A Tribute to Anna Schwind

Our beloved Lower Elementary Guide Anna Schwind is moving on to fill a new position at the Montessori Lab School, where she will serve as a Guide in the new Elementary classroom. While we will miss her deeply, we are also very proud of her and know she will continue to bring the magic of Montessori to so many children. On our last day of school before summer break, here is our tribute to Anna. Head of School Laura Ceretti-Michelman shares,"Anna Schwind absolutely comes alive in the presence of elementary children.  It is truly a sight to see.  Her endlessly curious, passion for Montessori, and commitment to child development come together in a wonderful way.  There is no doubt that Anna is a true Montessorian to her core.  Anna is a champion for all who is service minded and as generous as the day is long.  It has been a privilege and a pleasure learning from Anna and watching her work with VdM children as well as watching her collaborate and help whenever and wherever needed.  And if you didn't have a chance to see one of Anna's parent education talks, you missed out.  She really is an exceptional public speaker with clarity of thought and expression that few people possess.Anna can be animated and she has a fantastic sense of humor which make her entertaining to boot.   Anna is a deep thinker and she is almost always up for a good conversation and I will most definitely miss those conversations.   Anna has done so much for Villa di Maria and she will be missed.  The good news is that she is moving on to do great things for the Montessori Training Center of St. Louis' new Elementary Lab School and she is the PERFECT person for the job."From Primary Guide Heather Steinman:"I first met Anna as a fellow parent about 14 years ago right here at Villa! I have since come to know her as a teacher, a co worker and a friend. I could say many things about her, but I will say this above all - Anna is incredibly kind and extremely generous!As a friend Anna has been there for me on many an occasion without being asked or expecting fanfare. Once when I had surgery, she came and walked my dog...more than once! When I had a sad event in my family, Anna brought us dinner, put it on my doorstep and rang the bell as to not bother us.  She and her husband even helped me move once! Honestly, there are so many other instances I could go on and on.As a colleague, Anna and I have spent countless amounts of time working together and talking Montessori shop, if you will. It is a really neat relationship to build on when you are a Primary directress sending children you have worked with for three (or four!) years on to an Elementary guide. We have done this pretty smoothly now over some time, learning the ins and outs together. She is always so excited to tell me about how she is getting to know the children and finding out who they are. Her attention to the details and personalities of each child are admirable.

Anna's knowledge of Montessori as well as the world around us never ceases to amaze me. She is truly one of a kind and I will miss seeing her face around here! Good luck on your new adventure Anna!

Oh, and I cannot forget to mention, she REALLY does not like sticky things!"

Primary Aide Cristina Kerr adds, "Anna has great taste in music! When she first started at our school, while preparing her environment, she was always listening to music, and the tunes I was hearing certainly created a great atmosphere for cleaning and sorting materials!"From Parent-Child Guide Cab Yau:

"Anna is brilliant, funny, joyful, and has a perfect Montessori teacher’s voice. I relish the opportunity to sing her praises publicly as I’ve tried complimenting Anna directly over the last three years, to no avail.  Anna is entirely self-effacing about her Montessori skills and her classroom magic.  When I mention the artistry and flat out moxie she brings to the classroom, she unfailingly turns the conversation to the children, pointing to them as the source of the magic. I then try reminding her that she set up the environment, she links the children to the materials, she provides the adult example, and the like.  Every time I lose this compliment game. She always trumps my litany of her strengths with her unwavering confidence in, and respect for, the children.  It is all about the children.  Of course, by winning this game she proves over and again why she is the quintessential Montessori teacher. She embodies what Dr. Montessori asked of us. To observe the child, respect the child, acknowledge that the child is the builder of mankind.  Children couldn’t ask for better support in this process than Anna Schwind. 

 

Thank you Anna for always being focused on the children. Thank you for holding children accountable. Thank you for priming the pump for independent reading by choosing read aloud books that are the first in a series. Thank you for teaching me how to be a better parent. Thank you for spending time with us here at Villa. Thank you for continuing to serve the building of mankind by bringing Montessori elementary to a new place. Best of everything to you."

Upper Elementary Guide Rebecca Callander-Liddy shares:

“The secret of good teaching is to regard the child’s intelligence as a fertile field in which seeds may be sown to grow under the heat of flaming imagination.” Those words of Dr. Montessori, so wisely urge us as adults to look into each child and see them, truly see them—their potential, their kindness, their citizenship—and weave tales of academic wonder such that all subjects are seen as one wonderful path to explore. Anna embodies this task of the teacher every day she steps foot onto the campus. She been a gift to Villa di Maria for the past three years and has definitely made her mark on our elementary program.

Anna is the consummate storyteller and has a way of making every lesson seem like the most secret and irresistible golden treasure. During an observation this past spring, I witnessed this magic when, during a story lesson on the Dust Bowl and the Great Depression, the class dynamically went from a conversational hum to a hushed silence, with the entire community pausing from their work, though they were not all in the lesson, to hear the content of her story.  I can only imagine what seeds were planted this day—seeds of compassion, of human struggle, of science and ecology.  It was amazing.

In addition to her gift of storytelling, Anna has brought so much else to our elementary community—her understanding of the needs of the child is unparalleled.  Even as the proverbial old dog, I have learned so many tricks from Anna’s ability to establish clear classroom rules and operations.  She is one of the most consistent and stable adults I know and provides a place for children to feel safe, knowing that the rules are always so.  Stability in the prepared environment helps children to focus on their own internal growth without having to question the external day-to-day changes that can be so prevalent in life. Anna’s children have come to the Upper Elementary as self-regulated individuals as a result of their time in her centered community.

Finally, Anna, at her core, is an advocate for peace and the rights of the child, being a stand for the emotional growth of each person in her room.  She guides from a place of love, compassion, and fairness, and follows the unique needs of each child, which can look quite different depending on the individual. In the words of Rick Riordan from the Red Pyramid, Anna knows that “Fairness doesn’t mean that everybody gets the same.  Fairness means everyone gets what they need.”

