Holiday Gift Guide

The holiday season is upon us! We've rounded up a list of great gifts for children of all ages that support aspects of Montessori learning. Check it out, below!Opinel Le Petit Chef SetMade in France by Opinel, a French company that has been making knives since 1890, this sweet and practical set of essential cooking tools includes a stainless steel "Le Petit Chef" knife with a 10cm stainless steel blade with a rounded tip and a learning ring to help position and protect the fingers; a vegetable peeler with a stainless steel blade and a learning ring, and a finger guard to protect the hand while learning proper positioning.Children's ApronAn apron comes in handy not only for helping to cook and bake in the kitchen, but also for protecting your child's clothing when doing dishes or even painting! This one measures  22.25" long x 19" wide, is 100% cotton, and has a nice big pocket on the front.Montessori Gobbi MobileThe Gobbi Mobile is the third in the Visual Mobile Series following the Munari and Octahedron Mobiles. This one consists of five spheres. Colors of each sphere change very gradually. The size of each ball is around 1.46-1.5inches. This would be a lovely handmade gift for an expectant family. Read more about the infant Montessori home environment here.Touch Think Learn: ABCThis sturdy cardboard book gives little ones a touch-and-learn introduction to the alphabet with featuring die-cut letters embedded in mirrored cutouts.Grimm's Set of 5 Small Wooden Stacking and Nesting BowlsSuitable for children and toddlers age 1 year & up, these bowls are made in Germany from sustainably-harvested European alder wood and gently finished with safe non toxic water-based stains & food-safe oils (no varnish).  Each bowl is 1.5" in height. The largest bowl has a 4-inch diameter (10 cm). Young children will learn about size and sequencing as well as exercise their fine motor skills. They also come in rainbow colors! Molecules, by Theodore GrayYou may have seen Gray's other books, like Elements or Reactions, in the Lower and Upper Elementary classrooms. These books get lots of attention; they are full of stunning photography and can inspire children and adults alike. In Molecules, Gray begins with an explanation of how atoms bond to form molecules and compounds, as well as the difference between organic and inorganic chemistry, and goes on to explore the vast array of materials molecules can create, including: soaps and solvents; goops and oils; rocks and ores; ropes and fibers; and controversial compounds including asbestos, CFCs, and thimerosa.Small Tool Box SetThis small tool box includes a hammer, saw, Phillips head screwdriver, flat head screwdriver, ruler and pencil. It is a great way to introduce young children to (supervised) use of real tools. Pair it with this Woodworking with Children book (below).Into the Unknown: How Great Explorers Found Their Way by Land, Sea and Air, by Stuart Ross; illustrated by Stephen BiestyThis book is a wonderful gift for older children.  Discover how the greatest explorers in history — from Marco Polo to Neil Armstrong — plunged into the unknown and boldly pieced together the picture of the world we have today. Contains masterful cross sections, dramatic storytelling, and sidebars that highlight key concepts, places, and technology, immerse yourself in such expeditions as:—Leif Eriksson’s voyage to North America (eleventh century)—Zheng He’s travels from China to East Africa (fifteenth century)—Magellan’s circumnavigation of the globe (sixteenth century)—Tenzing Norgay’s and Edmund Hillary’s scaling of Mt. Everest(twentieth century)Birds of Prey PosterThis poster, measuring 14.25" x 20.5", contains beautiful illustrations with the English and Latin versions of each bird's name. It's great for identifying birds, or for budding artists learning to draw from nature. There are other versions as well, including Backyard Bugs, Herbs, Butterflies, Garden Birds, Tree Leaves, Wildflowers, and General Wildlife, among others.Spring LyreConsider a musical instrument for your child! The lyre is tuned to the pentatonic scale, which enables little fingers to walk the strings in any order and create a sound as sweet as a bird's song. This one, handmade in the USA, is made from one solid piece of cherry wood, and comes complete with an extra set of strings, turning wrench, felt accessory pouch, and a booklet that discusses the care and use of the lyre.Consider an ExperienceMany families may decide against buying more things for their children. Instead, consider gifting a trip, experience, or lesson to your child. Some ideas:School of Rock music lessonsFlying Trapeze lesson (you can do this with your child in the springtime!)Free Pass to a National Park for fourth graders through Every Kid in a Park: consider taking an off-season trip to beat the crowds!A Trip with a Parent or Grandparent: Take a day trip with just one child to a place you've never been before. You'll both enjoy a new city while spending time together.Season Passes: Give your child a season pass to one of the many wonderful museums around St. Louis, including the City Museum, The Magic House, or the Missouri Botanical Garden.Happy gifting!

