Oak Farm Montessori December 2021
Montessori referred to this self-directed learning many times as a sign of self-actualization or ‘normalization’. Essentially, the child works productively without the need for direction from the teacher or other adult. Just as many of us start our day with a cup of coffee, some children enter the classroom each and every morning and choose the same work. Even though they may have mastered it long ago, the ability to choose this work is what brings them joy and sense of accomplishment, not that it was ‘assigned’ to complete. Each day our classrooms are humming with the sound of discoveries, focused work and sometimes even shouts of elation! Our teachers provide lessons in all areas of study, but the students are self-directed in choosing how they explore a concept or the order in which they complete the work. This respect of the child leads to a love of life-long learning and contributes to the portrait of an OFMS graduate.
Candice 2
HEAD OF SCHOOL
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hen most of us think of traditional education, we envision rows of desks and a teacher at the front of the room providing the lessons. How fortunate are our children that the idea of ‘filling’ their head with knowledge has been replaced with the concept of self-directed learning? But, what if my child doesn’t enjoy math, does this mean he will never choose that area of the classroom? Rest assured, each of us has interests that dictate our drive toward a particular subject; not just children. The Montessori guides in our classrooms intimately know each student, their strengths and weaknesses, as well as how to incorporate their passions into meaningful work. Jack may not enjoy writing, but he loves soccer! His teachers find unique ways to incorporate vocabulary, sentence structure and plot to still provide the lessons he needs, but introduce the concepts through a foundation he is drawn to, soccer. Later, when offered creative writing time in his journal, his memory of how it ties into something he loves will make the work more interesting.
You lead, I will follow... Sarah Bosworth, Toddler 2 Teacher
Children have an innate desire to learn. Even as infants and toddlers, children learn to navigate their environment and recognize everything in it; not by our teaching, but by their own exploration and observations. As children grow older, their interests begin to show. They become curious and seek out those things that draw their attention. These are called sensitive periods. Toddlers may be in a sensitive period to start toilet learning if they show discomfort with a soiled diaper or if they show interest in sitting on the toilet. A child may be in a sensitive period for language if they are constantly seeking letter sounds, the definitions of new words, etc. These sensitive periods act as natural, intrinsic teachers that motivate children to explore their new interests. By exploring, children learn. Self-directed learning happens when children explore their interests while sensitive periods lead to self-directed learning. We, as teachers and caregivers, act as motivators and guides for this learning; however, the children choose to learn about this interest all on their own. To help facilitate this type of learning, we can provide children with a prepared environment and self-correcting materials. What does this look like? A prepared environment is organized and stocked with any supplies the child may need. Self-correcting materials allow children to explore different ways to reach success. Not all solutions will work and the child will discover this without the teacher correcting him. He will naturally know it is time to try again. Self-directed learning builds self-confidence, problem-solving and decision-making skills, while providing opportunities for children to make connections that their peers and teachers may not have recognized. It also instills in the child a lifetime of curiosity and a willingness to try new things. At Oak Farm Montessori School, students are encouraged to explore their interests and talents. When students are given this freedom they gain motivation, independence, confidence, and persistence - they become leaders.
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Self-Direction = Respect of the Child Melissa Kalkirtz, Primary 3 Teacher
Upon entering a Montessori classroom, one sees that it is set up for a child to be self-directed by the way the environment is prepared and maintained by the teachers. Allowing children freedom, within limits, for self-directed learning shows them that they are valued and respected in the environment as young learners. A self-directed learner takes pride in knowing and understanding the order, ritual, and routine of their day; looking forward to the lessons they are taught. Many times a child revisits a work in the classroom until it is mastered, before moving on, to the next lesson or an extension that grows and stretches them intellectually. In a Montessori environment, the child is given freedom within limits. The adults’ consistency in maintaining the limits in the classroom provides the children a sense of security that allows them to selfregulate their emotions when needed. Many classrooms have Guiding Principles that are set by the students with the guidance of the teachers. These principles help the students with everyday classroom life or when they are navigating a conflict. The children feel vested, and follow the limits, when they are a part of forming the limits of the classroom. Limits and Guiding Principles are two elements that a self-directed student will not only use in the classroom, but as life-long skills going forward. But, what happens when a self-directed learner makes a mistake? In our classrooms, mistakes are often thought of as opportunities to grow, learn and problem solve. Students often will see a “mistake” just as something that did not work and then move on, try something else, or ask a peer for guidance; without missing a beat in the process. When something does happen and a child has difficulty, one may observe other children stepping in to help the one in need. Often, they will guide them to the answer that they are looking for or offer a solution to the problem. By preparing the environment and allowing the students to explore the world around them, adults allow children to flourish in the classroom. One may see the adult asking more questions than they answer. This encourages the students to research to find the answers and test their own ideas to see if they work. To prepare the environment for self-directed learners, much work is done by the adults when students are not present. Teachers prepare works for the students that guide them just enough that they are learning skills past their present knowledge. All of this planning and preparation inspires the child to grow, but also allows them to feel like they are a respected part of the community that they work and live in each day. 4
