OAK FARM MONTESSORI October 2018
Who is the new Head of School?
Why w as she chosen to lead Oak F arm?
und o r g ack tion b a a c u h Wit blic ed ed is u tt ? in p ommi ori s s c e ont how M to she
Getting to Know you... Candice Holbrook, Head of S chool
These are a few of the questions that people have asked me, and perhaps you are one of the people who posed them. All are valid questions, and you should be asking them because of how vested each of you are in the Oak Farm community; if not for your own child, for the children of this area that we call home. This is my first of many submissions for the Oak Farm newsletter, and in full disclosure it feels a little awkward to write about myself. However, in an effort to answer these questions I must make myself uncomfortable for a cause to build understanding on how my past experience can be utilized to improve existing programs and experiences at Oak Farm. This is a time of great growth for Oak Farm, and building the understanding of the strengths I bring is a worthy cause, so I am prepared to make myself vulnerable! As an educational leader who is passionate about developing the whole child and an expert on student learning, I immediately applied for the Head of School position when I heard the opportunity was available. I had confidence that I was able to lead Oak Farm on its mission that I also shared, while also bringing a unique perspective rooted in experience, both professionally and as a parent at the school. That confidence only continues to grow and expand, not only within myself, but among the staff and parents who I have been privileged to get to know better as I share my story with them.
In my previous role as Director of Curriculum, Instruction, and Assessment at a local public school corporation, I created, built, and sustained successful programs to enhance learning for children. This was achieved by building partnerships within the community, networking and learning from other schools as well as a dedicated staff that was inspired by the vision. As a result, I was named one of Greater Fort Wayne Business Weekly’s Twenty Millennials Making a Difference in 2016; an award available across all professions, not just education. Dual Language Immersion, Beginning Teacher Assistance Program, Kinderforest, Leader in Me, Makerspaces, and Response to Instruction are some of the examples of programs that enhance learning experiences for students that can be unique to traditional schools. However, already I can see where these programs are rooted in the Montessori philosophy at Oak Farm: Spanish lessons across all levels, partnerships with local colleges to attract student teachers, Positive Discipline training for staff and parents, a diverse outdoor campus for students to explore, freedom of choice for children to develop their powers of innovation and discovery, and individualized lesson plans that help all students reach their full potential. While my teaching background has been in lower elementary, my leadership experience spans across all ages, including middle and high school. My expertise in curriculum and instruction, the abilities to build and maintain relationships, and my work in establishing meaningful and effective programs will serve me well in helping to expand the middle and high school experiences at Oak Farm. My leadership qualities will help support an environment where Oak Farm students exemplify the vision of a “Portrait of a Graduate.” As a “Portrait of a Graduate”, both students and faculty reflect on lifelong learning, leadership, global citizenship, and emotional literacy from within. I will focus on the characteristic of lifelong learning and this is where I would like to address my commitment to Montessori education for every child at Oak Farm. I am, and will continue to be, a lifelong learner. Beyond my Masters in Educational Leadership, I have demonstrated this characteristic by obtaining my gifted and talented license and completing all coursework for my English Learner license, among other professional learning opportunities. I am currently applying to high quality institutions to obtain my Montessori credentials in administration beginning this summer. While I currently am not formally trained in Montessori, my learning will not wait until June. Already I have immersed myself in books, registered for conferences, and more importantly; surrounded myself with top Montessorians in the United States:
...the Oak Farm faculty.
My previous experience in a public school system transfers to a Montessori school with a shared vision and common beliefs that inspire children to reach their highest potential as we learn and grow together. I have and still want learning to be meaningful. I have and still believe that children must be inspired within a prepared environment for maximum learning to occur. I have and still believe that education should be different than traditional schooling. I have and still believe that children should feel empowered as learners. These beliefs did not change because I am now Head of School at a Montessori school. These beliefs are what attracted me to a Montessori school, and not just any Montessori school...Oak Farm Montessori School! A school committed to be the strongest example available of how a birth through young adulthood Montessori education should be. Who wouldn’t want to be a part of this opportunity?
Candice
Ashley Buckles, Primary 2 Teacher
Yes, please & thank you!
