As we have turned the corner to 2021, we have reflected back to last summer, when we announced plans for the year, and many families asked how we would ensure the loving, nurturing, and socially connected environment of our pre-pandemic days through the plexiglass barriers, masks, distancing, and constant disinfecting that 2020-21 would demand. We worried, too, about that and so many things, but we knew that this great community would rally with careful planning, investment in safety precautions, and our stalwart dedication to our curriculum and mission. Our AMS families demonstrated over and over again that because you were with us every step of the way, showing a commitment to your fellow families and our staff, AMS could be open as much as possible, as safely as possible. Each of you has stepped up, from donating PPE and disinfectants, to volunteering at Grounds Day, to the numerous sacrifices outside of school to maintain your social distancing. 

And now, six months in, the work continues, but your determination has shown us why the AMS community will continue to be successful in upholding our mission, ensuring our loving environment, and doing everything we possibly can to maintain safe spaces for our children and staff. 

For us, this success so far shows in myriad ways, but is measured best by the joyful energy emanating from your children, from the students who run with their classmates into school each day, to the exuberant and imaginative games on the playground, and absolutely in the deep engagement we’re seeing in the classrooms. 

COVID-19 has upended so much of our lives, but this community has been strong in the face of this adversity. 

Buoyed by this momentum, we are writing today, as we typically do around this time of year, to announce the launch of a two-week giving blitz for our Annual Fund. Returning families will know that in years past this effort has been a light-hearted classroom competition that we called Show Us the Love. This year, of course, is a bit different. 

The work we have done to remain open this year has come at a cost, both to our staff and to our bottom line. Not only did we reduce enrollment to keep class sizes small, but we also invested significantly in classroom materials, enhanced cleaning, PPE, and disinfecting supplies. Every year our annual fund is important, as it contributes to the part of our operating budget that is not covered wholly by tuition dollars, but this year, it is not just important⸺it is essential. 

Beginning on Monday, February 1, we officially kicked-off our Show Our Strength two-week giving blitz with a goal of raising $20,000 before February 15. Why $20,000? 

We have spent roughly $20,000, or on average about $250/child, on COVID precautions including: PPE, plexiglass barriers, disinfecting supplies, professional deep cleaning, air filters, hand sanitizer, and additional classroom materials so each child had their own workspace and supplies. 

We know that some of you are not in the position to give anything extra right now and that is absolutely okay and understandable. Read no further! 

For those of you who might be in the position to help this year, we hope you will feel inspired to be as generous as possible. Please click here to make a secure online donation. 

During the two weeks between February 1 and 15, you will see a giving widget active on ParentSquare, have opportunities to learn more about the Annual Fund and why we ask for donations (on top of tuition), and be able to watch daily as we get closer to our goal. And, we’ve pledged a whole school popsicle & pajama day celebration when we reach our goal. Thank you for giving if you can. 

Not only is 2020-21 the year of COVID-19, it also happens to be the 50th anniversary of Amherst Montessori School. Thank you for being a part of this incredible community. Please join us as we work together for continued strength and loving kindness in the face of this challenging pandemic. 

With gratitude, 

Kelly Edreich, Interim Head of School
Susanna Thompson, Former Head of School 
Jennifer Lefort, Chair, AMS Board of Trustees

Many of us are now aware of and most likely still digesting the attack on the Capitol, which happened on January 6th. News stations and social media were buzzing about it; a quick Google search is met with photographs and videos of rioters pilfering the Capitol building, climbing the walls, breaking through barricades, and engaging in other violent actions. It was an extremely disturbing incident that is unfortunately indicative of the larger, systemic issues that have been pervasive in every element of American society since its inception - namely, racism and unchecked white supremacy. 

While Joe Biden, the new Democrat POTUS, has been sworn into office, there is still so much work that needs to be done in terms of combating institutional racism. One of the ways we work to combat our own biases as educators and administrators at AMS is through anti-bias, anti-racist work - workshops, professional development, and research all contribute to our ongoing learning.

