Learnings From a Montessori Kindergarten Room

August was a big month for our family. Among the highlights, our oldest child entered kindergarten at a public school that is Montessori-based.  The short story is that he LOVES it, which is notable because of the intense struggles he had in a much more traditional environment over the past two years.  It is just fascinating to see the transformation, and I can't help but explore what has brought this about. Why does this school/classroom/teacher work so well for him?

I'm sure there are many reasons, and some of them (e.g., a break at home over the summer, general maturity) don't have anything to do with the school itself.  

​But there are key elements of this new environment that catch my attention. See if you find anything familiar with these.

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• The teachers nurture a strong, personal relationship with every child. They know him as an individual, celebrate who he is, and focus on building strengths (and addressing challenges is secondary).
• Over the course of the first two weeks, the class works together to establish their Peace Agreement, which are written on a large paper on which everyone writes their name.  These are the basic behaviors that everyone agrees are critical for a safe learning environment. The explicit expectations and collaborative process over time mean that students have these internalized - they're not just words on paper. 
• The first two weeks are devoted to helping students understand how the classroom works and letting them practice that.  There is no performance expectation: just learn, try and norm.
• Teachers maintain specific progress charts for every child.  Each child is supported in mastering skill A before being pushed to skill B. They go at the pace that works for them.
• To a large extent, kids can work where they want, when they want on what they want. Want to sit on the floor rather than at a desk? No problem. Want to do science first and math later?  Okay.  They are expected to deliver the result of getting their work done, but many details about how are left up to them.  Our child is even known to retreat to a corner with a book for short periods when he needs some social separation and to "zone out."  He doesn't need to ask permission, he just takes care of his needs and that is celebrated.

Did you notice anything in particular about these points?  There is significant similarity with what workers need for engagement and productivity: relationships, recognition as individuals (not just gears in a machine), opportunity for mastery, autonomy, structure, explicit expectations, accountability for results rather than activities..

What if more workplaces offered this kind of experience?  

Perhaps our needs as people are more universal than we think. The needs are met in different ways, but maybe the needs themselves are not so different.  

Are the needs of experienced workers, versus Millennials, versus young children really all that different?  

And how much does this extend beyond the work and school settings?  I hearken back to the work I did with unemployed/underemployed women through Dress for Success Indianapolis.  Weren't they looking for the same points in bold above from the service providers supporting them?  To be seen as individuals, to have genuine relationships, to be nurtured to grow and master skills?

What are your thoughts? ​