4/20/2012

From Creeping to Leaping the Kindergarten Year – A Montessori Parent’s Perspective

As April approached during our daughter’s last year before Kindergarten, my husband and I began the same process many Montessori preschool parents engage in every Spring: making the decision about where she would go for Kindergarten.  We loved the Montessori preschool, and had really seen our daughter thrive there for the past two years.  And we knew the mantra about kids in the program ‘leaping’

in their learning during their third year.  On the other hand, when we moved to Redding, we researched potential schools for our kids, and chose our house based upon where we intended them to attend school – a wonderful charter school that really seemed to cater to our daughter’s personality and to specific curricular offerings that were important to me and my husband.

When we thought about our daughter’s progress at Montessori in particular, we discussed how much progress she had already made – we were amazed by her burgeoning math skills, her beginning writing, her ability to select work and focus…we thought perhaps the ‘third year leap’ was something she was already experiencing.  She had been so prolific and learned so many new and diverse things, how much more could she grow in the following year?

We decided to go through the lottery process at the charter school and make a decision later, if we were successful in securing her a spot.

As it turned out, we were not successful.  I was surprised at what a relief that was!  We were please that she could continue to hone her skills and talents in her own time, according to when she was ready, both in terms of interest and development.  We appreciated that she would be able to develop more ability to concentrate on her work over ever longer periods of time, and that she would learn to be responsible for progressing through her own education – that she would learn that her rewards (learning new information, skills, etc.) would be a direct result of the effort she decided to invest.

Fast forwarding to the beginning of her Kindergarten year at Shady Oaks, my husband and I were blown away at the changes we observed in her.  We thought she had been ‘leaping’ in her learning the year before – she hadn’t even begun!!  She went from writing her name and the names of a few items around to developing whole sentences, and then stories, in a matter of a couple of months.  From reading a handful of words in beginning reader books and signs around town, she suddenly (within a period of a few weeks) moved on to reading whole stories by herself – and within a couple of months, again, she progressed to books several levels above what we have expected from a traditional 1st grader!  She’s moved from adding single digits together to delving into large addition, subtraction, and multiplication – we’re not even sure what work she’s doing in the classroom that relates to this (she doesn’t tell us a whole lot about what she does); it just comes up at the dinner table or while we’re baking together.  And, being a Kindergartner this year, she is really getting the opportunity to explore her leadership skills.  It’s been wonderful to watch her give lessons to the ‘new friends’ in the classroom, or hear about things the younger children are working on that she can sit near and watch, while she does her own work, and help with if they’re struggling with something.  A great side-benefit to that, she’s become extraordinarily helpful in the same way with her little brother at home as well.

In November of her Kindergarten year, we received a phone call from the charter school that there was an opening for her for immediate placement.  My husband and I struggled with the thought at that point.  We were really starting to see our daughter leap at Montessori, and we knew how much we and she both valued her self- direction, independence in learning, and the benefits of the multi-age classroom.  Still, we had been invested in the idea of this charter school, and it was difficult to just let go of that.  We decided to observe the classroom she would be placed to make the best-informed decision we could.

That morning, we talked to our daughter briefly about the task before us.  We wanted to know what her thoughts and opinions about this were and let her know we valued her input, though we were careful to explain that this was a decision that we were ultimately going to be making based on our assessment of the options.  She asked what some of the differences would be.  We talked about the whole class doing the same work at the same time.  We explained that she would be required to stay in her seat, and raise her hand if she wanted to ask a question or needed to get up for a drink or to go to the bathroom.

She looked at us like we had sprouted horns.

What if I want to do reading and someone else wants to do writing?

Well, that’s not how other classrooms work – you’ll have to read when the class is reading, and write when the class is writing.  What if I’m not done reading and it’s time to write?  You’ll have to save your place in what you’re reading and come back to it next time, or maybe do it on your own after school.  What if I haven’t had the lesson the class is working on yet?  Well, everyone gets the same lesson all together at the same time, so when it’s time to work, everyone’s had the lesson for that work.  And I can’t get up to go to the bathroom without raising my hand and asking?  That’s right – but they’ll let you go, we promise!

