Working Together

Independence is a major tenet of the Montessori philosophy, and yet, this does not mean children work solely on their own. In fact, working with others promotes independence, within the classroom as well as outside of it. Read more about why we encourage children to work together in the Montessori classroom below.The Montessori classroom itself is set up to promote small groups and pairs during their work cycles. Instead of rows of single desks with chairs, you will find an assortment of tables: some long enough to accommodate large groups, others for four, some smaller tables for two... and sometimes children squeeze as many journals as they can fit onto a table in order to be together!While working together certainly has a social draw - children begin their day by socializing with their friends, and may choose to work next to those friends during a work cycle - there are many other benefits to working with another child. Children learn from each other, accept leadership roles in those works in which they feel confident, or step aside to allow a different child to be the expert in a different work. This is a confidence boost, and also a lesson in respect and community. Some of us are quick with mathematics, while others are excelling in language; still others are the go-to artists or engineers of the classroom. This is particularly true of the Upper Elementary classroom, where the levels of independent work are higher, with a greater ability to see a project or idea through from start to finish.  These children can often be seen bouncing ideas off one another, and gently arguing about how to go about one thing or another in the most efficient way.In the Children's House, children may choose to work on the same work next to one another, lending a helping hand to a friend who stumbles on a problem. Sometimes one child even helps redirect an off-task friend! And here, there is much pride in being able to work out a problem without having to go to an adult in the room to solve it for them. The more children can effectively work together, the more independent they become!Working together solidifies connections. Two children share their interests by researching a topic together, sharing knowledge, and building on that knowledge. In Lower Elementary, children research and give reports together. This process can take weeks or months, based on how quickly or slowly all members in the group move forward.The mixed-age groups in the Montessori classroom (found in three-year groupings) also allow for a type of mentorship. The younger students learn an immense amount from the older children, not just socially, but academically as well.Working together on such reports often leads to opportunities for conflict resolution, peer mediation, and learning how to speak up in a small group. Fairness (of huge concern to the Second Plane child) comes into play during small group activities, as the focus of a moral sense of order is forefront on the mind of a child aged 6 - 12. This opportunity also presents itself during shared jobs and during recess time.Children receive much help in the collaboration process from the experienced Guides in their classrooms; group dynamics are often aided by mediation and careful observation by the adults in the room. In this way, Montessori children are learning how to work with others on a daily basis, a sure way to prepare them for adult life, both in work and personal relationships.

We Love Our Animals!

From our campus dog Kenner to our littlest surprise hamster friends, Villa di Maria shows its love for all animals, great and small! Become acquainted with (or reacquainted with) the pets at VdM, and the big part they play in the development of the whole child, below. Visit any classroom at Villa di Maria, from the Children's House on up through Upper Elementary, and you will likely find a child caring for, feeding, petting, or observing a classroom pet. We discussed the role of pets in the Montessori classroom here. In this post, we check in on the new furry friends that have come to live at (or visit) VdM.Kenner, the largest addition to Villa di Maria's campus, came to us awhile back, and though she may not be able to stay currently, she has still made a big impact on the kids. Kenner is a rescue dog who found her way to Anna after much research and patience; she knew that in order for a dog to be part of a classroom setting, she had to be just the right dog: calm and gentle disposition, lots of practice being around children, and preferably a much older dog. Kenner, who is around seven years old, fit that description perfectly. Though Kenner only visited once or twice a week for a few months, and stayed in the main office building, she was cared for by Anna's class during that time, the Racks and Tubes Lower Elementary children.Taking Kenner for walks around campus is a highlight of the Racks and Tubes children. When I interviewed them about the best parts of being in Lower Elementary, caring for Kenner was at the top of many of their lists!The children have been studying up on these cards, which relay with great accuracy the different body language signals of dogs: when they are fearful, relaxed, or excited. Understanding these signs help the children respect how a dog might be feeling at any given time, and are not only helpful in their interactions with Kenner, but also with dogs they may encounter out in everyday life.The surprise baby hamsters that "came with the package" (so to speak) when the Checkerboard Lower Elementary classroom adopted Chubby at the end of November have settled into their new homes nicely! The children have enjoyed naming them, and watching them eat, sleep and play daily.Wiggles, the Racks and Tubes hamster (and one of Chubby's daughters), eats breakfast in bed. According to the children, she likes to eat her carrots in complete privacy. She also enjoys long rolls around the room (in her ball) during read-aloud.The Upper Elementary classroom also adopted one of Chubby's daughters. They are still deciding on a name for her.

New Guinea pigs Frida and Rosie enjoy the attention P1 children pay them

Aside from the obvious care and responsibility required for keeping animals happy and healthy, children also learn empathy, compassion and respect for all living things. Watching young children interact with and care for animals in the classroom is an education in and of itself! We are so grateful for our furry, feathered, scaly and shelled friends!

Advice to Culminating Primary Children (from First Year Elementary Children)

If you have a child in the Children's House who will be moving up to Lower Elementary soon (or even next school year), he or she will begin visiting the Lower Elementary classrooms within the next few months. Rest assured; each child will be met with enthusiasm, kindness, and lots of excitement from his or her soon-to-be peers!  Read the sweet, funny tidbits of advice and encouragement from the First Year Lower Elementary children to the Primary Culminating Year children below, and be sure to share them with your culminating year children!Anna Rose (photo above): "I want to tell them that it will be really fun. You get to do lots of new works, like math, and checkerboard, and other things that are fun. At recess, you get to play made up games. We make a couple of teepees, we play hide and go seek, we play tag... I want to say that Elementary is really fun, that they will have new classmates, and they are nice. They're going to have lots and lots of fun!"Allison: "We have a lot of fun works, and a lot of crafts to do during read-aloud. We get to play in this big wide open space. We can even go in the woods. [Culminating Primary children] should be excited... because we have a hamster with nine babies!"Ollie: "What I like about Elementary is that you get to do work with the teachers. It's fun to do new works, and the good thing about that is that if you practice more work, you get more works and more works! What's great about recess is that you can go lots of places; but there are boundaries. You cannot go past the gravel road, and you cannot go past the big bush, and you cannot go past the playground. There are a couple of jobs, like laundry, which is kind of hard, because you have to wash the laundry, dry the laundry, and fold the laundry, and that's a lot of stuff. And that's all I have to say."Henry: "You can do so many exciting things! You can do lessons like racks and tubes, or checkerboard, or practice your handwriting. You can have fun with your friends at lunch. This year we even did clay work! If you're in the Racks and Tubes classroom, you get to walk Kenner two times a day!!!"Emil: "The best thing is recess. You have the woods and you can build forts every day. It's better than the playground because you actually have sticks you can play with, and you won't get in trouble. You get to run around in a waaaaaay bigger space. Also, you can dig for treasure."Seamus: "Okay... there's a lot of people, and I don't know how many people, but I think it's 27 people. It's a lot of fun, but if the bell rings, it means we are talking too loud. At recess you get to build forts, and you can get sticks. When you build forts, you can be first in command, you can be tenth in command, you can be fourth in command... you can't run with sticks, you can't go past the orange dots, you can't go on the rocks... "Nathan: "I like doing challenging stuff in my class. I would tell them, don't be worried. It's a part of life."Luca: "It's fun to be in the Elementary because you get to make hot lunch. Everyone gets a turn to make a dish for everyone. You get to go to the grocery store with each other. You also do really fun work, like the tone bars, the bells, it's fun. There's reading work if you like reading; there's writing work if you like writing. You'll make really good friends."Maggie: "They will like to come see Chubby, our hamster. I like to play hamsters at recess with my friends, and I also love to play bank game and do some other stuff too. It's okay to be nervous, but Lower Elementary is really really nice and they're going to love it!"Liam: "I would like to tell them that they will have lots of fun in Lower Elementary, and hopefully get lots of friends. You will get to do a bunch of different lessons with Ms. Megan and enjoy spending time with your friends."Helena and Kalina: "I was nervous to come to Lower Elementary when I was in Primary. I would say, SHINE! You get to do lots of work, and an hour of recess. You can go into the woods, to the field, the pavilion. There's a lot of space for recess, but we do have boundaries. You can't have a best friend, but everybody is your friend, no matter what."Max: "They will get to read. I like to read and do writing, to do challenging work, and I like getting new lessons and practicing them. I like snack too. The Primary students will get to learn addition on paper, checkerboard, grammar box, tone bars... so many new things. I like making friends, that's all."Matthew: "I like racks and tubes. I play soccer during recess. You don't do that in Primary. And you get to play with sticks. It's fun."Well, there you have it! Thank you to those Lower Elementary students who were present and willing to participate in this project! We think your kind words of encouragement will set any nervous minds at ease, and we know there are many Primary children who will be thrilled to join you! 

