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Respecting Body Boundaries in Lower Elementary

Posted on by Ashley O'Connell

This week in our lower elementary class meeting, we had an important discussion about body boundaries. It began with a student reading Don’t Touch My Hair by Sharee Miller, a book that sparked a thoughtful conversation about personal space, consent, and respect. We talked about how “no means no” and “stop means stop,” emphasizing the importance of always asking before touching someone else.

Together, we brainstormed ways to remind each other to respect body boundaries in our classroom. After sharing ideas, we voted on a solution we felt would be the most powerful—creating a collaborative sign that reads: “Don’t touch people without permission and respect each other’s personal space.” This sign will serve as a daily reminder of the agreements we made as a community.

Giving children autonomy in the classroom is essential for their growth and confidence. When they feel in control of their own bodies and know their voices are heard, they develop a strong sense of self-respect and respect for others. By engaging in these discussions and making decisions together, we empower them to take ownership of their environment and foster a culture of care, consent, and mutual respect.

Ms. Mollie’s Class: Geckos and Banana Bread!

Posted on by Mollie Smith

Goodbye January, Hello February!

This week in the classroom, we welcomed back our beloved leopard geckos! Scooter and Lizzo are very happy to be back, too; they have enjoyed being held, talked to, and gazed at for many moments during the day! They had taken a little break to my house for a little winter R&R! The children were delighted when, as a class, we got to give them a bath to help with releasing the stubborn shedding on their little hands! The children have also gotten to watch and learn about what Scooter and Lizzo eat and watch them be fed! The children are cautious when holding them, and some of the children simply want to look at them and observe them. We are so very lucky to get to enjoy them each day, and yes, while they are reptiles, they are quite sweet! 

Our Baking this week was……banana bread! Surprise, surprise! Back by the request of the children once again, we made our banana bread, and how could I say no? In my observation and working with the children while baking, I have noticed that the skills of pouring, spooning, mixing, and even cracking eggs are getting stronger, and they are becoming much more independent! 

Ms. Mollie’s Class Banana Bread Recipe 

  • 2 eggs
  • 1 cup of sugar 
  • 4 mashed bananas 
  • 1 cup of oil (any will do) 
  • 3 cups of all-purpose flour
  • 1 teaspoon of baking soda 
  • 1 teaspoon of salt 

Preheat the oven to 350 degrees, add the first four ingredients to a large bowl, and let your child mix/smash all those ingredients till smooth. Then add the flour, baking soda, and salt……again let your child mix, mix, and mix until all ingredients are incorporated! Oil two loaf pans, and pour your batter evenly into each pan. (*The children love to sprinkle a little bit of sugar on top….because it makes it “sparkly”; this is totally optional.) Bake for 35/45 minutes! Enjoy! 

With Full Hearts, 

Ms. Mollie, Ms. Lizette and Ms. Anabelle

Mrs. Hood: The Process of Normalization!

Posted on by Andrea Hood

In Montessori education, the concept of “normalization” holds a profound significance, quite different from its conventional meaning. Maria Montessori used this term to describe a remarkable process she observed in children’s development—a process that unfolds when children are given the freedom to work in an environment that aligns with their developmental needs.

“Normalization” in Montessori does not imply conforming to a standard or being forced into a mold. Instead, it signifies a state of being where children exhibit a deep sense of inner peace and discipline. Montessori observed that when children engage in activities that captivate their interest and require their full concentration, they experience a profound sense of fulfillment and satisfaction. This focused, purposeful work leads to a state of normalization characterized by a calm, content demeanor.

In our environment, we witness the signs of normalization every day. Children are deeply engaged in their chosen activities, demonstrating sustained concentration and a sense of joy in their work. As they grow more independent and self-disciplined, they contribute to a peaceful and harmonious atmosphere, fostering meaningful interactions.

This week, that sense of curiosity and engagement took our toddlers on an exciting journey to Antarctica! They learned about the icy landscape and some of the animals that call it home. One of the highlights was learning about penguins. The children seemed fascinated to discover that penguins are birds, but they cannot fly! Instead, they are excellent swimmers, using their wings like flippers to glide through the water. They also loved learning that penguins keep warm by huddling together in big groups, just like friends giving each other a cozy hug.

As we learned that penguins like to glide and skate on their bellies across the ice, we introduced a fun sensory activity. The children helped free small penguin models that were trapped in ice by rubbing and melting them with their hands. They were delighted to watch the penguins “skate” as they worked to free them, making the experience both engaging and educational.

We also added a new song to our dance list called “Walking with the Penguins” by Laurie Berkner. The children had so much fun practicing how to waddle like penguins, giggling as they moved side to side, just like the birds they had been learning about.

On another note, this week, we introduced the art skill of gluing, which has become a favorite among the children. Learning to use glue may seem like a simple activity, but it offers numerous benefits. It enhances hand-eye coordination, refines fine motor skills, and helps children understand the sensory concept of stickiness, adding a tactile dimension to their learning experience.

In our most recent food-tasting lesson, we explored carrots. The children seemed fascinated by their bright orange color, cool roots, and soft leaves. As I took a bite, the crunch made everyone giggle! Some children eagerly took big bites, while others cautiously nibbled small pieces.

As we continue to nurture the process of normalization in our environment, we celebrate the remarkable growth and development taking place in your child.

Wishing you all  a wonderful and restful weekend,

Mrs. Hood and Ms. Patty

Mrs. Wilson: Sensory Exploration

Posted on by Cynthia Wilson

Now that January has come to an end, we are ready to say goodbye to our exploration of winter and Arctic animals. To wrap up the month, the children engaged in a hands-on sensory experience with thermal bottles.

