email Ms. Debbie any feedback you have  

Thursday, August 26, 2010

Montessori Moments in Classrooms!!

Here is an  example of how the Montessori environment calls to the child and how we follow the child to inspire and build confidence!!

A student in Grade 4 was working on place value-composing and decomposing numbers up to the millions.  The material used is called The Bank Game and features a series of cards that contain numbers in the Decimal System up to 9 million (l's, 10's, 100's, 1000's, 10,000's, 100,000's, 1,000,000's) The child lays out the numbers and then we record numbers-composing and decomposing.  This work is crucial in the child's understanding of how to form numbers.  When we finished, he started to put the numbers on top of each other and said that he was going to build the "biggest number ever!!" And sure enough-he did. The number was: 987654321,987654321,987654321,987654321,987654321,987654321,987654321. Without any prompting he went and got a piece of graph paper and said that he wanted to write the number out....I got him a piece of calculator tape that would allow the number to be written out with the appropriate length represented.  After writing out the number, he proceeded to show it to all the different classrooms at our school.  He announced to each class that he had formed the biggest number ever and that it is so big that we could not even say it!!

Now, let me tell you what this means from a Montessori perspective.  Not only did he inspire fellow students  (today I saw a boy in the class writing out numbers and beside it he had written "googleplex numbers"), he inspired himself.  Typically this student is not someone who would go around and make such granduous announcements or want to draw attention to himself.  He did this with complete satisfaction and each time he showed it, his shoulders went a little further back with pride! That moment cannot be measured by data but will be able to further enhance his skills in expanded and standard notation of numbers because of his increased comfort level of numbers.

It is these snippets that happen all the time in a Montessori classroom.  Teachers/Instructors/Guides take time to observe and take that information from observation to specifically hone in on the differentiated instruction needed. Small group lessons as well as individual lessons are given based upon these needs.  Also, hand in hand, we follow the scope and sequence of our Montessori curriculum.  I look forward to sharing more with you throughout the year, including our first Parent Education Workshop on Wednesday, September 1st at 8:30 a.m. for Casa parents (but anyone is welcome!!)

 

PARENT EDUCATION WORKSHOP FOR CASA PARENTS (the age 3 to 6 plane of development) is scheduled for Wednesday, September 1, 2010 at 8:30 a.m. in the Aftercare Portable Building (located at the back of the school) Please read the letter sent home to you on Tuesday, August 17th for further details!!

Monday, August 16, 2010

Welcome to our oasis...Montessori of the Rio Grande Charter School.  The name Montessori is carried on by a long standing practice that was initiated by Maria Montessori.  Her own area of study was in the field of medicine. In fact, she was the first woman doctor in Italy! She is most known though for her untiring work with children.  She based her educational methods on scientific observation of chidlren's learning processes.  She meticulously prepared environments that allowed for children to hone in on developmentally appropriate activities and exercises based upon individual needs.  This practice has been used for over one hundred years in both the private and public.

 Worldwide, there are over 7,000 Montessori schools in existence: 4,000 in the United States alone.  The average cost of tuition is $5,000.00 per year.  Out of the 4,000, there are 200 schools in the U.S. and Canada that are Montessori PUBLIC schools.  This number represents schools that are certified-you see the name Montessori was never patented.  Here in Albuquerque you are a part of a free full Montessori prgram that follows the same practices of all exceptional schools-three hour work cycles, full complement of materials, multi-aged classrooms, and specifically trained instructors that follow the child's needs and styples of learning.

These guides/instructors will not only provide your child and family with the rigors of a highly developed academic program, at the the same time-hand in hand they will guide and support your child to reach their full potential-to become exemplary young citizens of the community at large. 

We do this with your support and openness to the practice and philosophy...tell me why you chose Montessori? What do you know about Montessori? How does it align to your own philosophy of education? I look forward to conversation with you at any time, as well as your expected attendance during the year at Parent Education Workshops. If you have any questions, please do not hesitate to come talk to me.  I am always excited about sharing information with others about the Montessori curriculum!!  Kind Regards, Miss Debbie p.s.  my new office space is located in main office.

 

Thursday, May 27, 2010

I leave you with words from Dr Maria Montessori. When you read them, I hope it gives you some insight  into her commitment to the child.  "When I am with children I am nobody, and the greatest privilege I have when I approach them is being able to forget that I even exist, for this has enabled me to see things that one would miss if one were somebody-little things, simple, but very precious truths."

Please enjoy time with your family this summer!  I hope you get to see those things that we often miss...the simple precious truths! We look forward to your return in August! Kind Regards, Miss Debbie

Monday, May 10, 2010

Reading Strategies for Children: Ideas for Summer reading with your child!

I found a great resource that lists five stages of development of a child's reading.  I will list them and give you an explanation of what each should look like in the area of developing your child's fluency and  reading vocabulary. From Word Recognition and Fluency:

The five word fluency stage are as follows:

1.  The pre-alphabetic stage: preschool and early kindergarten.  This is the stage in which phonemic awareness is developed and children start to recognize sounds and can say simple words by the sounds of each letter.  They may be able to read a couple of words and write their own name.

2.  The partial alphabetic stage: early kindergarten to early first grade.  More development of sounds is evident, including recognition of some sight words.  Typical thought processes are that the child picks up on beginning and end sounds more. In order to further develop their vocabulary they need to have more instruction on letter and sound relationships.

3.  The alphabetic stage: later kindergarten, first and second grade.  Children are recognizing patterns with words and are using invented spelling in their own writing.  Decoding skills are becoming more refined with the knowledge of sound recognition in place.  Word families are studied and children are starting to distinguish the differences between groups of letters and the meanings of words. (ie. homophones, homographs, etc.)

4.  The consolidated stage: late second grade through fifth grade.  This is the independent reader that has focus on comprehension of texts.  They read with fluency and have strategies in place like looking at prefixes, suffixes, and syllables to decode multi-letter groups in words.

5.  The automatic stage: beyond elementary school (for most children). Here, children quickly recognize all of the words in the books they choose to read.  They use books for many other purposes and are fully independent readers. Reading: Word Recognition and Fluency, p. 5 - 13.

 So, when you think about these stages, you also need to consider that children reach the stages according to their own exposure to letters and  developmental cycle.  The most important thing you can do as a parent is follow the cues from your child.  Follow the interests of your child and use those to incorporate lessons that pertain to reading.  Here are some ideas for you to follow up with over the summer!

For the young child who is learning to recognize letters and sounds:  magnetic letters on the fridge, label everything in the house and outside environment, and most importantly,  read to each other. 

For the six to nine year old, introduce different ways to make words and create word families..use picture cues from the texts to help comprehend what is being read, and chunk multi-letter words into syllables.  Again, be sure to read aloud with each other-buy two copies of the book and read along together.  Finding base words and additions to these, by use of prefix and suffix, is a great way for children to understand how the letters work together to form the word. Find out the meanings of specific words and classify objects in the environment

For the older child, find out where certain words come from...create a history timeline of letters and generate lists of origins of words.  Give you child opportunities to use reading in other areas like menu making, planning a trip, research of favorite topic, etc.

Print out the Dolch List of most common words, as well as the Fry's List.  These can be used by all levels of elementary aged children...make a game show out of doing them or put the words know in a shoebox and see how fast it can fill up over the summer! If you would like any additional information about reading strategies or any other ideas, please send me an email! Kind Regards, Miss Debbie

 

Friday, May 7, 2010

ADVICE FROM MY MOTHER FOR MOTHERS AND FAMILIES OF MRGC!!

I just wanted to share with you some ageless advice from my mom that comes from just naturally following the child.  I shared with my mother the day's events, which included for me, one on one support for a student or two that need futher interventions beyond our classroom doors.  We spent some of the time gardening and when I said this to my mom she said "Well, of course the child needs to be away from being told what NOT to do and be allowed to do something to get back to the place of intellectual readiness.  They need breaks that can be part of the work cycle. When you take them away from the work, it allows them time to think about how they can back to it."  So, please spend time gardening with your child this weekend.  Enjoy those moments that families can have together.  Get your hands soiled and smell the earth with your son or daughter. Thanks to my mother and to all mothers and families for what you do!! Happy Weekend, Miss Debbie

 p.s. I am looking for helpful hand to do a variety of tasks to get our school ready for the upcoming school year-things like painting, sewing, sorting, etc.  Watch out for the postings next week.  And Risa...the Reading Strategy list is almost ready for posting! 

