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Montessori Adolescent Education Observation: Falling Asleep in Math Class

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The Montessori Adolescent Education Observation comes out of the Y2 Montessori School - Adolescent Community (Y2MAC). It seeks to introduce the public to Montessori educational concepts by observing schools on a day-to-day basis.

(Photo by Karolina Grabowska on Pexels)

Unary equations, geometry, π=3.141592... junior high school math is without a doubt one of the most sleep-inducing subjects, especially when combined with sleep-deprived knot-tied brains. Almost everyone has been guilty at one time or another of daydreaming or dozing off in class. And despite a teacher’s best efforts, even Montessori middle school students drift off to the "land of nod” now and then.

Fankan Hsu, a Montessori mathematics teacher, when faced with the dilemma of students face-down fast-asleep at their desks did not take the traditional approach of throwing chalk to wake the sleepyheads up or bawling them out for a mid-class slumber. Montessori middle school instructors have been trained to respect individual differences and needs. Of course, when a student is sleeping, it affects the learning atmosphere and other students' states of mind. However, if students seem drowsy, Mr. Hsu thinks, "Should I wake the kids?" or "If the students are tired, shouldn’t I let them rest? How should I handle the situation?” He put the question to other teachers.

A siesta system bolsters students’ self-discipline

(Photo by fauxels on Pexels)

The instructors engaged in a serious discussion on sleeping in class. Why do students fall asleep? Is sleeping in class strictly forbidden? How does sleeping affect others? And how can students balance schoolwork and rest? The consensus was that the focus should not be on whether students should be permitted to sleep in class but on how to help the kids develop self-discipline. Before discussing the issue with their classes, the teachers first conducted simulated discussions before broaching the subject in the classroom and asking students to brainstorm solutions.

"Can I sleep in class?" The question sparked intense interest on the part of the kids in classes. But teachers, having examined all sides of the problem in their mock discussion, were well-equipped to help students hash out their opinions. The result was a unanimous decision: If you’re really tired and want to sleep, then go right ahead! However, students would be required to sign a log and would be given a timer to remind them when break time was over. If they were sleepy, they wouldn’t need to raise their hands or inform the teacher; just leave the classroom silently and return when the time is up.

Thanks to this “siesta system,” students would no longer have to study reluctantly or feel guilty because they’re sleepy. Everyone would be free to leave and catch a few winks before returning, and teachers would no longer have to worry about whether to awaken a somnolent student. The discussions bore fruit; everyone now understood that the solution at its core was the setting up of a system for self-discipline. After all, if you’re nodding off, learning will be compromised.

Montessori middle school teachers spend lots of time talking over issues of a similar nature; such as, if a door lock is broken, should it be replaced or repaired? What are the pros and cons? What should be discussed with students, and what should be left to the school to decide? Everything in life is a learning opportunity. Through discussion and reflection, students can enhance the application of logic in their thinking by looking at all sides of an issue. Moreover, the decisions reached in this manner are more open and democratic, so everyone will naturally be more inclined to abide by them. Sleepy? Then lie down and recharge!

Written by Yu-Hsiu Su
Images provided by Y2MAC
Translator: Robert Fox／Graduate Institute of Translation and Interpretation, NTNU

Established in 2022, Y2MAC is Taiwan’s first fully residential Montessori middle school. By creating a well-prepared environment, cross-disciplinary projects, and meaningful work for young people, we assist them in understanding themselves, connecting with the community, and developing the courage and wisdom that they’ll need in their adult lives.

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The Montessori Adolescent Education Observation Program: Cook Your Own Lunch

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The Montessori Adolescent Education Observation comes out of the Y2 Montessori School - Adolescent Community (Y2MAC). It seeks to introduce the public to Montessori educational concepts by observing schools on a day-to-day basis.

Cooking is a class for life

“Today we’re having mapo tofu for lunch. The ingredients are tofu, rice, pork, chilis and garlic. Please enjoy the meal.” K and V, the two chefs in charge of preparing today's lunch, self-consciously but with open hearts stand in front of the dining table, introducing the dishes and inviting everyone to enjoy the meal, guests included. Teachers and students queue up to serve themselves rice, then scoop up ladles full of spicy mapo tofu to pour it, and finally sit back and dig in.

An hour earlier, the "chefs" left the classroom, rolled up their sleeves, and went to work preparing lunch. Montessori middle schools don’t hire cooks; meals are not simply provided. Students write the menu, select the ingredients, and do all the cooking themselves because meal preparation is a lifelong lesson. As for delectability, well, that’s a question of taste!

Today, it was Principal Jan Gaffney’s turn to observe and assist, watching carefully to ensure students handled cleavers properly and safely, or whether they used they needed more attentive guidance. Alarmed by a bowl overflowing with red-hot chili peppers, she didn’t show her apprehension, but simply asked the kids light-heartedly, "How many chili peppers do you plan to add to the mapo tofu?" "All of them,” said the head chef casually. Jan then asked, “Have you tested the spiciness?” The cook replied that it shouldn’t be a problem. So, at noon a big pan of fiery red mapo tofu appeared in the lunchroom. "How much chili pepper did you put in?” students asked, choking on the heat. “It's super spicy!” Consequently, the cooks on duty that day learned a valuable lesson: When you prepare mapo tofu, temper your dish and don’t dump the whole bowl of chili peppers in.

The teachers don’t weigh in on the discussion but only provide assistance or offer comments at the students’ request. That’s how the kids learn to take responsibility for their cooking and decision-making!

Math in the kitchen

If you’re planning a meal for nine people and your budget is NT$500, how would you spend it? Kids who once had no idea about food prices are now like budget czars, keeping an eye on every cent. How much is a catty of cabbage or a package of ground pork? “Just buy tofu; it’s the cheapest!” one student says. “But will that make a balanced meal?” says another. “Shouldn’t we add a little meat?” “What can we cook if Principal Jan has to have gluten-free meals?" The students continue the discussion, carefully planning lunch for the entire school. Some even go home and cook for their families, much to the delight of their hardworking parents.

Once a week, the students go back and forth in groups like this, discussing dishes, researching options online, and all the while keeping in mind everyone’s different requirements. Who doesn't eat what? Who’s allergic to this or that ingredient? The cooks on duty carefully attend to the dietary needs of every student and teacher in the school because if they slip up and cook the wrong food, somebody will go hungry. “Oops, I forgot that Freya is a vegetarian!” The kids are annoyed and upset with themselves for forgetting that the operations director was visiting that day. Although they're unaware of it, cooking teaches them empathy.

As the Taiwanese saying goes, “When it comes to eating, everyone is a king or a queen.” That’s why balanced nutrition is essential. One of Montessori teacher Susan’s tasks is helping students learn about nutritional values, calorie counts, and other relevant information; because, when shopping for food, you can’t just choose the cheapest—you also must consider balanced nutrition. "In all, we’ve cooked mapo tofu five times this year!” the students beam. “Today’s is an upgrade!”

After the meal, the kids tidy the tables and wash the dishes without being told to, and the kitchen falls silent again, awaiting tomorrow’s chef-of-the-day.

Written by Yu-Hsiu Su
Images provided by Y2MAC
Translator: Robert Fox／Graduate Institute of Translation and Interpretation, NTNU

Established in 2022, Y2MAC is Taiwan’s first fully residential Montessori middle school. By creating a well-prepared environment, cross-disciplinary projects, and meaningful work for young people, we assist them in understanding themselves, connecting with the community, and developing the courage and wisdom that they’ll need in their adult lives.

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Montessori Elementary School Tuition-Free Teacher Training Program: Opening the Minds of Educators

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If it takes a village to educate a child, what does it take to train a teacher? In the past, Montessori education, which originated in Europe and the United States, was something out of reach for those in Taiwan.

Home-School Educational Partnerships Help Children Become Themselves

Interview with Nicky Ma, Founder of Utopia Montessori School


There are 24 hours in a day. Children prepare for school at 7:00 a.m. and don’t come home till 4 or 5 p.m. Plus, traditionally, junior high school students often have to take supplemental classes, so children end up spending eight to nine hours a day at school.

How can parents better understand their children and build positive school rapport?

Nicky Ma has served in the Montessori educational system for over 20 years. After receiving Montessori teacher training, she founded Utopia Montessori School for children ages 0-12.

She is also the mother of two children. Recently, her son left home for the first time to study at a Montessori middle school in Zhudong. Ms. Ma, who herself has taken on many different roles, is especially attuned to the trilateral relationship between teachers, parents, and schools.

