march
NEWS
Reality Versus Fantasy - Loree Birkenback
head of school
M
aria Montessori’s a Beliefs on Reality Versus Fantasy When Maria Montessori opened her first school in 1907, she believed that children loved fairy tales and pretend play. Being a scientist at heart, she was an avid observer and constantly tracked what the children were choosing. She quickly realized that the children would walk away from the adult reading a fairy tale and would choose to study a crawling insect or a lizard. They much preferred serving real tea to visitors than playing with dolls. They would rather cook real food in a real kitchen rather than playing with pretend food in a child’s kitchen. Dr. Montessori observed the children’s natural drives and developed an approach that satisfied their desire to interact with the world around them. She realized what scientific research now confirms: A child develops knowledge based on impressions fixed in his mind by his experiences in reality. (These perceptions are absorbed into the child’s mind without a filter during the first six years of life; a phenomenon Dr. Montessori termed the absorbent mind.) .
What does this mean in our environments here at St. James? We strive to provide these real experiences in a variety of ways. The classrooms are maintained by the children. Each is its own little home with opportunities to sweep and tidy, prepare food, and explore the natural world through the indoor and outdoor worlds
We also ask that the children not bring fantasy into our rich environments. We prefer plain lunch boxes and do not allow cartoon characters on clothing items. We choose books with real animals and experiences for our youngest students. Studies show that children under age 5 have a difficult time differentiating real from fantasy. For example, it’s difficult to explain that fairies and dragons are make-believe and that a seahorse and Komodo dragon are real! A child who spends too much time in fantasy will not be able to relate to real situations or have a lengthy focus … thus we see social and academic implications. In the present time, it is not only fairy tales or fantasy stories that cause the mind of the child to stray. One of the worst problems in our time is exposure to television before six years of age. It has now been proven that viewing television causes great damage to the brain. Plenty of scientific research is focused upon the effects of television in the child’s life, because it was noticed that young children who watch TV for long periods start to have problems of adaptation, learning difficulties, and behavior deviations. The child suffers a multi-level sensory deprivation and a lack of motor development, which impair the ability to concentrate (Johnson).
We do believe in the power of a child’s imagination, however. How is imagination different from fantasy? Let’s look at the definition of imagination: “1. The ability of the mind to form new and original ideas that have their basis in reality. 2. The ability to be creative and resourceful”. Montessori says: “The true basis of the imagination is reality” (The Advanced Montessori 196). To us, the difference is clear! Let’s all inspire our children’s natural world and take a break from fantasy. The Advanced Montessori Method, Vol. I, Oxford, England: Clio Press, 1998.Method Johnson, Susan R. Strangers in Our Homes: TV and Our Children’s Minds. 1999. <http://www.waldorfhomeschoolers. com/TVstrangers.htm>
MDO Happy spring everyone!!! We hope everyone had a great spring break, and we were so happy to see everyone. I think the children were excited too!! This spring we will be working on anything nature. The children really enjoyed working with Ms. Loree on our auction plant project. We have been teaching the children how to water plants as well as how to plant them in the ground. We also planted some vegetables and spices as well. We learned what a plant needs to grow…soil, sun and water!
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e love spring because it is the best of the year to take the children on nature walks with their baskets in hand ready to find a bug, rock, flower, or even just to look up at the birds and airplanes in the sky.
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ith Easter so close we think it would be so much fun to have some Easter snacks like deviled eggs, hard boiled eggs, bunny sandwiches, bunny or egg shaped muffins, carrots and ranch, or any other fun Easter snack idea that you might be able to think of.
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e would like to thank everyone who has donated to our Auction basket this year. We are so thankful for our parents and we appreciate you all very much!
Toddlers A Montessori Education •Follow the child. •Respect and encourage the child. •Give freedom of movement (as long as children aren’t in danger or misusing that freedom). •Encourage independence and decision-making. •Provide as many opportunities for hands-on learning as possible.
