OFMS October Newsletter

Oak Farm Montessori

2022

I remember the first time I walked into my son’s classroom. Not only did I notice the beautifully prepared materials on the shelves, natural light entering through the many windows and the multitude of choices he had at his fingertips, but it was apparent that all of this was done intentionally to set up the students for success. Fast forward nine years and I now know just how much work is done by the teachers before even one student enters the classroom to start each day.

Maria Montessori was first a scientist and doctor prior to becoming the educator she is known for today. She used her analytic and observation skills to develop materials that were self-correcting, beautiful and provided a concrete means of learning the direct aim attributed to the work. She saw the importance of the children taking responsibility for their environment and for each other. The teacher was to provide a prepared environment where the children could experience freedom, structure and order, beauty, nature, and a social and educational classroom.

These ideas were quite contrary to traditional education at the time, and even today are seen by many to be unconventional. But, why? Shouldn’t students be encouraged to research and explore their interests? How much more appealing is a task when it is thoughtfully prepared and attractively displayed? The prepared environments found at Oak Farm Montessori are curated carefully by our highly trained teachers. Each shelf, container, painting or reading chair is chosen for its beauty and functionality for the children it may serve.

While Jack may not notice the work done behind the scenes to create the home-like environment he spends seven hours a day exploring, I know that his teachers observe and refine the room each day to meet his and the other students’ needs. I hope you enjoy this month’s edition of our newsletter that provides insight into how each level creates a warm and welcoming environment according to the Montessori Method.

Candice

HEAD OF SCHOOL

Set up for success

By Leah Watson, Toddler 2 Teacher

The infant and toddler environments at Oak Farm Montessori are carefully designed around the six principles of a Montessori environment: freedom, structure and order, beauty, social environment, intellectual environment and nature and reality. The day and the classroom are equally structured predictably with time and space devoted to food and eating, to working and exploring, to diapering or toileting, to gathering as a community, and to resting. All of these areas create opportunities for social interaction between students and teachers, and between students and their peers. The whole team strives to make those interactions meaningful, respectful, and genuine. We model grace and courtesy and empower the children to respect each other’s bodies, work, space, and time. The spaces are made as safe as possible for young children to explore so that they can have the maximum freedom of movement and time for concentration with the minimum redirection. The collection of classroom works are curated deliberately and over many years. Items are selected for their beauty, their ease of use, their natural material, their durability, as well as for their authentic purpose and their intellectual challenge. In the first plane of development, we want genuine reality as much as possible and choose any representation we must use based on its accurate depiction of the subject (realistic model animals, photography in books, etc.). The environments evolve steadily as the children grow and gain new skills and abilities, ever-responsive to their developmental needs.

You are already doing at least a few of these things at home - probably designated times for eating and sleeping, spaces, and ways to do most of the things that get done every day. To incorporate some more of these principles in your home, here are a couple of ideas. Have a “no-free” zone (perhaps the child’s bedroom) where your child can explore without endangering themselves or breaking anything. You could also rotate toys so that the new challenge is easily available at eye-level and the alreadymastered-and-forgotten is stored away. Your infant and toddler will thrive in familiarity and order in their prepared environment.

THE IMPORTANCE OF A PREPARED ENVIRONMENT

Tia Matney, Primary 1 Teacher

What does it mean to have a prepared environment in a Montessori classroom? What does it look like, feel like and why is it so important for the students? Maria Montessori said, “Order consists in recognizing the place for each object in relation to its environment and remembering where each thing should be. This implies that one is able to orient oneself within one’s environment and to dominate it in all its details. The proper environment of the soul is one in which an individual can move about with eyes closed and find, simply by reaching out his hand, anything he desires. Such an environment is necessary for peace and happiness.” (The Secret of Childhood)

When walking into a Toddler, Primary or Lower Elementary classroom, take a look around. You will see the furniture, sinks/toilets and the work choices on the shelves are all at the student’s level. These environments were made specifically for them, to give them independence and a sense of order. The students take ownership and have a love of the environment; this is shown when restoring works and treating the materials with respect. It is also the responsibility of the teachers to make sure the environment is ready for each student every day. We teach the students how to restore each work, take care of the materials, and overall help them understand that the environment is our shared community. We all do our best to ensure that it is a beautiful and peaceful place to learn, grow, and love.

In Lower Elementary, teachers take great care and time in planning, placing furniture, and organizing materials; all with the child’s independence and engaged learning in mind. Soft and natural lighting, a variety of work spaces, systematically organized works placed beautifully on the shelf set the stage for a productive and peaceful learning community. This organization gives the lower elementary student a sense of structure, comfort, and choice. As you walk into a classroom you might notice a variety of work spaces. There could be two person tables, individual spaces, standing tables, floor tables, students working on rugs, and maybe even some tables with wobble seats to help with movement. This diversification of work space speaks to the child, inviting them to be comfortable, and is an acknowledgment that not all learners need the same thing. Individual needs are constantly changing and, as teachers, we adapt to the needs of the community through observation.

