Thomas, who began his Montessori education as a Toddler, met with us for 30 minutes via FaceTime on Monday, February 10, 2025, the morning after Superbowl LIX. Here's our interview, which has been edited for length and clarity.

GMS: Congratulations on your success at the 48 Hour Film Horror Project, and thanks for taking time to catch up with us. Before we get started as a filmmaker, were there any Superbowl ads you liked last night?

TC: I liked the Nike ad. It stood out to me. Nike always does something interesting with their ads because they have so much money and resources to make something really crazy. I liked that it was black and white and featured a lot of different female athletes. I thought it was really cool that they did that. I really liked the “When Harry Met Sally” one. We had just watched the movie the night before, so it was funny to see that.  

GMS: Your "About Me" page is amazing. Are the references to Costa Rica and film camp your eighth grade trip to Costa Rica and summer camp at GMS, respectively?

TC: Yes they are those GMS experiences. And thank you so much. I worked hard on that page.

GMS: It’s written beautifully, and your hard work shows. How did the film camp with then faculty member, Jonathan McLean, prepare you for your work today?

TC: The film camps I did over the summer really taught me everything film related. Each summer we wrote the film, shot it, edited it, and premiered it within a month. It was jam-packed. It was stressful but really, really fun. It was a huge learning experience that has stayed with me. 

GMS: In addition to what you learned during film camp at GMS, what other elements of your Montessori education help you in your filmmaking?

TC: Working well with others, because it’s all about community and doing things for other people. There are so many events when you’re all together. The social aspect teaches you to interact with other people. In the classroom, the peace table helps you learn how to talk to people face to face when a problem arises. If you’re on set and something goes wrong, it’s good to talk to someone, address it, and move forward, instead of brushing it under the rug or holding resentment.

GMS: Who were your favorite GMS teachers?

TC: Cathy Moses, Doug Williams, Jonathan McLean, Cynthia Kiddy, and Isabelle Bangham. John Archambault, too. He’s a good teacher. 

GMS: What were some of your favorite GMS traditions?

TC: I loved going on field trips every year. It kinda sucks when you go to high school and college and it’s done. I don’t know if they still do this, but on Friday’s we did careers. I loved that. It was great.

GMS: Yes, the Junior High students still enjoy participating in various careers each Friday as part of their microeconomy work. What did you like in particular about your microeconomy careers?

TC: I really loved being able to try out different jobs, like finance. My favorite thing was being in the kitchen. I loved cooking. Matt was the the Culinary Arts teachers when I was in seventh grade. He was a really good teacher, and he taught me a lot about cooking. I still cook a lot to this day.

TC: Try to engage in as much as possible and follow your interests. Learn as much as you can while you’re there and the people are really nurturing. Even if you’re not great at something, people will still encourage you and make you feel good about it. For instance, if you’re interested in sports, just play. There are no tryouts or anything. They know students are playing different sports for the first time, and the adults work with you. They give you time to play. It is not a toxic environment where people make fun of you if you're bad. It's really the opposite.

GMS: What's a fun fact about you unrelated to GMS?

TC: I speak French. I also flew a plane once. I was with a friend from GMS and we were doing a video for class in middle school. His grandfather had this little plane. We were shooting some stuff, and then we went up in the plane. He let me fly it for a second.

GMS: It seems like film has always led to new experiences for you. What are other experiences filmmaking has given you that you would not have had otherwise?

TC: Being able to act with Zooey Deschanel over the summer. I started doing acting class after having done film camp. I wasn’t happy with how I was acting. Through acting class I ended up getting an agent, so I have been able to audition for a bunch of stuff. I still audition for stuff to this day.

GMS: That's so cool. Most of us probably know Ms. Deschanel from her role as Jovie in "Elf" or Jess Day in "New Girl." Acting with her is an accomplishment, no doubt. What are some other accomplishments you've had since graduating from GMS?

TC: Amelia and I participated in another 48-hour film festival movie last summer and won the audience award. That one was really fun.

I also took an experiential films class and a directing class in the same semester. I was doing a video every week for one of those classes. I did this "Dream Scene" short film for my first directing class, and it ended up winning UNCSA's Ambrosia Film Festival. For a month following the festival, my "Dream Scene" was screened before every showing of the feature film "Problemista" at a/perture cinema in Winston-Salem.

I am also proud of getting all As in high school, which was a goal I set from the beginning. Making all A's, especially as an International Baccalaureate (IB) student, was really hard and a huge achievement. I was also very proud of making the varsity soccer team.

