Making Memories with Montessori Education:

The Montessori Academy at Edison Lakes Values and Missions

2012-01-10T13:10:00.000-08:00

The children from upper elementary discuss, problem solve, and act upon values and goals constantly in order to be able to take charge of their learning and become self-aware of who they are and who they want to become. Some of the values being taught are respect, integrity, tolerance, and gracious community. Discussions of what these values look like and don’t look like in our daily lives, along with activities to bring more meaning to the concepts, create wonderful daily actions by the children, as well as meaningful conflict resolutions when needed. Some of the works that are done include writing about what actions in the classroom show these values and what actions have not shown them. Discussions and individual writings from each child interpreting the meaning of these values and how they feel about the way they portray themselves on a daily or weekly basis, including areas where an individual may feel there is need for improvement, give the children continued valuable time to internalize life-long values that will instill confidence and a sense of purpose to their lives.

A Student’s Personal Interpretation:

When I think of respect, I see people being quiet and being courteous to other classmates and helping them if they need it. You can be respectful by listening and being honest.

When I see integrity, I see people not giving up on their work until they give the work a fair shot. I also see people having faith in their answers and not going with a classmate’s answer if your answer is different.

When I see tolerance, I see a person not yelling at a classmate if they are being unkind. Instead, they should quietly ask them to stop. If they do not stop, try to ignore them. Try not to take drastic measures.

When I see a gracious community, I see a quiet classroom of people helping others. I try to create respect by showing a gracious community.

When teaching values, it is important for each child to realize that they have the power within themselves to become whom they wish to be and overcome any obstacles that may seem to be in their way. Difficult situations and academic studies that children sometimes call ‘hard works’ are simply challenges to overcome. The students discussed the purpose of The Montessori Academy’s mission statement and its importance. The children then created their own mission statements to show what they each thought was needed as guidelines for their personal growth.

Students’ Personal Mission Statements:

The Montessori Academy at Edison Lakes is where the children work in a community, helping each other with their problems. They also manage their time throughout the week so they can get all of their work done. The Montessori Academy uses different teaching methods and the children respect everybody around them.

The Montessori Academy is dedicated to teaching children and our future leaders the importance of communication, support, and the importance of working at your own pace.

The Montessori Academy at Edison Lakes helps children learn by letting them work at their own pace and by teaching respect and responsibility.

This year I want to learn a lot and be nice. I also want to be respected because of the way I act.

My mission is to finish my work and excel, along with helping other students.

The Montessori Academy at Edison Lakes creates a gracious community for your child to work and learn. We teach children to be respectful of others and to care for the community. We will help all children work and learn to the fullest of their abilities. Here, children will learn to be independent and learn how to be a leader.

The Montessori Academy at Edison Lakes will help me in my career because I will stay organized.

The Montessori Academy at Edison Lakes teaches children to have open minds. We believe that every child should be able to move at their own pace. We teach children to take on challenges so they will be prepared for later life.

The Montessori Academy teaches us about responsibility. It teaches us in an independent cycle. We believe everyone is academically unique and different. When you leave this school, you will become a new and responsible person who is capable of great things.

The Montessori Academy teaches the students to be respectful and independent. The people at The Montessori Academy cultivate time management, respect, and intellect. They advise us on good choices as well as building a gracious community through the students.

Submitted by: Becky Dennis- Upper Elementary Teacher at The Montessori Academy at Edison Lakes

The True Meaning of Sports

2012-01-10T12:56:00.000-08:00

Many would be believe that the only thing that matters in sports is winning. Actually, winning is the least important thing. Do not get upset, there is more to the story.

Let us consider this small example of a sporting event I love. I love March Madness! Let's say that 64 teams are invited to the tournamet. Well, if winning was the only thing that was important then we could say that only one team is a winner and 63 teams are losers. This is far from the case. First of all, if the other teams did not show up to the tournament, who would play? Secondly, we must also applaud all the hard work each team displayed throughout the season to be invited to the tournament. (Plus, all the hard work all the other teams demonstrated who were not invited to the tournament.) And lastly, we can not afford to overlook the personal satisfaction that each of the men and women achieve by improving each game, learning to work together as a team and learning life lessons. They learn about committment, displine, dedication, perserverance and desire just to mentiontion a few. These lessons are far more important than the game itself.

So, is it the winning that matters? I would say no. Winning is only the decoration on the cake. Preparing the cake is what is important. (Although, we do love the icing!)