Montessori education is devoted to helping each child achieve his or her potential and develop a lifelong love of learning. An attractive and orderly prepared environment, unique learning materials, and special way of viewing and teaching the child are essential parts of Montessori education. The teacher in a Montessori class acts as a source of guidance and gentle direction. While the children develop inner direction and discipline, the teacher provides freedom within limits. Nurturing the Love of Learning – “Help me to do it myself” is one of the most commonly heard– and important principles from Montessori education.
•Emphasize practical life (daily living) and sensorial activities during the preschool years. •Prepare and maintain an orderly and attractive environment. •Provide child-size materials and real child-size tools. Low shelves with materials on trays and child-size tables and chairs are important features of Montessori early-childhood education.
•Follow the child. •Provide child-size materials and real child-size tools. Low shelves with materials on trays and child-size tables and chairs are important features of Montessori early-childhood education. •Don’t interrupt a child’s work cycle. Allow children to choose their activities and work uninterrupted to develop an ever-increasing ability to concentrate. •Demonstrate how to do activities. •Isolate the difficulty in an activity whenever possible. For example, when introducing colors, have materials that vary in color but not shape or size.
A great example for in our toddler class was a gardening project that we started several weeks ago. We had dirt, seeds, pots and a little plastic greenhouse. As a class we planted the seeds and everyday a child in the classroom would ask to water (spray) the pots and one day we walked into class and one the children noticed that the seeds had started to grow. Every day we continued to spray them with water and all the pots had at least one little plant growing in each pot. This week in garden class we took the little seedlings outside to our school garden and planted them in the ground. They were so excited to see this process and it will be even more exciting when we will actually see the little seedlings produce “baby bottle gourds”. Learning to love our environment.
Primary
Stark / Flowers
The Montessori environment provides young children with many opportunities to learn about science, including introductions to zoology and botany. Younger children are given lessons on identifying the differences between what is living and what is not living. Children can also practice plant and animal sorting, as well as identifying the different parts of many plants and animals. Our classroom is filled with plants and animals, providing the children with hands-on extensions to their lessons. For example, we recently observed a three year old child using the wooden â&#x20AC;&#x153;parts of a birdâ&#x20AC;? puzzle and then naming all the parts of our classroom zebra finch! The children also gain much practice caring for plants and animals within the classroom and school environment. Each child has their own plant that they are responsible for. They water, prune and observe the growth and changes of their plant. Older children may choose to visit the St. James library to look up more information about their plant! A Kindergarten student recently researched and made a picture book about the plants and animals which are native to Texas, a great science and cultural lesson! Each student also has the opportunity to help care our classroom pets. They take turns feeding the bird, fish, and guinea pig. Several of the children have even been lucky enough to observe Houdini, the ribbon snake, catching and eating live fish! Afterwards, we were able to have a great classroom discussion about snakes eat, move, smell, hear, and see!
Eagle Watching.. The Richmond Eagle Cam Thank you Katherine Berry for sharing the exciting new eaglet news and eagle cam information with us! To watch the Richmond Eagle Cam , visit http://www.ustream.tv/channel/9907628
Tip!
The video footage from the eagle cam is part of an ongoing Center for Conservation Biology research project designed to examine how different generations of eagles interact within the Chesapeake Bay population. This pair of eagles is located along the James River in Richmond Virginia. Learn more about this project View the CCB Social Stream, which includes an â&#x20AC;&#x153;Ask the eagle expertâ&#x20AC;? chat on Fridays at 2 p.m.
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he primary purpose of the botany studies is for the children to grow their understanding of the world around them. Additionally, botany teaches them about the delicate cycle of life and to care for the environment. The children love to care for the plants in the classroom. This care includes potting plants, watering them, polishing their leaves, creating compost and adding it to the soil of the plants. The botany puzzles take this learning further by teaching the children the names of the parts of the tree, the leaf, and the flower. The children gain real life exposure to how the different seasons of the year affect nature through their work in the garden. For example, in the fall the children plant bulbs and add mulch blankets around the plants in preparation for winter. In the spring, the children pull weeds and plant young seedlings and flowers. Then in late summer, the children harvest produce from the garden. This illustrates the cycle of life in a very hands on way.
