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Montessori: Your Daily Dose of Resilience-Building by Melissa DeVries, Ph.D., Licensed Psychologist

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on Wednesday, 05 February 2014
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Montessori:  Your Daily Dose of Resilience-Building

Raising children in the twenty-first century is a most rewarding challenge. In modern society we have increased access to mass media and greater sprawl within families. Youth are increasingly influenced by sources of information beyond parental control. Thus, our task as parents is to figure out how to balance sheltering our children while still preparing them for the future.

Research has identified many key elements that predict better quality of life in adulthood; academic achievement, absence of medical and mental health problems, financial stability, and rewarding social connections with others. Yet most of us at one point or another face situations that create vulnerabilities in these areas. So this begs the question, how do we bounce back? And more importantly, how do we teach our children to demonstrate the same perseverance when faced with stressors?

Everyday I work with families who are striving to bolster the skills and abilities of their children. They seek to help them to adapt to current stressors and challenges, and to acquire characteristics likely to help them lead a successful life in the future. My method of teaching is based on building resilience.

Drs. Goldstein and Brooks, authors of Raising Resilient Children (2002) stated, “Resilient children can cope effectively with stress, pressure, and everyday challenges. They appear capable of bouncing back from disappointments, adversity or trauma. They learn to develop and set realistic goals for themselves and those in their lives. They are capable of solving problems and interacting comfortably with others. They possess self-discipline and a sense of self-respect and dignity.” Temperamental differences can play a role in how resilient children are, but this mindset can also be taught in everyday interactions.

One of the most inspiring lessons I have learned through teaching others is that there are so many consistencies between the guideposts of Resilient Parenting and the tenets of the Montessori Method. Let’s examine a few:

First, resilience-minded parents teach their children to solve problems and make decisions. This allows children to have a sense that they can control what happens to them. This mentality fosters independence and a sense of responsibility. The Montessori classroom allows children to develop self-reliance by making choices and dealing with the consequences of their choices. Children develop awareness and trust in their decision-making through the feedback loops of choices and consequences.

Second, resilience-minded parents discipline in ways that promote self-discipline and self-worth. This helps children to appreciate mistakes as opportunities for learning rather than indications of failure, furthering the child’s emerging sense of ownership and responsibility. Positive feedback, encouragement, natural and logical consequences are all powerful teaching tools. The Montessori classroom also encourages children to learn from mistakes and successes by allowing for independent decision-making. Children make choices and experiment within a well-prepared environment that promotes creativity, confidence, and a sense of purpose. It is appreciated that children need time and practice to master new skills and that unnecessary help actually hinders development. Montessori truly embraces the “help me help myself” attitude.

Numerous other similarities can be drawn out between the Montessori Method and resilient parenting practices such that I consider Montessori a model of resilient education, with well-trained teachers to serve as additional charismatic, influential adults in our children’s lives during the school day. As parents, we are in a unique position to extend these teachings. Parents can adopt a mindset of resilient parenting “to foster strength, hope and optimism in our children” everyday.

Melissa DeVries, Ph.D., Licensed Psychologist

Please join us on March 4th from 6:30pm - 8:00pm as Melissa DeVries, Ph.D., an MCS parent and our school psychologist, shares more about raising resilient children and how a Montessori education supports resiliency.

Winter Camp - Icy Oceans

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on Wednesday, 15 January 2014
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The theme for Winter Camp this year was “Icy Oceans - the Antarctic and Arctic Oceans." With Corey heading the camp and Kellie assisting her the children had the opportunity to be involved in many fun-filled activities.

There were science experiments where the children learned how snow turns to ice, why icebergs float, how glaciers move and how temperature and salinity affects the melting of the ice.

The children also learned more about the location of the Arctic and Antarctic Oceans and why they are so cold. They participated in exploratory activities about Giant Jelly Fish, Polar Bears, Narwhals, Emperor Penguins, Ring Seals, The Northern Lights & the conditions that create such amazing colors, plants and organisms that grow in ice and on the ocean floor, and so much more!

This was definitely a fun filled six days and all the children had a wonderful time. Our thanks to Corey, Kellie and all the teachers who participated.

by: Robyn Eriwata-Buchanan

A Letter of Gratitude to the MCS Community

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on Wednesday, 11 December 2013
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Dear Montessori Community School,

As you all know we have been collecting items for Syria such as coats, warm clothes, diapers, baby formula, and shoes. Thanks to all your help and generosity we were able to ship a 40 foot container and have enough items to fill a second 40 foot container and ship it.

These items will be going to Syrian people who have been forced to flee their homes due to the ongoing war and live in refugee camps near the border of Turkey. These people have lost their homes, members of their families, income, basic requirements to support their families and most of all, their sense of security. They are living in tents, some with nothing between them and the ground but a piece of carton. They have no electricity, some have no access to clean water or even food.

