Buddy Classrooms
Ms. Mackenzie

Buddy classrooms are where students from different classrooms regularly come and go to work and learn together in shared spaces throughout the school. In this setup, they interact with one another, creating a more dynamic and collaborative environment. We also have mixed ages inside the classroom, which allows younger and older students to learn from each other, build relationships, and develop important social and leadership skills.



In a Montessori environment, one of the most powerful and unique aspects of learning is the natural collaboration that occurs between children of different ages. Unlike traditional classrooms that separate students strictly by grade, Montessori classrooms are intentionally designed to foster connection, mentorship, and shared discovery. At AIMS, this philosophy comes to life in meaningful and inspiring ways as older children regularly work alongside younger ones, whether through reading together or demonstrating classroom materials, often referred to as “works.”


When older children read to younger students, the experience goes far beyond simple storytelling. For the younger child, it provides a model of fluent reading, builds listening skills, and nurtures a love for language. There is something deeply engaging about hearing a story from a peer: it feels accessible, relatable, and exciting. Younger students often look up to older ones, and this admiration naturally increases their motivation to learn and grow.


For the older child, the benefits are equally significant. Reading aloud strengthens comprehension, fluency, and confidence. It also requires patience and awareness, as they adjust their pace and tone to meet the needs of their younger audience. In these moments, older students step into a leadership role, developing empathy and a sense of responsibility. They begin to see themselves not just as learners, but as contributors to their community.


Another beautiful aspect of this cross-age interaction at AIMS is when older children present works to younger students. These demonstrations might include showing how to use a specific material, explaining a concept, or guiding a younger child through a hands-on activity. For the younger child, this peer-led introduction can feel less intimidating than adult instruction. It encourages curiosity and invites them to explore new challenges with confidence.


Meanwhile, the older child deepens their own understanding by teaching. Explaining a concept requires clarity of thought and reinforces their knowledge in a lasting way. It also cultivates pride and ownership in their learning journey. They begin to recognize that mastery is not just about completing a task, but about being able to share it meaningfully with others.


At AIMS, these interactions are not forced, they grow organically within a carefully prepared environment. Teachers guide and support the process, ensuring that each child is both challenged and nurtured. The result is a vibrant community where collaboration replaces competition, and learning becomes a shared experience.


Ultimately, the relationship between older and younger children in a Montessori setting reflects a broader life lesson: we learn best when we learn together. Younger children gain inspiration, guidance, and confidence, while older children develop leadership, empathy, and a deeper understanding of their own abilities. It is a dynamic, reciprocal process that enriches everyone involved, and it is one of the many ways AIMS creates a truly meaningful educational experience.

What is Montessori-inspired Art?: An AIMS Art Enrichment “Manifesto”

By Ms. Kilpatrick • May 19, 2026
“To confer the gift of drawing, we must create an eye that sees, a hand that obeys, a soul that feels; and in this task, the whole life must cooperate. In this sense, life itself is the only preparation for drawing. Once we have lived, the inner spark of vision does the rest.” –Maria Montessori

Toilet Learning for Independence: A Montessori Perspective

By Ms. Jessica • March 3, 2026
Toilet learning is an important milestone in early childhood, and in Montessori education, it is approached with respect, patience, and trust in the child. Rather than something adults train, toilet learning is seen as a natural developmental process that unfolds when a child is ready. Following the Child Children develop at their own pace. From a Montessori perspective, readiness is more important than age. You may notice signs such as staying dry for longer periods, showing interest in the bathroom, communicating bodily needs, or wanting to participate in dressing themselves. When we wait for these cues, children feel respected and capable—two key foundations for independence. Being able to feel the wetness from cloth diapers or underwear helps with body awareness. A Prepared Environment at Home and School Independence grows when children can do things for themselves. Simple environmental supports make a big difference: A child-sized toilet or potty A step stool for the toilet and sink Easy-to-remove clothing A place for clean clothes within the child’s reach When the environment is prepared, children can manage each step with confidence, building pride in their abilities. Respectful Language and Calm Support The way we talk about toilet learning matters. In Montessori, adults use calm, neutral language that helps children tune into their own bodies: “Your body is telling you it’s time to try.” “Accidents happen while we are learning.” “You have wet clothes, lets go change” There is no pressure, punishment, or reward. This allows children to focus on internal awareness rather than external approval. Toilet learning is just like other learning only it involves bodily functions. Accidents Are Part of Learning Accidents are a normal and expected part of the process. When handled calmly—“Your clothes are wet. Let’s change them”—children learn without shame. These moments provide valuable information and help children make connections for next time. Consistency and Patience Offering regular opportunities to use the toilet, such as after waking or before going outside, supports learning while still honoring the child’s choice. Progress may move forward and backward, especially during times of change. This is developmentally normal and met with reassurance and patience. Independence Is the Goal From a Montessori perspective, the goal of toilet learning is not speed or perfection, but independence. Each step a child takes toward caring for their own body strengthens confidence and self-trust. Home–School Partnership Toilet learning is most successful when home and school work together. Open communication allows us to support your child consistently and respectfully across environments. Sharing observations about your child’s readiness, routines, and any changes at home helps us respond thoughtfully at school. Likewise, we will keep families informed about progress and experiences in the classroom. When children experience the same calm, supportive approach in both settings, they feel secure and confident as they build independence.  By working together and honoring each child’s unique timeline, we can make toilet learning a positive and empowering experience—for both children and adults.