Oak Farm Montessori December 2023
When you enter any of our buildings, you notice that the rooms feel homelike. Furnishings are sized to the children they serve, not the adults. Materials on the shelves, art on the walls, large picture windows, and comfortable work areas call on the students to explore and learn; not only academically, but to follow their interests and inquiries. Our teachers spend great amounts of time preparing the environment, observing the individual children, and nurturing their development. Care of the environment, themselves, and each other is of utmost importance, and they share responsibility and supervision of these classroom guidelines. Whether it is watching a toddler prepare and serve snack for a friend, a Kindergartner setting the tables for lunch, elementary students washing linen napkins after lunch, middle school students tending to farm animals and the greenhouse, or our high school students running micro economy businesses, the ‘work’ they are doing is meaningful and purposeful. They are given not only the tools and resources to be successful, but also the confidence and encouragement of the adults entrusted to guide their social, academic, and emotional growth. Dr. Montessori said, “For what is valuable is not the work itself, but the work as a means for the construction of the psychic man.” Each day, it is the privilege and responsibility for all of us at OFMS to support this important ‘work’. Enjoy this month’s newsletter as our faculty share what meaningful work looks like at each level of development.
Candice 2
HEAD OF SCHOOL
Most of us see the concept of ‘work’ as an end to a means; it is a profession, job, or assignment that helps us pay bills, provide for our family, or give back to the community. Dr. Maria Montessori, though, found that children were drawn to what we considered ‘work’ and found great joy and satisfaction when given the choice. Through her careful observations, she discovered that providing child sized environments, based in reality, not only allowed the children to be independent, but also intrinsically motivated.
Sarah Bosworth, Toddler 2 Teacher
What is Meaningful work?
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verything we do in the toddler environment could be considered meaningful work. Every material, song, movement, and routine has a purpose and plays an important role in the child’s development. The goal of these activities is to instill order, concentration, coordination, and independence (OCCI). The most important thing to remember when finding or creating meaningful work is to build on the child’s interest. Children are encouraged to choose their own activities during their work cycle at school. The freedom to choose their work allows them to follow their interests and listen to the needs of their developing physical and mental skills. A child who chooses a desired task will enjoy the process and will, therefore, take their time in completing it, which builds concentration. We have a variety of works on our shelves that target various areas of development. For example, in our practical life section, we have dressing frames to practice buttoning, zipping, and clasping. While the main focus of the dressing frames is to provide practice for dressing, there is a deeper and not-so-obvious purpose. With each button snapped , and zipper zipped, students are developing their pincer and tripod grasp - fine motor skills crucial to writing. Through stacking objects, students are experimenting with balance, weight, height, and gravity in the most natural way possible. Through singing songs during community, students learn a plethora of vocabulary, as well as rhyming, letter sounds, tone of voice, volume, rhythm, and so much more. If you have ever observed our environments, you will notice that everything is neat and beautiful. This order is not merely for aesthetic purposes. Organization feeds a child’s desire for order, routine builds trust, and also fosters independence. Implementing meaningful work in your home can be simple. You do not have to buy anything! Simply include your child in your day to day tasks such as: washing dishes, folding and putting away laundry, taking out the trash, etc. Invite your child to bake or cook with you; even if they only pour in and stir the ingredients. The order and tasks mentioned above are all meaningful because they allow the child to practice their developing skills through lessons and work that they will not just use in their future careers, but in their everyday lives. #supportourschool
A Sense of Purpose
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eaningful work is work that gives our children a sense of purpose, and it allows them to explore and pursue their interests. From the moment a primary student enters the environment, they are choosing work that is meaningful to them. Although we may not always understand it, every work that a child does has a purpose behind it. We don’t determine what is meaningful to them, the students determine their own meaning. Dr. Maria Montessori had the belief that children are born with curious minds, an innate love for learning, and with a desire to explore. This is what makes children the way they are, and why they question the world they are observing around them. The Montessori method allows children to be able to explore their own interests; which helps to foster their own inner motivation. That intrinsic motivation is the driving force behind a child’s early development. A Montessori teacher simply follows the child. Start by asking the child what they want to learn, and then observe what they choose. Through observations and intentional engagement, we are able to determine what works students are interested in. This is helpful when knowing how to set up the classroom environment to support their developmental needs: physically, emotionally, and spiritually. A Montessori teacher also encourages students to love learning and become lifelong learners. When a child discovers their intrinsic motivation, they will achieve a love for learning, which will allow them to be lifelong learners. We should help to support them in following the plan that they have for themselves because the desire is already within them.
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April Coverstone, Primary 3 Teacher
Top: A primary student is helping to take care of the environment by washing the windows. Bottom: A primary student was introduced to the short chains at the end of the day. The beginning of the next day, he came back in and completed the rest of the short chains on his own without being prompted. He set up his own space, stayed focused, and was determined to keep working through all of them until he had them finished.