Winter Concert 2017

Happy New Year and welcome back to school! We hope your winter break was full of family time, relaxation, and plenty of fun. We are all ready to get back into our school routine, but before we start, let's take this week to look back on the last few weeks of 2017 - today, we look back on the 2017 winter concert that happened way back on the evening of December 21st. And because there was so much hard work and preparation involved, we'll take a behind-the-scenes look at the Upper Elementary production tomorrow. Now, on to the concert!The Primary students were in their finest festive wear as they arrived the night of the concert. Above, Assistant Karolina Hanus comforts a nervous child before going onstage. Below, Primary students wait patiently before heading onstage for the big show.The show started with the Extended Day Primary children, who recited "Twas the Night Before Christmas" - yes, the whole thing! The entire Primary joined them to perform several wonderful songs. Their rendition of "Winter Song" brought tears to plenty of audience members' eyes!As usual, the most amusing part of the Primary show was spotting the youngest members of the group and how they either escaped the music (by crawling underneath the bleachers) or felt the music like no one else (like the little character in the front who just couldn't help but dance), or even the children who tried desperately to keep their classmates in line! Every year there are a few, and this year did not disappoint!Next up: the Lower Elementary, who recited poems, sang solos, told jokes, and even performed their own short skits and commercials before singing all together. One of the most impressive feats: a solo of "Feliz Navidad" bravely performed with no music or accompaniment. She did a fantastic job!Above: "The Locomotion" song and dance!After the Lower Elementary performance, the Upper Elementary set up onstage during a brief intermission. There is so much to discuss regarding the Upper Elementary performance, we will be dedicating an entire blog post to it tomorrow. But for now, we will simply say that it involved a historical account of Hawaii, tap dancing, live music, singing and traditional Hawaiian dancing, props, costumes, and a play -- all written, produced, and directed by the Upper Elementary students themselves.Thank you to all the students and staff of Villa di Maria for another knock-out Winter Concert! You left us all with the warm fuzzies for the perfect start to the holiday season! Be sure to check in tomorrow for our behind-the-scenes look into Upper Elementary and all the hard work that went into their part of the production.

Rebecca's Top Ten List

In the regular hustle and bustle of life, it is easy to overlook and even take for granted the basic reasons for why we are here. Here, in this magical place that is Villa di Maria, but more broadly, here, a part of the Montessori world. Entering into the slower, colder months, let us reflect upon just how extraordinary Montessori education is, how lucky we are to be a part of the broader picture, and why we choose, year after year, this particular path. Below, Upper Elementary Directress Rebecca Callendar shares her "Montessori Top 10 List," putting into beautiful words why Montessori education is so effective, wonderful, and amazing. Thank you, Rebecca, for sharing!1. Developmentally AppropriateMontessori education is designed to meet the developmental needs of your child, allowing for age-appropriate learning to take place.  In the elementary, this means allowing for group work, development of imagination and moral awareness, great work, and academic rigor throughout the day. Montessori also provides individualized learning for each child, honoring each child’s specific needs.  The teacher works closely with each child to determine readiness for new material--we follow the child.

2. Continuity of TeachingMontessori teachers genuinely love and care for your children.  We undergo intensive training to ensure that we consider each child individually. At Villa di Maria, the teachers hold AMI diplomas and have studied the same coursework and philosophies for each level. As a result, we share the same core curriculum, prepared environments, and teaching values throughout each age level.  This continuity allows for seamless transition from classroom to classroom.  As teachers, we also value our relationship with parents, our peers and our community--our classroom is our home. 

3. Depth and Breadth of CurriculumAt its core, the plan for the education of the elementary child, deemed “Cosmic Education,” is comprehensive in all subjects.  As an educational system, at 100+ years old, the content itself is timeless, only needing to be tweaked for cultural relevance and scientific advances.  It incorporates remedial learning, first through sixth grade studies, and beyond, exceeding state curriculum by many grade levels.  The curriculum is cross-curricular and encourages exploration in differing subject areas simultaneously.  All subject areas are presented with equal importance and therefore are of equal value to the child.  This allows the child to use art to explore math or math to explore art. Further, the material allows for deepened exploration across the years in school at Villa di Maria.  The binomial cube is introduced in the primary classroom on a sensorial level and is reintroduced on a mathematical level in the elementary room.

4. Learning ApproachUnique to Montessori, our method of teaching inspires children’s imagination and encourages follow-up work, allowing for meaningful engaged work, which results in self-directed learning and a natural evolution of concept assimilation.  We do this by presenting in short lessons, allowing the child to repeat the work afterward.  These short lessons offer stepping stones toward mastery.  When the child shows readiness, we build off of previous lessons by introducing new concepts.  Lessons are given in small groups to meet the needs of each child and allow the children to discuss their findings with each other, to learn from one another.  Children learn by means of story-telling and charts and by Montessori materials.  Both ways offer visual and tactile impressions of content, allowing the child to comprehend a concept on many levels. We also value accountability and task organization, showing children how to keep a work journal, and we hold weekly work conferences.

