January News

January

NEWS

“T he things he sees are not just remembered;

they form a part of his soul.� - Maria Montessori

Monday Morning Montessori - Loree Birkenback

head of school

a tea party is the perfect way to practice table manners.

M

aria Montessori realized there was more to early childhood education than just the basic reading, writing, and arithmetic. She delved into the needs of the child as a whole and tempted to educate the child based on what they would need for their future success. The social demands on the child only increase as they age, so you can see why Maria felt the need to develop this broad curriculum. I believe the social network is much more complex for our children in this day and age! They really need our help establishing their “rules of being” in this world.

If a tea party is not your “cup of tea”, try having your child plan and implement a picnic!

In our last Monday Morning Montessori meeting, Janiece Gavin and I joined together with current and prospective St. James parents to discuss the art of teaching the many points of interest listed by Maria in our home lives. One of the easiest ways to introduce grace and courtesy is through teaching table manners. Do you remember learning table manners when you were a child? I remember certain aspects…my first time to set a formal table setting independently, cutting with a knife, learning how to invite a friend for dinner… and I especially remember the fun conversational games we played while eating together as a family.

Your child’s social graces will allow them to feel accepted among their peers, insure invitations to play dates, and help them feel more confident as they strive for independence. Looking down the road, we all know how important social skills are in our friendships, relationships, and of course, business situations! I hope you’ll take a peek at some of the points we discussed and share your experiences with me. I’ve left many of the books and manipulatives on the shelves nearest the office.

Here’s to our increased awareness of our own experiences in grace and courtesy for the New Year!

MDO To begin our new year, we have started our Alphabet sounds. We will be working on two letters a week. We go over each letter with words that make that sound. We made a sound book with three pictures that make each sound. The children have really been enjoying this as a work.

For our three year olds, we will be having them start to trace the letters as we go through our sounds. It is so important to teach children how each letter should sound. If you’d like to learn a fun new song and practice the phonetic alphabet with your child, here’s a great version: http://www.youtube.com/watch?v=BELlZKpi1Zs Our potty training is going very well. We have already had a few children graduate to big boy/girl underwear. It really is amazing to see a transformation like that. The children get so excited when they finally grasp the concept. We are so proud of our toddlers. They have been working so hard.

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e love our pets, and are hoping that we could get some help with Tom and Jerry’s supplies. They need things like; guinea pig food, bedding, and any fruits or vegetables. Their favorites are watermelon, carrots, oranges, and apples, but they really do eat just about anything. Any help on this would be greatly appreciated.

W

e want to thank all of our MDO families gave us our gifts and cards over the holidays. We are truly blessed to have such amazing families here. Love, Ms. Lindsey, Ms. Yoli, and Ms. Eva.

Toddlers Grace and Courtesy

Modeling grace and courtesy in the classroom is always an important part of the toddler community. We are practicing table manners as well as showing compassion for others and respect for our Lord. Toddlers are full of emotion and are pleased to see a gleaming smile when they show proper manners. They are forming important peer relationships which stem from the heart.

Grace and courtesy was one of Maria Montessori’s basic social building blocks and is essential in developing the skills toddlers need to maintain a peaceful environment that is built on harmony and hard work.

The children are beginning to learn to accommodate others, read facial expressions and empathize with their peers. It is a beautiful sight to see a toddler help a friend up or invite another friend to do a work with them. Food preparation and snack time are a perfect time to practice our skills. Dividing into a group setting for lessons and work is also exciting at this age. In fact, the ability to work with another peer peacefully is an advanced social skill! Toddlers are generally in the “This is mine” stage, so sharing isn’t always easy. Learning to ask a friend to stop touching their work in a kind way shows the child is growing in their own grace and courtesy.

Primary

- Mrs. Julia and Mrs. Tamara

Happy New Year! We hope you all had a wonderful break and that this new year is filled with many blessings for you and your family.

