Summer is the perfect time to experience Montessori-inspired activities together as a family. Whether you’re traveling on vacation, going to visit family or friends, or spending time in your own backyard, opportunities for learning abound! Here are a few suggestions for enjoyable family learning experiences.

1. Create a nature scavenger hunt.  Searching for specific items can help develop observation skills and encourage critical thinking about ones surroundings.
2. Plant a garden. If you only have a small space to use, pots or a container garden work just as well as a larger yard space. Gardening is a great way to teach your child about the life cycle of plants and the importance of nurturing and caring for living things.
3. Create outdoor art. Set up an outdoor art station with materials such as sidewalk chalk, paint, or colored pencils, and let your child create their own masterpieces inspired by nature.
4. Keep a nature journal. Encourage your child to record their observations, drawings, and notes about the natural world.
5. Catch bugs to observe, identify, and then set them free back into their natural environment.
6. Play outdoor games. Games like “I Spy” or “Nature Bingo” can encourage your child to explore their surroundings and think about the natural world. (Outdoor activities inspired by montessorinature.com. April 8, 2025)

This week in the classroom, students stayed busy with a STEM challenge, cleaning & organizing materials, boxing up all the materials in preparation for new flooring installation, and playing games with classmates.

We wish you all a happy and relaxing summer! Thank you for all you do to support our school and your child’s education.

The class had several birthday celebrations this week! Happy birthday to Abe, Zamaar, and Gabe!

A great time was had by all on Bruno’s Field Day! Students and teachers played games that were exciting, fun, and challenging!

“Listening skills are what we need to have intentional conversations with others, to be aware of important information, and ultimately build strong relationships. Even as adults, this is a skill we continue to develop in our careers. It is important for kids to develop this skill and to recognize what it looks like in practice. When we are asking kids to listen, an article from Teach Early Years shares, ‘We are actually asking them to take part in a complex process that at any point can be disrupted by factors such as the child’s stage of development, cognitive ability, state of mind or health.’ In other words, as with any social emotional skill, developing listening skills won’t be linear but as educators and parents, we can incorporate regular listening skills activities to help kids with their development. Additionally, we can be role models for kids on what it looks like to be actively listening.

Some suggested activities for developing listening skills are:

1. Play “Simon Says”
2. Use collaborative storytelling such as Round Robin or Popcorn storytelling at the dinner table
3. Use conversation starters during family time to guide conversations such as
   • If you could have any animal as a pet, real or imaginary, what would it be?
   • If you could have a superpower for a day, what would it be?
   • What is your favorite thing to do on a rainy day?
   • If you could travel anywhere in the world, where would you go?
4. Utilize guided meditations to give children an opportunity to practice their listening skills, reflect, and find deeper connection with their inner selves.

Our listening skills are instrumental in building positive relationships. These skills help us to have a strong social awareness and ultimately make more responsible decisions.” Kaiser, E. (2024, February 5). 5 Activities to Help Kids Develop Listening Skills. https://betterkids.education/blog/5-activities-to-help-kids-develop-listening-skills

Students appreciated all the presentations from parents who participated in STEAM Day! The excitement carried over into the classroom as students discussed new career ideas and possibilities.

1st and 2nd grade students became the classroom leaders for the morning when the kindergarteners came to visit lower elementary. The 3rd grade students visited upper elementary in anticipation of next school year.

The class celebrated two birthdays this week!

“Secure relationships with parents, characterized by a sense of trust, emotional support, and effective communication, have been linked to positive developmental outcomes in various domains, including the way children get integrated and cope with challenges in the school context (Kennedy and Kennedy, 2004), as well as how they perform at school tasks (Bergin and Bergin, 2009; DeMulder et al., 2000). Children with a secure attachment with their parents tend to demonstrate higher levels of school engagement, such as active participation in classroom activities, better peer relationships, and increased motivation to learn (Hughes et al., 2008). Chung et al. (2020) and Theron et al. (2022) found that parental warmth predicted school engagement, both in lower and upper secondary students. In Evans and Field’s (2020) study, the general quality of parent–child relationships significantly predicted academic achievement, as well as in Toor’s (2018) study that compared high-achievers and low-achievers. Results showed that high achievers reported more protective relationships, symbolic reward, and love from their mothers. Four studies examined the role of parental involvement on academic achievement, and all found positive significant results. Emotional security and support from parents is crucial also for academic dimensions and for children’s development as students” (Dias et al., 2024).

