Tuesday, September 1, 2026

My Child Wants a Snake and I Don't Like Them!

woman watches child hold a snake
What do you do when your child suddenly becomes fascinated with snakes, reptiles, or other creatures that make you uncomfortable?

In my podcast Creating Cooperative Kids (click this title to listen to the audio podcast), I sit down with environmental educator and author Nancy Hopkins, better known as The Snake Lady, to discuss how parents can respond when their child's curiosity clashes with their own fears.

Nancy shares practical advice on introducing children to reptiles in a safe and educational way, explains why many adults develop a fear of snakes, and offers simple strategies for exploring a child's interest without immediately saying "no."

We'll also discuss her children's book, Sassy Green Tree Boa, and how storytelling can help both

The snake lady author of Sassy the Green Tea Boa
Nancy Hopkins, a.k.a
The Snake Lady

children and parents better understand these often-misunderstood animals.

Whether you're a parent facing this dilemma right now or simply interested in learning more about reptiles, this conversation may change the way you think about snakes.

Topics discussed in this episode:

  • Why children are naturally curious about snakes

  • How parents may unintentionally pass their fears on to their children

  • Practical first steps before bringing a reptile into the home

  • Educational resources and hands-on experiences for families

  • How books can help children and parents learn together

Join us for an entertaining and informative conversation with The Snake Lady and discover how curiosity, education, and family exploration can sometimes turn fear into understanding.

Here is the interview:

Kids are born with no fear. Unless they're taught to fear them, their curiosity gets the best of them and it's something fascinating and unique. So the kids love that about it. The problem comes in is when you have parents who through the years have been conditioned to hate and fear reptiles, especially snakes, that they put unrealistic expectations on their children where they should just kind of embrace that the kids are curious and want to learn about reptiles.

So it sounds like you're saying that parents sometimes project their fears on their own.

Absolutely.

Yes. That happens more often than not actually. I was at the center yesterday. There was this little girl in her pink dress with her parents and one of the keepers was walking around with one of our snakes. She just went right up to that snake and was petting it like a puppy. And it just shows you the mom and dad just stood there and let her do it and said she just loves every animal. It just kind of proves itself that unless they teach that child fear, the kids are uninhibited. They love them. They don't See Them as evil or anything.

That's a good point. So let's talk directly about the problem. The child comes home, they might have seen a snake at school or they went on an exploration trip through school. Now they want a snake or a lizard or something. And mom says, "Oh no, not in this house." So let's talk about that problem. What can parents do about that?

The first thing I love to tell parents who come up to me and say, "Oh my gosh, my kid wants to bring a snake in the house." I say one thing, start education. Research first. And believe it or not, I'll tell parents the best way to start to see if a child wants a reptile in the house and that you can overcome your fear as a parent is literally, you're going to giggle at this one, is get a stuffed snake.

Really?

Yeah. Get a stuffed snake. Let the kids be responsible for that and see if they have that responsibility and the attention span that it takes to invite a reptile into your house. The parents, I actually recommend my book because it's a great book and it's a non-threatening introductory level to snakes for children. The book is based for children ages two to eight, but it has helped many parents understand that snakes are kind of cool.

So you're saying then to start with the stuffed snake to see if that satisfies their need or if it needs to go further. And talk about your book. Sassy Green Tree Boa is the title of your book, right? 

I was in environmental education about 30 years ago. And while I was teaching, there was a big gap in

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child appropriate books about snakes that weren't threatening, that weren't scary. After 30 years retirement and everything else, I've gotten back into environmental education. But I always wanted to present a book to children that they could read that was a non-threatening introductory to snakes. The book is all about Sassy the Green Tree Boa, and she goes on an adventure and she meets snakes and she meets real snakes. That's the difference between a cartoon book and mine. Mine is educational. So each snake she meets, there's a little bit of education about that particular snake on each of the pages when she makes a snake. It's all done in a very whimsical way. And at the end, she decides that it's okay that she's just a plain green snake and that she's met lots of friends along the way.

Basically that each of the snakes, even though she meets a couple of scary ones, they're not that scary once you get to know them.

Is it in a forming of a storybook that a child can be read to? And how does it benefit parents?

