Oak Farm Montessori January 2018
the importance of sleep
“What about our mind, which works without intermission while we are awake or asleep?” ~Maria Montessori
Bonnie Fortune, Specialist Teacher/Creative Media
Time spent asleep is important for a child’s brain development. Infant and Toddler teachers work every day to support this central part of a child’s overall growth. By preparing the environment and sticking to a routine, I/T teachers support children as they develop independence during their daily naps. The daily routine is important in helping the child to feel safe and secure in their world as well as establishing healthy sleep habits both at school and at home. In the Infant room, teachers work with children starting at 6 weeks up to 18 months. In this time frame, growing infants will move from two naps per day to one before graduating to the Toddler classroom. Infant teachers follow the child’s cues to determine what time of day works best for the nap (Usually about 9am and 1PM) and when to start dropping the morning nap. Teachers look for drowsy signs like: decreased activity, droopy eyelids, yawning, and a growing disinterest in her surroundings. These cues alert the teachers that it is time for rest. The Infant nap environment uses Montessori floor beds, low lighting, and a soft sound machine which plays white noise. The Toddler classrooms share a quiet nap area between the two classrooms. This environment is prepared with lights off, blackout curtains, cool air temperatures, soft white noise and ocean sounds. Children sleep independently on floor mats with blankets, but no pillows. Naps happen daily after lunch. Classroom lights are turned down low during lunch; setting a calm tone and preparing the children for the transition to nap time. Children toilet and then enter the nap room between 11:30 and 12:00 each day. The Toddler teachers are present in the nap room, but promote independence by encouraging children to fall asleep on their own. They do this in a variety of ways including: lying quietly near the mats, not making eye contact, or placing a gentle hand on a child’s back. The routine and the prepared environment help the children understand the nap room expectations. Independent sleep helps each child to develop their own self-soothing skills, promoting the ability to tolerate frustrations in life by learning to self-calm. The Toddlers awaken in a steady stream; first one and then another. They come out of the nap room rested and in a good mood. A child, who might have been teary eyed before nap, will now chat happily about their day with teachers who welcome them and help them with their afternoon transitions. All of these techniques can easily be replicated in the home. The most important aspect is to find a routine that works for your family and stick to it! The security of routine fosters social, mental, and emotional growth in children; when they are relaxed and comfortable, they are open for learning. Setting limits and remaining consistent supports your child as they grow. Ask your Infant and Toddler teacher for more ideas in establishing a nap/sleep routine for your family!
Oak Farm Family Spotlight Kim Davidson, Fund Development
The Seiss Family Each month we will spotlight an Oak Farm family that gives their time, talent and treasure to the school. Support of the school comes in many different sizes and shapes--just like our families!
Partnership. This is the one word that comes to mind when you talk with the Seiss Family about why they have chosen to have their daughter, Grace, attend Oak Farm School. Grace, now a lower elementary student began attending Oak Farm in 2013 as a first year primary student. We recently had a conversation with Jenny Seiss to find out a little more about their partnership with Oak Farm. What brought you to Oak Farm? “We appreciated the Montessori approach to education which is in line with our core values & beliefs of how we wanted to raise our daughter. It was important to us to find a community that would foster a spiritual sense of belonging and meaningfulness in her by building on her strengths and allowing her to contribute in meaningful ways.” What makes the word partnership seem so fitting to describe your family’s experience at Oak Farm? “Our experiences with her teachers have been very helpful and insightful. Anytime she has struggled socially or academically, the teachers have been more than available to help us brainstorm and figure out what might be bothering her and find solutions. I cannot put into words the significance behind the spiritual and emotional encouragement the teachers provide.” What do you value most about the school? “We really appreciate the child centered approach based on the ideas of mutual respect, encouragement and inclusion that fosters our daughter’s spirit.” Over the years, you and your husband have supported the school in a variety of ways, can you tell us about a few of those? “Sure! We try to volunteer for trips and bring in food for the teachers whenever we can. We also participate in parent education nights and I was recently able to share some of my passion for Adlerian Psychology & Positive Discipline with the staff by leading a workshop.” Why is that so important to you? “We believe that we all have a responsibility to our community to help maintain what has already been created and foster growth in other areas that we have the ability to contribute. We enjoy attending the events that Oak Farm organizes. We have attended the Gala every year and look forward to meeting other families and spending time with our friends.” The Seiss family enjoys cooking, playing games and spending the holidays down south where it is warm (can you blame them?). Grace, along with her parents, Jon and Jenny, live in Auburn. The Seiss’ have two older children; Taylor (23) and Tyson (28) who also live in the area. We want to thank Jon and Jenny for sharing their story with the Oak Farm Community.
