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Courage

Written by Foothill Montessori on . Posted in Blog, Parent Education.

The Montessori classroom provides daily opportunities to develop and practice courage.

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 they are 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. It is this kind of courage that must be nurtured and practiced for it to become a practical virtue.

The courage to do what is right

We tend to identify courage with physical courage – running into a burning building, pulling people out of rivers etc. However, in 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.

A sense of accomplishment and control

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 used to trying new things without the overpowering fear of failure. The child learns to work their 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.

 by Edward Fidellow, www.crossmountainmedia.com

Our Response to a Recent News Event Involving a Utah School.

Written by Foothill Montessori on . Posted in Blog.

We are upset and deeply saddened by the events that took place at Maria Montessori Academy, a public charter school, in North Ogden. FMSL advocates for peace and tolerance. We are committed to providing a curriculum that embraces justice, diversity and equity; this includes teaching Black history in age appropriate ways. As members of the Utah Montessori Council we are actively working with our fellow educators to provide guidance and training that will ensure environments where everyone is welcome, valued and respected. We invite you to read this article from the New York Times to see what transpired. – Brandi & Margaret  

Montessori and the Myth of Low Student Teacher Ratios

Written by Foothill Montessori on . Posted in Blog, Parent Education.

As parents we have to judge what makes a good educational program for our children. We ask our friends, we look at the school – is it clean and orderly and bright? We look at the children – do they seem happy? We observe the teacher – are they engaged and interested in the children? These are things that we can judge. And then we remember that we’ve heard that a low student–teacher ratio is important for a good educational approach and outcome. (It must be true because all of the governmental agencies are always trying to lower the ratios.)

Ratios aren’t critical

Low ratios are a myth as far as Montessori education is concerned. Traditionally, a low student–teacher ratio is desired if you are trying to make everyone do the same thing at the same time. (It is a lot like herding cats – the less you have, the easier it might be to perform.) Ratios aren’t critical in Montessori for three reasons.

  1. In Montessori education you do not teach classes (numbers) you teach children (individuals.)
  2. The goal in the classroom is not just to teach the material but to facilitate the child’s ability to learn on their own – which in effect makes the learning one on one.
  3. And because of the nature of the classroom where children are encouraged to help each other – the five year olds teach the four year olds and the four year olds teach the three year olds – you literally have more teachers than students.

Parents wonder still – “If there were fewer students wouldn’t my child get more attention from the teacher?” Interestingly, it is not just the amount of time your child needs but the amount of focused time (time spent directly on your child’s priorities and needs) that effectively contributes to their learning.

A Montessori teacher can be compared to a juggler who spins plates on a stick. They will begin spinning the first plate, then the second, third and fourth. They might go back and give the first plate a spin before spinning the fifth and sixth. They might then spin the second plate – and that first plate might need another spin before they get the seventh plate rotating. Likewise, the teacher notes each of their students and what it takes to power up the learning gyroscope in each child – so the child can keep the learning plates spinning on their own. A low ratio is good if you are driving the learning – not as consequential if you are leading it.

Now, because the teacher doesn’t spend all of their time driving the learning, they have time to study each child: to study their needs, skills, aptitudes and personality. All the ratios in the world are meaningless – unless you know your student.

The child is free to develop initiative

Ironically, there are many advantages of not having a low student–teacher ratio in the classroom.

  1. Children aren’t smothered by attention. They are given the opportunity to breathe and explore. The teacher does not feel compelled to guide and fill their every moment.
  2. Because the teacher does not dominate the society, the classroom becomes a community of interaction and learning. Cooperation is a virtue (instead of “Go back to your seat and mind your own business.”)
  3. With the adult not hovering and micromanaging, the child is free to develop initiative. This initiative creates the fantastic learning that comes out of a Montessori classroom (which a teacher would be hard pressed to produce in a traditional setting.)
  4. The child develops a personal sense of responsibility over the learning they have initiated.
  5. The child develops the ability to make meaningful choices – instead of just following directions.
  6. The power to choose wisely is a growing marker of maturity.
  7. Real choice making needs the opportunity to make mistakes, to correct them, to recover from them and to learn from them. (That is hard to do when someone is hurrying you along to get to the next lesson.)
  8. All of this allows the student to build confidence in themself. When the student assumes responsibility for the learning they begin to build confidence in their ability to navigate in the world as it is being opened to them through the classroom, the classroom community and the world of knowledge.

Montessori teachers have to train themselves in the art of not interfering with the internal learning process of the student. They have to train themselves to observe the child, to know how the child learns and how to allow the child to learn.

