stepping-stones

Meta Montessori, Spring 2024

Fri, 03 May 2024 14:12:26 GMT

Meta Montessori, Winter 2024

Thu, 29 Feb 2024 04:50:44 GMT

Meta Montessori, Fall 2023

Tue, 28 Nov 2023 17:30:13 GMT

Meta Montessori, Spring 2023

Tue, 14 Mar 2023 21:18:59 GMT

Meta Montessori, Winter #2 2023

Fri, 10 Feb 2023 06:12:26 GMT

Meta Montessori, Winter #1 2023

Mon, 09 Jan 2023 06:07:47 GMT

Meta Montessori, Fall 2022

Fri, 02 Dec 2022 05:56:10 GMT

Reading And How It Happens In Montessori (Part 4 Of 4)

Mon, 24 May 2021 15:45:52 GMT

What happens if we don’t see the development we expect

Parents are often understandably concerned if they don’t see the reading development they expect. Sometimes they were young readers themselves or an older sibling learned more quickly than a younger sibling. When it seems like a child isn’t quite in sync with what we expect, it can prompt a lot of anxiety.

It’s true that some children need a little more support to become fluent readers. When they arrive in the Elementary, we start by using a short, playful assessment to get a window into their reading development. Combined with teacher observation of reading and writing, and in collaboration with families, we might offer some extra support.

Extra support for readers in our school comes from Sandy Howard, who is always surrounded by the written word in the library. With emerging readers, she works on sound-symbol relationships (for example, knowing that “b” makes a /b/ sound). Through explicit, sequential instruction, Sandy invites readers to practice what they know and learn what they don’t yet. Importantly, since this is done one-on-one, it’s low-pressure and adapted to the learning style and pace of each child.

Second letter spoken, second tap on the arm. This time the tap is lower than the first position, on the elbow.

Sandy works with a student on “arm spelling” for those tricky sight words that don’t follow pronunciation rules in English! The student writes the word on the board and then she positions the word directly in front of the student so they can follow along spelling out the word aloud. First letter spoken, first tap on the shoulder.

Second letter spoken, second tap on the arm. This time the tap is lower than the first position, on the elbow.

Third letter spoken, third tap on the arm, in yet a lower position than the first two, on the wrist.

After all the letters have been spoken, they both say the word together with a final clap. This process is employed to help students build their memory (with physical movements) for these rule-less words.

Throughout any extra support offered, all of the adults in a child’s life stay in contact with one another, sharing observations and insights. By cooperating in this, we surround children with the joy of the written word. And with the right lessons, offered with trust at just the right time, children develop and flourish as readers.

As one of our alumni happily recalled to us recently, “I had trouble reading when I was in Lower Elementary. After working with Sandy, I can read and it’s my favorite thing to do!” She also added that her advice to anyone struggling is that they shouldn’t give up, “and just read!”

Reading And How It Happens In Montessori, (Part 3 Of 4)

Wed, 12 May 2021 15:55:02 GMT

Reading in the Elementary Environment

One of the most beautiful things about Montessori education is the way its methods are so carefully aligned to child development. Children in the Elementary (what we sometimes call the second plane) aren’t absorbing everything in the environment anymore. Instead, they’re building concepts through analysis, logic, reason, and imagination.

English Word Spelling: A Mystery To Be Solved

We know from decades of research into reading that children need a multidimensional approach.

They first need to be able to hear and manipulate the sounds in a word (a skill called phonemic awareness). Then they need to build understanding that those sounds can be represented by letters and groups of letters (phonics). While it’s true that English letters make lots of irregular sounds, with elementary children we approach this as a fun puzzle through which we can see the history of our language. For example, did you know that if words have a long-i sound spelled “igh,” they come from Middle English? Or if words end –tion (which we teach as an affix pronounced “shun”), they come from Latin? Through lessons in spelling rules and etymologies, we invite children to think of the language as a mystery we can solve.

Montessori Grammar Boxes help students gain a deeper understanding of the parts of speech.

Language, Language Everywhere!

The Elementary environment brims with language throughout the subjects. We invite children to read the steps to a science experiment by presenting the experiment and then showing them where they can find and repeat it. Each area comes with its own set of nomenclature booklets that name, picture, and define key vocabulary in that subject.

We isolate each part of speech in colorful grammar boxes that provide lots of practice with reading words in isolation and considering them in context. We investigate irregularities with dives into verb conjugation and explorations of language features like nouns that don’t change from their singular to plural, or that don’t indicate a plural with –s. When we introduce new vocabulary in a lesson, we write a label for it so we tie the visual to meaning. All of this work appeals to children who are fascinated by codes, secrets, and the ins and outs of our language.

A rich selection of books, fiction and non-fiction, encourage reading for all ages.

Reading Development Through Engaging And Exciting Lessons

We provide many opportunities for children to read rich fiction and non-fiction texts. They are introduced to the structure of research in early games for developing readers. Together, we explore forms of poetry, narrative, and more. Interpretive reading cards are always popular too. These are short passages that children can read silently and then act out for and with their friends to practice reading comprehension. Throughout a child’s experience in elementary, we observe closely to see which skills they have and which skills are still developing.

A group of Upper Elementary students practice reading their parts for a Readers Theater performance.

Haiku poems adorn the window in an Elementary classroom.

Life-Long Love Of Reading

Through fun, targeted lessons and a language-rich environment, we support children to develop as readers. Our hope is that our students not only develop the necessary skills for being a fluent reader, but also a love for reading that sticks with them for the rest of their lives.

If writing serves to correct, or rather, to direct and perfect the mechanism of speech in the child, reading assists in the development of ideas and language. In brief, writing helps a child physiologically and reading helps them socially.

Dr. Maria Montessori

Learning For Children And Adults

Wed, 21 Apr 2021 15:35:22 GMT

Children (and, let’s face it, adults) are often easily fooled into thinking that someone else is in charge of them, especially when it comes to education. When we allow ourselves a reflective moment, however, we are the only ones who can decide to learn. Each of us, individually, is responsible for our own learning, or lack of it. That is one of the great “secrets” of Montessori education.

When our students truly own their education, beautiful things happen.

Last month, several of our distance learning students, from computers in several locations, sparked a spate of impressive, creative learning among our entire elementary community. These three young women curated a list of Black Americans who have changed our country and our lives.

Once they had their list, the students took the class lists for all of elementary and assigned an Upper Elementary student and a Lower Elementary student to each name. They asked students to research their assigned person. Upper Elementary students were assigned a written piece in response to their research, and Lower Elementary students were asked to create a piece of art in response.

At the end of the month, students shared their work. I should no longer be surprised by the variety of work created by Montessori students. But, I was.

They created poems, research papers, essays.

They created drawings, sculptures, needlework, collage, and paintings.

Every single piece is unique, just like the Americans who inspired it.

I teared up as I “toured” the work in the cafeteria. Three young women at home on individual computers inspired their peers to create and to learn. They planted that seed of learning. They stoked that fire.

The rest of our students owned their creations. They were not fooled into thinking that someone else was responsible to teach them something.

They discovered it on their own.

Thank You!

Speaking of self-discovery and owning your own learning, our entire community is grateful to the parents and community members who contributed to our Anti-Racism, Anti-Bias training. It is so great to have a program like this for our staff community to experience together!

Recollections Of River Ridge Farm

Mon, 22 Mar 2021 11:12:53 GMT

In her new school, the students were assigned to write about a room or space that was familiar to them. This is Harper’s response:

My old school had only one classroom for the entire middle school. It is on a small farm, inside a remodeled garage. There are many windows allowing for a beautiful view of the nearby lake and the sunrise every morning, and on the warm days the windows open up to allow a pleasant, sweet-smelling breeze to enter the room.

In the middle of the room are the two tables where the 7 students ages 12-14 receive all of their lessons. In one corner is the kitchen where two students make lunch for everyone on Fridays. In another corner is the art area where all the paints and pencils are kept and where a student has always left a mess. There is also a lounge area. Fitted with a couch, a small bookshelf with many different genres and authors, and a shelf filled with games that students play with in their spare time.

In late August and early September, the wildflowers are in bloom and cover almost all of the 110 acres of the farm. Students will pick them and bring bouquets back into the classroom to add a bit of life to the room. The classroom always holds a faint scent of straw and hay, mixed with dirt, grass, and the unique smell of goats. During lessons, one can hear the animals calling in the background.

I have yet to find a place that can top the pure serenity of that small classroom, and its many wonderful memories. The genuine kind people, the animals, and the nature. It all comes together in it’s own unique way that pleases all the senses, and calms the mind.

A rich selection of books, fiction and non-fiction, encourage reading for all ages.

Reading Development Through Engaging And Exciting Lessons

A group of Upper Elementary students practice reading their parts for a Readers Theater performance.

Haiku poems adorn the window in an Elementary classroom.

Life-Long Love Of Reading

Dr. Maria Montessori

Education For Peace AND Justice

Wed, 17 Feb 2021 12:04:41 GMT

This February, Black History Month, is a fitting time to consider the purpose of a Montessori Education. Over 100 years ago, Maria Montessori began educating and developing her method in the belief that every child, regardless of their standing due to race, class, economic standing, religion, or gender, was and is whole, intelligent, and deserving of opportunities to learn.

