It’s the time of year that begs us to follow traditions. One of the things I do every year is make toffee. Family and friends look forward to it, so I keep doing it. Two years ago, my candy thermometer broke. And I forgot about it – until it was time to make the toffee last year – and again this year. But, I made the toffee anyway. If you know anything about making any kind of candy, you know that temperature matters. Last year I decided I would try to “remember” the consistency, color and smell of the finished product. And it worked.
If you are a baker, cook or candy maker who values the precision in cooking, this is might drive you crazy. Guessing when the butter, sugar and water reach the right temperature? Though cooking is based in science, there is an art to it as well. There is a “sense” when things are going well and when they’re not.
The same is true with teaching and learning. There is a science to instruction. There is science behind how we learn and how the brain responds to the stimuli provided in certain ways. There is lots of research on the best ways to teach various subjects, how to help students store facts in long-term memory and how to provide enough variety in instructional practices to address most learners’ needs. Much of this is addressed in teacher training programs, and some in additional professional development. It is interesting and continues to evolve as our methods of discovering just how learning takes place become more sophisticated. It is crucial for the basis of understanding learning.
Today officially ends the palindrome days of 2019. Nothing set my mind soaring like hearing that the dates from 9/10/19 through 9/19/19 are all palindromes – numbers that are the same when written backward and forward. I love this! As we finish out these days of the palindrome, I have more questions that answers. When will this occur again? How often does it happen? Google helped me learn some of the answers and left some for me to continue to ponder. One thing was clear – 
Much of what we learn in school is memorized, tested and forgotten. Dr. Maria Montessori believed that children must experience learning through multiple senses; sensory experiences are crucial in the earliest years of development. She developed materials that you will find in most Montessori schools. These materials allow children to explore a concept through their hands, their eyes and language. They provide more than one pathway to learning. 
Stories. They are part and parcel of all of our lives. If we are lucky, we begin our lives with stories being read to us from a very young age. The books of our youth are often worn out before we tire of them. Children never tire of hearing a favorite book or story. Stories teach us the rhythm of words, the joy of surprise and the comfort of resolution. Our family stories may not be written in a book, though are shared from generation to generation. They too teach us the elements of a good story and are sometimes embellished, though rarely forgotten. 
At Wilmington Montessori School, we have just sent out a new progress report and are in the process of conducting conferences with parents. As we worked to help parents understand the new format of the reports and think about the reasons for including each element on the report, I have been thinking about progress. Now, you may be nothing like me in this way, but in my life I have progressed and regressed many, many times – probably more times than I would like to consider. Interestingly, as we observe children and their growth, we look for and yearn for steady progress with few, if any, bumps along the way. Is this realistic?
The Montessori Message 