GMS: It's clear your work ethic took you far at Grimsley, where you went to high school, and continues to propel you to success at UNCSA. What does future success look like for you? Where do you see yourself in five to 10 years?

TC: I hope to be living in Los Angeles or New York and directing and writing. I ten years, I hope to have one big, feature film that will have gone to a major festival and help me get established. I hope to have a career – where I can actually be making making money doing it – allowing me to work full-time on just film stuff.

GMS: Thank you so much, Thomas. Good luck in Seattle, and please stay in touch!

We wanted to congratulate Asher on his award, learn more about his process, and find out what he's up to this year. Here's our interview.

GMS: Asher, congratulations! We love seeing your name on that plaque. How did you learn about the contest and what made you decide to participate?

AE: I learned about the contest through my dad, who is on an email list for the Fourth Circuit Court of Appeals. I chose to participate because I thought it would be fun to learn more about Brown v. Board and spend some of my extra time at school being productive.

GMS: What about the essay prompt, “Has the decision in Brown, viewed through the lens of 2024, achieved its purpose of ensuring equal opportunity in public education?” interested you? 

AE: I was interested in researching public education and understanding how cases like Brown can have such significant impacts on society. The prompt provided leeway to explore different aspects of the case’s impact, of which there are many.

GMS: You have experience as a student in both conventional public education and independent Montessori education. How did your Montessori education prepare you to form and share your opinion in your essay?

AE: My Montessori education helped me to think about the prompt from various points of view, incorporating different ideas to form one cohesive piece.

GMS: You wrote your essay as a freshman. (And we have to point out that the first and second place winners were Juniors at the time of writing ... way to go, Asher!) Can you tell us more about your freshman year. Looking back at the year, how did your time at GMS prepare you to succeed in high school?

AE: My time at GMS helped prepare me to succeed in high school by giving me ample opportunities to learn and grow with a supportive community. Additionally, GMS helped me to develop my writing and researching skills that I used to write my essay.

GMS: You're now a sophomore. What classes are you taking, and do you have any goals for the year?

AE: I’m taking Honors English 2, Honors Chemistry, Honors Economics, Honors Spanish 4, AP Precalculus, and AP European History. My goals for sophomore year are to further develop my writing skills and to work more on Spanish.

DW: The thing I miss most about GMS is the community. The teachers, parents, and students are always there for each other, and it makes for a great environment to learn.

Dr. Maria Montessori was a big fan of field trips. In her words, it was important for students to take “outings” or to “go out.” In 1948, Dr. Montessori wrote: “The outing whose aim is neither purely that of personal hygiene nor that of a practical order, but which makes an experience live, will make the child conscious of realities … When the child goes out, it is the world itself that offers itself to him. Let us take the child out to show him real things instead of making objects which represent ideas and closing them up in cupboards.” Hence, the Montessori phrase of “going out” was born.

At Greensboro Montessori School, we take the Montessori tradition of “going out” to heart, as our students take academically aligned, overnight field trips beginning in Lower Elementary. Where lessons in the classroom are a springboard to learning, Montessori outings provide the experiences necessary to move concepts from the abstract to the concrete – to let students apply and expand their knowledge in the world around them.

As our students progress from Toddler to Junior High, they learn the rites of passage, including the field trips, which will greet them along the way. Read about all our adventures, or jump to the division that interests you most!

Lower Elementary

Beginning in second grade, Lower Elementary students take annual trips to either Earthshine Discovery Center in the Nantahala National Forest in western North Carolina or the Sound to Sea program along the North Carolina’s Crystal Coast. Second and third grade students spend two days and three nights building upon their lessons in biology, botany, environmental studies, geography, history, and physical science.

Upper Elementary

North Carolina's Outer Banks: Fourth graders travel to North Carolina’s Outer Banks where they experience the region’s rich marine biology and storied history. Students visit national landmarks like Roanoke Island, the first settlement of English colonists, and the Wright Brothers National Memorial in Kitty Hawk. In the words of the National Parks Service, Kitty Hawk is the site where Wilbur and Orville Wright “experimented with flight in the early 1900s, and finally succeed[ed] on a cold winter day with the world's first controlled, sustained, powered, heavier-than-air flight.”