#supportourschool
“Respect all the reasonable forms of activity in which the child engages and try to understand them.” -Maria Montessori Have you ever been in a 6-9 Montessori classroom and observed children at work? Then you may have noticed that it seems like a beehive with chatter and lots of movement. Some students may be working in math or language, and others may be doing research. The 6-9 year old child loves to collaborate, and you may often see small groups of students working together. Not always will the conversation be about the subject at hand, but learning how to get along, how to share a workload, how to get a task done more efficiently, or how to explain something so the other person can understand it; this is also work. In fact, it is meaningful work! You may also find a child writing random words from a book on a dry-erase board, or may find another student investigating a wobbling table, while the next student can’t take their eyes off the book they got yesterday. During community time, you may find students sharing their feelings and thoughts, or lobbying for the things that make their community better. None of these things were teacherdirected activities, nor can they be found on any lesson plan. Does this mean they are not learning? Not at all! During our busy days in lower elementary, not a moment goes by without a productive thought or movement, just take a closer look! The students are learning about the things that capture their interests. The teachers observe, take notes, and guide the students through the curriculum, keep all students on the path of learning, and ensure that the classroom environment is respectful and productive. The teacher also recognizes and respects individual variations in the learning process and adjusts the environment, and lessons, to meet everyone’s needs. In a nutshell, the difference between busy work and meaningful work is the amount of curiosity behind it, and the striving to attend to the work. Only meaningful work provides the child with a deep sense of satisfaction and purpose. Busy work does not connect to the developmental needs and interests of the child, and is often seen by the child as a nuisance. This in turn, does not promote a love of learning and positive behavior. How are you creating work that is meaningful for your child? 6
Busy Bees
Ines Oldenburg, Lower Elementary 2 Teacher #supportourschool
PREPARED FOR THE
FUTURE “The child does not work in order to move or in order to become intelligent. He works to adapt to his environment.” Maria Montessori Sandra Deacon, Upper Elementary1 Teacher
Forbes, the Organisation for Economic Co-operation and Development (OECD), and the United States Bureau of Labor and Statistics have outlined what they predict are the necessary skills to have a successful career in the 21st century. These skills include: problem solving and critical thinking skills, strong communication skills, collaboration, flexible thinking, creativity, and high emotional intelligence. How does this connect to our Montessori students who are barely a decade old? Given that they are our future, and will need these skills for their future, how do they gain them in their current classrooms? Through meaningful work! The Upper Elementary Montessori classroom fosters a child’s innate curiosity, independence, and self-directed learning through meaningful work. Montessori materials and lessons cultivate a strong foundation for critical thinking and problem-solving skills. The emphasis on collaborative learning, community cohesion, and respect for diverse perspectives nurtures effective communication and teamwork; essential for success in today’s globalized and interconnected environments. Furthermore, the Montessori approach instills adaptability and a love for lifelong learning, preparing students to navigate the rapidly evolving landscape of technology and industry changes. Meaningful work in Upper Elementary Montessori classrooms extends beyond academic learning. It encompasses the development of social and emotional intelligence as students collaborate, communicate, and problem-solve together. Students also gain a heightened awareness of their impact on the community and the environment, fostering a sense of global citizenship. By promoting creativity, independence, and a sense of purpose in meaningful work, Montessori education lays the groundwork for students to foster a love of learning and equips them to become compassionate, resilient, innovative, and culturally competent contributors to our 21st-century society. 8
#supportourschool
Working with Meaning & Purpose
Crystal Leu, Farm Manager
As the official FFA creed by E.M. Tiffany states in the second paragraph, “I believe that to live and work on a good farm, or to be engaged in other agricultural pursuits, is pleasant as well as challenging; for I know the joys and discomforts of agricultural life and hold an inborn fondness for those associations which, even in hours of discouragement, I cannot deny.” On any given day, if you spend time observing at the Oak Farm Montessori Middle School farm, you will see students actively engaged in meaningful work – work that derives its purpose and incentive from the real world needs of a working farm, greenhouse, and farm product business. As any agribusiness can tell you, there is never a lack of tasks that need to be done; though those tasks and priorities may change daily and by the season. The students get to see how that work progresses from the planning stage, clear through to completion of a project. They also get to see how their work 10
results in additional funds to reinvest in their business, give to others, and support some special projects or activities for the middle school community. Students find a sense of purpose as they realize that the animals and plants on the farm are dependent on their care to stay healthy and happy, as well as produce products that will grow our micro-economy. This develops empathy as well as a deep feeling of responsibility to care for the members of our farm and community. Each morning, hungry animals greet them demanding food, water, and clean pens! While quieter, the plant focused part of our business is no less urgent as the students arrive and may observe that plants need water, repotting, or weeds pulled. The farm products team is always looking forward to festivals and sales; which drives the urgency to complete products and meet goals. Our farm business depends on all three teams accomplishing their specific
