The first-grade group has been exploring geometric shapes. Their learning includes identifying and naming three-dimensional solids such as spheres, ovoids, and rectangular prisms. To deepen their understanding, they play a fun and tactile partner game: one student hides a geometric shape under a work rug while the other uses their sense of touch to feel the hidden shape and guess its name. This sensory-based approach not only strengthens their grasp of the vocabulary but also builds a deeper connection with the shapes themselves. It’s amazing to see how quickly they become confident with these terms through playful discovery!

The second graders are beginning to learn about the rich history behind the Montessori Protractor. They’re delving into the origins of the Montessori protractor, exploring how ancient Babylonians tracked the stars in the night sky. The Babylonians discovered that it took roughly 360 days for a star to complete a full circle, giving birth to the concept of a 360-degree circle, which forms the basis of modern angle measurement. The students are also beginning to work with the Montessori protractor to measure angles. It’s incredible to witness the combination of historical storytelling and hands-on learning, helping them make connections between the past and the tools they use today.

For the third graders, geometry becomes more complex as they refine their skills in measuring and manipulating angles. Building on their prior experience, they are now learning to subtract and divide angles using the Montessori protractor. This work requires precision and focus, and it is through repeated practice that they learn how to measure and calculate with accuracy. This prepares them to learn how to measure and construct angles using a common protractor, a tool they will use more frequently as they advance in geometry and math classes.

One of my favorite aspects of teaching in a Montessori lower elementary classroom is the multi-aged environment.  One of the most remarkable benefits of this multi-aged setting is how it fosters mentorship. Older students naturally step into leadership roles, guiding and supporting their younger classmates. This dynamic offers a wealth of opportunities for both groups. Older children who take on the role of a mentor develop leadership, patience, and empathy. They solidify their own understanding of concepts by teaching and helping others. Younger students, in turn, benefit from the modeling of skills and behaviors from their peers, often finding inspiration in their mentors.

The multi-aged setup reflects real-world communities where individuals of different ages and abilities learn from one another. It encourages collaboration over competition and helps cultivate a deep sense of responsibility, as older students realize the positive impact they can have on their peers’ learning journey. In this nurturing environment, every child has the chance to be both a learner and a leader, ensuring growth and development on a holistic level. This mentorship model is a cornerstone of Montessori education, and its benefits extend far beyond the classroom.

This week, we embarked on an exciting journey to explore the creation story through a series of captivating science demonstrations. Each demonstration serves as a vivid illustration of the fundamental concepts intertwined with the story of the universe’s formation, offering tangible insights into the forces that shaped our world.

The creation narrative provides a profound glimpse into the very origins of life itself. It invites us to reflect on the mysteries of the cosmos and our place within it. More than just a story, it sparks a dialogue between science and wonder, highlighting the intricate tapestry of events that have unfolded over billions of years. Our overarching goal is to evoke a sense of awe, nurture an appreciation for the complexity of the universe, and ignite a genuine curiosity for scientific inquiry.

These science demonstrations are carefully designed to build up to the culminating lesson on the creation of the universe, which will be presented by the third graders and me. Each experiment serves as a stepping stone, gradually introducing key concepts such as the Big Bang, the formation of stars, and the birth of our planet. By experiencing these moments through hands-on learning, we hope to inspire a deeper understanding of the natural world and foster an environment where curiosity leads to discovery.

An exciting highlight of our week was working together to create the class “Who Am I” material. This is a special set of Montessori biology resources designed to introduce the five kingdoms of life—animals, plants, fungi, protists, and prokaryotes. As a fun and personalized beginning-of-the-year project, we focused on making this material all about the children in our classroom.

The process began with each child answering a series of questions about themselves, which was then compiled and typed up to create a unique material for our work cycle. Several children also had the opportunity to participate in cutting, gluing, and laminating the cards, adding their own creative touches to the final product.

The “Who Am I” material has quickly become a favorite activity in the classroom, offering a blend of classification, comprehension, and fluency work. It’s not only an engaging way to explore these concepts but also a wonderful tool for helping the children learn more about each other and build a sense of community!

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We look forward to seeing you at Parent-Teacher Conferences on October 25. Please sign up for your conference here.

I’m happy to share that our second week of school has been wonderful! The children are adjusting beautifully and are quickly learning the routines and rules of the classroom. They are showing great enthusiasm and curiosity, making each day so much fun.

Each morning, we start our day with a few minutes of meditation. Teaching children meditation at a young age has many benefits, such as helping them develop focus, self-awareness, and emotional regulation. It provides a calming start to the day and gives them tools to manage their emotions and practice mindfulness, which can positively impact their learning and social interactions throughout the day.

