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November/December 2014 Volume 1, Issue 1
What do children do in a Montessori program?
There are several different, yet integrated, areas of learning in a Montessori
classroom: practical life skills, sensorial development, language, mathematics,
history, science, and cultural studies (geography, art, music). In addition to the
available materials in each area, children might also take time out during the day
to sing songs, read a story, or enjoy nature.
Children have both individual and group lessons in each area. Throughout the
day, children are free to work with the activities. Emphasis is placed on helping
children choose pursuits that are of interest to them, thus supporting the child’s
natural curiosity and desire to learn. At the elementary (6-12 years) level, you
can also expect to see children working together on projects, since collaboration
at this age helps the child to become socially adapted to society and aware of
the needs of others.
What you will not see in a genuine Montessori program are systems of rewards
and punishments to promote work or control behavior. There will be no lost
recess, gold stars, or grades. In a Montessori class, children are engaged, active,
and respectful because they are internally motivated, spending their time in an
environment that consistently supports development of their will—that is, posi-
tive willpower and self-control.
What is the advantage of having a multi-age classroom?
Children have a wide range of experiences, skills, abilities, and interests. A three
-year age span in the classroom allows children the opportunity to use a wide
range of engaging materials that keep them challenged to learn. As the child’s
interests change, the range of available materials allows the child to move from
one level of complexity to another. Additionally, younger children learn from
the older children through example, and older children gain confidence and
affirmation of their knowledge by helping the younger children. It is a win-win
for all the children in a Montessori classroom.
Inside this Issue:
What make Montessori Spe-
cial? 2
Montessori Homework 2
December Calendar 3
January Calendar 4
FAQ’S 5
Auction Info 6
Raffle Info 6
The Difference Between Pri-
mary & Extended Day 6
Why no Playground? 6
Outside Time 6
"A child is an eager observer
and is particularly attracted
by the actions of the adults
and wants to imitate them. In
this regard, an adult can
have a kind of mission. He
can be an inspiration for the
child's actions, a kind of open
book, wherein a child can
learn how to direct his own
movements."
Maria Montessori
A goal of overall development
Montessori is concerned with a child’s overall development. This includes academic
learning, of course, but the true goal of a Montessori education is to nurture the fun-
damental capacities of the human being: the ability to concentrate, to function inde-
pendently, to make choices responsibly, to feel excitement about learning, and to
interact ethically and effectively with others.
Active learning
The Montessori approach is based on the idea that people are active learners. We
learn by interacting with the world around, with other people, with ideas, with ob-
jects. We develop our capacities and competencies by actively working. In Montessori
jargon we call this “self-construction.”
Different educational styles for different developmental levels
Maria Montessori recognized that children pass through a series of developmental
phases as they grow up. During each “plane,” the child has different competencies
they are developing, each foundational to the abilities that succeed it. They also have
particular ways to interact with the world around them, and different interests that
motivate them. The different levels of Montessori classroom – IC/Nido, primary, ele-
mentary – are each designed to support development in a particular plane.
Freedom of choice
The most important feature of the Montessori approach is the importance it places
on choice. Choice is encouraged in all classrooms because when children have the
freedom to choose among meaningful activities, they are more likely to become
deeply interested and engaged in that task. Freedom therefore leads to healthy devel-
opment. As children make choices in a social environment and are held responsible
for their actions, they develop the ability to see how their actions impact themselves
and others. By practicing choice they develop the ability to use freedom responsibly.
Freedom is then both necessary for development and a consequence of development.
The teacher is a guide rather than an instructor
Because learning is active, the Montessori teacher (the “guide”) does not just trans-
mit information to students. Our fundamental role is to stimulate and nurture the
child’s own learning. How? There are three main ways. First, we maintain an environ-
ment that provides children with the opportunity to work and learn. This “prepared
environment” includes the classroom, its materials, and the rules and procedures that
allow the classroom to function. Next, the guide acts as an “active link,” guiding the
child to learning experiences both in the classroom and beyond it while introducing
skills necessary to make use of these experiences. Finally, the guide protects the stu-
dent’s opportunities to develop, particularly by ensuring the child has the ability to
make choices (at an appropriate level) and to concentrate.
