We are already deep into our work this school year and seeing so many interesting things happening in all of our classrooms. From our toddlers learning the simple joys of being together in a community for the first time to our Elementary students exploring the history of the first civilizations, Greenspring is an inspiring place to be in the fall and all year round. We have a dedicated, caring team of faculty and staff committed to your child’s individual growth. As a team, we came together to discuss something of growing importance in today’s society – photographs.
In today’s world of smartphones and social media, it is hard for us to go a single day without taking a photo of something happening in our lives or sharing a cute video. Our children are inundated with adults seeking to document their accomplishments, their personalities, and their adorable moments. Child YouTube sensations are making millions. Those of us who intentionally do not participate in social media are few and far between.
At our first Faculty Gathering, our guides and administration had an engaging, in-depth conversation about photographing children at school (especially while working in the classrooms). Here are some of the main points we discussed around this important topic:
In favor of photographing children at school:
Powerful parent communication tool – as parents, it means so much to be able to see what/how our children are doing while at school. A picture is worth a thousand words!
Education about Montessori methods – Montessori education is widely misunderstood. We want each and every parent in the world to be able to better understand what Montessori is, how it works, and why it’s so beneficial for children. Photos and videos can be a great support with this.
Stimulates conversation at home – when children can see photographs in their classroom, they can talk more about their experiences, what they were working on, who their friends are, and how they felt throughout the day.
Precious memories – we all love looking back at the children’s photographs as they grow and mature over the years.
Reasons to minimize photographs at school (particularly during the work cycle):
Protection of the student’s work and concentration – when in the classroom, the work and concentration of each child is our number one priority. Often, pulling out a camera disrupts this important work, for both the child and for the adults.
Keeping the classrooms a safe place/sanctuary for the students – many children have become accustomed to having a phone, tablet, or camera close by throughout the day. We find it important to offer them space where this is not the case.
Respect for the children – some students do not want their photo being taken at all, and we owe it to them to honor that choice.
It takes the adult’s attention away from the students – if the classroom Guides are focusing on capturing that perfect picture and sending it out to the world, it deters them from their top priorities of giving lessons and observing the children.
After much mindful discussion, thought, and debate around these points, we realized that the arguments for taking photographs in the classrooms generally meet the needs of the adult, while the arguments against taking photographs in the classrooms during the work cycle are generally aimed to meet the needs of the child. While both sets of needs are certainly important, our top priority here must always be the children. Being present with our children in their learning is fundamental to what we do here.
I’m sharing this with you to help you understand that in order to do the very best for your children and each student, you see a shift in the number of pictures of your children at school from your child’s Guide. We will continue to do our best to capture some precious moments and examples of academic works to be shared on our school-wide outlets – in email newsletters, on social media, on our website, and in printed materials such as the Memory Book, magazine, and calendar – because there are so many reasons for and benefits to doing this. Guides will share photos as they are able, without interrupting the concentration or their presence with the children. You will most likely see more photos of the children playing during recess, or of a presentation of polished work. Our partnership with you is so very important to us, and we constantly strive to maintain a balance of doing the very best for the students while also meeting your needs as parents.
Beginning a new school year is a time of excitement and uncertainty for many new children. For some, it is their first time being away from home for a stretch of time. It is common for students (and parents) to experience feelings of anxiety; this is perfectly normal. These feelings are often caused by a fear of the unknown, as the child has no point of reference to draw upon when faced with a new environment or experience.
Separation anxiety can also be attributed to a child’s stage of development. Separation anxiety is a normal part of development, and most common for children aged eight months to two years; however, it can affect children of all ages. The first day of school, in a new room or level, can bring on a reoccurrence of separation anxiety in children who were previously settled. It takes time for young children to build relationships and establish a sense of trust with their new guides, so that they come to understand that their new environment is a safe and happy place. This is not uncommon, and is likely to settle once a new routine and relationships have been established.
Below you will find a number of strategies published by the Montessori Academy to help Montessori parents settle their children into preschool. Remember separation anxiety is a phase, it is perfectly normal, and will pass in time.
Positive Behaviors and Attitudes
Modeling positive behaviors and attitudes plays an important role in the success of the first day of school, and the weeks thereafter. Keep discussions about school positive, and focus on things that your child is likely to enjoy. Children pick up on parent’s feelings, behaviors, and emotions, and are likely to emulate them if you are feeling upset or uncertain.
Morning Routines
Establish a positive and happy morning routine for preschool days. For children over two, this may include encouraging your child to pack their own school bag or sing a happy ‘school day’ themed song. Always give yourself plenty of time to get ready and arrive on time. Feeling late or rushed can cause children to feel additional anxiety.
Acknowledge your Child’s Feelings
It is important to accept that your child’s unhappiness at being separated from you is real, very normal, and temporary. Reinforce that you understand that leaving your child makes them unhappy, but that it is important that you leave, and they will have a good time. Avoid offering your child bribes for good behavior or not crying as this is only a temporary solution. Learning to cope with sadness is an important part of your child’s development and learning about emotions.
