Blog

Mrs. Hood: Welcome Back!

Happy New Year, families! We hope you had a wonderful holiday break and you got some relaxation and meaningful time with your families!

Your children transitioned peacefully after the break and they arrived eager and ready to explore the environment and all the new works on the shelves. As we have officially entered the winter season, we will be focusing on bringing it into the environment and enjoying different aspects of it. Water and its different stages will be a main subject for conversations and sensorial experiences during this month.

In the language area, children seemed to enjoy working with the winter clothes vocabulary cards. As children are growing in expressive language, they like repeating sounds, naming objects and having one on one conversations about them. Children were also introduced to an object-to-picture matching work focused on arctic animals. Children are learning to recognize a harp seal, an arctic fox, a killer whale, a walrus, a husky, a caribou, a beluga whale, and a polar bear. This was one of the most popular works this week.  

On another note, we introduced a beloved work by all the children: a baby doll. Her name is Molly. Through this work, children practice grace and courtesy, gentleness, and a lot of patience since everybody wants to take care of the baby. Children enjoyed this work so much! Some of them cuddled Molly with such care, others explored her body parts using it as an enrichment of vocabulary work. The fact that the baby can open and shut her eyes was a point of interest for many of the children. Needless to say, they reminded each other to not poke the baby’s eyes, which was great to witness. The children worked together to make sure Molly felt loved. They read, sang and kissed her… some of them even wanted to cuddle with Molly in her crib!

For food tasting we explored Kale and to our surprise most of the children really enjoyed tasting it!

The favorite books this week were: The Itsy Bitsy Snowman by Jeffrey Burton; Winter is Here by Kevin Henkes; Waiting Is Not Forever by Elizabeth Verdick and I Help by Cheri Meiners.

Reminder: Please check the updated Food Tasting and Flowers Calendar in resources on MyFWM. Thank you in advance!

Enjoy the weekend,

Mrs. Hood and Miss. Bethann


Mrs. Doyle: A Normalized Classroom

“Social grace, inner discipline, and joy. These are the birthright of the human being who has been allowed to develop essential human qualities.”  Maria Montessori

Normalization is a buzzword often used by Montessori teachers everywhere. So, what exactly does it mean, and more importantly, how do we achieve it? When children in a Montessori environment demonstrate deep concentration, self-discipline, social skills, and a true love of work, we describe this as a normalized classroom. Normalization is achieved by consistent and clear ground rules that everyone is familiar with. It is our job to ensure the environment is always well prepared and designed to meet the needs of the children. As Montessori teachers, we are confident that if we do our job well and the children are free to experience the opportunities provided by the environment and Montessori materials, they will thrive.

After the winter break and upon our return in January, we often see noticeable growth in the children’s social and emotional development. They come back eager to learn and raring to go! The first half of the year, they have become comfortable and confident with our classroom routines and expectations. They have developed deeper relationships with their peers and teachers. It is always an exciting time and sets the groundwork for the second half of the school year.

It was so wonderful to welcome the children back to class and observe all of their growth.  While nothing may seem normal as of late, our classroom was definitely normalized and brought us great joy and hope!

Wishing everyone a 2023 filled with much peace and love.

Michelle & Maria


Mrs. Lopes: A Normalized Classroom


“Social grace, inner discipline, and joy. These are the birthright of the human being who has been allowed to develop essential human qualities.” 
Maria Montessori

Normalization is a buzzword often used by Montessori teachers everywhere. So, what exactly does it mean, and more importantly, how do we achieve it? When children in a Montessori environment demonstrate deep concentration, self-discipline, social skills, and a true love of work, we describe this as a normalized classroom. Normalization is achieved by consistent and clear ground rules that everyone is familiar with. It is our job to ensure the environment is always well prepared and designed to meet the needs of the children. As Montessori teachers, we are confident that if we do our job well and the children are free to experience the opportunities provided by the environment and Montessori materials, they will thrive.

After the winter break and upon our return in January, we often see noticeable growth in the children’s social and emotional development. They come back eager to learn and raring to go! The first half of the year, they have become comfortable and confident with our classroom routines and expectations. They have developed deeper relationships with their peers and teachers. It is always an exciting time and sets the groundwork for the second half of the school year.