I am going to miss seeing Mrs. Schwind each day,  but I know that she will be just around the corner at the Lab School, bringing her Montessori work to a new 6-12 community.  I am also given solace knowing that in a few years, we will hopefully be able to participate in the NYC MMUN together!"

"Anna will most definitely be missed. She's so thoughtful and cares deeply about both children and her peers. Villa di Maria's legacy will be even stronger having had her as part of the team."   - Jade Venditte, Director of Development, Diversity and InclusionFrom Classroom Aide (and the one who worked most closely with Anna over the past two years) Melinda Smith:“A” teamOur fling is doneBefore I had the chanceFor the second rule of cinquainWeak sauce"Anna knows how I feel about her. We are fabulous and unbelievably magical. If you will, the unicorn of partners! We have been since the beginning. She supports me and stands by me, she includes and collaborates with me, she trusts and teaches me. She is modeling for the children what a working relationship looks like, both for friendships and teammates in the classroom.No longer work buddies but just buddies with a future of dog walking and handwork classes. I know she will always be there to guide me when I need it because she is totally awesome sauce."From fellow Lower Elementary Guide Megan Eilers:

"Working with Anna over the past two years has been a privilege and a pleasure.  When I first arrived on the scene at Villa, fresh from training, Anna took me under her wing and helped me prepare for the school year. I could tell from the start that we would make a great team.

As the newbie, I relied heavily on Anna’s expertise and guidance.  Whenever I had an idea, question or concern, Anna was there to support and encourage me. If you know Anna, you know she has a way with words. I have always been dazzled by her expansive knowledge and her ability to articulate her thoughts so precisely. Any time that I had an issue with something, I would present it to Anna and she would answer back with several practical solutions (she is always spot on!).  She would then take it a step further and check in on me to see if I needed any further help or support. I can’t thank Anna enough for the countless before/during/after school chats and all the advice and encouragement she has given me.

Throughout our time leading the lower elementary together, Anna has been incredibly supportive, understanding and flexible. I have learned so much from our conversations and simply by watching her interact with children. I know that I have really been spoiled over the last two years. Anna has not only been my own personal Montessori “Google,” but she has been one of the easiest coworkers I have ever worked with.  She is flexible and able to adapt to any occasion. Whether planning for cross-over lessons, celebrations, Parent Ed nights or just having impromptu activities, Anna is always willing to go with the flow and adjust her schedule. We compliment each other very well and I will miss the ease of our working relationship.

The time I have spent with Anna and the lessons that I have learned from her are invaluable.  I will always be grateful to her for helping me through my first couple years of teaching. Anna, your new school does not know how lucky they are to have you! You are an amazing coworker, mentor and friend, and I will miss you dearly!"

And from Lower Elementary Aide Sophie Andre:

"Dear Anna,

Thank you for all you did at Villa, all that you taught me and all I learned by observing you. I will also preciously keep with me one of your thoughts about parenting : We will inevitably pass burdens to our children, so what matters, in the end, is to give more positive than negative.

I hope your new adventure will be colorful and delightful!

Yours friendly, Namaste"

Jessie Braud, Primary Guide, had this message for Anna:

"Oh, Ms. Schwind!! What a fabulous human. She's been such a great buddy to have these past two years that I've been at VdM, whether it be through her marvelous efforts to keep my Spanish up to snuff or some bonding over our favorite nerdy hobbies. Not only that, but watching her work with the children is an inspiration, and she's helped me understand the second-plane child so much more than I had before I met her.

If you know Anna, you know that she is not the most quiet of individuals (you can hear that laugh cross-campus!) - and her rallying cries of support for me during my first two years as a directress were definitely some of the loudest in my heart. Knowing that someone like Anna had my back (and knowing that she still does and always will) has been a real encouragement to me, especially when I needed it the most.

Even though she will certainly be missed, she is off to do some huge, huge work, and I can't imagine anyone else tackling the job! I hope she is able to hear me cheering her on from VdM next year. ¡Buena suerte, Sra. Schwind!"

My own personal experience, both from a parent and a staff perspective, has been a wonderful and inspiring one. When I began blogging for Villa di Maria two years ago, I was apprehensive; there was (and still is) so much I didn't know about the Montessori world. But I quickly learned that Anna was an incredibly patient and responsive sounding board for ideas and Montessori knowledge. On more than one occasion, she provided "lightbulb moments" for me, allowing for information and ways of being to click into place. I never hesitated to contact her with clarifications or questions about the Montessori world, and she always, always made time for me (though I have no idea how!).As a parent, I watched as she guided my oldest son, then my middle son, in the most gentle and patient ways. She has aided in my middle child's blossoming and confidence over the past three years. Upon our first parent-teacher conference, I was struck by just how well she knew my individual children; she just gets children in a deep and profound way - from who they are to what they need. She is, not using the word lightly, exceptional, and I will miss her both as a Guide and as a person.In addition to being a mindful and magical presence in the classroom, Anna has been one of our blog's major contributors over the past two years. She is full of great ideas, and is willing to take the time to discuss and even write eloquently about many Montessori topics. We consider ourselves beyond lucky to have just a fraction of her knowledge accessible here on the blog. Below, some of Anna's major blog contributions over the past two years.The Benefits of Handwork for Children (Anna discusses the many wonderful reasons we love the sensorial and creative act of working with one's hands)On Peer  Conflict (Anna explains the importance of guiding children through the social learning required when navigating conflict with peers)Development of the Will: The Emergence of Self-Discipline (Anna writes about the self-regulatory work of an emerging will)Yoga in the Classroom (Anna lets us join a classroom yoga session)Modeling and Facilitating Conflict Resolution (Anna discusses, along with Rebecca and Megan, “Conscious Social Growth of the Elementary Child” and tips on how to handle conflict between siblings at home)The Role of the Contrarian in the Lower Elementary Classroom (Anna writes about why it is actually beneficial to have a contrarian in the classroom, and how it helps with personal and group growth)The Weekly Conference (Anna discusses the structure of this self-assessment tool)Spanish with Mrs. Schwind (A peek into Anna's Spanish class)Torta Frita: A Traditional Argentine Recipe (Anna shares a recipe from her childhood home)The Great Lessons (Anna brings magic and wonder to children as she presents one of the Great Lessons during the first week of school in the new Elementary building)Anna, thank you for your outstanding commitment to Montessori! We wish you the best of luck in your next endeavor!

