News

Parent Teacher Conferences will be held on Friday, March 15. There will be no school that day. Sign-up sheets for the conferences are on a table in the lobby, arranged by class, from Toddlers to Middle School (please check the top of each page for the name of the class).  As we do every year, we ask that you observe the following requests:

• · Please sign up for one meeting time per child.
• · Please be on time for your conference.
• · Please help the teachers to stay on time.
• · Please arrange for childcare during Parent/Teacher conferences.

We have included some additional tips that might be useful in having a successful Parent Teacher Conference:

• Write down questions or things you would like to discuss and email the teacher(s) with your questions/comments before the conference.
• Ask your child if there is anything they would like you to discuss with the teacher(s).
• Keep the conference focused on the child and the purpose of the conference-use your time carefully.
• Be open to suggestions from the teacher.
• Be prepared to share suggestions of your own. No one knows your child like you know him/her.
• If you are unclear about what the teacher is telling you about your child, ask for specific examples.
• Remember that you and the teacher(s) are a team and your main focus is meeting the needs of your child.
• Take notes so you can share information with your child after the meeting.
• Make sure the teachers have the best contact information for you and that you have a clear understanding of the communication protocol.
• Keep the teacher informed.  Things happening at home often affect children’s behavior at school.
• At the end of your conference make sure that everyone understands what was talked about and what they can/have agreed to do to follow up.
• Follow up.  If you have concerns that need to be followed up on, set up that time in advance.

We had a wonderful Silent Journey and Discovery experience this month. Fifteen parents were in attendence.  We started in the lobby where we shared the routine and schedule and then headed into the classrooms.  Upon entering each new environment, attendees spent the first few minutes of their visit to access the environment in relation to the students at that level. With some prompting they looked at the nature of the materials in the space.  Then, when the bell rang, they were invited to sit down and engage with the classroom materials.  After visiting each classroom and working with the materials, attendees participated in a student-led Socratic Dialogue.  Following a wonderful lunch, we had an open discussion about the experience as a whole and staff members answered specific questions about the materials, the curriculum, and the Montessori philosophy.  Thank you to those who attended.  We are looking forward to hosting this event again in the Fall and we hope more of our parents will have the opportunity to experience this wonderful event.

 

SJ&D participants engage with materials from the Practical Life, Math, Language and Sensorial materials in an Early Childhood environment.

 

Upper Elementary teacher, Margaret, gives these parents a lesson on the Division Board during their visit to the Lower Elementary environment.

 

Parents work independently on Checkerboard Division in the Upper Elementary environment.

 

Participants explore the Middle School environment where they read about Middle School students experiences of different learning cycles.

 

Middle School student, Maddi Schmunk, and Upper Elementary teacher, Margaret, prepare for the Socratic Dialogue.  Maddi chose the topic quote and led the discussion beautifully. The topic of discussion was quote, "It's better to be a lion for a day than a sheep all your life" by Sister Kenny.

 

Socratic Dialogue

Two parents who attended the Silent Journey and Discovery share their experiences below:

"The Silent Journey and Discovery was a very emotional and powerful experience for me.  I did not attend a Montessori school as a child so I am only familiar with the Montessori philosophy through what I have read and observed in the last two years.  It gave me a great appreciation and understanding of the different developmental levels of the works.  I loved seeing the progression and advancement of the works through Toddler, Early Childhood and up through Middle School.  The grammar and math works were thrilling to learn and experience.  The focus on the sensorial aspects of each work creates a love of learning.  In addition to receiving an amazing education the students are also learning how to be independent, respectful and loving human beings.  I think every MCS parent should participate in the Silent Journey and Discovery to really understand and appreciate the experience and education we are giving our children.  I know that it made me realize that I will do everything in my power to continue my daughter’s Montessori education."

Tonia Hashimoto

Mother of Savvy Williams, Blue Class

 

"Having not grown up in a Montessori environment, it has been difficult for me to understand what exactly a day in the life of my Montessori students is like.  I try to take in as much as I can at pick-up and drop-off, with the occasional visit and guided lesson by my children, but there is no way to fully understand without an experience like the Silent Journey and Discovery.  It was an eye-opening voyage that I would recommend for every parent, and prospective parent.  I want to do it again.

