February
NEWS
Monday Morning Montessori -Join us! Monthly 8:30 am in the Parish Hall - Loree Birkenback
head of school
Help me Do it By Myself
H
elp Me Do it By Myself is each child’s mantra. Our Monday Morning Montessori discussion focused on just that! We shared ideas and methods to help your child feel more independent at home. I understand first hand that it’s natural to want to nurture our children and sometimes we just can’t help ourselves when we carry our child’s things or button up there coat for them. Maria Montessori told us to “Never do for a child what they can do for themselves”, so how do we get our parent fix and still help our child in reaching their much needed marks of independence? I think we can ask ourselves “will my child feel less loved if they are in charge of carrying their things, or cleaning up their own toys?” Probably not! It IS so nice to feel needed. Our ultimate goal, though, is to help mold our children into kind, smart, wonderful adults who are capable of solving our World’s problems! I know I love when one of my adult children calls me to ask for advice or just needs to chat. I also know I would be overwhelmed and disturbed if one of my adult children could not make any important decisions without my input! So…the trick is finding the balance in each stage of your child’s life. If hope you’ll take time to review our photos and power point Presentation to hear some of our tricks of the trade. We’d also love for you to share some of your own successes or questions! -Mrs. Loree
How to... Encourage Independence Here are 10 things you can do at home to lovingly encourage independence from North American Montessori Teacher’s Association:
Independence in Dressing • Easily accessible clothes • Clothes that the child can put on/take off themselves • Offer a low mirror and toiletries to assist in self-care
Independence in the Bathroom • Small toilet chair for those who still need it. • Stool (if needed) to access sink for hand washing and teeth • brushing.
Independence in Eating • A low shelf or cabinet designated for child’s glass, plate, utensils… • Child-size versions of breakable dishes and small glasses • Children will be more likely to experiment with new foods when they have helped prepare it!
Independence in Sleeping • low bed that matches your child’s height. • Creating a bedtime routine: play time, bath time, story time and bed time!
... Help Me Do it By Myself
MDO
We are having such a great semester. The children are becoming increasingly independent. We are focusing on their independence by encouraging them to put on their jackets, shoes and socks. Lessons have also been given in cutting with our child safe scissors and food preparations such as picking grapes off the stem or slicing fruits such as bananas. With their independence, potty training is been a part of our daily schedule. Many students are now wearing big girl/boy underwear and we could not be more proud of their success. Spring will be here soon and that will new works to look forward to and nature walks for discovering. Thank you for letting us be a part of your child’s life. We have enjoyed watching them blossom over 6 months. Lindsey, Eva and Yoli
Its a Numbers Game Preperation for Math in the Toddler classroom -Charlotte Hixon “That the mathematical mind is active from the first, be-
More direct preparation is introduced with the number
comes apparent not only from the attraction that exac-
deposit box. This beautiful work combines the concrete
titude exerts on every action the child performs, but we
number of pegs that are counted and textured numbers
see it also in the fact that the little child’s need for order
the children touch. The children play a beanbag toss
is one of the most powerful incentives to dominate his
game with numbered bean bags. We teach sequenc-
early life” (Montessori, 1967, 189,190).
ing, an important mathematical skill, through storytell-
Maria Montessori approached all learning in a very sys-
ing and felt board presentations. The pink tower and
tematic and holistic way. Building a strong foundation
brown stair (late toddler/early primary works) reinforce
was paramount to all future learning. The method for
sequencing skills and the decimal system with ten ob-
introducing children to math and numbers begins with
jects in each of the works. All of these things, disguised
concrete quantities and progresses to the more abstract
as fun and games, fill the child’s mind and heart with
concept of numerals. It is a very simple and logical pro-
a love for learning and a strong foundation for future
gression. But even before the formulaic Montessori
mathematics.
lessons begin, we begin preparing the children’s absorbent minds with language, songs, books and games to instill a love for numbers. One of our favorite songs is the ‘Days of the Week’ song in which we name the days and count to seven. Following the days of the week song we talk about the date and count, using our calendar, to the date. Every month we repeat this exercise day after day up to thirty one. We also love to count fingers and toes! We sing many counting songs going up to ten and backwards down from ten.
Primary
classroom news
We can’t believe the 100th day of school has come and gone already! Thank you to our kindergartners for all the wonderful objects that you brought to share with us. All of the children enjoyed the 100th Day Museum and making the 100 Things Salad. We are getting close to the St. James Annual Auction! Our classroom basket theme is “Cooking with your Child.” We have received several amazing donations for the basket already but we are still in need of more things. Please see the list on our classroom door for some ideas to get you started. Please feel free to email Miss Julia or Miss Tamara if you have any questions. Let’s make our classroom basket the best in the school! - Mrs. Julia and Mrs. Tamara
Tip!
