Montessori Partnerships for Georgia

Teaching literacy is a hot topic, and we're gaining recognition nationwide for our work demonstrating the Montessori literacy curriculum's alignment with the science of reading!

At the Public Montessori Conference in April, participants packed in to hear a presentation of our work by Annie Frazer, along with that of Montessori Works (a similar organization in Delaware) and the National Center for Montessori in the Public Sector. Attendees expressed excitement about our work and a strong desire to collaborate nationwide.

As more and more states adopt laws specifying how reading can be taught, our partners in Savannah-Chatham and Baldwin County school districts, both of which have approved the Montessori literacy curriculum, are helping lead the way!

https://open.substack.com/pub/afteralpha/p/the-ai-tutor-takes-a-break

Another powerful piece from Kate Broughton.

In Montessori environments, we pay close attention to the child’s real work: the effort, the struggle, the joy, and the ownership that help them grow into capable human beings. This reflection from Kate Broughton is a beautiful reminder that learning is more than producing answers. It’s about becoming someone who can think, try, revise, and take responsibility.

In a moment when so much can be generated by AI, her words call us back to what is most human in our classrooms and in our children.

“Because machines can generate answers, but they cannot build a human being.

They cannot give a child the feeling of tying their own shoe for the first time.
They cannot replace the pride of building something that actually works.
They cannot replace the frustration of trying again after failing.
They cannot replace the experience of being responsible for something real.
They cannot replace belonging to a community.
They cannot replace trust.
They cannot replace being needed.
They cannot replace the slow construction of competence.”

“Very young children understand something that older students sometimes forget. Very young children do not say, “Help me do this so it is perfect.” They say, “Let me do it.” “I did it myself.” “I made this.” “Watch me.” Somewhere along the way, many children stop wanting to do the work and start wanting the result. They stop asking, “Can I do this?” and start asking, “Is this for a grade?” That is a very important moment in education. That is often the moment integrity begins to move, because the focus shifts from becoming capable to appearing successful.

If we look at education through the child lens, integrity is not primarily about honesty in the moral sense. It is about becoming a person who can do things, who tells the truth about what they can do, who takes responsibility when things go wrong, who contributes to a group, who finishes what they start, who tries again after failure, who can be trusted.

Integrity, in this sense, is closely tied to independence, competence, responsibility, and belonging.

This is why the conversation about AI in education is not really about technology. It is about the purpose of education. If education is mainly about producing correct answers, then machines may become the best students. But if education is about developing judgment, responsibility, persistence, collaboration, care, courage, curiosity, and contribution, then the role of school becomes more human, not less.”

The AI Tutor Takes a Break Can Humanness Be Synthesized

Registration closes Monday for our March 7 neurodiversity workshop! Engaging and practical, this helps you answer the question: What do I do on Monday? Sign up now to be sure you get a spot.

Follow the Child: What Do I Do on Monday? • Montessori Partnerships for Georgia Workshops Follow the Child: What Do I Do on Monday? Applying Neurodiversity-Affirming Practices in the Montessori Classroom Tools, language, and clarity for the moments when following the child feels hardest.…