Oak Farm Montessori November November 2023 2023
Like our guides in the classroom today, she soon realized that children are intrinsically drawn to what interests them. But how do you entice that artistic child to spend more time in the math and cultural area and less in the practical life and art? Our classrooms allow for the child to move freely between subjects, creating their own work plans, and deciding how the flow of their day might look; you can’t simply shuffle them off to a room dedicated to that subject as in a traditional model of education. This is where the role of the guide is most important. She watches and observes each child. What are their strengths, interests, passions, motivations, and future plans or endeavors? I have seen this manifest for myself as Jack’s teachers have fostered his love of understanding of how things work into math lessons, writing prompts, and into scientific hypotheses. Because they know each child, they can create individualized lesson plans that inspire and encourage the child to reach their full potential. Would you be surprised to learn that Dr. Montessori originally kept her materials locked in a cabinet that only the guides had a key to open? It was only when she arrived early to the classroom one day to find that the children had already set about working, without the need of a teacher, that she realized the power of intrinsic motivation and independence. How much more enjoyable is a task when it is something of your own choosing? The next time the toys need picked up or the dinner dishes need cleared off the table, why not ask, “How can we do this together to make this more fun?”
Candice 2
HEAD OF SCHOOL
The Montessori curriculum and philosophy, that you see exemplified in each of our classrooms at Oak Farm Montessori School, is a result of careful planning, research and observation of our faculty and teachers. Yes, Dr. Montessori provided a ‘blueprint’ for scope and sequence of how lessons should be introduced at each level, she spent countless hours working with scientists and philosophers to design didactic (self correcting) materials to create confident and independent learners, and finally, she sat in a chair with pencil and paper to self analyze how the students responded to this educational system. Why were some children drawn to the beauty of the sensorial materials while others spent hours working with the mathematical chains? How could she best challenge the students in each area of the curriculum?
Reading Role Models Lisa Bockelman, Reading Spccialist
In an age dominated by screens and digital distractions, inspiring students to read has become a challenge for educators and parents alike. However, nurturing a love for reading is essential for academic success, personal growth, imagination, and critical thinking skills. Leading by example is one of the most effective ways to inspire students to read. Teachers should demonstrate a genuine love for reading through their actions. When students see adults enjoying books, it sends a powerful message that reading is enjoyable and valuable. A reading-friendly environment is essential for encouraging students to read. Montessori classrooms provide cozy reading corners, comfortable seating, good lighting, and various books catering to different interests and reading levels. The more inviting the space, the more likely students are to spend time reading. The Montessori classroom allows students to choose their reading material, which empowers them and increases their engagement with the text. Giving students autonomy over their reading choices helps them connect with the material on a personal level. Fostering discussions about books can deepen students’ understanding and appreciation of what they read. Teachers can facilitate book clubs or group discussions where students can share their thoughts, ask questions, and analyze the text together. These interactions create a sense of community around reading. Incorporate technology to make reading more interactive and appealing to tech-savvy students. E-books, audiobooks, and reading apps can provide new and engaging ways for students to access literature. These digital resources can cater to different learning styles and preferences. Inspiring a love for reading is an ongoing process. Some students may take longer to develop a passion for reading than others. Educators and parents need to be patient and persistent, offering support and encouragement throughout the journey. Inspiring students to read is a vital mission in the education and development of young minds. Educators and parents can ignite the spark of curiosity and imagination in their students by becoming reading role models, creating inviting environments, offering choice, and embracing diversity. Reading can be a lifelong source of joy and knowledge, and the efforts to inspire young readers will undoubtedly have a lasting impact on their lives. #supportourschool