In our lower elementary classroom, we also have classroom jobs that the children are excited to take part in. These jobs are chosen by the students each week and rotate, so everyone gets a chance to experience different responsibilities. Classroom jobs help foster a sense of community and ownership, and they teach important life skills like responsibility, teamwork, and time management. It’s wonderful to see how proud the children feel when they contribute to keeping our classroom running smoothly!

What a fantastic first week back to school! Lower Elementary has been buzzing with excitement as we welcomed new faces and reconnected with old friends. To help everyone get to know one another, we played fun games like Name Bingo and a Classroom Scavenger Hunt. These activities made learning each other’s names easy and enjoyable, and it set the tone for a positive, team-oriented environment.

We also got creative with crafts, making beautiful Peace Doves to symbolize the harmony we hope to foster in our classroom this year. The children really embraced brainstorming ideas for our classroom rules, and I loved seeing their thoughtful contributions as we worked together to shape the community we want.

As I reflect on this first week, I can already tell that this year is going to be something special. The energy, creativity, and kindness in the room is contagious, and I can’t wait to see where this journey takes us. Here’s to a wonderful year ahead, filled with learning, laughter, and growth!

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Dismissal Reminder
Thank you for adhering to your assigned arrival and dismissal times to help arrival and dismissal run smoothly and to reduce your time waiting in line. 

• Toddler: arrival-8:30, dismissal-2:45
• Primary: arrival-8:20, dismissal-3:00
• Elementary: arrival-8:10, dismissal-3:10
• Middle School: arrival-8:00, dismissal-3:10

Families with children at multiple levels can arrive at the oldest child’s arrival time and dismissal time.

Please form only one line in the morning when dropping off, leaving the left lane open for toddler families to pull through.

In the afternoon, please form only one line on the left before 3:00, leaving the right lane open for toddler families to pull through. Starting at 3:00, form two lines. 

As the school year ends, I reflect on the incredible journey I’ve had with this group of lower elementary students, who have brought so much joy and laughter into my life. It feels like we started the school year just yesterday, full of anticipation and excitement. As we bid farewell to another chapter, we celebrate the wonderful memories we created together and wish each other the best summer ahead!

We asked the children what they were looking forward to about summer!  Enjoy below:

Advay: I’m looking forward to camp!
Angie: I’m looking forward to my birthday, going to Niagara Falls, staying up late and watching movies and eating fun treats!
Carmen: I’m looking forward to Girl Scout camp, hanging out with my cousins and friends, going to Portugal and ballerina class!
Eleanor: I’m looking forward to seeing my grandparents and going to Girl Scout camp!
Greyson: I’m looking forward to reading a lot of books, going to the beach with my sister, and going on a boat!
Landon: I’m looking forward to going to my grandma’s beach house, Paris, Portugal, and summer camp!
Olivia: I’m looking forward to camp!
Rowan: I’m looking forward to going to Delaware and the pool!
Sullivan: I’m looking forward to my brother’s birthday!
Aya: I’m looking forward to ballet camp, swimming, watching TV, playing outside, and going to Rhode Island!
Lily B: I’m looking forward to summer camp!
Malcolm: I’m looking forward to battling my Dad in the pool and going to skating and kung-fu camp!
Nina: I’m looking forward to watching movies during my free time and maybe going to dance camp!
Marin: I’m looking forward to playing with my family and having a water balloon fight with them!
Samuel: I’m looking forward to my birthday, going to camp, and having sleepovers!
Wilder: I’m looking forward to going to the Adventure Park, relaxing in the pool, and going to Boy Scout camp!
Beau: I’m looking forward to having more free time to work on my tumbling and going to the Adventure Park!
Charles: I’m looking forward to going to West Point, swimming, sleepovers, and vacation!
Dante: I’m looking forward to going to Niagara Falls, sleeping in, and water balloon fights!
Gregory: I’m looking forward to playing football and camping with my sister and Dad!
Harper: I’m looking forward to going to the beach, drama camp, and traveling to Acadia, Maine.
Lily L: I’m looking forward to traveling to Washington state and Idaho, camping with my Dad, going to the beach and my first ever concert!
Luke: I’m looking forward to cooking camp and going swimming in my pool!
Mya: I’m looking forward to my birthday, going to Colombia and trying new food there!
Noya: I’m looking forward to going to camp and traveling to new places!

It’s incredible to think that we’re already here in June, with only a week left of school left! Even as the year draws to a close, the children’s enthusiasm for learning remains as strong as ever.

As I reflect on each child’s progress throughout the year, I am filled with pride and joy. They have not only grown physically but have also shown significant academic and social development. Witnessing their curiosity and determination, their laughter and friendships, warms my heart daily.

I am so pleased to see what a compassionate, kind-hearted, and unique group of students we have in the classroom. Each child’s individual journey has contributed to creating a vibrant, supportive community where everyone thrives. Their growth and achievements this year have been truly remarkable, and I am excited to see how they will continue to flourish in the future.