May 2024 Newsletter

When I was a little girl growing up, I envisioned myself becoming a news anchor. However, once I stumbled into adulthood, I found my career path led me to become a teacher, Assistant Principal, Director of Curriculum, and most recently, Head of School at Oak Farm Montessori School. This wasn’t a direct path though. Along the way I supplemented my roles with additional training, classes, and of course, lots of hands-on learning opportunities. Just like we instill in the students we serve each day, being a lifelong learner is an important trait to nurture and pursue.

My office at the Victorian Farmhouse allows me impromptu opportunities to interact with students each day and I am always inspired by their curious and engaging conversations; both with each other and when they stop to converse with me. Sometimes, they may want to know what I am doing, asking many questions in speedy succession! Other days, they take great pride in sharing the fact that they are on their way to P.E.and then they are gone. Their thirst for knowledge is not extrinsically motivated by me, or any other adult they meet in the hallway, but rather the engaged, problem solving endeavor of moving from point A to point B. The foundation of the Montessori pedagogy is to create, within the child, an intrinsic desire and motivation to learn.

For those of us accustomed to financial gain for all A’s, or worse, punishment for failing grades, this idea of a self motivated learner seems hard to imagine. But, when children are posed with opportunities for self reflection, individualized work plans, and a climate where they can fail forward, the proactively engaged and curious child emerges. When a young child asks a teacher if they like the work they did, instead of giving a simple evaluatory answer of ‘yes’ or ‘no’, the teacher might ask, “How did completing this work make you feel Jack?” This allows the child to self reflect, and form their own opinion of their work, instead of relying on the opinion of others. As students reach our secondary program the use of rubrics is very normal. These narrative reviews offer a more substantive reflection of the students work and offer both an opportunity for improvement and acknowledgement of areas where they surpassed the expectations.

A parent once shared with me that their child brought home an assignment that had a low mark. While the parent was quite upset and concerned about the grade, the student simply stated, “Mom, it’s just a number. I know that I am more than any number at the top of a paper.” Montessori education is not traditional, you chose our school because you wanted your child to have an experience that is individualized, respectful, and inspires students to reach their potential. It is our mission to provide that environment and support each child to truly become a lifelong learner; regardless of any number at the top of a paper.

Candice

HEAD OF SCHOOL

Practice the Pause

Leah Watson, Infant Teacher

The human journey of lifelong learning begins before we take our first breath. A fetus develops touch, taste, hearing, and vision during gestation, and is processing that input for weeks before birth. That is why for the first few weeks of life, mom’s heartbeat and breathing, as well as body heat, are so soothing. Those things are their first memories that carry over from life in utero to life out in the world. Very young infants can recognize and differentiate the voices that belong to parents, siblings, and the people mom was around most while pregnant. We are not born as blank slates, but as explorers who have been gathering information about the world even before we enter it.

In the same way, the youngest children are driven to explore the world around them. They are always venturing further or reaching higher. They are always getting into things that we thought we had out of their reach! Our infant and toddler teachers are trained, and our classrooms are designed, to nurture the insatiable curiosity of our students. We hope that by allowing children to follow their curiosity within a safe environment, we will empower them to keep asking questions, think critically, and solve problems as they grow into independent and capable young people.

As a parent or caregiver for an infant or toddler, we often want to jump in and prevent children from exploring. ‘Why can’t they just play with their toys,’ we think, ‘instead of pulling every pillow off the couch?’ We worry about the “mess”. However, the best thing we can do to inspire lifelong learning is to “practice the pause”. Is their current activity dangerous? Is it destructive? Is it disrespectful? Those behaviors warrant an intervention and redirection. If they are not, just observe. Maybe ask yourself what they are learning from this activity. Maybe reflect on why it makes you feel uncomfortable. As Montessorians, we aim for freedom within limits, and we trust children’s innate sense of inquiry.

Imagineimmersing yourself in a Montessori primary classroom where children eagerly engage in activities that fuel their curiosities. Picture a young child that is working hard to complete the hundred board, a young one taking the lead in teaching her peers to prepare snacks, or another child mastering the art of flower arranging. Through meaningful work in a prepared environment, Montessori education nurtures curiosity and fosters independence in children. By allowing children to follow their interests and passions, we empower them to take ownership of their lifelong learning journey to reach their fullest potential. Child-led activities are the norm in the Montessori environment. Children are presented with many activities and materials that encourage hands-on exploration and experimentation.