It is in a storybook form. It's very repetitive in its writing. Children can learn how to read reading it also. It helps parents because I've had parents who don't even like to see pictures of snakes. They have picked up the book because their kids want to learn about snakes. And they have actually said to me, "Thank you so much because by reading this book with my child, it's actually alleviated a little bit of my fear." I put humor into it also. The book has a lot, it's very light, very humorous. They found that very soothing. They weren't like, "Oh my gosh, my kid wants to read a book about snakes." It was more like, "Okay, this is a fun book about snakes."

Why do you think a lot of adults don't like snakes?

Well, believe it or not, Bill, you can see the roots of this back in biblical times. Adam and Eve, the snake was portrayed as evil. And through the ages, it's always been thought of that way. As people turn into adults, they may have had some sort of traumatic experience with a snake, been startled by a snake, and that has increased their fear. And they've never attempted to get over it. They've just decided that snakes are scary and snakes are bad, and they don't try to conquer that fear. I grew up with snakes. They were a pet in our family, just like a dog, just like a cat. So it all depends on your exposure too. And I've always told people, it's okay. It is okay to be frightened of snakes. It really is. If you have a fear of them, that's fine. But the one thing I tell everybody is it's okay to be afraid of them.

So people call you the snake lady, you say, right?

They do. They do. I have been known as a snake lady for a very long time.

So beyond your book, and you mentioned the center, what is it you do? And what is the center?

Riverside Reptile Education Center. I volunteer there once a week as, believe it or not, a tortoise walker. But I also -

Wait, wait, wait. A tortoise walker?

Yes. The tortoises need exercise. You've seen all those big tortoises in other zoos. Riverside Reptile is a reptile zoo. Well, if they don't get exercise, it is very difficult for them to lift that 100, 200 pound body up and move around. So they started this program last year where volunteers come in and we literally walk the tortoises around the center. And they have a tortoise terrace where we can go outside with them and walk them around and literally give them exercise so they're able to carry that hundred pound body around.

And where's the center located?

The center's located in Enfield, Connecticut. I volunteer there. Yes.

And it's a place where parents can bring their kids and get up and close to reptiles, right?

Absolutely. It is a wonderful place for people to get up and close to reptiles and see reptiles you will never see in your lifetime. They have some reptiles there that are just amazing. Some of the snakes that they have, you can view them safely.

Do you have any funny snake stories? 

Oh, I Have two in particular. So the first one is when my oldest son was four or five, we belonged to a mommy and children's playgroup. And we were meeting one day at one of the houses and it was a beautiful farm. And we were walking through a field and I saw a piece of plywood. And having boys, my son, he said, "Oh, come on, Tim. Let's go look. Let's see if we can find a snake underneath it." Now there was seven other parents, moms with their children with us. And Tim and I went running over and we lifted up the thing and there was a couple snakes. So of course I reached down and picked them up. And I turned around to show the other kids and the parents. All Timothy and I saw were all these parents And kids Running away. So that one was quite funny. And that's when I have to realize that not everybody loves snakes, so I have to kind of dial it back sometimes. So the other funniest story is while I was doing my environmental education, my car had a big magnetic sign on it that said environmental education. My handle, the snake lady on it. Unfortunately, one night I did get T-boned, didn't get hurt. So the police arrived and the police officer kept going around and around and around my car with his flashlight shining in the. And I was like, "What is going on here?" I'm like, "No, officer, I'm not hurt." And he finally came back up to the front door and he said, "Ma'am, are there snakes in this vehicle?" And I'm like, "No, I don't have any in there." Then he relaxed and went about asking me all the right questions. But it was so funny. 

I guess from what you're saying then is if a child expresses interest in reptiles, bring them to places like Riverside.

Absolutely. 

And get exposure to see if they really do like that. 

Yes. 

And then also for the parents to get used to handling them as well, so the parent gets beyond their fear. But you bring up a very good point earlier. We got to be careful not to be projecting our fears onto our children artificially. And if they have that interest, then help them experience more of that to see if it's what they really want, right?

Exactly. You think of it, it's a good family thing to do together. If you have a child interested in it, explore it together. Research and everything else. I mean, the internet is wonderful. You just go on, you spend time together researching snakes, learning about snakes and everything else. It's kind of like sports and stuff. If a child is really into hockey and stuff like that, as a parent, you're going to get involved with that. You're going to get involved with all the ins and outs of the sport. Same thing with snakes. You're going to get involved. You may not be hands-on, which is okay. But if you explore it together with your kids when the child is old enough and responsible enough, then you'll say, "Okay, all right, we can bring a snake into the house. I know you're going to be responsible. I've kind of gotten over my fear a little bit, and I know a little more about them and know what to expect."