 

Going through a classroom from each cycle really makes the whole Montessori experience come full circle from seeing how the Toddlers get their first understanding of space and shape, to Early Childhood and their practical life lessons, to Lower Elementary and their grammar materials which encourage socialization, to the Upper Elementary complex math problems, to a Middle School student-led Socratic discussion.  We only saw the tip of the iceberg, but the hands-on learning experience helped personify the school life of our children.  I was struck by the thoughtful organization of each room; how comfortable and serene a small space can feel.

 

I also enjoyed the roundtable discussion following our classroom journeys.  We were able to get some insight from teachers, staff, students and other parents.  Because Montessori isn’t the “traditional” schooling for kids in our country, there are obvious concerns and hesitations with going outside the “norm”.  Many of my concerns were put to ease and I feel my children are on the correct path for them at this time.  I appreciated the book recommendations and feel they will help in understanding the Montessori Method and perhaps assist me with decisions for my family down the road.

 

My kids have been at MCS for three/four years now and I feel like I have finally been able to look beyond the curtain of their daily journey, something that every parent should see and experience.  Now, when my kids and I have our chats at the end of the day, I can ask even more detailed questions and have a bit more understanding as to how their day went.  That is priceless.

 

Thanks again to all who helped facilitate the Silent Journey and Discovery."

Carrie Christensen

Mother of Lucas, Oquirrh Class and Emily, Blue Class

Happy New Year from the PSA!

I hope you all had a fun, relaxing break and are ready for a great 2013!

Since there are many new families who have joined the school this past fall, I thought it might be a good time to send along a few reminders and updates.

Feeling connected to your child’s school and teachers is something that is very important to many parents.  Below are a couple of great ways you can be involved in your child’s classroom:

 

• From 8:30-9am each morning in the Toddler and Early Childhood classes and 8:00-8:30am in the Elementary and Middle School classes, parents are welcome to be part of your child’s class – if your schedule permits, you are invited to stay during this time and do some work with your child.  It’s a great way to feel a part of their learning experience as well as getting more familiar with the Montessori methods and “works”, and most importantly, your child will LOVE showing you a work and will be so proud when their parents stay to observe and participate.

 

• Each class has office hours where you can check-in with the teachers. Please know this doesn’t just need to be used if you are having an issue or concern about your child, it is also  a great time to just say hi to the teachers and see what your child is working on.  If the office hours that your class has doesn’t work for your schedule, you can always call or email the teachers to set up a different time to meet.

 

• Each class has a email address and if you have a question, concern, or idea and want to communicate with the teachers via email, please do so.  If it is an urgent issue, please call the school and ask to speak with the teacher as they usually do not have time to check email during the day.  The teacher email addresses are easy to remember and can be found below.

 

• The teachers welcome parents who would like to come read a book to the class, do a cooking activity, share a talent or special tradition etc….if you want to do something with the whole class, just let the teachers know!

 

• The school is always looking for new field trip ideas (or new presenters to come to the school), if you have any ideas, please let me or Ramira know!

 

Save the date:

 

• As you may know, our school has a partnership with the Adopt-a-Native Elder program. The students communicate with our Navajo Grandmothers and the Grandmothers come to visit each year. Our youngest grandmother, Elvira, participates in the Deer Valley Rug Show each year and the children who attend have the opportunity to spend some time with her.   On March 22^nd our school will be hosting a Navajo Children’s Rug Show at the school – if you didn’t attend last year you should plan to this year – not only are the rugs made by children gorgeous, but there are many activities for our children to participate in and learn so much about the Navajo culture. You can learn more about the program at www.anelder.org.

 

• The annual Fun Run is set for April 1^st – this is a really great day for the students, but also our main fundraiser for our Navajo Grandmothers and Ethiopian children. Community Service is an important part of the Montessori Education  as students learn to care and contribute to others , the value of volunteerism, and begin to recognize their connection to people all around the globe.

If you would like to be involved in the Fun Run or any other PSA events or committees, please let me know!

 

Finally, we are always looking for ideas for community building events – classroom specific events as well as school-wide events.  If you have an idea, please let me know (even better, if you want to plan a community building event and get hours towards your parent participation, that would be fabulous!).

 

Thank you for all you do to support the PSA and school at large.  There is such a great group of families that are part of the school and I look forward to the coming year!