Who We Are: Jeremy Lang

As part of a series we’re calling Who We Are, we’re working to build and connect our community by interviewing the talented, dynamic parents and staff who make up the people of Villa di Maria. Today, we meet Jeremy Lang, our Operations Coordinator and do-er of many things at Villa di Maria! Read more about Jeremy, his adventures at sea, and what he loves most about Villa di Maria, below. Enjoy!Villa di Maria: Tell us what you do here at Villa di Maria.Jeremy Lang: I'm the Operations Coordinator and Assistant and Director of Camp Pegnita. I supervise all activities and run supplemental care (basically anything with the kids that isn’t in the classroom). I'm often at Villa di Maria until 6 o’clock every night. My typical day is never the same.VdM: Tell us a bit about your background.JL: I was born and raised in St. Louis. I went to Parkway North for high school, then University of Evansville for college, where I studied Marketing. I then worked for Disney Cruiselines running youth activities. I was in charge of 1,500 different children, every 3 - 4 days, for 5 months of sailing around the Bahamas. Living on a ship for 5 months isn’t very conducive to a lot of people’s lives. It made a lot more sense to be land-based, so I moved back to St. Louis. After working in the restaurant industry, the position at VdM popped up on my radar. “Camp” caught my attention since I spent all of my summers growing up either going to camp or working for camps.VdM: Tell us about your "camp" experiences.JL: I worked at Six Points Sports Academy in Greensboro, North Carolina, where children from 40 different states all over the country, and 8 different countries came to train in their preferred sport. Children would train for 4 hours a day in their sport, then participate in camp activities like crafts, singing, kayaking, and rock climbing.My life was pointing me in the direction of alternative education. School was never something I enjoyed; I didn’t have a hard time academically, but I didn’t enjoy being there. Camp was my outlet. Once I began working at camps, I could see the impact I was having. I loved seeing kids coming back year after year after year, making improvements. I attributed that to what they were doing at camp every summer. They gained confidence that they could then take back to their classrooms and social lives that made them successful. Parents wrote to us year after year about the impact we were having. I had been searching for a way to have that kind of impact year-round.VdM: How did you get into Montessori?JL:  While I was interviewing for residential treatment centers in St. Louis, the VdM job became available. I didn’t really know anything about Montessori, but once I met with Laura and Robyn, I realized that what I had been doing all along was very close to the Montessori philosophy.What is so cool about working here is that Laura has never pushed me into being ‘Montessori,’ she just encourages me to do what I’ve done successfully in other places, what comes naturally. She has encouraged me to bring what I’ve learned elsewhere and implement it here rather than just throwing all that out the window.VdM: Tell us what you like about the aftercare program here at Villa di Maria.JL: Since I don’t see the kids all day, when they see me, it’s special. It’s exciting for me to see them, and it’s exciting for them to see me in a different context. My favorite part of working with the children is just how excited they are. The best time of day is around 5:15pm, when we start cleaning up and gathering together with a smaller group. They are exhausted, so they're finally ready to sit down and talk about what happened that day. It’s also fun to chat with the parents who come to pick up at that time of day.VdM: What are you most looking forward to this school year?JL: I’m already looking forward to camp starting; camp is my favorite. I work extraordinarily long hours during the summer, but I love it.Thank you, Jeremy, for all of your hard work and patience with the children at Villa di Maria, and the children who attend Camp Pegnita. We are so happy you are part of our small community! By the way... registration for Camp Pegnita 2018 begins January 2nd, which is only a month away! 

Time

“For children, childhood is timeless. It is always the present. Everything is in the present tense. Of course, they have memories. Of course, time shifts a little for them and Christmas comes round in the end. But they don’t feel it. Today is what they feel, and when they say ‘When I grow up,’ there is always an edge of disbelief—how could they ever be other than what they are?”           - Ian McEwen, The Child in Time

Surprise!