When students move from Primary to Lower, practical life becomes more abstract and carried out in daily jobs. While still having materials available, students begin to work towards the abstract and do quite a bit more writing. Still prevalent in our classrooms is a peace area or calm space, a place where students can go to feel comforted, cared for, or given the space to calm themselves.

“The question of adaptation to the environment is a fundamental one. It is important that everyone be as well adapted to the environment as possible. The behavior of people who are not adapted to the environment will be flawed. If they are not adapted to society they will disturb the environment.”

-Montessori, The 1946 London Lectures p. 90

A place for everything...

Meghan Dohring, Lower 3 Teacher

Sandra Deacon, Upper 1 Teacher

In any Montessori classroom, the prepared environment is essential for children to get off to a good start and reach what we call “normalization”. In a Montessori classroom, normalization is achieved when the children concentrate on their work, move freely, but purposefully, through the classroom, all while practicing self-control and peacefulness.

There are six principles of the Montessori prepared environment. These principles are Freedom, Structure and Order, Beauty, Nature and Reality, Social Environment, and Intellectual Environment. In the Upper Elementary classroom, the Social Environment becomes a focal point for the children. It is important for students to collaborate, make meaningful connections and contributions within their community, and develop their sense of compassion and empathy for others.

Learning researchers from Arizona State University found that learning outcomes improved for all group members of differing abilities the longer they engaged in meaningful collaboration and discussion. Since two major tenets of Montessori philosophy are mixed age groups and the education of the entire child, teaching students to collaborate and be a contributing member of their community is an important aspect of the Social Environment. Students take deeper dives into topics, come up with more potential solutions, and learn how to apply their strengths to help solve problems when they learn how to work with others. They also learn how to think critically and how important it is to have a diverse set of perspectives.

As educators we observe the children as they work, make note of who they work well with, who they need to practice working with, which topics they are passionate about and which they need more support. These observations help us create groups with members who will support and challenge each other. This can involve feelings of discomfort and awkwardness, but in an incredibly safe, secure, and prepared environment. When the students work together, encourage each other, debrief about what went well and what could be improved upon, and how they will plan to tackle the next problem, we see other areas improve as well. We see independence, confidence, and compassion grow and become refined as their social skills improve and their successes increase.

The Social Environment is just one aspect of why it is important to focus on the prepared environment. The prepared environment is something that Montessori guides put so much time and effort into, and is a big contributor to why people feel calm and peaceful when they walk into our classrooms. It is also why Montessori classrooms become a place where learning is joyful and non-judgmental. Where getting things right and wrong are equally important, and that each child is viewed as an essential part of the community.

NEXT STEPS...

By Kim Davidson, Strategic Partnership Director

Whether your family is at the beginning of their Montessori journey or heading into our secondary program and the culmination of your time on campus, the prepared environment is an integral part of your child’s development. When exploring educational options and preparedness, there are schools that focus on academic development and college readiness, and others that focus on vocational development; however, the Montessori philosophy focuses on developing the whole child. This approach prepares students with the real world skills needed in the classroom and beyond; setting the student up for success, regardless of their next step.

In my role at school, I have the pleasure of hosting various individuals and community groups on campus. As we make our way through the campus, our guests are always intrigued by the peacefulness of the classrooms, the confidence and independence exhibited in our youngest students and the quiet hum of the students, of all ages, being engaged and self-directed. Each of these characteristics is a result of intentional work that has been done by our faculty to create an environment that not only fosters these traits, but also an environment that is a safe place to inquire, learn, explore, falter and try it all over again.

At the beginning of the year, each classroom works as a community to create guiding principles: how to treat others, how to care for the environment and how to care for oneself. These ‘rules’ are created and maintained by the students, so they are vested in their implementation and success. Our alumni repeatedly reference the environment of OFMS and how valuable it was for their growth. The ‘fail forward’ culture has resulted in students who are compassionate, confident in leading and following, respectful and resourceful.

At OFMS, our faculty is truly investing in the growth and development of the next generation of leaders. As our team works with students daily, our parents and greater community are given the opportunity to support this important work as well with financial gifts. One may choose to support the professional development of our faculty, support the related arts that enhance students’ learning opportunities, underwrite the operating budget of the school or invest in tuition assistance to insure that the Montessori philosophy is affordable and accessible. Whatever your interest, we look forward to partnering with your family to sustain the Montessori education provided by our school.

“To assist a child we must provide him with an environment which will enable him to develop freely.”

Maria Montessori

The prepared kitchen

Kristine Moreland, School Chef

Teaching practical life skills is an important component of the Montessori Method and having children in the kitchen is the perfect way to introduce many of these skills like: washing hands, pouring water, prepping food, cutting and more. At Oak Farm Montessori, everything is child-sized, from the table and chairs to the kitchen sink. While this is beneficial for the child to be successful at school, our homes are not built the same. Here are a few ideas to implement in your home that will encourage your child(ren) to participate in meal preparation like they do at school.