In short, Maria Montessori believed that education is the path to lasting peace. Peace education remains a central focus of Montessori education today.

Peace

Education can change the world

The Montessori model emphasizes empathy, taking the perspective of another, and working through conflicts with peers and even with adults. Our guides act as models for abundant grace and justice for each person in their classroom community. This work is time-consuming and deep, and it pays off. Research by Dr. Angeline Lillard indicates that Montessori students are more invested in “justice and fairness” and they also regulate emotions in a positive way.

That’s absolutely, positively wonderful. And, by other measures, it is just not enough. No matter how often our guides help foster a sense of justice or help students work through conflict or even study peace and how to bring it about in the world, the guides, our students, and our school exist within a racist culture.

Individual lessons cannot, alone, end the systemic hold of racism in our world. Peace education, provided by people who are mostly white and female, misses the mark, unless it is also actively trained and tuned into anti-bias, anti-racist, and inclusion awareness and practices.

That is why the faculty and staff at Stepping Stones Montessori School would love and appreciate Anti-Bias, Anti-Racism (“ABAR”) training.

Would you be willing to help us fund An Introduction to Anti-Bias Education with Britt Hawthorne, an ABAR instructor and Montessorian? For $3,000 every member of our staff can take this training. If every classroom contributes $375, we have met our goal for the staff.

This year has been profoundly weighty in so many ways. In the midst of voices declaring Black Lives Matter, in the midst of a pandemic, and in the midst of violence in communities across the United States, Stepping Stones has faced decreased tuition revenue and increased expenses.

We have asked a lot of our community. We have asked even more of our guides and staff. Will you help us give them the gift of learning in return?

Donate to Professional Development

Thank you for everything you do to support our staff and our school. As Maria Montessori said, “An education capable of saving humanity is no small undertaking”. I appreciate everything you do to help make that undertaking, no matter how large, possible.

Starting With Problems

Wed, 17 Feb 2021 11:22:18 GMT

"Why Am I Learning This?"

I remember asking this question often as a middle schooler in a traditional educational environment, where learning knowledge from a textbook occurred largely apart from any application. Adolescents are eager to understand how what they are learning applies to real world situations. This developmental tendency can make purely abstract learning a frustrating, boring experience. That's why Montessori middle schools try to develop curriculum around real world problems to the greatest extent possible.

Farms Are Optimal Settings For Adolescents

In many ways, a farm is one big problem that needs to be solved--particularly for adolescents with little to no experience being farmers. And, since the farm is a living organism, the problems are constantly evolving. How much food should we give the goats if we want to breed them in Spring? What sanitation measures would we need to take in order to milk them? Is that lump on Maple’s face an infection? How early do we need to order seeds if we want to plant a garden this Spring? Do we have healthy soil or do we need to amend it to help our plants grow? What’s the history of our farm? What kind of food production occurred in this area? Speaking of food production, how has it changed throughout history? What about the ethics of food production and distribution? How does that impact our community, our country, and our world? It’s no wonder Dr. Montessori said that the farm provides adolescents with “a limitless field for scientific and historic studies” (Montessori, From Childhood to Adolescence, Pierson 65).

Of course, living in a small community together always presents practical life problems to be solved. Things are constantly breaking, so we learn how to use tools to fix what we can. We design our classroom space to meet our needs and reorganize it when our needs change. We clean our environment daily, so we need to determine an equitable distribution of chores. And, we learn how to communicate effectively when some of our roommates aren’t holding up their end of the bargain.

Academically, too, we take problems as our starting point whenever possible. We know that most of our students will move on to have more traditional high school experiences. So, we focus on developing habits that will set them up for success. For instance, we spend time each week setting personal goals for math textbook work and writing practice. Unlike schools with a “parent portal” for homework, we expect students, not parents, to keep track of their assignments and deadlines using bullet journals. Since our days are more structured than in the Montessori elementary environment, we rely on each other to manage our time during transitions so that we can begin lessons in each project area on schedule. And, we develop lessons around needs that support academic skills students will need for their projects at SSMS and beyond, like how to evaluate the credibility of online sources and how to create in-text citations in MLA format.

Skills For The Future

Throughout these experiences at SSMS middle school, adolescents are practicing collaboration, communication, and problem solving. These are the skills leading economists, educational theorists, entrepreneurs, and educators increasingly say today’s students will need in order to be prepared for the jobs of tomorrow. From manufacturing to the legal field, technology is now allowing us to do the same amount of work with fewer and fewer people. Even mid-level white collar jobs are disappearing as AI becomes more advanced and better able to complete basic human functions like interpreting and producing human language.

What happens when the door handle falls off in your hand? You show off your power tool skills!

Instead of focusing on distributing a body of content knowledge from a teacher to a student, education needs to prioritize allowing students to practice their “soft skills.”

In so many ways, Dr. Montessori was ahead of her time when she pronounced in 1948 that “adaptability--this is the most important quality. For the progress of the world is continually opening new careers, and at the same time closing or revolutionizing the traditional types of employment” (From Childhood to Adolescence).

Reading And How It Happens In Montessori, (Part 2 Of 4)

Tue, 26 Jan 2021 06:32:06 GMT

Children read when they’re ready

Children learn to read when they’re ready. Recently, in our society, we’ve developed an intense expectation that children read early – before elementary, or even before kindergarten. While some children are ready for this, others aren’t, and here’s the good news: there's no reason to worry about it. Just like they walk and talk and climb when they’re ready, children know when it’s time.

In the meantime, we can provide lots of low-pressure work that paves the way for a child to learn how to turn their language skills into reading skills.

How to support emerging readers at home

With very young children, it’s important to provide lots of language. This means talking, reading, singing, and stopping to discuss what words mean. Because we introduce letters by their sounds rather than their names, we can reinforce that learning by playing sound games or drawing attention to sounds. A simple way to do this is to isolate sounds in the child’s environment: “Your name is Sophia. That starts with a /s/. I wonder if anything else in this room starts with a /s/ sound?” Children love finding rhymes or memorizing rhyming poems as you recite them together. Whatever activities you choose should be quick, fun, and responsive to the child’s interest. Don’t force it! We all want children to associate language with fun and curiosity.

Around age 6 or 7, as your child starts to read more than a word or two at a time, a great activity is to listen to a child read. (A good book for your child is one in which they know 9/10 words, or about 90% of what’s written.) You might also take turns, reading a few pages yourself and then having the child read a page. Because reading is so mentally taxing for novice readers, avoid having children read to you right before bedtime or when they’re otherwise exhausted. That’s a good time to read to them instead.

Montessori Grammar Boxes help students gain a deeper understanding of the parts of speech.

Model reading for your child

Reading is a journey. It’s complicated! While we recognize being able to turn symbols into words (decoding) as the first step, it’s a long path. There is not one single point in time at which we can say: done! The child can read! Instead, we add depth, nuance, and comprehension skills. Those can’t be rushed either – children just need time and experience to develop. If you watch carefully, model reading as a joyful activity, and observe, you’ll get to see that magic yourself.

Reading And How It Happens In Montessori, (Part 1 Of 4)

Tue, 12 Jan 2021 06:41:36 GMT

As children continue to learn, guides work to help them develop their ear for the sounds of language. They play games (“I spy something that starts with a /t/!”). They introduce children to specific vocabulary through vocabulary cards and naming each object in the environment. They tell true stories, model conversation, read, recite poems, and sing.

Writing Comes Before Reading In A Montessori Classroom

When the child is ready, the guide introduces the symbols for the sounds. In Montessori, we do this using the sandpaper letters. If you’ve visited the Children’s House, you’ve probably seen them in use. Children learn the letters by their most common sound rather than their name. They also learn common phonograms: pairs of letters that make other sounds, like “sh” and “ou.” Once children have learned most of the sandpaper letters and can analyze every sound in a word, they’re ready to write!

Montessori Grammar Boxes help students gain a deeper understanding of the parts of speech.

Children at this age (usually between 3 and 4) start writing by using a moveable alphabet: large letters that they can choose from to write words. Many children choose to do this over and over: writing lists, sentences, and even stories. There is no pressure, at this stage, for them to read back what they have written. But eventually they do, or they read something else in the environment, and that’s when we know it’s time for them to read.

De-Coding And Working To Recognize “Puzzle” Words Are The First Steps To Fluency

Some children leave the Children’s House having lots of experience reading phonetic words, puzzle words (like “the” or “you”), other language materials – even books. Other children leave having observed this leap but not made it themselves. Either way, this language-rich start paves the way for developing reading.

A group of Upper Elementary students practice reading their parts for a Readers Theater performance.

Holiday Break Message

Wed, 23 Dec 2020 06:48:17 GMT

I’ll confess that I’m a bit of a word nerd. I love learning about words, their meanings, how they came into being or fell out of favor, and what the word really means rather than how we tend to use it. Recently, Merriam Webster declared “pandemic” the word of the year . In 2020, it was looked up 1,621% more often than in 2019.

Two months after pandemic had its first Merriam Webster spike, another word—unprecedented—also began to spike. You have likely heard that word more times this year than in any past year of your life.

Stepping Stones is no different than you, me, or the rest of the world. We opened for an unprecedented school year . There were an unprecedented number of small private schools like ours that closed their doors this year. And, every school, student and parent faced an unprecedented degree of uncertainty going into the academic year.