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he primary classroom also contains a zoology curriculum. As everyone knows, children at this age are fascinated by the realization that animals also possess life and unique characteristics. Jameson (the school guinea pig) became a fast favorite of all the children. They love to share fruits and vegetables from the serving works with him and take time to watch him eat, sleep, and play in his environment. They love to hear his sounds, to pet him, and even assist with his bath and cleaning his cage.
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e would like to thank all the families in our class for donating so many amazing things for our auction basket. We received so many items that we were able to fill TWO baskets for our class! We would also like to thank everyone who has volunteered their extra time to help the school and the auction; we really appreciate it! -Julia and Tamara
Classrom Conversations
-Bailey/Gavin
Monday morning, after Spring Break, the children arrived quietly, one by one, several bringing treasures from trips away with their families. Soon shells from San Diego, California, were arranged on a floor rug while two boys brought the Large Movable Alphabet, opened the boxes and writing began while conversations about beaches and shells fell like sand all around the edges. One boy said, “I went to the beach with my Dad”. “Oh! Where did you go?” “Oh, not really, but I do WANT to!” Later we went to the Science Closet to find our photographs of different kinds of shells with their names. A small group of beachcombers identified two Helmet Shells, a Scallop, and a Conch Another child brought a see-through box of ladybugs! With encouragement three boys wrote “laideebugz” and at least that many OBSERVED those laideebugz all day long! Then when we went outside the children found even more ladybugs around the rocks on the hill. That day was warm and sunny with tall weed flowers blooming. There was a gathering fest of bright green grasses with pretty pink flowers for making a giant nest. “Everyone has to help because our bird is really big! Leo is our bird!”
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oday is Wednesday and the children are still working happily with Golden Beads,
Stamp Games, Strip Boards and Bead Bars. We’re making pockets for Math Works: red ones for Addition, green ones for Subtraction, yellow for Multiplication and blue for Division. It seems to help both the children and the teachers. (Maria Montessori did tell us that children between the ages of 3 and 6 years love to categorize.)
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he best part of our week for me was observing the children lying on their
stomachs in a loose oval shape, legs outstretched, telling their friends about their time at home or special things they did. They were truly happy to see each other and having conversations! “I skied on the double blues all by myself!” “I won a trophy!” “I was very sick!” “Oh, let me tell you about my trip! I had PIZZA and ICE CREAM! “I missed you very much!”
In the Classroom -Mrs. Barrineau and Ms. Ana
In the classroom the students are busy doing work and growing and maturing and visiting/socializing, etc.
There is never a dull moment in our classroom. Throughout the
course of the day, these are some of the works that the students will be working on: 100 board, addition equations, subtraction equations, addition with the golden beads, multiplication bead board, division bead board, stamp game, teen board, tens board, broad stairs, pink tower, pattern boards, red rods, color boxes, knobbed and knobless cylinders, metal insets, moveable alphabet, language puzzles, handwriting, story writing, pouring water, 100 peg pegboard, sorting various objects, table scrubbing, hand washing, bolt boards, painting, art cache, etc., etc., etc. The students take out and put up many works daily. All the while we give lessons and assist as needed
*If you wonder what some of the above works are, I have a book that you can borrow to take home and read. It is a very short book that explains many of the works in the Montessori classroom, and is a wonderful resource. Also, If you ever have questions or concerns about your child feel free to ask us. Communication is very important in doing what is best for each individual student.
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Georgia O’keefe
Georgia O’Keeffe was born in Sun Prairie, Wisconsin in 1887. The second of seven children, O’Keeffe longed to be an artist from an early age. She worked briefly as a commercial artist in Chicago before moving to Texas to teach, and later becoming one of the most compelling American Artist of the 20th century
fter taking a small break from their clay projects to work on the Auction Artwork, the students are back to work on their clay projects. They are currently applying the finishing touches on their clay turtles, fish, sea creatures, animals and houses. They have all really enjoyed learning about sculpture and working with the clay. Some of our upcoming projects include Self Portraits, Georgia O’keefe flowers, and making our own paint!
