GMS News
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3/10/2010
General News
Field Trip Dates!
Field Trips are Right Around the Corner
Middle School Field Trips
6th grade travel to Charleston April 18th - 23rd
7th grade travels to Arizona April 18th - 23rd
8th grade travels to Costa Rica April 16th - 25th
Lower El Field Trips
2nd Levels travel to Earthshine May 19th -21st
3rd Levels travel to Sound to Sea May 19th -21st
Upper El Field Trips
4th Levels travel to Outer Banks May 18th-20th
5th Levels travel to Williamsburg May 19th- 22nd
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3/8/2010
General News
21st Century Skills and Our Middle Schoolers
by Frank Brainard
A few notes on early adolescence and the GMS Middle School
Consider middle school students sitting in rows listening to teachers lecturing to them, daily, and telling them they have to learn what is presented because it will help them in the future -- perhaps in a couple of years or a decade from now. Imagine how such lessons relate to what we know about modern brain research and how it tells us that adolescents are totally ready for things to move forward at “media speed”, ready to be stimulated because they really can multi-task, and eager to see the relevance of what they are being taught and how it can effect their lives, NOW, not simply a decade from now.
In a recent article on adolescent in Education Week, psychologists Claudia and Joseph Allen, authors of the book, Escaping the Endless Adolescence: How We Can Help our Teenagers Grow Up Before They Grow Old, posit that the reason so many adolescents are disengaged in the classroom is that they see no relevance for what they are learning. They are told that they need to know X, Y, and Z because the teacher tells them so, or because they can use the information in the future. One may wonder why it is not simply okay for children to wait to use what they learn in middle or high school. One may ask, don’t we need to help our students learn to delay gratification? In a word, yes, BUT there appears to Allen and Allen that delaying gratification in the context of learning gets in the way of learning. From their point of view, they see a mismatch between teenage biology and school structure. They see conventional education as a hindrance to learning because early and late adolescents simply want to learn to apply knowledge in their current lives and not wait for it to be relevant – later.
Over my years in the “school business”, I have witnessed what the Allens call the downward spiral of student interest in learning for the sake of learning. I have seen children memorizing information because they will be tested on what they remember, only to forget the information about as soon as the test is over. All of us in Montessori schools have heard tales from our brothers and sisters in other schools talking about teaching to the test and how so many of our friends in conventional schools feel stressed to “get the job done” to prep their students to pass the end of year or grade tests, and it saddens us.
To my way of thinking - and I admit to a certain bias - children in schools need to have the latitude to be knowledgeable of a school’s curricular offerings, e.g., learn to do math well and to read with understanding, not because they will be tested on those subjects but because the subjects are useful to them in the present as well as the future. AND, they ought to like to be at school to learn and to socialize.
Time and again, I have asked GMS students why they like school. Their answer, other than it is fun and they get to be with their friends, is they get to use their knowledge. Application of knowledge is a bench mark of what we do at GMS and the students recognize it, even if they cannot articulate it. In our Middle School, witness the students’ use of knowledge presented to them in the classroom and their efforts to use that knowledge in the world of the Land Experience. They work very hard in school and out. They apply what they learn to build shelters, construct ropes courses for younger children, and to make the Land and our campus sustainable for the future.
On the Land and in the classrooms, our children actually use the so-called 21st Century skills. Teamwork, creativity, problem solving, critical thinking, and that old Montessori issue of Practical Life are so imbued in their lives that they use them without thinking about it. Were you to go to the Land when the Middle Schoolers are there, you would see all of those skills being used. It takes a lot of teamwork to keep a community working right, and the Land Experience is a prime example of teamwork making a community prosper. In the classrooms, you will see application of the same skills in simulation activities, projects, presentations, and discussions among other things
I could go on and on about how much your children love school and how much they learn how to live in the world outside of the classroom through the Land program and other initiatives, but you really do need to experience it for yourselves. You can contact MBB, or any middle school faculty member to get on their schedule for a visit. You will not be disappointed.
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3/8/2010
General News
GMS Alumi Francis Wong and Brandon Mayfield Receive Morehead-Cain Scholarships to UNC-CH
Congratulations to Francis Anthony and Brandon!
GMS Alumni Francis Anthony Wong, a senior at The Early College at Guilford and Brandon Mayfield, senior at Northern Guilford High School were named Morehead-Cain Scholars this week. Winners of the Morehead-Cain Scholarship receive 4 years of tuition, room and board, travel stipends, summer enrichment programs and a laptop computer. Brandon's father called on Friday Frank to share the news with everyone at GMS. Brandon's parents credit GMS with instilling a love of learning, along with the academic and life skills needed for success in high school and as he begins his collegiate career. Congratulations to our outstanding GMS alumni on their achievements!