the proper care & feeding of animals Jodi Lambert, Primary Teacher
The children at Oak Farm are exposed to animals long before they reach the barn at the Middle School. As you walk through the Primary classrooms you will see fish, a hamster, a tarantula, and a bearded dragon. These pets enrich the classroom experience and are an important part of our Practical Life curriculum. Even those with no exposure to animals or nature in their home environment can see, feel, touch and make connections to the wide world of animals within the classroom. Observing and caring for an animal instills a sense of responsibility and respect for life. A pet brings increased sensitivity and awareness of the feelings and needs of others; both animals and humans. Children learn that all living things need more than just food and water for survival and they see directly how their behavior and actions affect others. Pets also encourage nurturing, build self-esteem, and teach responsibility. No one, including animals, enjoys being treated roughly. Kids soon learn that if they want to be liked and trusted by the classroom pet, they’ll need to treat it carefully and kindly. Helping to take care of a pet gives a child a sense of pride and accomplishment, especially if the animal is able to return the affection. Even a small child can begin to learn to care for the needs of another living being. Whether helping tear greens for the bearded dragon or filling the hamster’s water bottle, it’s never too early to start teaching proper animal care. The students care for the pets every day, including: feeding them, providing fresh water and making sure their cages are clean and healthy. Adults in the classroom are always there to guide or assist in the process and to make sure no one gets lost or hurt through over-excited handling.
Lead the Way Thank you to everyone who has made a financial commitment to help Lead the Way as we write the next chapter of our story. We are at the half way point of this school year and have received over $33,000 in commitments from YOU! The response has been incredible from the whole school community. As one parent shared about her family’s choice to support Lead the Way, “By participating in ‘Lead the Way’ we feel a sense of closeness to the Oak Farm community; a meaningful connection in the sense that we matter and can make a difference. We really appreciated the structure of ‘Lead the Way’ in how we selected the areas our funds could contribute to.” If you have not given, please know it is not too late. Each donation is greatly appreciated and valued. Do you have questions? Feel free to contact Nicole Lowe at nlowe@oakfarmschool.com for more information.
Montessori’s Planes of Development and ‘Moving Up’ at Oak Farm School Megan O’Sulivan, Head of School
This month we are hosting all of our “Moving Up” meetings to help you, as parents, learn about what to expect for your child as they conclude their current program. These transitions are an exciting time for your children, as they meet new challenges and inspiration in their next learning environment. As have several developmental psychologists and educators of our time, Maria Montessori outlined different stages of human development that children experience as they grow. A Montessori learning environment, which includes both the physical classroom as well as the learning activities, is designed to support the unique characteristics of each stage of growth. In the first plane, Early Childhood, which occurs from birth until the age of six, the emphasis for children is on their physical growth and independence. The child’s mind in this stage is like a sponge; absorbing everything around them. Through the end of toddlerhood, this is an unconscious process, while the Primary age child experiences a conscious awareness of the desire to know, understand, and learn to do things independently. The learning environments for this age emphasize the development of order, the acquisition of language (first oral and then written language), the refinement of the senses, and motor development. The Primary classrooms continue what is begun in infant and toddler, adding increased responsibility and independence as children grow, and providing opportunities for exploration and practice of increasingly challenging tasks. The second plane, occurring from the age of six through 12, is the stage of Childhood, and is emphasized by the construction of intelligence. Intellectual growth, reasoning and the development of the imagination are at the forefront of a child’s growth in this stage. This child’s central question is, “Why?”, and the overriding desire is “To know!” as much about the universe and its workings as possible. The curriculum for the elementary child touches on the biggest questions of existence, exploring the universe, solar system, and history of the earth and civilizations. Children seek role models and heroes who have made great contributions to society, and seek to understand a path to justice and fairness. They wish to understand concepts of right and wrong, and see themselves in relation to their peers more than the first plane child did. While the 6-9 year old is focused more on their daily lives when considering fairness and justice, the older elementary
child also becomes interested in society, and seeks to understand issues of equity on a larger scale. Elementary children spend a great deal of time researching, doing service work, problem-solving as a community, and working together on projects and games. They relish in the opportunity to explore their social relationships while learning about topics that excite their imagination. The third plane of growth, or adolescence, Montessori describes as the period of construction of the social self. The 12 – 18 year old seeks to learn about social and economic growth, to be able to see themselves in relation to broader society, and to understand the interdependence of all things. The adolescent is concerned with the development of their social and moral self, and is frequently self-assessing and thinking critically about how they can fit into their community and make a contribution. This is an age where there is a strong desire to envision how they will become their adult selves, and how they will fit into adult society in a meaningful way. The adolescent program, therefore, provides opportunities for students to think critically about open-ended philosophical, moral and ethical questions, through seminar discussions and through decision making about tough issues that emerge from farm life, greenhouse, or bike shop. Community living is emphasized in new ways as students take an active role in governing their daily program, planning overnight trips, or making business decisions. Partnerships with adult professionals in the community, from environmental experts to business and arts entrepreneurs to professors, allow for side-by-side work and authentic feedback that help our adolescent students begin to have a concrete view of the adult world. At each stage of growth, our students find new and stimulating challenges and opportunities that will elicit their optimum growth. While there is continuity from one level to the next, each program builds upon the natural tendencies supported in the earlier programs, helping our students maximize their potential and engagement in their learning. If, after attending one of the Moving Up meetings, you have further questions about how your child’s growth and development will be supported in the next level, don’t hesitate to ask your teachers or myself or Brenda. We would be delighted to speak with you!