It begins with “us”—becoming an educational partner

Ms. Ma fills multiple roles herself, making her especially attuned to the trilateral relationship between teachers, parents, and schools. She continues to take part in various forms of promotional activities as a means to helping more people to better understand how best to support children’s development.

In the educational arena, Ms. Ma has found that there are two types of parents who pose challenges for schools: one is what the media calls "helicopter parents"—mothers and fathers who hover over their children, solving all of their problems; and, the other type simply hands over all responsibility for educating their children to schools and teachers.

Meals and snacks offer an example of how problems might play out. The former parent-type implores teachers, "My son doesn’t like celery; please don’t include it in his meals," whereas the latter says, "My daughter hates eggplant; please find a way to make her eat it!"

Ms. Ma understands these parent types well and has her own ingenious way of dealing with them. “As long as you grasp that all-important yet invisible thread, then you’ll be okay,” she says.

What is that thread? "The most important thing in education is helping children become themselves!" She notes that difficulties children encounter in a Montessori classroom can range from minor annoyances—a too hot or too cold classroom or picky eating—to major challenges, such as trouble with academic learning or interpersonal conflicts.

All are good learning opportunities, so parents should avoid over-shielding their children and trying to solve all of their problems for them. Instead, step back and wait.

Be with them, but let them deal with the issues they’re facing. Children will learn from experience and gain self-confidence in the process. To allow children to become themselves, first, “parents and teachers must become partners in education.”

Take picky eating, for example. When a child is a fussy eater, parents can tell the teacher, "My son is a finicky eater. How can we solve this problem together?"

Never leave the responsibility of educating children to teachers; rather, form an educational alliance to help children become themselves by working together from different angles. That's what "home-school educational partnership" really means!

Ms. Ma suggests that no matter how busy parents may be, they should take the initiative in communicating with teachers.

Before a child is six years old, one-to-one conversations with the teacher every three months are recommended; after the age six, once every semester is sufficient.

Parents and teachers observe children from different perspectives – parents see only the individual child, while the teacher sees how the child interacts in a group setting.

Whether it be interpersonal problems or academic issues, as long as parents and teachers cooperate, they can bring their different points of view together and create the most conducive environment for their child’s growth.

To build successful "home-school partnerships," parents must also learn and grow along the way; only then can they truly accompany their children at each stage of the journey to self-discovery.

Trust your child and know when to let go

To create successful "home-school partnerships," parents need to learn and grow as well, forming partnerships with the school so that they can bring together two different perspectives as they jointly accompany the children in discovering who they are at various stages of life.

Ms. Ma also shared her son’s feelings about leaving home to attend a boarding Montessori middle school. Her son had always been very close to her, so living away from home turned into his first big challenge.

As a mother and a Montessori educator, Ms. Ma knows that children and teachers need time to adjust. Unexpectedly, after her son had finally assimilated into the community, he came home one day and told his mother about a physical fight he'd gotten into with a classmate. She didn't immediately rush to her son’s teacher seeking blame, nor did she scold her son.

Instead, to understand what happened, she wrote a letter to inform school officials of the children’s fight in the dormitory and reminded the teachers whether they feel they should communicate with the adolescents and resolve the issue together.

Her reaction was due, in part, to the trust she has for Montessori middle schools, but it also derived from her awareness that when issues like interpersonal conflicts or low motivation in learning come up, children observe how adults deal with those problems.

Because of this, children are likely to adopt a similar approach in the future. Parents should realize that whatever happens can be an opportunity for learning—both for parents and children. "In preparing children for the future, parents’ trust is essential!"

Ms. Ma shares her experience as a mother, a teacher, and an educator: "Trust in children can help them become more mature and self-supporting. This trust must be deeply rooted in parents’ hearts so that they can let go of their child’s at the most appropriate time.”

Even more consequential according to Ms. Ma is how “children’s lives are their own. Ultimately, they have to walk their own paths, so, what we can do is help them become independent contributors to society. It’s only when parents can clearly understand this can they truly let go.”

Written by Shu-Mei Weng
Images provided by Utopia Montessori School
Translators: Robert Fox, Jen Hsu／Graduate Institute of Translation and Interpretation, NTNU

How an Unconventional Learner Inspires Passion for Learning

Interview with Hsing-Cheng Fu, Rural Caring Center of Fu Jen Catholic University


Hsing-Cheng Fu was never a particularly studious child. After leaving the regular education system in high school, he entered a technical college. At that time, he never thought that education would be his calling, his life’s work, and that he would one day become a dedicated and enthusiastic educator.

Hsing-Cheng Fu feels that he owes it all to the teachers who believed in him and provided him attention and support. This is what motivates him to want to help others, to nurture their growth, and to work as an educator.

Hsing-Cheng may appear to be an ordinary college student, but he has worked in education counseling for over 10 years at the Rural Caring Center of Fu Jen Catholic University.

In addition to regularly assisting Fu Jen Catholic University and Mercy Home in promoting services for remote communities through online after-school programs, Hsing-Cheng also visits the children personally during summer and winter breaks to guide them on their learning journey.

Looking back on his own past, Hsing-Cheng feels that he owes it all to the teachers who believed in him and provided him attention and support. This is what motivates him to want to help others, to nurture their growth, and to work as an educator.

“I believe, rather than changing the environment, it is better to help the child to better face the environment that they’re in.” It is his empathy that drives him to better the lives of children living in remote areas.

Learning is letting children make mistakes


When conducting after-school programs for children in remote areas, Hsing-Cheng realized that in many cases, perhaps due to the child’s family dysfunction or lack of learning resources growing up, it takes time for both the educator and student to communicate and adjust to each other’s value system.

He believes that letting children make mistakes is also part of learning. Traditional educators tend to unilaterally "teach" or "remind" children orally, but he saw a different approach in Montessori philosophy.

Hsing-Cheng notices that “when children make mistakes, we should encourage them to understand the process, systematically guide children to break down steps, observe, and accompany them from the sidelines. In the end, the teacher has to learn to let go and return to their role as a guide.”

In 2021, Hsing-Cheng joined the Montessori Social Impact Talent Development Program and underwent AMI Montessori teacher training. Afterwards, by applying his training and past experiences, he developed a program and cultivated college students to participate in local community services.

Montessori philosophy highlights that the natural environment supports students’ development; therefore, “caring for the environment” is an important part of Montessori education.

For example, teaching an adolescent mop a floor is more than just telling them to do the chore. The teacher should guide the adolescents, show them how to hold a mop, how much water to use, how to put away the tools and in what order.

Each step is dissected so that the adolescent is motivated to use their own acquired skills to complete the task. How does a teacher help fulfill a child’s need for independence?

Hsing-Cheng confidently replies, "The Montessori teaching concept of 'learning by doing' and 'doing by learning' is not only suitable for children aged 6-12, but as long as we establish systematic learning in their minds, it will also have an unconscious influence on their future careers and lives after entering society!"

After undergoing the intensive curriculum of AMI Montessori teacher training, Hsing-Cheng realized that the difficulty for many educators is that there is no prescribed formula in applying Montessori theories, but that is exactly what makes the Montessori approach so interesting!

He embraces the ideal that as each child explores within a Montessori environment, they can find the path, which best suits their own learning.

This new outlook toward teaching inspired him to return to the remote areas of his childhood and to inspire youths and college students to join his efforts to teach in remote areas.

Each conversation is a lifeline

Hsing-Cheng Fu believes that as each child explores within a Montessori environment, they can find the path, which best suits their own learning.

Working to assist children in remote areas comes with a host of challenges, as many students come from troubled families or are unable or unwilling to attend school.

Those, who work in educational counseling, are mostly still enrolled in or are new graduates from college in urban areas. The difference between their backgrounds and that of the children they are seeking to help forms a nearly insurmountable obstacle.

If this gap is not bridged, the result is that the children feel alienated, and the counselors are left feeling frustrated. Hsing-Cheng’s advice to counselors in this dilemma is to take a step back and maintain a degree of flexibility in the situation rather than proceeding by the book.

He prefers to focus on the child and guide them through some kind of hands-on activity, whether that be gardening, woodwork, or doing math calculations, to uncover their intrinsic motivation for learning.

This allows both the student and educator to give and receive feedback, learn from one another, and build their confidence.

Hsing-Cheng’s participation in sponsored teacher training and his return to Taiwan to integrate Montessori principles with educational counseling for children in remote areas has inspired him to reset, reflect, and push forward on his quest.

He believes that with each guidance session, comes the opportunity to restore a child’s passion in learning, which can prevent them from giving up on themselves or to decide to turn to a life of organized crime.

