February 19, 2025 • 30 mins
Marie Weaver, a passionate advocate for the Montessori method, takes us on a fascinating journey from her roots in the music industry to her pivotal role in Montessori education at Organic Beginnings. Marie’s transition from music to Montessori was driven by a desire to cultivate fair and peaceful learning environments, and her dedication shines through as she discusses the unique curriculum at her school in the vibrant Vibe District. This episode offers listeners a chance to learn about the transformative power of the Montessori approach for children aged 16 months to 12 years, emphasizing independence, leadership, and community in mixed-age classrooms.
We delve into the inspiring story of a modest beginning to a flourishing campus in Virginia Beach, a city known for its transient military community. Marie shares the challenges and rewards of building lasting educational relationships amidst constant change. She addresses misconceptions about the use of church spaces by Montessori schools and highlights the integral role of nature in their philosophy. For families seeking a nurturing environment, Marie’s insights offer clarity on how the Montessori method fosters holistic development and independence, even for neurodivergent children.
Finally, we explore the opportunities for community engagement through summer camps at Organic Beginnings, open to all children in the Hampton Roads area. These camps offer a glimpse into the Montessori way beyond the classroom, providing enriching experiences for young learners. Marie’s commitment to community and education is a testament to her dedication to nurturing future generations, making this episode a must-listen for anyone interested in the profound impact of Montessori education.
Organic Beginnings Montessori School
Marie Weaver
1701 Baltic Avenue
Virginia Beach, VA
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
This is the Good Neighbor Podcast, the place
where local businesses andneighbors come together.
Here's your host, Denise Taylor.
Speaker 2 (00:12):
Hello, I am here with Marie Weaver from Organic
Beginnings.
Hi, marie, welcome to the show.
Hi Denise, good morning.
Thank you for having me.
Speaker 3 (00:23):
Of course.
Speaker 2 (00:24):
So you guys are down in the Vibe District and you are
a Montessori-based.
Is that the right way to say it?
Montessori-based curriculum Yep, we are a Montessori school.
Speaker 3 (00:36):
We are ages 16 months through 12 years, so we start
with an infant-toddler program,go through primary and then go
through lower and upperelementary for now.
Yeah, so you have the onelocation we just moved into this
space which is more thanquadruple time the size of our
(00:59):
our last space, and so we sortof hit the ground running with
growth and accepting people infrom our waitlist.
We still have a wildly longwaitlist, though, so I feel like
I can never stop looking atother properties and other ways
to keep growing, and the staffare totally on board with what
(01:22):
you know.
They are flexible and they growwith the demand.
So I would say, for the timebeing, we're still settling into
our building.
But you know, we had a like atown hall sort of meeting with
all the parents yesterdayafternoon after school, and one
of the dads whose daughter is inelementary was like so when do
(01:46):
you guys set up a middle schoolprogram?
And I was like open thisbuilding, Give us a second.
Speaker 2 (01:53):
That's great.
How many educators do you haveat the school?
Speaker 3 (01:58):
There are eight of us , so each class has a lead
teacher and an assistant teacher, and that's par for the course.
With the traditional Montessorienvironment, there's only one
lead teacher, so that thechildren aren't confused by
receiving different lessons oryou know the same lessons from
different people.
(02:19):
We only want them to show thelesson in one way, so that the
child is clear to the child.
Speaker 2 (02:27):
Can you share what traditional Montessori looks
like in a classroom or in yourschool?
Speaker 3 (02:34):
Yes, so Maria Montessori, she was this Italian
educator turned scientist, andthe way that she developed the
philosophy was just by observingchildren working.
And she realized that when youset their environments up for
(02:54):
success, when you set the childup to be independent, they need
us so much less than what atraditional school might think.
And so in a traditional, like apublic school setting, you know
, we all go in and it's sort oflike we're these empty vessels
(03:15):
to be filled with knowledge.
Well, really, if you take achild right out of the womb,
they're going to be just fine,just experiencing things in the
natural world.
And what is different about theMontessori classrooms is that
(03:35):
the child is trusted to be showna lesson once, and then the
teacher steps back and lets themfigure it out.
Of course we're there if theyneed help, but we don't offer
them help.
We want them to feel likethey're capable so that way they
can work at their own pace.
And by the time our children inthe primary classroom are
(04:00):
turning six, they're doingdivision by themselves and
moving on to elementary, wherethat's where they begin, you
know, like a first grader,beginning with division is
beyond what I ever did in publicschool.
Speaker 2 (04:17):
Absolutely so.
Are all the children puttogether in certain grades like
a traditional school, or is itmore of a kind of a loose?
That's a good question.
Speaker 3 (04:33):
Each program is and this is also traditional for
Montessori they're mixed ageranges.
So our toddler class is 16months through three years, our
primary class is three to sixyear olds and then our
elementary is six to 12.
And while that sounds like itmight add up to being a lot of
(04:55):
children, it actually worksbetter that way because they're
all learning from each other.
A three-year-old rarely has tocome ask me or another lead
teacher for help when they havean older peer to show them the
way, and that also teachescommunity leadership to the
(05:15):
older peers who have been withus since they're three and now
they're the leaders at age six,about to age out and go into
elementary.
And now they're the leaders atage six, about to age out and go
into elementary.
It's like they've worked upthis whole time to get to this
point where they they're sort ofthe teacher and so they learn
from each other.