Auto Education

Yova Teusch, Primary 2 Teacher

The primary environment provides many self-correcting materials that nurture children’s confidence to complete tasks independently and make necessary adjustments without frequently relying on a teachers’ guidance. These materials encourage children to truly master concepts while fostering autonomy, a love of learning, and a growth mindset. The Montessori curriculum embodies a focus on auto-education which empowers children to develop critical thinking and problem-solving skills through the control of error present in various materials, each promoting a deep sense of accomplishment and instilling a genuine interest for learning.

Our prepared environment also nurtures a harmonious balance between self-mastery and collaboration. Children in the Montessori program reap the benefit of staying with one class for the entire threeyear cycle and experiencing the whole journey of being both the explorers and leaders. They have opportunities to receive guidance from the older classmates before progressively becoming the mentors themselves. This approach cultivates a sense of community and allows children to learn not just from their teachers, but also from their classmates, creating a collaborative and supportive environment for growth and joy of learning.

In addition to a prepared environment, Montessori education promotes nurturing relationships between children and adults, creating an enriching environment for learning and growth. The adults in the environment support the children’s journey of self construction by cultivating meaningful connections through observation and providing genuine feedback that highlights childrens’ progress and the hurdles they’ve overcome. Instead of hearing “good job,” children are guided to appreciate their hard work and dedication, which encourages them to learn, not for external approval, but for the satisfaction of their curiosity and personal growth, intrinsic motivation. Building a close relationship with children gives them a safe space to make mistakes and motivate them to try again. This experience helps children to feel confident and respected, paving the way for a genuine love for learning to flourish.

kitchen Conversations

The Oak Farm Montessori kitchen is unique compared to other schools for many reasons, but the main one that comes to my mind is having students engaged each day to help prep and prepare our lunches. As our school community grows larger, the children’s role in the kitchen has changed over the years, but one thing I’ve seen stay consistent is the interest they have when prepping and preparing new foods. In the Montessori method, the kitchen becomes a nurturing space for children to develop their independence and practical skills. By allowing students to participate in these activities, they not only learn essential cooking skills, but also gain a sense of accomplishment and pride in their work.

This is now my third school year as the chef, so I’ve been able to see a full cycle of students come through the kitchen. The primary students who first started with me washing fruit are now lower

students chopping vegetables for the soup. The lower students who have now moved up to upper elementary no longer need my help, because they know what needs to be done with only a little guidance from me. The conversations in the kitchen usually turn to school lunch, and if you know your children, you know I’m going to hear the good and the bad! They tell me their favorites and what I definitely need to take off the menu ASAP. I take it all into consideration and ask my own questions. What can I do differently, what can I add, should there be a different side? What I love about my job is that I’m still learning too and opening my mind to their ideas has helped me grow.

Not too long ago I had a student tell me all he eats is Cheez-its, as in the cheesy cracker snack. His classmates backed him up on this and reiterated that he does, in fact, have them in his packed lunch every day. (I’m sure he has other healthy items

also, but that was not the topic of the moment) Somehow, this talk turned to making our own cheez-its and I had to admit, it was something I’d never thought about or done. Why not just go buy a box at the store? We looked a recipe up online and I promised the next time they came in, we’d make homemade cheez-its.

All of this brings me to the subject of lifelong learning and how kitchen work is the epitome of this idea. There is not a chef out there that is going to say they know it all, or have the skills to cook and bake everything. Children are curious about what they can make and the process to get there. Take the time to ask your children at home what they would like to create in the kitchen and I promise, it will be a fun learning experience for all of you!

Here is the Cheez-it recipe we used that turned out even better than store bought. Who knew??

L A N G U A G E xperiences

In her teachings, Maria Montessori often emphasized the importance of igniting a child’s innate desire to learn. At the heart of education lies the goal of nurturing lifelong learners – individuals who are independent, curious, adaptable, critical thinkers, and resilient. Thus, it is truly remarkable to witness how educational approaches such as Montessori and Dual Language intertwine to reinforce the development of such lifelong learners.

In our dual language program, we witness firsthand how hands-on experiences foster curiosity, how independence nurtures intrinsic motivation, and how these aspects not only cultivate lifelong learners, but also enrich the dual language journey.

