For parents

In our Montessori environment, Walking on the Line is a beautiful and purposeful activity that supports children’s physical and emotional development, especially during the early childhood years. At first glance, it may seem quite simple: children walk slowly and carefully along a taped or painted line on the floor, often shaped in an ellipse. But this quiet, focused activity holds much deeper benefits.

As children walk the line, they are refining their balance, coordination, and body awareness. They learn to control their movements with intention—sometimes walking heel-to-toe, sometimes carrying a small object, and occasionally even balancing something gently on their heads. These small challenges help strengthen their muscles, align the spine, and build overall physical confidence.

Equally important, Walking on the Line nurtures concentration and inner discipline. The act of moving slowly and deliberately requires children to tune into their bodies and stay mentally present. Often set to soft music or done in silence, it becomes a form of walking meditation. Children find calm and focus, which supports emotional regulation and a sense of inner peace. This activity is open to anyone at any time and is a spontaneous act in the classroom that enhances the atmosphere of the classroom.

There’s also a social aspect to this work. As several children may walk the line at once, they practice spatial awareness and learn to respect one another’s personal space. Without needing words, they cooperate, adapt their pace, and move harmoniously alongside others—strengthening social awareness in a natural, non-competitive way.

Ultimately, Walking on the Line is a quiet yet powerful way for children to connect their bodies and minds, to develop both self-control and self-awareness, and to feel grounded in their own sense of movement. Like so much in Montessori, it looks simple—but it supports growth in many rich and meaningful ways.

When children reach the second plane, around the age of six, they suddenly become deeply preoccupied with their peers, and begin to wonder about social justice. Often a teacher will hear things like “Is it fair?”, or “I will not name any names, but I saw someone pushing someone else in a line.” Children become aware of these existential matters of morality and higher social ability and they begin to discuss them.

The panel where these discussions take place is called the collective. Apart from a usual morning collective students or a teacher may call another meeting to talk about something important that happened or to plan something important that is yet to happen.

The powers of the collective include sharing joys, creating rules or systems, brainstorming and deciding about solutions to common problems. Students may vote on what class pet they wish to have and then create a plan of obtaining that pet. Students may find an event that took place during a sports lesson disturbing and they may invite their class to discuss how they can avoid it in the future. There may be a conflict that two or more students experience, and they can call class mediators that help them resolve the conflict.

Students also create rules and a housekeeping plan for their class community in collectives, and these important meetings take place throughout the year. A Montessori elementary community may choose to write down some of their rules on a poster and they may put their signatures under such a “class code” or a “contract” essentially creating their very own traditions and rituals.

In the Montessori elementary classroom, “Big Work” refers to the meaningful, in-depth projects that children undertake when their curiosity and imagination are combined with freedom and responsibility. Big Work can take many forms, including a hand-drawn timeline decorating the walls, a salt-dough model of the human body, a beautifully illustrated book of poems, or a collaborative research project presented to the class. Here, the scale of the project is less important than the depth of engagement. These projects stem from inspiring lessons and the child’s desire to explore ideas more fully, turning abstract concepts into tangible, lasting creations.

Big Work thrives in an environment that provides ample space, time, and resources. Long, uninterrupted work cycles enable children to immerse themselves in their projects, often dedicating hours or even several days to their work. Teachers stock the classroom environment with a multitude of supplies, including large sheets of paper, paints, various art supplies, clay, cardboard, and other materials that encourage expansive creativity. Teachers play a crucial role in the Big Work process. They offer engaging lessons that spark interest, set high expectations for quality, and then allow children the freedom to take ownership of their work. This includes making revisions, collaborating with peers, and taking pride in their results. Teachers are also there to offer support when needed, helping children navigate challenges and refine their ideas.

Beyond being just a project, Big Work acts as a pathway to independence, mastery, and a sense of community. Through these projects, children learn to plan, problem-solve, and persevere in the face of obstacles, all while experiencing the joy of creation and the satisfaction of sharing their work. Each Big Work is unique, reflecting the child’s individuality and imagination. Together, these projects contribute to a vibrant classroom culture by sparking discussions, inspiring new ideas, and fostering a sense of shared purpose and achievement. This is what encapsulates the essence of Montessori education: children developing not only knowledge, but also confidence, creativity, and a sense of belonging within a community of learners and creators.

Research projects are central to Montessori Elementary, allowing children to explore their curiosity through meaningful, self-directed studies. Inspired by the Great Lessons and daily explorations, as well as their own interests and passions, students begin with a thought-provoking question, which leads them to gather information and create original work that showcases their knowledge and creativity. Projects may include building models, writing reports, crafting timelines, designing experiments, or giving presentations, to foster inquiry, critical thinking, and a love of learning.

In the Montessori classroom, a well-prepared environment supports these projects. Children have access to books, reference materials, art supplies, digital tools, and opportunities to engage with community experts. Following the principle of “freedom within limits,” students select their topics and project formats while teachers provide clear expectations for quality and depth. These projects can be individual or collaborative and often span several days or weeks, teaching children the value of planning and completing long-term tasks.

The advantages of research projects extend beyond academics. Children learn to manage their time, express their ideas, and collaborate respectfully with others. They enhance their writing and editing skills as they document their findings and create polished reports. Presenting their work to classmates and the broader school community helps build confidence and communication skills. Students also learn resilience when facing challenges and take pride in sharing their knowledge and expertise. Overall, research projects reflect Montessori’s commitment to developing curious, capable, and articulate learners who are ready for the world.

As a partly bilingual school, we have as part of our team a specialist Portuguese language teacher who teaches lessons in small groups that are tuned to the child’s level. Please click here for the description of the Portuguese language program.

Please see here for our language policy.

Lisbon Montessori School AMI-trained adults are generalists, and lead teachers are expected to present in all subjects and disciplines, including arts, music and sports. Our upper elementary teacher does movement, and team games with his students. The lower elementary level (grades 1,2,3) students do movement and team games with a specialist sports teacher twice per week. To find more information about our sports program, please click here.