And what's important is coming up with boundaries and rules about when they can handle them and also participating in their care and everything. Have you ever been to the Repticons?

Yes. A few of the Repticon shows. I actually vend at the Show Me Reptile shows. Actually, I have a booth there and my book does very well. When I Go to these. I have a lot of parents buying the books for their kids. The book does very well.

That's great. And so it's a show place where you bring a snake and let them handle it?

I don't bring any snakes because the Show Me Reptiles or the Rapticons or any type of reptile show. There are people there already.

Okay. Handlers. 

Yep. It's a place where you can purchase snakes and stuff like that. And yeah, it's great because some of the kids, so what'll happen is some of the keepers who are there selling their snakes, and they have the same mindset as I do. They're like, "Well, maybe your kid's not ready yet." And a lot of them send them over to my table where they can pick up the book. I kind of talk to them about things about owning a snake and stuff like that. There are a lot of responsible reptile keepers out there.

I love the fact that you set up a booth and make your book available. Your book is obviously available on Amazon. Nancy, this has been really informative for me, so thank you so much for coming on the show.

You're welcome.

Good luck with more snakes and thanks for volunteering down at the center as well.

Saturday, August 22, 2026

Montessori-Inspired Continents Activities Using Free Printables

By Deb Chitwood from Living Montessori Now

This is especially great for reinforcing continents work early in the school year! Our new continents unit has Montessori-inspired activities using free continents printables along with a new Montessori-inspired continents pack for subscribers to our free newsletter at Living Montessori Now

You'll find many activities for preschoolers through early elementary throughout the year in my previous PreK + K Sharing posts. You'll also find ideas for using free printables to create activity trays here: How to Use Printables to Create Montessori-Inspired Activities

At Living Montessori Now, I have a page with lots and lots of free printables.

Disclosure: This post contains some affiliate links (at no cost to you).

Montessori Shelves with Continents-Themed Activities

Montessori Shelves with Continents-Themed Activities

You’ll find Montessori-inspired all about me themed numbers, letters, and more (part of my subscriber freebie pack, so just sign up for my newsletter to get the link and password … or check the bottom of your latest newsletter if you’re already a subscriber) 
 
Go to my Free Continents Printables and Montessori-Inspired Continents Activities at Living Montessori Now for the free printables and activity ideas you see on the shelf and collage above!

Free Montessori-Inspired Continents Pack



Montessori-Inspired Continents Pack for DIY Cards and Counters, Number or Letter Matching, Number or Letter Basket, Bead Bar Work, Hands-on Math Operations, Number or Letter Salt/Sand Writing Tray, Letter Tracing, DIY Movable Alphabet, and Creative Writing (subscriber freebie, so just sign up for my newsletter to get the link and password – or check your inbox if you’re already a subscriber). 

 Note: I also have a free Montessori-Inspired Me on the Map Pack with continents activities.

More Geography Resources

Me on the Map Books for Kids 
Geography Puzzles If you'd like ideas for calendar-based themes throughout August and September, see my August Themed Activities for Kids and September Themed Activities for Kids.

Be sure to go to my Free Continents Printables and Montessori-Inspired Continents Activities for lots of free printables and activity ideas.
 
I hope you have a great school year!
  Deb - Signature
Deb ChitwoodDeb Chitwood is a certified Montessori teacher with a master’s degree in Early Childhood Studies from Sheffield Hallam University in Sheffield, England. Deb taught in Montessori schools in Iowa and Arizona before becoming owner/director/teacher of her own Montessori school in South Dakota. Later, she homeschooled her two children through high school. Deb is now a Montessori writer who lives in San Diego with her husband of 51 years (and lives in the city where her kids, kids-in-law, and grandkids live).

Friday, August 21, 2026

Montessori-Inspired All About Me Activities Using Free Printables

By Deb Chitwood from Living Montessori Now

An "all about me" unit is perfect for the beginning of the school year! Our "all about me" unit has Montessori-inspired activities using free "all about me" printables along with a new Montessori-inspired all about me pack for subscribers to our free newsletter at Living Montessori Now!