In addition to working through existing agencies, Hsing-Cheng plans to establish an experimental education group to make Montessori affordable for everyone. It is this enthusiasm and dedication that has brought him to where he is today and empowers him to continue on his quest in the future.

Written by Angelina Chan 
Images provided by Hsing-Cheng Fu
Translators: Robert Fox, Jen Hsu／Graduate Institute of Translation and Interpretation, NTNU

Zhong Keng Elementary School: Emerging Metamorphosis (2-2)

The transformed mixed-age classroom for ages 6-9 is a relaxed environment, where children can freely focus on becoming the primary agents of their own learning.

Placing teachers in their most effective role


Though parents were supportive, Ms. Chang knew a bigger challenge lies ahead: teachers would need to receive Montessori teacher training or at least understand Montessori concepts. How to go about building a consensus amongst the teaching staff?

"First of all, read the books!" Having benefited from Montessori literature herself, the principal encouraged Zhong Keng teachers to read The Secret of Childhood. The faculty formed a reading club that helped provide a step-by-step guide into the world of Montessori.

However, reading in and of itself was not enough. During the 2021 winter break, Ms. Chang invited the teaching staff to Taipei Montessori International School (TMIS), where they observed a Montessori classroom for the first time.

The teachers were astonished: "Who knew the classroom space could be used like this!” one exclaimed. "So, this is how mixed-age education works!" said another.

Countless small shocks rippled through the faculty, generating a beautiful vision of an educational landscape that proved to be a powerful inspiration for Zhong Keng’s transformation into a Montessori school.

Ideally, all the teachers would undergo Montessori teacher training. In reality, however, some teachers want to wait and watch at the sideline; some want to learn by doing, while others devoted themselves wholeheartedly to the method. Giving teachers free rein to express their values proved to be a test of the principal’s wisdom.

Classroom reorganization was the school’s first priority. Zhong Keng followed their reviewed and approved experimental education plan. For the first two years, the school maintained mixed-age classes for the lower, middle, and upper grades, while preparing two Montessori classrooms for the 2022-2023 year (one classroom for ages 6-9 and another for ages 10-12).

Teachers were the next step. Professional teachers who had received Montessori teacher training serve as primary instructors; teachers learning on the job act as assistant teachers; and those who have received only basic training make up the administrative team, who support and assist classroom instruction.

Each of these three groups has its own strengths. Ms. Chang intends for assistant teachers to continue to learn and grow and one day become primary instructors. "In its Jena Plan, Zhong Keng had two different worlds in one classroom. This is no longer the case!" says Ms. Chang with a smile.

Today, teachers teaching in the same classroom have also changed how they interact thanks to the Montessori educational concept. They’re more willing to reflect on their actions and have become more conscientious toward each other.

Ms. Chang couldn’t be more pleased: "The atmosphere on campus has become even more harmonious!”

If the environment isn’t ready, keep making adjustments

The campus is near an equestrian school, making the "equine studies" class a unique feature of Zhong Keng's practical life education.

Montessori education emphasizes a "prepared environment.” That’s a tall order for Zhong Keng Elementary School, which is located in a remote area, has limited resources, and has experienced the devastation of the 921 Earthquake in 1999.

For example, when the school was rebuilt after the disaster, planners based the size of classrooms on small-sized rural schools. The resulting classrooms were comparatively small for Montessori teaching and could not be easily expanded. Other than redesignating the auditorium as an open classroom space, learning space expanded outdoors.

In the end, the original facility, which would be too crowded to house mixed-age students, was fully utilized - every  available corner inside and outside the confines of the classroom are all part of the learning environment.

What’s more, there’s an equestrian school nearby. One of the “work” for these “cosmic children” is to learn about horse-related knowledge, such as horse health and diet, how to curry a horse’s coat, how to clean stables, precautions for riding and leading a horse, horse mathematics, and even the relationship between horses and human history and culture.

Teaching from the perspective of cosmic education expands children's learning and broadens their horizons. The "equine studies” class has unexpectedly become a unique feature of Zhong Keng’s life education.

For Accessible Montessori education to succeed, relying solely on the strength of the school itself is not enough. With the support of a dedicated group of parents and a teaching team unafraid of challenges and committed to continuous learning, Montessori can be implemented step by step, which in the case of Zhong Keng, has allowed Montessori education philosophy to take root.

"No environment can ever be fully prepared. There are always constant adjustments and adaptations.” Zhong Keng’s transformation has just begun, says Ms. Chang.

She hopes that after the process has been completed, Zhong Keng Elementary School will truly become "a school that "connects all things with love," where teachers and students will inwardly explore how to become warm and loving human beings!

Written by Yu-Hsiu Su
Images provided by Zhong Keng Elementary School
Translators: Robert Fox, Jen Hsu／Graduate Institute of Translation and Interpretation, NTNU

Zhong Keng Elementary School: Emerging Metamorphosis (2-1)

interview with Ching-Wen Chang, Principal of Zhong Keng Elementary School, Taichung

I walked into Zhong Keng Elementary School in Taichung City’s Heping District on a warm winter afternoon. There were no sounds of students reciting lessons on the quiet campus—all that could be heard was the wind blowing on treetops.

In such stillness, it wouldn’t be unusual for one to think the students are sleeping. Peering through a clean and clear window pane on the first floor, I saw children in the middle and lower grades concentrating on completing the tasks at hand.

They were orderly and relaxed, an utterly captivating sight of one of the nation’s first public Montessori experimental elementary schools.

The decision from Jena Plan to Montessori

Inspired by the beauty of the Montessori concept, principal Ching-Wen Chang says she hopes that teachers will no longer have to walk the road of educational transformation alone thanks to the professional development and support provided by TMEC’s Accessible Montessori Program.

Before switching to Montessori in 2020, Zhong Keng was already an experimental elementary school, which followed the Jena Plan educational system and adopted mixed-age teaching.

However, it was relatively difficult to grasp Jena Plan’s core spirit. Most instructors had to rely on personal experience alone to resolve challenges of teaching students at varying levels.

"We didn’t completely understand the Jena concept. We were mixing ages just for the sake of mixing ages,” said Zhong Keng principal Ching-Wen Chang, who took office in 2019.

Seeing the teachers’ and students’ predicament, Ms. Chang wondered whether change was possible. Her internal voices must have been heard, for an opportunity soon appeared.

Proactive and conscientious, Ms. Chang was studying Adler's positive psychology when the school was about to apply for a continuation plan that required them to delineate their education philosophy.

Seeking advice, she consequently spoke with Professor Tung-Lian Cheng of National Chengchi University.

After reading Montessori Today, a book the professor had recommended, she was moved by the Montessori approach to education. "This beautiful concept is worth trying," she said.

Never one to sit idle, the principal immediately packed her bags and travelled with a colleague to Taipei, paying their own way, to attend “Montessori Education in Public Schools,” an experiential camp hosted jointly by the Y2 Foundation for Future Education and the National Chengchi University—Taiwan Montessori Education Center (TMEC) in August 2020.

They also attended “Accessible Montessori Education Program,” a seminar that explained its application process. Ms. Chang continued to hold discussions with teachers, parents, and scholars, working hard on weekends and holidays to draw up a plan. The school passed the preliminary review in September of the same year.

Empowering parents to be strategic partners in change

The school’s parent association and volunteer group played a key role in bridging Zhong Keng’s smooth transition to Montessori education.

The law of attraction worked its magic at Zhong Keng. The "Accessible Montessori Education Program" cultivated a new direction for the school. No more would the teachers vacillate between traditional and experimental methods.

More importantly, TMEC provided the teachers with professional training and support so they would no longer feel isolated or hesitant in the practice of their profession.

Change takes a commitment to teamwork and planning. Despite Ms. Chang’s enthusiasm, transitioning to Montessori education was no simple matter. It meant re-empowering teachers and spending more time training them.

Moreover, teachers also needed to change their attitudes and values. They also need to effectively communicate with parents; none of these changes came easy.

How was all this to be done? After much thought, Ms. Chang approached it from two angles. First, she sought out parents supportive of the concept, with whom she shared Montessori’s educational philosophy.

She also explained the changes it might bring to the children and what adjustments teachers would have to make. After obtaining the parents' association’s approval, a LINE group was formed, and the association president and other members assisted the school in communicating with all parents in answering their questions.

The parent group's efforts smoothed the transition from Jena Plan to Montessori. "We helped the school provide answers to some preliminary questions, which allowed teachers to focus themselves on improving their teaching methods,” said Guan-Yin Liu, the vice president of the parents’ association.

