OFMS April 2023 Newsletter

Oak Farm Montessori

April 2023

Do you believe everything your parents taught you? What about the theories your college professors lectured or your high school teachers mandated you memorize?

Each of us have learned, through life experiences and personal study, what we believe about a myriad of cultural topics and social norms. Is it such a wonder then that our own children question our rules, both at home and in the classroom?

Dr. Maria Montessori believed that moral beliefs come from within the child; that adults in their life either nurture or hinder that development in their interactions. In the first years of life, a child learns by watching and mimicking the behaviors of those around them. In our early childhood classrooms, students learn the importance of the guiding principles: care of self, care of the environment and care of others. These lessons are practiced daily and older students often are seen reminding younger children if they forget.

In the second plane, children are exploring, asking questions and making their own decisions about what is right and wrong. The beauty of this trial and error in the Montessori setting is that the teachers and the students work together to establish the norms of the classroom. Because this community must work together, the importance of established group rules is decided and maintained by all.

Finally, in the third plane, our high school students are now testing out their own cultural and social justice beliefs on those around them. During Socratic Seminars or Family Time they are encouraged to share their personal perspectives and are given freedom to do so freely. While no one opinion is seen or accepted as fact, all are treated equally.

The world we live in today is not the same as yesterday. These students will be faced with moral and integrity questions that we can only imagine as technology and science expands at lighting speed. The decision making skills, confidence building and valorization that a Montessori education provides will prepare these young adults for whatever future moral issues arise.

Candice

Building Character

Bayley Siewek, Toddler 1 Teacher

Moral development, for even the youngest of children, is essentially the foundation or backbone of a child’s character that develops as soon as the child comes earth side. This is done within the child, through close observation and concentration. At that point, the child can be guided, nurtured, and absorbed in a positive way to develop the morals of oneself. This is all possible because of the child’s absorbent mind that soaks in the world around them like a sponge.

All of this is evident in the way adults and caregivers push for children, in the first plane of development, to gain their independence through meaningful work. Children are then able to make logical choices and decisions for themselves based on their strong morals that they now lean on and were introduced to at such a young age.

We encourage this practice through every aspect of our day in the toddler room. Some examples include when a peer unintentionally hurts another peer we advise them to check on one another, instead of pushing them to go straight to an apology. This also allows the child to build their empathy skills. Another example that is utilized throughout our day is guiding the child to use their strong words when attempting to accomplish a goal. One final example of how we foster moral development in our toddler room is by modeling mutual respect between children and adults. This leads the pathway to a strong moral backbone. By respecting the whole child, we empower them to also do the same with their friends.

Once a child feels secure in their moral development, and the world around them, they can start building relationships with others. These relationships can be built on the foundation of their moral development. Children become more curious about the world around them, and they then start to reason and hypothesize on the meanings of right and wrong. They can independently complete work, even if problems arise. Based on the child’s moral development and past experiences, they can move forward and really problem solve. A child’s moral development is always adapting and changing as he grows and reaches new planes of development and milestones in growth.

You can nurture your young child’s moral development by asking questions about their world. Observe when your child is deep in play so that you can best feed the needs of the child, and finally, give your child space to problem solve and make choices to strengthen this important skill that they will build on for the rest of their lives.

guiding principles

You may have witnessed circumstances when a child laughed when his friend fell off a chair or saw a child tell her friend “Your picture is ugly!” These are common occurrences in the early childhood stage which provide us an opportunity to support our children’s moral development.

Dr. Montessori suggested that children in the second plane of development (6 to 12 years) begin to develop reasoning abilities and interests to discuss moral issues. However, the foundation of moral principles and character development happens in the first plane of development (birth to 6 years).

Between the age of two and six, Dr. Montessori identified that young children are in the sensitive period of learning grace and courtesy as they show interest in becoming part of a community and learning to imitate adults’ behavior.

In the Montessori environment, the essence of moral education is taught through rules and relationship building in a warm and loving environment; where adults provide both guidance and model essential moral behavior such as respect, integrity, honesty, compassion, and empathy. Instead of relying on reward and punishment to cultivate expected behaviors, we provide clear and consistent boundaries and expectations in a kind and firm manner. Children are also equipped with strategies for socialemotional learning, mindfulness practices, and conflict resolution. In our environment, we provide a peace corner where children can safely self-

regulate and independently calm down before they engage in a necessary conflict resolution with their peers using positive language choices.

