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Montessori Family Life: A Series of Weekly Talks For Parents Tuesdays via WEBINAR from 1-1:30 PM EDT These webinars are designed for parents and teachers. Guests are invited to present and to share their ideas, insights, expertise, and stories with our audience. Parents and teachers love to interact with guests by asking questions of our guests and adding comments to the presentations. Click Here to Register for Live Webinars Lorna McGrath, Program Director of the Montessori Family Alliance and your weekly webinar hosts are excited to offer parents and caregivers insights, ideas, and support from weekly guests. Coming Up in November and December: Living Life Unplugged Tuesday, November 14, 2017 Maren Schmidt, MEd, Mont cert, author of Understanding Montessori: A Guide for Parents - https://marenschmidt.com/ What Makes a "Good" Toy and Other Holiday Dilemnas Tuesday, November 28, 2017 Lorna McGrath, MEd, Montessori Certified, Program Director for the Montessori Family Alliance -www.montessori.org Stress Free Holidays Tuesday, December 5, 2017 Kathryn Kvols, BS-psychology, founder of the International Network for Children and Families, author of Redirecting Children's Behavior -www.INCAF.com Understanding Your Adolescent- Part 4 Tuesday, December 12, 2017 Jeff Allen, MA, Head of NewGate Secondary School, Montessori certified Secondary Level - www.newgate.edu Understanding Your Elementary Child - Part 3 Tuesday, December 19, 2017 Christine Lowry, MEd, author, Montessori certified teacher, consultant, and founder of Montessori NOW - http://montessori-now.com

Ashley Giles is the Health Services Consultant at Community Montessori. She is a family nurse practitioner and has been a parent at Community Montessori since 2016. She also currently provides primary care to Humana employees. She has presented the information below to share with you based on her experiences as a healthcare professional and parent. We hope you find this information helpful to your family! In the next 18 minutes four Americans will die as a result of their food choices. We are the first generation to have gifted our children with a projected TEN year shorter lifespan. Seven out of ten of the leading causes of death in America have obesity as a main contributor. As parents we are constantly consumed with how to set our children up for success. Which school is appropriate, what sport will develop this specific quality, what peer group is healthy for their emotional development? While these things are important, there is another way position our children for success that may be more effective than any of the previous topics combined. That opportunity comes in the way we teach our children about food. Teaching our children how to properly fuel their bodies may be one of the most important values we pass on to them. As a primary care provider, I see the connection of a healthy brain and body to its effect on a person’s mental, emotional, and social success daily. As a parent of three children, the challenge of this task is not lost to me. As our children grow and become more independent, the challenge grows as they begin to make more of their own choices. Educating our children properly can help this process, as well as setting them up for success in the home by bringing in good food choices. Ultimately, as long parents are shopping and paying for the food in our house, we have an opportunity to positively influence what fuels our children’s bodies and what perceptions are associated with these foods. A lot of parents aren’t sure how to start this conversation. With a lot of trial and error, we finally began educating our children just as we educated ourselves. I would eat a salad and think about the benefits of having glowing skin and lots of energy. When they ask us if a food is healthy often we talk about where it came from. Did we make the food in a factory or did it come from the earth or an animal? Is it ALIVE, as in will it root or last for years? We talk about food in the sense that some foods help us grow strong and healthy and some foods are a special treat that taste good, but that will make us sick and weak if we eat them too often. Our 6 year old will ask us, "Mom, does this food make me strong, or should I just eat a little?". Food is not considered ‘good’ or ‘bad’ but described in the way it acts on the body and how it should be consumed. We have our children eat healthy food first to fill up and explain to them that we want to make sure they have enough energy to play and feel good because that is a way we can care for our bodies. What would Batman do if suddenly the Batmobile was out of gas? These analogies can be applied to princesses or sports stars - vegetables are good for everyone and help us be successful in brain and body power! We talk about only having one body and the importance of taking care of it just like a favorite toy. We also encourage fruit and vegetable intake by allowing these choices any time of the day. While this doesn’t work for some families, it helps us understand if they are really hungry for a snack or just wanting a distraction. It also goes a long way to increase their consumption and variety of vegetables and fruits. Just like commercials are ‘selling’ our kids on the cereals and cookies, we tell our kids stories about tasting a pineapple for the first time, we take them to the orchard to pick apples, we have a tomato and pepper plant in our backyard, we let them help us in the kitchen when