Ultimately, they have to learn how to help the child learn for themselves– which is always one on one.

by Edward Fidellow, www.crossmountainmedia.com

COVID Safety Measures Update

Written by Foothill Montessori on . Posted in Blog.

The school’s COVID-19 Safety Protocols for 2021-22 can be found in the footer of the school’s website – http://mcsslc.com. The most recent updates are listed below:

5-11 year olds are now eligable for COVID Vaccinations

When fully vaccinated for COVID-19 (2 weeks after their final dose), FMSL will no longer require students to quarantine following an exposure.

  • Following an exposure, vaccinated students and their parents should remain vigilant for COVID symptoms and seek testing within 5-7 days.
  • Upon receiving the final vaccination shot, please submit your child’s vaccination record to covid@mcsslc.com.
  • Please note, face masks are still required to be worn indoors regardless of vaccination status.

Red Risk Level

FMSL will continue to operate at the Red risk level of our safety measures until further notice. The following adjustments have been made to various aspects of our plan.

  • Campus Access:Teachers in training and schools wishing to improve or develop their programs will be able to arrange on-campus observations. The following safety measures are in place for all visitors: proof of vaccination, masking, and health screening.
  • Hygiene & Cleaning Protocols: The benefit of bed rolls being laundered daily is being re-examined.
  • Program Elements: Food Prep- classrooms are able to resume shelf-works involving food prep for consumption by school and household pets. Teacher led classroom cooking projects may also be resumed; Field-trips & Presentations- classes may consider in-school presentations with the parameters mentioned above in place for all visitors.

Close Contacts

All EC-El classes have established assigned seating for lunch and spaces for resting. Classroom mapping of those assigned spaces will facilitate contact tracing of close contacts following a classroom exposure. Individuals determined a close contact will be required to quarantine; parents of students outside of the close contact zone will be able to choose whether their child quarantines or not. ​FMSL will continue to notify the classroom affected and the entire community when a positive case occurs within the student and staff bodies.

On-Site COVID Testing

FMSL has decided to move forward with implementing the UDOH’s on-site COVID testing program. The community is invited to attend a virtual Information Night on November 16 to hear details of the testing. An invitation will be sent closer to the date. So we can make the best use of our time that night, please submit your questions or concerns to margaretmcdonald@mcsslc.com in advance of the event. We are very grateful to the following parents for their help in facilitating this program:

  • Elena Dicus, JD/MHA, is an administrator at Primary Children’s Hospital. She has extensive experience in healthcare compliance and regulatory issues, as well as hospital and clinic operations. Her 2 year old Charlie is in Stars and has just learned how to perform his own nasal swabs!
  • Tera Purkey, MPH, is a program manager at BioFire Diagnostics. She just can’t get enough of diagnostic testing, so she’s teamed up to help coordinate COVID testing at FMSL. Her daughter June is an infant in the Sego Lily classroom.
  • Matthew Nicholaou is an Associate Professor and the Dumke Endowed Chair of the Medical Laboratory Sciences Department at Weber State University. He has worked as a clinical microbiologist at the Children’s Hospital of Philadelphia, earned a Doctor of Public Health in Infectious Diseases and Microbiology from the University of Pittsburgh, worked as a consultant for the US Department of Defense, and has over 20 years of expertise in infectious diseases and diagnostic testing. He also validated one of Binax’s first rapid antigen tests for detecting strep throat in pediatric patients. He is the father of Eleanor in Willows.
  • Sophie Lake has been a Toddler Teacher at FMSL for the past 12 years. She is the proud parent to Frankie (Willows) and Georgia (Moons) who have both attended FMSL since they were just 6 months old! She recently achieved her CNA (Certified Nursing Assistant) licence and is extremely excited to collaborate with this team as the health and safety of our community has always been a priority for her.

Update on COVID-19 School Testing Program

Written by Foothill Montessori on . Posted in Blog.

Thank you for participating in the recent survery related to on-site COVID testing at FMSL. 208 responses were submitted. The results, along with additional details of the program being considered, are included below.

Why Consider Testings at FMSL?

Testing provides an important layer of prevention, particularly in areas with substantial to high community transmission levels. Many people with COVID-19 don’t have symptoms but can still spread the virus; finding who has the virus early means steps can be taken to prevent COVID-19 from spreading and causing an outbreak. Regular testing also means parents or guardians get notified if their child tests positive, allowing them to plan for treatment and take steps to protect the rest of the family from COVID-19. The Utah Department of Health (UDOH) is partnering with public, charter and private schools to make on-site school testing possible in a concerted effort to keep schools open and students attending in-person instruction.

