How do teachers captivate their students? Here, in a feature we call How I Teach, we ask great educators how they approach their jobs. You can see other pieces in this series here.
Megan Witucki, an elementary teacher at Compass Montessori School, a charter school in Wheat Ridge, believes in the power of community experts.
That’s why when a parent pushed for a lesson on Mayan history, Witucki invited her in to speak about native cultures. Likewise, for a major end-of-year art project, Witucki brought in a local artist who shared her secrets with students.
Witucki talked to Chalkbeat about why she started tapping into community expertise and how the Montessori approach helps her get to know students and foster a culture of work.
Witucki is one of 20 educators selected for the state’s new Commissioner’s Teacher Cabinet. The group provides input to officials at the Colorado Department of Education on the impact of education policies in the classroom.
This interview has been condensed and lightly edited
Why did you become a teacher?
I became a teacher because I wanted to give back to my community in a meaningful and lasting way. I love working with children and I admire their sense of wonder and their infectious passion to learn. Each day provides me with the chance to empower a child as well as the opportunity to grow and learn myself.
What does your classroom look like?
I am one of two fully-trained certified Montessori teachers who guide the instruction of 33 first through third grade children in our multi-age, lower elementary classroom.
Our classroom is designed to foster choice. It is inviting, cozy, inspiring and engaging. Our classroom is not very big and we have to accommodate 33 little bodies. We also have a plethora of Montessori materials that need to be available to the students at all times. Rather than traditional desks we use individual lap tables, small group tables and work rugs that define the children’s work spaces.
We have space for the students to display their work on the walls and framed prints of art masterworks to inspire creativity. We have classroom plants to add natural beauty to the environment and provide students with hands-on experience during botany lessons.
Throughout our morning work period, one of us offers individual or small group lessons while the other monitors the children’s independent work and re-directs or guides when necessary.
Fill in the blank. I couldn’t teach without my __________. Why?
I couldn’t teach without the support of my school community. Montessori education is a team effort that requires the assistance of and support from the child, their parents, their peers, the co-teaching pair, staff, administration and the larger Compass Montessori community.
Co-teaching is an integral part of a larger network that cares for the children. This network functions like concentric circles that surround and support the child-learner. In the innermost circle is the child, driven by their inherent passions and intrinsic interests. Next, the parents and family, who support the child with their work and education. In the succeeding circle, the learner is given academic, social and emotional support by my co-teacher and me.
The following circle of support is offered by the child’s classmates who vary in age and provide the child with peer guidance as well as opportunities to mentor others and take on multiple leadership roles. This circle is surrounded by an involved administration and the larger staff support circle. Finally, comes the support circle of the greater Compass Montessori community of parents and extended families.
What is one of your favorite lessons to teach? How did you come up with the idea?
My favorite lesson to teach is assemblage art. In Montessori, we naturally integrate art and music into our regular classroom curriculum. The idea for assemblage art came to me when my co-teacher and I were inventorying our leftover art supplies and craft items from previous years’ projects. We had identified odds and ends that we wanted to find a use for when I stumbled upon another teacher’s Pinterest pin.
Our version of this project would be the culminating celebration of all of the year’s original artwork. We began by studying the work of the Russian-American artist Louise Nevelson, who is best known for her groundbreaking work with found art, later known as assemblage art. We discussed how this visionary saw the potential beauty in items discarded by others. The students had rich discussions about what art is and where it can be found. They concluded that sometimes art is where we least expect it.
I then invited our school chef Michelle Lundquist, whom everyone refers to as the “grandma” of our school. Michelle is also a talented local artist who specializes in assemblage art. She shared her inspirations with us and spoke about her artwork.
The children then spent a week collecting old or forgotten knickknacks, pieces from recycling bins, artifacts from the natural world and even items destined for the garbage. In addition, my co-teacher and I organized our miscellaneous craft items; we cut cardboard boxes into 8 x 8 canvases, and set out all of the materials for children to use in their art works.
We invited several parents into the classroom to help with the hot-gluing process and then dedicated a full three-hour morning work period to constructing the assemblages. After the pieces were glued, I spray-painted them monochromatic black, bronze, or gold according to each child’s choice. I was astonished at the strikingly beautiful creations! Though I had hoped to display the composite in the hallway, the children, duly proud of their pieces, insisted on taking them home.
How do you respond when a student doesn’t understand your lesson?
When a child does not understand the material I have presented, I will first attempt to evaluate why. Finding out why is key to understanding the solution.
The reason may be non-classroom related, like the child has not eaten breakfast or they are distressed by home issues. I will then attempt to remedy the situation as best I can. I may feed the child or offer the lesson at another time when they can better focus.
At times, lack of understanding is due to the level of the material being inappropriate. If so, I might go back to a previous lesson with the child to scaffold their knowledge base and better equip them for the more advanced concept. If the material is too easy and the child is bored, I might progress the child ahead to offer more challenge.
A child might need to see the concept presented in a way that better suits their individual learning style. Some children need to manipulate the material themselves; some need to draw the concept; some need to write it out; others need to move and fidget while they listen. We have access to the multitude of Montessori materials and accompanying curricula that allow us to teach all concepts kinesthetically when necessary.
How do you get your class’s attention if students are talking or off task?
Our classroom often looks like organized chaos. At any given time, there may be 33 children working on 33 different projects all in our small space. When I am tempted to stop the class because they look off task, I find it is best practice to wait a minute and observe. I often discover that my first impression of off-task behavior — loud, excited talking, movement — is actually educational in nature and can lead to great work. If allowed, the discussions the students have with one another are often the foundation of invaluable learning pathways and great peer-driven projects.
On the other hand, when the behavior is indeed off task, I will have one of the children ring our chime and then politely ask the class to adjust their behavior to better allow for focused, respectful work. We work hard with the children to create and foster a culture of work by providing varied opportunities for them to take ownership over their learning process.
How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?
Allowing children to take ownership of their learning through choice offers students the ability to show me what drives and motivates them. I then take that information to design an evolving individualized curriculum.
I also have the benefit of teaching all my students for three years. As a result I can carefully observe their educational, social, and emotional behaviors and choices. In three years I also regularly interact with the child’s family and often gain more valuable insights. With careful observation and purposeful interaction I am able to foster authentic relationships with my students and their families.
Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
In my first year of teaching, I had my first lesson in the power of inviting parents and the community into my classroom. I was approached by a mother in my classroom who was passionate about Mayan history and wanted her child to have more exposure to the history of native cultures. I asked if she would be willing to volunteer a few times a month to share her knowledge with the whole class. She graciously agreed and provided a richly detailed program that I still use today.
Her contributions also inspired me to establish additional classroom-community partnerships with educators from the Jefferson County Indian Education Program and the Mayan dancers from the Denver Chicano Humanities and Arts Council. The experiences shared by community members enriched our classroom in a way that would never have been possible otherwise. This mom’s passion for Mayan culture taught me to seek input from all the resources available to me so I can teach most effectively.
What are you reading for enjoyment?
I just finished The Alchemist by Paulo Coelho. I found it to be inspiring, thought provoking and a great read for a teacher’s summer list!
What’s the best advice you ever received?
One of my many mentors once told me that a child comes to us with many hidden gifts and treasures, and it is our job as educators to guide and encourage that child to bring those gifts forth and share them with the world. As Maria Montessori once wrote, “Free the child’s potential and you will transform him into the world.”