Oak Farm Montessori January 2024
As parents, it is easy for us to envision a future for our children. Perhaps an early interest in animals leads us to assume a profession as a veterinarian is in order. In the classrooms at Oak Farm Montessori though, our teachers provide unlimited opportunities to explore all areas of interest that the child may have. They carefully observe, present lessons, and nurture areas of interest that ignite a passion for learning in each individual child. How different the Montessori method is from the traditional style of the teacher providing the same information, in the same way, to all students, at the same time! As I observe the various classrooms and levels of our school, I am reminded of the limitless possibilities for the children we serve each day. As you flip through the pages of this month’s newsletter, discover for yourself how we live our mission statement of ‘providing a Montessori environment that inspires students to reach their potential’ each and every day.
Candice 2
HEAD OF SCHOOL
Do we all learn the same way? Dr. Maria Montessori pondered this question 100 years ago and answered with a resounding, “No!” She did not prescribe to the beliefs and teachings of her time that children were empty vessels waiting to be filled with knowledge. Dr. Montessori saw each child as an individual; eager and self-directed in their own learning. This is where the foundation of her model of education began, providing opportunities for the children to pursue their interests in a prepared environment according to their developmental needs.
Curating Curiosity
Leah Watson, Infant Teacher
If you didn’t believe in the vast potential of humanity earlier in your life, I think it’s safe to bet that in the first moment you met your child, it hit you. Every imaginable path is available to this new life! The way a little one’s big eyes take in everything around them with wonder seems to restore faith in humanity for even the most pragmatic of adults. How lucky we in the infant and toddler environments to get to share in their wonder every day! Providing a safe environment for the children to explore the world around them is paramount in Montessori education. Our teachers and our classrooms are designed specifically to nurture the curiosity of our students. We hope that from their earliest years, our children will learn to trust and follow that curiosity that guides their exploration. We also encourage independence. From the infant learning to crawl to get a toy placed just out of reach, to the oldest toddler preparing their own snack, Montessori educators strive to make children capable and confident in their abilities.This allows the children to lead, and show the adults their interests, with less distraction or interference. A child who follows their curiosity, and who believes themselves to be capable of solving problems, is a child with endless possibilities ahead of them. At home, observe how the most simple of items can spark an interest in learning. For little learners, fill containers with objects to shake - like rice - and tighten the lid so it stays on, or provide a small selection of containers with loose lids for them to open and close to see what is inside. Fill them with scarves or other small, but safe, objects for their exploration. #supportourschool
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Empowering Students Stacy Hambrook, Primary 2 Teacher Every child possesses unique abilities and talents waiting to be discovered and nurtured. In a Primary Montessori classroom, the focus lies on empowering students to reach their full potential by providing an environment that fosters independence, selfdiscovery, and a love for learning. The role of the educator is that of a guide, facilitating the students’ journey towards self-discovery and independence. The classroom environment is set up in a way that enables children to take ownership of their learning and daily activities. They are encouraged to choose their own work, set goals, and manage their time effectively. Montessori teachers guide children in developing self-discipline by setting clear expectations, establishing ground rules, and providing support when needed. Given a carefully prepared environment, that offers a wide range of materials and resources, students are encouraged to make choices and take responsibility for their learning. This fosters a sense of independence, self-confidence, and intrinsic motivation. To help students reach their full potential, it is crucial to instill a love for learning within them. Teachers can foster this love for learning by incorporating hands-on, engaging activities in the classroom and allowing the child to choose activities based on their interests. Outside of the classroom, outdoor experiences provide rich learning opportunities and stimulate curiosity. It is important to encourage independence and provide opportunities for the child to do things independently at school as well as at home. Parents can encourage children to dress themselves, prepare snacks, and help with household chores. This fosters a sense of responsibility and self-confidence. Being a good role model by showing enthusiasm for learning yourself will inspire your child to develop a love of learning. Let your child see you engaging in various activities, such as reading, writing, or trying new things. By nurturing a passion for learning, children are motivated to pursue knowledge beyond the classroom walls. #supportourschool
A community of
Choice
Debbie Kovets, Lower Elementary 2 Teacher
In our Lower Elementary community, the spirit of discovery and self-directed learning flourishes. In the environment, we have a unique opportunity to guide young minds towards reaching their full potential. The classroom is considered the “prepared environment.” We ensure that the learning space is organized, accessible, and filled with materials that engage and challenge students. The preparation fosters an atmosphere of order, allowing children to explore and work independently. We encourage students to take responsibility for their learning by providing choices and allowing them to make decisions. This helps build confidence and a sense of ownership over their education. We also recognize and embrace the diversity of learning styles within the classroom. Montessori materials are designed to cater to different interests and abilities, allowing each child to progress at their own pace. Opportunities are provided for individualized and small-group activities to address varying needs. We strive to develop a love for learning by connecting lessons to the students’ interests and real-world