5. Prepared EnvironmentHallmark to a successful Montessori classroom is the prepared environment, which includes Montessori materials for all subject areas, a basic library from which the children explore mentally, and a practical life component of cleaning tools and paper and art supplies.  There are plants, animals, and breakable things inside the room, which require great care and respect.  The scientific apparatus is real and invokes a sense of reverence and connects the child to the adult world. The room is a calm and beautiful place in which the children co-exist and feel connected to.  The room is limited in scope, which creates the need for children to leave the classroom, to go on “Going Outs.”  A Going Out is not a field trip, but a small group outing which allows the children to research a topic in the “real world” with an expert in the field.  

6. Freedom and ResponsibilityParamount to a child’s success, the Montessori elementary offers children freedom of choice.  The elementary aged child is developing their sense of responsibility, moral awareness, and sense of belonging to a group.  They are consumed by issues of fairness and right and wrong, but also want to feel connected to their peers.  To help the child understand community and develop a sense of responsibility for work choices and begin to extrapolate into the greater issues of history, we offer children many freedoms in the classroom.  These can be freedom to make work choices, freedom to move, freedom to choose work partners, freedom to choose research. It is then the responsibility of the child to carry out their choice and be responsible for any transgressions which may occur along the way--we employ logical consequences and allow children to learn from their mistakes.  With freedom comes responsibility.

8. No HomeworkWe value a child’s time and feel that academic learning is best suited for the classroom.  Children work very hard in the classroom and are challenged emotionally, physically, and academically for 7+ hours each day.  Most homework in traditional schools is busy-work or contains material that the child could have learned in school, if school had given them the chance to learn the material.  Further, rest is an important factor in skill acquisition. By allowing the content of the day to rest in the mind of the child, the brain can begin to process the information at the same rate as if the child were doing the homework itself.  Also, we feel that family life is of equal value to the child’s school life and want the child to stay connected at home.

9. Education for LifeA Montessori education provides children with many outcomes including depth of comprehension, love of learning, self-motivation, self-confidence, independence, life skills, study skills, interpersonal skills, and academic excellence. Montessori graduates remain curious and engaged lifelong learners.

10. Education for PeaceMontessori education fosters a deep respect for all human beings on earth, no matter what their background, belief, or status.  Montessori education cultivates a deep connection to the world and the environment.  A Montessori child is a steward to every living thing on earth.  As a result, the child is deeply peaceful and then can help to fulfill Dr. Montessori’s vision for a world where peace, love, and respect reigns supreme.

Thank you, again, Rebecca, for sharing your Top 10 list!  

We are so grateful for each and every one of you, and hope you have a wonderful holiday break. See you next year!

Surprise!

A couple of weeks ago, Lower Elementary Assistant Ms. Sophie brought the much-anticipated new class pet, Chubby, into the Checkerboard classroom. She had been nurturing and caring for the hamster at home for a few days while the children prepared for their new pet, including voting on a name ("Squishy" was also in the running). Chubby was aptly named, and Ms. Sophie received quite a bit of teasing for "overfeeding" Chubby at home, something she insisted she had not done. Alas, Chubby could not even fit into her tunnel, she was so rotund.After deciding Chubby wasn't getting enough exercise, the hamster spent the morning running around the classroom inside the hamster ball before returning to the cage. The children gently pet Chubby, and then...They exclaimed, "There are babies!!!"Much to everyone's surprise, Chubby quickly delivered 9 tiny pink, hairless, helpless hamsters!Needless to say, the children were very excited. Over the past two weeks, Ms. Sophie has done her very best to optimize the baby hamsters' survival, including checking on them over the weekends and feeding Chubby extra protein through tofu, hard boiled egg, and cheese to help with milk production. In addition to the fresh veggies, pear peels, and grains she is receiving, Chubby is a very pampered new mama! We are hopeful that at least some of the babies survive so the children can watch them grow.

One day old

A bit over one week old - note the new fur coming in, more defined ears, as well as tiny claws!

Two weeks: fur is longer, future color/patterns beginning to become distinguishable

And yesterday! How cute!

Sophie quickly learned that to keep the mama as calm and unstressed as possible, the cage needed to be temporarily removed from the classroom and placed in a dark, quiet place. They will be reunited with the children once they are stronger and less fragile.

Welcome, Chubby, and welcome to your babies! And thank you, Sophie, for all your hard work and nurturing to ensure the success of these tiny creatures, and for keeping us updated with photos!Meet our other classroom pets (though Elvis the guinea pig has since passed away), and read a bit about the role of pets in the Montessori classroom here. 

Siblings: The Mixed-Age Classroom

We have observed over the years the delicate balance between siblings placed in the same classroom here at Villa di Maria; more often than not, a younger sibling trails behind her older sister, or an older brother encourages his younger sibling during a moment of frustration. At other times, siblings may completely ignore each other, choosing instead completely different groups of friends and only regrouping when they enter the same car at the end of the day! Here, we discuss the benefits of the mixed-age classroom and how it relates to siblings in particular.The benefits of the mixed-age classroom are many: mainly the ability to observe, learn from, and be inspired by older children. But the younger children are not the only ones who benefit from this set-up; older children receive a boost of confidence in being leaders. In short, children learn to help and be helped by other children.Oftentimes, younger siblings are inspired by the work of their older siblings.  Above, a younger brother observes his sister working on metal insets and design work, and not only chooses the same work, but also chooses to work in close proximity to his sibling.All of our Guides have had the pleasure of experiencing siblings within the same classroom (sometimes multiple pairs at once!), and there is consensus among them that the overall experience is a positive one, and quite touching at times. Reghan McAuley, Children's House Guide in P1 at Villa di Maria, says "In my experience, children work well within the same environment as the adults are prepared to nurture all relationships. The Children's House can serve as a brilliant extension of the home environment."There is a community aspect to every Montessori classroom that is built on mutual respect. Having children of differing ages within the same community reduces competition, increases empathy and willingness to help, and produces, quite often, a feeling of family within the classroom. Older children feel a sense of pride and accomplishment (in addition to reinforcing previously learned concepts, leading to further mastery) each time they help a younger child. In addition to the mixed ages, the fact that somewhere around two thirds of a class returns each year reinforces the feeling of community and stability.The feeling of community is so strong that oftentimes the younger siblings are chomping at the bit to join their older siblings! Children's House Guide Jessie Braud of P2 shares this sweet anecdote:"When I was doing morning drop-off last fall, I had opened the car door for two girls to come out, greeted them, and then paused to converse with the parent briefly as the girls were collecting their lunches and getting out of the car. Their father said goodbye to the girls and started to drive away when we both realized at the same time that the third and youngest sister (2 years old at the time) had gotten herself out of her car seat and was walking into the classroom!"This dynamic is just as powerful as the children grow older. Upper Elementary Guide Rebecca Callander explains:"I love having siblings in succession in the room, sometimes in the same classroom and sometimes apart. The eldest child paves the way and the younger often looks forward to a lesson that their sibling had. 'I can’t wait to go to MMUN' is a common one.  It makes the whole process less daunting when they watch their older brother or sister partake.

"Also, the younger children often stand on the shoulders of giants, so to speak, and assimilate information more quickly and sometimes entirely knowing the material before the lesson is even given. The depth of knowledge is extensive in younger siblings."