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3/4/2010
General News
GMS Alumni Excelling in High School, College and Beyond!
Our GMS Alumni truly demonstrate what it means to discover their full potential and become responsible, global citizens!
GMS Grads excel at The Early College at Guilford
Haley Hawkins and Hannah Kausche, Class of 2009 joined fellow GMS alum Scott Loftin at The Early College at Guilford last fall where they are excelling in the highly demanding early college program. Hawley and Scott, representing The Early College at Guilford at the Princeton Model Congress in Washington D.C, both received honorable mentions for their work at the Congress.
GMS Grads Showcase their Talents at Weaver Academy
Smith McLean (class of ’08) and a sophomore at Weaver Academy served as the Stage Manager for a Senior Project production of The Laramie Project. Max Bitar and Zoe Little (class of ’07) also performed in the Laramie Project. Smith, Max and Zoe, along with GMS alumni Sarah Catherine Lucas and Aliya Graves will all be performing in Weaver Academy’s spring production of Sweeney Todd this March. In addition to her role in Sweeney Todd, Zoe is participating in the Youth Congress in Boston, Mass.
Morgan Radford, Class of 2001
Morgan was a student at GMS from the time she was a toddler and graduated from Middle School in 2005. Morgan was well prepared for her high school years at Grimsley High School and went to graduate from Harvard University in 2009. Morgan is currently in South Africa on a Fulbright Scholarship, where she is designing a program for at-risk university students training to be teachers. Morgan’s brother, Miller, GMS class of 2006 is a senior at Westchester High School n Atlanta, Georgia and will find out soon where he will be attending college in the fall.
Matt Carlisle, Class of 2002 and Daniel Carlisle, Class of 1998
Matt and Daniel both started at GMS at a very early age and graduated from Middle School in ’02 and ’98. Matt is currently a senior at NC State and will be graduating in May with a degree in engineering, and getting married in June! Daniel, an accomplished actor and NYU grad, recently moved to Los Angeles where her produced and acted in his first film. His film was accepted as 1 of 10 to be shown at the SlamDance Film Festival in Park City, Utah, where it received numerous awards and media attention.
Diana Potter, GMS Alum
Diana, the brains behind the GMS Alumni page, graduated from Greensboro Middle College in 2006 and went on to study Linguistics and French at UNC-CH, graduating in just 3 years! She is currently living in Seattle, Washington and working on her MA in TESOL at Seattle Pacific University. Diana is hoping her career in Teaching English Speakers of Other Languages will take her abroad in the future where she can put her skills to work.
Amy Taggart, GMS Alum
Amy is a senior at Grimsley High School where she excels both academically and athletically. Amy was named a National Merit Scholarship semifinalist, is an AP Scholar with honors, earned her Girl Scout Gold Award and is Madrigal Singer. Amy also is a member of the Metro 4-A Championship Volleyball team and Grimsley Swim Team. Amy is waiting to hear where she will be attending college in the fall where she plans on studying Ophthalmology or Neurology.
Kathleen Harris, GMS Alum
After graduating from Page High School. Kathleen went onto study at the North Carolina School of the Arts, graduating with a BFA in Dance. In 2007, Kathleen moved to Frankfurt, Germany to spend a year as an au-pair. She is now living in Berlin and working for the Wall Street Institute School of English and is teaching English to adults.
Check for more Alumni updates next month!
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3/1/2010
General News
Key Dates to Remember
Enrollment Agreements for returning families are due now. If you have not turned in your agreement, please contact the Admissions Office.
March 18th: Upper Elementary (5th level) Medieval Fare Faire Performance 7pm in the Gym March 20th: Middle School Yard Sale in the GMS Gym- rain or shine! Treasures and bargains galore. Tell your friends! Donations of new or gently used items needed. Drop off donations during morning drop-off or afterschool pickup on: 2/22, 3/1, 3/5, Sat. 3/6, 3/8, 3/15 and 3/19. Proceeds support Middle School field trips.