And Maria Montessori alwayssaid that the sign of a
(05:37):
successful classroom is when theteacher can walk away and the
children continue as if shenever existed.
The teacher can walk away andthe children continue as if she
never existed.
Speaker 2 (05:48):
That's a beautiful thing.
Marie, tell me how you actuallygot into the Montessori and
your role as director there.
Speaker 3 (05:59):
Yeah, totally by accident.
So, probably similar to you, Iwas a journalism major in
college and um, I also studiedmusic industry.
So in my mind I'm like I wantto be the next Annie Leibovitz.
I wanted to do photojournalismand become the next cover
photographer for Rolling Stonemagazine.
(06:21):
Um a few years later I realizedI don't really have a
competitive bone in my body andI'm not a cutthroat person.
I want everyone to be treatedfairly and I want everything to
be peaceful.
So I I kind of went through thesteps.
You know, I worked at somemagazines, I worked at NPR and
(06:46):
was doing a lot of media relatedinternships and jobs and then I
was managing this record labeland that was kind of the
breaking point for me.
I was like I don't think I'mgoing to feel fulfilled by sort
of lifting up already verywell-known adults.
(07:08):
So I quit the record labelaround 2010 in DC and went to
Well, I was living right outsideof DC at the time on this farm.
This mom said, hey, like you'realways so great with my kids,
you could go apply to be theiroffice manager at their
Montessori school down thestreet.
(07:30):
So I went in and interviewedand the head of school was like
oh well, we've already filledthat position, but if you want
to sub, we'd love to have you.
And I said no, I'm notinterested and I have no
experience in working withchildren other than babysitting
and like hanging out with mylittle cousins.
But you know, being a young 20something in 2010,.
(07:54):
He said we will pay you 20 bucksan hour and I'm like OK we do
anything for 20 bucks an hour ifit's part time and I can still
look for other options.
But you know what?
I started as a sub in theirprimary class that's the three
to six year olds and I went backevery day after that for three
(08:18):
or four years and they put methrough training in San Diego
and I got my master's.
And when I moved here I kind ofstepped foot into every
Montessori school that I couldfind.
Having just finished trainingand my master's, I really wanted
(08:39):
my first real, like longtermteaching experience to be
perfect.
Um, I had already been at thisfarm school outside of DC and
that was kind of my dream job,um.
But then when my ex-husband gota job in Virginia beach, I felt
(09:00):
like, okay, I have to find thathere.
That wasn't here, so I made it.
We started as just five childrenand we got together over the
summers and spring break andsome moms who I met at the
farmer's market sort of helpedme out with being an assistant
(09:24):
every other week.
Um, and there were enoughparents who were coming back
every break from school who saidyou know, if you would just
offer an academic school yearformat, we'll pull our kids out
of their schools to just be withyou.
(09:45):
So that's what we did.
We started with five children.
Okay, out of this time.
What year was that?
That was 2018.
Oh, wow, okay.
We had like a 700 foot, 700square foot room in a church
with a little garden outside andwe spent most of the day.
(10:08):
We did the morning work periodin the classroom and then we
spent the rest of the dayoutside gardening.
And you know, coming from theschool that I had come from was
on a 10 acre campus where eachclass had their own lot of land
with animals to raise and youknow, our children went out and
collected chickens and the olderchildren had sheep and a cow.
(10:33):
I mean this, it was so cool andso that's sort of where the
vision started, and then it hasjust been a couple of baby steps
.
You know, we did the churchclassroom and then we moved to
happened.
Maybe being in the vibe was ablessing, but our wait list.
(11:10):
I mean we went from fivechildren in one space to 13
children in that space and nowwe have 140 families on our wait
list.
Wow, and I attribute thatmostly to families who really
want their children working inharmony with nature.
(11:31):
They want them out in the wild,being able to fall, being able
to climb, being able to splasharound in the bay.
We do beach cleanups, we doneighborhood cleanups.
Um, we do beach cleanups, we doneighborhood cleanups, we do
all all sorts of um volunteer,volunteer opportunities with the
children.
They go to the farmer's marketand, whatever their profit is,
(11:55):
they get to turn their ownbudget or make their own budget
to fund a project of theirplanning.
Um, so it's very full circleand I think um, as soon as
parents, other parents, saw usat places like the farmer's
market, at places like um firstlanding all climbing in the
(12:17):
trees like a scene out of thesound of music, they're like we
want in, yeah.
Speaker 2 (12:23):
It's, it's.
I've seen a lot of your videos,obviously, on things like that,
so it's definitely intriguing.
It makes me think about my ownchildhood and my own, my
children's childhood.
How I could, you know, justbeing able to understand all of
those things?
Do you feel like when you werein that farm in Virginia or
(12:45):
outside of DC, was?
It in Virginia.
Do you feel like you learned alot through that process?
Speaker 3 (12:53):
I feel like I, through, just through the
training, became a new person.
Like going from an industrylike music, like working at a
record label, to completelydoing a 180 and humbling
yourself to work with childrenand just admit, I don't know,
(13:18):
I'm growing, I'm learning morethan they are probably about
myself, every single day, justobserving them.
Yes, I think being being withchildren was the first step of
like a self-discovery.
The training was another hugestep and my institute in San
(13:39):
Diego was enormously responsiblefor I mean, our trainer is like
one of the best in the worldand I totally attribute who I am
as a guide that's what we callthe lead teachers as a guide.
I feel like that's due to her.