Colonial Williamsburg: Fifth graders travel to Colonial Williamsburg, where they immerse themselves in the history of the American Revolution and explore, as Colonial Williamsburg puts it, “the political, cultural, and educational center of what was then the largest, most populous, and most influential of the American colonies. It was here that the fundamental concepts of our republic — responsible leadership, a sense of public service, self-government, and individual liberty — were nurtured under the leadership of patriots such as George Washington, Thomas Jefferson, George Mason, and Peyton Randolph.”

Due to class sizes and travel logistics, fifth and sixth graders will travel together this year, heading to Washington, D.C. Next year, our current fifth graders will enjoy their Williamsburg experience as sixth graders.

Washington, D.C.: Sixth-grade students head to our nation’s capital, where they visit multiple Smithsonian museums, (including the National Museum of African American History and Culture and the National Air and Space Museum), the National Archives, Arlington National Cemetery, and the National Gallery of Art and Sculpture Garden. Students expand upon their knowledge of national government and civics, while practicing grace and courtesy in a metropolitan city center. Dr. Montessori writes: “A child enclosed within limits however vast remains incapable of realizing his full value and will not succeed in adapting himself to the outer world. For him to progress rapidly, his practical and social lives must be intimately blended with his cultural environment.”

Junior High

Seventh and eighth graders rotate between annual field trips to Arizona and Costa Rica every spring.

Arizona: When students head west to Tuscon, Arizona, their years of environmental science studies take center stage during a week-long trip. In addition to hiking Kitt Peak, students spend time at the University of Arizona’s Biosphere 2, a state-of-the-art scientific facility. The mission of Biosphere 2 “is to serve as a center for research, outreach, teaching and life-long learning about Earth, its living systems, and its place in the universe; to catalyze interdisciplinary thinking and understanding about Earth and its future; to be an adaptive tool for Earth education and outreach to industry, government, and the public; and to distill issues related to Earth systems planning and management for use by policymakers, students and the public.”

Costa Rica: When students make their way to San José, Costa Rica, they enjoy an authentic immersion experience that includes living with the Costa Rican families of students from The Summit School, our sister school in Coronado, Costa Rica. Together, our students and the Ticos (a colloquial term for natives of Costa Rica) go everywhere together. They visit volcanoes, complete high ropes courses, and sail through the rainforest canopy on zip lines. They travel to the Caribbean Coast where they walk the beach at night looking for turtle eggs to bury in a nearby protected hatchery. Then, they travel to the Pacific side to snorkel and explore rain forests and animal sanctuaries. They also spend a day in downtown San José learning about Costa Rican history, art, and government. With every visit to Costa Rica, our students return with their eyes a little wider and their lives a little richer as they have their first experience actually living in another culture.

Self-Directed Travel for Ninth Graders: An important element of our ninth-grade curriculum is the completion of a year-long capstone project that challenges each student to apply their skills to an area of personal interest that will improve and enhance their world. Similar to a thesis or senior project, the capstone project provides a framework for demonstrating leadership and advanced application of critical thinking skills. To further extend their learning, the students are challenged to design a custom end-of-year outing to include research opportunities for each of their individual capstone projects. In collaboration with a faculty advisor, a past ninth grade class settled on an itinerary traveling throughout the Pacific Northwest. Their route took them to explore tidal pools, tour museums in Seattle, visit a military base in Tacoma, and interview refugees in Vancouver.

GMS: How did you learn about Greensboro Montessori School?

DW: I tutored a student whose sister was in eighth grade at GMS. The student's mother informed me that the school was looking for a math teacher. I met with Frank Brainard (former head of school) and the Junior High crew at the time, and came in for a formal interview. The rest is history.

GMS: We appreciate that mother! Word of mouth is our best source of referrals for new faculty and new students. After you visited, what was it about Montessori education that made you choose to work here?

DW: The Montessori philosophy aligns with my belief that education should be student centered. I am also inspired by teachers as guides and the prepared environment. To quote Betsy Coe, "If your instruction is more than seven minutes, you are doing the work for them!"

GMS: It's no surprise that the child-centered approach is what speaks to you ... it's shared core value for most Montessorians. You've been working with adolescent students since your first day at GMS. What excites you most about our seventh, eighth, and ninth graders?

DW: The sassy kids. Middle school ("Junior High" at GMS) is a great age to work with. Kids are learning what it means to be an adult, yet they are still kids.

GMS: What do you enjoy sharing most with your students?

SS: I enjoy giving them independence and letting them learn from the prepared environment and their peers.

GMS: It's time to get personal. Where did you grow up, and do you mind sharing a favorite memory from childhood?