March 20th: Wine Tasting Event hosted by Tina Patterson. $15 per person/$30 per couple. Event feature 14 wines and appetizers to match each wine. 100% of proceeds support GMS. RSVP to Karen Howland by 3/15/10
March 26th - April 5th: School Closed for Spring Break April 6th: classes Resume April 13th - 14th: IOWA Testing for grades 3-8
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2/24/2010
General News
2010 GMS Basketball Schedule
Practice and Game Schedule
Thursday, 3/4 GAME NGFS @ GMS 4/5 grade game begins at 4:15, 7/8 grade immediately following
Friday, 3/5 Practice
Monday, 3/8 Practice
Tuesday, 3/9 GAME GMS @ HPFS 4/5 game begins at 4:15, 7/8 grade game immediately following
Thursday, 3/11 GAME BSDS@ GMS 4/5 grade game begins at 4:15, 7/8 grade immediately following
Friday, 3/12 Practice
Monday, 3/15 Practice
Tuesday, 3/16 GAME GMS @GDS (Spears YMCA) 4/5 grade game begins at 4:15, 7/8 grade immediately following
Thursday, 3/18 Practice
Friday, 3/19 Practice
Monday, 3/22 Practice
Tuesday, 3/23 PLAYOFFS at Spears YMCA
Thursday, 3/25 CHAMPIONSHIP and Consolation game at Spears YMCA
Member Schools:
BSDS B'nai Shalom Day School
GDS Guilford Day School
GMS Greensboro Montessori School
HPFS High Point Friends School
NGFS New Garden Friends School
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2/10/2010
General News
Former GMS BOT Thanks GMS for Haiti Relief Efforts
Dear Frank,
It was very heartwarming for me to read the newspaper on Sunday and find out the students at GMS had raised money to help the Haitians who were affected by the recent catastrophe. On behalf of the Haitian people I would like to personally thank them for their efforts and their generous contribution. That will go a long was toward helping the Haitians get back on their feet. The seeds you are planting in their minds are already bearing fruit. Go GMS!
Once again thank you very much to the GMS family for their support.
Marc Nesi
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1/29/2010
General News
GMS Students Raise Over $2,075 for Haiti Relief!
Many thanks to all our parents, grandparents, students, faculty, staff, and friends who so graciously donated funds to the GMS Haiti Relief Effort. Thanks to you, our students raised $2,075!! What an incredibly generous community we have. This morning the entire school gathered in the Gym to reflect on the words of Dr. King, the importance of being responsible global citizens, and to recognize everyones efforts in raising such a significant amount of money for the people of Haiti. Frank and Denise, joined by all the students, closed the assembly by singing ''Simple Gifts,'' a Shaker song.
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1/7/2010
General News
GMS Spiral Dance Fun
Students enjoyed a great GMS tradition
GMS celebrated Peace and Winter this year with this unique GMS tradition. The Spiral Dance gives students and teachers alike a chance to greet others in the school and wish each other Happy Holidays. During the dance, students, faculty, staff and parents (approx. 350 people) hold hands and walk around in a circle until one person begins leading the group in a spiral toward the middle. When the first person reaches the center, while still holding hands, he or she turns and reverses the direction of the spiral so that every person in the group who is following the same path eventually passes through the center of the circle, too. As the continuous procession unfolds, each person has the opportunity to see and greet every other person in the school community. The original circle of people is naturally reformed when the spiral is totally unwound.
The Spiral Dance has been a tradition at GMS for over a decade. It represents the spirit of peace, community, and interconnectedness valued at the school, the changing of seasons that occurs at the Winter Solstice, and the energy and movement inherent in all life. It is truly a wonderful event. Enjoy the pictures from the dance!
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12/1/2009
General News
GMS Coffee Talk Series at the Land
On Tuesday, November 17, GMS held its second "Coffee Talk" series at the GMS Land Campus in Oak Ridge. A group of parents and staff met with Margaret Borrego, the Land Program Facilitator, for a tour and a behind the scenes look at what happens at the Land. The Middle School students were on the Land campus during our visit so we were able to see them in action. They were finishing the first of three semi-permanent structures that they designed, engineered and are assembling themselves. These structures include a raised platform floor, framing, roof, walls, bunk beds and two windows and a door. It was very impressive.
The Middle School students are grouped into three tribes at the Land: the Bears, Otters and Raccoons. Each tribe includes 6th, 7th and 8th graders who work together on building projects, meal planning and preparation, and tending their campsites.
In addition to constructing the sleeping structures this fall, another project the students have helped property owners, Bill and Holly Stevens, accomplish is grooming and maintaining the woodland trails that traverse the property. A major portion of the Land curriculum focuses on assisting students to develop skills in collaboration, leadership, and problem-solving as they continue to work on a variety of projects at the site, such as collecting data for the Haw River project and permaculture gardening.
