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Mrs. Hood: “Help me, to do it myself!”

Posted on by Andrea Hood

“If teaching is to be effective with young children, it must assist them to advance on the way to independence. It must initiate them into those kinds of activities that they can perform themselves and that keep them from being a burden to others because of their inabilities. We must help them to learn how to walk without assistance, to run, to go up and down stairs, to pick up fallen objects, to dress and undress, to wash, to express their needs in a way that is clearly understood, and to attempt to satisfy their desires through their efforts. All this is part of an education for independence”.

Dr. Maria Montessori

Toddlers are naturally eager to learn these things. “Do it myself” might well be the refrain for the toddler years! Our day-to-day lives often make for less-than-ideal circumstances to help our children achieve the independence they crave. Our homes are not optimized around a little person with a height of under three feet: Objects are hard to reach, too heavy, or too big for little hands to use. Our days are not set up to move at their speed: We rarely just happen to have ten spare minutes to wait while our almost two-year-olds put on their jacket!

Yet enabling a toddler to become more independent has huge short-term and long-term benefits. Power struggles decrease when a child feels more in control. Temper tantrums are less frequent when toddlers are busy doing things for themselves rather than resisting their parent’s efforts to do things for them! A child who feels capable because they can act in the world without needing to rely on grown-ups for every little thing is a child who is developing self-confidence.

We have introduced the routine of changing into indoor shoes at the beginning of the morning! At this point, most of the children have learned to recognize their space and continue to work hard in the skill of removing their shoes, coordinating their hands to get the new shoe on, and pulling and closing the velcro tabs. In addition, they have been practicing the skill of buttoning and unbuttoning, brushing teeth, and learning how to put on their jacket independently.  Children received a lesson using what we called the “fliparoo” trick. Please see the video below on the lesson, and please support your child at home in practicing this skill.

We also introduced a special work that quickly became the most popular work of the week: Handwashing.  This is a multitasking activity that builds independence, fine motor skills, and focus. Set up with child-sized materials; the handwashing station allows toddlers to complete each step independently, boosting confidence. This activity involves a sequence—wetting hands, applying soap, scrubbing, rinsing, drying, transferring soapy water into a bucket, disposing of soapy water in the sink, and drying materials —which strengthens memory and concentration. It also offers a sensory experience, as toddlers feel the cool water, slippery soap, and soft towel, deepening their awareness. Handwashing is a practical, calming activity that supports both physical and cognitive development. A big shout out to the Mica family for gifting our class this perfect little table!

As always children enjoyed the food tasting lesson of the week. This time we explored cranberries and most of them really enjoyed some cranberry sauce !

Lastly, a new popular piece of equipment was introduced in the movement area: A sensory spinning chair. Spinning on a chair provides intense vestibular input, which helps toddlers develop their sense of balance and spatial orientation. This stimulation can be calming for some children and can improve their ability to focus and attend to tasks.  Spinning on a chair requires coordination and motor planning, which can help toddlers develop their gross motor skills. It can also improve their core strength and stability, which is important for posture and overall physical development. The repetitive motion of spinning can have a calming effect on toddlers, helping them regulate their emotions and reduce feelings of anxiety or frustration. To say children LOVE this chair is an understatement!

Enjoy the weekend,

Mrs. Hood and Ms. Patty

Middle School: Week in review

Posted on by Michelle Lamb

What a beautiful week to be outside! We are enjoying the gifts of warm lunches outside as long as we can.

The middle school teachers are proud of the students and how they navigated a unique start to the week in our country, as many of the adults in their lives went to the polls. On Wednesday, the middle school began the day with a circle to acknowledge the spectrum of feelings in the room and to also validate that it’s OK to not feel a certain way regarding the election. Using a talking piece, the middle school gave profound ideas about how they can support each other even when they do not agree. This part of the circle gave the adults in the room such warmth and affirmed that they are truly models for our community.

