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Adopt-A-Native Elder Navajo Rug Show

We are so grateful to Linda Meyer and the Adopt a Native Elder program for their outreach and efforts in bringing the Children’s Rug Show to MCS on Friday, March 1st.

In addition to displaying various crafts that Navajo children made, such as handwoven small rugs, homemade cards, jewelry, and stuffed animals (with their very own names!), the presenters shared information about Navajo history and culture. At one point five children sat in a circle around a Navajo woman while she showed them how to grind corn. During the demonstration she also shared about the three crops that Native Americans introduced: squash, beans, and corn. She asked the children if they knew what those plants looked like when they were growing and explained their interdependence. Corn grows tall and provides shade for the squash, which provide the natural trellis for the bean vines to wrap themselves around.

In the center of the gym, a couple of elders invited children to learn how to weave on the loom, and for some of the elementary-age students, this activity held their attention for a long time. An elder named Roger showed children how to use a drum, and told stories at certain times.

Similar to the squash, beans, and corn, we too are interdependent on one another for support and growth. Our children learn this from day one at MCS, living in community in their multi-age classroom. Every year we host the Fun Run, our primary school fundraiser specifically for the purpose of raising money for those in the global community who depend on us for our generosity. As a school we support our grandmothers in the Adopt a Native Elder program, as well as five young women through the Children of Ethiopia Education Fund (COEEF).

 

Thank you to all the families who stopped by during the Rug Show in support of learning more about the Navajo culture and who bought crafts to support the Adopt a Native Elder program. We also want to especially thank our Facilities staff for setting up and cleaning for and after the event.

By Ramira Alamilla

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ZUMBATHON FOR NICO!

 

ZUMBATHON for NICO
make every move count

Friday – March 22, 2013 – 6:30pm – 8:00pm

Montessori Community School (in the Gym)
2416 East 1700 South
Salt Lake City, UT 84108

Minimum Donation $5 – Please contribute more if you can.

Come join us for a fun evening for grown ups (ages 16 and up) with the MCS community coming together in support of little Nico who 2 years old. Earlier this year he was diagnosed with high risk Leukemia and your contribution could help greatly.

What’s Happening In P.E.

By: Aliza Jensen, MCS P.E. Teacher

Lower Elementary P.E.

In Lower Elementary P.E., students learn a variety of motor and coordination skills by participating in a variety of sports, games, and movement activities. Students also gain valuable lessons about teamwork and cooperation by playing with others in a team-building atmosphere.

A typical class begins with warm ups. Each child has the opportunity to choose a physical motion that can be performed while moving across the length of the gym or field. Skipping, leaping, and racecar driving are popular choices. The class then does the warm up across the gym or field together. The children really enjoy coming up with new and innovative ways to move their bodies! After warm ups, the children play a game.  Frequently children have the opportunity to choose a game and teach the rules to the class. Children learn how to play games such as soccer, capture the flag, and variations of tag.

 

Upper Elementary P.E.

In Upper Elementary P.E. students refine their coordination and motor skills by participating in a variety of sports, games, and exercise activities. Students also explore healthy living by learning about eating healthy, staying hydrated, and staying active.

Each day in P.E., one student is the P.E. coordinator. The P.E. coordinator is in charge of various tasks such as leading the group in warming up and stretching. The P.E. coordinator also chooses a game for the group to play that day. This role allows students to gain leadership skills and gives them an opportunity to guide their own unique experience.

Students play a variety of sports and games in P.E. such as soccer, basketball, kickball and various creative tag games. Students also have the opportunity to research obscure sports such as bobsledding, ice climbing, and surfing and present their research to the class. In upper elementary P.E., children gain life long lessons about sportsmanship and learn the enjoyment and benefits of an active lifestyle.

 

Silent Journey & Discovery

We had a wonderful Silent Journey and Discovery experience this month. Fifteen parents were in attendence.  We started in the lobby where we shared the routine and schedule and then headed into the classrooms.  Upon entering each new environment, attendees spent the first few minutes of their visit to access the environment in relation to the students at that level. With some prompting they looked at the nature of the materials in the space.  Then, when the bell rang, they were invited to sit down and engage with the classroom materials.  After visiting each classroom and working with the materials, attendees participated in a student-led Socratic Dialogue.  Following a wonderful lunch, we had an open discussion about the experience as a whole and staff members answered specific questions about the materials, the curriculum, and the Montessori philosophy.  Thank you to those who attended.  We are looking forward to hosting this event again in the Fall and we hope more of our parents will have the opportunity to experience this wonderful event.

