Why do we celebrate Winter Festival?
Winter is the darkest season. But the darkness of winter draws our attention to light. At Winter Festival we celebrate the light that each of us brings to our family, our classrooms, our school and our community.
Winter is the darkest season. Winter is also the coldest season. But the coldness of winter draws attention to the warmth in our hearts. With this warmth, each of us has the power to thaw bigotry, intolerance and ignorance. At Winter Festival we celebrate the love inside each of us.
As Maria Montessori said, “Love is the most potent.” Love is the most powerful.
And just as the song goes, “As long as you love me so, Let it snow, let it snow, let it snow.”
The Montessori approach to educating children is based on what we understand about children’s cognitive, neurological, and emotional development as shown to us through years of research. Some of the key aspects of our program include:
- Montessori is focused on teaching for understanding. The Montessori materials give the child concrete sensorial impressions of abstract concepts.
- The approach promotes organization and focus as being just as important as the academics.
- The mentor/mentee is a critical feature. The mixed-age class allows older children to be leaders and teach the younger children.
- In Montessori schools, children from different neighborhoods who share common values have come together to create the school community. Children who grow up in a Montessori environment often speak of close-knit relationships with classmates and their families.
- Montessori supports personalized learning. Children learn at-their-own pace without unhealthy stress or artificial competition. The child can move as slowly or quickly as needed to understand a concept.
- Montessori students study other cultures creating the foundation for global citizenship.
- Children are treated with a deep respect as unique individuals. The school is keenly focused on the child’s intellectual, social, and emotional development.
- Montessori teaches kindness, peacefulness, grace, and courtesy.
- Montessori children learn through their five senses. Materials are hands-on, allowing children to explore, investigate and research. They become actively engaged in their studies rather than being spoon-fed information.
- Montessori addresses different learning styles and helps children learn how to study.
- Montessori challenges children and sets high expectations. Children develop self-discipline and an internal sense of purpose and motivation.
Montessori children are typically engaged, and curious learners who look forward to going to school. They have a high level of self-confidence and independence, a lifelong love of learning, and feel close bonds with friends and teachers.
Winter Festival is an Evergreen tradition since 1978 in which we celebrate love and warmth, friendship and light. This year’s theme is particularly poignant in view of recent events in schools around the world.
We are grateful to Music Director Caitlin Garry for leading the music portion of the program, Primary Teacher Rebecca Tobin for coordinating the art exhibit, Lourdes Barden Sims for coordinating the reception, Lourdes Buenaflor for the program, book drive and logistics, and all our wonderful parent volunteers!
Have a wonderful holiday and joyful New Year.
With our 50th anniversary year approaching, I’ve been digging (more literally than figuratively) through our school archives.
One conclusion: Montessori education is timeless.
It is heartwarming to see children in the ’70s working with materials that are familiar to our students today. And its an honor to carry on these traditions with our current generation of children.
As we create our a photo archive for our anniversary our alumni– even the 55 year old ones– will be able to find and tag themselves as toddlers and pre-schoolers.
Here is a look back to 1976…
Over 250 current and alumni families, past and present faculty members of Evergreen Montessori School in Silver Spring, Maryland dedicated a new custom-designed Tree House play structure in honor of the 30-year career of Primary Division Director Marilynn Liotta. The dedication of the Tree House took place at the school’s annual Spring Festival and featured a violin recital and choral concert. Guest speakers included Mrs. Lynn Pellaton who served as Head of School from 1972 to 1996.
The Tree House is all natural and was constructed from sustainably harvested Black Locust logs and Osage Orange branches. The Tree House is a permanent part of the school’s award-winning rain garden and was built by local craftsman Marcus Sims. Ms. Liotta is retiring at the end of the school year.
Coming together is a beginning, staying together is progress, and working together is success. —Henry Ford
The first thing you notice is the quiet. What you can’t hear is the sound of children discovering their capacity to learn.
