Montessori School of San Antonio

Admission Preview: Discover Montessori at MSSA

Tue, 16 Dec 2025 20:00:59 GMT

Join us for our Admission Preview and experience MSSA in action .

Discover how a Montessori education guides children from concrete to abstract thinking, using carefully designed materials that foster a deep and lasting understanding of concepts. As you walk through our classrooms and observe the prepared environment, you will notice how independence, curiosity, and confidence are cultivated with intention at every level.

Whether you are new to Montessori or already familiar with the philosophy, our Admission Preview is right for you. Join us on Wednesday, January 21, at 9:00 a.m. We look forward to welcoming you and sharing what makes The Montessori School of San Antonio such a special place for children and their families.

FAQs

Q: Do I need to register in advance?

A: Yes, we ask families to RSVP so we can plan for group size and materials.

Q: Where is the event?

The Admission Preview will be held on the MSSA campus. Specific check‑in details will be included in your confirmation email.

Q: Is this event for parents only, or can children attend?

This event is for parents/guardians only, so you can focus on observing and asking questions.

Q: Is this preview appropriate for all grade levels?

A: Yes. Families interested in our early childhood, elementary, and middle school programs are all welcome. We will highlight how Montessori looks at different ages.

Q: How long will the preview last?

A: Families can plan on being here for about 90 minutes, which includes a brief introduction, a campus tour, and time for questions.

Q: I am new to Montessori. Is this event still right for me?

A: Absolutely. The preview is an ideal way to learn what sets Montessori apart, including the use of hands‑on materials, mixed‑age classrooms, and the focus on independence and deep understanding.

Q: Will we see classes in session?

A: Yes, you will observe classrooms during work time, which offers a glimpse into how students move, choose work, and interact.

Parenting and Digital Challenges

Sun, 14 Dec 2025 21:12:19 GMT

by Theresa Powers, Program Director

One thing that is clear about the digital landscape is that it changes rapidly, and often as parents, we are not up to date with the latest changes. Not every parent is aware of how TikTok works, as it’s algorithm makes content recommendations personalized for each user by offering up videos based on past use and displaying them on the user’s For You page. So if your child is looking at rollercoasters, more rollercoasters are being offered up. But if your child is searching for viral internet stunts, they can range from silly and harmless to very dangerous. And as more and more video/reels on social media clock in around 15 – 60 seconds, there’s a lot of content to see in a short time.

One way to stay up to date about the changing digital landscape no matter what your child’s age is to visit www.commonsensemedia.org Since 2003, Common Sense Media has been a trusted guide for parents for media and technology, as you can vet games, apps, and movies and search by age, topic, and platform. The site also has helpful FAQs such as “ how much screen time is okay for my kid ?” and “what’s the deal with Roblox?” as well as lots of digital literacy content for parents. It has a free searchable engine, but also has reasonable subscription rates for expanded content that are well worth the money. If your children are younger, it’s a great place to start in order to prepare for the digital future, and if your children are older, you can check out their family media agreement that focuses on communication and wellness: https://www.commonsensemedia.org/sites/default/files/featured-content/files/common_sense_family_media_agreement.pdf Every family has their unique media and technology needs, and www.commonsensemedia.org can be a helpful tool for trustworthy information.

High Fidelity Montessori Education

Thu, 30 Oct 2025 21:48:51 GMT

Just because a school uses the term Montessori doesn’t mean all Montessori schools are the same. High fidelity Montessori schools demonstrate five core pillars : certified Montessori teachers, multi-age classrooms, authentic learning materials, child-driven work and choice, and long periods of uninterrupted focus. At The Montessori School of San Antonio, these elements are foundational, ensuring that your child receives a genuine Montessori education based on proven principles that nurture curiosity, independence, and leadership.

Trained Montessori teachers are fundamental to authentic implementation. These educators, credentialed through recognized Montessori training programs, possess deep knowledge of child development and the materials that guide it. They observe each student’s natural interests and abilities, providing lessons that match developmental readiness. Through this expertise, teachers cultivate independence, curiosity, and respect within a prepared environment that supports every learner’s growth.

The multi-age classroom is another essential component, creating a dynamic learning community that mirrors real-world interactions. Students remain in the same class for three years, thereby developing continuity, cooperation, and leadership skills. Younger students learn through observation and imitation, while older peers reinforce their understanding through mentoring and teaching. This structure supports personalized progress and nurtures a sense of belonging. Classrooms are organized by developmental stages, aligning with children’s cognitive and social growth.

Montessori materials define the hands-on nature of this learning approach. Each material isolates a single concept or skill, allowing children to explore abstract ideas through concrete experiences. Carefully sequenced lessons help students move from manipulation to mastery, building deep intellectual understanding. The materials appeal to the senses and invite active exploration, encouraging children to discover rather than be instructed.

Child-directed work fosters intrinsic motivation and self-regulation. Within a thoughtfully organized, calm classroom, children have the freedom to choose activities that capture their curiosity. This independence encourages engagement, focus, and responsibility. Teachers act as guides, ensuring order and respect while allowing students to explore individually or collaboratively at their own pace.

Uninterrupted work periods complete the Montessori cycle, providing children with sustained time to engage deeply in their chosen tasks. Extended blocks of time—typically two to three hours—allow students to develop concentration, persistence, and a sense of completion. Rather than dividing the day into short, segmented lessons, Montessori classrooms value focused work that fosters both independence and community responsibility.

