Category Archives: Wilmington Montessori School

Oh, what fun!

22 Thursday Feb 2018

Posted by in Learning, Montessori Education, Teachers, Wilmington Montessori School

≈ Leave a comment

Tags

, , , , , , , , , ,

Heather Siple-writing museum-013.JPGSchools are interesting places. When I was in school, students remained many steps removed from the adults in the community. A distance was set by the adults, and it was not crossed. Not so today. Research shows time and again that building relationships between teachers, families and students is the best way to support learning.

Last week, I spent time in a number of classrooms. I raced children on a typing app, seeing who was the fastest typist. Phew! It was so much fun! Then I had the chance to work individually with a student, administering an assessment and sharing reading. I joined a current events discussion, listening to students’ ideas about the happenings in our world. Later that same day, I was invited to participate in a hands-on “museum” of writing. Children used various communication tools to write: a typewriter, feather pen and ink, small letter tiles, clay and stamps. They experienced the communication of yesterday and loved the experience. All of this happened, and it wasn’t even lunch time!

At Wilmington Montessori School, relationships are at our foundation. No matter the age of the students, they are building connections with each other and the adults in our community on a daily basis. These relationships are the foundation of what motivates students to learn more, encourage others and wonder about possibilities. What connections have you built today?

Fly, Eagles, Fly!

01 Thursday Feb 2018

Posted by in Teachers, Wilmington Montessori School

≈ Leave a comment

My team isn’t in the Super Bowl this year, but I will watch because I am a football fan. During my years as a classroom teacher, I had ample opportunity to share my love of football with many students. They know my home team is the Pittsburgh Steelers, and even alumni will still talk to me about football (mostly teasing me when things aren’t going well for my team or letting me know when their team is successful). None of my training to be a teacher or school leader has ever focused on football. Yet, this is a way I have built connections with students, families and staff.

This week, the Philadelphia Eagles are playing in Super Bowl LII. Everyone is beyond excited. One of our WMS dads was so enthusiastic he had a giant Eagles cake made for our entire school. Our facilities manager is also determined to share his love of the Eagles with all of Wilmington Montessori School. This morning, he set up an Eagles display in the lobby, including a lucky football helmet from the movie “Invincible.” He even cut out hundreds of Eagles ribbons for all of us to wear to show our support for the team.

Though most of us are not as enthusiastic about the team as he is, he is building connections that allow the entire community to see him in a different light and invite us all to share in his love of the game, even if it’s only for a brief moment.

Taking the time to learn about what is important to others is a way to build community. It is the way that we learn about each other, create shared moments and have a little fun. This week as we chant, “Fly, Eagles Fly,” we will experience the game through the eyes of someone whose enthusiasm brought us together to create a moment that we’ll remember and talk about for a long time to come. Good luck, Philadelphia!

Photo-what???

25 Thursday Jan 2018

Posted by in Learning, Montessori Education, Teachers, Uncategorized, Wilmington Montessori School

≈ Leave a comment

Tags

, , , , , , , , ,

Photosynthesis 9-12Much of what we learn in school is memorized, tested and forgotten. Dr. Maria Montessori believed that children must experience learning through multiple senses; sensory experiences are crucial in the earliest years of development. She developed materials that you will find in most Montessori schools. These materials allow children to explore a concept through their hands, their eyes and language. They provide more than one pathway to learning.

Experiencing learning in a variety of ways provides more opportunity for learning and retaining information. Just about all of us learned about photosynthesis in science class. Some of us probably learned it more than once. Yet, if asked explain the process, could we do it?

As a school that focuses on integrating the arts AND Montessori education, Wilmington Montessori School’s Upper Elementary students had a tremendous opportunity to learn more about photosynthesis. They not only read about it and watched a movie about it; they also actually became photosynthesis. Students collaborated to demonstrate the parts of a plant (root, stem, leaf, flower) and the process of photosynthesis.

When learning about this process again in a higher level of biology in high school, do you think they’ll remember what they read or what they did? Will they know that a certain child represented the roots while another was the sun? This is learning that will last. This is how the arts impact learning. This is Montessori education at its best.

How well do you know yourself?

11 Thursday Jan 2018

Posted by in Learning, Montessori Education, Research, Wilmington Montessori School

≈ Leave a comment

Tags

, , , , ,

Knowing YourselfOne of my favorite thinkers, Daniel Pink, has just released a new book: When: The Scientific Secrets of Perfect Timing. I began reading it yesterday and am completely hooked. According to my Kindle, I am about 20 percent into the book and have already learned so much. Things that I have spent decades “figuring out” about myself are presented with scientific evidence supporting my deeply held assumptions. For example, I am an early bird. I have most of my energy in the morning. I always have. If I have jobs to do, morning is the most productive time to accomplish my goals. However, I think more freely and creatively later in the day, as my energy wanes. I’m typical in these ways. I accomplish more before noon than I can hope to achieve after 7 p.m.; my best ideas come to me as I am feeling less energetic.

