For All The Right Reasons

At The Montessori School of Raleigh our families and community have chosen to support MSR for many different reasons, albeit the right reasons. 

The right reasons for their child's learning pace and style, to build a community who seek an education that looks beyond the boundaries of the traditional classroom, and to support a future of thriving and thoughtful global citizens.

We hope you will take a moment to read the stories of those who have chosen to support, and who are benefitting from, MSR's distinct vision and methods. Consider making your own impact on the school, for all the right reasons, through The MSR Annual Fund.



Colton Alford

Student, LE II

Colton has “figured out some things,” he tells us. For example, compared to the sun, “We on earth are just a speck.” We should also “always be nice to nature, especially frogs…they breathe with their skin…they can die from the sun…we should give them a rock tent and sometimes feed them a fly.” And, “Don’t tackle people. Include someone even if you don’t know them.” Colton adds, “Ms. Newsome says that everyone should have a partner.” All good insights, we think, for someone who is seven.

Colton was three when his parents enrolled him at MSR. He doesn’t remember why they chose this school but he remembers meeting Walter, “my friend,” and their friendship continues even now in LE. They have played “fun games” through the years, and at the moment that includes “cops and robbers.” They are the latter, and at recess the “bank” they like to rob is on Ben’s Field. 

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Donna Boyd

“I see the future every day—they’re walking all around me,” says veteran LE Directress Donna Boyd. Momentarily overcome with excitement, she adds, “And now look what we have—a high school!” We agree—more time for students to absorb the life-changing education at MSR. Deeply insightful, remarkably skilled, Donna believes in the power of this school because she is a veteran architect of this transformative learning environment.

We want to know when Donna first realized she wanted to teach. “When I was a senior in high school,” she responds. She was bored in Civics class as a teen in a new school and told the principal she wanted to teach herself. The administrator saw Donna’s precociousness and not only allowed her to become her own instructor, reporting to him once a week, but also asked if she would like to teach music to five-year-old children at the school. “I previously had been in a very good high school with a good music program” she explains. She had even been a student choral director, so with confidence Donna embarked on her teaching career.

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