A Healthy Relationship with Feedback
July 29, 2024

In Montessori, we want children to embrace mistakes as opportunities to understand how to improve. Our goal is for children to understand that feedback is important for knowing what still needs to be done and what still can be learned. 


What does feedback look like in Montessori classrooms?


We take care to cultivate a culture of feedback. Even at the early childhood level, we start this approach with a gentle noticing that allows children to begin to develop some self-assessment.


For example, when we see that someone has left their chair out, rather than reminding and instructing by saying something like, “Push in your chair,” we offer an observation, “I see that your chair is out.” By making a neutral observation, we provide children with the chance to notice and make a choice. They can make their own realization: “Oh, I forgot to push my chair in!” As a result, children can have agency in the process. 


In social situations, we can use similar reflections. When someone is unkind to a peer, we might say, “It looks like your friend/sibling/classmate is feeling hurt.” We can also wonder aloud: “I wonder what would help them feel better. Should we check?” Or “Would you like some help checking in with them?”


Ultimately, children want to do the right thing. But when we overinstruct or always dictate what should happen, we deprive children of the opportunity to develop their own inner drive to make the right choice and follow through with action.


How does Montessori support self-assessment? 


Many of the Montessori learning materials are “self-correcting” or have a built-in “control of error,” which means children can tell if they have done an activity inaccurately and try again without an adult needing to intervene. In our primary classrooms, the sensorial materials offer an excellent example of how the materials help children assess their own mistakes. If the largest cube isn’t used at the base of the pink tower, and then the next largest is placed progressively after, the tower won’t be stable. If the last knobbed cylinder doesn’t fit in the last space in the cylinder block, it’s clear that the pieces need to be rearranged.


Because the materials are designed to give feedback, children begin to learn early on that they can recognize, understand, correct, and learn from mistakes. As the materials get more advanced, children are able to use answer keys to check and correct their work. They can use control cards to see if they have used labels or identification markers accurately. Children are able to take control of their own learning and not rely on adult correction or judgment. The result? Children are motivated to try new things and take risks in their learning.


How does this approach work with more advanced academics?


As children get older and need feedback on essays or other work, we are careful about how we frame our responses. We recognize that our responses can significantly impact motivation, self-esteem, and a love of learning. Therefore, rather than emphasizing failure with red marks and X’s, we emphasize areas for growth. 


A focus on growth can start with noticing what is right. For example, perhaps an elementary-aged child is working through a series of geometry lessons and has tried to abstractly determine the area of different shapes. By noticing what has been mastered, we are providing feedback about areas of strength: “Wow! You really aced a number of questions about area. You must feel really confident with calculating the area of squares and rectangles!” 


Recognizing what is going well sends a message that students’ efforts are valuable and that their hard work toward mastery has an impact. It’s important to note that this is slightly different than praise. Rather, we are highlighting success instead of focusing on failures. It’s a subtle shift but one that makes a huge difference.


In addition, we ensure that any feedback offers room for students to revise and improve their work. Whether children are working on honing an essay or mastering long division, we ensure that they have the chance to incorporate the information, repeat or revise their attempts, and move toward mastery. 


In reality, children love checking and discussing their own answers! Their conversations about mistakes, corrections, and revisions are the place where really fruitful learning often happens. Older children typically enjoy debating and discussing wrong answers with each other. In the process, Montessori students begin to understand mistakes as a place to explore and grow, which ultimately strengthens their critical thinking skills. 


Why is a healthy approach to feedback beneficial?


The authors of Thanks for the Feedback: The Science and Art of Receiving Feedback Well researched feedback and found that learning how to receive feedback effectively is key to healthy relationships and our professional lives. We want our students to develop a healthy and positive relationship with feedback so they understand that feedback is a gift that allows us to become better as people and at what we do.


Montessori children develop confidence and self-sufficiency through work with self-correcting materials, thoughtful space for revision and mastery, and intentional messaging from adults. They learn to appreciate opportunities for critical thinking and problem-solving. 


We invite you to come see how children embrace opportunities for growth and mastery. Schedule a tour today! We’d love to hear your feedback!

A New Role: Adults in Montessori Adolescent Programs

By Jasmine Parks • May 23, 2025
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!

Stages of Development Series: Infancy

March 3, 2025
Discover how Montessori education nurtures children's growth from birth to six years old, fostering independence, exploration, and language development.