Christine M A Lapierre PhD - Montessori Foundation

Implementing Servant Leadership Part II

by Christine M A Lapierre PhD | ML September 2022, Montessori Administrators, The International Montessori Council

By Christine M. A. Lapierre Ph.D. and Bonnie Caldwell M.Ed.

The servant leadership philosophy is relatively new to some people. Interestingly enough, it encapsulates features of the Montessori philosophy. This is because servant-leaders possess many Montessori characteristics that demonstrate they listen and are interested in those who follow. They listen first and ask questions. Then they set the scene for followers to come up with solutions that are within them to problems they are tackling. These servant leaders want to meet the needs of their staff. They choose to serve because that is what they believe. Robert Greenleaf’s (1991) servant-leadership philosophy refers to servant-leaders who are trustworthy and who people want to follow. For this to happen, servant-leaders must undergo a transformation to see the real staff and the real child to support their true potential.

This article describes how Bonnie, a natural servant-leader Montessori principal, embodies the Seven Pillars of servantleadership elaborated by Sipe and Frick (2015). These Pillars each have three competencies or characteristics. They are: 1) Person of Character: maintains integrity, demonstrates humility, serves a higher purpose; 2) Puts People First: displays a servant’s heart, is mentor-minded, shows care and concern; 3) Skilled Communicator: demonstrates empathy, invites feedback, communicates persuasively; 4) Compassionate Collaborator: expresses appreciation, builds teams and communities, negotiates conflict; 5) Has Foresight: visionary, displays creativity, takes courageous and decisive action; 6) Systems Thinker: comfortable with complexity, demonstrates adaptability, considers the “Greater Good;” 7) Leads with Moral Authority: accepts and delegates responsibility, shares power and control, creates a culture of accountability (p. 5-6). The authors will consider how Bonnie implemented servant-leadership in her school, the Montessori way.

Being a Servant-Leader Montessori Principal

School-based leadership is more than a position or role. Effective leaders recognize their own needs as secondary to those they support. This statement reflects Pillar II, which Puts People First, according to Sipe and Frick (2015), where the servant leader shows care and concern and is mentor-minded. A successful leader embodies the belief that all come to do their best and are non-judgmental. Bonnie has a servant’s heart, Pillar II. An actual leader acknowledges humility in the awareness they are imperfect human beings. This observation dovetails with Pillar I of servant-leadership, Person of Character. The servant-leader is humble and has integrity.

A challenge for many school leaders is the perception of hierarchy, with the principal being at the top of the pyramid. Sipe and Frick (2015) posit the same idea as Deal and Peterson (2009) that “leadership in robust cultures is dispersed among teachers, administrators, parents and students” (p. 15). Leadership is not about being in control but controlling change that leads to improvement (Robinson, 2018). Leading with Moral Authority, Pillar VII states that the servant-leader shares power and control and delegates authority.

In Bonnie’s experience as a school-based Principal in a public Montessori school, she authentically leads as a servant leader. Her belief system is grounded in the child as central to her work. Almost every decision returns to the question: how does this impact students? This demonstrates a higher purpose in Pillar I, Person of Character. Her leadership is reflected in the everyday happenings in the school. How are we interacting with each other? How are we creating safe spaces for all to flourish? Are we learning to work in harmony, and can we problem-solve respectfully and proactively when we aren’t? As educators and leaders, we are responsible to those we serve and the collective future. These questions lead to Pillar III, Skilled Communicator, inviting feedback.

Bonnie often reflects on her leadership: what do I need to know, what are my priorities, what is my impact, what will be my legacy? She works with Systems thinker, Pillar VI, showing comfortability with complexity. With the many facets and demands of a principal, Bonnie knows that the school’s success does not rely solely on her shoulders. She sees herself as a director of a symphony with multiple needs, personalities, and priorities. Developing relationships of trust and building the capacity for others to lead are crucial to her leadership. Building teams and communities are Pillar IV, Compassionate Collaborator.

She can hear the stories of those she leads and provide opportunities for them to grow as leaders because she believes in servant leadership. Many of the ideas mentioned in this paragraph are connected to PIllar VII, Leads with Moral Authority, creating a culture of accepting and delegating responsibility. Leading through questions provides the framework to foster her servant leadership. Rather than entering conversations with preconceived ideas, she encourages a generative dialogue led by a genuine curiosity about what others are communicating. Permitting herself to be 100% present in these interactions has given her a deeper awareness of those she leads and freed her from needing to know answers or find solutions. Curiosity is part of what drives a Montessori curriculum. She knows she is modeling what she hopes to see in classrooms and staff professional learning opportunities by asking questions and listening to responses. Having Foresight, Pillar V, Bonnie is a visionary.