“Doubt thou the stars are fire; Doubt that the sun doth move; Doubt truth to be a liar; But never doubt I love.” ― William Shakespeare, Hamlet
the tragedy of hamlet Bridget York, High School Teacher
“The play’s the thing.” The OFHS Freshman have chosen to read Hamlet in Socratic Seminar. (Our class has decided to read Shakespeare every year of high school. In 201819, they have chosen to read Taming of the Shrew and 2019-2020 they will be reading Macbeth. Our Senior year is TBD.) Oak Farm Montessori Secondary teachers are trained to use Socratic seminars in every class, to ask open ended questions and discuss meaning. Our community enjoys the opportunity to think as a team to discover the truth behind difficult texts. We also are discussing Harold Bloom’s “The Invention of the Human”. He claims that much of our modern world and psychology is influenced by William Shakespeare. Our discussions have looked at how modern day human characteristics, mythology, language and ideas have come from Shakespeare. It is really interesting to see how the conversations between the characters (once we understood the meaning of the iambic pentameter) are really simi-
lar to modern topics in TV shows and movies. The characters of Ophelia and Hamlet are the most interesting to us. Most of us really wish their love story would end happily, but we know it is a revenge tragedy. We are going to be performing monologues from Hamlet this February and using the Laser Cutter to create Raster (pixel file) and/or Vector (path file) quotes with a symbol. What is Socratic Seminar? Socrates (5th century BCE) believed that the best way to achieve understanding came from developing and discussing insightful questions. Author, Elfie Israel, describes it as: “The Socratic seminar is a formal discussion, based on a text, in which the leader asks open-ended questions. Within the context of the discussion, students listen closely to the comments of others, thinking critically for themselves, and articulate their own thoughts and their responses to the thoughts of others. They learn to work cooperatively and to question intelligently and civilly.”
Hamlet Rhapsody
Song Project: Sung to the tune of Bohemian Rhapsody by Queen and created by Emma C.
Is this the real life? Is this just fantasy? Caught in a landslide, No escape from reality. Open your eyes, Look up to the skies and see, I’m just a poor boy, I need some sympathy, Because I’m so depressed, life on hold Little high, little low, Mystery surrounds us, it’s all wrapped in sadness for me… for me. Mama, I just killed a man, Put my sword against his head, Stabbed the curtain, now he’s dead. Mama, life had just begun, But now you’ve gone and thrown it all away.
Benefits of Socratic Seminar include: • Places the participants in charge of their own learning; facilitating self-driven discovery • Teaches the importance of personal responsibility since the success of the discussion is dependent on well-prepared and actively engaged participants • Teaches participants to become conversant in relevant terminology • Provides numerous opportunities to learn and practice respectful group interaction • Provides opportunities for those who speak too much to learn to listen • Provides opportunities for those who speak too little to build up the courage to share Student Quotes: Emma C.: “Hamlet is a tragic discovery of human morality.” Callie S.: “Hamlet is a rollercoaster of love, drama and human discovery” Claire W.: “Hamlet is a tragic story of independence and finding yourself in love and revenge.” Gavin B.: “Hamlet is a timeless tale of betrayal, love, and vengeance.”