You'll find many activities for preschoolers through early elementary throughout the year in my previous PreK + K Sharing posts. You'll also find ideas for using free printables to create activity trays here: How to Use Printables to Create Montessori-Inspired Activities

At Living Montessori Now, I have a page with lots and lots of free printables.

Disclosure: This post contains some affiliate links (at no cost to you).

Montessori Shelves with "All About Me" Themed Activities

Montessori Shelves with All About Me Themed Activities

You’ll find Montessori-inspired all about me themed numbers, letters, and more (part of my subscriber freebie pack, so just sign up for my newsletter to get the link and password … or check the bottom of your latest newsletter if you’re already a subscriber) 
 
Go to my Free All About Me Printables and Montessori-Inspired Activities at Living Montessori Now for the free printables and activity ideas you see on the shelf and collage above!

Free Montessori-Inspired All About Me Pack



Montessori-Inspired All About Me Pack for DIY Cards and Counters, Number or Letter Matching, Number or Letter Basket, Bead Bar Work, Hands-on Math Operations, Number or Letter Salt/Sand Writing Tray, Letter Tracing, DIY Movable Alphabet, and Creative Writing (subscriber freebie, so just sign up for my newsletter to get the link and password – or check your inbox if you’re already a subscriber). 

 Note: I also have a free Montessori-Inspired Me on the Map Pack and a free Montessori-Inspired Feelings Pack that are great for an "all about me" theme!

"All About Me" Activities - Geography

"All About Me" Name Recognition Activities

"All About Me" Activities  - Feelings

"All about Me" Free Printables and Activities for Back to School

All of my back-to-school posts: Follow Deb @ Living Montessori Now's board Back to School on Pinterest. 

If you’d like ideas for calendar-based themes throughout July and August, see my July Themed Activities for Kids. and my August Themed Activities for Kids.

Be sure to go to my Free All About Me Printables and Montessori-Inspired Activities for lots of free printables and activity ideas.
 
I hope you have a great start to your school year!
  Deb - Signature
Deb ChitwoodDeb Chitwood is a certified Montessori teacher with a master’s degree in Early Childhood Studies from Sheffield Hallam University in Sheffield, England. Deb taught in Montessori schools in Iowa and Arizona before becoming owner/director/teacher of her own Montessori school in South Dakota. Later, she homeschooled her two children through high school. Deb is now a Montessori writer who lives in San Diego with her husband of 51 years (and lives in the city where her kids, kids-in-law, and grandkids live).

Tuesday, August 18, 2026

Why Sharing an Activity With a Child Matters

Children may not always remember the toys they received or the television programs they watched, but they often remember the moments when an adult chose to sit beside them and enter their world.

A shared activity—coloring a picture, completing a puzzle, baking cookies, planting flowers, or building something together—communicates a powerful message:

You are important to me. I enjoy being with you.

That message can have a lasting influence on a child’s confidence, sense of belonging, and relationship with the adult.

Children Value Our Presence More Than Our Perfection

Adults sometimes hesitate to participate in creative activities because they believe they are not artistic enough. They may say, “I can’t draw,” or “I’m not very good at coloring.”

But children are rarely looking for artistic perfection. They are looking for participation.

When an adult sits down, chooses a color, and begins creating alongside a child, the adult becomes a companion rather than an instructor. The experience is no longer about producing the best picture. It becomes an opportunity to relax, talk, laugh, and enjoy being together.

The adult does not need to direct the activity or correct the child’s choices. In fact, some of the most meaningful moments happen when the child is allowed to take the lead.

“Which color should I use?”

“What do you think this little creature is doing?”

“Should we give it a name?”

Simple questions can invite imagination and open the door to conversations that might not happen during the usual rush of daily life.

a promotion for a coloring book

Side-by-Side Activities Make Conversation Easier

Some children find direct conversations uncomfortable, especially when they are asked serious questions such as, “How was school?” or “Is something bothering you?”

A shared activity removes some of that pressure.

When an adult and child are both focused on coloring, their hands are busy and the conversation can unfold naturally. The child may begin talking about a friend, something that happened at school, a worry, or an idea simply because the moment feels comfortable and safe.