Squid Dissection: A Third Year Lesson

One of the most anticipated rites of a Montessori Third Year student is the opportunity for squid dissection. Equal parts fascinated and squeamish, the children explored all the anatomy and beauty of this fantastic creature with the help of their Guides Megan and Anna. See many wonderful photos by the talented Melinda Smith below.  In deciding to study the anatomy of a creature, many choose the squid, due to its plethora of soft tissue and easily-identifiable organs. The children are encouraged to touch and explore the squid before dissection; science should be a multi-sensory experience!Dissection also lends itself to the careful introduction of sharp and specific instruments. Because these children have been working with "real" equipment - kitchen knives, scissors, and the like - for years by the time they are about to begin a dissection, they are prepared to use these instruments responsibly.

Children carefully cut open the mantle to reveal the visceral mass of the squid.

Once again, the outdoor work space comes in handy; dissecting a squid is both messy and smelly business!

Finding the squid's pen, or gladii, was quite exciting. The pen is a feather-shaped internal structure (and the vestigial internal shell of the squid) that supports the squid's internal muscular tissues and organs.Learning all about the squid's beak (which is sharp and shaped much like a bird of prey's beak!), eyes (which lend the squid its fantastic eyesight), and of course, the ink sac, these children certainly took a lot away from the experience.

The eye!

Thank you to the Guides, who got down and dirty (as usual) and showed the children how to be curious, open, and always ready to learn something new. And thank you to LE Aide Melinda for sharing these wonderful photos!We can't believe it's already the last week of school! There is so much to reflect upon, be grateful for, and look forward to.

On Outdoor Work Space and Why Your Child Needs to go Outside

Being outside is a joy to the senses, and can do wonders for one's mood! Here at Villa di Maria, we recognize all the major benefits of being outside, and have accommodated our children by providing lovely outdoor work environments. Read all about the benefits of children being outside in nature below! Dr. Montessori recognized the many benefits of being in nature long before the science supported it. She noted that because children are such sensorial learners, the outdoors could provide them with much stimulation while also calming the mind and connecting them to all living things around them.Being outdoors has an interesting effect on the brain, increasing alpha waves, which produce a calm but alert stage: perfect for learning new material. Above, an Upper Elementary student asks for help in her research from UE Aide Justin Shepard on the outdoor patio.In good weather (and sometimes not so good weather), Primary children choose to work outdoors - from reading in a quiet corner, to washing cloths and hanging them to dry. When they are working outdoors, they are peaceful and quiet, contemplative.

Look at that face of deep concentration!

Being outdoors has shown remarkable ability to increase concentration, improved eye health, better sleep, memory retention, increase in vitamin D, reduction in stress levels, improved physical health, improved academic performance, reduction in blood pressure... the list goes on and on! Even going outside for 10 minutes at a time can have a profound effect (but of course, more outdoor time is better for all of us!).The evidence of just how much time our Montessori students spend outdoors is everywhere! We hope you appreciate why they are coming home nice and dirty at the end of the day!For further reading on how to support your child's outdoor life outside of school, read our previous blog posts:Great Hikes Around St. LouisOn Limiting Screen TimeEvery Kid in a ParkBest St. Louis Summer CampsFort BuildersLoose Parts Play: A Montessori PlaygroundOn Climbing TreesGardening with ChildrenWhy Kids Need Recess

Why I Love My School: Elementary Essay Entries

At the beginning of spring, Head of School Laura Ceretti-Michelman asked interested Elementary students to write an essay explaining why they love their school, with the understanding that one of the essays would be published in the Webster-Kirkwood Times. The submissions were beautiful, touching, and sweet. Read excerpts from the submissions below. Thank you to the wonderful, expressive and enthusiastic Elementary children who chose to participate in this outpouring of love for Villa di Maria! We look forward to seeing the published essay soon!

Weaving: A Montessori Story

At Villa di Maria's student art show a couple of weekends ago, no one could miss the huge loom and woven art that was presented just opposite the front door of Reese Gallery. This student-made work-in-progress was born organically within the Montessori classroom. Find out how, below. Look closely, and you may recognize the long looping patterns in this basket; they are from hours and hours of finger-knitting, the hand work that has been so popular during read-aloud in the Elementary classrooms.After this child brought home (and added to) miles of finger-knitting, it ended up piled into a large basket in his home. Wondering what they could do with it all (and perhaps considering more than once pitching it all out), the family collaborated with Upper Elementary Guide Rebecca Callendar, who had access to a giant loom, and together, they came up with the idea of hand-looming a textile out of the materials.The child worked on his textile art in the large common space in the Elementary building before transferring it to the gallery for the show. There, he gave a demonstration on the process of weaving such a large project, which observers thoroughly enjoyed!

Isn't it beautiful?!

We continue to be inspired by and impressed with the process and direction that this open and curious form of education brings to us, our families, and our community. Thank you for sharing your work, Hank! We can't wait to see how it all turns out!

National Poetry Month!

