Parts of a Flower: An Introduction to Reproduction

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

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

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

The Work Journal

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

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

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

The Role of Artwork in the Montessori Classroom

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

When using metal insets, children explore outline and color

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

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

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

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

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

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

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

Punctuality

Just a friendly reminder from the staff and students at Villa di Maria; please arrive each morning in a timely manner: between 8:10 - 8:30am. It is so important that your child be allowed the opportunity to ease into the morning routine on time with their classmates. Read more about what happens during the first 30 minutes of Primary, and be assured that many of the same principles apply to Elementary-aged children as well. Thank you for your support in this area, and if you need any help or suggestions on making your morning routine run more smoothly, please contact your child's Guide.

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

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

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

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

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

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

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

Working Together

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

We Love Our Animals!

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

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

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

True Commitment

True commitment to care of your environment means... sometimes you have to really become one with it!Happy Tuesday!

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

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

On Independence: Allowing the Young Child to Dress Himself

If you are the parent of a Primary child (or were at some point in the recent past), you have likely noticed the abundance of creativity your child exhibits when getting dressed in the morning. From mismatched prints and two different socks to ill-fitting, sometimes inside out, backwards, or even upside-down articles of clothing - we've seen it all. Despite the hilariousness that sometimes ensues, this is a very important part of your child's day. Find out more below. 

This photo series is by Melinda Smith, of her youngest son Jacob

Beginning around the age of two (and sometimes as early as 18 months), a child will begin to dress himself. This, like many skills to master, can become a sort of obsession, presenting as willfully choosing his clothing, changing that clothing several times a day, and often becoming extremely frustrated or angry if anyone tries to interfere with that!From the Montessori perspective, this is a wonderful thing. From a parenting perspective, it can prove frustrating at times, especially in the morning when there is a time constraint, and many people in the same household may be trying to beat the clock. However, it is very important that we allow our children the time and space to dress themselves.Cab Yau, mother of three and Guide of Villa di Maria's Parent-Child course, says, "We must give our children opportunities to practice decision making, and dressing is such an easy way to do this. Dressing oneself allows not just for choice making (which is huge!) but it also offers the gift of independence - not only in choosing for oneself but the opportunity to fundamentally care for oneself."

Above: Cab's youngest daughter chose to wear a necklace as a headband to Primary one day

A young Primary child shows off the (backwards) shoes she put on all by herself

In the Children's House, winter coats are zipped up onto hangers every morning in the winter, even though this takes quite a bit of time for some children

We encourage parents of young children to allow them to dress themselves every day. And we promise, it gets easier! Below, a few tips on setting the stage.

1. Hang or fold clothing within reach your child's reach.A hanging closet rod can provide a temporary solution if the built-in rod is too high for your child. Or choose low open shelving for clothing to be easily seen and reached.
2. Rotate in appropriate clothing for the season.Keeping seasonally appropriate clothing available, while putting unseasonal clothing out of sight will avoid many power struggles in the morning. If the strapless dress or favorite pair of shorts are not available to put on during the winter months, your child will choose the long-sleeved dress or warm pants instead!
3. Allow extra time in the morning for self-dressing.We understand how hard it is to get out the door in the morning on time. And being on time is important! Wake your child up five or ten minutes early if getting dressed is taking longer than you'd like.
4. Avoid the temptation to hover.A child can feel rushed and judged if he is constantly watched while he is completing a task; this is the same inside the classroom and at home! Instead of standing over your child as she gets dressed, step out of the room after expectations are set. A simple, "It's time to get dressed - it's going to be very cold today!" before allowing your child to get dressed is a good prompt. Also, not being in the room will prevent your child from asking you for help or giving up on getting dressed, or prevent you from stepping in to help before your child really needs it.
5. Limit the amount of clothing.If a child has too many options, he can become overwhelmed easily. Also, it is quite difficult for him to maintain a neat and tidy closet or shelf if there are too many clothes.

While not necessary, consider a Montessori-inspired clothing rack (this may be a good option if you have multiple children). How cute is this one?

