A New Role: Adults in Montessori Adolescent Programs

Adolescents are in a new stage of development. So, how can the adults in their lives adapt? In Montessori adolescent programs, we open our hearts and minds to what is really happening for adolescents in their growth toward adulthood.

We have enormous respect for adolescents and the growth that happens during this stage of life. In many ways, the early adolescent years are parallel to the first years of life. Adolescents are newly emerging adults. They are newborns, and just like newborns, they are gaining a great deal of learning, brain integration, and social/emotional equilibrium.

Because what happens during adolescence impacts how our future adults will adapt and contribute to the broader society in adulthood, we are careful to model what it means to be an adult. We work to provide guidance and structure while respecting adolescents’ journey of self-construction. This stage of development is a period of reorganization, and we have the unique opportunity to positively influence and support this transformation.

The Montessori Adolescent Environment

Montessori adolescent programs vary in structure but typically include:

Plans of study and work
Different forms of social organization
Micro-economy programs
Work with nature and the land

Within these activities, adults serve multiple roles in different settings, such as in the kitchen, through work on the land, in business operations, and more. However, it is essential to remember that the Montessori learning environment belongs to our adolescents. As such, we must ensure students develop concentration and independence through meaningful activities in an attractive and stimulating environment.

Creating this prepared environment is a vital piece of the adult’s work! So we work to uphold the following characteristics.

Designed for self-construction: Adolescents need an environment where their personal development takes priority over just producing a finished product. Whether running a microeconomy business or working on the land, we remember that the product isn’t the primary concern; rather, it’s the adolescent’s development and their self-construction.

Developmentally appropriate: Activities and experiences should align with where adolescents are in their growth so as to ensure engagement and relevance.

Supportive of human tendencies: We want the environment to support human tendencies, like orientation, order, association, and exploration, in a way that evolves with students’ age and maturity. This means the space and the work will look different based on what our students experienced during their elementary years!

Includes materials/activities that provide appropriate challenges and opportunities for independence: Adolescents need access to tools, technology, creative outlets, and real-world applications of their learning, from garden tools to spreadsheets, from theatrical production materials to forms of publication.

Provides Beauty and Order: While adolescents may not always maintain order, a well-organized and aesthetically pleasing environment still impacts their development and identity formation. Although adolescents experience organization as a convenience, order is necessary to operate in a microcosm of society and when you need to get things done, like cooking a meal for a group.

Ensures Isolation of difficulty: We need to observe to know if our adolescents can use the tools at their disposal and also to plan for what lessons they need to be successful. Adolescents don’t want to be incompetent. They also don’t want to be ordered about by an adult. They need our side-by-side support.

Is Scaled in Size: We want workspaces should be adaptable to accommodate the diverse physical and developmental needs of adolescents. Scaling still matters at this level because adolescents can be very different from each other in their development.

Offers Limited materials: Too much choice can be overwhelming, yet the material needs to be obtainable when the task requires it. We intentionally ensure there isn’t one of everything for everyone because research shows adolescents are more productive when working with a partner.

Encourages Care (of self, others, and the environment): This is a beautiful thread in all of Montessori. As our young people approach adulthood, we support them in learning how to take of themselves so that they then have the capacity to take care of people around them and then their community and their planet. Encouraging adolescents to care for themselves, their community, and the world around them fosters responsibility and empathy.

The Essential Role of the Adult

Adults are an essential part of the prepared environment, acting as facilitators of human development. Our primary responsibilities include:

Creating Conditions for Growth: Providing experiences that develop social responsibility, justice, and dignity.

Modeling Respect and Civility: Demonstrating respect for people, living things, community spaces, and social norms.

Fostering Engagement: Encouraging participation through invitations to work, short presentations, and meaningful activities.

Encouraging Self-Construction: Allowing adolescents to take ownership of their learning while the adult remains in the background, blending into the work alongside them.

The Power of Observation and Patience

A fundamental role of the adult is to create conditions that naturally engage adolescents. This requires stepping back from unnecessary praise and criticism and allowing students to recognize their own successes and errors. Learning comes from experience, and we see mistakes as valuable opportunities for growth.