Wednesday, May 5, 2010

Thank you for attending out last Parent Workshop!! We had 42 (maybe more) parents show up during the two scheduled times that day.  Here are some informational items that came from the surveys completed during the workshop time.

28 surveys were completed: 7 kinder parent, 16 lower elementary, and 0 uppers, 3 surveys were not signed or identified by level

7 out of the 28 said that they did NOT read Coach's notes

One of the ares of concern was communication: teacher/parent, tapas related activities, report cards, daily work activities by child in the classroom, parent to parent, overall information about school activities, regular updates and long term planning of events rather than short notice...so thank you for the great input about communication.  After all, if we can improve our ways of keeping each other informed,  we will be able to be consistent in our Montessori practice.

 There were a couple of other comments like: more arts and outside time, aftercare instruction-clubs, academic levels-how do parents know where their child is at, chidlren have had to wait a  long time to receive instruction in the classroom, more opportunities to participate in classroom, more recess time and more physical activity.

Once again, we thank you for your support of our school. Please check back in a few days for some ideas on how to keep up reading at home during the summer. I will have a list of ideas as well as some reading strategies for you as parents to use in your Montessori home!! Kind Regards, Miss Debbie

 

Monday, April 26, 2010

Parent Education Workshop: "Reflections of the Year"

See you on the deck tomorrow for our last parent education workshop. We will be hosting two sessions: 8:30 a.m. and again at 2:45 p.m.  There will be handouts availabe for parents, as well as an opportunity for parents to reflect on how they felt the year went.  I will be speaking about the next stages for your child in the Montessori program and will answer any questions you may have. Ms Bonnie will also be speaking to you!! Kind Regards and see you tomorrow, Miss Debbie 

PROFESSIONAL DEVELOPMENT FOR ALL!!

The Guild Theatre is presenting "Wild Boy" from Monday, April 19 through to Thursday, April 22. Show times are 1:15 p.m. and 5:30 p.m.

This story is one of the relationship between Dr. Itard (a very famous 18th century physican) and a boy that he finds in the wild.  Dr. Itard wrote a book about the time he spent and the methods he used with this boy...the book is called The Wild Boy of Aveyron.  Maria Montessori was very much influenced by Dr. Itard works, in particular the area of sensory developments.  She used his methods, as well as Seguin's works, to hone her methodology.  It is a must see movie for Montessorians!

Sunday, April 18, 2010

Notes for the Week!!

Thank you to those families that attended our Open House. It is so important that parents have opportunities like this so that they can really get involved in the Montessori program.  Many parents were engaged in lessons that their children presented!  Each room had many participants and many different activities.

I have many extra handouts from the Open House.  They are available to you...the handouts are Reading Checklists per grade level.  The lists will give you some idea of what your child should be able to read and comprehend at given grade levels.  Just ask me for your copies and I'll be sure to get them to you.  Speaking of parent education...when should we meet again?  I am thinking that Tuesday, April 27th could be a viable option...two sessions 8:30 a.m. and then again at 2:45 p.m. Let me know what you think!

Kind Regards, Miss Debbie 

Sunday, April 11, 2010

OPEN HOUSE AT MRGC!! Friday, April 16, 2010

Please keep this evening open so that you can participate in our annual Open House.  This is your chance to see how the classroom materials work and ask questions about the program.  I will be available for questions and will also have handouts for you in regard to the Montessori methodology and philosophy.  It is so important that you become more familiar with the Montessori way.  The practice should carry over to your household in the sense that you are aware of your child and their needs.  We base our lessons on observations and use of the materials.  You can do the same at home! Please ask me more about how to incorporate "Montessori-like" ways into your household.

The Open House portion of this evening begins at 6:00 p.m.  You will NEED to be here at 5 p.m. though...Ms Bonnie has some very important information to share with our parent community members. Please meet us on the deck at 5 p.m. sharp!!

I will be in the Multi-Purpose room on the 16th of April and look forward to answering any questions that you have about Montessori and your child. Don't forget to pick up some handouts as well!! Kind Regards, Miss Debbie

Monday, March 29, 2010    The Art of Teaching in a Montessori Environment!!

Teaching, in general, is thought of as training or enabling a person through instruction.  In a Montessori environment, this art of teaching is based upon observation, assessment, and action plan.  We consider our teaching to be more engaging because we observe what works best for the child.  

Maria Montessori talks quite extensively about the quality of observing.  While rereading her Advanced Montessori Method-1, I quickly realize how important the skill of observation is.  She states "the teacher must prepare herself, not by means of the content, but by means of the method.  In short, she should be distinguished by quality even more than by culture.  The fundamental quality is the capacity for "observation", a quality so important that the positive sciences were also called "sciences of observation," a term which was changed into "experimental sciences" for those in which observation is combined with experiment."  p. 102  This skill has to be honed by the Montessori teacher in order to follow the child with precision and unbiased vision.  

The art of observing helps support the child in his/her academics as well as emotional/social being.  The few minutes spent just looking at the movements in the classroom and student interactions can help with the development of the child.  We learn how to take notes that can be used to reflect on the work of the class.  We take these reflections and use them to guide the next day's instruction.  We also analyze the environment in order to ensure its success.

When the teacher learns how to observe with purpose, there is a renewed excitement that comes about for her/him.  The passion for teaching is "aflame with interest "seeing" the spiritual phenomena of the child, and experiences a serene joy and an insatiable eagerness in observing them, then she will know that she is "initiated".  Then she will begin to become a "teacher." p. 110 

I look forward to our next parent education workshop scheduled for the end of April. Again, if you have any questions or comments-I look forward to them!! Kind Regards, Miss Debbie

Friday, March 22, 2010

Thanks to the 18 parents that attended the Upper Elementary Talent Show!! Mr Frank's music classes have benefited all our students. It is amazing to hear  the Orff instruments together in harmony!! Thank you to Ms Bonnie for putting this show together and coordinating all the acts.  We saw students show off with not just their voices, but with guitars and such as well.

Please check out the ONLINE AUCTION!! This is an opportunity for you to give back to your child's school.  It is crucial for the upcoming year that we have funds available, via the auction, to support all of our wonderful programs.  Items for bidding start at $2.99 and go up from there.  Remember, every penny spent is a penny towards your child's education.

Have a wonderful and restful Spring Break. I look forward to more parent meetings in the upcoming weeks. Watch out for our April Parent Education Meeting-towards the end of April (after we finish proctoring the New Mexico Standardized Assessments!!) 

Kind Regards, Miss Debbie    

Thursday, February 25, 2010

Thank you to the 32 parents that attended our workshop on Normalization and The Balance of Freedom and Responsibility.  Not only did we discuss how this looks at school, but Ms Bonnie provided various insights as to how to use this balance at home.  She talked about how to transition and allow your child strategies and tools to be successful-things like creating a space at home for their folder, etc.

Some of the key points of normalization for  a child are:  (as in The Montessori Way, p.53)

*a love of order and work

*profound spontaneous concentration

*atachment to reality

* obedience

*independence and initiative

*spontaneous self-discipline

*joy

*the power ot act from real choice and not just from idle curiosity

When you walk into a Montessori classroom, these should be some of the key aspects/feelings you get.  The shelves are filled with wonder and draw the child towards them by the sheer beauty of the material and there is a connection made between the environment and the child.  This attachment between the two creates that normalization-the child reaches a deeper level of independence and has expectations of how he/she and his/her classmates will go about their work.  Through the exactness and order of the environment, children develop this sense of how to work in it and how to engage. 

The work cycle allows time for this to happen.  Children are not expected to come in and be "on task" all day. There are periods of rest after great periods of exhausting mental exertion.  There are periods of activity that may follow great periods of repeating an activity that completely satisfies the child.  The time frame typically caters to children moving from one work to another with purpose and intent.  The guidance of the teacher in the room helps support this process as well as creates structures and means for the student to do so. Thus, the child begins to "nomalize" into the classroom.  Their periods of focus and concentration lengthen with each activity.  Their understanding of how to move and talk in the classroom become evident through their own movements and speech.  Their care for the environment is demonstrated by their involvement and tie to the physical space. 

If you would care for more converstion in regard to the practice of Montessori education, please let me know. We will have our Spring Workshops towards the end of April.  Kind Regards, Miss Debbie

 

 

"This then is the first duty of the educator: to stir up life but leave it free to develop."  Maria Montessori                                            

  Parent Education Day!!

