Category: Education

Students at Brooklyn Friends School experience education through classroom arrangements that deliberately reject traditional hierarchies. Many learning spaces feature circular seating patterns that transform how children interact with both curriculum content and each other, reflecting the institution’s commitment to honoring each child’s contributions.

“Many of the classrooms at Brooklyn Friends School are circular or are like amoebas in their design of the classroom, in the physical design of the classroom,” explains Head of School Crissy Cáceres. “You might have to look around to find the teacher. Where? They’re not at the front of the room, where are they? They might be on the floor. They might be in the hallway connecting with the teacher about something while the children are collaborating on something.”

Physical arrangements reflect deeper pedagogical beliefs about how children learn most effectively. Brooklyn Friends School, founded in 1867 and serving students from age two through 12th grade, builds its educational approach on the Quaker principle that divine light exists within every person.

Children as Primary Teachers

Cáceres credits students as her most important educators throughout nearly three decades in education. Her perspective challenges conventional adult-centered approaches to curriculum development and classroom management.

“Children are unfiltered in the most beautiful of ways. They are able to sense energy and body language uniquely so,” Cáceres observes. “80% of what we say, we say with our body language, and a child knows if you are there in support of them, they know if you believe in them, they know if you’re taking them seriously.”

Understanding shapes how Brooklyn Friends School develops student voice. Research indicates that students who believe they have voice in school demonstrate seven times greater academic motivation than those who feel unheard, according to studies from the Quaglia Institute for School Voice and Aspirations that inform the school’s practices.

Children’s capacity for recognizing authentic adult engagement creates accountability for educators. “Children have taught me that their voices should never ever be less than those of the adults,” Cáceres states. Classroom practices at Brooklyn Friends School reflect this principle, with teachers actively soliciting student perspectives and modifying instruction based on children’s responses and needs.

Responsive Pedagogy in Practice

Brooklyn Friends School implements what Cáceres describes as “malleably responsive” teaching that prioritizes human connection over rigid curriculum adherence. Teachers receive training and support to adjust lessons based on students’ emotional and academic needs on any given day.

“There could be a math lesson that’s happening and the next day there might be a test. But if a child comes in really despondent and in need of attention, the teacher will absolutely pause, prioritize that, perhaps call the student aside and have a conversation,” Cáceres explains. Faculty members learn to balance academic objectives with students’ social-emotional wellbeing.

Evaluation systems, which Cáceres describes as “beautiful and tender,” reflect this human-centered focus. Faculty members receive three classroom observations before April, followed by reflection conversations and collaborative journaling exercises. Growth and development take precedence over judgment or compliance in these processes.

Professional development at Brooklyn Friends School extends beyond teaching faculty to include all staff members. “Everybody gets exposed to the professional development at BFS because everybody is in service to the needs of children,” Cáceres notes. Comprehensive programming ensures consistency in how adults interact with students throughout their school experience.

Student Agency and Dream Partnership

Cáceres views children as “dream partners” whose aspirations and concerns provide direction for institutional priorities. Brooklyn Friends School transforms how it responds to student requests and advocacy efforts based on this perspective.

“Children might do that in the context of learning about it. And when I first got here, people talked to me about that as a warning, ‘Crissy, the kids might come and ask you for protests, the three-year-olds, the five-year-olds, the 12-year-olds, the 18-year-olds,'” Cáceres recalls. “And I said, ‘That’s amazing.’ They’re like, ‘What are you talking about?’ I said, ‘That’s my favorite.'”

Student activism at Brooklyn Friends School reflects the institution’s commitment to social justice education. Rather than discouraging political engagement, the school provides structures for students to research issues, develop proposals, and advocate for change within both school and broader community contexts.

Children’s advocacy efforts typically focus on improvement rather than destruction. “Children always have a need because they think it will make something better,” Cáceres observes. “They never come and say, ‘Do this because it’s going to be hurtful, do this because it’s going to exclude.’ Children always have a need because they think it will make something better.”