My Syrian friend who is working with many Syrian humanitarian organizations found that NuDay Syria can pay, through donations, for shipping containers overseas if we can fill them. So she decided to help prepare those helpless people for winter which is quickly approaching. Her project was called Keep Syria Warm.

Thanks to all the help from the community we were able to collect thousands of coats and sweaters, winter boots, medical supplies for the injured , baby formula and basic needs.On behalf of all the Syrian refugees anxiously awaiting these supplies, and myself, thank you to all of you for helping us send that container. It wouldn't be feasible without your kindness. Also a special thanks to Robyn and Ramira who supported the project. 

Parent Education Night:Positive Discipline with Toddlers

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on Wednesday, 11 December 2013
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The Toddler Parent Education night on Positive Discipline was a great success. Thanks to Ms Meghan for co-ordinating the information and setting up the program and also to Ms Nanette, Ms Sophie and Ms Kenzee for their informative and often entertaining presentation. At various points during the evening parents asked follow up questions. The teachers always had great suggestions but reminded the parents that sometimes certain approaches will work and other times not and it is important to keep trying new tactics.  It was stressed that it is vital to always be respectful of each child and to try not to get into a power struggle as this always ends up with one winner and one loser. It was also suggested that if a child was pushing them to their limits that they try to have the child take a break to calm themselves and if possible take a break themselves.

It is always heartening to hear other parents speaking of their struggles and frustrations so that it is clear that most people are experiencing the same issues and that this is normal stage of development for each child and that there are many ways to help make the process more manageable and hopefully enjoyable. There is no doubt that Toddlers are sometimes challenging but they are also so delightful, capable, inquisitive, lovable and growing and learning at such a rapid pace. We are most fortunate to have these children in our school community and our Toddler teachers are amazing. We are constantly impressed with their knowledge, patience and loving attitudes.

MCS Holiday Giving Projects

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on Wednesday, 11 December 2013
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Dear Montessori Community School Families,

Please find below a list of the Giving Projects that our classes have chosen to support this Holiday Season. We sincerely thank all of you who have already donated. If you have not had the opportunity and would still like to help any of these adults or children who have great need of support please feel free to donate to any of the projects. You may well be drawn to one more than another and we want you to know that anything you can give to any of these projects will be so gratefully received and will make a real difference in the recipients lives.

Oquirrh: Thanks to all of our parents and families who donated to our November charity, the YWCA!

Wasatch: We will be collecting items for children and teens at the Christmas Box House through Friday, December 13th.  If you would like to help, we are looking for clothing, toys, books and athletic gear for youth and children.  Thanks to all of our families who have shown their support!

Willows and Aspens: We are happy to announce that by your generous support, we have been able to collect a full bin of books for PCMC Hospital’s “Traveling Library.”    A big Thank You goes out to parents and families who donated to this special charity.  We will continue to collect books for the library through Friday, December 20th.

Toddlers: Help a refugee family in need make a new start here in Salt Lake City.  This family is from Mynmar and has only been here only about a month.

We are still looking for items such as pajamas, underwear, sweaters and toys for the children (boy, age 3 and baby boy, age 1).  Mom and Dad are also in need of sweaters and warm clothes (Mom, size S and Dad, size M).  Please sign up outside the Suns Class to help this family in need.

Sequoias: We are collecting items of all sorts: clothing, hygiene items, educational toys, books and games for the Volunteers of America non-profit organization.  They would be so grateful for any donations. Please see the list of suggested items outside our classroom next to the donation bin.

Magnolias: The Ghalley-Sarki Family, from Bhutan (Mother is 23, with son 6 and daughter, 2)

A refugee family from Bhutan is in great need of a necessary living articles- new and gently used.

Please look through your wardrobes if you have extra warm clothing (socks, coats, sweaters) in childrens’ (6/7) and toddlers’ (2/3) sizes; and clothes for Mom (age 23)- size Small.  We are also hoping to provide children’s toys, ie: basketball or soccer ball, and other educational games/toys.  Household items: pots and pans, and hygiene items are also needed.

We thank the families who have donated, and we hope that we can collect many more items before Friday, December 20th.  Any item you are able to donate will make such a difference to this family.

To help, please sign up indicating which items you would like to donate on the list outside the Magnolias classroom!

Middle School: Our students are collecting coats, in particular adult size coats for the Road Home. These can be new or gently used. With the freezing temperatures that we are experiencing lately you can imagine how hard it would be if you did not have a coat to keep you warm.

Courage

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on Tuesday, 03 December 2013
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Courage

by Edward Fidellow

It is amazing to observe the breadth of accomplishment that a Montessori environment fosters. Courage is not traditionally thought of as an educational outcome but then again Montessori is not traditional. For children, courage is the ability to try new things even if I am afraid. And as they mature courage becomes the ability to do what is right and to do what is good.

For a child everything is new. That is the reality of childhood. The awesome task and purpose of childhood is to create the adult. Life takes courage to navigate and to become a fully functioning independent adult. And it is this kind of courage that must be nurtured and practiced for it to become a practical virtue.