Children's House Guide Heather Steinman in P3 adds:

"My own children were in the same classroom and I always remember that as having been such a positive experience! Watching older siblings care for and guide their younger siblings is just so wonderful and, among other things, I think it inspires other children to care for each other in the same manner. Also,  as the younger siblings get comfortable and find their own places in the environment it is exciting for all to witness their success and growing independence!"

Heather is not the only Guide at Villa di Maria who has witnessed on a more personal level the broad reach of benefits siblings take away from sharing a Montessori classroom. Of her own children, she shares:

"As a parent, I feel my girls have a respect for each other’s individuality that only comes from their experience of sharing classrooms over the years. This extends into our home life on a daily basis. They have an amazing ability to politely negotiate boundaries, and on the contrary, know how to include the other at appropriate times. Like all children in Montessori, in the end they truly recognized the gifts and skills the other may posses with full appreciation, rather than feeling envious or spiteful. They continue to spend a significant amount of time listening and learning and caring for each other. My favorite part is how they never fail to genuinely say good bye face to face, topped off with a hug as they now set off on their individual paths at separate schools."

For siblings who are not in the same class, recess is often a time for them to reunite! Above, a sister and brother and their friend work together to move a large branch for their fort-building.Of course, some siblings inhabit the same space in very different ways. Lower Elementary Guide Anna Schwind explains:"I've often been surprised by how infrequently some siblings interact in the classroom and at recess when they are given other choices of people to be with. The environment goes a long way toward setting up successful ways for them to act and be independent from one another."I've also witnessed many touching and protective actions of siblings toward one another, and not always in the direction you would expect (sometimes the younger is protecting the older!)."

A younger brother watches as his sibling receives a lesson

While sometimes the natural draw to one's older sibling is beneficial, at other times it can prove distracting. At times, an older sibling may feel responsible for his younger sibling and focus on his wellbeing rather than focusing on his own work. At other times, the younger sibling may be distracted from his work to see what his older sibling is doing (see above). Rest assured; neither situation is particularly significant, and often the Guide can easily shift either sibling's attention back to his original work within moments of the distraction. The above scenario lasted only a few seconds; the Guide gently redirected the little brother, who continued his own individual work right next to his brother. It is also worth noting that this is a natural part of the mixed-age classroom and has less to do with siblings sharing the same space than it does with having varying ages within the classroom; the littles will always be paying attention to what the "big kids" are doing, and will in turn be inspired to do that work once their time comes.If distracted and disruptive behavior is part of a broader pattern, the Guide can implement a plan with the parents and the classroom Aide, as well as being conscious of the dynamic between the siblings, working with them to promote more functional behavior for all involved.Sometimes Guides (alongside parents) decide to separate siblings. This may be a simple request from the parents before the beginning of the school year based on what the parents have observed at home (I spoke to one parent who assured me that his children needed a break from each other during the school day - and there's nothing wrong with that!), or it may simply be based on the parents wishing for the siblings to establish their own space and boundaries (which is often seen with twins, but not always). There are also circumstances under which a complicated home dynamic may prove to carry over into the classroom environment and become difficult to manage. In this case, the Guide and parents may choose to separate the siblings. However, this is not a common occurrence.Overall, the Montessori environment provides wonderful opportunities for siblings to work and learn alongside one another. We are so grateful to be the observers of this sweet and special dynamic!

The Benefits of Handwork for Children

During the course of your child's week, he will most likely engage in some form of repetitive, relaxing, even hypnotic work that results in a seemingly mile-long loop of finger-knit yarn, or perhaps a painstakingly detailed Gods-eye weaving, or even a useful potholder that he has woven on a loom! What's behind all of these creations, and why do we love handwork so much here at Villa di Maria? The answers, below. Handwork is, quite literally, work that is done with the hands. Though it can include a wide array of Montessori lessons, from hand-washing to metal insets, to manipulating nuts and bots, to the buckle frame... (nearly everything in the Children's House could be included on this list), for the purpose of this post, we will be referring to handwork specifically as the kind of work that results in a finished product.In the Lower Elementary, children are often seen engaging in handwork during read-aloud, free time, or even during recess. Some general examples are weaving, crocheting, origami, beadwork, embroidery, jewelry-making, knitting, needlepoint, calligraphy, carpentry, and carving, though there are many other activities that can be considered handwork.Anna Schwind, Lower Elementary Guide, shared what is so great about handwork, and why we see so much value in it. Handwork serves to:

• develop and refine the motor skills of the child, particularly those of the fingers and hands
• create for the child a connection between a sensorial experience and the act of creation
• demonstrate through experience that practice improves a skill, and the world is full of skills the child may attain and perfect for themselves
• give the child multiple avenues to create something they find meaningful and even beautiful

There is so much going on with handwork, including coordination, concentration, and self-correction. But perhaps what sets aside handwork from other Montessori works is its ability to provide creative outlet to a child. There is the opportunity for self-expression here that is unparalleled. A child can also exert his will through handwork: he may choose the colors, the pattern, the size and scale, and can be proud of the unique results.Making something beautiful with your hands is satisfying in itself, but there are also therapeutic benefits of working with your hands. Being active with your hands can often quiet the mind, leading to a natural way to de-stress or even process emotions. Handwork can be an intensely effective relaxation tool; the mind cannot help but slow down as it matches the rhythm of the hands.Another benefit of handwork? It can encourage connection. A child who learns to make things with his hands may also discover that he wants to give these creations to those he cares about. We have witnessed one child who learned to make hats on a simple loom then decide that he would make a hat for every child in his neighborhood. Upon delivering them, he made the sweetest connections with his community, which continue to this day.And perhaps the best thing about handwork? It can be done at home!

Happy Thanksgiving from Villa di Maria

We hope you and yours are healthy, well-rested, and getting ready to stuff yourselves silly! Below, a touching reflection by Upper Elementary Guide Rebecca Callander about the special Thanksgiving celebration in the Elementary building last Friday, in addition to Thanksgiving-related poetry accompanied by beautiful photos by Lower Elementary Assistant Melinda Smith. Thank you for your contributions, Rebecca and Melinda!Recently our whole elementary celebrated the Thanksgiving holiday with emphasis on the aspect of "a day of giving thanks”.  Our meal was lovingly prepared by Mr. Justin and five of our hot lunch students, with many dishes contributed potluck style and with a lovely table design artfully arranged by Ms. Colleen and upper elementary children.  We solemnly gathered in the common area, with 80something children sitting together like one.   Children listened intently as 10 upper el children read poems of gratitude and then we dismissed each child for lunch by asking them share what they were grateful for.As adults, we opened the floor by offering, authentically, what we, ourselves, were grateful for, which set the tone for children to mindfully share what they were grateful for in the moment. The answers were so touching and offered a rare glimpse into just how deeply every single child feels in one singular moment. As you can imagine, the shares were multifaceted and were aligned with where the children fell in their tenure of their elementary journey. They ranged from direct and familial: my sister, my brothers, my pet, my elders, my family.To elementary community related: to my classroom, the new building, getting many new lessons, my friends. And to more abstract: to Montessori education, to the United Nations, to those men and women in armed service who bravely risk their lives for us (yes this was said), to animal shelters, scientists who work to help solve global warming.  And, finally to the philosophical, to the most finite and infinite: to plants who provide for us, to music, to the Big Bang, to atoms, to all people of all kinds. What was spectacular was how the group listened to the shares, to how everyone’s share was honored, and to how the group kept inching, in closer and closer, in a trancelike movement, as the number of children diminished. It was there that I saw the reverent twinkle in the eyes. The contentment and the experiencing of noticing which is so directly correlated with mindfulness. When we offer a listening, an open space without judgment, for authentic expression and for children to speak and notice themselves and the world, true gratitude and mindfulness converge.