April is National Poetry Month, so we're celebrating (a day late - oops!) by sharing a bit of the Lower Elementary poetry. From haikus to cinquains to acrostic poems, we celebrate poetry all year round! Below, some children have chosen to share samples of their work, and their love of poetry. Lower Elementary Guide Anna Schwind shares a poem she came up with while giving a poetry lesson. Lovely, and true, no?Why poetry? Studies have shown many benefits of exposing children to poetry from an early age, including increasing early literacy skills; exposing children to new and unknown words which they can understand through context; helping to develop phonetic awareness; helping with memorization skills; and helping with self-expression!Poetry can be a source of inspiration from nature, or, as shown above, an opportunity to write about a historical event! Above, a usually reluctant writer expresses himself through poetry, inspired by a lesson about the Dust Bowl.In Megan Eilers' Lower Elementary classroom, children collect their poetry and make books for the classroom! Above, two children compiled their poetry for the class, typed it out, and stapled it into a book, which has its home in the reading area of the classroom. This way, children can read poetry by other children. Judging by how worn and loved the book is, it is obvious that this is enjoyed by many!Above: one child collected acrostic poems she made of all her classmates' names.And of course, the illustrations that accompany the poetry are lovely!Some suggestions for poetry books for children:A Light in the Attic, by Shel SilversteinWhere the Sidewalk Ends, by Shel SilversteinFalling Up, by Shel SilversteinScience Verse, by John ScieskaFeel the Beat: Dance Poems that Zing, from Salsa to Swing, by Marilyn SingerBravo! Poems about Amazing Hispanics, by Margarita EngleOut of Wonder: Poems Celebrating Poets, by Kwame AlexanderHaiti, My Country, by RogeOne Leaf Rides the Wind, by Celeste MannisA Full Moon is Rising, by Marilyn SingerOnce Around the Sun, by Bobbi KatzHappy National Poetry Month from all of us at Villa di Maria!

Spring at Villa di Maria

All around campus are the lovely signs of spring... and it's about time! We hope you're enjoying the beautiful weather. Check out what we've been up to outdoors, below. In the Children's House, there are still plenty of plants to put in, care for, and enjoy.In the Elementary green space, you can't miss what many of the children obsess over: the constantly shifting structures and alliances of "Teepee Town," which has been going strong all school year and shows no signs of slowing down!The birds on campus are well cared for and happy, as evidenced by the newest members of the VdM community:

Thank you, Samantha, for the photos!

The garden beds have been prepped and planted, and are awaiting more additions in the month to come.We can't wait to see this garden in full swing!Happy Monday, and we hope you have a chance to get outside today to enjoy the lovely weather! Spring has officially sprung! We have many community events coming up in the month of May, so stay tuned and read those Wednesday Notes!

Art for Earth Day: Villa Di Maria's Student Art Show, 2018

This past Sunday the Villa di Maria Lower and Upper Elementary Children (along with the Primary Culminating Year children) celebrated an overcast, rainy day at Reese Gallery in the burgeoning arts district of historic Cherokee Street, St. Louis for "Art for Earth Day." The children showcased many exceptional pieces of both visual and performing arts, with the help of their Guides and the generous and kind Ruth Reese and Tim Gebauer, who are Villa di Maria parents, artists and the gallery owners. It was wonderful to return to this cozy space; last year's show was unforgettable!Upon entering the gallery, a large eye-catching piece was the weaving in progress, a work of an Upper Elementary 4th year that grew from his love of finger-knitting back in Lower Elementary. We're excited to talk more about this, and how the process of this child's work encompasses the true spirit of Montessori, at a later blog post.The work itself ranged from clay sculpture to paper mache to perspective and landscape work, to design work and watercolor, and much more!As she did last year, Ruth created some beautiful pottery, the proceeds of which were donated, in 100% of their entirety, to Villa di Maria. Thank you, Ruth!The creativity of nature and the earth is reflected in the artistic explorations of our children. Vincent Van Gogh said, “Keep your love of nature, for that is the true way to understand art.”

Possible album cover?

A highlight of the opening was the performance of an original piece of music by five Upper Elementary students. They clearly practiced a lot, as the song was impressive! Bonus: when they realized they didn't have enough drums, one resourceful student made one out of cardboard and duct tape!

The snacks were delicious!

One artist poses with his work in progress

The Upper Elementary students had also curated a binder full of artists' statements, which were impressive in their depth and introspection. Beautifully done!There were also poetry readings and skits later in the day. It was a grand success, and we give a huge heartfelt thank you to Ruth and Tim for welcoming us into their space, setting it all up, and generously donating their time and resources to the school once again. We are so fortunate!

The Weekly Conference

The weekly conference is an immensely important part of the Montessori Elementary experience. As there are typically no tests or homework in Montessori, the weekly conference serves an important role: to provide a child with valuable feedback and engage a child in self-assessment practices. An interesting piece of the weekly conference is its variability between Guides and classrooms. Guides agree that the importance of the weekly conference is stressed as very important during their intensive training; however, it is up to each Guide to decide the particulars about how the weekly conference will be conducted.Megan Eilers, Lower Elementary Guide of the Checkerboard classroom, prefers to hand-write her notes from conferences, then add them to a large class binder for the children to access throughout the week. Children who feel they need a little more direction during the week can access the notes and review what they had discussed with Megan, as well as suggestions (often their own suggestions) for upcoming work.Observing conferences between the Guide and the pairs of children was much like sitting in on a meeting with one's boss (a very nice, warm, and friendly boss, be assured!). There is an indisputable feeling of respect between all parties involved: a definite sense of seriousness. The Guides set the tone, and here, they have set one of professionalism. Doing so is a way to show that they take the children's work seriously, and so should the children.Anna Schwind, Lower Elementary Guide of the Racks and Tubes classroom, shares that also she prefers to conduct her weekly conferences in a highly structured manner. Keeping conferences more rigid allows the children to know what is expected of them and how to prepare for them. This is also more effective from a timing standpoint; with nearly 35 students and one Guide, conferences could take up quite a lot of time if they were less structured.In the Lower Elementary classrooms, children attend conferences in pairs. A younger child is often paired with an older child in order to provide modeling for the younger child (the older child usually goes first during the conference). However, if the younger child comes to the conference more organized/prepared, she may go first!If the Guide senses (or is told) that a child needs to speak about something in private, the Guide sets up a time to meet privately with the child. However, there are many times when a child is happy to speak up about an issue in front of the child with whom he is paired. Most of the time, the concern is of a social nature, which is typical of this plane of development.Children are expected to bring their work, finished and unfinished, to each conference. Anna starts by reading from her computer last week's list of things each child previously committed to working on. They may discuss what goals they have accomplished, or what other works they may have been inspired by instead. At times, a child will not have been able to follow through on the work he had flagged the week before, but this may have more to do with other work coming up rather than a lack of follow-through. For instance, if a child is cooking one week, this work takes up much time (the researching and planning the menu, the list-making, the budgeting, the shopping, the prep-work, the cooking...).

