anyone get into Aidan but not going?

[Anonymous]

Anonymous wrote:14:13, we're making a similar decision. Aidan or LF for DS. What made you decide on St.Johns over Aidan?

14:13 here. We chose St. John's over Aidan because it was a warmer, more nurturing environment. In addition, the Reggio Emilia approach appealed to us more than the Montessori philosophy (the more I researched and learned about both). Any child can blossom under reggio emilia, unlike montessori, which appears to be made only for certain type of children.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:we're trying to decide between Aidan and a play based preschool.

18:08 and 18:32: why did you decide against Aidan? did you choose a different educational philosophy?

This is a PP. Although we thought our child would be OK at Aidan, we were mostly turned off by the "playdate". Ms. Antonucci was not very friendly and ran it like a test - for a 2-year old! Our child handled it perfectly well and obviously passed the test by getting admitted. But we are not looking for that kind of environment so early. Also, when compared to other schools where we have been accepted (Franklin, Concord Hill, CCBC and waiting on others) Aidan fell short on things like warmth, facilities, class size and convenience. Not trying to badmouth the school, but you asked so that's the explanation.

Oh my God, You are so wrong. We are coming from Canada for Aidan. It's a treasure school in DC. Ms. Antonucci is a wonderfull teacher. Just look at Maria Montesori, she looked sober, but she was warm. Aidan is taking in only children who will succeed at Aidan. If Ms. Antonucci said your son was OK, he will bloom there. My kids visited the "famouse" schools in DC and then Aidan. They said "those schools look nice outside but they are not nice inside". Aidan does not look nice outside, but when you are inside, we don't want to leave, it's warm and comfortable".

How can Montessori be such a great educational philosophy if only certain kids "succeed" there? Not hard, in opinion, to claim to be such a great school if the only kids you are admit are the compliant ones who follow direction all the time. And no, I'm not a parent whose child did not get into Aidan. I know many parents who sent their children to Aidan, and our daughter was admitted to Aidan. We sent our daughter to St. John's instead, but it was a close call between St. John's and Little Folks for us - both are leagues better than Aidan in so many respects.

As another PP noted, we were entirely put off by the "interview." Ms. A tried to come across as warm and friendly, but the minute our daughter showed curiousity in another item (as kids naturally do) as Ms. A and I were talking, she rebuked her. I suppose our daughter was supposed to just there like a robot doll until she gave another command. Ugh and double ugh.

Montessori Method has proven successful with all kinds of children (rich and poor, gifted and less gifted, learning disabled, impaired.) and environments (from refugee camps and slums to elegant schools in beautiful homes). In fact Maria Montessori started her work in Casa dei Bambini in Rome with "feeble-minded" children. “They were tearful, frightened children, so shy that it was impossible to get them to speak; their faces were expressionless, with bewildered eyes as though they had never seen anything in their lives."... "It would be interesting to know the original circumstances that enabled these children to undergo such an extraordinary transformation, or rather, that brought about the appearance of new children, whose souls revealed themselves with such radiance as to spread a light through the whole world."
She came to believe that their problem was educational rather than medical, and began a process of studying innovative pedagogies and observing how actual children go about learning on their own. Her method enabled them to pass the standard elementary school test in Italy at the time; this achievement was regarded as "miraculous."


In the beginning I was not a strong believer, but I decided to put my oldest son because I thought materials were indeed interesting. There was no preschool that could beat a traditional Montessori environment. I have monitored my children’s development in a traditional Montessori environment for 3 years and I could tell you that they are self-driven when it comes to research, observation and knowledge gathering. All credit goes to the traditional Montessori School they have been in. I have witnessed my children spelling and writing on cursive at the age of 4 and being excited about completing a science project. At the age of 6, they are already very critical and they seem to know what they want. They are respectful. They are joyful learners. They know how to take decision. They are self confident. Isn’t that amazing for a 6 year old child?

I see that UK started to reform their public education system and integrate Montessori pedagogy. Scandinavian countries are also doing the same things. I came to the realization that Montessori is for every child. It's sad that not every child can afford Montessori education.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:we're trying to decide between Aidan and a play based preschool.