Here are our thanksgiving poems:

Thanksgiving Time

When the night winds whistle through the trees and blow the crisp brown leaves a’crackling down,

When the autumn moon is big and yellow-orange and round,

When old Jack Frost is sparkling on the ground,

It's Thanksgiving Time!

 

When the pantry jars are full of mince-meat and the shelves are laden with sweet spices for a cake

When the butcher man sends up a turkey nice and fat to bake,

When the stores are crammed with everything ingenious cooks can make,

It's Thanksgiving Time!

 

When the gales of coming winter outside your window howl,

When the Air is sharp and cheery so it drives away your scowl,

When one's appetite craves turkey and will have no other fowl,

It's Thanksgiving Time!

--Langston Hughes

 

Hope Is A Thing With Feathers

Hope is a thing with feathers

That perches in the soul

And sings a tune without words

And never stops at all.

 

And sweetest, in the gale, is heard

And sore must be the storm

That could abash the little bird

That keeps so many warm.

 

I’ve heard it in the chilliest land

And on the strangest sea

Yet, never, in extremity

It ask a crumb of me.

 

--Emily Dickinson

 

Gratitude

 Gratitude unlocks the fullness of life.

It turns what we have in to enough and more.

It turns denial into acceptance,

Chaos to order, confusion to clarity.

It can turn a meal into a feast,

A house into a home,

A stranger into a friend.

Gratitude makes sense of our past,

Brings peace for today,

And creates a vision for tomorrow.

 

--John O’Donohue

 

Make every day a day of Thanksgiving

And continuous contentment will

Sparkle in your body, mind and soul.

 

--Paramahansa Yogananda

Happiest of days to you and your family. We are so very grateful for each and every one of you!

The Role of the Adults in the Montessori Environment

Not enough is said about the adults - in particular, the Guides and the Aides - in the Montessori classroom, and I wonder if there can ever be the right words to express the kind of commitment, intensive training, daily practice of patience and presence, and mindful dedication that this team tirelessly exhibits while working with our children. In accordance with AMI certification, Villa di Maria recently underwent an observation period (just for the Primary classrooms this time around) by AMI consultant Cathryn Kasper, who expressed her absolute delight at our school's commitment to Montessori and our recent physical growth. Read more about what she had to say about the roles of the adults in the Montessori environment, below. Cathryn Kasper, AMI consultant, served as a Guide for 30 years, and has been a Montessori consultant for 12 years. She met with the VdM staff to share her knowledge and connection to her experience, and to impart some of her wisdom upon us all!"If we want the 'new child' - the child of the future, the child who is yet to become - to appear, we need to do our own work, as adults," Kasper relays. She encouraged a reflection among the adults: that the classroom staff ask themselves: Who am I while I am doing this work? What aspects of Montessori philosophy and practice help me maintain my role? The reflection itself illustrates the mindful headspace a Montessori Guide or Aide must inhabit during the classroom hours - a space that leaves every personal, subjective piece of herself (or himself) outside of the classroom to make space for the person who is the transformed adult. The transformed adult exhibits respect, trust, and an open heart. She is graceful in her movements, gracious with her words, and listens, and above all else, understands at the core of her being, that every child deserves to feel secure, loved, and heard.Kasper relays, "The aim of our daily practice is to discover the child and effect his liberation." This includes possessing the patience and wherewithal to recognize that change will happen when the conditions are there; we must trust that the child will transform when all the pieces are in place. Part of this, from the standpoint of the adult in the classroom, has to do with noticing: noticing when a child is in need of more, noticing when a child needs something different, noticing that if a child could do better, he would do better, and supporting him in his journey.The Assistant to the Guide is sometimes overlooked, but she (or he) is the "safeguard," the one who notices, the "glue that holds us all together... the oil that keeps the machine running," shares Kasper. We are lucky here at Villa di Maria, that our Guides and Aides are effective communicators, and so graciously show their appreciation of and respect for one another on a regular basis. For that, we are all thankful!Thank you, Cathryn Kasper, for your wonderful presentation.And thank you to all the Guides and Aides here at Villa di Maria, for all of your hard work with our children. We are so grateful for you every day. We hope you enjoy some much-needed rest and relaxation over next week's Thanksgiving break!