It was a week ago today that our campus was filled with the joyous faces of our grandparents and special friends!! We had over 135 people join us on the deck to find out how we can all move forward with our facilities plans for MRGC. Then we toured the classrooms and spent time with our loved ones in their Montessori environments.

Parents-now it's your time to revisit us! We will be hosting our second installment of Parent Education:

The Balance Between Freedom and Responsibility:

Normalization in a Montessori Classroom

Please join us on the deck for this informative discussion that directly relates to your child and their emtional/social/academic growth at Montessori of the Rio Grande Charter School.  The date for this professional development for parents is Tueday, February 23, 2010.  There will two sessions to choose from-one at 8:30 a.m. and the other at 3:00 p.m. I look forward to our conversation!

Kind Regards, Miss Debbie

 

February 16, 2010

A Deeper Understanding- Growing and Learning at MRGC

My Life in the Future

By: Esteban   February 8, 2010

 

     In the future I hope that there will be trees and animals so my children can see what I have seen, and I can research them.  Once I have gotten old I will travel around the world.  Then once I get really old I will stay in Costa Rica and live in a house by the river.  Then when I live in my house I will go out in a boat and find a giant lily.  Then I will get out of my boat and lay down on the lily, and once I die I will get buried by a great tall tree in the middle of the rainforest.

 

I spoke to Esteban and asked him what he thought his Montessori experience gave him...his answer was "a deeper way of thinking".  When you read his words, I'm sure you can agree with this statement! These words that come from a young person of Grade Five age, with the wisdom and weight of an artist are like no others.  They paint such a picture of emotion and vision for us-the deeper understanding of life's path from a student that has spent most of his young childhood here in the safe domain of MRGC!

He remembers exercises like "hammering" when he was in Casa and Stamp Game in early El.  He has seen changes in the indoor and outdoor environment-including the coming and going of various friends throughout his days. He recalls techers that were helpful and patient and attentive to his needs. 

He thinks about his future....he hopes for success with his education...I am quite confident that one day this unique and caring person will find that rainforest he so fondly wrote about. Kind Regards to you Esteban, Miss Debbie  p.s. You certainly cannot measure the value of the words that come so easily when someone is allowed to reach their full potential!

February 5, 2010

Does Learning Stop When We Leave The Classroom?

When you see your child waiting patiently, under the willowing arms of the Cottonwood tree, do you think that they have left their thoughts and ideas in the class, or are they able to reflect about their day while their vehicle approaches?  We understand that it may seem like your child is losing minutes of instruction during this time period that is alloted for "Pick Up" at the gate.  We feel your frustration when you see them there and wonder to yourself "Is there a better way to do this so that my young one is not losing out on any Montessori moments?"

Well my friends, these are the moments that are considered to be crucial in the development of your child.  The last portion of your child's day is about reflection and planning.  Teachers have different methods and procedures for what this looks like.  For example, the Kinders gather and sing songs, review words of the day learned, and teachers assist children in collecting their belonginings-could you imagine doing that for not just your child-but add 19 to the list!!  Lower Elementary students gather to reflect upon the day and plan for the next.  They are responsible for maintenance of the classroom and restoration of works.  Upper Elementary does the same thing, but also includes a lot of discussions based upon the curriculum.

And so as we best alleviate the parking lot nightmare, we commit to reminding students about the practice.  We remind them what it means to walk together and be a community of learners that gather under that tree.  We have those precious moments to be together and say good-bye.  We help each other identify the cars approaching and help each other gather our coats, lunch boxes, and folders.  We thank our MRGC parents for their understanding that these moments are still part of our Montessori day-the transition from class to car! 

January 31, 2010

Thoughts for Parents: Jumping From Casa to Early Elementary in a Montessori Environment

I remember many conversations and readings that refer to the stoic, somewhat rigid Montessori environment of the Casa program.  The comments were from parents and teachers alike that wondered why the room did not allow for playtime or areas for children to make believe-like a pretend kitchen.  The answer to these thoughts becomes so clear and so important for the child when you then see that little person enter into the Elementary classroom.  You see, the foundation set in the Casa is what will help instill all the habits of mind that are needed to function in the next plane.

Montessori believed that the child in the young room, what she referred to as the Casa Program (remember, that comes from the House of Children-Casa de Bhambini) thrives on the order of the environment.  The child moves through various lessons and uses materials that allow him/her opportunitites to work without any help or interrruptions.  The teacher presents with precision and complete focus on that moment with the child and the material.  The child watches the teacher's hand move in a systematic flow from beginning to end of the presentation. There is no talking or grand gestures by the teacher...the material calls to the child.  So, this room is inhabited by children that are using these materials in order to fulfill their desire for success.  They concentrate and focus on a material until they are completely satisfied and know they can do it by themself.  This environment appears to be "anti-social" because this is not the age of teach me how to play with others, but rather teach me how to work with purpose and focus in an environment with others-teach me how to respect the materials and the people that are in it. 

The moments of disorder-like the child that cannot understand that they must wait for their turn are also part of this period.  The child who is used to getting what he/she wants at any given time now has to wait for their turn.  There is only one of each material in the room for a reason.  When presenting a lesson you can see others watching the movements, and through the devlopment of patience, they know that when it is their turn they too will have the lesson.  The teacher also has to be determined to stay on track for the sake of the child.  The teacher cannot dilute the individual presentation or lose patience.  "No work may be imposed-no threats, no rewards, no punishments.  The teacher must be quiet and passive, waiting patiently and almost withdrawing herself from the scene, so as to efface her own personality and thus allow plenty of room for the child's spirit to expand."  Maria Montessori (quoted from Tomorrow's Child, January 2010)

It is this child that leaves the Casa classroom and steps into the Elementary room which has many of the same materials that he/she worked with, but expands into a much more complicated place.  This classroom is one of wonder and excitement.  There are many interesting charts to look at and areas that have "supplies" of sorts to explore and experiment with.  This classroom teacher is much different from the Casa in the sense that this teacher does use drama and stories to spark the curiosity of the child.  The child prepared in the Casa room now explores many concepts in the curriculum and questions those concepts until they understand them.  (ie.  I don't understand what it means to multiply-so they use the Checkerboard over and over, manipulating beads that show the concept of the operation) 

This is now the time for them to question their place not only in the classroom, but in the world.  They want to make friends and move away from any dependency on adults.  They come in to the classroom and are immediately drawn into groups of friends who either have similer interests or needs.  They love to work together!!  They love to create-draw, paint, act-this is their time to shine through their own being-to show off to their friends and hope they will be accepted.   It is a painful time for the parents because you see your child making choices that are not in the best interest of your young one. 

The Montessori classroom provides them with a place of joy and discovery like no other.  They are ready to expand their social and academic selves.  They have opportunities to do this through the curriculum and the keen observations of the teacher.  When the child has had the willful preparation in place from the Casa program, they will be able to understand their place in the next planes of development-they know and understand how to work in the environment-how to respect the materials, the room, and all who enter it.  If you would like to talk further about this, or perhaps visit/revisit some the materials, please let me know.  I will set up a Parent Education meeting according to the needs of you-the parent! Kind Regards, Miss Debbie

Thursday, January 14, 2010

Happy New Year to everyone!! Just a quick note to let you know that I will be working in the office for the next few weeks. Ms. Bonnie will be sending out a messge to everyone on her leave from the school (most likely three weeks) and so I will be available to answer your questions and support the school via the front office. 

Please spread the word...Open House/Registration for our upcoming Teacher Training Program is on Saturday, January 23rd at 10 a.m. until 11 a.m.  This will be an onsite training center located at MRGC!! Candidates will receive diplomas that will certify them to teach children between the ages of 2.5 up to 6.

Week of November 30, 2009

Again, I'm going to continue involving  parents  at MRGC by directing you to Room 4's page.  If you have any questions or comments about the Montessori program at our school, please email me at msdebbie@mrgcharter.org.  

Week of November 23, 2009

I have not received any feedback from the Coach's notes...shall I assume that "no news is good news!" At the present time I am updating on Room 4's page on a weekly basis.  Please read it for various Montessori ideas and insights.  I will update the Coach's page after the Thanksgiving holiday.  On a somber note, words cannot express our loss of Ms. Chris Felix at MRGC.  Ms Chris was always a professional and led by example of Montessori practices in her care and respect of the environment.  She touched all of us at MRGC. Thoughts and prayers go out to her husband-Sam, son-Carlos, and her family. 