DW: I grew up in Halifax County, NC in a very small town called Scotland Neck, close to Rocky Mount, NC. My mom has six brothers and five sisters. I enjoyed visiting them as a child. There was always some place to go.

DW: My mom is the epitome of sacrifice, selflessness, and love. She was the primary care giver for my grandmother for almost 20 years.

GMS: The apple doesn't fall from the tree. You embody the same qualities; we can't recall a time you've said "no" to any request, job, or favor here on campus. Thank you for your servant leadership. Outside of everything you do for GMS, what do you enjoy doing for yourself?

DW: I hit the gym six days a week. I bowl once a week.

GMS: If your craving a post-workout snack, what do you reach for, salty or sweet?

DW: Both! Kettle corn is my favorite snack.

GMS: What is something you don’t get to do often but it still feeds your soul?

DW: Read books by Orson Scott Card.

GMS: What have we forgotten to ask about, and what would you like to share? 

DW: In 2022 I became the resident caretaker at the retreat center (the house) at The Land. The retreat center is a bunk house with four wings. One of those wings is my apartment, with the other three wings featuring bunk rooms for students. In addition to living there, I spend about 10 hours a week caring for the inside of the house and the property immediately surrounding the house. I absolutely love it!

Greensboro Montessori School has been celebrating eighth grade graduations since 1997, when our first class of three eighth graders completed their Montessori journey and excelled into high school. These early graduates are now young professionals with families of their own and many choose to enroll their children at our School. This year we welcomed another legacy alumni family to our School – Michelle Todd and Steven Todd '03. Michelle is a speech language pathologist in Gastonia and Steven is a professional pilot. Their son, Andrew, is a member of our Toddler community.

GMS: Michelle and Steven, thank you for taking time to share more about your family with us. Before we jump in, what can you tell us about yourselves as individuals?

MT: I grew up in a rural area of Indiana with my parents and younger sister. I knew early on I wanted to be in a profession that helped individuals. I attended Purdue University for my undergraduate degree and UNCG for my masters degree. I primarily work with the adult population specializing in stroke/traumatic brain injury, head and neck cancer, and dysphagia within the acute and inpatient rehabilitation settings. Outside of work I love to craft, bake, organize, spend time with our dog (Maisy), and travel.

ST: Thanks to my dad, aviation has always been a love story to me. With all the ups and downs, a love story is about passion, goals, and dreams. And those dreams started young for me!

I remember teachers at GMS helping me learn certain concepts by trying to explain it in aviation terms. Part of my graduation speech included my goal to attend Embry Riddle Aeronautical University. This eventually became a reality. While I originally wanted to fly professionally, I pursued aviation management after heeding the advice of my dad that I should learn every aspect of the aviation industry to truly find my passion.

I started on the ramp loading baggage and cleaning jets at the Greensboro airport for Piedmont Airlines during college. Following graduation, I moved to Phoenix working on the ramp in management. The following year, I secured a position in Charlotte for US Airways (and later American Airlines post-merger) as a customer service manager. I eventually managed AA’s ground operations from the tower. Throughout this time, I still had a desire for flying professionally and pursued completing my flight training. I later moved to Florida where I instructed international students how to fly. This is where I think Montessori helped me the most. I was now sitting where my teachers sat, except it was in an airplane teaching someone how to fly an amazing machine. I found the teaching techniques I remembered from my time at GMS successfully influence how I instructed. Following a year teaching, I moved on to Envoy Air, a Regional Airline for American Airlines flying an Embraer 175 out of Chicago.

Presently, I fly a Boeing 767 for Atlas Air flying Amazon Cargo and US Troops and their families around the world. Along with everything you do in life, the hard work and the passion with which you approach your goals and dreams are everything: from a baggage handler loading and cleaning jets night after night to working one of the coolest jobs I think most children dream about when they look up in the sky. I wholeheartedly believe if it wasn’t for my upbringing in the Montessori environment, it would have been a lot harder to pursue those dreams. A child can truly be or do anything that they can imagine which is what I think Montessori is best at. The passion and the imagination of a child is truly an incredible gift that we all get to take a part in developing and fostering.

GMS: You both have great personal stories. How did these stories come together?

MT: We met during college at a young adult church function. We later learned we actually lived in the same apartment complex one building apart. We ended up dating long distance upon graduation; however, distance certainly made the heart grow fonder. We feel the strong foundation in communication we made has allowed us to continually grow together. We love the beautiful life we are making and can’t wait to see what the future holds.

