Greystone House Montessori Schools Houston, Texas. Child care Montessori provider in Champions, The Woodlands, Spring Texas Greystone House Montessori Schools Houston
Current Editorial
When we study what’s going on with teenagers, there are many cues for how to start now to develop family values we think are important. In researching high-achieving students, one-third say family is most important in life, 18% say friends, and 6% say money. Eighty percent of students whose families eat together say their home life is happy. Those who rarely or never eat dinner together are four times more likely to engage in sexual intercourse than those whose families eat dinner together regularly. Here at the school, we consciously work on skills we think are ultimately important for our children to have. Here are some:

• Make a request – This includes getting attention and asking for help. The child is to wait until a break in the conversation, address the person from whom she needs help, and then specifically state the request. The adult’s responsibility is to acknowledge the child’s request and deal with it. This may be “We need to talk about that later because I’m talking with Joe right now.”

• Disagree – This includes giving negative feedback and how to say “No”. The child is taught to give an empathetic response, “I know it’s time to go to bed.” Then he must state his disagreement very specifically, “I want to stay here 15 more minutes,” and then give his rationale, “So I can finish building my car.” By allowing your child to verbalize his own needs, someday he will be much more competent in refusing one more beer or staying up too late.

• Apologize – Already our children are learning to help those they have hurt. We do not require children to say, “I’m sorry”, but we do help them empathize with the offended person’s feelings. This is the beginning of true contrition. At that point, “I’m sorry,” has meaning.

• Compliment – Our children are taught to return a compliment with a compliment, “Your dress is pretty, too.” Our staff try to appreciate non-material qualities about the children, “What a happy face you have today,” or qualities of a new possession, “Your new shoes look like they can run really fast.”

• Report peer behavior – Our children are taught to report very specifically. If the offense doesn’t require adult intervention, the response might be” “What could you do about that?” Many times, tattle-tale behavior is really asking for a judgment from the adult to help the reporting child understand whether the reported behavior is acceptable or not and what the consequences of the behavior are.