preparing meals and we talk to them about the amazing abilities and ‘super powers’ of fruits and vegetables in their own bodies. When we talk about super heroes we talk about how super heroes need to take care of their bodies and how they love fruits and vegetables, too. Our kids are constantly asking us why, so we give them the why in a way that is exciting to them. On the occasion that we do overindulge, it’s not uncommon that our kids come to us with stomach aches. Sometimes it’s helpful to ask them why they think they have a belly ache, and often they will come to the conclusion on their own. High sugar food is not off limits in our house but we try to teach them to respect it for what it is. Just as vegetables can give us ‘superpower brains’, indulging too much or too often in sugary foods can cause our bodies to perform like superman hanging out near 'kryptonite'. Enforcing these concepts on a daily basis can be a challenge. We know from personal experience the time and planning (and conversations) it takes to keep everyone eating nutritious food. When we think about ways we want to support them, this continually comes back as worth the effort and a high priority. We want them to have a healthy relationship with food, to feel good in their bodies, to be able to run as fast as they want to run, to learn and remember the things they want to remember. Having a family meal each night (and letting them help us make it) is a way to be together as a family and it provides structure to their day. It lets them know that spending time with them is important to us. It teaches them that taking care of our bodies and is important and this is a lesson I am still trying to teach most middle-aged patients I have in my practice. Let’s make this lesson be natural and enjoyable for the next generation. While the list of resources in this area continues to grow, (which as a parent I am so thankful for) I will share some things that have worked well for us: Meal planning: These resources provide you with a shopping list and daily recipes for dinners that week. Often times I will double each dinner recipe for lunches the next day. Some examples are Cooksmarts, Kitchn, and Emeals. Meal prepping on Saturday or Sunday to have snacks and lunches ready for the week: Bag frozen vegetables and fruit for smoothies, precook vegetables for lunches, make a healthy ‘dessert’ like energy balls to have a homemade option for food cravings. Using a grocery delivery service: Shop at night on your couch and have your groceries delivered the next day. Setting out carrot sticks or sliced tomato as a snack to take the hunger off: So cooking can be done leisurely and with everyone’s participation. Getting the younger kids stools for the kitchen so it’s easy for them to be involved. Taking our kids to the store and making it a game to find the needed product. Making go to snacks for the week: Energy balls, premixed trail mix, whole apples/tomatoes or carrots and making them easy for the kids (and parents) to see and access. Microwaveable bags of frozen edamame or air-popped popcorn (topped with cinnamon and raisins with coconut oil) are also family favorites. Putting treats away and out of sight and harder to find. Not keeping any premade desserts. If we want pie, we roll up our sleeves and make one- and then store the rest in a container away from site. This also makes for great memories in the kitchen! Joining a CSA or a co-op and letting our kids come with us to fill our bag each week. Buying frozen vegetables: Buy in bulk, lay them out on a sheet pan, spray of olive oil and some sea salt; roast for 30-40 minutes and put into containers for the week. What is prepped will be eaten! Make your vegetables taste good! Add coconut milk, red pepper, soy sauce and peanut butter for a Thai vegetable soup. Pinterest will have a fun idea for almost any vegetable. We love zucchini fritters, cucumber noodles, eggs in a pepper, zucchini boat pizzas, stuffed acorn squash, cauliflower rice, and spaghetti squash with meatballs… the list goes on. Keep it simple. Think JUST. EAT. REAL. FOOD. Food that is alive and will rot if you don’t eat it! Foods that don’t need an ingredient list and are typically found on the perimeter of the grocery store. In writing this article, I had a stunning realization. I worked on a local farm as teen and I remember wanting to eat a healthier lunch than the peanut butter or bologna choice that was offered to us each day. I couldn’t figure out how to do it. I worked on a farm; I picked tomatoes, cucumbers, and peppers all day long! I didn’t realize I could just eat what was around me, because I had never seen anyone eat them that way. Now I wouldn’t think twice about eating a variety of vegetables in their raw form and while my kids join me in eating some and not others, they know that it’s possible. It’s considered normal in our house. While our children will grow up and make their own decisions, they have the information they need to be well informed about just what kind of choice they’re making; to thrive or not to thrive. That is the start to generational change and something as parents that we can be excited about. Let’s equip our children with ten lifesaving healthy meals that they can shop for, prepare and enjoy while in school, college or when starting their own family. As our bodies affect our moods, self-esteem, abilities, concentration and confidence along with MUCH MORE this can truly be life changing. Let’s give our kids an excuse to cook at home and LOVE it.