Faculty also use their time at the Land campus to present lessons and units that require the students to apply and integrate skills and concepts learned in the rest of the Middle School curriculum. This year, for example, students have applied concepts of simple machines to their construction work and developed tribal myths based on readings of Native American stories. Since the students spend time at the Land approximately every 5 weeks, they also spend time in directed reflection looking back at what they’ve learned and preparing for their next segment of study.
Margaret talked about how Maria Montessori believed that nature is an inspirational source of learning for children and that she would be proud of this environment that GMS is providing for our students.
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11/18/2009
General News
Fiesta Date Night Fun at GMS!
Wonderful food, festive music and Salsa dancing!
Thanks to everyone who joined us for a fabulous night of Latin, Spanish and Caribbean cuisine, wine and beer, festive music and salsa dancing at the Fiesta Date Night social event. Attendees enjoyed delicious foods from Cuba, Brazil, Venezuela, Columbia, and Mexico. Liz Trujillo got eveyone on their feet dancing the salsa, while Jesus Blanco "spun the tunes." Check out all the photos from this great event.
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11/3/2009
General News
CoffeeTalk Series at GMS
First Coffee Talk was a sucess, join us at The Land on 11/17
On October 20, at 8:30 a.m., twelve GMS parents met in the conference room for good coffee and interesting conversation. The guest speaker for our first Coffee Talk was Charlie Headington, our lead gardener at GMS. Charlie discussed how to start a home garden as well as what to plant in October. He answered a multitude of questions from “What can be done if our HOA doesn’t allow us to have a garden?” to “How do you store all of the food you grow throughout the year?” Charlie provided each parent with handouts that defined Permaculture, provided instructions for developing a garden, and listed various gardening resources. He even invited us to tour his gardens in the spring. Coffee Talk was concluded with a short tour of the GMS gardens. One parent received a door prize of winter greens to start her home garden. Everyone left with garlic cloves, various types of seeds, and an abundance of new knowledge!
The next event in our Coffee Talk series will be on Tuesday, November 17 at 8:30 a.m. We will meet at GMS and caravan to the Land in Oak Ridge. Margaret Borrego, Land Program Coordinator, will describe the Land Program and what environmental education involves. Middle school students will be on the land the same day, so parents will have a chance to hear about the program from a student’s perspective. Everyone is welcome…just remember to bring your walking shoes!
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10/28/2009
General News
Upper El Students Enjoy a Day at Bur-Mil Park
Hiking, smiles and a little football too!
Upper El students enjoyed the outdoors hiking and exploring the trails at Bur-Mil Park. Check out all the great photos!
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10/23/2009
General News
2009-2010 Social Events Benefitting GMS
Mark your calendars for these great upcoming social events!
Traditional New Mexican Christmas Fare - hosted by Bethann & Daniel Hassell and Beth and Larry Lavender. December 5th at 7pm at the home of the Hassell’s is SOLD OUT!!!
Delicious (and spicy) menu includes:
Please bring a $10 dollar or under Dirty Santa grab bag item (theme is
“Sinner or Saint”) per couple or person.
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10/15/2009
General News
GMS Panthers Win Soccer Championship!
Panters Defeat the Knights 2 to 1 in Championship Game
On Tuesday, October 13th, the GMS Panther soccer team defeated the Guilford Day School Knights 2 to 1 in the Independent School League Championship Game. Congratulations to all the players and Coaches Jon McLean and Michael Amend!
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9/28/2009
General News
Board of Trustee News
BOT Meeting Recap
On September 22, 2009 the Board of Trustees met for its second session during the new school year. The following highlights only some of the many items discussed:
Frank Brainard commended faculty, staff, and parents on a great and smooth start into the school year. He praised the outstanding communication skills of our Montessori students demonstrated during the recent Howard Coble visit. Frank applauded our Middle School for the success of their first Community Service project held on Friday, September18. Middle School students and teachers gleaned 5000 pounds potatoes to feed the hungry. Well done!
The core of the meeting was led by our Outreach Team. Karen Howland, our new director for marketing and development, gave a brief update on the marketing efforts she has initiated since joining GMS. She is working on GMS branding, a new advertising campaign, improving media relations, as well as new website and e-marketing initiatives. The visit of Howard Coble received nice media coverage for GMS and we expect additional media coverage for the visit of Alice Waters on September 24.
