MSB
2019 summer magazine
Montessori School of the Berkshires 21 Patterson Road, P.O. Box 422 Lenox Dale, MA 01242 413-637-3662 www.berkshiremontessori.org
TABLE OF CONTENTS 02
Field Day - a photo montage
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The Art of Teaching Language
written by K. Meagan Ledendecker
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A Brunch with Greatness: The Elementary Historical Brunch
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Creating Innovators: The AE 20-Percent Project
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MSB Alumni Visitations
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Last Day - a photo montage
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Graduates: The Montessori School of the Berkshires Graduating Class of 2019
written by K. Meagan Ledendecker
written byJulie Haagansen
Back Cover The Last Word – How to be a Leader, by Ryan B.
FIELD DAY Field Day is an annual event put on by the Parent Community for the Children’s House, Elementary, and AE students.
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THE ART OF TEACHING Language By K. Meagan Ledendecker Over 100 years ago, when Dr. Maria Montessori created the first Children’s Houses in the slums of Rome, she saw a curious phenomenon happen. Young children, who not that long before had been considered street urchins, developed a sense of pride in their work and soon were eager to read and write. In fact, Dr. Montessori tells a story about how the children and their parents begged her to teach them writing and reading, despite the fact that at the time, society didn’t think that children under six were capable of this type of learning. Then Dr. Montessori did what she did so well: she observed the children, she identified what skills they needed, and she provided opportunities for the children to develop. The result? Dr. Montessori saw what she described as an “explosion” into writing and reading. “Six months after the inauguration of the House of Children, some of the mothers came to me and pleaded that as I had already done so much for their children, and they themselves could do nothing about it because they were illiterate, would I not teach their children to read and write? At first I did not want to, being as prejudiced as everyone else that the children were far too young for it. But I gave them the alphabet in the way I have told you. As then it was something new for me also, I analysed the words for them and showed that each sound of the words had a symbol by which it could be materialised. It was then that the explosion into writing occurred.” –Dr. Montessori writes of San Lorenzo in 1942 In Montessori environments, we support children’s progression (and “explosion”!) in three aspects of language development: spoken language, written expression, and interpretive reading. This progression that young children go through —spoken language to written expression to interpretive reading—follows the pattern of early human language development. Early humans
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began with spoken language, then advanced into forms of writing (think of the first cave paintings and picture writing), and later moved into reading as a way to interpret the thoughts of others. How amazing that our young children do the same in a matter of years from birth to age six! One of the joys of the Montessori learning environment is how language learning is woven into all aspects of the children’s experience. When we present dusting, for example, we model a left to right, top to bottom pattern, which prepares the eye for tracking words on a page. When the children use sensorial touch tablets and the rough and smooth boards, they develop lightness of touch and a relaxed hand necessary for writing. Every time children grasp a knob of the knobbed cylinders, they prepare their hand for holding a writing instrument.
The genius of Dr. Montessori’s approach is that it breaks down individual skills and abilities, so that children can practice them in isolation. So by the time children have mastered these individual skills, they seem to spontaneously know how to write or how to read. Once this explosion into writing and reading has occurred, then children are excited to refine their writing and access worlds of knowledge through reading. A new journey of discovery and learning begins.
Through the sound game, children become aware of the fact that words are made of sounds and eventually can identify all of the sounds in a word and place them in order. Through the sandpaper letters and sandpaper phonograms, children associate the sounds of our language with their symbols. This is exciting work for the children because not only can they see the isolated symbols, but they can touch them, too! Through the moveable alphabets, children are able to write their thoughts even before their hand is ready to control a pencil.
