Blog

Helping Toddlers Grow: Why Self-Dressing Matters in Montessori

Posted on by andreaboden

In a Montessori environment, independence is at the heart of everything we do. Allowing children the time and space to use their own hands when getting dressed fosters confidence, coordination, and problem-solving skills. While it can sometimes be tempting to step in and do it for them, each button they fasten, each shoe they put on, and even each struggle they overcome is a meaningful step toward self-sufficiency.

By engaging in these daily routines, toddlers strengthen their fine motor skills, develop patience, and gain a sense of accomplishment. They also learn how to care for themselves, an essential component of Montessori’s Practical Life curriculum. When we resist the urge to do it for them, we send a powerful message: We believe in their capabilities.

One of the greatest gifts we can give our children is the ability to use both hands with confidence and coordination. Self-dressing is a natural and meaningful way to develop this skill, as it requires children to use both hands together. Pulling up pants, zipping a jacket, fastening buttons, and putting on shoes all strengthen bilateral coordination, which is essential for writing, cutting, and other daily tasks as children grow.

Encouraging self-dressing in the toddler years also lays an important foundation for the Primary program. In Primary, children are expected to manage their clothing independently, including changing shoes, putting on coats, and dressing for the weather. Supporting these skills now helps ensure a smoother transition, giving children the confidence to take ownership of their daily routines.

Of course, support and encouragement are always welcome—offering choices, breaking tasks into steps, or modeling movements can help. But ultimately, the goal is to empower them to take pride in their abilities and enjoy the process of learning through doing.

Cobb School Montessori’s Country Fair: A Perfect Autumn Celebration

Posted on by andreaboden

On September 28, Cobb School Montessori welcomed community members to its annual Country Fair, celebrating 26 years of this cherished tradition that began with the vision of parents in the community. The event, run by parent volunteers and staff, brought together families to enjoy a day filled with crafts, games, and delicious food, all set against the backdrop of a perfect autumn day.

Visitors, including parents, grandparents, friends, and alumni, embraced their creativity with a variety of seasonal crafts, including orange pomanders, nature crowns, decoupage frames, nature weavings, and adorable pine cone owls. For toddlers, a delightful hay bale maze offered hours of fun, complemented by a scavenger hunt to find a magna-tile hidden in the haystack.

Adults enjoyed a selection of hot and cold beverages from Cobb Cafe, a student-run venture showcasing the entrepreneurial spirit of two sixth-year elementary students. 

The perfect weather added to the joyful atmosphere. With laughter, creativity, and community spirit in abundance, this year’s Country Fair was a memorable celebration for all involved. Cobb School Montessori looks forward to continuing this beloved tradition for many more years to come.

Bring the Fall Craft Tradition into Your Home

Orange/Clove Pomander

Parents and students loved making orange and clove pomanders at Cobb School Montessori’s Country Fair.

How to Make an Orange Pomander with Your Child

What You’ll Need:

  • 1 orange
  • Whole cloves (about 50-100)
  • A toothpick or nail (optional, for easier poking)
  • A fruit zester or sharp knife (for adult use)
  • Ribbon or string (optional, for hanging)
  • A bowl (for any mess)

Instructions:

  1. Prepare the Orange: Start with a clean orange. Wash it gently to remove any wax or dirt.
  2. Zest the Orange: Use a fruit zester or a sharp knife (with adult supervision) to make shallow channels or lines on the surface of the orange. You can create a pattern, like stripes or spirals, for a more interesting design.
  3. Poke Holes: If you prefer, use a toothpick or nail to poke small holes along the channels you created. This will help make it easier to insert the cloves.
  4. Insert Cloves: Take a whole clove and gently push it into the channels or holes. Arrange the cloves in your desired pattern, filling the orange with them.
  5. Add Ribbon (Optional): If you want to hang your pomander, tie a ribbon or string around the top of the orange. You can make a loop to hang it.
  6. Let It Dry: Place your pomander in a bowl or on a drying rack. Leave it in a cool, dry place for a week or two to let it dry out and develop its scent.

Enjoy: Once dried, hang your orange pomander in a closet or place it in a bowl as a lovely decoration that smells great!

50th Anniversary Flag Raising

Posted on by marciebraden

We are thrilled to share the joyous moments from our 50th Anniversary Flag Raising Ceremony, a memorable event held on September 21, 2023. Under the resounding theme, “A legacy renewed, a journey continued, and excellence reimagined,” our beloved community came together in a spirit of celebration and reflection to mark the beginning of our milestone 50th school year.

