Beane, 1990). these programs. Students in one pro- ers who are trained experts at the mid- Community-service programs are gram go to the land for a week to build dle level. also an essential component of a middle shelters, cultivate crops, and recycle. Students also meet in smaller adviso- level program; efforts are made to con- Students in another program run a ry programs; topics include setting nect the school to the community and baby-sitting business. These kinds of to engage families in the process of edu- “practical-life” activities are essential. They provide direct learning experiences derstandings of the early adolescent re- Brown, L. M., & Gilligan, C. (1992). Meeting at the Crossroads. that involve the early adolescent with quire us to rethink and reassemble suit- Women’s Psychology and Girl’s Development. New York: Ballantine Books. meaningful learning activities. able learning environments in which Clark, S. N., & Clark, D. C. (1994). Restructu-ing the Middle Level A Montessori middle school should our children can fully exercise their po- School. Implications for School Leaders. Albany, New York: State also offer a challenging and rigorous acad- tentials. We are just beginning to under- University of New York Press. emic program. Montessori middle-level stand the potentials and capabilities of Forte, I., & Schurr, S. (1993). The Definitive Middle School Guide. students should study inter-disciplinary the early adolescent. Nashville, TN: Incentive Publications, Inc. subjects in mixed-age groupings using It’s astonishing to consider that the Kellough, R. D., & Kellough, N. G. (1996). (2nd Ed.). Mi d d l e School Teaching. A Guide to Methods and Resources. Ne w critical thinking skills and situations of co- average life-expectancy during the time Jersey: Merrill. operative learning involving real-life expe- of the ancient civilizations was 20 to 25 National Middle School Association. (1995). This We Believe: riences. years. What we now call “early” adoles- Developmentally Responsive Middle Level Schools. Co l u m b u s , Their levels of achievement are high; cence was once middle age. Imagine: OH: Author. the Montessori middle-level curriculum the Pyramids, Parthenon, Coliseum and National Middle School Association. (1997). NMSA Research builds upon the successful learning expe- other ancient structures may have been Summary #5. Young Adolescents’ Developmental Needs. HY - PERLINK http://www.nmsa.org/ressum5.htm riences of the elementary and early child- built by eleven, twelve, and thirteen year h t t p : / / w w w . n m s a . o r g / r e s s u m 5 . h t m . hood programs. It is not uncommon to olds! Middle level schools should free Santrock, J. W. (1997). Life-Span Development (6th ed.). Ch i c a g o : find Montessori middle-level students the possibilities inherent within middle- Brown & Benchmark Publishers. completing geometry in the 8th grade, level learners today. Scales, P. C. (1991). A Portrait of Young Adolescents in the 1990s: writing 10 to 15 page research papers in Implications for Promoting Healthy Growth and Develop-ment. Minneapolis, MN: Search Institute/ Center for Early Adolescence. an expository style, using high school lab- Re f e r e n c e s The Secretary’s Commission on Achieving Necessary Skills. oratory techniques, and studying a variety (1 9 9 1 ) . What Work Requires of Schools. A SCANS Report for of classical and contemporary literature Arnold, J. (1990). Visions of Teaching and Learning. 80 America 2000. Washington, D.C.: U.S. Department of Labor. Exemplary Middle Level Projects. Columbus, OH: National that might include Shakespeare, Ibsen, Middle School Association. Wigfield, A., & Eccles, J. (1994). Children’s Competence Beliefs, Hesse and Miller. Achievement, Values, and General Self-Esteem. Changes across Beane, J. A. (1990). A Middle Grades Curriculum. From Elementary and Middle school. Journal of Early Adolescence, Montessori once noted educators and Rhetoric to Reality. Columbus, OH: National Middle School 14(2), 107-138. parents must “follow the child.” New un- Association.

Where are all the Amsterdam when it was closed by the cided to turn its Montessori upper Nazis. At last count, there were eight school into a traditional academic pro- Montessori high large, highly regarded Montessori high gram, and the Institute for Advanced schools in the Netherlands. Montessori Studies no longer offers sec- sc h o o l s ? Secondary Montessori programs de- ondary Montessori training.) veloped sporadically in North America. our children have been in Today there are perhaps 200 Mon- A number of schools in the US devel- Montessori all their lives. They love tessori middle-school programs in oped secondary programs that were in- school and learn enthusiastically. North America, and many more are in Y fluenced by Dr. Montessori, but which various stages of development. They Montes-sori has been the perfect match, were not officially recognized as “Mon- but your children are approaching the range from small independent school tessori.” They included the upper- age where they’ll have to leave programs, such as Harvey and Nancy school program opened in the early Montessori if their school doesn’t do Hallenberg’s program at the Claremont 1970s at Ravens Hill College in Phila- something soon! And so you ask, “W h y School in Boca Raton to large public delphia, the early-adolescent program aren’t there any secondary Montessori Montessori middle-school programs. begun in 1978 at Near North Montessori programs in our town? What would it Dr. Betsy Coe offers AMS certified sec- in Chicago, and the Montessori Farm take to start a middle-school class at ondary Montessori teacher training at School in Half Moon Bay, CA. I graduat- our school?” the Houston Montessori Center and the ed from another in 1963 — the Barrie Most Americans have the impression North American Montessori Teachers’ School outside Washington, DC. that Montessori is just for preschool. Association is offering four-week non- Barrie was founded by my family in Even though Montessori schools have diploma granting seminars in secondary 1932 and opened its upper school in spread all over the world during the last Montessori education. the late 1950s. I had the privilege of 91 years, in the US, most schools stop af- As we approach the 21st century, the teaching at Barrie and later served as its ter kindergarten. Some run through secondary Montessori movement con- headmaster for 22 years. In 1982, Barrie sixth grade, but secondary Montessori tinues to spread in both the public and was officially recognized by the Ameri- schools are very rare. All this is begin- private sectors. New Gate, the Montes- can Montessori Society (AMS) as the ning to change as more and more sori Foundation’s laboratory school in first pilot Montessori high school in the Montessori schools open elementary Sarasota is currently engaged in the US. That same year, Paul Epstein, classes, and many have either opened or process of establishing a Montessori sec- Harvey Hallenberg, and I organized the are exploring the possibility of develop- ondary program. Through the following first AMS-accredited secondary ing middle-school programs. articles in this and future issues of Montessori teacher training program at The first secondary schools organized Tomorrow’s Child, we will document Barrie’s Institute for Advanced along Montessori principles were found- the challenges and opportunities for Montessori Studies; another program ed in Europe in the 1930s. Ann Frank, schools that wish to create educational was opened in Dallas shortly afterward the young girl made famous by her opportunities for their older Montessori by Dr. James Paulik. (After I left Barrie to poignant diaries, was a student in the st u d e n t s . lead the Montessori Foundation, first Montessori high school in — Tim Seldin, President Barrie’s board and new headmaster de- The Montessori Foundation