A BRUNCH WITH GREATNESS THE ELEMENTARY HISTORICAL BRUNCH
By K. Meagan Ledendecker
Imagine if studies in history could weave together poetry, handcrafts, reading, fashion, composition, measurement, research, personal interests, grace and courtesy, and artistic expression. Our elementary students experience all this and more as they immerse themselves in an all-encompassing history project called the Historical Dinner (or Historical Brunch, depending upon the time of day they share the culmination of their work). This multidisciplinary foray began within the first year or two of the MSB elementary program and each year that we announce the start of the project, our returning students break out in cheers and applause. These seasoned students look forward to perusing biographies to find a famous historical person to study over a series of weeks, and they know that these studies will culminate in all sorts of exciting activities. After
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embarking on their own research, small groups of students visit Shakespeare & Company’s Costume Shop to find period clothing which they use to dress the life-sized models they will create. This results in an intensely collaborative process of trying to dress a body made entirely of newspaper, stockings, cardboard, and duct tape, complete with a paper mâchÊ head. The excitement about this project also stems from the lively discussions that develop as children decide how to seat these famous figures at the dinner (or brunch) party tableau. The students consider what would happen if visionary thinkers or doers could connect across time (imagine Copernicus getting to talk with Neil Armstrong). Typically students decide to seat famous people according to interest or background, perhaps grouping entertainers and athletes at one table, while artists and authors sit together elsewhere.
Authors: Charles Schultz, Jacquelyn Kennedy, Shel Silverstein, Rachel Carson, Anne Frank, JRR Tolkien Firsts: Aretha Franklin, Neil Armstrong, Theodore Roosevelt, Sir Edmond Hillary, Martha Washington Engeneers: Gustave Eiffel, Alexander Graham Bell, Marie Curie, Issac Newton, Nikola Tesla, Benjamin Franklin
Fashionistas: Prince, William Shakespeare, Coco Chanel, Michael Jackson
Founders: Steve Jobs, Sophie Schill, Genghis Khan, Alexander Hamilton, Ole Kirk Christiansen
In this project, we also place each famous person on a vast timeline in 10-year increments from BCE to today. We notice how few famous people we have in the BCE portion of our timeline and how many are clustered up in the past two hundred or so years. We explore the story part of history and the role that written language plays in our understanding of time past. Depending upon the year and interest, students create scrapbooks and timelines of the person they chose. Sometimes they dress up as their famous people, or impersonate their person in a drama hot seat. Over the course of several weeks, the students learn about each other’s famous people in addition to their own. For our final sharing, with all the famous people dressed and seated precariously, students take turns sharing a poem (typically a limerick) and a few
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Difference: Policarpa Salavarrieta, First Brother Grimm, Sacagawea, Second Brother Grimm, Babe Ruth Activists: Helen Keller, Sitting Bull, Rosa Parks, Harriet Tubman, Susan B. Anthony, Martin Luther King Jr. Artists: Wassily Kandinsky, Alexander Calder, Elsworth Kelly, Nina Simone, John Bonham, Ansel Adams Environmentalists: Eugenie Clark, George W. Carver, Gerald Durrell, Steve Irwin, Diane Fossey, Pocahontas Leaders: Mary Quen of Scots, Nefertiti, Abraham Lincoln, Squanto
tidbits about why they chose their historical figure. They present in order from past to present, remembering where their person falls in the great progression of time. Beyond the historical learning and artistic expression, our students experience a tremendous amount of community spirit throughout the project. From our collaboration with Shakespeare & Company, to parent volunteers helping in different ways, to all-hands-on-deck stuffing, cutting, taping and dressing the figuresthe community is the glue that holds it all together. When the elementary students stand before their guests, the connection between the past and the future becomes quite clear. We celebrate famous people of the past and behold our future leaders, innovators, thinkers, activists, and adventurers.
CREATING INNOVATORS THE AE 20-PERCENT PROJECT By Julie Haagansen
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few years back I saw Tony Wagner’s keynote about his book Creating Innovators, and I was moved by his research into leading edge companies—Apple, Amazon, and Facebook—and the innovators who founded them. In his presentation he said, “Innovation [can] be defined as the process of having original ideas and insights that have value, and then implementing them so that they are accepted and used by significant numbers of people.” He went on to describe what he called the “Creative Problem Solvers 7 Survival Skills.” They are: —Critical thinking and problem solving —Collaboration across networks and leading by influence —Agility and adaptability —Initiative and entrepreneurship —Accessing and analyzing information —Effective oral and written communication —Curiosity and imagination I asked myself, how could we help our students become more creative innovators? I learned that the 3M Company gave their employees 15% of their workday to pursue projects of interest to them, as long as the projects contributed in some way to the business. This is how we got masking tape. Google expanded on this idea by giving their employees 20% of their workday along the same lines, and this is how Gmail came to be. I wondered, what would happen if middle school students were allowed to explore their passions and take agency towards creating something of their own? And so, our AE 20% Project began.
