Montessori-Specific Practices
At PVMS, we ground our daily work in Montessori philosophy and AMS standards of accreditation. These practices ensure that we remain true to Montessori principles while providing children with a safe, nurturing, and developmentally appropriate environment. All staff are expected to embody and model these practices in their classrooms.
Montessori Philosophy Overview
The Montessori approach is a child-centered educational method that emphasizes independence, respect, and holistic development. Founded by Dr. Maria Montessori, it is based on the belief that children learn best in a prepared environment that supports every individual child's natural curiosity and developmental needs.
At Pioneer Valley Montessori School, our role is to guide each child along their individual learning journey. We trust in the child’s inner drive to learn and aim to create an environment that fosters:
Key Principles of Montessori Practice
At Pioneer Valley Montessori School, our work is grounded in the principles developed by Dr. Maria Montessori and sustained through years of practice and observation. These principles remind us that teaching is not about directing the child, but about preparing an environment and modeling a way of being that allows each child’s natural curiosity, independence, and sense of community to flourish.
All staff — whether in the classroom, on the playground, or in the office — play a vital role in creating a respectful, orderly, and nurturing environment that supports every child’s growth.
Respect for the Child
Every interaction is an opportunity to affirm the child’s dignity. When we listen patiently, offer choices, and step back at the right moment, we are showing children that they are capable, respected human beings.
Respect is the foundation of Montessori education. Every interaction with a child should demonstrate our belief in their dignity, capability, and individuality.
Examples of respectful practice include:
Using positive language: Instead of “Don’t run,” say, “Please walk inside to keep everyone safe.”
Protecting independence: Allowing a child to pour water, zip a coat, or clean a spill, even if it takes longer.
Acknowledging feelings: “I see you’re upset because your work was interrupted. Let’s find a quiet place together.”
Protecting concentration: Avoid interrupting a child who is deeply engaged unless safety is a concern.
The Prepared Environment
Caring for the classroom is part of caring for the children. When we dust a shelf, repair a material, or keep the room in order, we model responsibility and respect — and invite the children to do the same.
The Montessori environment, indoors and outdoors, is carefully prepared to meet the developmental needs of the children it serves. It encourages independence, freedom of movement, and purposeful activity. Because the environment is considered part of the teaching team, each adult shares responsibility for maintaining it with care and intention.
Staff responsibilities include:
Order and accessibility: Materials are arranged from simple to complex and placed where children can reach them independently.
Beauty and care: A clean, uncluttered, well-maintained classroom communicates respect.
Developmentally appropriate materials: Practical Life and other works are rotated regularly to match children’s needs.
Environment as teacher: The space itself should guide independence — child-sized furniture, labeled shelves, and defined work areas.
Maintaining the environment is not housekeeping — it is a pedagogical act. When children see adults caring for their space thoughtfully, they learn to do the same.
Freedom Within Limits
True freedom arises when a child understands the boundaries that make independence possible.
Freedom in a Montessori classroom is guided, not unrestricted. It helps children develop internal order, respect for others, and confidence in their ability to make good decisions.
Staff responsibilities include:
Setting clear, consistent expectations for classroom routines and respectful behavior.
Allowing children to choose their work freely as long as it is purposeful, safe and appropriate
Intervening calmly when choices disrupt others or the environment.
Helping children reflect on their actions and make amends when needed.
Modeling self-control, patience, and kindness in moments of challenge.
Freedom within limits allows children to experience autonomy — acting with purpose and care, not merely doing as they please.
Hands-On, Self-Paced Learning
Children learn best when they can touch, move, and explore at their own rhythm. Montessori materials invite active discovery, allowing each child to construct understanding through experience rather than instruction. When we honor each child’s pace, we nurture deep concentration, confidence, and a lifelong love of learning.
Learning in a Montessori classroom is self-directed and experiential. Children are helped to choose meaningful work, repeat it as needed, and learn through doing — not through correction or comparison.
Staff responsibilities include:
Presenting lessons based on individual readiness and observation.
Allowing time for repetition, trusting the child’s process without rushing.
Encouraging self-correction and discovery instead of providing immediate answers.
Offering neutral, supportive feedback rather than praise or comparison.
