Highlight Your School: Westminster School of Maryland

Highlight Your School: Westminster School of Maryland

For more than a decade, I’ve watched as parents approach our front entry. As Director of Admissions, I can tell by the looks on our visitors’ faces that our hilltop campus has already made a favorable impression. Within sight of the nearby Blue Ridge mountains, the Montessori School of Westminster’s 27-acre campus assures families that children from age two through Middle School will embrace nature, explore wooded trails, and find friends under wide blue skies while experiencing a quality Montessori education.

We welcome our new Head of School, Lauren Welsh-Baer, the Montessori School of Westminster’s (MSW’s) third in a trio of great women who have led the school for half a century. She is a former student, taught in our Lower Elementary program since 2007, and has her two children attending the school.

Fifty years ago, the area surrounding the school in north-central Maryland was a place where people retreated from the growing city of Baltimore. In 1973, a group of dedicated parents—doctors, attorneys, entrepreneurs, educators, and professors from the nearby liberal arts college—formed the Montessori Society of Westminster to establish a fresh, new preschool dedicated to Montessori ideals. Their efforts created the Montessori School of Westminster.

The Society rented two rooms for the new program in a rural church. The church’s wide lawns, open fields, and even its historic gravestones provided a quiet and fitting setting for a school emphasizing movement for students both indoors and out.

An experienced Montessori guide from Illinois was hired. During the school’s first year in 1973, the school offered morning and afternoon Primary classes for about 50 students. Society members served as school registrar and provided support with marketing, accounting, and fundraising.

As the area population steadily grew, MSW followed in kind. Parents, committed to the Montessori Method, clamored for additional grades, and Elementary programs were added. In 1994, room for the school’s expanded programs was provided by renting space at a second church.

The second location housed the school’s much-anticipated Middle School, which opened in 1999, after the dedicated program guide (a public-school teacher convert) traveled repeatedly between Maryland and Texas to complete her training. Since its inception, students in MSW’s Middle School class have visited cities and landmarks from coast to coast and places in between, experiences that foster independence and encourage students to explore cultures across the globe.

In ensuing years, the surrounding demographic shifted to a bedroom community for those commuting to Baltimore and Washington, D.C. By 2000, after 17 years of operation, about 140 students attended MSW. The school community was surprised when the church housing the Primary program announced it was developing its own school. MSW stakeholders were tasked with quickly finding options for relocating the school.

A downtown Westminster location seemed most advantageous; however, as sites were considered, a 27-acre parcel five minutes from the city center became the choice for construction of a dedicated new building. Excitement grew as space devoted specifically to the Montessori Method was designed. Both the architect and the builder of the school were parents of MSW students. The plan for the new school building included direct outdoor access from each classroom. Low window sills invited sunlight and green landscapes into each room. Kitchenettes, child-sized toilets, and multiple playgrounds were anticipated features of the new campus. The new education building featured clean, modern lines and spacious classrooms designed specifically for the Montessori Method. The first group of students crossed the threshold in September 2001.

As the Montessori School of Westminster celebrates 50 years, in addition to nine classrooms, the school includes a popular program for two-year-olds named Beginnings; the expansive 5,000-square-foot UTZ Field House; a separate Middle School building; outdoor education spaces; expanded playgrounds with updated equipment; before- and after-school care programs; extensive trails, gardens, woods, and a stream that students love to explore. We recently added bus transportation service. Instrumental and choral music, visual arts, language instruction, physical education, and MSW’s one-of-a-kind environmental education program complement our curriculum known for its fidelity to Montessori principles. Our Montessori-certified faculty has a combined 93 years of Montessori teaching experience and almost 150 years in education. MSW is accredited by the American Montessori Society, the Association of Independent Maryland Schools, and is licensed as a Maryland “Green School.”

For two-year-olds through Middle School, MSW instills qualities of mutual respect, independence, creativity, collaboration, and a love of learning. Near-capacity enrollment of 180, including more than a dozen legacy students, suggests we are on the right path as we prepare for the next 50 years!

Land and Water Sorting

Land and Water Sorting

Help your child develop independence in caring for self and their environment.

Purpose Vocabulary Enrichment for 30 months and up

Materials

  • Brown Construction Paper

  • Basket

  • Blue Construction Paper

  • Land and water items to sort Cardstock

  • Vehicles: Boats and Cars

  • Scissors

  • Animals

  • Glue . Plants . Laminate (optional)

Preparation

1. Cover the cardstock with ½ blue and ½ brown construction paper.

2. Glue in place.

3. Laminate if desired.

Show Your Child

1. Show your child the laminated land and water mat and the basket of objects.

2.Point to the brown side and say, “this is brown like soil. This represents the land. What are some things we do on land?” Have a short conversation and discuss things like walking, driving, riding bikes…

3. Point to the blue side and say, “This is blue like water. This represents the water.” Continue with a conversation about water and all that we do in the water.