Together, these five elements create a coherent system that honors the developmental needs of each learner and preserves the fidelity of Montessori education at its highest level. At MSSA, we take pride in keeping these pillars at the forefront of our mission and philosophy.

We are “THE” A+ Montessori School

Thu, 02 Oct 2025 21:45:44 GMT

We are thrilled to share that The Montessori School of San Antonio has been recognized with an A+ grade from Niche, a trusted platform that analyzes school performance through data, parent feedback, and student reviews. With this grade, MSSA is the highest-rated fully Montessori school in San Antonio.

This outstanding rating reflects our continued dedication to providing an exceptional learning environment where children thrive both academically and personally. Highlights of our evaluation include:

A in Academics – Recognizing our strong curriculum and commitment to educational excellence.
A for Teachers – Reflecting the passion, expertise, and care our faculty bring to every classroom.
A+ for Diversity – Celebrating the inclusive and welcoming community that makes MSSA a place where every student belongs.

This recognition is a testament to the shared effort of our teachers, staff, students, and families. We are proud of this accomplishment and look forward to building on this success as we continue to guide our students in becoming passionate learners, independent thinkers, and engaged citizens.

Back-to-School Tips

Wed, 13 Aug 2025 21:43:16 GMT

Dear MSSA Families,

It was great to see so many new and familiar faces at MyMSSA Day yesterday. The smiles, handshakes, warm hugs, and the excitement and joy of coming to school were the perfect way to kick off the 2025-2026 school year!

The start of school can generate feelings of excitement and also fear or anxiety of the unknown, especially for those children who are new to our community or moving up to a new classroom. Here are some back-to-school tips for you and your Montessori child, some of which were shared by Dr. Siggie , a child development specialist.

1. Set a consistent bedtime routine.

Following a routine at bedtime provides an opportunity for you to nurture and bond with your child. This structure and repetition make children feel safe, which will help them fall asleep faster, help them stay asleep longer, and wake up feeling rested. A well-rested child leads to better behavior during the day and can also have a positive impact on your child’s overall development, including language development, cognitive flexibility, and executive function.

2. Allow time for children to be independent.

This requires patience on your part, but giving children the time and teaching them how to accomplish a task, rather than just hurrying through it or doing it yourself, will pay off in the future. Even more importantly, children gain a sense of empowerment knowing what they can do on their own. This newfound self-confidence leads to a happier, more independent child who will begin to ask more often, “Can I try that by myself?” Take advantage of those opportunities!

3. Give children the freedom to make mistakes .

Uninterrupted time to experiment, repeat tasks, and make mistakes gives children the opportunity to learn on their own. Observe this process from a distance. Give them the chance to grow out from under your shadow and watch them blossom.

4. Build confidence by helping children help themselves.

Allowing children to do for themselves encourages independence. Every day tasks provide many opportunities for independence. Carrying their dishes to the sink, packing their own lunch, pouring their own water, making their own snacks, picking out their own clothes to wear, and dressing themselves are just a few examples to get you started.

5. Limit distractions and provide activities that allow for long periods of concentration.

Turning off distractions allows children the time to absorb and process information. Limiting the number of times that an adult interrupts the child helps them develop a longer attention span and also models courtesy and respect. If you must interrupt a child, leave the activity untouched and allow them to return to it.

6. Provide a sense of order.

Children thrive in an orderly environment. Show your child that things have a place and have them return items to that place before moving on to a new activity. Schedules also provide order and help children feel more comfortable because they know what to expect. Establish and consistently follow routines at home for getting ready for the day, mealtimes, and bedtime.

7. Be positive about school. Focus on security before focusing on fun.

Model a positive attitude and excitement when you talk about school. Talk to your child about what to expect. Your child will feed off your energy. If you are anxious about school, it’s likely your child will be as well.

Of course, you want your child to have fun at school! To make plenty of new friends, enjoy their teacher, and feel happy and engaged. But here’s the thing: your child can’t have fun until they feel safe and secure (That’s true for all of us). Instead of working hard to “sell” them on all the fun they’re going to have: “You’ll love it! You’ll make so many new friends… Don’t worry, don’t be nervous! You’ll have so much fun!” Focus first on building a sense of security. That can sound like: ‘

I know this is new and you might feel a little nervous. Often, when we try something new, we feel both nervous and excited. I know you will be ok, even if it’s a bit hard at first. It might take some time to get used to, and that’s totally ok.
You know how I take care of you at home? At school, your teacher will take care of you. And you will also take care of yourself.
If you’re thirsty, they will give you water; if you’re a little sad, they will hold your hand. You are safe there, and your teacher will watch over you until I pick you up.
Your teacher’s name is… When you need to ask her anything, what do you do? Yes, you can ask for what you need.
Here’s your backpack and your lunchbox; let’s practice opening and closing them.
If you want to play with someone, what can you say? Yes, you can ask, ‘Can I play with you?’ (https://drsiggie.com/free-resources/)

8. Don’t be surprised if there is a meltdown after school.

You pick up your child and you’re excited to hear about their day: Did they make a new friend? Eat their lunch? Like their teacher? You’re ready for smiles… and instead, you get whining. Complaining. Tears. Silence. Maybe even a full-blown meltdown. It’s important to keep in mind that your child just finished a long, physically and emotionally demanding day.