18:08 and 18:32: why did you decide against Aidan? did you choose a different educational philosophy?

This is a PP. Although we thought our child would be OK at Aidan, we were mostly turned off by the "playdate". Ms. Antonucci was not very friendly and ran it like a test - for a 2-year old! Our child handled it perfectly well and obviously passed the test by getting admitted. But we are not looking for that kind of environment so early. Also, when compared to other schools where we have been accepted (Franklin, Concord Hill, CCBC and waiting on others) Aidan fell short on things like warmth, facilities, class size and convenience. Not trying to badmouth the school, but you asked so that's the explanation.

Oh my God, You are so wrong. We are coming from Canada for Aidan. It's a treasure school in DC. Ms. Antonucci is a wonderfull teacher. Just look at Maria Montesori, she looked sober, but she was warm. Aidan is taking in only children who will succeed at Aidan. If Ms. Antonucci said your son was OK, he will bloom there. My kids visited the "famouse" schools in DC and then Aidan. They said "those schools look nice outside but they are not nice inside". Aidan does not look nice outside, but when you are inside, we don't want to leave, it's warm and comfortable".

How can Montessori be such a great educational philosophy if only certain kids "succeed" there? Not hard, in opinion, to claim to be such a great school if the only kids you are admit are the compliant ones who follow direction all the time. And no, I'm not a parent whose child did not get into Aidan. I know many parents who sent their children to Aidan, and our daughter was admitted to Aidan. We sent our daughter to St. John's instead, but it was a close call between St. John's and Little Folks for us - both are leagues better than Aidan in so many respects.

As another PP noted, we were entirely put off by the "interview." Ms. A tried to come across as warm and friendly, but the minute our daughter showed curiousity in another item (as kids naturally do) as Ms. A and I were talking, she rebuked her. I suppose our daughter was supposed to just there like a robot doll until she gave another command. Ugh and double ugh.

Montessori Method has proven successful with all kinds of children (rich and poor, gifted and less gifted, learning disabled, impaired.) and environments (from refugee camps and slums to elegant schools in beautiful homes). In fact Maria Montessori started her work in Casa dei Bambini in Rome with "feeble-minded" children. “They were tearful, frightened children, so shy that it was impossible to get them to speak; their faces were expressionless, with bewildered eyes as though they had never seen anything in their lives."... "It would be interesting to know the original circumstances that enabled these children to undergo such an extraordinary transformation, or rather, that brought about the appearance of new children, whose souls revealed themselves with such radiance as to spread a light through the whole world."
She came to believe that their problem was educational rather than medical, and began a process of studying innovative pedagogies and observing how actual children go about learning on their own. Her method enabled them to pass the standard elementary school test in Italy at the time; this achievement was regarded as "miraculous."


In the beginning I was not a strong believer, but I decided to put my oldest son because I thought materials were indeed interesting. There was no preschool that could beat a traditional Montessori environment. I have monitored my children’s development in a traditional Montessori environment for 3 years and I could tell you that they are self-driven when it comes to research, observation and knowledge gathering. All credit goes to the traditional Montessori School they have been in. I have witnessed my children spelling and writing on cursive at the age of 4 and being excited about completing a science project. At the age of 6, they are already very critical and they seem to know what they want. They are respectful. They are joyful learners. They know how to take decision. They are self confident. Isn’t that amazing for a 6 year old child?

I see that UK started to reform their public education system and integrate Montessori pedagogy. Scandinavian countries are also doing the same things. I came to the realization that Montessori is for every child. It's sad that not every child can afford Montessori education.

You did not refute the PP's observation that the common thread, despite differing backgrounds, is that the children are expected to be very compliant and follow directions. Those are the children Aidan believes will succeed there, and that is what the interviewer is looking for.