What do you know about yourself? Do you have evidence to support your beliefs? Montessori education supports students as they learn about themselves. What are the best times to accomplish work? How do they learn best? What do they need to be successful? Who can they go to for help? How should they prioritize their tasks based on individual needs and energy peaks and valleys? Learning about themselves serves them during their time in a Montessori environment and beyond. It gives them the opportunity to try things out, build on their successes and learn from their mistakes. We may assume that analytical subjects such as math need to be taught in the morning, when most of us are fresher and have more energy. According to When, there is a subset of people who actually peak after noon and would benefit from having math in the afternoon.

One of the things I have come to appreciate about Montessori education is the focus on children’s individual differences – not only academically, but socially and emotionally as well. As adults, we may know these things about ourselves, but it probably has taken the better part of our lives to figure them out. Montessori children have the opportunity to experience and reflect on their work, their friendships and their approach to problem solving. They have the chance to get to know themselves in a safe nurturing environment. As they move beyond their Montessori years, they take this self-awareness with them to the next school, their work and social lives. They have a leg up on the rest of us as they explore “when” might be the best time for them as they make decisions in their lives.

Montessori and Structure

04 Thursday Jan 2018

Posted by in Learning, Montessori Education, Teachers, Wilmington Montessori School

≈ Leave a comment

Tags

, , , , , , , , , ,

Math - Bead ChainMontessori education is unfamiliar to many. Some think they know what it means, but when the topic comes up, they often say that Montessori schools are loosely structured environments in which children can do whatever they like. The teachers are in the background, and kids move freely through the environment. Where is the truth in these statements?

Dr. Maria Montessori developed this innovative educational method by carefully observing children. She created materials that allow learning to occur through students’ use of their hands to manipulate materials in ways that demonstrate a certain concept, following the children’s path. What she did not do was allow children to do whatever they liked whenever they chose to do it. She did not have a loosely structured environment. Quite the contrary.

In order for children to be free to explore, the classroom environment must be organized, and a schedule must be firmly established. Children must understand the ways in which materials are used. They need to understand the expectations and know the rules. When I first encountered Montessori classrooms, I was amazed at how tightly run they were. I did not understand this before I saw them in action. I, too, was under the misconception of the loosely run environment.

Children feel safest when they know what to expect. Being safe and cared for are foundations for learning. Learning cannot take place in an environment that is disorganized and unpredictable. Though it may be difficult to view the environment as essential to learning, upon deeper reflection it is clear that, in order to build relationships, entertain new and challenging ideas, explore and risk failure, the structure has to be there to support and encourage each child to learn. Dr. Montessori made sure that those employing this educational method partnered with their surroundings to make it the best experience possible. Take a look around a Wilmington Montessori School classroom, and it’s easy to see this concept in action!

Building Blocks

14 Thursday Dec 2017

Posted by in Learning, Montessori Education, Teachers, Wilmington Montessori School

≈ Leave a comment

Tags

, , , , ,

Building blocksNew math. Digital literacy. Executive function. Soft skills. None of these things were “things” when we were in school. Education seemed straightforward to us. We were taught something, memorized it, shared it on the test and moved on to the next topic. Most of us had no clue as to how rules of language, math or science came to be. We accepted what we were taught. The end.

Fast forward to 2017… or even 2000. Life has changed. Yes, there are still things that are taught today that were taught when we were in elementary or middle school and will continue to be taught forever. We learned to read, to compute and to write. We all have to memorize facts and figures. However, some things have changed. Are we to teach children the skills needed to function in the world or do we need to teach them the concepts that build those skills? What will serve them in the long run? Continue reading →

Building Bridges

01 Friday Dec 2017

Posted by in community service, Learning, Montessori Education, STEM, Wilmington Montessori School

≈ 1 Comment

Tags

, , , , , , ,

Bridge - group.jpgA long line of children walked by the window, each carrying a board, following their teachers like ducklings. What were they doing?

