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Busy Times at MCS

Written by Foothill Montessori on . Posted in Blog.

With the end of the school year drawing near, the energy of our student body is increasing. However, our teachers have Montessori Community School buzzing with activities, field trips, and End of Year Ceremonies.
This week, MCS has been celebrating our teachers through Teacher Appreciation Week. Truly, we can not express enough gratitude and thanks for our teachers here at MCS. Their dedication, love, support, and passion toward each child is awe-inspiring. We feel so blessed and grateful for their devotion to each student and Montessori Community School. How our teachers can keep the energy up, continue to plan such wonderful, educational activities, and coordinate so many beautiful ceremonies is a wonder.
To our fabulous teachers, we say, Thank you, thank you, thank you.   

 

MCS Enjoys the Warming Weather!

Written by Foothill Montessori on . Posted in Blog.

“It is also necessary for his physical development to place the soul of the child in contact with creation, in order that he may lay up for himself treasure from the directly educating forces of living nature.”

– Maria Montessori
With the weather improving, what could be better than moving some daily learning into the outdoors? Maria Montessori was a real advocate for the learning experiences that take place outdoors. She emphasized the outdoor environment being an extension of the classroom. Our teachers are so fabulous at encouraging and helping our students to enjoy explore, learn, and love the outdoors.
“There must be provision for the child to have contact with nature; to understand and appreciate the order, the harmony and the beauty in nature.”
– Maria Montessori

Letter from the Montessori Education Foundation (MEF)

Written by Foothill Montessori on . Posted in Blog.

“I do not believe there is a method better than Montessori for making children sensitive to the beauties of the world and awakening their curiosity regarding the secrets of life.”

                              Gabriel Garcia Marquez

Author, Poet, Nobel Laureate, Montessori Student

Dear Montessori Community School:

 

The Montessori Foundation works tirelessly to promote the idea that education should be joyful, not a race to nowhere. The proof can be seen in Montessori classrooms, and in our Montessori graduates. Their success and satisfaction in their lives speaks volumes.

 

Since 1992, The Montessori Foundation has worked tirelessly to…

  • · Demonstrate that Montessori works
  • · Prepare Montessori school leaders
  • · Support Montessori schools through times of challenge and transition
  • · Promote Best Practices in Montessori Education
  • · Encourage collaboration and partnership throughout the Montessori community
  • · Organize national programs for Montessori schools
  • · Develop truly innovative Montessori teacher education

Every year the Montessori Foundation participates in the 24-Hour Giving Partner Challenge.

 

We only have one hour to go in this year’s 24 Hour Giving Challenge. Families and friends around the world are lending their support to the schools, museums, theaters, and other organizations that have meant so much in their lives.

 

We need your help. Please join me in making an enthusiastic donation to The Montessori Foundation.

 

Your contribution will support:

  • · The Montessori Education Research Institute
  • · The Montessori Peace Academy
  • · Tomorrow’s Child and many other parent communication tools
  • · Grassroots Montessori advocacy and support
  • · The Montessori Leadership Institute
  • · Needs-based Montessori scholarships

Invite your friends, family, colleagues and co-workers to contribute $25 or more to the Giving Challenge. Donating to the Challenge is quick, simple, and makes a real impact.

 

Whether your gift is $25 or $25,000, every gift counts towards our ability to improve the lives of children.

Make your donations online

 

https://www.givingpartnerchallenge.org/#npo/the-montessori-foundation-inc

 

The Montessori Foundation is a 501(c)3 non-profit corporation, and your gift will be tax deductible to the full extent provided by the law.

 

The Giving Challenge is supported by these great organizations:

 

Community Foundation of Sarasota County, The Patterson Foundation, Manatee Community Foundation, John S. and James L. Knight Foundation, William G. and Marie Selby Foundation, Charlotte Community Foundation.

 

 

FUN-RUN, WEDNESDAY MAY 7TH

Written by Foothill Montessori on . Posted in Blog.

ATTENTION MCS PARENTS
FUN-RUN
Wednesday, May 7th
Please find your child’s Fun-Run Pledge Envelope in their take-home file.

The purpose of the Fun Run is to raise funds for our two special Navajo grandmothers, Emma and Elvira, as well as our seven students from Ethiopia. Both of these programs are close to our hearts as we have seen the enormous difference our time and efforts can make for those involved in the programs. This week the students at MCS are learning more about both programs.  The Pledge Envelopes include instructions on collecting funds for the Fun Run. We are still looking for some parent volunteers and invite you to sign up in the office to assist on May 7th.

Our goal for this year is to raise at least $6500. As we have 219 students enrolled at this time this means that if each child could aim to raise $30 we would reach our goal. We are aware that this will be an easy target for some families and more difficult for others and want you to know that anything you can offer will be so gratefully received.

Last year with the same goal we were able to raise $6775 and the money went towards our COEEF students and our Navajo grandmothers.  The extra funds also allowed us to provide Christmas gifts for a local Navajo family.

The Adopt A Native Elder program has an excellent website that we invite you to view at this link- www.anelder.org. The website gives so much information about the work of the organization. We hear from our grandmothers on a regular basis and having spent time with each of them on the reservation Robyn and Bob know what great an impact our commitment and support has on their lives.

