Upper Elementary Camp Out...

“We need the tonic of wildness... At the same time that we are earnest to explore and learn all things, we require that all things be mysterious and unexplorable, that land and sea be indefinitely wild, unsurveyed and unfathomed by us because unfathomable. We can never have enough of nature.”

-Henry David Thoreau

While the Lower Elementary children were gearing up for their on campus overnight, Villa di Maria's Upper Elementary class planned and executed an off campus camping trip. This year they returned to an area near Onondaga Cave State Park. Having chosen the destination and the activities they wanted to try this year, the class divided into committees to make their trip a reality. And what an adventure it was!Our perspective shifts every time our vantage point changes. Standing knee deep in water or sitting astride a horse offers the opportunity to see our world anew. The camping trip affords the children a multitude of experiences to expand their world. The shifts in perspective assist the children in placing themselves in the cosmos. 

Observation...

If you haven’t already come up with your favorite way to answer those questions about what Montessori is and what makes Montessori unique, here’s a great way to answer: observation.Dr. Montessori did not impose a method which happened to work. Rather, her pedagogy arose from her continued observation of children. She noticed which materials the children were drawn to and what type of work they wanted to do. The brilliance she gifted us with is a result of her skilled observation.Observation remains the foundational piece of implementing Montessori in the classroom. Through observation the guide gets to know the child and determines how best to link them with the environment. Through purposeful and conscientious noticing, the guide is able to offer the right lesson at just the right time. This in turn leads to repetition, concentration, and true learning.As the school year progresses and the children are settling into their environments, parents are invited to get in on the magic by observing in the classroom. This opportunity is an essential part of parent education and a great avenue toward understanding your child’s classroom experience. Observing is also the best way to prepare yourself for parent-teacher conferences!Here are some things to look for and/or keep in mind when you observe:

• Notice the class at large. How does it function? What is the noise level?
• Are the children working together or separately? How do they interact with each other?
• Sometimes to get a feel for how the classroom functions, it helps to spend part of your time observing a child other than your own.
• Observe the role of the teacher, not as the focal point of the classroom, but as a link between the children and their environment with its carefully designed materials.
• Bring a pen and take some notes. Guides are not available to talk during or immediately after observations, so jot down your thoughts and questions to share at a later point.
• Take it with a grain of salt. Especially for younger children, having an extra person in the classroom (particularly their own parent!) can disrupt their normal morning flow. That’s not to say that you shouldn’t observe, just know that if something doesn’t look quite the right, there’s probably a reason. (We have all had guests over and wanted to say to them, “I’m so glad you came, but I want you to know that life isn’t exactly like the little snippet you just witnessed.”)

Observation is what allows Montessori to come alive. Please come and join us in the classroom!(Isn't Melinda Smith just amazing with her camera? Thank you Melinda!)

A Peek at Concentration...

“The first essential for the child's development is concentration. The child who concentrates is immensely happy.”

-Maria Montessori

Whether figuring out how to grasp a rattle, pull up, write or read, concentration is central to learning. While coming naturally to children, concentration is also a skill which we cultivate by providing the right environment. How lucky that we have the opportunity to foster our children's ability to concentrate!Montessori environments inherently bolster the development of concentration. The three-hour work period affords extended time without interruption which is vital for concentration to thrive. Further, the materials themselves are attractive to the children, inviting repetition which in turn leads to concentration.As is true at school, when your child is concentrating on meaningful work at home, please do not interrupt them unless absolutely necessary. Their work may not seem meaningful to adult eyes, but balancing playing cards, tying and untying bows, lining up all the shoes in the house... This is all meaningful work.The sight of a child concentrating can transport us. We sense the feeling of deep calm and focus we too experience when we are allowed to fully lose ourselves to a productive task. Concentration is a beautiful thing to witness. Here we are witnesses to the moment of learning, the acquisition of knowledge.Many thanks to Melinda Smith for sharing her splendid photography.

Creating Community Together...

Have you ever wondered how the magic of an elementary classroom works? Below, Anna Schwind shares one of the ingredients for the healthy functioning of an elementary classroom.

