In today’s fast-paced world, our brains are constantly exposed to a flood of information and sensory input. Whether it’s the steady buzz of notifications, the nonstop flow of online content, or the noise and activity of busy environments, we are rarely without some form of mental stimulation. Bright screens, social media updates, and the pressure to keep up with everything happening around us can make it difficult to slow down and concentrate. For adults and children alike, this relentless stream of input can make it challenging to focus, process information effectively, and maintain a sense of calm and clarity.

In a recent article, Sharlene Habermeyer, M.A., the author of Good Music, Brighter Children, discussed how research suggests that 21 songs are proven to change the electromagnetic frequency of brain waves for optimal focus and should be the “soundtrack to your child’s homework.” 

Studies have shown that music can enhance brain function by stimulating areas responsible for language, memory, problem-solving, and overall cognitive organization. Specifically, classical music has been found to activate the auditory, visual/spatial, and motor regions of the brain—areas that support skills critical for academic success, such as reading comprehension, math reasoning, and concentration.

However, not all music has the same impact. 

Research by Donald Shetler of the Eastman School of Music revealed that students who listened to classical music for just 20 minutes a day experienced notable improvements in language development and memory. Similarly, psychiatrist and educator Dr. Georgi Lozanov found that certain classical pieces can shift the brain into a more focused and receptive state known as Alpha Mode, ideal for studying and completing assignments efficiently.

Dr. Georgi Lozanov conducted scientific studies on specific musical compositions and found that they can enhance concentration and focus in both children and adults. Listening for 15 to 20 minutes can help shift the brain’s electromagnetic activity into a state that supports effective learning. For best results, these pieces should be played softly in the background while studying or working.

Here is the list of the 21 songs Habermeyer calls Music to Learn By:

Johann Sebastian Bach
Brandenburg Concertos
Fantasia for Organ in G Major
Fantasia in C Minor
Prelude and Fugue in G Major

Ludwig van Beethoven
“Emperor” Concerto for Piano, No. 5

Antonio Vivaldi
The Four Seasons

Johannes Brahms
Concerto for Violin, D Major, Op. 77

Arcangelo Corelli
Concerto Grossi, Op.6, Nos. 2, 4, 5, 8, 11, and 12

George Frideric Handel
Water Music
Concerto for Organ in B Flat Major, Op. 6, 7

Joseph Haydn
Concerto No. 1 for Violin
Concerto No. 2 for Violin
Symphony No. 101 (The Clock)
Symphony No. 94 in G Major

Wolfgang Amadeus Mozart
Concerto for Violin No. 5 in A Major
Symphony No. 29 in A Major
Symphony No. 40 in G Minor
Symphony No. 35 in D Major
A Little Night Music

Peter Ilyich Tchaikovsky
Concerto for Violin, Op. 35
Concerto for Piano, No. 1

This month’s Family Connection Newsletter from the American Montessori Society focuses on the Montessori prepared environment. The Montessori prepared environment is a thoughtfully designed learning space that caters to the unique needs of each child, emphasizing simplicity, order, and beauty. It promotes independence and self-motivation, allowing children to choose their activities based on personal interests and developmental stages. Key features include:

1. Freedom: Children select their own learning experiences, cultivating a sense of ownership.

2. Beauty: The environment is visually appealing and well-organized, encouraging exploration.

3. Exposure to Nature: Interactions with nature deepen children’s appreciation for the world and enhance their learning.

This environment is essential for fostering children’s independence, exploration, and growth, with educators and caregivers playing a vital role in maintaining it.

I hope you find the article educational and useful for your family.

Have a wonderful week ahead!
Karen Sankey

At FWM, we recognize that summer is a valuable time for students to reinforce their learning while also enjoying a more relaxed environment. 

Our Summer Learning Initiative is a new program that is still under construction. 

It is a half-day program designed to support academic growth with a focus on literacy instruction. Similar to what happens in the classroom, these two-week workshops provide opportunities for review and reinforcement for some students while also introducing new skills for the advancement of others. 

We have a workshop that focuses on students entering Kindergarten and First Grade, running from 9:00 AM to 11:00 AM. We are also working to develop another workshop for students entering grades 2-5. 

Our first two-week workshop:

• Week 1 – June 23 – June 27
• Week 2 – June 30 – July  3 (closed July 4)

The workshops are structured to be both educational and engaging. By creating a supportive and inclusive space, we aim to encourage students to continue developing their skills as they do throughout the school year.

If you’re interested in enrolling your child or learning more, please contact Gina Tryforos at gtryforos@fraserwoods.com

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