Her school has professional learning communities (PLCs), and the success of these endeavors rests on trust and vulnerability. Student work is central to these moments, and teachers must be open to sharing their vulnerability through the questions they are asking each other. Pillar VII, Leads with Moral authority, is seen when Bonnie shares power and control. When framed in curiosity, these conversations become about learning and improving, and the burden of one person holding all the knowledge is alleviated. As the instructional leader in these contexts, Bonnie’s work supports the culture of learning through an ethos of care and relationship building. The staff cannot improve if they are unwilling to admit they need to improve. The misconception of “I’ve always done it this way” is put to rest as they continue to do what is best for the children. Pillar IV, Compassionate Collaborator, states that the servant-leader negotiates conflict, as mentioned herewith Bonnie, so there is collaboration.

Bonnie continues to build capacity in her leadership team, which consists of an Assistant Principal and Learning Leaders, to understand and value servant-leader- ship qualities. She is building capacity through self-reflection of their work. During her Leadership Team meetings, they review their accountabilities. Pillar V, Foresight, shows how the servant-leader is creative when taking action.

To be held accountable for leading a school community is not a comfortable place, but it does elevate one’s awareness of leadership. Not everyone can be a leader, and those willing to be vulnerable will grow into stronger leaders. Bonnie also observes their Leadership team, who have innate characteristics that foster their growth as servant-leaders. Being a servant-leader does not mean pleasing everyone but finding a balance between what is right, what needs to be done, and the first steps. Implementing servant-leadership is difficult; many personalities, beliefs, priorities, and values exist. Bonnie describes PIllar VII here, Leads with Moral Authority, creating a culture of accountability.

Having a leadership team strengthens Bonnie’s leadership as the work is now a shared experience, with all of them bringing different perspectives and strengths to their community. Being in service of others can be an emotionally exhausting endeavor, but it is who she is at the core of her existence. Servant Leadership does not mean Bonnie is beneath or at the call of anyone but allows her to have a purpose and fulfillment in serving others and in the company of others. Bonnie is a Systems Thinker with Pillar VI, demonstrating adaptability.

Bonnie is aware of her leadership influence through continual reflection and journaling. She uses the term “conscious leadership” to best describe the self-awareness and introspection that shift her leadership from intuitive to intentional. Pillar IV, Compassionate Collaborator, is reflected here as her actions and decisions are based on deep thought for others and through the child’s lens. She expresses appreciation. Her assumptions and perspectives exist in the context of the needs of others, and she must model humbleness and vulnerability to staff. This fosters awareness that we learn and grow when we open our hearts and minds to others. These comments indicate that Bonnie has a servant’s heart and is mentor-minded, Pillar II.

A sense of belonging is essential to her as a Montessori leader. Staff and students should see themselves in the work they are asked to do, within the building, in what they say, do, and believe. Bonnie’s school has a diverse student population as a public school in a large urban area, which is one of the most beautiful things. The multiculturalism and learning profiles within the school create learning opportunities that encourage diversity of thought as staff and students are challenged to look beyond their perspectives and nurture empathy. Montessori lessons are masterful at offering provocations for diverse thought through their thoroughness in looking at time starting with the creation of the universe rather than emphasizing the coming of humans. Pillar III, Skilled Communicator, includes communicating with persuasion, which Bonnie does in her school.

Bonnie’s responsibility is to ensure the learning is visible and that students have opportunities to ask questions and seek ways to find answers. A crucial component of servant leadership is the humility to acknowledge areas for growth and recognize the gifts others have to offer to extend our understanding. When we learn of others’ stories, we can develop perspective, empathy, and consideration for humanity. Pillar III, Skilled Communicator includes having empathy.

The Montessori 3-year cohort cycle fosters deep relationships, confidence, and comfort, and effective leadership optimizes the advantages of sustained relationships. The beginning of each school year in a Montessori school is unlike most other schools. The guide welcomes students who already have a one- or two-year relationship, know expectations and routines, and are ready to take on the next level of responsibility as a leader and mentor in the classroom. They understand their servant leadership to their younger peers and guide the students to learn in ways that move beyond the standard curriculum. Leadership is nurtured in a safe, welcoming environment and not assumed as a position. Pillar II, Puts People First, is when the servant-leader shows care and concern. As a Montessori school principal, the emphasis is on creating a sense of ownership among teachers and students where the school and classroom are a place of belonging for all. The understanding is that it is not the sole responsibility of the principal to create a warm, welcoming environment and when the school community embraces servant leadership, life and learning take on a more significant, more fulfilling meaning. PIllar VI, Systems Thinker here, points to considering the “Greater Good.” Maria Montessori wrote of how everything in our cosmos had a role and the network effect it had in keeping our universe in balance. She spoke of the role of water, the role of the sun, the role of plants, and the interconnectedness within our world. The role of a Montessori principal is to create a community of care and model all that is good in the world. This demonstrates Pillar I, having humility and integrity. Bonnie’s hope is for the time when we develop a holistic awareness of our role as humans. Then we can only do better for and in the world. She holds great hope for our future as their students understand the impact, importance, and value of a life of service.