Development of the Will: The Emergence of Self-Discipline

Dr. Montessori viewed the assertion of will as crucial to a child's development. Will is the ability to demonstrate self-regulation, to control impulses, and ultimately to obtain the inner strength necessary to make the best decisions in any given circumstance. The development of the will is a stepping stone for a child to discover proper moral development as he or she becomes an adult, and is in constant practice within the Montessori classroom, from the Children's House all the way up through the Sixth-years. Below, Lower Elementary Guide Anna Schwind shares her thoughts on the will, as well as a few ways you can support your child's need to exert his or her will at home. We begin with a fantastic (and excruciating) example of a child exerting his will in an incredible effort to delay gratification; four-year-old Theo can choose to eat his candy (here, called a "sweetie") now, or wait ten minutes and have TWO candies! Ten minutes, especially to a four-year-old, is an eternity; yet, he does it! All of the ways in which Theo distracts himself over those ten minutes is interesting and entertaining: he sings, he chants, he kicks the legs of the table, he plays with the candy, he reminds himself through self-talk about the reward at the end, he changes his physical position several times, he even places the candy (still in its wrapper) into this mouth and takes it back out over and over again - and yet, he does not eat it!If you recognize this scenario, it's likely because of your familiarity with Walter Mischel's famous 1972 Stanford Marshmallow Experiment on delayed gratification. Years later, the study showed a positive correlation between children who were able to delay gratification by waiting for the second marshmallow, and general competence and higher SAT scores. Common sense tells us that learning to delay gratification is a good thing."Dr. Montessori would have framed the marshmallow test in relationship to the will. She thought that one of the most vital purposes of school should be to help children exert their will, and she recognized that the ability to exert will required constant practice. In The Advanced Montessori Method she wrote, 'Our little children are constructing their own wills when, by a process of self-education, they put in motion complex internal activities of comparison and judgment, and in this wise make their intellectual acquisition with order and clarity; this is a kind of ‘knowledge’ capable of preparing children to form their own decisions... they can then decide in every act of their daily life.'" explains Anna Schwind, Lower Elementary Guide at Villa di Maria.Anna goes on, "People often ask why there isn’t enough of every material for every child in a Montessori classroom, and while the reasons are numerous, one of them is to give the children opportunities to exert their will. It is a daily marshmallow test. They learn to wait until the material is available, to delay gratification, to practice patience. The mere act of choosing a material from what is available on the shelf is an exertion of the will: why hand washing instead of table washing? Why the large bead frame instead of the checkerboard? The children practice making choices, because choice is the outer reflection of the inner will. The will is akin to a muscle which can be strengthened with use. This is the vaunted character building aspect of Montessori education, the one that seems so elusive but is increasingly regarded by educators of all stripes as so critical to children’s development."The Montessori classroom, no matter what age or stage, is full of thoughtfully-created, conscious examples of situations and scenarios in which children may practice exerting their will. A Primary classroom encourages independent movement on the most basic level, from walking into the classroom on their own two legs, to hanging up their own coats, to choosing what work to begin with in the morning. Every movement encourages the control of the body through the exertion of the mind; the will is at work in the smallest and largest ways.So, you may wonder, what can be done at home to encourage a child to develop his will? Anna shares some basic and approachable tips, below."Your child’s will is not something to be suppressed, or subsumed by your own, or broken. Give them opportunities to exert it safely. Allow them, for example, to choose what the whole family will eat on a certain week night, perhaps from a set of acceptable options. Then give them a part of the meal preparation to be responsible for. Allow them to choose the movie you will watch or the game you will be playing together or the book you will be reading aloud to them or which of two parks they’d prefer to visit (again, feel free to limit their options).These activities have the side bonus of letting you get to know your child more deeply. What are their interests? What do they like? Your elementary child can easily make their own lunch every day (or perhaps the night before, if your mornings are too hectic). Would they prefer a hard-boiled egg or a cheese stick for their protein? Do they wish to prepare a quesadilla to include in their lunch?Lastly, I will tell you a secret about the will. People’s will goes further when they do not know it is exhaustible. Yes, I know, I just ruined willpower for all of you, now you know you can run out of it at any time. But keep your child safe from this knowledge for now. Do not tell them 'Oh I see you cannot make good choices because you are tired/cranky/hungry'. Expect them to make good choices always. Meet them with compassion when they don’t. Give them the nap/quiet unstructured time/snack they need without letting them know you’ve realized they’re at the end of their tether. And when their will is renewed and refreshed (because it always refreshes itself!) give them more opportunities to exert it."Thank you, Anna, for the idea and the input on this fascinating topic! “We must help the child to act for himself, will for himself, think for himself; this is the art of those who aspire to serve the spirit.” (Dr. Maria Montessori, Education for a New World)

The Long Black Strip

The Long Black Strip is an impressionistic lesson meant to inspire wonder, awe, and gratitude surrounding the beginning of the universe and in particular, how very little time humans have been present on Earth. Meant to make a big impression and relay humility, the Long Black Strip lesson is given with fewer words; it is not meant to be a reiteration of the Great Lesson The Coming of Life. Learn more about what this lesson conveys below. Often cited as the most powerful lesson one can give in the Montessori classroom, the Long Black Strip not communicates the passage of time in such a concrete, visual way: a linear representation of of time. As one child slowly unrolls the long black cloth strip, another moves beside him, placing a stone on each significant event. In this case, there was another student (not pictured) off to the side, narrating the lesson: "This black strip represents the age of Earth, from its very beginning... At first Earth was a fiery ball... And this went on for a long, long time... Earth was covered with volcanoes. And this went on for a long, long time... "1 centimeter = 1,000,000 years10 meters = 1,000,000,000 years30 meters represents 3,000,000,000 years, the average accepted length of earth's history (in 1939). Now we know it is approximately 4.6 billion years.As the child unravels more and more of the fabric, he comes closer to the end. The Long Black Strip can barely fit inside the long Elementary hallway, and reaches from one Lower Elementary classroom, past the Upper Elementary classroom, and all the way to the doorway of the other Lower Elementary classroom! At the very very end is a tiny white strip, only about 2 inches long, meant to represent the amount of time humans have resided on Earth: all of humanity: cave people, Egyptians, Greeks... you and me! It is a sight to see, regardless of age. In fact, as an adult, this is a lesson that still inspires awe and wonder in me!This lesson is meant to evoke an emotional response, and does it ever!

Clay Work

The Lower Elementary Racks and Tubes classroom has been lucky enough to have artist Ruth Reese volunteer her time (and clay, lots and lots of clay) to work with the children on a project with clay. Here is the beginning of the process, which we will follow up on as the project continues. On a chilly October morning, children help set up boards, on which they place their clay slabs. The outdoor work environment is perfect for this type of slightly messy work.During this particular project, the children have chosen to recreate geometric solids. They have measured the shapes necessary in constructing their chosen solid, and begin to trace the cut-outs onto the clay for later construction. Figuring out how to fit the greatest number of shapes onto each slab while wasting as little clay as possible was like completing a puzzle!

Each shape is outlined gently before final cuts are made.

Ruth demonstrates how to use the straight edge for even cutting.

We are so excited to see how this project turns out. Check back for more progress soon!

Diwali Cultural Celebration

An important tenet of Montessori philosophy is the recognition of all of humanity as a part of a global family. The "global citizen" aspect of Montessori values the wide and beautiful tapestry of ethnic and cultural backgrounds, and takes seriously the responsibility of raising our children to be open-minded and open-hearted. Part of this practice begins with introducing them to people from different cultures and ethnic backgrounds, as well as the celebrations of such groups. On October 19th, the Diwali Hindu festival of lights began. Villa di Maria's Elementary students were eager to celebrate.Diwali is India's most important holiday of the year; it is as important to Hindus as Christmas is to Christians. The festival of lights (which occurs over the course of five days) symbolizes the inner light that protects from spiritual darkness, and occurs every autumn. Over the centuries, Diwali has become a national festival that is celebrated by most Indians, regardless of their faith, and most accurately represents the victory of good over evil.The entire elementary gathered together to celebrate Diwali last week. Alongside several students who played, drummed, and sang, Upper Elementary Directress Rebecca Callander performed the Hindu song, "Listen to My Old Soul Song" for the group. The song came together so nicely, with the children and Rebecca working together during the performance.The word Diwali is derived from the Sanskrit word "deepavali," meaning "series of lighted lamps." The children lit a number of candles to represent the return of the deities Rama and Sita after their 14 years of exile; in the story, the villagers lit oil lamps to illuminate the path through the darkness. The lights also celebrate Lakshmi, the goddess of wealth and prosperity.

An image of the Demon King Ravana

Goddess Lakshmi, painted by Raja Ravi Varma in 1896

Lower Elementary Directress Anna Schwind presented the Diwali story to the children, split into two groups, with much enthusiasm. She always has a captive audience, and is truly a gifted storyteller. Here, she retold and acted out the story of Ramayana, in which Lord Rama rescues his wife Sita from the Demon King Ravana, who happens to have twenty arms and ten heads!