Week of November 9,2009

Please watch out for an attachment entitled "The Magic of Threes"  It should be posted on the Coach's page early this week.  Just like "Tips for Parents" which is also available under Instructional Coach, this is  information to help you prepare your child for their Montessori day.  I am not receiving any feedback from these posts at Coach's Corner...is there something that you want to know about?? email me at msdebbie@mrgcharter.org  Kind Regards, Miss Debbie 

 

Week of November 2, 2009

If you are not aware of the fact that we are a Montessori School, then please check in with me.  We are also a public charter school that has now become an APS property!! This was not always the case and we are a very fortunate to be able to offer Montessori education as a choice for you and your child.

I was whisked away from Canada eight years ago to work at Montessori of the Rio Grande School (notice the charter part is not there).  Marie and Leon Fuemmeler obtained a work Visa for me, and asked me to come and teach at their school.  It was a huge change from snow and hockey! There was always something that inspired me about being at 1650 Gabaldon Drive, and I can't quite put it into words.  There is a very special "feeling" when you step onto the grounds.  I think that this is a place that has meant to inspire and  touch people through the invaluable relationships that we have. It is through these that we continue to strive for our exemplary practice in the name of Maria Montessori.

Marie and Leon applied to become a charter school and were welcomed with open arms by APS.  That was six years ago.  Ms Bonnie fell out of the sky and was instrumental in our beginnings.  It was through her solid knowledge and savvy leadership that we were able to grow and exist in the public realm.  A strong Collaborative Council, as well as our "Friends of MRGC Foundation" have supported and guided the school in partnership with Ms.Bonnie and brought us to where we are today.   We are at the forefront of public education.  As parents of MRGC, you should find out who these council/foundation members are (including Ms. Bonnie) and shake their hands for their untiring dedication to our school!! Congratulations to all community members of MRGC!! Ms Marie and Mr Leon-Happy Retirement!!

Read about the concept of Preparation in Montessori 

Week of October 26, 2009

As you begin to attend your conferences, please refer to the checklist of questions, available on Room 4's  web page.  Hopefully these questions will give you some insight to your child's engagement in their classroom.  Teachers will be able to share with you formal/informal data assessments, as well as general normalization into the program.  Please check outside of each classroom for sign up sheets.

Kind Regards, Miss Debbie   p.s  I've received inside information about Bug City!! It turns out that the "Stick Maze" is actually the beginning of a totally new civilization.  I'll keep you posted...as well as digging into the new clan of Ant City-girls-who are you and how can we set up some interviews??? Until next time...

Wednesday, October 21, 2009

So, have you been wondering about "Bug City"?  The latest is the intricate maze created by sticks and twigs, located in the corner lot of the Bug City Compound.  Inside word is that there is also another civilization emerging...Ant City-and it is mainly run by a group of Grade One through Three girls! (please check back for interviews!)  Groups have come and gone, and members have changed, but the continuum of Bug City (and now Ant City)  is evident in the daily changes of the landscape.

We have been very busy these days at our school.  Besides keeping things as clean as possible-although no amount of Lysol will keep away the flu-we have been ploughing through the curriculum.  Students are being inspired by the Great Lessons and have opportunities to ask questions and ponder the reasons why.  We recently saw two classes join together for the Long Black Strip lesson.  Children were in awe of the length of the actual strip, as well as how much time had passed before the appearance of humankind (according to the story presented).

All students have participated in both fomal and informal assessments:

Dibels-Kindegarten (a reading/decoding scale of assessment)

MAPS- (measure of academic progress) Grade Two-Five (online computer multiple choice-in Reading, Language Usage, and Mathematics, aligned with the New Mexico Standards)

Reading A - Z Grade One-Five (an assessment to place children into reading groups specific to decoding and comprehension skills) a letter is assigned and aligned to Grade level.

Please remember during conferences to ask your teacher about any of the above mentioned tools.  Beyond these, the most important tool is the eye of the teacher! Your teachers have been meticulous in note taking and observing your child as he/she moves through the curriculum.  Be sure to ask about what exciting lessons your child has participated in.  If you have any other questions, and feel the need to speak to me, please do so!!  Kind Regards, Miss Debbie

Tuesday, October 6, 2009

As you think about your upcoming observations, there are many materials that you may have heard the name of but have no clue what they do or what their purposes are.  Here are a few examples of such:  

CASA - Age Three to Six

Spindle Boxes - 2 boxes with ten compartments-labeled 0 through 9. A basket of wooden spindles-45 in total.  This material is used to give children an idea of the quantity that is represented by each number including zero-it is the first time that the concept of zero is introduced. The child continues by putting the appropriate amount in each numbered spot.

Pink Tower - 10 solid wood cubes, differing in length, width, and height.  Their sizes grow in progression (related to 1 cubed to 10 cubed). The child develops visual and muscular perception of dimension, along with coordination of movement.  There is also an indirect preparation for mathematics-as the cubes are representative of the base ten (decimal system) and will be later used for cubing lessons.

Sandpaper Letters - wooden box containing all the letters of the alphabet made out of sandpaper and mounted on a smooth surface.   The letters are introduced by tracing each and sound them out.  The sounds are crisp and clear and are taught by threes in a Three Period Lesson (the teacher presents-"this is...", the child practices recognition-"show me...", and then the teacher assesses-"what is...?".  The other purpose for the tracing is to model and form the correct letter formations to be used when printing.

Age Six to Nine and Age Nine to Twelve-  We now leave the sensitive period for order and go on to much bigger concepts.  Children are given many "impressionistic" lessons that lead to prolonged periods of intense concentration and study.  Some of the materials that are most common are:

Grammar Boxes- there is a sensitive period for these-between the ages of 6 to 8.5.  These boxes clearly distinguish between each word in a phrase or sentence and give symbols to each part of speech.  Children sequentially move through these boxes and build their knowledge of sentence structure as well as are exposed to many different words-and their meaning and importance to a sentence.  The work is experiential and is always introduced by an oral story that is engaging and has movement for the child.  When the child has worked extensively with the boxes, they may then symbolize their own sentences/paragraphs/stories (or someone else's-like their favorite author or a friend's piece of work)

Math in the Millions - there are a few specific materials that the child in the Six to Twelve program moves through that represent bigger numbers-up to the millions!! There is an inner need by the child to work with bigger numbers and longer periods of problem solving with those numbers.  Watch out for the Checkerboard and Large Bead Frame for long multiplication and the Test Tubes for long division.

Geometry - There are boxes that are in all the rooms called the Constructive Triangles Boxes-the young child manipulates these sensorially, while the older child uses them to explore equivalency and congruency.  We also use a box which contains sticks of various lengths called the Geometry Sticks.  These are used to demonstrate visually all the liness and shapes lessons needed-horizontal, vertical, oblique, parallel, transversals, convergent, divergent, and so on!

I hope this gives you a little idea of some of the materials that we use in the classrooms.  Enjoy your observations and if you have any questions-write them down and ask the teachers after the observations!

Happy Fall Break!! (and Happy Thanksgiving in Canada!!)  Kind Regards, Miss Debbie

 

Thursday, September 24, 2009

This is a quick note to ask for feedback from any community member that reads this.  As we are getting ready for our formal observations, do you have any questions that I can help answer-in regard to the Montessori methodology and philosophy?   After Fall Break, you will be given opportunities to observe in your child's classroom.  This will be set up in a way that you can, with as little interruption as possible, see the children in action.

When you enter the room please wait by the door.  Make eye contact with the closest teacher, and they will most likely send a student over to greet you.  You will be asked to sit somewhere in the room that is strategically set up for observations.  You are asked not to interrupt the students while they are working, and not to engage in activities...the role of observing is stationary!!

I have had many responses about last week's notes-one from a parent and many from students...it looks like the interviewing of students needs to continue.  So, I'll keep you posted!  Kind Regards, Miss Debbie 

Friday, September 18, 2009

Have you heard about Bug City?? If not, you are missing out on the most amazing collaborative event that has been ongoing at MRGC for the past three years...and yes, it's as exciting and complex as all other advanced City Planning.  I thought to myself "How do I get the inside information about the existence of this wonderous place?" Well, what better way to find out than to interview the children that are engaged in this "recess activity".

