“I don’t ever remember a time when I didn’t want to go to school. I was always excited to see what was in store for me that day.”
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In Art class with Ms. Angela, students have been creating works inspired by artists Alberto Giacometti, Joan Miro, Paul Klee and Hieronymous Bosch and by the artistry of Mehndi (henna).
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By cultivating creativity, critical thinking and lifelong curiosity, our students can lead the way towards a brighter tomorrow.
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“Tuesday came as a shock to all the middle school students when Sergeant Sherlock marched in. We all took it as a joke . We laughed but soon stopped when two kids were given laps (me and Hayden). Today was a day to see what it was like to be a soldier in the Civil War. Even though the purpose of this activity was to see how bad the soldiers lives were, we still had fun. One reason it was fun was because of all the amazing parents that came out to help and our amazing teacher, Sergeant Sherlock, for putting this event all together.
Sergeant Sherlock divided the class into four regiments with five “recruits” in each regiment. After marching from school to the park we had to make hardtack, a dense cracker made of flour and water. There were four stations. My regiment’s first station had to set up a tent with a wooden pole, some stretchy fabric, nails, clothes pins, and rocks that would fit at least 20 soldiers and their gear. Second station we had to create a sling for our wounded soldier with two broken arms. Next we broke for lunch. We got to eat fresh hardtack which was exactly like its name. When soldiers would eat hardtack they would soak it in water to get bugs out of it and to soften it. Third station we packed our supplies and carried them about fifty feet. The backpack weighed on average 40 pounds for my group (the Charlie regiment). Fourth station we had to make a stretcher and carry our wounded soldiers to the “hospital.”
All through these stations we were given punishments like push ups or sit ups or even laps around the park for disobeying orders or failing at a task. If a real Civil War soldier showed weakness or tried to flee, they would be shot. At the end of the day we reflected how all of these brave soldiers fought for one belief. I could never imagine ever doing that. I respect all the brave soldiers and what they endured for their beliefs. Thank you parents and Ms. Erica for a day to remember.”
Additional thoughts from E1 Students:
In Ms. Angela’s art class, students created art inspired by graffiti, Renaissance apothecary shops, architecture, the holiday season and more! Check out her blog and pictures below:
“Winter is here and we are busy creating in every classroom. FMS Students are working hard on beautiful pieces that would inspire any artist to create. I am always amazed by their perspective and ability to take on any project whether they are 3 or 13 years of age.
In Middle School, students are completing a graffiti-inspired piece. After some discussion about the nature of graffiti and the debate of art vs. vandalism, students began a chipboard piece using acrylic paint. The diversity is remarkable!
In Upper Elementary, children completed clay relief medallions with India ink and rubbing alcohol. I’m sure you’ll agree that the results are beautiful. We’ve also discussed the role of the apothecary during the Middle Ages and Renaissance. Students created small glass necklaces based on apothecary jars and bottles.
In Lower Elementary, students were tasked with creating some holiday-inspired pieces. Perspective snowmen and Romero Britto reindeer are everywhere! The pieces are both colorful and unique. The students’ use of perspective and design shows their mastery of the concepts presented.
In Primary, we have seen architectural renderings and unique line drawings. Our discussion of line has included construction and direction. We have even discussed line as emotion. It’s so impressive to see how easily inspired by literature they are. Recent books include Iggy Peck Architect and Lines that Wiggle.
I am really looking forward to beginning new projects based on Mehndi, Frankenthaler and DaVinci in 2014!”
As head of the Technology Committee, Ms. Erica (E1 Head Teacher/Middle School Grade Level Head) has been busy bringing technology into the classrooms of Foothills Montessori.
“We have two main goals,” she says of her committee, which includes three other teachers (Ms. Joanie, Ms. Melissa M., and Ms. Vicki) who meet weekly to discuss their objectives and progress. “One, to make staff more comfortable with utilizing technology and Two, to integrate technology into the curriculum when appropriate so that students are prepared for an increasingly tech-dependent future.”