Here is what went on in some of the MS classes this week:

Humanities

On Monday and Tuesday, grades 6 through 8 learned about the election process in the United States as well as the overall requirements and responsibilities of the three branches of US government. Overall, there were two items they learned that were surprising: first, the importance of the elected congress members in the legislative branch to write and pass laws; and secondly, the electoral college and its function in a presidential election.

6th-grade Humanities classes spent the rest of the week writing. They completed their leaf writing draft and are in the process of completing one-on-one writing conferences with Mrs. Lamb about the piece. Next, they began a descriptive writing piece called “Shark Attack!” This piece charges the students with composing the narration of a video clip as if it will be used in a nature documentary. They need to use specific word choice, figurative language, and imagery to convey the five senses. With Ms. Hunsucker, 6th grade Humanities students embarked on a new project: Walk a Mile in My Shoes. Each student draws one of their shoes from observation and incorporates little-known facts about themselves into their designs. This gives peers the opportunity to build empathy and connection with each other while exploring their own identities.

7th-grade Humanities classes spent the remainder of the week discussing their class novel, A Long Walk to Water, by Linda Sue Park. Using annotations as well as guided discussion questions, students are learning about the Lost Boys of Sudan. Additionally, they wrote and shared informal writing in response to prompts surrounding the election.

8th-grade Humanities classes finished the week with a discussion surrounding their class novel If I Ever Get Out of Here. Additionally, the 8th grade finished illustrations and began assembling their picture book about the Powhatan Confederacy before and after contact.

Science

This week, 6th-grade students have worked to master their graphing skills using the SULTAN method scale: units, labels, titles, accuracy, and neatness. Their progress in these last few weeks has been impressive, and with it, our Introduction to Science unit is coming to a close. Next week, the class will begin working on our first content-specific unit!

Students in 7th grade worked on two labs of note this week in physical science.  The first looked at how temperature affects solubility of a solid solute in a liquid solvent, given concrete materials.  The second asked students to develop and design their own solubility study using materials available within our classroom.  Everyone was enthusiastic to be given the freedom of experimentation within the confines of the assignment.
This week, 8th grade students worked on their cell cakes.  They worked in teams of four to prepare, bake and decorate their cakes to best represent either a plant or animal cell.  Students were extremely excited for this project, and Ms. Pickard had a great week watching them learn through using their creativity in the kitchen.
Math

Pre-Transition: This week, students dove into Chapter 3 titled, “Using Addition”. They learned different properties of addition, such as the Commutative Property of Addition and the Associative Property of Addition. The class also explored how to use the Putting-Together Model for Addition.  Students will wrap up the week by taking the Chapter 3 quiz on Friday, November 8th.

Transition: This week, students began their learning in Chapter 3 titled, “Representing Numbers”. They learned strategies to order and compare both decimals and fractions. The class also discovered how to add and subtract fractions by finding common denominators. Students will end the week by taking the Chapter 3 quiz on Friday, November 8th.
 
Algebra: This week, students continued their learning of Chapter 3 concepts. They practiced using the distributive property to solve linear equations. The class also learned how to solve and check inequalities, and how to graph all solutions. Students will conclude the week by taking the Chapter 3 Assessment on Friday, November 8th.
 
Geometry: This week. students concluded their learning of Chapter 3 concepts. We learned how to determine measures of angles formed by parallel lines, perpendicular lines, and transversals. We also practiced how to apply size transformations to figures on coordinate axes. Students will wrap up the week by taking the Chapter 3 Assessment on Friday, November 8th.

Ms. Mollie: Hello, November!

Posted on by Mollie Smith

 

Time seems to be flying by; we have made it to November! The children have been so busy each day they are discovering new materials that meet the needs of their growing minds! We have started the month talking about “Gratitude” and what it means to our classroom and our families. I emphasize how we can show gratitude with our words and with our actions…..I know you’re all thinking they are toddlers! Yes, the toddler child can show gratitude, empathy, and kindness and still be a little spicy, but that is what makes toddlers so perfect. We will continue to talk, read, and show gratitude, kindness, thankfulness, and all those big words that are basically about the care and love we choose to give to others.