Although we may not realize it, children have a keen sense of awareness and curiosity for current events, especially when they are in their second plane of development, ages 6 - 12 years old. During the second plane of development, Dr. Montessori believed that Elementary children have a strong sense of justice and fairness, being able to think abstractly and connect details to the whole. Children on this plane of development are trying to find their place in the world, learning how to build community and function harmoniously within it. It is the perfect storm of developmental milestones to begin to dig deeper into anti-racist, anti-bias work. Having honest conversations about the political and social climate present in the United States today and the ways in which oppression of marginalized groups is reinforced in our society, using concrete events as a talking point, is a great way to introduce this kind of work.

That begs the question, though - how do we discuss with children the vast complications surrounding current events happening in the world today that are rooted in racism - not just the attack on the Capitol, but other publicized acts of violence against marginalized groups as well, such as instances of police brutality, attacks on places of worship, racial profilings, and more. How do we answer their questions when we are still figuring out our own personal experience with what is going on?

Here are a few tips to guide you in navigating these kinds of conversations, whether you are just opening up to ABAR work or have been having intentional conversations with your children around social justice regularly.

1. It is important to openly address that a really scary incident took place. As an adult, you are welcome to share your own personal feelings of fear, sadness, etc.
    
2. Make sure your child knows and feels that they are in a safe, non-judgemental space to have an open discussion about their thoughts and feelings. 
    
3. Let them share their experience with what happened from their point of view before offering an explanation. This way, your child is able to fully discuss their perception of the situation.
    
4. After discussing what happened and presenting the facts of the situation in a developmentally appropriate way, it is necessary to ask your child, “How are you feeling now? Why do you feel that way?” It is important to continue listening to and reiterating their feelings back to them to make sure both you and them understand how they feel. For example, “I hear you saying you are feeling scared about the incident, is that right?” to clarify how they are feeling. 
    
5. Once you have found the language they prefer to describe their feelings with, whether they are feeling sad, confused, or angry, we can remind them these feelings are important to address and be open about. You can guide your child in processing these feelings by saying something along the lines of, “When events like this happen it is natural to feel how you are feeling. It can be hard to understand why these incidents took place, but talking about and sharing how we feel can help us all feel better.”
    
6. When having an open discussion about current events, it is important to also express that each person has their own place in creating change for the future. In order to fight this oppressive system, we must continue to try and understand how we can fight for change.
    
7. Make sure that the discussion is open about race issues that contribute to the situation. Explain to your child that there is a history of Black people, Indigenous People, People of Color, LGBT folks, and women being treated unfairly in our country. It might be helpful to have a book to read on hand that puts these topics into perspective for children. Learning about how to talk about race can feel overwhelming, but the best way to work for change is to acknowledge social inequities and show our children that marginalized individuals need support and allies are a necessary part of the fight for justice.
    
8. Offer children language to help them understand and challenge the system they will grow up in. Encourage them to ask questions and if you don’t know the answer, tell them that you don’t and get back to them with a better answer when you can.
   
   For example, “Our country has a history of treating people unfairly because of the color of their skin, or their gender identity, or just because they seem different. Our job is to learn as much as we can about being anti-racist and anti-bias so that we can help change how people are treated and support each other.” We may feel like using big words will be overwhelming for our children, but the sooner they understand particular terms the sooner they will be able to participate in larger conversations. 
   
   Terms like white allyship, structural racism, and white privilege are not terms to start the conversation off with, but the goal is to eventually be able to discuss these terms openly and have a strong understanding of them so that they can use an inclusive lens to view the world.

Many families may avoid the topic of systemic oppression because it feels uncomfortable to talk about, or they haven’t had enough practice or exposure to such conversation. Moving forward, it’s important to take the leap, even if it feels difficult. Engaging in dialogue around social justice issues helps teach children to understand that even if they themselves do not share a marginalized identity, they have the power to protect and fight for others. We have the opportunity to teach our children that they are a key part of the change we need for the future. Below are additional resources that provide more detailed information about how to have these difficult discussions with the children in our lives. 