Mama, ooh, Why’d you marry my uncle? You do realize he’s a murderer and he’s evil You carry on, carry on, because money’s all that matters Too late, the time has come, Sends shivers down my spine, Body’s aching all the time. Goodbye, everybody, I’ve got to go, Gotta leave you all behind and find that ghost. Mama, ooh (mystery surrounds us), I don’t wanna die, I sometimes wish I’d never been born at all. I see a little silhouetto of a man, It’s my dad! It’s my dad! What the heck is going on here?! Hamlet, I’m your father My own brother slaughtered me! Oh, I knew it! Oh, I knew it! Oh I knew it! Oh I knew it Oh I knew it- my uncle Murdered yoooooou I’m just a poor girl, Hamlet don’t love me. She’s just a poor girl from a poor family, Spare her her life from this monstrosity. My sweet love, Hamlet: oh, do you love me so? Ophelia, no! I do not love you though. (Love me so!) Ophelia, no! I do not love you though. (Love me so!) Ophelia, no! I do not love you though. (Love me so!) I cannot love you, go. NOOOOOOOOOO!!! I must let you go (Never, never, never, let me go) Oh oh oh oh No, no, no, no, no, no, no Oh my dear Hamlet, my dear Hamlet, my dear Hamlet, love me so! Ophelia, get thee to a nunnery , -yyyy, -yyyyyyyyyy So you think you can leave me and not make me cry? So you think you can love me and leave me to die? Oh, Hamlet, can’t do this to me,Hamlet, Just gotta get out, just gotta get right outta here. (Ooooh, ooh yeah, ooh yeah) Everyone is dead now, anyone can see, everyone is dead now. And it’s all thanks to me Except for Horatio!
Sarah Holland, Speech &Language Pathologist
CATEGORIES!
Quick, name as many animals as you can in 60 seconds… Now, which two from this list are most closely related? S, 14, P or rectangle? To complete these tasks, you utilized your knowledge of categories. Categories are an important concept to understand and master in order to come up with the word you want to use. I often use the analogy that our brains are like filing cabinets. We organize our vocabulary into these filing cabinet drawers. All of the animals are in one drawer and all the letters are in another drawer. We further organize each drawer/category into subcategories. There might be file folders within the animal drawer entitled: “Farm Animals”, “Arctic Animals”, and “African Animals”. Within the letters drawer you might find: “capitals”, “lower case”, “print”, “cursive”, “consonants”, “vowels”, etc. When vocabulary development is difficult, categorizing is one of the strategies utilized to help support the understanding and use of vocabulary. Activities might include sorting and then naming the category/ relationship between the words in each group. “Why do the 13, 10, 11, and 3 go together?” After sorting the cards, we would work on identifying and then naming the vocabulary. “Where is the 11? Put the 11 card behind your back. Put the 11 card on your head. What number do you have on your head?” Many books are organized into categories making it easier to learn the vocabulary contained within. So whether its color, size, shape or habitat; engage your child in sorting and categorizing the world around them to enhance vocabulary and build confidence.
Voices of Oak Farm Students...
EYES UP! Carrson Bowser, UE2 Student
Texting and driving is a bigger problem in the United States (U.S.) then you might think. Roughly 500,000 people are injured or even killed every year in the U.S. due to texting or cell phone usage while driving. Sadly, the U.S. has the lead in this problem. Sixty-nine percent of drivers have admitted to using their phones while driving compared to the United Kingdom’s twenty-nine percent of people. We think it’s due to our advancements in technology compared to other countries. For your information, when you’re 20 years old and texting and driving; your reaction time slows down so you react like you’re 70 years old. There isn’t much we can do about this big problem other than to stop doing it! Resource: National Highway Traffic Safety Administration. (n.d.). Retrieved from United States Department of Transportation: www.nhsta.gov/riskydriving/distracteddriving
Tire Rolling, Wheelbarrow Races & Chicken Guts = MS Farm Olympics (AKA: The long journey from Mt. Olympia to Lemper Road)
Farm Olympics is a fun, farm-themed contest with courses meant for the Oak Farm Middle Schoolers to problem solve and encourages teamwork. These games had the purpose of having fun along with practicing life skills like: building confidence, teamwork, encouragement, to get out of our comfort zone, and to make memories. Some of the most unique activities were put into place during this years MS Farm Olympics, with the most popular being the ‘longest chicken intestine’ contest. That morning, the chickens we raised for meat were processed and the cleaned remains were left in a wheelbarrow for future fun. Students were given the task of finding the longest, connected piece of chicken intestine and bring it back to the start, where they would lay it out upon the ground and test its length. A community focused activity was to help the HS get the donated bikes from the outbuilding to the new Bike Shop in groups. We found a path that avoided the ditch and carried them over in record time. Other fun activities included wheelbarrow races and having one team member wear a motorcycle helmet and climb on top of a huge tractor tire which we then had to roll across the MS campus. We built a lot of character on these events. ~Joseph K. Team building Memories Character building
GOALS OF FARM OLYMPICS Community building Leaving comfort zone Gaining confidence
Experience Trying new things Exercise
WHY WE TEACH PROBLEM SOLVING: • Problems are a part of life, so it’s important to teach students how to solve and/or cope with them. Life brings challenges that students must learn to overcome. • Students have to learn how to make decisions in dependently; to be personally responsible for their life learning. • It produces self-confidence and builds self-es teem. • It develops creativity, persistence, a proactive mindset and prepares students for real life in the real world. • It creates language for students to talk about things that aren’t going right, in relationships and learning. It helps them advocate for them selves. • It teaches students how to collaborate and work together, especially with people that are different than themselves.