Lets Make a 100 Day Salad
10
10
tsps coconut
10
10
tsps OJ concentrate
10
10
slices of apple
10
cubes of cheese
10
pieces of melon
pieces of orange
slices of banana
10
grapes
Final Step: Mix Ingrdients and Stir
blueberries
10
times/
The Prepared Environment - Ms. Bailey In a Montessori school our goal is to help the child help him or herself from waking in the morning to saying “Goodbye” at the classroom door. The child who has toileted and dressed himself, brushed his or her own teeth and hair, helped with lunch preparation and even been allowed to make some food choices is a happy, confident and independent child, ready to walk through the Saint James front door, hopefully carrying his own lunch bag. The 3 year olds learn how to unbutton, unzip, “pull the cuff,” hang the loop on the hook of their cubby and push their lunch bag into the bottom space of the cubbies. Some short children are very upset when they can’t see their lunch bag at lunch time because some taller adult has pushed it in the top space of the cubby. We tell the children that the top space is for mail that might be for their parents. Children who watch TV before school or in the car on the way to school are not ready to focus and choose work. We hope the ride to school is a special time for peaceful conversation, music or
even quiet solitude. Children who arrive late to school are disoriented at first, wondering what they have already missed. We are a community. We miss your child when he or she is late or absent. The children all do better with routine and consistency. The teachers also need to be present and consistent with the rules and expectations for the children. The children pass through our classroom door in the morning, greeting the adult who greets them. Parents help the children when they let go at the door, say some form of “Goodbye” (whatever you and your child are comfortable with), and then allow the child to enter independently. The child who has hung up his or her own coat on the cubby hook, is better able “to do it himself” when we go outside. “Lay the coat on the floor, tag by your toes, both arms in arm holes, flip coat or sweater overhead.” If the arms are “all wangled” we say “pull the cuff.” The youngest children so want to be ready, coat on, when the line begins to move outside. Of course a teacher will give assistance when asked, but a confident child is the one “who did it him or herself.”
Mathematics in the Montessori classroom is any work with numbers or, for a younger child, Practical Life and Sensorial Lessons that “Prepare the Mathematical Mind.” The 3 year olds are all now having a turn at Snack Preparation, counting a row of ten cups, now another row, and “how many more do we need”? We have already counted the children around the red rug, but the number changes as more children arrive. The child from 3-6 absorbs what is in his or her environment. The Oral Language of counting is absorbed during this plane of development. The 4 year old working with the materials of the Numbers To Ten absorbs the quantities and their symbols for the numbers 0 to 10, as well as 1:1 correspondence. The Golden Beads have been called the “heart” of the Montessori materials. They are real glass golden beads, “units.” Bars of ten unit beads
wired together make a ten bar. 10 ten bars create a hundred square. 10 hundred squares form a cube of one thousand golden beads. All of the four operations of Addition, Subtraction, Multiplication and Division can be done using these golden beads. We play “The Changing Game” when we have more than ten of one category. The child has the sensorial experience of changing 10 units for one ten bar, 10 ten bars for a hundred square, 10 hundred squares for a thousand cube. The child then chooses a number from the Large Number Cards for units, tens, hundreds and thousands and goes to collect that many golden beads. This work is usually done with 3 or 4 children participating, first choosing a number, bringing that many beads, changing for the next higher category, until the sum, difference, product or quotient is discovered.
..The Prepared Environment continued Children who can write their numbers enjoy writing the problem on paper. Colors signify different operations: red for addition, green for subtraction, yellow for multiplication and blue for division. The “Normalized” child is ready for the formal Montessori lessons of mathematics around the ages of 4- 4 ½. The needs of the child, during the period of 3-6 years in our Primary Classrooms are:
•
Independence
•
Love of Order
•
Movement
•
Discipline
•
Language Development
•
Love and Security
The child who receives these at home is ready for the Montessori Prepared Environment.
The Montessori Environment -Mrs. Barrineau andMs. Ana The way in which the environment is prepared is essential
needs to have a plentiful amount of work so that each
to the Montessori method of teaching. It is the teacher’s
child can work and focus on what is of greater interest
duty to prepare an environment for the child which con-
to him/her. On the other hand, there should not be so
tains the materials necessary for the child to use as he/
much work out that the child is overwhelmed with excess.
she develops and learns about the world around him. It
There must also be several ways in which to do many of
might be said that the adult works to perfect his environ-
the works from the very basic for the youngest child to
ment, whereas the child works to perfect himself, using
a more advanced method for the older or more mature
the environment as the means. The classroom should be
child. Each work should be complete and unbroken to
clean and attractive and the shelves should be dust free.
allow the child the possibility of completing it. Although
The works in the classroom needs to be accessible and
the children work independently the environment is very
easy enough for the 3 year old as well as difficult enough
structured. There is freedom within definite guidelines
for the very mature 6 year old. The environment also
and boundaries.