Dias, P., Veríssimo, L., Carneiro, A., Duarte, R. (2024). The role of socio-emotional security on school engagement and academic achievement: systematic literature review. Frontiers in Education. https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1437297

This week in the classroom:

1^st grade students learned to classify nouns into different categories, reviewed the rules for making nouns plural, composed sentences using prepositions, practiced place value, had more practice with subtraction facts, performed dynamic subtraction with the Stamp Game, and converted improper fractions to mixed fractions.

2^nd grade students learned to find relationships between analogies, practiced using apostrophes, composed sentences using pronouns, practiced place value, had more practice with division facts, and performed subtraction with mixed numbers.

3^rd grade students found relationships between analogies, composed sentences using interjections, learned to identify the subject and predicate in sentences, converted fractions to decimals and percents, practiced multiplication using decimal numbers, and were introduced to the properties of addition and multiplication.

All students had lessons on customary length equivalences, community helpers, layers of the atmosphere, and the sense of hearing.

Conflict resolution is an integral component in the Montessori classroom. It is “approached with the same importance as academic learning. Children are taught essential skills for resolving conflicts peacefully, such as effective communication, empathy, and problem-solving. Here are some key strategies used in Montessori classrooms to teach conflict resolution:

1. Peace Education: Montessori classrooms prioritize peace education, instilling in children a deep respect for themselves, others, and the environment. Through stories, discussions, and role-playing activities, children learn about the importance of kindness, empathy, and cooperation.
2. Grace and Courtesy: Children are taught specific social skills, known as “grace and courtesy,” which help them navigate social interactions with grace and respect. These skills include greeting others, taking turns, and healthily expressing emotions.
3. Conflict Resolution Circles: In Montessori classrooms, children gather in circles to discuss and resolve conflicts. Teachers facilitate these discussions, encouraging children to express their feelings, listen to others’ perspectives, and work towards mutually beneficial solutions.
4. Problem-Solving Activities: Montessori materials are designed to promote problem-solving and critical-thinking skills. Children engage in activities that require cooperation and collaboration, helping them develop essential skills for resolving conflicts constructively.
5. Role Modeling: Teachers serve as positive role models for conflict resolution, demonstrating respectful communication and problem-solving strategies in their interactions with children and each other.

By integrating conflict resolution into the fabric of daily classroom life, Montessori educators empower children to become confident problem solvers and compassionate members of their communities. These skills not only benefit children academically but also lay the foundation for a lifetime of healthy relationships and effective communication.” (Gupta, 2024).

 Gupta, S. 2024, February 28. Austin Children’s Academy.

“Love of reading is fostered at home by creating a language-rich environment for children. Before setting up this environment though, parents and parents-to-be must have an honest conversation with themselves and each other about their own relationship to reading, whether for pleasure or for learning. As a parent or caregiver, you are your child’s first role model. You are the one they will emulate. Being truthful to yourself and your partner about your relationship to reading will help you choose ways to make a language-rich home for your child that works for you.” (American Montessori Society 2023, August 21)

“The single most important thing you can do to help your child on their journey to mastery of language is to read to them every day. The Montessori approach gives you a chance to introduce your child to the joys of reading, so that the desire to learn how is created in them right from the start. This preparation for reading helps your child to form the impression that reading is fun, useful, important work. Reading aloud offers many benefits including the foundations of three essential pre-reading skills: phonological awareness (an understanding of the sounds that make up our language), a framework of knowledge (an understanding of how the world works and how things are related to each other), and a rich vocabulary (an understanding of how to use words to express meaning explicitly).

Maria Montessori said that children, once they have developed a love of books, ‘can go on to any limit guided by the single passion for reading.’”

What you can do at home:

1. Read at least 3 books every day.
2. Set up a basket of books for your child to choose from.
3. Create an inviting space just for reading.
4. Make a book with photos about your child.
5. Make reading a part of your bedtime routine.
6. Keep a mix of fiction and nonfiction books.
7. Model reading for your own enjoyment.
8. Choose books that are accurate depictions of reality.

-adapted from “How We Montessori” blog post by Kylie, an author & Montessori parent

This week in the classroom:

1^st grade: Students practiced dividing words into syllables, creating plurals with words ending in f or fe, finding prepositions in sentences, performing dynamic subtraction with the Stamp Game, renaming fractions, finding lines of symmetry, and had a new lesson on the Subtraction Snake Game.

2^nd grade: Students practiced dividing words into syllables, creating plurals with words using all the plural rules, locating pronouns in sentences, performing dynamic subtraction with minuends that include zeros, finding lines of symmetry, and addition and subtraction of mixed numbers.