I think of her every day when Italk to the children.
(14:03):
But as a business owner, I thinkof the school.
It's called MountainsideMontessori and they offered me
the space to practice teachthere, but then also they
offered me a full time positionafter the practice teaching and
this is where I saw them get togo from this tiny house that
(14:27):
they started in and they filledit with children and then over
the years they eventually builtthis 10 acre campus with all the
animals and watching the ownersort of evolve through all of
that and seeing how well shemaintained relationships with
(14:47):
the staff and there's zeroturnover and the parents are so
supportive and you know they're,they're in it for life, for
their, for the life of theirchildren's education and then
some.
So a lot of these children havegraduated from Montessori and
have gone off to either highschool or college and the
(15:09):
parents are still working there.
They yeah.
Speaker 2 (15:13):
I mean, it's just it sounds like a great like full
circle, full circle community.
Speaker 3 (15:22):
Yes, and I, you know, it's been a little trickier
being in Virginia beach, amilitary hub where everyone's
coming and going all the time.
So we have hub where everyone'scoming and going all the time.
So we have.
We have a lot of families whodo need to leave before the
three year cycle of theirchild's class experience is up,
but at the same time, on theother hand, we have families I
(15:45):
mean this dad who is asking forthe middle school program to be
set up.
I've had his child since shewas three and she's about to go
into middle school.
So, um, yeah, it has been.
It has been a really beautifulexperience and being in the vibe
, being in Virginia beach andnot in farm country, is a little
(16:07):
tricky because there's solittle land, but that's why the
emphasis on nature that we have.
It's like we go to the park, wego to the beach, we go to the
bay.
There's so many options herethat are so beautiful that it
really doesn't matter how bigyour lot is absolutely,
absolutely.
Speaker 2 (16:26):
If you're getting out in nature, tell me, what do you
think is the biggestmisconception of Montessori
schools or education?
Speaker 3 (16:37):
A lot of people come in saying monastery, they think
that it's a church-based program.
Definitely not.
Montessori is the woman's lastname.
Montessori is the woman's lastname.
And I think another thing thatcan be confusing is most parents
(16:57):
will see Montessori schoolsbased out of churches.
That's just because churchesoffer cheaper rent.
A lot of what they do, ifyou're affiliated with the
church, is tax exempt.
So, yes, you see a lot ofMontessori schools in churches,
but they're not, the philosophyis not religiously affiliated.
(17:19):
So we get a lot of thosequestions.
And then I would say the nextmost common thing is you know
families who have a child who isneurodivergent or is on the
spectrum.
They think, you know, publicschool is not a good fit for my
child.
(17:39):
Montessori probably will be,because they get to be who they
are and be free with theirmovements and we really observe
each child and their lessons.
We have individualized lessons,lesson plans for each child.
It's not like public schoolwhere one teacher stands at the
(18:02):
front of a room of 30 kids andexpects everyone to be doing the
same thing.
That's unrealistic.
So I think that's it realistic.
So I think that's a that's.
Another popular assumption isthat we are you know, we're
(18:38):
going to fit anyone who might beon the.
Yeah, I think it's just amatter of spending time in both.
If you can, being able to speakwith the teachers, like we
invite families in every monthto open houses, meet our
teachers, bring your child, seehow they work around the space.
If they need more structure,then maybe it's not a good fit,
but across the board, I feellike Montessori is a good fit
(19:02):
for almost everyone, includingadults.
Speaker 2 (19:06):
So you talked about including adults.
That's great.
You talked about um athree-year, um cycle, yeah,
cycle, okay, so let me help alittle bit about that so that's,
for instance.
Speaker 3 (19:22):
I'm a primary guide, so primaries.
Three to six.
That means our classroom isevenly balanced, with children
enrolled who are between threeand six years old, so there's
not a heavier burden, apopulation of six-year-olds who
(19:45):
are kind of taking over.
I think it needs to be well andMontessori wants it to be
balanced, where thethree-year-olds can
proportionally receive help fromthe older children.
The older children areavailable to help the younger
children, but the three-yearcycle is important.
So where a child would come inat three years old into a
(20:10):
primary classroom, they'll beworking heavily on practical
life skills, like daily lifeskills dressing themselves.
You know we have lessons foreverything grace and courtesy,
how to greet someone, how to asksomeone before you give them a
hug, how to pick something upthat somebody dropped.
(20:31):
I mean, everything is a lesson,because we want to demonstrate
the proper way to do it so thatthey're not.
You know, some of these kidsare like little linebackers.
We don't want them bombardingsomeone else's space and
potentially hurting someone.
So we really show them like themost graceful example of these
(20:54):
things that we assume would comenaturally to anybody.
But it's a personality thing.
Speaker 2 (20:59):
when it's really, it could be a personality thing,
but when you're out in the world, yeah, are you need to be?
Speaker 3 (21:07):
well and you know as a woman, as an adult woman, what
I mean.
Some people I'm like man youcould really use a day, you did
not ask my permission a lot ofdaily life skills.
So they learn to dressthemselves, they learn to
prepare their own food we dolike organic fruits and
vegetables and a protein everyday.
(21:29):
The children prepare itthemselves, they serve it to
each other and then they takecare of the environment.
So they're sweeping, they'redusting, they, even just for the
fine motor skills.
The three yearolds are likepolishing little brass objects
in the classroom, wow.