And in the midst of the pandemic, Stepping Stones faces an unprecedented drop in income concurrently with an unprecedented rise in expenses.

These are just some of the facts, and I have experienced unprecedented stress and anxiety. So have our guides, our assistants, and our support staff, and likely all of you.

And yet, as I arrived in my office this morning, I noticed the poster created by two Upper Elementary students a few years ago. It is still there, reminding me of their perspective on Stepping Stones. They say, “I like that we have an opportunity to let out our creativity and really go full steam.”

That has not changed.

Stepping Stones is still here providing opportunities to develop independence and a sense of self. Guides are still meeting students’ curiosity with enthusiasm and joy. Students still come through the doors with gusto and enter classrooms with a sense of ownership for those environments.

Students continue to ask questions inspired by their curiosity. They shine with pride when they complete the hundred board or ask for bigger numbers for the stamp game. Stepping Stones students enjoy that their homework focuses on practical life rather than worksheets. In response to a question about what he likes here, one student said, “Everything. It is too hard to choose.”

As the world wrestles with so many challenges, don’t all of our students deserve an education where it is “too hard to choose” what they like?

Stepping Stones is the place where students can go “full steam,” even in the midst of a pandemic.

During this “unprecedented time”, I am counting the many blessings I enjoy. Stepping Stones and its creative, full-steam students are at the top of my list.

I’ll add “hope” and “vaccine” to the list as well. In fact, I will look them up now.

I wish you peace during this transition from 2020 into 2021.

Elizabeth

Demonstrating Mastery: Montessori Middle School Presentations

Thu, 17 Dec 2020 07:06:37 GMT

How many formal presentations did you give before the age of 15? For most of us, the answer is probably somewhere close to zero. For Montessori middle schoolers at River Ridge Farm, the answer is at least 18.

Presentations are an essential element of the Montessori adolescent experience. They represent the third period of the Montessori learning framework, cultivate adolescents’ developmental tendencies, and provide opportunities to acquire academic and career skills.

The Process Of The 3-Period Lesson

In Montessori environments, the 3-period lesson is central to the learning process.

The first period introduces new ideas, facts, and vocabulary; the second period provides ample time and space for student exploration of the new topic area; the third period is the time for students to demonstrate mastery.

At the middle school level, project cycles adhere to the 3-period lesson framework. In the first period, guides and visiting specialists provide key lessons on a general topic of study. During the second period, students explore specific areas of interest, eventually discovering one topic to develop into an independent research project, which must include a written, spoken, and creative component. Presentations represent the third period. By presenting what they have learned, students demonstrate mastery and expertise in their chosen research areas. At the same time, they expand the breadth and depth of knowledge of the whole community. Finally, presentations provide a platform for developing social, emotional, and academic skills.

“Presentations help cultivate academic and career skills, such as:
Public Speaking
Peer Evaluation

Applying Knowledge

Flexible Thinking

Empath
Time Management

Active Technology Use ”

Montessori Grammar Boxes help students gain a deeper understanding of the parts of speech.

Succeeding, Or Failing, Safely

Regardless of what form presentations take, the function always includes demonstrating expertise in the chosen project area. In this way, presentations set the stage for valorization--making a unique contribution that is valued by the community. Each adolescent chooses a specific topic of interest for their research project. As a presenter of this topic, they are the only expert in the room. They must prepare a spoken presentation to communicate what they have learned, add a creative element to engage the audience, and think on their feet to respond to a series of audience questions. For a student who has prepared an adequately researched and rehearsed presentation, presentation day brings feelings of accomplishment and validation. By contrast, presentation day communicates valuable lessons to students who missed the mark, by failing to dig deeply enough into their topic or neglecting presentation planning and rehearsal. By participating as both a presenter and an audience member, adolescents learn how to provide meaningful peer feedback, how to accept constructive criticism, and how to respond to unconstructive criticism. Best of all, they try out these adult-like roles and experience these adult-like consequences before the stakes are raised to an adult level in high school, college, and beyond.

Practical Skills For High School And Beyond

Presentations are one way that Montessori middle school serves as an aid to life. They provide valuable practice with social, emotional, and academic skills that adolescents will need as they grow into adulthood. And they meet the unique developmental needs of young adolescents by providing them with a safe space to learn from both successes and failures as they continue to become who they are.

A group of Upper Elementary students practice reading their parts for a Readers Theater performance.

With Gratitude: A Thanksgiving Message From Elizabeth, HOS

Tue, 24 Nov 2020 07:14:35 GMT

Dear Families,

I don’t know about you, but lockdowns and quarantine forced me to slow down enough to really pay attention to my life. I’ve gotten to know my daughter and my dog much better. I’ve even gotten to know myself.

I am humbled by what I have learned about both the global Montessori community and the Stepping Stones community.

Early in this crisis, sister schools across the globe shared information, documents, procedures and lessons. Those schools and organizations also provided platforms for guides and school leaders to gather. In those forums, we shared our challenges and solutions, and shared valuable understanding and listening. One year ago, I could not have predicted that I would cry while on a Zoom call, and I will never forget that when I did, I was not alone. I will also always treasure the webinar where the leaders started sharing work our guides had created at Stepping Stones and gave a shout out to our school.

This holiday season, I am grateful to the friends across the globe that kept the light of Montessori burning amid this world-wide crisis. I am especially grateful that Stepping Stones has school friends who understand, will listen, and will share their expertise and experience.

During those times with other school leaders, I also learned how fortunate I am to have Stepping Stones as my point of reference for Montessori. In all of the worries we had and still have, I have not once had to worry about whether our school community would be there to support us. Not once have I been concerned that our community would become so divided that it would destroy itself. And, not once, have I had to question the commitment of our guides to Montessori philosophy or to our school.

My friends, our community is priceless. We are unique, and we stand out among Montessori schools everywhere for the strength, support, and love of our community. You contribute to this beautiful gift.

This Thanksgiving week, I will be shouting my thanks for you and for this wonderful school. While this year will be different, I send you Thanksgiving wishes.

I hope your week is full of thanks and hope.

In peace,
Elizabeth

Active Education For Peace [And Resources For Parents]

Wed, 03 Jun 2020 07:24:06 GMT

I write this today with heartache (again). Our country and community are broken open. The killings of George Floyd, Breonna Taylor, and Ahmaud Arbery have reminded us (again) that racism and hatred are pervasive within our society, our communities, and our neighborhoods. The response of peaceful protestors, police, and groups that manipulate the unrest has further underlined the deep pain of our community.

Monday, we postponed our scheduled year-end parade. This parade was already a “not-quite-right” end to a school year, which would normally be marked with an ice cream social. We moved the parade due to fears of violence in the vicinity.

A parade is a minuscule thing when compared to systemic racism. But, we know now more than ever that disruptions to school and school events create stress and mental health issues for all of us. In the face of racism, we need education. Education remains a powerful pathway to gaining an understanding of the underlying causes and effects of racism. Your children may be asking big questions. You are likely asking those questions yourself.

I encourage you to neither hide from the questions nor to preach to your children. Rather, I encourage you to be in the conversation. Race is a charged topic, and it is up to us to keep the conversation with our children open rather than to shut it down through avoidance or neat answers.

I hope that whatever age you are or your child is, you will find a way to begin and further conversations about race. They are important.

I am including several resources here to support you in that. I share these resources humbly, acknowledging that I do not have all the answers and that I am also a product of a racially unjust world.

Let us all stand up for what is right.

In peace,

Elizabeth

Online Resources:

embracerace.org

prettygooddesign.org

Books for Children:

These lists of children's books, compiled by a variety of sources, have themes that aim to accurately reflect the many people, cultures, and traditions of our world; help dispel myths and biases; and promote peace and understanding.

"Books for Peace: An Annotated Bibliography," from AMS's Montessori Life magazine, Spring 2016.

"Power Picture Books: Tools for Teaching Peace," from Montessori Life, Winter 2008 – 2009.

"Children's Books That Tackle Race and Ethnicity," by Maria Russo, from the New York Times, September 23, 2016.

Books for Parents:

NurtureShock: New Thinking About Children by Po Bronson and Ashley Merryman

Uprooting Racism: How White People Can Work for Racial Justice by Paul Kivel

The New Jim Crow by Michelle Alexander

Just Mercy: A Story of Justice and Redemption by Bryan Stevenson

Raising White Kids: Bringing up Children in a Racially Unjust America by Jennifer Harvey

Farm School In The Age Of COVID

Mon, 01 Jun 2020 07:44:26 GMT

It is June 2020, and the entire staff and Board of Stepping Stones Montessori School is focused on the how of reopening school in the fall. Our objectives are the same as ever:

Keep children safe
Remain true to Montessori pedagogy by:
Providing a developmentally-appropriate, prepared environment
Fostering independence through choice and responsibility
Working with children to assist them in developing social and communication skills in a community

Montessori schools across the globe are exploring how to do these things in the age of COVID-19. Some schools have opened in places like Norway, Denmark, and Germany. Montessori schools in the US have been working together to plan for next year.

Those plans include more outdoor education, smaller class sizes, and social distancing. All of those prove difficult in standard classrooms, where outdoor space may be limited to a few groups at a time, where class size is usually 20 or better, and where room capacity limits the ability to create distances between students.

