December 2024 Newsletter by Oak Farm Montessori School

Oak Farm Montessori

December 2024

“The class gets to be a group cemented by affection,” wrote Montessori, continuing, “Finally, the children come to know one another’s characters and to have reciprocal feelings for each other’s worth.” Caring for others is a cornerstone of the Montessori philosophy, fostering empathy, collaboration, and a sense of community among students. The children protect and care for each other. Being a part of a Montessori classroom is more than just academics; there is a social aspect to the classroom that is just as important. Children in a Montessori classroom learn to be a part of a community, where an essential lesson is knowing how your talents and skills benefit the whole of the groups. Caring for others is also one of the most beautiful things to witness between our students on campus and with their community. With intentional focus on caring for others, and modeling this behavior, Montessori classrooms encourage children to seek to understand and respect each other’s feelings and perspectives. For example, a child might notice a peer struggling to carry a tray of materials and offer to help without being asked. Such moments of spontaneous kindness show an understanding of others’ needs and a willingness to provide the help they need.

Valuing collaboration, kindness and compassion are key qualities OFMS hopes to develop in our students. The Montessori environment emphasizes collaboration over competition. Collaboration skills are a top priority for employers because the ability to work with others increases productivity, innovation and overall success in business. By learning to collaborate and care for others, children learn to work together, share responsibilities, and support one another, with the goal of creating a harmonious learning community now and into adulthood. During group work, children are observed taking turns when speaking, actively listening to each other’s ideas, and working together to solve problems. This collaboration strengthens their sense of belonging and teamwork. Students also learn to take responsibility for their actions and how they affect others, which in turn creates consideration and respect for the collective well-being of the classroom. This is evident in moments when a child reminds another to water the classroom plants or tidy a shared space--a demonstration of care not only for the environment, but also for maintaining a pleasant space for everyone.

Another beautiful area where OFMS students care for others is through the essential Montessori characteristic of learning from and with peers. This is evident in our mixed-aged classrooms, where an older student is often found patiently teaching a younger peer how to use a new material, offering encouragement and celebrating small successes together. This interaction benefits both the mentor and the learner, fostering leadership and strengthening bonds within the class community. Caring for others helps children recognize and respond to the needs of others, enhancing students’ emotional awareness and regulation, and preparing them for healthy relationships and interactions in the wider world. It is so sweet to observe a child comforting a friend who feels upset, perhaps offering a hug or suggesting they join in a calming activity or the peace area. Caring behaviors contribute to a supportive atmosphere where students feel valued and secure. This environment allows children to thrive academically and socially.

At OFMS, Montessori education aims to cultivate global citizens who contribute positively to society. By practicing care in the classroom, children internalize values of kindness and service that extend beyond school. In essence, caring for others is not only fundamental to the Montessori classroom’s success, but also vital for nurturing compassionate, responsible, and well-rounded individuals with vital skills to lead our society in the future. In this issue, enjoy the glimpse of how our students care for others across the levels, one of my greatest joys as Head of School.

HEAD OF SCHOOL

Self Care for Our Youngest Students

Bayley Tieman, Toddler

1 Teacher

Teaching and implementing social skills in accordance with ‘care of others’ is monumental work that we do in the Infant/Toddler environments on a daily basis. In many cases, with our small friends, this is the first time they have ever been exposed to empathy skills and navigating that along with the feeling and well being of their peers around them. This could be for a number of reasons. Maybe they’re an only child at home and this is their first school and the first time for them being socialized with other children. This can be a tricky concept for a young child to grasp but with consistency and patience it can be achieved beautifully. Understanding empathy and emotion is one of the key aspects to building relationships for toddlers. We first teach this by going over emotions and what it can look like for a friend to be sad or hurt, and also when a friend is engaged, confident, and happy in their work and how not to disrupt the beauty in that. At this point, we can introduce and encourage cooperative play where children can work together to achieve a common goal while being respectful of one another. One example of this is on the toddler playground where children take the soccer ball and arrange themselves far enough away from one another to kick the ball back and forth. Another example of this in the toddler environment is two friends setting the tables for lunch, with one friend in charge of placemats and the other the napkins. The child responsible for the napkins needs to acquire patience and observancy to allow the placemats to hit the tables before placing the napkin on the top of the placemat.

“The greatest sign of success for a teacher is to be able to say, ‘The children are now working as if I did not exist.’”