The more we talked it over, the more ludicrous it seemed to us also, given the environment that Montessori provides.  Still, we went to our observation with open minds.  The children seemed happy enough.  The teacher was kind and engaging.  They were working on a math set while we were there, counting sides of a hexagon, drawing the shape repeatedly in columns on a worksheet, coloring it yellow (the hexagon tanagrams they used were all yellow), and writing six in the next column showing the number of sides for each hexagon they drew.  About five minutes after we got there, the teacher stopped that lesson and had the class move to a story rug to work on some reading comprehension.  This consisted of her holding up flashcards with common words (cat, hat, it, I, we, can, etc.) for the kids to say in unison three times, then the next card three times, and so on.  This lasted another 10 minutes, maybe, before they moved back to their desks for a new lesson.

The teacher had explained to us that the children needed a break from the math exercise, because they really couldn’t concentrate on it for more than about 15 or 20 minutes at a time.  This was the beginning of the end for us.  We knew from our experience at Montessori, our daughter (and many others children in our classroom) had no problem working on a project for long periods of time, because they chose work they wanted to do and were interested in.  They didn’t have to stop working because other students (who weren’t really interested in the work at hand) got restless.

In fact, this classroom’s whole day was scheduled out in 30-minute increments (or less) for various subjects.  Then they lost about 4-5 minutes each time they moved from one lesson to the next as they waited for the entire class to simultaneously finish one project, move, and settle in to the next.  While this allowed the children to move a little between tasks, it seems strange, having the Montessori experience to relate to, that kids who need to move aren’t allowed until it is time for the whole class to do so.  And that kids that might not be ready to finish the task at hand are required to because others are, or the schedule says it’s time.

We made our decision as we walked out the classroom door from our observation that this was simply not an environment that was best for our daughter.  She was clearly thriving with the Montessori method, and we didn’t see anything that seemed it would provide her with a greater educational benefit.  We were happy to have the opportunity to make this decision ourselves, and know now that it really is the best choice for our family.  It means we will be driving out to Middle Creek Montessori twice a day every school day for nearly the next decade, between our two children.  (The charter school is less than a mile from our house – an easy walking or biking distance.)  Still, the opportunity this affords them is clearly worth it for us.

On a side note, my husband and I come from the polar opposite ends of the public education spectrum: one of us easily excelled in that environment, and the other struggled to make it through.  We’re both intelligent, curious individuals who love to read and have taken many opportunities to further our education outside school.  But the system we grew up with, and which seems to have gone to further extremes, catered to good test-takers who don’t necessarily “learn” the information as much as memorize it for quick regurgitation on tests, while punishing those who do not test well by grading them on how they take the test, rather than how well they actually know the subject matter.  Both of us have seen how the Montessori method would have made a world of difference for our own educations – for one providing a more engaging, less punitive environment that actually promotes learning, and for the other an environment that promotes actual and intentional learning, rather than simple memorization of facts without actually connecting the facts with long-term knowledge that builds upon itself.  I relish the opportunity for our children to be in control of their education; to explore and learn because it’s something that they want to know, rather than something they will need to know for a test; to know that their learning, and not some arbitrary test, is both an objective in itself and a door to their future.

Sincerely,

Sarah Richards

I thought you all might like to know about some work that the
Montessori Leadership Collaborative (started as the McCall Kullack
group) took on this week.

A 60 Minutes expose about the problem of Redshirting Kindergartners aired last Sunday.  We decided, in email
conversation, to respond.   If you use the link: 60 minutes Redshirting Kindergartners

http://www.cbsnews.com/8301-18560_162-57390128/redshirting-holding-kids-back-from-kindergarten/
it should get you there.

Today’s CBS post on that link talks about the Khan Academy, which Bill
Gates describes as the future platform for education— but that’s
another story.

We contacted the assistant producer and we sent the following
message.  We might not hear from them but the important result is that
the groups listed below the message worked as one in sending it.

Since the Montessori Administrator Association Board does not have a press secretary yet (oh drat!);  

I don’t know if a blitz of Montessori messages to CBS/60 Minutes (by all of you) will
be effective or not, but I wanted to share this regardless.  

The MAA board is staying involved in the Montessori Leadership Collaborative
with the hope of supporting our members, by promoting and supporting
Montessori schools and education.  One goal for the future is to have
a way to have a fast, direct, and inclusive response when we need to
have a “Montessori world” response.  The MLC doesn’t have an agenda or
a structure to make changes— the group is still just talking and
discussing how Montessori can be at the table when the time is
right.