For further reading on antiracism/anti bias:

Courageous conversations about race - Glenn E. Singleton

This Book Is Anti-Racist by Tiffany Jewell

EmbraceRace free ABAR parenting webinars

Teaching About Police Brutality- Educators4SocialChange

How To Talk To Kids About Racism

Black Lives Matter: 25+ Resources for Your Conversations on Police Violence

ABC's of Social Justice glossary by Lewis & Clark College

Thanksgiving is a holiday that goes by other names, however, as this day does not carry the same connotation for Indigenous people in the United States. In New England, many Indigenous people refer to Thanksgiving as the National Day of Mourning; on the West Coast, Unthanksgiving. A quick google search will suffice if you happen to be unaware of the injustice, displacement, and violence Indigenous people have endured since the arrival of British colonists in the 1600s to present day. 

The history taught in US public schools merely grazes over what really happened on Thanksgiving, perpetuating a narrative that does not center the experience of Indigenous people. The erasure of Indigenous voices is pervasive in US history and all aspects of society today; continuing to teach children about Thanksgiving in a white-washed way contributes to this injustice. 

As beneficiaries of colonization, it is especially important for people who are white and of non-Indigenous heritage to do the work of “unsettling” the United States - returning land back to Indigenous people by looking to Indigenous leadership and uplifting Indigenous voices, as well as meeting rightful demands of reparations for the centuries of hardship caused by colonization. 

If you already had an awareness of what I just discussed and are committed to teaching your children an unbiased version of US history, you might be wondering - how can I approach this topic in a developmentally appropriate way with my child? The majority of children at Amherst Montessori School are toddler and preschool aged; is there a way we can be honest and vulnerable about our place as colonizers, while also respecting what information our children can process? 

Below, I’ve outlined a few ideas on how to approach this subject not just around Thanksgiving time, but all year round:

1. Educate yourself! Did you know that UMASS Amherst is among many higher education institutions in the United States known as a land grant universities, whose inception depended on the forced seizure of Indigenous land? Did you know that there are still Water Protectors facing criminal prosecution to this day for defending their land against the Dakota Access Pipeline? It’s important to set aside time in our busy lives to educate ourselves about struggles Indigenous people face that are not broadcasted on mainstream news. The more information you have, the easier it will be to digest and present to your children if they have any questions - and, if you don't know the answer, Google it! 
    
2. Read books by Indigenous people that center Indigenous characters and stories with your children often. Children love to read, and are in what is in Montessori pedagogy called their “absorbent mind” phase of development from birth to age 6. Having a diverse array of books with characters of many different identities is beneficial to children’s development; even just looking at pictures is extremely important and meaningful if a child isn’t at reading level yet. Fortunately, there are plenty of children’s books by Indigenous authors that span all different reading levels - from board books to chapter books. 
   
   You can view our Inclusive Book Drive blog post to see AMS’s wishlist for books, many of which are by Indigenous authors. Additionally, many lists have been compiled online - like this list here by The Conscious Kid and this list by the Seattle Public Library - it just takes a bit of Googling to find them. Read books that center Indigenous characters and stories regularly with your children, among other stories centering various cultures and identities. Have them in an accessible place for children to leaf through and look at during reading and playtime.
   
   A note I’d like to make about this topic is that to go deeper into preserving Indigenous voices and narratives, do some research on the authors. There are many children's books that are written by people who are not of Indigenous heritage that tell Indigenous folk stories, while there are so many books that are by Indigenous authors that provide the same riveting stories, beautiful illustrations, and meaningful content. It doesn’t make sense to read a story written by an author who, by virtue of their identity and privilege, benefits from settler colonialism when Indigenous voices are already present in the children’s book industry.
    
3. Start a conversation. On Thanksgiving this year, take time to chat with your child about what they know about Indigenous culture. In our Elementary classroom during Indigenous People’s Day, Krystal, the Elementary Lead, put a journal prompt on the board, asking students to think about what the land Amherst Montessori School occupies may have looked like thousands of years ago. Who would have been working and living on the land? Would the same buildings, same identities of people be thriving here?
   
   Long before settlers invaded North America, land and territory was parsed out in a very different way. It might be a good activity to check out a Native Land map and learn more about the Indigenous groups whose land it really belongs to. If your child is older, have them engage in the research; if not, do research and share it with your younger child, including many pictures to look at. 
   
