Becoming A Leader - An Emerging Leader Fellow at American Montessori Society

Becoming a leader is synonymous with becoming yourself. It's precisely that simple, and it's also that difficult (Warren Bennis).

Taking the AMS Curriculum Coaching Academy (Cohort 1) this past year was a humbling exercise in reflection. The course, designed as a spiral curriculum, allowed me to revisit my strengths and areas for 

Teaching is a profession that demands you pull your insides out and, at times, push your outside in. This is especially true when working with children, who have the uncanny ability to see right through any cloaks of inauthenticity, whether worn intentionally or unintentionally. And yet, being authentic around children often comes more naturally than it does with adults. 

Reflecting on my experience as a Montessori guide versus a Montessori leader, I realize that the audience plays a major role in determining where I need to grow. I’m discovering that this shift in audience sometimes creates disconnects, presenting challenges. One group is effortless to guide, while the other feels like hard work.

Reflecting on the statements in the prompt I’ve realized the constant need for self-work. One of the unexpected benefits of the pandemic was the time it gave me to reflect on how I could grow to eventually take on a larger leadership role in a Montessori school. My trajectory was redirected in ways I hadn’t planned, but five years later, I am starting to realize my leadership goals with more success. However, it wasn’t my authenticity that helped me get there—it was a focus on becoming more specialized. In fact, my authentic self—six feet of boisterous, outgoing energy—was too much for those in positions of power to handle. I had to tone myself down. This isn’t a call for psychological intervention, but an understanding of the audience I needed to reach. The playful, exuberant me wasn’t winning over the power brokers the way it won over my captive audience of students. So, I had to dig deeper, often pulling back from the fullness of my personality. I had to try less hard. This approach, though unconventional, worked for me. I stepped back, found a need in my school, and offered to fill it. I simply asked if I could be a coach. And it worked.

 The clarity and confidence I gained from that work helped me apply for the position of ELF. I felt the prepared adult in me was ready for the next level. After completing that course, I felt scrubbed down and rebuilt in a spiraling process. I had done the work, and I was ready to “bust out,” as my students like to say.

One area I’ll continue to work on is becoming a better listener. I also recognize that sometimes less is more. Don’t worry—I have no intention of becoming a shrinking violet. However, I plan to approach things with a new confidence, rooted in compassion and knowledge, understanding that listening to those you lead before rushing to change the world might reveal that you’re already on the right track and it’s time to enjoy the ride.

Essay on Interconnections in the EC Level

Interconnections in the EC Level

In the Montessori ECE Primary prepared environment, a common approach is to focus on single-subject explorations. This method allows children to delve deeply into one area of learning at a time, which aligns with developmental readiness and educational principles. However, the integration of interdisciplinary instruction is also valuable, even at this foundational level. Understanding the rationale behind single-subject focus and exploring ways to incorporate interdisciplinary connections can enhance the learning experience for young children. Older children may be able to handle lessons often taught in the first year of Lower Elementary; however, I think it is important to have those older children be PEER teachers to their younger counterparts before expanding to the LE curriculum.

The emphasis on single-subject exploration in the ECE Primary prepared environment is rooted in developmental considerations. Young children often have shorter attention spans and may struggle with the complexity of integrating multiple subjects simultaneously. By concentrating on one area, such as language or math, educators can help children build a solid foundation in that subject, which is essential for their overall development.

Additionally, single-subject exploration allows for mastery of fundamental skills. The ECE Primary environment prioritizes the development of core competencies, including basic mathematical concepts, language skills, and practical life abilities. Mastery of these foundational skills is crucial as it lays the groundwork for more complex learning experiences in later stages of education. As we explored in the previous module, we learned that background knowledge can impact a child’s ability to access the curriculum. It is important to look at ways to increase background knowledge, as well. Perhaps scheduling more nature walks or field trips to the Botanic Gardens or the Denver Zoo might be warranted once a guide has assessed the background knowledge of their students.

Montessori education at this level emphasizes concrete, hands-on learning experiences. Single-subject activities offer children tangible experiences that help them understand abstract concepts later on. For instance, using physical objects to teach mathematical principles provides a concrete basis for abstract numerical understanding.

Despite the focus on single-subject exploration, there are meaningful ways to incorporate interdisciplinary instruction in the ECE Primary setting. These connections can enrich the learning experience and foster a more holistic understanding of knowledge.

One of the primary ways to integrate subjects is through language experiences. Language development is inherently woven into most activities. Storytelling, for instance, can reinforce mathematical concepts or scientific ideas, while vocabulary introduced through practical life activities can extend to other subject areas. By incorporating language naturally into various activities, educators can support children’s linguistic and cognitive development across multiple domains.

Thematic units provide another effective method for interdisciplinary instruction. A thematic unit on a topic such as "Gardens" can encompass a range of subjects, including botany (science), measurement (math), and artistic expression (art). By exploring a broad topic from different perspectives, children gain a more comprehensive understanding and see the interconnectedness of various fields of knowledge. We also integrate reading lessons to support the cultural lessons in our classrooms. Thankfully, we have a fabulous literacy coach who helps our guides with this. Thus curriculum mapping is essential for this integration to occur.

Practical life activities also offer opportunities for interdisciplinary learning. Activities such as setting the table involve multiple skills, including language (naming items), fine motor development (handling utensils), and social interaction (working with others). These activities integrate various aspects of learning, demonstrating the interconnected nature of practical life skills.

Storytelling and drama are additional avenues for interdisciplinary exploration. A story about a farm, for example, can include lessons on animal science, counting and measuring animals, and drawing or acting out scenes from the story. This approach allows children to engage with a topic in multiple ways, reinforcing their understanding through diverse experiences.

Sensory exploration activities often involve interdisciplinary connections as well. Sensory bins filled with different textures can be used to discuss scientific properties of materials, introduce descriptive language, and engage in mathematical sorting and counting activities. Such sensory experiences help children make connections between different subject areas in a meaningful and tangible way.

Incorporating interdisciplinary instruction in the ECE Primary prepared environment offers significant benefits, even within the framework of single-subject exploration. While focusing on one subject at a time provides depth and mastery, weaving connections between subjects enriches the learning experience and helps children see the relationships between different areas of knowledge. By subtly integrating interdisciplinary elements into their activities, educators can prepare young children for more complex, integrated learning experiences in later stages of their education and beyond.