From our home to yours

“The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.” 

― Dr. Maria Montessori

Welcome to HPMS at Home

Thanks for stopping by! 

The teachers at Hamilton Park Montessori School have opened their doors to show you how they bring Montessori out of the classroom and into their homes, their parenting, and their lives. 

Here, you will discover ways of using the Montessori method to inspire you to:

·      Set up your home environment

·      Parent through a new lens

·      Approach life to promote respect, creativity and discovery 

Without further ado, let’s meet a few of our teachers…

Ms. Hala

Why did you choose to become a Montessori teacher?

Montessori was a part of my upbringing. When I was two years old, my parents learned about the Montessori method and soon after, they opened a Montessori school in our home. Each room of our house was transformed into a Montessori environment and my mother and father were building and creating materials night and day. Instead of a dining room table, we had Montessori Bells, a piano and various instruments. Instead of a sofa and television, we had shelves with beautiful Sensorial and Math Materials. There was a room filled with Practical Life and art materials that extended outside and our living room was lined with shelves containing books, language, science, and culture materials. The school grew and eventually moved out of our home. I stayed in my family’s Montessori school through 6th grade.

Growing-up with two younger siblings and dozens of other children in such a unique home environment, paved the way for me. I veered off that path to pursue other interests in my young adulthood and found myself at a fork in the road… choosing between pursuing a career in fashion or a career in teaching. Montessori had been engrained in me so deeply and connecting with children came naturally that I guess I had never viewed teaching as a career until then. So, I chose to continue my journey down the path that had been paved by my parents to learn more and grow further as a Montessori teacher. And, I haven’t looked back.

How old is your child? When did you begin using the Montessori method at home with your child?

I always knew that I would use the Montessori method at home and in my parenting from before the time Matilda was a twinkle in my eye, she’s two now.

I read several books, as all expecting mothers do.  I was only dreaming about preparing a Montessori infant environment, when Matilda surprised us 6 weeks early! We had nothing ready! After the initial shock wore off (which took several weeks) I remembered to embrace the most important lesson I’ve learned as a Montessori teacher, which is to observe.

That is when I began using Montessori in my home, as a mother. I prepared her environment and made adjustments according to her needs. I feed her, carried her, slept alongside her, dressed her, I engaged with her in ways that best supported her development. These were not conventional ways of caring for a baby that I read about in books, or things I had been told to do by friends or family. I cared for my baby in the way that best suited her individual needs.

What do you like best about the Montessori method?

There is a great deal of respect and support that is exchanged in a Montessori classroom.

The teachers respect that each child has their own way of learning and their own rate of learning and the materials are designed and arranged to support that. Each child is viewed as a whole individual with their own interests, strengths, and areas in which they may need support. They are given the time and space they need to make discoveries and master their skills. Therefore, there is no pressure put on the child to do what their peers are doing and there is nothing holding them back from exploring and deepening their interests. With that, they maintain the appetite for learning that they were born with.

The children are responsible for respecting their own learning through exploration of the materials and lessons with the teacher. They learn that each living thing and object in a Montessori classroom has a purpose and a place and although every child is viewed as an individual, they also learn that they are a part of a community. They learn that it is their responsibility as a member of their community to respect and take care of their environment, to take care of themselves, and to respect and care for others.

How do you bring the Montessori method home?

I embrace the Montessori philosophy as much as I can in how I communicate with my family, how I arrange the furniture and objects in our home, and how I approach my responsibilities in caring for our household. This does not come without challenges and these are areas of my home life that I continue to work on everyday.

How have you adapted the Montessori method of teaching into your parenting?

I try my best to calmly and respectfully approach all interactions with my daughter. I am gentle and as she is developing her expressive language, I listen to her, give her opportunities to make her own choices, and I observe times when she might need my help. I offer help first, without jumping in, because I want her to have the opportunities she needs to concentrate and practice on her own.

I have arranged areas in each room of our home that maximize opportunities for Matilda to develop her independence. Each object has a purpose and a special place, however I make changes as she grows, depending on her needs and depending on what skills she is working on developing.

    

Ms. Kristi

How old is your child and when did you begin using the Montessori method at home? 

Stella Bird is 4 years old and Montessori philosophy has inspired my parenting from day one -- but it hasn’t been perfect! Montessori is more of a lifestyle than a method to me. What I love about bringing Montessori into the home is that there aren’t any rules. It’s all about following your child and doing what is best for your family at the time. Things shift and change and as parents, we need to adapt. There’s no such thing as a perfect way or perfect parent and that resonates with me.

Why did you choose to become a Montessori teacher? 