 

SJ&D participants engage with materials from the Practical Life, Math, Language and Sensorial materials in an Early Childhood environment.

 

Upper Elementary teacher, Margaret, gives these parents a lesson on the Division Board during their visit to the Lower Elementary environment.

 

 

Parents work independently on Checkerboard Division in the Upper Elementary environment.

 

Participants explore the Middle School environment where they read about Middle School students experiences of different learning cycles.

 

Participants explore the Middle School environment where they read about Middle School students experiences of different learning cycles.

 

Socratic Dialogue

Two parents who attended the Silent Journey and Discovery share their experiences below:

“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

Mother of Savvy Williams, Blue Class

 

“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

Mother of Lucas, Oquirrh Class and Emily, Blue Class

Montessori Community School Offers Better Alternative

In a recent interview, Head of Montessori Community School (MCS) established in 1985, Robyn Eriwata-Buchanan, and a current MCS parent, Marie Bosteels, reveal the difference between MCS and other schools in the Salt Lake Valley.

 

Montessori is an authentic curriculum which has been practiced for over 100 years to meet the developmental needs of each individual student.  “We have multi-age classrooms where students are presented lessons with hands-on materials by trained Montessori teachers.  Certified teachers observe carefully and prepare the environment to suit each student in their classroom,” says Robyn. Essentially, students have the opportunity to gain a firm understanding of a concept before moving on to the next concept.

In addition, according to Robyn, it is commonly misunderstood that Montessori is a preschool program. On the contrary, the program offers an authentic Montessori education for children aged 18 months up to 8th grade.

Current parent, Marie Bosteels, shares her thoughts about MCS. “From an early age the children are empowered by learning independently through well-adapted materials with guidance from teachers”, Marie says. “They are confident that the knowledge of the world is at their fingertips.”

Beyond Montessori’s carefully developed curriculum, MCS also offers an enrichment program where students participate in a diverse selection of activities. “Students participate in Art, Music, Dance, P.E., Yoga, Drama, Outdoor Classroom and the Great Outdoors expeditions. Children can also participate in Spanish instruction at different levels,” says Robyn.

Like many MCS parents, Marie also has her children participate in the Enrichment Program. “We are driven to give our children a rich childhood, where they can explore and experience many areas of life. Thanks to the amazing program at MCS, I always knew that enrichment for my children happened at school,” says Marie. The Outdoor Classroom and the Great Outdoor Expeditions has supported her family’s desire to have an innate knowledge of the beauty, ecology, and flora and fauna that surround us. “My youngest daughter has a passion for art and because the Montessori materials are so unique and adaptable to the individual needs of each child, the teachers guide her to art projects that integrate reading and writing skills,” Marie says.

Marie shares her thoughts on the most important skills her children have gained at MCS. “Because Montessori adapts to the individual needs of every child, MCS has been the right place for all three of my children,” Marie says. “They have developed organizational skills, a sense of order, the ability to work independently, research, think and analyze, lead meetings and debates, conflict resolution, listening skills, mindfulness, staying connected with your passions, and goal setting. At MCS, my children have been learning and integrating these skills since their Early Childhood classes.”

When asked what sets MCS’s Middle School program apart from others, Robyn responded, “Our Middle School program is designed to meet the unique needs of adolescents.  Supportive of their sensitive period for social development, our program allows children to continue to progress academically at their own level while also focusing on life skills,” says Robyn. In addition, team building exercises, appropriate communication, and rendering service are a few of the skills they develop as they explore social behaviors in a small, protected environment.

 

According to Marie, there are experiences her children have had at MCS that may not have been possible elsewhere. “In Upper Elementary my oldest daughter was able to successfully lead a group discussion with parents. She made sure everyone had a chance to express their opinions and kept the conversation going during silent moments,” says Marie. “She has always followed her passions and inner voice, a quality I attribute to the MCS school environment, where children always have a choice within a well- prepared environment.”