They’ve been trying hard to keep it together—to listen, follow instructions, manage social interactions, and hold in their feelings. And when they see you, their safe person? It all comes pouring out. (Think of how you feel after a long day of work. You may not want to talk right away. You often just want to decompress.)

So instead of jumping into questions, follow their lead. If they’re ready to talk, great! If not, offer a soft landing: a snack, a walk, or a quiet activity. Then, once they’ve settled, you can ask about their day. (https://drsiggie.com/free-resources/)

My hope is that you come to know and love MSSA and Montessori education as I do. I’m excited to be on this Montessori journey with you and your family. It’s a privilege to partner with you and to watch these children grow into passionate learners, independent thinkers, and engaged citizens.

Warm regards,

Emily

Why You Should Hit Pause on this Trend

Thu, 26 Jun 2025 21:38:18 GMT

Are you thinking about getting your child a smartphone or iPad? You might want to hit pause. Research shows that waiting until your child is older can have big benefits for their health, development, and happiness. Here’s what every Montessori parent needs to know.

The Hidden Costs of Early Screen Time

It’s tempting to hand over a device, especially when so many other families are doing it. According to Common Sense Media, by age 12, 71% of kids have a phone, and by 14, that number jumps to 91%. But just because it’s common doesn’t mean it’s best.

1. Brain Development and Learning: Screen Time Slows Progress

Studies tracking thousands of children have found that those who spend more time on screens at ages 2 and 3 do worse on developmental tests later on, even after accounting for other factors. More screen time at a young age is linked to delays in fine motor skills, communication, and problem-solving. The constant stimulation from devices can also make it harder for children to focus and finish tasks, which can hurt their academic performance.

2. Attention, Behavior, and Emotional Health

Kids who get lots of screen time are more likely to have attention problems, act out, and struggle with self-control. Excessive use of smartphones or iPads can even lead to addiction-like behaviors, making it tough for children to step away from their devices. Plus, the instant feedback from screens can make it harder for kids to enjoy activities that don’t provide immediate rewards, like reading or playing outside.

3. Sleep Disruption and Physical Health

The blue light from screens interferes with melatonin, the hormone that helps us sleep. Children who use devices before bed are more likely to have trouble falling asleep and may not get enough rest, leading to moodiness, trouble focusing, and even lower school performance. Too much screen time also means less physical activity, which increases the risk of obesity and related health problems.

4. Social Skills and Real-World Friendships

Spending too much time on devices can stunt social development. Children who are glued to screens may have a harder time making friends and learning how to interact in person. They miss out on valuable opportunities to practice empathy, cooperation, and conflict resolution skills that are at the heart of Montessori education.

5. Mental Health Risks

Younger children exposed to social media and constant digital comparison may develop anxiety and depression symptoms. Unrealistic images and the pressure to keep up with peers can take a toll on self-esteem, especially when kids are too young to process what they see online.

What Do the Experts Say?

The American Academy of Pediatrics and child psychologists agree: there’s no “perfect” age for a first phone, but waiting as long as possible is often best. Most experts recommend holding off until at least middle school, around ages 12 or 13, when phones become a necessity for independence, not just entertainment.

What Can Parents Do Instead?

Encourage creative, hands-on play and outdoor activities.
Set clear limits on screen time and stick to them.
Model healthy device habits yourself.
When the time comes, introduce technology gradually, with clear rules and open conversations about safety and responsibility.

“You wouldn’t give a child a lawnmower and send them out to mow a lawn without any kind of instruction. Children need scaffolding. It’s up to parents to provide that.” – Dr. Mari Radzik, Children’s Hospital Los Angeles

The Montessori Way: Real Experiences, Real Growth

Montessori education is built on the idea that children learn best through real-world experiences, not virtual ones. By waiting to introduce phones and iPads, you’re giving your child the gift of time to build focus, curiosity, resilience, and strong relationships that will last a lifetime.

So, before you hand over that device, remember: sometimes, the best connection is the one you build face-to-face.

Lifelong Learning, It’s Not Just a Catchphrase

Thu, 05 Dec 2024 21:34:34 GMT

In today’s landscape of school marketing, many institutions claim to instill a love for lifelong learning in their students. But what does that really mean? Does it imply that every child will remain endlessly curious and always eager to learn more? At The Montessori School of San Antonio, we take this commitment seriously, and our approach is rooted in more than just a catchphrase. We believe that lifelong learners embody specific qualities—qualities that we nurture and cultivate in our students from ages 3 through 14.

Curiosity: The Foundation of Learning

First and foremost, lifelong learners are curious. At MSSA, curiosity is not just encouraged—it’s central to everything we do. Our child-centered, hands-on learning approach, combined with a thoughtfully prepared environment and the use of mixed-age groups, fosters an atmosphere where curiosity thrives. In our classrooms, learning is not confined to textbooks or rigid schedules; it is an exploration of the world, where students are invited to follow their interests and questions, discovering knowledge through active engagement. The multi-sensory materials in our classrooms empower students to explore and understand concepts in concrete, tangible ways, making learning meaningful and deep.