Student engagement patterns inform how Brooklyn Friends School develops curriculum and policy decisions. Student input influences everything from dining options to academic programming, creating authentic opportunities for civic participation within the school community.

Collaborative Learning Environments

Circular classroom models at Brooklyn Friends School create conditions where students learn from each other as much as from adult instructors. Peer-to-peer learning reflects Quaker beliefs about the capacity of each person to contribute meaningful insights.

Faculty methods support this collaborative environment. “They are always more curious than certain, and so they don’t bring forth demands. What they bring forth are wishes and hopes and dreams in the context of what they believe is going to be for the betterment of something,” Cáceres explains about student contributions to classroom discussions.

Teachers receive preparation to facilitate rather than dominate these collaborative learning experiences. Faculty members develop comfort with uncertainty and student-directed inquiry rather than relying on predetermined lesson outcomes.

Brooklyn Friends School’s commitment to student voice extends to conflict resolution processes. When behavioral issues arise, students participate in restorative conversations where they identify their actions, consider impacts on others, and develop plans for different choices in similar future situations.

Measuring Success Through Student Development

Brooklyn Friends School evaluates its educational effectiveness through long-term outcomes rather than standardized test scores or college admissions statistics. Cáceres defines success by examining graduates’ life choices and community contributions as adults.

“The success is what are the ingredients within their life’s walk, it is what would they define as core and important,” Cáceres explains. “The measure of our success is who they are as 30, 40, 50, 60-year-olds in the world, it’s who they are and continue to be in relation to the privileges that they hold.”

Character development and social responsibility take precedence over traditional academic metrics in this perspective on educational outcomes. Brooklyn Friends School seeks to graduate students who utilize their advantages for positive social impact and consider how their decisions affect others’ lived experiences.

Student voice development prepares children for lifelong civic engagement. Through classroom participation, advocacy projects, and conflict resolution experiences, students practice skills necessary for democratic participation and community leadership beyond their school years.

Category: Education

Adolescence is a threshold: motivation surges and dips, identity takes shape, and peers matter as much as grades. Families and schools often ask how to offer structure without stifling curiosity—how to make learning feel relevant instead of performative.

The Montessori approach, designed as a continuum from birth through young adulthood, gives a practical answer rooted in dignity, responsibility, and authentic work.

For a fuller backstory, read Maxmag’s in-depth tribute to Maria Montessori, then come back here for what it looks like in practice. For readers weighing options, this article translates those principles into the adolescent years (12–18) and shows how a well-run program builds confidence, scholarship, and community life without slipping into either permissiveness or grind.

What Is the Montessori Adolescent Program?

The Montessori adolescent program is the 12–18 extension of the continuum, often informed by the Erdkinder model—a school community that integrates academics with meaningful responsibility and stewardship. A thoughtfully prepared environment for teens (studios, labs, gardens, kitchens, micro-enterprises) signals trust: “Your work matters.” Instead of isolating teens by age, Montessori organizes mixed roles and collaborative work cycles that mirror adult life in safe, scaffolded ways.

Identity, Confidence, and Community

Teenagers are asking, “Who am I and where do I belong?” The Montessori adolescent program meets that question with visible roles—editor, steward, archivist, crew lead—inside a community that notices and needs their effort. Accountability is relational rather than merely transactional, which nurtures social-emotional development through daily practice: listening, negotiating roles, giving and receiving feedback, and repairing mistakes when they happen.

A core outcome is teenage autonomy—not freedom without limits, but choice with purpose. Teens co-design projects and daily schedules within clear structures. Confidence grows less from praise than from evidence: a revived garden, a publication that ships, a community event executed well. As they see themselves as competent contributors, peer belonging and self-respect rise together.