Grace and courtesy lessons are an important part of Montessori education. These lessons teach the children how to be gracious and considerate to others and how to resolve conflicts peacefully. It is critical to reinforce these lessons after they have been presented so that they become habitual to the child. A favorite way that we reinforce etiquette rules in the classroom is by role playing with the children. We often do this at our “circle time� so that we can address issues in the classroom without directly correcting the children. The etiquette game can also be used at home, using friends, siblings, dolls, stuffed animals, or puppets as participants in the game.

Here is a website with great examples of grace and courtesy things that can be used at home:

A primary lesson in the Grace and Courtesy curriculum is learning how to resolve an issue with a friend peacefully. This lesson is taught through the Peace Rose. (next page)

The Peace Rose

Serving Manners

The Peace Rose method of problem solving al-

The practical life curriculum includes many food

lows children to recognize and express

preparation and serving works. These lessons

their own feelings as well as learn respect for the

overlap into grace and courtesy as the children

other child’s feelings. A vase holding the peace

learn how to set the table, offer snack to their

rose is made available to the children at all times.

friends, take turns, and help a younger child at

The children are taught how to handle and care

the table. For example, each day the children

for the Peace Rose. When a conflict arises one

may chose to slice a cucumber, peel a hardboiled

child will get the Peace Rose. While holding the

egg, or core an apple in the practical life area.

Peace Rose the child can express what they did

The child who prepared each item places the

not like or how they feel to the other child. When

prepared food on a serving tray and walks

they are done they pass the rose to the other

around the room, offering their friends a taste.

child. Respect for the other persons turn to talk is

“Would you like some egg?” “Yes please” or “

stressed. The children are encouraged to use “I”

no thank you” are the common responses. At

words, such as, “I didn’t like it when you hit me”.

lunchtime, the older children help the younger

Abusive or unkind language is not allowed on the

ones pour milk, find napkins, and clean spills.

peace rug. When the two children reach a solu-

It is beautiful to see how naturally grace and

tion or overcome their difficulty they will put their

courtesy can blossom between the children in

hands on the rose and say, ‘we declare peace’,

the classroom environment.

or ‘friends’.

When a conflict arises one child will get the Peace

cour·te·sy

Noun: The showing of politeness in one’s attitude and behavior toward others.

I

n a Montessori classroom the lessons in Grace and Courtesy set a tone of respect and kindness. The students are shown how to shake hands at the door each morning. They learn to wait and be patient when needing help from a teacher or when waiting for a turn to have morning snack. From our practical life serving works the students learn to say “Yes, Please”, or “No, Thank You.” We always have several boxes of tissues in the classroom and students are consistently encouraged to use them as needed. We work on “conflict resolution”-----the students involved talk and work out their differences in the presence Tip! of a teacher and the teacher intervenes and helps as necessary. Closing classroom doors quietly is emphasized and practiced. The students are expected to walk around “rug works” without stepping on another students work. When a work is dropped or broken and scatters all over the floor the student is taught to pick/clean up independently. The third level students teach lessons in grace and courtesy as they help younger students as needed. Being in the Montessori classroom for the kindergarten year allows the child to experience this role of leadership.

-Barrineau

Primary Miss Elizabeth and Miss Ashley

““What is social life if not the solving of social problems, behaving properly and pursuing aims acceptable to all? [It is not] sitting side by side and hearing someone else talk…”

– Dr. Maria Montessori

Each morning, the teachers and students of St. James greet each other with a handshake, eye contact, and a polite “good morning.” Maria Montessori believed in the education and development of the child as whole, emotionally, physically, and academically. Lessons in grace and courtesy are an integral part of Montessori education. These lessons include how to greet others, how to introduce oneself, how to cough and sneeze politely, and how to practice basic good manners. Grace and courtesy lessons can reach far beyond simply learning to be polite; they help children to develop and practice strong moral virtues and to work cooperatively with others. The peace materials play an important role in lessons of grace and courstesy. Through these materials, the children are encouraged to resolve conflict in peaceful ways. They learn to listen to each Tip! other, take turns expressing their feelings, reach an agreement, and offer sincere apologies.

Children in a Montessori classroom practice grace and courtesy throughout the day. For example, children are taught to respect the workspace of others and are not allowed to touch another’s work or interrupt lessons. The children may invite others to work with them or choose to work alone. Students learn to Tip! prepare and serve snacks to their classmates and say “please” and “thank you.” The children also learn to set the table and sit during mealtime.