Stepping into our Elementary classroom invites you to whisper. Why is it so quiet? It takes a few seconds to register that this isn’t perfect silence; there are sotto voce conversations all around the room. These discussions are serious, focused and calm. Standing in one of the out-of-the-way niches, I hear two children talking about multiplication. Two others talk about a frog’s anatomy. And I hear Mrs. Sesko giving a lesson about nouns. Mrs. Hatziyannis soundlessly reviews a child’s addition work. Other children are working alone, mostly in silence. One hums. It is clear, these children are using what we call their indoor voice.
The learning here is more that cataloging facts or acquiring data. In this mostly quiet, self-directed classroom, affective learning—the kind that fundamentally shapes the way children view themselves and their capacity to learn—is taking place. If I could think of a better place to learn, I’d tell you.
There is a peaceful buzz in the Elementary classroom because children are engaged in activities that are meaningful, motivating and personal. Affective learning has been described as the fuel that students bring to the classroom. (**) It connects them to the “why” of learning. Mrs. Sesko and Hatziyannis understand that motivation is as important as acquiring facts. Affect goes beyond simple enjoyment, and it plays a part in the development of persistence and deep interest in a subject. Teachers who emphasize skills and knowledge to the exclusion of emotion, turn off students and create adversarial relations with their students.
As you watch these Elementary students working, you will see that something extraordinary is happening. This just isn’t like other classrooms. Trevor Eissler, author and Montessori advocate wrote about his experience in a traditional classroom, “I remember two noise levels in [my] elementary school: very loud and very quiet. When the teacher’s back was turned, or she was out of the room, pandemonium broke out. As soon as she turned around or came back in the room and shouted, “Quiet! NOW!” there was a terrified hush. The noise bounced from one to the other: loud, quiet, loud, quiet, loud, quiet—punctuated by the teacher’s occasional shout.”
Why is our Elementary classroom different? Simply put: it is because the classroom culture is different. Mrs. Sesko and Mrs. Hatziyannis believe that their students are naturally interested in learning. Their role is to build upon their interest or at least preserve it. The teachers have filled the room with age-appropriate challenges that their students want to master. And rather than demanding that children submit to their will, the teachers have set up an environment that respects the child’s and channels it. The class culture builds each child’s self-concept of a person who is competent, capable, and self-directed. Being a multi-age classroom, of course, supports the idea that each child isn’t in a race or competition with each other, but is learning upon a path that is as customized and individualized as it is interesting and motivating. This is respecting the child.
The notion of respect turns the typical teacher/student relationship on its head. Mrs. Hatziyannis and Mrs. Sesko do not rule the classroom like authoritarian dictators. They are facilitators. Children have to ‘do the thinking’ to get the learning. As teachers, their goal is to create the opportunity for the children to think. There is not cat-and-mouse game of rule setting/rule breaking. There is a team mentality and a sense of community and cooperation. As Eissler describes a Montessori classroom that contracts the one he grew up with, “The [Montessori] teacher was like a chess grand master. A grand master is one of only a handful of elite chess players so accomplished they can play five, even ten chess matches simultaneously. They stroll around a room of tables, each with a chess board and a determined challenger, glance at each board in turn, make a move, and stroll to the next board. This teacher reminded me of that type of demonstration. She had keen skills of observation and quick analysis. She glided about the room giving a nod here, a whisper there, a glance, a suggestion. Then she would sit on a chair and observe the room, taking notes.”
Ask yourself: what are the most important goals I have for my child in his or her elementary years? Chances are your list will include the following: I want my child to…
- Be inquisitive
- Enjoy learning
- Have a positive self-image
- Have confidence about his or her capacity to learn
- Acquire the skills and facts necessary for academic success
As I observe the quiet buzz of our Elementary classroom, I am delighted to see our children fulfilling our hopes. It is worth a look yourself. Just use your indoor voice.
**Teaching Every Student in the Digital Age: Universal Design for Learning (2001) Chapter 6
David H. Rose & Anne Meyer