Real-World Work That Powers Learning

Within the Montessori adolescent program, many sites run small ventures—farm stands, cafés, publications, design studios—where budgeting, marketing, and production anchor academic goals. This is experiential learning in honest form: success is measured by quality, sustainability, and customer satisfaction, not just a grade. Within that frame, project-based learning for teens flourishes. A climate report becomes a public exhibition; a literature seminar culminates in a staged reading; statistics refines a campus compost system. Projects are iterative, public-facing, and assessed with rubrics balancing craft, content, collaboration, and reflection.

Rigor, Coherence, and Readiness

Rigor in Montessori means depth and intellectual honesty—reading like scholars, writing with evidence, and reasoning with precision. The Montessori adolescent program ties theory to application: algebra informs pricing and cost models; biology drives habitat restoration; rhetoric shapes advocacy for local issues. For context on how foundational habits shape adolescent outcomes, the University of Cambridge has reported on a study of reading for pleasure in adolescence that links early reading to stronger cognition and better mental health—helpful evidence for families weighing program quality.

Just as importantly, teens practice executive functions—scoping work, setting milestones, managing calendars, and revising in response to critique—so transitions to university or work feel like a step up, not a leap into the unknown.

Rhythm, Wellbeing, and Digital Life

Montessori communities design for rhythm: protected work cycles, physical movement, and quiet reflection. Community meetings establish norms; restorative practices address conflict. Rather than escaping modern life, teens learn to engage it wisely—examining media claims, practicing civil discourse, and setting boundaries around technology, sleep, and study habits that will outlast school. As reporting by The Telegraph notes, later school start times can support adolescents’ alertness and performance—insights that dovetail with Montessori’s respect for developmental biology.

Equity and Belonging

Because adolescents crave belonging, inclusive design is non-negotiable. Mixed abilities, cultural humility, and student voice are baked into routines. Older students mentor younger peers; alumni return to describe real-world paths. Belonging is treated as a prerequisite for learning, not a reward granted after achievement.

Practical Ways to Start (for Families and Schools)

• Visit and observe. Do teens have real roles? Is the work consequential beyond grades?

• Look for coherence. Are humanities, science, and math connected by shared projects and questions?

• Ask about feedback. How often do students revise work after critique?

• Redesign spaces. Studios, gardens, and common areas should invite responsibility, not passive consumption.

• Invest in adult learning. Teachers shift from directors to facilitators; that requires training and time.

Bottom Line

Adolescence is not a holding pattern—it’s an apprenticeship into adulthood. A well-designed Montessori adolescent program offers purpose, responsibility, and connection so teens don’t just perform learning—they inhabit it. The result is durable motivation, stronger scholarship, and a clearer sense of self and community.

Starting a new path as an RBT is not as easy as many think. You may have skill, drive and even good will, yet still fall into small traps that slow your way to pass this RBT exam.

These traps are not rare, in fact, many RBT learners face them in the start and do not see them till late.  Know them soon and you can rise fast. That is why it is so key to learn these slips now, not when it is too late.

Why Knowing These Mistakes Matters

The work of an RBT is more than just a job. It is part of applied behavior analysis, where growth and real skill build can shape the lives of children, parents, and family members. If you miss a key step or skip a rule, the harm can be more than just your grade or job and trust may be lost, goals may be stalled, and a whole plan can fail.

Many new RBTs step into the field with passion but no real view of how deep the role is. This is why it is so key to learn about the common mistakes in the start. When you know what traps to look for, you can save your time, keep focus, and act with more care. A simple way to check your prep is by taking a RBT practice Exam, which can help spot weak points before they turn into real errors.

1. Missing Clear Feedback

One of the most common errors new RBTs make is not seeking or using feedback from their BCBA or lead therapists. At first, many learners think that once they pass the test, they should know it all, but that is far from true. The job is about skill that grows with time and practice. If you do not ask for notes on how you did, you may keep the same weak ways and not even know it.

This is a trap because poor habits stay and later they are harder to fix. The best way to avoid this mistake is to keep an open mind. Ask for notes often, write them down, and act on them in the next task. A pro RBT is not the one who never errs, but the one who learns from every step.

