OFMS April 2024 Newsletter

Oak Farm Montessori

April 2024

Has someone ever said, “I’m fine.” But the look on their face told a different story? We’ve all experienced this, either on the receiving end or as the person trying to perpetrate an alter emotion than what we are feeling. What if you were a toddler though and you didn’t have the vocabulary to articulate the emotions you were feeling? Conversely, consider those turbulent middle school years when controlling your emotions seems impossible.

Emotional Literacy is nurtured at an early age at Oak Farm Montessori; by first giving vocabulary to the emotions and feelings the child is expressing.

“I see you are (angry, sad, happy, excited)” are frequent conversation starters used when speaking with toddlers. Acknowledging that emotions are normal, can be identified, and observed by others. helps to build confidence for the child in their early development.

As the child moves into the next plane of development and becomes more aware of fairness, social norms, and rules, this confidence leads to the ability to self advocate. As seen recently in our lower elementary learning fair, students start to discover what is important to them and find a voice to speak out and share passionately about this in an optimistic and confident way. Similarly, our upper elementary students will soon be sharing their K.I.N.D. projects. In which, they dig deeply into a natural disaster that occurred in their lifetime, how it affected the people in that community, and what the long term ramifications are. Succinctly put, they are expressing empathy for others, in a narrative form that shows emotional literacy.

At the secondary level, our students are starting to put all of these skills together in both an interpersonal and intrapersonal perspective. While the teenage years can be tumultuous for many emotionally, having the skills to self regulate, express yourself appropriately, and be able to self soothe in times of distress are all characteristics we see each day in students at the middle and high school level. These young adults are encouraged to share their concerns and ideas at weekly family meetings and socratic symposiums, where understanding and communication is learned and modeled.

While it is easy to see why we want to nurture and foster children who are confident, self-respecting, optimistic, and emotionally literate, it is even more gratifying to actually see it manifested each day, all across our campus in various and amazing ways.

Candice

The power of feelings

Bayley Tieman, Toddler 1 Teacher

Emotional Literacy is a monumental focal point in the world of Montessori, especially in the early childhood environments as this is the most crucial period of a child’s development. Allowing children to not only perceive and follow the feelings that come naturally, but feeding them knowledge that they are hungry for allows them to fully and confidently understand the validity of the way their mind works. A child’s full well being is fueled by emotional literacy. This concept was very well practiced by Maria Montessori and many other guides that have followed in her footsteps, teaching the whole child, body, and mind. Having a strong mental health base point can be prepared by movement, diet, sleep, human connection, and an ample amount of freedom to establish comfortable boundaries.

Establishing emotional literacy supports healthy relationships with peers, strengthens empathy, and also amplifies self regulation skills. Understandably, children who are in a good place, and are comfortable with these boundaries, suffer from far less self destructive behavior than someone who lacks this base point.

In the toddler environment here at Oak Farm Montessori School, we practice and recognize emotional literacy in many aspects throughout the day. One way is P.A.C.E., which is a body regulating activity that allows children to slow down and connect with their mind and body through brain gym movements like tapping fingertips together, and or rubbing hands together to create friction and warmth. These practices are usually implemented after or during a big transition. One of the many other ways we put emotional literacy into our forefront is by supplying the children with the words, knowledge, and confidence to stand up for themselves by using their strong voices. If another toddler friend is in their space, that toddler will have the tools and capability to understand that they feel uncomfortable, and also what words to say to take action to secure their boundary. This powerful skill will stick with children throughout the entirety of their lives. Effective, respectful communication is a monumental starting point to any human connection and relationship.

To offer one more example of how we implement emotional literacy into our days is by describing how we build such a tight knit community within our classroom. Allowing children to empower one another, and guiding the children to observe cues, encouraging simple acts of kindness and to always restore anything better than how we found it. These examples depict what emotional literacy looks like in our everyday lives in the toddler classrooms. What an honor it is to guide, shape, and to teach love of the body and mind to the children in the infants and toddler classrooms

Where do you find peace?