After the the story of Diwali, the children headed outside to the pavilion, where an activity awaited them!

Lower Elementary Directress Megan Eilers had set up a rangoli activity for the children to complete. Rangoli, a colorful design made on the floor near the entrance of one's home, is meant to welcome guests and encourage the goddess Lakshmi to enter. Rangoli can be made from chalk, colored rice, flour, sand, or even flower petals. Here, the children worked with cardboard patterns with sticker designs and sand. Many of them chose to take their patterns home to finish later, as it was a long and involved (and enjoyable) process!

The results were beautiful!

While one group enjoyed rangoli, the other was treated to a short meditation lead by Upper Elementary Directress Rebecca Callander.

The children were also encouraged to try several traditional Indian treats, included mango drink, crushed peanut chikki squares, till laddoo (sesame brittle), muruku (rice snacks), jalebi, and apple slices.

In the Montessori tradition, children are guided beyond just acceptance of multicultural ideas; through their cultural, hands-on studies, they are shown to understand, appreciate, respect, and celebrate many cultures so that they may come alive in the child's mind.

The Fourth Great Lesson: The History of Writing

The Great Lessons are presented in a specific order, every year, so that children may experience these large concepts over and over again, thus solidifying the big picture stories they convey, as well as inspiring curiosity and a sense of wonder at the beginning of the school year. Before learning about the advent of written language, Lower Elementary children are introduced to the Coming of the Universe and Earth (1), the Coming of Life (2), and the Coming of Human Beings (3). Today, we peek in on Lower Elementary Directress Anna Schwind, as she gives the Fourth Great Lesson: The Story of Writing (also referred to as Communication in Signs). She begins with a review of the first three Great Lessons by prompting the children. They each contribute the big picture knowledge they have been thinking about, discussing, and studying over the past month of school. It is touching to hear the children discuss the three gifts that make humans special: a mind to imagine, a hand to do work, and a heart that can love. There is a gentleness to this discussion that conveys a deeper understanding of humanity.As with every Great Lesson, children are eager to contribute their recollections of what they have learned thus far.Anna animatedly shares the very first means of communication. Above, she expresses how there was a need for humans to communicate in ways other than through spoken word. The story of the advent of the written alphabet is told, with an emphasis on the incredible ability that humans have of committing their thoughts to paper.This lesson leads to the study of languages, alphabets, bookmaking, grammar, punctuation, sentence structure, word study, figures of speech, reading, myths and folk tales, literary terms, writing, research, and so much more! It is indeed a Great Lesson!Also notable: Anna produces a papyrus plant, which is associated with Egypt and early paper making. It is a fascinating plant, as its stem is a great example of a triangular prism found in nature.The history of written language is a complex one. During the fourth Great Lesson, the Directress introduces pictographs, ideograms, hieroglyphics, the Phoenicians, the Greek alphabet, and Latin.To further engage children after the Great Lesson, books are introduced. The children gathered round afterwards to look up the history and details of the first letters of their names.As with all the Great Lessons, this was used to be a springboard rather than the focus or endpoint. Each lesson is meant to inspire curiosity and interest. Clearly, this one did!

The Fort Builders

The Fort Builders use muscle and mental power, individual and communal strength; they make rules, break rules, argue, agree, build, and imagine. There is more involved than first meets the eye in building these forts - these spaces that children return to, build on to, and take pride in time and time again. Below, a fort tour, and what is going on developmentally. Why are children so obsessed with building forts? Read about this, and what do we do here at Villa di Maria to support them, below. If you are a parent of a child here at Villa di Maria, you have probably noticed the progression of several forts over the past month. One, which is located just next to the driveway and Magic Circle, is hard to miss, but the others are located in the beloved woods just north of the playing fields where Elementary students gather every day during recess. They return to these spaces over and over again, and work daily to add to their special places, sometimes planning inside the classroom for their additions.

Since this photo, the children have actually managed to complete the bridge!

According to David Sobel, author, researcher, and educator at Antioch University New England, fort-building is a universal drive that is rooted in children's healthy development. Amazingly, children all over the world create and build these special places: from the woods to the canyons, to deserts and riverbanks, inside hedges, among fields of snow, and of course, in back yards. “It used to just happen, and the best thing to do was mostly stay out of the way,” he told Paula Spencer Scott in an article about fort-building published in February, 2016. “Now the impulse is still there in kids, but opportunities to act on that impulse have diminished some.”Though this may be the case in general, here at Villa di Maria, we see the value in letting children be children, in being open to and supporting their natural developmental stages, including their urges to build forts. Instead of fighting against it, instead of creating rules to control it, we go along with it. As Ginni Sackett put so succinctly: "Ride the horse in the direction it is going." (Thank you, Reghan, for the quote!)We acknowledge how meaningful fort-building is to children. The youngest Primary children, who remain contained (for safety purposes) in a fenced-in playground, are provided with stumps and other loose-end materials with which to build.Once they are in Lower Elementary, children have a much wider range with which to roam, including portions of the woods found on the northeastern side of campus, just beyond the playing fields. Visit this special place, and you will find children ranging in age from 6 to 12, working together in small groups or pairs to build forts.Developmentally, children of this age feel so inclined to build forts for two main reasons: they are figuring out the world around them, and they are seeking more independence. More concretely, a fort is, well, a fortress. Such a structure is, "... literally and figuratively, a defense against all the forces of the outside world (and a primo place to daydream)," Paula Spencer Scott writes.There is so much thought, planning, work, and trial and error going on here. If you observe children building forts, you will see the choosing of a special place, the clearing out, the collecting of materials - the branches and sticks - the carrying, the transporting, the planning, the placing, the re-placing... it all takes time, energy, and lots of trial and error. Add in more friends, and it requires negotiation, compromise, and even conflict resolution.As with many things in childhood, the process is often the whole point. They may spend 95% of their time building the fort, and only 5% of the time actually playing in the fort!

There's plenty of pride that comes with finally finishing a fort!

What do we do to support children's fort-building here on campus? We give them space and freedom within limits. Staff station themselves in the woods, there are orange markers for boundaries, and "floaters" (staff who walk around during recess time) make sure children are staying within these boundaries. Other than that, children are pretty free to explore and build. There is also a good common sense rule to follow: do not build higher than two of yourself stacked one on top of the other! This does mean that smaller kids can't always go up into a bigger kid's fort, but it's generally safer this way.We also provide them with some natural building materials. When a large branch fell from one of our older trees the night before the first day of school (perfect timing!), staff asked that some of the stumps be left behind for children to use for forts and anything they can imagine. Usually these larger pieces of wood are used to outline boundaries of a fort or separate a space, but sometimes children build "stores," rooms, tables for crushing berries, or use them for obstacle courses.And of course, nature itself is the ultimate gift we allow our children access to every day. We are so thankful that, even through construction on campus last school year, tremendous care was taken to assure the favorite trees and spaces for forts were protected."When children come into contact with nature, they reveal their strength."  - Dr. Maria Montessori, The Discovery of the ChildAnd for further inspiration, check out this amazing 3-minute video about Jayson Fann as he weaves, bends, and shapes eucalyptus and willow branches into incredible human-sized nests. Thank you to VdM Assistant Cristina Kerr for sharing!