Self-Motivation: The Internal Drive to Learn

Self-motivation is another defining trait of lifelong learners. At MSSA, students are not passive recipients of information—they are active participants in their own learning journey. With the guidance of their teachers, students plan and organize their school week, gaining skills in time management, goal setting, and self-assessment. This autonomy in learning fosters intrinsic motivation, where students are driven not by external rewards, but by a genuine desire to explore, understand, and master new concepts. As they navigate through subjects like math, science, history, and English, students develop a deep understanding of how different topics interconnect, fueling their desire to know more and discover new ideas.

Open-Mindedness: Welcoming New Perspectives

Lifelong learners are open-minded, willing to hear what others have to say and consider new ideas and perspectives. At MSSA, we embrace this characteristic through our Social-Emotional Learning (SEL) program, which teaches students to be empathetic, compassionate, and respectful of diverse viewpoints. From a young age, children learn the value of listening to others, understanding different perspectives, and engaging in thoughtful discussions. This open-minded approach not only helps students navigate complex social dynamics but also prepares them for a world that values diversity and collaboration.

Collaboration: Learning from and with Others

A collaborative spirit is another key attribute of lifelong learners. At MSSA, the mixed-age classrooms foster an environment where younger children learn by observing their older peers, while older children gain confidence and reinforce their understanding by teaching younger students. This collaborative dynamic is intrinsic to Montessori’s philosophy, which emphasizes peer-to-peer learning and mutual respect. Children help each other solve problems, share ideas, and support one another’s growth. As students work together on projects, participate in group discussions, and collaborate on problem-solving activities, they develop important skills in communication, teamwork, and leadership—skills that are essential for success in both academic and real-world contexts.

At The Montessori School of San Antonio, we do more than just teach academic content—we cultivate the essential qualities that define lifelong learners: curiosity, self-motivation, open-mindedness, and collaboration. Our approach ensures that when students leave MSSA, they are not only knowledgeable but are equipped with the qualities that will sustain their passion for learning throughout their lives.

Celebrating 50 Years: Our Founders

Thu, 26 Sep 2024 21:31:36 GMT

The Montessori School of San Antonio was founded as the Judson School – a Montessori Workshop in 1974 by Gay and Jim Judson. That year, 18 Primary level students (ages 3 to 6) attended classes in space leased from Asbury United Methodist Church on San Pedro Avenue. After the school expanded to three sections of Primary students, it began to serve older children as well. Its first section of Lower Elementary started in 1981 and Upper Elementary in 1985. Pressed for space, in 1986 the rapidly-expanding school found a new home at 705 Trafalgar, the current location of the Alamo Heights Tennis Center. That same year the school added its first Middle School class.

The school continued to grow in enrollment and scope of program on the Trafalgar campus. School leaders began to plan for a school-owned, permanent location. In 1996, the “Growing the Vision” capital campaign was initiated for this purpose. In 1997, the school received accreditation from the Independent School Association of the Southwest. This organization, whose 89-school membership includes top-tier independent schools in Texas, Oklahoma, Arizona, Louisiana, and Arkansas.

1999 and 2000 were pivotal years for the Judson Montessori School. With the cooperation and support of Rogers Ranch developers, the school secured a 24-acre parcel at the intersection of Loop 1604 and Rogers Ranch Parkway, and completed construction of a new building and surrounding environment designed specifically to meet the learning criteria set out by Dr. Maria Montessori. Enrollment increased by 26 percent during the first year on the new campus. In 2008, the Judson Montessori School Board approved a change of school name to The Montessori School of San Antonio to better reflect its role and standing in the community. In 2016, the school added a new gymnasium and a four-classroom dedicated Middle School. Since 2008, the school has experienced enrollment growth from 270 to 340 students, driven almost entirely by student retention in the upper grades.

Cosmic Education: A Personal Reflection

Thu, 26 Sep 2024 21:29:47 GMT

by Theresa Powers

Cosmic Education, as envisioned by Dr. Maria Montessori, is an educational philosophy that emphasizes the interconnectedness of all things in the universe. It serves as a framework for understanding our world and our place within it, fostering a sense of unity among all human beings. This approach is particularly meaningful to me because it aligns with the belief that there is no division between “us” and “them”—we are all part of one human species.

Montessori’s Cosmic Education teaches that empathy and understanding are key to appreciating our shared existence. By recognizing that we all have the same fundamental human needs, we are encouraged to develop empathy and responsibility towards each other and the environment. It highlights our collective role in creating a better world for future generations, which Montessori referred to as our “cosmic task.”

In practical terms, Cosmic Education provides children with an understanding of the concept of interdependence, as the subjects of history, science, and culture are integrated. Children get a comprehensive view of a “big picture,” and their “cosmic address” in it, as they understand themselves through their communities, which stretch from family and school to city and state, to nation and continent to galaxy and universe. This understanding fosters gratitude and respect for all contributions, and ultimately can encourage children to become socially responsible and emotionally intelligent individuals.

Cosmic Education includes academic knowledge, but it is much more than that; it is about nurturing a global perspective that values peace, cooperation, and communication. Our hope for the future is that children are empowered to address global issues with compassion and informed awareness, understanding that we are all connected. As adults, we are living our true “cosmic task” to guide this process, and working at MSSA, I am grateful to be in a community of adults who share this vision.