tasks needed to run a successful farm and know the satisfaction of a job well done. Maria Montessori, in her book From Childhood to Adolescence, said, “This conception of work implies a general principle that holds the work itself to be of greater importance than the kind of work. All work is noble, the ignoble thing is to live without working. There is a need to realize the value of work in all its forms, whether manual or intellectual, to be called “mate,” to have a sympathetic understanding of all forms of activity. Education should therefore include the two forms of work, manual and intellectual, for the same person, and thus make it understood by practical experience that these two kinds complete each other and are equally essential to a civilized existence.” We believe that doing good work is important and matters as our young adults make the journey from childhood to strong, capable adults. Sometimes the tasks
are dirty, and not really fun, but students rise to the challenge each and every day. The Cowboy Ethics: Ten Principles to Live By also support the development of life skills through our daily work. Those principles include – 1. Live each day with courage 2. Take pride in your work 3. Always finish what you start 4. Do what has to be done 5. Be tough, but fair 6. When you make a promise, keep it 7. Ride for the brand 8. Talk less and say more 9. Remember that some things aren’t for sale 10. Know where to draw the line Thinking about, and discussing, these principles helps students see that all work that has purpose is important and helps build who we will be in the future. Practicing this mindset provides them with a foundation for finding meaning in all their work and interactions with others. While there are general assignments to certain tasks,
students also are able to pursue some of their own interests and do specific work to explore those areas during monthly pull-out days. Each month, students spend the day out of the classroom with their specific team members to complete projects on the farm that need more time and focus to complete. They experience the feeling of fulfillment when a large project is completed and they can see the result of their work. High school FFA members develop Supervised Agricultural Experiences (SAE’s) that allow them to develop entrepreneurial skills or gain experience with placement in a specific field. The possibilities for meaningful work are endless.
of sustaining our civilization. It is interesting to watch as students grow physically and mentally as they fulfill their roles as stewards of the land. They realize the benefits and internal satisfaction of maintaining a thriving business that challenges their mind, body and spirit on a regular basis. These experiences develop a sense of ownership and empowerment as they see how their work has an impact on the world around them!
Oak Farm Montessori School provides students with a unique opportunity to do good work that matters, find purpose in their learning, and collaborate with others in order to develop the life skills and the work ethic needed to make them the next generation of leaders; capable #supportourschool
Music
The meaning of
Betsy Ley, Music Teacher
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parent or a student may wonder, “Why music? In a Montessori environment where freedom of choice is held as a guiding ideal, why is music a required subject?” The answer is multifold and ranges from answers like, “meeting accreditation” to “nurturing the whole child.” These responses are correct and each is valid in their own right. However, from the eyes of this life-long music maker and guide to your many children, another important answer arises. Music is a practice in making meaning.
However, if we both widen and sharpen our lens on meaningful work, we may come to find that work is meaningful when it allows a person to be more fully themselves. Being more fully ourselves may look like heightening our self-expression, sharing our own unique perspective, and engaging in practices that integrate our physical and social needs with our intellectual and spiritual needs. When we do these things, we are clicking into our human imperative to find and make meaning during the time we are here.
It’s well documented that music activates multiple areas of the brain and broadly supports all other educational disciplines. It encourages the development of a more fully embodied adult, tying together physical expression, emotional awareness, and intellectual discipline. Along with, and perhaps above all that, music allows an individual to connect with others via an act of mutual and artistic creation. And this is meaning making at its deepest level. In our current time and place, it may be easy to misconstrue “meaningful work,” assuming that work is made meaningful when it can be effectively tied to a real-world outcome. Using that definition, it is easy to relegate music to a low-value shelf of practices that, while engaging, are not vital in the maintenance of our everyday lives. After all, if you regularly feed and care for your animals, they will be strong and physically and psychologically healthy. If you sing, no one’s life, or quality of life, hangs in the balance.
Through that lens, music is perhaps one of the most effective avenues through which to make meaning, or to pursue meaningful work. In our elementary music classroom, you will find these words adorning our western wall: Connection, Creation, Collaboration. These are our thesis words, and my daily reminder of the horizon goals we have for your children, as well as the music program at large. They also sum up, quite beautifully, the meaningful works of music.