The MCS is located on the South-West corner of Foothill Blvd. and 1700 South in Salt Lake City. The school is open from 7:30am to 6:00pm Monday through Friday. The school day for Toddlers and Early Childhood students is 9:00am-3:30pm. For Elementary and Middle School students, the school day runs 8:30am-3:00pm. “We offer Extended Day programs and Summer and Holiday Camps in addition to the regular school schedule,” says Robyn.

For those interested in applying, MCS accepts applications all year with limited availability. Parents should schedule a tour now for the  2013-2014 Academic Year. Tuition rates and application forms can be found on their website, www.mcsslc.com.

 

Tomorrow’s Child

Don’t forget to take a look at the newest issue of Tomorrow’s Child, which will be placed in your child’s take-home file this week.  Some of the interesting articles that we recommend include:

The Most Shocking Thing I Learned as a Montessori Parent, by Terri Sherrill Why Montessori for the Kindergarten Year, by Tim Seldin Dear Cathie – Stars and Stickers, by Cathie Perolman

Along with caring for and loving our wonderful students we are always looking for ways to nurture our parent’s spirits.  Merging Montessori and parenthood can be a tricky task at times.  Often parents find themselves trying to revisit the reasons they chose a Montessori education in the first place.  Our school spends a portion of our funds allocated for parent education on a Tomorrow’s Child subscription for each of our families.  We invite you to nurture your spirit with the inspirations of Montessorians (parents, teachers, and administrators) across the country as they share ideas and reflections of their personal Montessori experiences.

As we consider the best use of funds in the future, we would love your feedback on the Tomorrow’s Child subscription.  Please, if you are a regular reader, let us know.  What are you getting from your subscription?  Your feedback on this matter is, as always, greatly valued.

Happy Reading!

An Update from our Middle School students from Teton Science School!

Monday, January 14, 2013
Today is the first day of our immersion trip and off to TSS (Teton
Science School) it is. We left at around 8:45 and arrived at around 3!
So, not too long of a drive. One TSS instructor named Katie, who is
super fun and nice, greeted us. We walked over to our meeting place,
inside a building with radiant heating. The floors are warm! There we
talked about our schedule and what we will be doing during the week.
When that was over we went to our dorms and got settled in. At 5:30,
we had a delicious dinner of fried rice, chicken & Mandarin salad,
tofu with broccoli and rice crispy treats. To be excused to get your
dinner you have to answer one trivia question with your table mates.
Each evening there is a program, today’s was about team-building. We
played games with students from Montessori at Riverton So, good first
day!
– Elise

The Right NOT to Bear Arms

While reading the SL Tribune on Sunday, January 6, 2013, Robyn came across an article written by Angela Choberka, a fellow Montessori teacher in Utah, about the rights of teachers in Utah schools to carry guns in school.  Her view on the matter resonated truth for the Administration at MCS in that we believe heartily in Maria Montessori’s stance on global peace.  Her curriculum is written so carefully as to include many lessons and practices that teach children to solve problems peacefully and with care and respect for their peers.  Montessori was nominated twice for the Nobel Peace Prize and her legacy of peace in education continues to this day.  We are proud to share her philosophy at MCS.

Read Article Here

MCS Students Walk for Peace 2012

SCHOOL EARLY CLOSURE/EXTENDED DAY CANCELLED!

Due to the extremely dangerous road conditions and based on the forecast, which shows that the snow will continue throughout the day, we have decided to cancel Extended Day today, Friday, January 11, 2013.  We would like our students and teachers to travel safely home before it gets dark.  Please make arrangements for your child(ren) to be picked up no later than 3:30 pm.  We invite you to pick up your child(ren) even earlier than that if your schedule allows.

Also, Little Chefs has been postponed.  Ms. Sheila will contact you with the revised date.

M.C.S. Middle School Service Learning Immersion Week

The Middle School students recently completed their Service Learning Cycle.  Below they have shared some of their experiences from the Immersion Week.

The Humane Society

The Humane Society is an animal rescue shelter for homeless house pets. Elise and I volunteered there for our independent service project. We both wanted to help the same organization so we did two things for the same place, that’s why we also raised about seventy-five dollars and donated it to the organization. Elise and I walked four dogs and over twenty cats each, giving the pets fun and loving experiences.