2. Weak Use of Data

The heart of RBT work is not just about help, but also about track. You are not only there to aid, you are also there to log what is done, how, and when. Many new RBTs give low care to data, which may look small in the moment, but it harms big in the long run. If the logs are not right, the treatment plans lose value, and the BCBA cannot judge what works and what does not. This means the child may not get the right changes at the right time. For each instance, your log must be clear, full, and real. You must note both wins and fails. To avoid this trap, treat data like gold, because without it, the entire framework of care can collapse.

3. Not Linking With Family Members

A big trap is to think your role ends when the session ends. In truth, the RBT’s task links with home as well. When you do not bond with parent or family members, the care can break. Think of it like this: a child spends one hour with you but the rest with their family. If the care does not flow at home, the gains may fade. By not sharing notes, small tips, or clear guides with the ones at home, you risk the growth path. A smart RBT knows that support from home can make or break the path of care. So, take time to talk, to share logs in plain words, and to guide the family with care. This bond builds trust and helps both child and home see more good.

4. Losing Focus of Treatment Plans

At times, RBTs drift from the set treatment plans. It may be due to rush, mood, or even the wish to try new steps. But the risk here is huge. Each plan is made with care by the BCBA based on data, goals, and the needs of the child. To stray from it may harm the care and break trust. A plan is not just a list, it is a map. If you leave the map, you may get lost. The wise way is to always stick to the plan, but if you see that a step is not fit, then you must share that with the BCBA. Do not take a short cut. Keep the plan in mind, act with care, and note down what you see.

5. Poor Attention to Change

Each child is not the same, even when they both have autism or the same goal. A trap many RBTs face is not giving enough attention to small shifts. For some kids, a small act or mood swing can mean a lot. If you do not see it, or worse, if you see it but do not log it, the care path can be lost. These changes must be caught and saved in data, so the BCBA can make wise calls. For you, it means you must stay sharp in each session.

Do not drift, do not look at clock only. Look at the child and note all you see. In this role, sharp eyes are as key as kind hands.

6. Not Asking For Support

Some RBTs think they must act as if they know it all. This is a false path that leads to stress and errors. The truth is, no one knows all. Even the best in the field once were new. If you feel lost or unsure, the smart move is to ask for support. It can be from your BCBA team, or even other therapists who share your task. To wait or to hide your doubt is not a show of skill, it is a risk. Ask soon, and you will learn more, grow fast, and keep the care safe. This is not a sign of weak, but a sign of smart.

7. Time Drift

A trap that looks small but harms big is poor use of time. Some RBTs take long for small steps, while some rush big steps. Both can break the flow of care. If you spend too much time on one part, you may not have space for the rest. If you rush, the child may not gain from the act. RBT work is a mix of pace and flow. You must learn to plan, to set slots, and to keep to them. Use logs to note how long each task takes, then you will see where to cut and where to add. A pro RBT is not just one with kind heart, but one who knows how to work with the clock.

8. Weak Link With Therapists

The RBT is part of a big team, not a solo act. Many new RBTs fail to build a link with other therapists, and this grows into a gap. If you do not share notes, ask, or talk, then the team may not sync. This hurts not just the care but also the trust of the group. To avoid this, build bond with your team. Share what you see, talk of what works, and listen to what they say. The child is not just your task, but a team task. With good link, the care is smooth, the plan stays strong, and each part helps the other.

9. Lack of Clear Tips Use

You will get a lot of tips from your BCBA, team, or books. But just to hear or read them is not enough. If you do not use them, they mean no gain. Many new RBTs nod to advice but go back to old ways. This is a trap that holds you back. To grow, you must act on the notes and see how they work in real time. Take one tip, test it, and log what you see. Over time, you build your own style with these steps. The key is to not just know but to do.