Another aspect in allowing children to care for others is to encourage conflict resolution. We allow children to establish and confidently enforce boundaries, while filling their toolbelt with words and language to encompass the skills it takes to build up relationships. This can be as simple as a child being able to tell another child to walk away if their work is being compromised. This skill takes self confidence and the ability to use language skills and or American Sign Language. At the Infant/Toddler level, we implement simple signs for children to utilize when they don’t or can’t find the words to say. This skill also allows work to stay uninterrupted. Some of the signs we use include stop, hurt, play, together, happy, all done, and help, to help a child convey a message to a friend or an adult. We also guide the child to words that they can use if a conflict arises. One example of this is if a child is arriving after morning carline in the cubby and is sad because she can’t get her boots off - she can signal and/or ask for help from a friend that has their work complete. Toddlers, especially older toddlers, love to help, lead, and crave the importance of their mastery at any given activity around the classroom. The truest form of ‘care of others’ in the toddler environment is when you have an older toddler who is ready to step into that leader role and assist with younger toddlers when they run into conflict, or to give lessons to a smaller friend on a work that they have just been introduced to. This leads me to one of my favorite quotes of Maria Montessori that directly correlates with a child who knows how to care for themselves, care for others, and care for the environment around them (see inset above).

Taking Care of Others

April Coverstone, Primary 3 Teacher

“There is a great sense of community within the Montessori classroom, where

children of differing ages work together in an atmosphere of cooperation rather than competitiveness. There is respect for the environment and for the individual within it, which comes through experience of freedom within the community.”

- Dr. Maria Montessori

The third guiding principle at Oak Farm Montessori School is taking care of others. There is a social aspect to being in a Montessori classroom. Children learn to be a part of a community where getting along with others is very important. In a Montessori classroom, taking care of others can include simple acts of kindness such as assisting younger children with tasks, helping a friend clean up a spill, greeting others politely, respecting personal space, and showing consideration for the needs and feelings of others.

In a Montessori primary classroom, children learn to take care of others by developing empathy, understanding, and respect for the needs and feelings of others. Children learn what respect looks like through lessons that teach grace and courtesy. Children learn to be considerate by caring for the environment and helping each other. They learn to resolve conflicts peacefully through constructive communication. Older children are role models for younger children, so they learn to cooperate with children of different ages. Thus, they learn to celebrate each other’s efforts.

Children look up to and imitate behavior from all of the important people in their lives. This is simply how they learn. When being a positive role model for your child, ask yourself, “Am I behaving in a way that I would want my child to act?”

As teachers, parents, and caretakers, we need to create the behavior we want our children to display by the way we speak, act, and treat others. Children observe, listen, and follow. Simply, lead by example.

The Montessori Journey to

Care Peace &

Ines Oldenburg, LE2 Teacher

Maria Montessori’s work was driven by a belief that peace in the world begins with children. Refusing to follow the orders of a fascist regime, she was sent into exile. During her time in India during WWII, she reconnected with Mahatma Gandhi, whose nonviolent approach to freedom she deeply admired. Inspired, Montessori came to believe that education could lay the foundation for peace, leading her to famously say, “Preventing conflicts is the work of politics; establishing peace is the work of education.”

Our Montessori classrooms carry on her vision by guiding students to understand that caring for themselves and others is fundamental to creating harmony. Students participate in “community time,” where they discuss each other’s needs, practice empathy, and resolve conflicts together. They learn that actions affect others and explore character virtues like kindness, patience, and respect. Through activities like the “Walk to Peace,” children listen, reflect, and build problem-solving skills, recognizing the power of peaceful communication.

In practicing care for others, our students are learning to fulfill their “cosmic task”—their role in contributing to a better world. Each day, they grow in their understanding of interconnectedness and their responsibility as members of a peaceful community.

Care of Others in an Upper Elementary Montessori Classroom

Chad Seewald, Upper 3 Teacher

“I get by with a little help from my friends…”

- The Beatles

There is nothing better than watching a regulated Montessori classroom at work.

At the upper level, with students ranging from ages nine to twelve, every day can be an adventure. Students are not only dealing with the daily concerns of a classroom but are also heading into the world of early adolescence and all the questions and changes that this time can bring. As their guides, we do our best to create an environment that helps regulate these changes by making sure students are aware of how their actions affect others, how our classroom is a collective group that functions closer to a family, and how to deal with problems in a manner that builds relationships and teaches interpersonal skills rather than punishing mistakes and behaviors.

Building on lessons that students have learned in their earlier years, we continue to make sure that students know the importance of taking care of each other in the room. One of my favorite examples of this happens during our lunch time. Students are allowed to choose who they sit with, but with the understanding that no one eats alone, unless they want to. I have watched many unlikely duos eat together thanks to this, sometimes in quiet, sometimes talking excitedly as they connect in a way they may never had before. And the joyous part is that the students are the ones who notice and make sure that everyone has a lunch partner. We’ve taken on some new practices to help our classroom function as a family unit and make sure we take care of each other as well this year. We started the practice of using a “family journal” to list problems in the class that affect us all. Students will write a “struggle” they see and must provide a possible “solution.” We read a couple of these once

a week and discuss them as a group, airing out concerns and grievances in a way that makes sure that all can be heard and all can agree on the outcome going forward. It has quickly become one of my favorite parts of our week and a tool that both teacher and student can use to make sure we are all taking care of each other.