It was so wonderful to welcome the children back to class and observe all of their growth.  While nothing may seem normal as of late, our classroom was definitely normalized and brought us great joy and hope!

Wishing everyone a 2023 filled with much peace and love.

Amanda & Hema


Lower El: 2023- Bring it on!

I hope you all had a wonderful holiday and break with your children! We are all happy to be back, working hard and having fun.

The first half of the year focuses mainly on adjusting to classroom routines, learning expectations and developing strong relationships with peers and teachers. The second half of the year is always my favorite time because that’s when I notice exponential growth, both socially and academically, from the children. I am eager to see how the rest of the school year will unfold!

Maria Montessori’s primary goal for education was to bring about a better and more peaceful world. Staying true to this goal, we spend intentional time in our classroom on kindness and caring for one another. Focusing on this now will help the children to grow into peaceful, compassionate adults. The children in our class regularly and spontaneously help their classmates in need, from helping each other with challenging work, giving one another spelling tests, to cleaning up spilled stamp game stamps.


Love of Learning in Upper El

Before break, fifth grade students were given a grammar assignment. After being given the following prompt, they were asked to rewrite it, adding a few sentences, using personal pronouns and their antecedents:

When she arrived there that morning, they were all running around, because it had escaped. She asked her and him where they saw it last. One of the others said he saw it go out the door when they came in…

They enthusiastically took that prompt, decided to collaborate, and ran with it. Here is their collaborative story…

When Lilly arrived at the restaurant on Sunday morning, the Pet Pack were all running around, because Heater the microwave had escaped. Lilly asked Kirby and Jewel where they saw it last. Kirby said he saw it go out the door when he and Jewel came in. Lilly went to go ask Toasty Toaster the Toaster Oven, Heater’s best friend, if Toasty knew anything about what Heater had done. Toasty said he hadn’t seen Heater all day, but he might be at his favorite spot, the sewers. Lilly asked Sewey the sewer rat if Heater was in the sewers recently.

Sewey said, “Yes, Heater was here two hours ago, carrying a cake. I tried to ask him, ‘Why the cake?’ when he took a piece of the pipe and ran off.” 

Lilly ran to Heater’s favorite climbing place, the cherry tree. When she asked Squirrely if Heater was there, Squirrely said, “Yep, Heater was here one hour ago, carrying a cake and a piece of a pipe that looked like it came from the sewers. He didn’t say a word, but he took my prized collection of acorn candles.”

Lilly said, “Thanks!” then ran off. Lilly tried to think. A cake, a piece of a pipe, and an acorn candle collection could only mean one thing…he was planning a surprise birthday party for someone…but who?

Lilly was in the middle of thinking when she heard some voices yell, “Surprise! Happy birthday, Lilly!”

When Kate arrived at the party that morning, the guests were running around, because the mad toaster oven had escaped. Kate asked John and Sara where they saw the toaster last.

One of the others said, “Mike saw the toaster go out the door when the guests came in.

Next, Kate called the police, “There is a mad toaster oven on the loose!”

“Don’t worry, we’ll get it,” the police officer said. “Oh, we see it, that thing is really mad. We are not going to get it, you’re on your own. Oh gosh, I am so scared.” 

So Kate took the closest rocket ship to the moon and looked down on the planet and saw the toaster. It was growing by the minute! Kate then called the SWAT team, but even they were too scared! Then Kate had an idea, “I should make the rocket into a laser!” So she did, and after much work, she BLASTED the now huge toaster off the face of the Earth! And then Kate heard a noise behind her. It was Allie with a ring of cake around her mouth. “Hey, can I get a ride with you?” asked Kate. 

When Mia arrived on the moon that morning, Bennett and Camden were both running around because Allie had escaped. Mia asked Bennett and Camden where they saw Allie last. Camden said he saw her go toward Mars when he arrived…

When Allie arrived at Mars, she found a cake and decided to sit down and eat it. Suddenly, a strange figure approached. It was Persila from Bennett’s story. “MY CAKE!” she exclaimed, “WHY ARE YOU EATING MY CAKE?”

