The Tall Oak Leaves · bye to the very talented Rachel Davison, who is moving to Guatemela to do...

April 30, 2014

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New Teachers for Lower Elementary &

Middle School Announced

We very pleased to share that, after a months-long and competitive search, we

have selected three new teachers to join the Oak Farm community next year! Lori

Blackburn will be working with Meghan Dohring in the Red Barn in Lower Elemen-

tary 3, and Michal Miller will be working with Jamie Worman in the Green Farm-

house in Lower Elementary 1. Over at the Middle School, we will be saying good-

bye to the very talented Rachel Davison, who is moving to Guatemela to do educa-

tional consulting work. We welcome Jim Parry to the middle school team.

Lori, shares with us, “I grew up nearby in Kendallville where I still live today. I'm a

graduate of Ball State University where I met my husband. I've been a teacher for

eighteen years, and have taught first, second, third, and fourth grades. I love to

spend time with my husband and two children. Traveling, flower gardening,

walking, and swimming are a few of my personal interests. I love bringing new

and interesting things into the classroom to spark interest or excitement to learn

more about it.”

Michal shares, “I'm truly looking forward to getting to know and be a part of the

Oak Farm community! My (brief) interests include: spending time with my hus-

band and 8 month old daughter as well as getting together with my holistically

minded friends and their young children.”

Jim shares: “I am very excited to join the Oak Farm school! I first met staff and saw

the school in 2002, and have been enthralled by the concept and super education-

al community ever since. My wife Jennifer, my daughter Kelly - who will be a jun-

ior in high school, and my daughter Kendra, who will be a freshman in college,

are excited for this new chapter in our lives. Oh, and Ginger the short spaniel, too.

We look forward to meeting you all, and hope that we can be a vital part of this im-

portant educational work we are doing!”

More information about Lori, Michal and Jim’s backgrounds will be shared in the

summer information packets for their classrooms.

Please join us in welcoming these talented

new people to our school! Our Mission:

To provide a Montessori

environment that inspires children

to reach their potential

through meaningful work.

Volume 7, Issue 7

Infant & Toddler Aftercare When the infants and toddlers come together at the end of the school day

for Oak Farm's aftercare program, the children choose independent work and/

or help care for their younger friends. The infants enjoy watching and inter-

acting with their "big friends" as much as the toddlers enjoy leading and model-

ing for their younger friends. Aftercare friends are very busy with gross motor

play. They love to explore nature and care for the outdoor environment

such as gardening and preparing food for the birds. The children enjoy a picnic

snack before they finish the day. The adults find great joy working with after-

care as there is a great sense of community!

Primary We are all Scientists

Just as adults build

COMMUNITY through work

& food so do the youngest

Oak Farm children!

“It is necessary to place the soul of the child in contact with crea-

tion, in order that he may lay up for himself treasure from the di-

rectly educating forces of living nature” -Maria Montessori

As adults, the ways of the world are somewhat predictable day after day.

We know what is going to happen when we turn on a light switch or

leave an ice cube out in the sun. To a child, these are new experiences

that they love to explore. As parents, you can help your child discover

that life is science; it is everywhere and in everything. It is what we see,

feel, hear, taste, smell and do.

In Primary the children discover all aspects of science using their senses.

This year in Primary 3, students have explored science with the works

from our curriculum and through science experiments. The “scientists”

in the classroom are curious creatures and have been observed creating

hypotheses and testing the results. Some discoveries are teacher led

while others are independent exploration. It is a joy to watch the stu-

dents truly engaged in experiments to make their own discoveries.

Living and Non-living

Botany: Plant, leaf, flower, root, seed

Zoology: Vertebrate/Invertebrate, fish, amphibian, reptile, bird, mammal,

insect

Minerals: Rocks

Weather: Snowstorm in a Jar, Rain clouds

Matter: Solid, Liquid, Gas

Earth Science: Erupting a Volcano, Moon Craters, Tornado Tube

Magnets

Simple Machines

Energy and Electricity: Static charge, chemical energy

Buoyancy: Sink and Float, how water moves

Temperature

Environmental: Recycling & compost

Some Science work in Primary may include:

Lower Elementary Student Teachers Visit Oak Farm

This year, we were hon-

ored to become a field

experience site for Indi-

ana Tech School of Edu-

cation. Student teachers,

at various stages of their

undergraduate degree,

have spent time in the

Lower Elementary class-

rooms. Over the course

of several visits, they will

spend approximately 40-50 hours in our classroom each

semester. For most Indiana Tech students, this site visit

is their introduction to the world of Montessori educa-

tion. Many education students spend time in traditional

classrooms while completing their degree. This is an

amazing opportunity for our Oak Farm to work side-by-

side Indiana Tech and create unique learning opportuni-

ties for both the college and lower elementary students.

