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.



Mehr Tank

Mehr greeted us with a big smile, a confident handshake, and a spirited delivery of her MSR story.  “I arrived here as a baby,” she chirps, adding that her parents wanted her to have a better education than they had.  “They researched good schools,” she continues, “and this one came up.”  Another wide grin, then, “They made the right choice.”

Mehr reflects easily and remembers LE 4 with great fondness and clarity.  “I still love it,” she says with a wistful look on her face.  “Miss Clawson and Miss Sayles—they are awesome. I remember my young self thinking, ‘I don’t want to move anywhere else.’”

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Abdel Darensburg

We hear all kinds of stories about why families choose MSR.  Of all the accounts, however, the one we hear from Abdel Darensburg, father of four-year-old Ayden, is one of the most memorable.  Asking parents how they heard about the school is a good way to learn how well our marketing strategies are working.  When we pose that question to Abdel, he doesn’t hesitate a second to respond.  “In college I just kept noticing that the sharpest and most academically successful students all had Montessori education in their backgrounds.”  He adds that these were students he knew over a period of time, acquaintances in undergraduate as well as in dental college, and from “very diverse backgrounds.”  “It didn’t seem to matter where people were from,” Abdel tells us. “The common denominator was that they all had very strong critical thinking skills and they all had spent some time in a Montessori classroom.”   Abdel says that he hadn’t been on a mission to discover anything.  “There was just something different about these friends, and then I uncovered the Montessori link.” That was all it took.  He made a pledge to himself then that when he had children, he would find a Montessori school. 

As Abdel continues to describe his own childhood, we begin to note another powerful connection to Montessori education.  Many reading this profile will know that one could visit a Montessori classroom anywhere in the world and recognize the activities as being very similar to what is happening on our own Lead Mine Campus.  This is because Dr. Montessori based her pedagogy on children’s natural development patterns, patterns that one finds in children everywhere.  Further, Dr. Montessori championed global citizenship, and her approach cultivates in students a deep understanding and appreciation of cultures around the globe.  Something Abdel’s mother said to him when he was growing up seems remarkably aligned with Dr. Montessori’s theories.  “My mom told me that when I finished college she wanted me to move out into the world and not be afraid to step beyond my comfort zone.”  Abdel admits that he didn’t quite understand at the time what his mother was saying.  “Now,” he says, “I get it.”  And, this is what he and his wife, Tori, want for Ayden.  “Basically, we want him to have no limits for personal challenges, and this is the message he is getting in this school.”  

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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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