Ms. Heather and Ms. Lauren's Class:

"Zackry:  "We have to do lots and of teamwork...we work very hard and we usually get along.  We are trying to build a Bug Canyon right now to represent the Grand Canyon except in tiny form."

Noah:  "It first started off in First Grade...I wasn't here yet and now it's getting into being a big thing. We need to get a sign up sheet for it because of the big flood (interviewing took place the day of the "big" rain-Thursday, Sept. 17)-we need help to rebuild the buildings...some of the plants died-even the river flooded.  The flood even killed three of the prisoners in the jail and the island got half under water."

Emmanuel:  "About the flooding today-I think it's good-the sand will be helpful for building now...we need to fix the museum and create another big crater.  We have had three museums-the first one was about the war we had in BC (Bug City), the second was the rebuilding of BC and the third I'm not sure yet because Noah is still building it."

Francesco:  "We are not quite finished.  The jail is in a big hole with little holes on the inside and we used sticks for the bars.  All the bugs died during the flood...there used to be ants and rolly polly bugs in there...the bugs that were bad to us were put in the jail."

Logan:  "It's really nice to make BC...we have castles for people to visit and they all have stores in them.  There is an armour store for all the kings of bugs.  We make adobe houses out of sticks and mud...we don't really make the doors except for the mud ones.

Mr. Ben and Ms. Salima's Class:

Andres:  "It's really cool.  We have a hotel called Bug Suites....each room has a mini fridge! The bugs really like the hotel. There are holes to get in it.

Mr. Matt and Mr. Moss' Class:

Tomas: "People used to build it...we still do.  There is a Whitehouse where the President of BC lives."

Cole:  "Well, there is BC River and it flows into BC Lake...and we do have boats."

Braxton:  "There is a BC Storm Cloud...it's like a protection cloud...like a big umbrella (it's the tree). It protects the bugs...oh yeah, it's also got a cafe for termites!"

Torin:  "The ocean is cool. The whole entire playground looks like an ocean when it rains."

Conor:  "People control the bugs and carry them to Bug City."

While interviewing, I also found out about the hierarchy of job positions:

Regular worker...Vice President...President...Boss...Master...Creator Master!  First you join and then you can move up in the ranks.

So, you are asking yourself how does this pertain to the everyday life of the six to nine year child in relation to the Montessori philosophy.  According to Montessori this is the age of internal order.  Children are developing bonds with each other that help mold the decision making that will help guide them in the future.  "The child's focus shifts from individual formations to development as social beings and the direction of their explorations fo the world tends to the abstract ratehr than the concrete.  all the children's behavioral tendencies serve these new purposes."  P. P. Lillard, Montessori Today, p. 44  This inner urge is spontaneous and happens so quickly.  Your child will not want the same satisfactions-like completion of a task, but rather want to know their place in society and in their community-as evident in the BC world.

If you have not heard about Bug City, do not fret...your child could not care less what the adult thinks, but trust me all the children know about-whether they are a member or not.  They form groups according to wants and needs on an emotional level.  The collaborate and make decions that pertain directly to the group.  "The children play social games adn establish groups that expand their experiences with new rules.  They seek evaluation by  their adherence to these new standards of conduct.  By adult perceptions these new rules can be ver strange.  They oftern involve secret languages, passwords, special dress, hidden treasures, hideouts, and bizarre rituals or mannerisms.  At the same time, the chilren want privacy from adults.  It is as if the chilren are exploring the group process itself and, in this way, are rehearsing for adult society."  P. P. Lillard, p. 47

So, when you walk by the front corner sand area and you see the mounds and valleys, remember what this represents-not only home to the bugs of the playground, but the stage for children to unite and share in the process of problem solving, decision making, and creating a compassionate community amongst their peers! (btw-I do have actual drawings of the city layout if you are interested!!)

 

Tuesday, September 1, 2009

Normalization-what does it mean??  In Montessori classrooms around the world, teachers talk about periods of normalization in their practice.  What they are referring to is the development of the child's ability to function in the room with focus, concentration, and independence.  Children are taught "how" to work in the room-how to use an appropriate voice-how to walk in the room-how to take materials off the shelf-how to ask for help and how to communicate with others.

It typically takes about six weeks for this "normalization process" to transform the room and the children in it.  When these moments happen, the teacher can stand back and observe the classroom in a different light.  These are very magical moments in the environment and are part of the teacher's ongoing assessment of the development of your child!

Children thrive on long pieces of work that engage them for extended periods of time.  Work is joyful and self-fulfilling.  What a joy it is to present a lesson to a child and hear "thanks for the lesson"! Please remember to check your child's class webpage to read about all the wonderful things that take place at MRGC.

Tuesday, August 18, 2009

The CASA Program at MRGC:  The first plane of development in a Montessori program is commonly referred to as the Casa Program-coming from the "Casa dei Bambini" term, which was the name of Maria Montessori's first classroom.  This multi-aged classroom-typically housed with children 3 to 6 years of age is the foundation of the Montessori Curriculum.

It is the sensitive period for order and the room is set up sequentially with varying degrees of lessons that "call" to the child.  There is emphasis on staying on task and developing concentration skills.  Lessons are given with many steps to complete and teachers observe the child to ensure not only completion, but focus and understanding of the order.  The child's "absorbent mind" is given many opportunities to develop through the use of the materials.  The child is given many avenues to answer the "what" questions by classifying everything in their environment-this later leads to the next plane when children ask "why" and are confident to ask because they know the "what".

Please watch out for postings about the first Parent Education Workshop for September 2009.  We will meet and discuss what normalization means for your child and what you should be expecting from the first six weeks of the school year.  If you have any quesitons before then, please email at msdebbie@mrgcharter.org. 

Saturday, August 8, 2009

As we prepare the school for opening, we hope that you are preparing yourself and your child for back to school.  This is the last week of your holidays coming up and it's a good idea to start to get back to your bedtime routine!  I'm sure your summer was full of all kinds of adventures and fun.

I had the opportunity to visit and participate in proctoring teacher trainer exams in Toronto, Ontario this summer.  Teacher candidates are handed a sheet of paper that lists six lessons on it-one from each different curriculum area.  They then approach an examiner and ask to present the lesson to you.  The lesson must be done with the utmost precision, including appropriate voice level and use of language.  The undergoing by Montessori teachers encompasses so much.  The teacher not only needs to be competent in the curriculum, but also has to be able to extract information from observations.  You are constantly assessing and modifying to meet the needs of the child.  Teachers do not shut off at the end of the day-instead they take home all the thoughts and actions of the class and use that to enhance the next day's plans.

We at MRGC have spent many hours with our staff discussing best practices.  We are so excited about the opportunity to engage in professional development this year on each Friday with early dismissal.  We have already designed a schedule that will allow us time to role model lessons, prepare materials, and review the writings of Dr. Montessori. 

We look forward to your return next week.  Remember, as a parent of MRGC, there are many opportunities for you as well.  Please be prepared for our first day meeting, as well as our upcoming Parent Workshops!  Kind Regards, Miss Debbie

Thursday, May 28, 9009               Summer Fun Learning Activities

 *Measuring Lessons - what can't you measure?? Children need to be able to measure in standard and non-standard units of measurement (like using their hands to measure a horse)  Children also need to be able to convert measurements to metric.  You can do many fun things in all areas of measurement: cooking, travel, plant growth, perimeters of places.

*Reading - we cannot express enough to you the importance of taking time (consistently) and reading with your child.  It is so critical, especially in the early ages that they hear language.  Pick a good book and share the reading!

*Science/Geography - go explore New Mexico and beyond...

*History - create a family tree, do a timeline of the summer, write a journal/diary and pretend you live in a different time...go out and explore New Mexico and beyond...

I hope that these snippets inspire you to have fun!! If you are looking for standard/traditional type work...you can pick up workbooks at Walgreens or Learning is Fun. See you in August, Kind Regards, Miss Debbie  

Wednesday, May 20, 2009

Thank you to all the parents that attended workshops throughout the year!! Our last Kinder Tea was attended by a dozen parents...and then the "Make-Up" session was attended by six parents.  We also had an orientation for our new familes.  We had almost a full house!  At this first gathering I spoke about our Mission Statement and what that means for the new students and parents at our school.

Mission Statement..."Our school will provide a peaceful, safe, and nurturing academic environment using Montessori principles to develop children who love learning, contribute to their communities and continually strive to achieve their full potential."