Submitted by: Michael Poole- Junior High Teacher and Athletic Director at The Montessori Academy at Edison Lakes

A Year in Review- Books!

2012-01-10T12:03:00.000-08:00

January is traditionally a month when we review the previous year, remembering highlights and favorite things. In many fields, awards are given to the “best of the best.” The field of children’s literature is no exception: two of the most famous awards in children’s literature are announced in January. The Caldecott Medal is given to the illustrator of the “most distinguished” picture book, and the Newbery Medal is awarded to the author of the book with the “most distinguished” writing. Both of these medals are awarded by the American Library Association. Both medals have a first-place award, as well as a second-place honor award. Most years, several books share the honor award; with the wealth of children’s literature available today, it’s not hard to imagine how difficult it would be to narrow the list of award winners! Requirements for both awards include that the author or illustrator be a U.S. citizen or resident. Also, the book must have been published during the year previous to the award.

The Caldecott Medal was first awarded to an illustrator in 1938. The award is named for 19^th-century English children’s book illustrator Randolph Caldecott, a beloved illustrator and early advocate of children’s literature. Caldecott Award winners from the past include such favorites as Make Way for Ducklings (1942), Madeline’s Rescue (1954), Where the Wild Things Are (1964), and Why Mosquitoes Buzz in People’s Ears (1976). More recent winners include Snowflake Bentley (1999), The Hello, Goodbye Window (2006), The Invention of Hugo Cabret (2008), and The House in the Night (2009). All of these titles are a treat for the eyes, and provide an easy way to introduce young children to fabulous art. The stories in these books also happen to be ones you don’t want your child to miss. The Invention of Hugo Cabret (recently made into a movie) is a rare exception—it’s a book for older readers, but the art work is integral to the story.

The Newbery Medal was first awarded to a children’s writer in 1922. This award is named for 19th-century English children’s publisher and bookseller John Newbery. Like Randolph Caldecott, John Newbery was one of the earliest supporters of children’s literature. Still-popular Newbery award favorites from earlier days include The Voyages of Doctor Dolittle (1923), Rabbit Hill (1945), King of the Wind (1949), and From the Mixed-Up Files of Mrs. Basil E. Frankweiler (1968). More recent Newbery winners include Shiloh (1992), Holes (1999), The Tale of Despereaux (2004), and When You Reach Me (2010). These are stories that bring inspiration and enjoyment to generation after generation of young readers. These are stories by writers who are passionate about the art of literature and passionate about having a positive influence on the lives of their young readers.

Watch for official announcements of the 2012 Caldecott and Newbery Award winners on Monday, January 23, 2012.

Submitted by: Lin Brooks- Librarian at The Montessori Academy at Edison Lakes

Connecting Crafts with Great Picture Books

2011-12-22T08:33:00.000-08:00

The students in Room 106 have spent some very enjoyable time this week listening to a couple of favorite picture books and then working on a craft to accompany the book.

I chose several books by Jan Brett, an author that both my students and I enjoy. Her books are well written and lavishly illustrated. The students always like to look at the small pictures in the border area of each page. These small illustrations often tell what is coming next in the story and the students find it fun to make predictions and then see if they were correct.

For this week’s book and craft time I chose Ms. Brett’s book, The Hat. This story takes place at the beginning of winter in Denmark. When Lisa takes her warm woolen clothes out of the chest and hangs then on the line to air out, the fun begins. A hedgehog finds a stocking that the wind has blown off of the line. His spines become stuck in the stockings which he decides to wear as a hat. The animals he encounters all make fun of his hat but decide to join him and soon the clothesline empties as the animals choose “hats”. After reading the story we went back through the book and more closely examined the beautiful and detailed illustrations including the patterns shown in the stocking and other knitted woolens.

Later that day the students used small wooden sticks dipped into white tempera paint to make their own patterns on hat shaped felt pieces. The projects were finished with the addition of a pompom at the top of each hat. A magnet strip attached to the back of each hat turned their works of art into magnets that some of the students plan to present to their parents as holiday gifts.

The second book that I read to the class was The Gingerbread Baby, Jan Brett’s version of the classic story of a gingerbread boy who runs away from the person who bakes him. After listening to this story, each student had the opportunity to decorate a craft foam shape of a gingerbread person. They used construction paper to create decorations and clothing for the gingerbread people and used markers to add details. A wide variety of gingerbread personalities were created from sports figures to princesses and even Santa Claus.

A great story to listen to and beautiful illustrations to look can lead into creative and fun craft projects!