 

Aimee Brewer

PSA President

 

Classroom Email Addresses:

This e-mail address is being protected from spambots. You need JavaScript enabled to view it

This e-mail address is being protected from spambots. You need JavaScript enabled to view it

This e-mail address is being protected from spambots. You need JavaScript enabled to view it

This e-mail address is being protected from spambots. You need JavaScript enabled to view it

This e-mail address is being protected from spambots. You need JavaScript enabled to view it

This e-mail address is being protected from spambots. You need JavaScript enabled to view it

This e-mail address is being protected from spambots. You need JavaScript enabled to view it

This e-mail address is being protected from spambots. You need JavaScript enabled to view it

This e-mail address is being protected from spambots. You need JavaScript enabled to view it

This e-mail address is being protected from spambots. You need JavaScript enabled to view it

This e-mail address is being protected from spambots. You need JavaScript enabled to view it

We want to extend our deepest sympathies to the Sandy Hook Elementary community and also take this opportunity to communicate our own emergency protocols to MCS parents.  In light of recent events, we are moving forward more urgently with the plans we have been developing in conjunction with a few dedicated parents who have formed our Emergency Preparedness Committee, particularly Sara Hart, who spearheads the committee. The lockdown procedure has been a priority for us since the EPC formed last spring.

• As part of our Emergency Preparedness, various members of the EPC have taken FEMA courses online that provide advice about preparing for various emergency situations. At our November meeting, one of our parents brought back what she had learned from the Lockdown course specifically. She is preparing a presentation to faculty about the contents of the course and we will incorporate many of its recommendations.
• Throughout the fall our facilities staff has been laying the hardware necessary for installing phone lines in all the classrooms. This would ensure that in the case of a lockdown situation we could communicate to all the classrooms at once. Phones will be used strictly for emergency purposes. We will finalize the installment of the phone lines over the winter break.
• Every classroom now has an updated evacuation plan, thanks to parent Jodi Geroux, who was instrumental in bringing building safety to our attention last year. In her capacity as an architect she re-created emergency evacuation route maps.  We have regularly practiced fire and earthquake drills this year so students and teachers are aware of the evacuation routes. We have spoken specifically with specialty and extended day teachers about practicing these routes. We will continue these monthly drills and plan to implement a lockdown drill once phone lines have been installed. We will notify parents before our first lockdown drill. Teachers will prepare the children for the drill and we ask that parents also discuss it with their child(ren).
• The other priority for us has been identifying potential emergency notification systems to communicate with parents in the event of a school-wide emergency. We have been researching voicemail and texting services. We will continue to use Facebook and our website as a form of communication with our parents.
• Outside doors are only unlocked during arrival and dismissal times and are locked at all other times.
• We ask all staff to be vigilant and watch for people we don’t recognize and to ask anyone we don’t recognize how we can help them.
• We ask and expect every visitor to check in at office.
• Parents are required to sign children in and out each day so we have an accurate idea of who is and isn’t in the building at any given time.

We recognize that children will have questions. Teachers will address questions simply, and invite children to discuss the events at home. We welcome any questions or concerns you have. Our Emergency Preparedness Committee includes Bob Buchanan, Jan Bosen, Ramira Alamilla, and parents Sara Hart, Jodi Geroux, Rachel Koontz, Vicki Wilkins, Christopher LeCluyse, and Deidre Becker.

We are grateful for each member of this community and it is our highest priority to ensure the safety of all of the children you entrust to our care.

Warm regards,

 

Robyn, Ramira, and MCS Administration

One question that regularly comes my way this time of year is "what should I get my child for Christmas?"  Finding developmentally appropriate gifts that will keep our children happy and entertained, but still support their growth, can be challenging.  If you are anything like me, you don't want to spend a bunch of money on toys that will end up broken, lost, or forgotten by days end.  Below we've listed some of our favorite resources for finding the perfect gift for your Montessori child....

Small Hands is a wonderful resource for choosing gifts that support the Practical Life skills your child is working on regularly in the classroom.

Daily Montessori shares information about choosing the right gift for children at the right age.

Jessica Mueller shares some wonderful gift ideas for Infants, Toddlers, and Pre-Schoolers on her blog "Our Montessori Home."

Montessori by Hand shares a great list of children's books.

Support your Upper Elementary or Middle Schoolers love of science with some of these aweseome items from Science Discovery and Fun.

 

Best of luck on your search for the perfect gift!