Devon Crouse

Primary 4 Teacher

Emotional literacy is a big part of what we do in the Primary Montessori classroom, and beyond our school walls out into the world. We have an area of our classroom devoted to peace education and building an understanding for the big feelings we are experiencing, as well as how to label and regulate them. It is a personal space where one person can go to find the calm and quiet within themselves to sort out their feelings and reflect upon them. In the peace area, you will find there are soft things for snuggling and comfort, like pillows or cozy cushions, and chairs. There are books about feelings and emotions, and activities or pictures for children to relate to, and understand how they are feeling. There might be some calming music or quieting headphones they could put on to also find some silence. You will find a peace rose that children can use to help them work out problems that they may be having with another classmate. There is also a beautiful book that goes along with the peace rose to teach how to use it properly. A teacher may guide or facilitate this process as the children are introduced to new skills or emotions that come up. The children take turns holding the peace rose to communicate their feelings to one another and try to come up with solutions that would work for both of them. In the peace area, you might also find sensory items or work that would help a child find calm in their bodies; for example, a zen (sand) garden for slowly moving sand and small rocks around a tray. This motion can soothe a child or an adult. You may find some sort of fidget spinner or “pop it” that is repetitive and calming to a child, but that will not cause a distraction to the rest of the classroom. Learning to respect the peace and concentration in others around you is another component to emotional literacy and empathy for others. We teach how our actions and emotions can affect others, and our community. There may be some pictures of children having different emotions and a mirror for children to practice making these facial expressions and labeling what they are feeling.

The Montessori teacher introduces the children to the Silence Game where the children close their eyes and listen for, or make silence. It is a practice that children will eventually grow to understand and seek out to regulate their emotions. We may introduce the children to silent meditation and holding their bodies and minds still to find peace within our hearts. We teach children about the calming effects of their own breathing. Simple rhythmic or deep breathing and counting is a way for children to make their own peace and regulate their big emotions any time that they wish, or even collectively with their community. These simple techniques that we introduce help the children feel safe and loved in their environment and give the children a common connection to build relationships and communication skills together. The children are discovering empathy for others, kindness, and respect for others’ bodies and emotions, and a strong sense of helping each other and building their community for growth and support. Having the freedom to experience this in their classrooms can cultivate emotionally literate children who understand their feelings,how to regulate their emotions, and to help care for others around them. In a Montessori classroom, the children have an active role, and responsibility, for collaboratively creating social norms and rules for their environment. This leads to children that cooperate, honor, and respect one another as they hold each other accountable for upholding these rules in their environment and as a community.

Emotional Literacy

(Beyond the Buzzword)

Brittany Reynolds, Lower Elementary 3 Teacher

In a time when academic buzzwords quickly come and go, emotional literacy has proven to be an enduring and crucial aspect of Montessori education. Emotional literacy, at its core, involves the ability to recognize, understand, express, and regulate one’s emotions. It serves as the foundation for developing empathy towards others, adeptly handling interpersonal interactions, and making mindful, compassionate choices.

In our Lower Elementary Montessori environment, we give special attention to helping students understand and share their emotions. We strive to create a welcoming community in which students can freely talk about their feelings without being judged or criticized. In

doing this, we let the children know that all their emotions are valid and understood, whether they’re dealing with sadness, anger, or frustration. Our goal is to teach students that it is completely normal to experience these feelings as they grow.

Educating students to regulate their emotions effectively is essential for maintaining a positive learning environment. Every morning, we start with a community meeting that includes the modeling of mindfulness activities like guided imagery, progressive muscle relaxation, and quiet meditation. We also conclude our meeting with one of these calming exercises to prepare students to enter the morning work cycle with a sense of calm

and focus.

Developing strong communication skills enables children to express their feelings assertively and respectfully, fostering healthy interpersonal relationships. Peer conflicts provide students opportunities for open dialogue, active listening, and collaborative problem-solving. These interactions may initially be guided by a teacher, but in time, students will use their growing communication skills to resolve conflicts calmly and constructively.