We tend to identify courage with physical courage – running into a burning building, pulling people out of rivers etc. However, real life every day common courage demonstrates itself in intellectual, emotional and spiritual settings. The courage to do what is right, to do what is good for others, to use our gifts, talents and opportunities well and wisely is the kind of courage practiced and displayed in a Montessori environment.

We well understand that the opposite of courage is fear. But for a child fear doesn’t yet have a definition. It is represented by an indistinct but palpable feeling of unease. For a child fear is “defined” by the unknown, the unfamiliar. (That is why Montessori children love and are so at home in their environments because of its constant sameness and familiarity.)

For the child conscious fear starts from the unknown – the dog, the dark, strangers and then becomes attached to the inability (and frustration) of not being able to handle and control the environment – bringing it back to sameness. (Perfectionist children come to this earlier than others.) Then this fear attaches itself to the perceived rejection that comes from disapproval. The child, unconsciously thinks, that if I only do what is absolutely safe or what receives guaranteed adult approval I don’t have any reason to fear or face disapproval.

One of the hardest concepts for a new Montessori teacher to understand (and embrace) is that of not correcting children in the middle of their work. (This is particularly difficult for perfectionists and controllers.) Unless the child is damaging the material or endangering others or himself or being rude you let them continue. There are two outcomes to not correcting the child in the midst of the work. One, the child discovers his own mistake and corrects it which produces a sense of accomplishment and control. The second outcome is far more subtle. Because you are not corrected at every turn, you do not freeze up; you do not constantly look over your shoulder; you are not waiting for the next shoe to drop. You gain breathing room to make mistakes – that’s how we learn. In this way mistakes do not become the end of the universe or the world as we know it. The child is willing to try something new (which is an act of courage) without being weighed down with the fear of failure or reproof.

Not being corrected (all of the time) is the strange and unique Montessori training ground for courage. In trying something new the child gets to practice courage every day. Eventually, the child becomes use to trying new things without the overpowering fear of failure. The child learns to work his way through mistakes which becomes a normal part of life and the learning process – which is a significant part of adult life.

Life requires courage to live fully. The Montessori classroom provides daily opportunities to develop and practice courage.

Becoming a Montessori Parent by Edward Fidellow

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on Monday, 25 November 2013
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Becoming a Montessori Parent

by Edward Fidellow

This Montessori parent, and school administrator, joins her three Montessori children on a field trip this fall.

There are seven simple steps to becoming a Montessori parent. When we say simple we don’t mean that they are not challenging. It is a lot like the definition of bull riding. “The object is to keep the bull between you and the ground.” Simple – but challenging.

The first step to becoming a Montessori parent took place when you enrolled your child in a Montessori program. That in itself is a challenge. Most of us weren’t raised in a Montessori school. The whole concept is foreign and takes a bit of courage to step out of the norm and our comfort zone. We may have chosen the program because it wasn’t like our school experience (which is why we chose it.) Or we chose it because we saw something unique in a Montessori child we knew. Or we were just plain lucky and stumbled on to a Montessori school and were fascinated by what we saw. Even then we had to deal with the question, “If this is so great, how come the whole world isn’t lined up outside the door to enroll?” (Which is the same question Montessorians keep wondering about too!) But you made a complex and challenging decision to become a Montessori parent. And here you are. So how do you get the best out of your decision? You go to step two.

You begin to understand the core philosophy of what Montessori is all about. Fortunately, you don’t have to become a Montessori teacher to be a good Montessori parent. (You don’t have to know how to manipulate all of those materials and you don’t have to keep fifteen children from climbing the walls.) The most significant Montessori concept is to respect the child. I can almost hear the wheels turning “Of course I respect my child, I love them very much that’s why I have them in Montessori, I want the best for them.” Of course you love them – but respect is different. Respecting the child is first, to respect the nature of children. Children are not mini adults waiting to be molded. They are like tadpoles and caterpillars that have their own form and function of life waiting to become what they are intended to be. We are often impatient for them to become because we don’t realize that childhood – with its curiosity, playfulness, messiness and all – is part of the process of them transforming themselves into the adults they will become. We have to respect that process – which doesn’t mean they always get to do what they want. One of the operative words in Dr. Montessori’s writing is the word “train”. We do need to train our children but we need to train ourselves “not to destroy that which is good” in the nature of our children. The second part of respect is to respect the personality of your child. Your child is not a blank slate. They are already imbued with the unique characteristics of who they are. The artistic bent is already there. The math bent is already formed. The leader, the follower, the giver, the taker, the extrovert, the introvert are already dna’d into your child. Right or left handed, right or left brained are already formed.

So how do you cooperate with nature? You become an observer. That is the next step in becoming a Montessori parent – you train yourself to observe. What does your child gravitate to? What gives them great joy? What occupies them endlessly? These are all clues to who your child is becoming. You are fortunate that you have a trained helper in your child’s Montessori teacher. Your next parent conference should ask more than what has she done but who do you see her becoming. It is hard to cooperate with nature if you are not aware of the nature of your child.