Who We Are: Jade Venditte

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 Jade Venditte, Villa di Maria’s new Director of Development, Diversity and Inclusion.  In addition to being a friendly face among the parents at VdM (her daughter, Nolie, is currently in P1), Jade comes to us with extensive development experience and a passion for equity work. Read more about how Montessori has empowered her daughter and how she hopes to help our community better reflect the city of St. Louis, below. Villa di Maria: Welcome to the team, Jade! We are so happy to have you. Tell us a bit about your family.Jade Venditte: Our family is Joe and I, then Nolie, who is six, and Beckett, who will be two in February. My parents live here, and Joe's family lives in St. Louis as well. We moved here from Chicago when we decided to start a family. Two months ago, we bought a house only five minutes from here, which is really nice.VdM: How were you introduced to Montessori education?JV: I grew up in Little Rock, Arkansas, where my mother was a Montessori Directress. I grew up in the Montessori world until the third grade, when I moved to a more traditional school. That transition was fine - it was definitely a different experience - I remember walking in and seeing desks in rows, with everyone doing the same thing at the same time, which was so different. Part of that transition had more to do with the number of students; my Montessori school in Little Rock had a combined Lower and Upper El, with only 10 students in a class, versus 30 kids in one class in the traditional school.I've been in non-profits and education ever since I graduated. After having Nolie, it was really hard to figure out where we were going to send her, but when we found that Villa di Maria was accessible financially to us, that made a really big difference. My mother, who was also Head of School at one point, was a big fan of Pearl [Vanderwall] and told us we had to send Nolie to Villa di Maria!  We love the Montessori philosophy, but we're also big proponents of making education accessible to all people.VdM: What do you love most about Montessori?JV: The focus on the child. I love how it prepared me to feel so confident in myself, from my own personal experience. There's this constant desire to move forward, to see what's next, that's so amazing. Seeing it through the eyes of my child has made me even more appreciative. Nolie has Type I diabetes, which she was diagnosed with before she came here. One of the things I've loved is seeing how the Montessori experience has empowered her to own her own illness, and it does not stop her. She is the expert; she trains the adults. The adults in this community listen to her. Our motto is "Trust but verify" because she is six. But she is aware of her own body, and it's not isolated in a nurse's office, it's not considered "other," it's just part of her.Also, Nolie is coming home and showing us long division! At dinner every night, she sets the table the way she thinks it should be set; she writes place cards, and wants to put out place mats and cloth napkins... it all translates.VdM: Tell us a bit about the role you've accepted as Director of Development, Diversity and Inclusion.JV: I will be doing fundraising along with equity work - in particular diversity and inclusion. It's a new position, created by the Board of Trustees, who saw identified the need.Regarding fundraising, it's my job to make sure the school has the resources to be sustainable for the long term. Given that Montessori and our school in particular is working to make sure that anyone who is a good fit for the environment will have the resources to attend. Communicating the importance of participation from families in our Annual Fund and ensuring that families understand how this impacts all students is important. Another piece has to do with our Capital Campaign. Our facilities are in dire need of updates and repairs.The other component to my position involves equity work. I did Teach for America, and through this became really passionate about diversity and inclusion. I've personally been on a journey regarding this, including Witnessing Whiteness, and volunteering with We Stories, an incredible nonprofit here in St. Louis. We've purchased We Stories-recommended books for our classrooms here at VdM, which is great. Our family has been learning how to talk about issues of race and equity regularly, and I've seen how powerful that is with Nolie.I think that if we're preparing our children to go out and be successful in the world, we need them to be in communities that look like the places in which they will work and live. Here at VdM we are in collaboration with Crossroads, which is an anti-racist, anti-biased organization, where our staff will be going through training. We're also in collaboration with Diversity Awareness Partnership (DAP). I think it's really important to know that the administration to date has sought to bring in initiatives to see what we can do differently and how we can improve in this area. I'm also looking forward to working with the Diversity and Inclusion Committee here, to get a better understanding of where they have felt they've been successful and where they feel they've hit some roadblocks, to make sure we're working toward the same goals. I'm really excited about that because I think the long term implication, the sustainability of our school and the success of our alums really depends on our community reflecting our city.VdM: What are you most looking forward to regarding the job?JV: I really like systems, so I'm looking forward to finding ways we can increase efficiency.  I'm also really looking forward to building relationships with other families, both in my daughter's class and beyond. I'm also really looking forward to seeing if Beckett is developmentally ready to join the crew soon. It's just a really great place to be.VdM: Do you have any hobbies? What do you like to do in your spare time?JV: I'm a reader. I've recently been really into fantasy books. I just finished the last book in the trilogy of The Magicians, and I don't have anything lined up next! We also read lots of books as a family. Also, Nolie is very into crafts. Nolie's favorite place is Painted Zebra, and we do a lot of outdoor play. We also spend a lot of time at our family's houses.It's really great to be working here. I love seeing Nolie in her element, just thriving. I also love - despite it being so cold lately - drop off! Seeing kids transition from their comfort zone to the school environment is cool. The kids here are just really quirky, creative, and interesting people. We love it here.