The committee, as early adopters, always take their new Chromebooks to these meetings (a gift from the FMS PTO) and share their notes on Google Drive. Throughout the week, each Committee Member, called a “Techie Partner,” meets with other staff members to assist them as needed. At every school-wide Administration Meeting, the committee presents a new app or skill that teachers may find useful, like systems for tracking attendance or adding comments to report cards.
Technology usage varies by grade level. At the primary level, the focus is on hands-on materials that create a physical connection with the learning environment. As students move into elementary, they use laptops periodically to acquire the basics of online research, MS Office and typing. At the middle school level, students are ready to integrate more cutting-edge technology into the curriculum in a way that enhances the overall learning process. Just a few recent and upcoming examples from E1:
The E1 classroom is an incredibly interactive, dynamic, hands-on place, and the students have constant access to laptops, which they frequently use to “Google” the answers to questions that come up during class discussions. “If they have a question, they just go find the answer,” says Ms. Erica, who encourages this self-directed learning when the students have a moment of free time.
Recently, the Middle School students participated in Career Center Week, where they explored different careers that they found interesting. Chosen fields ranged from fashion design to architecture to medicine, and many students found that their occupation entailed frequent use of technology.
At least one student already has a jump start on the Silicon Valley programmers who create all this exciting new hardware and software. “Benjamin coded his own history quiz,” says Ms. Erica, still surprised and impressed. “He learned it online somewhere. Maybe on Wikipedia?”
Yes, ladies and gentlemen, the future is here.
Now and throughout the year, Foothills Montessori students learn about a variety of holiday traditions celebrated by FMS families and people around the world.
“FMS is incredibly fortunate to have a diversified community lending to the enhancement of our cultural curriculum,” says Karen Kolb, Executive Director. “The holiday season is a wonderful opportunity for students and their families to share traditions and customs with their classmates.”
In P2, they learn about Las Posadas, a nine-day celebration which originated in Spain, and Diwali, a five-day “Festival of Lights,” in addition to family and cultural traditions surrounding Ramadan, Kwanzaa, Christmas and Hanukkah. E3 also learned about Diwali as well as another Hindu holiday called Raksha Bandhan, which commemorates the bond between brothers and sisters.
“At the end of our continental units, we like to celebrate the culture of the region we have just studied,” says Marian Rusche, Support Teacher in E1. “After sharing our projects on South America in early November, we had a feast for Dia de los Muertos. One of our moms made authentic Pan de Muerto (a delicious sweetbread), and we tried different drinks and cookies made in Mexico while listening to Latin music. We are studying Africa now and will have an African holiday celebration when we complete the unit just before winter break.”
April Dane, E4 Head Teacher, says: “In December we traditionally ask the parents to come in and share their family traditions. They may share the symbolism of lighting the Menorah or of decorating a Christmas tree. We may eat latkes, read books, or sing songs. During the year we celebrate traditions of the children in our class. When we studied India this year we had our parents from India share traditional songs, religious traditions, food, history and culture. We usually have quite a variety of cultural traditions and the children learn a lot.”
E6 enjoys similar activities. Says Head Teacher Amy Nhaisi: “Before Thanksgiving, parents make berry tarts and the students write letters of thanks. During Hannukkah, parents come in to share traditions and make latkes. Before Christmas, we discuss family traditions and parents come in to make gingerbread houses. We participate in a gift-giving collection for the needy and students make holiday gifts for parents.”
Ms. Danna, Head Teacher in E5, remarks: “These past two weeks have been pretty amazing! In observation of Thanksgiving we have conducted two service projects, one that is still in progress. Students went to Cashman Center and gave out clothes to the homeless community of Southern Nevada. It was an all-day event and they served thousands of people. Additionally we have been raising money for Bead For Life and had a booth set up during our PTO Holiday Bazaar. We raised over $500 for the women of Uganda and their families. We will be selling our beads until winter break.”
Whatever your holiday traditions now and throughout the year, Foothills Montessori wishes you health, happiness and lots of good cheer.
Learn more about holidays around the world.