-Rachael S. “I was repulsed at the feeling, the smell, and the sight of the disgusting chicken guts. There were less slimy activities that were a lot more fun!
“The chicken guts game was really fun “This because everyone had to parwas a really fun ticipate and a lot of my classmates game to participate in; my looked uncomfortable, but I felt really favorite part was the wheelbarrow comfortable. I’m so glad I got to do races. We all had high spirits and this. Everyone should participate in were committed to the game. We were a farm olympic. I hope that I reall given a team and we were all encourmember this for a long time.” aging each other to keep trying; that was -Wesley W. the fun part about Pat’s Farm Olympics. I have to admit...the gross slimy chicken insides, I could “The sour stench of chicken have done without.” insides burned my nose, I watched -Cora G. my fellow peers drag a wild assortment of chicken parts around the cement. Everyone was full of both laughter, and disgust. The experience was just plain out nasty. The coolest part of farm olympics was when Pat cut open the chicken gizzards. Hey, But come on, as Pat Cole says, “The more miserable, the more memorable” I definitely hope to remember this experience when I am older.” -Juliana B.
“The terrible smell of the fresh chicken intestines and miscellaneous parts made my face twist and clench up as I looked at them sit in a big blue wheelbarrow. I didn’t know how I could do it. Thankfully one of my teammates was brave enough to touch them with a light amount of ease. Although I was used to the smell of manure in the barn, this was nothing compared to that.”
~Birk H.
Research & Reporting Michal Miller, Lower Elementary Teacher
What do you think of when you hear the terms, “research” and “reports?” In our elementary classrooms, the students think these words mean interesting and fun work is ahead! This past November and December, our classrooms began studying geographical culture and how zoology and botany are related. In Lower One, we started big by studying the seven continents. Later, we narrowed our research, interests, and understanding by breaking down our studies into smaller segments of interest and categories. Each student selected one continent, one biome of that continent, and one animal in that biome. Once each student had selected an animal, biome, and continent, they began the process of research. After this portion of the work was complete, each student wrote a report and created a diorama (miniature model) to present to the rest of our class about what they had learned. The diorama included the animal’s habitat and all that the animal needed to survive within that specific biome. Each student learned a lot about their chosen subject and we all had fun researching and creating! So, the next time that you hear your elementary student talk about research and reports; don’t fret! At Oak Farm, these terms imply not only the acquisition of knowledge, but the enjoyment of sharing and learning from others in fun and creative ways.
hands on science Jamie Worman, UE1 Teacher Every Thursday, Upper Elementary students have the opportunity to step inside a science lab designed and led by Oak Farm parent and Science Enrichment teacher, Katie Lautzenhiser. As the UE science specialist, Katie guides the students through the curriculum using unique hands-on experiments that intensify their understanding of the scientific process and concepts. This year, there has been a focus on Physics; with students studying energy, motion, and magnetism. Working in partners, they perform a wide variety of experiments. At times, students are presented with a concept and challenged to create an experiment that tests their hypothesis. Experiments are made of all kinds of materials – students will build ramps, test pressure, force and much more. Their findings are then recorded in their lab notebooks. During the week, the students work on related experiments or shelf work in the classroom. One of the favorite lab opportunities comes when the UE students set up science demonstrations for the primary students to enjoy. This is a wonderful opportunity to bridge the campuses and the curriculum. Without a doubt, students look forward to Science Lab days! If you stop by the upper building on a Thursday, you will see students wearing goggles, recording data, engaged in the lab and comparing results with peers. You may even hear an occasional loud noise or pop, but most times, it is a cheer of excitement for science.