3rd grade: Students spent most of the week on test preparation as they have standardized testing next week.

All students had new lessons on community helpers, the earth’s atmosphere, and the sense of sight.

The Montessori approach to education places an emphasis on educating the whole child. This includes social-emotional learning such as conflict resolution skills, social etiquette, and interpersonal skills that build healthy relationships with peers and adults. When parents continue this same approach in the home environment, it benefits the child’s social-emotional development. The book How to Talk so Kids Will Listen & Listen so Kids Will Talk by Adele Faber and Elaine Mazlish has useful advice for parents in helping children grow their interpersonal skills.

Learn to Look & Listen: We often jump to conclusions and step in without taking into account what our child might be doing, thinking, or feeling. Put down the phone, turn off the television, watch, and look into your child’s eyes when you speak.

• Practice observing and staying quiet first.
• Listen to yourself as well as your child—if your immediate inclination is dismay or anger, write down what you would like to say, but don’t say it.
• Try not to fix anything or problem-solve—just be with your child.

Name the Feelings: It’s easy to be anxious when your child is upset. As a result, we may minimize children’s feelings or attempt to protect them from disappointment. In the long run, it is more productive to help children identify and learn from their emotions. Just as Montessori materials help children learn concepts and nomenclature, thoughts and feelings can be defined for our children. Adapt the style or phrasing to suit your child’s age.

• Listen to your child as he or she talks, offering feedback such as: “Oh…”; “Mmm…”; “I see.”
• Recognize and name your child’s feelings: “You seem upset (or angry, or happy).…”
• Resist asking and then answering questions that are rhetorical or accusatory: “What were you thinking?” “Who drank the milk?” “How many times have I told you…?”
• Try to understand from your child’s perspective and describe, perhaps with fantasy: “Sounds like you wish you could eat cookies for every meal.”
• Show respect for your child’s struggle: “I see that it’s hard for you to…”
• Describe the dilemma your child is facing: “Even though you know…” “The problem is…”

Engage Cooperation: Keeping the family on schedule—and making certain everyone is fed, clothed, bathed, etc.—is no easy task, especially as children often have timetables, needs, and desires different from adults (and often from each other). Dr. Montessori believed that children, when given tasks appropriate to their abilities, delight in their accomplishments. Organize your home so children needn’t rely on adults for everything, and give them the time and the direction they need so they can become independent and successful in contributing to the family. You may find you don’t have to resort to demands or reprimands.

• Acknowledge feelings first: “You’re cozy in your bed this morning.”
• Offer a choice: “Do you want to wear the red shirt or the green shirt?”
• Be playful: “If you were a magician, you would already be dressed!”
• Rather than reminding, describe what you see: “This table needs to be set.”
• Say it with information: Use a word or short description, rather than a nagging, repetitive demand: “Shoes, backpack…”
• Write a note: “I’m hungry” on the dog’s collar or “Hang me up!” on the jacket.
• Take action without insulting: “Let’s clean up, put the paints away, and go outside.”

Faber, A. & Mazlish, E. (1982.) How to talk so kids will listen and listen so kids will talk. New York, NY: Avon Books.

Last week in the classroom:

1^st grade: Students learned the spelling rule for plurals of words ending in f and fe, identified prepositions in sentences, performed addition by changing only the tens place in 3-digit numbers, practiced static subtraction, and reduced fractions to lowest terms.

2^nd grade: Students wrote plural forms of words that have irregular plurals such as mice to mouse, identified pronouns in sentences, performed addition and subtraction with an isolated place value, practiced dynamic subtraction, and added and subtracted mixed numbers.

3rd grade: Students learned the forms of advanced irregular plurals such as fungus to fungi and funguses, identified conjunctions in sentences, changed fractions to decimal numbers, practiced mixed operations, found least common multiples using the pegboard material, and learned to estimate capacity measurements using the metric system. All students practiced dividing words into syllables, had lessons on lines of symmetry, performed more research on marine animals to discover which layer of the ocean is home for each animal, and discovered more peacemakers who made a difference in our world.

Lower elementary students appreciated presentations of countries around the world from the upper elementary students. It was evident the students worked very hard on their boards they displayed and speeches they gave.

While 3rd graders were away at camp, the 1st and 2nd graders worked hard on writing paragraphs and drawing portraits to describe each 3rd grade student.

Third grade students had a delightful experience at farm camp! They enjoyed learning to milk a goat, holding piglets, and canoeing in a lake among many other outdoor activities.