And then four-year,four-year-olds will still do
(21:51):
some practical life, but theyget more into the language, the
harder math right lessons, um,sensorial lessons, which is like
a refinement of each senseindividually.
And then five and six, it'slike they're sort of finishing
out the language lessons.
They're studying grammar,they're studying the font, you
(22:14):
know, putting sounds together tomake a phonogram sentence
structure.
In math they're doingmultiplication, division and
really gearing up to make thattransition to elementary.
So it's like every single yearof that three-year cycle is so
(22:35):
important.
So when a family comes to us,like I said, we're really lucky
to have such a long wait listwhere we can make sure that the
family's on board with lettingtheir child get the full
experience of the three years.
And you know, if they, if theycan finish the three years, it's
(22:59):
not even a doubt in our mindsthat they're going to want to
continue on to elementary.
Speaker 2 (23:04):
Sure, well, when you've, when you've taught
somebody how to do the thingsyou're talking about at such a
young age.
As a parent, I would love tohave my children doing all those
things in the house and justright, I mean the responsibility
as to take that on their ownand enjoy the process, it sounds
(23:26):
like, of doing and goingthrough those daily tasks.
Sounds like such a beautifulthing.
Speaker 3 (23:34):
We've done these.
We have parent education nightswhere we invite any families
from the city or Hampton Roadsas a whole to come learn about,
and it's not just Montessorispecific necessarily, it's more
like what's age appropriate foryour child at this point.
So we have primary parent ednights, we have toddler parent
(23:58):
ed nights, elementary parent ednights, and everyone is invited.
We offer free child care sothat parents don't feel burdened
by coming.
But in just the, in just thestaff preparing for these, we
did our own little, I guess,teacher education night the
(24:20):
other day for a teacher work daywhere we went through and sort
of we said to each other what wewould be saying to parents and
I'm like I mean, I'm nine monthspregnant but I'm I'm like
crying.
It's so beautiful, like how fullcircle everything is the
responsibility and the care thatthey feel for themselves, for
(24:43):
each other and for theirenvironments, not just inside
their classroom but by the timethey're in elementary where
they're planning their own trips.
They are writing thank youcards to the places that they
visit, and they have to.
They have to write out thedirections to get there, they
(25:03):
have to figure out how muchsomething costs.
They have to, like I said, makethe thank you card to give the
staff members.
So if they're going to arestaurant, if they're going to
the grocery store to bakesomething, they have their
grocery list written out If theyhave to ask someone beyond the
cashier for help findingsomething in the store.
(25:27):
I mean, it's just a practice ofhow to treat people
respectfully and so we're all in.
I mean, I was in the most tears, but you know we all are like
just I'm almost resentful that.
(25:48):
I didn't get brought up this way.
Speaker 2 (25:52):
Oh, it sounds so wonderful.
Yeah.
Speaker 3 (25:56):
I know and I'm like to to have like a tangible idea
at five years old of whatdivision looks like or like the
square rooting of something.
If I could have envisioned thatphysically at the age of five
and I remember in the trainingin San Diego, I'm like it's so
(26:16):
unfair that we didn't all learnmath this way, you know, like we
were just crammed withmemorization facts and that's
not helpful yeah, it is reallybeautiful and, and you know, I
think like once you see it, younever go back yeah, it sounds,
it's the way you talk about it.
Speaker 2 (26:38):
It's with so much passion and it makes sense.
It's like I want to.
I'm like, oh, I want to go backto school or learn all those
things, especially the farm part.
We're talking about just beingin nature and seeing those
things.
It's, it's, yeah.
So tell me if you could tellour listeners how can they learn
(27:00):
more about organic beginnings,about Organic Beginnings, I
think if they are well, ourwebsite, first and foremost, is
organicbeginningsvb, as invirginibeachcom.
Speaker 3 (27:18):
That's like a brief overview of all of our programs
and then if you are interestedin your child attending, our
first suggestion is always cometo the open house, come meet us,
bring your child, come, walkaround the classrooms, like let
your child see how beautifulthis space is.
And because we are traditionalMontessori, where you know she,
(27:50):
where you know she, she's reallyjust wanting the child to feel
trusted.
Everything is made of naturalmaterials.
There's no plastic.
So a two-year-old is going tocome into our classrooms and see
all this wood and silver andglass, you know, bottles and
boxes and mirrors and beautifulthings and it's like this is
here for you and they feel sospecial.
And, as I feel like, as soon asparents see their children in
(28:16):
the classroom, they're sold,which is a blessing and a curse
because of the waitlist.
But yes, I think, if you wantmore information, the open
houses are once a month, asclosely as we can to once a
month.
Sometimes, like around theholidays, we might skip one
because it's overwhelming withparties.
Speaker 2 (28:37):
And your Instagram is very fun so you can see some of
the trips and things you guystake weekly things.
And then one more question youdo a summer program.
Is that correct?
Yes we have nature camp allsummer.
Okay, and do those run likeMonday through Friday?
Speaker 3 (28:55):
Monday through Friday .
We have two camps now.
There's a camp based out of theschool in the Vibe District by
the oceanfront and there's acamp based at first landing
state park.
So it's sort of you know, someparents don't want their
children outside all day,especially in the heat, but
we're swimming and climbing inthe trees and they're shaded and
(29:17):
you know I we've been doingthis for six years now.
I'm going to say I would chooseoutdoor every time.
But yes, and the summer campsare open to anyone in Hampton
Roads, it's not just childrenwho are enrolled with us.
