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Forest Self

The Senior Elementary students turn in their journals each day and I always love reading their insights, reflections, accounts, and questions.  The students always have the option of folding the page over if it’s something that feels to private to share.  I’ve taken to writing responses to the entries, and one student decided she wanted to write journal “letters” over the weekend so that I’d write her a longer response today!  

I recently read the following passage from a student’s journal and I feel like it’s such a good summation of why we work so hard in Montessori to build upon students’ interests and passions.  This particular student wrote:

“You can take me out of the forest, but you can't take the forest out of me.”

I hope she never looses that wild, forest self!
 

Deep Thinking

This week a new student and a 6th grade student were working with materials to understand how to convert numbers from the Base 10 number system to and from Base 2 (binary), and then to and from other base systems.  They spent the better part of the morning on this work, and also created a chart to make their conversions more efficient.  They quickly found patterns and short-cuts and together we celebrated their discoveries.  

Later that day, the older student took his thinking about this topic even farther and wrote the following in his journal:

“What would it be like if we used Base 15 instead of Base 10?  What would the numbers be like?  Plus, why do we use Base 10?  Why does Base 10 suit us and did someone choose Base 10 or did we find out about the other bases later?”

I’m looking forward to helping him begin to answer his questions!
 

Spontaneous Silence

We’ve been enjoying these lovely, spontaneous lulls of silence recently.  The quiet hush tends to develop later in the morning, once everyone’s settled and intensely focused.  However, this morning around 8:30 am, the room grew quiet.  It’s an amazing phenomenon.  One that’s certainly not directed by adults.

Certainly the Guides in the classroom have set the tone.  We use quiet voices and remind students about talking in ways that won’t disturb others work.  But these spontaneous bouts of silence happen on their own.  

A few times the quiet has been so intense that students look up.  We often exchange a knowing smile and look, as if it’s this funny secret we have shared.  I love these moments.
 

Thankful

I am feeling thankful.  I’ve had so many of those moments recently – moments when I’ve thought, I REALLY need to write about this on the blog.  My time is limited, though.  The moment passes.  The day passes. 

But I’m going to take the time now, to express my thanks.

At the end of last week, as the elementary class finalized preparations for our grand Historical Dinner, the class showed such an incredible about of support and camaraderie.  As we create our timeline of famous people, the students share the birth and death date of their person and then place the person’s picture on the timeline.  Some of our youngest classmates hadn’t yet learned their famous person’s birth and death dates.  They tried and tried and tried again.  After several attempts to share the dates with the class, when the students correctly recited the dates, the rest of the class broke out in applause.  It was one of those spontaneous moments when you could practically feel a warm blanket of support and encouragement.

This morning I felt thankful again.   I had posted a sign at the classroom door asking students to clean the classroom shelves.  The students took to the task with vigor.  I braced myself for a noisy, chaotic classroom – imagine students taking all the lessons off the shelves, scrubbing the shelves and returning everything to its proper order.  But no!  The room was so quiet and calm and peaceful.  It was truly lovely.

My window of giving thanks is drawing to a close.  There are so many things these amazing Montessori children do.  I wish I could share them all!

 

 

Humming

Today was one of those days in which I could barely keep up with the students!  I’d turn around and find someone anxious to learn about the organization of the periodic table.  I’d think maybe I could take a bathroom break only to find three young girls wanting to know how to reduce fractions after adding them.  I’d head toward my computer to enter students’ lessons into the database and have to detour to help a student understand verbals.

I was happy to oblige them all, though.  The morning was humming and the smiling satisfaction on the students’ faces trumped my immediate needs.  Well, at least for a short time!
 
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