Supporting Students’ Social and Emotional Growth at MSSA

Thu, 05 Sep 2024 21:27:22 GMT

As the school year begins, it’s important to recognize students may face new challenges and feelings. Parents, too, may find themselves navigating uncharted territory as they guide their child(ren) through the complex landscape of social and emotional growth. At MSSA, we are fortunate to have the support of two counselors, Jessica Harrison and Daniel Torres.

Jessica and Daniel are licensed counselors with expertise in guiding and supporting children. Jessica, a Licensed Professional Counselor-Supervisor, is available on campus every Tuesday and Wednesday, while Daniel, a Licensed Professional Counselor-Associate, can be found here on Mondays, Thursdays, and Fridays. Together, they support the social-emotional growth of our students through parent and student requests, leadership programs, middle school advisory, classroom visits, and teacher training.

Requests to see the counselor can happen at any time and occur in two ways:

Parent request: Parents of our younger students typically request help and guidance when they see a change in their child’s behavior. When this occurs, Jessica or Daniel will observe the child in the classroom to help parents better understand their child’s classroom interactions and offer skills to use at home to help the child.
Student request: Students make requests through a locked confidential request box. When making the request, students express the intensity of their feelings and the urgency of their need for support. Our counselors then strive to meet with students on the same day or the following day whenever possible.

Because student requests generally require short-term support (something that can be resolved in two or three meetings), the counselor’s office typically does not contact parents after the first request unless further intervention is necessary. Instead, the counselor will provide solution-focused support by promoting skills to move forward. For example, if a child is having a friendship dilemma, Jessica or Daniel might talk about green and red flags in friendship, discuss how to move forward, and then check in to see how things are going. Essentially, they are helping the students build a toolbox to use as they navigate complex situations.

In cases where outside resources or long-term support is needed, parents will be informed and provided with appropriate referrals.

Jessica and Daniel are not just problem solvers; they interact with our students in other ways. They have launched our third-year and sixth-year leadership programs. Both are lunchtime programs aimed at supporting students’ emotional growth. The third-years focus on skill building, especially empathy and friendship, as they prepare to move to UE. The sixth-years dive into social dilemmas by simulating difficult situations and working through them by role-playing and modeling the scenarios. Counselors will be sending more information about the sixth-year program this fall, and information will be sent to the third-year families in the Spring.

Jessica and Daniel have also been instrumental in helping MSSA implement the RULER program, an evidence-based approach to social and emotional learning (SEL) developed at the Yale Center for Emotional Intelligence. The pair brought emotional awareness to the forefront. Because of this, both our staff and students have a better understanding and vocabulary centered around emotional well-being.

While Jessica and Daniel are unable to provide long-term counseling to MSSA students, they can connect families with vetted external resources that align with our community’s needs. We encourage parents to reach out whenever they observe challenges and to utilize the support available through our counseling services.

As we celebrate this school year, let us remember the importance of emotional well-being and the resources we have at MSSA to support our students’ journeys.

The Mr. Rogers Effect and DEI

Thu, 01 Feb 2024 21:23:29 GMT

by Emily Lund

I recently came across a book titled The Mister Rogers Effect and having fond memories of watching Mister Rogers as a child, I decided to check it out. What I found is that Mister Rogers’ calm demeanor, kind words and affirmations, and daily invitations to be his neighbor reflect what I see every day in our Montessori environment. This phenomenon, labeled as the “Mister Rogers Effect,” rooted in empathy and kindness, aligns seamlessly with Montessori principles and, in doing so, provides a pathway toward embracing diversity, equity, and inclusion (DEI) in education. The professional development session last Wednesday further reaffirmed this connection as we discussed what belonging looks like at MSSA.

At its core, the Mister Rogers Effect revolves around unconditional regard and empathy, mirroring the principles of Montessori education. This union of ideals not only prioritizes the emotional well-being of children, but also lays the groundwork for fostering inclusion by acknowledging and respecting the unique experiences and backgrounds of each child. The Mister Rogers Effect, like Montessori education, underscores the importance of nurturing emotional intelligence. By recognizing and validating emotions, children are empowered to develop a profound understanding of themselves and others, creating a foundation for fostering inclusivity and empathy in the broader community.

Mister Rogers’ encouragement of curiosity and self-directed exploration also aligns with the Montessori philosophy of allowing children to independently navigate their educational journey. By recognizing and celebrating diverse interests, talents, and perspectives, this approach forms the basis for an inclusive environment where every child feels valued and acknowledged.

Both Mister Rogers’ Neighborhood and Montessori classrooms prioritize creating environments that are not only welcoming, but also reflective of diversity. The intentional design of spaces considers the diverse backgrounds and experiences of the children, fostering a sense of belonging and acceptance. As with MSSA, Mister Rogers welcomed people of all races, religions, and backgrounds into his neighborhood promoting diversity and belonging. At the time, such representation was rare in mainstream media.

The Montessori philosophy along with Mister Rogers Effect form a powerful foundation that nurtures the hearts and minds of children while fostering a sense of unity, respect, and appreciation for the rich tapestry of backgrounds and experiences that make each child unique. In embracing both frameworks, we create learning environments that celebrate diversity and empower children to become compassionate, inclusive, and empathetic contributors to society.

