Marigold Montessori seeks to strengthen the community by providing Montessori education for children and families that are reflective of Haverhill’s rich diversity.
Marigold Montessori is a Wildflower School, a decentralized network of independent schools that follow a shared approach to learning and organization. Wildflower is an open-source approach to Montessori learning developed at the MIT Media Lab. Its aim is to be an experiment in a new learning environment, blurring the boundaries between home-schooling and institutional schooling, between scientists and teachers, between schools and the neighborhoods around them. At the core of Wildflower are the following 9 principles that define the approach, and that inform our philosophy and decisions at Marigold Montessori School.
1. An Authentic Montessori Environment
In identifying Montessori as our guide for Wildflower schools, we were drawn to the unique combination of a few factors. The Montessori Method emphasizes the potential of the child, if served well, to change the world. We value its intrinsic respect for that potential, its promotion of peaceful communities, and its specific pedagogical structures. As a model which prioritizes the development of the individual child, we value the balance of Montessori’s scientific approach to children’s development and its assertion that childhood is a unique period of growth to be protected at its own pace.
2. A Shopfront, Neighborhood-nested Design
Inspired by the work of Christopher Alexander, Wildflower schools are shopfront schools that consist of a single classroom, with the faculty both teaching in the classroom and administrating the needs of the school. By preserving a small scale, teachers are able to make decisions in their day-to-day teaching that respond to the intellectual needs of the children, and are able to make decisions on a school-wide basis that respond to their own vision and the contextual needs of the families. The shopfront model also allows these communities to seamlessly integrate into neighborhoods. Children are visible in the community as they walk to and from school, to their local playground or garden, and to civic spaces that would otherwise be on-site in a larger institution.
3. A Lab School
Each of the Wildflower schools serves as a lab school to help us better understand and advance the Montessori Method, and to help us propose empirically-supported design for new materials. We seek to integrate modern technologies in observation and documentation without changing the concrete, didactic nature of the classroom itself. We further seek to refine the development of Montessori-consistent apparatuses that prepare children for the cognitive patterns of modern fluencies.
4. A Seamless Learning Community
Wildflower schools look for ways in which children’s home, school, and community environments can offer more seamless experiences, reflecting consistent perspectives on children’s development and engaging them as authentic contributors in each setting. We believe that parents and families offer a knowledge about children which is equally important to the professional preparation of teachers, and seek opportunities for parent-knowledge to inform classroom practice and teacher-knowledge to inform the home.
5. An Artist In Residence
Because we believe that children learn best in environments that model lifelong learning and creativity, we engage artists-in-residence in each of our schools. We offer the artists studio space within the schools in a place that is accessible to the children, who can see them doing the work of their lives. In exchange, artists offer their work back to the classroom weekly, teaching children about their craft and helping children to develop their own skills. Through the artist-in-residence program, we seek to increase the awareness of the inner lives of children available to artists of all kinds and to protect children’s understanding that learning and creating can happen throughout their lives and beyond their formal school experiences.
6. A Spirit of Generosity
Often, schools are seen as a service relationship, with parents as customers, teachers as service-providers, and children as recipients of the service, to be taught and assessed. We see it differently — we see that each constituency brings their special gift to one another. We see the teachers bringing the gift of their love and skillfulness to the children and the parents, the parents bringing the gift of nurturing and advancing the teachers’ growth as leaders, and the children bringing the gift of helping all of us see in a new way. Importantly, this spirit of gift extends beyond the walls of the school: each school seeks to bring their gifts to the broader community, by being involved in the local community, by making educational opportunities that are free to the public, and by reserving slots in our schools for those in need.
7. An Attention to Nature
It is both a contemporary imperative and an essential quality of our design that we think proactively about the impact of our work on the environment around us. By limiting the footprint of each school to a storefront, we necessarily limit the availability of private, outdoor space. Instead, we design the interior of the school to allow children to learn to care for their living environment and to surround them with abundant plant life. We site schools near to public play spaces and work with city partners to design sustainable urban gardens for which the school and neighborhood community can care. We carefully consider the materials used in the classroom and choose sustainable, nontoxic and earth-friendly options. Finally, we maintain nutritional standards that are earth-conscious and protect natural, healthful diets for children.
8. A Role in Shaping the Neighborhood
Wildflower schools should change the way their immediate communities function and, as a part of a larger network, change the nature of their entire cities. The integration of children and families into the daily fabric of the neighborhood, we believe, will influence the lives of other neighbors, the questions asked in other educational settings, and the priorities of policymakers. We implement, then, structures that make our work transparent to their communities and expand who we define as “stakeholders” to include more than just the families we serve. From opportunities for passers-by to stop and observe the classrooms to the presence of children in local eateries, from the public gardens we create and tend, to the regular, open information sessions to inform our community about our work, we judge our approach not only by its influence on enrolled children and their families but also on the city beyond our rolls.
9. An Open-Source Design and Decentralized Network
Finally, we recognize that issues of scale — including increased centralized decision-making, larger administrative bureaucracies and operational overhead — decrease the autonomy available to individual classrooms. At the same time, we value the practical benefits of a community of learners and professionals working together, and the economic efficiencies that can arise from shared resources. To balance those concerns, each school sees itself as a node in a network, maintaining autonomy in school-level decision-making while able to access the resources of the network when those resources are useful and compelling to the school. Reciprocally, each school also sees itself not only as responsible for its own operations, but as responsible for helping other schools in the network, and for helping other interested family groups to start their own Wildflower schools.