Each ITU student visits the LE classroom an average of

10-15 hours a week over several weeks. During that

time, they observe the

environment, interact

with the students, and

work alongside the

teacher. Our students

enjoy spending time

with our visitors.

While the college stu-

dents have specific as-

signments they are

required to complete

during their visit, many

times you will see

Upper Elementary Roller Skating

Did you know that the American

Heath Association ranks roller skat-

ing among the best overall aerobic

exercises? It involves all of the

body’s muscles, including the heart!

Last month Upper Elementary stu-

dents had a skating lesson with a focus on skating skills. Depending on their

previous experience, the students were taught how to fall, balance, stop and

start. In addition, students learned how to navigate corners, and some even

learned a few trick moves. Body coordination is a large component of roller

skating as well as core strength and balance. Students found success at every

level; whether it was a goal of making a lap without falling or success at learning

to skate backwards. The students had lessons on names of the large muscles of

the body that were applied during this Physical Education trip. Overall the stu-

dents had fun practicing their skating skills and applying what they had learned.

What did you think of P.E. today?

Lydia - “Skating was awesome! I learned how to skate back-

wards and found it was challenging to go to the bathroom

with my skates on.”

Tia – “ I didn’t know the lessons would be so fun! I learned

how to cross my legs while going backwards. I also learned

how to fall properly.”

Tanner – “Getting a blister was a surprise because of all the

times I’ve skated before and never got one. I must have not

tied my skates tight enough.”

Mariah – “It was very fun because we got to hang with

friends while learning new stuff like crossing your legs to

turn.”

Gianna – “I thought it was fun that we got to go roller-skating.

I learned how to cross and turn even though it was difficult.”

It begins with a walk.

A fifteen-minute walk that allows a physical and psycho-

logical distance to be placed between the responsibilities

associated with the Middle School and the freedom asso-

ciated with the Arts Center. Students organize themselves

in the foyer, take attendance, and transmit a radio mes-

sage to a staff member at the Arts Center communicating

that they are en route. Then they depart. A cluster of

friends, engaging in conversation and enjoying fellowship.

This moment of independence is an intentional part of the

prepared environment at the middle school. No adult has di-

rected them or prodded them. They have organized them-

selves and then walk themselves as a group along a trail that

winds around the pastures, through the prairie grass, under

the water tower, and to the Arts Center. Once there, they

divide themselves and carry on creative endeavors already un-

derway.

The three-hour block that follows has three broad

goals.

Opportunity: Under the guidance of an inspired and skilled

adult, students experience an extended time exploring art, mu-

sic, woodworking, culinary arts, sewing, photography, and cre-

ative writing without the fear of embarrassment or failure. Ul-

timately, the program is designed to allow the adolescent to

uncover a talent, or even a life-long passion.

Balance: Students experience a sustained period of time that allows the right

side of the brain to step forward and dance a jig. This environment is free from

external rewards, homework requirements, letter grades, and pressures of time.

It is designed to complement the more stringent and structured academic pro-

gram that happens the rest of the week. This midweek pause gives buoyancy to

the entire week by allowing a mental shift to happen, and as a result, productivity

levels are enhanced in all areas.

Inspiration: Students experience creativity and craftsmanship with the joy of

being allowed to focus on just one thing for a sustained period of time. The physi-

cal environment is rich, the social environment is lively, the emotional environ-

ment is safe, and the intellectual environment is stimulating. Many things are possi-

ble when surrounded by a motivated peer group.

Middle School

Why Wednesday Mornings Work

Wednesday mornings are not measured by a clock, and as a result most

students blink awake at the end of the their time at the Arts Center not quite sure

where all the time just went. They regroup, transmit a radio message back to a middle

school staff, and then as they began, they return with a walk under the water tower,

through the prairie, and around the pastures. Together.

There is a rhythm to the morning. Much like the song of the red-winged black bird

that has recently returned to the prairie, something beyond us and beautiful

emerges each week.

Specialist: Open Studio Art

Each week, several students in lower and upper elementary look forward to spending Friday afternoon in the art

room. They eagerly enter “Open Studio” knowing that they can spend an hour working on self-directed projects that

originated from an authentic place of personal interest. During Open Studio time, students often choose to work with

one of the many art centers that have been set up throughout the room. Recently, several students discovered the

sewing center and enjoyed learning how to make their own stuffed animals and sock puppets. Just last week a group

of young artists created wacky creatures using socks then went on to develop a story to describe character traits and

a fully developed plot. That is just one example of how students grow through integrated or cross-curricular learning.

Many parents may wonder about the unusual collections of cardboard and various other discarded items that are of-

ten secured to one another with duct tape and hot glue. One of the favorite areas during Open Studio is the “Young

Inventors” center. There, students are encouraged to transform, or up-cycle, various odds and ends to create sculp-

tures and inventions. The level of problem solving that goes into these projects is surprising. Students must first con-

ceptualize what they would like to make and then decide what materials to use. Throughout the creative process they

need to consider the strength, weight, and balance of their structures.

