The seventh graders are creating poetic lists of their loves and hates and the eighth graders are crafting their curricula vitae, their resume for life. They will be reciting these lovely and insightful pieces on Monday evening November 6 beginning at 7pm in the Arts Barn Theater. The recitation of these poems of identity is always fascinating, humorous, moving, and revealing.
April 7, 2017
We are proud to share that two of our 2015 graduates, Emmanuel Keppel and Greta Wolfe, have recently been elected to the Board of Trustees of The Putney School, a position of great responsibility and honor. Emmanuel graduated from Hilltop having started in the Children’s House and Greta joined Hilltop for the two years of the Middle School. Both students thrived at Hilltop. “Hilltop taught us to notice all of the fine workings of a community and discover our place in the world. With that foundation, we continue to do so at Putney, and will be learning with every responsibility we take on for the rest of our lives” – Greta Wolfe.
Both Emmanuel and Greta were perhaps inspired by their father’s roles on the Hilltop Board of Trustees – Patrick Keppel, Emmanuel’s father, was on the board for 7 years, including three as Chair, and Rich Wolfe, Greta’s father, is the current Board Chair at Hilltop. Each of five student candidates gave a speech to the school at an assembly meeting and later in the day, students, faculty, and staff all cast their votes for the position.
This is a 30 person board and the two students elected serve as full voting members. The responsibilities include discussing reports from various members of the school community, such as Diversity and Admissions, and making decisions regarding funding and planning for the school’s future. Greta and Emmanuel follow in the footsteps of Maeve Campman, a 2012 graduate of Hilltop who also held a student trustee position at The Putney School, as well as many other graduates of Hilltop that have thrived in other various leadership positions at The Putney School.
September 15, 2017
Let the children be free; encourage them; let them run outside when it is raining; let them remove their shoes when they find a puddle of water; and, when the grass of the meadows is damp with dew, let them run on it and trample it with their bare feet; let them rest peacefully when a tree invites them to sleep beneath it’s shade; let them shout and laugh when the sun wakes them in the morning as it wakes every living creature that divides its day between waking and sleeping” ~ Maria Montessori
If you travel to Hilltop Montessori School around noon on a weekday, you might be surprised to hear chatter and laughter coming from the forest adjacent to the parking lot. Walk the short dirt path into the woods, and you’ll encounter children darting among the trees, building forts from bark and fallen branches, collecting fistfuls of acorns and pinecones, and creating a magical world of their own making. This environment offers lessons that are just as valuable as those taught inside our classrooms. Just as our morning classroom work cycle gives students the freedom to choose the “work” that they are developmentally ready for, our Elementary recess and after school time lets children choose any activities from fantasy play in the woods to developing their skateboarding skills.
In the increasingly structured and technological world in which we live, it is of utmost importance to provide children with unstructured play time in the natural world. At Hilltop, Elementary Recess and After Care are both designed to offer this time for children to engage in imaginative, free play within a safe, supervised environment – often in “Haytown”. The name “Haytown” has been around for years! Originally children collected cut grass from the freshly mowed fields and used that as their currency.
For our elementary students, social-emotional learning is a component of free play that we support during Recess and After Care. Children are constantly driven to resolve conflict with peers, collaborate on long-term projects, negotiate around shared resources, and make decisions to reach their own goals. We repeatedly see children devising compromises to divvy up bricks, logs, acorns, etc., working in a group for weeks at a time on elaborate forest dwellings, and learning to navigate the socially tricky ins and outs of running a Haytown business. Outside of Haytown, we often observe groups of students working together to develop rules and guidelines for games like Four Square, Capture the Flag, and Monkey Bar Tag.
Another enormous benefit of unstructured play is physical fitness and dexterity. Practicing pull ups on the monkey bars, lugging logs through Haytown to build a fort, learning how to ride a unicycle, balancing on a fallen log in the woods; these activities allow children to build their strength and coordination through play.
Finally, playing in the natural world allows children to expand their sense of wonder, creativity, and imagination. The economy within Haytown is living testament. Children open restaurants, antique shops, insurance agencies, newspaper publishers, general stores, arcades, and drive throughs. Customers looking to buy goods or services can use quartz stones, known as “crystals”, to make their purchases. Children are continuously dreaming up original business schemes, finding new uses for old materials, and using their imaginations to create a true culture and community within Haytown. This is a genuine joy to observe.
So, next time you pick up your child take a moment to observe some of the amazing structures that have been built and the learning that’s occurring during that unstructured time. As Maria Montessori reminds us: “Play is the work of the child.”
September 29, 2017
Co-authored by Lily Buren-Charkey, Middle School Entrepreneur, and Tamara Mount, Head of School
Throughout the year the middle school takes on the daunting task of raising around ten thousand dollars for our odysseys! This year we are raising money for our River of Spirit Odyssey to Boston, a comparative world religion and science of water study, connecting with many different faith communities and cultures. In the middle school we are guided by the question, “What Does It Mean To Be Human?” Our trips help to answer this question as we experience things first hand, including the task of raising the money.
Raising ten thousand dollars by June seems like an overwhelming task, but with the student run micro-economies it becomes possible. Not only are we cooking and preparing food, we are managing businesses, practicing organizational skills, marketing our products and developing customer relations skills. These business are all about taking the initiative to get things done, which plays into the middle school’s philosophy of independent learning. Micro-economies are small, usually eighth grade student run, businesses. Micro-economies already underway this year include:
October 6, 2017
The national political rhetoric, climate, and actions of the past year have been disturbing to me. I could have been thrown into a deep depression, finding it hard to get out of bed each day, were it not for what we are doing here at Hilltop Montessori School. The events in Charlottesville, just before the start of the school year, especially hit home, as I went to the University of Virginia, and therefore feel a familiarity and attachment to that town. And now there is the incident in Las Vegas, and the challenges in Puerto Rico, again emphasizing how people are viewed and treated differently, and the many challenges we face as a society.
I have gone back to Dr. Maria Montessori’s writings and have been reminded of her motivations and discoveries. A hundred years ago she saw that the mechanized approach to education was designed to produce people who blindly followed leaders and allowed themselves to be controlled. She put forth the idea that children could be respected as individuals, given choices in what and how they learned, and be supported by caring adults who served as guides to an environment prepared for their learning. This approach supported children in developing independence along with a deep appreciation and understanding for the connectedness and community that they have with all people, with all living creatures, and with the world and universe. Montessori can be seen as an approach to education, but she also developed it as a methodology towards world peace. She evolved her ideas in the context of World War I and II, and was nominated several time for a Nobel Peace Prize. Many of her comments on education and peace resonate strongly today.
At Hilltop Montessori School, we “teach” peace in many contexts:
- self – developing inner peace and the skills to make peace with others
- environment – instilling an understanding and appreciation for the environment
- cultural – celebrating our differences and knowing our connectedness, compassion for all
- community – living our supportive interdependence
The role that Hilltop Montessori School is playing in supporting the development of responsible citizens, and striving towards peace has kept me going. This was the theme of the message I shared on Grandparent and Special Friend Day along with this presentation. I welcome any comments or reflections, by emailing me or stopping by anytime.