“I’m so stressed out!” We’ve all said or heard this phrase at one point or another in our lives…sometimes on a daily basis. Stress has become as much a part of our American culture as apple pie. Despite stress becoming a societal norm for families, there remains a disconnect between stress being proclaimed and stress being worked through in a healthy way. Stress is part of normal life - that is the truth. So why aren’t we getting better at coping with it? And how can we best support our children and teens in developing healthy coping mechanisms of their own? Feelings Are Messy While stress is now a modern way of life, somehow feelings still aren’t okay to talk about in modern society. And the older a child or teen gets the less understanding and supportive society can be of their feelings. The reality is we can get uncomfortable when someone expresses unhappiness, anxiety, stress, or depression. We panic - we’re a fix it society and we don’t like to see someone upset. Therefore, what we're really concerned about in that moment is our own comfort rather than supporting and actively listening to the person who is upset. Additionally, we have the benefit of adult perspective and decades of life experience behind us, meaning the stress the kiddo is dealing with may appear to be small potatoes to us with all of our “adulting wisdom”. We can unwittingly take away a child or teen’s power to be vulnerable by dismissing feelings as “just something that happens to everyone”; to them this is HUGE. The Science of Stress: the Amygdala vs. the Frontal Lobe Science tells us that when the body is experiencing excessive anxiety, it can be due to a weak connection between the amygdala (the brain’s “fight or flight” region) and the prefrontal cortex (frontal lobe - the regulating part of the brain). The frontal lobe is supposed to keep the amygdala in check, but in children and teens that process is still under construction. What does this mean? That your child or teen is going to respond to stressors differently than you do and may have a harder time regulating the stress-triggering part of the brain. What Stress Might Look Like in Your Child or Teen There are many types of stress and sources of anxiety, which can make them tricky to spot in kids. Stress and anxiety can even be mistaken as learning disorders, because the behavior challenges that result can certainly impact a child’s ability to be successful in school. A child or teen dealing with chronic stress and anxiety may: miss school a lot, complain of stomach upset and/or visit health services frequently, have attention/focus struggles, be inattentive and/or restless, be clingy, or even be angry and disruptive. Neuroscience also tells us that neurons that "fire together wire together.” So when we aren't helping children and teens to call their frontal lobe back to the present moment, the emotional responses of the amygdala take the driver's seat. Neurons then create a tangled web that reinforce those stress-responses of the brain, and those responses become the norm. An article entitled Anxiety in the Classroom from the Child Mind Institute lists a variety of common types of stress/anxiety: Social anxiety - stress related to peers and social interactions that causes extreme self-consciousness Selective mutism - inability to communicate in certain situations Generalized anxiety - across the board stress response to a variety of stimuli Obsessive compulsive disorder - ritualized anxiety that is temporarily relieved by a repetitive compulsive behavior such as hand-washing Specific phobias - profound fear of certain situations, activities, etc. Keep in mind that stress can be expressed very differently from elementary age children to teens, and can vary wildly even between children in the same age group. For example, one child may act out in a visible and audible way, while another child may direct all of those feelings inward and could become withdrawn and inattentive. Anxiety and stress can also be harder to spot as children get older - the struggles aren’t always visible, between social media and social savvy, a teen knows how to conceal when something is going on. Keep an eye out for behavior changes, including shifts in their eating or sleep habits, or suddenly falling behind in schoolwork or changing friendships suddenly. A Montessori Approach to Supporting Stress/Anxiety Maria Montessori’s wealth of expertise and experience in the world of child development can offer us much in terms of how to identify and respond to childhood stress. In her groundbreaking book, The Absorbent Mind, she explains the four Planes of Development that children progress through from early childhood to early adulthood: The First Plane: Birth to Age 6 (Early Childhood) The Second Plane: Ages 6–12 (Childhood) The Third Plane: Ages 12–18 (Adolescence) The Fourth Plane: Ages 18–24 (Maturity) When you look at the planes in the image above, you can see the horizontal line of life, which indicates the age of the child. The lines that form the triangles are the lines of progression and retrogression. Montessori asserted that development is intense at the beginning of a plane, peaks, and then tapers down to the next plane, in preparation for the beginning of a new stage of development. Children move from plane to plane, from concrete to abstraction, through wonder and excitement, into social worlds developing and becoming more and more a part of their identity, all while working hard to discover who they are along the way; needless to say, some stress and anxiety are going to be a natural part