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Victory and Peace…Marc Seldin

Written by Foothill Montessori on . Posted in Blog.

This morning, after spending several hours in one of our classrooms for a most lovely observation, I was lucky enough to open my email and find this beautifully inspiring message waiting for me from our Montessori friends at CGMS.  Written by Marc Seldin.

Click here to read full blog post on CGMS’s site. 

The four-year old girls were good friends, but now they’re angry. One said something to the other, tempers flared, and a friendship is in jeopardy. Fortunately, the children are in a Montessori classroom. Montessori schools use many techniques for harmony, but in this classroom they have a peace rose. One little girl retrieves the flower from its shelf, expresses her hurt, and passes the rose to her friend. Together they explore their feelings, and conflict is transmuted into understanding. The children have learned a process to maintain harmony.

In a time of resurging intolerance, we may turn to our classrooms for reassurance. They are gardens of peace, the fields where we sow the seeds of a better world. We may seek solace in the work we do, knowing that the beauty we nurture will in time blossom into magnificent flowers of justice, kindness and equality.

Recently I have found myself thinking again and again about victory. We know that peace is more than just an absence of war. But what is a Montessori victory? Do we conquer our enemies? No. We will not repair this world by subduing those who disagree with us.

Do we shout down the bigot? How much better for the world if the bigot abandons their bigotry? How much better if the criminal no longer commits crimes, if the sinner no longer sins? The second World War was conceived when the victors of the first war mistreated the vanquished; a third world war was averted when the conquered became allies. Force without justice is domination, not victory.

A Montessori call to arms is a call to the classroom. This is where we cultivate real victory.

True and lasting peace will arise from our schools, where we prepare the next generation of peaceful leaders. The work we do is ever more vital, and I urge you not to despair at the territory we still have to cover.

Let’s recall how far we have traveled from 1907, when Dr. Montessori opened the Casa dei Bambini in Rome. Nominated three times during her life for the Nobel Peace Prize, Dr. Montessori worked tirelessly to improve the rights and conditions of women and children. Justice informed her methodology, and peace infuses the very DNA of our classrooms. The strides made for liberty in the past century – the advances made for children, for women, for minorities, for gays and lesbians – do not doubt that even today we see the ripples of her work throughout all the social progress we’ve made.

That the task is not yet complete should not surprise us.

Wherever we look globally, we see the anger and the outrage of those who have felt excluded from the political process. Income inequality is at an all-time high. Far-right parties are rising across the world, fueled by bigotry, economic uncertainty and a populism born of the sense of neglect by elite powers. The political turmoil is only one of the symptoms of our broken world. We do not forget the millions of refugees fleeing war, and the victims of the terrible wars themselves.

Do not be disheartened, for as long as we teach peace there will be a light in this world.

Yes, our work begins in the classroom, but shall we stop there? What else can our school communities do?

It will not be enough for us just to stall some current agenda. When we work to defeat ISIS in the Middle East, Boko Haram in Africa, or unseat some political adversary at home, we earn but a moment’s respite. Unaddressed, hatred and violence will always return in a new form. A lasting peace requires us to heal the deeper wounds of this earth.

Dr. Montessori taught us that when children act out, it is because they have unmet needs. Is this not true of adults as well? Perhaps at no time since the second World War has the planet been so united in angst about the future. Montessori has a healing message for a broken world, and this is the time for us to recommit to telling the story, both inside and outside of our classrooms.

We can begin by speaking our healing message. Shout it from the mountaintop, whisper it in the halls of your school. Organize, promote justice, discuss difficult topics. Model peace in and out of your classrooms. Educate the children and adults in your community. Participate. Engage.

It begins and ends with our conviction that Montessori has a message of peace which will mend this world’s wounds.

Here is my attempt to formulate a Montessori statement on peace. We urge every school to create such a statement and share it. Feel free to use or modify mine as you see fit.