Anna shares, "I read their journal aloud to them, so we both know all the things they did (that they recorded) last week.  If we need to address anything about the journal (not being complete in their records, or neatness, or meeting a standard) we might touch on that.  If something fantastic is in their journal, we might touch on that too."

"Then, with the list of lessons they had and work they've done fresh in their mind I ask them what they plan to do next week.  I write everything they tell me on the computer.  I sometimes suggest things (and note that this was my suggestion when I write it) they ought to be working on.  Their partners often suggest things as well.  This is usually a time when the partner might suggest doing a work together that they both plan on doing next week.  It's fun."

A child brings Guide Anna Schwind a cup of tea during her mid-morning conference with two children

"Then I return to the first child and ask them to show me their work.  I look over it and we talk about what needs finishing, what should go home and whether something will be completed or just taken home unfinished.  Sometimes things are added to the work list at this point.  'Oh, I see this map is unfinished, but you didn't say you would work on it next week.  Do you plan to work on it?'  Sometimes I ask them if they want to put a given thing in their binder or on the wall for display."

A child signs up for specials for the following week

The weekly conference is also a time for children to plan ahead for the next week, not only with what works they would like to do, but what specials they plan to sign up for (for example, yoga or French).

Within the Upper Elementary, conferences are conducted a bit differently, both for logistical reasons, and for social reasons. Because of the large number of students and the desire to conduct conferences individually, Upper Elementary Guide Rebecca Callander staggers her conferences from one week to the next. On in-between weeks, students help each other through peer conferences.

The beloved timer, which the children discovered is precisely 4 minutes, 54 seconds rather than 5 minutes!

Rebecca shares that in general, she has fewer conversations about social issues, and more conversations surrounding the quality of work; "From conferences, I glean need for writing lessons, organizational support, time management, follow-through.  I can also see if there are any areas of insecurity revealing themselves.  I typically plan for the next week, asking children if they are ready for a new lesson or if they need a review of a given subject."

Rebecca shares that one interesting and fun thing that happens during Upper Elementary conferences is that she often finds herself surprised! Because of the number of students in the Upper Elementary classroom, and the high level of independence among the children, they often present work that Rebecca did not know they had been working on. How delightful to come across a diagram of a human heart, for example!

And there you have it! The weekly conference: a wonderful tool for self-assessment and critical feedback. Thank you to all the Guides and children for allowing us this glimpse into this critical part of classroom life.

Ready for Spring!

Welcome back! We hope your spring break was relaxing, rejuvenating and fun, and all the things you were hoping it would be (despite the cold, rainy weather here in St. Louis). We're easing back into school days, welcoming more sunlight in our days. See what we have growing in one of our Lower Elementary classrooms...Recognize that seed? It's a pumpkin! The Lower Elementary children in Racks and Tubes have planted lots and lots of them, and they're doing great (these photos were taken just before spring break in early March). We can't wait to transfer them into the garden beds around campus.

Two particularly happy pumpkin plants basking in the afternoon sun

We love watching things grow!

Teepee Town

Blocked from the view of the driveway by the pool house is a special place the Elementary children have dubbed "Teepee Town." Take a look at the impressive structures they have built from the sticks they have gathered from the woods! The Elementary children at Villa di Maria are under no shortage of creativity... and sticks.If you are a parent of an Elementary child, you may have heard about the drama that comes from the building, the taking down, the rebuilding, and the conflicts that come from Teepee Town and other forts around campus. Be assured; this is normal conflict, something every human being must learn to deal with, and provides ample opportunities for children to negotiate, engage in conflict resolution, put themselves in other people's shoes (and thus develop their senses of empathy and global citizenship), and learn to work together in small groups.Often, the conflict that arises surrounding Teepee Town and other forts is uncomfortable and involves tears, anger, and hurt feelings. It would be all too easy for the adults at Villa di Maria to shut down the situation and ban fort-building altogether. However, the adults view this as an opportunity for learning, and are well-equipped to aide children in resolving these conflicts. Though it is hard work, it is necessary work: the kind of work that leads to understandings of peace, fairness, and justice. Instead of shutting down the fort-building, the adults work to teach and model conflict resolution so that the fun can continue. For this, we thank you, Guides and Assistants! We know it isn't easy, and sometimes feels impossible, but you are making our children better equipped to handle life as adults.We look forward to seeing these amazing structures grow and become more complex as the children learn from their mistakes, hone their skills (both building structures and building relationships), and become better at navigating the complexities of small group work.For more on peer conflict and why it's important, read this. For an unconventional view on sharing, read this. And for tips on how to help resolve conflict between siblings at home, read this.

Open House, and What it Means in Montessori

On Friday, Villa di Maria hosted the second open house of the school year. It's a time for parents to get a glimpse into their children's classrooms, but more important, it's a time for children to take pride in and ownership of their space as they guide their parents through a few special lessons. In addition to parents being present, this particular open house welcomed grandparents and special friends to join. Read more about the significance of open house below.The open houses at Villa di Maria always strike me as extra special. Inside the jam-packed classrooms, the children are in charge, as they are throughout the school day: some as young as two-and-a-half!Watching these little ones lead their adults around as they get to work reminds us of the specialness of this environment and the relationships they have cultivated. Because of the nature of the Montessori classroom and the importance of children taking ownership of their space, we ask in advance for the adults to follow certain guidelines when visiting the classrooms.First, we remind adults that their children are not used to having so many adults in their space, and as a result, they may not focus the way they do during the typical school day. The Primary classroom in particular is typically a peaceful, quiet space, with the Guide and Assistant often sitting on the outskirts of the classroom so as not to hover or interfere with the children's work. During the open house, however, there are big people everywhere! As a result, children can feel overwhelmed and disoriented.Parents are asked beforehand to refrain from suggesting materials or lessons. There are two reasons for this. First, the child should choose. In this way, the child may take pride in her environment and continue on the path of independence that is so important in Montessori.The second reason is that the child knows which works have been presented to her. If the parent suggests a material, there is a chance that the child has not yet had a lesson on that material, and may feel pressure to take it out before she is ready.The children work independently every day. Open house is no exception!For the Upper Elementary students, open house is also a fundraising opportunity! Above, children man the bake sale to raise money for their upcoming MMUN trip.In Lower Elementary, children guide their parents through lessons they have chosen to highlight, ranging from science experiments to watercolors, to story writing and math works.Lower Elementary Guide Anna Schwind demonstrated the checkerboard lesson while parents gathered round.Upper Elementary children gave their MMUN presentations throughout the night - perfect practice for the real thing!