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Answering to an internal power michal miller, Le 1 teacher
As I look up from my lesson table, I glance over to see a student smiling while she’s working. This student is feeling a sense of pride and accomplishment in her own learning and in her own regulation. As I walk through the classroom environment, I observe several students engaged in their work; feeling supported by their own self-direction and self-regulation. Regulation is defined as “a rule or directive made and maintained by an authority.” But what if that rule or authority isn’t the boss or the teacher? What if the authority is the child? In a Montessori elementary classroom environment, the students are supported in being self-directed; to be their own authority. What does self-direction in the Montessori elementary classroom look like? Student regulation or student self-direction is supported in the Montessori elementary classroom through the design of the prepared environment. The prepared environment is designed to be at the student’s level so that each student can be self-directed in working, restoring, and maintaining their own self-regulation. Each work is created with the idea that the student is able to regulate themselves through their work independently. After receiving a lesson, the student is able to plan their work, get the necessary materials to do their work, record their work, and finally check their own work. Additionally, students are able to self-direct themselves when they need help. Learning to advocate for oneself and solve problems independently is a big work in the Montessori elementary classroom. When a student comes across a big challenge, they are able to be their own authority in seeking help from a classmate or teacher. Learning to ask for help and accept help from others is a really important lesson when learning to regulate oneself. Dr. Maria Montessori wrote, “The greatest sign of success for a teacher is to be able to say, ‘the children are now working as if I did not exist.’ ” In a Montessori elementary classroom, the teacher is consistently observing and reflecting on the observations to determine how to best support each individual child. Each student will need various levels of support to achieve their own self-regulation. In addition, each child will make growth and find success in their own self-regulation as they work through their years in the Montessori elementary classroom.
The greatest sign of success for a teacher...is to be able to say, “The children are now working as if I did not exist.” Maria montessori
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Everyday we are faced with thousands of decisions. Does anyone help you make all of these decisions? How do you decide how to prioritize your time? There are so many possibilities when thinking about how we spend our time each day. The Montessori student is given many opportunities to self-direct their own learning and make important decisions about their time. Each day in the upper elementary classroom begins with students planning their three hour work cycle. A work plan helps them prioritize their tasks, lessons, projects and time for the entire week. The work plan is fluid and likely changes as they discover how to manage their time. For example, a student may plan fraction work for one day and then realize more time needs to be devoted to accomplish the work. Prioritization is an essential skill that is needed in everyday life and is one that our students are exposed to daily. A Montessori teacher’s role is to guide the students to independently make these decisions. This process does not happen overnight. Each day new challenges arise that lead to wonderful learning opportunities. Students naturally want to work on areas of interest, but they must also make time for work that might be challenging to them. Reflection is an important part of the process. Things don’t always go as planned. Mistakes are made and failures happen. Great learning occurs when students can problem solve those challenges and persevere into the future. Change is more likely to happen when students initiate it themselves.
Elizabeth Danielson, ue 3 teacher
Opportunity awaits
Although it might feel natural to want to take control and solve problems for our children based on our own experiences, we must let them experience it themselves for real learning to occur. An opportunity might be missed if we step in too soon.
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KNOWLEDGE IS POWER
ALEX BALLE, LIBRARIAN
The library set up at Oak Farm Montessori is unique. Just as each building, and the materials contained within, is designed with the age of the students in mind, so is the library. Each building on campus has its own library, meaning there are seven libraries total, and all the reading materials there are chosen with the individual plane of development in mind. The decentralization of the library ensures that when students explore this space that all the materials they encounter are available to them. From primary through high school, students move through the library with as much autonomy as possible. An annual budget of $7,950 is made available to the library for books, the online database Gale, shelves, and other materials. Books are selected to both excite and challenge and each space contains cozy seating areas for the students to sit and read their selections. Student and teacher requests are always considered as another means to best support learning. Great care is taken to provide a diversity of cultural, social, and historical options to support research that students may be completing. Library is a key part of each students’ week, as a space to both learn and relax.
