In 2022, we are excited to use our blog to introduce you to our phenomenal educators. We would like to start with three newer staff members: Christin, Noah, and Zoe.
Christin
When Christin Bailey joined the MLK Montessori team in March 2021, she had never before taught in a preschool. However, Christin has a bachelor’s degree in psychology; she is currently working toward a master’s degree in marriage and family therapy; and her previous work experience includes supporting children in crisis. Needless to say, she brings a great deal of valuable knowledge and skills to her role at MLK. These include (but certainly are not limited to) communicating effectively with young children, being familiar with de-escalation tactics, and understanding challenging behaviors. However, perhaps most notably, Christin excels at relationship building. At MLK, Christin has been working to build relationships in three ways:
1. She intentionally helps to facilitate collaboration and interaction amongst her fellow teachers. In fact, one of the things that Christin loves most about MLK is the way teachers so enthusiastically work together and support one another.
2. She works diligently to get to know her students and earn their trust.
3. She also helps students to build relationships with one another. This not only supports students’ social success, but it can also support their academic success! For example, one student, who loves to interact with her classmates, was struggling with a number of academic concepts. Christin decided to ask this girl to serve as a “teacher” to one of her younger classmates. As a result, the student has been flourishing! She wants to learn more so that she can be a great teacher!
There is no doubt that Christin is making MLK an even stronger program. However, because of her time at the school, she indicated that she is also benefiting in really profound ways. “I have learned that no matter how patient I think I am, there is always room for growth. My students are always challenging me. But it’s when they push my buttons that they also really make me fall in love with them. I get up every morning eager to serve these children.”
Noah
It is no wonder that MLK educator Noah Lien shines in the classroom—he has an associate’s degree in education, he spent years working with youth at an after-school program in Albion before joining MLK in June, and he takes a genuine delight in his students and their families. One factor that makes Noah especially unique, though, is his gender. Across the country, fewer than 3% of preschool teachers are male. Having male representation in a preschool classroom can be tremendously beneficial for all students and families, as it helps them to reconsider what role men can play in a child’s care and education and breaks down stereotypes. However, having a male educator can be especially beneficial for children who do not have consistent adult males in their lives, as is the case with a number of Noah’s students.
Noah is more than happy to serve as a male role model for these children and has greatly enjoyed his time at MLK thus far. He shared that what he loves most about the school is his students and the community with which he gets to work. He is also very impressed by the Montessori Method of education, which allows him to “follow” his students and create learning opportunities based on his students’ interests. For example, one student recently expressed an interest in Google Maps, which led to a whole-class exploration of geography, biomes, and climate. Noah shared, “Student-led learning is what I call actual learning. These children will keep this knowledge with them because they are truly interested by it.”
Another element of Montessori learning that Noah appreciates is the quality of the Montessori materials and the way they use concrete exploration to help students better understand abstract concepts. One classic Montessori learning tool that Noah discussed is the binomial cube, a three-dimensional puzzle that challenges students to find patterns and spatial relationships as they deconstruct then reconstruct the cube. Amazingly, this learning activity is actually laying a foundation that will make it easier for students to master more complex mathematical concepts like fractions and algebra later in their academic careers!
Zoe
Zoe Lengacher, MLK’s lead kindergarten teacher is no stranger to working with children. Zoe has a bachelor’s degree in elementary education and, before joining MLK in May, taught at a nearby elementary school and served as the Youth and Family Program Director at the YMCA. Zoe said that she wanted to begin working with younger children because, as a 4th-grade teacher, she saw how challenging it was for some of her students to overcome academic deficits that had been years in the making. “I realized how important it is to begin reaching children early, to set them up for academic success when they’re still very young.”
Zoe was drawn to MLK not only because she would be able to work with younger students but also because MLK supports the whole child. At the elementary school where Zoe had previously taught, teachers were pressured to “teach to the test” and were not necessarily encouraged to remediate or focus on children’s non-academic needs. MLK could not be more different.
Instead of forcing children to move forward with an academic concept that they may not be ready for, MLK students learn at their own pace, which helps to build a more solid academic foundation. Zoe also appreciates the fact that, at MLK, she is encouraged to support her students’ non-academic needs. “Students are taught to clean up after themselves. We have done lessons on pouring milk. We even did a lesson on blowing your nose!” These practical life skills are a key component of the Montessori classroom and help students to feel more confident. They develop an “I can” attitude, which also boosts their academic confidence.
Zoe brings numerous strengths to the school, including a passion for art. Zoe—who, in fact, minored in fine arts—has already incorporated painting, music, clay, and other forms of art into her own classroom and would love to facilitate a school-wide art project in the near future. In a school that celebrates everyone’s individual strengths and encourages them to pursue their unique interests, there is no doubt that she will be able to do just that.