We began by passing around a bottle filled with slightly hot water, allowing them to feel the heat. Then, they held a bottle filled with frozen water, noticing the stark contrast. As they explored each bottle, we practiced using the vocabulary words hot and cold, pairing them with matching symbols for reinforcement. Finally, I invited each child to hold both bottles simultaneously and asked them to identify which one was hot and which one was cold. This engaging activity helped deepen their understanding of temperature differences through direct sensory exploration.

Food Tasting: This week, the children tasted roasted Brussels sprouts. This seems to be another hit.

Love and Light,

Cynthia and Sara

 

Ms. Marissa: Weekly Update

Posted on by Marissa Frisk

During our study of frogs, we have been talking about vertebrates and invertebrates. We all felt our backbones, or our spines, and realized that we (humans) are vertebrates! We then looked at pictures of animals and tried to make a hypothesis on whether they had a backbone or not. We very easily decided that slugs and earthworms do NOT have backbones and are invertebrates, but things like fish and starfish had us pausing in thought!

Our next step is to look at x-rays of animals and get a really clear picture! The children had fun making guesses and seeing if they were right or wrong.

We have also had many new Practical Life activities. Children have been busy learning how to use screwdrivers and hammers! To juxtapose these “heavy” activities, we also have been learning how to gently clean a mirror and organize a wallet. So much fun!

We venture into a new continent next month during our travels around the globe. Next stop: Africa!

Ms. Marissa: Weekly Update

Posted on by Marissa Frisk

This week’s cold weather has had us exercising all different kinds of skills! One of our Kindergarteners volunteered to teach the class how (and in what order) to get dressed for the snow. First snow pants, then boots, jacket, hat, and gloves! We discussed the importance of snow pants first and gloves last. How can we put our shoes on if we put our gloves on first?! Asking questions like these can help a child’s mind make sense of seemingly arbitrary systems we adults put into place!

In Early Childhood, “care of self” can often be the center of our days. Changing shoes and unpacking belongings from backpacks, finding snacks and water bottles and putting them in designated places, getting ready for the playground, packing up at the end of the day – even organizing and keeping track of work during the day are all skills children are learning! All of these things can set the mood for what is to come for a young child. In the Montessori Classroom, we try to provide scaffolding in a way where we, as adults, fade into the background, and the items with which the child must interact – are appropriately fitting/sized and in a place they can easily access in order to set them up for success. This is called “The Prepared Environment.” This is our work behind the scenes so that our children can thrive without us. It is such an important part of life!

Ways you can “prepare the environment” at home:

Have a designated spot for outdoor shoes and jackets that are at your child’s height,

Have a stool so children can have access to the toilet or sink so that they can be independent in bathrooming,

Have a floor bed or a bed that is low to the ground so children can start simple chores like making their own bed,

Have healthy snacks in a low drawer or cabinet that are always a “yes” snack that your child can get on their own,

“Help with your words” when you know your child is capable of doing something but needs a little outside support from a grownup.

Have a wonderful weekend!

Marissa & Sue

This Week in Upper El

Posted on by Karen Sankey

Upper Elementary had a busy week!

In class, we began researching our assigned ancient civilizations. The four groups chosen by the students are China, Vikings, Nazca, and Aztecs. The children are enthusiastic about their research and have fully engaged with the classroom resources.

We started typing lessons this week. These self-guided lessons allow students to spend a few minutes on typing practice whenever their assignments are up to date and their work is finished. Some students enjoy starting their day with typing while they wait for yoga to begin in the morning. They are also welcome to complete some lessons at home, and the link is available on their MyFWM dashboard.

The highlight of our week was Friday. We kicked off the day by making sandwiches for the St. Vincent DePaul soup kitchen, and Upper Elementary joyfully prepared 146 sandwiches. We concluded the day by launching our new Book Buddies program with kindergarten students. Each Upper Elementary student has two buddies, and they read together for half an hour after recess. This will be a weekly activity every Friday. Overall, Friday was a wonderful day of community service for us.

We are also enjoying playing in the snow during recess! As a reminder, all students must wear warm coats, snow pants, mittens or gloves, hats, and boots daily. They are also welcome to bring a sled from home.

“Life’s most persistent and urgent question is, ‘What are you doing for others?'” -Martin Luther King, Jr.

Academic Enrichment – Part of Profound Learning and Exploration at FWM

Posted on by Gina Tryforos

We are introducing a new facet to work cycle for students in grades 3-5 looking for more–more challenges, more lessons, more work, more thinking, and engagement. 

At the foundation of creating Academic Enrichment opportunities, we believe our children possess innate capacity and creativity. When provided opportunities to engage with work that is relevant, real-world, and interactive, all students can demonstrate mastery of content knowledge and practices.

Given the opportunity, students can develop a strong academic and social identity and demonstrate creativity as part of the learning. This approach aligns with the foundations of the Montessori philosophy, which emphasizes holistic development, self-directed learning, and preparing students to be independent, self-reliant, and compassionate citizens of the world. 

Our lessons are designed to encourage critical thinking, collaboration, and creativity. These are the competencies of deeper learning that cultivate a student’s ability to take their learning and apply it to new and complex situations in an ever-changing global environment.

We are looking forward to exploring and digging deeper into ideas through immersive experiences and open-ended assignments.

“Perhaps a great future leader or a great genius is with us, and his power will come from the power of the child he is today. This is the vision that we must have” ~ Maria Montessori