Speaker 2 (29:35):
Okay, and the registration for that is
currently open.
Speaker 3 (29:38):
The registration.
We just decided on the weeksfor this upcoming summer and
they will be on the website atorganicbeginningsbbcom.
Speaker 2 (29:48):
Perfect.
Well, thank you so much, Marie,for being here today and
everything you're doing in thecommunity and with the future of
our children.
Speaker 3 (29:57):
It's been wonderful, it's been lovely.
Thank you so much.
Speaker 1 (30:04):
Thank you for listening to the Good Neighbor
neighbor podcast.
To nominate your favorite localbusinesses to be featured on
the show, go tognpvirginiabeachcom.
That's gnpvirginiabeachcom, orcall 757-797-8552.
This is the Good Neighbor Podcast, the place
where local businesses andneighbors come together.
Here's your host, Denise Taylor.
Speaker 2 (00:12):
Hello, I am here with Marie Weaver from Organic
Beginnings.
Hi, marie, welcome to the show.
Hi Denise, good morning.
Thank you for having me.
Speaker 3 (00:23):
Of course.
Speaker 2 (00:24):
So you guys are down in the Vibe District and you are
a Montessori-based.
Is that the right way to say it?
Montessori-based curriculum Yep, we are a Montessori school.
Speaker 3 (00:36):
We are ages 16 months through 12 years, so we start
with an infant-toddler program,go through primary and then go
through lower and upperelementary for now.
Yeah, so you have the onelocation we just moved into this
space which is more thanquadruple time the size of our
(00:59):
our last space, and so we sortof hit the ground running with
growth and accepting people infrom our waitlist.
We still have a wildly longwaitlist, though, so I feel like
I can never stop looking atother properties and other ways
to keep growing, and the staffare totally on board with what
(01:22):
you know.
They are flexible and they growwith the demand.
So I would say, for the timebeing, we're still settling into
our building.
But you know, we had a like atown hall sort of meeting with
all the parents yesterdayafternoon after school, and one
of the dads whose daughter is inelementary was like so when do
(01:46):
you guys set up a middle schoolprogram?
And I was like open thisbuilding, Give us a second.
Speaker 2 (01:53):
That's great.
How many educators do you haveat the school?
Speaker 3 (01:58):
There are eight of us , so each class has a lead
teacher and an assistant teacher, and that's par for the course.
With the traditional Montessorienvironment, there's only one
lead teacher, so that thechildren aren't confused by
receiving different lessons oryou know the same lessons from
different people.
(02:19):
We only want them to show thelesson in one way, so that the
child is clear to the child.
Speaker 2 (02:27):
Can you share what traditional Montessori looks
like in a classroom or in yourschool?
Speaker 3 (02:34):
Yes, so Maria Montessori, she was this Italian
educator turned scientist, andthe way that she developed the
philosophy was just by observingchildren working.
And she realized that when youset their environments up for
(02:54):
success, when you set the childup to be independent, they need
us so much less than what atraditional school might think.
And so in a traditional, like apublic school setting, you know
, we all go in and it's sort oflike we're these empty vessels
(03:15):
to be filled with knowledge.
Well, really, if you take achild right out of the womb,
they're going to be just fine,just experiencing things in the
natural world.
And what is different about theMontessori classrooms is that
(03:35):
the child is trusted to be showna lesson once, and then the
teacher steps back and lets themfigure it out.
Of course we're there if theyneed help, but we don't offer
them help.
We want them to feel likethey're capable so that way they
can work at their own pace.
And by the time our children inthe primary classroom are
(04:00):
turning six, they're doingdivision by themselves and
moving on to elementary, wherethat's where they begin, you
know, like a first grader,beginning with division is
beyond what I ever did in publicschool.
Speaker 2 (04:17):
Absolutely so.
Are all the children puttogether in certain grades like
a traditional school, or is itmore of a kind of a loose?
That's a good question.
Speaker 3 (04:33):
Each program is and this is also traditional for
Montessori they're mixed ageranges.
So our toddler class is 16months through three years, our
primary class is three to sixyear olds and then our
elementary is six to 12.
And while that sounds like itmight add up to being a lot of
(04:55):
children, it actually worksbetter that way because they're
all learning from each other.
A three-year-old rarely has tocome ask me or another lead
teacher for help when they havean older peer to show them the
way, and that also teachescommunity leadership to the
(05:15):
older peers who have been withus since they're three and now
they're the leaders at age six,about to age out and go into
elementary.
And now they're the leaders atage six, about to age out and go
into elementary.
It's like they've worked upthis whole time to get to this
point where they they're sort ofthe teacher and so they learn
from each other.
And Maria Montessori alwayssaid that the sign of a
(05:37):
successful classroom is when theteacher can walk away and the
children continue as if shenever existed.
The teacher can walk away andthe children continue as if she
never existed.
Speaker 2 (05:48):
That's a beautiful thing.
Marie, tell me how you actuallygot into the Montessori and
your role as director there.
Speaker 3 (05:59):
Yeah, totally by accident.
So, probably similar to you, Iwas a journalism major in
college and um, I also studiedmusic industry.
So in my mind I'm like I wantto be the next Annie Leibovitz.
I wanted to do photojournalismand become the next cover
photographer for Rolling Stonemagazine.
(06:21):
Um a few years later I realizedI don't really have a
competitive bone in my body andI'm not a cutthroat person.