Karen would like to build this year’s annual fund campaign on last year’s great success. Look for our Annual Fund Fall Giving and Growing Kick-Off at the Fall Festival Sunday, October 4, 2009, 1 pm. We already expect to have 100% faculty, staff, and Board participation by then, which will give us a head start to reach our goal of 100% GMS community participation.
Renea Myers reported introduced our new community partnership program and Nancy Hofer gave an update on the current Diversity initiative. Faculty and staff already completed an Intercultural Development Inventory and the Board will complete the survey as well. Results will help the school to determine how we can foster and develop intercultural competence at our school. The project will be led by UNCG professor and GMS parent Bonnie Canziani.
And finally a note from our BOT president Dina Dunn that should have gone out to you in August and we apologize for the delay:
Dear GMS Family and Friends,
On behalf of the Greensboro Montessori School Board of Trustees, I am pleased to announce that as of August 1, 2009, Frank Brainard has renewed his contract as Head of School for an additional three years.
After a thorough evaluation, which included feedback from faculty, staff, parents and the board of trustees, the Board enthusiastically confirmed his appointment through June 30, 2012.
Frank has been at the helm of GMS for 12 years. Under his leadership, enrollment grew significantly and with that, staff and faculty increased as well with 90% of teachers being Montessori certified. Some of the highlights of his past tenure were the addition of the library, office wing, and Middle School. Frank’s effort did not and do not only focus on the physical growth of the school but also on the meaningful expansion of the curriculum in line with our Montessori philosophy. The addition of the unique Permaculture program in almost all divisions, a Spanish immersion class in the primary division, and the Land program in the Middle School division are just a few examples worth mentioning.
Renewing Frank’s contract will ensure continuity in the progressive educational philosophy of GMS. Frank will maintain the Montessori theory and practice of our school and provide continued focus on the priorities of our strategic plan. His energy, experience and deep understanding of our school’s mission, values and inclusive community will provide the leadership the school needs in times of economic turmoil.
Please join me in congratulating Frank and wishing him all the best for the next three years.
Dina Dunn
President Board of Trustee
Our next BOT meeting is on Tuesday, October 20 @ 4:30 pm. BOT meetings are open to the GMS community. If you would like to know who serves on the Board of Trustees click the “contact us” link and go to Board of Trustees.
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9/24/2009
General News
Alice Waters Visits GMS
This morning, Chef Alice Waters, owner of Chez Panisse in California, food pioneer and founder of the Edible Schoolyard, toured the GMS gardens. Accompanying Ms. Waters were Charlie Headington, Frank Brainard, Nancy Hofer and GMS student ambassadors Condi Cantrell, Aubrey King, Dennis Quaintance and Huxley Bailey. The students shared with Ms. Waters their love of gardening and presented her with a basket of basil, peppers and fresh cut flowers. Yesterday, Chef Bart Ortiz, along with GMS students Joseph and Noah Taylor and Kathleen and Dennis Quaintance, harvested herbs, figs, peppers and flowers that will be incorporated into the dinner menu Ms. Waters will be enjoying this evening at PrintWorks Bistro.
GMS is the first Montessori school that Ms. Waters has toured during her nationwide visits to promote the Edible Schoolyard. Ms. Waters was very impressed with our extensive gardens and said, "this is not a school with a garden, but a school within a garden." GMS is very proud to receive such glowing accolades from Alice Waters.
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9/18/2009
General News
Lower El Needs Gently Used Toys for Rainy Day Recess
Have your children outgrow their toys?
Have your children outgrown their toys? Lower El is in need of gently used Legos, wooden marble runs and Playmobile toys to use during rainy day recess. If you are interested in donating your gently used toys, please contact the Lower El teachers. Thank you!
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9/11/2009
General News
GMS Students Raise $875 for Children's Home Society of NC
Children Helping Children
At the August 17th Back to School Night, GMS students Marlee, Isabel and Miles Hassell presented Tonya Hayes, Director of Development with the Children's Home Society of NC , an $875 check from the proceeds of the 2009 Montessori Market.
GMS teachers Mary and Kaki led students during the two-week Montessori Market Summer Camp where students worked making home-made crafts, jams, breads, pesto and blackberry cobblers. The items were sold at the Greensboro Farmers Curb Market on July 25th. Many thanks to Mary, Kaki and all the children who participated in the camp and woke up early on Saturday morning to sell the goodies!