[Anonymous]

I think that following direction is an important skill to learn in order to be successful in life. Children’s ability to follow direction affects their learning and performance in later years of school, when competition kicks off. No one enjoys following directions. Few of us feel that we are good at following directions. They are often difficult to understand. Sometimes we are left with extra parts when we're finished.
Giving children experiences with following directions from an early age supports their growth and independence in completing tasks at school and in the "real world." Moreover, giving children opportunities to follow directions to complete authentic, meaningful tasks builds relevance that supports their learning for a lifetime.
I think Montessori activities and environment provide children with meaningful ways where they can learn to follow directions successfully. When children are provided with real, authentic opportunities to follow directions, they understand the purpose of directions, the importance of following directions, the process of following directions, and the consequences of not following directions correctly.

[Anonymous]

Anonymous wrote:I think that following direction is an important skill to learn in order to be successful in life. Children’s ability to follow direction affects their learning and performance in later years of school, when competition kicks off. No one enjoys following directions. Few of us feel that we are good at following directions. They are often difficult to understand. Sometimes we are left with extra parts when we're finished.
Giving children experiences with following directions from an early age supports their growth and independence in completing tasks at school and in the "real world." Moreover, giving children opportunities to follow directions to complete authentic, meaningful tasks builds relevance that supports their learning for a lifetime.
I think Montessori activities and environment provide children with meaningful ways where they can learn to follow directions successfully. When children are provided with real, authentic opportunities to follow directions, they understand the purpose of directions, the importance of following directions, the process of following directions, and the consequences of not following directions correctly.

Ok, then why is Aidan focused on accepting children who follow A's directions to the letter in the interview? If the point is to teach children how to follow directions successfully, then the fact that a 2-yr. wanders off because she finds something fascinating should not put her out of contention. Aidan talks about children who they feel will succeed there (meaning those that listen to A and do exactly what she says). If that is not the case, then accept children who don't follow all of A's commands at the interview and "teach" them. Well, didn't think so - because those children are ruled out at the interview (A's comments at our interview - "not all children are meant for Montessori").

Btw, my 2 cents is that children not meant to be robots. They should follow direction, but also be able to be free to express themselves at times. But that is not what Aidan is about.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I think that following direction is an important skill to learn in order to be successful in life. Children’s ability to follow direction affects their learning and performance in later years of school, when competition kicks off. No one enjoys following directions. Few of us feel that we are good at following directions. They are often difficult to understand. Sometimes we are left with extra parts when we're finished.
Giving children experiences with following directions from an early age supports their growth and independence in completing tasks at school and in the "real world." Moreover, giving children opportunities to follow directions to complete authentic, meaningful tasks builds relevance that supports their learning for a lifetime.
I think Montessori activities and environment provide children with meaningful ways where they can learn to follow directions successfully. When children are provided with real, authentic opportunities to follow directions, they understand the purpose of directions, the importance of following directions, the process of following directions, and the consequences of not following directions correctly.

Ok, then why is Aidan focused on accepting children who follow A's directions to the letter in the interview? If the point is to teach children how to follow directions successfully, then the fact that a 2-yr. wanders off because she finds something fascinating should not put her out of contention. Aidan talks about children who they feel will succeed there (meaning those that listen to A and do exactly what she says). If that is not the case, then accept children who don't follow all of A's commands at the interview and "teach" them. Well, didn't think so - because those children are ruled out at the interview (A's comments at our interview - "not all children are meant for Montessori").

Btw, my 2 cents is that children not meant to be robots. They should follow direction, but also be able to be free to express themselves at times. But that is not what Aidan is about.

This is exactly why we (NP) chose St Johns over Aidan. At St Johns, the idea is that whatever inspires the child to 'wander off' should be pursued in more depth. The kids' natural curiousity sets the agenda, and the teachers use those interests (at the individual and group level) to inspire their activities. We're so, so happy with our decision. FWIW, we didn't have any beef with Mrs Antonucci or Aidan; just thought St John's was a better fit.

[Anonymous]

13:18, I'm glad to hear that your children were accepted and will be attending Aidan next year. I was one of the posters in that old thread who suggested that you should look at Aidan, it looks like it worked out for the best.