A Montessori Statement on Peace

  • We believe that we can change the world.
  • We believe that when you work with children, you touch the future.
  • We believe that peace is more than the absence of war. We will repair this planet by building a lasting peace.
  • We believe that anger comes from hurt and that hatred comes from fear.
  • We believe that a lasting peace comes from understanding, respect and love for all life.
  • We believe that Montessori is education for the 21st century, and the 22nd, and the 23rd – that this is the best and truest method for preparing children to become the next generation of leaders.
  • We will prepare the peace by addressing the causes of suffering, and prepare the children in our classrooms to look suffering in the eye and say “no more.”
  • We believe in the dignity of the child and of the adult. We believe that it is possible for mankind to live in peace and harmony. Moreover, we are going to make that happen.
  • We believe that all people have a place at our circles. We commit to bringing into our circles those who have been most excluded.
  • We believe that all voices should be heard. We know that when people shout, it is because they do not feel that we are listening.
  • We will always stand with the oppressed, but never fail to hold a hand out in peace to the oppressor – for we know that someday they will take it. On that day we will all be free.
  • We believe the world may be made forever safe from demagogues and dictators. As Montessorians, we know our students will laugh off the shackles of fear that tyrants use to bind the populace. Furthermore, what tyrant could ever arise from our beautiful, peaceful classrooms?
  • We believe that we may go forward so that we will never go back again.
  • We know that when we march forward from dark spaces, we will bring all of our sisters and brothers with us into the light – and leave none behind.May we all increase our efforts to make peace.  May we all have peaceful hearts.  May we all believe in the beauty of a future full of hope, love and peace.With love,
    Britney

Security Upgrade for MCS Campus

Written by Foothill Montessori on . Posted in Blog.

The Montessori Community School received a big security upgrade today. The CCTV cameras in the parking lots were upgraded as well as the security lights. While the lights are now 4 times brighter than the previous lights, they are LED lights so they are consuming around 1/4 of the power of the previous high pressure sodium lights. Lian and Jemmyn spent the better part of the day up in the sky on a 65ft. boom lift

 

Peer Conflict – What is a parent to do?

Written by Foothill Montessori on . Posted in Blog.

A note from our school psychologist, Dr. Melissa DeVries, Ph.D., on how parents can effectively support peer conflict with Early Childhood aged children…Enjoy!
Handling Peer Interaction Complaints From Your Early Childhood Student

It can be difficult to know what to do when your child voices complaints about negative experiences with classmates. Parents natural response is to be protective. Thus, many of us jump to the defense of our child, driven to find an expedient end to the problem such as asking classroom teachers to stop it from happening again. While well-meaning, this may not be the most feasible or beneficial way to handle peer problems.

In fact, situations like these represent a unique opportunity for parents to engage their child in problem solving and social skill-building. They learn these skills by (1) observing parent reaction and problem solving styles, and (2) practicing new skills on their own during future problematic encounters. The 3- to 6-year age group is a crucial time for learning social emotional skills that research shows contribute to success later on. Over and above acquisition of early academic skills, children who develop their functional communication, the ability to tolerate delayed gratification and the ability to comply with reasonable requests (i.e., follow directions) show better school performance (and overall life skills) down the road.

The next time your child comes home with a complaint about a negative peer interaction consider the following thoughtful response methods:

  • Offer Empathy and a chance to tell their story…“I am sorry that happened today, tell me more about ________________. How did you feel when _________________ happened?” If you feel inclined to react with your own emotions, do your best to take a breath and a break, followed by empathy. Remember that your reaction may encourage or discourage a variety of emotional responses from your child.

 

  • Consider whether you need more information from another perspective… all stories have more than one side. We can better process the event and plan our response when we have more information. After taking time to visit with your child about the event, author an inquiring email to their teachers if you still have questions. Remember to remain factual. Present what your child said (in their own words) and ask not for a solution (yet) but for more information. What have the teachers observed? What has been tried and worked or not worked for these situations? What can you (the parent) be doing to support your child?

 

  • Understand what your child would like to see happen instead… We may intuit that our child is bothered by the interaction because they felt the need to tell us about it. But, we should ask specifically what was it that bothered them and why? For example, what did they want or expect to happen that didn’t? How would they have preferred the interaction to go? What would like they you (the parent) to do to support them? If their response involves a reasonable goal, we can find a different way to help them achieve that goal.

 

  • Teach, model and offer opportunities to practice (through role play) a new way of responding… Help your child generate ideas about other ways to respond should the situation occur again. What can they do differently and what do they think the outcome might be of those new responses? Practice using role play skills. Don’t forget to anticipate both positive and negative outcomes (as these provide opportunities to practice handling disappointment and persistence, but also helps maintain hopefulness that things can get better.)

 

  • Email your child’s teachers again with a plan you and your child have worked out at home…make the classroom teachers aware of the plan so they can be supportive of the newly learned skills your child will be using and can continue to follow up if other skills are needed. AND, don’t forget to check back with your child about how the new plan is working!

Order Spirit Gear by Nov. 11

Written by Foothill Montessori on . Posted in Blog.

Montessori Community School presents MCS Hoodies and Neck Gaiters. Show your Montessori School pride and support by rocking one of these items this coming season. Order cut off date is November 11, 2016 so ORDER NOW!

Hoodies come in Adult, Youth, and Toddler sizes and neck gaiters come in Youth and Adult sizes.