GMS: We are excited as well and grateful your family has chosen GMS to play a role. Michelle, do you remember when Steven first told you about his time at GMS and the moment when you decided as a family that Montessori was right for your family?

MT: Steven first shared his educational journey during our time while dating. He always expressed such fondness of his experiences with Montessori from approachability and helpfulness of his teachers to his fun learning experiences that helped foster confidence and responsibility.

After getting married and discussing more in depth our goals for future child(ren), we both agreed a strong educational foundation was of upmost importance to us. Knowing Steven’s positive outlook from his time in Montessori, it certainly was in the forefront of our plans. Once Andrew had his first birthday, we knew Montessori schooling would be perfect for our very curious and active little boy to help further nurture his independence.

GMS: Yes, Andrew is so curious and independent. We see it in the classroom every day. Steven, how does it feel returning to GMS as a parent? What’s the same, and what’s different?

ST: I think it’s absolutely incredible to return to GMS as a parent. And it’s wonderful seeing adults sending their kids to GMS that I grew up with as well. I think it’s truly powerful to step back into a classroom that I once worked in helping mentor children as a middle schooler. Even as an adult, I still get the same excitement as when I was a student stepping on campus every day, as well as the strong feelings of being loved and cared for as an individual. On that note, I think it’s extremely important for a child to have those same feelings and the same environment to be able to grow into a wonderful caring person throughout the years, which is why I wanted Andrew to be at GMS. I think it’s the best gift in life we could ever give him. I think it’s absolutely incredible what GMS has become since I graduated in 2003 and very much look forward to seeing Andrew grow in the same atmosphere.

GMS: Thank you, Steven, and welcome home! We're so glad to see you every day and thankful you've introduced us to Michelle, and she is also part of this place. What is it about Montessori that most appeals to you as parents?

MT: It is certainly different from the “traditional” or “standard” model that I grew up with; however, I think I appreciate that the most. Maria Montessori stated, “The goal of early childhood education should be to activate the child’s own natural desire to learn.” I am encouraged to know this learning model focuses on the individual with development of foundational life skills for becoming a successful, independent person. I never want my child to have his curiosity or creativity diminished. I want him to be supported and surrounded in an environment where he doesn’t feel insecure to seek out help with challenges and recognize his capability in doing hard things. I also love the encouragement of fostering his constant desire for movement!

ST: Growing up in Montessori, I absolutely loved school. Maria Montessori quoted, “As we observe children, we see the vitality of their spirit, the maximum effort put forth in all they do, the intuition, attention and focus they bring to all life’s events, and the sheer joy they experience in living.” I think this is a very powerful quote for children when it comes to the learning process. A learning environment should be exactly that. That’s why Montessori really spoke to me as a child and really helped foster my personal learning style ... because every child learns differently, and the Montessori environment in my opinion is the best at that.

GMS: What are your dreams for Andrew as he embarks on his Montessori journey?

MT: I hope to follow Maria Montessori’s statement “The greatest gifts we can give our children are the roots of responsibility and the wings of independence.” During this phase of toddlerhood, I hope he will continue to develop his love of learning by supporting his curious nature. I also think promoting independence will help his self-confidence, perseverance, and initiative. I know these aspects will help develop a strong foundation for skills he will utilize for his lifetime.

GMS: Thank you for your time, your thoughtful words, and your support of Greensboro Montessori School. We love being on this journey with you and Andrew.

Greensboro Montessori School hosted two teacher workdays this fall, each dedicated on professional development. Classrooms were closed giving our team uninterrupted time to focus on learning new skills and growing as educational professionals. So how did the team use their time?

During our September 20 workday, faculty paused to reflect on the work we do with students every day and our approach to guiding them in their meaningful work. Nancy VanWinkle, instructional coach, and Jessica White Winger, director of student support, led a workshop designed to build teachers’ tool sets for preparing the environment, particularly expanding the resources of the prepared teacher. The theme was building a “Community of Reflective Practitioners,” with a focus on leveraging the collective experience of the educators in the room. 

Teachers worked in mixed-division groups, with varying years of experience in the field. The morning opened with a grounding activity in which teachers were shown photographs of individuals who have affected positive change in the world. These individuals have raised awareness around difficult issues, often putting their lives and work at risk to do the “right” thing. Teachers were asked to work with their groups to list the qualities of one of those changemakers. Following a share-out, the group reflected on how we can encourage these qualities in all of our students. This impactful exercise grounded us in the knowledge that each child is under “self construction” and we have the big responsibility of allowing their true light to shine, while helping guide them in becoming their best self. 