Our third step is to become their champion. I know. I hear you say, “Of course, I’m their champion. I love them.” And so you do. But are their goals your goals? Translation: Do you have goals for them that do not take into account who they are. (There are many jock fathers who do not have jock sons.) Yes, you have many wonderful goals for them to be caring and loving, honest and faithful, upright, truthful, etc – and these are worthy, significant and meaningful goals which they should attain to. But the expression of their lives – career, vocation, work – is best met and fulfilled according to their gifts. When your five year old says, “I want to be a fireman.” He may be reflecting the latest book or television program he’s seen. However, if you continue to ask the why questions, “Why do you think that would be a good job? Why do you think that you would enjoy that?” you may discover that your child is not drawn just to the excitement but to the fact of wanting to help people or he likes the aspect of being part of a team. All are important clues to his personality. Your child needs you to champion and encourage his personality (especially, if it is different than yours.)

The fourth step is to practice what they learn at school – grace and courtesy. Please and thank you, may I, excuse me, please forgive me and a host of other considerations practiced (and modeled) at home will go a long way to giving your child every advantage in life. People respond favorably to a child with great manners.

Fifth, practice independence. Independence is the ability to be self-governing and that comes from making choices, living with the consequences and having responsibilities. As often as possible give your children choices. “What do you want for breakfast, cereal or eggs?” “Do you want two spoonfuls of carrots or one?” (Don’t offer choices where there are no choices. “Do you want carrots? They say no and you serve them anyway.) Give your children chores they can accomplish – making their beds, putting dirty clothes in the laundry, dishes in the dishwasher, etc. Chores build responsibility; responsibility builds independence; independence builds confidence.

Sixth, give them the gift of time. Give them time to accomplish their chores. Give them time to be children. Give them time to breath. Give them your time.

Seventh, practice humility. They have a lot to learn from you. What is easy for you as an adult is mystifying and beyond challenge for them. Let your words be seasoned with grace. Look for the good in what they do. Their motives are often pure; their actions imperfect. Yet, we have a lot to learn from them also. And when you are wrong (when, not if) practice the humility of saying, “Please forgive me.” It will not destroy your authority or their respect for you. It will teach them one of the great lessons of life – when you fail, whether it’s in a relationship, school, career or life – own the failure and start over again – to succeed another day.

Becoming a Montessori parent is to become the best parent you can be.

Silent Journey and Discovery 2013

Posted by Britney Peterson
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on Friday, 22 November 2013
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A warm appreciation to all who planned and attended our Silent Journey and Discovery this November.  As always, it was a delight to share this experience with many of you.  As in past years, those who are able to experience the Silent Journey and Discovery have a renewed commitment to a Montessori education for their children.  Below we have shared some comments from some of this years attendees.

Parent practice using materials in an Early Childhood classroom.

 

This 6th Year student volunteer models use of a pouring exercise in an Early Childhood classroom.

 

This parent builds words with the Movable Alphabet.

 

These SJ&D attendees receive a lesson on Checkerboard Multiplication.

 

This parent practices sentence analysis.

 

"Our little girl started this October in one of the Toddler classes. We felt and understood how this would be a good environment for our daughter--we saw a difference in her after only a week! The only thing to say after experiencing Silent Journey is we THOUGHT we understood how good of an environment this is for our daughter. The progression through the classrooms and the works is absolutely brilliant. There is no way we would want anything different for our precious little girl. The system set in place is orderly, focusing on progression, growth, and learning pertaining to independence, reading, math, social skills, morals, ethics, and problem solving. We noticed how 'hands on' and multi faceted every work is designed to engage the children on their level with their own learning abilities and processes.

We were also so impressed with the educators- the individual time, care, and attention they put into their students. They truly know and understand each individual child they work with.

We discovered how the works build. The one that stuck out to us the most was the math. Starting early with dimensions, and stacking blocks moving toward cubes and counting- and onto multiplying enormous numbers by using a mat and beads- Absolutely incredible.

Math was a subject I struggled with and I can remember the exact time (2nd grade) when I got left behind. We had to pass off times tables with the teacher in front of the whole class. I was too shy and embarrassed to perform those simple times tables in front of the class for fear of getting them wrong or not being able to have them memorized the way all the other kids seemed to be able to do. I struggled the rest of my life with the ominous subject. During Silent Journey, when I reached Lower Elementary, I got it. I actually got a little emotional watching and doing the hands on mathematics. Both my husband and I just kept saying that we wished we would have had this type of learning environment available to us as kids.