Art
with Ms. Ashli
Technology
with Ms. Ashli
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he kindergartners are learning how to use Microsoft Powerpoint, and are currently making a presentation about their favorite things. The students have been learning how to change the look of their presentaions by adjusting font, size and color. They have also learned about inserting and manipulating images into thier work.
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he students have been so excited to learn how to save their work on to their USB drives, and cant wait to take them home at the end of year and show off their work.
We are learning
Sensors Microsoft Word Microsoft Powerpoint
Chapel Lessons with Ms. Ashley
March is one of my favorite months to teach Chapel. There are so many wonderful lessons and stories to cover! March is when the bulk of Lent is observed in the church and is a time for repentance, reflection and reconciliation. We repent from bad choices we’ve made over the year by fully turning away from them. We reflect on where we have been and look forward to where we are going. Most importantly we are reconciled with God and join Him in the Easter celebration!! All of these things are taught to our students in a modified version. The children have really enjoyed learning about the season of Lent. Another fun topic is that of St. Patrick! Did you know that St. Patrick was not Irish? He was born in Scotland in 387 A.D. He was kidnapped by Irish pirates and was sold into slavery. After he escaped, he returned to Ireland as a missionary. He used the three leaf
clover to share the idea of the Trinity. The Father, The Son, and The Holy Spirit! It is so important to know the history of why we do the things we do. It truly brings a whole new meaning to why we celebrate this great Saint who spread the word about God’s unending love. This week we talked about the story of Daniel and the Lions den. A story that shows us that we must do what is right in the eyes of God even if people around us do not agree. God will always protect us and love us! Even in a lions den!! :) I hope you all had a fabulous spring break and the next time you see a three leaf clover you will remember about God’s Great BIG love for us! Blessings, Ashley Flowers, Christian Ed. Director
After School Care
You might have heard your primary child talk- The children have been working so hard on being about fruit and a jar and wondering what in
ing kind to each and not raising their voices and I
the world they are talking about. The object is
have so much help at clean up time that I am just
to fill a jar with plastic fruit and when the jar is
completely speechless.
full, there will be a splash party. Each afternoon,
The toddlers and primary are both enjoying new
we have a “fruit meeting” where we talk about
crafts and the lovely spring weather, may it con-
our afternoon in ASC. Did we get along and not
tinue. I have had several parents ask about play-
have any disagreements during outside time? IF time outside. To keep the children safe, we must there was a disagreement, were the children able allow the toddlers and primary to have separate to work out a peaceful solution on their own? If it
playtimes. The primary will be on the playground
wasWhile a peaceful we try toplaytime, teach our we earn a piece of fruit.
until 4:30 and the toddlers will be on the play-
Our rug, children us what on the getteach along and remember to keep the
ground Tip! from 4:30 – 5:30. As always, if you need to contact me during ASC hours, please call the
Did the children thatlife, are playing with the blocks children all about
life the is allrug about. blocks on so that our room will be a safe school 214-348-1349 and listen for the prompts ~Angela Schwindtplace to walk? If so, they can earn another piece for the ASC extension. of fruit. The object is to work on building a safe Happy Spring, community AND to work/play peacefully with Lisa, Lindsey, Yoli, Amanda, Brooke and Tori each other. I must say, it has been awesome. Tip!
Upcoming Events April April 3rd and 4th MDO Easter Egg Hunt
Oct 31
April 5th Easter Egg Hunt - Toddler and Primary Classrooms Halloween Parties Staff Noon Inservicenoon dismissal Dismissal April 6th Good Friday - No School April 9th Easter Monday - No School April 16th Monday Morning Montessori Discussion
Registration is now Open