I went on to explain that this is what you will sense and feel when you step onto our beautiful campus-fullof life, joy, and wonderment.  The environment is conducive to the practice and the community here at MRGC is passionate about continuing Dr. Maria Montessori's philosophy and methodology which is soley based on the development of the whole chlid-academically, socially, and emotionally. 

What a unique opportunity we have here to strengthen the path of education both locally and nationally.  Public Montessori schools are at the forefront in many facets of educational models and we continue to lead the charge.  As stated in the Mission Statement, we guide children to continually strive to reach their full potential...not always measurable by a pen and paper, but invaluable to the skills of life!!

May each of you have a wonderful summer. I look forward to our paths crossing again in August.  Next week I will post a list of "Summer Enrichment" activities. Thank you community members of MRGC. Kind Regards, Miss Debbie

Wednesday, April 22, 2009

I would like invite all our Kinder parents to the last Parent Education Workshop of the year.   As a matter of fact, any parent that is interested in hearing about the Montessori Elementary Program is welcome.  We will be meeting on Tuesday, May 5th at 8:30 a.m. in the Music/Movement Room.

It still amazes me when I think about Maria Montessori and her methodology.  She was able to intertwine a curriculum that intrigues and excites the young mind.  She understood the need for variety and movement for the six to twelve year old child.  She saw opportunities to develop community and respect by allowing children to become responsible for their actions.  She embraced this child that had questions about the world and how they were connected to it.  Her curriculum was based upon teaching basic concepts and skills, and then applying that knowledge to individual interests.  She created five Great Cosmic stories of wonderment and intrigue.  They provide the platform for the child to launch off of and explore their own curiosities.  If you would like to hear more...please join us on the 5th of May.  Kind Regards, Miss Debbie  Secret Code is "It's cosmic"  (If you have any spare time in the next few weeks, please let me know...I have some painting and small jobs that need to be done in order to be ready for the upcoming school year-thanks!!) 

Monday, April 6, 2009

It is that time of the year that public schools, state wide, expend their time and energy on New Mexico Standard Based Assessments.  Children will be spending approximately twelve hours in the next two weeks on these assessments.  While these assessments are useful for us to guide and support the child's instruction, it is important to keep in mind why we are all a part of a Montessori community.

If you were to revisit the school's Mission Statement and think about what it means for your child when they leave here; are they that person that is represented by the Mission Statement? "Our school will provide a peaceful, safe, and nurturing academic environment using Montessori principles to develop children who love learning, contribute to their communities and continually strive to achieve their full potential."  This is the goal of MRGC.  When you read your child's Narrative Report, this should be the reflection of their learning.

To conclude, a standard based assessment is a window into your child's academic progress during that specific time and place in their life.  The Mission Statement, as a progress report, is a life-long growth chart that will continually be challenged and reflected upon by the child.

Kind Regards, Miss Debbie            Secret Code is "I know the Mission Statement"

PLEASE BE SURE TO ATTEND THE PARENT MEETING, SCHEDULED FOR Tuesday, April 7th, at 6:00 p.m. on the deck.  This is a very important meeting about the future of our school programs and it is your chance to prove that you are committed to our school. See you then, Miss Debbie 

Thursday, March 12, 2009

Ms Mary, Ms Salima, Ms Helen, and I attended  the 2009 Annual American Montessori Society Conference which was held last weekend in New Orleans.  I participated in many interesting and thoughtful workshops, including an afternoon spent on the discussion of "AMS and the Support of Public and Charter Montessori Schools".   This session was led by the Executive Director of the American Montessori Society, Richard Ungerer.  As well, Dennis Shapiro, editor and publisher of Public School Montessorian (Jola Publications) guided in facilitating the round table discussion.

The trials and tribulations of offering Montessori in a public realm were discussed (some new concerns, but mostly rehashed ones) and AMS was there to listen and brainstorm on how the organization can best work towards addressing these issues.  I believe that with the present economic situation, private schools may be losing some of their students, and that offering public education systems the philosophy and methodology of true Montessori is the future! (for Montessori)

The main concerns were things like:

How do you align the curriculum with the state standards? (and not dilute the practice?)                                                                                     

How do you create and use exit outcomes? (based on grade level)

How do you use a scope and sequence of lesson?

How do you not demoralize teachers by shaking their confidence because of "low test scores"?

How do you mobilize parents? (we need financial support for teacher sustainability)

How can we get Montessori certification recognized at a state level?

How do we educate the community-both small and large?

I was able to put a check beside many of these concerens...we here at MRGC have spent many hours on aligning the curriculum to state standards, and creating exit outcomes that specifically address state outcomes.  We have also created a Curriculum Map that follows the scope and sequence of our Montessori lessons, according to our training.  One key component discussed was the idea of looking and the concepts and content and then decide how it is best delivered to the student. (in true Montessori fashion)

Through vehicles like our webiste, we are able to communicate more efficiently.  We have school cell phones for parents to call, when needed, and each teacher has an email address. We always have an open door for discussion with any community member and support conversation in the name of education! (we only need more time to do this!!)

When the idea of mobilizing parents came up, schools across the country (including ours) are working on various strategies to finance and support the practice.  Fundraising ideas and grant proposal ideas were shared with the group. This also led to discussion of how to best inform our state people about public policy issues that have  major impact on our existence.

After the session, I was fortunate enough to spend a little time with one of our council members, Bretta Weiss-Wolf (2004 AMS Living Legacy) and we debriefed about the information that was presented.  I told her that I felt we were on track in the public realm of Montessori.  We were both excited about the many opportunities that our school provides for students.  We spoke about the quality of care and instruction that your child/ our student receives at MRGC and how do we support that in a positive way for our teachers.  We will continue to study, learn and grow as a community of teachers, students, and parents all working together with that common tie.

The American Montessori Society views both public and charter Montessori schools as a vital part of the bigger Montessori community.  We will continue supporting the society as they continue in supporting us-both locally and nationally.  You can go on the AMS website to learn more about this organization at www.amshq.org   (Secret Code is "Support your school")

Quick Note: the Kinder Make Up Tea was attended by six families!! Thank you to those parents that attended.

KINDERGARTEN "MAKE-UP" TEA: Thursday, March 5, 3:30 p.m.  Just in case you missed the Sensorial Workshop, we will revisit this opportunity!! See you in the Training Room (beside the Music Room)

Wednesday, February 25, 2009

Our "Parents of Grade Three Workshop: Standardized Assessments And What It Means For Your Child At MRGC" was on Wednesday, February 18th. Six families were present and we discussed the trials and tribulations of assessing children based upon performance on the New Mexico Standard Based Assessments.  While a useful tool for teachers and an indicator for parents, these tests are new to children in a Montessori environment.  We typically use our own observations and ongoing informal assessment to scaffold children's learning. "In Montessori, learning by observation and imitiation happens easily and naturally.  Other children's work is a concrete analog to their thought processeses and is spread out on the floor and tables for all to see." Lillard, A. Montessori, The Science Behind the Genius  The Montessori instructor is analyzing the movements and sequences of concepts through the materials.  We are gauging when the child is ready to move on...when is the mastery of the skill and how do we build upon that. So, our discussion led to how we can best prepare children to be able to feel comfortable during the testing window and how to transfer their knowledge base to the variety of questions that will be asked on the tests. 

Parents were given a handout that listed some strategies, as well as the official schedule of the testing.  The tests themselves take approximately 12 hours and will be chunked out over two weeks.  One of the key points for parents is to engage your child in conversation about the assessments...find out what they know/don't know in regard to the actual process of test taking.  Their anxiety will be reduced once they have had a chance to discuss their fears (or perhaps excitement!). (parent of Grade Four/Five-your handout will be given to you next week) When asked, a couple of Grade Four students said to tell parents "not to stress us out!" Let's remember that Maria Montessori's intention was to guide and support the education of the child to reach their fullest potential-with long term retention of concepts and skills to create success along the journey.

Kind Regards, Miss Debbie   in celebration of my new status "Green Card Approved", the secret code is I see green.

 

 

 

Friday, February 13, 2009

The second Kinder Tea has come and gone!  There were fourteen families in attendance.  The main topic was the use of Sensorial materials to aid in the development of the child.  One particular passage from my training manual stands out...a quote from Maria Montessori that says "the child is more attracted by stimuli than by reason...(he) should therefore be methodically exposed to stimuli that wil develop his senses rationally and thus lay foundation for his mental powers."  The Montessori environment is created by exposing children to stimuli at key points in their development.