September at Villa di Maria

September at Villa di Maria is one of the most beautiful months! The campus is a gorgeous mix of color. Everything is still green and lush, with the first autumn colors sneaking through; along with the colorful blooms planted last spring that are nearing their end and the abundance of butterflies that visit them, the hawks that frequent the campus, and the beautiful weather we've experienced, September is shaping up to be a real beauty. See what the children at Villa di Maria have been up to below. 

We've found the first fall colors!

It's unanimous; working outdoors is the best!

Upper Elementary Guide Rebecca Callander and her students take advantage of the beautiful weather during an inspirational writing assignment

Wildflowers bloom just beyond the playing fields

The first pumpkins are tucked in all around campus

Elementary children enjoy a pick-up soccer game during recess

Operations Coordinator Jeremy Lang lets his trusty pal Hank tag along, much to the children's delight, which is good practice for exciting things to come...

Primary children enjoy the outdoor prepared environment every morning

Hard at work in the woods at every opportunity

The trailhead to the woods, a favorite place for Elementary children during their recess time

Butterflies and pumpkins!

Primary children test the laws of physics (in a clown-car sort of way)!

We hope you are enjoying this lovely month!

The Great Lessons

"No matter what we touch, an atom, or a cell, we cannot explain it without knowledge of the wide universe.  What better answer can be given to those seekers for knowledge?  It becomes doubtful whether even the universe will suffice.  How did it come into being?  How will it end?  A greater curiosity arises, which can never be satiated; so will last through a lifetime.  The laws governing the universe can be made interesting and wonderful to the child, more interesting even than things in themselves, and he begins to ask:  What am I?  What is the task of man in this wonderful universe?  Do we merely live here for ourselves, or is there something more for us to do?  Why do we struggle and fight?  What is good and evil?  Where will it all end? ... Since it has been seen to be necessary to give so much to the child, let us give him a vision of the whole universe.  The universe is an imposing reality, and an answer to all questions." (from To Educate the Human Potential, by Dr. Maria Montessori) The Great Lessons, below.During the first week of school, the Lower and Upper Elementary Directresses start with a BANG! - quite literally. Here, Lower Elementary Directress Anna Schwind explains the magic - and the methodology - behind the Great Lessons."The Great Lessons are designed to appeal to the imagination and interests of the second plane child.  They are meant to be broad in scope and throw out a variety of ideas for the students to pursue.  They begin as far back as possible.  They cover vast ideas and expansive periods of time. Instead of starting with a small concept or idea and widening that, the Great Lessons lay out the organizing structures of our universe.  They create the framework into which the children can place all the other knowledge they acquire.""The first Great Lesson [shown here] reveals the creation of the universe and our planet, and it sets the stage for all that comes afterward.  It creates anticipation for what will come next: life.  It places us precisely within the universe, on our small planet, in our solar system with its medium sized star, the only place where we've discovered life so far. While facts are presented in the great lesson: such as the existence of laws for differing states of matter, and the speed of light as the fastest thing we know of, it is not primarily concerned with facts.  The second plane child, the elementary child, now uses their imagination to acquire knowledge and the Great Lessons are meant to stimulate that imagination.""If the idea of the universe be presented to the child in the right way, it will do more for him than just arouse his interest, for it will create in him admiration and wonder, a feeling loftier than any interest and more satisfying.  The child’s mind will then no longer wander, but becomes fixed and can work.  The knowledge he acquires is organized and systematic; his intelligence becomes whole and complete because of the vision of the whole that has been presented to him, and his interest spreads to all, for all are linked and have their place in the universe on which his mind is centred." (To Educate the Human Potential)"Think about the darkest thing you know, the guide will ask, and then realize that at the beginning it was darker even than that.  Think about the coldest thing you've experienced, the guide will say, and then know that it was colder even than that.  And so, the story progresses.  From the littlest microscopic particles to the immensity of the entire universe are presented in one sitting.  The Great Lessons will also include impressionistic and fanciful charts, stories with personification, allegories and narrative elements meant to appeal to the imagination and generate interest.""Our aim is to give them a sense of the whole universe, to spur a sense of admiration and wonder.  The Great Lessons also provide a sense of perspective, showing that our sun is much larger than our Earth, showing that for billions of years no people existed, showing that the laws particles had to follow when time began are still the laws that particles must follow today.""One more idea presented in the lessons: we are here because it's our time to be here.  We could not have survived during the Ordovician, or during the Big Bang.  We will not live past the heat death of our own star but this time - now - is our time."Thank you, Anna, for taking the time to write so eloquently about the Great Lessons; you truly have a knack for giving us the good kind of shivers! 

Reading

Welcome to the second week of school! We hope you enjoyed the long holiday weekend. Don't forget to check your email under last week's Wednesday Notes for this week's upcoming events: the Parent Association meeting on Thursday and Coffee in the Cabin on Friday. We'd love to have extra parents involved this year, especially as we have added plenty of new families to our community. For now, enjoy the photos of our Lower Elementary students making the most of their cozy reading nook. 

One became two...

... became three...

... became four!

We are so grateful for this beautiful space, and obviously our children are too!

First Days of School

The first few days of the 2017-2018 school year have been a huge success! On the first day, the campus was calm and orderly. Other than a huge branch that had fallen the previous night, damaging the pool fence, everything went off without a hitch. We'll take that as good luck! Below, some photos from the first few days of school. Enjoy, and welcome back. We are so happy to have you!Primary children were greeted with smiles and enthusiasm by Primary Directresses, while parents gave quick hugs and kisses goodbye at the door.Many Primary students took immediate advantage of the beautiful weather by choosing to work in the outdoor environment while the rest of their friends arrived.Most of them picked up right where they had left off last school year! Perhaps they had been planning what work they would choose before they even set foot inside the classroom. Amazing how these eager little ones are so motivated by their materials!Old friends met up to walk together to their new environment: Lower Elementary! Some were more nervous than others...

Sisters were reunited and found themselves in the same building once again!

The location for recess has changed; while children are able to roam the school grounds more freely when compared to last year's construction constraints, most Elementary and Upper Elementary children congregate in the Magic Circle for games like banana tag (which, according to Mr. Jeremy, can go on forever and ever...).

Time to line up, according to the triangle

We've been lucky to have beautiful weather this first week of school. If your child comes home with the smell of wind in her hair, it's because much of the day is spent outdoors, working in the beautiful new outdoor environments.As is tradition, the Great Lesson was given this first week of school. There are plenty more pictures and a full blog post coming up to highlight this very special storytelling lesson, so be sure to check back for that!Happy first week of school, Villa di Maria. We couldn't have kicked it off to a better start if we tried!