October 2023 OFMS Newsletter

Oak Farm Montessori

October 2023

Each year we incorporate a theme into our monthly newsletter publication. This year, we chose Mission Accomplished. Beginning this month we will break apart our mission statement, To provide a Montessori environment that inspires students to reach their potential through meaningful work, to look carefully at how each component is manifested in our classrooms and across the campus. Beginning in February, we will switch gears to examine the Portrait of a Graduate: leadership, citizenship, emotional literacy and lifelong learning. These are the characteristics that should be exemplified by all of our students when we fulfill the tenants of our mission statement; mission accomplished!

As you peruse the pages of this month’s edition, our faculty will share their individual perspectives and examples of what a Montessori environment means to them. One of the most beautiful aspects of Montessori philosophy is that she, Dr. Maria Montessori, designed and created specific materials for each developmental plane, a scope and sequence in which to present them, and careful instruction for the ‘guide’ to make scientific observations of each child for them to reach their full potential. However, the ‘environment’ is not just a space in a building; it is also the culture, classroom norms, and the preparation of the guide themselves that impacts the development of the overall environment for the child or student.

Look around your own home. What environment are you creating to encourage independence, learning, and opportunities for growth for your child?

Candice

Intentionality leads to Independence

Lili Argueta, Toddler 2 Teacher

There are several differences between a traditional infant/toddler classroom, and a Montessori environment. One major difference is the physical arrangement of the space used for the students. A Montessori environment will radiate a sense of home and comfort; the environment is organized, and this creates a peaceful atmosphere. The works offered and displayed in a Montessori environment are appropriate for the student’s developmental stage. The materials used for their work are all purposeful, non-overstimulating, and aid in promoting concentration and independence. A peaceful environment where the student feels safe and supported by their teachers allows the student to naturally engage in exploratory activities that feed their curiosity.

Every decision made in the environment is made intentionally, with a focus on the development of the students that environment serves. Montessori shelves are prepared to sequence the materials from simplest to more complex. The simple materials begin on the top shelf, on the left side, and the more complex materials are located on the bottom shelf, on the right side; similar to reading, top to bottom left to right. This is part of the Prepared Environment and done so that the student begins moving with ease from simple activities to more complex ones.

Here are some action steps you can take to create a Montessori environment at home:

• Simplify your space

• Keep shelves and materials at eye level

• Designate a workspace

• Give children freedom within limits

Home away from home

Laura zollman, primary 1 teacher

My years growing up in a traditional school consisted of windowless classrooms with colorful posters on the walls and rooms filled with desks and notebooks. Years later, I became a mother and was introduced to Montessori philosophy. I remember the hesitation I felt as I prepared to send my children to school. I wanted their environment to be as inviting and comforting as our home environment, but the memories I had of school were far from it. During my first tour of Oak Farm Montessori School, I fell in love with the classroom environments. Each classroom felt like a home, with everything in its place, with tiny shelves and tables matching the tiny people in the room. As a teacher in the Primary 1 classroom, I continue to marvel and take great joy in our environment and the enticing works on each shelf.

Each work is enticing because it is meaningful, thoughtfully prepared, and presented in an aesthetically pleasing and practical way. For instance, our young students are frequently drawn to our practical life area where child size pouring dishes, spooning, and tonging works are placed on trays with child sized spoons and cups. The size of the spoons, tongs, and pouring dishes ensures that the work is manageable for small hands.

Magnolia Montessori Academy lists six key components of a prepared Montessori environment: freedom, structure and order, reality

and nature, beauty and atmosphere, Montessori materials, and the development of community life. As much as a Montessori classroom is made to mimic the comforts of home, our homes can mimic the freedom and structure of the classroom. Our homes don’t need to have countless Montessori materials on shelves, but a few practical life works on a shelf can allow a child to feel empowered in their own home. Children love to work and having their work accessible, at their level, such as a low bathroom drawer with their toothbrush and toothpaste, can make the difference in a morning power struggle to brush their teeth. One of the best pieces of information I learned from Montessori books as a young mother was to make every space in my home inviting to my children. Giving them a corner of each room, or basket of work to do in each area, empowered them to be productive and participate in the work of the home.

The Montessori prepared environment invites young children to take part in the beauty, the work, and the community that surrounds them through the varied opportunities made available. There are no windowless classrooms or rows of desks. Instead, you will find carefully procured reading nooks, outdoor learning, adults taking time to answer, “why?”, and children who are excited to come to school. Truly, a home away from home.