Within her educational method, Dr. Montessori developed the concept of different developmental planes or stages that people pass through. The first plane is between the ages of 0 – 6. The second plane is the elementary-aged child of 6 – 12 years. The American Montessori Society shares this insightful information about the characteristics of children in the second developmental plane.

“The older child is interested in the reasons for things. They are in the process of consolidating their knowledge and making connections between the ideas and impressions absorbed during the first plane” (Brunold-Conesa, 2024). Children in this plane enjoy using their new rational thinking skills to categorize and classify information. “This switch to reasoning things out involves abstract thinking, which is facilitated by the spiral curriculum and may be best illustrated with the Elementary math materials. The materials are designed to be used in a sequence, from very concrete to more and more abstract, until the child learns the algorithms for solving different kinds of math problems. These algorithms are not taught by the teacher but are discovered by the child as a series of steps they have taken with the materials. In this way, they do not merely memorize an algorithm, but, because of the embodiment of the steps in the materials, they learn to understand the function of and reason for each step.

The Elementary-age child has developed a new awareness of social order, and the Montessori multi-age classroom increases the child’s range of sociability. New lessons come along, and interests shift over time. Dynamic peer groups within a three-year age range increase the chances that the child will find another, or others, who share their interests and skill level with whom to work. With increased social awareness, the second-plane child is also concerned with rules and what’s fair; that is, their social sensitivity is closely tied to their emerging sense of morality and ethics. The child’s interest in social order necessarily includes the rules that govern social groups; and following the rules is governed by their developing awareness of right and wrong, of perceived justice and fairness. We begin to see in the second-plane child ‘the beginning of an orientation toward moral questions, toward the judgment of acts’” -Montessori 1949 (Brunold-Conesa, 2024).

Brunold-Conesa, C. (2024, Nov. 18). Planes of development and sensitive periods: Foundations of the Montessori multi-age classroom (part 2 – elementary). American Montessori Society.

This week in the classroom:

1^st grade: Students used prepositions in sentences, changed the value of numbers by changing the tens place, practiced subtraction facts, performed static subtraction with the Golden Beads, and reduced fractions to their lowest terms.

2^nd grade: Students used pronouns in sentences, changed the value of numbers by changing place values from units to thousands, practiced subtraction or multiplication facts, performed dynamic subtraction, and added and subtracted mixed numbers with a common denominator.

3^rd grade: Students used conjunctions in sentences, had a new lesson on changing decimals to fractions, performed mixed operations in math, found the least common multiple using the Pegboard, and reviewed units of measure with weight.

All students enjoyed writing acrostic poems using the letters in their names, learning about more notable peacemakers, and researching marine animals that live in different layers of the ocean. In addition, students practiced separating words into syllables and changing singular words into their correct plural form. We also appreciated a sneak peek at the school play, Finding Nemo, Jr. Please join the school community this Friday evening for the final performance.

Montessori philosophy teaches respect for all living things. Appreciating the differences in individuals, the uniqueness of each person, and caring for and respecting the global environment are key guiding principles. Dr. Montessori believed in imparting “an understanding and respect for every creature’s role in the cosmos.” The Montessori educational model is based on the interconnectedness of all things. It “provides the child ample opportunity to learn and discover the workings of the natural world, the greater cosmos and our role in protecting and creating a better world for future generations. Cosmic Education engages the child in biology, geography, history, science, and cultural studies to show the child how all topics interconnect into a holistic way of being” (2022, ExcellED Montessori Plus in Boerne, TX).

“If the idea of the universe be presented to the child in the right way, it will do more for him than just arouse his interest, for it will create in him admiration and wonder, a feeling loftier than any interest and more satisfying. The child’s mind will then no longer wander but becomes fixed and can work. The knowledge he acquires is organized and systematic; his intelligence becomes whole and complete because of the vision of the whole that has been presented to him, and his interest spreads to all, for all are linked and have their place in the universe on which his mind is centered.”    -Maria Montessori 

This week in the classroom:

1^st grade: Students had more practice using apostrophes for possessives, learned the plural rules for words ending in y, practiced finding prepositions in sentences, had a new lesson on using the Subtraction Strip Board, learned static subtraction using the Golden Beads, and reduced fractions to lowest terms using the Fraction Box.

2^nd grade: Students had more practice with apostrophes used for possessives or contractions, learned the plural rules for words ending in f and fe, practiced identifying pronouns, performed dynamic subtraction using minuends with zeros, and used addition and subtraction with fractions that have common denominators.