of the journey. As a Montessori community, we can learn from Maria’s emphasis on the role of observation, the importance of preparing the environment, and the crucial spiritual preparation of the adult to better support our children and teens at home. Many of her suggestions for Montessori guides (i.e. teachers) can apply in the household, as well. The following list is adapted from a resource created by one of our trained Montessori staff members, Katie Keller: Prepare and maintain the environment A home that is physically arranged to meet the needs of the family is going to be a more peaceful home. Does your child have a space to do work (in all of its many forms)? Is the home reasonably orderly and clean? (I know - this one is tricky) Be a constant observer Spend time observing before jumping to conclusions. Give the benefit of the doubt before stepping in and making assumptions. Use your observations to help guide your child. Additionally, be sure to observe yourself to make sure you aren’t unwittingly serving as an obstacle in your child or teen’s development by stepping in when they need to be working towards independence or by dismissing feelings during times when they need additional support. Link the child to the environment Involve your child or teen with maintaining the household from an early age. Work as a team whenever possible. Be a role model Model grace and courtesy, kindness and respect. Model ground rules and procedures for how you do things at home. Model self-care and healthy coping mechanisms. Developing an Emotional Toolkit Mental health is essential health, meaning we should approach the care of our feelings and minds as diligently as we approach our physical health. However, the stigma surrounding mental health struggles is so pervasive that it prevents many people from seeking support when they need it. We can model healthier habits for our children and teens by making self-care a priority. When our child or teen is experiencing stress or anxiety, our instinct often is to jump in and try to fix it. The following list of tips is adapted from the article What to Do and NOT Do When Children Are Anxious from the Child Mind Institute. The goal isn’t to eliminate anxiety, but to help a child manage it. While it’s hard to watch a child or teen struggling, the best gift we can give them is to empower them to work through the stress. Encourage them to tolerate their anxiety. If the situation isn’t a safety concern, then we don’t want to remove the stress or shield them from it; we want to support them in building resilience and confidence in their own ability to navigate hard things. Respect the feelings without empowering the feelings. Their feelings are valid and can be overwhelming. You want to honor that and want to listen and be empathetic, help them understand what they’re anxious about, and encourage them to feel that they can face their fears. The message you want to send is, “I know you’re scared, and that’s okay, and I’m here, and I’m going to help you get through this.” Don’t ask leading questions. Instead, keep them open-ended. Questions like, “Aren’t you nervous about that test tomorrow” can trigger anxiety. A question like, “How are you feeling about that test tomorrow?” can encourage a variety of responses without planting fear. Think things through with the child Madga Gerber’s RIE method (which we use in the Community Nurtury on our campus with the infant/toddlers) utilizes what she referred to as “sportscasting” to help children to learn to talk about their feelings and express themselves effectively. Sportscasting refers to essentially narrating what your child is going through to support them in thinking about their thinking. It helps them to process and regain control when they are feeling out of control. Sportscasting helps us to: Observe without judgment or opinion - you’re just sharing what you’re seeing (“you seem frustrated”) Do less so our children can think and learn more - independence is empowering Not take sides or pass judgment Encourage children to not identify as aggressors or victims Support kids in understanding and navigating difficult situations Please note, there is a difference between regular day-to-day stressors and chronic anxiety disorders and/or depression. I will be exploring teen anxiety and depression in more detail in a post later in the year. If the anxiety is interfering with your child’s ability to engage in daily life, then please seek out a mental health professional in your community. Supporting your child in getting help when it is needed is a terrific way to model self-care. In Conclusion Stress and anxiety may have become a way of life in modern society, but resist the habit of letting it become the way your child or teen approaches life’s challenges. Support your child in finding and trusting their voice, caring for themselves, and developing healthy coping mechanics and self-care habits as they grow. Sources: Katie Keller, Lead Teacher Rainforest Studio, 6-12 CGMS Certified Anxiety in the Classroom by Rachel Ehmke - Child Mind Institute What to Do and NOT Do When Children Are Anxious - by Clark Goldstein, PhD - Child Mind Institute Teen Depression and Anxiety: Why the Kids Are Not Alright - by Susanna Schrobsdorff - Time Magazine Montessori Philosophy Explained: the Planes of Development - by Anne Prowant 5 Benefits of Sportscasting Our Child’s Struggles - by Janet Lansbury

Above, Part 1 of Sam Chaltain's public presentation on "The Schools of Tomorrow" held at IU Southeast on October 4, 2017. The full playlist is linked here.