The adult does not have to turn every comment into a lesson. Sometimes the greatest gift we can give a child is our calm attention.

By listening without immediately correcting, questioning, or offering solutions, we show the child that their thoughts and feelings matter.

Shared Creativity Builds Confidence

When adults participate in creative activities with children, they have opportunities to encourage effort without judging the final result.

Instead of saying, “That is the prettiest picture,” an adult might say:

“I noticed how carefully you colored that part.”

“You chose colors I never would have thought of.”

“You kept working even when that section was difficult.”

“Tell me about your picture.”

These responses help children notice their own creativity, persistence, and decision-making. They also teach children that their work does not have to look exactly like someone else’s to be valuable.

Two people can begin with the same picture and create completely different results. That is not a mistake—it is part of the fun.

Children Learn by Watching Us

A shared activity also allows adults to quietly model important life skills.

A child may see an adult color outside a line and simply continue. They may watch the adult change their mind about a color, work patiently on a detailed section, or laugh at an unexpected result.

Without delivering a lecture, the adult is demonstrating that mistakes are manageable, creativity involves choices, and not everything has to be perfect.

This can be especially valuable for children who become frustrated easily or worry about doing things “the right way.”

When adults approach the activity with curiosity rather than pressure, children begin to understand that learning and creating can be enjoyable.

The Activity Becomes a Memory

Coloring together may appear to be a small event, but small moments often become meaningful memories.

A completed page can remind a child of sitting beside a parent on a rainy afternoon, coloring with a grandparent during a visit, or laughing with an older sibling over an unusually colored butterfly, frog, or backyard animal.

The finished pictures become more than artwork. They become evidence of time shared.

That was the inspiration behind Color Together: 25 Matching Coloring Pairs.

Each backyard creature appears in two coordinating versions. The adult or older artist receives a detailed illustration, while the child receives a simpler version of the same critter and scene. Both can color at their own pace while still sharing the experience.

No one has to wait for the other person to finish. No one needs to compete. Each artist has a page designed for their comfort level, but both are participating in the same creative moment.

Connection Does Not Have to Be Complicated

Adults often feel pressure to create elaborate experiences for children. We may think meaningful family time requires an expensive outing, a perfect schedule, or hours of preparation.

It does not.

Sometimes connection begins with two chairs, a box of crayons, and the decision to be fully present for a little while.

Put away the phone. Let the child choose the colors. Resist the urge to correct. Ask a few curious questions, and allow moments of silence too.

Years from now, the child may not remember every picture that was colored. But they may remember the feeling of having an adult sit beside them and say, through their actions:

“For this moment, there is nowhere else I would rather be.”

Thursday, August 13, 2026

Becoming the Montessori Guide You Never Had

woman looking on a child learns
Teaching children with dignity, independence, and respect, even when those values were absent from your own childhood

Some Montessori teachers were raised in homes where children were listened to, encouraged to become independent, and treated with patience and respect.

Others were not.

Perhaps you grew up in a home where adults made every decision. Children were expected to obey without question. Mistakes brought criticism, emotions were dismissed, and independence was viewed as defiance.

Perhaps your own classroom experience was built around sitting still, memorizing information, competing for grades, and waiting for an adult to tell you what to do next.

Now, you find yourself creating something entirely different for the children in your care.

You prepare an environment that invites exploration. You speak calmly instead of shouting. You observe before intervening. You allow children to experience manageable frustration, solve problems, repeat activities, correct their own mistakes, and develop confidence through meaningful work.

In many ways, you are becoming the teacher—and perhaps even the adult—you needed when you were a child.

That is beautiful work.

It can also be surprisingly difficult and lonely.


Teaching Differently Requires Courage

Montessori education asks adults to reconsider many conventional beliefs about children.

Instead of asking, “How do I make this child comply?” the Montessori guide may ask:

“What is this behavior communicating?”

“What need is not being met?”

“Is the environment supporting the child’s development?”

“Have I shown the child clearly and respectfully what to do?”

“Am I stepping in because the child needs help—or because I am uncomfortable watching the struggle?”

These questions require reflection, patience, and humility.

They also require courage, particularly when the methods you use differ from those of the adults around you.

A visitor may wonder why you do not immediately correct a child who is struggling.

A parent may question why children are allowed to choose their work.

A colleague from a more traditional setting may mistake quiet observation for passivity.