   Children in Sassafras recently looked at a map of Native American Tribal Nations created by a Native American cartographer after reading We Are Grateful: Otsaliheliga by Traci Sorell. The map shows the original settlements of the Native American tribes and most of the Tribal names shown are the proper names used by Native Americans in their own languages. To combat the erasure of Indigenous voices and history, keep these conversations going with your child year round, especially as you yourself learn more and more. 
    
4. Start a new tradition. It is important to note that we can hold these complex truths while still being grateful for the time we get to spend with our loved ones in November. While honoring the traditions your family already has in place for the holiday season, I encourage you to make new memories with your children by teaching them the power of social justice work. 
   
   If you are in a position to do so, one simple way to utilize your privilege to benefit people of marginalized identities is redistribution of wealth. The unfortunate reality of living in a society structured around capitalism is that capital is the primary means of access to opportunity, food, shelter, and more. 
   
   Consider starting a tradition of giving to a local Indigenous community. Most of the AMS community live in the Amherst area and beyond - we are occupying ancestral Nipmuc land. If your children are old enough to earn an allowance, ask them to help you make a donation to the Nipmuc Nation.

Additionally, year round, be on the lookout for various GoFundMes or even local organizations that your family would like to give a periodic gift to. Decide a realistic amount of money you’re able to give on a regular basis - I usually set aside around $20 per paycheck to redistribute to various funds and initiatives happening in my community. Starting this tradition early, even just talking about it with your children, will plant the seed of utilizing their privilege to help meet the needs and asks of their community members. 

If money isn’t an option, you can give your time and labor as well - plug in to a local organization that maybe delivers meals to people; make calls to local officials in support of legislation that will create access for marginalized communities; watch the National Day of Mourning live stream on November 26th with your family, and support organizations that uplift Indigenous voices. The fight for Indigenous rights and land reparations is one that benefits all of us, so all efforts are intertwined. 

Thank you so much for reading this post and reflecting on Thanksgiving/National Day of Mourning. The sentiment I want to you to take away from this post is that it is so important to have these conversations year round! Recognizing the rich but systemically repressed history and culture of Indigenous people, as told by Indigenous voices, is such an important step towards collective wellbeing and liberation for all people. As a school community, we have so much power in shaping the next generation of activists working towards peace and unity.

Have an amazing break, and I’d like to leave you with this quote by Dr. Montessori: “Culture and education have no bounds or limits; now man is in a phase in which he must decide for himself how far he can proceed in the culture that belongs to the whole of humanity.”

Jessica Hesse
Advancement Assistant

As my teaching years clicked right along, my peace curriculum became refined, my resources expanded and my network of global peace pals grew tenfold.  My commitment to preparing for and scheduling school-wide peace assemblies resulted in continued peace studies, reflection, and the fostering of peace within my school communities. 

While teaching and learning all I could about peace, I was introduced to international peace poles. Since my introduction to them back in 1992, with my first successful planting at Mont' Kiara International School in Kuala Lumpur, Malaysia, I have had the privilege to plant plenty more. Proudly, my former school, MKIS, was the first school to have an international peace pole planted in the country.  A peace pole's meaning, purpose, and learning that to plant one is rather simple, has me on a mission. It is to share and teach others about their special significance and for additional peace poles to be planted. 

Creating An Environment of Peace 
At Amherst Montessori School we are fortunate to have talented teachers dedicated to fostering peace in their classrooms. Our school is proud to follow in the steps of our idol and mentor, Dr. Maria Montessori, a well-known pioneer in peace education.  

A teacher's classroom environment is the perfect place to display and offer peaceful messages, images, definitions, and peace resources. From decorative and simplistic peace posters to arranging a peace/Zen corner, peace can exist.  Offering students a classroom library with books all about peace and providing them with opportunities to explore and engage in activities devoted to peace supports the presence and mission of peace in a classroom and beyond.  

As teachers, we model peace by what we do and what we say. A couple of my favorite ways to remind children on how to share peace is to use the 2 finger peace symbol and wave the peace sign or gently tap a friend's shoulder, and say and repeat, "Peace. Pass it on," or to simply say, "May peace be with you."

