AMS Family Connection: November 2023
AMS Family Connection: February 2024
AMS Family Connection: December 2023
The New Upper Elementary-Middle School Experience
By the time our students reach Upper El and Middle School, they are well-developed as independent learners. We have observed an increasing need to help students understand and foster their interdependence, or their ability to rely on each other. We are not the only ones who have observed this need; we encourage you to read the linked article on the importance of learning interdependence for a successful future.
The initial design of WFM’s Middle School program brought students in fourth through eighth grade together in one space. We saw many benefits from this expanded multi-age grouping in the classroom: Upper El students were able to dip a toe into the Middle School experience by observing their older peers at work. Middle School students modeled sophisticated work habits and were more conscious of how their behavior impacted their younger classmates. Our alumni have told us that they felt this model was extremely successful and helped them not only further develop their own independence, but emphasize our interdependence and sense of community.
In an effort to move back towards this model, we have already been combining our Upper El and Middle School students for a variety of activities over the past two years. They have played the World Peace Game together and participated in joint service projects and weekly Community Sessions. We are increasing their time together this year with a combined Physical Education class once a week and combined Open Work periods and Community Meetings. We have adjusted our environment to make the large Middle School room a collaborative Open Working space for students in both classes, while the Upper El classroom and the other Middle School room will continue to be used for lessons. The door between classrooms will remain open for the majority of the school day, allowing students to flow freely in the space.
The philosophy of the International Baccalaureate Middle Years Program in our Middle School aligns perfectly with that of Montessori. Both emphasize inquiry-based and student-centered learning and international mindedness. We will be incorporating elements of the IB MYP, which has a 5th grade curriculum, into Upper El. These will include the IB Learner Profiles, character traits that IB students work to develop, and the Approaches to Learning, work habits and study skills important to a successful academic future.
Our Upper El and Middle School teaching team will also be working in both classes. Additionally, you will find a rotation of our Lower El teachers in the Upper El room some mornings. This will help our fourth-grade students with the transition to Upper El and allow Middle School and Upper El students to connect with them and find times to work with Lower El students throughout the week—again in service of developing their sense of interdependence: The Lower El students get the benefit of having the help of older peers in advancing their learning, while the older students reinforce their knowledge while developing their leadership skills.
We understand that parents may be anxious about these adjustments. However, we are confident that the alignment of Upper El and Middle School will allow us to better serve our students in both programs. We are looking forward to seeing our students working together within this expanded classroom community and continuing to develop their interdependence!
No One Is Alone
Cristina Weisman - Music & Performing Arts Teacher
I recently performed in Stephen Sondheim's Into the Woods at Hoboken Children's Theater. Two of the songs in the show had a tremendous impact on me: "No One is Alone" and "Children Will Listen." The story of Into the Woods is about the standard fairy tales of Cinderella, Jack and the Beanstalk, and Little Red Riding Hood. While the first act is upbeat and childlike, the second act takes a dark turn and dives deep into the consequences of our choices and how we represent ourselves in front of our children.
"No One is Alone" is one of the most beautiful songs in the show. Most people think it is about feeling lonely, but it is in fact about how every choice we make in life has an effect on everyone else. The music is written so intricately that even the singers impact each other if their timing is right or wrong. I have not been able to remove the lyrics from my mind as I reflect on how everyone is so deeply connected. To see the bigger picture in life is to understand how our choices impact the lives of everyone around us.
Another song that stole my heart in the show was "Children Will Listen." The two songs are greatly intertwined as Stephen Sondheim boldly writes, "Careful the things you say; children will listen," and, "Children will look to you, for which way to turn." Just listening to these lyrics reminds me that children are watching everything we say and do. We model the behavior for our kids.
So ask yourself – are you going to teach them that there are consequences for our actions, good and bad? Are we taking responsibility for our choices? Are we displaying strong apologies and giving fair and respectful boundaries? Are we taking care of ourselves physically and emotionally? According to "No One is Alone," "People make mistakes, Fathers, Mothers." Parenting mistakes are going to happen and should happen. View them as opportunities to teach your children by recovering and reflecting on them. Your children are a reflection of you. I know it's tough to look deep inside and reflect on who you are but our children are the best and worst of us. So slow down your life, stop, think, and reflect on how your everyday actions impact your children, your friends, and everyone around you.