I want everyone to be treatedfairly and I want everything to
be peaceful.
So I I kind of went through thesteps.
You know, I worked at somemagazines, I worked at NPR and
(06:46):
was doing a lot of media relatedinternships and jobs and then I
was managing this record labeland that was kind of the
breaking point for me.
I was like I don't think I'mgoing to feel fulfilled by sort
of lifting up already verywell-known adults.
(07:08):
So I quit the record labelaround 2010 in DC and went to
Well, I was living right outsideof DC at the time on this farm.
This mom said, hey, like you'realways so great with my kids,
you could go apply to be theiroffice manager at their
Montessori school down thestreet.
(07:30):
So I went in and interviewedand the head of school was like
oh well, we've already filledthat position, but if you want
to sub, we'd love to have you.
And I said no, I'm notinterested and I have no
experience in working withchildren other than babysitting
and like hanging out with mylittle cousins.
But you know, being a young 20something in 2010,.
(07:54):
He said we will pay you 20 bucksan hour and I'm like OK we do
anything for 20 bucks an hour ifit's part time and I can still
look for other options.
But you know what?
I started as a sub in theirprimary class that's the three
to six year olds and I went backevery day after that for three
(08:18):
or four years and they put methrough training in San Diego
and I got my master's.
And when I moved here I kind ofstepped foot into every
Montessori school that I couldfind.
Having just finished trainingand my master's, I really wanted
(08:39):
my first real, like longtermteaching experience to be
perfect.
Um, I had already been at thisfarm school outside of DC and
that was kind of my dream job,um.
But then when my ex-husband gota job in Virginia beach, I felt
(09:00):
like, okay, I have to find thathere.
That wasn't here, so I made it.
We started as just five childrenand we got together over the
summers and spring break andsome moms who I met at the
farmer's market sort of helpedme out with being an assistant
(09:24):
every other week.
Um, and there were enoughparents who were coming back
every break from school who saidyou know, if you would just
offer an academic school yearformat, we'll pull our kids out
of their schools to just be withyou.
(09:45):
So that's what we did.
We started with five children.
Okay, out of this time.
What year was that?
That was 2018.
Oh, wow, okay.
We had like a 700 foot, 700square foot room in a church
with a little garden outside andwe spent most of the day.
(10:08):
We did the morning work periodin the classroom and then we
spent the rest of the dayoutside gardening.
And you know, coming from theschool that I had come from was
on a 10 acre campus where eachclass had their own lot of land
with animals to raise and youknow, our children went out and
collected chickens and the olderchildren had sheep and a cow.
(10:33):
I mean this, it was so cool andso that's sort of where the
vision started, and then it hasjust been a couple of baby steps
.
You know, we did the churchclassroom and then we moved to
happened.
Maybe being in the vibe was ablessing, but our wait list.
(11:10):
I mean we went from fivechildren in one space to 13
children in that space and nowwe have 140 families on our wait
list.
Wow, and I attribute thatmostly to families who really
want their children working inharmony with nature.
(11:31):
They want them out in the wild,being able to fall, being able
to climb, being able to splasharound in the bay.
We do beach cleanups, we doneighborhood cleanups.
Um, we do beach cleanups, we doneighborhood cleanups, we do
all all sorts of um volunteer,volunteer opportunities with the
children.
They go to the farmer's marketand, whatever their profit is,
(11:55):
they get to turn their ownbudget or make their own budget
to fund a project of theirplanning.
Um, so it's very full circleand I think um, as soon as
parents, other parents, saw usat places like the farmer's
market, at places like um firstlanding all climbing in the
(12:17):
trees like a scene out of thesound of music, they're like we
want in, yeah.
Speaker 2 (12:23):
It's, it's.
I've seen a lot of your videos,obviously, on things like that,
so it's definitely intriguing.
It makes me think about my ownchildhood and my own, my
children's childhood.
How I could, you know, justbeing able to understand all of
those things?
Do you feel like when you werein that farm in Virginia or
(12:45):
outside of DC, was?
It in Virginia.
Do you feel like you learned alot through that process?
Speaker 3 (12:53):
I feel like I, through, just through the
training, became a new person.
Like going from an industrylike music, like working at a
record label, to completelydoing a 180 and humbling
yourself to work with childrenand just admit, I don't know,
(13:18):
I'm growing, I'm learning morethan they are probably about
myself, every single day, justobserving them.
Yes, I think being being withchildren was the first step of
like a self-discovery.
The training was another hugestep and my institute in San
(13:39):
Diego was enormously responsiblefor I mean, our trainer is like
one of the best in the worldand I totally attribute who I am
as a guide that's what we callthe lead teachers as a guide.
I feel like that's due to her.
I think of her every day when Italk to the children.
(14:03):
But as a business owner, I thinkof the school.
It's called MountainsideMontessori and they offered me
the space to practice teachthere, but then also they
offered me a full time positionafter the practice teaching and
this is where I saw them get togo from this tiny house that
(14:27):
they started in and they filledit with children and then over
the years they eventually builtthis 10 acre campus with all the
animals and watching the ownersort of evolve through all of
that and seeing how well shemaintained relationships with
(14:47):
the staff and there's zeroturnover and the parents are so
supportive and you know they're,they're in it for life, for
their, for the life of theirchildren's education and then
some.
So a lot of these children havegraduated from Montessori and
have gone off to either highschool or college and the
(15:09):
parents are still working there.
They yeah.