Intrinsic To guide a child to reach their potential, we study to understand, through observations, the stages of growth, as well as the child’s inner drive, while offering guidance and an environment that fosters the whole child. Only the child can achieve normalization and self-construction. Upon hearing the term “Normalization” for the first time, most people might cringe. “What? Is my child not normal?” Normalization is a term borrowed from anthropology and means, “Becoming a contributing member of society.” (Dr. Rita Schaefer Zener). Normalization describes the process that occurs in a Montessori environment where young children learn to focus and concentrate for longer periods of time, while deriving self-satisfaction from their work. Maria Montessori states that there are four characteristics that show normalization has occurred. These include: love of work, concentration, self-discipline and sociability. The process of normalization is similar to a three period lesson. While every child develops at a different pace, it occurs within three steps. These include: preparation of work, repetition of the work itself, and rest (completion) of work. The “I get to do it” mentality stems from the Montessori method that revolves around intrinsic motivation and innate learning. The desire to engage in behaviors that arise from the child themselves 4
is naturally satisfying. This involves doing something because it is personally rewarding to oneself. When it comes to motivating your child to cooperate, you must tap into their intrinsic desire, rather than resorting to punishments or external rewards. By supporting this approach, we are able to develop the child’s will and independence. If we oppose a child’s free will, it can lead to disobedience. By showing children respect, we can earn theirs; and by extension, their cooperation. When a child is unable to perform a task right away, we must respond with empathy, model patience, offer choices, and encouragement. For instance, if you are in a rush to leave the house and tell your child to put on their coat, your child may refuse. To motivate your child in this situation, you can kindly say, “I’m sorry we are feeling rushed today. Would you like to put on your coat, or would you like me to help you?” Offering choices displays respect for your child’s free will. Offering guidance shows your child that you are willing to work together. One day your child may do the task without hesitation, other days they may say no. The child will sometimes refuse to cooperate, as it is a natural part of a child’s development. It’s crucial during these formative years of life that we work with the child to develop their will, rather than break it. We want our children to be
Motivation Nefy Hathaway, Toddler 2 Teacher
independent individuals who choose to behave on their own accord because it feels good, and because they know it’s the right thing to do. The journey that a young child takes towards independence and intrinsic motivation is a key component of the Montessori philosophy. Naturally, the materials in a Montessori classroom are inviting and call for independent work. As Montessorians, we often say, “Never do for a child what they can do for themselves.” – Maria Montessori. It’s not only a prepared environment, routines, and attractive materials that motivates this approach. It starts with our way of thinking, understanding of each individual child, actions modeled, words expressed, consistency, and follow through. For example, if your child is excited about their new shirt and asks, “Do you like my new shirt?” Try simply replying with, “Do you like your new shirt? Your new shirt has stripes.” Or try, “Thank you for showing me.” This develops ownership of one’s thinking. The child wears the shirt because they like it, not based on the opinion of others. Descriptive and appreciative praise, rather than evaluative, allows a child to feel a true sense of belonging while instilling the intrinsic desire to do and think for themselves. Encouraging intrinsic motivation in a young child will aid in one’s critical thinking, self-worth, emotional health,
independence, life-long learning, leadership, confidence, and security in oneself. When these crucial skills have become instilled, a young child’s mindset becomes “I get to,” rather than, “I have to.” In the Infant and Toddler environments at Oak Farm Montessori, our guiding principles, care of self, care of others, and care for their environment is modeled and encouraged every day. Observing a child’s determination, as well as their joy, when they say, “I can try,” or “I did it!” is our greatest reward. My personal favorite quote from Maria Montessori is the following, “The children are now working as if I did not exist.”
“Our care for the child should be governed, not by the desire to make him learn things, but by the endeavor always to keep burning within him that light which is called intelligence.” ~Maria montessori
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Inspiring work Tia Matney, Primary 1 Teacher
What does inspiration look like in a Primary classroom? How do we inspire students to want to learn a new concept or master a skill after the lesson is given? Montessori is built on intrinsic motivation. This method takes into consideration key parts of development and allows children adequate time to discover their passions and interests. In other words, children in a Montessori environment have freedom within limits to explore as they wish. Along the way, “normalization” happens. We see this when the students show independence, self-discipline, and a sense of peace, which then leads to greater learning. This transformation happens naturally, it cannot be forced or coerced, each student comes by this in their own progression.
