Friday evening’s Spring Concert was nothing short of magical. Weeks of dedication, practice, and passion came to life on stage as our incredible students performed with heart and enthusiasm. From the very first note to the final performance, it was clear just how much effort each child had poured into preparing for this moment.

The joy and pride on their faces said it all—they weren’t just performing; they were sharing something they truly love. Their commitment over the past few weeks, the countless rehearsals, and their growing confidence all culminated in a performance that moved and inspired everyone in the audience.

We couldn’t be more proud of their hard work and spirit. Thank you to the families, staff, and community members who came out to support them. It was a night to remember!

Recently, we’ve launched our poetry unit, and the classroom is already buzzing with creativity! To ease into the world of verse, we began with “-ing” poems—a playful and accessible way for students to explore action, emotion, and imagery. These poems help students focus on verbs and vivid language, all while tapping into their own experiences and observations.

After experimenting with “-ing” lines like dancing, swirling, dreaming, we introduced similes—comparisons that bring writing to life by showing how one thing is like another. Students practiced using “like” and “as” to add depth to their poems, trying lines like floating like a feather or as loud as a thunderclap.

It’s been a joyful and imaginative start, and we’re excited to see where our poetic journey takes us next!

In our Montessori lower elementary classroom, I see every day how important social-emotional development is to a child’s overall growth. At this age, students are so curious—not just about the world around them, but about each other. They’re learning how to be part of a community, how to express big feelings, and how to solve problems with increasing independence. One of my favorite parts of our work together is watching them use tools like grace and courtesy lessons or finding a peaceful spot on campus to talk things through. Whether it’s a quiet conversation between friends or a group decision about how to share materials, I see these moments as just as important as any academic lesson.

Rather than jumping in to fix things, I try to support children in working through conflicts themselves. We practice using respectful language, pausing to listen, and thinking about how our actions affect others. These skills don’t develop overnight, but over time, I see students grow into thoughtful, kind members of our classroom community. When they help a classmate clean up a spill or talk through a disagreement, I’m reminded that learning to live and work together is at the heart of what we do here. Watching them grow socially and emotionally—alongside their academic work—is one of the greatest joys of teaching in this environment.

This Friday’s Grandparents Day was nothing short of magical. It was so lovely to see such a huge turnout of proud grandparents, special guests, and parents, all gathered to support our incredible students. The energy in the room was full of joy, and the love these children felt from their audience was unmistakable.

The students have been pouring their hearts into The Aristocats play for weeks, and their hard work absolutely paid off. From the first note to the final bow, they were outstanding—confident, creative, and full of life. Watching them shine on stage was a moment I’ll never forget.

This week, I felt especially grateful to be the Lower Elementary teacher at Fraser Woods. To be with these children five days a week, watching them grow, take risks, and support one another—it’s a gift. I’m honored to be a safe, steady presence for them during their school days, and Friday reminded me just how meaningful that role is. Their performance was a beautiful reminder of the joy and purpose in this work. I left feeling deeply humbled and incredibly proud.

I’m excited for all that’s still to come in our final five weeks together—it’s a special time, and I’m loving every bit of it.

In the fall, our classroom was full of exploration and figuring things out—new routines, new friendships, new challenges. Winter brought more confidence and stamina. And now, in spring, there’s a peaceful rhythm to our days that speaks to the deep inner work these students have done.

There’s something special about springtime in a Lower El classroom. The days are a little brighter, shoes are a little dustier, and the energy has this calm, confident flow. After months of building routines, relationships, and skills, things start to fall into place—independence grows, collaboration comes naturally, and joy is woven into the day. You’ll see students diving into research, tackling big math work with pride, and writing stories filled with imagination. The classroom hums with focus and curiosity, and the best part? It’s all student-driven.

By now, routines feel natural, and students are stepping up as leaders—welcoming visitors, helping peers, and caring for their space like pros. They remind each other of classroom norms, settle small conflicts on their own, and beam with pride when sharing their work. Sure, there’s still some silliness and the occasional off-moment (they’re kids, after all!), but the foundation is strong. Spring brings out their best, and it’s such a joy to see them shine.

Our lower elementary students have been hard at work these past few weeks, diving deep into their informational writing books! It has been wonderful to see their creativity and enthusiasm as they bring their ideas to life on paper.

Throughout this process, they have practiced brainstorming topics, crafting engaging introductions, and organizing their information into clear topics and subtopics. First, students selected topics they felt knowledgeable and passionate about, ranging from animals to space, sports, and beyond. Then, they mapped out their ideas by breaking them into subtopics, ensuring their books would be well-structured and easy to follow. They worked hard on writing strong introductions to hook their readers and provide an overview of what they would be teaching. As their books have taken shape, they’ve also been practicing revising and expanding their ideas to make their writing even stronger!

Next week, we will focus on conclusions—an important final step in tying their books together! Students will learn how to wrap up their writing in a way that leaves their readers feeling informed and satisfied. Be on the lookout in the coming weeks for their finished books, which will be sent home in Friday Folders. We can’t wait for you to see all of their hard work!

Lower Elementary students have been hands-on with geometry this week, using movement and Montessori materials to explore lines, angles, and polygons!

First Grade: Lines in Motion
First graders are discovering horizontal, vertical, and oblique lines with the Box of Sticks—and even using their own bodies to form them! This interactive approach helps solidify their understanding of these fundamental concepts.

Second Grade: Measuring Angles
Second graders are mastering the Montessori Protractor, measuring, and adding angles together. Some even challenged themselves by combining more than two angles at a time, deepening their grasp of geometry through exploration.

Third Grade: Building Polygons
Third graders are constructing polygons with the Box of Sticks, reinforcing their knowledge of sides, vertices, angles, region, perimeter, and more! This hands-on activity helps bring geometric concepts to life in a meaningful way.

By engaging in active, tactile learning, students are building a strong foundation in geometry—one that fosters curiosity, confidence, and deeper understanding. We’re excited to see where their discoveries take them next!

Read the March 8 blog post here.