Investing in the future

Kim Davidson, Strategic Partnership Director

As we begin a new school year, we are reminded of the limitless opportunities our students have each day. To provide a learning environment that sees no limit in a child’s potential, the adult must be willing to step aside and allow the natural curiosity of the students to guide the learning. Montessori teachers provide a safe environment where the students can research, discover and explore the topic at hand. A safe environment consists of many things: A well-trained faculty member who understands the needs of each child in their classroom, a community that fosters empathy, compassion and respect for the others and their beliefs; as well as, an environment rich with materials that support a child’s discovery and learning.

Your wish, as a parent, may be for your child to have more opportunities than you had growing up, to be in an environment that fosters community, respect, and empathy, or maybe your desire is for your child to have an educational experience that is meaningful and impactful. From nine students to 390 students, we remain committed to the vision on which our school was built. Our founder, Lorene, was passionate about bringing choice in education to NE Indiana that was not just another traditional option. She felt that all parents deserve not only educational options, but options that are high quality, non-traditional, and affordable. She believed the Montessori philosophy met the needs of the children at different developmental levels and could be the beginning of choice for parents in the area. What she proposed would need to be privately funded to ensure that the curriculum could be implemented in a way that is true to Montessori without the restraints of mandatory testing or curriculum mandates. Through her personal philanthropy, the long term support of her family’s private foundation, and the generosity of our OFMS community, her vision is alive and continues to be at the forefront of all that we do.

As members of the OFMS community, where our children directly benefit from the vision and philanthropy of our founder, we encourage all families to consider a gift to continue such an impactful vision and mission, “to provide a Montessori environment that inspires students to reach their potential through meaningful work.”

In the next few weeks, all members of the Oak Farm Montessori Community will be given the opportunity to invest in our school. Regardless of your reasons for choosing OFMS for your child’s education, we invite you to join us as our community works together to ensure that the foundational values and purpose of Oak Farm Montessori School continue.

What does it mean to accomplish a mission? When you’ve accomplished that mission, no matter how large or small, how does it make you feel? Does it almost give you a sense of peace and centering? There is SO MUCH about a Montessori environment that illustrates this phrase and feeling!

Maria Montessori said, “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.’ Free the child’s potential, and you will transform him into the world.”

I don’t know about you, but as a teacher and a parent - THAT is quite a mission! So how do we accomplish this mission within a lower elementary Montessori environment?

A Montessori environment is a carefully curated space that revolves around the central theme of fostering the accomplishment of students. This approach is centered on empowering students to achieve their fullest potential through a combination of intentional design, individualized learning, and a purposeful engagement. In a Montessori environment, the pursuit of accomplishment is not merely about achieving academic milestones; it encompasses a holistic development that nurtures intellectual, emotional, and practical growth.

The concept of order is a cornerstone of Montessori philosophy and plays a pivotal role in facilitating student accomplishment. An orderly classroom environment cultivates a sense of structure, predictability, and security for students. This organized setting enables learners to focus their attention, learn to manage their time effectively, and engage in purposeful activities. The presence of order helps to minimize distractions, allowing students to channel their energies towards meaningful learning experiences, thereby enhancing their own sense of accomplishment.

The iconic didactic materials found in a Montessori environment are thoughtfully designed to stimulate curiosity, critical thinking, and hands-on exploration. These materials serve students’ intellectual accomplishments by offering progressively challenging tasks. The selfcorrecting nature of many Montessori materials encourages students to independently identify and rectify errors, fostering a sense of mastery and achievement. The tactile and visual nature of these materials engages multiple senses, enabling students to absorb complex concepts and skills with a deep sense of accomplishment!

Student choice is another essential (yet also widely misunderstood) aspect that contributes to accomplishment within a Montessori environment. By allowing students to choose their learning

Kelly Williamson, Lower Elementary 1 Teacher

activities, Montessori educators empower them to follow their interests and passions. This autonomy not only enhances their intrinsic motivation, but also facilitates the development of self-regulation and decision making skills. As students engage in these activities, they experience a heightened sense of ownership and accomplishment; leading to a genuine enthusiasm for learning.

Practical life activities in our environment encompass everyday tasks such as plant and animal care, laundry, sweeping, or loading the dishwasher provide a foundation for accomplishment beyond academics. As they master these activities, a sense of responsibility is instilled, contributing to students’ personal growth and overall sense of accomplishment. They take pride in their work! Afterall, they are not merely acquiring skills; they are cultivating a deep connection to the world around them.