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3/22/2009
General News
Permaculture in Action
A visit with a revolutionary gardener
On a cool sunny day, the first day of spring, students in the middle school Fox tribe had the unique opportunity to visit the gardens of Charlie Headington. With his expertise in the arts of gardening and low-tech sustainable design using Permaculture techniques, Charlie has turned his front- and backyards into urban oases.
This visit was the culminating event of a course on the principles of Permaculture Design and Gardening. The members of the Fox tribe (one of four tribes into which the students are divided during land week and other middle school programs) had the opportunity to explore concepts of sustainable design in gardening, such as "obtain a yield", "capture and store energy", and "produce no waste", and how to apply them. Permaculture is one of four rotating classes that form our Careers/Practical Life curriculum.
Here is what members of the Fox tribe had to say about the visit:
"His pond was amazing."
"Now when I look at a yard, I see endless possibilities."
"Walking in front of Charlie's home today, I wondered where the hous was. Various plants, trees and shrubbery blocked my view... because his house was the pleasant, resourceful landscape that always awes me."
"What I thought was really funny was how he never owned a drier or lawnmower"
"I want to live in this atmosphere. It is so amazing."
"Charlie's garden was beautiful."
"I thought it was very interesting that he never mowed his lawn."
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2/28/2009
General News
New Classroom Cameras!
Thanks to Annual Fund
Thanks to those who donated to the annual fund, all the classrooms received a digital camera this week! Due to some outstanding bargain hunting, the cameras were a great deal - and each camera came with a 1G SD card to hold lots of pictures. Added bonus - the cameras are pink - that should be easy to keep track of!
Now it will be easier and faster for teachers to send pictures and information about all of our wonderful work and students to families and to the website. Thanks so much!!
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2/11/2009
General News
GMS Students Partner with Room to Read to Build a School
GMS students Joseph and Noah Taylor, Mike and Will Weaver, Grace and Caroline Anderson, and Emma KrollSmith, along with Thomas Chappelow (Northwest Middle), and Andrew and Benjamin Chappelow (Oak Ridge Elementary) took on the challenge of raising $15,000 for Room to Read. (www.roomtoread.org)
Along with their parents, they sent out letters, hosted a yard sale, bake sales, and a Car Wash (actually called a “Car Dry Cleaning” due to the drought conditions last year.) The result of their hard work: a new primary school in rural Nepal.
The new school is called the Shree Janajagriti Nepal Rastriya Primary School and it provides over 300 children in grades 1-5 with access to a new and safe school with 4 classrooms, 6 teachers, and a dedicated library. This amazing story was written up in the Greensboro News & Record last week!
Since it’s inception in 2000, Room to Read has impacted the lives of over 1.9 million children by:
- Constructing 442 schools
- Establishing over 5,630 libraries
- Publishing 226 new local language children's titles representing over 2 million books
- Donating over 2.2 million English language children's books
- Funding 6,922 long-term girls' scholarships
- Establishing 155 computer and language labs
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http://www.news-record.com/content/2009/02/06/article/local_students_raise_money_to_build_a_school_in_nepal
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5/14/2008
General News
The Myths of Montessori - Part Two
Ongoing article series from GMS and the Montessori Foundation
Each month, The Greensboro Montessori School will offer one to several articles that will help in understanding the Montessori philosophy and Montessori education in general.
The following series is taken from Tomorrow's Child magazine. A publication of The Montessori Foundation ©2008.
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Montessori Myths
by Maren Schmidt & Dana Schmidt
Myth #2
Montessori Classrooms are too Structured.
Parents sometimes see the Montessori concept of work
as play as overly structured. The activities in the classroom are
referred to as work and the children are directed to choose their work.
However, the children’s work is very satisfying to them and they make
no distinction between work and play. Children almost always find
Montessori activities both interesting and fun.
Each
Montessori classroom is lined with low shelves filled with materials.
The teacher, or guide, shows the children how to use the materials by
giving individual lessons. The child is shown a specific way to use the
materials but is allowed to explore them by using them in a variety of
ways with the only limitations being that materials may not be abused
or used to harm others.
For example, the
Red Rods, which are a set of ten painted, wooden rods up to a meter
long and about an inch thick, are designed to help the children learn
to perceive length in ten centimeter increments. The Red Rods aren’t to
be used as Jedi light sabers. Obviously, sword fights with the Red Rods
are a danger to other children as well as damaging to the rods, which
cost over $200.00 a set.
In cases where
materials are being abused or used in a way that may hurt others, the
child is stopped and gently and kindly redirected to other work.
Unfortunately,
some parents see this limitation on the use of the material as “too
structured” since it may not allow for fantasy play.