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The project has only three rules: 1. The students must choose something to study that they are passionate about, not something their teachers or parents want them to study, but something born of their own passion. 2. The students must find real, live people in the community to interact with, and learn from regarding their topic—mentors who can offer new perspectives and expertise. 3. The students must create something and share it with the community. Over the years, the projects have proven to be a culmination of curiosity, collaboration, action, initiative, adaptability, and imagination—all of the skills Wagner said were needed to be a creative problem solver.
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lthough, the end results are often well-executed products, presented with an abundance of information, there is more to the story of the process the students go through to complete their projects. There are late nights, false starts, obstacles, and recoveries. The students are asked to include the story behind their exploration in their presentation and to share the insights they gain about themselves and others along the way. Through this, the students have the chance to embrace the philosophy that we have in the classroom: that making mistakes, and learning to own and recover from them, is central to true learning.
20% Projects for 2019 Asher Computer Animation Brianna 3D Modeling Chelsea Photography Daphne Baking & Chemistry Declan Coding Honora Factory Farming & GMOs Horace Filmmaking Isabella Musicals Jacob Architecture Jonah Photography (the story behind the photo) Jos Cooking Lila Dance Lily Interior Design Logan Animation & Editing Loghan Photography Noah E-Sports Noelia Dance Rose The Influence of Social Media Tex Claymation: The Art of Clay & Film Tosh Singing William History of Melee Weapons Zadie Marketing & Advertising Zoe Baking
To see Tosh’s perfoemance go to: BerkshireMontessori.org/tosh20
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MSB ALUMNI VISITATIONS Sadie C (‘17) attends 2019 Graduation
Theo M, Diego S, Mihiraan G, & Oscar M, (all from ‘18) attend the Elementary production of A Midsummer Night’s Dream at Shakespeare & Co.
Emelia F (‘17) volunteers for Field Day
Sara S (‘12) vistis during Winterfest
Emelia F (‘17), Aidan A (‘18) , Linda R (‘17), Theo M (‘18), Diego S (‘18) & Mihiran G (‘18), attend 2019 Graduation
Mihiraan G (‘18) attends AE 20% presentation
Willow C (‘17) attends 2019 graduation
Zack M (‘14), Sara S(‘12) , Madeline M (‘12), attend the Enchanted Garden fundraiser
LAST DAY It is said that with your first lick of ice cream, you move up to the next grade. Congratulations!
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FAREWELL TO “BIG ROSE” Rose Bohmann retired this year after twelve years of service to the students and families of MSB. She will be missed.
GRADU
The Montessori School of the Berk
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UATES
kshires Graduating Class of 2019 I would like to start off by thanking Meagan and Todd for starting this wonderful school. I would like to thank Meagan for teaching me History and Science, Erika for helping me read in Spanish, Gussie for helping me with my spelling, Aaron for helping me with Math, and all of them for teaching me small lessons and for helping me in times when I needed someone to talk to. I would like to thank Dana for giving me great parts to play–which helped me with my confidence. I would like to thank Jen for teaching us gardening, Joey for teaching me art and telling me a lot of jokes, Kehr for being my advisor and for having PE with us, Mark for making service super fun, and Avie for greeting me every single day and for untying my shirt that one time. I would like to thank Julie and Lori for make my adolescent experience so meaningful and important to me and for teaching me so many things in math, Science, History, and Language. They helped me learn so much about myself that I didn’t know, and for that I am grateful.