"You forget that the fruits belong to all and that the land belongs to no one." Jean-Jacques Rousseau

The beginning of the year in the elementary classroom is filled with: the excitement of the Great Lessons, reunions with old friends as well as getting to meet new classmates, the joy of a pristine new journal with the great possibilities it portends, and - perhaps most critically - the commitment to a social contract.As intensely social beings, elementary children are ready and eager to form their own societies.  They feel willing and able to participate in the determination of rules to govern their time in the classroom and at recess.  The drive for this can be seen in the additional rules and complications they bring to games they spontaneously play, their need to understand and enforce agreements, and their growing desire to do things in groups and teams.  Whether given the opportunity to determine their own fates or not, children are internally compelled to test ideas about groups and rules.  In the absence of an environment where this is encouraged and guided - such as in the Montessori classroom - children will do this work anyway.  Because of their inexperience, this can sometimes lead to a tyranny of the majority, exclusionary behavior and rules which are arbitrary, impossible or ever-shifting.Both because it is right to grant children agency when possible and because only through practice will children be able to form themselves into social networks for greater good, the Montessori guide in the elementary classroom takes the time as often as necessary - but most especially at the beginning of the year - to collectively form the social contract by which all shall abide during the coming time together.  Different guides and different sets of children and different years and different environments will require different classroom guiding principles, and so the children must - all together, including the guide and the assistant - craft each year their ground rules anew.There can be as many ways to do this as there are classrooms of elementary children, but a few helpful principles that guides may often use are:

• focusing on what we will and should be doing as opposed to what we can’t and shouldn’t do
• covering three basic areas: our reason for being here (learning and work), how we will treat each other, and how we will care for our space and the things in it
• creating a written record of our consensus which is mutually agreed to as a group and committed to as individuals.

The process will be both similar and different each year.  This year, when I asked the children why we might want to phrase things positively instead of negatively, one mischievous-eyed child shared, “Because when someone tells you you can’t do something, it just makes you want to do it more.” Early wisdom, from a child who has - perhaps - had many experiences already being told what they couldn’t do, and far fewer being encouraged in what they can do.  Imagine how helpful it might be to give this child options instead of restrictions!  The rules (or guidelines, or contract, it can be called whatever the children are comfortable with) can present a roadmap to help the children be their best selves instead of a series of roadblocks preventing them from progress.In an upcoming post we will cover class meetings, one of the tools for amending, expanding and revisiting the social contract made together at the start.  In part three, we will talk about how you can include and empower your child in your family life at home (spoiler: it’s the weekly family meeting).Many thanks to Melinda Smith and Jade Venditte for the photographs.

Lunch... (Part 1)

The topic of packing lunches often elicits a deep sigh. One more thing to do, one more thing to remember. Let’s try to shift our perspective by looking at lunches through a Montessori lens.Like most things in the Montessori classroom, lunch is a multi-faceted opportunity for growth. It provides occasions for choice making, self-sufficiency and increasing hand strength and dexterity. It’s a time to practice social graces, build community and learn table manners. Our work at home regarding lunch preparation can feed this work in the classroom, allowing the children to get the most out of mealtime at school.When thinking about lunches, we must keep in mind how much our children work while they are at school. The youngest are building their personalities, refining their movement, expanding their language and working with numbers. Elementary children are figuring out their social selves and actively pursuing new learning.After a three-hour work period, children need to replenish their energy with a healthy lunch. Extended day and elementary children need their lunch to provide the nourishment for their afternoon work.While we've all had the occasional day where we pretend that the cheese flavoring in the bag of Doritos counts as protein and fruit snacks are actually fruit, we also know this has to be the exception rather than the rule in order for our children to have what they need at to thrive at school.In the Children’s House a protein, fruit and vegetable will suffice for most children.  Elementary children will likely need larger portions; figuring out how much they need is a conversation you can have with your child at the end of the day.  (Strategies and tips about the actual packing of lunches coming soon!)While adjusting the choices available for lunch, school can be an excuse to deflect pushback. “This is what <insert name of teacher> said…” goes a long way.  Use it sparingly and use it wisely, but if you need extra support packing a lunch full of healthy options, this might be one of those moments.