When problems do happen (and it is a certainty that there will be problems as no one is perfect and we are all continually learning together) we find ways for students to understand the “why” behind the problem. Knowing why you hurt someone’s feelings or did something inappropriate is key to learning about interpersonal dynamics and developing the social aspects that create strong members of a community. Once students gain this awareness, often they can begin to realize, on their own, the actions and words that are needed to help their classmates. Seeing this growth in the students is such a rewarding aspect of teaching at the upper elementary level.

“Because the teacher respects each child and refrains from interference, the children treat one another with the same respect and kindness.”

- Maria Montessori

Along with these developmental milestones and learned behaviors, students at this level are also seekers of justice. They consistently want to make sure that everyone is treated fairly and equally, that everyone gets the same opportunities and offerings. Often, we’ll see students advocating for others to be included in groups, to make sure they have a chance to be involved, and speaking up about what is considered fair for all. This care for those beyond the self is a large developmental step in their lives and it’s a wonderful thing to see in the classroom.

Overall, having a chance to observe, model, and teach the concepts inherent in the care of others is a gift that Montessori education provides us as teachers. I’m thankful for the opportunity to be a part of this aspect of the development and learning for the children in my class and those that I encounter here at Oak Farm Montessori and hope to be an example of these paradigms.

The Ways We Learn To Care

Chea Parton, MS Language and Humanities Teacher

Learning to Care for Others through Literature and Language

As much as we prize our uniqueness and individuality, humans are social beings that need community to feel supported and to thrive. That is felt deeply at the middle school where, in the third developmental plane, our young folks are grappling with how to be social beings and show care for others. Whether we’re reading, discussing, or writing, story is one of the richest learning tools we have for how to care for others.

Learning to Care through Stories

Stories serve as mirrors and windows—they allow us to see into the inner and outer worlds of others who aren’t like us as well as take a closer look at our own experiences as they’re reflected back to us. So far this year, students have read origin stories from around the world as well as short stories connected to the theme of friendship (“On the Bridge” by Todd Stasser and “The Fan Club” by Rona Maynard). In each story that students have read and annotated, there has been an element of how to (and how not to) care for others. Origin stories are rich with characters who make good and bad decisions. “On the Bridge” and “The Fan Club” feature main characters who have to make decisions (not always successfully) about the kinds of friends they want to have and the kinds of friends they want to be.

Learning to Care through Vulnerability

Dick Westley writes, “Community has something to do with being open enough to share weaknesses, to accept one’s vulnerability and finitude not only in the secret recesses of one’s heart, but also in the presence of others. Paradoxically, that’s where the real power of community comes from.” Students learn to care for one another in Language class at the middle school by participating in Seminar discussions and sharing their writing with one another. Sharing your perspective and understanding of a story can be massively daunting (what if you say something wrong?!), especially around people you want to like you. But our students do it with brilliance and bravery because they know that each one of them is valuable and valued. They listen to one another, disagreeing with ideas while not attacking each other, providing clarity through the text, and challenging one another to think deeply about what it means to care for another person through the ideas and themes the story has raised.

It is also incredibly anxiety-inducing to share your writing with others. As part of the writing process middle school students always finish the cycle by publishing their writing and sharing it with someone other than just me. This first trimester, they shared origin stories they had written with one another through a publication party where everyone set out their writing to be read by everyone else. The thought of someone openly mocking something you worked hard on can feel overwhelming, but because our students are brave, everyone puts themselves in that vulnerable position. Instead of tearing one another down, our students offer encouragement and appreciation for each other’s work. They take care of one another even as they are learning what it can (or should) look like to care for another person.

A caring community isn’t something that magically exists because we want it to; it must be built with hard work. A caring community doesn’t exclude, even those members whose opinions may feel counter to others in the group. All must be welcome. A caring community is one that makes mistakes, where relationships are ruptured and repaired, where members can feel brave to be themselves. We are always in the process of becoming, and at the middle school we continue to become community members who know how to and do care for one another through the stories we read, the discussions we have, and the writing we share.