We spent the day last Wednesday making connections with one another. We defined diversity, equity, and inclusion, and discussed what that looks like at MSSA. DEI at MSSA looks like waiting to serve dinner at the gala after sundown out of respect for those observing Ramadan, providing appropriate scissors for a left-handed student, recognizing that we all have different lived experiences, making sure that no one is alone on the playground, and offering the same warm welcome to everyone who comes in the door. In grade levels and as a community we will continue to discuss areas we can improve so that everyone at MSSA feels a sense of belonging and students are in the best place for optimal learning and growth.

Navigating the Media Landscape

Thu, 16 Nov 2023 21:19:45 GMT

by Theresa Powers

As we gear up for a holiday break, children are excited to have time off from school, which can mean time to read, to play outside, to travel, to dream…and to spend time on their devices. All families have their own rules and plans for time spent on media as well as what is appropriate. And, if you realize you need to set some rules or review the ones you have with your children, you are not alone. It’s challenging to keep up with the amount of content that is constantly created in terms of TV shows, video games, YouTube videos, as well as non-stop news coverage and notifications.

I want to recommend a resource that can help parents in the holiday season and throughout the year: www.commonsensemedia.org Common Sense Media (CSM) reviews movies, shows, books, podcasts, and games, by topic, by age, and by platform, and also has a wealth of helpful articles for parents. Articles range from explainers: https://www.commonsensemedia.org/articles/parents-ultimate-guide-to-roblox to research on how teens actually use their smartphones: https://www.commonsensemedia.org/research/constant-companion-a-week-in-the-life-of-a-young-persons-smartphone-use .

I like to use Common Sense Media to research films and tv shows to quickly get a sense of details and any content to watch out for; they also list questions you can talk to your children about. For example, in the parent’s guide to the film The Marvels, they list that drink, drugs, and smoking are not present, and that there is very little sex, romance, and nudity: “in one scene, Carol and a prince sing and dance together, and Monica admires the prince’s attractiveness.” In terms of positive characters, the characters are “strong, brave, and empathetic, and work together as a team.” https://www.commonsensemedia.org/movie-reviews/the-marvels

Another movie making the rounds through theaters is Five Nights at Freddy’s, a horror film based on the popular video game franchise that follows a night watchman who’s terrorized by sentient animatronics at a pizza restaurant. PG-13 films can be the most challenging films for tweens; some families won’t blink at having their 11-year-olds watch a film like FNaF, while there are plenty of children 13 and younger who will feel rightfully scared. CSM helps parents discern by sharing the details and also provides questions for family discussion: “Is the movie scary? What’s the appeal of scary movies? Why do people sometimes enjoy being scared?” The FNaF franchise is particularly interesting because of the odd appeal of the Freddy bear; he is a beloved mascot during the day and a possessed animatronic killer at night. He’s also available as a plushie, coloring book, key chain, and yard inflatable – all of which are targeted in sales to children under the 13+ rating, so at first glance, it may not be clear what age children this film is for. Logging in for an account at CSM allows for a certain number of reviews a month; I think that the monthly fee of $3.99 or yearly fee of $39.99 is well worth the price.

I particularly like to use the site to search for video games; as a mom who has no interest in playing them, it can feel like a black box when my son plays a new game. Common Sense Media isn’t anti-games, but instead gives information that I wouldn’t know from looking at the box or website. For example, the video game Among Us has an Everyone 10+ rating, but you wouldn’t know from that some of the things you will find on CSM’s review: “While there’s no dialogue, play is unmoderated, especially when using external chat programs or discussing who may have killed other players. Gamers can also select offensive phrases as their character name, so players should be warned that they could encounter racist, sexist, or homophobic language.” As a parent of a 10-year-old, you may decide to allow your child to play the game, but the information about the player dialogue may lead you to set a rule that they should not play with headphones on.

Other articles I recommend from CSM include an article about talking to children about the news: https://www.commonsensemedia.org/articles/explaining-the-news-to-our-kids and general information about cellphones and devices; if your children are young, it’s great to start reading about approaches to take: https://www.commonsensemedia.org/articles/cellphones-and-devices-a-guide-for-parents-and-caregivers

It’s also important for us as adults to reflect on our own media use and keep in mind that children often model their behavior after us. The media landscape can seem daunting, but the Montessori philosophy of “freedom within limits” is apt when it comes to technology, as information paired with open communication can help us equip our children with the tools they need to engage with media thoughtfully and appropriately.

A Visit with Bestselling Children’s Author Trudy Ludwig

Thu, 26 Oct 2023 21:15:39 GMT

“Understanding Our Kids’ Social World: Friendships, Cliques & Power Plays”

We are excited to announce on Thursday, November 2 , MSSA students, teachers, and parents will have the opportunity to engage with Trudy Ludwig, an acclaimed speaker and award-winning author of numerous children’s books, including The Invisible Boy, a School Library Journal Best Picture Books Selection, and a recommended back-to-school book by USA Today and Scholastic Instructor.

Throughout the day, our Lower and Upper Elementary students will gather for a read-aloud, engaging activities, followed by a student Q&A with Trudy.

