Upper Elementary Studies Dred Scott Decision, Visits Old Courthouse

The Elementary children have been studying many historical and cultural events relating to Black History Month. At the end of January, the Upper Elementary embarked on a field trip to St. Louis' Old Courthouse to study and reenact part of the Dred Scott Decision of 1857. In addition to learning about the history of slavery, the Upper Elementary students have been discussing how Missouri and St. Louis in particular felt about slavery at the time. They have delved into the poetry of Langston Hughes and have discussed boycotts during class time. The field trip to the Old Courthouse to study the Dred Scott decision had a big impact on the children, who were able to read from the transcripts of the trial, study the case, and discuss the implications of the decision, which is widely considered the worst ever rendered by the Supreme Court, and which pushed the country closer to Civil War.The children took away an emotional response from the trip, which raised issues of fairness and discrimination in America's history and current times. When they returned to school, several children wrote letters to one of Dred Scott's great-great-great-grand-nieces. Another child wrote a Valentine to Dred and Harriet Scott in the classroom. In addition to these conversations, children often use trips like these as a jumping-off point for further studies. Upper Elementary Guide Rebecca Callendar explains, "The conversations and outpouring of love and interest from children is strong and allows for other avenues to take."Access Dred Scott v. Sanford primary documents here, and listen to Scott's great-great-granddaughter, Lynne Jackson, about race in America, here.***Thank you to parent volunteer Jessica Lloyd for the photos of the trip!***

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!

Parts of a Flower: An Introduction to Reproduction

Every year, Villa di Maria hosts Silent Journey, wherein parents who participate are lead on a Montessori journey in order to experience the philosophy firsthand. They receive lessons from the Children's House on up through Upper Elementary, over the course of two days. While Silent Journey deserves its own blog post, one lesson that was given this time around was Parts of a Flower, by Upper Elementary Guide Rebecca Callander. Below, she shares the lesson with a small group of Upper Elementary children using some of the extra flowers leftover from Silent Journey. Part of the beautiful lesson, below. Drawing attention to the beauty of the flower is easy, especially in the middle of the winter when colors outside are limited to muted grays and browns. Rebecca begins by focusing her attention on the beautiful display the flower produces, noting that when all the pollinators are out, they are drawn to the flashy bright colors the flower displays. But why?The Parts of a Flower lesson is an introduction to reproduction; plant reproduction requires male and female parts of the plant. The childrens' eyes grow wide with this recognition!Rebecca identifies the colorful petals that make up the corolla, the part of the flower that we first notice, and that attracts insects and birds to the nectar glands on or near their base. On this particular flower, Rebecca notes that the patterns and colors act as a sort of "landing strip" for insects. The children are fascinated.She carefully points out the stamens, the male parts of the flower that produce the pollen.The children take turns reading from the materials that accompany this lesson, taking time to examine the flower with each new piece of information.A child examines the calyx, or the outer whirl of the flower, which is made up of sepals, and primarily serves to prevent loss of water from the inner developing flower parts. They note the differences between the calyx of one type of flower versus another; one appears completely green, like leaves, while the other more closely resembles the petals of the flower.Now, it is time to dissect the flower. Rebecca demonstrates how to separate the receptacle from the rest of the flower so that they may examine the inside of the pistil and ovules of the flower. The children take the time to tape and label each part of the flower onto a black piece of paper.While they discuss the role of the pistil (the female part of the flower that produces the ovules that become seeds), children take turns examining it under the microscope. This particular pistil was made up of one carpel, though many flowers have multiple carpels.

Searching for seeds; the ovules were immature in this flower, but the children were still able to identify the tiny parts that could develop into seeds.

Once the children were finished labeling the parts of this flower, they were eager to dissect a different one on their own. They chose a yellow rose, and Rebecca quietly stepped away to allow them the independent experience of repeating the lesson they had just been shown.This eager curiosity is such a big part of the Montessori method of learning. That children can hardly wait to learn more, to investigate and further explore the natural world at their fingertips, is the beauty of this timeless way of approaching the world. We are inspired just by observing it all!Thank you, Rebecca, for giving us a glimpse into this lesson, and to all the joy it brings!

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. 

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!

