What an incredible week it has been! Our students have been working tirelessly for months, and on Research Night, their hard work truly paid off. It was amazing to see them present their projects with confidence, sharing their knowledge and passion with all of you. The energy in the room was inspiring, and it was heartwarming to see so many families come out to support the students. Thank you for being there to celebrate their dedication and accomplishments!

As if that wasn’t exciting enough, we also had a fantastic field trip to the Yale Peabody Museum with Upper Elementary and Middle School. The students were captivated by the incredible exhibits, from towering dinosaur fossils to stunning mineral collections. It was a wonderful opportunity to extend their learning beyond the classroom and spark their curiosity about the natural world. A huge thank you to our chaperone volunteers—your support made this experience even more special!

Wishing all our families a joyful and relaxing spring break!

This time of year brings remarkable growth in our Lower Elementary students, both academically and emotionally. Skills that once seemed challenging—reading complex texts, solving multi-step math problems, and writing detailed stories—are now tackled with confidence and independence. Their persistence has strengthened, and they are beginning to take ownership of their learning. In addition, their ability to navigate friendships and social dynamics has matured, with more kindness, patience, and self-advocacy emerging in daily interactions.

Another exciting shift is their increased sense of responsibility within the classroom community. They are taking initiative in class routines, demonstrating leadership in group activities, and stepping into mentorship roles. These changes highlight their growing maturity and awareness of how their actions impact others. Witnessing these developmental leaps is a rewarding reminder of why I love teaching this age group—they are becoming more capable, thoughtful, and engaged learners, setting a strong foundation for future success.

We are so excited for next week’s Research Night! I hope to see everybody at 5:30 for the event on Tuesday, March 4th!

Mark your calendars! I am thrilled to invite you to Lower Elementary Research Night on Tuesday, March 4th, from 5:30-6:30 PM. This special evening will showcase our young researchers’ hard work, curiosity, and dedication.

Over the past several weeks, the children have diligently worked on their research papers, posters, and presentation boards. Our third-year and second-year students have stepped into mentor roles, guiding their younger peers through the research process with patience and enthusiasm. Their leadership has been instrumental in fostering a collaborative and enriching learning experience for all.

What to Expect

The event will be structured as a research fair. Students will stand at their stations, eager to share their findings with family and friends. Parents and guests are encouraged to walk around, engage with the students, and learn about a variety of topics.

Following the fair portion of the evening, our third-grade students will take center stage to present their research findings in an oral presentation to the group. This is an exciting opportunity for them to build confidence, practice public speaking, and showcase their deep understanding of their chosen topics.

Event Schedule

• 5:30-6:00 PM – Research fair in the hallway around the Zen Garden
• 6:00-6:30 PM – Third Grade oral presentations in the classroom

We know how much effort the students have put into their projects, and they are eager to share their hard work with you. We hope all families can attend to celebrate their achievements!

This week, we had the wonderful opportunity to celebrate Moving Up Day! Our third-year students stepped into Upper Elementary for a preview of the exciting journey ahead, while our incoming first-year students joined us in Lower Elementary for a glimpse into their next big step. It was a day filled with curiosity, enthusiasm, and meaningful connections.

One of the beautiful aspects of a Montessori classroom is the multi-age environment, where students naturally progress from being learners to leaders. Moving Up Day allowed our third-year students to experience life in Upper Elementary, guided by their future peers. Meanwhile, our first and second-year students welcomed the Kindergartners with open arms, taking on the role of mentors by leading engaging activities and making them feel at home. Watching our students embrace these roles with confidence and care was truly inspiring. Their ability to plan thoughtful activities and create a welcoming space for the younger students was a testament to their growth and leadership.

Alongside Moving Up Day, we also enjoyed a festive Valentine’s Day celebration! Students had a great time exchanging valentines, sharing sweet treats, and spreading kindness throughout the classroom. A big thank you to our families for their generosity in sending in goodies—it made the day even more special!

It’s moments like these that remind us of the strong sense of community we are building together. We look forward to more celebrations and milestones in the months ahead!

The Montessori three-year cycle fosters academic, social, and emotional growth within a mixed-age classroom. Each year plays a crucial role:

• • First-Year Students: These newcomers are observers, absorbing knowledge and adjusting to the classroom environment. They learn by watching older peers, gradually building confidence as they engage with Montessori materials and classroom routines.
  • Second-Year Students: In this transitional phase, students refine their skills and begin taking on small leadership roles. They reinforce their knowledge by assisting younger classmates and developing patience, empathy, and responsibility while continuing to learn from the oldest students.
  • Third-Year Students: As the oldest in the classroom, these students become mentors and role models. They take on leadership roles, guiding younger peers, solidifying their own learning by teaching, and gaining confidence in their abilities.

This cycle is evident in collaborative research projects, where students naturally practice teamwork, respect, and communication. Younger students learn by observing, second-years refine skills, and third-years guide the process. Through this experience, children build independence, responsibility, and confidence.

By the end of the cycle, students leave with a strong sense of community, leadership skills, and a love of learning—essential qualities that prepare them for future success.

Winter Reminder: Please ensure students come to school with appropriate winter gear, especially when there is snow on the ground. Snow gear is necessary to keep them comfortable and able to participate in outdoor activities. Also, please make sure your child has an extra set of clothes here at school so they can change if necessary. Thank you!

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.

Mark your calendars for Research Night on Tuesday, March 4th, at 5:30 PM! Lower Elementary is buzzing with excitement as the children dive into their research projects.

After choosing topics from an incredible variety, the students began brainstorming what they already knew and crafting questions to guide their exploration. Older students have stepped into mentoring roles, helping younger peers navigate their first research projects—a beautiful example of teamwork and collaboration!

Here’s what each year level is working on:

• First-years: Posters showcasing their topics.
• Second-years: Posters and research papers.
• Third-years: Presentation boards, papers, and oral presentations.

The topics this year are as fascinating as they are diverse, including clouds, space, Colombia, Egypt, ladybugs, robots, Texas, rocks and gems, tigers, peregrine falcons, Jupiter, Albert Einstein, Austria, penguins, black holes, Mohamed Salah, elephants, the skill of DJing, Hanukkah, and Martin Luther King Jr.

All work will be completed at school, and we can’t wait to celebrate their hard work with you. See you on March 4th at 5:30 PM!

Many students are using the Small Bead Frame, Large Bead Frame, and Stamp Game in our classroom and I want to share more about how these incredible materials work. They transform abstract math concepts into hands-on learning experiences that build confidence and understanding.

• Stamp Game: This versatile material supports all four operations—addition, subtraction, multiplication, and division.  It’s a set of small tiles or “stamps” representing units, tens, hundreds, and thousands.  The children use the Stamp Game to deepen their understanding of operations as they physically group, exchange, and move the stamps to solve equations. This hands-on approach helps them internalize concepts like carrying in addition and multiplication, and borrowing in subtraction. For division, children distribute tiles (representing units, tens, hundreds, or thousands) into equal groups, reinforcing the concept of sharing and remainders.
• Small & Large Bead Frames: These frames teach operations like addition, subtraction, and multiplication using color-coded beads to represent place value. The Small Bead Frame focuses on numbers up to the thousands, while the Large Bead Frame handles millions, bridging the gap between concrete and abstract thinking. As children slide beads across the frame, they physically see how numbers grow and interact.

By blending tactile exploration with visual learning, these tools build independence, confidence, and a love for math. They turn abstract problem-solving into a hands-on adventure.