Safety first!

We witnessed again and again the impact open house has on siblings. It is incredible to watch younger siblings observe with intense interest the work they will soon be doing - what an inspiration!Thank you to all the Guides and Assistants for the extra time and work they put into making this open house another success. We don't take for granted all the extra hours, and are so grateful for each and every one of you!

Moving our Bodies

Children (and adults) need to move their bodies, especially in the winter months when they are cooped up inside for longer than they would like to be. Physical exercise is crucial to healthy growth, in addition to helping our intellectual side through stimulating creativity and increasing concentration. Get a glimpse into one of VdM's Lower Elementary PE classes below. Coach Leo doesn't mess around! In addition to the physical exercise these children get during their daily recess, Mr. Leo provides structured exercise, like running laps, playing sports, and doing calisthenics, like the lunges across the field seen above and below!PE is also a place for learning and practicing good sportsmanship. Every PE class is full of cheering and encouraging words. Here, the boys cheered on the girls as they lunged across the field. When the next group went, the previous group cheered them on! The sense of community is heightened during these little acts of kindness.Plus, there is plenty of laughter. Leap-frogging human beings are funny.The one-legged hops across the field were harder than they looked. I know for a fact that more than one of these children woke up the next morning extra sore!Thank you, Coach Leo, for getting these kids moving!For more on why you should get outside in the winter weather, be sure to read this! And why kids need recess, here.

February 2018 at VdM

It's hard to believe that tomorrow is already the last day of February! Below, a recap of the month at Villa di Maria. 

Lower Elementary Directress Megan Eilers reads out loud on Valentine's Day

An Upper Elementary student prepares a snack during IOWA testing week

Valentines are intense!

Cleaning up after snack

Upper Elementary gets crafty

We had a few warm days this month!

Sharing space and creative ideas

Collaboration is a major part of life in a Montessori classroom

Pretty February afternoon light

We are looking forward to what March has to offer, and we can just feel spring right around the corner. Happy February!

Archery on Valentine's Day!

Last week, the Checkerboard classroom in Lower Elementary took Valentine's Day to the next level, conjuring Greek Mythology's Cupid (Eros) and his famous arrow, which struck Apollo so that he fell in love with Daphne... who was struck by a leaden arrow and so was repulsed by Apollo... and so on. But really, we think it may have just been a clever excuse to get outside on an abnormally warm February afternoon and shoot some targets. Can you blame them?After a short presentation by the planning committee of two, during which the rules and safety guidelines were read and reread, the children headed out with paper hearts and a whole lot of excitement to the archery range on the far east side of Villa di Maria's campus.Guide Megan Eilers walked the children through the process, beginning with how to hold the bow, where to stand (and where not to stand), and how to hold the arrow. Many of the children had already done archery in Camp Pegnita, but for some, this was an exciting first!Two by two, the archers took turns shooting their arrows.Not bad shots!

This one looks a bit like Cupid!

We're looking forward to more beautiful weather around the corner, and were grateful for this taste of spring!

About Testing

The third-years and Upper Elementary students just finished up a week of IOWA basics testing. Although Montessori typically practices a philosophy of no tests and no homework, every year Villa di Maria students choose to participate in some standardized testing. The reasons, how they make it their own, and how they blow off steam afterwards, below.Each year, Villa di Maria chooses to partake in IOWA basics testing. Lower Elementary Guide Anna Schwind explains a bit about why: "From our perspective, this test gives [children] practice and exposure to the types of standardized tests which they may be taking in the future.  It does not necessarily mean one thing or another about them academically."For the third years, particularly, IOWA basics constitutes a rite of passage, marking their advance toward the types of work the upper elementary children do.  It has gravity and importance, but it does not (and cannot) reflect the fullness of their intellect or ability.  This year's test results may serve as a useful baseline to compare your child's progress in subsequent years, but has little meaning on its own."The testing also provides an opportunity for self-improvement and assessment. For areas where children feel uncomfortable or less confident, this may signal an opportunity for further learning; if the spelling portion of the test was particularly difficult for a child, she may decide that this is an area to focus on moving forward to hone those skills. Overall, many children find the act of testing exciting and new. Filling in bubbles on an answer sheet is something they don't do very often in a Montessori classroom!And for others, they feel some pressure or tension. The Upper Elementary students worked to dispel some of that tension by writing down thoughts directly after testing, then adding those thoughts to an ongoing, growing poem in the Elementary hallway.Many of those thoughts revolve around feeling quite hungry after testing! But no worries; the Upper El children prepared ahead for that. Each afternoon, children prepared the snack for the following testing day. One day they made homemade granola; another (and a favorite) was apple muffins. Below, children make hummus and cut fresh vegetables under Assistant Justin Shepard. The kitchen smelled delicious!Though testing is over for the school year, some students are eager to get the results, while others are just happy to get back to their regular work routines. Either way, we are so proud of these guys!