Behind the Scenes: The Upper Elementary Winter Production

Every year, the entire school puts on a winter concert just before the holiday break, and every year, the Upper Elementary class comes together to organize, plan, practice, and produce an entire play on their own (with just a tiny bit of help from the adults). The enormity of this cannot be overlooked. Upper Elementary Guide Rebecca Callander shares all that goes into this weeks-long process, and how it relates to the big picture of Montessori, below. The winter concert is immensely important to the Upper Elementary child. Bracketed by the Thanksgiving holiday and our winter break, winter concert preparations are an integral part of the classroom.  The four weeks of study offers children an intensive look at a historic incident and provides a focal point for the somewhat festive energy that many children possess this time of year, which can sometimes jeopardize their academic pursuits in the classroom.To provide a bit of background information on the the Upper El winter concert: each year the children write, direct and perform their own original play, which focuses on either a traditional folktale or historical event. Interested children familiarize themselves with the history, customs and beliefs of a culture and then break the plot into scenes.  In true Montessori form, the classroom elders take the lead writing roles, with younger children participating.After a few days, the children regroup to stitch together their work on individual scenes and form a contiguous whole script.  As an adult, I help to ensure that the scenes flow and that there are enough roles for all interested students and that there is balance between the line counts.  I occasionally attempt to sneak a joke in that I find funny, but often find that my quirky adult humor makes its way to the chopping block—the student playwrights are very clear on what they like.In addition to the script, we also choose music appropriate to our play, which students then perform in our own Upper El band, on the night of the concert.  When I first started at Villa six years ago, I will admit to being a bit perplexed by the musical aspect of the winter concert—the children seemed to be churning out tired old standards with lackluster enthusiasm.  After recognizing their many musical gifts, we decided to go rogue and perform our own music three years ago, with no turning back!  I wish you all could see the intensity and camaraderie present when children play together: many wish that the Upper El band could be a constant element of the classroom!I also love how our concert allows children who normally aren’t exposed to music the chance to play an instrument.  Of note, this year, our beloved musical director was unable to join our endeavor, and we have done our work almost entirely in house.  By doing so, the children have collaborated even more throughout and are so eager to practice!  Our only exception is that one song is being supported by former VdM parent and guitarist extraordinaire, Dave Anderson.Finally, recognizing that the illusion of the stage is vital to the success of the performance, the children take great care to make their own costumes and design their own sets in accordance with the play.  Children research the terrain, the art, and the fashion of the day.Next, they analyze the play’s setting to consider what needs to be included in the backdrops and accompanying props.  Then they choose an appropriate color scheme.  Sometimes, their set designs can be too literal and include every detail.  Last year, I had to use executive order to override the idea of "bloody footprints in the snow" during the Valley Forge scene in our play on George Washington.  Hard battle to fight on my end, but in the end, the children could see why the effect was too strong, and, further, how sets, like plot summaries, must only include the essential main ideas and themes.  Finally, while some children are deliberating on scenery, others are assembling interesting costumes reflective of each character in the play.  While no small task, the costumes add a realism to our performance, both for the actors and the audience!This year our play focused on the history of the annexation of Hawaii and the braveness of Queen Lilikaulani.  As a result of the play, children have incorporated a Hawaiian theme into their daily work.  One child researched the Hawaiian language and discovered that there are but 13 letters in the Hawaiian alphabet: 7 consonants, 5 vowels, and a glottal stop.  You can imagine the perplexed look on the child’s face when she encountered “glottal stop” in her research. Naturally, when she shared this information with her peers, everyone decided to write in Hawaiian in their work logs for the day!

Children practice the tap dance number, while two of their peers observe; afterwards, the observers provide feedback (including constructive criticism)

Noteworthy is the ability of the children who are not practicing at the time to work independently while all this is going on around them. This is a perfect example of how Montessori instills in a child the intense ability to concentrate and self-direct!

Observing the children set up and tune their instruments, set up props in the proper locations, and ready themselves for rehearsal, one could feel the excited energy in the air, as well as a feeling of confidence and ownership.

Children have also researched the Hawaiian kapu system, which had very defined roles for each member of society—brush the kings shadow and face eminent death, or dine with the opposite gender and have your spirit compromised….  Finally, children did an economic study of the economic export of Hawaii and saw that Hawaii must import most items, which explains why the GDP per state is low.  Some children even delved into a debate on comparative religion between the Greek gods and Hawaiian gods.

Rebecca in action; she has such a positive energy, and a wonderful way to direct and provide feedback without taking away from the ownership the children feel of their production!