The Middle School students are at the completion of another cycle.  They have spent the past five weeks talking about how to be involved in the community and how service is a way to be involved and be supportive.

During their Immersion this week the Middle School students are focusing on Community Service. They have visited Wasatch Community Garden, The Stable Place, and The Living Planet Aquarium where they have rendered different services.  They have prepared and organized independent volunteer opportunities which they will participate in tomorrow and have also planned trips to the Bicycle Collective and Camp Kostopulos.  They are expecting a visit from Tree Utah on Friday.

Check back soon for a more comprehensive report of what they've been up to, what they learned along the way, and how this process suppports adolescents in their development.

 

 

The Montessori philosophy was developed by Dr. Maria Montessori through careful and thorough observation of the child.  Having studied to become a medical doctor, much of her theory was developed based on the biological growth of the child.  In developing her theory, Montessori discovered that children go through sensitive periods in their development.  What is a sensitive period?  It could be defined as a special sensitivity related to certain elements in the environment towards which the organism is directed with an irresistible impulse and a well-defined activity.  In other words, and in relation to our children, sensitive periods are periods of time in which children are directed by an inner pull towards a certain activity, impulse, or characteristic.

Montessori herself described sensitive periods stating, "Children pass through definite periods in which they reveal psychic aptitudes and possibilities which afterwards disappear. That is why, at particular epochs of their life, they reveal an intense and extraordinary interest in certain objects and exercises, which one might look for in vain at a later age. During such a period the child is endowed with a special sensibility which urges him to focus his attention on certain aspects of his environment to the exclusion of others.  Such attention is not the result of mere curiosity; it is more like a burning passion.  A keen emotion first rises from the depths of the unconscious, and sets in motion a marvelous creative activity in contact with the outside world, thus building up consciousness."  Maria Montessori, Her Life and Work, pp. 120.

This means that we have a great responsibility to provide our children with an environment in which their inner urges can be satisfied in the development of their physical, mental, emotional, and spiritual well-being.  Montessori described missed sensitive periods as dropped stitches.  Once a sensitive period has passed, it will never return with the same intensity and completeness that it once existed.  In each period, the child is endowed with special powers to direct and guide the learning process to its greatest potential.  Montessori describes the child's development of language as "one of the most wonderful."  Between the ages of 0 and 6, a child is in a sensitive period to develop language.  A child learns to speak and communicate simply by being in an environment rich with language.  One of the main goals of our Toddler and Early Childhood programs here at MCS is the development of appropriate language communication.  Our Dual-Language programs are based on research indicating the importance of exposure to a second language before the age of 6 is most effective.

Of course, language is not the only sensitive period through which our children pass.  Order, small objects, refinement of senses, learning good manners are just a few others. Some sensitive periods manifest one way in one child and quite differently in another.  We might see a child developing their sense of order by building blocks or laying objects in neat rows.  Another child in the same sensitive period might insist on a specific bedtime or morning routine.  Yet, another child developing order might choose the same puzzle over and over again.

It is important to note that sensitive periods often pass as quickly as they come.  Therefore, the importance of a well prepared environment speaks volumes for the child's devel0pment.  Along with a prepared environment, we must consciously observe our children and place in their paths the appropriate opportunities for growth.  Each of our programs is built on the stages of growth that our students will experience and our specific activities placed on the shelves are a result of careful observation of the needs of our developing students.  The Montessori curriculum supports sensitive periods at each level.  For example, children aged 6-9 years old are in a sensitive period for development of social skills and appropriate communication.  Therefore, if you walk into one of our Lower Elementary classrooms you will find many students working in pairs or small groups as they collaborate on projects within their learning environment.  Of course, this is just one example of how our Montessori environment supports the sensitive periods of the students.

Montessori Community School has always made it a priority to integrate nature into our program. Students are offered a wide variety of opportunities to extend their learning beyond the physical classroom and, in keeping with the Montessori philosophy, students are invited to experience nature as a hands on experience.  We love the phrase "there is no such thing as bad weather, only inappropriate clothing."  The Portland Montessori Collaborative posted the following on their website and we are proud to say, "We couldn't agree more!"