Click here to listen to the Broadway version of "No One Is Alone."
Dancing your way to academic success
We all know that dancing is great fun, but did you know that it activates many neural pathways in the brain, helping to keep it strong, active and healthy?
The National Dance Education Organization (NDEO) undertook a review of recent studies of the impact of dance on K-12 learning. It determined that dance is effective because it involves sensory input, holds students’ attention for longer periods of time, helps them make connections between new and past learning, and improves long-term recall.
No wonder then that dance is linked to improved academic skills. Dance students can easily grasp abstract geometrical concepts, are better problem-solvers and their persistence means they are hard workers.
Not only that, but dancing has been proven to reduce social anxiety, boost self-esteem and increase confidence. The NDEO’s review noted that engaging in dance assists in:
Lower student drop-out rates
Enhanced emotional well-being among young people
Supporting underserved populations, including kinesthetic learners, special education students, and low-income learners
So, next time you wonder if dance is for fun, you’d be right, but it also plays an incredibly important functional role in a child’s emotional, physical and intellectual well-being.
We are fortunate to have expert dance instructors from Nimbus teach our students, not only in our AfterSchool program but also during our summer camp!
A Case For Play-Based Learning
Ms. Cristina Wager-Weisman on how play-based learning has been an intrinsic part of our school since its very inception.
I find it fascinating that when I read an article about education, the author often explains something "new" in school pedagogy and that something "new" is something we have been doing since the start at Waterfront Montessori.
In the article, In Elementary Classrooms, Demand Grows For Play-Based Learning, Mara Krechevsky, senior researcher at Harvard's Graduate School of Education, describes what play-based learning looks like. "Students should be able to help lead their own learning, explore the unknown, and find joy. Under this framework, playtime doesn't have to be the reward for completing work and learning. Play can actually be work."
Sound familiar?
At Waterfront Montessori we have always understood this principle. Our classrooms are set up for children to explore, discover and play. You will not necessarily hear the word "play" used at Waterfront Montessori. We like to use the word “work” because a child's play, in the prepared environment, should be as respected as any adult's real-life work.
As a parent, when we are searching for the right school, we usually think about nurturing teachers, safety, and basic academic skills. But at Waterfront Montessori, we are so much more. Each shelf is placed meticulously at a child's eye level so that they are fascinated and attracted to a piece of "work." The classrooms are arranged so that students can move and spread about if they have a large piece of "work." The "work" is also three-dimensional so that a child can feel and touch it. Hands-on learning is an institution around here, not some concept the Principal learned about at a convention or read in an article.
As our students move into our Upper Elementary and Middle School programs, peer-driven collaboration thrives in our classrooms. And, our graduates become young adults ready to make an impact on society and the world. So, while many schools are becoming "progressive;" we have been there and done that. We are beyond progressive.
To coin a term I heard recently, we are forward-thinking and preparing our students not just for high school or college but for what's beyond. I guess maybe we should consider changing our name to Waterfront Montessori Preparatory for Life!
Playing music in childhood linked to a sharper mind in old age
People with more experience of playing an instrument showed greater lifetime improvement on a test of cognitive ability, a paper from the University of Edinburgh has said. Photograph: Jose Luis Pelaez Inc/Getty Images
A new study published in the journal of Psychological Science and covered by media outlets including The Guardian and The Economist emphasized this:
“Playing an instrument is linked to better cognition. “
Cognition, also known as the mental process of acquiring knowledge and understanding through thoughts, experiences, and the senses, is well-known to be linked to a range of positive outcomes such as getting a better job and enjoying improved health, especially in older age.
This latest study complements a whole host of prior research that further underscores the impact that playing a musical instrument has on language development, increased IQ, and improved test scores.
As Kenneth Guilmartin, Co-Founder of Music Together, highlights:
“Music learning supports all learning.”
But there is also a big difference between the passive act of listening to music and the active involvement in the musical process.
An older study from Northwestern University debunked the myth that just listening to certain types of music improves intelligence.
Nina Kraus, Director of Northwestern’s Auditory Neuroscience Laboratory, said: “We don’t see these kinds of biological changes in people who are just listening to music, who are not playing an instrument.” She added: “I like to give the analogy that you’re not going to become physically fit just by watching sports.”