These Upper Elementary students worked worked long and hard on a bridge project. Last year, through a study of engineering, they arrived at the idea of building a bridge across the creek in the woods. They worked with the facilities manager, parent engineers and their teachers to determine how they could cross the creek without hopping from rock to rock. Their initial project was lofty indeed, the Golden Gate Bridge over Perkins Run Creek. As it became clear this was an engineering marvel and beyond the scope of their expertise, they adjusted the scope of the project to one more manageable by 9- through 12-year-olds. Two weeks ago, they built a bridge that will be used by our students and campers throughout the year. They achieved their goal. Continue reading →

Student Engagement

16 Thursday Nov 2017

Posted by in Learning, Montessori Education, Research, Teachers, Wilmington Montessori School

≈ Leave a comment

Tags

, , , , , , , ,

Photo - 9-12 Bridge.jpg

Recently, I came across a Gallup poll, polling students in grades 5 through 12 about their level of engagement in school. The poll measured hope, engagement and well-being of nearly 500,000 students from more than 1,700 public schools in 37 states. The poll found that nearly 8 out of 10 elementary students who participated in the poll are engaged in school. That number dramatically decreases the longer students are in school, with only 4 out of 10 high-school students stating they are engaged in school. The data suggests that the longer students stay in school, the less engaged they become.

Educators, both in and out of the classroom, are constantly striving to learn how to best serve the students they encounter each day. The best teachers and schools are continually wondering what they can do better, even when things are going well. They are lifelong learners as individuals and as institutions. School is never finished.

Interestingly, the high-school students who said they were engaged in their learning report that high school feels much like their elementary school. As a Montessori school, one of the things we pride ourselves in is student engagement. Students want to come to school. They can’t wait to see what the day holds for them. They engage not only with the teachers and students, they engage with the classroom materials, the environment, the ideas, lessons and the broader community. They yearn for more. And if a student doesn’t have this eagerness for learning, solutions are sought. What is the child excited about? What do they spend their time doing outside of school? How can we serve that student in ways that may be unique for him? What can we do to help them more and what can we do better?

Students come to us from a variety of situations. Schools are set up to help students gain knowledge, understanding and skills that will serve them throughout their lives. To think that simply imparting content will engage and interest them is a mistake. Students are just like adults in that they have interests, curiosities and are continually trying to make sense of their world. They enter school at a young age with hope and fascination as doors are unlocked for them. Our job – no matter the educational setting from preschool through college – is to help them find the keys.

Going Out

10 Friday Nov 2017

Posted by in Learning, Montessori Education, Teachers, Wilmington Montessori School

≈ Leave a comment

Tags

, , , , , ,

Photo - UN

Most students go on field trips. Some go on one or two trips each year, and others, like many Montessori school students, go on many. “Going out” is an important aspect of the Montessori curriculum. As adults – teachers and parents alike – we often enjoy these trips soaking in the sights, information and wonder of what each experience has to offer. Do children feel the same way? What is the reason for field trips? Many educators wonder about this very question. Some state that field trips are simply a change of scenery, offering no “real” learning. Others feel they are a distraction, and still others contend they open the eyes and ears of their students. What makes the difference?

In order to fully consider this question, one must return to the question of the purpose of education. Is the goal to convey the same designated body of knowledge to all students or to expose students to ideas, opening doors and provoking a sense of wonder? Field trips are no different. When children visit the fire department or the orchard, the goal is to show them a little slice of life, to help them understand the world beyond their school, home or neighborhood. They are learning about others, the work they do and the place that hold in their lives. Visiting a museum or attending a play allows them to experience culture in various formats and to look beyond their everyday world. The field trips they have today are the building blocks for future experiences throughout their lives.

Education, in the classroom or in the form of a field trip, has the higher purpose of showing the world to students. Each time they visit a new place or learn more about the world, they are building their understanding of their place in the world. They explore ways to contribute to the world and ask questions about it. Our goal is not to simply have students memorize a body of facts or to recall where the pumpkins are planted or the names of the paintings viewed. It is instead to help them see the world today, tomorrow, and many different days and times throughout their years in school and beyond.

Photo - Room 15

How do you think?

29 Friday Sep 2017

Posted by in Learning, Montessori Education, Teachers, Wilmington Montessori School

≈ Leave a comment

Tags

, , , , , ,

9-12 math graphingOver the past few weeks, I have had the privilege of working with some fourth- and fifth-grade students to learn more about their mathematical thinking. It has been fun and informative. I am an “old dog” and resort to my “old tricks,” so hearing some of their approaches to solving a math problem was nothing short of enlightening.

As we looked at various problems, I learned so many ways to solve them. For example, when given the problem 1000-998, one student did the following: 1000-900=100; 100-90=10; 10-8=2. Another approached it in a similar fashion, saying 900+100=1000; 100-98 =2. And yet another student counted up from 998 to 1000, realizing that they only had to count up 2 numbers. Each student arrived at the correct answer; each answer was the result of a different approach. They explained their thinking, and it was as varied as they are.

The thing that fascinates me about this is that when I was a student in upper elementary school, there was only one way to approach that problem: you set it up vertically, canceled the zeroes, borrowing from each previous digit and arrived at the solution of 2. There you have it! There was one way to do it and one correct answer. For everyone. No leeway allowed. And, boy, could those zeroes be tricky. Continue reading →