Submitted by: Rhonda Reynolds- Lower Elementary Teacher at The Montessori Academy at Edison Lakes

ABC's of the Farm

2011-12-20T10:55:00.000-08:00

Last Thursday, December 15, the lower elementary students hosted our first assembly of the school year. Each of the children in both classrooms came up with an alphabetical list of things that they have seen and done on our trips to the farm. Our presentation was entitled, “The ABC’s of the Bel-Aire Farm”.

The children did a great job and the assembly was a hit! Of course, we did get a little off track. There were two lines of children. They alternated speaking into the microphone. One of the children was ill and could not attend – we ended up a little out of order. So, it was not really the ABC’s of the Bel-Aire Farm, but the ABDC’s! Of course, this made the presentation that much more endearing. We all enjoyed the assembly and are looking forward to the next time we can share about our learning experiences at the farm and in the classroom!

We also had some special guests attend the assembly – O.D., Jake (horses), Wazzy and Louie (goats) and two of the bunnies! Bel-Aire Farm brought in their animals so that everyone would have the opportunity to meet them. It was a huge success! We cannot thank the Ludwick family enough for their generosity. The experiences that the children are having at the Bel-Aire Farm are incredible. We hope that every parent can, at one point this year, experience one of the trips to the farm. It is well worth it!

We hope that everyone enjoys the slideshow that accompanies this narrative. It is extremely difficult to describe how special these trips have been. We hope that the pictures give you all an idea of how truly magnificent these trips have been! Before signing off, we must mention that this wonderful assembly would not have been such a hit without the vital contributions of Lin Brooks, Paige Como-Howard, Mr. Dennis Wood and the lower elementary team!

Have a wonderful and safe holiday! See you all in 2012!

Submitted by: Kathy Kolata- Lower Elementary Teacher at The Montessori Academy at Edison Lakes

One for the Books

2011-12-19T06:08:00.000-08:00

Once again the Book Fair Blizzard blew into TMA’s Library for a three-day stay. It turned out to be a blizzard of books and activity. Students and parents alike stocked up on reading materials and gifts for the holidays. The profits from this fair and the spring fair are used to keep our library supplied with a fine selection of books from picture books to fiction, and nonfiction to biographies.

During the run of our December and May Book Fairs, a program by Scholastic Books is also in progress. It is called One for Books. Students, parents, faculty and staff can donate loose change, or any amount they wish, into a well-marked jar on the circulation desk. All proceeds collected are used to buy books for the Montessori Preschool Classroom at the South Bend Center for the Homeless. TMA’s Library gets credit for selling these books which adds to its profits. Scholastic Books, through a matching donation, gives books to national non-profit organizations dedicated to helping families in need. These organizations have included the Marine Toys for Tots Foundation, Kids in Distressed Situations, Inc. and the National Center for Family Literacy. This is a win, win, win situation for everyone!

Shown below are just some of the books that have been given to the TMA Preschool Classroom at SBCH over the years. Your support of our book fairs and this program are greatly appreciated.

Submitted by: Linda Meyer- Librarian at The Montessori Academy at Edison Lakes

Benefiting Others

2011-12-12T11:55:00.000-08:00

MISHAWAKA — The Montessori Academy at Edison Lakes recently held its seventh annual Wrapping Up for the Holidays.

The school wrapped presents and packed boxes of food for three families (11 children and three adults) that the Montessori adopted through Salvation Army. Each family’s pantry was stocked with enough food for the duration of Christmas break. Each child received hat and gloves, an outfit and socks, and three presents to open.

Courtesy of: The South Bend Tribune December 11, 2011 Edition

Photograph Courtesy of: Ed Bosworth of Bozworthy Images

Living Biographies in the Upper Elementary

2011-11-30T07:58:00.000-08:00

November and December are living biography months in Upper Elementary. The students pick out an autobiography or biography of a person that interests them. After the student has read the book, he or she takes notes, prepares an outline and makes notecards for the presentation to the group.

The rules of the speech include, a 3 to 5 minute length, and the child needs to become the person, use of the pronoun I, is imperative. The students not only dress the part, but also bring props.

Parents are invited to be in the audience. Thus far, we have met, Harry Houdini, Peyton Manning, Abraham Lincoln and Harriet Tubman. Please ask your child which day he or she has signed up to present.

Submitted by: Helen Muffoletto- Upper Elementary Teacher at The Montessori Academy at Edison Lakes

Math Magic

2011-11-30T07:51:00.000-08:00

If you were one of the lucky parents who attended the Parent Education night on November 1, then you saw how exciting the subject of math is in the Montessori curriculum. The teachers showed us how the child begins with the beads and works through a variety of materials that not only help her learn math facts, but that teach her brain how math works.