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

One day old

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

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

And yesterday! How cute!

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

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

Siblings: The Mixed-Age Classroom

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

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

Children's House Guide Heather Steinman in P3 adds:

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

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

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

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

A younger brother watches as his sibling receives a lesson

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

Who We Are: Annie Sauget Miller and David Miller

As part of a series we’re calling Who We Are, we’re working to build and connect our community by interviewing the talented, dynamic parents and staff who make up the people of Villa di Maria. Today, we meet Annie and Dave Miller, and their four children: Tiernan, Seamus, Oscar, and their newest addition: Poppy. Below, they share their introduction to Montessori, what they love about Montessori, and the sweetest story about how they met!Villa di Maria: Tell us a bit about your family.Annie Miller: There are six of us now! Tiernan is 8, Seamus is 6, Oscar is 2 1/2, and Poppy is 13 weeks. Our kids were born in Belleville, IL, where we lived for 5 years. We moved to University City 3 1/2 years ago because we love the St. Louis area so much. We love the restaurants, Forest Park, and our current neighborhood. We grew up in Belleville; my husband was actually my next door neighbor growing up! Though we went to different schools, Dave and I just really always got along and had the same friend groups. We didn't start dating until after college. I broke up with my boyfriend in the morning, and by the afternoon, Dave was calling me to ask me out! He was very persistent, and now here we are, four kids later!We both grew up in family-owned businesses; Dave is in the wholesale insurance business that his great, great grandfather started. He gets to go to London every other year, which is very cool! On my side of the family, we own a property management company called East County Enterprises. We manage several businesses, including the Grizzlies, an independent minor league baseball team. We're really in what's called the "dinner theatre" business; there's a baseball game going on, but there's also a lot of entertainment. It's a very family-friendly, inexpensive way to enjoy a baseball game and some entertainment. My dad and brother both played professional baseball, for the Atlanta Braves and San Francisco Giants, and my brother played for the White Sox. We also manage night clubs, real estate, and about 20 different businesses. We are very family friendly and it's been wonderful to be able to take time off for the baby be able to step back in when I'm ready.VdM: How were you introduced to Montessori?AM:  When I was pregnant with Tiernan, I heard about Montessori and thought it was so interesting. I visited St. Claire Montessori in Illinois and I was so fascinated by how quiet the room was, how interesting the materials were, and was blown away by how polite the children were. I decided that I wanted that for our children.VdM: What do you love most about Montessori?AM: I love that Montessori is so universal, that it has been around for so long, that it works all across the world. I want so badly for my children to be independent and to be their own people. Montessori allows children to live up to their full potential. All three of my boys are doing Montessori, and they are all doing it their own way. Seamus comes home and still wants to work, he wants to continue the math that he worked on earlier at school; I see the lifelong learning aspect of Montessori in all my children. Oscar's need for order right now is completely being met; he lines up his knife and fork and napkin, he lines up the Jenga pieces when we're playing. It's amazing to see all the developmental milestones.I also love that Montessori allows the child to go back and review things whenever they need to; the materials are all there, there's consistency. There's an overlap of materials that is so special. I also love our community because of the diversity of the families at Villa di Maria. I want my kids to know kids from all over, with different ways of life, rather than a homogenous group where everyone is the same.VdM: Do you have any hobbies? How do you and your family enjoy spending your spare time?AM: We all love sports! Dave golfs, and I play tennis. I played tennis in college, and recently I've started taking my older two boys over to the tennis courts in our neighborhood two mornings a week before school. It's a great way for them to burn off some energy before school.I'm also an artist. I enjoy painting and creating mixed media pieces. My grandmother and her three sisters were all artists. She taught me a special technique in preserving flowers, so I preserve people's wedding bouquets and other special flowers. I love having a creative outlet.Thank you, Annie, for sharing your lovely family with us, and congratulations on your newest addition, Poppy - she is just a delight! 