What Oversight Would Be in Place?

UDOH provides schools with a convenient school-based testing for teachers, staff and students. Training and guidelines are provided by the UDOH including conducting testing registration and obtaining consent, specimen collection, result reporting, and patient result notification.

What Test would be Administered?

The state provides the school with BinaxNOW rapid antigen tests. This is a nasal test, using a swab for the lower part of the inner nostril.

Who would be Tested?

Parental permission and student consent would be sought prior to this testing program being implemented. Students 2+years of age are eligible to participate. No child will be tested against their will.

What Happens Next?​

If you indicated you would be willing to volunteer, a member of the team examining this program will be in touch to gather details of availability, etc. An information night will be held virtually on 11/16/21 from 7-8pm to provide additional details and allow for questions and concerns to be addressed. So we can make the best use of our time that night, please submit your questions or concerns to margaretmcdonald@mcsslc.com in advance of the event.

Lockout Security Procedure Explained

Written by Foothill Montessori on . Posted in Announcements, Blog.

A lockout is a precautionary security procedure implemented to minimize exposure to an external threat. Examples would be elevated police activity in the neighbourhood, dangerous wildlife spotted nearby, or hazards in close proximity to the school.

  • Should a lockout be warranted, an announcement will be made via the school’s intercom to alert staff.
  • Outside activities will be canceled but inside activities will continue as normal to the extent possible.
  • Facility staff will ensure that all exterior windows and doors are secured and admin staff will account for all classes and staff having heard the announcement and making suitable accommodations to their routines.
  • Typically, no person (parent, student, staff member, guest, etc.) may enter or leave the building while a lockout is in place.
  • If a lockout is initiated, the school’s emergency notification system will be used to send a text to all parents. This will notify parents not to approach the school and to be on alert for follow up communications related to the emergency and any special instructions necessary for drop-off or pick-up.

A lockout mock drill typically lasts 10-15 minutes; this allows staff time to implement safety measures and consider necessary procedures.

Mock drills play an important role in training school staff to know their responsibilities so they can take the lead in an emergency. It’s equally important for students to know the planned procedures so they can work cooperatively with adults. Familiarizing teachers and students with the emergency plan also helps to reduce anxiety, panic and confusion and help everyone remain calm. The results of a mock drill are crucial to identifying areas of weakness in any emergency plan.

In advance of all mock drills, teachers discuss in age appropriate ways with the students the procedure to be followed and the reasons for the drill. We recognize that children will have questions. Teachers will address questions simply, and invite children to discuss the events at home.

“Drill in Progress” signs are posted on the doors whenever a mock drill is being conducted. We thank you for your patience and understanding while staff attend to their responsibilities during a drill.

Summer Camp 2022

Written by Foothill Montessori on . Posted in Announcements, Blog, Community News.

Please click here for current summer camp information.

Summer Camp

Summer Camp at FMSL is a multi-week program that focuses on a different area of the world each year. For Summer Camp 2022 (6/14/22-8/12/22), Russia will be our destination! A description of the camp, tuition prices, and policies can be found here.

Summer Camp 2022 registration is now available to current FMSL families, via a webform in the FACTS Family Portal. An all-school email has been sent indicating registration is open.

  • The deadline for enrolling is Friday, December 3. Charges will be added to your current payment plan and method in FACTS Financial and will be applied in May and/or June 2022, depending on your plan.
  • Students attend summer camp with the same schedule they attended throughout the school year.
  • We will try to accommodate schedule changes as needed; however, after March 1, 2022, staffing will be in place for the summer and we cannot guarantee a schedule change.
  • If any withdrawals are made between January 15 and March 1, 50% of the summer tuition will still be charged; after March 1, 75% of the summer tuition will be charged; and after June 1, 100% of the summer tuition will be charged.

Thank you for your patience as our Directors assessed our expenses and staff salaries for summer camp, with consideration for COVID-19 protocols. Our model for this service was based on pre-pandemic protocols/staffing/enrollment and needed review.

Please email Ramira Alamilla at enroll@mcsslc.com or Candace Wiseman at campdirector@mcsslc.com if you have any questions.

Enroll in Summer Camp 2022 via FACTS Webforms

  • Login to FACTS Family Portal
  • Under the School menu choose Web Forms
  • Click Summer Camp Enrollment
  • Click the button next to each student

For questions related to getting signed in to FACTS Family Portal see this blog post

Don’t get tricked this Halloween!

