A Trip to Hardin Park School: Teachers' Knowledge-share

On Thursday, February 21, me, Deb, Matt, and Brian had a chance to meet with Hardin Park teachers to assess how our students transition from Mountain Pathways to public school. I note the date because it took not just one, but four attempts to reschedule the original meeting that was set for Thursday, November 15 due to weather.

We were greeted by the most energetic and delightful teachers in Ms. Sonya Blakely’s kindergarten classroom. In attendance was: Russell Hiatt, 6th grade social studies, Maria Nash, 1st grade teacher (and 6-9 Montessori trained), Meghan Scott, 1st grade teacher, and of course, Miss Sonya Blakely. The classroom was open and roomy with little stations strategically placed so students can move from one topic to another efficiently.

One of the first topics we discussed was the use of technology in the classroom. The state requires assessments for kindergarten through 1st grade and the assessments are computer based. Teachers walk students through the process and as they progress to first grade, their exposure to technology increases but in the form of a math program like Iready that integrates technology through individualized curriculum.

red ball.jpeg

The difference between kindergarten and first grade is that the pace of learning dramatically increases. Teachers, however are free to teach their curriculum how they see fit as long as they are following standards. To help students cope with potential stress, they have integrated “quiet” corners and strategies for self calming and conflict resolution. The first-grade teachers that we met with approached their curriculums differently to meet their students needs. Some even incorporated Montessori methods like using a red ball to demonstrate a verb.

Mr. Hiatt, the 6th grade social studies teacher elaborated on the transition of 6th to 7th grade. Like us, they recognize that children are moving towards a different plane of development and they prepare students by organizing into advisory teams that host weekly meetings. These meetings give space for the social and emotional development of students and teach them skills that develop a growth mindset.

As a Montessori teacher, I haven’t set foot in an elementary school since I was a kid. I have to be honest, I was humbled by the work that these teachers are doing. They are dedicated, funny, and kind. They are passionate about what they do and recognize that what they are doing is really hard-especially as state standards keep changing. They are kinda my new heroes.

How do MPS students transition to Hardin Park?

Good news! Our students, from their experience, transition extremely well. They are not behind nor culture shocked. They are curious learners, ask good questions, and are different in the best way possible. The only thing we should think about integrating is Letterland books since most kindergarteners have had exposure in preschool.  

The main take away from that meeting was that all teachers, no matter their education, training, or experience are all on the same page. We all want what is best for our students. We want them to learn and thrive in the environment that they are in.  We have a fantastic resource in Hardin Park and I foresee more meetings that will bolster relationships and our education system a whole.

As Ms. Nash said, “Ya’ll have fun! We are here if you need us, anytime.”

Same to you, Ms. Nash, same to you.

Kristy Hackler
Upper Elementary Teacher & Curriculum Coordinator

What is Practical Life??


When asked what most parents want for their children when they grow up, the response is typically for the child to be a happy, successful, confident and independent adult. How does the child get there though?

If teaching is to be effective with young children, it must assist them to advance on the way to independence. It must initiate them into those kinds of activities, which they can perform themselves. We must help them to learn how to walk without assistance, to run, to go up and down the stairs, to pick up fallen objects, to dress and undress, to wash themselves, to express their needs, and to attempt to satisfy their desires through their own efforts. All this is part of an education for independence.
— Maria Montessori, The Discovery of the Child

Maria Montessori believed that children naturally are preparing to become adults. It is our responsibility as teachers, parents, and caregivers to prepare an environment and allow them to be responsible for the caring of their own classroom, home, self, and community. Allowing children to learn and practice these skills early on allows them to develop their sense of self discipline, confidence, and belonging.  This is the focus and purpose of the Practical Life area of the classroom. Indirectly, Practical Life activities also aid children in developing fine motor skills, concentration, and inner satisfaction from their work.


Many times, parents and society expect children to immediately begin working on academics. However, academic pursuits require the ability to focus and have concentration, to carry out a task from start to finish, and to complete steps in a sequential order. These skills are all required, learned, and improved through Practical Life activities.

 There are 4 main areas of Practical Life.


1.    Preliminary activities – carrying a tray, pouring, spooning, tonging, walking on the line, how to roll and unroll a mat, opening and closing various containers, etc. These works provide the foundation for all subsequent works in the Montessori Classroom.


2.    Care of the Environment –sweeping, dusting, watering plants, cleaning spills, sorting laundry, matching socks, folding napkins, washing dishes, flower arranging, etc.


3.    Care of self – dressing, toileting, brushing teeth, bathing, combing hair, preparing food, setting the table, hand washing, blowing nose, using utensils, etc. These activities allow children to develop physical independence.

4.    Grace and courtesy – using table manners, greeting others, saying “please” and “thank you”, learning to control one’s own body, how to cover a cough and or sneeze, etc. These lessons are taught by the Montessori teacher rather than being found on shelves within the classroom environment. 

Practical Life activities allow children to practice not just at school but at home as well. Being patient and allowing your child to practice these skills at home lets them know they are not only capable and independent at school but also at home, thus building their confidence.

 Adults work to finish a task, but the child works in order to grow and is working to create the adult, the person that is to be.
— Maria Montessori

 It is important that we as adults allow the time for children to complete a task and not just immediately jump in and do it for them. It takes repetition, patience, kindness, and encouragement for children to gain mastery of skills. It is also extremely important that as we model these activities that we not only model each individual step of the process but also the joy of the process. Otherwise, children will feel that the task is meaningless and not important. 

So, how can you carry out these activities and skills at home?

  1. Obtaining child size materials for all areas of Practical Life. This is very important to allow the child to truly learn how to complete the task instead of focusing on adapting to the adult size tools. It is much easier for a child to sweep with a child-sized broom than an adult-sized broom. Try to set your child up for success.

  2. Remember that most of these tasks are routine for us as adults, and your child will need more time to complete them. Be patient, thank your child for helping, and acknowledge their hard work.

  3. Involve them in as many tasks as possible, and do the work alongside them.

  4. Give them options to choose from when asking them to complete a cleaning task. Ex. Would you like to sweep the floor or fold the laundry? 


Happy cleaning!

-Katie, Taylor, and Madison