Recently we received new photos and thank you letters from our sponsored students in Ethiopia. These cards/letters have recently been featured on our Weekly Email Newsletter. We invite you to watch this link. On the video you will see that one of our students, Bethelhem Eyob, speaks about her experience at school and her gratitude for her sponsors (in this case, our school). Rick Egan at COEEF wrote, “Bethelhem Eyob is a brilliant student, and so I thought you may be interested in seeing a short video we put together from our last visit to Ethiopia. It includes a short interview with your student, Bethelhem Eyob, talking about Mr Solomon and St Michael’s School where she attends.”

Thank you to all our MCS families and friends for your support as we encourage our students in this opportunity for service.  Community service is an important part of the Montessori curriculum and our school’s goal to teach our students to be contributing members of society.

Montessori and the Myth of Low Student Teacher Ratios

Written by Foothill Montessori on . Posted in Blog.

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 – is she 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.)

But it is 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 her 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 fours teach the threes – 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 her learning.

A Montessori teacher can be compared to a juggler who spins plates on a stick. She will begin spinning the first plate, then the second, third and fourth. She might go back and give the first plate a spin before she spins the fifth and sixth. She might then spin the second plate – and that first plate might need another spin before she gets the seventh plate rotating. Likewise, the teacher notes each of her students and what it takes to power up the learning gyroscope in each child – so the child can keep the learning plates spinning on her 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 her time driving the learning, she has time to study each child(read more about observation here): to study her needs, her skills, her aptitudes and personality. All the ratios in the world are meaningless – unless you know your student.

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 she has 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 herself. When the student assumes responsibility for the learning she begins to build confidence in her ability to navigate in the world as it is being opened to her 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 herself – which is always one on one.

Article by Edward Fidellow

www.crossmountainpress.com

Aspens Class Field Trip

Written by Foothill Montessori on . Posted in Blog.

Thanks again to Ute Crossfit owners and MCS parents Bobbi Jo and Tommy for providing a fantastic field trip for our Aspens class.  The students (and parent chaperones and teachers) had a really great time!

Earthquake Drill Success!

Written by Foothill Montessori on . Posted in Blog.

At 10:15am today our school participated in an earthquake drill.  The students practiced “drop and cover.”  Once given the all clear the students and teachers evacuated the building.  The drill was successful and following the drill our staff reviewed additional procedures that would benefit MCS in the event of an earthquake.  Development of our Emergency Preparedness plan is ongoing.  Some information can be found in our Parent Handbooks and we anticipate that by fall we will have a more detailed write-up to share with families.

Thank you for your ongoing support!

 

Audio played over our P.A. system to symbolize the earthquake.https://youtu.be/6VOtCH5jl5k

MCS Prepares to Participate in Utah’s Great Shake Out

Written by Foothill Montessori on . Posted in Blog.

Thursday, April 17, 2014, Montessori Community School will participate in the Great Utah Shake Out.  Our staff Emergency Preparedness team has met to review procedures and future preparation plans.  Thursday at 10:15 am our students and staff will participate in an earth quake drill where we will practice “Drop, Cover and Hold On.”  Then we will practice an evacuation of the building.  Parents will be informed once all students have been accounted for. Many thanks to Ramira, Jan, Bob and the rest of our staff for your commitment to the safety of our staff and students.

 

The Magic of Observation

Written by Foothill Montessori on . Posted in Blog.

What has allowed Montessori to stand the test of time?  What has protected the method that first began in 1907?  Many methods of education have been tried and tested for years in the United States but Montessori is one program that has not only stayed around, but is growing and receiving more recognition than ever.  Montessori schools, including those in the public sector, are on the rise in the United States of America.

Most Montessorians will agree that beneath many layers the most basic element continues to exist.  This simple concept that gives heed to the needs of the child is that of observation.

“The Montessori Method continues to serve children well because it is based on the scientific observation of individual children….The lessons, the materials, that careful order of presentation, work because, and only because, they respond to the observed needs of the individual child. Montessori requires consistent and objective research into the conditions of each child. Montessorians often seek peace first and precision later.  But it is through the specificity of unbiased observation that our compassion emerges for each child we serve.  It is by understanding the needs of each child, as a unique and concrete individual, that we see his humanity.”
Catherine McTamaney, The Tao of Montessori.

Montessori teachers are carefully trained in the skill of observation.  Preparation of the environment, lesson plans, and daily scheduling are all reliant on their precise understanding of the needs of the children, which comes through observation.  Through observation they gain the full picture and see any outlying factors that might affect a students learning patterns or behavior. Once a new concept is presented and practiced by a child, the adult is responsible to watch the child and ask “does the child do what they have been taught to do?”  Again, this can apply to their practice of the materials and concepts in the classroom but is also applicable to behavior, social interactions, etc.  Montessori teachers are also taught to think twice before interfering with anything a child is doing.  Is the action purposeful and intentional? Is anyone or anything being harmed?  Is their opportunity for growth?

In addition to the careful observation of the Montessori teacher, we encourage observation by the child in a Montessori environment.  Through observation, children learn more than one way of doing things.  They also learn the important and essential skill of patience.  Children are encouraged to stop and think.  As they learn to observe, they give themselves time to evaluate and think of outcomes.  Observation is a beautiful skill for our young people as it allows them the ability to see the perspectives of others and the recognition that there can be more than one way.  It supports the idea that we teach children to learn to think and love to learn.

 “If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man’s future.”  Maria Montessori