On Imagination

"Human consciousness comes into the world as a flaming ball of imagination. Everything invented by man, physical or mental, is the fruit of someone’s imagination. In the study of history and geography we are helpless without imagination, and when we propose to introduce the universe to the child, what but imagination can be of use to us? The secret of good teaching is to regard the child’s intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination. Our aim therefore is not merely to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his inmost core." (Maria Montessori, To Educate the Human Potential)

Grace & Courtesy: Making Tea

We briefly discussed Grace and Courtesy in the Montessori classroom in a blog post about making coffee for the adults in the classroom (whether they are the regular grown-ups or special visitors); here, we will discuss the subject a bit more in depth, including defining "Grace and Courtesy," as well as its significance in a child's development, below.   Grace and Courtesy in a Montessori classroom refers to those expressions of hospitality, respect, and appropriate communication children extend to their peers and any others with whom they come into contact. In short, Grace and Courtesy introduces children to the social and communal aspects of life: how to interact with others in a respectful way, how to be a good friend, and how to interact with others in the world. This carries on outside of the classroom into real-world situations, and will serve the child well beyond childhood and into adulthood.Upon a recent visit to P1, I was approached and politely asked if I cared for some tea. Of course, I happily accepted the offer, and took the opportunity to document the process with permission from the child. He asked me which type of tea I preferred, then set to work making me a cup.It is a long process, requiring lots of patience on the eager child's part. He showed determination and careful attention to the process.Grace and Courtesy starts with the most basic greetings, which you can observe every morning when you drop off your child at her classroom. You will notice the Guide bending down to your child's eye level, making careful eye contact, and holding out her hand for your child to shake. She will greet your child with a cheerful "Good morning," and wait for your child to return eye contact and reciprocate a greeting. This modeling of a basic greeting may seem simple, but it has lasting and wide-reaching effects; children begin to greet neighbors, friends, and strangers in this way.Grace and Courtesy is also a wonderful practice in self-love. By learning to respect and show kindness to others, they also learn that they themselves deserve respect and kindness from others. Additionally, when we are kind and generous to others, it makes us feel good about ourselves!One more wonderful thing to be grateful for in the Montessori classroom. Thank you for the tea, and the lesson in Grace and Courtesy!

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!

Who We Are: Carrie Tallon

As part of a series we’re calling Who We Are, we’re working to build and connect our community by interviewing the talented, dynamic parents and staff who make up the people of Villa di Maria. Today, we meet Carrie Tallon, Villa di Maria's new(ish) Director of Education; you have surely already met her smiling face in the drop-off line bright and early, but she was also here 21 years ago as an Assistant in P2! Also, her two sons attended VdM years ago. She is currently focusing on professional development, curriculum, AMI compliance, recognition and consultations, parent education and overseeing parent-conferences. Read more about Carrie and her deep Montessori roots, and what her favorite part of the Prepared Environment is, below. Villa di Maria: Welcome back to Villa! We are so glad to have you! Tell us a bit about your history with Villa di Maria.Carrie Tallon: It seems as though my life has come full circle as I began my Montessori journey at Villa di Maria 21 years ago, in 1996, as an Assistant in Primary 2. It was that experience, assisting Jayna Otte, that changed the trajectory of my life. The following fall I attended the AMI primary training with Dr. Annette Haines in "the little cabin" at Villa di Maria. I moved to Colorado upon completion of the training for a position in a small Montessori school in Colorado Springs and from there, Denver. I was a Guide at the Primary level for three years and a Lower Elementary Guide for three years after attending the AMS Lower Elementary training through the Montessori Education Center of the Rockies in Boulder, Colorado. My husband Mark and I relocated to Kirkwood in 2003 to raise our children around my rather large family. In 2007 our son Finn came to Villa under the guidance of both Catherine Moore and Reghan McAuley. Our son Kipper followed in his brother's footsteps and spent his Primary years with Robyn Milos. When Kipper began at Villa, I took a position as a Primary Guide at City Garden Montessori Charter School in Saint Louis City. I was a Guide there for four years, along with holding the position as the Head of Primary for three years. So, here I am, finding myself in a true, full circle moment with Villa di Maria on the horizon again. I am honored, humbled and thrilled to join a team of such outstanding and committed Montessorians and I am excited to be, once again, a part of the Villa di Maria community.VdM: As a previous Guide for both Primary and Lower Elementary Montessori classrooms, and also as Head of Primary, you must have such a great appreciation for the "big picture" in Montessori. What was it that drew you in to Montessori education at the very beginning?CT: At the very beginning (and to this day) I was utterly drawn to the Prepared Environment of the Children's House. It was unlike anything I had ever seen before in terms of a "classroom."  The Children's House is so unique, it is inviting and stimulating, yet calm and ordered. It is welcoming, joyful and warm. It is so carefully designed and curated by each Guide, bearing in mind the characteristics and qualities of the young child. The materials are so beautiful and intriguing, everything has a place and a purpose in these lovingly and thoughtfully prepared spaces. This brings me to my favorite part of the Prepared Environment... the Guide!!! The Guide is the dynamic link between the environment and the child, together the environment becomes a living one!VdM: As your sons attended Villa di Maria, do you have any "Montessori Moments" that stand out? In other words, any times outside of school when you were struck by something your children did or said?CT: Montessori moment?? That's easy... When my oldest son Finn was around 3 1/2 or so, we were driving down Grand in the city and he said in his tiny voice, from his carseat behind me "Look, mama!! It's a square based pyramid!! And a SPHERE!!" He had been looking through the window at the buildings as we were driving along and noticed a couple of "Geometric Solids" incorporated into the architecture. It was an outstanding Montessori moment!VdM: Again, we are so happy to have you here. What are you most looking forward to this school year?CT: I am so happy and honored to be a part of Villa again! I think what I am most looking forward to this year is moving forward in my new position with the idea of service in mind... meaning how can I best serve the child, their family, the Guides... the whole of the Villa community. In my mind, these relationships are truly partnerships as we work cohesively towards providing the absolute best we possibly can for each child that we have the honor of serving.Thank you, Carrie! We are honored to have you here at Villa!