experiences. Montessori materials are designed to be captivating and purposeful, sparking curiosity and enthusiasm. Our Elementary classrooms are communities where children learn from and with each other. We encourage collaboration and teamwork through group projects, peer teaching, and shared responsibilities. An emphasis is placed on the importance of respect, empathy, and effective communication. Teachers guide students to view mistakes as opportunities for learning and growth. Effort and perseverance are characteristics that are consistently acknowledged. In the Montessori Lower Elementary environment, the goal is to cultivate a love for learning, independence, and a sense of community. By embracing these principles, we can create an environment that empowers our students to reach their full potential, setting the stage for a lifetime of curiosity and academic success. Together, let’s continue to nurture the seeds of knowledge and watch as our children flourish in the Montessori way. 6
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Moving towards
ABSTRACT Courtney Pillars, Upper Elementary 2 Teacher
Upper Elementary is based on the belief that children learn best through movement. The child works with their hands, as well as receives support in cognitive, social, and emotional areas of their lives, in order to reach their full potential. Upper Elementary emphasizes the use of manipulatives while also honoring the transition from concrete to abstract thinking which happens towards the end of the three-year cycle. At this level, there is a growing interest in socialization. Opportunities to work in partnerships or groups are critical as the children learn to find a healthy balance of social and academic within work cycles. There is an interest in fairness, social justice, and compassion and the children benefit greatly from role playing to learn language of how to respond in the midst of common scenarios. All of these components play a role in helping the Upper Elementary child meet their full potential. 8
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What are the Doug Desper, High School Math Teacher
What are the chances that a student reaches their potential? That depends on three very important factors. First, does the school provide the opportunities for each student to indulge in the coursework and/or other experiences that lead to the fulfillment of that student’s future goals? Second, does the school provide the guidance and boundaries to prevent a student from straying too far from the student’s own intended future. Third, does the student possess the intrinsic motivation necessary to achieve those goals of their future plans beyond high school? When we talk about opportunities that a school can provide, we are talking not just about normal curricular coursework, but instead should also include opportunities to earn college credit through AP courses, learn vocational skills through handson experiences in potential career options, as well as earn work experience through internships. This can all be accomplished through a wide variety of opportunities provided to students by the school, sometimes within the school setting, and sometimes by having students venture out into real-world experiences. Here at Oak Farm Montessori, we provide these opportunities at the high school for students to take advantage of as they choose. For example, in the math department we offer three college credit courses, AP PreCalculus, AP Calculus AB, and AP Calculus BC, a total of 13 college credits. At the same time, for those that plan to take a less mathematics- and science-related path to their careers, we offer a large number of mathematics classes, including Algebra I, Geometry, Algebra II, Probability & Statistics, and Finite Mathematics. The Algebra I, Geometry, and Algebra II courses are required for high school graduation, but the Probability & Statistics course, along with the Finite Mathematics course, allow for students “to think outside the normal realm” of what most think of as high school mathematics courses. These 10
courses are not driven by textbook curriculum, but rather by problem solving techniques that provoke innovative thought processes. The courses involve a four-step process of collecting data, organizing the data which was collected, researching and innovating problem-solving techniques to meet specific needs and solve specific challenges, and verify specified claims and hypotheses. The topics explored in Probability & Statistics include, but are not limited to, data gathering, data displays, measures of central tendency and variability, the basic counting principle, permutations, combinations, mutually exclusive and non-mutually exclusive events, the multiplication rule for independent and dependent events, probabilities of complementary events, conditional probability, Bayes’ Theorem, binomial, geometric and normal distributions, the central limit theorem, confidence intervals, hypothesis testing, regression equations, and correlation coefficients. An example of a typical unit study would be testing the claim by the Mars Candy Company that the fun size packages of M&Ms have an average of 20 pieces of candy in it. Students would: 1) collect a sufficient amount of data (before it gets devoured), 2) organize the data for analysis, 3) research the concepts of quality control and confidence intervals, 4) calculate 90%, 95%, and 99% confidence intervals of the claim that the Mars Company is making, and 5) analyze the results of their data collection and confidence interval computations with the specific claims and data that the Mars Company is currently making. This process puts the learning in the hands of the students, with the teacher present to help guide the process, so that the students lead themselves down the correct investigative path for analysis. This process is basically repeated throughout the course with each concept studied within the course curriculum.
The topics that students encounter in the Finite Mathematics course include, but are not limited to, set theory, Venn diagrams, expected outcomes, cryptology, problem solving using matrices (i.e. dominance matrices, communication matrices, and weather predictions), flow charts, game theory, optimization, graph theory, election theory, linear programming, decision theory, and the Nash Equilibrium. In a similar manner to the Probability & Statistics course, data is collected, then organized, followed by researching and innovating problem-solving techniques to meet the specific needs of the problem to be solved, and solving the specific challenges presented in the situation to be solved.