How would the school assure parents? Ms. Chang believes that: “Children’s changing behaviors is the best way to convince parents.” When children no longer say profanity, run out of class for no reason, and proactively asks questions and tries to find answers when they go home from school…all these seemingly minor changes gradually convince parents to feel at ease to leave their children’s education to the teachers.

Not only did new students enroll in the school, there are parents, who drive 40km daily to send their child to Zhong Keng. Currently, the lower elementary class is at full capacity of 30 students, which is an all time high for the school.

Moreover, Zhong Keng’s Facebook posts give parents peeks into their children’s school lives. Ms. Chang believes in the concept that "the best ideas need to be disseminated."

Using Facebook to document and share the results of Montessori education is an open and transparent way to relieve any concerns parents might have.

Parents' True Confessions


The importance of Zhong Keng parents for the school’s successful transition to a Montessori educational program cannot be overstated. Countless parental concerns needed to be discussed: "Why do you want to transform the school? What will happen after the transition to Montessori? How will it impact will the children?"

Zhong Keng Experimental Primary School’s parents' association and the volunteer group were crucial for bridging the gap between the parents’ concerns and the school’s objectives, reducing considerably the time administrators would have had to spend answering parents' questions individually.

Parents’ association head Sheng-Hung Liao is a Zhong Keng local opposed to the idea of rote learning. He bases this attitude on trust and letting go. He notes how traditional learning relied on repetition and drilling, whereas Montessori education uses cross-subject projects for learning.

More importantly, Montessori schools empower children to find solutions on their own. “When we don’t have an answer to our children’s questions, they will go to their teachers for help or learn to solve them on their own. Parents need to be patient and let it play out,” Liao says and then suggests with a smile that we also need to remind grandparents from time to time to be hands off on academic learning but keep their eyes on their grandchildren’s behavior.

Zhong Keng Parents’ association’s vice president Guan-Yin Liu, whose children were recipients of Waldorf kindergarten education, notes: "In experimental education, parents must be willing to give up drilling and repetition and let their children educate them."

Because the Montessori teacher's materials and methodologies are entirely different from how the parents learned in school, mothers and fathers become very anxious when faced with this new approach. Guan-Yin Liu believes in the need for them “to have trust in both the school and the teacher."

Even though the initial transition from Jena Plan to Montessori was a bit chaotic, Principal Chang, nevertheless, still set aside considerable time and is dedicated to communicate the process to the parents: “They just want to see the changes Montessori education can bring their children and hope that experimental education is not an experiment on their children.”

Parents’ association’s vice-president Tsui-Ying Hung stresses that parents need to have faith in the school's professionalism, even if parents sometimes do not understand how the curriculum is organized.

For instance, a first-grade material was covered one week, but switched to a second-grade material the following week. It is only after seeing how their children became more immersed in the material did parents realize the teacher’s intent. The parent group ultimately decided it be best to "go with the flow" and refrain from interfering with the methods or progress of teaching.

>> Zhong Keng Elementary School: Emerging Metamorphosis (2-2)

Written by Yu-Hsiu Su
Images provided by Zhong Keng Elementary School
Translators: Robert Fox, Jen Hsu／Graduate Institute of Translation and Interpretation, NTNU

KNOCK-KNOCK, OPEN THE MYSTERIOUS DOOR OF A MONTESSORI MIDDLE SCHOOL (2-2)

Susan pays meticulous attention and records the small details of students' daily activities. "Observation is a crucial part of Montessori education, and I guide students based on their interests," she explains.

Observation and companionship


What is most impressive about Y2MAC is the level of dedication shown by the guides. They hold nothing back and invest almost all of their energy into the students, observing them with a level of detail that even the students' own parents might not match.

The guides are constantly thinking about how to help the students with their self-development and growth as well as how the curriculum plan should be adjusted accordingly.

Susan keeps a notebook that is almost the size of an A3 paper, in which she writes down her daily observation of each student. She notes every detail, whether it be related to their learning or interactions with others. "Observation is an essential part of Montessori education," she explains.

After observing the students' states, what should or should not be done is a big question. For example, Fankan noticed that some students would feel proud and superior because they finished their work first or thought they knew more than others.

He chose to observe further and understand the student's "pride." He found that the sense of pride was a learning motivation for one student. It did not lead him to look down on others, and he would help other students who did not understand.

Therefore, Fankan said, "I'll leave it alone for now," and if it does not cause trouble for other students, he will continue to observe and see how it goes. Leaving things alone for now is also a kind of wisdom.

In Y2MAC, how does the team ensure that all the adults know the status of every student? To ensure all information about student affairs can be kept timely and transparently, the team cleverly uses “Notion,” a software where records of individual students can be searched easily for further analysis and around which discussions can be centered in the curriculum meetings.  

"We conduct a comprehensive assessment for each student every term, and there will be two assessments for math goals, mainly to help students set up their goals. We usually help students think about the issue by designing some questions for them to better understand themselves, which is more important than achieving any goal," said Fankan.

Apart from observing and recording from the sidelines, teachers and students spend a lot of time together in their daily life.

Since students are not allowed to bring mobile phones, everyone gathers in the living room for free activities after school, such as playing the guitar, reading, and playing board games—the enjoyment of real interaction amongst each other.

Jan shares the importance of this after-school time at the residence: "We hope that adolescents have more opportunities for face-to-face communication. Real friends are better than virtual friends. Because there are no smart phones here in our school, attention will naturally be focused on the "people" in front of them.

Adolescents need close and deep interpersonal connections, to share their feelings with friends. Whether it is joy or fear, knowing that they are not alone, even if they are comfortable and quiet together."

The administrative team is the strong support

It is the whole-hearted care for each student that allows for such meticulous observations and adjustments. "The teachers work extremely hard and have exceeded my expectations, which makes me proud ," says Jan.

For parents, whose children are attending the first boarding Montessori middle school in Taiwan, are living in the residence away from home, and cannot be contacted by cellphone anytime, there is bound to be some concern.

Jan, Fankan, and Susan are grateful that the parents choose to trust the school. Fankan jokes that the parents are really brave. This trust comes not only from detailed parent briefing during in-depth sessions before enrollment and monthly parent-teacher meetings, but also from the administrative team who constantly handles numerous details and communications behind the scenes.

Freya, who is responsible for operations, has all the parents' contact information in her phone. If parents have any problems, they can contact the school immediately.

"At the beginning, everyone messaged me frequently. As the understanding between parents and teachers gradually grew, it has become much less now." Freya's high EQ and patience have become the guides' big assistance, allowing them to focus on the needs of the students and curriculum planning.

Freya, who is responsible for operations, has all the parents' contact information in her phone. If parents have any problems, they can contact the school immediately.

From small things like electricity and water bills, it is the work of the administrative staff to ensure the school can operate smoothly.

Fortunately, with the assistance of project manager Amy, the system can be built from scratch, allowing Freya to have time to think about the future growth of the school.

At this moment, she is also thinking about how to better support the development of every team member, how to attract more adventurous people to join the team, and how to make the workplace more female friendly and inclusive !

During the interview, it was strongly felt that the principal, guides, and administrative staff have fully dedicating themselves, putting all of their hearts and minds into the students.

Behind the seemingly relaxed classroom scenes, there are countless meticulous plans and preparations.

How can students who want to learn erhu and play guitar take music classes together? What are the meanings conveyed in drama? How can the adolescent community prepare lunches that everyone can enjoy within the budget?

For every on the team of Y2MAC, which was established just a year ago, it is a learning experience. Jan pointed out that in New Zealand, it takes adolescents about one to two years to truly adapt to Montessori education. Considering the more authoritative education system in Taiwan, she estimated that students may need two years to truly get used to asking questions and engaging in self-directed, project-based learning.

In a blink of an eye, new students are about to join the Y2MAC family for the upcoming school year. The current 7th graders will become seniors.

Their new task will be to guide visitors and new comers and to introduce the adolescent community to them. Jan has already begun planning her new project, with a focus on the recent COVID-19 pandemic, guiding students to learn about the history of plague and epidemics.

In addition, students will start new small businesses, including making organic soaps and selling them to learn business logic in the real world. Those of you reading this article may be the audience, to whom they intend to sell!

A brand new Montessori middle school landscape is unfolding in Zhudong, with each person holding a different paintbrush yet working together to create the future—a future where students can be themselves, be independent, be willing to take risks, explore the unknown, and be happy to work with others!

 

Written by Yu-Hsiu Su
Images provided by Y2MAC
Translators: Robert Fox, Jen Hsu／Graduate Institute of Translation and Interpretation, NTNU

Knock-Knock, Open the Mysterious Door of A Montessori Middle School (2-1)

Interview with Y2 Montessori School – Adolescent Community (Y2MAC)


This is a story about love and growth, exploration and trust, waiting and understanding.