As to 15:41 and others, stating that a "common thread" is that children in Montessori "are expected to be very compliant and follow directions" is both misleading and wrong. In any school, children are presumably expected to follow directions to the point of not being disruptive. In fact, one would presume that "following directions" and being "compliant" is even more of an issue in a traditional school where the teacher is much more frequently talking to the entire class as a group than is the case in a Montessori classroom. What happens when a kid in a traditional classroom is not following directions and is being disruptive while the teacher is talking to the entire class? To me, that environment fosters higher expectations about being "compliant," because if a kid is disruptive, the entire class suffers. In a Montessori classroom where children are working independently, the environment is much different, and it is rare that the entire group is disturbed when a kid is not being "compliant."

Kids do learn to take responsibility for themselves in a Montessori classroom, and to that extent, yes, they do need to have a plan and follow directions and work on lessons accordingly. But it is hardly a place where kids are expected to be "compliant" drones.

In fact, I often wish that my DS--who is thriving at Aidan and whom Ms. Antonucci loved when he visited--was a bit more willing to follow directions, if you catch my meaning. He is in fact just a regular 5 year-old boy with a mind of his own, who is very enthusiastic and engaged in the work.

[Anonymous]

There is too much overthinking going on in this thread. If your child doesn't have developmental issues, they should thrive in any stimulating and comforting environment.

[Anonymous]

16:58 - then what is the point of the Ms. A interview? Why is that only friends' children who reported that their sons/daughters listened to Ms. A and did exactly what he/she was told were told that the child was "ready for Montessori"?

[Anonymous]

Anonymous wrote:16:58 - then what is the point of the Ms. A interview? Why is that only friends' children who reported that their sons/daughters listened to Ms. A and did exactly what he/she was told were told that the child was "ready for Montessori"?

It seems like you have a chip on your shoulder about her. Since this is a thread about families and kids admitted to Aidan and who are on the waitlist, I don't think it makes much sense nor is it appropriate to debate further why the interview process is what it is. If you are really interested in getting an answer, however, I would suggest that you get in touch with Ms. Antonucci, or with the AD after the admissions season slows down, and ask them. They are both very friendly women.

For people who are seriously considering Aidan, all I will say is that my family, and many other families, love the school, as do our kids. Kids at Aidan are not expected to be robotic drones and simply do what they are told. They have tons of ability to direct their work and do what interests them. As for following their interests and being free to express themselves? That's one of the things that Montessori and Aidan in particular is all about! How great is it that 3, 4 and 5 year old kids have the ability to work on a single lesson for 2-3 hours straight if that's what they want to do? And how great is it that the work is so interesting that it engages them to want to and be able to do that in the first place? A kid can paint all morning if he or she wants to. Is that "being compliant?" After you've ever seen a couple kids working together on a thousand chain all morning in the hallway, tell me if you think they are being compliant drones, or rather whether they are enjoying and being engaged by the work.

Good luck to everyone making a decision regarding Aidan, or who is on the waitlist hoping a spot opens up.

[Anonymous]

DD is doing great at Aidan We wish she was more compliant but she has a mind of her own. In fact, stubborn is a better word for it but not at school. They really know how to direct a child at Aidan. I think there is a lot of bad information on this forum about only compliant children doing well in Montessori.

[Anonymous]

PP again. I should have also mentioned how postive and warm the entire faculty, staff and parents are at Aidan. I think that is what makes some of the comments on this forum so surprising.

[Anonymous]

Anonymous wrote:13:18, I'm glad to hear that your children were accepted and will be attending Aidan next year. I was one of the posters in that old thread who suggested that you should look at Aidan, it looks like it worked out for the best.

As to 15:41 and others, stating that a "common thread" is that children in Montessori "are expected to be very compliant and follow directions" is both misleading and wrong. In any school, children are presumably expected to follow directions to the point of not being disruptive. In fact, one would presume that "following directions" and being "compliant" is even more of an issue in a traditional school where the teacher is much more frequently talking to the entire class as a group than is the case in a Montessori classroom. What happens when a kid in a traditional classroom is not following directions and is being disruptive while the teacher is talking to the entire class? To me, that environment fosters higher expectations about being "compliant," because if a kid is disruptive, the entire class suffers. In a Montessori classroom where children are working independently, the environment is much different, and it is rare that the entire group is disturbed when a kid is not being "compliant."