On the Three-Hour Work Cycle

One of the first things I explain to parents who are curious about Montessori education is the use of the three-hour work cycle. This often comes up early in conversation because I feel that it is representative of the child-led freedom within boundaries that defines the method. That, and the fact that there is a bit of shock value that draws them in, even if they are incredulous at first! Read more about the idea behind the three-hour work cycle below. “Work chosen by the children, and carried out without interference, has its own laws. It has a beginning and ending like a day, and it must be allowed to come full circle.” - E.M. Standing, Maria Montessori: Her Life and WorkThe main purpose of the three-hour work cycle is to provide the time necessary for a child to become fully immersed in his work. The concentration and focus required for full immersion takes time! For three hours, a child can choose a work, focus on that work, repeat the work many times, and become fully engaged in the process before moving on to the next work on his own terms, in his own time, and when he is completely ready and satisfied.This is not to say that a child will choose just one work within that cycle; on the contrary! A work cycle often consists of several works chosen and completed within that window of time. Also, there may be plenty of time at the beginning of a work cycle in which a child wanders around trying to decide what work to choose. Other children come into the classroom in the morning immediately ready to work, with a specific work in mind (on more than one occasion, one of my boys has told me his morning work plan on the way to school, eager to get there early to make sure the work is available!).The goals of the three-hour work cycle are to provide a child with enough time to deeply engage in his work, to reach a level of deep concentration, to feel excited about the work he has chosen and to feel a great sense of satisfaction at being able to complete the work. When a child is allowed a three-hour work cycle, there is a powerful feeling of success and confidence that radiates from within the child. Long-term, the ability to choose a series of works from which the child derives success, he will then feel comfortable and confident enough to choose a task that is much more challenging; this is where true learning occurs. What a clever gift!

The Work Journal

“We must clearly understand that when we give the child freedom and independence, we are giving freedom to a worker already braced for action, who cannot live without working and being active.” (Maria Montessori: The Absorbent Mind)The Elementary work journal is an integral part of the self-regulation and "freedom and responsibility" aspects of learning valued in Montessori education. There is an amazing depth of work encompassed in the work journal, and, like other Montessori works, it evolves and serves the Elementary child in such a large capacity. More than just a work log, the journal serves to promote and support learning, not simply record it. Learn more below.The Elementary work journal is a written account of how a child spends his day. It is not a place to take notes or plan future work; rather, it is more of a log recording what work and lessons the child has engaged in throughout each day. The child records the time he begins each separate work or lesson on the page where he has written the date at the top. And yes, there is even a lesson on the work journal!The work journal is an introduction to time management, but more importantly, it serves as a tool of self-assessment. A child can look back on her day and assess how much time was spent on a certain work, or even what is lacking and needs extra attention. It is this initiative-taking that is so integral to the Montessori learning experience; an empowered child who is ultimately in charge of her work will be more deeply engaged with her work and the whole process.Lower Elementary Guide Megan Eilers shares:"Along with a weekly conference, the work journal is a way for the guide to assess how the child is using her time. The work journal holds the child accountable for her time spent in the classroom. On a daily basis, the guide checks to see if the child is following up with presentations and is meeting the classroom and societal expectations. These daily check-ups promote lots of great discussions and help guide the child in planning her time in the future."The work journal often becomes a source of pride for the child. During the first couple of weeks, the children enjoy spending time decorating and personalizing the covers of their journal. Within the pages, I often find the margins adorned with colorful and intricate design work. Many children often use the work journal to experiment with the font and sizing of their letters. I have seen everything from itty-bitty microscopic words to large block letters."The younger child who is still learning how to tell time and how to spell and form letters, might only write a partial word that reflects a work and may use inventive spelling, but the key here is that the child is going through the process of reflecting on her work. As the child becomes more skilled at recording her work, she might begin writing in complete sentences and include more detailed information about the work. Other lessons I give with the work journal are: journaling- writing a reflection and graphing- an analysis of one’s time in the classroom.

"Personally, I really enjoy reading and discussing the child’s work journals. I love to see what information they like to include, the way they embellish their journal and the progression of their handwriting over time. I am always surprised by how insightful and honest their journal reflections are. Over the three years that the children are in my classroom, I really get to know and understand their writing style. I can almost always identify unnamed lost articles in the classroom by the person’s handwriting."

Practically everywhere the Montessori child goes, his work journal goes too. The work journal is the first thing an Elementary child picks up in the morning, the last thing he puts away. It is carried from table to floor, its pages growing more wrinkled as the school year wears on. It is the tattered, well-loved companion that waits patiently in the wings while lessons are completed; it is the sticky-note and doodle-clad workbook that bears the battle scars of much erasure and correction.The work journal is also a wonderful example of the idea of freedom with responsibility that is so integral to Montessori education. Inner discipline takes awhile to achieve, but is essential to one's self-construction, and is a long-lasting effect of being given freedom with expectations. The expectations set around the daily work journal (for instance, recording the day, date and time of lessons and work; keeping the journal close by; using one's best handwriting, etc.) serve as daily records and reminders to a child of appropriate classroom behavior and progress.Oftentimes, the work journal is a sort of rite of passage. For the First Year child, fresh from the Children's House, the work journal serves as an introduction to the next phase of education, an acknowledgement that more is expected of them. Though the handwriting may at first be illegible, it is the act of documenting and recording the work of the day that has the biggest impact.The work journal is valuable in another way; it provides a child with an opportunity for self-assessment. Self-assessment is a crucial piece of metacognition; it is an ability to observe, take a step back from one’s own work, recognize errors or areas for improvement, self-regulate and ultimately self-correct. The act of self-assessment is made easier through weekly conferences with a child's Guide - a topic we will discuss in greater depth in another blog post.“Independence is not a static condition; it is a continuous conquest, and in order to reach not only freedom, but also strength, and the perfecting on one’s powers, it is necessary to follow this path of unremitting toil.”  (Maria Montessori: The Absorbent Mind)

The Role of Artwork in the Montessori Classroom

Artwork in the Montessori classroom serves many functions, from the Children's House all the way up through Upper Elementary! Get a glimpse into the role artwork plays at Villa di Maria below. Art is everywhere in the Montessori classroom. In the Children's House, the materials themselves are reminiscent of famous works; note the similarities between the Trinomial Cube work (above) and Dutch painter Piet Mondrian’s abstract painting Composition II in Red, Blue, and Yellow (1930):There are pictures of famous artworks hanging at children's eye level on the walls in every level of Montessori classroom here at Villa di Maria. Seeing and recognizing these works is considered part of the experience of appreciating and learning about arts and culture. In fact, Dr. Montessori encouraged parents and Guides to expose children to fine art from birth by hanging such works at eye level where a baby/toddler could clearly see them.In the Children's House, art is very much tied with the typical Montessori goals: to help a child increase dexterity, concentration, fine motor skills, hand and finger strength, and coordination. The artwork here is more about the process than the resulting piece of art, and a child may feel no connection to the final piece of art. This is okay and very normal! The goal here is a child's focus, not a frame-worthy product (though we won't fault you if you do want to display the finished products), and the child may work at a faster, less careful pace, especially at first. After all, the child works not to develop a product, but to develop a self.There is also plenty of creative energy involved in a child engaging in art. One child may choose to paint first thing in the morning as a way to ease into the day, while another may use the opportunity for self-expression to harness her creative energy for the day! Making art is a wonderful way for a young child to express feelings for which he may not yet have words.