The Pink Tower that they build at age five, becomes the cubing material of the nine year old.  The Binomial and Trinomial Cubes are organized and stacked-they later take on algebraic formations.  The Constructive Triangles that are manipulated become the visual formations of equivalency and congruency!  So, early exposure to these materials sensorially, gives the child opportunities to explore the concept on a developmentally appropriate basis.  They may use that material over and over and manipulate it in a methodical and logical way.  Their mind is organizing itself through the external pleasure that order and sequence bring to them.

Our next workshop is for parents of Grade Three students.  It will be held on Wednesday, February 18th at 8:30 a.m./12:00 p.m./3:30 p.m.  Please choose a time that works for your schedule.  We will be discussing the upcoming New Mexico Standard Based Assessments and what it means for your child. We look forward to seeing you then.  I hope that people are enjoying the Coach's Notes-I  received two responses to last week's code.  Also, I hope that you have opportunites to read the messages on the white boards outside of the classrooms-including the training room class. This week's code is "The Pink Tower" - you can whisper it to me!!

 

Friday, February 6, 2009

Speaking of the Sensorial materials, (on Thursday's note) I want to share with you a quote from Maria Montessori's The Secret of Childhood, 1938.  "The human hand, so delicate and so complicated, not only allows the mind to reveal itself but enables the whole being to enter into special relationships with its environment.  We might even say that man takes possession of his environment with his hands.  His hands under the guidance of his intellect transform the environment and thus enable him to fulfill his missions in the world."

The Sensorial materials prepare the hand by defining the sense and dimensions of touch. The materials develop the child's hand/eye coordination and refine movements.  Awareness of sounds, smells, and sights become fine tuned and redefined.  All levels of sensorial awareness are addressed with these materials.  This allows readiness of the body, both fine and large motor skills to be prepared for work.

A skill as simple as tying a recycling bag is a feat of the highest limits for a five year old.  Yesterday I was walking down the breezeway when I heard my name being called out from a Kindergarten girl.  She said "Miss Debbie, Miss Debbie...look, this is the first time I was able to tie this by myself!"  She ran over to me and showed me the recycling bag that she had tied.  I told her that Maria Montessori's favorite words from children were "Teach me so that I can do it by myself."  She smiled and said "Really?" and walked away with her bag proudly carried in front of her.  Now, that's what I call a "Montessori Moment."  (which is this week's secret code....that's a Montessori moment!)

I look forward to sharing more with you during our Tea scheduled for Thursday, February 12th at 8:30 a.m.

Kind Regards, Miss Debbie

 

 

Thursday, February 5, 2009

Attention Kinder Parents (and anyone else interested)!! We are having our mid year Kinder Tea on Thursday, February 12th at 8:30 a.m. in the Music/Movement Room.  I look forward to meeting with you and presenting some of the Montessori materials, specifically how Maria Montessori prepares the child through sensorial experiences! I will also use this time to answer any questions that you may have about the Montessori program.  See you then!

Thursday, January 29, 2009

And just like that...January is almost gone.  I want to share with you some of my past observations in the Grade Four/Five classrooms at MRGC.  I now understand what our Canadian Mentor visitor (Dr. Daniel Jutras, Canadian Montessori Teacher Education Institute) meant by his comment "it smells good  here". The work and efforts of the Four/Five community are prevalent when you take time to see what is transpiring on a daily basis.

The complete three hour work cycle allows children to reach that "zone of concentration" that Maria Montessori refers to.  I could hear it and feel it in the rooms! That feeling only comes when you allow the children, by careful and meticulous guiding, to explore various avenues of learning opportunities. 

I think of the boy that was transferrring information about the human body (internal parts) onto the white board. He was labeling-with complete definitions, a full sized body outline of one of his classmates.  This was the boy that was referred to as "not being able to concentrate".  When children are allowed to explore genuine interests, they are also developing many other life long skills.  This boy was communicating with others, refining his fine motor skills, practicing reading and comprehension, and learning the workings of the internal human body!

Another example that comes to mind is the group of three boys, sitting with their work in front them, but engaged in conversation.  One boy was reading a book on Abraham Lincoln and starting talking about a commonality between Abraham and his own grandfather! The other two boys shared a memory of their grandfathers, and then they all continued on working.  It was a small, but very powerful conversation that connected these boys with each other!

It is complicated and exhausting, but a fufilling journey that Montessorians emabark on.  The never ending quest for that balance between freedom and responsiblity is ongoing.  But, through consistency and what we call normalization, it happens!  If we gain trust in the children to work independently, they will present us with the evidence of their learning.  We teach them the "skills and concepts" of not just measurable attributes, but the ways and means to be productive and responsible in their community.  I look forward to spending more time in the Four/Five rooms! Until next week, "it smells good" (secret code phrase!!)

Kind Regards, Miss Debbie

 

Thursday, January 15, 2009

You are getting used to the "secret word" of the week. I received three responses!! Thanks for taking time to read the newsletter. With upcoming Standardized Testing approaching (during March), I would like to hear from the third grade parents. Are you interested in meeting to have an informational session about testing and what it means at MRGC? Please let me if you would be interested in attending. You can email at msdebbie@mrgcharter.org or call my school cell phone at 688-6897.

Upon reading M:the folios, I was reminded of the simplicity and exactness of our Montessori program. "Montessori education is based upon two powerful, unique ideas that are supported by 100 years of academic excellence and current scientific research: the child as a self-motivated, active learner, and the school as a scientifically prepared environment." (Contributing Editors: Judith Cunningham, Catherine McTamaney) It brings me back to that idea of balance-the balance of freedom and responsibility.  As the child learns to work in this carefully and methodically prepared environment, he/she develops such a positive love of learning.  The child becomes capable and independent, and continues challenging themselves. The balance of working freely with vigor and responsiblity is evident when you enter the room.  Children move with intent and purpose from different works.  There is a continuous "buzz" of converstion taking place. Beautiful materials are manipulated and practiced over and over.

This education is invaluable!  The opportunities are endless!  "The goal of education is not to fill the child with facts from a pre-selected course of study; rather, it is to cultivate a life-long love of learning." M-the folios     The secret code for this week is "Do you hear the buzz?"

Kind Regards, Miss Debbie

 

Tuesday, January 6, 2009

Happy New Year to one and all! I survived the "Great White North"!! Being back in all that snow reminded me of how lucky we are here with an estimated 310 days of sunshine per year.  The visit to my nephew's class was very exciting. I presented information on New Mexico to our Canadian pen pals, as well as shared some stories directly related to each pen pal.

We are now moving into the second half of the year and coming back to reviewing what it means to be in a Montessori environment.  Because of the independence of the child, we must adhere to and direct children to the formalities of routine.  Each class has its own system of classroom management, but each class also follows the Montessori philosophy which enables children to move independently and freely about the class (with purpose) to choose work in areas of interest and need.  "A child who is free to act not only seeks to gather sensible impressions from his environment but he also shows a love for exactitude in the carrying out of his actions.  His spirit then seems to be suspended between existence and self-realization.  A child is the discoverer.  he is an amorphous, splendid being in search of his own proper form."Maria Montessori, The Secret of Childhood, p.99

I think this is one of the most admirable qualities of Montessori education-to allow children the opportunities of "teachable moments" and to capture their imagination! The task is rigorous and exhausting, but the results are astounding.  As a teacher in a Montessori classroom, you give the appropriate lessons according to the Montessori curriculum, then step back and observe the child.  You watch to see the level of understanding of the concept by the manipulation of the material.  You watch to see the "aha" moment and capture that excitement to move the child further in development.  The environment is created and cared for to stimulate the child and launch the freedom of discovery! The opportunities are limitless to the child that has reached the level of "normalization" in the classroom.  Careful guidance and clear directions from the teacher supports the child to work freely with responsibility and true purpose in the carefully prepared environment.

So, I had two call backs from the previous "Secret Code"-thanks to the Traub family-they have not missed one yet!! Here is the next one "The sun shines brightly in New Mexico". Thanks for reading Coach's Corner...if you have any questions or perhaps ideas on topics of interest for parents/staff, please let me know via email at msdebbie@mrgcharter.org

 

 

 

Wednesday, December 10, 2008

As you enter MRGC, you must feel like you have been given a gift!  Montessori of the Rio Grande Charter School is providing you with a life long learning environment for your child (and your family).  The lessons your child learns here, some which are not measurable, will be with them always.  We teach the child to become "whole".  It is a self awakening, a becoming as a person, that allows your child to grow in harmony with others. 