I knew from childhood that I wanted to teach. I am the oldest of 6 and used to play “school” with my siblings. “Choose” might be the wrong word for my story -- I fell into Montessori like a beautiful accident. I had just graduated with a degree in Visual Arts Education and I was looking for a job. At the time, HPMS happened to be looking for an Art Teacher and I was invited to observe in the classroom and interview. I had never seen anything like it--children moving freely through the bright classroom, the hum of busy children working, soft-spoken teachers giving lessons to individuals rather than the whole class, everything organized and within its place--and it felt like a calling. That was 13 years ago and the rest is history!

What do you like best about Montessori and how do you implement it at home? 

There are really three elements of Montessori that speak to me the most and inform how I make most of my parenting decisions. First is having respect for my child. I try really hard to create a beautiful and inviting space for Stella to play in and we try to include her in the decision-making process. This makes her feel valued and in turn, she knows she is a contributing member of our family. I do my best to always speak with a gentle and loving tone and in words she can understand. I also respect Stella’s individual development and I don’t compare her to other children her age. Secondly, I have a strong need for order and this element of Montessori speaks to that. When my home is in disarray, so is my mind. My family is so much happier living in an environment that is organized and simple. It’s been a journey over the last couple of years and a work in progress but everything has a special place, which makes cleaning up a breeze. Lastly is instilling a strong sense of independence. I do my best to allow Stella the space and time to try things on her own, without intervention. She is fierce and confident, but now we are working on helping her play independently. She gets a lot of our attention as an only child!

How does teaching using the Montessori method and parenting using the Montessori method differ?

Well my students listen to me, and my child doesn’t, for one. However, in all seriousness, I don’t think they are really much different. Becoming a parent really made me want to be a better teacher. Being a Montessori educator for almost a decade before becoming a mother has been the most valuable gift. It opened my eyes to how joyful parenting can be. Don’t get me wrong, it’s not always rainbows and unicorns. But there is beauty within every moment--even the difficult ones. Teaching my students comes naturally to me. It is one of the great joys of my life. I live to see the smile of a student who has poured their very first glass of water without spilling a drop or witness the quiet concentration of a child counting math beads. However, experiencing these moments with your own child, who you love like no other person on the planet, is something incomprehensible. It makes my heart want to burst out of my chest.

What challenges have you faced as a parent that the Montessori method has helped with? 

The biggest parenting challenge Montessori philosophy has helped me through is reminding myself to take a step back and just observe. As a working mom, I’m always on the go and Stella is sometimes along for the ride. However, when we have an issue to work through, I remind myself to watch--or sometimes I freak out, and then I remember to watch! Observation can tell us so much about what our child actually needs. So I ask myself, “What is Stella really trying to tell me through her whines and cries? Does she need more time? More space? Shoes with velcro instead of laces? Fewer toys to choose from? To throw something outdoors? A hug? My undivided attention in this moment? Observation is a crucial element of Montessori philosophy and it may be arguably the most important. Young children don’t have the emotional capability to tell us exactly what they need with their words. They use their actions--we just have to listen.

One small task can make an impact on somebody’s life.

Community Service

written by the Hamilton Park Montessori School Middle School Students

The students of the HPMS Middle School believe that community service helps to maintain a healthy structure in our community, which then goes on to help it thrive in a multitude of ways. HPMS students perform community service tasks often, both in the smaller community of the Hamilton Park Montessori School and in the larger community that is the world around them. This Martin Luther King Day, the HPMS Middle School would like to recognize all the hard work they have done to benefit the community, in and outside of school. These students take pride in their work and would like to share their accomplishments with the greater community. By sharing these stories, they hope to educate and inspire others on the many ways they can do their part in helping the community.

Students of HPMS have the choice of what community service they would like to do. One of those options is to help in early childhood classrooms. There are many tasks, simple or tedious, that are in need of being completed. The most requested job, reading to the younger children, is a large part of helping out in early childhood classrooms. The students of HPMS enjoy helping out in the early childhood classrooms because of the mental reward, seeing the smile on the child's face when someone they look up to helps complete something or does something that the child enjoys.

            The 2018 YSOP (Youth Service Opportunities Project)  trip was a big opportunity for the 7th and 8th graders of HPMS. It helped them get away from their phones and help the homeless community of New York City. They made a bunch of food for the people and after everybody ate, they played board games and had conversations with the guests. They then had a debate about homelessness and what it does to people. The hour and a half long conversation gave them a better perspective about homelessness. The next day they had a community breakfast and were then separated into five groups to go to the five different boroughs of New York City. They made and served food to the guests and got to listen to the people’s stories and got to know them.

As you have no doubt seen in the previous paragraphs, community service is a big part of our school community, and it allows students to hone skills they have learned in the classroom while applying them in practical life. One such example is when last year, a group of students used their knowledge of 3D printing to print replacement parts (on custom order) for whichever Early Childhood classroom needed them. This involves replacement beads, cubes, number squares, puzzle pieces, and much other stuff that is used in the building, by HPMS’s very own 8th graders.