“Our care of the child should be governed, not by the desire ‘to make him learn things’, but by the endeavor always to keep burning within him that light which is called intelligence.” —Dr. Maria Montessori
A Montessori teacher needs to trust in the child. Through engagement in their individual curiosities, children will lead the way, truly understand what they are learning, and move on when it is right for them. Montessori teachers learn to wait and watch, without intervening. We learn that experience is the best instructor. We believe that we are not in control of the process of a child’s development… we are merely observers and must take what we observe and use it in service of the child. We see the light in their eyes when they master a skill and then their question becomes, ‘What’s next?” This kind of inspiration is contagious and provides the children with intrinsic motivation to want to do, and learn, more. 6
#supportourschool
Normalization is the term Montessori used to refer to children who are able to concentrate and work freely in the Montessori environment, exercising self-discipline and peace. Normalized children are independent, which leads to greater learning. The Montessori environment is structured to lead the child naturally and gracefully through the stages of normalization. Normalization can neither be forced or coerced. Each child is a unique individual with a unique timeframe of development.
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ormalization is adopted from the field of anthropology (Shaefer-Zener, 2006). In the anthropology field, normalization is defined as a contributing member of society. Dr. Montessori used the term to distinguish one of the processes that she observed in her work with children (Shaefer-Zener, 2006). The process of normalization occurs when human development is proceeding normally. Montessori utilized the word normalization in accordance with all children; she wanted others to know it was a process of development of characteristics that occurred within every child, not just a few (Schaefer-Zener, 2006). Normalization occurs in a three step cyclical process. The first step is for a child to choose a work of interest and to begin working. The thought of choosing the work and preparing to work causes the intellect to begin to focus 8
on the particular activity. The second step is displayed when the child reaches a deep level of concentration. The third step is demonstrated when the child has developed a feeling of satisfaction and well-being. Through this process, the child is building their personality and character (Scheafer-Zener, 2006). This cycle is also known as the cycle of work or work cycle. Children who display love of work and joy, among others, are modeling characteristics of normalization. The children who display coordination of movement, independence, and orderly control of behavior are also displaying characteristics of a normalized child. Normalized children, in totality, display a love of order, love of work, spontaneous concentration, an attachment to reality, a love of silence and working alone, and have lost the possessive instinct. These children also possess
independence, initiative, and obedience. They are also cooperative, helpful, self-disciplined, and joyful (Futrell, 1971). According to Shaefer-Zener (2006), there are four specific characteristics of Normalization; those characteristics are love of work, concentration, discipline, and sociability. These four characteristics must be observed at one time to say a child is normalized (Montessori, 1988). Normalization is “the most important single result of our whole work” (Montessori, 1988). A rising third year in the lower elementary environment who is normalized will possess the following characteristics: love of order, love of work, a profound spontaneous concentration, attachment to reality, love of silence and working alone, sublimation of the possessive instinct, power to work by choice, not just curiosity, obedience,
Normalization to
Valorization Tiffany Fennig, LE3 Teacher
spontaneous discipline, and joy. The child must be in a prepared environment by a guide who allows true freedom to develop naturally (Montessori, 1998). Through work, the child will become disciplined and able to develop these characteristics (Montessori, 1998). The guide must also prepare the environment with the development of character and personality in mind of the lower elementary child, providing that he will attain these skills to move him towards the steps of valorization in adolescence (Donahoe, 2010). Through the child’s important work and establishing the characteristics of normalization, a child will be able to demonstrate self-confidence through knowing oneself and knowing that one’s own effort met with success contributes to positive self-talk and increased confidence (Dekko Salsberry, L. & Cunningham, J., 2009). The normalized
child also demonstrates the ability to understand oneself. The child becomes comfortable and secure with himself and the person he is becoming. He is able to see his mistakes and utilize them as learning opportunities. He feels confident and good about himself and does not allow peers to determine his value. He also feels confident to try new things on his own. This child is striving for selfdevelopment and demonstrates self-respect for himself. He is optimistic and joyful as he journeys on this path. “Only normalized children, aided by their environment, show their subsequent development; those wonderful powers that we describe: spontaneous discipline, continuous and happy work, social sentiments of help and sympathy for others” (Montessori, 1988).
cycle. As the guide, we are observing what motivates your child to choose work during the work cycle and take this work through the entire work cycle process without interruption. Is your child motivated by the arts; do they prefer to complete a follow up work with art materials versus just writing? Are they motivated to make a book about the information they have learned from studying a specific topic? Does your child need movement incorporated into their work cycle to re-engage their brain to focus on the wealth of information they are receiving from learning about the sun? As the guides are learning and observing the child through this process, the child is also learning what they need to as well.