We believe in integrating the outdoor classroom into every child’s experience at school. The outdoor environment is a place for big body play, where we value natural opportunities for children to challenge themselves physically. Children will find compelling reasons to hone large motor skills through joyful interaction with a landscape similar to that found in nature. In the outdoor classroom, open ended and collaborative play are valued, documented, and encouraged. Opportunities to practice practical life skills like woodworking and caring for plants and animals are available. A relationship with the plants and animals that live in our creek side ecosystem is developed through a process of ongoing, child-led/adult fostered investigation. There is dedicated time outside every day, rain or shine.  We believe that ‘ there is no bad weather, only bad clothing’, and children come to school well equipped to enjoy their time outside regardless of weather.

Read more from The Portland Montessori Collaborative at pdxmc.org.

Practical Life is an essential part of the Montessori curriculum.  Students begin as early as 18 months old working on daily living skills.  The areas of a Practical Life environment include; care of self, care of environment, grace and courtesy, and control of movement.  Activities are carefully designed to not only prepare the child to LITERALLY become independent in all areas but also to develop the mathematical and language areas of the brain. This is accomplished when a teacher in the environment sets up each activity and presents it methodically, paying careful attention to every detail.  For example, a lesson on table washing would be presented to a child starting to scrub the table at the top-moving from left to right and top to bottom.  The child moves cross-body as their washing hand literally crosses from the left side of the body, past the center, and to the far right, preparing the brain for reading. This also increases cross lateral movement which not only works as a pre-reading skill but also increasing coordination.

This student chops fruit for a smoothie she will share with her classmates.

This student practices yoga as part of the Practical Life curriculum. His focus centers on building concentration and coordination, two important elements of Practical Life.

 

This boy works on transferring objects from bowl to bowl; building concentration, coordination, and order while also developing small muscle control, an essential part of writing preparation.

All of the activities in a carefully prepared Practical Life environment allow the child to build multiple skills.  For example a child working on sorting objects, stringing beads or tweezing objects is repeatedly practicing and preparing their prehensile grip. Anybody who has ever spent time with children inside the home can relate to the young child's desire to participate in household chores...dishwashing, food preparation, sweeping, mopping...the list goes on and on.  In a Montessori classroom, children have the opportunity to practice these skills along with many others in an effort to gain independence.  They might repeat activities over and over, building their ability to concentrate, as they become more efficient at each skill.

As children move on to elementary and beyond, practical life becomes more about participating in real life situations.  They work together as community members to maintain the learning environment, oftentimes extending the learning environment to areas outside the classroom.  They take the practical life skills that they so carefully and repeatedly practiced in their younger years to become contributing members of their classroom and school community.  As parents understand the skills that their children have worked so hard to acquire, they too can invite children to work as contributing members of their household.

 

Lower Elementary students work in the kitchen.

 

This Upper Elementary student cares for Murphy, the corn snake, in her classroom.

Beyond the elementary experience, children at MCS take their practical life skills to the next level as Middle Schoolers in planning, preparing, and carrying out classroom and community events. Join us in the lobby every last Thursday of the month for Montessori Market, an event organized by the Middle School students.  Students learn the steps in building and maintaining a business as they work together as a team, increasing their opportunities for appropriate and essential social interaction.

"The exercises of practical life are formative activities, a work of adaptation to the environment. Such adaptation to the environment an efficient functioning therein is the very essence of a useful education."  Maria Montessori

Check back for more information coming later in how you can organize your own home to support the Practical Life curriculum in your child's Montessori classroom.

Recently the Middle School students participated in their Team Building Immersion Week, after 5 weeks of study. The week started off with a trip to CLAS Ropes Course in Provo where they practiced many team building techniques.  The Upper Elementary students were excited to be able to join them for the Ropes Course Field Trip.  Other activities throughout the week included completing class projects, painting the “Nookery” (their mini workspace under the stairs), hiking up Mill Creek's Alexander Basin train with more team building games, and planning, shopping for, and preparing  meals for a campout on school campus.  Food from the class garden was used for their meals.  The week concluded with setting up a tent in preparation for their campout Thursday night.  At the campout they enjoyed a fire-pit and a presentation by Native American flutist and storyteller, Nino.  On Friday, following the campout, the students participated in a Guided Reflection on the completed week and who they are as a team.  They focused on challenges, celebrations, and goals.

Now, Middle School students have begun Cycle Two, where they will focus on “Changes,” change in literature, change in the world around us physically (fungi, protists, and matter) and social change (being catalysts for positive change). Cycle two’s immersion is geared around Service Learning, being the change we want to see in the world.