Speaker 2 (15:13):
I mean, it's just it sounds like a great like full
circle, full circle community.
Speaker 3 (15:22):
Yes, and I, you know, it's been a little trickier
being in Virginia beach, amilitary hub where everyone's
coming and going all the time.
So we have hub where everyone'scoming and going all the time.
So we have.
We have a lot of families whodo need to leave before the
three year cycle of theirchild's class experience is up,
but at the same time, on theother hand, we have families I
(15:45):
mean this dad who is asking forthe middle school program to be
set up.
I've had his child since shewas three and she's about to go
into middle school.
So, um, yeah, it has been.
It has been a really beautifulexperience and being in the vibe
, being in Virginia beach andnot in farm country, is a little
(16:07):
tricky because there's solittle land, but that's why the
emphasis on nature that we have.
It's like we go to the park, wego to the beach, we go to the
bay.
There's so many options herethat are so beautiful that it
really doesn't matter how bigyour lot is absolutely,
absolutely.
Speaker 2 (16:26):
If you're getting out in nature, tell me, what do you
think is the biggestmisconception of Montessori
schools or education?
Speaker 3 (16:37):
A lot of people come in saying monastery, they think
that it's a church-based program.
Definitely not.
Montessori is the woman's lastname.
Montessori is the woman's lastname.
And I think another thing thatcan be confusing is most parents
(16:57):
will see Montessori schoolsbased out of churches.
That's just because churchesoffer cheaper rent.
A lot of what they do, ifyou're affiliated with the
church, is tax exempt.
So, yes, you see a lot ofMontessori schools in churches,
but they're not, the philosophyis not religiously affiliated.
(17:19):
So we get a lot of thosequestions.
And then I would say the nextmost common thing is you know
families who have a child who isneurodivergent or is on the
spectrum.
They think, you know, publicschool is not a good fit for my
child.
(17:39):
Montessori probably will be,because they get to be who they
are and be free with theirmovements and we really observe
each child and their lessons.
We have individualized lessons,lesson plans for each child.
It's not like public schoolwhere one teacher stands at the
(18:02):
front of a room of 30 kids andexpects everyone to be doing the
same thing.
That's unrealistic.
So I think that's it realistic.
So I think that's a that's.
Another popular assumption isthat we are you know, we're
(18:38):
going to fit anyone who might beon the.
Yeah, I think it's just amatter of spending time in both.
If you can, being able to speakwith the teachers, like we
invite families in every monthto open houses, meet our
teachers, bring your child, seehow they work around the space.
If they need more structure,then maybe it's not a good fit,
but across the board, I feellike Montessori is a good fit
(19:02):
for almost everyone, includingadults.
Speaker 2 (19:06):
So you talked about including adults.
That's great.
You talked about um athree-year, um cycle, yeah,
cycle, okay, so let me help alittle bit about that so that's,
for instance.
Speaker 3 (19:22):
I'm a primary guide, so primaries.
Three to six.
That means our classroom isevenly balanced, with children
enrolled who are between threeand six years old, so there's
not a heavier burden, apopulation of six-year-olds who
(19:45):
are kind of taking over.
I think it needs to be well andMontessori wants it to be
balanced, where thethree-year-olds can
proportionally receive help fromthe older children.
The older children areavailable to help the younger
children, but the three-yearcycle is important.
So where a child would come inat three years old into a
(20:10):
primary classroom, they'll beworking heavily on practical
life skills, like daily lifeskills dressing themselves.
You know we have lessons foreverything grace and courtesy,
how to greet someone, how to asksomeone before you give them a
hug, how to pick something upthat somebody dropped.
(20:31):
I mean, everything is a lesson,because we want to demonstrate
the proper way to do it so thatthey're not.
You know, some of these kidsare like little linebackers.
We don't want them bombardingsomeone else's space and
potentially hurting someone.
So we really show them like themost graceful example of these
(20:54):
things that we assume would comenaturally to anybody.
But it's a personality thing.
Speaker 2 (20:59):
when it's really, it could be a personality thing,
but when you're out in the world, yeah, are you need to be?
Speaker 3 (21:07):
well and you know as a woman, as an adult woman, what
I mean.
Some people I'm like man youcould really use a day, you did
not ask my permission a lot ofdaily life skills.
So they learn to dressthemselves, they learn to
prepare their own food we dolike organic fruits and
vegetables and a protein everyday.
(21:29):
The children prepare itthemselves, they serve it to
each other and then they takecare of the environment.
So they're sweeping, they'redusting, they, even just for the
fine motor skills.
The three yearolds are likepolishing little brass objects
in the classroom, wow.
And then four-year,four-year-olds will still do
(21:51):
some practical life, but theyget more into the language, the
harder math right lessons, um,sensorial lessons, which is like
a refinement of each senseindividually.
And then five and six, it'slike they're sort of finishing
out the language lessons.
They're studying grammar,they're studying the font, you
(22:14):
know, putting sounds together tomake a phonogram sentence
structure.
In math they're doingmultiplication, division and
really gearing up to make thattransition to elementary.
So it's like every single yearof that three-year cycle is so
(22:35):
important.
So when a family comes to us,like I said, we're really lucky
to have such a long wait listwhere we can make sure that the
family's on board with lettingtheir child get the full
experience of the three years.
And you know, if they, if theycan finish the three years, it's
(22:59):
not even a doubt in our mindsthat they're going to want to
continue on to elementary.