Written by Foothill Montessori on . Posted in Blog.

  • Avoid a candy/drug mix-up by keeping medicine up and out of reach. If you suspect someone has mistaken drugs for candy, call 1-800-222-1222 for #PoisonHelp.
  • Be careful with cosmetics. Only use nontoxic face paints and test on the skin before use.
  • Throw away all candy or treats that are not in their original wrappers.
  • ​Glow sticks are fun to use on Halloween, but if bitten into by a child, the liquid inside can cause skin irritation and make their stomach upset. #PreventPoison by watching children closely when they are using glow sticks and make sure they keep them out of their mouth! If a child bites a glow stick, call 1-800-222-1222.
  • Use caution with dry ice. Avoid using it in an enclosed space and always wear gloves when handling.

If you have a poison mishap, call 1-800-222-1222 for free, expert help.

– Utah Poison Control Center 

COVID Safety Measure Updates

Written by Foothill Montessori on . Posted in Announcements, Blog.

Reporting Test Results

Please send all test results to covid@mcsslc.com with the individual’s name and either positive or negative test result in the subject line. Photos of test results are acceptable. The negative test result is understood as clearance to return to school.

New Exposure After Recovery

If you are exposed to COVID-19 again at school (a new exposure) within 180 days of testing positive for COVID-19 and do not have symptoms of COVID-19, you don’t need to quarantine. Originally the guidance had a 90 day limit. – Salt Lake County Health Department

Quarantine & Vaccinated Individuals

Fully vaccinated individuals are not required to quarantine even if they are exposed to someone who tests positive- this includes exposure to a household member. We know there is a small chance vaccinated people can get COVID-19 and pass the virus to other people, so to be very safe we suggest vaccinated people get a COVID-19 test as early as 5 days after exposure. Following an exposure, we ask all vaccinated individuals to have strict adherence to wearing a mask at school and to restrict their interactions as much as possible. In addition, we expect careful monitoring for COVID symptoms for a full 14 days following an exposure. At the start of this school year we had been advised that the school guidance for vaccinated individuals did recommend quarantine if it involved an exposure to a household member, this has since been cleared up.  – Salt Lake County Health Department

Parent Teacher Partnerships

Written by Foothill Montessori on . Posted in Blog, Parent Education.

The parent teacher partnership is different from any other professional relationship you enter. You call the electrician to your house. You tell him what you think the problem is. He then uses his expertise and experience to diagnose and fix the problem. He doesn’t need your help (nor does he want you to get shocked in the process). When he is finished you get the bill and he leaves. And everything was as it was before. It is the same for computers or cars or dishwashers.

However, it is not the same for parent teacher partnerships. Your child is not a “problem” to be fixed. You don’t drop off your child then pick him or her up and the “problem” is solved. Your child is a work of art that takes time to bring to creation. Each child is a unique masterpiece. Are you creating a song, a statue, a painting, a novel, or a monument?

The challenge is that few of us know at the beginning what masterpiece will come forth. If the art project is literature does the finished product look like a poem or a novel; a short story or lyrics; a biography or a history or anything in between? A great education gives the student the ability to communicate in that medium. Does an artist paint in oil or watercolor; pastels or charcoal? Do they paint portraits or landscapes, classical or modern?

Your child is that enigma of who they will become. You and the teachers share the journey of discovery. You are not creating the person but revealing what is already there in embryonic form. And with the right soil, water and light, with sun and seasons will blossom into who they are to become.

Montessori teachers understand this process and then take their training and their experience and apply it to the mystery at hand. Like every good detective, they seek relevant clues to the unfolding mystery. And that is where the partnership begins. You are a great repository of insight and information about your child. You, too, are going through a discovery process everyday with your child as they reveal their character, their temperament, their likes and passions. The more of who your child is that you share with the teacher, the better the teacher is able to individualize and focus their teaching on the emerging personality.

Montessori education is not primarily about facts and figures even though Montessori children acquire this knowledge in great depth and understanding. Montessori education is about nurturing and educating your child through the prism of their personality. One size does not fit all and Montessori education is tailored to your child’s strengths and gifts.

Embrace the partnership

The more the teacher knows about your family (they spend so much time with your child that they become like aunts and uncles) the better they become at helping your child become the success that they are capable of. To gain the most from your Montessori experience there need to be an ongoing relationship with your child’s teacher. In Montessori you don’t hire teachers – you adopt them. The partnership is one of love and concern that you both share for your child. Embrace the partnership for your child’s sake.

by Edward Fidellow, www.crossmountainmedia.com