The peace area serves as a unique and integral component of the lower elementary learning environment. It is a designated spot where students can go to decompress, reflect on

their actions, or simply take a moment to gather their thoughts, promoting mental and emotional well-being. In the peace area, students may independently practice selfregulation techniques, such as deep breathing or gentle yoga. Mindfulness books and materials such as “Emotion Cards” provide tangible tools for students to explore and express emotions. This selfdirected approach to regulating emotions is a cornerstone of Montessori philosophy.

In addition to emotional expression and regulation, Montessori environments prioritize establishing consistent

routines and clear boundaries. Such structure provides children with a sense of security and predictability, which are foundational for emotional stability. At the beginning of each school year, students assist in the creation of classroom guidelines. These expectations are then recorded and posted in the classroom. Peers play a pivotal role in maintaining the harmony and order of the classroom through a collaborative approach to upholding guidelines. When needed, students gently remind one another of the classroom’s agreed-upon rules, promoting a sense of shared responsibility

and mutual respect.

Fostering emotional literacy in the lower elementary Montessori child is integral to their overall development and well-being. Through intentional practices and a nurturing environment, the Montessori classroom becomes a transformative space where children learn to understand, express, and navigate their emotions with confidence and resilience, preparing them to become mindful and compassionate members of society.

Curious and Confident Learners

Flor Ortega, Upper Elementary 4 Teacher

Emotional literacy in the upper elementary environment is fostered through various activities and experiences that encourage self-awareness, self-expression, and self-regulation. Here are a few examples of how OFMS upper children may demonstrate these qualities: self-confidence when they participate in classroom activities, speaking up during group discussions, tackling challenges with resilience, and daily demonstrating abilities to learn and explore new concepts independently.

Self-understanding through reflection exercises, journaling, and discussions about emotions and experiences, are also ways children can develop a deeper understanding of themselves. They also demonstrate selfunderstanding of themselves, their strengths, weaknesses and emotions each day in the classroom.

Self-respect may be exhibited by treating themselves and others with kindness, empathy, and thoughtfulness. They also understand the importance of boundaries, both personal and interpersonal, and value their own worth while recognizing the words and opinions of others. Awareness of self-development, in a Montessori environment, means that children are encouraged to set their own goals, track their progress, and reflect on their growth over time. While the guides are there to present lessons and make sure that curriculum is followed, the child is responsible for creating their daily plans and completing them.

Overall, through a combination of Montessori principles and intentional emotional literacy practices, upper students develop a strong foundation of self-confidence, self-understanding, self-respect, and awareness of self-development.

Free to be me

Kavin ley, middle school teacher

As students journey through their middle school years, it’s essential to address not only academic growth, but also emotional development. At Oak Farm Montessori Middle School, we believe in nurturing the whole child, which includes fostering emotional literacy, selfconfidence, self-development, and the pursuit of optimism and joy.

Emotional literacy is the ability to recognize, understand, and effectively manage our emotions. It lays the foundation for healthy relationships, resilience, and overall wellbeing. In our classes, we create a safe and supportive environment where students can explore their emotions without fear of judgment. Through discussions, activities, and reflective exercises, we guide them in recognizing and articulating their feelings.

Self-confidence is a crucial aspect of emotional literacy. It’s about believing in oneself, acknowledging one’s strengths, and embracing one’s uniqueness. We encourage students to set goals, take risks, and persevere, even through failure. At the beginning of this new plane of development, students are relearning how to be themselves, and doing it in a safe space can help with self-confidence. Students learn to trust in their abilities and develop a sense of agency over their lives.

Self-development is an ongoing journey of growth and self-discovery. As Montessori educators, we empower students to take ownership of their learning and pursue their passions. Whether it’s through independent projects, collaborative endeavors, or community service “Outreach” initiatives, students are encouraged to explore their interests and contribute meaningfully to the world around them. This is particularly clear

as students work toward raising money for a charitable organization via the middle school play. This year, students chose to raise money for Habitat for Humanity and felt the impact of their philanthropic work.

Optimism and joy are powerful antidotes to the challenges of adolescence. They enable students to approach life with resilience, gratitude, and a sense of possibility. In our classes, we cultivate optimism by emphasizing a growth mindset, encouraging positive self-talk, and fostering a supportive peer culture. Through mindfulness practices, creative expressions, and Erdkinder learning, we inspire students to find joy in the present moment and appreciate the beauty of the world around them. While this is often a challenge for adolescents, finding joy in the world around them is a skill we encourage and help them cultivate.