Sandpaper Letters

More than just a beautiful tactile tool, the sandpaper letters are an introduction to the sounds and shapes of each letter of the alphabet. The sandpaper letters work as a prelude to writing. Read more about this simple, yet impactful material below. The sandpaper letters found in a Montessori classroom are made from the finest grain sandpaper on thin wooden plate. The consonants are mounted onto a pink background, while the vowels are found on blue. Each letter is presented individually, and in cursive. The purpose of this is to isolate what the child is learning without confusing her. The introduction of the cursive writing before printed writing has to do with both the ease with which the child can begin writing (connecting letters to make words with cursive is much easier!), and because the child is already exposed to the printed version of these letters in the books she looks at with her parents, the signs she sees while driving in the car, and just about anywhere else she may see printed words!Teaching a child sounds and letters is a multi-sensory approach with sandpaper letters. The phonetic version of the letter is taught to the child: "Can you find the 'yuh'?" The child traces the letter with two fingers. Through this exercise, the child sees, feels, and hears the letter, experiencing it in many ways at once. She even gains muscle memory while tracing the well-formed letters, laying the foundation for good handwriting!Read more about why Montessori introduces writing before reading here, see a similar lesson being used by Villa di Maria's reading specialist, Tricia Jöstlein, here, and see how writing begins and progresses in the Montessori classroom here!

Our First Week Back: Primary in the New Year

It's amazing how quickly very young children pick up right where they left off after a long break! These photos were taken on the second day back to school after winter break, and as you can see, they hardly skipped a beat getting back to work on their favorite lessons. One thing is for certain; the children wasted no time giving extra hugs to their Guides. These check-ins are an essential part of a young child's relationship with his Guide. Over the course of three years, their closeness only grows, though it might look less like hugs and more like conversations, eye contact, and the blossoming of trust for this very special adult. It is truly wonderful to witness.Though the first week back was short on sunshine, you wouldn't know it from the inside of the classrooms; children choose seats close to the windows for the maximum natural light!Snack time is always a favorite. Children search for their names in a small wooden box, then place their name into the small holder which will accompany them to the snack table. This reinforces the child's ability to recognize his or her name, and also works to limit the number of children at the snack table at any given time. When she is finished, the child returns both her name and the place holder for the next child while she cleans up her dish and moves on to a new work.We had a wonderful week back, and are so happy to get back into our school routines!