There are many lessons that are grounded in the essential moral virtues that involve grace and courtesy principles, self-awareness, community awareness, and social-cultural awareness. Many of these activities are meant to guide children to make responsible choices in their interactions with other people and the environment. This healthy interaction is also supported by the multi-age principle that nurtures the spirit of collaboration and respect. At OFMS, each child learns the guiding principles of taking care of oneself, others, and the environment at a very young age. There is also an emphasis on exposing children to the diversity of people and life on our planet. This effort cultivates awareness and appreciation of all living and nonliving things and encourages a commitment to making our world a peaceful place to live.

Montessori education supports children’s character development and inner calm necessary for becoming respectful, empathetic and peaceful adults. This approach, which Dr. Montessori herself refers to as “education for peace”, is designed to nurture children’s interpersonal skills to work peacefully and harmoniously with others; as she believed that peaceful children contribute to future world peace.

“This effort cultivates awareness and appreciation of all living and nonliving things and encourages a commitment to making our world a peaceful place to live. “

Yova Teusch, Primary 2 Teacher

Choices matter

Abby Minnich, lower 4 teacher

Maria Montessori talked about the moral development in the elementary classroom as the “education for peace”. The moral development of the child is something that he develops within. This is done by what they see us as teachers modeling, along with peers also highly influencing them. As a classroom, we have really been focusing on empathy because this is something as a society and culture that is currently lacking. The students are naturally gaining knowledge and creating their own set of morals organically. This happens through discussions and conflict resolution within their peer relationships and community. Grace and Courtesy and the guiding principles; taking care of yourself, others, and the environment are what our classrooms are built upon. Dr. Montessori believed that students at the elementary age are really in the experimental stage of developing their own set of values and beliefs. They verbalize and work through right and wrong, make their own choices, and test boundaries. She developed a classroom environment where they are able to experience the natural and logical consequences of these choices along with their peer responses. As the child experiments, this is where their own morals within are developed. Montessori said, “The things he sees are not just remembered; they form part of his soul. He incarnates in himself all in the world about him that his eyes see, and his ears hear.”

In upper elementary, our students have moved into the plane of development where they are very aware of social justice. They are looking for a fair and equitable division of resources and opportunities in our school, as well as our society. At this stage, children are forming their sense of self and what they stand for in the world through life experiences.

We work to build empathy for others, beginning with our classroom community. Acceptance of differences between each other makes for a strong, unified community. We are fortunate enough to take the time to mentor the children, in the moment, during the school day. Appreciating what another person is thinking/feeling, and then finding a mutual solution builds empathy. For example, two students were frustrated with each other. They both wanted to be the leader while organizing their chore team. We were able to take time away from the class to have a crucial conversation that involved each student specifically stating what was bothering them. After that, they came up with solutions. They decided to share the lead role and the older student even volunteered to mentor the younger student on how to lead during conflict. She then asked her to help plan the next field trip for the class. When feelings were expressed, empathy was involved for each other, and then that empathy fosters compassion and a teamwork mentality.

We work to instill an awareness of the world beyond our campus with our students. We have had individuals become interested in helping people and animals. They chose to serve time at local shelters and researched ways to collect necessary supplies for those who have specific needs. Students work to keep our indoor, as well as our outdoor, environment clean of waste. Recently, students saw packing material floating around in the trees, so they asked to go and pick up the trash; this included multiple people in our class. Building positive and strong morals is a work that our students come to naturally when tasked with contributing to society.

Students finding a lost “bug” and then build him a home. Empathy at its best.

We all have a part to play

Kavin Ley, Theatre and Middle School Teacher

As a performing arts teacher, I have seen firsthand the impact that the Montessori concept of moral development can have on students. In a Montessori classroom, children are encouraged to develop their own sense of morality and to take responsibility for their actions.

One key aspect of this approach is the emphasis on freedom within limits. Children are given the freedom to explore and learn, but they are also taught to respect the boundaries set by their teachers and the community. This balance of freedom and responsibility helps children develop their sense of self-discipline and self-control.

Another important aspect of moral development is the focus on social interaction and cooperation. Children are encouraged to work together and to consider the needs and feelings of others. This promotes empathy and helps children understand the value of working

towards the common good.