Diamond Studio (learners ages 9-12) maintain an ongoing project to learn and develop Reef environments in tanks located throughout their studio. Here, they talk about their most recent learning on this project.

“How was your day?” “Fine.” Awkward silence. We’ve all been there: that often harried moment in the car where we transition from our own day into the afternoon and evening with our darling offspring. Eager to connect, we fall back on that tried and true question in the hopes of connecting, only to be met with a monosyllabic grunt in response. Surely there’s got to be a better way, am I right? Creating Conversations vs. Closed Questions Yes-or-no questions, also known as closed questions, lead to monosyllabic answers. If our desire is to have interesting, thoughtful conversations with our kid, then we have to practice the same conversation skills that we utilize with the other people in our lives. Instead of, “How was your day”-type platitudes, try something along the lines of, “What was the most interesting thing you did today?” Any variation on this - what was the most frustrating, or silliest, or most challenging, etc. - will get the conversation ball rolling and you may be surprised at what you hear. This can be a conversation starter with all age levels. Once you’ve started the conversation, be sure to give your child or teen your undivided attention. Listen to them - this deceptively simple task helps your child or teen to find confidence in their voice. As a parent today, I am still reminded frequently by my own mother of when I was in elementary school I gave her a communication wakeup call by pulling on her sleeve and emphatically stating, “Mommy - listen with your eyes.” Ouch. Sorry about that, Mom, for the parental guilt that I’m sure ensued, but at the same time, it’s an important reminder for all of us parents who are juggling the many facets of modern family life. Put the dishes down. Put the phone/laundry/cooking/mail down. Stop for a minute to sit and look at your kiddo - heck, our brains and bodies can benefit from the pause, as well. With younger children, help them to identify feelings when needed by asking questions and validating their statements by naming emotions, i.e. “That sounds like a frustrating situation!” With teens, refrain from judgement or advice offering unless they ask for your opinion. This one is hard - we have the benefit of adult life experience and we want to spare our teens some of the pitfalls that we wish we could have avoided, but unless it’s a safety concern, let them work through things. You grew into the fabulous adult you are by making decisions and navigating pitfalls when needed. Long story short, even ten minutes a day of your direct attention can go a long way towards building a rapport with your child or teen that will blossom into meaningful conversations as they grow. Respecting Transition Time, i.e. Silence is Okay Sometimes In our fast-paced world, time together with the family can feel fleeting. In the hurry of making dinner, unpacking and packing lunchboxes, dance class, sports practice, and the umpteenth other demands on our time, conversations tend to get rushed in between those other pertinent tasks. This rushed feeling can get us into that less than ideal pattern of hammering our kids with question after question as soon as they get in the car or arrive at home from school. Imagine walking out of work and immediately being interrogated by a family member and asked to recount every minute of your day. It’s too much, right? Give your kid the same space that your brain likes to have. Sometimes your child may need to space out and stare out the window after school, or listen to music, read, run around in circles. If they don’t seem chatty, give them time to decompress before opening up conversations. Follow their lead. And resist the urge to fit in the daily rundown between other items on your to-do list. Rewarding conversation can happen at bathtime, bedtime, while running errands, or even while playing a board game. Kids and teens open up more when they aren’t in the hot seat. Let’s NOT Talk About You (to Better Talk About You) Speaking of the hot seat, taking the focus off of your child or teen can actually open up a whole broader range of topics for discussion. Especially as adolescence approaches, tweens and teens don’t like to feel like they’re being analyzed, criticized, scrutinized, basically all of those -zed words. They can be like a deer in headlights if they feel like you’re in their business, so you want to approach from a broader angle. Ask them their opinion on topics in the news or other current events. Ask them about music, books, or movies that they like and ask for recommendations. Tell them about your day, warts and all, and ask their thoughts on things you are working on. Teens want to be treated like soon-to-be adults and your conversations could and should reflect that. Getting a steady rapport of talking about other things can make it much easier when the hard conversation topics come up. Another thing to keep in mind: communication isn’t just the words that come out of our mouths. I asked some teens at our school to give me some feedback on best practices for parent/child communication and I was impressed with the responses I was given. One learner shared: “I think it is important for parents, and for adults in general, to understand the role that facial