Photo credit: Jessie Braud

Because lunch is an opportunity for the children to exercise their ability to choose, think about sending the children with a few small things to choose from rather than one large “all in one” dish. Also, it’s ideal to try new foods at home rather than sending an unfamiliar item into school.Next, consider the lunchbox. Children going into the Children’s House need to be able to open their lunchbox. This allows them to function more independently in the classroom and take ownership of their mealtime. Have your child practice with their lunchbox at home. Remember to practice opening and closing the lunchbox when it is full of containers as that’s trickier to manage than when it's empty.Finally, let’s talk containers. Reusable containers are ideal. Again, practice with your children so you know they can be successful with them. A little bit of a struggle is okay (it will build their hand strength!) but they must be able to open it. Another benefit of a few small containers is that if a child tips over an all in one box with compartments, they lose their whole lunch. If they tip over just one box, they only lose their blueberries – much easier to recover from!

Photo credit: Lauren Knight

Lunch in a Montessori environment gives the children the opportunity to learn how to eat politely in the company of others. The children set the table, use silverware and eat off of plates. Let's support our children's opportunity to eat with dignity!

Welcome back!

We are so excited that 2018-2019 is officially underway!Five minutes into the school year and the outdoor environment was in full swing!  What better place to do watercolor painting than out in the sunshine.The children wasted no time connecting with nature and caring for their environment.Welcome back fort builders!From the very beginning, we end our day with jobs.  Taking out the trash and recycling gives the children the opportunity to contribute to the whole community.Here's to a fabulous year!

Preparing the Environment...

The prepared environment is central to Montessori theory and crucial to its practice. Each environment is specially designed to meet the needs of the children who occupy it. Our guides, assistants and staff have been working tirelessly to prepare each of our environments for the children. And we cannot wait for them to come!In preparing the environments, guides have taken into consideration everything from the sequence of the materials to the natural light in the room. They have contemplated daily routines, how the children will move through the room, and placement of artwork.  Each decision was made while holding central the needs of the children.It is not just the physical space which has been prepared. The guides, assistants and staff have also been preparing themselves through the summer and over the past few weeks in particular.Preparation of the adult is an ongoing process. It requires self-reflection and conscious work so that we offer the best of ourselves to the children. Self-preparation takes many different routes. Some read books, some catch up on much needed self-care, some attend lectures or workshops. As a whole, the staff has engaged in anti-bias, anti-racist training. All of this work is to bring our best selves to your children.Our guides do not model perfection but rather curiosity, kindness, and a friendliness toward error which results in true learning and resiliency. Guides model human beings who choose to walk on the path toward reaching their potential. This is the very path on which we invite the children to join us. It’s the path we lay for them by preparing the environment.Welcome and welcome back!All photography is thanks to Melinda Smith.

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!

Prepping for the Spring Concert

Can you believe that the Villa di Maria Spring Concert is only 9 school days away?! We certainly can't. I was lucky enough to observe a short preview of one of the songs the Upper Elementary will be performing, and let me tell you, it's going to be an awesome concert! I don't want to give too much away, so I'll leave you with this: the children are working very hard in all classrooms. From Primary to Lower Elementary on up to the Upper El, the Guides, Aides, and children are all working extra hard to make this a concert you won't forget. We can't wait!