Our Montessori environment serves not as one specific accomplishment, but as a continuous journey of growth and self discovery where education nurtures students’ sense of competence, mastery, and self-efficacy while fostering a lifelong appreciation for achievement in ALL its forms. A Montessori environment that offers a profound path towards fostering our students’ ability to look at themselves, their work, their environment, and say to themselves, “MISSION ACCOMPLISHED!”

The Heart of the Classroom

Linda Hoffman, Upper Elementary 4 Teacher

When the table is set, the drinks are poured, the devices are off, the food is cooked and ready to be served - guests and hosts are prepared for dinner. Before that hour though, someone had decided on a menu, purchased food or groceries, cleared space at the table, washed dishes and invited people to come.

Consider an upper elementary classroom on the first day of a new school year. Shelves are neat, bins and books are organized, kitchen counters are uncluttered. The teacher guides are welcoming and greet students with anticipation and hope. Before that hour though, teacher guides have spent weeks, hours, days… really whatever time was necessaryto plan. The placement of tables, shelves, and chairs ensures a safe and purposeful flow to the room. The work on the shelf must be complete and in working order; batteries in the timers, golden bead material organized on a tray, books facing the same direction. In a Montessori classroom, the work on the shelves must progress from top to bottom, left to right, in order of complexity. Students master work from the top left and move toward the bottom right. Work is organized according to groups; fraction work is separate from grammar symbols, which is separate from maps of the continents. The classroom is intentionally inviting.

Before that hour though, the planning hour, the heart of the teacher guide is prepared. The Montessori classroom is more than space for the wisdom of educated adults to be fed to students. The heart of a teacher guide has analyzed its bias, self-evaluated its strengths, sought advice to amend its weakness, and has prepared to love each child. Upper elementary students may all enjoy the same work and spaces, but they are individuals. The heart of a teacher guide is prepared to carefully observe the movements and conversations of students in order to know each one better. The heart of a teacher guide is prepared to set plans aside in order to listen to a child share excitement, communicate feelings, or ask a question.

Our beautiful classrooms, lovely settings, and complete materials are deeply appreciated, but learning happens in the humblest places. The Oak Farm Montessori Upper Elementary environment is truly prepared when hearts are prepared.

The World is our Classroom

“With all of the physical, emotional, and social changes that happen during this plane of development, it is so important that we ground ourselves in nature. Experiencing the natural world allows us to appreciate our small part in this vast universe and our connection to other living creatures. “

Misty Schoof, Middle School Teacher

Within the first two weeks of school, the middle school has spent half of our educational time outside of our classroom environment. From Shipshewana to Camp Tecumseh, our middle school team prepared field experiences that engaged our learners and deepened our connection as a community. Even during our time on campus, middle school learners are regularly outside on the farm, in the greenhouse, or in the outbuilding. Our learning environment extends far beyond the yellow farmhouse. Preparing these spaces allows learners to engage in authentic, hands-on work.

Maria Montessori observed that adolescents should “leave their narrow homes and go into the hills or to the sea, or into the country, where they will be in touch with nature and learn some practical trade. Here they can meditate and their innate sense of justice and life will blossom tranquility under ordered labor and this natural existence” (M. Montessori, “Disarmament in Education” 259). With all of the physical, emotional, and social changes that happen during this plane of development, it is so important that we ground ourselves in nature. Experiencing the natural world allows us to appreciate our small part in this vast universe and our connection to other living creatures.

During this time away from families and the comfort of our home, the middle school environment emphasizes work of the hand, economic independence, and mindfulness. After this three year holiday, Maria Montessori imagined, “these children returning to their formal studies when they are sixteen, feeling that they understood something of life and have achieved a sense of direction” (M. Montessori, “Disarmament in Education” 259). It’s easy to get caught up in the weeds of NWEA testing, Google Classroom, and MLA citations, but our focus should be rooted in the natural world. Once our learners have grown and matured, they will confidently navigate these academic complexities with a better understanding of themselves and our universe

The farm not only helps us appreciate the simple beauty in our natural surroundings, but it is also a foundation for our curriculum. Maria Montessori acknowledged that, “work on the land is an introduction both to nature and to civilization and gives a limitless field for scientific and historical studies. If the produce can be used commercially, this brings in the fundamental mechanism of society, that of production and exchange, on which economic life is based. This means that there is an opportunity to learn both academically and through actual experience what are the elements of social life. We have called these children the “Erdkinder’’ because they are learning about civilization through its origin in agriculture. They are the “land-children” (M. Montessori, “From Childhood to Adolescence” 68).