expressions, tone and word choice play in conducting a good conversation. I think sometimes the process of good communication can be hindered by adults not being totally aware of the way they come across to their children. Often, what would have been a good conversation gets thrown off track because the child gets discouraged because they think the adult doesn't take them seriously.” Another learner gave the following DOs and DON’Ts: “A DO would be talk to your child; most teens want their parents to at least try. DO make time for your teens - going out to dinner with my mom if I don't have a lot of homework brightens my day. DON’T invite people along on parent/teen dinner dates. DON’T interrupt your teen when they are doing homework to talk to them, that is literally the most annoying thing my mom does. Like all I want is to sit and finish this work and I promise I will talk to you after. Another DON’T is asking your teen to do three things at the same time; I can only do so much at once.” Children and teens wants to be heard. Listening is every bit, if not more, important than talking when communicating with our kids. Conclusion In closing, I’d like to share a list to get you started with moving beyond, “How was your day?” These conversations starters were adapted from the online resource, www.parentingideas.com: Tell me what made you laugh today? Who did you play/hang out with outside today? Did you do anything that was brave? What did your teacher(s) talk about today? Where’s the best place to hang out/play at school? Tell me one good thing that happened to you today? Who were you nice/kind/friendly to today? Did anyone push your buttons today? What did you do that you were proud of/happy with today? What’s something you learned with a friend today? What’s your teacher/classroom’s most important rule? If today was a musical instrument what would it be? Why? If you were a teacher tomorrow, what would you teach the class?

Take a look at our what happened during our 2017 New Family Orientation. We are excited to welcome all of our new and returning families to what promises to be another inspiring school year! Download the supporting documentation here. (PowerPoint in PDF Format) #ParentEducation #PIPWorkshop #NewFamilies #Montessori #CommunityMontessori

Take a look at this engaging article about the limitations of modern day schooling and gain a deeper understanding of our common mantra: "learning happens everywhere all the time." Why School Has Stopped Working by Grace Koelma

Happy first day of school! Thank you each for your partnership and trust -- we all feel so fortunate! We shall walk together on this path of life, for all things are part of the universe and are connected with each other to form one whole unity.” Maria Montessori We wanted to share with you more information about our staff t-shirts this year and our staff picture, above. Each year a committee of staff members reflect on the past year and year ahead and brainstorms till they come up with a statement t-shirt for the year. Maria Montessori was an amazing visionary and scientist. She gives us a lot of amazing material to work with each year:). Her love of science and the universe gave rise to her philosophy about what an integral part the child plays as a member of the universe. (check out the quote on the back of our staff t-shirts.) We don’t just love and respect each child, we also see them each with great reverence as they become the guides for our learning as well. We describe this process below on our website, and we utilize the wonder of the universe and the integration of the curriculum each day. Order forms for the shirt design will be available to families in the next few weeks, thank you for your partnership! From our website: Montessori's SPIRAL CURRICULUM All concepts are interrelated. One lesson leads to many others. Learners move from concrete work with Montessori materials to abstract understanding of advanced concepts. Teachers present big picture concepts to provide context and work towards increasing detail. Major themes in the curriculum are studied again at each level in greater depth and at a higher level of abstraction. COSMIC EDUCATION Throughout time and across cultures, human beings have marveled at Creation and asked these tantalizing questions. In this way, they’re as essential to our existence as the food we eat and the air we breathe, so they ought to be central to our education. Who am I? How am I? Why am I? To what grand scheme do I belong? Montessori recognized that, “The universe is an imposing reality and an answer to all questions,” and as such, it provides the inspiration and the orientation to make learning exciting and meaningful. Not only does every “chapter” of knowledge fit into the context of the universe story, but by coming to see ourselves as an integral part of that story, we can appreciate the interconnected relationships that join us with every other human being, all living organisms, the entire biosphere of the planet, and indeed, the whole works of the cosmos. Cosmic Education gives primacy to the inward progress of the child and, by extension, humanity itself. This type of progress requires an approach to learning that revolves around the most enticing types of questions, the likes of which will never show up on a standardized test. Sincerely, Barbara - Barbara Burke Fondren, Director #CommunityMontessori #Montessori #NewFamilies