At 6:30 pm, parents are invited to attend “Understanding Our Kids’ Social World: Friendships, Cliques & Power Plays.” The parent talk will take place in the gym and focus on how children acquire the necessary social-emotional learning (SEL) skills, attitudes, and courage to address peer cruelty and promote kindness, compassion, and healthy friendships. What adults can do to help create and maintain a culture of respect, acceptance, and inclusion within the school community and beyond. Online and offline intentional exclusion, gossip, the silent treatment, teasing, and the spreading of rumors are often dismissed as normal rites of passage, but research shows these behaviors are a form of emotional bullying and they are as harmful as physical bullying—with long-term negative effects. Learn more about the nature of kids’ friendships, what bullying is and isn’t, as well as tips, tools, and resources to help you empower your children in their relationships with their peers. This presentation is for adults only.

Trudy’s books and presentations have received national praise for helping children connect and engage with their peers in kind, caring, and inclusive ways. She has collaborated with leading experts and organizations, including Sesame Workshop, International Bullying Prevention Association, Committee for Children, and ConnectSafely.org .

We are excited to welcome Trudy to our campus and hope you can join us for an informative evening.

MMUN Journey

Thu, 02 Mar 2023 21:05:20 GMT

by Josh Duelm

The Eighth-grade class traveled to New York City on February 14 to participate in the annual Montessori Model United Nations (MMUN) conference. Students researched and role-played as ambassadors from countries attempting to solve global issues.

Maria Montessori supported the work of the United Nations as a forum where peace could be created. She recognized the hope for peace lay in the education of children. Montessori Model United Nations has partnered with the United Nations to create a program for Montessori students who, at the sensitive period for reason, justice and morality, can participate in a life-changing experience.

Through the process of role-playing, each student becomes a delegate of a selected nation. MSSA represented the countries of Turkey, Ukraine, Spain, Luxembourg, Haiti, and Fiji. Students write, present and debate issues affecting their nation and peoples of the world. By assuming the character of a citizen of their selected country, they fully develop an understanding of the needs of a people and the importance of accepting differences.

Students from MSSA did committee work for the Food and Agriculture Organization (FAO), the Human Rights Council (HRC), and the Economic and Financial Committee (EcoFin). They helped reach consensus on writing resolutions for the following topics: supporting rural women, creating food security in the wake of Russia’s invasion of Ukraine, protecting biological diversity, helping landlocked countries develop, protecting rights of children, and helping all find adequate housing opportunities.

Four students -Sophia Wiley, James Mullett, Payton Juarez, and Caroline Lund- were recognized as Distinguished Delegates for their exemplary work in their speeches, resolution writing, and diplomatic skills. Speaking from the famed green marble backed podium that all world leaders speak from, these Distinguished Delegates were honored with the opportunity to summarize their committee’s work during closing ceremonies at the actual United Nations General Assembly.

In addition to their UN work, students got to tour New York and explore its rich history. Tour stops included marveling at Times Square, eating lunch at Grand Central Terminal, walking the Brooklyn Bridge, visiting the 9/11 Memorial, exploring the High Line, viewing the Statue of Liberty for Battery Park, admiring the architecture of the Chrysler and Empire State Buildings, and strolling through Central Park.

As a capstone middle school experience, the MMUN program helps fulfill Montessori’s vision that “education… must take a new path, seeking the release of human potentialities.” MMUN allows students to explore their potential to be the future architects of a more peaceful and just world.

SEL Update

Thu, 09 Feb 2023 21:00:55 GMT

By Theresa Powers, Program Director

MSSA continues to nurture and grow our social and emotional skills for both adults and students. Recent SEL news:

• The Lower Elementary teachers did a wonderful job preparing their students to present about peace in their classrooms at the recent PTC meeting; the students showcased skills and strategies they use for peaceful conflict resolution as well as ways to calm themselves.

• Five members of the SEL committee have recently begun RULER training through the Yale Center for Emotional Intelligence. The training is over six weeks and consists of virtual and recorded sessions. The RULER team includes School Counselor Jessica Harrison, Music Teacher and Specials Representative Becca Morgan, UE Teacher Cassandra Trevino, and LE Teacher and LE Level Representative Maria Flores, and Program Director Theresa Powers. We are excited to share what we learn. Read more about RULER and the Yale Center for Emotional Intelligence here: https://www.rulerapproach.org/wp-content/uploads/2019/04/RULER_Brochure.pdf

• On Tuesday, March 7, MSSA will host a Parent SEL meeting at 6:30 pm.

In classrooms, teachers continue to work on SEL skills in a variety of ways.

Upper Elementary students use SEL daily in morning circles and transition periods, as Ms. Anne’s students play charades to act out and identify different feelings and emotions, broadening their vocabularies and connecting feelings and emotions to universal human needs. Students also read fables aloud during circle time and discuss morals and how they can be applied. In circle time they also emphasize personal strengths of students and highlight how they contribute to supporting the classroom and MSSA community including offering thanks for kind deeds from the day.

Students in Mr. Pettit’s class recently responded to this writing prompt: “Write about a time you practiced a new skill. You can write about a sport, game, musical instrument or something else. Did you get better? Tell what you did and how you felt.” This prompt gave students an opportunity to express their feelings in their writing, and then it led to a bigger discussion.

Both Lower and Upper Elementary students work on self-management through the use of their planners, setting daily and weekly goals for their work, promoting organization and time management. And each Monday in Middle School, students write a goal in their planner to encourage healthy habits. Most goals focus on practicing empathy, engaging in activities that promote happiness, and balancing activities in their lives.