Ms. Kolata enthused about how, working with the bead bars, the child will gain a sensory understanding of, for example, 9². Many of us memorized the times tables and learned that 9 x 9 = 81. The Montessori student will have a visual and tactile experience of how when 9 is taken 9 times the bead bars can be made into an actual square. Then he can take the squares of 9 to make a cube…making a reality of 9³. And the magic doesn’t stop there. Mrs. Muffoletto demonstrated the decanomial board and the mathematical secrets of squares and square-rooting that a student can uncover for himself while working with this material.

Mrs. Reynolds gave us a peek at the fraction works and how a child can discover the rules for adding fractions—not by memorizing, but by laying out the equations and finding out what happens with the numerator and the denominator in an addition problem. (Read Mrs. Reynolds blog “Learning about Fractions and Eating Them, Too” http://tmaatedisonlakes.blogspot.com/2011/11/learning-about-fractions-and-eating.html if you want to know more about fraction materials.) Mrs. Dennis took us into Upper Elementary materials, revealing the advanced checkerboard and its uses as a tool in working problems with decimal numbers.

As Mr. Poole told the parents at the end of the evening, learning math with Montessori materials gives the child an understanding of math that is deep. This understanding forms a foundation for math at higher levels in Jr. High and beyond. In fact, Mr. Poole said he often reminds the Jr. High students of things in algebra that they have already learned by using materials throughout lower and upper elementary. He took the opportunity to remind the assembled parents that the Montessori math curriculum provides a foundation for reasoning that will be applied instinctually to many areas of learning.

In the Montessori curriculum, the materials are not just there as extras, they don’t just illustrate facts from a book. The materials are the curriculum. The materials teach your child math in a way that allows the child the joy of making mathematical discoveries.

It also turns out that while using Montessori materials the student is using multiple parts of the brain. If you want to read more about how the Montessori way of learning is good for the brain, you might want to read the book Math Works by Michael Duffy. Duffy illustrates how modern neuroscience has caught up with just how brilliant Dr. Maria Montessori was in her approach to the learning of math.

Submitted by: Meg Rooney- Librarian at The Montessori Academy at Edison Lakes

Visits to Arborwood

2011-11-15T06:56:00.000-08:00

Community service is a vital part of the Upper Elementary cosmic education. The purpose of the cosmic curriculum is to prepare students to be life-long, contributing citizens. Learning to live and work together in a peaceful world, as well as helping others, is essential for developing confident, respectful citizens of the world community. In addition to the leadership and help given to others within the school, the upper elementary students have weekly trips to Emeritis at Arborwood, an assisted living and Alzheimer facility. The students interact with the residents, helping them with memory skills and having social interactions. The residents, in return, share their life stories and add a bit of knowledge to the younger students.

The children take many of our Montessori materials from Early Childhood and Lower Elementary with them to the facility. The children work with the various materials as they help the Alzheimer residents with memory skills. Music is also a great stimulator. When the children begin playing the piano, the reaction of the residents is joyful. One woman, who rarely speaks or responds, sat next to the piano with a rapt expression on her face and actually lifted her hand and began to tap the keys in order to make music. Another resident came dancing in from the hallway. One gentleman sat down and played a beautiful piece for our children. Ask your children about their experiences to hear some heartwarming stories.

Contributed by: Becky Dennis an Upper Elementary Teacher at The Montessori Academy at Edison Lakes

Spanish in the Lower Elementary

2011-11-03T08:16:00.000-07:00

Spanish students in lower elementary use puppets with dialogue as a dynamic tool to learn the language. Each student has the opportunity to perform as well as observe which helps them grow in a fun environment.

Third graders in studio class present a play about a family who travels to Mexico with their pet Parrot (Perico). The students combined complex vocabulary and comprhension of dialogue to enhance knowledge.

Article and Videos Provided By: Aida Atkinson- Spanish Teacher at The Montessori Academy at Edison Lakes

Learning About Fractions and Eating Them, Too

2011-11-02T13:45:00.000-07:00

On a recent morning I gathered the first year students in my classroom to give them their first lower elementary presentation about fractions. Some of my older students seeing me take the metal fraction insets and a bag of apples from the classroom smiled knowingly and offered to become a part of the group for the presentation.

Seated at the table the first year students immediately recognized the fraction skittles and metal fraction insets. They were familiar with these materials from their early childhood classrooms.