Someone may assume that respecting children means allowing them to do whatever they want.

But Montessori education is not the absence of limits. It is the thoughtful combination of freedom, structure, responsibility, and respect.

Respect Does Not Mean Permissiveness

Children in a Montessori environment have meaningful freedom—but it is freedom within carefully established limits.

A child may choose work, but not disrupt another child’s concentration.

A child may move around the room, but not use materials carelessly.

A child may experience anger, disappointment, or frustration, but not hurt another person.

A child may decline an invitation, but still remains part of a community with expectations and responsibilities.

Respectful guidance can be both calm and firm:

“You may be angry, but I will not allow you to hit.”

“That material is being used. You may watch quietly or choose another activity.”

“I can see that you are frustrated. I will stay nearby while you try.”

“We return the material so it will be ready for the next person.”

There is authority in these statements, but there is no humiliation.

The adult protects the environment and holds the limit without attacking the child’s dignity.

For educators who were raised with yelling, threatening, shaming, or punishment, responding this way may not come naturally. It must be learned and practiced.

When stress rises, the voices from our own childhoods can sometimes emerge from our mouths before we realize it.

That does not make us failures. It reminds us that becoming a different kind of adult is an ongoing process.

It Is Hard to Become a Guide You Have Never Seen

Many people enter Montessori education because something about it feels deeply right—even if it feels unfamiliar.

They recognize that children are capable of more than society often allows. They see how concentration develops when children are given purposeful work. They witness the pride that appears when a child completes a task without unnecessary adult assistance.

Yet believing in these principles does not mean they are always easy to practice.

If adults solved every problem for you as a child, it may be difficult to resist solving problems for your students.

If your mistakes were criticized, you may feel an urge to correct every error immediately.

If obedience was valued above understanding, a child’s independence may occasionally feel like rejection or disrespect.

If strong emotions were not welcomed in your home, sitting calmly beside a distressed child may be uncomfortable.

Montessori training can teach us how to present materials, prepare an environment, and understand child development. But the work also invites us to examine ourselves.

Are we helping because help is needed, or because we need to feel useful?

Are we interrupting concentration because the child is doing something incorrectly, or because the child is doing it differently from the way we expected?

Are we protecting the child from failure—or preventing the child from discovering that failure can be survived?

The adult’s inner preparation is every bit as important as the preparation of the classroom.

Observation Is an Act of Trust

One of the most powerful things a Montessori guide can do is observe.

To an outsider, observation may look like inactivity. In reality, careful observation requires attention, restraint, and trust.

It means pausing long enough to see the difference between a child who is productively struggling and a child who genuinely needs assistance.

It means noticing patterns instead of reacting to isolated moments.

It means considering the environment, the child’s development, recent changes, social dynamics, hunger, fatigue, and the need for movement before labeling a behavior as deliberate defiance.

Most importantly, it communicates a quiet belief:

I trust that you are capable.

Some of us did not receive that message as children.

We may have been rushed, rescued, criticized, compared, or told that we were too slow. Adults may have taken tasks away because allowing us to finish required more time and patience.

When you allow a child to pour the water, fasten the button, clean the spill, solve the disagreement, or try again, you are offering something you may not have received yourself.

You are telling the child, “Your effort matters. I will not take this experience away from you.”

The Child’s Behavior Is Not a Judgment of You

Teaching becomes especially difficult when we interpret a child’s behavior personally.

A child refuses a presentation, disrupts the room, ignores a direction, mishandles a material, or speaks disrespectfully. The behavior may awaken a feeling of being challenged or losing control.

If we were raised to believe that a “good” child obeys immediately, we may see that behavior as evidence that we are not being firm enough.

But behavior is communication, not a verdict on our competence.

A struggling child may need a clearer limit, more purposeful work, additional movement, a reconnection with the adult, or support developing a skill that is not yet available.

This does not mean overlooking harmful or disruptive behavior. The community must be protected, and limits must be maintained.

It means responding with curiosity before anger and guidance before condemnation.

We can correct behavior without defining the child by it.

When Parents or Colleagues Do Not Understand

Montessori teachers sometimes find themselves defending practices that are easily misunderstood.

Why are children doing practical tasks instead of completing worksheets?

Why does the teacher not praise every accomplishment?

Why are materials limited to one set?

