Learn More About Montessori!

As outlined in our Portrait of a Graduate, our goal is to send forth young people who are informed, determined, socially conscious, collaborative and resourceful. When we talk with our alumni, their parents and their high school teachers and administrators, we know this mission is being fulfilled. However, as I thought about this question, I realized who could better reflect on high school preparedness than our soon-to-be graduates class of 2018!

As I met with the 8th year students, they shared many Springmont experiences, both in and outside the classroom, that helped them feel comfortable and confident as they approach their high school years. Many students mentioned independence. “Elementary taught me initiative and independence. In Middle School, I learned how to build on that to manage my time. I have a lot of activities to juggle and tests and projects are due on different days. I’m glad I learned this,” said Laine. Edward believes his independence stems from being given the responsibility to be on top of his belongings, behavior, projects and homework. “In high school they expect you to take care of these things yourself. I feel ready to do that.” “I came to [Springmont] in Upper Elementary,” said Jasper. “The student work journal really helped me to be accountable. I could look at my record book throughout the day and ask myself ‘What haven’t I done yet? What is expected of me?’ It would help me to know what I needed to work on next and where to put my attention.” Many students agreed that their Elementary record books allowed them to make the transition to the Middle School planners and that they now have a system in place for high school.

Others credited Springmont experiences such as Landschool trips, the summer eco-trip to Costa Rica, Academic Fair and Montessori Mile as being fun, but also skill-building. “The Montessori Mile is symbolic of determination for me - how you need to persist and compete against yourself. You can’t just drop out when you get tired,” said one student. Another credited the Landschool for teaching her to care for the environment. “You have to be respectful of what is around you and work to take care of it.”

8th years also pointed to their relationships with their Teachers as an important component in their readiness. Rosie said, “It is easy to approach your Teachers and ask questions or find out more. The way your day is structured allows time to follow up with Teachers and find out more information when something interests you.” Delainey agreed, “The Teachers make learning fun. You want to learn more about things, not because you ‘have to’ for a test or project.”

Aidan noted that group work experienced at Springmont will serve him well. “We do a lot of collaborative work here. You need to be able to get work done in an appropriate amount of time with the appropriate amount of effort. You have to take initiative, not just for yourself, but for your work partners.” Molly talked about working cooperatively with Middle School Teachers as well as other students. “I’m encouraged to explain how I came up with a certain answer or conclusion. As a result, I know what I am thinking and why. It’s helped me be more open to hearing other people’s points of view.”

Samory summarized his Middle School experience by saying, “Once you get to Middle School you understand it’s okay to push for more information. I can ask my Teachers if I can go faster and learn more and I know it was okay for me to do that. I’m not limited. I want to learn as much as I possibly can. In Montessori, you can do that.”

As we prepare to say farewell to our 2018 graduates, we see a group of inquisitive, knowledgeable and effective learners, ready and eager to begin the next chapters of their lives. They have curiosity inside themselves, mastery of academic subjects to lean on, and the wisdom to use their time and resources wisely. They are prepared for distinction in high school and beyond!

In short, yes! As with all other skills, thinking and decision-making need to be practiced in order to build proficiency and confidence. Sometimes a simple “yes” or “no” is the best answer to a child’s question. But sometimes it is a golden opportunity for further discussion, leading him to think more deeply, learn to define his idea, and consider the consequences, both positive and negative, all of which build the important, life-long ability to make good decisions. For example, your child is invited to a play date with a friend when you already have plans to go to the park. Before saying yes, remind your child of your previous plans. Consider asking him to think of another solution such as inviting the friend to join you, rescheduling the park plans or following through with your current plans. The important part is that your child has some say and has knowledge, in simple terms, of the ramifications of one choice over another.

Opportunities to practice thinking skills also arise in daily routines. You can help your child learn to come to logical conclusions about what to do in various situations. The key is to give your child just the right amount of guidance and allow him time to think. For example, on a snowy morning instead of saying, “Get your boots,” ask, “Which shoes will keep your feet warm and dry today?” Be prepared for illogical choices. Children learn best by being allowed to make age-appropriate, low-risk errors. In other words, cold toes at age three may lead to warm toes at age four! Keep in mind, some lessons may need to be learned more than once!

As your child matures, he should learn that you are not the only resource for information. Help your child think deeply to answer his own questions. Affirm the wonder he experiences, and then ask the who, what, why, where and how questions before you check Google. How do you think the ship got in the bottle? Where do you think the water in glass went? Which path do you think will be faster? These types of questions can also help your child learn to take care of his needs. What do you think will happen if you stay up late tonight? Why do we eat fruits and vegetables every day and dessert only some days?

As your child begins to understand that his opinion matters, and he develops the skills and is allowed the time needed to think, he will become better and faster at problem-solving. He also receives the subtle message that he is a capable, valuable, contributing member of his family and community. He becomes a confident decision-maker and discovers he is his own source of creative and original solutions because thinking skills are woven into his natural fabric.
 

Springmont is conscientious and intentional, using technology to positively impact your children’s best development at each stage of their learning. Our Elementary classrooms are equipped with computers and Keyboarding without Tears (KWT), a well-vetted, award-winning digital communication program. This developmentally-based program includes learning fluent typing, computer functions, formatting texts and digital citizenship. Every child has an individual user account so that he can move forward step-by-step through a series of grade-appropriate skills each year. Parents are given password access to allow 10 minutes daily practice for their child at home.

In Lower Elementary, students learn

• Two-handed typing with correct finger placement,
• Cross-curricular content in language arts, social studies and other subjects, and
• Self-directed, game-based lessons that add motivation and encouragement.

In Upper Elementary, students continue using KWT to

• Improve typing speed and fluency,
• Develop skills needed for computer-based testing, and
• Expand skills needed for writing longer passages.

Social responsibility and discriminating digital behavior are essential to appropriate use of technology. Throughout their Elementary years, our students learn digital citizenship from their classroom Teachers, Springmont Media Specialist Leslie Wachter and the KWT program.

Visiting the Media Center, students learn how to choose reliable resources, both in print and digital forms, and to use the computer as a scholarly tool. In Lower Elementary, children learn the basics of gathering information and writing about a chosen topic. In Upper Elementary, students are instructed on the more formal steps of a research project and expand their searches to include online resources. They learn to use EBSCO, an online database, to do in-depth, online research, developing great skill in narrowing their search and vetting websites for legitimacy. As they complete their sixth year, students present at least one research project using PowerPoint.

Would children be well-served by spending more school hours in front of screens? Although many educators have opinions, there is no research that says this is so. See two opposing views here.

Daily, we see that Springmont students of all ages are “engaged in powerful learning experiences and … given voice and choice in what and how they learn.” Springmont children are thoughtful users of technology. We know from our alumni that the years spent learning to think clearly, glean concepts from studies, collaborate with peers, innovate and connect ideas are invaluable, and that when our students begin to use technology even more frequently, they adapt easily and readily