Deal, T., & Peterson, K. (2009). Shaping school culture: pitfalls, paradoxes, & promises. Jossey-Bass.

Greenleaf, R. K. (1991). The servant as leader. The Robert K. Greenleaf Center.

Robinson, V. (2018). Reduce change to increase improvement. Corwin.

Sipe, J. J. & Frick, D. M. (2015). Seven Pillars of Servant Leadership. Paulist Press.

Christine M. A. Lapierre PhD is passionate about integrating servant leadership principles with the Montessori philosophy in Montessori schools. Enquiring into servant leadership for a number of years, she is a dedicated Montessorian, a skilled educator and a dynamic consultant in these fields. She can be reached at clapierr@ucalgary.ca.

Bonnie Caldwell is a school-based principal in a public Montessori school and an EdD graduate student. Bonnie’s interests include leadership professional learning and collaborative experiences in education. As an experienced educator, published author, and engaging presenter, Bonnie continues to share her perspective of leadership and all things Montessori. Bonnie’s contact information is: bonnie.caldwell@ucalgary.ca

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The Power of Love in the Learning Environment

by Christine M A Lapierre PhD | Communication, Emotional Intelligence (EQ), Emotionally Healthy Children, Empowerment, MFA, Montessori Education, Montessori students, Montessori Teachers, TC January 2021

Editors note: when we received the following article from Dr. Christine Lapierre and Lobana Alabbas, Montessori educators in Alberta, Canada, our first thought was it was written solely for an audience of teachers. As we read along, we noticed that the authors’ message, presented in their charming style, has just as much value for parents and grandparents. It really boils down to the fundamental idea that love begets love.

One of the things that is so crucial to the Montessori way is the embracing of the very best that exist within each and every one of us and the extension of warmth, kindness, respect, and love to every human being at every stage of life. There’s nothing new in this message. It’s taught by every faith. But it is so important to remember, especially when children, bored and underfoot, begin to get on our nerves. We have a saying at the Montessori Foundation: “Everything living is trouble, everything living takes work, and everything needs love.” As we approach and enter the new year, keep love in your heart, home, classroom, and workplace everyday.

Love is a powerful feeling. Maria Montessori used this concept frequently in her writings, lectures, and training of teachers and parents. In her insightful book, The Absorbent Mind (1995), she dedicated an entire chapter to “Love and its Source—the Child” (p. 287-296). This book, like so many of her others, is aimed at teachers as well as parents. She indicated that the child would be able to bring unity to the world because the child is all love. As people from all corners of the earth, we feel a gentleness and kindness toward the child that melts our hearts. Consequently, this creates a sentiment of love that is unique to the child.

Additionally, Maria Montessori also suggested that the adult cultivate a loving heart towards other adults in order to bring about peace in the world. This implies that one needs to start with oneself in order for change to occur in other people, children, and adults alike. This article presents two different heartfelt stories about love in the school where Lobana worked. One story is about a four-year-old boy, John, and the other story about a lead teacher, Mary. Though the age differences were great, the approach towards loving each one became very similar.

Love and the Child

Lobana had heard for a long time that the lead teacher was responsible for bringing change to the classroom and to her teaching, when it concerned children. Yet, in this story, it was definitely a mighty feat for her to do so. First of all, she did not know how to change because she thought that she was already doing the right thing. John, a four-year-old, frequently brought disruption to the classroom, during the months of fall.

He was not focused, refused to work, and continuously disturbed other children. The situation became more problematic and, consequently, none of the assistant teachers, including Lobana, wanted to work with him. The teachers would tell him what to do to improve his behavior; however, this approach just made him angrier. Lobana could see from the look in John’s eyes that he was becoming more and more frustrated. She knew that when ‘normalization’ takes place, children concentrate and their eyes are filled with joy and enjoyment. “How am I going to make this happen?” Lobana asked herself.