From the child’s perspective, they are able to develop the characteristics through the work #supportourschool
Creating Curiosity Nancy Bradtmiller, Upper Elementary2 Teacher When the hands are guided by the mind in interesting and purposeful work children become focused and a peacefulness sets in; this is what Maria Montessori referred to as “normalization”. Upper teachers work toward this goal from the start of the school year by establishing classroom norms based on Oak Farm Montessori School’s Guiding Principles – Care of Self, Care of Others, and Care of Environment. These lay the groundwork for procedures, routines, and community resulting in the smooth running of the classroom. Before lessons begin, teachers spend time observing students to determine their needs and interests. Daily observations reveal what feeds the spirit of each child. Notes are kept on which materials children choose, what they say about it, and how they interact with the material. These clues help teachers reflect on what, when, and how to present lessons to students. When lessons are presented in a timely manner, children take great joy in their learning and an inner discipline manifests. The child is capable of deeper concentration and accepts the challenge of meaningful work. 10
Great Lessons’ grandeur and complex details call upon the Upper students’ imaginations to comprehend. With the pattern of story to study, students are encouraged to follow their curiosity and seek to find the answers to their questions. After the “Coming of the Universe” Great Lesson, the atom board lesson was a popular request.
The Decanomial Layout shows the geometric figures formed by multiplication and their factor pairs.
Statistics reveal that children will spend five minutes on a math problem and quit if they can’t find a solution. Upper teachers stretch this time by helping students to see the patterns, creativity, and predictability of math. Problems are like putting together the pieces of a puzzle. Beware parents, upper students may practice their art of persuasion on you. They know how to sway you with the facts, pull on your heart strings, and/or convince you to do the right thing. If your upper student persuades you into doing something you hadn’t planned, you can thank those Upper writing lessons!
“The child who concentrates is immensely happy.” “Playing inside is better than outside because weather can be hazardous.”
~Maria Montessori
Theatrical Inspiration Kavin Ley, Theatre and Middle School Teacher
In the world of education, the Montessori method has long been celebrated for its unique approach to nurturing young minds. Its emphasis on child-led learning and hands-on experiences has proven effective across various subjects. One area where Montessori education truly shines is in the performing arts. Montessori theatre classes are approached differently than drama programs. They are designed to empower students to take ownership of their learning and foster a deep appreciation for the performing arts. At the heart of this experience lies group work, which serves as the cornerstone of theatre education at OFMS. Group work in Montessori theatre classes provides students with a platform to explore their creativity freely. In this setting, children are encouraged to brainstorm ideas collaboratively, develop scenes, and participate in group acting activities. This hands-on approach allows students to express their artistic visions while respecting the ideas and perspectives of their peers. In doing so, students learn the value of creative collaboration, a skill that transcends the theatre and is essential in many aspects of life. Confidence is a vital attribute that theatre classes aim to nurture. Group work in theatre class allows students to share their ideas and perform in front of their peers, gradually building self-assurance. When children realize that their contributions are valued and respected within their group, it bolsters their self-esteem. This new found confidence often extends beyond the theatre and positively impacts their overall development. Theatre is inherently a collaborative art form, and our theatre classes emphasize teamwork above all else. Students learn that their individual success is intertwined with the success of the group as a whole. Through group work, they develop essential skills such as: effective communication, compromise, and problem-solving. These skills are invaluable not only in the theatre, but also in future endeavors, be it in school, work, or relationships. In Montessori theatre classes, the ability to adapt to changing circumstances is paramount. Group work often involves improvisation, quick thinking, and the ability to adjust to unforeseen challenges. This fosters adaptability in students, a skill that is highly sought after in today’s fast-paced world. Learning to adapt and find creative solutions in the context of theatre prepares students for the unpredictable nature of life itself. Montessori theatre classes are a beacon of inspiration for young students, and group work lies at the core of this transformative educational experience. Through creativity, confidence-building, teamwork, and adaptability, OFMS theatre classes equip students with skills and values that extend far beyond the stage. They empower children to become confident, collaborative, and creative individuals, ready to face the world with a sense of purpose and artistic inspiration that will serve them throughout their lives.
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Lex is holding on to the Van de Graaff machine and building up electrons in his body which causes his hair to stand up and sparks to jump to others.
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Students are observing one of the many ecosystems on campus.