Why is the child expected to clean up a spill independently?

Why not simply make the child apologize?

Why allow so much time for one activity?

These questions can feel frustrating, especially when you have witnessed the development that occurs through purposeful work, repetition, natural consequences, and growing independence.

But most parents want the same things Montessori teachers want: capable, confident, responsible, and compassionate children.

They may simply have a different understanding of how children develop those qualities.

Rather than defending Montessori with technical language, we can explain what we are helping the child learn:

“We are giving her time to solve this so she can develop confidence in her own ability.”

“We want the apology to grow from empathy rather than simply repeating words on command.”

“When he cleans the spill, he learns that mistakes can be corrected.”

“We limit the materials so children can practice patience, observation, and respect for others.”

When people understand the purpose behind the practice, they are more likely to become partners in it.

You Are Teaching More Than Academic Skills

A Montessori environment helps children learn language, mathematics, science, culture, and practical skills.

But something even more foundational is taking place.

Children are learning:

“I am capable.”

“My choices affect other people.”

“I can make a mistake and repair it.”

“I can experience frustration without giving up.”

“I can contribute to my community.”

“My ideas and feelings matter.”

“I do not need an adult to do everything for me.”

These beliefs become part of the child’s developing identity.

The work may not always produce an immediate result. There will be difficult days, repeated lessons, interrupted concentration, emotional outbursts, and moments when you question whether you are making a difference.

But education is not only about what children demonstrate today. It is also about the adults they are gradually becoming.

Your Classroom Can Interrupt a Pattern

If you were not raised with Montessori values, you may occasionally feel like an outsider trying to master an unfamiliar language.

But your history does not disqualify you from this work.

In fact, it may deepen your understanding of why the work matters.

Because you remember what it felt like not to be heard, you can listen.

Because you remember being embarrassed by mistakes, you can protect a child’s dignity.

Because you remember having little control, you can offer meaningful choices.

Because you remember adults stepping in too quickly, you can wait.

Because you remember feeling incapable, you can create opportunities for children to discover their competence.

You will not do this perfectly. No teacher does.

There will be moments when you intervene too quickly, speak too sharply, miss an important signal, or carry the pressures of your own life into the classroom. The goal is not perfection. It is awareness, reflection, repair, and growth.

Each time you pause instead of reacting, observe instead of assuming, or guide without taking over, you are changing the experience of childhood for someone else.

You are becoming the Montessori guide you may never have had.

And somewhere in your classroom, a child is becoming more confident, capable, and compassionate because you chose to lead differently.

Were you raised with the same values you now practice in your Montessori classroom—or have you had to learn an entirely new way of guiding children? Share your experience in the comments. Another educator may need to know that they are not alone.

Monday, July 13, 2026

Three Phrases That Help Children Think for Themselves

Many parents assume their primary job is to provide answers.

Children ask questions.
Parents give answers.

Simple enough.

But what if some of the most important moments in a child's development happen when we resist the urge to answer?

Children are constantly trying to make sense of their world. They are organizing thoughts, processing experiences, exploring emotions, and building confidence in their own ability to think. Unfortunately, adults often interrupt this process without realizing it.

A child begins telling a story. Before they finish, we explain what happened.

A child asks a question. Before they have a chance to think, we provide the answer.

A child expresses a feeling. Before they can explore it, we rush in to make it better.

While our intentions are good, we sometimes rob children of valuable opportunities to develop their own thinking. Three simple phrases can help.

1. Tell Me More

This phrase communicates one powerful message:

"I'm interested in what you have to say."

Children who hear "Tell me more" learn that their thoughts have value. Instead of ending a conversation after a few sentences, they often continue exploring their ideas. They elaborate. They remember additional details. They make connections. Most importantly, they feel heard.

2. Then What Happened?

Children frequently pause during stories and look to adults for direction. Many adults unintentionally take over the conversation at this point. But "Then what happened?" gently hands ownership back to the child. The story remains theirs. The thinking remains theirs. The experience remains theirs. This simple phrase encourages sequencing, memory development, communication skills, and confidence.

3. What Do You Think?

This may be the most powerful phrase of all. When children ask questions, adults often assume they need answers. Sometimes they do. But many times they need something else. They need permission to think.

A child asks:

"Why do you think he was angry?"