Maintaining and rotating materials to sustain curiosity and engagement.
By stepping back and trusting the process, staff allow children to take ownership of their learning — the essence of Montessori education.
Multi-Age Groupings
In a mixed-age community, children grow together through collaboration, mentorship, and shared experience. The younger child is inspired by the older; the older child gains confidence and empathy by helping the younger.
Multi-age classrooms reflect the diversity and interdependence of the real world. Each child has opportunities to learn, lead, and contribute according to their stage of development.
Staff responsibilities include:
Encouraging peer teaching, collaboration, and mutual respect.
Observing social dynamics and supporting positive inclusion.
Providing materials that engage a range of developmental levels.
Recognizing and celebrating each child’s unique stage of growth.
Modeling respect for diversity in age, ability, and experience.
Multi-age classrooms foster belonging and community — essential elements of lifelong learning.
Guidance Through Observation
Observation is the art of seeing the child clearly — without judgment, hurry, or expectation. When we observe with patience and curiosity, we come to understand the child’s inner world and the next step in their development. Observation transforms our teaching from reactive to responsive, allowing each child’s path to unfold naturally.
Observation is the cornerstone of Montessori practice. Through it, we learn when to step in, when to wait, and how to prepare the environment to meet the needs we see.
Staff responsibilities include:
Observing regularly and documenting key patterns in behavior, concentration, and interaction.
Using observations to guide lesson planning and adapt the environment.
Intervening only when necessary to ensure safety or support.
Reflecting with colleagues on observations to ensure shared understanding.
Communicating observations thoughtfully with families.
Observation requires patience and humility — the willingness to see the child as they truly are and to meet them where they are.
Discipline Aligned with Montessori
Discipline is not something we do to the child, but something we help the child grow within themselves. By guiding with consistency and kindness, we give children the tools to develop self-control and empathy.
Montessori discipline is rooted in guiding children toward inner discipline rather than relying on external control. Our role is to help children develop respect for themselves, others, and the environment.
Staff are expected to:
Model grace and courtesy: Greet each child warmly, demonstrate polite language, and show respect for materials.
Use redirection: If a child is misusing materials, redirect by calmly saying, “That’s not how this work is used. Let me show you,” rather than taking the work away.
Encourage natural consequences: If a child spills water, guide them to clean it up with a cloth rather than punishing the behavior.
Maintain consistency: When disruptive behavior occurs, calmly remove the child from the situation, allow them space to reset, and reintroduce them when they are ready.
Community balance: Children are guided to respect the group while still honoring their individual needs. For example, a child may choose to work alone but cannot prevent others from accessing materials.
Support internal motivation over external rewards: Montessori practice avoids praise that makes the child dependent on adult approval (“Good job!”). Instead, staff encourage reflection and intrinsic pride in accomplishment by asking questions such as:
“Did you notice how carefully you carried that tray?”
“How does it feel to have finished that work?”
“What part was most challenging for you?”
This helps children develop ownership of their effort and fosters self-motivation.
Role of Observation & Record Keeping
Observation is our most powerful teaching tool. By watching carefully and recording thoughtfully, we learn when to step in, when to step back, and how to best serve each child’s unfolding development.
Observation is central to Montessori practice and guides every teaching decision. Accurate observation allows teachers to know when a child is ready for new lessons and when they need support.
Staff should:
Observe with purpose: Watch for signs of concentration, repetition, frustration, or mastery. For example, noticing that a child has chosen the Pink Tower several days in a row may indicate readiness for the Broad Stair lesson.
Keep daily records: Track which lessons have been presented, which materials are being used independently, and where repetition is occurring.
Document patterns: A child who avoids Practical Life work may need encouragement or environmental adjustments.
Inform conferences and reports: Observations should directly inform twice-yearly progress reports and be ready to share at parent conferences with specific examples (e.g., “She is independently setting up and completing pouring work daily, showing growing focus and care”).
AMS Accreditation Staff Reminder:
These Montessori practices are not optional. They form the foundation of our accreditation and our mission as a Montessori school. Each adult in the environment montessori trained or otherwise must consistently uphold these principles to ensure the integrity of the program and the success of our students.