4. Point to the brown again and say, “land.” Point to the blue again and say “water.”

5.Remove one of the objects from the basket and name it. For example, “whale.” Then say, “The whale lives in water,” and place the whale on the blue side of the mat.

6. Repeat with an object for land.

7. Continue to do this with your child until they get the idea. Then allow them to continue the sorting. Give the names of the objects that are new to them.

8. When they are all done, help them to put the basket of objects and mat away on a shelf. Once you show them this activity, they should be free to take it out whenever they have time to play at home.

Note: If your child places an object incorrectly, you do not need to correct them right away. It may take more time and experience for your child to understand how to sort them. If you notice this, at another time, read books about animals that live in water and live on land, or vehicles in the water and vehicles on the land. Then, represent the activity.

Resources: Inexpensive collections of plastic objects can be found on Amazon.com/Safari-Ltd

 

Dear Cathie: Building Concentration at Home

Dear Cathie: Building Concentration at Home

DEAR CATHIE—

WE ARE SENDING OUR CHILD TO A MONTESSORI SCHOOL TO LEARN HOW TO CONCENTRATE, AMONG OTHER THINGS. WE ALSO WANT TO ENCOURAGE HER TO CONCENTRATE AND FOCUS AT HOME. WE SEE IT IN SCHOOL MUCH MORE THAN WE DO AT HOME. ANY ADVICE TO HELP US WORK ON THIS IMPORTANT SKILL? — SOMEWHAT FRAZZLED PARENTS

It is not unusual for the school day to get the best part of your child’s concentration. That is when they are at their freshest, most rested, and are often putting their best selves forward. When they return home after a full (or even a partial) day at school, they have mostly used up their focus energy and have little left to give. Educators and psychologists say that this is often when children show their worst behavior, as it is safe to let their guard down in the place of unconditional love.

You can indeed foster concentration at home through both your home environment and when you interact with your child through your shared experiences. Within your home, be sure there is a quiet place for your child to play that minimizes noise or distractions. This can be as simple as a mat or a small table and chairs away from the hustle and bustle of the rest of the family. Obviously, if your child is very young, you need to be sure you can see them to ensure their safety. Be certain that a group of activities are available to your child so that they can make individual choices without you.

Concentration develops when a child gets “lost in play” or is deeply engrossed in an activity of their own choosing. While it is positive to introduce your child to something new and offer new experiences, avoid doing so, as this can break their concentration on an activity previously chosen. It is constructive to offer suggestions as to the activities you place in their space and what you offer to them. Rotate those activities regularly as their interests and developmental level constantly are in flux. Be sure favorite activities are always available and maybe something new and interesting for a holiday or birthday. Talk to your child about what activity is calling to them now. New books, activity kits, and building materials can be part of the ongoing family discussion and can enter their space.

It is also appropriate to model concentration for your child by having them see you focused on tasks they can understand and to which they can relate. You can participate in shared experiences with your child that encourages concentration. Activities like peeling an entire potato, rolling, and cutting out cookies with a cookie cutter, making meatballs or emptying all the garbage cans in all of the rooms in your home build both motor skills and concentration, as well as helping your child contribute to the family. These activities also work on many other executive functioning skills that are important for all aspects of a successful school career and a successful life.

Concentration builds over time. Toddlers, Primary, Lower Elementary, and Secondary students will have ever-increasing concentration spans. Nevertheless, we can encourage through modeling ourselves, offering conducive spaces, and sharing experiences that require concentration (both new and repeated) that build concentration.

Cathie Perolman is a reading specialist, Elementary educator, author, consultant, and creator of educational materials.

For over three decades, she has dedicated her energies to improving reading for all youngsters. She is the author of Practical Special Needs for the Montessori Method: A Handbook for 3-6 Teachers and Homeschoolers (available through montessori.org). She is a regular contributor to Tomorrow’s Child and Montessori Leadership magazines.

Cathie holds a BS in Early Childhood Education and a MEd in Elementary Education, with a concentration in reading. She is credentialed as a Montessori teacher. Check out her new downloadable materials on her website cathieperolman.com.

Book Reviews by Lorna McGrath

Book Reviews by Lorna McGrath

Water Land: Land and Water Forms Around the World

Written by Christy Hale

I love this book for the classroom or at home! Christy Hale based this book on our land and water forms from the cultural area of Montessori classrooms. She not only wrote the text (of which there are just the names of each land or water form on that page) but also, she is an artist and did a wonderful job with the colors and illustrations. The way she designed the book is so clear and crisp. Children will not be distracted by too many words as they discover this part of our natural world. It’s so much fun, like magic, when the reader carefully turns the page and sees how each water form has an opposite landform.