The story takes place in a school surrounded by greenery in Hsinchu, Taiwan. The protagonists of the story are nine adolescents, three guides (teachers), and the administrative staff who support them from behind. This is the story of the birth of Taiwan's first Montessori boarding middle school. Everything is still taking shape, constantly evolving, and being created...

Every step is a new attempt

Arriving at Y2MAC from Hsinchu High-Speed Rail station takes only about 15 minutes, and it is only about a three-minute drive from Baoshan Reservoir.

What catches the eye is a vast residential community surrounded by peaceful and soothing greenery, including cherry blossoms, maple leaves, olive trees, and coconut palms.

As soon as it's time for school, the students proactively head towards the spacious community center classroom from their four-story residence.

Some prefer to walk, some like to ride their bicycles, and some adolescents are asking the principal, Jan, to borrow her electric skateboard. "Why do you need it?" The principal leans against the stairs, casually yet seriously asking for the reason for borrowing.

The adolescent scratches his head and tries to explain the reason with basic English vocabularies, hoping to get Jan’s approval.

After two or three minutes of conversation, he finally receives Jan’s nod and "OK." The adolescent excitedly rushes out of the residence and slides towards the classroom, looking cool.

Such small stories are common in Montessori middle schools. “What do you want to do? What interests you? What don't you want?” All of these can be freely expressed.

This group of seventh graders are expected to learn to how express and discuss in English; of course, this wasn't the case in the first term when the Montessori middle school first opened.

For those students accustomed to traditional directive teaching, it is not easy to learn without textbooks and to think about what they want to learn. When the teachers ask, "What topics are you interested in?”, the response they get is often a pair of confused and puzzled eyes.

Those adolescents have never thought that they can customize their learning topics, so the teachers at the Montessori middle school have to guide them patiently and indirectly, using various methods to encourage them to explore and think about the topics they want to delve into.

After two terms, some students have gradually entered a better state, knowing what topics they are interested in, while others are still exploring.

However, the teachers are not in a hurry because, for Montessori middle school, every student is unique and at a different pace. Even if they observe certain characteristics in a student, the teachers will not openly reveal them, but will, instead, quietly observe and carefully make a record, waiting for the adolescents to grow and change gradually.

Waiting for adolescents to discover their inner beauty

"Waiting" is a deeply rooted belief for Y2MAC teachers, who always wait for adolescents to discover their own inner beauty. Jan, the principal with over 30 years of Montessori education experience, says that waiting is key.

Adults must wait for children to be ready, to "discover their inner beauty, and then be willing to share and show that beautiful self to the world."

Therefore, in a Montessori middle school, you won't hear reminders like "Wake up! It's time for class! It's time to eat! It's time to take a shower! Bring out your dirty clothes to wash!"

Instead, teenagers complete their daily tasks at their own pace and speed. All of these daily tasks are part of Montessori education, because developing independence is the most important task for teenagers aged 12-18.

One of the guides, Fankan Hsu, echoes the importance of waiting by explaining: “Because adolescents at this stage are going through a transformation, their body and mind are in turmoil, as they are practicing and preparing to grow into adults."

"So, if an adolescent doesn't want to wear dirty clothes, they must learn to wash them because there are no adults here to help with laundry," Jan winked and said with a smile.

When a student takes too long to shower, others will complain. Fairness and justice are the values they prioritize most at this developmental stage. Naturally, with the influence of peers, adolescents learn to be responsible and respectful of others' needs.

This is why boarding is emphasized in Montessori middle schools. Here, adolescents are seen as independent individuals; at home, they are seen as children who need to be taken care of by their parents.

What makes Jan most pleased and satisfied is that the students are more willing to try now. Adolescents become more independent and take care of each other. “From knowing nothing, they naturally become capable of doing everything!”, explains Jan.

Changes in adolescents convince parents to trust the school more

The adolescents usually go home once a week, and parents can see the transformation from their once-pampered children who were used to having everything served to them, to mature and considerate young people who are willing to help out with chores in the kitchen and to openly share their school experiences with their parents.

These changes are evident to parents, who feel more at ease knowing that their children have grown and matured. "The changes in their children are the best proof that they can trust the school," says Jan.

Before enrollment, the parents already knew that a Montessori middle school did not follow the traditional exam system, but instead focused on various learning projects.

All the parents agreed that it was not about getting high grades, but rather what the students learned. As the math guide, Fankan sees his role as that of a "tour guide," leading the students to turn math concepts learned from elementary to middle school into a map of math.

The students can then choose which areas they want to explore. Because every student has a different starting point for math, there are no unified learning goals here. Instead, learning is based on the students' interests and areas of exploration, with the guide helping them assess if they have reached their own learning goals.

Both teachers and students need time to adapt and prepare for this learning style. The guide provides the direction, allowing students to follow the path and discover the beauty of the journey for themselves.

In addition, as English is the instructional language of the school, and as each student has a different language level, it is a challenge for English Language Arts (ELA) guide Susan Chen.

"I guide students based on their interests. If they like to write poetry, we start learning English from poetry.” She thinks the biggest challenge is encouraging students to speak English to each other.

However, because the principal and house parents are foreigners, students automatically switch to English when they see them. After two terms, Susan plans to adjust the ELA curriculum to include an English supplementary class in the morning.

"We want to try to activate the English mode early in the morning and see if students will be more willing to speak English throughout the day," she shared.

It Is the guides’ whole-hearted care for each student that allows for such meticulous observations and adjustments. "The guides work extremely hard and have exceeded my expectations, which makes me proud,” says Jan.

>> Knock-Knock, Open the Mysterious Door of A Montessori Middle School (2-2)

Written by Yu-Hsiu Su
Translators: Robert Fox, Jen Hsu／Graduate Institute of Translation and Interpretation, NTNU

The Birth of a Montessori School

Interview with Y2MAC Teaching Team


It has always been an integral part of Y2’s plan to promote Montessori education by establishing a 0-18 Montessori school in Taiwan. This school would explore the possible ways the Montessori method, which has been practiced for over 100 years around the world, can be incorporated in the teaching environment in Taiwan.

After five years of purposeful deliberation and preparation, Y2 Montessori School - Adolescent Community (Y2MAC) assembled its initial faculty team in late 2021, and is officially established in September 2022!

photo by Helena Lopes on Unsplash

Y2MAC is headed by Jan Gaffney, who has over 30 years of Montessori teaching and training experience in New Zealand and Bali, Indonesia. With a head of blond hair and eyes emanating wisdom, the Program Director enjoys adventure, exploring different cultures, and learning different languages.

“I don’t expect to undertake simple tasks. I like challenges and yearn to grow,” Jan said, as her eyes beams with over half a century of wisdom and curiosity.

In fact, Jan’s whole family relishes exciting new opportunities and challenges. Jan’s children, who were educated in Montessori schools, also encouraged their mother to come to Taiwan to lead the new program, saying, “Now we have a reason to visit Taiwan!”

Education centered on the adolescent

Jan, the school principal of Y2MAC, mentions that adolescents (ages 12-18) go through drastic developmental changes. They individuate and ponder questions of their life. During this period, dread turns into confidence, and fear transforms into courage. (Image provided by Jan Gaffney)

The first step is always the hardest. Starting a Montessori school involves innumerable decisions, both big and small. Jan has faced all these challenges with a smile, which has left a strong impression on Fankan Hsu, a teacher on the Y2MAC faculty team.

He recalls that “Jan’s starting point in any thought process would be to consider the conditions and needs of the adolescent, such as whether the environment is suitable for adolescent activities. This is in stark contrast with Taiwan’s usual education approach, which focuses on standardization and ease of management.”

Jan explains that children between the ages 0-6 begin to have their first opportunities to shape their self, and their second chance for self-formation is during the ages of 12-18. This is also the brain’s last opportunity to reset.

At this stage, adolescents will gradually develop their sense of independence and evaluate their life goals, considering how they can contribute to humanity.

This is also a time of tremendous change, where adolescents begin to shed their fears, develop self-confidence, and build courage against criticism.

Rates of depression and suicide among adolescents continue to climb. One of the reasons for this is the emphasis on academic performance as determined by exams and grades—much to the detriment of the students’ other, more important needs—in the traditional education system.

The founding of Taiwan’s first ever Montessori middle school not only aligns with the explosive growth of experimental education on the island, it also brings with it more options and possibilities for middle school students.