Following this exercise, Nancy and Jessica shared what resources and experiences they have to support teachers during the 2023-24 school year. As our instructional coach, a role dedicated to support faculty in their professional development, Nancy worked closely with Jessica to design a collaborative problem-solving approach for schoolwide implementation. The model offers teachers a practical tool for seeking input from one another and leveraging the cumulative knowledge of our faculty and staff. 

This collaborative problem-solving model has teachers sharing a specific behavior they are experiencing with a child in their classroom. A group of educators, with one facilitator and one recorder, reflects on the overall question, “What’s going on with this child?” and what are the unmet needs, lagging skills, or obstacles that the student might be encountering? By looking at the heart of the issue, we honor the child and seek to better understand what their behavior is telling us. The facilitator then takes the group through a series of brainstorming questions, while the recorder writes strategies and suggestions. In the end, the teacher chooses a strategy to try out for a week and agrees to report back to the group. At that point, they may revisit the brainstorm and select another strategy to try. 

After modeling this process for everyone, teachers split into their mixed-division groups to practice the model. The value of this collaborative approach is vast, as it’s an opportunity for teachers to gain new perspectives and insight, helping create a shift in paradigm and introducing new ways of responding to student needs. It’s about connecting with colleagues and taking a child-centered approach, as much as it’s about reflecting on our own vulnerabilities and finding strength in the process. It is not about “fixing” a behavior, but opening ourselves to trying new approaches and embracing the spirit of the child. 

During our October 6 teacher workday, our group of reflective practitioners reunited to share how our new system of collaborative problem solving is helping them in the classroom. Mixed-division groups reported out on strategy successes and areas of growth. More teachers had the opportunity to share a new challenge with their groups and seek strategies to try. Faculty feedback for this process has been overwhelmingly positive, and we are excited to be working closely together to authentically support students and to address their most critical needs. 

Teachers spent the latter half of the workday looking at the scope and sequence of their Montessori curriculum, evaluating it with a fine-toothed comb to ensure fidelity and best-practice in every classroom. This “big work” is just one more way we are reflecting on our practice and ensuring that every student at GMS is engaged in meaningful work as they progress from Toddler through Junior High. 

Through intentional planning, we make professional development at GMS relevant and meaningful. We consistently follow-up with faculty to ensure we are meeting their needs and supporting their professional growth. From workshops, trainings, and conferences to observations at other schools, professional development offers inspiration and connection for GMS teachers.

Greensboro Montessori School partners with Scholastic Book Fairs every fall and spring. All students in Primary and older have an opportunity to visit the Book Fair and purchase books during the school day. We prefer students do not bring cash to school. Instead, Scholastic Book Fairs has an eWallet payment option. Simply set up an account and have funds immediately available for your child to purchase books.

Set Up Your Child's eWallet

Follow these steps to set up your child's eWallet:

• Visit our Scholastic Book Fair homepage.
• Scroll to the "eWallet" section of the page, and click "Get Started."
• Review how it works, and click "Get Started" once again.
• "Sign in" or "Register" with Scholastic Book Fairs. Note, if you have previously created an account, please use the same login information.
• Complete the form to set up an eWallet. Follow the prompts to fund your child's eWallet. (Note, after creating one eWallet, you may add others for additional children. Click "Manage My Funds" to visit the eWallet tab. Click the arrow in the bottom right to show your first child's full account, and click "+ Add eWallet.")
  • If you have funds that your child(ren) did not use during a previous Book Fair, you will see an option to fund your eWallet with a "gift card." This "gift card" holds the balance from the last fair, and clicking that option will transfer the balance to your child's current eWallet.
  • If you had a balance on multiple eWallets, the balances have been combined on this one "gift card," which will transfer to the new eWallet you create.
• Once complete, you may print a paper voucher for your child to bring to school, or we can look up your child's eWallet by their name.

Come to Our Book Fair

We look forward to welcoming students, parents, and family members at the following community shopping times.

• Tuesday, April 23: 9 a.m. to 3 p.m.
• Wednesday, April 24: 9 a.m. to 5:30 p.m.
• Thursday, April 25: 9 a.m. to 5:30 p.m.
• Friday, April 26: 9 a.m. to 3 p.m.

If you are interested in volunteering at the Book Fair, please click here to sign up.