“Never help a child with a task at which he feels he can succeed.” -Maria Montessori
-Miss Elizabeth and Miss Ashley Maria Montessori believed that the child’s work was to build themselves as independent human beings. She believed that adults should assist children only when necessary to allow them the opportunity to become independent. When children are allowed to complete tasks with as little help as possible, they become confident and self-assured. The Montessori classroom is a prepared environment specially designed to lead children to independence. One of the first lessons in a Montessori environment is choosing an activity, or “work.” The simple act of choosing a work is an independent decision made by the child. Practical life activities also promote independence. Children learn to pour without spilling, set a table, clean up messes, prepare food, and dress themselves. The Montessori classroom also promotes independence by allowing the children to practice time management skills. For example, children may choose
when to eat snack. Snack is availble for about two hours during the morning work cycle, and the children may choose if and when they eat snack. Older students may have several required works that must be completed within a specific time period, another lesson in indepedent time management! The chillier weather this week has also provided many opportunities for independence. The children have been practicing getting in and out of their coats and hanging them properly in their cubbies.
We has so much fun celebrating the 100th day of school last week! The children were very enthusiastic about the number 100. We counted to 100 by ones, fives, and tens! We also toured the 100 museum created by the kindergarten students. Our class decided that their favorite activity was helping St. James
Valentines Parties
An amazing thing happened today.. An amazing thing happened today…a few teachers noticed a young gentlemen walking outside of the playground with a map. Since I was in gardening class Miss Lisa went to find out more information. He showed her a picture and explained that his name is Akira, and he went to this school as a little boy in 1992! They moved back to Tokyo a few years later, and now that he’s finished college his parents have sent him to visit some of the places that he grew up in. Lisa helped him match his
pictures to what is here now and even took his picture on the swings and standing in certain areas around the playground for his parents! He learned to speak English here, but doesn’t remember which classroom he was in. I’ve attached a picture of Akira with his father and another of the playground in 1992. Ashley got Akira’s information so we can keep in touch! What a wonderful way to end our week! Loree
Chapel Lessons with Ms. Ashley
Lessons we have learned
F
ebruary is a short month in school, but we pack a lot of great teachings in at Chapel. The children have learned
about the man who walk and how his friends cared for him and helped him to visit Jesus. We have also learned about scripture that tells us that Jesus desired all little children hear about God’s love. Our sweet Kindergarten students have taking turns leading The Lords Prayer and it has been fantastic. All of the stories this month point towards love and care, because of course we are in the same month that Valentines is celebrated. Did you know that Valentines day (or Saint Valentines Day) was first celebrated and established by Pope Gelasius l in 496 AD?! This was a day to remember the ones who have gone before us who loved God very much. As you share love with your family this month, don’t forget to also share the love of God with everyone you meet. It will not only make a difference in a strangers day, but it also allows us to feel closer to the ONE who loves us the most! Blessings, Ashley Flowers Christian Ed. Director
After School Care After School Care The after school care area continues to be a burst of activity. I have been thankful for the wonderful weather this school year. Each age group continues to have a lengthy outside playtime between snack and activities. We continue to have a large number of children staying in the afternoon which allows very few if any drop- ins. We have changed
While we try to teach our children all about life, Our children teach us what life is all about. ~Angela Schwindt-
staffing around to allow for drop-ins and with the 20 plus toddlers that stay each day in ASC. I continue to work with the primary children and Lindsey Tramel assists me. Amanda Norsworthy continues to be with the toddlers and we have added two additional staff members in the toddler room, Brooke Akin and Tori McClure. If you have not had a chance to meet them, please feel free to stop by and say hello. My toddler staff brings a nice welcome source of energy and a plethora of songs. If your child is humming any new Tip! tunes, the girls will be happy to fill in the words. As always, if you need to reach me after 4:00 p.m., please call the school phone 214-348-1349. Happy Spring/Winter, -Lisa Tip!
Upcoming Events March March 6th and 7th october 20th Montessori Education
Oct 31
March 9th Halloween Parties Conference Day - No School Noon Dismissal March 12th-16th Spring Break - No School March 19th Monday Morning Montessori Discussion March 24th SJES Auction “ The Stars at Night are Big and Bright�
Registration is now Open
In the Garden
with Ms. Loree
The Earthworm Work What do we do on days when the weather doesn’t let us go to the garden? We bring parts of the garden inside! This week we learned the names of the parts of the earthworm. We conducted science experiments that showed us what worms like to eat and where they live. Many of the children held the Canadian Night Crawler worm and were able to spot the clitellum and mouth. Most could even feel the bristly setae as the worms wiggled around! It was a fun day of indoor gardening.
Days