What makes Montessori special? By Russell Carpenter MONTESSORI HOMEWORK
AT HOME IDEAS
Plan & prepare dinner for
your family with little or no
help from your parents
Build a square model of the
floor plan of your house out
of cardboard, one floor at a
time. Be careful and exact
Plant a garden, tree, or some
bulbs around your house
Write a play and perform it
with some friends for your
class
Talk with your grandparents
about their childhood. Write
a biography and share what
you learn
Meet a real artist and visit
their studio
Learn First Aid
Teach your dog a new trick
Volunteer to shovel for a
neighbor or your family
Communicate with a penpal
in a Montessori classroom in
another state or country
Volunteer in your community
Set up a weather station at
home and track the weather
Find a cause that is important
to you. Plan a way to raise
money to donate to the
cause
Pick a city somewhere in the
world you have never been.
Research the city and find out
all you can about it
Make a list of all the things
you’d like to do with your life
2
IMPORTANT DATES
November 26-28
All Programs Closed for
Thanksgiving Break
Dec 2,4, & 5
Elementary Parent Teacher
Conferences
No School Grades K-5
Dec 19
Last Day of School
Holiday Program 10:30
Happy Holidays!!!
3
December 2014
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
Last Day
of School
Holiday
Program
All Programs Closed
All Programs Closed
Elemen-
tary par-
ent teach-
er Confer-
ences
Elementary
parent
teacher
Confer-
ences
Elementary
parent teach-
er Confer-
ences. No
School K-5
“Free the child's potential, and you will transform him into the world.”
Maria Montessori
Important Dates
January 5
All Programs Resume
January 23
Half Day Grades K-5
11:30 Dismissal
Important Days in Feb-
ruary
February 13
No school grades K-5
February 16
All Programs Closed
4
January 2015
Sun Mon Tue Wed Thu Fri Sat
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16
17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
All Programs
Resume
Half Day Grades
K-5
11:30 Dismissal
How does a child transition into the next classroom?
When a child is first ready to transition into the next classroom the current guide will take the child on short visits to the new class-
room. Once the child is ready the guide will start leaving them in the new classroom for longer periods of time until they are ready
to move to the next classroom full time.
How can a parent help car line flow smoothly?
During car line it is very helpful for parents to stay in their cars and let staff get the children out or put them in. In the time it takes
parents to get out, go to the gate, get back to the car, and get their child in, car line is backed up into Mitchell St. At times it may be
unavoidable that a parent get out of the car, please have patience. If a parent does find it necessary to get out of the car we ask
that keys be left in the ignition so staff may pull the car forward if need be.
What volunteer opportunities are there for parents?
Auction committee, strategic planning committee, grounds and maintenance committee, marketing committee, drive and chaper-
one field trips, playground supervision, fall clean-up, spring clean-up, parents who can have a consistent time to be in the classroom
for children to read to, and other requests for volunteers that are sent out throughout the year.
How are family volunteer hours tracked?
Family volunteer hours are not tracked by the school. All families sign the 20 hour per year volunteer commitment form and it is an
honor system.
When can I observe in the classroom?
A parent can observe the classroom at any time. IC/Nido and primary both have two way windows through which a parent can
observe. Parents would need to stop at the office first as the classroom doors are locked.
Can we have an alumni night?
The staff is working on setting up an evening for parents to hear alumni speak on how they feel a Montessori education impacted
their future education. This will not take place until after the holidays.
How do parents know if there are allergies in the classroom?
If there were an allergy in the classroom that affected the classroom a notice would be sent out of the allergy. The students in the
classrooms with food allergies have treats in the freezer their parents have sent in for times when others are having a birthday
treat.
How are birthdays celebrated in the classrooms?
IC/NIDO celebrates birthdays in several different ways. For our one year olds we commemorate their special first year with the
gift of a book. Our favorite board book is the Big Red Barn. For the older children we put a special book on the shelf, On the Day
You Were Born. We read it throughout the week with the birthday child and other friends. We sing happy birthday at
snack. Work in the classroom magically reminds others of birthday cakes. We never turn away food as a way to celebrate
but request healthy, low sugar, no frosting, options. If there are family or cultural traditions that we can incorporate into our day,
please let us know.