TEXOLOC BERGINS Monument Mountain RHS Great Barrington, MA
Texoloc Bergins
Being at this school has made me come out of my shell so much. I went from almost never speaking up, to singing in front of all the people at my 20% presentation. It was terrifying and exhilarating at the same time. I am so grateful for my time at this school, and as much as I wish that it didn’t have to end, I am excited to start the next chapter of my life. Thank you all so much. Tosh Weber Hearst
TOSH WEBER HEARST Berkshire Waldorf HS Stockbridge, MA
HONORA FEDELL Monument Mountain RHS Great Barrington, MA
“Don’t cry because it’s over; Smile because it happened.” Montessori has given me such strong roots and a trust in my community that I know will stay with me forever. It’s going to be hard moving to a new place after being at Montessori for so long, but I’m excited for high school. I’m also excited to come back and see the new AE class, where new memories are being made. I’m going to miss everyone so much and this beautiful place that has been my second home for the last nine years. Thank you, Montessori. Honora Fedell
I shadowed here in fourth grade, and from the way Mihi, Oscar, and Diego welcomed me before they even knew me, I could tell I was here to stay. Now, I’m leaving four years later, and looking back on the experience, it has been better than I could have imagined that day in fourth grade. I’m not saying it has been perfect, but as Kroka taught me just last week, the parts of life that are less than ideal, are the best parts. That’s what makes it life. Asher Elsbach
ASHER ELSBACH Monument Mountain RHS Great Barrington, MA
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When I came first came to MSB, I didn’t know or feel that making a mistake was okay. But over time, I learned that it was okay [to make mistakes], and that I could not only recover, but grow from them. When I started AE I was uncertain and I didn’t know the first thing about teamwork. Then I met Lori, Julie and all my classmates, and they taught me how to work together. They [also] taught me time management, how to get all my work done and hand it in on time. Looking back on the last two-and-a-half years at MSB, [I can see that] I’ve grown immensely.
CHELSEA MATHIEU Berkshire Waldorf HS Stockbridge, MA
Chelsea Mathieu
I came here [to MSB] so I could enjoy myself while learning, take breaks when I needed, and make good friends. I really appreciate my parents, teachers, and friends for making my time here great. I would definitely call this place my second home. Thank you, MSB. Jacob Baumgart
JACOB BAUMGART Berkshire Waldorf HS Stockbridge, MA
Connections have been the most important thing to me during my two years here at MSB. I have learned how to connect with people of different ages and cultures. I have learned to connect with my friends in joyful and authentic ways. I have learned to connect with nature and animals. As I move on from MSB, I will remember these connections and continue to learn and grow from them. Daphne Lamb
DAPHNE LAMB Emma Willard HS Troy, NY
BRIANNA REGAN Berkshire Waldorf HS Stockbridge, MA
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have watched every MSB graduation, introduced three people [at graduations], and have been at this school for twelve years. I have always wondered about this moment–who would introduce me, where graduation would take place, if I would cry, what scent of candle I would get, and every other factor that falls into the night. It may seem like just an eighth grade graduation, an unnecessary ceremony to end middle school–a time that I’ve heard for most of you was horrible– but for me it is not that simple. For me, this is a reflection of my entire life.
ROSE CHERNILA I started my Montessori education at the old school, which was a house-like building across from Chocolate Buxton HS Springs. I still remember the Children’s House with its one Williamstown, MA room and three teachers who traded roles every day. [It had] paint-stained tiles, white walls, and shelves that were always sticking to the lesson trays. And the green Peace Table, where I sat too many times opposite a grumpy kid, with a silk cloth or stone in one hand, and Meagan in between us facilitating an emotional tornado. Moving to the new building was exciting for everyone, especially me. The idea that a playground could be big amazed me. My new cubby was well above the top of my head when I first put my coat in it. By the end of Kindergarten (third year), I could comfortably rest my chin on top of it. In first grade, the top of my cubby in the Elementary hall was only reachable on my toes. Three years later, after a badly-spelled novel written on lined paper, many sentences with symbolic grammar messily drawn on them, and about 300 times laying out rugs, I was just below the height of my cubby. I was finally taller than it when I had sung so many songs, corrected my cursive, written 216 letters home, read every book in the school library, memorized the landmark flashcards, and finished Elementary. AE has been a little different. It follows a different structure, that after being immersed in it for a while, I understood. It focuses a lot on routine and practice, as well as trying out new things and getting creative. Like I said, it takes a while. If I thanked everyone who helped me during this experience, we would be here a while, so ‘thank you’ to everyone in this room. Thankfully there are not cubbies in the AE, because I would probably still be shorter than them, But I know, throughout my twelve years here, I have grown in many ways other than height. Rose Chernila
the last word... How to be a Leader
Ryan B., 6-year Elementary
www.berkshiremontessori.org | 21 Patterson Rd, P.O. Box 422, Lenox Dale, MA 01242 | 413-637-3662