Adults must also develop strong observation skills, practicing patience as adolescents navigate their developmental process. Our role is to guide, not dictate, allowing adolescents to take ownership of their education.

Ultimately, we must be aware of and sensitive to adolescents' developmental needs and characteristics. We respect their potential and understand adolescents’ need to function in a social context and their drive to become independent young adults.

Side-by-Side Work

One of the most effective tools for fostering independence is working alongside adolescents. This allows them to:

Observe real work in action
Understand their role within a community
Feel valued for their contributions

The process begins with adults modeling tasks, ensuring students understand the necessary skills, tools, safety rules, and quality expectations. Gradually, responsibility shifts to the adolescent, allowing them to take ownership while we observe from a distance. Older students can take on leadership roles, further developing their skills and sense of responsibility.

Preparation of the Adult

The role of adults in a Montessori adolescent program is built on teamwork, respect, and humility. Adults must collaborate effectively, ensuring that the program serves the community of adolescents rather than personal agendas. By fostering a respectful and engaging learning environment, adults empower adolescents to become independent, confident, and socially responsible individuals.

Facilitating adolescent development is a significant challenge requiring deep preparation. Montessori adults must be willing to evolve, accept change, and continually refine their approach based on observation and feedback. Montessori education is powerful for this age group because the adults are constantly exploring how to creatively meet adolescents’ needs, from designing the learning environment to preparing themselves to support these emerging young adults.

Curious to learn more about how Montessori supports stages of development in our young people? Schedule a tour!

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Students and guide in a Montessori classroom

The Role of the Montessori Teacher

February 28, 2025

What, exactly, is the role of the Montessori teacher? How is it so different from that of any other teacher? Sometimes it’s easiest to begin by explaining what a Montessori teacher isn’t. A Montessori teacher is less like the traditional idea of an instructor, and more like a gentle guide. They don’t consider it their job to give a child information. They rather lead children in the general direction and give them the tools they need to find the information themselves. Maria Montessori once said, “The greatest sign of success for a teacher...is to be able to say, ‘The children are now working as if I did not exist.’” Montessori Teachers Cultivate Independence In a Montessori classroom, rather than seeing a teacher at the front of the classroom giving the same lesson to every child, the teacher will be working quietly with individual children or small groups. While that is happening the rest of the children are free to spend their time doing the work that calls to them. A Montessori teacher works hard to create structures that allow children to be independent and to trust themselves as learners. One large part of what a Montessori teacher does is to intentionally prepare a classroom environment that is developmentally appropriate, is inviting to children, and supports them on their journey to work independently. This environment is constantly changing in tiny ways as the teacher notices new and evolving needs of the students. Montessori Teachers are Trained to Think Like Scientists Parents should know that Montessori teachers are highly trained. Most have recognized Montessori credentials in addition to their college degrees. Montessori certification programs are intensive and demanding; one might compare them as being the equivalent of another college degree. These training programs don’t just teach Montessori educators how to use the specialized materials; there is extensive coursework about Montessori philosophy, child development, and integrating the arts. When it comes to assessments, Montessori teachers don’t rely on standardized tests; they rely on the power of observation. They have notebooks brimming with evidence of what their students have mastered, need more support with, and are curious about. They are constantly recording what they notice children working on, how that work is being executed, and ideas they might have in anticipation of a child’s next steps. Montessori teachers literally sit beside a child and determine exactly what they know about a wide range of content areas. Montessori Teachers Think Long-Term Because of Montessori’s three-year cycles, teachers have the unique ability to consider their big picture when working with students. There is a natural tendency to allow the children to genuinely learn at their own pace. Getting to know a child and their family well over the course of a few years really supports this approach. Montessori Teachers are Often Called ‘Guides’ ...and for good reason. While children in Montessori classrooms have an abundance of choice in their educational pursuits, Montessori is based on the idea of ‘freedom within limits’. It’s the Montessori teacher’s job to carefully craft those limits. Children rely on having a certain amount of structure in place. This gives them comfort and a safe place in which they can take risks and try new things. Montessori teachers set some boundaries and then carefully help students navigate within them. What if your second grader loves to read but tends to avoid math? Their Montessori teacher will find ways to ensure the math still gets done. Sometimes this involves a gentle discussion with a child about time management skills, priorities, or setting goals. Sometimes the teacher will find a way to integrate the child’s interests into the less desirable work. Sometimes all it takes is a minor change in the environment. Montessori teachers gives children freedom, but they assist children in finding their way to success in this environment. Montessori teachers value independence, self-reliance, and intrinsic motivation. They also value cooperation, kindness, and strength in community. Still curious? Call us to set up an appointment today to observe in a classroom. See what Montessori is really all about.