G
race and Courtesy lessons are an indispensable part of the Primary classroom. Our young students are in the process of learning how to be part of a community. We all hope our children will grow up to be peaceful and respectful adults, but we must not forget our crucial role in this process. During whole-group lessons, students are taught everyday skills; such as how to greet a visitor, serve a guest, speak softly, introduce someone, wait (rather than interrupt), resolve a disagreement, and give/receive a gift. As a class, we role play these scenarios and allow the children to practice as much as needed. The children excitedly participate in this role play, as they are eager to show their classmates that they know what to do! The practical life skills practiced and learned in the Primary environment will be beneficial throughout their lives. As adults, it is important to remember that we are creating the essential foundation for grace and courtesy through our own modeling of these behaviors. How do you greet a friend? Do you offer others a serving prior to taking the last portion? Are hand written notes of gratitude mailed to friends and family? It is expected that the Primary aged student will struggle with consistently exhibiting Grace and Courtesy, and when this happens, we kindly demonstrate these lessons again. Most importantly though, through our own grace and courtesy, we assure our children that we are here to love them and guide them on their journey.
Making Connections with Upper Math + % = < Nancy Bradtmiller, Upper 2 Teacher
Stamp Game and Test Tubes teach division and help students understand the process. As students move to abstraction, they can check their work with materials.
When learning definitions, it is helpful to see different examples. Upper students use the Stick Box to construct angles then reinforce their learning by looking for angles in the world around them.
When entering an Oak Farm Montessori Upper Elementary classroom, you can’t help but notice all the shelves filled with materials. Guides work tirelessly organizing the didactic (self-correcting) materials to reflect the flow and sequence of the given subject area. In particular, Montessori math materials first present concepts concretely and then move the child toward abstraction. You might ask why this is important. Traditionally, math is viewed as a subject of calculations, procedures, and rules; when actually, math is a study of patterns. According to Jean Piaget, true learning depends on how ideas fit together. Montessori math materials encourage students to explore, interpret, and make connections. Students who approach math in this way, and realize their role is to learn and make sense of it, have a positive mathematical mindset. Upper students are very social and enjoy working together. Collaboration spurs on conversations with students explaining their thinking and the connections they have made to one another. As students explain themselves and critique the reasoning of others, it leads to a deeper understanding of the concept. At the Upper Elementary level, we find opportunities to challenge our students. We know that “grit” is the result of hard work and persistence. This deep thinking leads to long lasting connections; while superficial practice washes away quickly. Recent neurological studies show that when the brain struggles, synapses flare; creating better pathways for learning. Upper teachers realize mistakes are opportunities for growth. We want our students to feel free to try new ideas and not be fearful of being wrong, because we love to celebrate when they are able to say, “I figured it out”!
Solving for an unknown variable, exponential growth of numbers, and other pre-algebraic concepts are introduced in Upper with materials. Students collaborate, teach each other new skills, and apply what they already know Students will recall these lessons later when they to new situations adding greater depth to familiar concepts and skills. encounter them in equations.
Passion is lifted from the earth itself by the muddy hands of the young; it travels along grass-stained sleeves to the heart. If we are going to save environmentalism and the environment, we must also save an endangered indicator species: the child in nature. Richard Louv, Last Child in the Woods
Outdoor Exploration
Candy Slabaugh, Toddler 2 Teacher
During the first few years of life, infants and toddlers try to make sense of their world. One of the ways they do this is by soaking up every noise, sound, and experience. When given the opportunity to take in information and form ideas about how the world works around them, they build a foundation for future experiences. Not only is being outdoors an enjoyable experience for infants and toddlers, it is critical for cognitive development. During the first three years of life, a child’s brain synapses form at a rapid rate. These synapses are formed based on the richness of the child’s sensory environment. Therefore, it would make sense that we would want to provide a stimulating environment for infants and toddlers, both indoors and outdoors. In addition, the knowledge they gain while engaging in outdoor activities provides a foundation to literacy and scientific learning (Dewey, 1938/1963). Outdoor experiential learning also promotes early language development. Having a rich sensory experience gives young children something to talk about. When a child is able to observe a frog hopping by or a butterfly spreading his wings to fly, the child loves to point out and share their experiences. This verbalization of awareness of the world around them also promotes social development. Even infants, who do not have the ability to physically play with others, are able to observe others; which is the first step in social development (Oesterreich, 1995). Finally, outdoor experiences are critical for infant and toddler physical development. According to Gabbard (1998), the “window of opportunity” for acquiring basic motor movements is from prenatal to five years of age. During this time, the brain gathers and stores information, and a solid foundation for movement activities is built. Infants need interesting things to look at, both from a horizontal and vertical position. They need materials and space to practice crawling and things to pull up on, so that they can learn to walk. Toddlers need space and materials that will help them act out prepositions: over, under, on top of, inside, outside, behind, in front of, up, and down (Rivkin, 2000). When we give children the opportunity to explore the outdoors, we are actually fostering their development in more ways than our minds can imagine.