Pinch Pots: An Upper Elementary Lesson

Working with clay is an immensely satisfying endeavor; aside from the actual resulting work, the process is enjoyable and relaxing, and a good example of hand work done in the Elementary classrooms. Here, an Upper Elementary student gives a lesson on how to make pinch pots to a group of her peers on a beautiful sunny afternoon, making use of their lovely outdoor work space. One of the most striking things about an Upper Elementary classroom is the fluidity of knowledge being passed from one person to another. There are many ways to teach a lesson; and here, the crucial role of peers is recognized and respected. Once an Upper Elementary student (here, a sixth year) receives a lesson, the Guide may call upon her to then give that lesson to her peers. And in teaching it, she solidifies her own knowledge in that area. It is good for everyone!In working with clay, the student relays many necessary facts: that there are two "enemies" of clay. She calls upon her peers to guess what they are: water and air. They are captivated and want to know more.Step by step, the student takes her peers through the process of making a pinch pot: first making a ball, then pushing their thumbs down into the center, and finally pinching in a spiral motion until a round pot form emerges.Next, she demonstrates how to rough up a small section of clay by scoring the clay with a knife, then adding slip (a bit of water) before attaching the eyes. She even discusses the molecular structure of clay here, and why it sticks!Here is one finished pinch pot: a tadpole. Historically, pinch pots were made for function, as in a cup or small vessel, or for ornamental reasons, such as decoration or to ward off evil spirits. We think that these pinch pots turned out awesome!Thank you, Lia, for letting us in on the lesson!"If we try to think back to the dim and distant past... what is it that helps us reconstruct those times, and to picture the lives of those who lived in them? It is their art... It is thanks to the hand, the companion of the mind, that civilization has arisen."  - Dr. Maria Montessori, The Absorbent Mind

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!

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!

Montessori Model United Nations (MMUN)

Our sixth-years have been back from their New York City trip for MMUN for awhile now, but we still couldn't be more proud of them - not only for all of their hard work leading up to the conference, but also the ways in which they conducted themselves in the city, and all the wonderful things they garnered from the experience. They are truly exceptional! First: what exactly is MMUN? In the true spirit of Maria Montessori, who believed in fairness, justice, and peace for all people, Montessori Model United Nations is an annual opportunity for children aged 9 - 15 years to "formulate, present, debate, and revise positions on current issues that are affecting people of the world."From the official MMUN website:"Students assume the perspectives of a UN Ambassador for their simulation country, bearing the rights and responsibilities of world leaders. Their imaginations propel them to collaboratively create resolutions to our world’s most pressing problems. MMUN encourages students to know that they can make a difference. Students represent simulation countries in different UN Committees, (based upon the actual UN Agenda Topics for the year) and have to cooperate in the definition and drafting of resolutions to global problems. Students learn about multi-lateral diplomacy, negotiation skills based upon cooperation (not competition) for complex international policies."In addition to presenting in front of their world peers, students get to present their resolutions and vote on those resolutions at the actual United Nations General Assembly! This had a huge impact on our sixth-years, and left quite an impression.We spoke with some of the sixth-years about the trip - from the preparations to the experience of being in The Big Apple, to the friends they made at MMUN - and share they did! Read their impressions below.On preparing:"We had to do a lot of research. We did it in stages. I was representing Tunisia, along with six other delegates. We used computers for the research; almost everyone spent an hour on the computer for the research - there was so much information. The point is to speak for the country we're representing. We want to know what they would do, to think from their perspective, not ours.""All the research was probably a month of hours. Plus, I've been thinking about this trip since I was a fourth year.""We were given a committee. For example, economic/financial was one committee, and that splits into two parts: poverty and disaster risk reduction.""You have to learn first about your country, then about your topic. Based on that, you come up with a solution. There was a lot of reading.""My topic was helping people with disabilities. My country was Tunisia.""My topic was indigenous people, and my country was Lichtenstein.""We raised our own money for the trip. We had food sales, several bake sales, pizza sales. We worked hard to raise all that money.""We practiced our speeches every day. Even before that, we would make little tweaks to our speeches. Doing them over and over again really helped.""I was more nervous presenting my speech in front of the other sixth years than I was presenting in front of adults! I think it's because it was my peers.""One solution to disaster risk reduction in Tunisia is to install DART tsunami early warning systems to reduce surrounding mortalities a lot, and reduce economic issues after a disaster."On perspective:"It's crazy how few problems America has. I mean, every country has problems, but compared to a lot of other places, we have it pretty great.""The whole idea of MMUN is to help the world, not just the country you were assigned."

There was plenty of site-seeing too! The sixth-years walked from Times Square to the Museum of Natural History one day, then visited Ellis Island and the Statue of Liberty the next.