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BREATH OF FRESH AIR Oakleigh Butler, MS Math Teacher
BEGINNING ASPIRATIONS
I began my teaching career at a traditional school system and when I first started teaching at Oak Farm Montessori School I wondered what this Montessori-based school was all about. My dream, from a very young age, was always to be a teacher. By the time I graduated from college and obtained my degree, I had come to realize that children have an innate sense of curiosity and wonder. Further, I wanted to be the teacher that might make a difference in the lives of my students by encouraging them to embrace their talents and develop a love of learning. Students should be eager to learn, cultivate their own interests, learn leadership skills and become independent, responsible and productive members of society. I always wanted my students to be self-directed where they have the choice to focus their attention and direction in the work they choose to complete. Lofty goals, but I felt I had the skills to pull it off! As a first-year teacher in a traditional school setting however, I found a lack of enthusiasm for learning by all but a few top students, a lack of respect for others, and a general malaise when it came to completing assignments; most considered them a part of the drudgery of “getting through school.” What I also found as a public school teacher was mandatory standardized testing to ensure funding and a curriculum based on pre-approved traditional school lesson plans focused on rigidity and compartmentalized learning. After my first year of teaching at a public school I felt defeated, and my goals did seem lofty, unrealistic, and unachievable. I found myself looking for 10
different schools that would potentially fit my teaching philosophy and somewhere where I would be able to obtain my goals. That is when I stumbled upon Montessori education and Oak Farm Montessori School.
CHANGE OF SCENERY
Conversely, on my very first day at Oak Farm Montessori, I encountered eager, confident students with the ability to set their own goals, explore their passions and learn at their own pace. I was amazed by how the students selfdirected and regulated themselves. I realized that many of the concepts I was taught in college for engaging students, including differentiating learning and giving students choice, mirrored much of the Montessori philosophical principles. Principles that, sadly, seem to be missing in traditional teaching. Dr. Maria Montessori said that, “the environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.” OFMS has that environment. I have been especially impressed with the micro-economy at the middle school and the many opportunities it gives to apply math concepts. The students sell farm produce, organize sales, determine how to raise money and, most recently, were able to use a lesson over percentages of increase and decrease to evaluate how much to charge per pound for the cow that was recently butchered. These types of math concepts will be invaluable to them as adults. This learning is meaningful to these young adolescents because the content is important to them. This is their work and their business.
Recently, one of our 8th year students, Elizabeth Wolheter, organized a Founder’s Day Parade for the whole school. During her planning process she met with the Head of School, Candice Holbrook, to get approval and plan out the fine details. After getting approval, she invited the high school, upper and lower elementary classes to participate in the parade. She took it upon herself to gather a committee to help her with the implementation of the parade and together they were able to plan and execute a wonderful parade that honored our founder, Lorene Dekko Salsbery. This is a prime example of a student striving to regulate themselves.
DREAMS REALIZED
I have found this school to be a breath of fresh air, both literally and figuratively. The farm setting creates the type of environment that I believe Dr. Montessori envisioned. It is a place that promotes the joy of learning, values respect for others, and allows children to gain independence. As I mentor these amazing students, I have come to realize that my dreams to see students eager to learn indeed come true each day at Oak Farm Montessori!
“This learning is meaningful to these young adolescents because the content is important to them. This is their work and their business.” #supportourschool
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Seeing is believing Kim Davidson, Strategic Partnership Director
Today’s world is one where adults are often focused on fixing what is broken or ensuring that failure does not happen for their children. While done with the best of intentions, the result is often the inability to learn how to solve their own problems, lack of opportunity to experience failure, and perseverance to have learning opportunities that are products of mistakes. To those who do not know about Montessori, or know very little, it can be hard to understand how the classrooms are calm and the children are engaged in learning and self-regulation. As we continue to share about OFMS in the communities of Northeast Indiana, we often present to groups who know very little about Montessori or who have never witnessed the beauty of our classrooms. We share about the school through pictures and often have a secondary student join us to share their personal story and experiences. Even with this, we have found it is hard for most to fully understand how all of this can work. How do you explain, first hand, how the philosophy is rooted in building confidence, self-regulation and an internal desire to learn. When guests are able to visit the school, they are always impressed by the beauty of the campus and the buildings. However, the real paradigm shift happens as our guests walk the halls of the Victorian Farmhouse and visit the elementary classrooms. They are in awe of students engaged in learning that does not require teacher oversight. The classroom teachers may be giving a small group lesson or simply observing as students work. Either way, the classrooms are quiet and calm as students selfregulate and focus on the learning before them. This environment does not happen by accident. The faculty arrives at school early to prepare the classroom for what