Change and transition

Summer time is upon us, and the school year is coming to a close. The end of another school year is always a little bitter sweet. The Montessori method calls for a mixed age group, so that younger children can look up to and learn from the older ones, and the older children practice being role models and help the younger ones. The three or four years in the classroom allow the children to grow into that oldest    child, the one they have looked up to for years.

 

As June rolls around, I begin to realize that it will be time for change again. After years of learning with these children, they are preparing for the next step in their journey, and I am preparing to see them off. From their first days of entering the classroom with hesitation and some tears to now, as they eagerly visit the elementary classroom and atrium, it has been a wonderful adventure. For the last few weeks, the oldest children have been slowly beginning that transition - choosing to go to the elementary classroom and doing work as they do in any other classroom. Some have been many times, some with a friend, and others only a few times. This gives them the opportunity to get "their feet wet", so to speak. This slow and gentle transition has been nice not only for the children, but for the teachers on both ends as well. We get to observe which children are pushing out the door and which ones are just as happy to stay and learn in the comfort of their environments for a little bit longer.

 

On the last day of school, our class has developed a tradition to gather together for one last group time, before we all go our separate ways. We talk about the changes to come, and we sing a special song. As this year ends and children, staff, and families prepare for new transitions, I'll leave you with the lyrics to the song:

 

May the long time sun shine on you,

All love surround you,

And the pure light within you

Guide you on your way.

 

Peace,

 

Lindy Rivera

Thank you

As I am getting ready to drive with my son to the national cemetery in Pennsylvania to honor our husband and dad at the Memorial Day ceremony, I can’t help reflecting on the support I have received from the CFMS community during the past seven months. Your thoughtfulness, warmth, and expressions of genuine affection and love made it possible for me to fulfill my duties at the school. You showed me what it feels like to be part of a large family, and you gave me a new sense of trust in the viability of a supporting community. I will always cherish this experience and be grateful to all of you.

 

While my work with the children, staff, and families has provided me with daily strength and uplift, my life outside school has been – and still is – hard. I have therefore decided to prepare myself for a move back to the Alexandria, VA area where my family began thirty years ago. My son’s Montessori school that initiated my own Montessori journey has offered me a job starting in September. I hope that this move will ground me and help me create a new life for myself.

 

Everyone who leaves CFMS for one reason or another knows how difficult it is to move on. This step is not different for me, especially after the unexpectedly short term I had to share myself with you.  But I hope to take advantage of future opportunities to return to CFMS events and reconnect with old and new staff and families.

 

Thank you for the joy you have generated in me to come to school every day!

 

Inga Sieminski

The lighter side of summer

Last week, my husband and I were driving to visit friends, when we passed by two private elementary schools. The reason I noticed these schools was due to their big signs announcing summer camp activities. I could not help thinking about what parents and their children are preparing for this summer. I know families have many choices to consider; but here are some no-cost activities that I can offer.

 

First on the list is spending time to read with and to your child. Elementary children are developing their reasoning mind. Engaging your children in what they read could feed this natural development. Although finishing a book with your children can give a certain amount of satisfaction, engaging them in the interesting ideas the author is seeking to project can add new dimensions to their reading. When children develop the ability to pay attention to descriptive words, illustrations, diagrams, important details, sequence of events or ideas the author is projecting, their reading will not feel so much like a task as a rewarding passion that can help develop their inner self.

 

Reading for engagement should still be done with fun. Start by thinking of a place to read. Choose a comfortable space in your house. Remember to seat the child where he or she can see the page that you are reading and, at the same time, where you can see the child’s expression. Spend at least 15- 30 minutes for this activity. Do this when there is enough time for your child to continue reading on his or her own. Remember, your purpose is not to read as many pages as possible, but to enjoy the reading along with your child.

 

Point out how illustrations relate to words on the page. Repeat any idiomatic expressions and express a sense of wonder as to why the author used such an expression. Wait and listen to what the child is saying. Some children will say many things, others will only say a few. When this happens, do not immediately think that you should keep asking leading questions or pointing out ideas. Watch for the child’s unspoken language, like their body language or facial expression. Such unspoken language can tell whether it’s time for you to stop and assure your child that you had a good time, or to leave a question that would make him or her think some more.

 

The second suggestion is to play with your child. Elementary children have physical stamina that enables them to engage in any outdoor or indoor games or activities that interest them. So bring out the child in yourself again, and spend about 30 – 45 minutes in whatever activity you agree to do. Remember to let the children know how long you will be playing. Sometimes setting an alarm will help minimize any unnecessary complaining when you announce “game over” and it’s time for you to do other things.

 

Summer can be a time of mutual discovery, - without many long rides or expensive airline tickets.

 

Nieva Armstrong

Easter Season

“The moment when we linger to look at the light that has come all the way to us is often a time of intense contemplation, leaving a vivid memory that the growing child will cherish.  In this way, the children have points of reference that will help them to orient themselves.” Sofia Cavalletti’s reflection on the Liturgy of the Light, The Religious Potential of the Child, 1979

When a child is two or three years old, they first receive the presentation on the liturgical colors:

• purple for preparation before the celebration;
• white for the celebration of Jesus’ birth and of when he died and rose;
• green for growing time when we learn about the love of the Good Shepherd;
• red for Pentecost, the celebration of the Holy Spirit.  