We are hearing from local public schools that junior high and high school will likely be “blended” learning between school campus and home. In one local school, it is looking as though each student will be at school twice a week for a half-day each time. The remainder of classes and learning will be done online. And, there is very little likelihood that athletics, theater, music, and clubs will come back other than as online groups.

Given what we know about the needs of adolescents , this kind of schooling just doesn’t meet the mark for what students need. Socialization, social relationships, and finding meaning within a group are the important work of adolescence. Spending time at school for ½ day twice a week is not going to fulfill that developmental need.

That is why despite all of the challenges and obstacles to doing school for our younger students, our Adolescent Program at River Ridge Farm shines as it will be able to function with very few modifications.

At River Ridge Farm, our adolescents enjoy the use of 110 acres of outdoor space. They care for animals, hike, and they even canoe on the small lake. Their classroom includes a large garage door that opens to the outdoors to the north. On the south and west, the classroom has large windows that can be opened to create airflow and ventilation.

The Adolescent Program is also a small class, with fewer than 10 students. This means that the entire class is a single cohort, reducing the level of potential exposure for each student, and permitting straightforward contact tracing should that be needed.

Finally, the Adolescent Program is built upon the need for autonomy and independence in adolescents as well as their need to develop their own identity in a community. I cannot imagine trying to do that in a traditional school with cohort learning, hybrid learning, or at-home learning.

Our Adolescent Program for 2020-21 will continue to function as intended. Stepping Stones students will participate in building their social selves, their autonomous selves, and their physical and emotional selves. As of today, we can accommodate all of our students in a single cohort, five-days a week, with in-person interactions, and with responsibilities that go beyond worksheets they do from home. Our classroom numbers are below 10, and we have plenty of outdoor space to maintain social distancing as we learn together. Obviously, that could change if current guidance or executive orders change, but we are optimistic that our farm campus will run closer to “normal” than any of our other programs.

And that is good fortune beyond measure.

If you’re interested in learning more, please reach out to Sarah Danielski , in our Admissions Office for more information.

Montessori Middle Schools Designed To Respond To "New Normal"

Thu, 28 May 2020 08:59:55 GMT

Offering the optimal environment for adolescence

As Montessori parents know, developmental tasks change over the course of childhood and adolescence. We follow children and adolescents through the four planes of development , attempting to provide them with a unique prepared environment that meets their specific needs at each stage. The prepared environment provides children and adolescents with the tools they need to do their jobs, which is to become who they are throughout life.

Social development is the main task of adolescents. It is their job. Maria Montessori described adolescents as “new born social being[s]” (Montessori, “Third Lecture” 256), because the work of the adolescent is developing social independence the same way that the work of the young child is developing physical independence. Newborn children gain functional independence in order to be able to interact with their environments, including the people in it, independently. When children reach adolescence, they are prepared to develop social independence by coming to understand how to live independently as contributing members of society.

As busy parents juggling work, volunteer, and home responsibilities, it can be easy to look back at our teenage years with some level of nostalgia. Remember when your biggest concerns were going out with friends, playing for a sports team, or getting a good grade on a test? In other words, your concerns were primarily about you, and only you--maybe a little obsessively about you? But then--you remember the feelings of being a real, live, emotional teenager.

Now imagine you are fourteen, and literally overnight, all of the things you were obsessively concerned about are no longer even a possibility. And on top of it all, you are stuck home. With your parents. Indefinitely. Your only connection to your biggest priorities--your friends--is through a screen. But hey, at least you finally have something in common with all of the adults in your life--a never-ending series of Zoom conference calls and a collective sense of loneliness.

Adolescents are wired to connect socially. According to neuroscientist Sarah Jayne-Blakemore, “the brain develops both structurally and functionally during adolescence. Large-scale structural MRI studies have demonstrated development during adolescence in white matter and grey matter volumes in regions within the social brain.” (Blakemore, March 2012)

That’s what makes social distancing particularly difficult for teenagers. Their brains are driven to develop socially, but they have suddenly lost their means of doing so.

Adolescents are biologically driven to interact with peer groups.

Montessori Farm School students talk while preparing the egg shares for the week. Micro-economies are a hallmark of any Montessori Middle School program.

The importance of physical socialization in the time of COVID-19

Becoming socially independent, of course, requires socializing. Repeated interactions with peers in a social environment allow adolescents to further develop key skills like collaboration, conflict resolution, advocating for oneself, empathy, and intimacy. These skills are essential to their success and happiness as independent adults. All of that “middle school drama” is a necessary condition for successfully navigating adult relationships, both personal and professional, and adolescents need a stage where the drama can be played out.

Unfortunately for everyone right now, technology just can’t fully replace in-person interactions. The functional element of adolescents’ social cognitive development has to do with the concept of “mentalizing.” Blakemore explains, “We are constantly reading each other's actions, gestures and faces in terms of underlying mental states and emotions, in an attempt to figure out what other people are thinking and feeling, and what they are about to do next.” Through the practice of socializing, then, adolescents are learning how to recognize what other people are thinking, how to anticipate their actions based on their underlying emotions, and developing strategies for responding in productive or unproductive ways.

Whew! Not only does that sound like a lot for a teenage brain to take on amidst all of the other physical changes occurring during puberty, but it also sounds like essential development for living a happy, independent adult life.

So, how, exactly, is that sort of development supposed to occur when teens can’t be together? Sure, they can meet online for video chats, texting, and gaming. But, is it really possible to read “each other’s actions, gestures, and faces” with the level of nuance required to discern “underlying mental states and emotions” without the benefit of physical presence?

Neuroscience research comparing fMRI scans of people’s brains while interacting face to face versus via static technology would indicate otherwise. (Redcay, et al, May 2010) Most adults have undoubtedly had the experience of misreading the intention of a text, email, and increasingly, Zoom, communication and responding inappropriately. Now, imagine you are a teenager with a social-brain-in-development. We’re still playing out a middle school drama, but now we’ve thrown out the script.

In addition, there are significant health benefits to meaningful social interaction, which should come into greater focus as we emerge from a global pandemic. According to psychologist Susan Pinker, “Face to face contact releases a whole cascade of neurotransmitters, and like a vaccine, they protect you now in the present and well into the future. So simply making eye contact with somebody, shaking hands, giving somebody a high-five is enough to release oxytocin, which increases your level of trust and it lowers your cortisol levels. So it lowers your stress.” (TED Talk, 2017)

More physical, mental, and emotional development occurs during adolescence than at any other stage of life outside of newborns. And the link between stress, the immune system, and healthy development is becoming increasingly clear. In the midst of the physical upheaval of puberty, adolescents need to be engaged socially, because social interaction in the context of a supportive social community lowers stress levels, thus boosting immunity and encouraging healthy development.

In-person socializing looks vastly different in the brain compared with virtual socializing.

Students prep community lunch every Friday. This pulls together planning, shopping, food preparation and clean up— skills as an aid to life.

What options do parents and students have?

So where does that leave us? As we face the prospect of ongoing social distancing of some sort over the next one to two years, it is more important than ever to consider the needs of developing adolescents in educational program design.

That is why we are so grateful for our community at Stepping Stones. Relative to larger, more traditional schools, interruptions to normal adolescent development are likely to be minimal in our program. With a short-term enrollment goal of 10-15 students and 110-acres to inhabit, we are well poised to be able to continue operations meeting the CDC’s latest recommendations and more with only slight modifications during the next periods of inevitable social distancing. While all the photos you see in this post were taken pre-COVID, our priority will always be to provide as many in-person, social experiences as is deemed safe.

If you are interested to learn more about our Montessori Middle School at River Ridge Farm , please contact sarahd@steppingstonesgr.org.

References:

Blakemore, Sarah-Jayne, “Development of the social brain in adolescence,” JRSM, March 2012. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3308644/

Montessori, Dr. Maria, Third Lecture at Montessori Congress in Oxford, England (1936), as published in “The Erdkinder Research and Development Report,” AMI, 1981

Redcay, Dodell-Feder, Pearrow, Mavros, Kleiner, Gabrieli, Saxe, “Live face-to-face interaction during fMRI: a new tool for social cognitive neuroscience,” NCBI, May 2010. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2849986/

Pinker, Susan, “The Secret to Living Longer may be your Social Life”, TED Talk, 2017 Retrieved from: https://www.ted.com/talks/susan_pinker_the_secret_to_living_longer_may_be_your_social_life/transcript?language=en

Umberson, et al, “Social Relationships and Heatlh: A Flashpoint for Health Policy,” NCBI, August 2011. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3150158/

Offering Choices To Your Young Child

Tue, 21 Apr 2020 09:13:55 GMT

One time, I was telling a friend about my job working at a Montessori school and she said, “Oh, Montessori, that’s where kids get to do whatever they want, right?”

Not exactly.

Freedom Within Limits

In an authentic Montessori classroom, the children are free to make choices for themselves within certain limits and those limits are established by the adult. When we talk about giving children a choice, what we mean is offering them the freedom to choose between things we consider to be appropriate. Giving children options to choose is a learned skill; it’s a muscle that needs strengthening. And what better place to practice this skill than in a safe, loving and judgment-free environment.

As Montessori teachers, we spend a great deal of time preparing the environment for the child. Here are some ways to begin setting up your home to be a safe environment where your child has the freedom to practice choices within limits.

Freedom of choice does not mean a free-for-all.

A clearly defined space for a young child is inviting and orderly.