The Pink Tower

The Pink Tower is one of the most iconic Montessori lessons, and one of the more recognizable materials for those just entering the Montessori environment. Like the Geometric Solids, the Pink Tower material is eye-catching and beautiful. There is so much more than meets the eye with this lesson. Find out more below. For the very youngest children in the Montessori classroom, the Pink Tower provides visual and muscular perception of dimension, which leads to an abstract understanding of size. The child begins with a work mat, which she places on the floor to delineate her work space and boundaries.Transporting each piece of the Pink Tower requires attention to grasping each cube: in doing so, the child experiences the object by touch as well as by sight. The Guide demonstrates, with purpose and attention, how to lift the object: with fingers and thumb on each of the four sides of the cube before lifting it, then placing the other hand below.The Guide shows the child to build from the largest cube, on up to the smallest, by stacking in this order, taking care to move slowly and deliberately.Once the Guide has built the Pink Tower, she asks the child to walk around it, to observe its size, its structure, and its height in relation to the child. Next, she must close her eyes while the Guide disassembles the tower.Now, it is the child's turn to try.The first time a child attempts the Pink Tower, she will likely make many errors. Here, the child self-corrected several times as she noticed the sizes of the cubes. There is so much going on during this simple-looking lesson: coordination of movement, perfection of hand movements, preparation for mathematics, observation of size in the environment, and even self-assessment and correction!

After many tries, this child got the bottom three just right!

She did her very best, and even walked around the Tower once she was finished. The Guide was sitting nearby, so as not to hover over the child while she worked. Afterwards, she stepped back in to ask if the child wanted to do it again... and she did!Thank you, Reghan, for demonstrating another wonderful lesson!

A Peek into P1

Welcome back! We hope your Thanksgiving break was full of all sorts of warm fuzzies - from delicious food to plenty of rest and relaxation and family time. Be sure to check out the Elementary celebration that took place the Friday before Thanksgiving. Here are some more warm and wonderful feelings - from our Children's House, Primary 1 classroom. Enjoy!

Design work with Metal Insets

Siblings work side by side

On the lookout for friends during the early morning drop-off

The coatroom is quite crowded in the morning while children hang up their coats, sweaters, jackets, and other personal items

A child covers her eyes during the pink tower lesson

Early morning folding - and a bit of a disagreement

Manipulating nuts and bolts is wonderful for fine motor skills!

Working on the loom

Object box

Making tea for a guest in the room

Can you believe we're already in our last week of November? We hope you have a lovely day!

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!