When using metal insets, children explore outline and color

Once a child grows into the Lower Elementary environment, the role of artwork tends to shift. Though it is still an essential piece of self-expression, and still serves to direct coordination and concentration, the Lower Elementary child begins to care more about the product, creating art for the satisfaction of a final masterpiece.With this shift also comes the realization that art is a skill that requires practice and repetition, and that with practice comes improvement and immense satisfaction.

Lower Elementary children take pride in their finished works during last year's Every Child is an Artist art exhibit at Reese Gallery

The walls in the Upper Elementary classroom are full of art - both of their own creation, and of famous photographers and painters

The Upper Elementary experience is a more intensive one, with art exploration and creation being more intentional, more intense, and more all-encompassing. In the Upper Elementary, art often intersects with history, culture, science, anatomy, race, class and other big issues. Upper El children learn to ask big questions and tie art with the broader world.

Lower and Upper Elementary children produce artwork during their cultural exploration and celebration of Diwali

Children experience a preview of South African artist Mohau Modisakeng's exhibit

Upper Elementary Guide Rebecca Callendar shares the comprehensive role art plays in the Montessori classroom: "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." Above, a child explores the anatomy of her own hand through some pretty impressive art produced with a simple ink pen!   Upper Elementary artwork is also often a result of a broader need. Above, a child works on a costume piece for the winter concert. Below, children take photographs for last year's art exhibit.Art plays a huge role in children's experience here at Villa di Maria. We are always excited to see what is around the corner!Further reading on Montessori art at Villa di Maria:Read more about creating a Montessori art space at home here. View the Upper Elementary's experience talking with South African artist Mohau Modisakeng about his exhibit here. Explore the benefits of handwork for children here.Clay work with local St. Louis artist Ruth Reese. A giant mandala on school grounds! Upper Elementary photo hike. 

Elements of a Story, and a Bit about Creating New Lessons in Elementary

One beautiful part of the Montessori philosophy is its ability to adapt and change with the times. In the Elementary setting, there are countless numbers of concepts, topics, and ideas to be presented to children - particularly in language - and not always materials or lessons for each concept. Below, Lower Elementary Guide Megan Eilers shares a lesson she and fellow Guide Anna Schwind created to fit the needs of their students. 

The Guides are constantly creating new lessons for the children that are not from their Montessori training or in their albums. This is actually a practice Dr. Montessori intended. Megan shares, "Dr. Montessori thought it was important for Guides to keep up with the changes in society's expectations and therefore, create lessons that help the children meet those expectations.

"The materials developed for primary are extensive and timeless. The primary child has an absorbant mind and relies heavily on the concrete materials and manipulatives. When making or selecting new materials for the shelf, I do remember from my primary foundation training that the directress must consider culturally relevant materials and practical life activities that allow for practice of everyday skills. At the Elementary level, the child who has a reasoning mind and a growing sense of internal order, moves toward abstract thinking. As the child moves in this direction, they have less of a need for concrete materials. That is why at the upper elementary level, you will find fewer Montessori materials.

"Materials are intentionally limited so that the child can exercise her imagination and creativity and be inspired to go out into society to seek answers and obtain knowledge through real life experiences. We don't give all the facts we know in a lesson or share every book we can find on the subject because that is the child's work to explore further. We say just enough to hook the child's interest and let them run with it. We may throw suggestions or ideas here and there, but the child is always more excited about an idea or work that they thought of."

"Lastly, we don't have to make a material for every concept because the children often naturally come to an understanding of a concept. In the same light, not every child will receive every lesson or presentation because she may already have a good understanding of that concept. We create lessons based on the interests of the child and when we see that a child needs a more clear and formal presentation of an idea."

"At the beginning of the year, I combed through the Missouri language standards and identified a few areas and concepts that I wanted to explicitly address through more concrete presentations. I consulted my esteemed coworkers and found out what lessons they have developed to address specific concepts. We teachers love sharing lessons and strategies with each other! Keeping in mind my colleagues' recommendations and the Montessori principles like isolating concepts and using manipulatives, I developed lots of different lessons to supplement the curriculum."This brings me to the lesson Elements of a Story. There is no shortage of story writing going on inside my classroom, but I wanted a lesson to introduce important elements of a story as a way to guide their writing. Ms. Schwind told me how she has introduced character, setting, and plot in the past and I ran with her idea. There are three different colored velvet bags that represent the three elements. Inside the 'character bag' are several small figurines of people and animals. Inside the 'setting bag,' there are postcards of different scenic places (forests, deserts, oceans, mountains, cities, etc). Inside the 'plot bag,' there are several slips of paper that contain different plot ideas (i.e. looking for something, time travel, magical powers, etc.)."There are many different ways to give this lesson and it greatly depends on the child's needs. I may just introduce once concept at a time or I may introduce all three. We discuss each element and develop a story based around that key element. When the children have a good understanding of all three elements, we create a story by picking from all three bags (they love this!)."Based on what they pick, we create and write a story together. This is my absolute favorite part because everyone has something they want to contribute and the story often takes a silly turn. This also promotes a good discussion of other elements of a story like conflict and resolution which naturally arise as we construct the story. On their own, the children will often repeat the lesson as they love to see what mystery combinations they will choose. "Thank you, Megan, for sharing this wonderfully creative, fun lesson with us, and for sharing a bit about how new lessons are created in the Elementary Montessori classroom. What a wonderful example of the creativity of our Guides, as well as the constant ability to make learning fun and engaging for the children!