their students need that particular day. They did not prepare 20 worksheets of the same lesson, but instead make sure the variety of works on the shelves are the ones their students need to further their learning on that day. By carefully preparing the classroom environment to meet the student’s developmental needs and interests, students are more productive, engaged and responsible for their own learning. As visitors continue on to the secondary program, they are met in the barn by middle school student ambassadors. It is here that they begin to see the culmination of all the independence, engagement and self-regulation that students build at the lower levels. Having the confidence to speak with a group of adults and share the details of their Erdkinder work (its importance and all the business skills they are gaining) is not always what adults expect from middle school students. As our guests visit the high school, they are able to see yet another level of student independence and regulation. Students work in groups or individually. They are able to guide themselves, with faculty support, through the high school curriculum that is packed with research, AP classes, life skills classes and the business program. As we continue to expand our reach and engage more community members in our mission, we are reminded that “seeing is believing.” Once our guests are on campus to witness the beauty of an environment prepared with great intentionality as well as students engaged, focused and learning, they are always impressed and excited to tell others. It is only when the culmination of the visual is paired with the philosophy that our guests can truly understand and appreciate Montessori, the process of self direction and how each child’s potential is encouraged at OFMS. #supportourschool
Doug Desper, HS Math Teacher
problem solvers
“We discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being.” Maria Montessori
Arithmetic? Algebra? Geometry? PreCalculus? Probability & Statistics? Finite Math? Calculus? So much math!!! We currently offer all of this curriculum at Oak Farm Montessori School. But, let’s not forget Differential Equations, Linear Algebra, and beyond! How much is enough? And how do students decide when they have taken enough mathematics? That answer is unique to each student. Each individual has differing interests and different life goals that they want to achieve. Many of those goals can only be achieved through an investment in time and effort into understanding and mastering the mathematical concepts required.
advance their skill set in one or more of these areas to stay current in their chosen profession.
It’s no surprise in today’s ever-evolving technologically and scientifically-heavy society that we need many people to excel in the fields of science, technology, engineering, computer programming, and business to support the growing base of knowledge that keeps our economy and lives running smoothly and efficiently. In addition, technology, scientific knowledge, and business principles continue to expand and progress; requiring anyone who is employed, or seeking to be employed, to
For instance, students who are working in the bike shop can have lessons where they graphically plot the diameter of 10 differentsized bolts vs. the amount of torque required to break each bolt. A regression equation (i.e. a formula) can then be determined that shows the relationship between the amount of torque required to break a bolt, according to the size of the diameter of the bolt. This equation can then be used by students in the future to correctly select the appropriate torque wrench needed for
This is where Oak Farm Montessori excels, by providing students the opportunity to take mathematics outside the classroom in a way that many other schools are not able to do. Our students don’t just learn facts and skills, they learn how to learn and how to apply their knowledge to advance their skill set. The math courses are all designed to integrate a student’s mathematical learning into the other curriculum offered at OFMS and to their environment beyond the school setting.
each particular bike repair that they are completing.
well as using differentiation techniques in Calculus.
In chemistry class, students are given mathematical lessons on half-lifes to determine the amount of toxic chemicals (such as iodine-131 with a half-life of 8 days, cesium-134 with a half-life of 30 years, and plutonium-239 with a half-life of 24,000 years) remain in the environment after a nuclear accident similar to what happened at Chernobyl in 1986.
In essence, the only people who “do math for the sake of doing math” are the math geeks like me who enjoy the beauty of mathematics in itself. For our students, they not only see the beauty of the mathematical world around them, but they also learn how to learn through integration across academic disciplines. One way this happens is through acquiring the ability to apply the mathematical skills they have mastered to solve problems in the classroom to help make this world a more productive and enjoyable place to live. So, in the near future when our Oak Farm Montessori graduates are adults creating a new and more sustainable world for us, it’s important to remember that it all started for them in the basic STEM curriculum that integrates mathematics into the other disciplines that are taught here at OFMS.
And in the InnoLab, students learn practical business knowledge through math lessons on how to create algebraic functions that calculate cost, revenue, and profits for any size job. These functions include materials, labor, electric usage, consumables, and depreciation for the larger machines: banner maker, laser cutter, and 3-D printer. Mathematical lessons are also given on maximizing profits and minimizing costs through both algebraic techniques as
Mark your Middle School Half Day
WinterFest
December 10th, 2021
Dismissal
Winter Break
School
calendars December 17th, 2021
School Closed
december 20th, 2021 January 2nd, 2022
Resumes
January 3rd, 2022
TALL OAK FUND
SGO
VOLUNTEER
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“To provide a Montessori environment that inspires children to reach their potential through meaningful work.”
Oak Farm Montessori School | 502 Lemper Road | Avilla, IN 46710 | 260.897.4270 | www.oakfarm.org