The Primary classroom has a birthday celebration for the child in which parents may come in bringing photos of each year of the
child’s life. The parents may also share an event from each year and bring a healthy treat. If the parents do not come in the child
still walks around the earth for each year of their life to the birthday song. Treats are normally sent to school with the child if the
parent can’t be here.
In the elementary classroom the students bring a treat to share with the classroom and sing Happy Birthday.
Do children have difficulty transitioning to a public school after going to a Montessori school?
Moving from a Montessori school to another school setting is an issue often raised by parents and family members. Happily, the
habits and skills a child develops in a Montessori class last a lifetime and stand a child in good stead no matter where they
go. Montessori children tend to be adaptable, working well alone or with a group. They have solid decision-making skills, practical
problem solving abilities, and generally manage their time well. Since children in a Montessori classroom are also encouraged
to share ideas and discuss their work, fitting into new situations is made easier thanks to good communication skills.
FAQ’S
5
RAFFLE
Sell those raffle tickets!!
The tickets make great
stocking stuffers for the holi-
days. Please turn in any
tickets your family cannot
sell and pick up more tickets
if your family is selling a lot.
AUCTION INFORMATION
The planning for the 2015 Montessori Auction is underway! Theme: Grease Date: Friday, March 6th, 2015 Time: 6:00 PM Place: Bay View Inn. The auction committee is meeting Monday, November 24th, 7:30 pm at Tap 30 on Mitchell St. Anyone interested in helping or contributing is more than welcome to join us! If you’d like to be there, but can’t work it into your schedule, no problem. You can call or email me with your thoughts and ideas anytime! 838-0946 or [email protected] Our focus right now is on getting as many great donations and sponsorships as possible. If you know anyone with a business or have a friend that makes unique items, everything is welcome. Let’s do all we can to keep our guides supplied with all the materials they need to help our children grow and learn!
YOUR LOGO HERE
Petoskey Montessori Children’s
House & Elementary
1560 E. Mitchell St
Petoskey, MI 49770
Phone:231-347-5331
Fax:231-347-4304
E-mail: [email protected]
Web:www.petoskeymontessori.org
THE DIFFERENCE BETWEEN PRIMARY AND EXTENDED DAY BY
RACHEAL BYARD
A recent question at the parent forum night was how is Kindergarten different than primary? That’s a great question. One of the major differences between the two is how the guide leads the students. Yes, the children in kindergarten still get the freedom to choose what they are interested in, but as the guide I am observing what they need practice with and what they are capable of com-pleting. I let them choose their own work, but I also direct them to more chal-lenging work throughout the day.
The routine in a Extended Day/KD day is different from a child who is in primary. If you are in primary you take a nap after recess, if you are in extended day you stay up with me. We read a chapter book, discuss the happenings, and write in our journals. On occasion we do small group activities.
The environment is much different in the afternoons due to a smaller number of children and more one on one time with me. When the children are finished writing in their journals we make a work choice together. However I narrow down the choices for the children based on what they need to be working on to be ready for first grade the following year. Once we have made a work choice they either get out the work or have a lesson on something new. They continue to work on that for the rest of the afternoon.
Staff
Kim Maves—Administrator
Russell Carpenter– Elementary Guide
Racheal Byard– Primary Guide
Linda Adams– IC/Nido Guide
Why no Playground?
We do have a playground, just not a great deal of playground equipment. The children explore nature, work together and use their imagination as they are play-ing on the playground. Nature is a playground in itself and the children love to explore what the earth has to offer.
How much outside time?
Primary and Kindergarten have 30-40 minutes for recess, after lunch, around noon. They also go outside again at 3:00, depending on if or when they get picked up at carline determines how long they stay outside. If they stay for latch-key it depends on the weather.
In Elementary the students are typically outside for 30 or so minutes during re-cess. Once a week we have PE outside, normally for about 30 minutes.