We used the fraction skittles first, talking about how first the whole skittle and then the skittle divided into two equal pieces. The students quickly volunteered that these pieces were called halves. We then talked about the skittles divided in thirds and fourths.

After we named these skittle pieces I introduced the terms numerator and denominator. The students learned that the denominator is the bottom number in a fraction and tells how many equal pieces the whole has been divided into while the numerator is the top number in a fraction and tells how many pieces of the whole we are talking about.

After practicing placing fraction labels next to the proper skittle pieces we went on to doing the same thing using the metal fraction insets. The students enjoyed finding groups of fractions insets to match the labels.

As a final step in identifying fractions the students watched as I cut the apples and several oatmeal cookies into different fractional parts which they identified. Then came what the students said was the best part of the presentation – eating these tasty fractions!

Submitted by: Rhonda Reynolds- Lower Elementary Teacher at The Montessori Academy at Edison Lakes

Photographs provided by: Rhonda Reynolds

Ludwick Farm- A Wonderful Experience

2011-10-18T07:53:00.000-07:00

Recently, the lower elementary students went on their first field trip of the year to Ludwick Farm. The farm has 9 horses and 8 goats on 42 acres. This wonderful outdoor experience was full of discovery, observation and inquiry.

One of the most important aspects of the Montessori cultural curriculum is its attention to all living things. By paying attention and learning about plants and animals, we help the children learn about the physical world that surrounds them. The cultural curriculum helps the children explore their surroundings, which helps them gain an appreciation and understanding for all of the world.

This year, we will make at least four trips to the farm. On our first visit, each of the children was presented with a bag that contained a steno notebook, mechanical pencil, tweezers, magnifying glass, compass, animal track information sheet and bug finder/viewer. Each of the children also received a disposable camera that they will use throughout the year to photograph things that they find of interest on the hiking trails.

We were taken on a tour of the barn and outbuildings. We also learned how to approach a horse (NEVER stand behind their back legs). After petting the horses (there are 9), we were shown where the food is for the animals and the tack barn. On one of our next visits, we may learn how to put a saddle on a horse. The children were very interested.

After meeting the horses and looking around, it was apparent that the goats were very eager to meet the children (there was a lot of bleating). The children were equally interested in the goats and spent a number of minutes petting them. They are very sweet animals and quite precocious. One of the girls was wearing a sweater with some fringe, and one of the goats REALLY liked it! We were told that they like to chew on a particular type of texture of clothing. The children LOVED it!

When the children were done petting the goats, we set off on the first of two trails at their farm. Before we began our hike on the Pine Tree Trail, we were reminded the children to stay away from the mud, as it can be quite yucky. The children really enjoyed walking on the trail, as it is like a tunnel of trees. Many of the children took time to observe their surroundings and most of them saw tracks made by different animals.

The children used their tweezers, magnifying glasses and bug finder/viewer to more closely observe things that they found on the trail. Some things that were collected during the hike were mushrooms, leaves, nuts and turkey feathers. The children really enjoyed the hike and were very eager. I never heard any complaints of sore/tired feet or the need for a break. We walked for the better part of two hours, but it was as if the outdoors energized the children.

After we finished our hike on the Pine Tree Trail, we went to the trail at the back of the property. It was explained to the children that they needed to pick a tree. This tree would be theirs to study for the year. Once the tree was chosen, each child took a picture of it and tied a ribbon around it so that they can find it on each trip. They will photograph their trees throughout the school year and make notes about what they observed. The children really enjoyed this activity and spent a great amount of time choosing the perfect tree.

After the children found their trees we continued on the back trail until we returned to the barn. Each of the children were provided an apple to eat for snack. When they finished eating, she showed them how to throw the apple out to the horses. The children really enjoyed watching the horses eat the apples and seemed to get a kick out of the fact that I giggled when one of the horses ate the apple from my hand.

After feeding the apples, we returned our bags and boarded the RV. Many of the children stated that one of their favorite parts of the day was riding in the RV. When we got back to school, the children wrote about their trip. They liked finding different animal tracks, turkey feathers, caterpillars and a stinky pile of horse manure. The children were also intrigued by the Michigan cellar (it used to store potatoes and onions) and a few of them even spotted a wild turkey.

Of course, none of this would have been possible if not for the incredible generosity of Ludwick Family. We are deeply appreciative for this opportunity and are so looking forward to going back as soon as possible! Thanks also to the many parents who were able to go with us. All in all, it was a fabulous day!