10. Forgetting the Goal

At last, the worst trap is to lose sight of why you are here. The real goal is to help the child grow and live with more skill. If you see this as just a job, your drive may fade and the care may lose heart. The RBT role is more than task, it is to guide a child with autism or other needs to live more full. Keep this in mind and each small win will give you more joy. Your role is not just a task in applied behavior analysis, but a gift of growth. This sense of purpose will push you through hard preparation days and test time at Pearson Vue.

Final Words

To be fair, all new RBTs will slip at some point. No one is free from error. What makes a pro is not a lack of errors but the way they face them. With will, with guide, and with care, you can cut these slips. The core is to see them soon, learn fast, and move on with more skill. RBT work is not just a job, it is a path to help lives, to build trust, and to grow as a guide. Hold on to this and your work will not just serve others, it will also shape you.

Mobile devices have become powerful learning tools for kids. Previously, students relied on oral and written channels, such as tests and handwritten notes, to track their progress. Now, technology shapes the educational experience in new ways.

In the 21st century, children have access to the latest technology, including computers, desktops, mobile phones, and tablets. Children use all of these devices to conduct research, communicate with teachers, peers, friends, and various online portal forms to submit their assignments.

After the COVID-19 pandemic, students are relying most on online tools, such as Google Classroom or Zoom, to attend virtual live classes. The new lifestyle during the COVID-19 pandemic has taught students how to rely on distance learning and remote work with updated technology.

Here, we will discuss in detail how kids can learn from mobile phones and why it is beneficial for their long-term academic success and growth.

10 Ways Kids & Students Can Use Mobiles as Learning Tools

There are several ways to utilize mobile devices as a learning tool, leveraging various Google apps, authoritative websites, and assignment-helping websites. Here, we have listed a few ways to make productive use of a mobile phone.

–         Know the Assignment

Students can use a mobile phone to update themselves on assignments that teachers have uploaded to the LMS system or to an online dedicated social media group. Not every student has to visit the teacher’s room for detailed information. Teachers can update kids through a proper online communication channel.

Many schools, colleges, and universities use Learning management systems, such as Canvas LMS, Moodle, Blackboard Learn, Google Classroom, and Brightspace, to communicate assignments and engage students. Students receive regular updates about tests, assignments, and report submissions with a single click on their mobile phone.

–         Access to Recorded Lecture

One of the key benefits of using a mobile phone is that live lectures can be recorded online and listened to later. It happens with students as the lesson is not picked up during the professor’s session due to the lecture’s difficulty or being unattended for any reason. The lectures can be recorded if the teacher allows it.

Some LMS systems have already recorded lectures, which students can view later. Recorded sessions enable lectures to be watched repeatedly, facilitating learning and consistent growth.

–         Store Online Notes Safely

As a student, you will have numerous PDF files containing assignments, online notes from the internet, and e-books on your mobile phone, which can create distractions during mobile operation. Numerous apps enable students to stay organized and take notes for specific subjects.

Apps like Google Drive and Dropbox offer online storage, allowing kids to upload files online. With a mobile phone, they can access the notes anywhere, without needing to open a laptop or a desktop. During the exam, they can revise notes outside of the classroom, either standing or sitting.

According to RJ Jacquez, “The thing is ‘Mobile Sets Learning Free’ and we can now learn virtually anything, anywhere and anytime, and that’s amazing.”

Students need to be fully equipped with the latest technology to stay current with the world.

–         Get Information through a Podcast

A podcast is the best way to get yourself informed. Speakers with question-and-answer sessions convey lots of information, and students can take advantage of it.

Podcasts are gaining popularity due to the sharing of ideas, information, and stories that spark more interest in learning. Students can find podcasts on virtually any topic, and a wealth of information is available on the internet.

Whether it is a health-related, gaming, educational, legal, business, or scientific niche, one can easily find it on the internet. You can find a quality podcast on various platforms, including Spotify, Apple Podcasts, Google Podcasts, Pocket Casts, Castbox, and YouTube. Now the information is only one click away.

–         Record Presentation with High Quality Video

During online classes, teachers often assign a presentation as an assignment. In an online session, students must record themselves to submit as a presentation.