Kids do learn to take responsibility for themselves in a Montessori classroom, and to that extent, yes, they do need to have a plan and follow directions and work on lessons accordingly. But it is hardly a place where kids are expected to be "compliant" drones.

In fact, I often wish that my DS--who is thriving at Aidan and whom Ms. Antonucci loved when he visited--was a bit more willing to follow directions, if you catch my meaning. He is in fact just a regular 5 year-old boy with a mind of his own, who is very enthusiastic and engaged in the work.

I am so so GRATEFUL to your ADVISE! And now I am even more glad that I realize that our children will be in the same school. (were you the one who said Aidan is a school that loves to get applications from other Montessori schools in other countries?) I am looking forward to meet you in person. We are still in Ottawa, but I can't wait for the move. If it wasn't for your advise, we would have rejected the job in D.C. because we did not like any of those over-advertised schools. Thanks!

[Anonymous]

Anonymous wrote:I am so so GRATEFUL to your ADVISE! And now I am even more glad that I realize that our children will be in the same school. (were you the one who said Aidan is a school that loves to get applications from other Montessori schools in other countries?) I am looking forward to meet you in person. We are still in Ottawa, but I can't wait for the move. If it wasn't for your advise, we would have rejected the job in D.C. because we did not like any of those over-advertised schools. Thanks!

Wow. You're so welcome. Yes, that was me, though I don't think I was the first poster to suggest Aidan in that thread. Good luck with your move, and look forward to welcoming you to Aidan!

[Anonymous]

Anonymous wrote:

Anonymous wrote:16:58 - then what is the point of the Ms. A interview? Why is that only friends' children who reported that their sons/daughters listened to Ms. A and did exactly what he/she was told were told that the child was "ready for Montessori"?

It seems like you have a chip on your shoulder about her. Since this is a thread about families and kids admitted to Aidan and who are on the waitlist, I don't think it makes much sense nor is it appropriate to debate further why the interview process is what it is. If you are really interested in getting an answer, however, I would suggest that you get in touch with Ms. Antonucci, or with the AD after the admissions season slows down, and ask them. They are both very friendly women.

For people who are seriously considering Aidan, all I will say is that my family, and many other families, love the school, as do our kids. Kids at Aidan are not expected to be robotic drones and simply do what they are told. They have tons of ability to direct their work and do what interests them. As for following their interests and being free to express themselves? That's one of the things that Montessori and Aidan in particular is all about! How great is it that 3, 4 and 5 year old kids have the ability to work on a single lesson for 2-3 hours straight if that's what they want to do? And how great is it that the work is so interesting that it engages them to want to and be able to do that in the first place? A kid can paint all morning if he or she wants to. Is that "being compliant?" After you've ever seen a couple kids working together on a thousand chain all morning in the hallway, tell me if you think they are being compliant drones, or rather whether they are enjoying and being engaged by the work.

Good luck to everyone making a decision regarding Aidan, or who is on the waitlist hoping a spot opens up.

I completely agree with your comment.

When we make Ms. Antonucci as the focal point of the entire discussion and the interview process itself which based on just an individual's perception at that point in time (which is 30 minutes or even less), I think it is counter productive. The scope of our discussion gets diluted . All we talk about is one individual in Aidan and not Aidan as an entity or its values or feedback from parents who have actually experienced Aidan rather than just the interview.

My daughter had an interview with Ms. Antonucci too where Ms. A signalled that we parents do not interrupt and provide instructions while she was interacting with my daughter. Within the thirty minutes, my daughter grew very comfortable in that environment even though we as parents were initially a little uncomfortable about being signalled by Ms. A to kind of keep quiet. and BTW we are on the waitlist only.