We know the school is expensive; however, we walked away from Silent Journey thinking it is worth every penny and we would pay it twice over to have our children here. In our minds, there is no other way that can hone in on every aspect of learning for each individual child and still be able to provide loving, passionate, engaging teachers to foster a child's learning and progression. Thank you so much for this amazing opportunity and for this incredible school. You  really do 'get it' here. "

Chad and Ashlee Haslam, Parents of a Toddler student

 

"I think it should be mandatory that every parent go through silent journey! Even though Aria has been here for 7 years, Azur 3 years, and I have taught art on and off during all of that time, I never really got it as I did Saturday. Suddenly, all that I had read about Montessori or observed in the classrooms made sense. It builds on itself in a beautiful way as the student moves from one phase to another. I loved seeing how things made sense in a concrete way and then transitioned towards abstraction. I'm so honored to provide my children with this opportunity."

Kindra Fehr, Parent of Early Childhood and Upper Elementary students

 

Silent Journey and Discovery

Posted by Britney Peterson
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on Wednesday, 30 October 2013
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is coming up next Saturday, November 9th from 9:00am to 1:00pm.

Sign up in the office, space is limited.

Attendance is free of charge, brunch will be served &

child care will be provided to those who sign up in advance.

 

Join us to experience our classrooms, from Toddlers through Middle School, to see for yourself how the lessons learned in our early programs set the tone and lay important foundations for later learning. This is a wonderful opportunity to gain a sense of how the Cosmic Montessori Curriculum unfolds for the child.

Read about some parents experience of the Silent Journey and Discovery from previous years:

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 to Lucas and Emily

 

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 to Savvy Williams

Children of Ethiopia Education Fund

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on Monday, 21 October 2013
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The Children of Ethiopia Education Fund, or COEEF, is a Utah-based organization that provides crucial access to materials, uniforms and an absolutely vital private education to many children in Ethiopia.  Fiercely dedicated to the protection  and instruction of young girls, COEEF provides a new kind of life in an otherwise perilous, sexist, underprivileged and poverty-driven region of the world.   We share the mission of this organization as we mark our 6th year of support to such a pivotal duty of the world’s edification.  COEEF takes its place in the school within our Service Learning Program, a program designed to give our students a channel to ignite character, build trust and connect with others through acts of true service.

 

 


COEEF was created by a local SLC couple: Norm and Ruthann Perdue, when they traveled to the country with a humanitarian mission.  During their service, they learned of the great educational disparity in the upbringing of an Ethiopian child: with classrooms crowded, unfinished and ill-prepared.  At the time, less than half of all Ethiopian citizens were able to read, and only half of all Ethiopian children had the opportunity to attend school.  The two saw an immediate need for assistance, and they began working on a plan to improve these conditions.

While in Ethiopia, they learned of a child, 12 year old Kidest, whose father had died and whose mother had abandoned her shortly after, unable to manage under the strain of raising her alone.  Kidest had been adopted by her grandmother, who managed to send her to a private school, the “Ethiopian Adventist College” with the mere wage that was paid to a hard-labor employee of the school.  When Ruthann and Norm became  aware of this situation, they connected with Kidest's grandmother and found her bereft in her struggle to finance her granddaughter's education.  In her old age, she suffered physical fatigue, and she expressed that she did not know how much longer she could go on working to support Kidest in her pursuit of higher education.

This sadness would soon turn to joy, as after hearing her story, Norm and Ruthann decided that they would share some of the burden.  They made a request to the school and discovered that for a donation of two-hundred dollars, they would be able to finance the girl’s yearly tuition, supplies and school uniform.  This act of generosity would make them the first sponsors of the Children of Ethiopia Education Fund.  When they returned to their home in Salt Lake City, they shared their story with everyone who would listen; and by 2001, they had convinced enough of their associates to become involved that they would return to Ethiopia to enroll 30 children in private education institutions.  Shortly following this exceptional milestone, COEEF appointed a board of directors and was officially incorporated as a non-profit organization.

 

 

Participation and arranged donations in support of the COEEF service program are available to all MCS parents, students and volunteers.  Our school is responsible for the education of 7 young girls and we seek to make the greatest contribution we are able to this established purpose.  By raising money during our Annual Spring FunRun, our students help us finance this commitment, and everyone is able to share in the excitement of giving an immeasurable gift.

It is said, “Educate a woman and you will educate a nation.”   We are proud to be continued sponsors of COEEF and we intend to remain loyal in our stewardship.

* At this time, COEEF is collecting school supplies materials for the children they support in Ethiopia.  If you or your child are interested in donating to this season’s care package, please drop off your donation at our front office and their delivery will be arranged to COEEF headquarters before humanitarian representatives travel to Ethiopia in early October.   If you are interested in making a personal donation to COEEF, or becoming a child’s sponsor, we recognize you and invite you to visit the COEEF website to arrange for your own stewardship.