“Mrm..,” Allie mumbled.

“This is the worst day of my li-,” Persila complained. “Wait a second…that’s not my cake…my cake was vanilla and that one is…chocolate.” 

“Hmm?” Allie mumbled again. 

Suddenly Persila turned around and marched right back to her rocket and launched back to Earth.

After Allie finished, she went back to the moon where she found Kate from Camden’s story, disassembling her rocket to turn it into a laser to shoot a gigantic toaster. After she shot the laser, she turned around to see Allie. Kate asked, “Can I get a ride home?”

“Sure,” Allie said, “you can go home with Mia.” Allie marched away to tell Mia that Kate was going home with her, and to tell them to launch immediately.

When Persila arrived at her party that morning, the other guests were all running around, because the cake had escaped. She asked Chuck and Margie where they saw the cake last. Chuck said he saw the cake run out the door when he came in, then Persila turned and ran as fast as she could all the way to the bakery where the cake was bought. She stormed in and yelled, “I NEED A MANAGER!” When the manager came in she said even louder, “DID YOU PUT LEGS IN MY CAKE?”

The manager calmly responded, “We did not mean to put legs in your cake. We’ve had three people come in to say the same thing. We must really stink.”

Persila then turned and stormed out. She returned to the party and said, “I WILL FIND THIS CAKE!”

Suddenly, from the other room, Margie yelled, “NASA’s launching a rocket to Mars.”

Persila walked to the TV room and sat down. Almost immediately she jumped up and yelled, “ISN’T THAT MY CAKE?” She had seen the cake boarding the rocket. She ran outside and called an Uber before anybody knew she was gone. When she arrived at NASA, she stormed into the control building and demanded that they stop the launch.

The scientists responded, “We can’t, we’re too far into the launch sequence.”

“Then I’ll stop it myself,” Persila responded in a heroic tone. She sprinted to the rocket and entered the bottom door. Suddenly, the rocket started to shake, it was time for liftoff. They were headed for Mars. When Persila stepped off the rocket onto Mars, she followed the footsteps of the cake all the way until she found Allie from Allie’s story (wink, wink, wink) eating the cake. “My CAKE! Wait,” she said, “that’s chocolate, I ordered vanilla.” Back to Earth she went. She followed her footsteps and entered the rocket. She turned the rocket on and flew back to Earth. When Persila arrived at Earth she ran back to the party, but before she got there, she almost tripped over a toaster oven in the middle of the road.

Suddenly it said, “Hi, I’m Toasty the Toaster Oven but everyone calls me Toasty. Is your name Priscilla?” 

“No, my name is Persila, but why do you want to know?”

“We had a party for Lilly and there was a cake that said, ‘Happy Birthday Persila.”

“WHAT?” she screamed, “Take me there NOW!” When she arrived, she barged in and said, “Who ate my cake?”

Through a bite of cake Lilly said, “Not me,” and burped. 

That is the story of Persila’s cake.

When the fifth graders shared their stories with the fourths this week, they did it with such enthusiasm and pride, and their classmates LOVED it! Sharing was filled with giggling and enjoyment. THIS is love of learning, one of the many benefits of the Montessori method.

Wishing you a beautiful weekend,

Karen and Angie


January Family Connection Newsletter

“Since we have the means to guide the child, it is clear that the formation of man is in our hands. We have the possibility to form the citizen of the world and the study of the young child is fundamental to the peace and progress of humanity.” -Maria Montessori, Citizen of the World, p. 93

The focus of this month’s Family Connection newsletter is on Research in the Montessori Classroom. In Montessori, research starts at the early age of five years old and continues through eighth grade. Of course, research at the different levels varies, each year building upon the previous year’s experience.

At the kindergarten level, research focuses on animals and plants the children are learning about in class, with resources being our beautiful, teacher created, Montessori materials. Children at this level end the year with a big research project of an animal, working in MakerSpace and Art in addition to the classroom, to make a detailed diorama to show what they have learned about their chosen animal.