If you have any questions about the Book Fair, please don't hesitate to contact us.

Over the course of the next few months, nearly half of the Toddlers in our School will be making a foray into the wonderful world of Greensboro Montessori School's Primary program. This transition brings with it a mixed bag of emotions for young children (not to mention their parents and teachers). Though the idea of becoming one of those big kids in the enchanting world on the other side of the playground fence can be very exciting, the thought of leaving behind beloved teachers and classmates and mastering the challenging materials in the Primary classroom can be very daunting for advancing toddlers. At times, well-meaning adults discuss this transition in ways that can actually heighten young children's apprehension. Here are a few things to consider as we prepare our little ones for a classroom transition:

Avoid "overtalking" about the impending changes. For adults, having ample opportunity to ask questions and share our feelings about an upcoming transition can be a comfort. We may worry that our children won't know what to expect from their new classroom unless we initiate frequent discussions and provide ample detail. For young children, though, too much information can be overwhelming and confusing. Because they learn experientially, young children may not grasp the reality of how things will feel in their new classroom until they have physically visited the space, met the teachers, and absorbed the sights, sounds, and sensations first-hand. It's perfectly fine to mention the change - conveying that you are excited about it and confident in their readiness for the new classroom - but, for the most part, it's best to follow your child's lead. The most helpful discussions will be the ones your toddler initiates!

Avoid tying new skills to Primary advancement. It can be tempting to entice children to practice new skills by pointing out how important they are for Primary students. However, suggestions that toddlers learn to use the potty, dress themselves, or tackle other developmental tasks "so they can go to Primary" can sometimes backfire. Even children who seem excited about the prospect of "moving up" can harbor anxieties about the transition ... and may not be so sure they really want to go. In fact, they may even delay the acquisition of self-care skills to avoid the prospect of being moved into a new and unfamiliar environment. It's wonderful to express the love and pride you feel when your child attains a new milestone, but keep the topic entirely separate from expectations that may be attached to their classroom placement.

A few setbacks are perfectly normal. At times, parents are surprised to find that their "big kids" suddenly takes three steps back in behavior, separation anxiety, or even toileting before or during classroom transitions. Don't worry; this too shall pass. Translated from the toddler speak, these setbacks are children's way of asking whether they will still get the nurturing and support they relished as infants and toddlers, even though they are heading into big-kid territory. A little extra cuddling and reassurance will help your child get back to their independent ways in time.

Rest assured, you are in for a treat! Call us biased, but we're not exaggerating when we say that the Primary faculty at Greensboro Montessori School is one of the most talented teams imaginable. You'll be astounded by the many ways your child will learn and grow during the Primary years - and by the dedication and expertise of their teachers. Watching children leave our classroom nest is the hardest part of teaching, but knowing they are going into such incredibly dedicated and capable hands makes things much easier. We can't wait to gaze at our "alumni" over the playground fence next year, and marvel at the ways they are spreading their wings!

Dr. Maria Montessori was nominated for the Nobel Peace Prize in 1949, 1950, and again in 1951.  Dr. Martin Luther King, Jr. was awarded the Nobel Peace Prize in 1964, becoming the youngest man to receive the honor at the time. They were both influenced in their work for peace by Mahatma Gandhi. In the 1930’s Maria Montessori met Mahatma Gandhi while she was living in India, and Gandhi gave a speech to Montessori teachers in training in London in 1931. There he said of her work, “You have very truly remarked that if we are to reach real peace in this world and if we are to carry on a real war against war, we shall have to begin with children.” While Dr. King did not meet Gandhi in person, he referred to him as “the guiding light of our technique of nonviolent social change.”

These three peacemakers have been great influencers across cultures.  Dr. Montessori established educational training programs that have led to thousands of schools all around the world.  Dr. Martin Luther King, Jr. organized peaceful protests that changed civil rights laws in the United States and inspired future peaceful protest around the world.  They all changed the world through peaceful efforts.

At Greensboro Montessori School, we implement the peace curriculum at every age level - from guiding toddlers to self calm to teaching peaceful conflict resolution in our preschool and elementary classrooms, to visiting the United Nations in Junior High. We seek to provide experiences for children to understand and access the peace within themselves, to relate with other people, cultures, and the environment, and to embrace the complexity of humankind. When children are given opportunities to practice peace within themselves, they will be able to share it with others and seek it out in the world.