In today’s globalized world, where world citizenship, travel, and exploration are paramount, proficiency in a second language opens doors to countless personal and professional opportunities. It’s inspiring to see how Montessori and dual language programs help foster the qualities of lifelong learners necessary for success in this new era.

Both educational approaches stimulate cognitive development and provide opportunities for problem-solving. In our OFMS dual language program, children constantly navigate challenges to comprehend a different language, utilizing teamwork to clarify doubts. Collaborative writing and reading tasks not only engage cognitive functions, but also enhance social skills crucial for lifelong learning.

Montessori stressed the importance of developing global citizens who appreciate and respect diverse cultures. The dual language program serves as an ideal tool to further this goal. Children explore the cultures of Spanish-speaking countries to discover nuances in language usage and develop a curiosity that fuels lifelong learning.

Witnessing a child’s confidence grow as they celebrate milestones in language proficiency is truly gratifying. Each written sentence in Spanish marks a step towards intrinsic motivation, an essential component of the lifelong learning journey.

On a daily basis, I observe how the synergy between these educational approaches benefits children by enhancing

Patsy Cadelzo, Lower Elementary 1 Teacher

executive functions, memory, and problem-solving skills. Their active imaginations transport them beyond classroom walls, immersing them in diverse cultures through the Spanish language.

They learn resilience and resourcefulness in their language learning journey, skills that extend far beyond academics. Moreover, the program ignites a lifelong learning journey for families, encouraging them to support their child’s efforts and embrace language enrichment at home.

A dual language program is not just a process that the participating student undergoes; it’s an enjoyable journey for the whole family, especially when it involves a language not spoken at home. It’s advisable for the family to create a languagerich environment at home and incorporate curiosity into daily activities, such as having Spanish dictionaries at home and looking up the meanings of words that are part of our daily routines, to integrate them into our Spanish-speaking habits. Participating in a dual language program in Spanish provides an ideal opportunity for family trips to Spanish-speaking regions or countries such as Mexico, Spain, El Salvador, Costa Rica, Argentina, Uruguay, or Chile. There’s nothing better than preparing as a family for a trip to such beautiful countries, identifying words or expressions that will help us communicate during the adventure.

While books are always recommended as a child’s primary source of information, technology can be a great tool for us, as adults, to practice and educate ourselves in this new language; with numerous applications available to aid learning and fluency.

Adding a visit to the library to our family outings, and choosing some Spanish books to bring home and read together, is a great way to practice not only reading, but also reading comprehension strategies such as using cognates and observing illustrations to derive meaning from the text. All these family activities should stem from curiosity and joy, never from pressure or a desire for the child to entertain us; it should be organic, familial, and joyful. In this way, we will not only be teaching children a language, but also modeling a lifelong learning mindset at any age, showing them, through our own actions as parents, and providing them with positive support.

The connection between Montessori and dual language education, supported by families and our faculty, cultivates lifelong learners curious about the world. The evidence we see each day in our classroom confirms that this combination is ideal for preparing children to thrive in a complex and interconnected world.

A key principle in Montessori education is the idea of a “lifelong learner”. In an upper elementary Montessori classroom, students are encouraged to take ownership of their education and explore topics that interest them. This emphasizes the importance of curiosity, self-motivation, and a love of learning that lasts a lifetime. To better foster lifelong learning, upper elementary provides students with opportunities to explore a wide range of subjects in depth, allowing them to develop a deep understanding of the world around them. They are also given the freedom to work at their own pace, think critically, ask questions, and seek out information independently, much like they will as adults.

In addition to academic subjects, upper elementary is a time to hone in on each child’s executive functioning skills. In our environment, students will enhance their ability to manage time, stay organized, and problem-solve in various ways. The Montessori curriculum at this level supports students in this endeavor by planning out each day on paper, creating various systems to help organize their materials, and working through common daily issues, both independently and collaboratively, to solve problems. There are many ways to incorporate these life skills at home, too! Perhaps it’s time to let your child pick the next dinner, create the grocery list, assess the budget, and then shop for every item. If that’s a little too much for your own sense of order, try sitting down with your child to create a chore list. No matter what activity you settle on, these skills are essential for success, in both school and beyond, and help support students in becoming independent, self-motivated learners.

