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This year, I had the amazing opportunity to attend the 30th International Montessori Congress held in Merida, Yucatán. This event, happening every few years, is an opportunity for Montessorians throughout the world to come together to reflect and discuss the important work of educating the whole child. This year’s theme was, Joyful Journey, “a global celebration of growth, learning, and connection inspired by Montessori education.” Over the course of four days, we listened to Montessori trainers, psychologists, and other experts in the field of human development as they shared with us their research, observations and knowledge. Among the featured speakers were Dr. Adele Diamond, a leader in developmental cognitive neuroscience; Dr. Angeline Stoll Lillard, author of Montessori: The Science Behind the Genius and director of the early development Laboratory and the Montessori Science Program at the University of Virginia; and keynote speaker, Dr. Gabor Mate whose work focuses on addiction, trauma, childhood development, and the relationship of stress and illness. The Congress opened with Dr. Maté's keynote address on the needs of the child and what he described as the "biology of loss." He spoke about the essential developmental needs of every child: secure attachment, emotionally attuned relationships, the freedom to experience emotions—including grief, sadness, fear, and joy—opportunities for unstructured play in nature, and the presence of calm, consistently available caregivers. Rather than focusing only on overt trauma, Dr. Maté explored what happens when even one of these fundamental needs is not fully met. He explained how chronic stress or emotional misattunement can influence a child's developing brain, affecting both physical health and behavior. His message challenged us to reconsider the purpose of education. If our goal is to help children become self-regulated, compassionate, and independent thinkers, then our work must extend beyond academics. How do we, as educators and parents, support that development? Dr. Maté's answer was both profound and beautifully simple: we build relationships. He argued that the single greatest influence on a child's brain development is the quality of the relationship between the child and their caregiver. The message of relationship was echoed throughout the conference and across multiple speakers. Strong, supportive relationships foster resilience, help children understand and regulate their emotions, encourage healthy vulnerability, and cultivate trust. While I came away with countless new ideas and insights, this was the lesson that resonated with me most deeply as both a teacher and a parent. On the surface, we all recognize the importance of connecting with children. But when we pause to consider the profound influence we have, not only on their daily experiences but on the architecture of their developing brains and the people they are becoming, we are reminded that our greatest work is not simply teaching lessons. It is building authentic relationships, being fully present, and offering each child the unconditional respect, care, and love they need to flourish. The Congress served as a powerful reminder that Montessori education is not simply a method of teaching; it is a way of honoring the humanity of every child. As I return to the classroom, I do so with renewed purpose and gratitude, committed to nurturing not only my students' minds but also their hearts, knowing that the relationships we cultivate today will shape the adults they become tomorrow. Katrina Cisne Early Childhood Program Director

From Curiosity to Confidence: Inside Our Cultural Research Project Presentations at the Renaissance International School.

In a world that often feels rushed and fragmented, Montessori education offers something rare: a place where children are truly seen. It is an approach built not just on academic achievement, but on the belief that education, real education, has the power to change the world. Maria Montessori developed her method in the early twentieth century, but her deepest conviction was not about reading or mathematics. It was about peace. She believed that if we want a more peaceful world, we must begin with the child. " Establishing lasting peace ," she wrote, " is the work of education ." In a Montessori classroom, peace is not simply a topic that is taught. It is something that is lived. Children of different ages work alongside one another, learning to collaborate rather than compete. They develop independence, not because they are left alone, but because they are trusted. They are given real work that matters, real choices that shape their day, and real consequences that teach them to think carefully about their actions. This freedom, however, is always balanced with responsibility. Children learn to care for their environment, to resolve conflicts with words, and to consider the needs of others as naturally as they consider their own. Grace and courtesy are woven into the fabric of every day, not as rules imposed from the outside, but as habits grown from the inside. Montessori also understood something profound about the child's relationship with the world itself. Through Cosmic Education, the sweeping story of the universe, the Earth, life, and human civilization, children come to see themselves not as isolated individuals, but as participants in something vast and interconnected. They learn that every living thing depends on every other, that the air we breathe was shaped by ancient organisms, that the words we speak carry the fingerprints of countless civilizations. This perspective cultivates humility, wonder, and a deep sense of responsibility toward the world and toward one another. What you will see today in our classrooms is a reflection of that vision. The quiet concentration, the purposeful movement, the children helping one another: these are not accidents. They are the fruits of an environment carefully prepared to bring out the best in each child. Montessori education does not promise to solve the world's problems. But it does promise to raise children who are capable of empathy, who know how to listen, who find meaning in contributing to something greater than themselves. And in that promise lies something quietly extraordinary: the possibility that the children in these rooms might one day help build the more peaceful world we are all hoping for.