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As a Related Arts Teacher, one of the profoundest joys, and challenges, of my job is to teach across the full spectrum of developmental planes; from Kindergarten through High School. In doing so, I witness how each group of students creates and finds meaning in their work. While it looks different for each age level, the pursuit of music as meaningful work is shared and incredibly inspiring to watch and partake in. In Kindergarten, music is embodiment and self-
expression. At this level, we connect both to others and the music itself; through synchronous, artistic and expressive movement, singing, and the playing of instruments. We create and improvise movement and music for in-themoment expression and play. We collaborate with each other by responding to cues from our peers and actively working together to make something we could never make alone.
ourselves completely to our collective pursuit of musical and artistic excellence. We create with joyful focus and intention, using our many tools and skills to make something that is truly special and beautiful, often allied with an intent to share it with others. We collaborate with others at the highest level possible, integrating joyful creation and connection into an unparalleled shared experience.
In Elementary, music is discovery and play. At this level, we connect more deeply to the content of music, using narrative as a catalyst. We connect to others through synchronous singing, playing, and dance. At this level, you see students begin to experience the first glimmers of what ultimately becomes the fully collaborative act seen in high school musical ensembles. We create with intense imagination, consciously aligning the feelings and thoughts in our heads and bodies with the music we choose to make. We collaborate with greater intention and order, working to hone our sounds and bodies into greater refinement. And in music, the more we are in sync with one another, the more joyful the act becomes.
Across all developmental planes, our final meaningful work becomes sharing our music with others. In sharing, the maker has the opportunity to share a piece of themselves and their meaning through their music that may not be communicable through any other medium. And when you, as a listener, experience the music from a music maker, you step into a shared experience in which you can acutely feel and resonate both their meaning and your meaning simultaneously. Albus Dumbledore put it perfectly when he said, “Ah music! A magic beyond all we do here.”
In Middle School, music becomes more about self-guided application. Now that students have gained basic tools and understanding, it’s time to take those tools and begin exercising their skills in creative endeavors, often in the form of project-based learning. We connect to music, reflecting through the lens of our lived experience and preferences. We connect to others through synchronous music making and creative group endeavors, like composing or songwriting. We create music with heightened intention, working to create art that lives beyond the current moment, preserved through audio recording, musical notation, or both. We collaborate with our peers with greater interdependence, showing increased responsibility and accountability to our valuable role in the work we create together.
The mission statement of Oak Farm Montessori’s music program is “to ignite a creative spirit in every student by engaging in imaginative and collaborative artistry with a focus on meaningful application.” Meaningfully applied, music changes hearts and reintroduces students to their most authentic selves. We will, then, continue to connect, create, collaborate, share, and work meaningfully to support each student as they strive to reach their greatest potential.
In High School, we use all of our knowledge, practice, and experience to create music at the highest possible level. This is sometimes done individually, but is achieved most significantly within ensembles, in which students work together toward a common artistic goal. We connect to music intellectually, physically, and emotionally. We connect to others by giving #supportourschool
Fanning the
FLAMES
of Valorization JON AGLER, HS ADMINISTRATOR& & business program administrator
In Dr. Montessori’s description of a Prepared Environment for students, one essential part was providing meaningful work; work that has real rewards and real consequences. This type of environment allows the student to find independence and self-efficacy as they complete tasks that bring self-accomplishment and community contribution. Dr. Montessori taught that purposeful work led to valorization, which is the process where students feel a sense of deep self-worth. This, she taught, can only come when a student sees their work as meaningful and important. Contrary to meaningful work, the temptation in many schools is to provide busy work. This term is used often in many settings, but as defined by the Oxford Dictionary, it is work that keeps a person busy, but has little value in itself. As adults, we hate busy work. We seek to eliminate this work as much as possible because it wastes time and narrows our scope of productivity and potential positive influence. Students feel the same, and can become quickly disheartened by this type of work. I believe that this is why some young people say, “I don’t like school” or “ I am not good at school!” Their view of school is limited to their ability to complete menial tasks. Meaningful work is also an essential part of holistic education. We cannot engage a student socially, emotionally and academically if they feel that they do not contribute in a meaningful way to their own development. Valorization, or deep self-worth, is a key piece of students growing in maturity. As we seek to help our young adults grow to meet their full potential, meaningful work must be an essential part of our prepared environment.
Mark your calendars Middle School
WinterFest
Infant / Toddlers Holiday
december 1st, 2023
Closed
december 8th, 2023
Sing a Long
Half Day
december 19th, 2023
In-Service
Winter Break
december 19th, 2023
Begins
december 20th, 2023 january 3rd, 2024 TALL OAK FUND
SGO
VOLUNTEER
DAY OF GIVING
SUPPORT OUR SCHOOL
“To provide a Montessori environment that inspires students to reach their potential through meaningful work.”
Oak Farm Montessori School | 502 Lemper Road | Avilla, IN 46710 | 260.897.4270 | www.oakfarm.org