Children working together with the Montessori Pink Tower

The Benefits of Multi-age Grouping

February 14, 2025

One hallmark of a Montessori education is the use of multi-age classrooms. Infants and toddlers may be together or separate, with a toddler classroom serving children 18 months to three years. Primary classrooms are for children ages 3-6, with preschool and kindergarten-aged children together. The elementary years serve children ages 6-12; some schools separate into lower (6-9) and upper (9-12) elementary, while many split elementary into two groups. Even Montessori middle- and high-school students learn in multi-age classrooms. While Montessori is not the only type of education that utilizes this approach, it’s not what most people are used to. What are the benefits of structuring a classroom this way? Read on to learn more... Learning at an Individual Pace Children in multi-age classrooms tend to have a little more flexibility when it comes to mastering skills within a specific timeframe. We know that learning is not linear, and that learners have periods of significant growth, plateaus, and even the occasional regression. In multi-age classrooms, children are typically able to work at their own pace without the added pressure of keeping up with the whole group, or even being held back by the whole group. When children in a classroom range in ages, everyone has someone they can work with, regardless of their skill level. Children don’t feel left behind if they struggle with a concept, and they also don’t feel bored by repetition of something they have already mastered. Teachers who teach in multi-age classrooms typically have deep knowledge for a range of developmental abilities, leaving them well-equipped to differentiate instruction for each individual child. Building Stronger Relationships Traditionally children move from one class to the next each year. This means not only a new set of academic expectations, different routines, and different classroom structures, but a different teacher. In multi-age classrooms teachers have a longer period of time to get to know a student and their family, and vice versa. When teachers really get to know a student, they are able to tailor instruction in regards to both content and delivery. They know how to hook a specific child onto a topic or into a lesson. They know what kind of environment a child needs to feel successful. Parents have an opportunity to get to know teachers better this way, too. If your child has the same teacher for two or three years, the lines of communication are strengthened. Parents get to know the teacher’s style and expectations. The home to school connection becomes more seamless, and the biggest beneficiary is the child. Mentors and Leaders When a child spends multiple years in the same class they are afforded two very special opportunities. Children who are new to the class are fortunate enough to be surrounded by helpful peer mentors. Children often learn best from one another, and they seek to do so naturally. First and second year students watch as the older children enjoy advanced, challenging work, and this inspires them. They look to the older children for guidance, and the older children are happy to provide it. After a year or two in the same room, students have a chance to practice leadership skills. In Montessori classrooms, the older children are often seen giving lessons, helping to clean up spills, or reaching out a comforting hand to their younger friends. The best part is kids make the transition from observer to leader in their own time. It doesn’t happen for all children at the same time, but when it does it’s pretty magical to observe. Mirroring Real-Life There is no other area in life in which people are split into groups with others who are exactly their chronological age. Whether in the family, the workforce or elsewhere, people ultimately need to coexist with people older and younger than themselves. Doing so makes for a more enriching environment, replete with a variety of ideas and skills. Why not start the experience with young children in school? Moving On While staying in the same class for multiple school years has many benefits, a child will eventually transition into a new class. While this can feel bittersweet (for everyone involved!) children are typically ready when it is time. The Montessori approach is always considering what is most supportive of children depending on their development. When formulating how to divide children into groupings, Maria Montessori relied on her ideas about the Planes of Development. There are very distinctive growth milestones children tend to reach at about age 3, another set around age 6, and yet another at age 12. The groupings in our schools are intentional, and they give kids a chance to feel comfortable in their community, while also preparing them to soar forward when the time is right.