Ridgeline Revealed

“To let the child do as [they like] when [they have] not yet developed any powers of control, is to betray the idea of freedom ... . Real freedom, instead, is a consequence of development; it is the development of latent guides, aided by education.”

—Maria Montessori, The Absorbent Mind

Ridgeline Montessori’s behavior plan is grounded in the Montessori philosophy of balancing freedom with responsibility. This approach not only guides students toward self-discipline and empathy but also prepares them to become respectful, independent members of their community. By cultivating a classroom culture where students learn to make responsible choices, Ridgeline is empowering learners to build community and thoughtfully shape the world.

Maria Montessori’s views on freedom and responsibility are central to her educational philosophy. She believed that true freedom is not the absence of rules or boundaries but rather the ability to make responsible choices within a structured environment. This balance between freedom and responsibility allows children to develop autonomy, self-discipline, and respect for others in a safe environment. In the context of Montessori's philosophy, "latent guides" refer to the internalized instincts and abilities that help children navigate choices and behaviors independently.

Ridgeline classrooms are prepared environments that provide students with meaningful choices and clear boundaries.

• Students have the freedom to choose their work from activities they’ve received lessons on, fostering autonomy while meeting them at their developmental level.
• Students are guided to balance easier work with more challenging tasks through discussions that emphasize how practice leads to mastery. This understanding motivates them, as mastery means progressing to the next level or "work" in their learning journey.
• Students have choice in where they work as long as they are productive and not disruptive.
• In addition, teachers purposefully limit shared tools and resources, encouraging students to practice patience, cooperation, and respect for shared materials.

Older students learn that as they demonstrate responsibility and trustworthiness, they are given more free reign, granting them freedom in areas like movement through the school and unrestricted access to materials. Conversely, when trust erodes, the autonomy is restricted, helping students understand that freedom must be earned through responsible actions.

Ridgeline’s behavior plan uses a Multi-Tiered System of Support (MTSS) to provide structured, layered interventions that blend with Montessori’s Grace and Courtesy philosophy and its principle of balancing independence with accountability.

Just as the academic curriculum is essential, so too is the Grace and Courtesy curriculum, which guides children in learning through respectful, responsible interactions. This dual focus recognizes that how children learn is as crucial as what they learn, with social interactions viewed as foundational to cognitive and social growth.

• Tier 1: Universal supports promote positive behavior schoolwide by teaching students the importance of following instructions, practicing self-management, and embodying the school’s core values: being Kind, Safe, Responsible, Respectful, and Active Learners. The “Ridgeline Schoolwide Agreements” and classroom community agreements are taught during the normalization period and are consistent across all spaces and grade levels. These supports empower students with a level of freedom balanced by clear behavioral expectations.
• Tier 2: Focused Grace and Courtesy lessons are taught or retaught for students needing additional support in specific areas, such as self regulation or appropriate social interactions, emphasizing that students have the responsibility to contribute positively to the community. Examples of tier 2 supports are: check in and check out, tailored instruction, and push in support.
• Tier 3: Through Child Study, intensive support is customized for individual students in collaboration with families, educators, and specialists. This approach fosters a supportive community while recognizing that each child's journey toward balancing freedom and responsibility requires unique strategies and partnerships to meet their needs.

Classroom students and teachers work together to create agreements like the example above from room 4.

When students successfully handle tasks or act with autonomy—whether by completing classroom jobs, balancing independent work with group activities, or following community agreements—they experience the empowerment of “real freedom” in Maria Montessori’s sense. Teachers model and reinforce these behaviors, guiding students through logical consequences and using restorative practices when challenges arise.

Ridgeline’s approach ensures that students are not only academically prepared but also equipped with the social and emotional skills necessary for future success. As students progress, they gain a deeper understanding of how freedom is tied to personal responsibility—a concept that prepares them for the broader responsibilities they’ll face outside the classroom.

• A Summary of Ridgeline's Behavior Plan
• Ridgeline Schoolwide Agreements
• Montessori Concepts and Terms

• Planes of Development and SensitivePeriods: Foundations of the Montessori Multi-Age Classroom
• Ensuring Safety and Security at Ridgeline Montessori: A Holistic Approach