For Jan, the time has come! Since moving to Taiwan, she has witnessed students spending long hours at school with no free time and not enough sleep. They don’t have time for themselves, much less think about who they will become.

This type of education in traditional school settings is not suited to the student’s physical and mental development. Jan emphasizes that “physical, mental, and psychological health is the most important thing in a child’s growth.”

We must all face the challenges of globalization in our own ways. However, our education system has taught us to always be competitive and seek victory over others, even though this will never lead to the type of cooperation and collaboration that is needed more than ever.

Jan’s sincere hope is that she can dedicate herself to this cause.

“It is important that adolescents learn to become independent human beings, building the foundation so that they may cooperate with others and work toward the common good in the future. I firmly believe that the Montessori method provides an excellent solution.

Education centered on the adolescent allows students to recognize and respect differences in others and to collaborate based on one another’s strengths, rather than compete. Through more creative learning processes, they are better prepared to face the many challenges of tomorrow. The time for change is now!”

A learning method where students live, learn, and better together

Montessori education has always emphasized a connection with the land, a wide open space where adolescents can learn, work, live, and exercise. In Jan’s plan, this will be a space for students to live and care for plants and animals, operate shops, and have many other experiences—all the elements to aid the adolescents’ development.

Fankan Hsu is eagerly anticipating building a wooden greenhouse with the students by hand. Everyone involved in the birth of this new school is abuzz with exhilaration.

What sets apart a Montessori middle school from others? Because adolescents are about to enter into adulthood, the school functions as a microcosm of society.

They need an environment where they can take risks and try different things. The school’s farm and shops allow them to engage in production and business endeavors. Jan explains,

“A Montessori middle school provides a safe space where adolescents can realize their ideas and put them into practice. They need to prove that they can do it and discover who they are in the process.”

Why do the students need to reside at the school? Adolescents need to build their own community, language, and tribe.

As soon as they’re home, they often revert back to being treated as children by their parents. In a Montessori environment, the students are treated as emerging adults, who are accountable for their own actions.

Together with their community, they must prepare their own meals rather than being waited on by adults. When living with their own family, the family’s needs are a priority; in a Montessori school, the needs of the adolescent are at the forefront.

Being immersed 24 hours a day with other students, the adolescent lives in a micro society. They must meet their own needs, abide by communal rules, practice problem solving, and learn to get along with others. These are all important skills as the students prepare to enter society in the not-so-distant future.

With clear logic and good humor, Jan is a person who already has a blueprint of the middle school in mind. However, she is in no rush. After all, it takes time to create the prepared environment that is a focal point of Montessori education.

She good-naturedly explains that her role is not that of a manager. She is not in charge of anyone. She is there to ensure that the environment is prepared, to listen to teachers and students, and understand what is happening.

“My job is simply to help everyone!” exclaims the ever warm and motherly Jan.

Jan is mindful of the limitless possibilities of adolescents. Her experience in New Zealand’s education system has shown her that, upon graduation, many of her young students focus not on achieving success and garnering accolades, but rather on their dedication to serving others in the profession of their choosing, such as immigration lawyer, starting a business, engineering, or in the field of medicine.

She believes that adolescents, who have grown up in a Montessori environment emerge with hearts filled with curiosity. They find joy in working with others, are driven by a different sense of innate motivation, and go on to make a tangible change in society.

Becoming a teacher guiding adolescents on their path

Fankan hopes to develop close relationships with the adolescents and, at the same time, be the parents’ ally in the nurturing of their young adults. “I am confident because I have a breadth of life experience, which has more to do with the attitude one takes towards life rather than a person’s age.”

Y2MAC is led by a director with a wealth of experience and has also invited Fankan Hsu, who has received the Presidential Education Award, and Susan Chen, who comes with many years of experience in Montessori education, to serve as guides mentoring the adolescents on their journey of growth.

Sporting black rimmed glasses, Fankan conveys his zest for life when he speaks. When he was 15, he underwent a very dark period in his life.

A bacterial infection caused him to suffer acute renal failure, suddenly plunging his young life into pain and turmoil. Days filled with medication and dialysis treatment pushed him to suicide ideation.

However, his mother never gave up on him and cared for him at the hospital day in and day out; this made him build up the courage to choose life.

After his brother donated a kidney to him and though still being sick, he gained entrance into Taipei Municipal Jianguo High School and later National Taiwan University and received the Presidential Education Award in 2013.

Recalling past life events, Fankan’s heart is full of gratitude.

“I once thought that I was the unluckiest soul in the whole world, but looking back on the span of over 10 years, I realized that I was very protected when I was most broken.” Instead of falling into despair, he found that he was cocooned in love. “Sometimes in your darkest moments is when you see the light.”

When he reached that point in his recovery, Fankan recalls asking his doctor when he would be well enough to help others.He decided to channel his energy into education.

Fankan learned about different forms of experimental education in Taiwan through his participation in Teach for Taiwan and National Chengchi University’s Taiwan Experimental Education Center.

In 2021, Fankan joined Y2 where Jan selected him out of scores of applicants. Finally, Fankan is now fulfilling his wish to support and assist others. Having experienced life’s extreme highs and lows as a youth, Fankan, now in his 30s and is confident that he can relate to adolescent students. He says with a smile,

“I will share my story with them. Through the lens of time and the realm of possibilities, many things can be viewed in a different light.”

The Montessori method portrays his ideal education. It is not bound by tradition and is accepting of diverse and innovative thought processes. He passionately proclaims that this project is an “educational startup”, a community where students live, learn, and better themselves together, an environment that is centered on the individual and will instill a sense of social responsibility.

Fankan hopes that he can become an adult figure who has very close relationships with his students and works with parents to guide them on their journey.

“My confidence is not based on age, but on my attitude toward life and on the breadth and depth of my life experiences. An individual’s education has great effect for on his or her whole life. Although there are fewer adolescents now than before, our future lies in their hands 100%, so we cannot give them any less than 100%.”

Fankan vows to devote 100% of his love and energy to nurturing his students.

Life is a series of rebirths

Susan observes that children who have experienced a Montessori education are not only more independent, but they also tend to be more stable and wholeheartedly as well as naturally respectful of others.

Susan Chen, another guide at Y2MAC, also has an interesting life story.

Unlike Fankan, who first learned about Montessori education after participating in Montessori teacher training upon joining Y2MAC, Susan is an experienced teacher who has worked in Montessori classrooms.

She graduated from Cornell University’s Department of English and both lived and traveled in Malaysia and Europe.

Susan started as a language teacher in 2007, but after nine years, she started to question the purpose of education.

Susan set out in search of answers. In 2019, she attended the one-year AMI Montessori 6-12 Diploma Course at the Washington Montessori Institute while receiving her Master’s degree.

She recalls with excitement, “When I first stepped into the world of Montessori, it felt like a rebirth.” She discovered how different the Montessori approach was from traditional forms of education.

For example, teachers should not heap exaggerated praise on their students but simply acknowledge their progress and achievement with a direct statement “You did it.” Thus, she gradually rediscovered the purpose of education.

After returning to Taiwan, she served as a full-time teacher at Taiwan International Montessori Experimental School. During this time, she traveled to Hershey Montessori School to receive the Montessori AMI 12-18 Orientation Course.

She describes this period as her second rebirth, “It feels like new skin growing over an old wound. It feels like I’ve let go of the past and discovered my true self.” Each rebirth is a rediscovery of the self, just like students’ transformations over time while transitioning from the traditional school system to experimental education.

Filled with delight and positive energy, Susan explains how ready she was to take on the challenge at her old school when they set up a middle school, “We didn’t have a farm there, so we would hold classes in cafes scattered throughout the city.

The students all have fond memories of that period.” Starting from scratch, the students learned solid life skills, such as how to set a budget and choose paint for the walls.

She observed that Montessori students tend to be more independent, self-reliant, and aware of who and what their needs are. If they get lost or confused, they know how to seek help.

Their interpersonal relationships come from an innate understanding of who they are and respect for others, rather than a set of arbitrary social norms.

Some describe Susan as an inspirational teacher with a magic touch. She herself hopes to inspire students to live up to their full potential, saying “We are guides, not teachers.

I will guide adolescent students, but in the end, they are the ones who must evaluate who they want to be, explore their possibilities, and get back up again after falling down.”

After her many rebirths in her own Montessori journey, in August 2021, Susan came across Y2, whose aims of affecting change deeply resonated with her. Change requires a community to encourage each other, to support one another, and to learn and grow together.

“I am honored to embark on this journey with adolescents, to help them discover themselves, and am ready to inspire and to be inspired.”

