Intrinsic motivation is so important for personal fulfillment and finding joy in activities we do just because we want to, driven by our curiosity instead of outside rewards.

Many traditional methods in education lean heavily on external incentives, but the Montessori approach really stands out by creating engaging environments that support self-directed learning. By giving children the right materials and letting them take charge of their education, Montessori educators help build that intrinsic motivation. This not only encourages genuine exploration but also deeper understanding.

This month’s Family Connection Newsletter explains why intrinsic motivation matters in education and shares some strategies for supporting it in the home.  I hope you find the information useful!

Have a wonderful March Break!

Karen Sankey
Director of Montessori Education

Why Learning About Vision Therapy Matters for Teachers and Parents

Teachers play a key role in helping students succeed, but not all learning challenges are obvious. Vision issues, beyond just blurry eyesight, can make reading, writing, and focusing in class difficult. 

Today, we welcomed Sefra Norwitz, Director of Vision Therapy at SIGHT Multispecialty Center in Farmington, CT, who presented to both our Parent’s Association and teachers about how vision therapy can help.

Even kids with 20/20 eyesight can struggle with visual processing. If a child has trouble tracking words, focusing, or copying from the board, they might be dealing with an undiagnosed vision issue. Without this knowledge, these challenges can be mistaken for a learning issue or lack of effort.

We can spot early signs like:

• Losing place while reading
• Frequent headaches
• Poor handwriting or coordination
• Trouble staying focused on visual tasks
• Toe walking
• Difficulty sitting still
• Task avoidance 

What Teachers Can Do?

Simple classroom changes that can make a big difference:

• Adjusting lighting
• Offering larger print
• Preferential seating-front and center
• Slant board
• Giving additional time on tasks
• Allowing movement breaks

Understanding vision therapy helps teachers, parents, and specialists work together to support students. When teachers know what to look for, they can advocate for the right help, making school a better experience for every child.

Sefra shared a Vision Symptom Predictive Checklist for parents and teachers. 

A huge thank you to Sefra Norwitz for sharing her expertise with us today! 

“Of all things love is the most potent.”
– Maria Montessori, The Absorbent Mind

Among her revolutionary ideas on education and child development, Dr. Maria Montessori emphasized the fundamental importance of love in all aspects of human life, especially education. She saw love as the driving force behind learning, growth, and positive change in the world.

Modern scientific research from various fields, including psychology, neuroscience, and medicine, supports Montessori’s claim. Of course, when used in the context of social connection and human needs, “love” is an encompassing concept of belonging, acceptance, empathy, and compassion – all of which are foundational to the Fraser Woods Montessori experience.

• A Fundamental Human Need: Montessori believed love is as essential to human development as food and shelter. At Fraser Woods, our goal is to cultivate safe and nurturing environments where children can thrive emotionally, socially, and intellectually.
• The Driving Force Behind Learning: Montessori observed that children are naturally curious and have an innate desire to learn. She saw this as a form of love—a love for knowledge, understanding, and mastering new skills. At Fraser Woods, students at all levels are encouraged to follow their interests, cultivate passions, and learn at their own pace. In a loving and supportive environment, children are free to explore their interests, learn at their own pace, and develop their unique talents.
• The Foundation for World Peace: Montessori believed love was the key to creating a more peaceful and harmonious world. She thought it was the duty of adults to nurture love and compassion in children. At Fraser Woods, students are taught to see themselves as part of a global community. They learn about different cultures, develop empathy for others, and understand the importance of cooperation and respect.
• A Powerful Force for Change: Montessori recognized the transformative power of love. At Fraser Woods, we are motivated by a desire to create a more just and equitable society. FWM community members—students, teachers, and parents—act with kindness, generosity, and compassion.

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

“Growing is a succession of acquisitions of independence. At first they are physical acquisitions – teeth, walking, language – each one comes at the right time if the child is allowed to live naturally, for nature has assigned a definite order for these acquisitions.” -Maria Montessori

The focus of this month’s Family Connection Newsletter from AMS (American Montessori Society) is The Magic of Multi-Age Classrooms in Montessori Education.

