Category: Education

Reading sets kids up for a lifetime of learning and imaginative fun, but books can cost quite a bit if you buy them all from retail shops. Luckily for parents on a budget, there are tons of ways to find cheap or free books for kids.

Whether you decide to borrow or buy, you can keep your children’s home library stocked with classics, learning tools, and the latest story titles.

Never Underestimate the Local Public Library

A library card is a must-have tool for parents. Even in the least funded communities, you can find books to borrow there. Let your children explore the shelves, get help from the librarians, and visit every week for new options. You can also take out movies, games, and other learning materials at many locations.

Libraries also have book sales semi-regularly throughout the year, at least at the largest branches. All the books will be used and have stickers related to circulation, but are still in good enough shape to enjoy at home with your kids. If you wait for the last days of the sale, you may even have ‘Buck a Bag’ pricing, although other shoppers will pick over the selection before you.

Free Children’s Books Around Town

Check your neighborhood for Little Free Libraries, too. These are set up by home or business owners as places where folks can trade out books of any kind. Remember if you take one, you should leave one behind so someone else can enjoy it.

As great as free libraries are, kids thrive when they own their own books and can read and look at them repeatedly. It’s also important to encourage your kids to read in the age of social media and growing technologies. The following list covers the best places to buy children’s books new and used. Never shy away from pre-loved books in good condition.

Freecycle, Buy Nothing Groups, and More

If you’re looking specifically for free children’s books and are ready to drive across town to pick them up, you cannot go wrong with these localized platforms set up online. They all work basically the same way. You browse offers from other people in your area or create a ‘looking for’ or ‘wanted’ post describing your interests. Then, if anyone has it, you contact them directly and set up a time and place for pickup.

Be as descriptive as possible when making your post without making a specific shopping list. While you can ask for particular titles, it might seem more like you expect gifts that way. Try something like: Wanted: children’s picture books in good, readable condition for a boy who loves cars and animals.

If you’re fine with ebooks for your kids, check out Project Gutenberg, the International Children’s Digital Library, and Open Library websites. These offer classics and other favorites that are 100% free and often out of copyright due to their age.

Cheap Kids Books at Real World Retail Book Stores

These often represent the first choice that comes to mind when you think about buying children’s books. It’s great to have brand new volumes of the latest stories. However, their discount or sale racks may offer only a few titles that your kids may not want. You will have to battle their urge to go for the full-price racks and ask for things you can’t quite afford.

Always remember that new is not necessarily better when it comes to books. As long as everything is intact, clean, and free of writing or scribbles, your child can enjoy the story just like someone else who loved the book before them.

The Best Places to Buy Used Children’s Books

Book Price Comparison

Price comparison websites are a great starting point when you’re hunting for affordable kids’ books. They gather offers from multiple sellers, allowing you to quickly see who has the best deal without checking each site individually. A book price comparison platform like BookScouter or DirectTextbook lets you search by title, author, or ISBN number and often organizes results by price. It’s one of the fastest ways to find cheap new and used books online. The only drawback is that, while these sites are very convenient, they can’t quite replicate the fun of in-person browsing and discovery.

eBay, Mercari, and More

Turn to the standard online local shopping and delivery sites to find decent-quality used children’s books—and even parenting books. Unless you’re interested in collectibles or rare books, you are more likely to find lots of similar genres or even series. Sellers offer bulk sets because listing and shipping them out is much easier. This is a great way to get something your kid will love. Plus, when you buy used children’s books this way, they can also experience the fun of unpacking the box when it arrives.

Marketplace and Other Social Sites

Local social media pages like Facebook Marketplace work a lot like the freebie groups mentioned above, except you have to pay for the items you find there. You can still post ‘wanted’ or ‘looking to buy’ messages on some. Setting up an alert for children’s books or scanning the platforms frequently to find what you want might make more sense. In the end, you probably can’t rely on sales sites like this to stock your entire home library. You might get lucky occasionally with an exciting new package to surprise your little ones.

Local Used Book Stores

Some towns and cities have used book stores that you can visit in person. Add back in the excitement of browsing shelves and experiencing the thrill of picking a new favorite book out and bringing it home. This can help your sons and daughters grow a love of books and reading because the process becomes more exciting. You can find some very inexpensive options at these shops, and some may even offer bulk discounts.

Reading is a fundamental skill that all children must develop, and it helps with tons of things beyond simple understanding of the written world. When you find the best places to buy cheap kids’ books or seek out free ones online or off, you share your own love of reading with the next generation.

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.