Creating Space

Create a space where your child is free to work and play. Have toys at a height your child can access and in bins or baskets they can successfully open and close. Have thoughtful, purposeful and a limited amount of toys that encourage your child to enjoy extended play. Too many toys can be overwhelming so stick with just the ones they love and continue to play with over and over again. You can always rotate! For more ideas, click here .

Laying Down The Ground Rules

In the Montessori classroom, we keep it simple with three rules. 1) It must be safe for yourself, 2) It must be safe for others, and 3) It must be safe for the environment (or toy or piece of furniture, etc). The beauty of these ground rules is that they can be applied in any setting or circumstance. Instead of creating a long list of things your child can't do, these three rules provide a structure for your child to understand what they can do. Of course there are specific rules that will change when you go to a play date or restaurant, but the ground rules are always the same.

.Exploration and respect for the home environment can co-exist.

Children appreciate calm, too.

Setting The Tone

Feel empowered to set the tone for your own home and show your child how to use the environment. Use a calm, yet firm voice when explaining a rule or reminding your child of the expectations. You can use words such as, “In our home, we walk inside,” “In our home, we take our shoes off.” Trial and error will help you to find the right voice to use. Even as Montessori guides we continue practicing to refine the way we speak to children. Be gentle with yourself as you continue to find the voice you want to use.

Remaining Consistent And Following Through

I will acknowledge that it can be difficult at first when setting ground rules. This can be exceptionally difficult if you are working to change old habits. Maybe you used to allow your child to eat food all over the house but now you have decided all food must be eaten at the table. Explain to your child that a rule is going to change and allow time for your child to adjust. At first your child might throw a fit, argue or ignore you. But have faith, your child will be able to adjust. These tough behaviors are a developmentally appropriate way for your child to find out how serious you are and if this new rule is for real. The more consistent you are the easier it gets. Your child will begin to understand the new rules and will trust you and the environment. Hold firm and stay calm.

Letting Your Child Feel The Discomfort Of The Consequences

We can explain to our child how cold it is outside until we are blue in the face, but sometimes feeling the weight of the consequences is the most impactful lesson. Often, experiencing the natural consequences is enough for the child to change course. For example, if you choose not to wear your coat, you will feel cold. If you leave your toys out in the rain, they will be ruined. Then there are the logical consequences. If you choose to throw your toy then you don’t get to use the toy. If you are mean to your friend, they won’t want to play with you. For younger children, it is important to clearly and simply explain the natural and logical consequences. Understanding the cause and effect can be a developmental leap and your child may need support. Allow your child time to feel the discomfort of the consequences when appropriate. If a toy is ruined in the rain, don’t replace it. If the ice cream cone is dropped on the ground don’t buy another one.

Sometimes toys aren’t ready to use if they haven’t been cared for.

Choice is a beautiful thing.

It is so important to create a space for your child to practice choices when they are young and the consequences are manageable. As your child grows the weight of the consequences grows as well. Ultimately, we are teaching our children right from wrong. We are helping them see how their choices affect their outcomes and modeling self-discipline in our own lives. Like we tell the children, “It’s big work, but you can do it.”

Why You're Doing A Better Job Than You Think: Four Failures That Are Actually Major Parenting Successes

Thu, 16 Apr 2020 12:20:48 GMT

Becoming a teacher in your own home

As we enter another week of social distancing we are all (still) feeling stressed and overwhelmed. Maybe our positive attitudes are wearing off and the energy we initially had is gone. For some, you were just beginning to find a rhythm to your days and then things changed. For others, maybe the routine you initially created has left you exhausted and depleted. Both of these can feel like a failure.

On top of that, the house is trashed. The dishes keep piling up. Your productivity is down (way down). Tending to your child’s and your own emotional needs, finding the resources you need to support their learning from home experience, and keeping up on your own work are all full-time jobs. Has anyone else lost track of how many times you’ve thrown your hands in the air and told your kids, “Just go watch TV!” All of this adds to your feelings of being overwhelmed and a failure.

Even worse, your children are watching how you navigate these difficult times more closely than you would probably like.

Why “failure” shouldn’t be a bad word

If you can take advantage of the opportunity that failure provides, you can model compassion and dignity. Failure is an essential part of any learning process. Failure means you tried, and now you try again. You keep trying until you get it right and find grace for yourself as you go.

All of this is why you’re doing a better job than you think. We, as humans, rarely do anything perfectly on the first try. Even in the classroom, adaptability is key and teachers learn by trial and error. There is no set way to help every child because every child is different. There is no way to prepare for every possible scenario. None of us have ever gone through what the world is experiencing right now and your lack of preparation is understandable.

This work takes courage. This work takes perseverance. If your child learns anything from this extended time of learning from home, let it be these four important skills that they can only learn from observing you.

1) Starting Something Before You Have All The Information

No one had the luxury of spending several weeks preparing for this extended period of learning from home. You didn’t have time to rearrange your schedules, gather materials, or even read up on what a homeschooling schedule looks like. Without preparation and information, it understandably leaves you unable to feel confident in yourself as your child’s teacher.

But that hasn’t stopped you. That is what your child will see.

Through this experience, children will learn that even adults can do hard things and try something new. Children will see how you practice and learn a new skill or read up on new information. They will learn the value of asking questions in order to keep moving forward. When you partner with your child to pursue something new (without all the information), you build a stronger relationship with your child. Your child will see how you continue on and fill in the gaps of information you still need to learn.

2) Messing Up

Trying something new and failing is a completely normal part of any learning process. Failure shows you tried. If we are honest with ourselves, we can look back on all our major successes in life and see how our first attempts were failures. When your children see you messing up, when they see you doing something imperfectly, they are learning that it’s okay to make a mistake. It’s okay to try different approaches until something works.

It can be intimidating to mess up in front of someone. And when you are at home together in close quarters, it’s hard to hide your mistakes. I am continually surprised by how much grace children offer when someone messes up. No one expects you to be perfect. No one expects you to re-create the classroom in your home. Making mistakes is okay. Imperfection is okay. Taking the fear out of failure can help make it more approachable. Accepting that you are doing your best and learning from your mistakes makes the process of becoming your child’s teacher less intimidating.

Trying to re-create a classroom can bring about a lot of undue stress.

3) Expressing Big Emotions

Finding healthy ways of managing stress and coping with this uncertain time is important for helping children feel safe. As much as you want the feelings of stress and frustration to just go away, the best way to move on is to allow the emotion to pass through. Modeling healthy stress management skills for your child can also be intimidating. Whether it's a failed trip to the park, a botched baking project, or even losing your cool, it’s okay to mess up. You don’t have to keep it together all the time. You don’t have to pretend everything is fine. But when you do make a mistake, we must repair it and try again.

Being honest with yourself and your child about how you feel will show your child how to find healthy ways of coping. You can’t get yourself out of a difficult emotion by demanding it to stop or pretending it doesn’t exist. When you get comfortable with difficult emotions, you can begin to go easy on yourself and empathize with your child. Children will see how you identify your stress by naming your emotions and shortcomings and then see how you turn it around.

4) Making The Most Of A Bad Situation

It’s easy to fall into the trap of negativity under the stress of becoming your child’s teacher during this extended time of learning from home. Once you are able to accept these mixed emotions without being self-critical, you will begin to find creative problem-solving solutions. Keeping the big picture in mind prevents hyper-focusing on the momentary problem and maintaining a healthy perspective. One, or two, or three, failed lessons, ruined projects, or moments of losing your cool do not mean very much in the grand scheme of things. It means you are human, and now you can try again.

Children will see first hand how you cope, how you struggle, and how you re-frame a tough situation. They will see how you creatively problem solve and make do with the resources and information you have. They will see how you shed a victim mindset and take on a new challenge. As adults, this is a life lesson we practice and again and again. It’s a constant state of finding equilibrium.

You can do this!

This is not the first stressful event we have been put through, nor will it be the last. This is a unique opportunity to take time to observe how you try, fail, try again and grow. Don’t hide this important process of learning, show your children how to be strong and courageous individuals.

How you choose to look at failure is the difference between those who give up and those who persevere. And when it comes to parenting, you don’t get to give up. You take a pause, reassess, and you keep going. You leave the dishes in the sink for the night and order take out. You ignore the mess and sit down on the couch to watch a movie with your kids. You breathe in and out and try again later. You persevere.

You have all the tools you need to make this work! Use your past experiences for inspiration. You have your child’s teachers and school resources to fill in the gaps where you need support. You have your intuition which will never steer you wrong. Following your gut in stressful parenting moments is the most powerful tool you can utilize.

This is courageous work, and we are all rooting for you. Have faith in yourself, you can do this.

Cooking is a great activity for practicing math, sequencing, reading, and cooperation!

Why Spring Break Is Still Important

Wed, 01 Apr 2020 12:56:55 GMT

““Each person deserves a day away in which no problems are confronted, no solutions searched for.””

— Maya Angelou, Wouldn't Take Nothing for my Journey Now

Our school has been learning from home for nearly three weeks due to an Executive Order regarding the spread of COVID-19. Our school’s Spring Break is scheduled for next week. Right now, my daughter and I are jokingly asking one another if we want to go to the basement for Spring Break this year.

In the meanwhile, both parents and staff are asking whether we will take Spring Break or whether our school will continue our Learning from Home lessons. The answer to that is straightforward. We will take a break.