Hoodies may be tried on during school hours. A clothes rack with the various sizes and colors may be found in the school lobby.To order, go to www.mcsslc.com/gear.

Service Learning: Navajo Rug Show

Written by Foothill Montessori on . Posted in Blog.

One of our school’s Service Learning Programs is the Adopt-a-Native Elder Program. During the next two weeks we will be doing a drive for items to take with us to the Navajo Rug Show, which our two Elders, Grandmother Anita Jackson and Elvira Horseherder weave rugs and make jewelry for. The items donated will go directly toward our grandmothers, other Elders, and children in need on the reservation. Please look for the donation bins throughout the school.

We thank you for your support of this program and your continued involvement in your student’s Service Learning experiences. We encourage you to talk with your students about the importance of service and helping those in need.

Silent Journey’s Of Past…

Written by Foothill Montessori on . Posted in Blog.

Wondering what you might get out of attending this year’s Silent Journey and Discovery?  Below are some experiences shared by attendees of the past…
We hope you can join us this year!!!

2015 Parent of Lower Elementary MCS Student (student is still in Lower El for 2016-17 year) 

“I just wanted to thank you again for the wonderful silent journey and discovery on Saturday.  When I originally chose Montessori for Luka at age 3, I read the book Understanding Montessori, but this was the first chance I’ve had to personally work with Montessori materials. 

Everything I saw on Saturday validated my choice for Luka’s education and in particular my choice of Montessori Community School.  The environments are beautiful and so well-prepared and the teachers are well spoken advocates and role models for little people.  Bravo!”

Karna Sacchi

2014 Parents of an MCS Toddler student (student is now a third year Early Childhood student):
“Our little girl started this October in one of the Toddler classes. We felt and understood how this would be a good environment for our daughter–we saw a difference in her after only a week! The only thing to say after experiencing Silent Journey is we THOUGHT we understood how good of an environment this is for our daughter. The progression through the classrooms and the works is absolutely brilliant. There is no way we would want anything different for our precious little girl. The system set in place is orderly, focusing on progression, growth, and learning pertaining to independence, reading, math, social skills, morals, ethics, and problem solving. We noticed how ‘hands on’ and multi faceted every work is designed to engage the children on their level with their own learning abilities and processes.

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

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

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

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

Anonymous

2013 Parent of MCS Early Childhood Student:

“The Silent Journey and Discovery was a very emotional and powerful experience for me.  I did not attend a Montessori school as a child so I am only familiar with the Montessori philosophy through what I have read and observed in the last two years.  It gave me a great appreciation and understanding of the different developmental levels of the works.  I loved seeing the progression and advancement of the works through Toddler, Early Childhood and up through Middle School.  The grammar and math works were thrilling to learn and experience.  The focus on the sensorial aspects of each work creates a love of learning.  In addition to receiving an amazing education the students are also learning how to be independent, respectful and loving human beings.  I think every MCS parent should participate in the Silent Journey and Discovery to really understand and appreciate the experience and education we are giving our children.  I know that it made me realize that I will do everything in my power to continue my daughter’s Montessori education.”

Tonia Hashimoto

 

2013 Parent of MCS Elementary and Early Childhood Student:

“Having not grown up in a Montessori environment, it has been difficult for me to understand what exactly a day in the life of my Montessori students is like.  I try to take in as much as I can at pick-up and drop-off, with the occasional visit and guided lesson by my children, but there is no way to fully understand without an experience like the Silent Journey and Discovery.  It was an eye-opening voyage that I would recommend for every parent, and prospective parent.  I want to do it again.

Going through a classroom from each cycle really makes the whole Montessori experience come full circle from seeing how the Toddlers get their first understanding of space and shape, to Early Childhood and their practical life lessons, to Lower Elementary and their grammar materials which encourage socialization, to the Upper Elementary complex math problems, to a Middle School student-led Socratic discussion.  We only saw the tip of the iceberg, but the hands-on learning experience helped personify the school life of our children.  I was struck by the thoughtful organization of each room; how comfortable and serene a small space can feel.

I also enjoyed the roundtable discussion following our classroom journeys.  We were able to get some insight from teachers, staff, students and other parents.  Because Montessori isn’t the “traditional” schooling for kids in our country, there are obvious concerns and hesitations with going outside the “norm”.  Many of my concerns were put to ease and I feel my children are on the correct path for them at this time.  I appreciated the book recommendations and feel they will help in understanding the Montessori Method and perhaps assist me with decisions for my family down the road.

