Montessori came to the United States at the turn of the 20th century, and the Method was, at first, accepted with enthusiasm. But it wasn't long before the honeymoon was over - American educators wrongfully accused Montessori of being behind the times of educational research of the day. One of these early criticisms of Montessori education targeted the amount of freedom given to children. The perceived wisdom of the era viewed teachers as the center of the classroom, and Montessori's critics were uncomfortable with the concept decentering the adult to educate the child. And what does this mean for cultures who do not have the same values around "peace and quiet?" In what ways does this idea of peaceful and quiet impact the neurodivergent children in our environments. A Montessori classroom should run on self-regulation, personal responsibility, and social harmony - not adult-imposed rules. Children need order, and adults must create an orderly environment. It sounds simple, but normalization and a culture of community can only happen with a prepared adult. A prepared adult allows children to practice essential executive functions and self-regulation skills like working memory, mental flexibility, and self-control. Observation is the secret sauce of the Montessori Method; without it, there is not Montessori Method. Everything we do in the classroom, from the lessons we give to how the furniture is arranges, should be based on observation.