Our Students Need a Break

This may be a bit counter-intuitive. Yes, school has been “out” for three weeks. That doesn’t mean that our students don’t need a break. During these three weeks, we have put our children in front of computers for Zoom conference calls, monitored their work, and helped them focus on academics.

We have done this while they (and we) are learning what it means to spend all of our time under the same roof because no one “goes” to work or school right now.

We have done this while they (and we) are learning what it means to order groceries for pick-up or delivery 10 days in advance.

We have done this while they (and we) are anxious and worried about a global pandemic, our health, the health of loved ones, the capacities of our health-care system, the economy, and the security of our jobs.

For most of our children, relationships are their biggest motivators for school. They love their guides and assistants, their classmates, the class pet, etc. Those motivators are currently absent, and our children have been working in spite of that loss.

At a Montessori school, work is pleasurable and success is the feeling that comes with mastery. Learning from home is a great time to revisit skills, practice them, and to build on what has been learned so far. During this time, mastery will most likely come from something that is not academic--cooking, building something in the yard, a great art project.

Finally, our guides will tell you that our students often integrate much of what they learn through a break. The child who was struggling with reading and who returns after a holiday break will suddenly be reading fluently. Or the child who could not come up with a research topic returns from break with more ideas than they can research in a year.

.An elementary student presenting her work on a Zoom call

A Children’s House lesson

Our Guides and Staff Need a Break

I laugh every time someone asks what I’m doing with my time “off”. Closing our physical campus has increased, not decreased, the workload for most of our staff. And, your children’s teaching staff needs a break.

For many of our staff, they face a steep learning curve for technology. Yes. We live in a digital age. Montessori classrooms, however, are low-tech. We do not use technology to teach because research supports that digital learning before age 14 is not developmentally appropriate. Because our guides and assistants spend long days in tech-free environments, many of them are learning entirely new skills.

We are also learning to teach differently, support children differently, and support parents differently. We don’t have face-to-face moments. We cannot gently touch your child’s shoulder to remind them to focus. We can’t share a huge smile and moment of absolute joy when they master something. Instead, guides and assistants have been working extremely hard to find other ways to deliver the Montessori pedagogy to your children.

Just like you, our guides and staff are often teaching from home while their own children ask for their attention. They are also figuring out how to make an “at home” schedule work. All of the adjustments made by children are also being made by them.

And finally, just as your children are practicing to learn without face-to-face relationships with friends, peers, and classroom pets, our staff is doing the same thing. For our guides and assistants, your children are the motivator for their work. Working without the interactions we normally share makes things even tougher.

You Need a Break

You are likely working just as hard as your children and our staff to figure this stuff out. You need a break also. I know that one of the things that might help you with that is having your children occupied. And, if we take a break from Zoom lessons, schedules, and assignments, it may feel that your children will not be occupied.

That doesn’t mean you cannot take a break also. It might be more difficult than other times in your life, but after three weeks of shelter in place, you need it.

Ideas

I’d be remiss if all I did was say “take a break” without also offering some ideas for how to do that. Here are a few:

Dinner Party--If you were planning a vacation, use that location to inspire a meal or two. For example, if you were heading to the beach, try five nights of beach-inspired food. Be sure to include the little umbrellas for drinks!
Storytelling--Schedule a storytelling night. Children love to hear stories about their parents’ lives. Practice telling a story about your childhood. Once you’ve told it a few times, you’ll have the drama down pat! If you need resources, check out Story Be Told .
Neighborhood Scavenger Hunts--Coordinate with your neighbors to put pictures in windows or objects on porches and lawns. Then, on your walk, you can find things along the way.
Spring Break Dance Party--We all know what a dance party is. Make it a spring break dance party by playing music from a spring break destination.
Throw a tropical party--Make paper leis and cups from coconut shells. Serve some Polynesian food, and hula!
Family Reunion--Host a family reunion via Zoom or Skype. Set a time for extended family to celebrate spring break together. Take turns telling stories, play games together, and share stories.
Get ahead on yard work--turn on some fun music and prepare the garden or the yard for all the summer fun that is sure to come!
Give a ticket--For older children, they can enjoy the anticipation of an event yet to come. Make a ticket for a fun future event, and give it to your child, asking them to do some research about the event. Perhaps you’re planning a trip to Toronto. Ask your child to come up with sights and activities for you to do while there. A trip to a local waterpark? Ask your child to make a map for the big day.
Take a virtual vacation—Many museums, historical sites, and tourist attractions are offering online tours. It is not the same as being there, but it might spark ideas for next spring break. Start here, at Vrbo .
Take a trip at home--It might be too cold to spend a night under the stars, but consider setting up a tent indoors. During the day, you can hike, look for signs of wildlife, or identify plants. Pack a backpack with lunch and tools and go on your outdoor adventure. Once it is dark, have a bonfire (if you can do that safely) and gaze at stars. Be sure to pack whatever your family defines as “camping food.”

Take Time for Yourself

Finally, and perhaps most importantly, take some time for yourself. Open a “beach read”. Watch that movie you’ve been waiting to see. Have a spa day at home. And by all means, open that special bottle you’ve been saving!

Why Montessori Schools Succeed In A Crisis

Mon, 30 Mar 2020 13:10:37 GMT

“Adaptation to the environment is the first necessity.”

— Maria Montessori (London Lectures 1946)

Just three weeks ago, our Montessori school was preparing for seemingly inevitable (but perhaps a long way off)--school closures due to COVID-19. Writing this, I had to go back to my diary to confirm that it was indeed only three weeks ago. My diary entries reflect my concerns. I was worried about how a Montessori school could EVER do school from home. Our pedagogy depends on specialized materials and hands-on learning, At-home learning felt impossible. I was so wrong, and here is why.

Montessori students, guides, and schools are adaptable

One of the fundamental tenets of Montessori philosophy is that we meet our students where they are with what they need at that time. As an educational community, Stepping Stones is always asking, “What is needed right now?” “Does this still work?” “Why are we doing this?” “How does it benefit each student or students?”

A Montessori school does not begin each academic year with a curriculum plan and goals for where we would be on each and every day. Instead, we begin with some broad ideas for concepts and lessons we want to share with our students. Once their interest is piqued or they’re hooked, we follow them, finding things to fuel their interests, asking questions rather than providing answers, and wondering with awe at their discoveries. In other words, our entire academic year is one of adjusting and adapting. We cannot predict anything, and we have strengthened our ability to be flexible. Because our model is designed for adaptation, our guides are better equipped than many educators to jump into the unknown, changing as we go in order to meet our children where they are.

Many parents of Montessori children are already prepared for this adaptation, as they aid in their child's learning all the time! They realize that learning is happening no matter what the activity. The challenge is the mental shift in understanding what it means to "learn from home", as opposed to feeling that you (as a parent) must become a teacher or strictly manage your child’s time.

A Children’s House student cuts out fractions using materials found at home.

Montessori schools across the world are one community

Did you know that Montessori is the largest pedagogy in the world, with Montessori schools present on all six continents? It is true, and a global community has made us stronger in this pandemic.

While many local schools were looking to the health department, the CDC, and the news for answers, Stepping Stones also looked to colleagues in Japan, Hong Kong, Korea, and the Netherlands. Long before schools in the United States began to close, Montessori administrators were coming together online to share experiences, resources, and to support one another. The Montessori School of Tokyo shared its fabulous Learning from Home Handbook, and they offered to let any other Montessori school in the world use it. Stepping Stones adapted it for our school. This offer saved us days and days of work. The Association Montessori Internationale and American Montessori Society hosted webinars for school leaders. One of these included Karin Ann, co-founder of the International Montessori School of Hong Kong . She shared insights about messaging and about how Montessori schools might adapt to learning from home. The Montessori Administrators Group (an international Google group of Montessori administrators) shared resources, adapted one another’s work, and offered words of encouragement and hope to Montessori schools everywhere.

Because schools in other areas of the world are weeks ahead of us in their pandemic response, and because they are extraordinarily generous, Stepping Stones and other Montessori schools have avoided missteps. We have reacted more quickly, and we have been better prepared.

Montessori classrooms and schools are based on relationships

At Stepping Stones, our classrooms begin each year by forming relationships. The classroom establishes norms, expectations, and culture. This process (called “normalization” ) binds the classroom community together. Students behave well when they can because they want to support the entire classroom community. Parents also bond and shape a school’s community well beyond classroom walls. In our infant and toddler classrooms, play dates and outings are shared between families. The parent-created ski club promotes friendships and support as much as (or more than) skills on the slopes. Birthday parties, dances, and fall fests bring families at our school together to share support and care for one another. By the time our students reach middle school, the students themselves create relationships beyond the school walls--planning parties, hang-outs, and group chats.

I have heard from administrators in other schools that parents have become confrontational and disrespectful, demanding that teachers and schools “do something” about this current situation--as though the schools created it. Our school has not experienced that.

Instead, comments on our posts have exploded with support and care for one another and for the guides and staff of our school. We are all being asked to do a great deal. Discontinue travel. Distance ourselves physically. Work from home. Have everyone home all at once--all the time. Support our children’s learning. Figure out how to work when our children are in the background. Worry about older adults in our lives. Pay attention to the news without falling into the abyss of constant news threads.