To top it all off, Ms. Hale has included a fold-out chart at the back of the book with more information about the land and water forms and a map to see where the large ones are located around the world. Children ages 4-8 years will love this book!

The Six Stages of Parenthood

Written by Ellen Galinsky

Have you ever wondered if there are stages to parenthood like there are for childhood? The answer is, “Yes. There are.” Ellen Galinsky did an in-depth study of parents during different times from when their children were “imagined” to when their children were grown and leaving home.

My children are in their 30s and I now have a grandson who is seven years old. It was interesting to me to think about him when my daughter-in-law was pregnant, then in the first months after he was born, and on into the elementary years. As a grandparent I can see him differently than when my own children were growing and changing but there are many similarities to the parent stages. You are probably in the midst of a parenting stage or stages, depending on whether you have one or more children. This book may help you sort out and better understand your own feelings and thoughts as well as your parenting partner’s.

Once in a Full Moon

Written by Carolinda Goodman

Illustrated by Mariia Luzina

Carolinda Goodman’s book is written as a poem. She describes in a rhythmic way all the full moons around the year. She gives the name of the moon and why it got that name. Mariia Luzina beautifully illustrates each moon and the earthly surroundings according to the name and season. The illustrations really enhance the poetry from the author. Wonderful for at home or school for children ages 4-8 years.

All the Colors We Are: The Story of How We Get Our Skin Color

Todos los colores de nuestra piel: La historia de por qué tenemos diferentes colores de piel

Written by Katie Kissinger

Photographed by Chris Bohnhoff

On every page of this book the text is in English and Spanish. What a joy! This book was written in a way that 4-year-olds to 8-year-olds will get something age-appropriate from it. For the 4-year-olds, they’ll learn something they may not have known about each other and for the 8-year-olds it may spark some interest in further research about biology or maybe genealogy. Oh… and the photographs are magnificent! The author has also included activities for children at the back of the book. Again, I think this book would be good for home or school.

Amy Wu and the Patchwork Dragon

Written by Kat Zhang

Illustrated by Charlene Chua

This would be a great book for four- to 7-year-olds, especially when studying Asia. The story begins in an Early Childhood or Lower Elementary classroom when their teacher reads them a story about dragons and then asks them to make dragons of their own. Amy became frustrated because the dragons were not turning out as she wished they would. After school she and her friends went to her house and her grandmother read them a story about dragons. Gramma’s story triggered a memory of something up in the attic. Teachers will love this story for cultural studies, art projects, and developing reading skills. Parents will like it, too.

Be You!

Written by Peter H. Reynolds

Peter H. Reynolds is a favorite children’s book writer who has started a social change agency called FableVision with his brother, Paul. Their idea was to help “create stories that matter, stories that move.” This book is full of words that describe different characteristics that lead humans to their own uniqueness. They are phrases that always start with “be.” What a wonderful verb. He uses phrases such as be ready, be kind, be okay with reaching out, be persistent, and many more. This is an enjoyable and inspiring book for people of all ages.

The Leap to Leadership – To Succeed as a Head of School You Need More Than School Management Skills – You Need a New Mindset

The Leap to Leadership – To Succeed as a Head of School You Need More Than School Management Skills – You Need a New Mindset

In this Leadership Forum, based on a recent article in Harvard Business Review, we will explore the mental shifts needed to be an effective and resilient school leader and handle the challenges you encounter. “The process involves identifying and communicating your core values and learning how to approach tough decisions. It requires setting the bar for your team’s performance and learning to compartmentalize so that you can find the right pace for yourself. And it requires expanding your self-awareness and paying attention to the stories you tell yourself about your experiences.” Join Jonathan Wolff, Montessori school consultant and school leadership coach, for a lively discussion on the mindsets of successful Montessori leaders.

What to Look for in Montessori Schools

What to Look for in Montessori Schools

The Leap to Leadership – To Succeed as a Head of School You Need More Than School Management Skills – You Need a New Mindset

Back to the Montessori Basics: The Art of Observation

Discover the art behind the science that unlocks a student and a guide’s potential–observation. In this session, we’ll review the types, stages, and the C.O.R.E. of observation, sharing strategies that allow us to develop a deeper self-understanding and to empower classroom teachers to improve their practice. We’ll share recording methods that might be useful in various observational settings and will discover how to analyze our observations to determine action plans. Come be inspired to accept the challenge of engaging in the regular practice of the art of observation!

Montessori Education: Into the Adolescent Years!

Montessori Education: Into the Adolescent Years!