3^rd grade: Students were introduced to words that have irregular plurals, identified conjunctions in sentences, practiced the usage of it’s and its, performed subtraction of decimal numbers with minuends that include zeros, had a review of mixed operations, had new lessons on using the Pegboard to find lowest common multiples, and had a review of units of measurement to find length and their equivalences.

All students received new cultural lessons on the five senses, some intriguing individuals who are prominent peacemakers, and layers/zones of the ocean. In addition, students learned how to find the area of plane figures and enjoyed writing cinquains.

An important component of Montessori educational philosophy is building a community that offers support and encouragement. Dr. Montessori believed children develop a sense of belonging and responsibility for themselves and others in the classroom as well as in the family. Learning to be part of a community supports the development of social skills that teach children how to become productive members of society. Dr. Maria Montessori said, “There is a great sense of community within the Montessori classroom, where children of differing ages work together in an atmosphere of collaboration rather than competitiveness.”

The following thoughts are part of a blog post taken from Apple Montessori Schools in Hoboken, New Jersey:

“A community is an integral part of society where a group of people come together with shared values and principles to learn, grow and thrive in an orderly manner.” The “classroom is the framework for helping children learn the importance of living respectfully and cooperatively with others to achieve common goals. The fundamentals of building a community include practical life lessons such as demonstrating courtesy and respect for others. Simple gestures and activities [that support this development] include greeting guests who enter the classroom, being responsible for the upkeep of the environment, cleaning workspaces, and putting away class materials or belongings. Other social and communications skills include seeking and accepting help when needed, asking permission, excusing oneself, speaking in a quiet tone, and collaborating with others to resolve conflicts.”

This week in the classroom:

Students continued their work with possessive apostrophes, making words plural, and finding the perimeter of objects in the classroom. Additional lessons were given on Women’s History Month, nutrition, and the different biomes in the United States.

1st grade students did more work with prepositions, place value, multiplication, and addition of fractions.

2nd grade students worked with singular personal pronouns, place value, subtraction, and multiplication of fractions by a whole number.

3rd grade students practiced using conjunctions, subtraction with decimals, division, and numeration of fractions on a number line.

Parent’s night was an excellent opportunity for students to show parents and family members their knowledge of the Montessori lessons they’ve received. We were happy to have all of you visit the classrooms to experience a little of what your child does every day!

Maria, Noah, Zamaan, and Zamaar gave a beautiful presentation on the celebration of Eid al-Fitr (with a little help from the mothers of Maria, Zamaar, and Noah). This festival commemorates the end of the holy month of Ramadan on the Muslim calendar. Thank you to these students and their families for the time they spent preparing and practicing to teach us about this holiday and to share the special meaning it holds for them.

Parents of Montessori students can support their child’s learning by following Montessori principles in the home environment. The Montessori School of Downtown located in Texas shared the following insights.

The Role of the Parent in Montessori Learning

In Montessori education, the role of the parent is to support and guide their child’s learning, rather than being the primary teacher. Here are some ways parents can support their child’s Montessori learning at home:

Observe and Follow Your Child’s Interests

As mentioned earlier, Montessori education is child-centered, and parents should follow their child’s interests and curiosity. Observe what activities your child is drawn to and provide them with the materials and resources to explore and learn more about those topics.

Be a Facilitator, Not a Teacher

In a Montessori classroom, the teacher acts as a facilitator, guiding and supporting the child’s learning rather than teaching them directly. Parents can adopt this approach at home by providing their children with the necessary materials and resources and allowing them to explore and learn independently.

Encourage Independence and Problem-Solving

As mentioned earlier, independence and self-directed learning are essential aspects of Montessori education. Parents can encourage this by allowing their child to make their own choices and decisions, and by providing them with opportunities to problem-solve and learn from their mistakes.

This week in the classroom:

1^st grade students worked on possessive apostrophes, making words plural using es, recognizing prepositions, multiplication facts, dynamic multiplication with the Stamp Game, adding fractions with like denominators, and finding the perimeter of objects in the classroom.

2^nd grade students worked on possessive apostrophes, making words ending in y plural, recognizing pronouns, dynamic subtraction using the Stamp Game, multiplication of fractions by a whole number and finding the perimeter of objects in the classroom.

3^rd grade students worked on possessive apostrophes, making words that end in y plural, recognizing conjunctions, adding and subtracting decimal numbers, division with the Stamp Game, sequential fractions on a number line, and finding the perimeter of objects in the classroom.

All students had a lesson on the parts of a circle in preparation for fun activities on Friday for Pi Day. In addition, Mr. Zech gave the students a challenge by sending them on a quest for neutral buoyancy!