The methods we use to guide students during Open Studio are also known as choice-based learning. Choice-based art

education regards students as artists and offers them real choices for responding to their own ideas and interests

through the making of art. The concept allows students to experience the work of the artist through authentic learn-

ing opportunities and responsive teaching. There is deep thinking and learning going on in our room and your children

are excited to share what they know.

The annual Afternoon With the Arts

celebration will showcase a sampling of what

students accomplished in the art room this year.

Please plan to attend, afterschool on May 14.

Alumni Corner Life after Oak Farm: What’s Up with our Graduates & Former Students?

Last May, Oak Farm helped launch Jordan Axel into “life after 13 years at Oak Farm”. Jordan’s entire on-

campus educational career took place at the Victorian Farmhouse, Red Barn, Green Farmhouse, and Middle

School; she is now an “All-A” Honor Roll student at East Noble High School. Many of you heard Jordan

speak at the Tall Oak Gala and she recently checked in and had these comments to share:

I would like to start off by saying thank you to all of the teachers I encountered at Oak Farm. You

prepared me for high school in so many different ways. I finished my first week of finals and my

first trimester with all As and the best part is that they put honor roll students’ pictures up in the

hallway, so I get to walk by and be reminded that with hard work I can accomplish all As! I have

made so many new friends and reconnected with old friends which has been an awesome experi-

ence. I got involved in student council which I highly recommend to every student going in to high

school to consider. I am also going to be playing tennis in the spring which I am really looking for-

ward to. Although high school is great and I'm loving it, I still think about OFMS every day and how

much I miss it. About January of my 8th grade year I started fantasizing about high school and how

awesome it was going to be, but after experiencing it for almost 8 months I realized how awesome

OFMS really is. My advice to students getting ready to leave Oak Farm for high school is to enjoy

every minute of the time you have left. OFMS is truly an awesome school; believe me, in high

school the only animals you get to work with have been dead for months and sealed in a plastic

bag for dissection. Also the teachers can't give you as much personal attention because there are

too many students in each class. The transition was so easy and I was honestly surprised how well I

fit in and became accustomed to public school. I was not

only prepared academically, but also socially. I was

taught to not be afraid of my teachers and to respect my

peers and elders. Being able to talk to my teachers has

been a great skill which has helped me out a lot. Thanks

again to everyone at Oak Farm for everything you have

done for me.

Your Friend,

Jordan Axel

We are proud of Jordan and all our graduates and know you are interested

in their journeys and successes beyond Oak Farm.

Please join us on Thursday, May 15 from 6 - 7:30 p.m.

as we dialog with former students and parents

about life after Oak Farm. Macy will gladly take your RSVPs for both the event and child care.

We hope you can join us for this informative and encouraging evening.

In case you weren’t able to make it, we are

bringing Earth Day to you… Take a look at many

of the activities that took place Saturday, April 26!

A note from

Oak Farm’s

GREEN

TEAM

A HUGE

THANK YOU to Janet Canino for

organizing this

event!

Professional Corner: Oak Farm joins a state-wide Early Childhood Education Effort

What is your family’s Oak Farm story? Why are your children here?

What do you love about the school?

What does MONTESSORI mean to you?

Share your story with others & write a review on

yelp.com and/or greatschools.org

Remember to Like

us on Facebook!

Our Head of School, Megan O'Sullivan, has been invited to participate in a work group to support Gov-ernor Pence's recently appointed Early Learning Advisory Committee. The Early Learning Advisory Committee is helping to shape the access, affordability, and quality of early childhood education in our state. These work groups are the mechanism by which the Committee can tap expertise, learn from best practices, and provide informed recommendations to our elected officials.

100 professionals from various sectors across the state of Indiana will be collaborating in the ELAC's workgroups over the course of the next year. We are thrilled that Oak Farm and Montessori education will be part of this very important and very exciting conversation about the best way to support young children in Indiana!

Upcoming Event: Mark Your Calendars!

October 2nd, 2014 at 6 p.m. Oak Farm welcomes highly

acclaimed author and speaker Chick Moorman to speak

with our community. Chick will present "Parent Talk:

Words that Empower, Words that Wound" This work-

shop will help parents learn and use verbal skills to uplift,

nurture, and inspire deal with typical daily situations and

problems while communicating and expecting respect.

Stay Tuned for Further information, but in the meantime, take a look at a couple

of his books — we have them in the

Victorian House Library!

Check out his website: www.chickmoorman.com/

The Tall Oak Leaves · bye to the very talented Rachel Davison, who is moving to Guatemela to do...

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