Learning in English to better understand the world

(Photo by Pixabay on Pexels)

As a graduate of Cornell University’s Department of English, Susan approves of Y2MAC’s plans to incorporate English in students’ classrooms and daily lives.

She believes that it is indeed a challenge for the school to adopt English as the primary language for instruction but believes it’s better for Taiwan as a country in the long run. Students will be able to learn both English and Mandarin and switch between them naturally.

More importantly, they will be able to view the world through the lenses of both languages. Each language has an innate worldview; for example, the Greek has different words for the various types of love one feels for a lover or family member, and the Japanese tends to omit the word “I” in favor of a more collective perspective.

For parents, who are worried about their child’s language abilities, Jan says reassuringly that “Children are more adaptable and have greater potential for learning than adults give them credit for!”

As Jan explains, “The time has come.” Expectations are high as preparations for the middle school are underway, with an internationally renowned director and two unique and inspiring mentors. “Although change is slow, we must act to affect change.

To change the world, we must start by changing education!” says Jan with every certainty.

Written by Yu-Hisu Su
Translator: Jen Hsu / Graduate Institute of Translation and Interpretation, NTNU
Images provided by Y2MAC

This article is an excerpt from Y2 2021 Annual Report.

Experimental Education as a Self-Guided Journey of Exploration

Interview with Tim Chen, Chief Organizer of Taiwan Homeschool Advocates

What kind of education method can encourage children to explore their world freely? In 2003, Tim Chen and his wife Dorota Chen-Wernik had seen enough of Taiwan’s spoon-feeding education system and decided to take their 6-year-old daughter Zosia on a path of self-study, allowing her to have autonomy over her own learning process and to engage with her Polish culture.

Ever since then, Tim Chen, has been called “Taiwan’s Godfather of Homeschooling,”as he has been an ardent advocate of home schooling.

He shares his family’s experiences and is instrumental in promoting the passing of the Three Laws on Experimental Education. His three children were all home-schooled, and their experiences have served as a guiding light for families interested in self-directed education.

Tim Chen, Chief Organizer of Taiwan Homeschool Advocates.

What is experimental education? Tim cleverly likens home schooling or experimental education to a self-guided tour. The child can plan out their journey based on their own interests and pace.

While the child may veer off the path or encounter obstacles, the detours may lead to unexpected scenery; eventually, the child will find their own way.

In contrast, traditional education is like traveling with a tour group. The teacher acts as a tour guide, leading students on a predetermined itinerary. The students are not allowed to wander off or linger for too long on something that has piqued their interest.

In the end, the students are not encouraged to think for themselves, only to follow the teacher’s instruction and plans, eventually resulting in students losing their own proactiveness.

Parents as learners are the key to successful experimental education

photo by pexels

In the past, only a small number of children are home schooled, and they were often unfairly labeled as “problem children“.

Now times have changed, and more parents are taking their children on a self-guided journey of learning and exploring alternative paths. In Taipei City alone, more than 1,000 children and their families have chosen to engage in home schooling each year.

Engaging in home schooling or experimental education is not a path to be taken lightly. It may not always be smooth sailing to freedom, and the responsibility of education does not rest on the teacher. Instead, parents will face a transition period going from traditional education to experimental education, during which they need to commit more time to their children.

Tim suggests that both parents and children need to set their sights on bigger objectives and discard traditional education system benchmarks typically used in measuring progress, such as grades, class ranking, and blind obedience to authority.

Parents also need to become learners, exercising patience and devoting more time to discover their children’s strengths and rethinking the roles they will play in the world of the future.

In Tim’s experience, it takes on average three to six months for parents and children to fully adjust and to regain their motivation for self-learning. Slowly, parents will begin to see the transformative effects of home schooling on their child.

True experimental education has not yet begun

photo by pexels

What kind of talent does the future need? No one can say for certain. All we know is that students must have the ability to face the unknown and the motivation to explore it.

It is exactly for this purpose that educational reform in recent years have sought to undo the spoon-fed or cramming feature of the current school system.

However, that is easier said than done. Tim, who was a member on the advisory committee for education reform, believes that experimental education can lead the way and offer a tangible example of what traditional school systems can do. He points out,

“Experimental education or self-study can nudge traditional education into changing for the better. By showing them that change is not as hard as it seems or that overcoming obstacles can lead to interesting results, we are offering the existing education system an opportunity to transform itself!”

Tim has even proclaimed that “true experimental education has not yet begun.” Current curriculum design reflects our past experiences; to prepare for the future, we need to think outside the existing framework and adapt to the changing world more quickly and flexibly.

“Education should be constantly evolving as we pursue shifting objectives. We cannot afford to rest on the laurels of past education reforms.”

In Tim’s opinion, the framework for future public education should shift from vertical to horizontal integration. Furthermore, existing education institutions should be deconstructed. Tim believes that “the education authority should be supervisory and not the provider of education.”

Perhaps, communities, villages, and tribes can adopt the school board system that is so popular abroad, so as to develop suitable education styles that reflect localized features.

Technology can be utilized to integrate resources horizontally so that every child can be supported and guided on their learning journey in their own way, with no child left behind.

Promoting Montessori to provide more humanistic care and support


The Montessori approach is not just tailored for childhood education, it can support individual needs and lifestyles for people aged 0 to 100! Montessori methods for aging and dementia also empowers elders to feel supported and to live with dignity.

Professor Chou is planning to incorporate Montessori methods into the curriculum of the School of Nursing as well as the design of the dementia ward at Taipei Medical University Hospital. To her, this online workshop marks an important first step for promoting public awareness of Montessori concepts.

“Students can apply these principles in their professional fields. In the future, when the number of professionals immersed in the Montessori method reaches critical mass, we can build a dedicated environment, where application of Montessori principles are possible.”

Professor Chou also offers a gentle reminder to keep in mind the cultural differences between the East and the West when applying Montessori principles, “In our culture, the elders expect to be cared for by the younger generation, so we need to consider how best to introduce the Montessori method in aged care and help maintain their independence, while ensuring that they feel sufficiently cared for and respected.”

Text: Yi-Yun Li
Translator: Jen Hsu / Graduate Institute of Translation and Interpretation, NTNU

This article is an excerpt from Y2 2021 Annual Report.

Montessori Education Shines a Spotlight on Dementia Patient

Interview with Professor Kuei-Ru Chou, Taipei Medical University


Imagine that one day, you can’t remember your way home, you no longer recognize the faces of your family, and even feeding yourself becomes an insurmountable challenge. Imagine living in such a terrifying and miserable situation.

In Taiwan, 1 in 12 seniors above the age of 65 suffers from dementia. According to the World Alzheimer Report 2019 by Alzheimer’s Disease International (ADI), more than 50 million people live with dementia globally, with someone developing dementia every three seconds. Figures are forecasted to increase to 152 million by 2050.

(Photo by Dominik Lange on Unsplash)

In light of the pressing need to address dementia, the Montessori approach brings new hope for the care of the elderly and dementia patients. Through a prepared environment, we can compensate for their cognitive or physical impairment and encourage them to live a happy and fulfilled life by stimulating their remaining faculties, helping them to maintain their independence, and in turn, finding life fulfillment and joy.

Academia and medicine cooperate to explore Montessori applications in dementia care

Images provided by: Kuei-Ru Chou

Through Y2’s introduction and networking, Taipei Medical University Professor Kuei-Ru Chou began their collaboration with AMI, hosting the Montessori for Dementia Care Online Workshop to promote the use of Montessori methods to care for elders and those suffering with dementia.

Anne Kelly, the keynote speaker, is a registered nurse from Australia with more than 40 years of experience in nursing and aged care. She has been using the Montessori approach for elders with dementia for over 13 years and is the Head of Montessori for Dementia and Aging at AMI.

The online workshop took place over two days and attracted more than 400 participants globally. Everyone was eager to learn how to apply Montessori education methods to the care of dementia patients. Professor Kuei-Ru Chou of the School of Nursing, Taipei Medical University, shared her thoughts:

“Dementia is a very important subject in geriatric psychiatry. Traditional aged care puts us on the sidelines, always observing but never able to do anything for the patient. The Montessori method supplements what is lacking in traditional methods of professional nursing. It reminds us to see the individual obscured by the symptoms of dementia, find out what they are good at, and enable them to be the best that they can be.”

Seeing the person and not just the disease

photo by Matthias Zomer on Pexels

Dr. Maria Montessori once said, “The more you do for me, the more you take away from me.” This sentiment also applies to the care and support for those living with dementia.