An Afternoon in Elementary is a wonderful opportunity for preschool and Kindergarten families to experience the Montessori Elementary environment and learn more about this exciting next step in their child's journey. This event is designed to help parents understand how Montessori Elementary builds naturally upon the foundation established in the primary years. In Elementary, children continue to grow as independent, confident learners while engaging with big ideas in math, language, science, and cultural studies through hands-on materials, collaborative work, and guided exploration. This year, our An afternoon in Elementary event was again a great success, bringing together children and their parents for a variety of engaging activities. These activities were led by Elementary students, with the support and supervision of Elementary staff and parent volunteers. The participants enjoyed the wonderful freshly baked French bread, explored the wonders of magnetism through experiments, and discovered a love of botany at the gardening and pot-decorating stations. There was great excitement during the math relay and while sewing geometric shapes. In Elementary, we also care for the health of both mind and body, which was reflected in the sports relay station. Creativity shone through our arts and crafts and face-painting stations. It was gratifying to see our Elementary students confidently engage with the younger students with empathy and warmth, guiding them through each activity and sharing their enthusiasm throughout the event. Elementary parent ambassadors were essential to the event's success. They warmly welcomed Primary families, shared information about our Elementary Montessori program, answered questions, and guided children between activity stations. Their support of the Elementary teachers helped create a smooth, welcoming, and engaging experience for all. We know that transitioning to Elementary can bring questions about readiness, independence, and academic expectations. An Afternoon in Elementary offers a space to see how children are supported socially, emotionally, and academically, and how the Elementary environment nurtures curiosity, critical thinking, and a love of learning. We want to extend a sincere thank you to our community for participating in the Afternoon in Elementary event . Their curiosity, enthusiasm, and joy made the event truly special. Warmly, Wellington Pontes-Filho Elementary Program Director

At The Renaissance International School (TRIS), we understand that education is not confined to the classroom. According to the Montessori philosophy, learning continues at home, in the everyday environments we create for our children. A carefully prepared home space can foster not only academic growth, but also independence, focus, and a lifelong love of learning. Dr. Maria Montessori emphasized that the environment plays a crucial role in a child’s development, famously stating, “The child builds himself through his environment.” This belief lies at the heart of our approach, both in school and at home. The way we organize a child’s space—its lighting, order, accessibility, and tone—can empower them to explore, concentrate, and develop confidence in their abilities. With this in mind, we offer practical suggestions for creating a Montessori-aligned workspace in your home that encourages your child to thrive. First and foremost, it is essential to select a well-lit area for your child’s learning activities. Natural light, preferably from a nearby window, supports alertness and a positive mood, helping children remain engaged with their tasks. If natural light is not available, soft and warm task lighting is a suitable alternative. Bright, inviting spaces reduce eye strain and create an atmosphere that promotes curiosity and attention. Equally important is choosing a suitable workspace that is consistent and appropriately sized. A child-sized table or desk provides a clear physical boundary for learning and helps establish a routine. Involving your child in selecting or decorating their space can foster a sense of ownership and responsibility. Even a simple arrangement—a small table, a chair, a mat, and a tray of supplies—can signal that this is their special place to work and learn. To encourage deep concentration, it is crucial to minimize distractions in the work area. Montessori classrooms are intentionally calm and uncluttered, and this same principle should guide the setup at home. Keep the learning space free from distractions such as toys, loud noises, and screens during focused work time. A quiet, orderly environment supports what Montessori described as “normalization”—a state in which a child finds satisfaction and joy in meaningful work. Some families find it helpful to use visual cues, such as a “quiet time” sign, to indicate when the space is reserved for focused activities. Comfort should not be overlooked. Providing an ergonomic chair suited to your child’s height supports proper posture, allowing them to concentrate without physical strain. Ideally, your child’s feet should rest flat on the floor or a footrest, and their arms should comfortably reach the table surface. This small but essential adjustment can improve stamina and engagement during work sessions. In line with the Montessori emphasis on order and independence , children should be encouraged to maintain a tidy and organized workspace. Habits such as putting away materials after use, keeping only necessary items on the desk, and labeling work with their name and date not only create a sense of order but also foster responsibility and pride. A simple system—such as a tray for current work and a basket for completed tasks—can help children manage their materials effectively. Accessibility is another key element of the Montessori environment. Storage solutions should be within the child’s reach, allowing them to retrieve and return their materials independently. This could include low shelves, labeled bins, file folders, or personal cubbies. The goal is to create an environment that is self-managing for the child, thereby reducing the need for adult intervention and increasing the child’s autonomy. Additionally, families may consider incorporating a small movement or break area into the learning space. In Montessori classrooms, children are free to move about and take breaks as needed, respecting their natural rhythms and promoting self-regulation. At home, a simple rug for stretching, a corner with a few books, or a designated space for taking short water or movement breaks can offer moments of calm and renewal, helping to prevent frustration or fatigue during more extended periods of study. It is important to recognize that each family’s situation is unique. Not every home has the same amount of space or resources, and that’s perfectly okay. The suggestions offered here are not about creating a perfect space, but rather about making thoughtful adjustments—however small—that respect your child’s developmental needs. Even one dedicated shelf, a basket for supplies, or a quiet corner can go a long way toward supporting your child’s ability to concentrate and feel confident in their learning journey. As Maria Montessori once said, “The greatest gifts we can give our children are the roots of responsibility and the wings of independence.” By observing your child’s behavior and interests, you can begin to understand what kind of environment best supports their learning and development. What helps them feel calm and capable? What sparks their curiosity and creativity? Start with those observations, and let them guide your decisions. With appreciation, Wellington Pontes-Filho