Speaker 2 (23:04):
Sure, well, when you've, when you've taught
somebody how to do the thingsyou're talking about at such a
young age.
As a parent, I would love tohave my children doing all those
things in the house and justright, I mean the responsibility
as to take that on their ownand enjoy the process, it sounds
(23:26):
like, of doing and goingthrough those daily tasks.
Sounds like such a beautifulthing.
Speaker 3 (23:34):
We've done these.
We have parent education nightswhere we invite any families
from the city or Hampton Roadsas a whole to come learn about,
and it's not just Montessorispecific necessarily, it's more
like what's age appropriate foryour child at this point.
So we have primary parent ednights, we have toddler parent
(23:58):
ed nights, elementary parent ednights, and everyone is invited.
We offer free child care sothat parents don't feel burdened
by coming.
But in just the, in just thestaff preparing for these, we
did our own little, I guess,teacher education night the
(24:20):
other day for a teacher work daywhere we went through and sort
of we said to each other what wewould be saying to parents and
I'm like I mean, I'm nine monthspregnant but I'm I'm like
crying.
It's so beautiful, like how fullcircle everything is the
responsibility and the care thatthey feel for themselves, for
(24:43):
each other and for theirenvironments, not just inside
their classroom but by the timethey're in elementary where
they're planning their own trips.
They are writing thank youcards to the places that they
visit, and they have to.
They have to write out thedirections to get there, they
(25:03):
have to figure out how muchsomething costs.
They have to, like I said, makethe thank you card to give the
staff members.
So if they're going to arestaurant, if they're going to
the grocery store to bakesomething, they have their
grocery list written out If theyhave to ask someone beyond the
cashier for help findingsomething in the store.
(25:27):
I mean, it's just a practice ofhow to treat people
respectfully and so we're all in.
I mean, I was in the most tears, but you know we all are like
just I'm almost resentful that.
(25:48):
I didn't get brought up this way.
Speaker 2 (25:52):
Oh, it sounds so wonderful.
Yeah.
Speaker 3 (25:56):
I know and I'm like to to have like a tangible idea
at five years old of whatdivision looks like or like the
square rooting of something.
If I could have envisioned thatphysically at the age of five
and I remember in the trainingin San Diego, I'm like it's so
(26:16):
unfair that we didn't all learnmath this way, you know, like we
were just crammed withmemorization facts and that's
not helpful yeah, it is reallybeautiful and, and you know, I
think like once you see it, younever go back yeah, it sounds,
it's the way you talk about it.
Speaker 2 (26:38):
It's with so much passion and it makes sense.
It's like I want to.
I'm like, oh, I want to go backto school or learn all those
things, especially the farm part.
We're talking about just beingin nature and seeing those
things.
It's, it's, yeah.
So tell me if you could tellour listeners how can they learn
(27:00):
more about organic beginnings,about Organic Beginnings, I
think if they are well, ourwebsite, first and foremost, is
organicbeginningsvb, as invirginibeachcom.
Speaker 3 (27:18):
That's like a brief overview of all of our programs
and then if you are interestedin your child attending, our
first suggestion is always cometo the open house, come meet us,
bring your child, come, walkaround the classrooms, like let
your child see how beautifulthis space is.
And because we are traditionalMontessori, where you know she,
(27:50):
where you know she, she's reallyjust wanting the child to feel
trusted.
Everything is made of naturalmaterials.
There's no plastic.
So a two-year-old is going tocome into our classrooms and see
all this wood and silver andglass, you know, bottles and
boxes and mirrors and beautifulthings and it's like this is
here for you and they feel sospecial.
And, as I feel like, as soon asparents see their children in
(28:16):
the classroom, they're sold,which is a blessing and a curse
because of the waitlist.
But yes, I think, if you wantmore information, the open
houses are once a month, asclosely as we can to once a
month.
Sometimes, like around theholidays, we might skip one
because it's overwhelming withparties.
Speaker 2 (28:37):
And your Instagram is very fun so you can see some of
the trips and things you guystake weekly things.
And then one more question youdo a summer program.
Is that correct?
Yes we have nature camp allsummer.
Okay, and do those run likeMonday through Friday?
Speaker 3 (28:55):
Monday through Friday .
We have two camps now.
There's a camp based out of theschool in the Vibe District by
the oceanfront and there's acamp based at first landing
state park.
So it's sort of you know, someparents don't want their
children outside all day,especially in the heat, but
we're swimming and climbing inthe trees and they're shaded and
(29:17):
you know I we've been doingthis for six years now.
I'm going to say I would chooseoutdoor every time.
But yes, and the summer campsare open to anyone in Hampton
Roads, it's not just childrenwho are enrolled with us.
Speaker 2 (29:35):
Okay, and the registration for that is
currently open.
Speaker 3 (29:38):
The registration.
We just decided on the weeksfor this upcoming summer and
they will be on the website atorganicbeginningsbbcom.
Speaker 2 (29:48):
Perfect.
Well, thank you so much, Marie,for being here today and
everything you're doing in thecommunity and with the future of
our children.
Speaker 3 (29:57):
It's been wonderful, it's been lovely.
Thank you so much.
Speaker 1 (30:04):
Thank you for listening to the Good Neighbor
neighbor podcast.
To nominate your favorite localbusinesses to be featured on
the show, go tognpvirginiabeachcom.
That's gnpvirginiabeachcom, orcall 757-797-8552.
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