At Waterfront Montessori, our children are exposed to music both within school and have the option to take their love of music further with private lessons conducted by top instructors for piano, violin and guitar.
The NFL’s favorite sport? Chess!
A recent article in The New York Times revealed how chess has become the favorite sport of NFL athletes, where players garner locker-room respect for their “tactical minds, accumulated knowledge and competitive zeal — on the chess board.”
The piece highlights how prevalent chess culture is among top athletes. The game not only offers them a chance for deep contemplation and respite away from the field, but it helps them improve their game too.
In the article, Amari Cooper, the Cleveland Browns wide receiver, states that: “In chess, if you make one bad move, you can lose the entire game. And in football, if you’re playing really well, one bad play can cost you…Chess teaches me to be intentional about every snap, about everything.”
The Cardinals great, Larry Fitzgerald, was encouraged by a teacher to take up chess when he was a distractible seven-year-old, saying it marked an early-life turning point. “The N.F.L. has got a lot of highly intelligent guys that are critical thinkers. My dad always taught me, it’s one thing to beat a man physically, but when you can outwit them with intellect, that’s something completely different.”
In an interview with Fox News, Mark Kurtzman, a United States Chess Federation (UCF) life master, said that the game of chess helps children enormously–with their ability to problem-solve, to be patient, to be creative and to be aware of the consequences of their actions.
Chess does more than improve math skills. It is a game that sharpens strategic and critical thinking with every move that is made. It is a game that cultivates deep focus and concentration. It is a prime example of an interdisciplinary activity.
At Waterfront Montessori, we offer chess as part of our incredible range of enriching AfterSchool classes, run by Premier Chess Manhattan.
Top High Schools Visit WFM
Last month we hosted our High School Open House, which was a wonderful success. It was a chance for our students to meet face-to-face with the key decision makers at the top high schools in the New York and New Jersey area.
Putting a face to the name goes a very long way, as does building a relationship with prospective schools.
These top high schools love coming to see our students because they know that they possess all the qualities they look for in their future student body.
Don’t just take it from us!
One Admissions’ Director emphatically said that they were:
“…very impressed with EVERY SINGLE ONE of our students.”
Another told our Head of School at the event that they love getting our students because our students begin high school with the organization and time management skills that the other incoming students need to be taught when they get there.
No wonder top high schools flock in droves to see us in our own school!
This is just one step in a very well thought-out and proven WFM exmissions process that sends our students to the high schools of their dreams, from Dalton to Regis, Newark Academy to Packer, Brooklyn Friends to Léman Manhattan, and so many more.
We do this every single year for both our students and the schools they want to attend. Our process starts in 7th Grade when our families meet with our exmissions coordinator to start creating their child’s high school wish list.
We are always here for any questions you may have, wherever your child is in their education journey.
New York Times: Math and Reading Scores Fall Nationally
You are likely aware of the latest report card by the National Assessment of Educational Progress (NAEP) released Monday October 24th that has been extensively covered by all major news outlets, including the New York Times.
The findings are a national cause for concern and highlight major setbacks in the reading and math abilities of fourth and eight graders across most states and demographics.
They also underscore major educational disparities and inequalities, especially for struggling students. Elements that we take for granted, like a quiet place to study and access to a computer, all played a role, especially so during the pandemic.
The New York Times article emphasizes this:
“Test scores are not the only factors that matter for a child’s future, but research has documented the importance of academic preparedness, starting early.”
The article points to the importance of reading and mathematical skills being honed early on; the need to give students more time; and, the benefits of frequent small-group tutoring.
These are all integral aspects of our approach to education here at Waterfront Montessori. Beginning in the Toddler classrooms, our children start engaging with sandpaper letters, learning to make letter sounds, all the while building their foundational literacy skills. They are learning to count and using proven Montessori materials like the Binomial cube as they work on their mathematical and algebra skills.
We make a point of not publishing test results. We go at a child’s pace – whether that means they are doing eighth grade level math in fourth grade, or whether that means giving them the time to really learn elements of the curriculum they find challenging. Our teachers personalize their approach to each student. Our teacher-student ratios, individual lessons and small group classes allow our children to thrive.
Never has investment into high quality education been more important. But we also have to recognize that our students are in a very, very fortunate position.