The Great Lessons in Montessori place value on all that happened before us.  The lessons speak about the appreciation for humankind and the wonderful contributions that others have made to society.  The child from ages six to twelve is in this sensitive period that touches the imagination.  It is through these stories of wonderment that children are sparked into deeper learning.  Their thirst for knowledge is vast and the Montessori environment facilitates this.

In the Great Lessons we look at the "big" picture, the cosmic view and then all aspects in detail follow during the Key lessons.  For example, in Geography, we can tell a cosmic tale using the element of wonder and mystery-the unfolding of our universe!  Our language is lofty and intices the audience by fostering a sense of awe and reverence for such creation.  Montessori says "To interest the children in the universe, we must not begin by giving them elementary facts about it, to make them merely understand its mechanism, but start with far loftier notions of a philosophical nature, put in an acceptable manner suited to the child's psychology."  Maria Montessori, To Educate the Human Potential.  You see, Maria Montessori recognized that the child is capable of comprehending such concepts by invoking their curiosity and sparking their imagination.  What seems exhausting to us, is limitless to the child!

In conclusion, you must understand that because your child is given such stories of appreciation, it illustrates to them that they too can contribute and make a difference.  The choices they make become thoughtful and the paths are direct.  They have stamina and fortitude to succeed.  They see things in a methodical and resourceful manner.  The Montessori Method encourages the child on all levels-you must too!!

Happy Holidays to all-the sleigh leaves for Canada on December 16th!! I will be visiting our Penpals in Sudbury, Ontario-I'm giving a presentation on New Mexico! I look forward to spending time with my parents-shoveling snow and scraping the car, and tobogganing with my nephews and nieces! I look forward to our continued journey, here at MRGC, on January 5th!! Thank you to all our families and staff members for always being strong in the support of our Montessori practice.

Kind Regards, Miss Debbie p.s.  Two parents and one staff member repeated the "Secret Code" to me last month...let's see how this one goes...Here's the Secret Code for December..."The sleigh is taking off! eh!!"

 

 

 

Thursday, November 27, 2008

NOTE FOR MY PEN PAL GROUP!!! The letters arrived yesterday (Wednesday) to our group in Sudbury, Ontario-the students were extremely excited to recieve their second letter.  They are reading the recipes together.

 

Tuesday, Novemeber 24, 2008 

I hope that you have had a chance to read the latest newsletter (there is a link to it on our home page) In particular, my "Coach's Corner" piece was a reminder about how much opportunity there is here at MRGC for your child to blossom! Our Montessori environment allows uninterrupted work cycles that are orchestrated by the adult and create viable and meaningful studies in all curriculum areas.  Our spiral curriculum constantly overlaps, and we get to re-introduce many concepts through the various student and teacher initiated topics of study-based on interests and needs. 

The teacher carefully plans the upcoming lessons, some based off of the needs of scaffolding the chilld's knowledge (according to grade level expectations) and other lessons are based upon the "teachable moments" or conversations that take place with students.  For example, a Grade One student needs to know root words. In our Montessori curriculum we do a lot of work with etymologies -where words come from, and this ties perfectly together with root words...that again can tie to Geometry, History, and so on.  You can look at the etymologies of the polygons and give children a concrete experience-octagon, and then relate that to the octopus!!  We introduce prefix and suffix in Grade One as well, with children manipulating appropriate cards and uses of the prefix/suffix.   Words come alive and become word families...there is so much excitement in the discovery of the english language!!  Children seek out further studies on their own, like "Where Does My Name Come From?" and can find origins of their own family names!!

So, over the next few days of holidays, think about words when your child helps you measure out that quart of milk, or helps cut the pie into equal fractional pieces! (fractos-meaning broken) Allow your child learning opportunities at home that  not only helps  them academically, but frees them to blossom at his/her own potential.  

Do you read this? Are these articles useful? Let me know! If you have read this, the secret code to say to me is "The pond is frozen over!"

Kind Regards, Miss Debbie 

 

 

 

 

Coach' Corner - Update on the Music and Movement Program ***Thursday, October 30, 2008

As you may have heard (no pun intended), your children are participating in a Music and Movement Program at MRGC.  This is part of their instructional day and includes many lessons on developing important learning skills to use in the classroom and beyond. 

The lessons to date have included work with both rhythm sticks and the Montessori Bells to develop skills in listening and following beats.  The rythm sticks are tapped and we sing out simple verses like "Teddy Bear" and "Run, Sun, Sun".  The Montessori Bells are a very specific set of bells, valued at $1,500.00, and children are taught how to carry them, as well as play and match them to the control bells.  "The foundation of the system consists of a series of bells representing the whole tones and semi-tones of one octave.  The material follows the general characteristics of that used in the sensorial method, that is, the objects differ from each other in one and only one quality, the one which concerns the stimulation of the sense under education." The Advanced Montessori Method, Dr. Maria Montessori, p.319.

We have worked on distinguishing "High, medium, and low" sounds by using bells.  Children have started simple arrangements of sounds by playing the appointed bell and following cue cards as to when to play.  This is done with three children and they "hear" a song by their own playing of these bells.   Eventually, by use of the Montessori Bells and the "Green Boards", children will learn notation of music and be able to compose their own pieces!

We will be working on parts of the orchestra next, along with appreciation of great artists in both painting and music!  Children will be shown placement of instruments, as well as exposure to the paintings and music of past times periods - with special attention to 17th and 18th Century artists.

 

Posted on Thursday, October 9, 2008

On Wednesday, October 8th, we held our annual Kinder Workshop.  The workshop is held annually to introduce new families to the Montessori Methodology and Philosophy.  We had a great turnout and received valuable input from parents.  Thank you to all those who attended!

Please be sure to observe the classrooms next week.  It is so important for you to observe before your scheduled conference.  This will provide an avenue for discussion along with the update the teacher will give you about your child in the classroom.

When you enter a Montessori School, there is a clear distinction about who's space it is.  Each classroom is specifically designed, and furnished, to meet the needs of the children.  There are no adult desks, or any evidence of adult activity.  You seldom hear the teacher's voice above the expected noise level of the room, or spot the teacher immediately in the class space.  This is completely the child's workspace!  Teacher are aware of the room both sensorially and physically.  The space allows for children to work either at a table or on a mat.  There are opportunities to work alone or with others.  The lighting, air quality, and room temperature are constantly monitored.  Shelves are checked daily to ensure order and cleanliness.  And most of all, children are given the responsibility to work with vigor and excitement-developing freedom of choice along the way!

If you are intereseted in learning more about the Montessori method, please stop by the Music and Movement Room (first door on the long breezeway) and borrow some Montessori reading materials or speak with me.  The books should be available next week for signing out.

Kind Regards, Miss Debbie

First Posting - September 2008

This is a note of welcoming and introduction to all MRGC communitymembers.  Thank you for visiting this page and I hope that it willinspire you to come back for more!!  You see, part of the InstructionalCoach's role is to be a connector to the Montessori philosophy and theparents.

My name is Debbie Pyott and I will be going into my 20th year ofMontessori Education in 2009! Each day, not just the months and years,brings such joy, wonderment, and excitement.  Because our philosophy isbased on "following the child", you can just imagine how unique anddiverse these days are.

As quoted from Dr. Maria Montessori, (and shared with you at ParentEducation Night) "Free a child's potential, and you will transform theworld."  So, we educators, have a mighty task ahead of us.  In a worldthat overexposes children to so much stimuli, we must be vigilant inour task.

As, Instructional Coach, I have the opportunity to spend time inall of the classrooms.  I role model lessons and classroom managementstrategies, and provide any additonal support that teachers may need.

I am also spending time this year implempenting a "Music andMovement" program, based upon Montessori lessons using very specificmaterials.

Please take time to stop by and fill out a comment card.  Thetraining room is located inside the first door (plum tree across thebreezeway) when you go down the breezeway towards the deck.  It is myhonor and prvilege to be part of such an exciting time in Montessoriand to be a part of MRGC!  I look forward to your visit!

Kind Regards,  Miss Debbie  

p.s. If you missed Parent EducationNight...we are providing extra times for you to meet...this meeting iscrucial for you as a parent at MRGC!! You will be contacted by phone toset up a time suitable for your schedule!! Thank you once again!