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In addition to the opportunities for students within the school walls, we also provide students the opportunities to take their learning outside the campus. Potential opportunities in mathematics, science, and technology include the International Science Fair, Trine University’s Innovative Challenge Competition, the Science Olympiad, Purdue University Ft. Wayne’s Model Bridge Building Contest, as well as partnering with professors and graduate students at local universities for research opportunities and internships with area businesses. So, “What are the chances that a student reaches their potential?” Well, those students who have the intrinsic desire to research and discover, analyze and interpret, as well as possess the grit to persevere, find enormous opportunities open up for them here at the high school, and find great success in their endeavors in mathematics, as well as in the other disciplines offered here at OFMHS. And as the high school continues to grow (and we are growing fast), it opens up even more opportunities for students to thrive in their scholastic endeavors.
The mathematical mind is a mind which is especially interested in mathematics. Instead of finding mathematics idiotic and absurd, it finds them interesting and absorbing. It is a fact that most of the children in our Montessori Schools do achieve great enthusiasm in doing mathematics. It is the preparation of their minds which enables them to derive this pleasure. ~Maria Montessori #supportourschool
Ta k i n g Laura Gould and Shelby Frazier, Middle School Math/Science Co-Teachers
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s middle school students enter the third plane of development, they embark on a journey to explore and develop a “New Identity”. This time of rapid acceleration and change occurs in a predominantly creative plane, where students strive to create an identity beyond childhood. A strong desire for independence is made clear as they seek to establish control over their lives as young adults. The developmental plane of this, “New Identity” is a magically chaotic phase; where students “fly from the coup” to mirror their favorite role models, seek passionate social justice, establish personal dignity, and foster a meaningful sense of belonging in their daily communities. This endeavor fully embodies a new phase of discovery and self-expression. 12
Flight
Adolescents navigating this new plane yearn to solve problems in creative ways. One example of how these practices are encouraged in the Middle School classroom at Oak Farm Montessori School can be seen in the recent Rube Goldberg Science Unit. In this projectbased initiative, students were tasked with creating a unique Rube Goldberg machine, which is a chain-reaction device designed to perform a simple task. The unit was designed to ultimately foster each student’s creativity as they work to invent a unique, multi-step device, as opposed to following a manual and recreating an existing machine. After learning about Newton’s Laws and the six simple machines of physics, their only directions were to construct a Rube Goldberg machine that
accomplishes a simple task, leaving them with ample space to explore possibilities through trial and error. Students worked collaboratively in small groups throughout the design process, pushing them to mindfully and empathetically express their creative ideas with other community members. Some of the grand visions initially proposed included a working model windmill, a complete circuit board, and even a rocket launch. Rather than dismiss any of these ideas, students were encouraged to experiment and explore, as well as make adjustments to their machines and group visions. After many iterations, the machines created included an elaborate marble run which turned on a lightswitch, a slinky used as a screw to pop a balloon, high water pressure to
turn an axle, and one machine even started a video by having a marble drop onto the play button of a computer. The devices created during this unit were largely made possible because students were given the freedom and safe environment to independently experiment outside the limits of failure and overbearing guidance. As parents and educators, it can often be difficult to control our own impulses to intervene and support an adolescent as they experience struggle. However, the simple act of being a quiet, yet encouraging, presence for young adults as they journey through the struggles of selfdiscovery can be the most meaningful support of all. As Dr. Maria Montessori said, “Never help a child with a task at which he feels he can succeed.” By allowing our young adults to explore, make mistakes, and learn from those mistakes, we can be confident that they will surely reach their greatest potential.
Students devise a system to have a marble run a course to turn on the light switch.
Using water to initiate their machine, these students hope to land their marble on the lever to hit the large pile.
First time’s a charm for this lucky group!!
These students found a complicated way to pop a balloon with a screw!
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How do we help students reach their potential with their voices? Sarah Holland, Speech Language Pathologist
At Oak Farm Montessori School we are lucky enough to have a Speech Language Pathologist on campus. We are able to support speech and language needs early and continue to support until students have reached their full potential. This support looks different based on the needs of each student. At the earliest stages of development, beginning at infancy, students are learning to recognize sounds and voices. They are learning the power their voice holds. They are learning the power of communication. First words begin to emerge at about a year. The toddler classrooms are
full of chatter. The children are learning to use words to share their excitement, wants, needs, thoughts, and ideas. Although we may not always understand them, they have a lot to say. We use alternate forms of communication including gestures and sign language. Even eye contact and gaze can be communicative. Vocabulary and clarity are supported and integrated into their play and work. In primary, children continue to build their vocabulary and learn how to organize their thoughts and ideas. This organization and clarity are supported and continue to be supported until students are able to clearly
articulate their thoughts and ideas. We support students in communicating in a manner that allows them to reach their full potential. Everyone’s communication may not look or sound the same, but all communication counts! Not only do we support our students in expressing themselves in the form that allows them to reach their full potential, we also support students in recognizing that not all students express themselves in the same way. Instead of masking these differences, we embrace them and support each other in reaching our full potential.
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Oak Farm Montessori School | 502 Lemper Road | Avilla, IN 46710 | 260.897.4270 | www.oakfarm.org