January has provided many opportunities for new winter themed works. The children have observed an amaryllis bulb bloom and learned the parts of a poinsettia plant. They have also enjoyed snowflake sorting, making snowflake rubbings, and cutting snowman shapes from salt dough!

Primary - Bailey and Gavin The Exercises of Practical Life in the Montessori Classroom include the Exercises of Grace and Courtesy.

The work of the child from 0 - 3 is to become independent.

The work of the child from 3 - 6 is to belong. These goals are accomplished through work that includes movement and repetition which lead to concentration, more repetition and subsequently, control of movement.

The activities of Practical Life enable control over the environment which leads to independence. “Help me to help myself.”

The young child wants to do it himself which leaves him with a positive feeling of success.

Social relations in the classroom are established, maintained, and restored or repaired by way of the Exercises of Grace and Courtesy: How to greet someone, how to wait one’s turn, how to hand something to another child, how to walk past another child in a tight space without bumping, how to say “excuse me” when one does bump into another, how to invite another child to play, how to join in the play of a group of children, how to apologize for hurting someone’s feelings or for hurting the body of another child, how to interrupt, how not to interrupt, how to ask for privacy, how to observe another child working without interrupting, how not to touch others’ work, how to talk quietly, how to pull out your chair without making a sound, how to give another child a lesson, how to replace the work as you found it, how to accept another child’s work just as it is (even if all the cubes are all mixed up), how to kindly offer help or suggestions.

Control of movement, self-discipline and concentration are needed to practice these Exercises of Grace and Courtesy

Our first big group work in January was to write with the Large Movable Alphabet the names of our favorite Christmas gifts. The children took turns, added more rugs and older, more experienced writers brought green phonograms (double letter sounds). Some interested writers worked for two days writing names or handing letters to 3 year olds.

On January 4th we found our “Twelve Days of Christmas� book and soon many of the children were singing the song over and over and over and over and over again!

On the Tenth Day of Christmas we began talking about The Epiphany, the day the Three Wise Men, guided by a star, arrive at the stable in Bethlehem to bring gifts to Baby Jesus. It is a tradition in our classroom to celebrate the Epiphany. This year all the children took turns playing the parts of the Three Kings, Mary and two Angels.

Come on, Yall!

The Stars at Night are Big and Bright!

Saturday, March 24 Saint James 6:30 p.m.

Texas Chic Attire Tip!

The 2012 Saint James Auction is in full swing. We are in need of your donation items to ensure we have a knockout year. In addition, we will be hosting a wine pull and are in need of wine and alcohol to help with this endeavor. You can bring all donation items to Lisa Wilson at Saint James. If you are in need of the official donor form or letter, please check out www.stjamesdallas.com or pick one up on the front or back tables at school. Thank you to all parents who have donated their time and items thus far. We greatly appreciate it!

If you are interested in volunteering or have a special skill that might help with auction prep, please contact Ginger Greenberg greenbergginger@gmail.com or Sarah Sutton Sutton0805@sbcglobal.net.

We will also start putting together class baskets for auction items in the next several weeks so be on the lookout for what your class will be designing for auction.

Let’s see which class’ basket gets the highest bid!

In addition, we are always looking for businesses who would like to get their name out at the auction. If you know of a business interested in underwriting something at the auction or another advertising opportunity, please let us know. In the past, we have had the beverages, dinner and photo booth underwritten by businesses.

All questions are welcomed and we are pleased to have this opportunity to host a fun event.

We look forward to getting everyone involved in our school through the auction.

No contribution is too small!

For more information, please contact Ginger Greenberg at greenbergginger@gmail.com or Sarah Sutton at sutton0805@sbcglobal.net.

Chapel Lessons with Ms. Ashley

C

hapel in January is such a special time in the school calendar. We have all arrived back from Christmas break excited and ready for the next season in the

Church. The children are learning about Epiphany, which loosely translates, a sudden realization. It’s a time to reflect on the Kings’ visit to the Christ child where they too had a realization that Jesus was the Son of God. What an exciting thing to realize in our own lives!