"What happens after people die?"

"Do you think I can do it?"

Instead of immediately providing an answer, try asking:

"What do you think?"

This communicates trust. It tells children that their ideas matter. It teaches them to examine possibilities, consider solutions, and become comfortable with uncertainty.

A Lesson from My Granddaughter
Child holding a Jack doll
McKenzie and her pal Jack

One day my four-year-old granddaughter began telling me an elaborate story that made very little sense to me. As she talked, she occasionally stopped and looked at me, expecting a response. Instead of trying to figure out what she meant or directing the story myself, I simply used three phrases:

"What do you think?"

"Then what happened?"

"Tell me more."

Each phrase encouraged her to continue. The story became longer and more detailed. At one point she appeared frustrated, as if she was trying to work something out in her mind. Rather than solving it for her, I invited her to keep going.

A few minutes later she smiled, looked completely satisfied, and announced:

"And that's all."

Then she hopped down from her chair and invited me to play. I realized she hadn't needed answers from me at all. She simply needed someone willing to listen.

Children Grow When We Say Less

This doesn't mean parents should never answer questions. Children need guidance. They need information. They need instruction. But not every question requires an immediate answer.

Not every feeling needs to be fixed. Not every problem needs to be solved for them. Sometimes the greatest gift we can offer is curiosity.

When we say, "Tell me more," "Then what happened?" or "What do you think?" we invite children to continue exploring their own thoughts.

And in those moments, something remarkable happens.

Children discover that they are capable of thinking, feeling, and understanding far more than we sometimes give them credit for.

Saturday, June 27, 2026

Why I Created Cooperative Kids and the Love, Limits & Lessons Program

Our jobs demanded long hours. Highway construction stretched our commute. Yard work never seemed to end. Weekends felt more exhausting than restorative. And inside our home, our three school-aged and preteen children seemed to be fighting more and cooperating less.

Get the book that provides many answers.

When we compared notes with other parents in casual conversations, we realized we weren’t unusual. We were normal. Busy. Stressed. Doing our best.

But while I couldn’t do much about corporate deadlines or growing grass, I became increasingly focused on one question:   How could I become a better father?

I wanted our children to get along better. I wanted more cooperation. I wanted our home to feel less reactive and more connected. I quickly realized that yelling and punitive discipline weren’t producing the results I hoped for. In fact, they seemed to be making things worse.

And I knew something else with absolute clarity: I did not want to repeat the patterns I had grown up with. My father was abusive. My mother was abused. I had no intention of passing that legacy forward.

But if not that… then what?

With a project-manager mindset and a growing education in psychology, I began searching for better answers. I started reading parenting books. I studied parenting styles and psychological theories. I asked a more refined version of my original question: What are better parenting techniques for raising independent, drug-free, cooperative children?

In 1995, while still working my corporate job, I launched an organization called Cooperative Kids. Drawing on established psychological principles and practical parenting models, I began developing and testing approaches in my own home.

Our family became my practice ground. When something worked, I observed why. When something backfired, I adjusted it. I kept notes. I paid attention to patterns. I refined the language. I measured results.

Over time, something remarkable began happening. Our children expressed their feelings more openly. Agreements replaced arguments. We raised our voices less. Punishment became less necessary. And yes, cooperation increased.

One day, my wife saw our son cleaning up without being told and asked, “How did you get him to do that?!” The answer wasn’t magic. It wasn’t fear. It wasn’t control. It was understanding.

Influenced by Adlerian psychology, positive-discipline principles, and decades of developmental research, I came to a simple but transformative conclusion:

Misbehavior is communication.

When children “act out,” they are often attempting to meet a legitimate emotional need in ineffective ways. 

If we could understand the need behind the behavior, and teach more appropriate ways to meet it, cooperation became far more natural.

The notes I recorded in those early years became the foundation for workshops, parenting classes, and eventually the material for my books, courses and other materials.

From 1995 to 2012, I taught my Love, Limits & Lessons course at many Montessori schools in MA and CT. Two of those schools that asked me to return over and over were The Montessori School of the Berkshires and The Longmeadow Montessori in Longmeadow, MA.

My newest book LOVE, LIMITS & LESSONS: THE PARENT TOOLBOX is not theory alone. It is lived, tested, refined practice, built in the real world, with real children, under real stress.

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