Nancy's Top 5 
While there are so many excellent and worthwhile book and song choices all about peace, here are my top 5 choices for reading aloud and singing along.

Books
Can You Say, Peace? by K. Katz
Peace Is An Offering by A. Lebox
Peace In 100 Languages by M. Kabattchenko 
Sadako and the Thousand Paper Cranes by E. Coerr
Our Peaceful Classroom by A. Wolf  

Songs
"Teaching Peace All Around the World" by R. Grammar
"Peace Be With You" by N. Craker-Yahman 
"Light A Candle for Peace" by S. Murley 
"Peace Round" by J. Ritchie
"Shalom My Friends" D. Hustad

Peace Poles & Plantings
Have you noticed Amherst Montessori school's entrance sign, Peace Way? How about our school's International Peace Pole that is planted close to our school's main entrance? Our prized peace pole isn't hard to miss. It's tall, sturdy, made from wood, and has the welcoming message, May Peace Prevail on Earth displayed on each of its 4 sides. Our peace pole has this same saying printed in the following languages: Algonquin, Arabic, Braille, Chinese, English, French, German, Russian and Spanish. 

International Peace Poles are generally made from metal or wood and are mainly planted in public parks, on school grounds, at places of worship, university campuses, community centers, and the like. Surrounding a peace pole's beauty are most often flowers, an assortment of plants, a comfortable bench, birdbaths, large rocks, origami mobiles, and additional symbols of peace. Many who choose to plant a peace pole offer additional space near the pole so guests drawn to its presence may sit, gather, reflect, relax, and think peaceful thoughts. 

Our school peace pole has a small gold sign embedded on the front which highlights that the class of 2014 planted the pole for the Unification of all Nations at Amherst Montessori School. Students, families, teachers, and visitors appreciate this symbol of peace. Having a treasured peace pole planted on our school grounds signifies that our school is one of peace and that our peace pole serves as a silent visual for peace to prevail on earth. 

The Amherst Montessori School peace pole.

September 21, 2020, International Peace Day 
This year's theme for the International Day of Peace is Shaping Peace Together. 

Each year, the International Day of Peace is observed around the world on September 21st. The United Nations General Assembly has declared this as a day devoted to strengthening the ideals of peace, through observing 24 hours of non-violence and cease-fire.

Like many schools around the world, our school dedicates time in the school day to honor International Peace Day. On this momentous day, we make sure that the message of peace and its mission prevails. 

As a school community, we gather together to sing and to listen to important and meaningful messages about peace shared by our students, teachers, and our Head of School, Susanna. In the art class and their assigned classrooms, peace activities are implemented with peace creations taken home for children to share with their families. During my time here as a member of the administrative team, the students have created a school-wide chain of peace and a large banner of planet earth that featured the word peace, from around the world.  

This September 21st, due to school-wide safety measures regarding COVID-19, we will not be able to join together like we usually do. However, what I know for sure is that students and teachers will likely sing songs about peace, talk about peace, reflect about peace, and continue to honor International Peace Day in a myriad of ways. Like you, knowing this fills me with peaceful feelings and contentment. 

Peace Pole Project Information 
Peace Poles and other supportive peace pole information can be found here: May Peace Prevail On Earth Home

Blog entry submitted by Nancy Craker-Yahman
Administrative Assistant
Global International Peace Pole Planter, Peace Promoter & Peace Enthusiast

As I tuned into the news, I listened carefully to updates about the coronavirus pandemic. Highlighted were the tireless efforts of dedicated first responders and front line workers. Learning about the intensity of their work, I felt strongly that something should be done to show support for their tireless efforts. It was imperative that appreciation, gratitude, and thanks for these individuals’ courage be recognized and this is when Gratitude & Thanks made its debut. 

Connections 

I was proud to be able to put my experienced background in global service-learning to good use within a school environment. The do-good feelings to lend my helping hands and invite others to participate was calling. I began by drafting an email that I sent to my teacher and administrative friends. All of whom I knew would be receptive and supportive of this type of worthy and meaningful project. 