Another wonderful thing in January is the start of a new kindergarten job! The children will take turns leading The Lord’s Prayer during Chapel. This is a great opportunity to practice the Lord’s prayer at home and explain the meaning. Have a wonderful Epiphany season.

Our Father, who art in heaven, hallowed be thy name.

Thy Kingdom come, thy will be done, on earth as it is in heaven Give us this day our daily bread.

And forgive us our trespasses, as we forgive those who trespass against us.

And lead us not into temptation, but deliver us from evil.

For thine is the kingdom, the power and the glory, for ever and ever.

Amen

Blessings, Ashley Flowers Christian Ed. Director

W

e are learning about sculpture in art class and working with clay.

The children are having so much fun creating their own three-dimensional works. The younger children are working on turtle boxes and fish, while the Kindergarten students are creating clay houses and families.

Henry Moore

(30 July 1898 – 31 August 1986) was an English sculptor and artist.

He was best known for his semi-abstract monumental bronze sculptures which are located around the world as public works of art.

His forms are usually abstractions of the human figure, typically depicting mother-and-child or reclining figures.

Art

with Ms. Ashli

Technology with Ms. Ashli

We are learning

Microsoft Word Font point size placing images Lego Robotics

T

he kindergarten students have enjoyed practicing their writing skills on the computer while learning the basics of word processing. Using the program Microsoft Word, the Kindergarten students are learning about typography and placing graphics into their documents. Along with Word processing, the students have continued the Lego Robotic curriculum. We are learning about the motion sensor and how it works. The students are currently working on a crocodile that will open and close its mouth when it senses movement. The children are very excited about programing their crocodiles and have also enjoyed sharing facts and information about crocodiles.

After School Care

ASC continues to be a buzz of activity. The primary children keep me on my toes as they are constantly craving new crafts. During December the primary children made homemade crayons, snowmen and decorated the ASC area for the Christmas season. The toddlers made reindeers with antlers from their handprints. The New Year means new crafts. The newest craft activity that we have begun is sewing with the primary children; the toddlers are trying their hand at lacing! You will see the results of their efforts around the 14th of February. I am sure you will begin to see the ASC area transformed into a sea of purple, pink and red hearts. I certainly enjoy spending time with your children in the afternoon and if you ever need to reach me after 4:00, please call the school

While we try to teach our children all about life, Our children teach us what life is all about. ~Angela Schwindt-

line and listen to the instructions to reach the ASC extension. One last reminder, the children will play outside each day, please make sure to send a jacket with them to wear.

Fun in the Classroom

The Importance of the three year cycle.

It’s re-enrollment time again, and in thousands of Montessori schools all over America parents of four-almost-fiveyear -olds are trying to decide whether or not they should keep their sons and daughters in Montessori for kindergarten or send them off to the local schools.

One important difference between what Montessori offers the five-year-old and what is offered by many of today’s kindergarten programs has to do with how it helps the young child to learn how to learn.

A

s Obviously there is no one right answer for every child. Often the decision depends on where each family places its priorities and how strongly parents sense that one school or another more closely fits

in with their hopes dreams for their children. Montessori is an approach to working with children that is carefully based· on what we’ve learned about child development from several decades of research. Although sometimes misunderstood, the Montessori approach has been acclaimed as the most developmentally appropriate model currently available by some of America’s top experts on early childhood and elementary education. One important difference between what Montessori offers the five-year-old and what is offered by many of today’s kindergarten programs has to do with how it helps the young child to learn how to learn.

By the end of the Kindergarten year?

By the end of age five, Montessori students will often develop academic skllls. that may be beyond those advanced. Academic progress is not our ultimate goal. Our real hope Is that they will feel good about themselves and enjoy learning. Mastering basic skills is a side goal. Montessori children are generally, doing very well academically by the end of kindergarten, although that Is not our ultimate objective. The program offers them enriched lessons in math, reading, and language, and if they are ready, they normally develop excellent skills.