One of the newest works in the classroom is plant care and flower arranging, both have been highly satisfying work and the children take such care in making our classroom feel beautiful. They have been taking in the smallest details of the plants and flowers. The children are very aware of how fragile the plant is, when dusting them you have to have a lightness of touch, so we don’t rip the plant leaf. While they are young, these children know and understand that even the smallest plants need great care. Dr. Montessori once said, “Children indeed love flowers, but they need to do something more than remain among them and contemplate their colored blossoms. They find their greatest pleasure in acting, knowing, exploring, even apart from the attraction of external beauty.”

I leave you with one simple little task: think about what gratitude means to you as a family and how you can express this to your child.

With full hearts,
Ms. Mollie and Ms. Lizette

This Week in Upper El

Posted on by Karen Sankey

At the Upper Elementary level, Montessori math work begins with hands-on demonstrations and work with materials for each new concept before students move to the abstract. This provides many benefits for students. Concrete math work allows students to naturally develop a deep understanding of concepts, with exploration leading to understanding rules and formulas. Our process is an introduction with the material, independent practice, and demonstration of understanding through the use of the material. After understanding is demonstrated, a rule or formula is verbalized before students begin to complete the problems abstractly. The rule or formula is often recorded in their math books for later reference by the student.

Students are also encouraged to develop their math problems within the concept they are studying. This process, called Guided Discovery, leads to children engaging with issues that arise in their exploration, creating opportunities for mini-lessons as those issues arise. It focuses on the technique or the process instead of the correct answers to each problem. This means that students can move through the curriculum at a pace that interests them and makes math engaging. Working at their own pace helps students to develop confidence in their problem-solving ability and a strong sense of independence.

We have a variety of math work going on. In geometry, one group is finding the equivalence between two figures while the other group is learning to find the area of different figures. This week, the equivalency group learned about using a rhombus’s major and minor diagonals to prove equivalence to a rectangle. The area group learned to find the area of a regular polygon by comparing the perimeter of the polygon to the base of a rectangle and comparing the apothem of the polygon to the height of the rectangle. In individualized math work, different students are working on the following:

  • finding the lowest common multiple of large numbers
  • researching factors of two-digit numbers
  • common factors and the greatest common factor
  • square of binomials
  • square root formed of only units and cross multiplication

The UE students exhibit remarkable enthusiasm and self-motivation in their mathematics work. Their eagerness is evident in how they engage with complex problems and collaborate, fostering a dynamic and supportive learning environment.

November Family Connection Newsletter

Posted on by Karen Sankey

“The teacher’s task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.” -Maria Montessori, The Absorbent Mind

This month’s Family Connection is about freedom within limits, a fundamental feature of Montessori classrooms. This article highlights children’s freedom to choose, their need for structure, the role of limits, and examples of limits in a Montessori classroom. These principles are woven into the curriculum throughout our school, from the toddler program through the middle school.

I hope you enjoy this month’s Family Connection.

Warm regards,
Karen Sankey

Ms. Handibode’s Happenings

Posted on by Michelle Handibode

What the hand does, the mind remembers. —Maria Montessori

Every Montessori classroom has a Sensorial area, and it is filled with materials that help the child study their environment through their five senses. Maria Montessori believed that sensorial experiences begin at birth for every child, and by refining these skills, they begin to understand their surroundings. The sensorial materials allow the child to acquire concise information and classify things around them. They use their senses not only to create their own experiences and knowledge but also to help them figure out different impressions each sense receives. The child is, therefore, a natural “sensorial explorer.”