As a performing arts teacher, I have seen how these principles can be applied in the classroom. For example, when working on group projects, students are encouraged to collaborate and to listen to each other’s ideas. This helps them develop their communication skills and their ability to work as part of a team.

In addition to these practical skills, moral development also helps students develop a sense of purpose and meaning in their lives. Children are encouraged to think about their values and how they can contribute to their community. This helps them develop a sense of purpose and a desire to make a positive impact on the world around them. Creative environments like music class and theatre class are excellent places to encourage this development.

Overall, moral development is an important aspect of a child’s

education. It helps children develop self-discipline, empathy, and a sense of purpose, all of which are essential for success in the performing arts and beyond. As a teacher, it is a joy to watch my students grow and develop these skills, and I am grateful for the opportunity to be a part of their journey.

Students donated 75% of profits during the month of March to Hives for Heroes

CO pO ing CO pa iOn

Betsy Ley, Music Teacher

At Oak Farm Montessori, we believe that the Montessori principle of moral development is essential in creating wellrounded individuals. This method emphasizes the importance of developing a strong moral character in children, which in turn fosters respect for themselves, others, and the environment. The principle of moral development is relevant to music education in several important ways.

Dr. Maria Montessori believed that children have an innate desire to develop a sense of morality and social justice. She saw the role of the educator as a guide; nurturing the child’s natural development and helping them to become responsible, compassionate, and empathetic individuals. The Montessori approach to moral development is based on the idea that children learn through their own experiences, and that they need to be given the freedom to explore and make choices to develop their sense of right and wrong.

In music education, we witness this in several ways. In our classroom, for example, students are encouraged to collaborate and work together in musical activities, fostering a sense of teamwork and respect for others. Music is also used as a tool to explore different cultures and traditions, teaching children to appreciate diversity and to be respectful of different customs and beliefs.

The importance of moral development also makes evident the need to maintain a positive and supportive learning environment. In music class, this means creating a safe and welcoming space where students feel comfortable taking risks and making mistakes. In our class, students practice this each day during our community sharing time, in which students share pieces of music they’ve prepared with the class. The students do an excellent job giving the performers their attention and encouragement; thereby creating a mutually respectful environment where creativity can thrive.

I am grateful to witness daily how the arts provide our students with the ability to develop their moral awareness. Completing large communal work in synchrony, as we do in music, gives students practice in respect, thoughtfulness, listening, and so many other skills that are integral to becoming a valuable moral agent in the world. It is a privilege to be a part of their growth and development as they continue doing this incredibly important work.

Virtue and Vulnerabiliity

Jon Agler, High School Administrator and Business Programs Director

Aristotle in his teachings shared that it takes education and practice to become virtuous. Within the Montessori environment, there are many opportunities to learn and practice how one’s interactions can impact those around them. For the first plane of development, children mimic virtuous behaviors. They see adults and older children’s behavior and they follow their lead. Their family unit is a very important part of this development and much of their own behavior is a response to their environment. During the second plane, students must work out their own morality within the context of their immediate surroundings. The socialization of the students is formed through guidance from adults, but the children are no longer only mimicking, but now they are practicing as it impacts them and their own social circles.

In High School, students who are in the later stages of the third plane of development are now at the place where they know and are educated on the basic moral needs within their own community. They are now challenged with rationalizing the morality of humanity as a whole, and how they themselves will impact the world in a positive or negative way.

Adolescence is a sensitive time in development as they learn about many dark and immoral parts of humanity. This is a heavy, yet

important part of holistic development. They must ask, “why would someone choose to act the way they do,” and “would I make the same decisions if I were in their shoes?” They are no longer mimicking, but exploring their own action’s impact. We should openly talk to them about these issues and help them to rationalize this difficult reality.

The guide and parents must not forget to continue to expose them to, and promote those who have come before us, who have chosen the virtuous way of life. As we promote positive moral behavior in the school, we must also show and promote trust and honesty among the young adults and older adults. It is learned at a young age that people are often given moments to choose virtue and many times choose selfishness. Moral perfection must be seen as an unattainable myth, and that true virtue comes from honest apologies and forgiveness. For adolescents, the quickest way to help them learn virtue is for them to witness an older adult own their negative actions and ask for forgiveness. This vulnerability is an example of humility and love for another person. In this way, they can now mimic, as an adult, how to own their own behaviors and to take action to restore relationships. This is a difficult, but important, work for all of us.