A place for everything and everything in its place. Offering your child a low cabinet or table in your kitchen is the perfect place to set up their own snack station when younger. Some things you could include are: small cups, water pitcher, healthy snacks in easy open containers, a basket with napkins and a small bin with cloths and cleaning spray. First, provide a lesson on how to use each item properly and then let them gain the confidence and independence to do it themselves. Not only do they feel pride in accomplishing this task, you won’t have to hear them ask for a snack anymore! When kids get older, they could have their own snack bin up higher or in the fridge.

The Montessori Method also encourages using “real” silverware, plates, bowls and cups; typically glass. The idea behind this is that children learn to respect and care for the items in the manner they deserve. If they are given unbreakables all the time, they won’t learn the natural consequence of dropping a real plate or cup. Keeping these items on a low shelf they can reach, along with place mats and napkins will encourage them to help set the table at meal times.

Although your child will learn a lot from the practical life activities at school, you can continue them at home by cooking with your child. Providing a safe, designated space at the counter makes them feel like a part of the process. This could include a learning tower or sturdy step stool as well as a drawer with tools the right size for their hands. What I like to stock our children’s drawer with are: measuring cups/spoons, a cutting board, crinkle cutter, apple slicer, whisk, veggie peeler, hand juicer and a rolling pin. As your child’s skills grow, knives can be added.

Inviting children into the kitchen boosts self-confidence, encourages family bonding and helps introduce your kids to various concepts. So, prepare your kitchen for success and enjoy the benefits of an independent child who not only is able to do things for themselves, but is thinking for themselves also.

Adventure Awaits!

Heather Lemmon, Middle School Director and Teacher

“So the first thing his education demands is the provision of an environment in which he can develop the powers given him by nature. This does not mean just to amuse him and let him do as he likes. But it does mean that we have to adjust our minds to doing a work of collaboration with nature, to being obedient to one of her laws, the law which decrees that development comes from environmental experience.” Maria Montessori, The Absorbent Mind

The prepared environment is a well-ordered space that provides materials, space, and independence for the student to grow. Our prepared environment in the first few weeks of school at the secondary level may look very different from what you might expect. As Dr. Montessori states in the quote above, “development comes from environmental experience.” We take that literally at the secondary level. Here’s how…

Each year the Middle School takes off for an adventure together. During this adventure we have three main goals: come together as a community, stretch outside of our comfort zones and tickle our intellect. We achieve all of our goals and for some of us, we even surpass those goals. This environment is very carefully designed and prepared for our students to allow room to achieve these goals. The structure of the week is carefully constructed in order to allow for community to develop; with our biggest stretches at the end of the week. The experience is truly magical as we witness, year after year, the transformation of our community take place right before our very eyes. Students grow in community, in the respect they have for themselves as they face challenges, and hopefully an appreciation for the nature around them. Truly, all six aspects of the prepared environment are met. They have freedom in their choices, from food to challenges. The structure of the week is prepared in a most particular way. They are in nature and appreciating the beauty of the world around them, all day every day. They are socializing with peers and creating bonds. And, they are learning!

Building authenticity

Jon Agler, High School Administrator and Business Programs Director

Each year, the secondary level, which includes the middle and high school, begins the school year with Fall Trips, with the objective of helping each community bond. A key component of Montessori educational philosophy, and one of the main jobs of each Montessori guide, is to prepare and maintain a healthy learning environment. OFMS faculty take this task very seriously, but it can look differently at each level! It makes sense that at each level, the environment expands as the student grows and that each environment is just big enough to meet the developmental needs for exploration and learning. As you can imagine, at the secondary level, the prepared environment extends way outside of the classroom, but a key component of this environment is not the space itself, rather it is the people. The social needs of the adolescent are a key piece of the environment and it must be nurtured and prepared, just like the physical space.

Each year we have new faces as well as a fresh start for those who are returning, and with this, is the beginning of a new community.

All students start the year by becoming acclimated to the environment by walking around the space, exploring the materials.

Using all of their senses to find their place in this space. This important part of the year helps them to feel a sense of homeostasis and helps the guide as they work towards normalization in that environment. For the adolescent there is also a need to explore the social opportunities and barriers of the community.

They ask the questions, who will I be this year? Who will be my partner and running mate; my close friends?

Am I safe to take risks and explore who I am?

As students find safety among their peers, then they find the freedom to explore the social environment, in turn they can find their authentic-selves.

The fall trips help to do this very quickly. Taking our young adults out of their comforts, norms and habits at home, to give the group shared experiences, accelerates community building. We leave technology behind, to fully immerse ourselves in nature, allowing ourselves to let our guard down. We run hard with fun activities while also intentionally slowing down to listen and reflect. These changes can be hard for many students, but as the week goes on, you see students begin to embrace their surroundings and to spend time with peers who they have never met. Many long term friendships emerge and blossom on these trips! These shared experiences will be brought up throughout the school year as a grounding point and catalyst for the 2023 community.

Mark your calendars

Picture Retake Day

Parent

Fall

High

October 5th, 2022

October 6th, 2022

October 14th, 2022

October 20th, 2022

October 27th, 2022

October 28th, 2022