The Third Year Preschool Student internalizes and consolidates the academic skills they have garnered for two years before exploding into the next three year cycle.

The Importance of the Montessori Kindergarten year A Montessori program is based on self-direction, non-competitive and cooperative activities that help a child develop a strong self-image, high levels of academic and social competence, and the confidence to face challenges with optimism. Encouraged to make decisions at an early age, Montessori educated children are problem-solvers who can make appropriate choices, manage their time, and work well with others. They exchange ideas and discuss work freely. These positive communication skills build the foundation for negotiating new settings.

Montessori

Traditional

Views the child holistically, valuing cognitive, psychological, social, and spiritual development.

Views the child in terms of competence, skill level, and achievement with an emphasis on core curricula standards and social development.

Child is an active participant in learning, allowed to move about and respectfully explore the classroom environment; teacher is an instructional facilitator and guide.

Child is a more passive participant in learning, teacher has a more dominant, central role in classroom activity.

A carefully prepared learning environment and method encourages development of internal self-discipline and intrinsic motivation.

Teacher acts as a primary enforcer of external discipline promoting extrinsic motivation.

Instruction, both individual and group, adapts to students’ learning styles and developmental levels.

Instruction, both individual and group, adapts to core curricula benchmarks.

Three-year span of age grouping, three-year cycles allow teacher, students, and parents to develop supportive, collaborative and trusting relationships.

Same-age and/or skill level grouping; one-year cycles can limit development of strong teacher, student, and parent collaboration.

Grace, courtesy, and conflict resolution are integral parts of daily Montessori peace curriculum.

Conflict resolution is usually taught separately from daily classroom activity.

Values concentration and depth of experience; supplies uninterrupted time for focused work cycle to develop.

Values completion of assignments; time is tightly scheduled.

Child’s learning pace is internally determined.

Instructional pace usually set by core-curricula standards expectations, group norm, or teacher.

Child allowed to spot own errors through feedback from the materials; errors are viewed as part of the learning process.

Work is usually corrected by the teacher; errors are viewed as mistakes.

Learning is reinforced internally through the child’s own repetition of an activity and internal feelings of success.

Learning is reinforced externally by test scores and rewards competition and grades.

Care of self and environment are emphasized as integral to the learning process.

Less emphasis on self-care, spatial awareness, and care of environment.

Child can work where he/she is comfortable and the child often has choices between working alone or with a group that is highly collaborative among older students.

Child is usually assigned a specific work space; talking among peers is discouraged.

Multi-disciplinary, interwoven curriculum.

Curriculum areas usually taught as separate topics.

Child learns to share leadership; egalitarian interaction is encouraged.

Hierarchical classroom structure is more prominent.

Progress is reported through multiple formats: conferences, narrative reports, checklists and portfolio of student’s work.

Progress is usually reported through conferences, report cards/grades, and test scores.

Children are encouraged to teach, collaborate, and help each other.

Most teaching is done by the teacher and collaboration is an alternative teaching strategy.

Child is provided opportunities to choose own work from interests and abilities, concepts taught within context of interest.

Curricula organized and structured for child based on the curricula standards.

“The Kindergarten year is a magical time -

when the “mystery of Montessori” is revealed.”

During my oldest son’s first two years at St. James, I knew that St. James had a lot of fine qualities - it offered a nurturing environment with a spiritual element that felt safe and familiar for my child. However, what went on in the classroom seemed like a mystery to me. My child didn’t come home with the some kind of artwork as his friends in other pre-schools. When I would ask my 3 or 4 year old about his day, he never really had much to say. He wasn’t singing the ABC song, or reciting other measures of development that we use as markers in our culture. I didn’t really know much about how he was doing academically. But then, the Kindergarten year came, and I saw my child explode into learning. The foundation had been laid, and the structures were being built. He started solving math”matical equations (i.e. , figuring out how many more pumpkins we needed so that each member of our family would have a pumpkin), and drawing maps of the world. His world was expanding, and he was beaming with confidence as he entered the classroom. That was it - I was sold on Montessori. A Montessori education is an investment it is not simply a place to pass the time until your child is ready for “school.” It is a foundation for a love of learning. My oldest son is in 5th grade today- he is a leader in his class, well-respected by his peers, and frequently recognized by his teachers for his intellectual insight and abilities.