Humility was the key, she decided. From that moment on, Lobana could feel herself growing from within. Making a decision to cultivate more empathy, compassion, and love…

Finally, after some deep reflection, Lobana could feel a transformation come over her. Remembering Maria Montessori’s words that a teacher needs to replace anger and pride with humility and patience (Montessori, 1972), she realized that these were the essential aspects to resolving this predicament. She had to let go of her anger towards John, along with her pride in repeating the same strategies that were not working.

She had concerns. Would the other teachers follow her lead? Would John begin to trust her and adopt a love of learning? The gap between what John was doing and what Lobana wanted to see in a normalized child was very apparent. Humility was the key, she decided. From that moment on, Lobana could feel herself growing from within. Making a decision to cultivate more empathy, compassion, and love towards John (no matter what he did), she also demonstrated more respect for him.

Observing John more closely over a period of time greatly assisted Lobana in developing a new approach for him. For one thing, she became calmer and exhibited more positive feelings. Then one day, she had an inspiration. She gave him the chalkboard in order to teach him how to write his numbers. John greatly enjoyed the activity. From then on, every morning, the first thing that John did was to bring the chalkboard to Lobana and ask with excitement, “What is next?” He continued doing so until he had mastered all his numbers. Afterwards, Lobana gave him a little booklet to write his numbers in. He was so overjoyed that he went all around the classroom, showing everybody his new booklet. It was apparent that John had established trust for Lobana, as well as a deepening bond. After completing his numbers, Lobana introduced the letters. At the same time, John began to choose other challenging lessons and worked harmoniously with other children.

Lobana was confident that these changes occurred within John because she invited him to work with her in a kind, loving manner. He reacted more constructively to her efforts. One cannot explain the meaning of love; however, one can see its effects. John went from saying “No!” to everything to experiencing the joy of learning. His concentration and delight brought hope to Lobana’s heart. The other teachers on the team also modified their behavior towards him. “Everything is possible when you send love to children!” Lobana explained to them. The other teachers commenced sitting and connecting with him instead of judging him from a distance. They, too, started to understand John’s behavior. Lobana’s heart blossomed. “The love of your heart can be a bridge from where the child is now to becoming a peaceful child,” she concluded.

Love and the Teacher

This transformation of love in Lobana’s heart greatly assisted her in another situation, where she had to resolve a difficult situation with another Montessori lead teacher, Mary. Mary would become angry with her assistants instead of patiently requesting and modeling what she wanted. She had an overbearing approach with them and talked to them with disdain. Additionally, Mary did not help them in performing many of the mundane classroom duties with the children. They were losing respect for her. The assistants began going to Lobana in desperation to complain about how Mary was treating them.

Since resolving classroom dilemmas was part of Lobana’s responsibilities, she decided to approach Mary by inviting her to a meeting. The first thing Mary exclaimed when Lobana called her for a meeting was, “Am I in trouble?” “Did anybody complain to you?” “I want to talk to you, as well!” Lobana noted that Mary was exhibiting a position of fight or flight. At that point, Lobana knew that she had to send love to Mary and have empathy. Lobana smiled and told her in a gentle voice: “I’m here to listen to you.”

Filling her heart with love prevented Lobana from being judgmental with Mary. Lobana looked at her in the eye in a caring way, instead of being angry, and began to listen. She decided that she would not tell Mary at this point what her assistants had protested about. Mary started to indirectly talk about her assistants and her problems in the classroom. Lobana asked questions and inquired about the details. Above all things, Lobana desired for them to come up with peaceful solutions together. Slowly, Mary, in turn, listened thoughtfully to what Lobana had to say about areas where she needed to improve. Happily, Mary was attentive and open to change. She indicated that she was willing to heed the points that Lobana was advising her to take.

Together, they came up with a workable plan that included the steps that Mary would take in order for her to collaborate harmoniously with her assistants. Later that evening, Lobana received a text from Mary that said, “I do appreciate your kindness!” Lobana knew in her heart that she had made a positive influence on Mary’s thinking. Gradually, Mary put a considerable amount of effort into becoming a better teacher to serve the children and her team. Developing more kindness, she began to rely on Lobana for effective ideas that would improve her classroom. Mary acknowledged appreciation for the help she was receiving as being part of Lobana’s “wisdom.”

What do we take away from these two stories? First, love is the fundamental aspect of solving classroom (and home) difficulties. With love, one builds trust and a sense of safety and calmness. When children and teachers are worried about being judged, they feel scared and are not open to being part of the solution. An important message is that we all make mistakes, and we can learn from them. Being humble and patient will resolve many complicated issues in the classroom. This is howe teachers implement Montessori’s wise words about peace and unity.