Our current Head of School, Subha Sankaran welcomed guests and children to gather at our flagpole shortly after dropoff. The ceremony was graced by of our school founder, Mary Lou Cobb, whose vision and dedication have laid the foundation for five decades of exceptional education. She treated the children to a heartwarming speech about continuing to try (just like the little engine that could) when pursuing your dreams. We were also joined by current and past Board of Trustee members, former Cobb Head of School Sue Angelides, and local councilwoman Wendy Mackstutis, among others. We gathered on this momentous occasion to witness the raising of our custom 50th anniversary flag, adorned with our commemorative logo—a symbol of pride and unity for our community.

Mary Lou Cobb’s poignant words resonated deeply with all in attendance, as she imparted timeless wisdom to our children about the values of perseverance and effort. The air was filled with the sweet melodies of our students singing the Tree Song—a cherished tradition that encapsulates our Cobb ethos and profound connection to the natural world.

 

 

 

We were honored to receive a certificate of recognition from Melissa Osborne, a representative from the state, acknowledging the invaluable contributions of Cobb School Montessori to our community over the past half-century. This esteemed recognition serves as a testament to the enduring impact of our school’s mission and the unwavering dedication of our faculty, staff, students, families, and supporters.

 

As we embark on this milestone year, let us carry forward the spirit of renewal, continuity, and innovation that has defined Cobb School Montessori for generations. Together, let us continue to nurture the seeds of curiosity, creativity, and compassion in the hearts of our students, ensuring that the legacy of excellence at Cobb School Montessori shines brightly for another 50 years and beyond.

Compassion and Collaboration in Montessori

Posted on by cobbschool

The Ubuntu philosophy of  many African sub-Saharan countries roughly translates to  “I am because we are”  or “a person is a person because of other people.”  In other words, we owe who we are to others and see ourselves in relation to others. It highlights that our humanity comes from being a member of society and feeling interconnectedness and shared responsibility.  Ubuntu resonates with Montessori’s philosophy, which deeply values the need for children to understand themselves in relation to their community.

Fostering Collaboration in the Classroom

“I can help” are words children often say in all our classrooms. When children step up to help one another or work together for a common endeavor, there is a visible growth in their demeanor, confidence, sense of self-worth, purpose, and satisfaction. 

Acts of Kindness and Collaboration in Action

A few recent observations around our school have inspired this article.

  • A Helping Hand: A 3-year-old was struggling to put on his socks. A 5-year-old who happened to be working nearby stopped her work and, without any prompting, helped the 3-year-old with his socks and returned to work. The younger child was in awe of his senior, who modeled helpfulness without a fuss, and he felt seen by a peer.  Compassion happens constantly in our mixed-age classrooms, naturally allowing children with various skill levels and experience to work together.
  • Elder Students as Role Models: I am always amazed at the elders in our Primary classrooms, the 5-year-olds, who take great pride in caring for their classroom, moving furniture, setting up lunches, or taking it upon themselves to help younger children with lunch boxes and work. They are like little teachers proactively knowing what needs to get done and doing it with minimal direction. They had observed this work by others before them and naturally became leaders. You can see confidence and purpose in them.
  • Collaborative Endeavors in Elementary:  In Elementary, children are eager to collaborate, deciding who is doing what and working toward a common goal. Recently, a group of Lower Elementary students were in the hallway holding scripts to Reader’s Theater, coordinating their practice, pitching in ideas, and holding each other accountable. Another group of children in Upper Elementary set out to build a car with a small battery-powered motor. They deliberated and debated over a couple of days, then divided the work based on their skills and interests, successfully sourced the needed materials, built a car, and patted each other’s backs for a job well done. You can see the sense of purpose and accomplishment in these elementary children as they work together for their Holiday Sale and interact with the community, walk the toddlers out to the playground, deliver lunches around the school, read to the reading buddies in Primary, or work through their community service projects. 

Guidance and Environment in Education

The intentional design of the environment and curriculum cultivates innate human tendencies. To illustrate, in a traditional model, children are often segregated by age, treated equally in skill level, and provided uniform support. Adults typically direct activities and intervene to maintain order efficiently. While this approach prioritizes individual academic progress, it inadvertently fosters competition and comparison among students.