Photo Credit: CNN.com (“Diwali: One festival, many customs“)/AFP/Getty Images
“These words reveal the child’s inner needs; ‘Help me to do it alone’.” — Dr. Maria Montessori
Each child in a Montessori classroom is treated with respect and dignity and is often addressed by peers and teacher as “friend,” creating an environment of equality rather than of hierarchy. The open floor plan enables unrestricted and independent movement; instead of being forced to sit at a desk all day and ask for permission to get up to use the bathroom or sharpen a pencil, the child is able to naturally engage with his peers, teachers and the fascinating materials which surround him.
Mixed-age grouping and the three-year cycle is another hallmark of Montessori classrooms. This creates a more natural learning environment and allows the child to develop appropriate social skills. Often, older children are able to serve as mentors for younger children, modeling good behavior and teaching them new skills. This empowers the children and cements previously learned concepts, and allows them to feel that they are integral and valued members of a community. Younger children learn to engage with others rather than always relying on the teacher to tell them what to do.
By teaching primary children how to do real-world tasks like pouring water, sewing and tying their shoes, they learn to be self-reliant while increasing hand-eye coordination, concentration and focus.
April Dane, E4 Head Teacher, remarks, “Young children love to do things for themselves because they have figured out that they can — things like walking, eating and playing. It is very physical. It is that wonderful realization that inspires them. At the elementary age they begin to see that not only can they do things for themselves physically like help make meals and dress themselves, but that they can make important choices including how to accomplish their goals and when it is important to complete their work. When the children in our class start realizing they have the power and control to accomplish things, they are so excited and say ‘I finished my goals this week.’ No one can tell them that, they have to experience it.”
Maryam Khadavi, Head Teacher in P3, agrees. “All work described by Dr. Montessori in Practical Life and other areas is to help a child to find his/her independence. She always emphasized that the hand is the chief teacher of the child and by using the hands to complete different tasks, children develop independence and build self-confidence. One of the things I do in my classroom is to give each child a particular project such as greeting the visitors, organizing the classroom, cleaning after lunch and watering plants, along with setting achievable weekly goals. In addition, occasionally I offer older children to select a student from the classroom and teach them three tasks in different areas. This also helps both older and younger children to build self-confidence and social skills.”
This sense of independence extends outside of the classroom into physical education, art, outdoor classroom and more. P.E. Teacher Ms. Angela tells of how excited a young student was after mastering the proper way to hold a lacrosse stick. Says Outdoor Classroom Specialist Ms. Valerie: “We always give the children choices so they can practice independence which allows children to feel empowered. Autonomy breeds spontaneous engagement and cooperation.”
In middle school, students are able to demonstrate what they learn through creative and innovative mediums and often present their projects to their peers, which allows them to develop valuable skills such as leadership, critical thinking, initiative, teamwork, public speaking, research techniques, troubleshooting, personal responsibility, time management and more.
In addition, students of all ages are allowed time for “heart work.” Says Ms. Erica, Middle School Head Teacher: “After they complete their goals and work they can go a step further to something they find really interesting and run with it; it can be something they are learning about in class or not.”
Both Larry Page and Sergey Brin, founders of Google Inc., have publicly credited their success as entrepreneurs to their early education in a Montessori classroom. In an interview with ABC News, Google CEO Larry Page remarks “I think that [our success] was part of that training of not following rules and orders and being self-motivated and questioning what’s going in the world and doing things a little bit different.”
Two of our staff members, Erica Sherlock, E1 Head Teacher and Middle School Grade Level Head, and Nina Jacobi, E3 Head Teacher and Elementary Grade Level Head, recently attended the 2013 ACSD Conference on Educational Leadership held here in Las Vegas, Nevada. They attended expert-led sessions such as “College and Career Readiness,” “Passion-Driven Leadership,” and “Effective Supervision,” and came away inspired with fresh ideas and armed with powerful new information.
In a speech by acclaimed educator and author Salome Thomas-EL, they learned about the “immortality of influence.” Says Erica, “It was a great speech about teacher passion and its endless influence. I learned to not ask for a lighter load, but a stronger back.”
Foothills Montessori School is a private Montessori school serving families in Henderson, Las Vegas and Southern Nevada.