Each material in this area has a built-in control of error so that after an initial lesson, little teacher direction is needed. This control of error helps a child determine what needs to happen to complete the lesson successfully. The children can distinguish, categorize, and relate new information to what they already know. Each sensorial material isolates one specific quality, such as color, weight, shape, texture, size, sound, or smell. These materials emphasize this particular quality by eliminating or minimizing other differences. Many of the sensorial materials are also the basis of future mathematical concepts the children will learn.

We had our first guest reader last week.  Kate, Hannah’s mom, read us the charming book The Circus Ship. The children truly enjoyed this, and we look forward to all the different readers and books we will have over the course of the year.

Wishing you a week filled with peace and love.

Michelle & Maria

Mrs. Sargeant: A Peek at the Week

Posted on by Christine Sargeant

What the hand does, the mind remembers. —Maria Montessori

Every Montessori classroom has a Sensorial area, and it is filled with materials that help the child study their environment through their five senses. Maria Montessori believed that sensorial experiences begin at birth for every child, and by refining these skills, they begin to understand their surroundings. The sensorial materials allow the child to acquire concise information and classify things around them. They use their senses not only to create their own experiences and knowledge but also to help them figure out different impressions each sense receives. The child is, therefore, a natural “sensorial explorer.”

Each material in this area has a built-in control of error so that after an initial lesson, little teacher direction is needed. This control of error helps a child determine what needs to happen to complete the lesson successfully. The children can distinguish, categorize, and relate new information to what they already know. Each sensorial material isolates one specific quality, such as color, weight, shape, texture, size, sound, or smell. These materials emphasize this particular quality by eliminating or minimizing other differences. Many of the sensorial materials are also the basis of future mathematical concepts the children will learn.

Heartfelt thanks to all the parents who helped in some way this week. The children have loved having our Guest Readers join us on Mondays. They have also been enjoying our new Yoto player and listening to Hayes’ Mom read The Little Engine That Could.

Emma’s Mom brought pumpkins and a huge variety of shapes for the children to choose from, along with mallets for them to use to hammer the shapes into the pumpkins. Many of the children took turns helping us to scoop the pulp and seeds. We enjoyed our fun jack-o-lanterns all week!

The kindergarten students went on a field trip to New Pond Farm in Redding, where they learned about chickens, wool, goats, and cows. They even had the opportunity to brush a cow, meet a calf, and practice milking a “cow”.  Later in the week, they worked together to prepare vegetables and made a “veggie skeleton”.

The whole class enjoyed visiting the playground to choose their very own pumpkins – and wow, did they also love the amazing, festive snack that Eliot’s family created for snack on Halloween. Thank you all for making it a fun week for our class.

Wishing you all a peaceful week, Christine & Fatima

Mrs. Wilson: Pumpkin Pumpkin

Posted on by Cynthia Wilson

Over the past two weeks, the children have been immersed in the story Pumpkin Pumpkin by Jeanne Titherington. This delightful tale follows a child named Jamie as he plants a pumpkin seed and explores the pumpkin’s life cycle. We began our exploration by discussing key vocabulary related to this cycle, including seed, pumpkin sprout, pumpkin plant, pumpkin flower, and pumpkin. By the middle of the second week, some children were able to finish my sentences, while others confidently repeated the vocabulary or actively processed the information.

On our language shelf, we have life cycle sequence cards for the children to explore in conjunction with the story.

We then took a small pumpkin and placed it in a container to observe its decomposition, allowing the children to experience the pumpkin’s life cycle visually. We hope this will eventually grow our very own pumpkin plants.

To conclude our pumpkin exploration, just in time for Halloween, the children tasted pumpkin. They examined both the exterior and interior of a pumpkin and then had the opportunity to taste it. Finally, we carved our own pumpkin face, just like Jamie did in the book.

To add to the Halloween fun, the children watched the Halloween parade with students from Lower Elementary through Middle School. There were many fun costumes; some children created their own costumes in our maker space program.

Love and Light,

Cynthia and Sara