This week we had Moving Up Day! Third-year students spent the morning in Upper Elementary, and the Kindergarten students spent some time with us in Lower Elementary.

Multi-age groupings are an advantage of a Montessori classroom. They allow the children to go through a cycle of being mentored, practicing mentoring, and becoming mentors. This week our third-year students practiced being mentees, and our second and some of our first-year students practiced being mentors to their Kindergarten friends. Seeing students at both levels completely engaged and happy working with their future classmates was a joy. In addition, our first and second-year students did an excellent job planning enjoyable and interesting work for the Kindergartners.

The children were so excited all week as the anticipation of Research Night crept up. They were thrilled to share their projects with people they love deeply. The third-year students had their first public speaking experience, presenting before classmates and families. They were amazing! Although it was optional, some second and first-years wanted to present to their peers too! They were all so brave! The children worked diligently and should be very proud of their work, as are we.

With the weather warming up, we will be spending more time outside. The children have loved having lunch outside all week! Please send in bug spray with your child’s name on it if you wish. We will keep it here in school for the remainder of the year.

You are invited to Lower Elementary Research Night in the classroom on Thursday, April 13th, 5:00-6:00 pm. 

The children have been working diligently on completing their research papers, posters, and presentation boards. The third-year students and returning seconds have done an outstanding job mentoring the younger children during this process. This will be a ‘fair’ event where students will stand at their stations, and parents will browse the classroom, stopping to learn about each project. In addition, the third-grade students will give an oral presentation to the group.

We hope everyone can make it! If you know that you will not be in attendance, please let me know.

The teaching of grammar is an integral part of the Montessori language curriculum for elementary children. The aims of this work are for the children to learn the parts of speech and to understand the relationships between them. This work also provides practice reading and writing and enriches the vocabulary of the children. Introductory lessons for each part of speech are given as part of a story; their purpose is to give an impression of the function played by each different part of speech. The children are introduced to grammar symbols for each part. Lessons are followed up with work which is a tool for the children to explore the parts of speech. The first years have been learning about adjectives, second years adverbs, and third graders interjections!

Have a restful and energizing spring break! See you in two weeks!

This week we implemented a new tool in our classroom called class meetings. The purpose of class meetings is to identify problems brought up by the children and brainstorm solutions as a community to fix the issue moving forward. When children feel involved in brainstorming and creating solutions, they are more likely to follow them. Below I listed some more details.

• Our class meetings will take place 2-3 times per week.
• There are jobs during Class Meetings:
  • Facilitator (I do this): Keeps the meeting on track, moves the meeting along, facilitates respectful sharing
  • Time Keeper (child’s job): Keeps track of the timing of each meeting segment and lets us know when the time is up
  • Scribe (I do this): Records the brainstormed suggestions of the class on chart paper
  • Secretary (child’s job): Records the problem and solutions in a notebook which is a permanent record of the meetings and is accessible to all students, anytime
• There are four sections to the Class Meeting:
  • Compliments and Appreciations: This is a five to eight-minute opening where each person can give and receive a compliment or a thank you.
  • Review of a past agenda item: The secretary reads one problem and solution from a previous meeting with a quick discussion to review how it’s going.
  • Brainstorming: The person who added the agenda item being discussed shares it, and we take turns brainstorming solutions. After the brainstorming, we vote (if it’s a class problem), or the person who shared the item chooses a solution (if it’s not a whole-class issue).
  • Connection Activity: This is a fun closing where we share jokes, riddles, or two-minute mysteries.

 

Like every other month of the year, February is a time for celebrating each other! Valentine’s Day is in the middle of February and is a reminder to express love and gratitude for the ones we love and appreciate. Lower Elementary enjoyed celebrating their classmates last week, passing out Valentines to each other. There is always so much affection and joy in the classroom, but this day was extra special. Thank you to the parent volunteers who sent in treats and supplies to make our party happen!

One aspect of the Montessori curriculum is the integration of peace education and tolerance. Helping the students embrace each other’s differences is a vital role for the Montessori educator.  February is Black History Month, a time that we celebrate the accomplishments of Black lives that have helped formed our nation. Over the past few weeks, we have recognized the contributions of several African Americans throughout history by reading stories and engaging in conversation. On Tuesday, we visited the Black History Month Gallery in the commons, put together by the Middle School students and teachers.

Lower Elementary has begun its research projects and has been immersed all week! Each child has been given categories to choose from, and everyone has made their choice. This shared focus connects us as a class and allows opportunities for the older children to take a mentoring role and help the younger children who are new to research. The older friends did an amazing job mentoring the younger children and teaching them about the research process. Each child was patient, kind, and helpful as the younger children got acclimated to the new process. This will be going on for the next several weeks.

First-year students will make posters with information about their topics, second-year students will make posters and write research papers, and third-year students will make presentation boards, write papers, and give oral presentations. All of this work will be done at school.

There will be more information to come about Research Night on April 13th! We’re looking forward to it.

Parent teacher conferences will be held next Thursday, February 16th, with additional slots provided throughout the week. If you haven’t already signed up, please do so here!

The Montessori three-year cycle in Lower Elementary provides the space and time for children to develop interpersonal skills by interacting with and learning among children of different ages.  The children learn how to cooperate with one another and respect each other. First-year students are the observers, learning from the second and third-year students. Second-year students are no longer the youngest but are still learning from the thirds while practicing for next year by helping younger classmates. This second year of the three-year cycle is as important as the first and third years of their time in the classroom. This is their growth year. The third-year students are the leaders; teaching the younger children while also setting a good example for them. Throughout this three-year process, the children gain confidence, and competence and learn how to interact with a diverse peer group. They gain great social skills, preparing them for success many years down the road.

The children are LOVING the mystery readers!! Thanks so much, Jordan Rabidou, for spending some time in LE this week!