I know that I have felt that stress. I have relied on our community daily for my own sense of being. I have seen you doing the same for one another. Thank you for prioritizing relationships and for supporting one another.

.An elementary student works with her sister on a hike.

A Children’s House student asked to meditate at home.

Montessori students care for themselves, each other, and the environment

These are our three rules. Many guidelines fall out of them, but this is thefoundation of every rule at our school. In a crisis, these three rules matter more than ever. We are in a global pandemic. All of us. The entire globe. People stressed, afraid, sick, and dying. If we can take care of ourselves, each other, and our environment, our entire world will make it through this thing. Yes, your children need to be able to read, do math, and research. Right now, those things fade in comparison to taking care of ourselves and others to the extent that we can.Dr. Maria Montessori

Montessori students are self-motivated learners

This one comes home to me every time I see a student from a traditional environment adapting to our school. In a traditional environment, students see school and education as something they are given. The responsibility for learning falls on the shoulders of teachers, administration, and the curriculum and textbooks. These students often do not realize that the only person responsible for their education is themselves. Montessori students know that from the start. They are able to explore, learn, and grow because they make that happen. They do not need to wait for a teacher to tell them what to do. Their satisfaction in learning does not come from a test score. They own their education and their knowledge. At a time when we are learning from home, this skill is perhaps the most important.

Now, more than ever, I am grateful for the amazing work of Maria Montessori, a genius and a pioneer. I’m so glad you’re with me in that.

An elementary student asked to teach division to her mother.

Talking About Coronavirus

Fri, 28 Feb 2020 06:35:48 GMT

One of the tough things about parenting is talking to your children about difficult things. Right now, the news can be pretty frightening, especially with regard to coverage of the 2019 novel coronavirus (COVID-19). Your children have likely overheard news and conversation. In fact, I just overheard an elementary student explaining what the coronavirus is to a friend. Here is some Montessori wisdom on how to talk to your children about this.

Stay Calm And Be Mindful Of Accurate Information

Our children are observant and responsive to their environment. If the adults in their lives are anxious, worried, or scared, our children pick up on that. Staying calm helps our children regulate themselves. Right now, the risk of COVID-19 to the general U.S. population is low. That can reassure both you and your children.

One of the best ways for us to remain calm is to be sure we know the facts and where to get (the most) accurate information. The Centers for Disease Control and Johns Hopkins University are great resources for families to learn and understand the facts.

Consider Turning Off The News

If your children are toddlers, young primary students, or even early elementary students, parents can consider turning off the news when the children are around. Children react to things they see on television and hear on the radio but are not always able to think abstractly about what they see and hear. If they see it or hear it, our youngest children will likely believe that it will happen to them or is happening right here and right now. If you can, avoid media while with your child. It will give you a great opportunity to connect.

Talk With Your Children

Even though you might avoid news reports while your young children are around, children of all ages may be thinking about this. Children are naturally curious, and they want to understand. If the adults remain silent and unwilling to speak about something, children and even adolescents may assume that things are much worse than they are.

You can start by asking your child some questions. That allows you to gauge what and how much they know, what they’re curious about, and whether they are worried.

Answer your children’s questions. This is a big one. Even if you’re limiting media while they’re around, your children may hear about COVID-19 from friends or classmates. If they do, they will likely have questions. Answer them calmly and completely, and reassure your child that you welcome their questions.

When discussing the facts, keep it simple. Children often just need a general overview. Something like, “You know how sometimes you and friends get sick? Some people are also getting sick with a new illness.”

Emphasize The Importance Of Individual Actions

Personal hygiene and respiratory etiquette will help prevent the spread of COVID-19. And, those steps also help contain the flu, common colds, strep throat, and other more common illnesses. This is a great time to remind your child to wash hands regularly before touching their faces and especially when they're dirty, cover their cough or sneeze, or cough into their elbow, throw away tissues as soon as they’ve been used, and to let you know when they're starting to feel sick so that they can stay home when they do.

Take Advantage Of The Opportunity To Learn

If your child is interested, they might want to learn how viruses work , how they’re transmitted, ways to prevent them, etc. You also have an opportunity to talk about civic responsibility. Children and families have the power to help prevent the spread of disease, and that they may even have a responsibility to do things to protect our entire community. This is a concern not just for your family. It is a concern for our entire community. Facing it together and building individual action into community action is how we will protect ourselves. Regardless of the situation-- a virus, climate change, security--knowing that they are part of a solution and feeling part of a community empowers children.

Talk About Bias

The news is already reporting incidents of bias resulting from people’s misunderstandings about COVID-19. If you hear about incidents of bias or witness one, take time to talk to your children about that. When you stand up for what is right and take action to support and protect other people, you model “upstander” behavior for your children.

Prepare Together

Preparing together can help ease children’s fears. When you make sure your home has readily available and accessible soap and hand sanitizers, it will make them feel that hygiene is important for everyone. Adequate supplies of food and water in case you cannot go out are an opportunity to teach your child about preparedness also for natural calamities. Simply say, “I don’t think we’ll need these things, but it is important to have them just in case.”Taking action to protect them and yourselves will give a sense of security (for you) and a sense of responsibility (for your children) How wonderful to know that the adults are taking action. Here’s some information on preparedness from Scientific American .

Stay Tuned

At Stepping Stones, Renee, Dirk, Sarah D. and I are monitoring COVID-19 news daily. We are communicating with the health department, and we are learning what our school needs for preparation. Our actions include attending webinars and reading news specifically targeted for school administrators. If procedures, policies, or actions change as this situation evolves, we will let you know.

The Power Of Story: An Interview With Narrative Consultant Jenifer Strauss

Mon, 10 Feb 2020 06:43:51 GMT

I first heard about Jenifer Strauss on a cold, gray January morning after the Parent Coffee, Storytelling in Elementary: The Five Great Lessons. I was standing by the cafeteria counter chatting with Sarah D., Stepping Stones’ Admissions and Parent Coordinator.

If you’ve ever talked Montessori philosophy with Sarah, you know how this topic ignites her. She kind of leans forward and starts dramatically gesturing with her hands. True to form, as our conversation deepened, Sarah took a step closer to me. She said she was so excited that as a follow up to the Great Lessons coffee, master storyteller Jenifer Strauss would be coming to Stepping Stones in February and hosting a workshop for families, “How to Tell a Story with Your Child.”

In the background the room buzzed with parents talking. I shifted the weight of my purse on my shoulder. I told Sarah the workshop sounded amazing. And it truly did. Yet at the same time, my heart sank. I knew it would be hard logistically to get my family to the workshop. Five pm on a Thursday? Tennis lesson night. Dinner. On-time bedtime. The long drive--do we go home first and drive back or stay in the city?

That night when I got home, I started reading about Jenifer’s work. I got excited by her passion, the brain science behind storytelling and learning, and the irresistible pull a good story has over us all. I decided to call her up to interview her in advance of her visit to our school.

Our conversation was engaging and magical. Jenifer is generous, brilliant, and present. About twenty minutes into our phone conversation she asked me how old my kids are. (Twins. Second grade). She said, Twins? You must have a lot of stories to tell. And--I can’t believe this happened--I found myself going off and telling her my stories about the girls. I was supposed to be the one interviewing her.

For over a decade Jenifer Strauss worked in the public school system with at-risk kids. And then one day she started telling curriculum-related stories to her sixth graders who were struggling with writing. They loved it. She then had the students tell these stories to other students. In the end, they wrote the stories down. She was shocked how the students’ resistance to writing vanished and their writing skills skyrocketed.

Longing to use the power of storytelling to help more than one classroom at a time, she left her teaching position, and started a narrative consulting business, Story be Told .

Mandy Geerts: What makes storytelling so special that you left your teaching job to go down this path?

Jenifer Strauss: Story is our common human denominator. It’s our first language. It’s the way we explain to each other how we’ve made our way in the world.

Brain science has shown that only 50% of the stories we tell about our history are true. The other 50% is based on perception. I can look back at a traumatic event and say, “It ruined me.” Or I can look at it and say, “This is what I’ve learned. I’m moving forward.” Storytelling is the story we wish to live.

MG: So story connects us. It has the power to help us understand our past and it even has the power to transform our future.

JS: Yes. I teach people how to embrace the story they have lived with newly realized wisdom. I also give them a process to change their story so they can achieve different outcomes. As far as connection goes, we’re in a time where we’re not looking up and making eye contact. I think that story will save us from this feeling of isolation.

“What’s your story? Why are you here? What’s going on with you?” These are questions we can ask that connect us.

MG: Why use story as a learning tool?

JS: We don’t learn information in data and facts. We learn best when it’s placed in narrative form. We think, learn, and retain information in images that our human brain translates into meaning.

MG: In Montessori elementary education, stories are told about subjects I would never have thought stories could be told about. But the Great Lessons do just this--science, geography, astronomy, geology, meteorology--this content is presented via the vehicle of storytelling.

Alternatively, in traditional education, so many of these subjects are taught via the vehicle of textbooks. Do textbooks tell stories?

JS: Textbooks are a great resource for research. We need all kinds of texts to enrich our lives. But if you’re going to remember something you need to hear a story.

MG: When you visit us at Stepping Stones, what will be families’ favorite parts of your workshop?

JS: Kids will love being with their family in a shared experience together. And screenless. I don’t think families know how wonderful it is to interact with each other.