As students navigate their middle school years, we encourage them to continue to prioritize emotional literacy and holistic development. By nurturing self-confidence, fostering self-development, and cultivating optimism and joy, we empower our students to thrive academically, socially, and emotionally.

Joy, feeling one’s own value, being appreciated and loved by others, feeling useful and capable of production are all factors of enormous value for the human soul.

~ Maria Montessori

The mind-body connection

Kim Green, Primary PE Teacher

Self-confidence is more than just confidence in oneself, it is also a feeling of being proud or feeling good about oneself and what one has done. I see this each day in primary PE.

As students enter the room, they first prepare their bodies and minds using the Brain Gym activities. Not only do these simple exercises engage the mind and body in preparation for the prepared environment, but they reduce stress, increase focus, and improve cognitive function. But why is this so important in the world of physical education? Students are engaging their large gross motor skills, while also practicing mindfulness and patience while waiting their turn or helping a friend.

As the year progresses, the physical activities offered become more complex and strenuous. One student may help another learn how to deal with disappointment or feelings of discouragement if they are afraid to climb over the tall triangle rope frame or jump from the trampoline onto the mat. But they are learning mentorship, grace and courtesy, as well as self confidence in giving these lessons to their younger friends. Seeing the students encouraging one another and wanting their friends to succeed is one of my greatest joys as a teacher. Maria Montessori said, “The essence of independence is to be able to do something for oneself.”

Empowering the next

Rikki Colon, High School Teacher

In a rapidly changing world, the importance of emotional literacy cannot be overstated, especially for Montessori high school students who are on the cusp of valorization. Emotional literacy encompasses the ability to recognize, understand, and express emotions effectively, as well as navigate interpersonal relationships with empathy and resilience. In the Montessori approach, which emphasizes holistic development, nurturing emotional intelligence is as crucial as achieving mastery in academics. As Montessori educators, we strive to foster emotional literacy in order to empower students to thrive not only academically but also socially and emotionally, laying the groundwork for lifelong success and wellbeing.

First and foremost, emotional literacy equips our students with the essential skills to navigate the complexities of their inner world. Adolescence is a time of immense emotional upheaval as students grapple with identity formation, peer pressure, and societal expectations. Through activities such as engaging in weekly Family Time discussions, mindfulness exercises, and one on one conversations, Oak Farm Montessori staff strive to create safe spaces for students to explore and process their emotions. By encouraging self-awareness and self-reflection, students learn to identify and articulate their feelings, fostering a deeper understanding of themselves and their emotional needs.

Furthermore, emotional literacy enables

next generation

students to cultivate healthy relationships and communicate effectively with others. In a Montessori environment characterized by collaboration and community, interpersonal skills are paramount. Through group projects, cooperative learning activities, and Socratic Seminars, students learn to navigate diverse perspectives, resolve conflicts constructively, and practice active listening and empathy. By fostering a culture of respect, kindness, and inclusivity, we are able to create a supportive community where students feel valued, heard, and understood.

Finally, emotional literacy empowers our students to navigate life’s challenges with resilience and optimism. As students move toward valorization, they will inevitably

encounter setbacks, failures, and uncertainties. By developing emotional resilience—the ability to bounce back from adversity and adapt to change—students build the confidence and perseverance to overcome obstacles and pursue their goals with determination. Through resiliencebuilding activities, such as goal-setting, problem-solving, and positive affirmations, we are able to empower students to develop a growth mindset and a belief in their own capabilities. As Oak Farm Montessori High School students cultivate emotional intelligence, they not only become better learners, but also compassionate leaders, empathetic community members, and resilient individuals poised to make a positive impact on the world.

Mark your calendars Spring Break - School Closed april 1st - 8th, 2024 Community Coffee april 12th, 2024 Toddler Parent Day april 18th, 2024 Infant/Toddler Closed april 19th, 2024 Primary Parent Day april 19th, 2024

26th, 2024