Interview with Rhonda Stone, Lead House Parent of Y2 Montessori School – Adolescent Community (Y2MAC)
Many people are curious—just how exactly is residential life at a Montessori middle school? Similar to students elsewhere, the adolescents wake up around 7 AM, except with more defined responsibilities. By 7:30, two students on kitchen duty are already preparing breakfast for everyone. Their house parent, Rhonda, stays nearby, ready to help if needed. At 8 AM, everyone eats together and chats around the table. Once the kitchen is cleaned up, they each head off to school. Life in the Montessori boarding community is structured and independent with steady rhythm, allowing new students to adjust quickly to the environment. At 4:15 PM, another group of students returns to prepare dinner. They chop, cook, and serve by 6 PM. After cleanup, it's time to relax—listening to music, tossing a ball, or chatting in the common room… until 8:30, when everyone returns to their rooms.
The house parent's role is sometimes like that of an invisible guide. Among peers, there's a natural accountability: “Are you done washing? It’s my turn,” or “Your clothes smell—you should wash them.” Through shared responsibilities, adolescents learn to communicate, coordinate, and gradually develop mature dialogue and self-discipline. Rhonda watches these interactions unfold with a quiet smile. She doesn’t step in unless boundaries are crossed—her main role is to observe and accompany.
Boarding: A Chance for Adolescents to Take Responsibility
Rhonda has a daughter of her own, so she understands that kids don’t like to be forced. That’s why her interactions with the adolescents resemble how a thoughtful parent might engage. “I’ll chat casually when we’re taking out the trash or waiting for a turn in the shower. On regular days, I just observe closely and wait for the right moment,” she says.
While everything appears spontaneous, Rhonda is always prepared. “I stay ready—to listen, observe, and avoid overreacting. That’s how natural guidance can emerge.” It’s during these unguarded moments that adolescents are more likely to open up and speak from the heart.
Rhonda explains the nuanced role of a house parent: “I know clearly that I’m not their parent, which lets me be more objective, and I’m not like the dorm supervisors in traditional Taiwanese boarding schools who are in charge of disciplining and managing the students.”
Trained in Montessori education, Rhonda notes that parents often miss the days when their children were sweet and obedient, but what they may not realize is that adolescence brings profound physical and emotional changes. Clinging to the past only creates more distance.
Because Rhonda wasn’t part of the adolescents’ childhood, they often feel freer to be themselves around her, which allows real connection to grow.
The house parent is neither a parent nor a traditional dorm supervisor. Because Rhonda wasn’t part of the adolescents’ childhood, she can be more objective, allowing them to open up freely.
Earning Adolescents’ Trust Takes Work
When working with adolescents who live away from home, Rhonda’s approach is grounded in respect and trust. She doesn’t assume she deserves their trust just because she’s an adult.
Instead, she believes trust must be earned. “I must work to gain their trust—not take the stance of ‘I’m the adult, so you should listen to me.’ Relationships are mutual.
We’re newcomers in each other’s lives.” She goes on to explain, “Adolescents all carry an invisible wall. Past experiences shape how thick or thin that wall is, but when they feel trusted, the wall will start to dissolve.” That’s why Rhonda takes her time. She intentionally gets to know each student, purely appreciating who they are—their personalities and interests. She sees them as responsible young adults, not children. Bit by bit, she gets to know each student as their most authentic selves.
Rhonda gradually notices change. Over breakfast before class or during the quiet moments before bedtime, adolescents begin to seek her out to chat. They become curious about her life and background. “They no longer feel like they have to pretend everything’s fine. They’re willing to be vulnerable, to be themselves,” she says. That invisible wall starts to thin. Once the adolescents secretly organized a birthday surprise for her, leaving her touched and overjoyed.
Clear Boundaries Help Adolescents Take Responsibility
Adolescents are expected to manage their own rooms and follow dorm community agreements in the dormitory. Rhonda explains that over time, students naturally form a community where peer expectations take the lead. “When someone breaks a rule, it’s usually their peers who speak up. There’s no need for adults to step in. “In the beginning, the adults must emphasize the rules, but later, a simple reminder from an older student is all it takes!” she laughs.
“We must set clear boundaries,” she adds. “Natural consequences are far more effective than constant reminders or nagging.”
For the adolescents, Rhonda is a steady and calming presence. She understands how to use the Montessori way of communication. By listening intently and offering support, Rhonda makes the dorm feel like a second home.
Students naturally form a community where peer expectations take the lead. When someone breaks a rule, it’s usually their peers who speak up. There’s no need for adults to step in.
Rhonda Wants to Tell the Parents…
Adolescence is a time of rapid change. Adolescents may feel like strangers even to themselves. While they may push limits, what they need most from adults is to be heard.
Their brains are bursting with creativity, yet their attention can be fleeting. Physically, they still move like children, learning primarily through doing.
Adolescents aren’t afraid of change and are preparing to become adults. Parents don’t need to direct their every step and should, instead, let them explore, discover their value, and learn how to take care of themselves. Accept them, even if they think differently than you. Let adolescents become themselves and to guide their own path.
About Rhonda
Rhonda, whose warm smile feels like sunshine, is originally from Vancouver, Canada. A series of coincidences brought her to Taiwan, where she now serves as the Lead House Parent at Y2MAC. Her daughter, who attended a Montessori preschool in Vancouver, truly flourished. This experience sparked Rhonda’s curiosity about Montessori education.
At the time, Rhonda was a special education teacher at a high school and had been studying psychology. Her growing interest in Montessori led her to pursue formal training in Australia in 2016. That journey launched her deeper into the Montessori world.
After returning to Canada, Rhonda received a phone call from a classmate from Taiwan, inviting her to lead a summer camp. This invitation led to three years of co-learning groups, then a teaching position at a Montessori preschool in Taichung. She continued her education, and in 2024, earned a master’s degree in the International Montessori Program at National Taipei University of Nursing and Health Sciences, along with the AMI 12 – 18 Adolescent Diploma.
Reflecting on her journey to Taiwan, Rhonda says with joy, “There are so many beautiful connections in life.” In 2023, she joined Y2MAC as House Parent. “This is my dream,” she shares cheerfully. “I love trying new things and teaching, but I love this role even more. It lets me bring the spirit of Montessori into everyday moments and offer adolescents personalized, thoughtful guidance.”
Text by Yu-Hsiu Su
Images provided by Y2MAC