Learning How to Manage Space and Your Time: Preparation for the Adult Environment

Jon Agler, High School Administrator and Business Programs Director

Students at all levels of development are learning how to manage their time and how to effectively use the environment, but in the upper level of the third plane of development, the “walls” of this environment are difficult to define. Like the adult, the high school adolescent is now responsible for many areas of life. Many high school students are responsible for managing work schedules, internships, caring for siblings, and taking care of their own transportation needs. They are learning all of these new skills while navigating peer relationships and the age old question that most people have for them, “What are your plans for after high school?”

The work that is done in our younger levels of helping students learn how to manage their space and their time are essential skills for young adults. For many of them, doing this well is the difference between being a stellar employee or getting fired. It is the difference between having a reputation of having high integrity or as being a “slacker”. These skills are also important for safety as students learn how to navigate transporting themselves and other people on public roads! The stakes are much higher for these students, and they know it!

At OFMS, we begin teaching these skills through an intentionally prepared environment when they are still in Primary. Helping to instill within every student the responsibility to help manage their belonging, restore their work, and create manageable checklists. All of this is preparing them to be a successful adult who successfully manages their ever-widening learning environment in a safe and productive manner. This is “Big Work” and the stakes are high for them to do well.

As you pass them on the road, pull behind them in carline, or get an email from them, know that you are part of their learning environment and we are grateful for you. Oak Farm Montessori School is blessed with a community of parents who are not only committed to supporting their own children, but also the development of all children in the community and environment of the place we call our second home.

Scissors, Glue & Tape..oh, my!

What does a Montessori environment look like in the art room? The short answer is that it is always changing. We change our prepared environment to support the different levels or lessons that will be held that day. In the elementary art center, first through sixth years have art for about an hour each week. Materials for each lesson are placed on a “supply table” where they can collect what they need for their work.

Third years have an opportunity to choose Open Art over outdoor playtime once a week, in addition to their normal art class. Open Art creates much excitement with our elementary students and I would like to share how we prepare the environment for this work. Open Art is a class where students have complete creative freedom with the materials in the art room. We like to say, they get to use the space as their own art studio.This is only open to third years because the lessons given in their first two years in lower elementary prepare them for this work. Lessons include hot glue gun safety, setting up a painting workspace, cardboard saw safety and clay basics. To keep our work meaningful, students are required to make a detailed plan and present it to a teacher before beginning their work. We use a form that outlines what they are making, what materials they will need and why they chose this work. A sketch of their project is also encouraged to help them visualize their idea before setting out to create. Once a plan is approved, students are independently working to complete their project. Students are in charge of gathering their materials from the art room, or STEAM room, next door. Both classrooms are meticulously organized and labeled to ensure students can find what they need with ease. In the art room, large metal cabinets house all the art materials or tools you could dream of. On the outside of the cabinets are lists of items inside, so students can see what materials are there before opening the door. Once they open the cabinet, items are organized into small bins with clear labels. Next to

the cabinets is where our painting carts are. There are three painting carts for acrylic, tempera and watercolor paint. Third year students have all had a lesson to prepare their own paint palette and work space and know what paint is suitable for different works. Located by the sink is a shelf that houses all the painting materials such as trays, water buckets, brushes and towels.

In the STEAM room, the cabinets are home to more building type materials like: drills, screwdrivers, hammers and nails. This room also has our found object materials, which are mostly recycled materials. The found object center is organized into a bin system. Blue bins attached to a rolling cart house all sorts of donated materials like scraps of fabric, old toys, and just random bits and bobs students can use to create. On a nearby shelf are large bins of recycled materials like cardboard tubes, plastic jugs, egg cartons and styrofoam. Students’ work usually continues over the course of many classes. We use cardboard “work in progress” boxes to keep our work in until we have class the following week. Students also keep their plans in their boxes until they have finished a project. Once their work is complete, they are asked to share their work with their peers.They do this by filling out a gallery tag that describes what they made, their name and class, and the medium they chose. Students are asked to display their work in the gallery for a week before taking it home.

You can set up an open art maker space in your home with materials you probably have on hand. Save your recyclables like cardboard boxes, paper towel tubes, and plastic containers. Set out basic art materials like scissors, glue, tape and drawing materials like crayons or markers. You could dedicate a shelf to house these items or just a couple small bins. Then, let your child create! You’ll be amazed at what your child comes up with, and the problem solving they will encounter in the process.

Leigha VandeZande & Meg Rowlison, Art Teachers

“...you’ll be amazed at what your child comes up with, and the problem solving they will encounter in the process.”