All Aboard 

In education, the sharing of ideas is what it is all about.  As Gratitude & Thanks was ready to roll with suggested instructions in place, I wanted to learn if there were any additional ideas that some participants may wish to share. I inquired with my teacher friends to learn what their students from grades pre-k through high school might like to contribute. As email replies began to fill my inbox with “count us in and I like this idea,” I felt proud of our immediate partnership. I was thrilled that so many students and families from Amherst Montessori school, other students in the community, and a local Girl Scout troop were willing to be a part of this team effort. Each day my inbox was full of messages from students who created kind and thoughtful notes and pieces of artwork. Each submission was addressed to numerous doctors, nurses, health care workers, first responders, activated MA National Guard members, and front line workers.

Sharing is Caring

Students who chose to participate in Gratitude & Thanks meant that they, their family, and teachers needed to hold conversations about the facts of the Coronavirus. Some of the discussions may have needed to be more in-depth and longer in length due to the developmental needs of the students. Honest and accurate information about the disease needed to be shared and time allocated for questions.  Opportunities also needed to be provided that allowed students to share their thoughts and feelings about the challenges so many were experiencing. I made sure that my communication with students, families, teachers, and administrative personnel, and the organizations where our submissions were to be delivered were held. What did they have to share that might be helpful as our project started? Towards the conclusion of the project, it was wonderful to connect and hear directly from participants through Zoom, phone calls, and email, their proud participation with Gratitude & Thanks. 

Plan in Place

The participants found helpful the set of simple guidelines that encouraged students of all ages to create a note, letter, or a piece of artwork to share with a first responder, essential worker, doctor, nurse, activated MA National Guard, helpful. Each submission that made its way to my inbox, and postal mailbox and those which were personally delivered or collected by myself, contained messages and drawings of hope, thanks, appreciation, and love. As each piece of student work was admired, I took pride in placing their personally created pieces in a secure envelope addressed to those in need of gratitude and thanks.

Successful Ending

What I loved most besides the collaboration and abundance of student submissions were the personal deliveries of notes, letters, and Girl Scout cookies that I was able to distribute on the students’ behalf.  As I made my way through the doors of Bay State Medical Center and the Holyoke Soldiers Home and when securing boxes for postal delivery to Operation Gratitude, I couldn’t help but smile. It was my responsibility to make sure that all student submissions were delivered successfully.  When I met with the coordinators and directors of these programs, there were times when it was hard for us to understand each other with safety masks covering our faces. The thumbs-up that were shared let me know how sincere these organizations were with our donations.

Full Circle

Service-learning projects like Gratitude & Thanks eventually come full circle. Some service projects have a beginning, a middle, and an end, and others, a group of individuals is inspired to carry on a worthwhile project for others to experience. However, short or long in duration, a successful project is what matters most. Individuals and organizations define success in different ways but they have one goal in common and that is, what effect did the experience have on the people and places involved? Coordinators make sure to observe and provide opportunities for themselves and participants of all ages who volunteered to share feedback. The feedback shared needs to be transparent and suggested improvements reviewed and implemented with the team should a service project be repeated or a similar one move forward.  From personal experience and through my extensive research on the study of service-learning and student involvement, opportunities for students to participate in hands-on experience towards important causes encourage students to further develop an ethic of service and civic responsibility. What better skills to integrate and enhance in children than these.

Written by Nancy Craker-Yahman, Administrative Assistant, Gratitude & Thanks Project Coordinator

A communication to parents written by Susanna Thompson, Head of School

Twenty three children, ages three to five, sit criss-crossed in a large circle on the green printed rug, listening intently to chirps, chatters, and calls coming from the speaker of Children's House Aftercare Lead Bri Rubero's phone. It would be easy for a passerby to think that a small bird flew into the classroom by accident, but that wouldn't explain the contemplative silence and cocked heads of all the friends during circle time.

Bri is teaching the students how to identify the birdcall of a chickadee, those stout, black-capped, nonmigratory birds us residents of Massachusetts see at our birdfeeders year round. At the end of the lesson, one friend is chosen to stick a photo of the bird of the week on the bird tree, which shows a picture and name of every bird the children have learned about so far, each being native to Massachusetts.