Written by: Kellie Gibson, September 20, 2013

Maria Montessori - Her Life & Legacy

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on Thursday, 17 October 2013
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As we are so deeply indebted to the great work and legacy of Maria Montessori, and in light of her birthday on August 31st, we would like to honor Dr. Montessori by telling her story.  Born in a small town of Italy to parents, Renilde Stoppani and Allessandro, Maria forged her own educational path, even in childhood.  Throughout her youth, she acquired a very ambitious taste for science and mathematics, which was extraordinary for a girl during the time.   After attending a tech school, Maria Montessori decided to study medicine.  Throughout an intricate and complicated series of events (including a letter of recommendation for college acceptance by the Catholic Pope himself), Maria went on to Medical School to become the very first female Doctor in Italy.

During Maria’s residency, she spent time working with children in a psychiatric hospital.  She had not been working there long, when a nurse who was watching the children in the ward said to her: ‘Look, I can’t believe that they are picking crumbs up off the floor to eat!  How horrible.’  Maria said to the nurse: ‘They aren’t eating the crumbs, they are studying them.’ In a bare, sterile psychiatric hospital, where the walls were white and there was not a single toy or object for a child to engage with, Maria Montessori discovered her first realized observation: the necessity of environment.

Dr. Montessori was stirred by this, and a miraculous turn of events then followed.  After some time, she redirected her research to completely service children.  In time, Maria’s method became world-famous.  She traveled to teach it, winning many hearts with her curriculum.  In 1913, Maria published her first book on children "The Advanced Montessori Method", selling 17,410 copies.  She even attended the 1915 World Fair in San Francisco to share her research and teaching method.  Maria continued to share her knowledge for many years in her own country, until her teachings were banned from Italy due to world conflicts with Fascism.   She was forced to leave her home, but she continued her work in Amsterdam, and later in India, where Maria would stay for over 10 years.  Even after World War II broke out, Maria stayed to complete her work of the early childhood years in her study of the “Absorbent Mind, “ and her extensive study of infancy and the development of the “Cosmic Curriculum.”

By 1946, over 1,000 people had been educated by Dr. Montessori.  Maria continued to travel through Europe, Africa and Asia, lecturing until the age of 81.  Maria Montessori has been nominated for two Nobel Peace Prizes for her contribution to education, but also for her overall effort to improve conditions for women and children around the world.

We owe so much to this extremely brave woman, who endured conflicts of career progression, family separation, gender bias and war to bring her teaching methods to light. Maria Montessori was a leader in every step she took, and her work produced amazing outcomes.  Maria sought to educate children, but she also saw a magic in them.  Within each child, she saw: the need, the power, the magic… to learn.

By Kellie Gibson, September 5, 2013

Welcome to the Toddler Environment

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This year, our teeny Toddlers from our Suns, Moons and Stars classes are making great strides in a school-wide practice of "Grace & Courtesy."  Our Toddlers are learning some of the most important life lessons of all, and that is how to be thoughtful of our friends and those we love.  Grace and Courtesy are learned through sharing a toy, taking turns on the slide, and being patient while a friend finishes a special work.  These lessons are also incorporated during lunch and snack time when children say "Please" and "Thank you" or "No, Thank you" while practicing table manners.  There are so many opportunities to exercise the principals of Grace and Courtesy both at home and at school, and we encourage parents to practice with their children.

As we settle into a new school year, our Toddlers are learning to adapt to new environments.  Being away from Mom and Dad can be tough at their tender age, but our teachers are working with the young ones to help them become comfortable at drop-off time.  Currently, our Toddlers are learning about their school environment, in the classroom and on the playground.  They are having fun with the new materials that our teachers have set out for the new school year.  Our Toddlers are also learning friends' names this week, with songs from our wonderful teachers.

A health update on our friend Nico-  He was delayed in his intensive chemotherapy, because his blood count was too low.  As of a few days ago, Nico was back on the regime and all is going well.  His parents, Jeff and Shannon are hoping that he will have completed this series within a month from now.  We are all hoping that Nico can come back to school sometime in October.  Get well, Nico!

Written by Kellie Gibson, August 30, 2013

“Never help a child with a task at which he feels he can succeed.” Maria Montessori

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Head of our Toddler Program, Nanette Cenaruzabeitia, shares about the incredible abilites of Toddler children and their sensitive period for independence.

 

Tis the Season for Potty Training!

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If you are the parent of a Toddler the good news is the days of diapers will soon be over.  The bad news is, it won't happen overnight.

There is a huge difference between Toilet Learning and Toilet Training.  The ultimate goal of toilet use is that little ones become independent.  Training a child usually results in the child training the adult to watch for signs that indicate we better get to the bathroom NOW.  Of course, toilet learning does not happen overnight but works for the purpose of children becoming independent in their toilet use.  It empowers the child to be involved in the process.

 

 

 

What Can You Expect From Your Child Developmentally?

Around 12 months children commonly become interested in the bathroom.  Playing in the water, exploring, and watching parents or siblings is common.

Around 15 months children become interested in wearing underwear and is dressing and/or undressing themselves.

Between 13 - 15 months children may become interested in sitting on the toilet.