Submitted by: Kathy Kolata
Lower Elementary Lead Teacher
The Montessori Academy at Edison Lakes

Montessori People- Part II

2011-09-22T12:06:00.000-07:00

Dee Joy Coulter, EdD

Neuroscience educator

“Facing increased stressors and over-stimulation, most children become wedded to instant gratification, striving to match the rapid response rate of technology. Their impulse control remains too weak to develop long attention spans, and their future success is in jeopardy.

“The Montessori classroom invites children to become absorbed in their work, building the endurance and attention span so important for a successful life. They learn to delay gratification by waiting for turns, to awaken their inner speech through careful modeling by their teachers as each new activity is introduced, and to make real choices as they select each new piece of work.

“These skills will later manifest as the ability to take their own counsel, to notice patterns others fail to see, and to initiate the changes their world will so desperately need.”

Dee Joy Coulter is nationally recognized for her ability to present complex ideas in clear and humorous ways. She has taught and directed programs in special education and for 20 years served on the faculty of Naropa University in Boulder, CO, where she applied brain research to education issues.

She offers workshops and keynote presentations across the country. CD sets from many of these talks and various written materials are available through Kindling Touch Publications.

Photo: Courtesy Dee Joy Coulter

Earl and Maggie DePass

Parents of 4 Montessori students

“Montessori truly respects the individuality of the child. It develops the child not by constant drill, but by building upon fundamental concepts acquired by physically interacting with the environment.
“Children’s progress is not measured by test scores, but by how well they can teach what they have learned to others. Our daughters enjoy teaching and seeing others learn. This definitely comes from their Montessori nurturing.”
The DePasses initially noticed “something special” about friends’ Montessori-educated children who “displayed a level of self-confidence, leadership, and cooperation” that was quite remarkable. “Whenever we would visit their school, we could feel the strong sense of community and respect among families, teachers, and staff. Knowing those great kids and school community were being fostered by Montessori made us decide to pursue a Montessori education for our children.”
Maggie and Earl believe all children would benefit from Montessori schooling, especially children from low-income families. Maria Montessori first developed the “prepared environment” for children living in poverty, and their learning rivaled that of privileged children in traditional schools. The DePasses hope Montessorians will work together to make Montessori education available to children in our own underserved communities today.
Photo: Courtesy Earl and Maggie DePass

Marian Wright Edelman

Founder & president, Children’s Defense Fund

“I chose Montessori education for my sons because I believed it was the best way to encourage their unique and natural development. I sought and found a nurturing, stimulating environment for them with a diverse group of children and education leaders. Their Montessori classroom also brought a sense of order and calm to their everyday world that is very important for young children.

“The early years are so important to children's growth. I knew the Montessori method would foster their creativity and, guided by gifted teachers, allow them to learn at their own pace and deeply explore their interests. I loved seeing how engaged they were with the work in their classrooms, and I love re-reading today the thoughtful teacher reports about their development.”

Marian Wright Edelman has been an advocate for disadvantaged Americans for her entire professional life. A graduate of Yale Law School and the first black woman admitted to the Mississippi Bar, she served as the director of the Center for Law and Education at Harvard University before beginning the Children’s Defense Fund in 1973. She was awarded the Presidential Medal of Freedom, our nation’s highest civilian honor, in 2000.

Photo: Courtesy Children's Defense Fund

Fall Frolic 2011

2011-09-22T11:51:00.000-07:00

Fall Frolic 2011

When? October 1, 2011 and races begin at 9:00am

Where? The Montessori Academy at Edison Lakes, 530 East Day Road, Mishawaka, IN 46545

What? Fall Frolic is a charity event featuring a 10K, 5K, 2K and Kids Obstacle Course on the campus of The Montessori Academy at Edison Lakes. The funds raised through this event support the Montessori Academy Classroom at the South Bend Center for the Homeless.

Why? Why do we at The Montessori Academy at Edison Lakes feel driven to support the homeless children of our community? The answer is simple…we are following in the footsteps of Dr. Maria Montessori. Her work, which began in 1885, laid the foundation for a mindset that addresses the specific needs of children living in dire conditions. Over her career she developed a teaching model for poverty-stricken children that we, over a century later, apply today.

In 1994, a unique partnership was formed between the South Bend Center for the Homeless and The Montessori Academy at Edison Lakes. This partnership began a Montessori Early Childhood Program to serve children living at the Center. The children in the Montessori program benefit from a certified Montessori teacher, a trained classroom assistant, and a fully-equipped classroom. Children who come into the classroom have often been exposed to extremes of human existence; hunger, poverty, abuse, neglect and homelessness. This unique preschool offers a therapeutic environment where children are able to heal, grow and learn.

