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Teaching is not just about academics—it is about connecting with human beings. We may think we are here to teach mathematics, grammar, and vocabulary, but our real job is to build relationships. Some children enter the classroom open and eager to connect, while others challenge us, testing boundaries and seeking attention in unconventional ways.
One key lesson in working with children is not allowing one or two difficult students to overshadow the growth and well-being of the entire group. This does not mean leaving struggling children behind but rather ensuring that the community remains strong. A harmonious classroom culture—where students feel connected, valued, and engaged—becomes a foundation for individual growth. The more we foster a culture of belonging, the more children will respond positively to their learning environment.
Across different cultures, parents and teachers have intuitively understood this. In some Indigenous communities, for example, adults tend not to become frustrated with children’s disruptive behavior; they recognize it as part of the learning process. They guide children with patience, knowing that they will eventually mature. This perspective reminds us that discipline should be rooted in understanding rather than frustration.
A strong classroom culture starts with recognizing and nurturing the willing—the students who are ready to engage. These students become role models, influencing their peers far more effectively than any adult can. Children listen to each other in ways they may not always listen to adults, making peer relationships a powerful tool for guiding behavior.
At the heart of effective teaching is the idea that every child must feel loved and respected, even when their behavior is challenging. This does not mean tolerating all actions but rather setting clear, firm, and consistent boundaries while maintaining a sense of care. A child may act out, but they need to know they are still valued. This principle echoes in the best examples of teaching across history, where educators have combined firm expectations with a deep personal investment in their students’ success.
Discipline is not about control—it is about guidance. Yelling at a child to stop shouting, for example, only reinforces the behavior. The goal is to model the behavior we want to see and to create an environment where children understand expectations naturally. Some children are naturally oppositional, always looking for a conflict, but that does not mean they are beyond reach. It simply means we have not yet found the right approach to connect with them.
Beyond academics, our work is to form relationships. This starts with simple gestures: sitting at a child’s level, looking them in the eye, and listening—genuinely listening. When children feel seen and heard, they are more likely to engage positively. Not every child will respond immediately, but fostering a culture of respect and care creates long-term change.
The Montessori approach, at its core, is about human development. Maria Montessori herself was a trailblazer—more than just an educator, she was a scientist, a feminist, and a visionary who challenged the status quo. She saw potential in children that society overlooked, particularly those from marginalized backgrounds. Her work was not just about teaching; it was about reshaping society by nurturing individuals who could think, create, and contribute meaningfully.
Her first significant work with children took place in an institution for those deemed “deficient,” many of whom were abandoned and neglected. Within two years, Montessori’s methods enabled these children to pass standardized exams designed for their typically developing peers. This success led her to ask: If these children, considered to be at a disadvantage, could achieve so much, what untapped potential lay in all children?
Montessori’s work was not just about education—it was about shaping a more peaceful world. She lived through a time of global conflict, witnessing the brutality of industrialized warfare. Her belief was that actual change could only come from raising children in a way that nurtured empathy, independence, and a sense of responsibility to others. This is why dictatorships—whether Nazi Germany, Fascist Italy, or Soviet Russia—feared and shut down Montessori schools. They understood that free-thinking, self-directed children grow into empowered adults who are more challenging to manipulate.
The impact of Montessori education is profound. While not every student will carry Montessori principles with them for life, many do, and those who do are forever changed. The goal is to create individuals who are not just academically competent but who embody what in Yiddish is called a “Mensch”—a genuinely good and decent person.
For those working in education today, especially in Montessori settings, the mission is clear: we are not just teaching subjects; we are shaping lives. Every day spent with students is an opportunity to make a difference and to create a world where children grow into thoughtful, compassionate, and capable adults.
This work is not always easy, but it is always meaningful. And that, more than anything, is why it matters.