A Winter Evening Filled with Music and Community

This year we are beginning a series of lunchtime virtual sessions for Parent Education. Once a month we'll invite a host from our knowledgeable TRIS staff to present on a topic related to our school philosophies. Our first session was held in September and was hosted by our Head of School, Renee Hites.

Exploring the Bay Area: A One-of-a-Kind Summer Camp Adventure Summer is a time for discovery, and at Exploring the Bay Area, our elementary Montessori students experienced a week like no other. Guided by the ever-enthusiastic wilderness guide and Montessori Elementary instructor, Nathalie Hites, the camp transformed each day into a journey across the diverse and stunning landscapes of the Bay Area. From riding buses and BART to catching the Ferry, students didn't just learn about the place they live — they lived it. Each day brought new ecosystems, unforgettable views, and hands-on experiences that made learning an exciting adventure. Monday: From Woodlands to Waves Students kicked off the week with a deep dive into the natural treasures, exploring oak woodlands, sand dunes, and the stunning ocean beaches — all in a single day! It was a perfect introduction to the varied ecosystems right in San Francisco’s backyard. Tuesday: Scaling Mt. Diablo Their journey continued with a trip east to Mt. Diablo, where students learned about the chaparral, grasslands, and fascinating local geology. A highlight of the day was climbing through Rock City, where students could physically interact with the landscape they were learning about. It was both educational and exhilarating! Wednesday: Wetlands and Water Fun at Brannan Island Midweek took them to Brannan Island State Recreation Area, where students explored the vital role of wetlands in our environment. The warm weather also provided a perfect excuse to cool off — and yes, a dip in the water was part of the day's fun. Thursday: Into the Redwoods at Muir Woods Students explored the awe-inspiring Muir Woods, home to the towering redwoods that define Northern California. Walking beneath the canopy, students were immersed in the unique ecosystem of the redwood forest — an experience that inspired both wonder and curiosity. Friday -Wonders at the Cull Canyon To wrap up our week, students headed to Cull Canyon, where they observed more oak woodlands and explored a riparian corridor — a lush, biodiverse area along the creek. And yes, the week ended the way it began: with sunshine, laughter, and a refreshing swim! Exploring the Bay Area wasn’t just about field trips — it was about connecting students to their environment, deepening their appreciation for nature, and fostering independence through real-world exploration. Whether hiking, swimming, or simply observing a new ecosystem, our students walked away with more than knowledge — they gained a sense of place and belonging in the world around them.  Stay tuned for more updates from our Montessori adventures — and until then, keep exploring!

We're so excited for our upcoming spring concert, where we'll explore the incredible beauty of nature in all its forms! Our vision for this performance is to celebrate various aspects of the natural world, from animals and water to vibrant flowers, breathtaking landscapes, and captivating weather. The students will perform "J'ai vu le Loup" (I Saw The Wolf), a lively French tune about animals playfully dancing and laughing. Its catchy melody and humorous lyrics, featuring wolves, foxes, and hares engaging in human-like antics, make it a favorite among our students to perform. Be ready to be transported to the serene Scottish hills with "Loch Lomond." This beautiful piece evokes images of the famous lake and its rolling landscapes, telling a touching story of longing and natural splendor. A charming Chinese folk song celebrating the sweet, fragrant jasmine flower, "Mo Li Hua" will also be featured. The students enjoy mimicking a jasmine bloom with their hands as they sing this beautiful melody. We're also incredibly proud to debut an original piece created by our talented students: "Power of the Night." This semester, they've worked diligently, making key decisions on the time signature, key, and tempo. I developed a chord progression, and the students brainstormed lyrics inspired by winter and its unique weather. Through a collaborative process of refining lyrics and melodies, "Power of the Night" came to life, exploring themes of friendship, thunderstorms, and even dragons! We can't wait to share these wonderful musical stories and more with our community at the spring concert! Jade Woo Kodály Vocal Instructor - Elementary