There is a continued spotlight on our approach to education as a nation, and rightly so. What many refer to as the “traditional” approach to education is not working. It is failing our students. Research is continually pointing to our approach as the one that we should be following–one in which natural talents are encouraged to soar and one that injects joy into learning, not the sense of demoralization recently outlined in this Atlantic article.
These findings are pointing to what we at Waterfront Montessori have been actively putting into practice for almost two decades—and one that Maria Montessori and the Montessori community have been espousing for over 100 years. Even Jeff Bezos is following suit with the opening of Montessori schools around the country.
Let these findings underpin the need for immediate change–addressing social and educational fractures within our society.
A Teacher’s Perspective: What’s so extraordinary about the ordinary?
Allow Ms. Hetal, one of our Primary Lead Teachers, to explain!
The very first time I observed in a Montessori environment, over a decade ago, I was intrigued by a three-year-old who was scrubbing the table using a sponge and showed intense concentration. The student was rinsing the soap every time there was extra lather on it. She was oblivious to what was happening around her - such was the intensity of focus. It was incredible to witness, especially in such a young person.
Dr. Montessori describes in her book - The Montessori Method – that within Practical Life we must use Natural materials. Glass, steel, wood and stoneware in child-sized formats, provide more than just aesthetic pleasure. They are unique in their feel, their weight, and their reaction to the materials harbored inside – turning hot or cold. They provide natural feedback when dropped – from the clanging to the crashing. All adding to the sensorial aspect of the task and assisting in the child’s responses to all of these elements. Not to mention that children don’t want to use imitation materials. They want to mimic you in the real world! They receive great satisfaction and appreciation from that responsibility.
They are also innate perfectionists. Often, they repeat an activity over and over, for the pleasure of the movement and process itself. They are getting used to their ever-growing and changing bodies. They are adapting their movements and perfecting their coordination every step of the way.
Have you noticed how eager and transfixed they become on a task we view as incredibly mundane, like scrubbing a table? Yet there are over 20 steps involved in this activity. From bringing the materials to the table to putting on an apron; from the wringing of the sponge to the filling of the water pitcher; and so many more.
Perhaps the most noteworthy aspect of these activities is that, like a story, they have a beginning, middle and an end. There is organization, order and sequence involved. The laying out of items marks the beginning, the performance of the task is the middle, and the clean-up or the restoring to its original state signals the completion.
Children see adults doing all these tasks in their homes. And they are genuinely fascinated when they are allowed to do these “grown-up” activities within a comfortable and safe environment.
Next time your child’s face lights up in awe of what might seem an ordinary activity, you’ll see that it is, in fact, extraordinary.
Follow me for more observations, as these miraculous Montessori “Aha!” moments continue to amaze and inspire me as much today, as they did more than a decade ago, when my Montessori teaching journey first began.
Curious to know what the 21 steps are in the table scrubbing process? Let us take you through each one that is occupying your child’s focus and attention.
Bring the materials near a table.
Put on apron.
Lay out the materials required in chronological order, left to right - sponge, soap, scrub brush, drying cloth, basin, pitcher and bucket.
Go to the sink and fill the pitcher.
Return to table and pour to fill three quarters of the basin.
Submerge and wet the sponge, squeeze and shake off with downward motion.
Wipe the table - top to bottom, left to right. Moisten sponge, as needed.
Pick up scrub brush and dampen, shake off with the downward motion, then apply soap.
Scrub the table in broad circular motions, using fine careful motions close to the edge to prevent drips on the floor. Reapply soap as needed.
When done, rinse brush and shake off with downward motion.
Dampen and squeeze sponge, wipe off soap suds top to bottom, left to right, rinsing the sponge as needed.
Dry the table with drying cloth. Look for damp spots.
Pour used water into the bucket. Rinse basin, empty again.
To start cleaning up, pour basin into the bucket.
Pour fresh water into the basin to rinse the sponge and brush.
Empty basin into the bucket. Rinse basin again and empty.
Empty pitcher into bucket.
Dry the basin and pitcher with drying cloth.
Empty bucket and dry.
Put damp cloth/towels in hamper, get dry ones.
Restore all materials.
Character Lab: Imitation is Inspiration
We talk a lot about the benefits of a mixed aged classroom. They build community and encourage interaction. But they also encourage leadership skills to develop really early on. Our oldest children become role models to the youngest. We also know that by having them teach a lesson to their younger classmates, they are deepening their understanding of the underlying concept and reinforcing their own learning. After all, you cannot teach what you do not know. And this healthy cycle continues to strengthen, with the youngest ones eventually assuming those leadership roles themselves.