My kids have been at MCS for three/four years now and I feel like I have finally been able to look beyond the curtain of their daily journey, something that every parent should see and experience.  Now, when my kids and I have our chats at the end of the day, I can ask even more detailed questions and have a bit more understanding as to how their day went.  That is priceless. 

Thanks again to all who helped facilitate the Silent Journey and Discovery.”

Carrie Christensen

 

2014 Parent of Upper and Lower Elementary students (one student is MCS graduate): 

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

Kindra Fehr, Parent of Early Childhood and Upper Elementary students

MCS Parent uses an eye dropper in the Toddler Suns classroom, in preparation for writing and an investment in small motor control.

Two parents work together to analyze a square in Upper Elementary.

Two parents work with the Checkerboard in Upper Elementary, after an initial presentation to the Checkerboard in Lower Elementary.

Silent Journey 2016 is quickly approaching. Sign up now!

Written by Foothill Montessori on . Posted in Blog.

Silent Journey and Discovery is an opportunity for parents to spend a morning experiencing our school through the eyes of the children. Parents and adults will spend time in each of our programs, starting in Toddlers and ending in Upper Elementary, discovering the magic and process of the Montessori materials.

This is a wonderful opportunity to immerse yourself in the Montessori Curriculum and begin your own journey to a lifetime love of learning and peace.

Brunch will be served.

There is no charge to participate, however space is limited! Please sign up in the office.

Childcare will be provided for those who sign up in advance.

November 19, 2016

9:00am – 1:00pm

 

Yelp Tries to Bully School into Buying

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

Yelp is known for its less then scrupulous sales tactics. There are class action lawsuits accusing them of unfairly posting negative reviews and hiding the good reviews. Montessori Community School has been contacted by various sales staff at Yelp.
“Yelp is known to use bad reviews as a way to sell their marketing packages. If you look further on their website you can actually uncover all the reviews of the school and most of them are very very good but Yelp hides them. They have contacted us multiple times saying: “If you setup a paid package with us you can unlock all of those hidden reviews.”

If you check any other review site you will see past and present parent reviews. The school strives to ensure every student experience is a great one. MCS embraces Montessori and wants parents to engage with the school.

One way that parents can help shed a light on their experience is to review the school on any platform. If you would like to review Montessori Community School on Yelp there are certain things you can do to try and keep your review from being hidden or deleted.

  • Link your Yelp account with Facebook
  • Make sure Yelp is updated with as much profile information as possible
  • Review other organizations (one review seems to raise flags)

“My recommendation is to simply avoid using Yelp in general and report their fraudulent practices.”

Día de los Muertos

Written by Foothill Montessori on . Posted in Announcements, Blog, Community News, Get Involved (P.S.A), Parent Education.

Our school celebrated Day of the Dead, Día de los Muertos. Day of the Dead is a holiday celebrated in Mexico on November 1st and 2nd, which coincides with the Catholic holidays of All Saints’ Day (November 1st) and All Souls Day (November 2nd). Traditions connected with the holiday include building private alters honoring the deceased. The altars are adorned with sugar skulls, marigolds, and the favorite foods and beverages of the departed. People often place the altars near graves of departed relatives.

Scholars trace the origins of the modern Mexican holiday to indigenous observances dating back hundreds of years and to an aztec festival dedicated to a goddess called Mictecacihuatl. In Brazil, Día de Finados is a public holiday that many Brazilians celebrate by visiting cemeteries and churches. In Spain, there are festivals and parades, and at the end of the day, people gather at cemeteries and pray for their dead loved ones. Similar observances occur elsewhere in Europe, and similarly themed celebrations appear in many Asian and African cultures.

In the school lobby, a beautiful interactive and educational display was created was created by Lorena Gomez-Alvarez, Head of our Dual Language Program. This exhibit provided a hands-on experience related to the cultural celebration. Hand-outs were available with instructions and a brief explanation of the holiday.

Parents, students, and staff were welcomed to begin the tour at the main altar. The alter constructed was honoring none other than Maria Montessori. There were cue cards offering explanations of the important elements of the altar and their meanings. Some of the items that could be found on the altar were sweet breads, sugar skulls, flowers, salt, and candles. Maria Montessori was honored with photos of her with students, quotes, and some of her life’s work, demonstrated by a Pink Tower at the top of the altar.

After observing the altar, there were three crafts typically made on Day on the Dead:

Sugar Skulls
Skeleton Masks
Flowers

We hope you were able to stop by and entrench yourself in this cultural tradition; perhaps, even celebrating in your own homes next week.

We would love to express our gratitude to Lorena, and all of our staff who embrace our Dual Language Program and Curriculum. Thank you for this in depth cultural experience.