This research expands throughout the elementary years. Children at this level are still quite interested in researching animals and plants, but they begin to use books from our classroom library to find their information, in addition to our classroom materials. As they move along through their elementary years, students start to extend their research to topics in history and geography. Third through fifth grade students also learn to use online sources provided by our classroom guides when they aren’t able to find the needed information in books. The big project at this level is a two month long assignment which wraps up with Research Night in the spring. At this evening event, students present their research to parents and classmates. First and second year students present “research fair” style, describing their project to parents and guests as they circulate around the classroom. Starting in third grade, students stand up and give oral presentations to the classroom community, including parents and guests. Topics vary depending on the year and the curriculum, and the visual aids used during presentations become increasingly more complex as the children progress through their elementary years. Lower elementary students make posters and presentation boards and upper elementary students make slide presentations and three dimensional visuals.

Finally, at the middle school level, research continues with the topics becoming even more involved. In addition to presenting at their own Research Night in the winter, students at this level prepare Math Carnival and Science Fair research presentations, tying in skills from additional curriculum areas. Our middle school students wrap up their years at FWM with an Expert Project culminating in a lengthy research paper and presentation. They spend months researching a topic of their choice, finding and interviewing experts, and putting together a TED Talk-style presentation which they present on-stage to the community during our Expert Symposium in May. The result is a polished, professional presentation which the entire school community is invited and encouraged to attend.

Hoping you enjoy this month’s Family Connection!

Warmly,

Karen Sankey
Director of Montessori Education


“What did you do today?”

Parents have asked this question at the end of their child’s day for generations.

The answer is almost universally, “nothing.”

Why is this question such a tough one?

Here are some thoughts:

Everything children are doing in Montessori uniquely corresponds with their development. You don’t notice when your shoes fit perfectly, you notice when they pinch or hurt or give you blisters. 

Even when we’re working on something new in the classroom — unless it’s something big and dramatic you’ve been waiting your whole life for, like your very first picture story, or the bead chains or the checkerboard, or the quadratic equation — it is something typically aligned with what you need, in the here and now.

“What did you do today?” is a very big question for children and adults alike. 

If my husband asked me, “What did you do today?”  my response would be  something along the lines of, “…. Um (long silence while I try to remember this day, which seems like it happened about a week ago) ……I worked with children, sent some emails, had some teacher meetings…

What children do during the day doesn’t seem nearly as thrilling to them as it does to us. When parents and visitors observe children in the classrooms, the most common phrase we hear is: “I could watch all day.” What the children do and what they learn is so incredibly exciting for us to hear about and to them, it’s one more step in their development.

A great way to encourage children to talk about their day is to create a daily habit of talking about yours- the whole family. If it is just relaxing dinner table or car ride home conversations, there’s more of a chance stories will emerge.

An example would be telling a “Did You Know Story”: 

Did you know, this morning, I thought I packed my lunch box but I didn’t!  At lunch time,  I couldn’t find it anywhere! I had to eat the extra snacks I keep in my desk for my lunch. 

If you can’t remember a fun anecdote to share with your child, it’s not a big leap to imagine they’re having a tough time remembering parts of their day, too.

It’s natural to want to know how your most favorite person spent their day. It’s also natural to think that the way you spend your own day is pretty uneventful. Both those thoughts are true, whether you’re the parent or the child. 

As we have seen so many times, modeling is one of the best ways to teach. Like any new practice or habit, seeing results from your work is sometimes just enough to create a bit of momentum.

Spend time over the winter break establishing this new habit with your family and enjoy talking with your child!

Wishing you a happy holiday.

Gina Tryforos
Assistant Head of School & Student Support Coordinator


Happy Holidays from Lower El!

The children have been working SO hard the past few weeks in preparation for the holiday concert. Many had pre concert nerves and jitters but once they got up there, everybody performed liked the stars they are. It was so nice to see so many of your faces in the crowd cheering on your kiddos!

Thank to all the parents that contributed to our holiday party, we couldn’t have done it without you. The kids had a blast.

Mary and I wish you all a healthy and happy holiday break! Enjoy this special time with your kiddos. See you in 2023!