In Spark this week, the learners continued studying Zoology. They focused on insects and their habitats and the characteristics that make up an insect. They ended the week with a super fun craft where they got to make their own insect.

          

On Wednesday, the learners did a ladybug release. We learned that ladybugs like to eat aphids and that one ladybug can eat up to 5,000 aphids over its lifetime. They can also help to rid your garden of other soft-bodied insects such as mites, mealybugs, and leafhoppers, along with insect eggs and even ants.

           

On Thursday, we did a watermelon volcano experiment. We gathered the supplies and made a hypothesis as to what was going to happen. The learners learned that baking soda is the base and vinegar is an acid and mixing the two will produce a fizzing gas called carbon dioxide. This reaction is what caused the watermelon volcano to erupt.

             

A popular lesson this week was Color Mixing. This lesson consists of a tray with three dropper bottles each containing red, blue, and yellow, three bowls for mixing colors, and a stirring spoon. When children have the chance to work with fewer colors, they have deeper reflective thoughts and can form an essential understanding of spatial awareness in art. By experiencing a single color at a time through specially set up Montessori color mixing activities, children will notice different degrees of hues with a sharper eye and even learn to appreciate and be more selective with colors as they progress in their art literacy.

            

This week for Grace and Courtesy, the learners discussed the concept of the tone of voice, such as, kindly delivering messages versus yelling. The meaning of a sentence can change based on what feeling you use when you say the words. The meaning can also change depending on which words you choose to use. The learners also got a lesson on the proper way to cough to prevent the spread of germs.

This week for Food Prep the learners practiced juicing an orange and, while making tea is available every week, it is always a favorite.

            

Have a great weekend!

In Spark this week, the learners jumped right back into their lessons. The start of a new session brings new lessons to the studio and the learners were excited to learn all about them. A few popular works this week have been crushing eggshells with a mortar and pestle and learning how to use a lock. The learners also explored the new additions to the outdoor work area.

 

On Thursday, the Discovery and Spark studios gathered for a combined discussion on taking care of our campus. Both studios met for clarity on how certain materials get used and what it means to take care of our wonderful campus while holding accountability with each other.

This session we will be learning all about zoology and the different classes of animals. This week the learners got an introduction to what zoology means and the different animals that belong to each class. They also ended the week with a fun animal craft that incorporated fine motor skills of cutting, gluing and assembling the craft based off a visual image. 

This week for Grace and Courtesy the learners have been focusing on what it looks like to wait for something and the concept of patience. With all the new lessons out, this is a great way to practice a trait that will benefit the learners outside of the studios. For more insight on grace and courtesy you can refer to this article that outlines the concept in detail. 

The Sparks also celebrated two birthdays this week with our Walk Around The Sun Ceremony in the yurt. Happy birthday Zane and Marlowe! It was so much fun celebrating you!

Have a great weekend!

Montessori classrooms are rooted in a strong emphasis on peace and treating each other with respect. Conflicts, and how they are navigated, play an important role in establishing these roots. In the studio, a conflict comes in many forms; perhaps it’s a clash of interest among friends, or a struggle over a difference of opinion, or through establishing boundaries. 

Though uncomfortable, we don’t see conflict at Ascent as a negative thing. If you look at conflict through a curious lens, it is a great learning tool. Conflict is a time when a person is filled with emotions, and can learn self-control, patience, active listening, and empathy. All of these important social skills are essential for problem-solving in the future. Montessori education empowers children to make their own decisions even when it comes to conflict resolution, sometimes with the help of a moderator.  After all, humans have to learn how to navigate difficult social situations and how to be in a community with others, just as much as learning to read and add numbers – and the former creates an even greater challenge.

One important aspect of Montessori conflict resolution is to create an environment where  children practice speaking respectfully, calming their bodies, and voicing their needs or boundaries. If there is a conflict over who will eat their snack first, or who will work with a particular material first, for example, they are supported in identifying the problem and are provided with language tools needed to express themselves. This can serve to validate the child’s feelings, and then help them find a peaceful solution. Guides support this process without judgment. They are simply there to offer comforting support and to hold the process.  

In the Spark studios, we have adopted a 5-step system to navigate conflict resolution: 

1. Approach: Can I talk to you about a problem?
2. Mindfulness: Take a breath and calm your body
3. Intention: Place your hand on your heart and wish the other person well
4. Verbalize without labeling: When you _____, this happened _____. Next time, please_______.
5. Connect: High five, elbow bump, handshake, etc.

The system has given the learners the tools they need to successfully resolve conflicts with each other, without placing blame or relying on the guides to solve their problems for them. Children also gain confidence when they are actively being a part of finding a solution. The goal is to help the child learn to navigate conflicts and social situations on their own. 

“Preventing conflicts is the work of politics: establishing peace is the work of education.” 

-Maria Montessori 

Montessori started a shift in education by thinking about movement differently. When observing any Montessori environment you will notice a lot of movement throughout the studio as this is an integral part of the Montessori environment. 

 

When our bodies are in motion, we are connected to the environment around us. Our minds cannot be dormant, because our hands, feet, arms and legs are at play. Movement brings about strength, joy, effort, and a wondering of possibilities. Montessori saw and made the connection that when we move, we engage. Many of the children are naturally drawn to the activities that involve exploring the classroom like Environment Cards, Zero Game, or other memory activities.

 

Montessori also recognized the disservice of young people being confined to a desk all day to learn. She believed the body needed room to move and grow.  Unlike traditional schooling, a Montessori environment gives the child the freedom to move about the space and choose their lessons. This type of movement also allows for spontaneous social interaction to occur with no need for permission from the guide. 

 

Thought requires movement and movement facilitates thinking. This happens by creating a prepared environment in which children are free to explore their own interests. Not only is this type of movement directed and focused on purposeful work, it allows children to expend their energy in productive, concentrated ways. When movement is involved, the brain is stimulated differently than it is when one is passively watching and listening. The brain depends on all types of movement to develop. 

 

“One of the most important practical aspects of our method has been to make the training of the muscles enter into the very life of the children so that it is intimately connected with their daily activities.” – Maria Montessori,  Discovery of the Child

 

Montessori based her method of education on the premise that learning is linked to movement. When a child can engage multiple senses in a learning activity, it builds stronger connections to the brain. Children trace the Sandpaper Letters with their fingers while they learn sounds. When working with Number Rods, the Pink Tower, and Brown Stairs, the child carefully carries the materials, one by one, from shelf to mat, allowing them to observe the subtle differences in weight, size, color and shape. Children discover more about themselves and the larger world by making connections through all of their senses.

 

Movement applies to the guide as well. The guide moves softly about the room, quietly among the students, not to disrupt or dictate the work, but to carefully observe and to trust the environment is prepared exactly as the children need it. The guide also aims to connecting themselves to the environment  and this creates a space for a shared trust and a fluidity between the guide and the child.

 

“It is high time that movement came to be regarded from a new point of view in educational theory.” – Maria Montessori, The Absorbent Mind