My second child followed in his brother’s footsteps at St. James, and is also an avid learner. His kindergarten year was filled with his own handwritten books about birds, dinosaurs, trees, butterflies, etc. He and his kindergarten friends wrote a play about the Nativity at Christmas, and presented it to their class. He is in 2nd grade now, and thriving thanks to this solid foundation. My youngest child is in her first primary year at St. James, and I can’t wait to see how she “explodes” into learning. We have been blessed to witness the “return” on our investment -which comes to light in that kindergarten year. The Kindergarten year is a magical time- when the “mystery of Montessori” is revealed. -Jennifer Stanton Hargrave

Dear Loree, Reflecting back on the years Sophie attended St. James, I feel compelled to share our excitement regarding Sophie’s academic and personal development.

The Montessori method, in my opinion, is a superior form

of teaching, and Ann Bailey’s persistence and dedication to each of her Primary students has made our St. James experience certainly one to brag about!

As you know, our daughter, Sophie, entered the St. James Primary classroom at age two because of her late September birthday.

She therefore

had the pleasure to be in the same classroom for an extra year, making her total four years (instead of the usual three).

W hat a miracle it has

been to see our daughter enter school at a young age, having the older children as mentors, and then growing and developing to eventually become a mentor herself during her graduation year. truly amazing!

This process is

Sophie has developed a tremendous amount of academ-

ic success, independence, and above all, self-esteem.

It brings tears to

my eyes just thinking about her achievements!

Now that Sophie has graduated and has moved on to grade school, her development continues to grow thanks to the foundation she received at St. James.

As a homeschool teacher, I can see first hand the advan-

tages Sophie has been given.

Within the first month of teaching a first

grade curriculum, I quickly realized this was merely review for my...

daughter and proceeded to advance her to the second grade. mas she will have finished a majority of that grade level!

By C hrist-

I firmly be-

lieve this is due to Sophie’s love for learning and ability to spend large blocks of time concentrating on a subject, skills undeniably a direct result of her St. James experience.

I would also like to stress that the completion of the program has played the largest role in my daughter’s successes.

The kindergarten

year, hands down, is the jewel of the St. James program, with the mentoring program having played the largest part of Sophie’s academic success.

She was able to interact with older students when she started

the program, and by graduation had achieved “master teacher” status amongst the children.

W hat this has done for her self-esteem

has translated to her academic work at home and her social well being with her friends.

Once again, Kudos to you, Loree, your amazing staff, and your execution of Maria Montessori’s proven method of developing the whole child.

We are for ever grateful for Sophie’s St. James experience!

Fondly, Beth Gilpin

Ms. Loree~

I’d like to take t his oppor t unit y to t hank you and t he sta f f o f St. James, and t ell you how well Kat rena was prepared during her time at St. James.

Mot her’s Day out and t ransit ioned to t he Toddler Class.

She star ted out in the

Ult imat ely, she wound up in Mrs.

Bailey’s (and Mrs. Scot t ’s and Gavin’s) class for her Primary years.

I t ruly believe t hat one o f t he main reasons she was so well prepared was because she complet ed all t hree years o f Primary.

During t he t hird year, she really came out o f her

shell and developed as a leader and a role model.

She gained so much con f idence by

helping t he younger children, and also f ur ther developing her own skills.

When it was

ult imat ely t ime for her to leave St. James, we were for t unat e in t hat she was accept ed at multiple places, including our f irst choice.

We have decided to continue a Montessori

educat ion for her for as long as possible!

We all t hink back on our t ime at St. James wit h such wonder f ul memories. t hankf ul to you and t he sta f f o f St. James for everyt hing.

Warmest Regards~

Julie Koellner

We are t ruly

Upcoming Events February February 3rd 100th Day of School February 7th PTO Meeting February 13th Monday Morning Montessori February 14th Valentine Parties - noon dismissal February 20th Winter Break February 21st Pancake Dinner