Needless to say, the winter concert went off beautifully, and these children should be very, very proud. Thank you to Rebecca, Colleen, and Justin, for all of your hard work in supporting the Upper Elementary children in their success!

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!

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)

A Glimpse into Upper Elementary

The Upper Elementary children have been up to some pretty amazing things this fall. From reports and experiments to music and art, it's always an inspiration to see how hard at work, and how enthusiastic, these children are. See what they've been up to below.  

Upper Elementary Assistant Justin Shepard meets with students in the comfortable, light-filled common room

Often collaborating, other times working individually, side by side

The lovely Rebecca, waiting for the sixth years to present their Coming of Life lesson to the rest of the class

Music is a big part of the classroom experience

PE is a favorite, even if it leaves you exhausted!

A fourth-year studies a fossil under the stereomicroscope after a fossil hike

The Timeline of Life lesson

Mr. Justin helps two students build a hydraulic arm

Some large-scale artwork in the classroom

The classroom tortoise Syrup enjoys her lunch

A fourth-year straightens up at the end of the school day

We encourage you to come observe in the classroom, if you haven't already! Enjoy your day.

Mandala!

Last week, during the cultural celebration of Diwali, the Upper Elementary children decided to try their hand at a huge mandala in the south field. See more photos below.The leftover flowers from the Hoe Down were put to good use! Very little gets wasted around here...The students started by joining hands in a large circle. Then, Directress Rebecca Callander showed them how to make the circle as even as possible by using a rope stretched from the center of the circle!Once the children were in place, they passed around bottles of chalk dust to draw the perimeter of the circle.They made designs, circles within the larger circle, and other shapes with which to fill their flowers. Because they did not have enough flowers and flower petals to fill the spaces in the large circle, they improvised with hay, stones, and wood chips!Though the children ran out of time to complete their mandala, the experience was a lot of fun, and another example of good team work and coming together to design. Next time, they vowed to complete their work a bit earlier so they would have more time!

Highlands Rock Quarry Fossil Hike

A wonderful example of the "Cosmic Education" component of Montessori education is the "Going Out" component, where students plan and execute field trips around Missouri: sometimes to the grocery store, other times to businesses or parks. This time, we join the Upper Elementary students on a fossil hike through Highland Rock Quarry. The Upper Elementary has continued to study in great depth the beginning of life as we know it on our planet; here, they uncover fossils from a time when much of Missouri was underwater. See what they found below!Before any "Going Out," the Upper Elementary students focus on organizing and planning. This can mean days of preparation: making lists of what to pack, getting directions, researching the location, calling potential drivers and leaving voice messages (some of which may never be deleted for how sweet and polite they are!). During this aspect of the field trip, it is important that the adults gently guide, but not interfere with the process, even if that means making a few wrong turns during the drive there while the children navigate!This hike follows the series of Great Lessons the Upper Elementary have been experiencing, and came soon after the Coming of Life lesson the sixth year students have presented.Upper Elementary Directress Rebecca Callander explains the relevance of this Going Out: "The intellectual mind of the second plane child must know how we know about this emergent life. We discuss carbon traces and the process of fossilization.  Children can extend this study to the world outside them.  In Kirkwood, we are so fortunate to have a renowned fossil site, recognized as one of several in establishing the early stage of the Mississippian sub-period of the Carboniferous time period in North America as the Meramecian Stage.""The Highlands Rock Quarry located in the Dee Koestering Park has fossil reveals, which place Kirkwood on the shoreline of an ancient shallow ocean which covered most of the Midwest from 346.7-330.9 mya.  The hike into the 100-year-old quarry allows children to see fossil life from so long ago—a chance to read our history from the pages of the book of our earth!"And packed full of fossils it is! Within the first 10 minutes of arriving, all six children in this group had found at least one. They were scattered on the ground, as well as embedded in the layers of rock below their feet.

Look at all those layers!

Our wonderful assistant Colleen Deibel joined in the search

There was also a bit of time for exploring while we searched for remnants of drill holes from the quarry's blasting days (you can see them imprinted in the rock above, where the student in the green shirt has his right hand) before heading back to school. Once they were back in the classroom, the children took turns with the stereomicroscope to identify their fossils.A large magnifying glass also came in handy.Thank you, Upper Elementary, for letting me tag along on this adventure!

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.