Great Books about Winter for Kids

With the weather patterns jumping between arctic air and icy sidewalks, we are all spending more time indoors this winter. And while we still encourage you to bundle up and experience this quiet season outdoors with your children (even for a few minutes every day), there's nothing wrong with cuddling up under a blanket on the couch or next to the fireplace with a good book (or fourteen!). Here are some of our favorite winter reads for children of all ages.Over and Under the Snow, by Kate MessnerWith beautiful, serene illustrations by Christopher Silas Neal, Over and Under the Snow follows a father and son as they traverse the snowy landscape and the "secret kingdom under the snow," the subnivean zone: a network of "small open spaces between the snowpack and the ground... created when heat from the ground melts some of the snow next to it and leaves a layer of air just above the dirt and fallen leaves." Neal writes about all of the woodland creatures - from foxes, chipmunks, beavers, and red squirrels, to bullfrogs, voles, shrews, and snowshoe hares, among many more - that live and adapt to the winter weather outdoors.The Story of Snow: The Science of Winter's Wonder, by Mark CassinoHow do snow crystals form? What shapes can they take? Are no two snow crystals alike? These questions and more are answered in this visually stunning exploration of the science of snow. Perfect for reading on winter days, the book features photos of real snow crystals in their beautiful diversity. Snowflake-catching instructions are also included!The Shortest Day: Celebrating the Winter Solstice, by Wendy PfefferThe beginning of winter is marked by the solstice, the shortest day of the year. Long ago, people grew afraid when each day had fewer hours of sunshine than the day before. Over time, they realized that one day each year the sun started moving toward them again. In lyrical prose and cozy illustrations, this book explains what the winter solstice is and how it has been observed by various cultures throughout history. Many contemporary holiday traditions were borrowed from ancient solstice celebrations. (Amazon)The Snowy Day, by Ezra Jack KeatsWinner of the 1963 Caldecott Medal, this classic never gets old! Its simplicity and beautiful artwork inspires the imagination and points us to the simple joy of winter's first snowfall.Brave Irene, by William SteigA 1986 New York Times Book Review Best Illustrated Book of the Year, this timeless (and a little bit wacky) story follows young Irene, who is determined to deliver a dress that her mother has made for the duchess to wear that very evening. The story, much in the style of Steig, is slow and detailed, and so accurately conveys the difficulties of being small in a big, big world, but also being determined and brave.SkySisters, by Jan Bourdeau WabooseWith stunning illustrations by Brian Deines, this book tells the story of the Northern Lights as two Ojibway sisters set off across the frozen north country to see the SkySpirits' midnight dance. It isn't easy for the younger sister to be silent, but gradually she begins to treasure the stillness and the wonderful experiences it brings. After an exhilarating walk and patient waiting, the girls are rewarded by the arrival of the SkySpirits - the northern lights - dancing and shimmering in the night sky. (Goodreads)Stopping by the Woods on a Snowy Evening, by Robert FrostEver since it was published in 1978, the picture-book presentation of Robert Frost's poem "Stopping by Woods on a Snowy Evening" has been an enduring favorite. For this special edition with a new design, trim size, and three new spreads, Susan Jeffers has added more detail and subtle color to her sweeping backgrounds of frosty New England scenes. There are more animals to find among the trees, and the kindly figure with his "promises to keep" exudes warmth as he stops to appreciate the quiet delights of winter. (Goodreads)Snow Day! by Lester LaminackWith beautiful illustrations by Adam Gustavson, this imaginative book follows the narrator imagining a snow day after the weatherman predicts a big snowfall for the following school day. The end is sweet, as we find out just who the narrator is!Snow, by Uri ShulevitzUri Shulevitz' playful depiction of a snowy day and the transformation of a city is perfectly captured in simple, poetic text and lively watercolor and pen-and-ink illustrations. Snow is a 1998 New York Times Outstanding Book of the Year and a 1999 Caldecott Honor Book. Note: this one is hard to find, but you can listen to it read out loud on YouTube!Snowflake Bentley, by Jacqueline Briggs Martin"Of all the forms of water the tiny six-pointed crystals of ice called snow are incomparably the most beautiful and varied." - Wilson Bentley (1865-1931) From the time he was a small boy in Vermont, Wilson Bentley saw snowflakes as small miracles. And he determined that one day his camera would capture for others the wonder of the tiny crystal. Bentley's enthusiasm for photographing snowflakes was often misunderstood in his time, but his patience and determination revealed two important truths: no two snowflakes are alike; and each one is startlingly beautiful. His story is gracefully told and brought to life in lovely woodcuts, giving children insight into a soul who had not only a scientist's vision and perseverance but a clear passion for the wonders of nature. Snowflake Bentley won the 1999 Caldecott Medal. (Amazon)Snowflakes in Photographs, by W. A. BentleyFor any age child (or adult!) who is fascinated with geometry and the natural world, Bentley's photographs are breathtaking and intriguing. In 1931, the American Meteorological Society gathered the best of Bentley's photos and had them published; that work has long been available in a Dover reprint edition. The present volume includes a selection of 72 of the best plates (containing over 850 royalty-free, black-and-white photographs), carefully selected from that larger collection. (Amazon)Brian's Winter, by Gary PaulsenIf your child has read and enjoyed Hatchet, be sure to pick Brian's Winter up at the library! This book explores what would have happened to the character Brian if he had not been rescued at the end of Hatchet, and instead had to hunker down for a harsh winter. The story deals with Brian, still stranded at the L-shaped lake during the fall and winter, constructing a winter shelter, building snow shoes, being confronted by a bear, befriending and naming a skunk and learning how to make a bow more powerful. Eventually, Brian meets a family of Cree trappers, the Smallhorns, who help him return home.The Long Winter, by Laura Ingalls WilderAn autobiographical children's novel and part of the Little House series, it is set in southeastern Dakota Territory during the severe winter of 1880 - 1881, when Ingalls turned 14 years old and blizzards continued for seven months!Cabin Fever (Diary of a Wimpy Kid #6), by Jeff KinneyGreg Heffley is in big trouble. School property has been damaged, and Greg is the prime suspect. But the crazy thing is, he’s innocent. Or at least sort of. The authorities are closing in, but when a surprise blizzard hits, the Heffley family is trapped indoors. Greg knows that when the snow melts he’s going to have to face the music, but could any punishment be worse than being stuck inside with your family for the holidays? (Goodreads)Now all we need is a good snow! Happy reading!