Around 18 months children enter a sensitive period in which they can most easily gain control of their much more developed nervous system.  Most children have both the physical ability and the interest to control their bladder and bowel.  This is an ideal time (if the child has shown previous appropriate signs) to put the child in underwear.  It can be helpful to introduce toileting before the "Terrible Two's" set in.

 

How do I know if my child is ready?

Physical signs of readiness include:

  • Can stay dry for longer periods of time (2+ hours or overnight)
  • Knows the feelings that signal they need to use the bathroom
  • Can pull pants up and down independently
  • Can get themselves to the toilet independently (walking)
  • Can get on and off the toilet independently
  • Recognizes when they are having a bowel movement
  • Briefly postpones urges when awake
Mental and Language readiness include:
  • Can follow simple directions
  • Can point to wet or soiled clothes and asks to be changed
  • Pays attention to physical signals when they are otherwise engaged (this is a challenge for most children and the common result of accidents)
  • Knows the words for using the toilet and can tell as adult
  • Has asked to wear underwear
  • Understands the purposes of the toilet
  • Prefers clean diapers and likes to be changed immediately
  • Understands key words such as potty, dry, wet and clean
  • Understands the connection between using the toilet and having dry pants
  • Able to communicate either with words or with gestures
Emotional readiness includes:
  • Seeks privacy when going in diaper
  • Shows interest in using the toilet - may want to put paper in and flush (even if they haven't been able to "go")
  • Shows curiosity at other people's toilet habits
  • Has decided he/she wants to use the toilet
  • Not afraid of the toilet
  • Wants to wear underpants and use the toilet
What is the best way to approach toilet training?
Be matter-of-fact
Avoid the power struggle
Overlook failures
Avoid pressure or punishment
Don't lecture
Avoid constant reminders
Relax
Avoid extreme excitement or anger
How do and I start and when is the right time?
Start slow at child's first interest
Allow child in the bathroom with you or siblings when you use the toilet
Start with simple things like:
Dressing/undressing
Practicing flushing
Change diapers in the bathroom
Change diapers standing up (when possible)
Are there times I should avoid Toilet Learning?
Any major changes in the child's life:
New sibling, new school, new house
Switching from crib to bed
Weaning of bottles or pacifiers
Major illnesses
Sleep deprived
Any other stressful situations
What should I do when my child has an accident?
Accidents WILL happen....but it's okay, its a learning process.
The time line will be different with all children. For some it will happen quickly and for others it will take more time.
Some children wet the bed up until 8 years old, this is normal and no cause for concern.
BE PATIENT!
BE CALM!
Allow children to change their own clothing with minimal help when they have an accident.
What are the best diapers to use during the Toilet Learning process?
Once your child has begun the process of using the toilet and has been introduced to cloth underwear it is important that you don't go back to disposable diapers except at bed time.  Pull-ups are a glorified diaper and because they look and feel to the child like a diaper they prevent a child from adjusting sensorially to underwear.


How should I reward my child when they are successful using the toilet?
If a child gets a reward for doing something that is a normal part of development, it can lead to a child expecting a reward for any accomplishment.  Sometimes, rewards put undo pressure on the child and cause anxiety.  It is beneficial for children to learn to follow their internal instincts, reach  milestones individually and at the appropriate and normal stage in their development, and learn early to appreciate the intrinsic value of accomplishments.

What if my child is afraid?
Fear is a normal reaction for children when it comes to Toilet Learning.  It is important to address fears before beginning Toilet Learning.
When you do decide its time to start the process its important to make sure that all of the child's care givers are on the same page.  The routine should be consistent for the child no matter who is caring for them.  Send your child with a lot of extra clothing when they are with a care giver.  Also, be sure that your child is dressed in clothes that they can get on and off themselves.  (Avoid belts, too many layers, etc.)
YOU CAN DO THIS!
  • BE PATIENT!
  • BE CALM!
  • FOLLOW THE CHILD!
  • ALLOW THE PROCESS!
  • RELAX!!!
Thank you to Alia Boyle Hovius for gathering and sharing this information.

Summer Time and Screen Time!

Posted by Britney Peterson
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Summer time and the livin's easy....UNLESS your child is set to spend the majority of their summer in front of a screen of some kind. The statistics regarding children and screen time are absolutely FRIGHTENING these days.  Click here or here to read more about the ill effects of too much screen time. The American Academy of Pediatrics have strongly suggested that children are over-exposed but we live in a society that thrives on ipods, ipads, iphones, video gaming, and more....

Our kids are growing up in a generation that doesn't quite know how to function without a screen right at their fingertips.  My boys and I just moved to a new house and have been without television or internet for a month.  I kept delaying the process of getting us "connected" until the other night while I sat on my porch watching my boys (ages 10, 8 and 5) play a game of "pick up" ball.  They used a plastic pipe as a bat, a tennis ball, and several other random objects as bases.  There were no gloves.  But, they laughed, chatted, and created rules for their new game in ways that my three competitive sons rarely do with one another.  It was a beautifully decisive moment for me when I considered that if we had television and/or the internet as an option one of them would most likely be inside glued to a device.  We will be officially "disconnected" this summer.