The article discusses how Montessori education features a multi-age classroom structure that combines children of different ages in three-year cycles. This Montessori approach offers many benefits:

1. Peer Learning and Mentorship: Younger students learn from older peers, while older students reinforce their knowledge by teaching, fostering a powerful cycle of learning.
2. Individualized Learning: Children progress at their own pace, alleviating pressure to match peers’ performance.
3. Collaboration Over Competition: Emphasis on cooperation helps children focus on personal growth and develop strong interpersonal skills.
4. Stronger Bonds and Community: Long-term relationships with the same classmates and teacher create a trusting environment for risk-taking and growth.
5. Leadership and Responsibility: As children progress, they take on responsibilities, nurturing leadership skills and self-confidence.
6. Real-World Community Reflection: Multi-age classrooms mirror real-world interactions, teaching children empathy, patience, and adaptability.

This multi-age Montessori structure not only enhances academic skills but also cultivates social and emotional strengths for success beyond school. I hope you find the article educational and helpful.

Thank you for being a valued member of our Fraser Woods community!

Karen Sankey
Director of Montessori Education

At FWM, we believe summer is the perfect time to foster academic growth, social-emotional development, and creativity through hands-on learning and targeted instruction. That’s why we’re excited to introduce our Summer Learning Initiative—a half-day program designed to support students in a nurturing and inclusive environment. Sessions will run from June 23 to July 18.

Here’s a closer look at the two programs we’re offering this summer:

Program 1: Academic Support

This program is specifically designed for students who may need a little extra help to achieve their full potential. Whether your child has a language-based learning difference, attention challenges, or just needs focused support, this four-week program provides individualized instruction and encouragement. 

Who Can Join: Students entering Grades 2-5.

Schedule: Flexible! Sign up for one or more weeks based on your needs.

Program 2: Summer Academic Enrichment

For students who want to combine fun with learning, this program offers a variety of activities that cater to a wide range of interests and grade levels. Delivered in two-week segments, your child can choose from the following options:

Adventures in Reading: Reading Camp (Entering Grades K-1)

Reading Strategies (Entering Grades 2-4)

Math Workshop (Entering Grades 6-8)

Science Camp – Field Explorers (Entering Grades 5-8)

With engaging and educational experiences, this program ensures that summer learning is anything but ordinary!

Interested? Let Us Know!

We’d love to hear from you. If you’re interested in enrolling your child in our Summer Learning Initiative, please take a moment to complete our survey. 

Summer Learning programs will run in concert with other summer enrichment offerings. Please be on the lookout for a Summer Enrichment Survey in January.

This month’s Family Connection from the American Montessori Society focuses on the Golden Bead Montessori math material. This base ten number system material is used by children from the Primary level through Upper Elementary. It introduces skills from the simple (building numbers) to the complex (square roots). Using this and other hands-on materials in the Montessori classroom allows children to develop a sensory impression of abstract ideas, making lessons and concepts accessible to all.

I hope you enjoy this month’s newsletter.

Warm regards,
Karen Sankey

The Montessori Schools of Connecticut Annual Professional Development Conference was held on Friday, Nov. 1, here at FWM. Our staff came together with over 400 Montessori educators from all over the state to focus on the theme: From the Individual to the Community – Building a Culture of Belonging.

The keynote Speaker, Andrea Fleener, spoke on building collaboration, cooperation, and community with the overarching theme: “It takes a village.”

She discussed Maria Montessori’s quote, “It’s the process, not the product.” Shifting the focus from the end result to the learning journey encourages children to value their own efforts and progress rather than striving for a perfect end product. 

Andrea also talked about the quote by former Alabama University coach Nick Saban. He said, “Becoming a champion is not an easy process. It is done by focusing on what it takes to get there–and not on getting there.” This means that in order to be successful in whatever you choose, one must commit to a process, not just a goal. She also shared Nick Saban’s description of the football community and drew a parallel to our school community and how each member of the community contributes to the process that leads to each child’s success.

To truly support children, we need a strong foundation of cooperation, teamwork, and community among the adults in our school. By coming together with a shared purpose, we create a safe, caring environment for every child we serve, whether we work directly with them or not.

As we aim to build the best “village” possible, we focus on the needs of children. We rely on the support structures we have built, from the Head of school to our teachers, to our Parents Association, class parents, etc. In doing that, we can shape a school community that encourages each child’s growth. It is the intentional action and the role of the adults that create our nurturing community.