Positive and Prompt Goodbyes
When you drop your child off, don’t linger outside the classroom or stay for “just one more minute.” As a parent, the best thing you can do is give your child a hug and a kiss as they get out of the car, let them know you love them, and reassure them that you will be back soon. It is important for your child that you do not delay the inevitable.
Establish a Goodbye Routine
Montessori parents who establish a consistent goodbye routine typically have better luck with successful goodbyes. Take a special moment with your child to say goodbye, and do it the same way, every day. This may be as simple as a kiss and a cuddle, giving your child a thumbs up, or establishing a ‘secret’ hand shake. A special goodbye is a great way for your child to start their day feeling happy and reassured.
Encourage Friendships
Make a point of getting to know your child’s friends and classmates at school, and encourage friendships outside of school. These friendships will help make your child’s transition to the new Montessori environment easier.
Pick Up Routines
It is important to be punctual when picking up your child. It easy to lose track of time, but no matter who is picking your child up, always be on time. If you are late, it can cause your child to feel more anxiety, and makes drop off the next time much harder.
Positive Daily Reflections
On the way home, establish a routine where you talk to your child about their school day. Focus on the positive aspects of their day, such as their favorite activity, or playing with their best friend. By consistently reinforcing the positive aspects of their school day, your child will learn that their new environment is a fun and happy place, and their feelings of anxiety will decrease over time.
“A child who becomes a master of his acts through repeated exercises [of grace and courtesy]…is a child filled with health and joy and remarkable for his calmness and discipline.” – Dr. Maria Montessori
Have you ever entered a Montessori classroom and noticed that the children are naturally respectful of each other and often helpful? An older child may help a younger child zip his jacket zipper. A child might accidentally spill beans on the floor and two children stop what they are doing to help her clean up. Two students having a disagreement decide to go over to the peace table to work it out. These are manifestations of tGrace and Courtesy in the Montessori classroom, which is built upon 1) treating the child with respect, 2) teaching the child to respect herself, 3) teaching the child to treat others with respect, and 4) teaching the child to treat her environment with respect. Grace and Courtesy remains a focus at every level of Montessori education.
When we respect a young learner’s dignity by teaching the basic rules of etiquette, it fills a need in them. Dr. Montessori once taught a small group of children how to politely blow their noses; she explained every step in detail and showed them how to do it quietly and respectfully. After this presentation, the children erupted into spontaneous applause. They were delighted to know how to do something, that to adults would seem so basic. However, to these young learners, their teacher had shown them something they were longing to know how to do.
What does this look like in our classrooms? Treating the child with respect means that we speak to the children with soft voices and at eye level. We give the children freedom to choose their work and decide where they want to work. Yet the guidelines and limits of the environment are understood by all. For example, a lesson should be put back where it came from before moving on to something new. Children are free to choose their work, but are not free to disturb the work of others. We call this “freedom with responsibility.”
There are specific Grace and Courtesy lessons that demonstrate how to respect and care for oneself, such as blowing one’s nose, washing hands, getting in and out of a chair, putting on shoes, hanging up or putting on a jacket, etc.
Lessons on respecting others include how to greet a visitor, walking around a rug, how to ask for help, using soft voices, inviting others to work, how to solve a conflict with a classmate, etc.
Lessons on respecting the environment include carrying and rolling up a rug, setting the table, how to take materials off of shelves, washing a plant, washing a table or mirror, etc. We are working daily on cultivating a sense of gratitude and nurturing wonder.
One of the main goals of a Montessori education is to prepare students to be contributing and valued members of society. This starts with lessons of Grace and Courtesy, which are key to modeling peace, learning how to act in social situations, showing respect for each other. These are tools our children will use their entire lives!
Ah, summertime! There is nothing like long, languid days that stretch slowly into the evening, running barefoot in the cool grass while chasing fireflies, and biting into cold crispy watermelon, the juice dripping down your chin. Summer is a time to relax, to play, to spend time with family and friends, to explore, daydream, and wonder.
There is a growing body of evidence that these same activities are key to developing important executive functioning skills. In the article “Why Free Play Is the Best Summer School“, Jessica Lahey states;
“Unscheduled, unsupervised, playtime is one of the most valuable educational opportunities we give our children. It is fertile ground; the place where children strengthen social bonds, build emotional maturity, develop cognitive skills, and shore up their physical health.”
This is great news for parents and children alike! No need to fill our children’s days with structured activities or for entertaining our children all summer long. The more unstructured “free” time we give our children the greater their chances of developing critical problem-solving skills, confidence in taking risks, and essential self-regulating skills. If you worry about loss of academic progress, relax! A recent study failed to prove such a slide exists for most children. You can read the details of the study, ”New Research Casts Doubt on the ‘Summer Slide’” Youki Terada at edutopia.org/article/new-research-casts-doubt-summer-slide.