Usually by the time a child is five or six years old, he or she receives a presentation on the Liturgical Calendar, – a circular puzzle with separate pieces for each Sunday of the church year, each piece painted purple, white, green, or red.  The  Sundays for Christmas, Easter and Pentecost are labeled.  As we present the material we ask, “Is Christmas celebrated for just one Sunday? … Is Easter celebrated for just one Sunday?” Then together we count the number of Sundays of these celebrations.  There are seven Sundays in the Easter season!  Since Easter Sunday, each prayer table in the school has had a white cloth placed upon it.  Today, the day these thoughts are being sent to you, we are still in that Easter season. We continue to celebrate the risen life and light of Jesus.

During these weeks of celebrating Easter, children of all ages in the school have been pondering and working with the many gifts of Baptism: the white garment, the Word of God, the oils, the water, and the light of Christ. 

I’d like to share some of their reflections with you.  Can you find or create a quiet space to enjoy these reflections from the children?  Which of their words would you like to cherish?  Which help you to orient yourself?

• “Christ is light.  He’s risen with the people.” (age 4)
• “We have Jesus’ light with us in our hearts.” (age 6)
• “Jesus light is always with us even if we can’t see it.” (age 4)
• “We feel Jesus’ light as love in our hearts.” (age 6)

The gifts of Baptism include:

• "… the strength to love and the strength to make peace;" (age 7)
• "… the strength to care for people;" (age 8)
• God “giving us his love.” (age 7)

On the Liturgical Calendar, after the seventh white Sunday of Easter, is a red piece which represents Pentecost.  Six year olds are introduced to the Gifts of the Spirit and invited to choose the one they would like to receive.

Wisdom: to be wise in the ways of God, to recognize the path and call of God;

Understanding: to have insight into the mysteries of faith;

Piety: to delight in God’s presence, to be attracted to God and to all of God’s creation;

Strength: to have strength to love God and do God’s will;

Awe and Wonder: to be aware of God’s greatness, to live in reverent amazement;

Knowledge: to know God’s love more and more each day;

Counsel: to listen to God in our hearts, to receive God’s guidance about what should be done and how to do it.

Last year, while celebrating Pentecost, a six year old explained, “I choose piety because God makes me happy.”

In the elementary atrium, there is a Pentecost material with seven red candles and cards describing each of the Gifts of the Spirit.  Many, especially in the upper elementary class, choose to work repeatedly with this material, lighting a candle to receive a gift or gifts from the Holy Spirit.

As Pentecost approaches, which gift of the Spirit would you most like to receive?

Jodi-beth McCain

Wiggly arrivals

This morning I heard many children exclaim in excitement over the new aquarium in our classroom. It is a classic rectangular tank; I think it holds 5 gallons. It was empty and sitting on the shelf where the sunflower seedlings used to be. A crowd gathered, and each new child who arrived was attracted like a magnet.  I said to Ms. Ena, my fantastic assistant, “If they are this excited about an empty tank I can only imagine their excitement with the tadpoles in it.” How could this empty glass tank cause such a stir? I knew it would be exciting to have anything new in the classroom; but this was more than I expected.

 

The young child is so aware of the order in the environment that even the slightest change becomes a topic of conversation. Maria Montessori describes this characteristic as “a power of such intense sensitivity that the things which surround him in the environment awaken in him an intense interest and such a great enthusiasm that they seem to penetrate into his very life.” What a testament to their perception this was! The tank brought on anticipation of a new and mysterious creature and got the wheels turning and their imagination whirring.

 

I am happy to share that we will have tadpoles beginning this coming Monday, thanks to one of our families who will supply them from Rolling Ridge! A few of the younger children poured water, one pitcher at a time, into the tank, making many careful trips to and from the sink. We need to let the water sit so that the chlorine will dissipate over the rest of the week.  My hope is that the tadpoles’ existence in the classroom will encourage wonder about aspects of nature that are not immediately apparent in our urban landscape. We will discuss the life cycle of the frog, their amphibious nature and unique characteristics. The children will participate in caring for them by feeding them boiled romaine lettuce and spinach and in turn be able to observe their fascinating wiggle-swim, with the limit of doing so two at a time to avoid disruption. Beyond exposing the children to some ideas about biology there will also be something new to talk about and, in many cases, write about!  The primary child has learned thousands of words and is continuing to acquire new vocabulary everyday. Providing interesting topics is part of the responsibility of the Guide.

 

As a child, I spent most summer weekends at my family’s summer cabin on a beautiful little glacial pond in central Maine. I was fortunate to take things like toads, frogs, lily pads, chipmunks, and blueberry picking for granted. We would create an improvised net from an empty plastic milk jug and scoop and catch tadpoles (which I then called pollywogs). We would watch them for an hour or so until something else caught our interest; and then, - back into the pond they would go, wiggle-swimming away.

 

Bringing nature into the classroom is one of my many goals as I embark on my new role as lead Guide in what was formerly Ms. Carly’s room. The enthusiasm and warmth of the children has brought so much joy to my life already - and it has only been two weeks!

 

Patricia Siudut