As you can tell throughout the first few years of the HPMS middle school program, we have worked with the younger students and staff members in our school and we have also worked with those outside our own four walls. Working throughout the school we have learned to care about the community. We’ve seen how it works and have gotten a better understanding of what it takes to run a school. At YSOP we learned about others who don’t have enough money to put a meal on the table. We also learned about their living situations and how heavily these people depend on their communities. We have gained skills and have learned how our skills can affect our school. Not only have we done all of this, but we have become better people from it, too. Just like Martin Luther King, Jr., we understand that some things are worth the time and effort to achieve. One small task can make an impact on somebody’s life.           

Closing the Opportunity Gap One Student at a Time

School expands its efforts at increasing its socio-economic diversity

Jersey City, NY, May 22, 2018: In 2006 when Hamilton Park Montessori School (HPMS) opened the doors of its two early childhood classrooms, it committed to a whole-child approach to education— one that meets the social, emotional, cognitive and physical needs of each child. 12 years later, and well into its expansion into Middle School, it continues to nurture each child’s love of learning. As part of its ongoing commitment to meeting the needs of a diverse student body, HPMS recently changed its status to a 501(c)3 non-profit entity. This will enable the school to expand its efforts at increasing the socio-economic diversity of its student body through a giving program and scholarship fund.

“Dr. Maria Montessori was globally acknowledged for her advocacy toward peace and social justice. Since day one, it’s been our commitment to meet the needs of our diverse student body, and to support every student’s curiosity and passion for learning. And now, with our new non-profit status, we will be able to even more closely mirror the diversity of the larger city and world around us,” commented Samantha Trice, founder of HPMS. “We love watching students learn to work hard and to persevere, to solve problems, and to find joy in learning everyday.”

# # #

Hamilton Park Montessori School educates children from infancy through eighth grade, following the vision of Maria Montessori, who was thrice nominated for the Nobel Peace Prize for her advocacy of children and her work toward world peace. Built on Montessori’s values and her scientific observation of the nature of learning, HPMS’ curriculum lays a sound foundation in mathematics, language, geography, science and social science, creative arts, physical movement, sensory learning and practical living. HPMS believes this strong foundation is the key to academic success, personal growth and global awareness.

Poet, Activist, Writer. I am in 8th Grade. I am Aparna. I am Hamilton Park Montessori School.

The four eighth grade HPMS students came into the school at different times. Some have been with the school since it was first opened. Others came in when the school had become more developed. No matter when they came in, HPMS helped them discover their passions and grow as people. I am one of the eighth grade students. I have been in HPMS since first grade, and being a part of its community has given me the opportunities to shape who I am now.

When I first joined HPMS, I was instantly welcomed by a group of compassionate, hardworking teachers and warm, embracing students. Even from that age, HPMS was already building confidence and compassion in kids. We had research projects and presentations where we spoke in front of our class. Sometimes the older kids would read us passages from science or other topics and would help us answer questions about them. I feel that this helped to shape who I am because having those memories makes it more personal to me when we do things like that, since we are the older kids now. We have reading buddies and showcases to give the younger kids a sense of mentorship. To this day I love working with kids and others in my community, and these values came from HPMS.

HPMS also offers many hands-on resources for kids to learn practical life skills, learn concepts, and strengthen their creativity. When you are little, you get practical life works that kids learn from and enjoy doing! This happens a lot in HPMS, because the kids here love to learn. When you get a little bit older, you start doing works that help you visualize mathematical and scientific concepts and strengthen your understanding. Upon reaching middle school, you get to show your creativity through art, building, writing, science, math, and humanities based projects. The STEM program is a huge part of this, because the kids can create actual models of the ideas that they create, but each class offers many unique ways to express your individual thoughts.

Speaking of individuality, HPMS has a group of dedicated teachers who support the school’s philosophy of giving the students the independence and freedoms to grow into confident, kind, accepting people. They also support the interests of students and provide a safe, loving community to try other things out. That’s another reason HPMS is wonderful. The community is so closely knit that no one has to be afraid of judgement or ridicule from classmates if they want to try unique things.

My personal experience has consisted of all of these factors and so much more. My friends and teachers have been incredibly supportive of me and my goals, which are to be a writer and an activist. In a nutshell, HPMS is an amazing school, one built on compassion, confidence, independence, and student-driven passion. I feel especially lucky to have had the opportunity to be able to grow and live in this community.

--Aparna Packer will be in the first graduating cohort of 8th Graders at Hamilton Park Montessori School. When asked what she remembers from her early years at the school, she muses: "I remember when I was younger, I really liked the long chain work. That helped me with math facts and I remember it very clearly. I feel like it was more effective than plain memorization. It gave me a clearer visualization to work with. I also remember Ms. Kathy telling stories about farmers during geometry lessons to help explain certain concepts."