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3/4/2008
General News
The Myths of Montessori
A new ongoing article series from GMS and the Montessori Foundation
Each month, The Greensboro Montessori School will offer one to several articles that will help in understanding the Montessori philosophy and Montessori education in general.
The following series is taken from Tomorrow's Child magazine. A publication of The Montessori Foundation ©2008.
--------------------------------
Montessori Myths
by Maren Schmidt & Dana Schmidt
What Montessori Is
In it's simplest form, Montessori is the philosophy of child and human development as presented by Dr. Maria Montessori, and Italian physician who lived from 1870 to 1952...
Click here to read more.
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2/24/2008
General News
Montessori on Target with Innovation in Education
The recent American Association of School Administrators’ conference focuses on innovation as key to future education.
The Greensboro Montessori School provides a foundation for innovation in your child's education. In fact, Montessorians have been doing it for over 100 years and now more and more current research is backing it up. Problem solving and critical thinking is what's on the mind of today's school administrators.
Click here to read more.
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1/1/2008
General News
Spiral Dance Builds Awareness and Community
GMS Students celebrated peace and diversity on Monday, December 17 with the Annual Spiral Dance.
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10/18/2007
General News
Secrets in the Woods
By Jon McLean
At the beginning of the year, the Faculty Support team was asked to pitch in with coverage for recess. I was asked if I would cover the woods on my three days of recess duty. As I was watching vigilantly one day, I realized that there was something more going on than just children occupying an area on our campus for recess. I found that everyday small to large groups of children were creating microcosms of wonderment.
One group used an eroded tree stump as a mortar and pestle to create magical remedies. Another, spent the entire time designing and constructing a lean-to of sorts. Some shelters were erected for children and others for found creatures already occupying the woods. These events opened my eyes to something I was unaware of. That is the unknown beauty of an area of campus I tend to frequent on my own. After visiting the woods on any given day for my own reasons, I was overwhelmed when I discovered that the woods held something that I couldn't see and that is the potential that children always find hidden in things.
On any given day, the woods are filled with beautiful creations and areas of activities not afforded to other school campuses. So when you get the chance, take some time to visit the woods, but make sure that you go soon. The secrets in the woods change everyday.
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10/18/2007
General News
Land HO!
Middle School Land Experience Off to Good Start.
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7/23/2007
General News
Adopt A Minefield Service Project Raises Over $400
Update on 2007 8th Grade Class Service Project
Thanks to the many generous donations made by students, parents and faculty, the GMS 8th graders raised $416 towards the United Nations "Adopt A Minefield" Program. Thank you everyone!
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7/18/2007
General News
Annual Montessori Market
Mark Your Calendar Now!
The annual Montessori Market will be held on July 27th.
Look for our tent outside the elementary classrooms.
Some returning favorites are all ready for you - famous potato rolls, lavendar sachets, apple butter, and more. Plus, you will not believe what the children created from plastic grocery bags.
Our young artists have designed unique gift items this year and are eager to have you visit the market.
Market time: 9:30 until
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3/31/2007
General News
International Festival
The Greensboro Montessori will be celebrating the diversity of our School community on April 10-13, 2007
Our children will experience different cultures around the world during various events throughout the week (Program on reverse side). Displays for various countries will be placed in the gym on Friday, April 13 for children and parents to see. We are expecting performances from the community and presentations from school members. We are also planning to have food items to sample the flavors of the world.
This is an event you do not want to miss! Please mark your calendars and take time out of your schedule to make this
a memorable cultural experience for your child.
To volunteer or contribute items for display, please contact:
Shelley Ireland – 392-6329 or smli@earthlink.net
Karen Keneflick-Massand – 413-7560 or kmassand@litera.com
Program for April 13, 2007
8:40 a.m. Toddlers will visit booths in the gym
9:00 a.m. Remaining classes will go to the gym for the first concert
9:10 a.m. Concert begins with 3 performances Torque, Flamenco dancing, Indian dancer
10:00 a.m. Concert dismissed children return to classes except for primary who will stay to visit the country booths
10:30 a.m. Lower El attends the booths
11:00 a.m. Upper El attends the booths
1:00 p.m. Children return to the gym for 2nd concert
1:10 p.m. Concert begins with 3 performances: Greensboro Folk Dancers, Grade 8 presentation on land mines, Brazilian music
Dismissal as usual
Food Preparation Requirements:
For those willing to prepare food, please label your dish with a 3x5 index card including the name of the item, the region it comes from and the ingredients. We do have children with allergies to certain items so this is very important.