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Caring for Others in

Caring for others is more than a lesson; it is a foundational principle that guides every interaction and experience in Physical Education (PE). This approach to each class fosters an environment where students learn to communicate openly, work collaboratively, respect one another, practice empathy, and engage in healthy competition. Through these qualities, students not only grow academically but also develop a strong sense of responsibility for the well-being of others, creating a community where each individual feels valued and supported.

Communication is central to caring for others in the PE environment. Students are encouraged to express their thoughts, needs, and feelings openly and to listen actively to those around them. In Upper PE, each class closes with a debrief. This is where students may resolve conflicts peacefully and express disagreements respectfully or offer affirmations to one another. Through the debrief and daily open communication students are learning the importance of understanding others’ perspectives, creating a culture of honesty and mutual trust. By talking through challenges and celebrating each other’s successes, students cultivate a supportive atmosphere that nurtures strong relationships.

Teamwork also plays a vital role in fostering care for others in this setting. Montessori education emphasizes group activities that encourage students to work together toward shared goals. The PE environment is no different. Students will often collaborate with each other, strategize, assign roles based on their individual strengths, and then support one another. This teamwork builds interdependence and reinforces the idea that each person has unique contributions to offer. Students come to see themselves as part of a larger whole, understanding that their success is intertwined with the success of their peers. This collective mindset not only promotes cooperation but also strengthens each student’s sense of belonging within the community.

Respect is another key element of caring for others in PE. Respect is modeled and practiced in every interaction, from following directions from team captains to saying “good game.” Students are taught to treat both people and materials with care and consideration. This respect extends to appreciating diverse backgrounds, abilities, and opinions. By honoring each other’s unique qualities, students build a culture of acceptance, where everyone feels safe to express

Diana McCreery,

Physical Education?

themselves. This respect for individuality lays the foundation for strong, meaningful connections between students, fostering a sense of harmony and shared understanding.

Healthy competition and sportsmanship also play significant roles in teaching students how to care for others. In PE, competition is approached in a balanced way that emphasizes personal growth over winning. Students are encouraged to set personal goals, celebrate progress, and support each other’s achievements. Sportsmanship, in particular, is woven into all activities, guiding students to treat one another with kindness and fairness, regardless of the outcome. They learn to be gracious in both victory and defeat, to acknowledge others’ efforts, and to find joy in shared play. This approach to competition builds resilience and helps students understand that success is not only about individual performance but also about lifting each other up.

Empathy is perhaps the deepest expression of caring for others in PE and the Montessori environment. Students are taught to recognize and respond to the feelings and needs of those around them. Through debriefs, scenarios and collaborative activities, students practice putting themselves in each other’s shoes, learning to see beyond their own experiences. This empathy fosters a genuine concern for others, encouraging students to reach out to peers who may need support or encouragement. As students develop empathy, they learn that caring for others is not just about kind actions but about understanding the experiences that shape each person.

Together, these qualities: communication, teamwork, respect, sportsmanship, healthy competition, and empathy, create a Montessori environment where caring for others is a shared value. Students learn that their actions have an impact on those around them and that each choice they make can contribute to the well-being of the community. Through these experiences, students grow into individuals who value connection and responsibility, taking with them a deep understanding of what it means to care for others in meaningful and lasting ways. In this environment, whether in PE or the classroom, they become not only learners but compassionate citizens, ready to make positive contributions to their communities and the larger world.

P.E. Teacher

Embracing the Care of Others In and Outside of Our High School Community

Oakleigh Butler, HS Math & Business Teacher

Today’s world often seems to prioritize individual achievements and personal success. From the very beginning, in the Montessori infant and toddler environments, students are taught to cultivate empathy, care for their community, and embrace a strong sense of social responsibility. The care of others continues to be a large part of the curriculum throughout a student’s Montessori journey. At the high school level, students are not only challenged to excel academically but to also become compassionate and engaged citizens of not only their school community but of the outside world as well.

At Oak Farm Montessori High School, students do not just read about the world’s challenges; they engage with them directly. Whether it is through service learning, internships, collaborative projects, or even traveling the world, students are encouraged to put what they have learned to work while serving and caring for others. When our students are not busy serving others outside of our school community, they are practicing the act of caring for their peers in many different ways. One of my favorite ways our students show care of others is through birthday affirmations, where we honor each birthday by coming together as a community and giving affirmations to that student. It is amazing to see other students give deep and thoughtful affirmations to their peers. During this time it is clear the care that our students have for others, especially those in our community.

At the end of their four years at Oak Farm Montessori High School, we believe that our graduates are fully equipped with more than just academic knowledge. They are prepared to enter the adult world as compassionate leaders who will help cultivate empathy, responsibility, and a deep commitment to the well-being of others. We truly believe that our students will be able to face the challenges of the world with intelligence and compassion.