Research today has proven that cooperative learning has superior outcomes to competitive learning, which focuses solely on an individual’s achievement or goals. Employers seek candidates who are proactive and collaborative workers. This is also what successful entrepreneurs and change-makers are made of.  

Children are naturally empathetic and inclined to help and collaborate. It is innately who we are as humans and what we have had to do to survive as long as we have walked the Earth. None of the work I observed was for any incentive or external motivation. When children are given opportunities from a young age, both at home and in school, to participate actively in their communities, organize themselves, and help one another, they grow to become compassionate citizens ready to step up when needed, take on responsibility, and problem-solve together creatively. 

The Role of Adults in Cultivating Compassion

While we fundamentally believe in this nature of children, it doesn’t happen in a vacuum. The adult’s role is to guide, model, and create an environment that invites the child to participate actively and uphold the values of one’s responsibility to the community. Montessori intentionally designed various lessons on grace and courtesy for every age group. Our children receive lessons on how to be with each other, how to care for themselves and their environment, and are shown how to practice self-awareness. Then, our teachers step aside and let the children explore the opportunities for themselves while staying observant. 

Nurturing Self-Worth and Community

We learn a great deal by observing and doing for each other while also developing social bonds and skills. Most importantly, whether one is on the receiving or giving end of kindness, leading or participating in a team effort,  it gives one a sense of self-worth, that “I matter,” “ I can do,” and “I have a role and purpose in this community”  and also brings an appreciation for the interdependencies in our societies.

Montessori at Home – Creating and Maintaining Boundaries – Book Recommendations

Posted on by andreaboden

Head of School, Subha Sankaran, and several of our experienced Montessori teachers, discussed the topic: Montessori at Home: Establishing and Maintaining Boundaries in February’s Fireside Chat. They explored the often challenging aspects of integrating Montessori principles into home environments and offered effective strategies for setting and upholding boundaries in a nurturing and structured space at home.

View the recorded chat HERE. Use password: u3.3$mdJ

During the Q&A portion of the chat, several parents asked for book recommendations. You asked and our teachers delivered.

Book Recommendations

The Montessori Child
A Parent’s Guide to Raising Capable Children with Creative Minds and Compassionate Hearts
By Simone Davies
No Bad Kids: Toddler Discipline Without Shame
By Janet Lansbury
The Whole-Brain Child
12 Revolutionary Strategies to Nurture Your Child’s Developing Mind
By Daniel J. Siegel, MD
The Blessing Of A Skinned Knee: Raising Self-Reliant Children
By Wendy Mogel Ph.D. 

What’s Happening Here? A World View

Posted on by andreaboden

IN THIS PHOTO: Have you ever stumbled upon those heartwarming glimpses of young Primary Montessori students engrossed in maps, globes, and flags like this? It’s indeed a sight to behold – children diving into the wonders of our world. Yet, there’s a profound essence beneath the surface that often escapes casual observation.

Montessori education transcends mere geography lessons; it’s a pathway to peace. Picture this: before delving into the intricacies of states and towns, these little learners embark on a journey that begins with our Earth, then expands to continents, countries, and cultures. It’s a deliberate sequence that nurtures a global mindset from the earliest of ages.

Contrast this with conventional schooling, where the focus typically revolves around the individual and their immediate surroundings. In Montessori, however, the horizon extends far beyond, fostering empathy, understanding, and appreciation for the diverse tapestry of humanity.

By prioritizing a comprehensive understanding of the world, Montessori lays the groundwork for a generation empowered to navigate complexities with grace, compassion, and a broader perspective.

Let’s celebrate the profound impact of education for peace, one map and flag at a time.

Montessori Model United Nations

Posted on by cobbschool

Left: Cobb School Upper Elementary 6th-Year students on their private tour of the United Nations. Right: Students all dressed up for their committee meetings.

At Cobb this past week, all nine 6th-year students successfully participated in the Montessori Model United Nations 4-day conference in New York City alongside students from Montessori schools worldwide. Student delegates represented each of the 193 member countries, engaging in discussions and offering solutions to pressing global issues, simulating the workings of the United Nations.

This year, our students represented Sweden, Jamaica, and Lebanon, tackling topics such as reducing space threats, promoting peaceful uses of technology, sustainable food systems, agricultural plastics, countering cybercrime, and the human right to privacy in the digital world. Throughout the year, they immersed themselves in learning about their chosen countries, conducting research on these topics, and crafting papers presenting potential solutions. At the conference, they delivered speeches to their respective committees, presented their solutions, and engaged in negotiations with fellow delegates, mirroring the formalities of a UN meeting. Witnessing our delegates confidently present themselves in formal attire in a new setting and collaborate enthusiastically with other children was a proud moment.