– Emilia

 

The Bicycle Collective

The Bicycle Collective is a non-profit organization that takes in old and unwanted bikes then fixes them up and donates them to those in need. The M.C.S. Middle School class volunteered there for two and a half hours during our service-learning immersion. We fixed small kids bikes that will be delivered on Christmas Eve to homeless or poor children as presents. In all we fixed five and a half bikes, we also “killed” one, meaning we took it apart so they reuse pieces.

– Emilia

 

Tree Utah

One of the service projects we did as a group was with Tree Utah. Tree Utah is an organization that’s mission is to “improve Utah’s quality of life for present and future generations by enhancing the environment through tree planting, stewardship and education.” One of their main goals is to plant a million trees. What we did to help Tree Utah was paint dead tree logs to make signs so they could label the wonderful trees they planted in their eco garden. We painted ten logs and worked eight hours total as a group.

– Noah

 

Montessori Community School

What I did for my personal service project was I went around doing everyone’s school service and helping out the school. Some of the jobs I did were shoveling snow, sweeping the gym and put away dishes. We were planning to rake the field but there was a lot of snow fall and the next day it was really hot after it snowed so it was more like ice picking. Doing all this work took three hours total on my own

– Noah

 

Wasatch Community Garden

On the Tuesday of our immersion week Upper Elementary sixth years and us Middle School students went to the Wasatch Community Garden. The Wasatch Community Garden is a place where people that live in Salt Lake can have a plot where they can plant whatever plants they want. Some of the things we did to help this organization were mix compost, water plants, make green houses (that were really warm inside), feed chickens and feed worms. Our total amount of time that we donated was twenty-two hours!

-Elise

 

The Stable Place

On the Monday of our service learning immersion week we went to the Stable Place. The Stable Place is a farm that has horses, pigs, dogs, cats, a goat, and a goose that have all been rescued. Some of the things we did to volunteer were: feed and groom horses, walk dogs and played with cats, pigs and a goat. It was really fun!! Our total about of hours that we gave to this organization was twelve hours!

-Elise

 

Sarah Daft Home

For my service learning project my mom and I went to the Sarah Daft Home. The Sarah Daft Home is a home for old or disabled people who need help taking care of themselves. When we first arrived we vacuumed the halls so it would be nice and tidy for them. When we were done with that we went door to door giving the residents beverages to keep them hydrated and healthy. This experience was so fun but I think my favorite part of this experience was putting a smile on their face. I hope to visit them again soon.

– Maddi

 

Aquarium

When we first arrived at the Living Planet Aquarium we went into a working room. Our mentor, Melisa, told us we were going to do an assembly line to make goodie bags. The goal of this was to help out the workers so they wouldn’t have to do it by themselves. There were five stations; opening bags, putting toys in the cups, bagging, tie and curling ribbon. Once we filled up 3 huge plastic boxes we saw all the fun things the aquarium had to offer, such as eels, sharks, and otters.

– Maddi

 

Dixon’s Farm

For my service I decided to help out a local farm but they had changed their policy. For legal reasons I had to be sixteen to go. So instead I thought I would help my mom’s friend, Monica Dixon, we called her up and asked if she was going to be home Tuesday November, we told her it was for a school project. When we arrived at roughly 10:30 we went to say hi to Monica and the animals. She has three goats, chickens, a cat named Doodle and Daisy her horse.  The majority of her animals are rescued (Which means they were adopted from Situations were the animal was not being taken care of properly) which is why we decided to go her farm. We started by replacing the food for the animals, after that was done we changed the bedding in Daisy’s stall, changed the goats bedding, played with the goats and walked Daisy around the arena.  Over all I think we helped a lot in her day. And I really enjoyed myself.

-Bjorn

 

Camp Kostopulos

We went to camp Kostopulos, which is a place that people with mental and physical disadvantages can go to participate in ropes courses and other outdoor activities. They have a stable and the main thing we did there is cleaned the different stalls, clean out the snow in their dumpsters, bring the old hay to the dumpsters in wheel barrow, sweep the floors, muck the stalls, pick up the poop we also shoveled snow and cleared the ice. I think this was one of our greater services we got a lot done and I hope we helped in their day.

-Bjorn