Engaged in life long learning M i c h a l M i l l e r , L o w e r 1 Te a c h e r
W
hen we think about what we want most for our children and our students, many of us want our children to be “lifelong learners.” Lorene Dekko founded Oak Farm Montessori School with the idea that students graduating from Oak Farm would be lifelong learners or be engaged in their own learning. Independently seeking knowledge rather than relying on others to tell them the new information. Would you take a peek with me as we checkout some of our lifelong learners in our classrooms all over Oak Farm? Notice the students engaged in their own learning. Interested in researching and getting knew lessons. Desiring the opportunity to challenge themselves and their own thinking. See the deeply focused expression spread across each student’s face? Not even aware of the photographer? This is what the beginning of lifelong learning looks like. Can’t you see each engaged student growing up and continuing their journey as a “lifelong learner?” Isn’t it great to imagine what all these lifelong learners will accomplish?
BONNIE BLOOM, Art / Innovation and Creative Problem Solving Guide
HIGH SCHOOL INTERCESSION
During the week of October 16th-19th, 2018, High School students participated in their annual Fall Intersession. This year’s theme was “Practical Life of the Adult.” Students were engaged throughout the week with a schedule planned by High School business teacher, Jon Agler. Both on campus and off, students explored what it means to be an adult with hands-on workshops, meaningful presentations, and tours of different working environments. One adventure took students out to see Fort Wayne’s Master Spas showroom and production facility. Students heard from HR director, Carmen Flores, about what she looks for during a job interview and in her employees on the job. She also shared her own career path—a model of lifelong-learning—which included majoring in Business and Spanish in college, international travel, and working in diverse professional fields. “I have always wanted to learn how to do an oil change and this week I did it. I also learned that it is important to remember to take out the drainage bolt,” laughed Emma C.! Teachers volunteered their cars so that students could change the oil, replace wipers, and change light bulbs. Many of the students are beginning their journey towards driving or already have their license, and this was a workshop with real significance for them. Plus, it’s always fun to work on teachers’ cars! “I loved learning about financial planning from Todd Larson. His advice to ‘start saving and investing now’ really resonated with me,” shared Jackson W. Students visited the offices of Ameriprise
Financial Services, Inc. to learn about how to manage personal finances as they move towards independence. They also took a trip to downtown Fort Wayne to visit the non-profit company Neighborlink, a community service organization. A theme that came up during the week as we visited businesses and local organizations, was the difference between the for-profit and nonprofit business models. Students were able to hear about pros and cons of both models, which is helpful in preparing for what types of businesses they might want to work for or start in the future.
“I loved trying different kinds of food.” Maiah C.
“I loved trying different kinds of food. Trying the Vietnamese and Vegan cuisine at different Fort Wayne restaurants was great,” commented Mariah C. Wellness and healthy eating were another theme of this Intersession. Students were able to step outside of their comfort zones and experience new tastes at local restaurants, while getting hands on cooking experience with nutritionist, Michelle Rudolphi in the High School kitchen. Some hits were ramen and bubble tea, some misses were raw radishes and canned salmon. Throughout the week, Ulead, the team building organization focused on youth empowerment and self-awareness, engaged students with games and thoughtful discussions. Uleaders, Kaylee and Rich had everyone laughing and shouting in their play based exercises that ultimately taught practical life skills like goal setting and personal connection through empathy. “The last day of team building with Ulead was really meaningful because we had time to reflect on why we appreciate each other,” said Gavin B.
“I have always wanted to learn how to do an oil change and this week I did it.” Emma C.
“The last day of team building with Ulead was really meaningful.” Gavin B. “I loved learning about financial planning...’start saving and investing now’ really resonated with me.” Jackson W.
Question: When is a duck...
not a duck?
El Juego de Pato is played by (2) four- man teams on horseback that run up and down a field that is 200 yards long by 87 yards wide. The purpose is for one team to take possession of the “duck”, a ball with 6 protruding handles, and make a goal at their end of the field. The player with possession of the duck must keep his right arm outstretched so that others can try and steal it. The tugging of the duck is called the “chinchada” and the riders involved must stand in their stirrups until one gets possession.
The game was originally played using a live duck in a cage. It was developed by the gauchos (Argentina’s cowboys) in the pampas of Argentina. Why a duck was used is anybody’s guess.
Quack..