Annual Campaign

photo credit: Jay Fram

This time of the year makes us all nostalgic and grateful - for our family and friends, and for the wonderful opportunities Montessori has afforded our children. We have been fortunate to watch as our campus has grown and flourished over the past year through Phase I of our campus revitalization project. Now it is time to focus on the next phase!The campus revitalization team, including the Board of Trustees here at Villa di Maria, has agreed to prioritize the Primary Village as the main focus of Phase II, which will include 3 Primary classroom spaces in addition to a flex space. We are thrilled to get started on this as soon as possible, with a goal to raise $1.5 million over the course of 3 years, in order to start construction for the Primary Village in 2020, to be ready in time for the start of the 2021 school year.This is where we need your help. We are asking each family to stretch a little (or a lot!) to donate to this incredible project. Villa di Maria's campus revitalization project encompasses so much more than impressive new buildings. As our community grows and thrives, we are in dire need of the physical structures to accommodate our community. Making Montessori education accessible to more children has far-reaching significance on society at large; recent research has shown that Montessori children exhibit a more highly developed sense of community and social skills than students in other programs. Every donation goes toward not only making Villa di Maria a better place, but also making the world a better place!Thank you for your generosity: for your time, resources, and continued support. The Villa di Maria community is truly one of a kind, and we are so grateful for each and every one of you. It is our goal to have 100% participation, and while large donations are welcome, we are truly grateful for every donation, great and small, to our beloved school.

Donate Now!

An Easy Way to Teach Mindfulness

As Thanksgiving fast approaches, we wanted to share a bit about how to inspire the gratitude so commonly associated with the holiday - in particular, an easy way to practice mindfulness with your children (which is a great way to inspire gratitude). The answer, below. Ellen Langer, the social psychologist most famous for her unconventional studies on mindfulness and the language we use to describe our experiences and the meaning/ideas we attach to them was recently interviewed on On Being with Krista Tippett.  She suggests that mindfulness is achievable without the typical suggestions of meditation or yoga. Mindfulness, and ultimately gratitude, can be practiced through the simple act of "actively noticing things." How easy is that?!This Thanksgiving break, try to engage your children in this act of noticing. Be quiet and reflective, slow down, and enjoy the noticing! From there, we can draw attention to what we are grateful for, and encourage our children to do the same.

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.

Fall at Villa di Maria

We have had a fantastic fall here at Villa di Maria. There's so much going on - from celebrations and holidays to new classes, to hard work and play. Take a look at October and November here at VdM so far below. 

Pumpkins lined the pathways and steps just after Boo Fest

Above and below: Cab Yau's Parent-Child Course has been a great success!

Children continually add on to their forts, making them stronger, more air-tight, and much more comfortable with the hay leftover from Boo Fest!

Such a sweet good-bye!

Kenner made her debut in Lower Elementary

Above and below: Boo Fest!

Upper Elementary children gather to begin a mandala

Above and below: children celebrate Diwali

Above and below: Lower Elementary breakfast committee preparing fruit pizza with the help of Ms. Sophie (photo credit: Melinda Smith) for the Elementary Campout

Halloween books were a big hit in Primary!

The reading nook: a favorite Elementary spot!

(photo credit: Melinda Smith)

A warm October PE class

Early morning light in the Lower Elementary Checkerboard classroom

Chilly mornings call for hot tea!

A shared moment between Primary children

One more from the Parent-Child Course; look at that sweet face!

Have a lovely weekend, from all of us at Villa di Maria!