Responsible decision-making is a key component of SEL, and UE students recently worked together for a solution to the question of “what is a fair way to invite friends for friendship lunch from another classroom?” The solution the children proposed was using the job chart as a guide so that daily a different student could invite a friend from another classroom for lunch. The outcome has been very successful.

SEL happens in the Specials classes too. In Music classes, students have discussions about grace and courtesy and what it looks like and really means to use courtesy with “kid” words as they make transitions throughout class time and work on how to refocus if focus is lost.

In the Spanish classroom, students collaborate with peers on activities and projects. As they do so, they are guided to listen to each other gracefully and to validate everyone’s ideas. Students experience learning through activities that create space for their individuality, creativity, and interests. The Spanish classroom provides a peaceful corner equipped with books with positive messages where students can go for a moment of peace and comfort.

In Art class, students study skin color variations in the human family, and study the science behind differences in skin color. This contributes to social awareness; as well, classes examine facial expressions and body language and what they communicate to others. This also develops self-awareness and social awareness. The Peace Corner in the Art Room is available when a student needs time apart from others to regroup, and a student may ask to move to that spot at any time. It contains a Zen painting pad, some simple yoga cards for breath and positions that can assist with self-care, cards with information about different artists’ styles, and books that include some optical illusion images that can help students see things in new ways. This is for the purpose of self-management during discomfort. Classroom critiques also provide opportunities for students to give constructive feedback to each other and appreciate originality, differences in techniques, and skill levels.

We know that social and emotional learning builds life skills; we also know that students with greater emotional intelligence are more self-confident in managing academic challenges, as they can better manage any negative feelings that might disrupt learning. We look forward to sharing more about how SEL happens at MSSA, and we hope to see you at the parent meeting on March 7.

Author visits Ms. Cassandra’s Classroom

Thu, 26 Jan 2023 20:57:11 GMT

Ms. Cassandra’s class welcomed author Dr. George Thompson last week. The grandfather of Ben Srinivasan saw the book he had written, What Hardy Found, on the classroom shelf during his Grandpersons’ Day visit. After talking with Ms. Cassandra and a few emails later, Dr. George scheduled a visit to MSSA. What began as a small group book discussion evolved into a read-aloud opportunity with the whole class. After the book was read, the students prepared questions for Dr. George and had an opportunity to receive a signed copy. To gain an understanding of the book, below are some of the questions the students asked.

How did you come up with Hardy?

The story just came to me. I had these visions and wanted to get it out. I did not plan it out or write anything down. I just started telling the story about Hardy. The whole process took about four months.

Will there be a second book?

I want the second book to come to me in the way that the first one did. I don’t want to have to do too much calculating. Because my other writings are very specific, I do a lot of outlining and planning. Because I was telling this story, I wanted it to be very different from that.

Which character can you relate to the most?

Hardy is my alter ego. Being outdoors and exploring is very much a part of me.

What makes this book different from your other writings?

It was fun to write and interesting to write because I did not plan it. The story just started carrying me. It was interesting to see what was going to happen. I found that as I was writing, things would come to me that I hadn’t expected to be there.

Were any of the scenarios related to what you went through?

One of the bottles Hardy found in the story was a bottle that I found at our home.

What would you want people to know about your book?

I would want them to know this book is not just for young people. The book has something to offer people of any age. I would suggest you [the students] read the book a few years from now and again later in life. I think you will find something different each time you read it.

The class ended with a greater discussion about the characters and some of the scenes. Dr. George also visited with some of the students one on one and signed copies of the book for them.

It was a unique experience for our Upper Elementary class. Not only did they get to hear about the writing process, but they were also able to ask the author questions about the book. Thank you, Dr. George, for being here and giving insight into What Hardy Found.

Freedom within Limits

Thu, 05 Jan 2023 20:47:05 GMT

by Theresa Powers, Program Director

There are specific phrases that you hear when people describe Montessori classrooms, and “freedom within limits” is one that may seem contradictory at first. However, when you see children in a Montessori environment working independently with autonomy to make choices about their tasks as they interact with grace and courtesy towards each other and their teachers, you are seeing a classroom that has freedom within limits in effect.

Using a Primary classroom as an example, freedom is what’s visible at first glance, as children choose work from shelves and carry it to their desks, head outside to the patio to work on a painting, or help themselves to a snack. Children are free to move about the classroom, and to work on things as long as they desire. Primary classrooms are bustling with activity – but not every child is doing the same thing at the same time, and there are many transitions going on with each child as they select work and make choices.

What may not be visible are the “limits.” And the “limits” are what makes a Primary classroom truly organized and harmonious, as children “choose” work that they have already had lessons on, they know the protocol for putting on an apron and preparing to paint because they have learned it previously, and they have also had specific lessons on how to gather their snack, including how to walk politely around the room and carry things carefully. Limits in this case means that the expectations have been clearly set, and routines and procedures have been carefully taught.

Sometimes people unfamiliar with Montessori philosophy think that it’s sort of a free-for-all or that it’s the total opposite – extremely strict. The design of a Montessori classroom is neither – instead, it allows for children to do what they like because they like what they do – and they have been given inviting, right-timed lessons in an environment carefully prepared for their development. Freedom within limits isn’t contradictory in Montessori philosophy as the guidelines established and the structure provided allows children to develop inner discipline and independence and thus have freedom to make choices.