One of the conference’s highlights was the awe-inspiring visit to the General Assembly room at UN headquarters. Student delegates occupied the seats of UN ambassadors while listening to addresses by the UN ambassador of Grenada and youth leaders.

Traveling to NYC was an exhilarating opportunity in itself! We embarked on a tour of the United Nations, where children explored exhibits from various countries and gained insights into the UN’s pivotal role and its ongoing efforts. They relished dining in restaurants offering international cuisine, strolling around the city, and indulging in shopping. Evenings were brimming with cultural presentations by other schools, with Cobb School making its debut performance as Ellory Maynard Byron showcased a traditional Celtic Jig to an audience of two thousand people. The social night, featuring a DJ and loads of fun, added to the memorable experience.

The Montessori Model United Nations program served as a culminating experience for our 6th-year elementary students. It broadened their perspectives on different parts of the world and the global issues that impact us all. They learned the importance of listening, compromising, and finding their voices while recognizing their ability to effect change and devise solutions collectively.

The elementary child is in a sensitive period for reason and justice, deeply attuned to the social dynamics of their community and possessing the gifts of imagination and empathy. Maria Montessori envisioned education for the elementary child as guiding this sensitive period, revealing the interconnectedness of the world, and providing opportunities for active engagement in global affairs to foster stewardship of our planet. She famously remarked, “Establishing lasting peace is the work of education; all politics can do is keep us out of war.”

Ellory’s Journey: From Cobb to the NAIDC Stage

Posted on by andreaboden

 

Irish dance is a mesmerizing art form that combines rhythmic footwork with intricate choreography, and one young talent has been making waves in the competitive scene. Meet Ellory, a sixth-year student at Cobb School Montessori, who embarked on a remarkable journey to the 2023 North American Irish Dance Championships (NAIDC) in Nashville.

A Star on the Rise

This past July, the 2023 NAIDC event in Nashville, Tennessee drew a staggering 5,000 competitive Irish dancers from around the world. Among them was Ellory, one of the thirteen qualifying competitors chosen to represent the New England Region in the U11 Open Championship Solo Competition.

A Journey of Dedication

For Ellory, the 2023 NAIDC marked her first “major” international event. She dedicated countless hours during the spring and early summer to perfecting new choreography at The Griffith Academy in Wethersfield, where she had been studying Irish dance since 2019. The U11 Open Championship Solo Competition required participants to prepare both a soft shoe dance, a slip jig, and a hard shoe dance, a treble jig.

What made this competition even more thrilling was that both jigs were performed three at a time on stage. Dancers had to be exceptionally careful not to collide with one another or falter, as any misstep could lead to point deductions or, worse, getting sent off-stage before completing their performance.

The competition was intense, but Ellory, along with her fellow competitors, showcased their incredible talent, determination, and grace under pressure.

A Dance to Remember

After the initial two rounds of performances, the top 50% of all competitors would be “recalled” to perform a final hard shoe round, a set dance, alone on stage. Ellory had prepared a challenging set dance called “Planxty Davis,” not knowing whether she would even have the opportunity to dance it for the judges.

A Day of Triumph

Competition day began early at 4:30 a.m. and didn’t end until after the sun had gone down. Despite the long hours and fierce competition, Ellory had a remarkable experience at the 2023 NAIDC.

While there were no expectations that she would recall at her first major competition, Ellory defied the odds and had the chance to perform her version of “Planxty Davis” for the judges. In the end, she placed an impressive 28th overall among some incredibly accomplished dancers.

The experience left her feeling motivated and inspired to continue her journey in Irish dance.

A New Chapter Begins

Ellory’s positive experience at the 2023 NAIDC fueled her passion for Irish dance even further. She dove right into learning new choreography in preparation for the New England Region Oireachtas (pronounced Uh-Rock-Tas), which means “annual gathering” in Gaelic, taking place in Hartford in November.

This year, Ellory has her sights set on an even greater challenge: qualifying for both the 2024 NAIDC in Dallas and the 2024 World Irish Dance Championships in Glasgow, Scotland. Her journey in Irish dance is just beginning, and her dedication and talent are sure to take her far.

As Ellory continues to pursue her dreams on the Irish dance stage, we can’t wait to see where her passion and talent will take her next.