So, sit back with a cold glass of lemonade and let yourself – and your children – just be. Dr. Montessori said it best,
“Let the children be free; encourage them; let them run outside when it is raining; let them remove their shoes when they find a puddle of water; and, when the grass of the meadows is damp with dew, let them run on it and trample it with their bare feet; let them rest peacefully when a tree invites them to sleep beneath its shade; let them shout and laugh when the sun wakes them in the morning as it wakes every living creature that divides its day between waking and sleeping.” (The Discovery of the Child)
I look forward to seeing you as the summer comes to a close, whether it be at an orientation for new parents or parents new to the next level, at one of our community picnics, or on your child’s first day of school. You needn’t wait until then to be in touch. I welcome your ideas, questions, and conversation at any time.
In our 2019 Community Connection Magazine, we feature a section on class notes from recent graduates and former students of Greenspring Montessori School. Read more about what our graduates have been up to in high school, college, and beyond.
Spencer is currently a senior at Dulaney High School and he will be attending Towson University’s UTeach program for Secondary Mathematics Education next year. In a recent interview, Spencer shared, “I always wanted to be a teacher. A lot of the people throughout my Montessori career have helped form who I am.” Spencer seeks to bring Montessori education to students in public schools.
Lexi is currently a high school senior at Mercersburg Academy in Pennsylvania. She has applied to Boston University, Tulane University, and Occidental College. Lexi is interested in majoring in psychology and she would eventually like to get her doctorate degree. At Mercersburg, she is the head of Jewish Club, a photo editor for the school’s newspaper, and she has been in four different theater productions throughout her two years there. Lexi is currently working on her capstone project leading a workshop on self-confidence and body image for middle school-aged girls in the area.
Rachel Morrison
Attended from 2006 to 2012
Rachel is currently an EMT and is attending Harford Community College to become a licensed paramedic. Her mother, Carol Morrison, rejoined the Greenspring community last year as our Accounting Manager.
Samantha Little
Attended from 2001 to 2012
After graduating from Greenspring, Samantha attended the Institute of Notre Dame. She later attended CCBC Essex to obtain her Associates Degree in Early Childhood Education. Now in her last semester, she plans to continue on to either Notre Dame University or Towson University to get her Bachelor’s degree in teaching. She shared, “the reason I actually chose this field was because of my Lower Elementary teacher, Ms. Mandy. The way she helped her students as well as making sure everyone was successful inspired me to do the same thing.”
Aaron Brown
Attended from 2000 to 2008
Aaron is currently in his senior year at Brown University studying mechanical engineering, and he is applying to graduate school for a PhD in mechanical engineering, where he plans to research energy and environmental sustainability. He was elected to Tau Beta Pi at Brown University and in his spare time, he enjoys playing baseball, piano, and running.
Joseph Hornig
Attended from 1993 to 2000
Joseph and his brother Timothy both attended Greenspring as children. Joseph is a graduate of American University in DC and now lives in Southern California. He works at the University of California at Irvine. He is currently enrolled in UCI’s Master in Human/Computer Interaction and Design program.
Graham Wimbrow
Attended from 1992 to 1997
Graham leads a software development squad for a financial investments research firm, working to define the systems architecture for a new technology group. He attributes his spirit of unwavering curiosity and his drive to learn from experimentation in part to his days in a Montessori classroom.
Jocelyn Durkay
Attended from 1989 to 1998
Jocelyn attended Vassar College and double majored in Art History and Italian, then went on to receive a Master of Social Work degree, which led her to work in public policy. She is currently a policy analyst at the Colorado Energy Office, where she works on renewable energy and energy efficiency policies for low-income customers. In her free time, she volunteers to build trails and she is excited to be planning for her wedding.
Sean Elavia
Attended from 1986 to 1988
Sean attended the school when it was located at a church in Towson. After Montessori, Sean attended St. Joseph School in Cockeysville. For college, he attended Loyola University and later completed his law degree at the University of Maryland, School of Law.
Sean currently works as a corporate attorney and offers pro bono services to various charities and religious organizations when he can. His two daughters attend Greenspring in the Toddler and Children’s House community.
Jeffrey Tannenbaum
Attended from 1973 to 1979
Jeff attended Greenspring Montessori School when it was located on Park Heights Avenue and it was known as The Montessori School. He went on to attend Washington University and now works in Accounting for Laureate Education. Jeff’s daughter is currently a student in Mr. JR’s Lower Elementary class. Jeff writes, “[It is] very fulfilling to see all of my children attend the same school that I attended as a child and be able to experience the joy of independent learning that the school facilitates. [It is ] also very pleasing to see the strong growth and health of the school for the current and future generation of Montessori students in Baltimore.”
Hear from our 2019 Adolescent graduates about their experiences at Greenspring Montessori School and mark your calendars for the 2019 Adolescent Graduation on Wednesday, June 12 at 10:00am.
Spencer Herrin
