Our Approach

Principle 1: Authentic Montessori across all subjects

An authentic Montessori environment will have much of the same content learning as a conventional one – but the way in which that learning is achieved will be very different.  In our Schoolhouse, we embrace the full philosophy that supports the academic, social, and emotional development of the whole child.  This means that we work with the natural learning that we know occurs for children ages 6-12.

Children in this age range shift from following adults to thinking critically about the world around them.  To work with this and not against it, Montessori educators must create and maintain an environment in which children have access to content and tools that are a good match for their academic and personal development, children’s voices are heard and engaged (even when they’re not right – yet), clear boundaries are set and shared, and autonomy and ideas are respected.

You will rarely see us use methods of control or lecture to force learning.  Instead, you will notice that we provide opportunities for work cycles and meaningful engagement with hands-on tasks and materials.  We observe and think ourselves critically, allowing time and space for children to make mistakes and revisions, consider their impact, and adjust their thinking and approach.

The work of the Montessori teacher to ages 5-12 is quiet, but essential.  It is applying our own critical thinking, evaluation, discernment, and trust in the children as adults; so, the children can develop their own.

Principle 2: Multi-age groupings

Make the case for multi-age learning: children learn from older peers, teach younger peers, and work at their own pace rather than a grade-level pace. Reference the research base briefly. Note that this is fundamental to Montessori, not a workaround for small enrollment.

Multi-age learning is a fundamental aspect of the Montessori and Dandelion approaches.  We have yet to meet two children who follow the same pathways for all learning – and multi-age settings affirm the dynamic pathways that all humans experience.

Rather than experiencing learning in the same-age or same-grade silos as conventional schools are designed for, our students get to learn with a diverse group of peers and with diverse content.  Learners are not pushed and pulled along the same pathway, the pathways are open and ready for them – and so are peers to learn with and from.

Our environment is designed for K-8 learning for ages 5-12, and we allow and support dynamic groups so that children can find peers and tools for meaningful learning together, both in the classroom and on the playground!

Principle 3: Self-directed learning

Explain self-direction in a Montessori context: kids choose their work within a structured, prepared environment, and educators guide, observe, and present new lessons. Distinguish it from “unschooling” (which has no prepared environment) and from conventional school (which has no choice).

Self-directed opportunities for learning are most clearly observed in two elements intentionally included in all Dandelion meetings: Open Play and Montessori Work-Cycles.

Times for Open Play outdoors are a launch pad for interpersonal and natural connections among our members.  While outdoors, children interact with each other,  with our extensive loose parts and outdoor learning collection, and in the garden, natural play area, and playground.   We find that giving children ample time together outdoors and with thoughtful materials reduces anxiety, creates authentic experiences with harmony and conflict,  elevates communication, presents novel and repeating season opportunities for learning, and results in more focused and effective collaborative efforts during our more academically centered working cycles.

Uninterrupted work-cycles are another fundamental Montessori practice that we apply with fidelity in our Schoolhouse.  Our work cycles occur in our classroom, with prepared Menus and materials for K-8 in all subject areas.  They begin with planning, then time for focused, personalized learning with teachers and other children, and close with reflection.  It is during these cycles that both academic and personal growth can be readily noticed and fostered in our prepared environment, by teachers, and with other children.

Principle 4: Peace education

Describe peace education as actual academic content: conflict resolution, community service, emotional literacy, cultural understanding. Reference Dandelion’s partnership with Kids for Peace. Note that peace education is a Montessori tradition (Maria Montessori was a peace advocate) — not a recent add-on.

Peace Education is a traditional element of a Montessori education and, we believe, a critical part of self-directed learning environments like ours.   You’ll notice Peace Education evidence in our daily practices as well as in Kids for Peace club efforts!

While conventional settings often rely heavily on rewards and punishments, control, and rule enforcement, placing responsibility for recognizing right and wrong and exercising control in the hands of adults, a true Montessori setting like ours will avoid these practices and instead provide freedom within clear limits, actively model grace and courtesy, provide peace education,  foster self-regulation, and allow natural consequences..  This gives children supported opportunities to develop their own self-discipline, discernment, responsibility, and skills for navigating the full spectrum of harmony and conflict, both for themselves and with the people around them.

While Peace Education practices are embedded in all that we do with children, they are also highlighted in our efforts with our local Kids for Peace club.  Kids for Peace club teachings, meetings, and actions are embedded in our weekly menus as well as Montessori Schoolhouse and STEAM Project Labs.

We also share community service projects each season with an Annual Food Drive for the Tri-Area Food Pantry each fall, sponsoring a Local Family for Winter Holidays, visiting Seniors and throwing a Fundraiser Dance for Valentine’s Day, a Spring Stream Cleanup, and Homeschool Field Day in May!

Principle 5: Radical inclusion

Explain what “radical inclusion” looks like day-to-day: neurodivergent learners, twice-exceptional learners, learners from diverse cultural and family backgrounds, and learners whose previous schools didn’t fit. Note that our multi-age, self-directed, prepared-environment model accommodates these learners by design rather than by accommodation. Question: what’s one example of how our model serves a kind of learner who struggles in conventional school?

Radical inclusion means all serve all, all affirm all, and all interact with all in our community.   With these expectations in place, we establish norms and shared understanding that mirrors what we see in thriving ecosystems and wild meadows. Diversity in all forms strengthens our community and creates meaningful opportunities for all of us.

Our multi-age, self-directed, prepared-environment model accommodates all learners by design. We know our students needs, intentionally prepare our space, our expectations, our resources, and ourselves to provide every opportunity for connection and belonging across and within age groups, levels of academic readiness, (dis)abilities, cultures (including family), school experiences, interests, skills, experiences, and personalities.

To name a specific example, our Schoolhouse is prepared for children ages 5-12 with content for kindergarten to eighth grade, this eliminates grade and age-level silos as well as impersonal expectations and demands that are created in conventional schools where classrooms are prepared only for narrow grade and age levels – and not for kids that are ahead of or behind their peers in specific areas. Our model welcomes and provides access to matched peers and instruction regardless of chronological age and ability.  This creates meaningful entry points and opportunities for both interpersonal and academic connections and development for all.

Principle 6:  Home-like setting

A key aspect of our approach is the home-like setting that we create at the Dandelion Schoolhouse.    This provides children and families with comfort that allows for authentic play and work experiences that also make sense in real life.

We keep cozy nooks, meeting tables, and simple journals.   We do not have desks in rows or one:one devices for students.

We have a lovely playspace with loose parts and all sorts of materials for imaginative play and exploration through building.   We do not have a plastic, mega playground with hyper-specific rules for how to play.

We care for a garden, plant wildflowers, and climb trees.    We don’t have a curated lawn or 40 acres of fields to tend.

Our class pets are animals, not people, and we don’t have livestock or a big barn.  Our priority is knowing and celebrating each child and family.