: r e nsw
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Farm k a nO Whe e!! v i t a cre gets
The Middle School had the privilege of hosting a visitor from Argentina on Thursday, September 20th. Matías Blanco was visiting MS ErdKinder Manager, Pat Cole, and his wife, Judy on a whirlwind visit to the United States. While in this part of the world, he graciously spent three hours with our Middle school Spanish students; fielding thoughtful questions, being interviewed in Spanish by a sheep puppet, sharing his personal photos of family and food, and teaching students about Argentina’s use of the “Vos” instead of the familiar “Tú” form. Matías comes from the small city of Tupungato, in the province of Mendoza, which is famous for its wines and is very near the Chilean border. For two days before Matías’ visit, the Middle school students did research on Argentina: investigating topics like the economy, daily life, food, history, politics etc. in order to come up with insightful questions to ask our guest. After a quick lunch, the entire Middle school congregated outdoors under blue skies and soaring temperatures for a hilarious Oak Farm interpretation of Argentina’s “El Juego de Pato” (the duck game), officiated by our own Pat Cole with coaching on defensive tactics by fellow teacher, Jon Agler.
Pat organizes the students into teams while Matías looks on, wonderingly.
El Juego de Pato
The game is traditionally played on horseback with a ball being carried and fought over by the riders as each side tries to make a “goal” on their side of the field in long butterfly-looking nets. The name comes from its original “ball” which was a duck in a cage. Obviously, we have no horses here at Oak Farm, nor would we ever subject a duck to this kind of treatment, so we used an old goat marionette as the duck in our rendition, with the wheelbarrow and their human pushers as the horses, and the passengers with helmets as the players. Pat stood in the center of the field, threw the goat puppet into the air and the wheelbarrows took off with much yelling and laughter. Matías, a bit stunned by the chaos that ensued, was overheard saying “this game is from my country?” Yes Matías, it is. In fact, it is Argentina’s national sport! While some tried to dethrone it to replace it with soccer, El Pato has remained in place as it is native to Argentina. Needless to say, a wonderful time was had by all, participants and spectators alike!
“Productive work and a wage that gives economic independence, or rather constitutes a first real attempt to achieve economic independence, could be made with advantage a general principle of social education for adolescents and young people.” Maria Montessori
The profit is in the pies...
Heather Lemmon, MS Teacher
The quote from Maria Montessori above, precisely illustrates the purpose of the Oak Farm Middle School Microeconomy. It is an opportunity for students to “try-on” economic independence. It is an opportunity to make money and decide as a community how that money is spent. One of the ways economic independence is supported at the middle school is through the Microeconomy Cooking Class. Here, students are in control of one part of our small business—the food! Read along as we shed some light on how we do Microeconomy Cooking Class at Oak Farm Middle School. Micro Cooking Class is an option for all students during Friday’s Creative Expression second period choices. First period, students rotate through music, art, and woodshop and the second period is full of new choices each trimester. One class that is always offered is Micro Cooking. With each new group we spend part of our first class learning the basics of measuring and knife skills, and then we sit together and brainstorm what types of items we would like to make and offer for sale. This trimester, all agreed “we have to make apple pies and cookie dough!” Hopefully you enjoyed getting some fresh baked Dutch Apple Pie at Fall Fest. Perhaps you also picked up one of our frozen, ready-to-bake cookie dough boxes as well. Students this trimester have set a new record in pie making. In one Friday class (about an hour and a half long) they made a whopping 14 pies! They are pretty certain they can break that record too! The process they utilize is rather impressive! They have found the assembly line to be helpful in their pie-making process. This doesn’t work so well for cookie dough, but it really increases productivity in the area of pie-making. Two students are positioned at the head of the operation: peeling, coring, and slicing the apples that go to the filling making station and get all covered in spices and yummy flavor, next they go into the pie shells, and finally the topping is made and put on the top. With only 4 students working on the project, they really have created a well-oiled machine! If you haven’t tried some of our baked goods, we would love for you to give us a try! This is really what Montessori spoke of in the opening quote… Productive work and economic independence all wrapped up in apple pies! Yum!
“I love baking the pies and bringing smiles to people while we do it!” Cora “Cooking is really fun and helps us all with our culinary skills!” Carrson
A Story of Growth Kim Davidson, Fund Develpment
When you step back and think about Oak Farm School over the past 18 years, it’s hard to imagine a time when the Victorian House was nothing but a field and the Middle School was someone’s home. As we begin to tell the story that has become Oak Farm, we thought it would be helpful to provide a timeline of growth. Much like the children in Primary who make their way around the sun each year, Oak Farm grows, matures and stretches its reach with each passing rotation. The school has experienced this growth in four main areas: Number of Faculty, Number of Students, Grades Offered and Campus Expansion which includes purchase of property and building projects.