As parents, we can see the changes happening in our children physically on an almost daily basis.  My middle son literally grows out of shoes in about 3 weeks time.  (His toes are as long as my fingers.)  What we might not be as connected to is the emotional, spiritual, and philisophical growth that they are experiencing.  These aren't always as easy to spot as the physical changes but they definitely exist.  Montessori spoke very clearly about the connection between the child's hand and brain.  If our children are to develop at their fullest potential, they need to MOVE.

I urge you, with everything inside me, to get your little ones MOVING this summer.  Engage them from every angle.  Sure, a family movie night won't do harm.  And there are some excellent computer programs out there that might keep them up to par with their math and reading skills but DO NOT let yourself believe that hours upon hours of screen time is beneficial in any way. Our kids have plenty of time in their future to commit to sitting still in front of a screen. (In the coming weeks I will be sure to post even BETTER alternatives to keeping your children's math and reading up to par.)

 

 

In her article "Screen Time and Childhood" Jennifer Rogers says the following; "Children spend an average of five to seven hours every day in front of a screen. The only activity that occupies more time for children is sleeping. These same young kids are experiencing speech and language delays, and chronic attention problems. Literacy is becoming increasingly hard to achieve, creativity rare. Though there is little research to establish connections between so many young children’s failure to thrive and their over-exposure to technologies, the conclusion that screen time is corroding young minds seems ridiculously obvious to most teachers." (Link above.)

What are your plans to keep your children from spending too much of their summer in front of a screen?  Montessori was firm in her belief that children needed physical activity in order to develop fully and to their greatest potential. Below are a list of ideas that might help you engage your child.  I have learned that when summer (or, winter) sets in its important to sit down with the kids and talk about ideas.  When my kids say "I'm bored" I either refer them to the list of activities we created together. If nothing on the list looks inviting there is always the list posted on the other side of the fridge labeled "CHORES."  We often have a list of activities that can be done together, at home or away from home, as well as a list of individual activities for when mom or the siblings aren't available.  Our list might include some of the following ideas:

 

  • Dark Dancing - my kids and I love to turn out all the lights in our basement and crank the music.  Dancing in the dark encourages my boys to move in ways they might not feel totally comfortable with the lights on.  Plus, they aren't so embarrassed by how completely uncoordinated their mother is.
  • Jump Rope - this is especially fun with older children.  There are a lot of fun songs and rhythms that can accompany jump roping.  It is a wonderful team building exercise.
  • Obstacle Course - Build an obstacle course in your living room or in the back yard. As your children get used to the idea they are likely to come up with some very creative ideas.  Get the timer involved and invite children to beat their own time.  (Think: hula hoops, high jumps, assembling and disassembling a lego toy, long jumps, etc.)
  • Making and Flying Kites -  see here.
  • Build a Fort - Backyard and Living Room forts are the best.  Be prepared to let it stay in the middle of your space for as long as it keeps the kids happy.  These make a wonderful space for reading and playing board games.
  • Pen-Pals - Get your littles in touch with someone via "Snail-Mail."  There is NOTHING more exciting than checking the mailbox to find a personal letter from a far-away friend. Grandparents, cousins, old classmates....the list of possibilities are endless.
  • Make Home-Made Popsicles - combine your favorite fruits with some delicious yogurt (we prefer greek) and water or juice and freeze it in popsicle molds.  If you dont have popsicle molds, ice trays or your small cups and popsicle sticks work like a charm.
If all else fails, head to the Dollar Theater together.  Don't forget visiting your local library, family reads, books on tape, building a volcano (plus a million more at-home science projects,) cooking, gardening and puzzles.  If your children are part of coming up with the list of ideas and then gathering the materials, they are likely to find enthusiasm in carrying them out.
In teaching our children the dis-importance of extensive amounts of screen time, my very best advice is this: BE AN EXAMPLE.  Limit your own screen time and get in on that messy paper mache' project the kids are so enthusiastic about!
Happy Summer!
Please share your own summer adventures on our Facebook Page.

ZUMBATHON FOR NICO!

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ZUMBATHON for NICO
make every move count

Friday - March 22, 2013 - 6:30pm - 8:00pm

Montessori Community School (in the Gym) 
2416 East 1700 South 
Salt Lake City, UT 84108

Minimum Donation $5 - Please contribute more if you can.

Come join us for a fun evening for grown ups (ages 16 and up) with the MCS community coming together in support of little Nico who 2 years old. Earlier this year he was diagnosed with high risk Leukemia and your contribution could help greatly.

Tips for Parents for a Successful Parent-Teacher Conference

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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.

Silent Journey & Discovery

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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

A Welcome Back Letter from PSA President, Aimee Brewer

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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 22nd 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 1st – 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:

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MCS Emergency Preparedness

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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