The lessons don't stop at circle time, though; Bri, a UMASS Amherst graduate who studied horticultural therapy and agricultural education, weaves nature-based lessons and activities into the Children's House Aftercare program. Bri explained how there are many intersections between Montessori and nature-based learning, and that she finds it easy to incorporate nature into the curriculum.

Children do dot-paintings and color pages of common animals they might see in their surroundings, such as squirrels, turkeys, and snails. They sort leaves into different baskets by color during recess, collect rocks, forage for blueberries, and look outside through a pair of binoculars, a job reserved for "the naturalist" that day, drawing what they discovered afterwards. Some friends even made elderberry syrup, a common herbal elixir meant to strengthen the immune system, to distribute to each classroom in the school--an endeavor meant to benefit the entire community, allowing children to see the broader picture of how they have the power to help people in a way that extends outside their classroom. 

Not only do all of these activities educate friends about the environment in which they live--these activities help friends hone in on gross and fine motor skills in an outdoor, nature-based setting. Bri plans sensorial learning activities, as well. Students particularly enjoy picking herbs such as sage, lavender, and mint from the school garden, learning about them through touch, smell, and taste. 

Growing up on and working at various farms all throughout her life, it was second-nature for Bri to incorporate her passion for the earth and horticulture into the aftercare program. She believes that agricultural, outdoor, and nature-based activities promote a sense of community, and instill confidence and empathy in children who see something they take care of, such as the classroom plants and gardens, grow and flourish. 

Written by Jessica Hesse, Advancement Assistant

At Amherst Montessori School WE LOVE TODDLERS and, if you don’t already, you will too when you read Simone Davies’ brand new book, The Montessori Toddler: A Parent’s Guide to Raising a Curious and Responsible Human Being. 

In this comprehensive look at Montessori parenting, Ms. Davies (a Montessori teacher and a parent) offers practical ideas alongside Montessori theory in an illustrated, user-friendly format for busy parents and teachers. She invites us to change the way we view toddlers.

She covers topics ranging from practical advice about how to set up your home environment to the importance of accepting your children for who they are. How do we encourage curiosity in young children? How do we support the difficult feelings our children express, even if we weren’t encouraged to express our feelings when we were growing up? How do we Montessori-ize an activity? How do we encourage cooperation? And that all-important question, how do we successfully set limits? These are just a few of the questions the author addresses as she navigates her way through the parenting journey.

And it’s not all about the children. Ms. Davies speaks honestly about the amazing opportunity that being with young children offers, to parents and teachers:

“Who knew that parenting would become an almost spiritual journey? And what a journey it is… I think of how I've grown up alongside my children. They see me trying and getting it wrong and trying again and getting a bit better, constantly learning and growing.” 

So I invite you to increase the happiness quotient in your home by checking out The Montessori Toddler which is available in your local library or bookstore. And then try this at home: GO SLOW and enjoy walking with your child at a toddler pace, enjoying the cracks in the sidewalk or the raindrop on a blade of grass that captures your child’s attention. Share this precious moment with your child and enjoy the gift of time together.

Written by Gretchen Courage, Assistant Head of School for Education

Susanna Thompson, Head of School, shared, "One of the most powerful aspects of the Montessori curriculum is that it is designed to respond to student passion and interest. It wasn't even a question whether or not we'd support our students' strike from school. My only question was whether or not they'd let me join them."

The students considered joining the protest at UMass Amherst, but agreed that their presence might be more noticeable in town. On Friday, September 20th, teachers, parents, administrators, and students left school around 8:30 a.m. and gathered in downtown Amherst with handmade signs and chants. Passersby and drivers honked their support for the student-led protest. Elementary teacher Michelle Risch said, "What makes this experience powerful is that it has been 100% student-led. Going out with the children and sensing the support from those around us gives us hope that the children's voices will be loud enough to be heard by governments and corporations to pass laws and change business practices for a safer and healthier environment in the future."

Written by Susanna Thompson, Head of School