Lobana Alabbas is a Montessori Early Childhood Teacher from London Montessori Center, as well as a certified Arabic language teacher. She is passionate about teaching children how to enjoy and love learning. She also lives in Calgary, Alberta, Canada.

References
Montessori, M. (1972). The secret of childhood. New York, NY: Random House Publishing Group.
Montessori, M. (1995). The absorbent mind. New York, NY: Holt Paperbacks.

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Cultivating Your Child’s True Nature

by Christine M A Lapierre PhD | Adolescence, Communication, Empowerment, Infant-Toddler (0 to 3), Lower Elementary (6-9), Mindfulness, Mixed Ages, Montessori Parenting, Tomorrow's Child, Tomorrow's Child Online Issue, Young Adolescent

I believe that every child is born with a unique purpose in life, as did Maria Montessori.

Young mother and her cute little son walking in a park

With all her endeavors, Montessori was trying to improve the world by discovering the true nature of the child (1972). It is understandable, then, that parents are the child’s first and long-lasting teachers. Their role is to observe the interests of their child so that, in turn, they can learn how to best support his developmental efforts.

How can parents achieve this? Some ways I will explore are: to become acquainted with their own childhood issues, to support the child’s inner-teacher, to do self-care activities, such as breathing, to perceive oneself as a learner, and to develop humility.

Children are naturally kind, loving, compassionate, and truthful. When the child is in a loving and kind environment, he blossoms into who he really is as an individual. For this to happen, parents must know and understand themselves so that they are not affected by “hot buttons” that their child presses when he misbehaves. The resource Parenting from the Inside Out (Siegel & Hartzell, 2003) provides great support to parents to fully understand and resolve their own childhood experiences so that, in turn, they can raise a joyful and happy child.

One way for parents to achieve this goal is to nurture their own inner-teacher, a Montessori concept. Montessori stated, “It must be remembered that in the small child of three years, the inner-teacher is still at work guiding him unerringly, and when we speak of a free child, we mean one following the guidance of that nature, which is powerful within him.” (Montessori, 1972, p. 42). This inner-teacher is of a spiritual nature. It helps the child to walk, to talk, to develop the pincer grip to pick up small objects and to learn how to read and write. In the adult, the inner-teacher is sometimes referred to as the voice of conscience or higher self. When the inner-teacher of the parents is honoring and respecting the inner-teacher of the child, they feel peaceful and calm.

One way for parents to re-connect with that sense of calm when peace is disrupted with anger or irritation is to take a few minutes away from the situation and focus on their breathing. Breathing exercises decrease stress and anxiety; they activate the body’s relaxation response (Newberg & Waldman, 2010). Parents can practice breathing with their child or just comfort the child until her calm returns. Using a combination of strategies (Siegel & Bryson, 2016), parents can learn how to peacefully and lovingly reconnect with their child when she misbehaves, while continuing to set clear limits.

For that reason, parents should see themselves as perpetual learners. They are continuously learning about themselves as persons and as parents, as they cultivate their relationship with their child. When faced with a challenging situation, or any novel circumstance, of which there are many, parents can ask themselves: “What can I learn from this situation?” They can adopt the attitude of constantly learning alongside their child. This takes humility.

Humility is one of the qualities that Montessori (1995) spoke of in developing a positive relationship with the child. When parents are humble, they attribute the young child’s growth and development to the guidance of the child’s inner-teacher and spiritual nature, rather than their own authority. They are in fact, supporting the efforts of their child’s inner-teacher.

These simple, yet very effective, ideas on how to parent more successfully can be expanded to the whole family. In the process, parents will be building a more peaceful world.

References

Montessori, M. (1972). The secret of childhood. New York, NY: Random House Publishing Group.

Montessori, M. (1995). The absorbent mind. New York, NY: Holt Paperbacks.

Newberg, A., & Waldman, M. R. (2010). How God changes your brain. New York, NY: Ballantine Books.

Siegel, D. J., & Hartzell, M. (2003). Parenting from the inside out. New York, NY: Penguin Books.

Siegel, D. J., & Bryson, T. P. (2016). No-drama discipline. New York, NY: Bantam Books.

Christine M. A. Lapierre Ph.D. enjoys motherhood and all its rewards. She is passionate about the role of parents in bringing out their best for a peaceful family. She is a MACTE trained early childhood teacher and believes very strongly in Montessori’s recommendations to parents to bring Montessori principles into the home. As a consultant, she offers parent workshops, teacher workshops, and coaching. Christine can be reached at clapierr@ucalgary.ca.

Tomorrow’s Child/ September 2018/ Pg 22