Each school, in some way, makes decisions that alter classrooms in order to satisfy the needs of students, concerns of parents, requirements of governing bodies, and other factors that need to be addressed. It is an ongoing juggling act that schools must constantly deal with in evaluating the effectiveness of their individual programs. Through careful integration, these matters need not interfere with the integrity of implementing an effective Montessori program. So the question might be asked, "When does Montessori education become "watered down"?" In Montessori classrooms, an essential element of success lies in the guide's ability to observe and respond to each student's individual needs. Exploration must be encouraged. Children are learning to process information when they are asking the questions. They do not develop meaningful knowledge by force; they must act for themselves. It is the guide's responsibility to create interest by encouraging them to analyze and think for themselves. What Montessori teachers offer to their students should be a constant, the key ingredients of which are not optional. They either believe in the life's work of this pioneer of meaningful education, or they willingly accept a diluted version that will eventually lose its consistency. The beauty of Montessori should be that no matter where the true Montessori experience is offered, there is a consistency that is evident from school to school.