On New York:"I had never been to New York City before; it was a lot to take in! It was big. I was expecting the Empire State Building, the World Trade Center, the Statue of Liberty to all be big, but everywhere we went, we were in the shadow of a building! Everything was way taller than I expected.""I have to say this trip was one of my favorite trips that I've ever taken.""It was fun to be with our friends on a trip and share that experience with friends, without our families!""It gave us a little more freedom to be there without our families.""When you're in a hotel room with some of your best friends, it's so much fun.""We did a lot of touristy things. We went to up to the Statue of Liberty, to the top of the pedestal. It was so cold and windy! 150 stairs up. We took a ferry to the Statue of Liberty. Now that was windy! It was really cool to see the Statue of Liberty from a boat.""We went on The Ride, which was a comedy tour around the city. Two women comedians did the tour; it was hilarious!"On the MMUN experience:"We set up our board in a conference room. There were kids there from all over the world: China, Australia, Germany... it was surprising how fluently everyone spoke English. ""The meetings were my favorite part; that, and the General Assembly! The Chamber was huge. Gemma looked like the president when she was up there speaking!""For the most part, I think the presentations went well. I messed up a little bit, but I just kept going. It wasn't that bad.""We went to the actual United Nations building to present. It was so beautiful, and humungous. It looked like it was made of gold!""I was a little nervous when I was giving my speech.""I was more nervous walking into the place than I was actually giving my speech. I think it's because I got to know the other people there, so I could relax. I wasn't scared because we had practiced so much beforehand."On making friends/interpersonal:"When we divided into our regional blocks, we got to be around a bunch of different kids. I was in the Africa group; everyone who had a country in Africa came together to form our regional blocks draft resolution. We had to work together.""In our community session, there were one or two groups that really dominated and took over. That was kind of unfair. Everyone should have an equal chance to speak. We learned from that.""I made friends with some people from China. They were a little shy and reserved, and I talked to them. I ended up making friends with them, and they gave me a [token] to take home at the end.""Just this Monday, I sent an email to a friend I made in China. I can't wait to hear back from him. I think making a friend like that was the coolest part. I never thought I would meet someone from so far away. But it's one thing I knew going in, that I wanted to make a friend."On the whole experience:"My favorite part was feeling sort of like I was on my own. I made decisions for myself, which I need practice doing. Simple things, like what I'm going to have for breakfast!""They were really long days. Some sessions were 6 hours long, with a lunch break. But I was so tired at the end of the day!""I had my own voice.""I would say to the the next year's group going to MMUN: Stand up for your ideas. Or if someone is taking over or you don't agree with someone, speak up. If you don't speak up, your ideas will never be heard.""I would advise people not to be shy. It was the time of my life, and I would do it again in a heartbeat. I would totally do it again next year, if I could!""In MMUN, you're helping the world."Thank you, sixth-years, for sharing! And a very special thank you to the staff and parents who accompanied them on their journey! 

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.

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!

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!

The Science of Baking Bread

While the weather was still dull, grey, and cold outside, the Elementary children kept busy and even filled the whole Elementary building with the wonderful smells of baking bread... all in the name of science, of course. First thing in the morning on one of those cold, gray days, the inside of the Upper Elementary classroom was as quiet as could be, despite being filled with many children - most days start with this kind of calm quiet. As an observer, it is often amazing to me just how quietly busy these children are, right off the bat, and just how eager they are to start working. On this dark winter morning, I was drawn to the candlelight that glowed from one child's table as she began a yeast experiment. She was shortly joined by two other children, who had been busy with their own preparations.The experiment, to observe the changes in yeast when heat and sugar were added to yeast and water, was the beginning of their cooking project for the day: to bake bread.After researching and copying down an easy bread recipe from the computer, the three got to work on the recipe, and soon had dough ready to rise, almost ready for the oven.The bread turned out beautifully, and look at those proud smiling faces! There's something so comforting about baking bread in the winter - we are so grateful to have the freedom to engage in these lovely traditions!