April 30, 2014
The Tall Oak
Leaves O
ak
Fa
rm
Mo
nte
ss
ori
Sc
ho
ol
Megan
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
Page 2
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
Page 3
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.”
Page 4
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.
Page 5
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.
Page 6
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.
Page 7
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!
Page 8
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/