Flower Arranging

Flower arranging in the Primary classroom is such a joy to observe! Especially on a cold, gray winter day, selecting and arranging flowers in the classroom brings cheer and appreciation of beauty to our working and living environments. See more of this Practical Life work below.Flower arranging is a wonderful way for a child to exert her will; after all, she will choose which flowers to cut and arrange, as well as where to place her finished masterpiece. There is also the ever-important coordination of movement and control: the practice of estimating, pouring, measuring and cutting.The child begins by choosing flowers, snipping them off, and measuring how long their stems should be for the vase they have selected. There is so much independence and thought going on during flower arranging. And of course, the most exciting part is the finished product, and choosing where to place it in the classroom!Caring for one's environment by making it beautiful and cheerful is a wonderful way for a child to feel more responsible for and connected to her environment.And of course, just as important as the work is the cleaning up and setting up for the next person. Here, a child empties the water bowl into the larger bucket, and even takes the time to dry out the bowl for the next child.She sets up everything just so, clearing off any leaf or flower debris and arranging the vases, funnel, pitcher, scissors and towel. She is clearly so proud of her work!Have a lovely Wednesday!

Behind the Scenes: The Upper Elementary Winter Production

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

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

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

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

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

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

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

Winter Concert 2017

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

Rebecca's Top Ten List

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

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

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

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

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

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

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

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

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

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

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

Who We Are: Samantha Clarke

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 Samantha Clarke, Villa di Maria’s Villa di Maria's Afternoon Floater and Elementary Late Stay Lead; if you have Elementary-aged children in Late Stay, surely you've heard your children raving about "that fun lady."  Read more about Samantha below. Villa di Maria: Tell us a bit about your background.Samantha Clarke: I grew up in St. Louis, went to school in Tennessee, and then lived in Aspen, Colorado for most of my twenties. My husband and I just moved back to St. Louis about a year ago. We have a young son, Auggie. He's super sweet. Auggie was a wonderful surprise - when we found out we were having him, we sort of scrambled to come back to St. Louis. The mountains are amazing, but it's hard living and we wanted to be closer to family.When in Aspen, I worked for an early literacy non profit called Raising a Reader. I was the Program Director there. Prior to that, I taught preschool in Aspen for several years. I have my Masters in art education, so that kind of morphed into doing early childhood, which I really enjoy.VdM: How did you get into Montessori?SC: When in grad school in 2010, I spent a year in St. Louis and was an Assistant at Hope Montessori out in Creve Coeur. When a job opened up here at Villa di Maria, I already knew I enjoyed Montessori and thought it was very interesting. I love what Montessori stands for.VdM: What do you like to do in your spare time? Do you have any hobbies?SC: We did love to ski. We're big skiers, so we hope we can do that sometime this year. We have two dogs, Bacon and George, who, prior to having Auggie, were our obsession. We live close to Forest Park, so we love taking the dogs over there. Having a baby has changed a lot; suddenly our priorities are... sleeping! My husband is a screenwriter, and loves what he does.VdM: What are you most looking forward to this school year?SC: I'm working with the Elementary aged children in Late Stay, which is a refreshing change from working with preschool aged children. The conversations are totally different, the activities we can do together are very different; it's a good change of pace for me. The staff here is so inclusive, so supportive, which I think is really important. You don't always get that everywhere. It's been a great place to work.

Lunchtime in the Children's House, Part II

Lunchtime in the Children's House is a much-anticipated time of day. Its traditions anchor the children in routine, while also giving them ample opportunity to assert their independence, practice grace and courtesy, and socialize with their friends. Take a peek inside our P2 classroom during their lunchtime, below. The children set the tables in advance with placemats, cloth napkins, spoons, forks (and sometimes knives), plates, and name cards at tables situated around the room. Some of the tables face large windows, of which the children are suddenly calmed and mesmerized by the views of a winter landscape.Once the children are seated with their lunch boxes ready, Directress Jessie Braud signals everyone with a short song, "Love in my Family" by Raffi. They join in enthusiastically.The end of the song signals the beginning of lunch. Children prepare their own foods. Above, a child empties macaroni onto a plate. Below, he carries it to the microwave to be heated up.This daily routine is as Montessori as it gets; children take ownership of their needs, do the work it takes to feed oneself, and take pride in that work. The preparing, the serving, the carrying, the pouring, the balance of it all is a practice in patience with one's self. It is in these simple acts that a child learns that he can depend on himself. It is also a good reminder to us adults to slow down. Mealtime is a time to enjoy friends and family, a welcome break in the middle of the day.“Under the urge of nature and according to the laws of development... the child is obliged to be serious about two fundamental things … the first is the love of activity… The second fundamental thing is independence.”  - Maria Montessori, What You Should Know About Your ChildFor more on this topic, read Lunchtime in the Children's House, Part I.