Overall, the upper elementary Montessori classroom fosters independence, sparks curiosity, and provides the freedom necessary for lifelong learning to soar far beyond childhood. Upper will always remain dedicated to an education that helps students become confident, capable, and engaged learners who are prepared to succeed at each stage in life.

Michelle Morris, Uppper Elementary 1 Teacher Independence is

nuturing critical curiosity

When the world is your classroom, like it is at Oak Farm Montessori School, there is limitless opportunity to explore. In this exploration lies the awakening of the mind, heart, body and spirit. The natural process of safe and free exploration means that there will be equal times of wonder and struggle. Through this journey, students are able to experience the joy of discovering what they are truly capable of through developing a mindset of exploration, inquiry, and discovery.

develop the confidence and curiosity to tackle any challenge that comes their way.

“It is a psychic necessity that the child explores the environment; it satisfies his spirit.”

- Maria Montessori

Critical curiosity is the engine that drives this journey. It’s about asking the right questions, challenging assumptions, and seeking understanding beyond the surface level. While we, as adults, serve as guides within each student’s learning journey, it is important that we do not try to “solve the struggle” for the student as they engage in this process. We must learn to sit in the discomfort of growing pains alongside the child, in solidarity, assurance and comfort. Through this companionship, we can help students

As adult guides, our role is not just to impart knowledge, but to inspire a lifelong love for learning. In the Montessori philosophy, this means creating an environment where curiosity thrives, and every question is an opportunity for exploration. By nurturing critical curiosity and fostering a growth mindset, we empower our students to become lifelong learners who are capable of tackling the unknown with confidence and enthusiasm.

When we do our best to honor each student’s blossoming of curiosity and seeking possibilities, we create the conditions which will cultivate a desire for lifelong growth. Marta Donahoe, a Montessorian for over 34 years and Director of Professional Development at CMStep, said it best: when we honor the blossoming of another, we “can become midwives to the mystery of what might be born.”

Shelby Frazier, Middle School Teacher

REFUEL & ENGAGE

In the whirlwind of high school, our days can become a monotonous deluge of pressing deadlines and responsibilities, and quite honestly, learning anything can feel like an unattainable goal. Trying to rekindle the joy or discovery can feel difficult, but it’s something innate within all of us that we feel enriched by. Luckily, we have opportunities everyday to replenish ourselves and find new things to explore.

The following are hallmarks of a life-long learner: curiosity, adaptability, critical thinking, self-motivation, and the persistence to invest the effort to achieve your goals. Curiosity acts as the initial fuel to engage us, to have us seek to know more about the world around us. Adaptability allows us to react in a fluid manner to ensure we are able to face our challenges. Critical thinking provides a way to discern and analyze information and to evaluate the validity of this new information. Nothing can be truly attained without self-motivation, we must want to enrich ourselves intrinsically. Persistence will give us the legs to not give up on our goals and find success in a new skill or area of expertise.

In high school, students might find the idea of life-long learning daunting to say the least. Ways to combat fatigue are easily overlooked or possibly taken for granted. Prioritizing sleep and rest is a common issue for all of us. Taking breaks, especially from electronics, has a multitude of benefits to allow ourselves to give pause to the relentless intake of information. Even if it’s a quick 10 minute break to stretch and walk around, it would be a great step in the right direction. Trying to balance stress, nutrition, and exercise are all lifelong ambitions that will allow your brain to be more receptive to wanting to seek out new information. Taking small steps in many of these areas could give you the chance to rediscover the sparks of curiosity.

The following examples could be a fun way to engage as a family in life-long learning exercises: Create a curiosities’ space where your family has gathered puzzles, brain teasers, and the like to spark curiosity and engagement. Another idea might be to challenge everyone in the family to work together to plan an outing on a budget. This would require problem solving to assess interest in the venue, doling out roles to accomplish the tasks that will result in the whole family celebrating bringing this event to life together.

Michael Tyler, High School Teacher

Mark your calendars

I/T Closed May 3rd, 2024

Upper K.I.N.D. Banquet May 10th, 2024

I/T Closed May 17th, 2024

Senior Capstone Celebration May 21st, 2024

Sophomore Passport Presentations May 22nd, 2024

Senior Capstone Celebration May 21st, 2024

High School Graduation May 23rd, 2024

Last Day of School!! May 24th, 2024