This worldview helps shift the focus of professional nurses and family members from the various symptoms of dementia back to the person. Professor Chou explains,

“We need to focus on the individual’s desires, habits, and needs and how they became the person they are today. How does the individual feel? What are they capable of? What activities make them feel happy and confident? These questions all get to the heart of who an individual is.”

We should view persons with dementia as people who are still capable of learning. This shift in focus means that, in the event when somebody is losing the ability to feed themselves, we don’t immediately jump to the conclusion that they need to be spoon fed.

Instead, we should design related activities to maintain their fine motor skills to allow them to be able to continue to feed themselves for as long as possible.

Professor Chou uses “eating dumplings” as an example: “Eating dumplings can be divided into many smaller tasks, such as choosing the type of dumplings, meal preparation, setting up utensils, plating the dumplings, and the act of eating.

These are all tasks that our elders can participate in and accomplish. These activities not only slow the progression of dementia, but also allow our elders to live with dignity.”

Promoting Montessori to provide more humanistic care and support


The Montessori approach is not just tailored for childhood education, it can support individual needs and lifestyles for people aged 0 to 100! Montessori methods for aging and dementia also empowers elders to feel supported and to live with dignity.

Professor Chou is planning to incorporate Montessori methods into the curriculum of the School of Nursing as well as the design of the dementia ward at Taipei Medical University Hospital. To her, this online workshop marks an important first step for promoting public awareness of Montessori concepts.

“Students can apply these principles in their professional fields. In the future, when the number of professionals immersed in the Montessori method reaches critical mass, we can build a dedicated environment, where application of Montessori principles are possible.”

Professor Chou also offers a gentle reminder to keep in mind the cultural differences between the East and the West when applying Montessori principles, “In our culture, the elders expect to be cared for by the younger generation, so we need to consider how best to introduce the Montessori method in aged care and help maintain their independence, while ensuring that they feel sufficiently cared for and respected.”

Text: Shu-Mei Weng
Translator: Jen Hsu / Graduate Institute of Translation and Interpretation, NTNU

Why It All Started: Accessible Montessori

With an assortment of educational tools and pedagogies at their disposal, how do educators and parents make the best choice for children?

(Photo by CDC on Unsplash)

The Montessori method stands out from other education approaches in that it provides a prepared environment for children based on their developmental needs, allowing children to learn at their own pace, both in terms of pursuing knowledge and developing empathy and interpersonal skills.

This approach echoes the 2019 objectives set forth in the Curriculum Guidelines of the 12-year compulsory education system: self-motivation, interaction, and common good.

The Montessori mixed-age classrooms, which have been implemented for over 100 years, may be just the solution for Taiwan’s current education crisis.

While appreciating Montessori’s ability to ignite each person’s innate qualities, Y2 co-founders Andy and Cynthia are inspired to start Y2 after witnessing the transformation of their own children in Montessori schools.

They first established the teacher scholarship program to provide financial support for teachers to undergo Montessori training abroad and to apply what they have learned in Taiwan’s educational environment.

However, we strongly believe that quality education should be accessible to more people, and out of this desire, the program Montessori Education in Public Schools began in 2018.

The aim is to promote Accessible Montessori through public schools, optimizing school resources to provide Montessori education to more children, and assist them in their learning and development.

During the three years of this program, Y2 has explored various methods such as supporting public schools to transition to the Montessori method, researching public policies, and providing assistance in implementation.

We have learned that, only with the coordinated efforts of the public sector, schools, and families working toward a common goal, can we provide the ideal education environment in which students can learn with peace of mind. Each of the three elements is indispensable, as each has its own share of obstacles to confront and overcome.

The first group of Montessori experimental schools will be selected in 2021 for Y2’s Public School Transition Project. This is but the first of many steps.

We are well aware that even greater challenge lies ahead—the next phase of entering the classroom. As we move forward, we grapple with issues that have confronted us since the very beginning.

Should schools gradually adopt Montessori concepts, or transition into a Montessori environment all at once? How to develop a Montessori program that harmoniously blends into public schools in Taiwan, while preserving the unique culture of each place? How do we define and represent the essence of Montessori?

These are a few of the many unpredictable unknowns we face, as we embark on this brave new adventure. They will continue to be challenges for us to always ponder and explore.

Going back to Y2’s mission, the goal of making Montessori more accessible still remains the focus of our work. In our effort to provide diverse education choice for Taiwan’s children and parents, we do hope to hear from you and to take your ideas into consideration.

Do you wish there are public Montessori elementary and middle schools?
Are you a parent or teacher worried about children’s education or simply a concerned citizen? 

Please share with us any suggestions, opinions, or thoughts!
Encouragements are always welcome!

Reach us via email: tmec@y2edu.org
or message us at our Facebook: search @y2edu

Join us and together, we can Be the CHANGE for Future Education!

This article is an excerpt from Y2 2020 Annual Report.

Have you heard the Y2 Podcast?

Interview with Y2 podcast “Chat 2 Heal” hosts—Cynthia and Diane

Have you heard the latest Y2 Podcast? Due to the disruption of scheduled programs and inability to host in-person events during the pandemic, Y2 decided to turn the crisis into an opportunity and launched the podcast Chat2Heal in 2020.

The podcast introduces a series of topics dear to the hearts of parents and teachers and discusses them in depth. What is the podcast about? Chat 2 Heal is hosted by two mothers, Cynthia Hang, co-founder and executive director of Y2, and Diane Teng, Y2’s COO.

Together, they decided to share their personal experiences, Montessori concepts and practices, and other related issues in a podcast that speaks directly to the audience, creates a space for healing, and occasionally wanders down memory lane before motherhood.

No lecturing, just empathy and support


With over 10 years of expertise in family relationships, Diane cheerfully explains, “Our show’s premise is: we’re not here to lecture anyone.”

As a mother, she commiserates with other parents. “The process of children’s education can be very frustrating. It’s impossible to see results right away, and it’s natural for parents to doubt themselves.

We simply want to share this process with everyone. We are all doing our best, and there is no one ‘right’ way to parent.” Through candid chats about these issues, podcast listeners will discover that they aren’t alone and that many others are going through the same challenges.

In fact, the podcast creates an environment of “empathy and support.”

Y2 podcast “Chat 2 Heal” host Cynthia

Cynthia often communicates with educators in her capacity as the executive director of Y2; however, she hopes to reach parents and anyone in need with this podcast, which features a more sensible and practical content.

Holding an AMI Montessori 0-3 Diploma, Cynthia naturally incorporates Montessori theories and practical applications in the easy conversation with her co-host.

The podcast is full of interesting content for adults, such as fatherhood beliefs and maternal gatekeeping. Moms aren’t the only ones that can benefit from learning how to apply Montessori methods in everyday life, even singles, DINK (double income, no kids) couples, and dads have found this podcast useful!

Many listeners are shocked to learn that the Montessori method doesn’t apply only to education settings, but can be utilized in all kinds of interpersonal relationships, such as parent-child relations and marriages.

Cynthia believes that “We don’t need to wait until we’re successful and famous to start changing the world. Taking a small step for yourself or your family is already a big step for humanity. We hope that people can be less harsh and more kind to themselves.” This is the main message of the Y2 podcast.

Strive to be a better human being, not a “perfect” parent


In recording Chat2Heal, Diane and Cynthia both realized that there is no such thing as a perfect mother; even so, the parenting process made them strive to become better people.

Full-time mothers who feel devalued may find strength in growing to become better human beings. Cynthia even joked that recording the podcast is very therapeutic for herself and that she feels somewhat incomplete whenever recording takes a long break.

Y2 podcast “Chat 2 Heal” host Diane

Diane hopes to become a graceful mommy. On her Montessori journey of learning, she realized that the most important lesson is not about Montessori’s methods or concepts, but in how to view children.

She believes that what is in her heart can be observed in her actions, just as the ancient Chinese classic Great Learning states: “Inner sincerity will surely be expressed outward.” Diane adds, “Because I trust my child, I’ve learned to take things slow and live life with grace.”

“What we’re sharing is not the solution to all of life’s problems. What we offer is empathy, which empowers people to deal with issues head on. In parenting, we seek to overcome, not be overwhelmed. We need to learn to give ourselves a break, not give up on ourselves,” explains Cynthia.

Many of us only start to learn how to accept and understand ourselves and others after becoming parents. Through the podcast Chat 2 Heal, Y2 seeks to empathize with, give comfort to, and support individuals in this community.

By learning to apply Montessori principles to everyday life, we can all take steps to create a better version of ourselves.

Written by Yu-Hsiu Su, Photo credit Fu-Sheng Li
This article is an excerpt from Y2 2020 Annual Report.