MAP St. Louis: A Peek inside the Classroom

The Montessori community in St. Louis is going through a major growth spurt thanks to so many who believe in the method and are willing to put in the hard work to make Montessori available to children of all ages. One such place is MAP (Montessori Adolescent Program), located in Grand Center. MAP is only in its second year of operation, yet you wouldn't know it from visiting; the school is running like a well-oiled machine. Sara Krenski, Head of School, welcomed me into the school on a rainy Monday morning in late October. The space itself is bright, clean, and orderly. Upon arriving, one enters an empty gallery, which is a shared space with the artists who have studios upstairs, and the frame shop, located in the front of the building. MAP has plans to expand once the lease is up on the offices; but for now, there is plenty of space for the 18 current students."Our ideal is a maximum of 45 students, with 15 per grade level," Krensky shares. "Anything more than that would be a detriment to the community of the school." As it is, the students in MAP see the community surrounding them as an extension of the classroom, and are often out and about in the surrounding neighborhood businesses. The students recently walked over to Craft Alliance, where they learned about metal work and made jewelry.Part of the beauty of MAP is its location; just as the third-plane child enters into an intense period of preparation for adulthood, here she is surrounded by opportunities to do exactly that. Grand Center Arts District is not only a member of the Global Cultural Districts Network, but also packed with learning opportunities: from the Contemporary Art Museum and the Pulitzer Arts Foundation to the Fox Theatre, Sheldon Concert Hall, and Powell Symphony Hall, to the St. Louis University campus and home to radio stations KWMU, St. Louis Public Radio, and KDHX.Last school year, during its opening year, the MAP students poured themselves into producing a rain garden, a planted depression that allows rainwater to run off from impervious urban areas, so that the water may be absorbed rather than flooding streets and walkways. The result was perhaps the proudest accomplishment of the students' year, especially when they were successful in removing the stumps and roots of two large invasive trees that had been front of the building (see two photos below).The rain garden is thriving, and the children have even received inquiries into building such rain gardens elsewhere in the city!When I arrived, the students were hard at work on an atypical project: advisories to prepare for student-led conferences. Here, instead of the typical parent-teacher conferences that are held without the child present, MAP students are in charge of the process. The conferences are designed for the parents and conducted by the students, who prepare 25-minute presentations on what they have been working on - and include visuals of each topic.On this morning, students worked on outlines for their presentations. Many used computers to type up their outlines, while others chose photographs from a shared classroom Dropbox to provide the visuals. Each conference is to include information from each section of the child's schedule; for example, seminar, community, physical expression, and creative expression. Throughout this work, students met individually with one of the Founding Guides, Melissa Anderson and Melissa Urspruch.The community aspect is extremely important at MAP. Every morning begins with students signing in and immediately joining Circle, where they conduct their daily Community Meeting at 8:45am. The children's sense of community is so strong, they have come up with social norms surrounding much of the day."Every lunch period begins with a reflection, given by one of the students," Sara Krenski shares. "No one eats - not even one bite - until everyone is seated and the reflection is complete. No Guides have told them to do this; they have come up with this on their own." While MAP does not currently have a lunch program, students have a Friday lunch program much like Villa di Maria's; the students plan, budget, shop for, and cook the meal starting two days ahead when there is interest in doing so.At MAP, perhaps one of the main challenges the Guides give to the students surrounds freedom and responsibility. Students are expected to manage deadlines and stick to schedules. There are no grades in this mastery-based program. If a student does not master a subject area, he is expected to return over the summer to work on it until it is mastered.Founding Guide Melissa Urspruch explains, "With everything we do, the question we ask ourselves is 'Is this how it would happen in the real world?' and if it's not, we adjust it." For instance, children must apply for positions when they want to work on a project much like they would apply for a job. Urspruch and Anderson put the children through a realistic hiring process to manage projects and funds. Once they have been hired, they are to present their idea or project to the wider community. After big projects, student managers take surveys in order to receive feedback on how to improve the experience next time. During last year's float trip, the project manager took critical feedback and produced an outline for the next manager on what worked and didn't work, and how to improve the trip for the following year.It's this acceptance of critical feedback (which also includes complaints and negative feedback from peers) and turning it into a learning opportunity and an opportunity for growth that is such a hallmark of Montessori education, and an area that MAP does so well. Students are, above all else and in every sense of the word, empowered. They take ownership of everything they do here, and it shows in the ability to see a project through from start to finish, with attention to every small detail.In addition to personalized schedules that are more structured than a Montessori Elementary classroom, the students are encouraged to give feedback during advisory meetings and community meetings. They have a knack for speaking up, and just as important, for listening to one another.There is also a strong culture of reading here; many books line the shelves of the common area, including book recommendations just like you would find from the knowledgeable staff in your favorite local book stores!Upon entering (or leaving) MAP, a guest will see the school's Code of Civility, which the students have come up with and signed:Thank you, MAP, for welcoming us into your space! We will have to visit again to follow you on a community work day, or a physical/creative expression day. There is such impressive work being done here; you should be very proud!