In this recent Character Lab post, Angela Duckworth, the Character Lab Founder and Author of the best-selling book, Grit, points to the benefits of watching and learning from others to perfect your own craft. She gives great examples, some of which we have included here.
Harvard educated, tennis pro, and author of several books on professional and personal success, Tim Gallwey, has observed:
“The benefits to your game come not from analyzing the strokes of top players, but from concentrating without thinking and simply letting yourself absorb the images before you…”
Another example comes from Toby Cosgrove, the former Chief Executive of Cleveland Clinic, who said:
“I worked and worked and worked at refining the craft. And then I changed the way I did things over time. I went and watched other people do things. In fact, I used to call them my “innovation trips.” I would go all over the world and take my notebook and watch other surgeons and various techniques, and I would pick things up from them and incorporate them in my practice. It was a constant quest and I was always looking for ways to do something better.”
Mixed age groups bring a myriad of proven benefits that we know will stand our students in good stead as they become leaders and innovators in their own fields.
Even now, our students engage with both younger and older children with incredible ease, but also immense empathy. There is none of the awkwardness that is typical in traditional single age school settings.
Are you seeing the benefits in your own home? Please let us know!
The Atlantic: Against Algebra
On October 6th, a fascinating article appeared in The Atlantic that highlighted how the traditional school system is failing children when it comes to learning by offering a one-size-fits all approach, especially in core areas such as math.
The article, written by preeminent scientist, Temple Grandin, emphasizes the importance of tailoring education to the needs and diverse minds of each student, as well as the irrefutable benefits that a hands-on, real-world education anchored in meaningful context has on a student’s learning. In Montessori schools, this is an approach that we have been using for over 115 years.
Montessori Practical Life gets a shoutout as well: In her piece, Dr. Grandin notes that current medical graduates are missing key surgical skills because the lack of hands-on activities in their early years has resulted in poor dexterity. Hands-on activities like cutting, grasping, and pegboard work are woven into every element of even our youngest classrooms at WFM.
The article goes on to explore the sad psychological shift that occurs between the optimism and curiosity that fills Kindergarten classrooms to the "boredom" and "dissatisfaction" that plagues high schools.
We believe school should be joyful for children. If you want to see the long-lasting impact that a Montessori approach has on our students' learning and love of school, look no further than the Middle School students, whose positivity, energy, enthusiasm and confidence is truly inspiring.
A Teacher’s Journey: Discovering Montessori
I’m Janani, a new Assistant Teacher in the primary classroom here at Waterfront Montessori.
Montessori is as new to me as the sky is to a fledgling. I’m looking forward to sharing my journey and discovery of Montessori with you, as I navigate the physical classroom environment, and prepare for my year-long, official Montessori teacher accreditation.
I have seen and experienced traditional learning environments before, but the Montessori one is fundamentally different to me, because it rests on the cornerstone that people are naturally independent and self-aware.
As people, we are meant to go through life discovering the power of being independent, the joy brought by freedom of choice, and the liberation that self-awareness and self-motivation bring.
In a Montessori classroom there is a perfectly curated mix of materials designed to create a sense of harmony and focus for our students. I never realized how elastic our minds could be until I walked into a Montessori classroom just a few months ago.
The whole Montessori environment has a magical aura to it, each wall and material waiting to be uniquely explored through a student’s individual sense of touch, sight, smell and sound.
The materials are organized into different sections, one of the more fascinating ones for me being Practical Life. Activities that appear simple to us like pouring, scooping, weaving, folding, screwing, and sorting build fundamental life skills This area requires focus, discipline and practice, and serves as a springboard for mastery of math, science, language and reading.
A Montessori classroom is a masterpiece underpinned by fundamental elements of human nature. I experience deep mindset shifts occurring as I discover the Montessori way in everything.
I’m still tip-toeing my way through the classroom with my little friends and colleagues. With each passing day, there is so much learning to reflect on, so many discoveries that have been unlocked, so much potential that is being realized in magical ways.
I’m excited to keep sharing more discoveries from my Montessori journey.
Sincerely,
Ms. Janani