Science is the
“The goal of early childhood education should be to activate the child’s own natural desire to learn.” -Maria Montessori Although Maria Montessori was speaking about inspiring young children to want to learn, the goal of inspiration applies to students at all levels of education. In high school science, students are inspired to learn when presented with incongruent events, connections to nature, and real world applications. One of the most interacive aspects of science is figuring out why something is happening. On the first day of every science class, students observe a variety of science “magic tricks”. Throughout the year, students learn the information they need to understand the science behind the “magic”. The mystery of the event ignites their curiosity and motivates them to learn why something happened the way it did. High school students spend a good deal of their time in the many ecosystems on our 12
agic of reality Jax is observing how certain metals react violently with water.
Students are planting native prairie grasses on campus.
Katie Lautzenhiser, High School Science Teacher
campus as well as additional ones off campus. Being able to see and interact with what they are studying in class gives them the motivation to learn about them as well as a deeper connection to the content. Students also participate in ecological service impact learning. Caring for, and restoring, environments gives students an investment in the natural spaces they are saving. In high school, students have grown in their independence and are ready to expand into more real world situations. In Pathways, students run their own businesses. They have the freedom to choose their project, develop a plan, and put their plan into action. They take the initiative to make sure their business is successful and enjoy their successes and learn from their failures. High school students welcome this responsibility which motivates and focuses them to work hard to achieve success. These incongruent events, connections to nature, and real life experiences inspire students to work freely with great concentration and self-discipline which leads students to great success. #supportourschool
A Positive Investment kim davidson, strategic partnership director
Outside of Upper Elementary 1 there is a sign that reads, “Teachers who love to teach, teach children to love learning.” Everytime I pass that sign, I stop for a second. Isn’t this true? For most of us, our favorite teacher or teachers ignited a passion inside of us for whatever subject they taught, and many changed our trajectory for life. When someone loves what they do, it is hard to hold back the passion that they share with all who are around them. At Oak Farm Montessori School, we are fortunate to have faculty who choose to be here. For some, they have always been committed to Montessori and that has been their focus and passion throughout their teaching career. For others, they were in a more traditional setting when they discovered OFMS, or Montessori, and decided to make a change in their career. Whatever the path, the faculty have invested themselves in being lifelong learners who share their passion with the students they serve. Included is what a few of our faculty shared about their daily inspiration and why they continue to love to teach. I think we all can agree that the teacher is truly at the heart of each person’s educational experience. By investing in our faculty through professional development or supporting the school through an unrestricted operating gift, we can each positively impact and inspire an OFMS student as they grow and develop into adults who love to learn.Use this link to learn more. 14
INES OLDENBURG LE2 TEACHER
“I love teaching at Oak Farm Montessori for multiple reasons: there is a connection between all staff members and between parents and teachers. There is so much respect and admiration for the different skills that everyone is contributing. We all are committed to the well-being and growth of our students and to making Oak Farm Montessori the best place to be. Watching my children (what I call my students) excitedly enter the building in the morning, and their curiosity for life makes me love my job even more. Because we stay connected with our children after they leave us, we are able to continue watching them grow; this is the greatest reward, knowing that I was a part of their life and transformation.”
APRIL VANOSDALE UE3 TEACHER
“As a teacher of 24 years, I have never seen students as excited about learning and impacting their community as I have at Oak Farm Montessori School. The nurturing environment at our school fosters a mindset of limitless possibilities. I have personally witnessed students become world changes and an asset to the community time and again.”
TIA MATNEY PRIMARY1 TEACHER
“I have been blessed to be able to spend almost all of my 20 years of teaching in a Montessori school. Being able to walk into my classroom each morning feels like my second home. Everyday, I see so much compassion, love, understanding, and a sense of community from the students. To know that I am supporting them to become incredible human beings makes my heart full and it’s why I continue to love teaching year after year,” #supportourschool
I/T
Mark your calendars
Closed
November 10th, 2023
Founders Day OFMS
Celebration
november 10th, 2023
Day of Giving
Community
Coffee
Grandparents’ Half Day
november 10th, 2023 november 17th, 2023
Day
november 21st, 2023
In-Service
Thanksgiving
november 21st, 2023
Break
november 22nd-24th, 2023 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