Deidre:  The Montessori approach to the education of children offers
an antidote to the Redshirting problem. This phenomenon that you exposed
(and have experienced personally) is a by-product of an educational
system that does not offer the optimum learning
environment for children.  Neurological research offers clear and
abundant evidence that children do not become lifelong learners with
a test and homework approach.  On the other hand, mixed age classes,
combining children of different ages and skill sets, actually promote
the skills children will need for the coming century— collaboration,
curiosity, creativity, concentration, self-directed and individualized work. Our
national leadership group of advocates for Montessori education would love to explore with you
the other side of Redshirting Kindergartners.  May we invite you into
a Montessori school?  We believe you would be pleased to see how it
can work for all ages and stages for the child’s sake.

WHAT:            Art Auction and Reception, “ART OF THE PIEDMONT”

WHERE:          Middleburg Community Center, 300 Washington St. Middleburg, VA

WHEN:            Friday, February 24^th, 2012 at 5:30-9:30PM (Free to the public)

WHO:             Hosted by Middleburg Montessori School. Contact: 540-687-5210

………………………………………………………………………….

AUCTION TO FEATURE ART OF THE PIEDMONT

Local Artists Join Forces to Support School

MIDDLEBURG, Virginia (February 1, 2012).  Distinguished works of art will grace the Middleburg Community Center on Friday, February 24^th, in an unprecedented auction of original artwork from the community’s best local artists.  Doors for this fundraising event will open at 5:30 P.M., and proceeds will benefit the Middleburg Montessori School.

“It is always impressive when so many artists come together to support a worth-while cause like this one,” offered Bradley Stevens, one of our country’s leading realist painters.  Stevens, a former faculty member at both George Washington University and Georgetown University, donated a children’s group drawing lesson in portraiture and an adult “plein-air,” or outdoor oil-painting lesson, at Barrel Oaks winery in Delaplane.  These items, like all other offerings, will go to the highest bidder.

With more than fifteen committed artists, including the furniture of craftsmen at Plank & Nickel, the auction will showcase the art of Misia Broadhead-Barham, Anthony Barham, Kim Basinger, Armand Cabrera, Hwa Crawford, Mikel Diaz, Richard Dimon, Charles Matheson, Lilla Ohrstrom, Dana Lee Thompson, Dana Volkert, Charlie Westbrook, Henry Wingate, and Cathy Zimmerman, among others.

A sample of the featured artists:

Armand Cabrera, known for his alla prima work—paintings completed in one sitting in the studio or outdoors—has donated “Farmhouse,” a stunning 8’ x 10’ oil on linen.  Armand, a former California-based production artist in the entertainment industry, brings his eye for detail to his exquisite landscapes.  His work has been featured in International Artist Magazine and American Art Collector.

Local artist Dana Volkert captures the natural world, isolated and enlarged, in abstract beauty.  Her compelling work has been exhibited in galleries worldwide and is a must for the modern collector.

Antonia Walker, whose works are represented in many collections including the Arts-in-Embassy Program of The State Department, has been a visiting artist at the American Academy in Rome. She has studied under Spanish Sculptor Benjamin Saul as well as Brittany, France-based artist William Woodward.  Antonia is most well known for her oil paintings of the Virginia countryside and images of Italy and France.

Artist Henry Wingate’s first career was flying airplanes for the Navy.  Wingate is best known for his classic oil portraits and his traditional representational works of art, approaches he studied in ateliers, or working studios.  An award winning artist, Wingate has been featured in American Artist and Portrait Highlights magazines.

Also included in the auction are handcrafted, reclaimed wood furniture from the designers at Plank & Nickel.  Two beautiful live-edge modern benches will be among the offerings.

Many of these artists have websites, and new and old collectors alike are encouraged to explore the artists’ work ahead of time.

The public is invited to this open event.  Barrel Oak Winery will be providing wine to bidders and guests alike.  Delicious hors d’oeuvres from Julien’s on Washington Street will add a touch of French cuisine.