Kids can use mobile phones to record for presentations along with PowerPoint slides. Many laptops lack a camera or have a low-quality one, so that children can use their smartphones for recording.

Usually, smartphones have a high-quality camera, allowing you to record quickly, easily, and submit a video in no time. For creating a presentation, they can use an existing template in Microsoft PowerPoint or design one with online PPT creation tools like Canva, Google Slides, Microsoft PowerPoint, Prezi, and Beautiful.ai.

Using an online presentation tool teaches children how to learn new tools and helps them create presentations. It is a fundamental skill that every company demands. An invaluable skill that benefits children in higher education and in the workforce.

–         Learning through Online Word Games

Students are keenly interested in playing games. They can easily improve their learning with puzzle games. Unlike traditional games like flashcards or worksheets, students can now play online word games, which offer more interactive and fun challenges. Simply with one click on mobile phones.

Students find Strands Unlimited an exceptionally exciting game that improves vocabulary. It is a themed-based word search game, in which students learn new words.

Kids can play daily or for unlimited time for endless excitement and fun. Other popular word games among students are Wordle, Connections, and Words with Friends, which improve their memory recall, critical thinking, and encourage creativity.

Students can play it daily as a morning routine to refresh their brains. Winning a puzzle gives a sense of accomplishment and helps set the positive tone for the rest of the day. All you need to do is open your mobile phone and spend a few minutes a day playing a word game.

–         Track the Calendar

If you are a student doing a part-time job, an online calendar would benefit you the most. For a paper calendar, you have to take it everywhere to see what appointments, classes, and meetings are marked. An online calendar app can benefit you in many ways. You can

• Mark events with alarm clock options, remind you of meetings
• Can access anywhere with a single tap on a mobile phone
• Never makes you lag or fall behind

Students can learn how to use online calendar apps like Google Calendar, schedule meetings, which would be helpful in their jobs.

–         Read Books Online

Reading a book is a great habit that can lead to success. Nowadays, many people use the online e-book format to read books. Children can read online academic books by downloading them to their mobile phones.

They can read and revise anywhere, whether traveling on a bus or sitting in a park. They don’t need to carry heavy books in bags. With e-book options, it is easy to download heavy files in one click.

Children can read other entertainment books online. Reading will improve their word processing speed and information retaining ability. It will help build knowledge and lead to success in a career. Kids can read books by downloading them in PDF form.

Many online websites and resources, such as EPIC, offer over 40,000 ebooks specifically for kids that not only provide access to various books but also track their reading performance.

–         Use Timer

Children need to learn time management skills, as they must find a balance between their studies and playtime. On their mobile phone, kids can set a time using a timer app to specify a specific task.

Even in subject studies, if a child gives more time to a particular subject that is not needed, he can set a timer for it. The mobile app is a state-of-the-art technology that allows students to manage their timetables fully.

With the stopwatch feature, kids know their time will be managed effectively, and they feel less stressed. Keeping their mind active and sharp.

–         Keep in contact with Alumni

A mobile phone can store a large number of contacts. If your mobile storage is low, you can synchronize and save contacts in Google Drive. A student should stay in contact with professors and alumni to stay updated on industry practices.

As a student, you should also keep your current teachers in contact. If you have a question about an assignment or will be missing a night of class, you should contact your professor as soon as possible.

In such instances, a smartphone proves particularly useful because one of its primary functions is communication. Depending on the teacher’s preference, you can contact them via phone, email, or text message. Clarify the concept.

Final Thoughts

A mobile phone is a must-have device for students for educational purposes. Through a mobile phone, kids can access various learning platforms, educational word games, time-tracking, and management apps, such as calendars and timers.

From updating assignments to recording lectures and organizing notes, students with smartphones can accomplish almost anything. They are now able to use their time productively.

The device teaches children valuable life skills, including time management, reading, vocabulary building, networking, presentation skills, and modern online tools. Kids are turning their screen time to productive use with lifelong learning opportunities.