Please join us on October 1^st to support our community’s most vulnerable…homeless children.

You can make a difference!

For more information, please visit The Montessori Academy website at: www. tma-el.org

For a video presentation please visit: http://www. youtube.com/watch?v=l-7fSM8k1nY

Montessori People...Part I

2011-09-16T12:12:00.000-07:00

People who have been touched by Montessori comprise a growing and gloriously diverse group.
Its numbers include teachers and the educators who guide them; students and the parents who ask them about their day. Former students are still Montessori People, because, as some have told us, Montessori is for life.
Montessori People in the public eye often demonstrate qualities Montessori seeks to nurture. For example, consider Montessori alumni Sergey Brin and Larry Page, the creative thinkers who founded Google, and Jeff Bezos, who founded Amazon.
Other Montessori People include enthusiasts such as Kin, a 12-year-old Montessori graduate, and Gabriela Martínez, a Montessori infant teacher. They speak eloquently about what Montessori means to them, as do others whose stories we’re proud to present.

Maya Angelou

Writer & world-renowned humanitarian

A lifelong self-directed learner, Maya Angelou is a poet, educator, journalist, historian, dancer, best-selling author, actress, playwright, civil rights activist, producer, and director who tirelessly encourages others to develop the best that is in them. It isn’t surprising that she became a Montessori parent.

In her keynote address at the AMS 2007 Annual Conference, she spoke about courage. It takes courage to speak honestly. It takes courage to advocate for peace. It takes courage to rear open-minded, curious children in uncertain times. Montessorians like Maya Angelou know that the Earth’s survival depends on us finding the courage to do all these things.
Dr. Angelou holds a lifetime position as Reynolds Professor of American Studies at Wake Forest University. She has authored 12 best-selling books, including I Know Why the Caged Bird Sings.

Katherine Basmagy

Montessori teacher educator

Having previously taught in various other ‘systems,’ I always felt that there was something more in education, something that I was missing. I originally took the Montessori Early Childhood program out of curiosity and because I had a 1-year-old daughter. “It was the famous ‘aha’ moment. There truly was something else out there that spoke to me as a parent and as a teacher, and that something also spoke to children and their amazing potential.”
Katherine taught 3-to-5-year-olds in a Montessori classroom for 5 years before going on to earn credentials to teach children through age 12. In 1984, she also became a teacher educator. Today she helps prepare Montessori teachers for Early Childhood, Elementary I, and Elementary II level classrooms.
“Teaching as part of a teacher education program seemed the natural next step in order to share the joy and spread the word. Each group or class I teach becomes a reaffirmation of what I believe and hold in my heart.”
Katherine has traveled throughout East and West Africa to compare the educational systems that developed in former French and British colonies. Her first experiences teaching adults came when she was a line officer with the U. S. Navy. She taught at the Aviation Schools Command in Pensacola, FL, and also as part of a Naval Reserve Officer Training Corps (NROTC) unit and on the history staff at Vanderbilt University in Nashville, TN. She especially enjoyed serving as liaison officer for the first group of NROTC women midshipmen during their summer “cruise.”
“What I’ve learned from my students (whether 5 or 50) is that you truly never stop learning. How wonderful that is!”

Kate Cichucki

World traveler & intermediate-care nurse

“I love the thrill of discovering something, understanding a new idea, hearing a new theory, learning a new concept, that feeling when an idea clicks or new realization dawns. And I’ve always liked working or volunteering to help other people.”
Kate attended Montessori school from age 19 months through 8^th grade. She says Montessori taught her how to learn. “Montessori gives students time to truly understand a concept before moving on to the next level. You don’t just memorize meaningless facts. You get your hands dirty, you do experiments, you learn through discovery.”
In high school and college, Kate began volunteering with organizations advocating for the environment and peace and social justice. She’s done emergency home repairs in Appalachia, coached girls’ basketball in Nicaragua, cared for rescued monkeys and jaguars in the Bolivian rainforest, helped establish organic agriculture in the Ecuadorian highlands, and worked on sustainable agriculture projects with farmers from Peru to Thailand to Kenya.
“My first degree is in International Studies with a focus on Latin American political and economic development. One day in the Peruvian jungle, I met some nurses who were traveling the Amazon providing medical care to people that hadn’t had any in years. I was so inspired that when I returned to the states, I got my second degree in Nursing. I hope to work in international healthcare in the future.
“My global world view, the desire to help other people, the craving to learn new things—all can be traced back to the lessons learned in my Montessori classrooms.”