“We are thrilled to be partnering with these talented artists,” explained BethAnn Slater, Head of School of Middleburg Montessori.  “Ultimately, we are all coming together to benefit the children in our community.”  Middleburg Montessori School is a primary Association Montessori Internationale accredited environment that for more than 30 years has educated children, age 2-½ through 6, in the Middleburg community.  In Fall 2011, the school opened a new elementary classroom for children age 6 through 14.  The benefit, organized by parents and friends, will help the 501(c)(3) non-profit school to continue growing their primary and elementary programs.

For more information about the event, or to become of donor, please contact Middleburg Montessori School at 540-687-5210.

School Contact:

BethAnn Slater

Middleburg Montessori

540/687-5210

info@middleburgmontessori.com

Press Contact:

Susana Calley

703-297-7899

Newsletter Feb. 2012

 

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TV Recommendations for Babies and Toddlers

AIR DATE: Friday, October 21st 2011

POSTED BY: ALLISON FROST

The American Academy of Pediatrics has come out with TV recommendations for babies and toddlers — in short: turn off the TV for kids under two and limit viewing for all children. If you think that sounds familiar, you’re right. Those are the same recommendations that came out more than a decade ago. One key difference is that over that time, a proponderence of scientific research has been conducted to back up those recommendations. So says, professor of medicine Dimitri Christakis. He’s a prominent researcher at the University of Washington and Seattle Children’s Hospital and specializes in this area of research.

The other notable difference, says Christakis, is that over this same period, the amount of viewing by young children has gone up. He says 90 percent of children two or younger regularly watch TV. That’s the age where Christakis says there are few, if any, educational benefits from any kind of television programming.

It was his research that brought the educational benefits of “Baby Einstein” products into question a few years ago. Christakis’ main message is not meant to shame or scare parents wondering how much TV is OK — or even suggest that significant harm will come to your baby from a bit of Bugs Bunny or SpongeBob. It’s more about the habits that both children and parents form around TV — and other kinds of screens.

Are you a parent of a young child? Are you a childcare provider? How much TV do your children watch? Do these new recommendations affect how you approach screen time for yourself or your child?

….with friends and smiles our new year starts.

Thank you to all who brought their paperwork and shoes and such last night to the Parent Gathering to kick off our year!!!  It could not have been a more wonderful kick off!!!

FOR IMMEDIATE RELEASE

Middleburg Montessori School Celebrates Expansion

ATOKA, Virginia (August 11, 2011) – Thursday evening the Fauquier County Board of Supervisors gave their stamp of approval for Middleburg Montessori School’s expansion into elementary education. The vote on the special permit allows the school to add a classroom of 7 to 14 year olds to the existing preschool and kindergarten.

 “We couldn’t be more thrilled by the support we have received from the community,” offered BethAnn Slater, the school’s directress since 2001. “Our parents and staff have worked toward this goal for over two years.”

 Slater attributes the school’s decision to “grow in place” to the encouragement received from the Atoka Preservation Society.

 “Middleburg Montessori School is one of seven 501(c)(3) non profits located in the historic village of Atoka,” explained Col. John Zugschwert, a founding member of the Atoka Preservation Society.  Zugschwert and his board have been key in establishing the Atoka historic district.  “The school certainly adds an element of charm to this little village.”

Middleburg Montessori School was founded in 1980 by Chris Sehn, and first met in the community room of St Stephen’s Catholic Church.  When Clare Farrell took over as directress, the school operated from Julie Hall on the campus of Middleburg Academy. Farrell purchased the school’s current location in Atoka in 2000. 

“The building has an interesting history,” said Slater, the school’s third and current directress.  According to Slater, the building was originally a run-in hog shed.  “Many remember when Polly’s hair salon operated in the space.”

 Now, with a newly hired elementary directress and renovations to the building’s interior thanks to generous donations from families and people in the local community who support Montessori education, the first elementary class of 10 students will begin the 2011-2012 school year.  An additional 24 students are enrolled in the preschool and kindergarten program.  An AMI fully Accredited Montessori school, Middleburg Montessori offers the village of Atoka and the surrounding communities a piece of Maria Montessori’s vision for a positive education that prepares the child’s will, heart, and mind for a successful life.

For more information about Middleburg Montessori School contact the school at 540-687-5210 or email at info@middleburgmontessori.com.