Dr. Martin Luther King, Jr. said, “The function of education is to teach one to think intensively and to think critically.” These peacemakers have influenced generations. And inspired by their work, Greensboro Montessori School is educating the next generation of peacemakers and innovators.

GMS: How did you learn about Greensboro Montessori School

SS: My first time hearing about Greensboro Montessori School was from a close friend, who at the time had started working in the after-school CASA program.

GMS: Word of mouth is always our best source of referrals. What was it about GMS that made you choose to work here?

SS: Upon moving to Greensboro, I drove by the school and it caught my attention because we had just learned about Maria Montessori and her philosophy in class the week before. I had never seen a Montessori school before. But in the moment of driving by, something inside told me, "this is where you belong." I was eager to get in and get started on this new journey. I honestly believe the school chose me, and I'm glad it did! 

GMS: You have a degree in early childhood education, and you have several years of experience working with elementary-aged students. What excites you most about returning to a toddler classroom?

SS: I’ve always had a passion to work with toddlers. What excites me most about returning to a Toddler classroom is that I get to see the world through their eyes again.

GMS: Toddlers are pretty special in their wonder and awe of the the world around them. Shifting to Montessori specifically, what aspect of the Montessori method inspires you the most?

SS: Having respect for each child. We tend to forget that children are humans too, with feelings and needs. It has been very helpful for me remember that with Savannah.

GMS: We can't wait to hear more about Savannah. Before we get to her, what are you excited to learn from your students, and what are you excited to bring to them?

SS: I'm excited to learn how to be an explorer. They are master explorers. You would be surprised at how much they actually know about a topic from just exploring and their own concept of things.

I’m bringing confidence. I want every child to feel confident in everything they do. 

GMS: What are you excited to learn from your fellow faculty members, and what are you excited to share with them?

SS: I’m excited to learn more teaching strategies from each level and how they are applied. I’m excited to share my team efforts and willingness attitude.

GMS: Now we come back to Savannah. Is anyone else from your family part of our GMS community?

SS: This school year, [my partner and I] enrolled our daughter Savannah into the GMS All-Day Toddler classroom. I believe she will do great things at GMS! We are exited to see.

GMS: What do you love most about motherhood?

SS: Her joy of life itself. When I’m with Savannah, nothing matters in that moment, but her. I love seeing her grow into herself. She loves music and dancing, so we do a lot that together. She always runs into my arms for a hug. It's a feeling I wouldn’t trade for the world.

GMS: Where did you grow up, and do you mind sharing one favorite memory from childhood? 

SS: I grew up in Kings Mountain, North Carolina. Its a small town, where everyone knows everyone. 9 times out of 10 you will marry someone from town (my partner is from Kings Mountain), but it was a great place to grow up. One of my favorite memories from my childhood was creating club houses off in the woods, with my neighborhood friends. We would be out in the woods for hours after school and during the summer. My clothes and shoes would be so dirty, but I would get the best sleep at night!

GMS: What hobbies do you enjoy outside of work

SS: Besides the gym, I would like to get back into hiking. 

GMS: One current hobby and one hobby you'd like to add. You sound like a mom with a 18 month old who last little time to herself. With your limited free time, what's something you don’t get to do often but it still feeds your soul?

SS: Go out with my friends and just vibe together. I don't get to see them often, but when I do, it is ALWAYS guaranteed good time!

GMS: So the next time you go out with friends, will it be for coffee or cocktails?

SS: Cocktails all the way. I think only one of my friends drinks coffee. We are a brunch and mimosa group of friends.

GMS: When you're at the gym, what is your favorite exercise and why?

SS: This is hard! I have three, but if I have to choose, it's weighted squats and weight lifting. It's the feeling when you cleared a set, and go up on another set. Just to see if you can do it (for both). It's the preparation period in that moment when I’m pumping myself up and getting ready to take the bar off the rank ... when I squat and drive my heels into the ground to get it back up. Just strong and proud in that moment. 

GMS: I have a feeling that answer will inspire someone to get back to the gym to experience that power, strength, and fulfillment. I've loved our exchange, and it's time to wrap up. Let's close with a question we've ask in all of our faculty spotlights. Other than Dr. Maria Montessori, who would you like to meet from history and why? 

SS: Frederick Douglass. I recently watched a documentary about him, and during the documentary I got a sense that he was a man that had strong determination. It was felt through many of his speeches. One of my favorite speeches of his is the one he gave on the Fourth of July. It was one of those speeches that had so much power and attitude that you just can't forget.