Calvin Chang

College student

When Calvin transitioned to a traditional school after attending Montessori school from kindergarten through 6th grade, he says it was “a heck of a change.” His new middle school was organized very differently from Montessori school. He missed the collaborative environment of Montessori, where older students were encouraged to help younger ones and teachers were always available to offer support and guidance.
“In Montessori, you take charge of your own learning. Because you learn at your own pace, you get out of it what you put into it. I prefer to work ahead and get everything done as soon as possible.
“In addition to learning at your own pace, there’s always someone there to help you, whether teachers or older students. You can ask for help from any teacher. You’re not limited to your own designated teacher as a mentor.”
Calvin believes his Montessori experience prepared him to succeed in the traditional system. “I want to emphasize that the transition to traditional education wasn’t bad. I made a lot of friends. My teachers really liked me. I made good grades. I don’t think any other type of schooling would have prepared me for life as a whole as well as Montessori.”

Study: Frequent Handwashing Cuts Down on Missed School Days

2011-08-31T13:51:00.000-07:00

Written by Carmen Cox

-- "Wash your hands" has been mothers' battle cry for generations. But a new study, published in the American Journal of Infection Control, gives moms some added ammunition.

Keeping a child's hands clean may have an unanticipated benefit -- keeping that child in school.

Danish researchers recently looked at two groups of students, aged 5 to 15. One group was required to disinfect their hands with an ethanol-based gel three times a day, while another was not asked to change their behavior -- though both groups received instruction on proper handwashing techniques.

During the three-month intervention, all school absences due to illness were recorded and the data analyzed. Those who regularly cleaned their hands had 26-percent fewer missed days and 22-percent fewer illness periods than those that did not.

A year later, researchers switched the groups along with their handwashing habits, and found missed days declined 34 percent for those now washing regularly. And for that first group, no longer required to clean up three times a day, there was no significant change in missed days -- perhaps suggesting that hand-hygiene programs might be habit-forming.
Copyright 2011 ABC News Radio

2011-08-19T12:57:00.000-07:00

Please help us spread the world and our offer from our Head of School, Deborah Drendall!

Now is the perfect time for you to visit The Montessori Academy at Edison Lakes.
We would like to extend to you and your family an offer to significantly reduce the required tuition amount for the 2011-12 school year!

We are offering our Early Childhood Program 5-Day Full-Day Class for only $5,500 and our Early Childhood 5-Day Half-Day Program for $4,000. Please give us a call for additional pricing for our other levels.

We would love for your family to join ours. Please contact us at your earliest convenience so that we can make this happen!

Sincerely,

Deborah Drendall
Head of School
The Montessori Academy at Edison Lakes
ddrendall@tma-el.org
574-256-5313 Ext. 14

Integrated Curriculum Inspires Elementary Students

2011-08-11T05:56:00.000-07:00

The integrated curriculum is designed to spark the interest of the child in knowledge, to nourish the child's creativity, and to inspire the child's discovery of the world.

The Elementary program builds on the foundation laid during the Early Childhood years.

Children will enter Elementary with core academic skills, work habits, and concentration that gives them confidence to meet the challenge of the Montessori Elementary curriculum.

The Montessori Language Arts curriculum is a comprehensive approach to reading and writing. Reading instruction integrates phonetics, reading comprehension, grammar, spelling, and vocabulary. In the writing area, emphasis is given to the child’s creative expression, as well as to in-depth research and integration of academic knowledge and skills. Within the Cultural curriculum students learn the inter-connectedness of science, geography, history, botany and zoology. Through Montessori Math students are introduced to complex concepts with concrete materials and later move into skill application with abstract lessons. As the child’s mathematical thinking and analysis grow, the curriculum exercises a problem-solving approach to stretch those skills.

In the Elementary program the students receive both individualized and group instruction in all subject areas. In addition to academic growth, the elementary child is learning to be part of a larger community. The student’s social skills are enhanced through cooperative group activities and students gain collaborative skills through dialogue, inquiry, and group discussions.

The students at this level are expected and supported to achieve their full potential in all areas and the resulting self-confidence reinforces their expanding efforts.

Montessori Madness!

2011-07-13T05:11:00.000-07:00

Enjoy this fantastic video entitled "Montessori Madness". It's a wonderful journey through the Montessori
philosophy.