And parents will leave understanding they already have everything they need to tell stories. Some parents get nervous, they think they need something outside themselves. Families will leave the workshop feeling they can access language and literacy just by talking to each other and making sure there’s screen-free time in the day.

MG: We’re human. We hear and tell stories every day. As we go about our daily lives, does story just happen naturally or should we be more intentional in the telling of stories?

JS: Both. We should access story. We need to look up from our screens and make eye contact with others.

Because story is us. We are all storytellers. It’s our first language. It’s the greatest gift we can give to our children. By sharing our stories and taking the time to listen to our kids’ stories it helps [us all] build identity.

MG: Thank you so much. I am so excited you’re coming to our school.

****************************************************************************

Okay, parents, I hope to see you at this presentation. I’ve decided I am packing a picnic dinner for my girls and I plan to eat in the cafeteria before the workshop.

“How to Tell a Story with Your Child” Workshop

Thursday, February 13

5:00-6:30

White Cedar Room (basement of the Elementary building)

Good Grades Versus Great Learning? Montessori’s Great Lessons As A Catalyst For Self-Directed Education

Tue, 14 Jan 2020 06:53:04 GMT

Just tell me the right answer

One dark winter night, I leaned over my standing desk in my studio. I was trying to write a blog post on the Montessori Great Lessons. On my desk was the glass bell jar, home of my green succulent, the black metal cup of pens and pencils, and a white 8 ½ x 11 piece of printer paper. The paper was blank except for the marks where I’d scratched out false starts of sentences.

Last year I’d gone to the Parent Coffee on the Great Lessons. I’d been frazzled when I walked in the door. We’d been late for school again, I’d taken my seat as I was still checking my phone. Truth be told, I was only there because I needed parent service hours.

And then the guide dimmed the lights and began telling the series of stories that form the spine of the Elementary curriculum. “Billions of years ago…”

Story! Drama! I was hooked. That day I learned how the stories of the Great Lessons teach kids the connection of all academic subjects to one another--math overlays with geography overlays with science and language. And it doesn’t stop with academics. Montessori kids are encouraged to travel through time. They can see what happened in the past and they learn to connect it to the now and the future. This is the Montessori idea of cosmic education. It’s all about seeing the whole.

When I was in elementary school I learned through separation. There was the science book, the math book, the reading book. In later years, the dreaded sex education book. Did I even study geography in elementary school? Maybe a map on the wall. I certainly wasn’t trained to take in the whole.

And I admit, when I started to write this blog post nearly a year after that parent coffee--even after reading articles on the Great Lessons and talking to the Montessori guides--I couldn’t do much more than describe the Great Lessons in the abstract. I struggled to articulate how the Great Lessons translated to my kids’ lives outside their beautiful, peaceful Montessori classrooms.

Every word I wrote sounded worn and forced to my ears.

When I write I’m often terribly, terribly blocked. Because I’m always asking myself, Is this right? Is it good? While trying to write about the power of storytelling of the Great Lessons, my own story was stuck in a tight little box. I loved the Great Lessons but I needed a Great Lesson of my own to connect it to my life.

Eventually that night, hidebound by self-judgement, I lay my head on my desk in despair and grief.

The paper was blank except for the marks where I’d scratched out false starts of sentences.

Iz shook his head sadly.

Meanwhile at the University...

A few nights later after my daughters were tucked into bed, I was at the kitchen counter in my favorite sweatpants, ratty long-sleeved T-shirt, and slippers. I was putting the last dirty bowls into the dishwasher. My husband, Iz, had just gotten home from the university where he teaches visual art and design. He sat at the counter eating leftover split pea soup.

We chatted about our days. He took a spoonful of soup, wiped his mouth with a cloth unicorn napkin, and sighed deeply.

“What is it with students these days?” he said.

“Oh no,” I wiped celery bits from the counter. “Another cell phone run in? I thought you’d banned them.”

“Worse,” he said. Iz told me about a talented student in his design class. That semester she’d been working on a project that had the potential to be really good. Over the weeks she’d check in with him and ask if he liked her design. “I kept telling her that the focus of her work should be mastering the skills and interacting with the material, not about what I like,” he said.

But that afternoon Iz had told her he liked the piece. To his shock and dismay as soon as he said this, she put her work on the drying rack and walked out of class early.

“No way,” I said. “Just walked out?”

“Just walked out. She said she was done.”

“Was she really done?” I asked him.

He shook his head sadly. “She was just getting started. So many students want a fast track to an A. They don’t care about learning.”

The Big Bang

The next night I was back at my desk trying to write my blog. I wanted to do justice to how our kids experience the Great Lessons with the magic of the dark classroom, the single glowing candle, how the guide pops the black balloon filled with gold and silver glitter at the exact moment she says “blast.” More than anything I wanted to get on the page the kids’ hunger to learn as they choose follow up work from the classroom shelves, and how this work prompts them to ask the next question and the next.

As I pored over my readings and my notes from talks with guides, I realized I couldn’t write about the Great Lessons in the way I’d intended which was to conveniently find the right answer and tell you about it in a way that hopefully made me sound smart and witty. Like students today do so often, I’d wanted to quickest way to the A.

When I stepped back from the desk and from my frantic right-answer hunt, I was left with my own shortcomings and strengths as a learning human being. I was left with responsibility for my own learning. A deep part of me sensed that for me to truly understand the Great Lessons what I needed next was not to write a blog post on what I already knew. Not even to read the next article or talk to the guides again.

What I needed was the flicker of a candle, the gentle voice of a human being--through the ancient call to action of storytelling-- inviting me into a world of questions, wonder, and imagination. What I needed was to retake last year’s Great Lessons Parent Coffee.

Lucky for me there is a Parent Coffee on this very topic this Thursday, January 16th. Sign up here Sign up here for the Parent Coffee

While I am still practicing this skill of self-direction as an adult, our Montessori kids are learning to seek out what they need for their own learning. Within educational guidelines, our kids have much control over their own curriculum. They take topics as far as they want to at the pace that they want to. They are honing their self-knowledge and self-confidence; understanding their strengths and weaknesses. They are learning to ask the next question and the next. (Hint: “How can I Fast-Track to the A?” is not one of them. “What will help me learn best?” Yes. Oh, yes).

In Elementary these skills all start all with the Great Lessons.

Let’s learn together. I’ll see you there.

Parent Coffee

Elementary Storytelling: The Five Great Lessons

Thursday, January 16 8:30-9:30 am

Elementary Building Cafeteria

stepping-stones

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Meta Montessori, Fall 2023

Meta Montessori, Spring 2023

Meta Montessori, Winter #2 2023

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Reading And How It Happens In Montessori (Part 4 Of 4)

What happens if we don’t see the development we expect

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Reading And How It Happens In Montessori, (Part 3 Of 4)

Reading in the Elementary Environment

English Word Spelling: A Mystery To Be Solved

Language, Language Everywhere!

Reading Development Through Engaging And Exciting Lessons

Life-Long Love Of Reading

Learning For Children And Adults

Thank You!

Recollections Of River Ridge Farm

Reading Development Through Engaging And Exciting Lessons

Life-Long Love Of Reading

Education For Peace AND Justice

Peace

Starting With Problems

"Why Am I Learning This?"

Farms Are Optimal Settings For Adolescents

Skills For The Future

Reading And How It Happens In Montessori, (Part 2 Of 4)

Children read when they’re ready

How to support emerging readers at home

Model reading for your child

Reading And How It Happens In Montessori, (Part 1 Of 4)

Writing Comes Before Reading In A Montessori Classroom

De-Coding And Working To Recognize “Puzzle” Words Are The First Steps To Fluency

Holiday Break Message

Demonstrating Mastery: Montessori Middle School Presentations

The Process Of The 3-Period Lesson

Succeeding, Or Failing, Safely

Practical Skills For High School And Beyond

With Gratitude: A Thanksgiving Message From Elizabeth, HOS

Active Education For Peace [And Resources For Parents]

Farm School In The Age Of COVID

Montessori Middle Schools Designed To Respond To "New Normal"

Offering the optimal environment for adolescence

The importance of physical socialization in the time of COVID-19

What options do parents and students have?

References:

Offering Choices To Your Young Child

Freedom Within Limits

Creating Space

Laying Down The Ground Rules

Setting The Tone

Remaining Consistent And Following Through

Letting Your Child Feel The Discomfort Of The Consequences

Why You're Doing A Better Job Than You Think: Four Failures That Are Actually Major Parenting Successes

Becoming a teacher in your own home

Why “failure” shouldn’t be a bad word

1) Starting Something Before You Have All The Information

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2) Messing Up

3) Expressing Big Emotions

4) Making The Most Of A Bad Situation

You can do this!

Why Spring Break Is Still Important

““Each person deserves a day away in which no problems are confronted, no solutions searched for.””

Our Students Need a Break

Our Guides and Staff Need a Break

You Need a Break

Ideas

Take Time for Yourself

Why Montessori Schools Succeed In A Crisis

“Adaptation to the environment is the first necessity.”

Montessori students, guides, and schools are adaptable

Montessori schools across the world are one community

Montessori classrooms and schools are based on relationships

Montessori students care for themselves, each other, and the environment

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Montessori students are self-motivated learners

Talking About Coronavirus