All items should be free from nuts or nut products (including oils and sauces) since we do have children at the school with severe allergies to these items.
Food items from various cultures of the world will be placed in the gym for sampling as the children will visit the booths.
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3/20/2007
General News
Montessori Method Proven in Science Journal!
Scientific study reveals conclusive proof of our teaching method.
Education Week recently published an article about the effectiveness of the Montessori Method and the possibility of using it to reform schools on a national level. Points made included that in order to implement the method you would have to maintain the two components of the method that Education Week credits for it's success; all staff has to have the appropriate training and the whole of the method has to be implemented not just pieces of it.
Education Week cited the recent study published in Science Journal that logs the data proving the effectiveness of the Montessori Method. Click on the link below to download a PDF of the study.
Read more.
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2/27/2007
General News
GMS Students Compete in Regional Spelling Bee
And Win!
On February 13, 2007 three GMS students competed in the Regional Independent School Spelling Bee at The Piedmont School. Jenna Schnitzler (winner of the 3/4 level bee), Olivia Meyer-Jennette (winner of the 5/6 level bee), and Zoe Little (winner of the 7/8 level bee) competed against 24 other independent school students from Guilford County. The alternates, Michael Canziani, Haley Hawkins, and Soren Huette (respective by levels) also came to observe the bee. In the end, Zoe Little stood victorious as the winner of the Regional Bee! Congratulations Zoe!
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12/16/2009
Infant
Car
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3/24/2009
Infant
The Dimension of Infant Simulation: An Area Which We Call the Twilight Zone By: Haley Hawkins
Even as she prepares to receive a baby, become a single parent, and witness the many cute coos and coughs of a newborn, Julie Canziani knows that she is about to enter into the Twilight Zone. She knows, even now, that this will most definitely be a difficult undertaking. However, Julie is not entering into real parenthood, but beginning a 72-hour program called “Baby Think It Over”. “Baby Think It Over” is a program designed for pre-teens and teens. It allows students to have a true-to-life experience of parenthood, by taking care of an infant simulator over a certain period of time. The infant simulator displays needs like a real infant and cries to be fed, burped, diapered, and rocked. The sounds that the simulators make are recorded from real babies, and the erratic schedules that they follow recorded by real parents. However, reality can be surreal at times, so I decided to sit down with three of my 8th grade classmates, some awaiting their turn at being a parent and one recovering from the ordeal.
Julie Canziani is a wonderful student, a great friend, and a responsible person. Even she is nervous about taking on an infant simulator. “I’ve never done anything like this before,” she reminds me, “I’m afraid I’ll run into problems, having to deal with a mechanical baby.” Being a very conscientious student, she also emphasizes the constant care that will need to be provided and the effect that she fears this will have on one of her normal duties as a teenager: homework. “I’m worried about not being able to focus on my homework. I think that having the baby will slow me down. I don’t expect to be very awake and focused this weekend, so it could affect the quality of my work.”
While Julie will not have to go out in public with the baby for the weekend, Sarah Schott, another 8th grader who will be taking a simulator home during the same weekend as Julie, says that she will have to take the simulator out in public in order to complete her previously planned activities. “I am excited and scared about getting the baby,” she told me, “it will be interesting to see what my parents had to go through with me.” When asked how she believes she will feel when having to care for the baby in public, she responded, “I’m scared about it crying in public. I’m sure it will probably be embarrassing. There will probably be people who will look at me weird, thinking I’m a teenage mother.” However, Sarah knows that she will be able to deal with these situations, simply because she believes the program is a good experience for her, no matter what anyone may think.
Sarah and Julie provided interesting perspectives of the “Baby Think It Over” program, but I wanted an opinion and account of the experience, from a student who had already completed it. So, I went to Niki Shumaker, who had gone through the program the previous weekend. She describes her first reaction as being much like Sarah’s, in that it was a mixture of excitement and nervousness: excited about being able to carry “her baby” around and nervous about the difficulties she knew would come. She soon realized, after having to provide care for the baby a few times, that the baby had different cries for each need. She soon started to recognize these cries and could care for her baby more effectively.
The real challenge, though, came when Niki tried to go to sleep. “It was very hard to get up at night and I had to do it a lot,” she says with disdain. “I made it easier for myself by turning a light on to wake myself up and reading a book to calm my frustrations.” “After awhile, though, I became kind of connected to my baby,” she reveals. “I became concerned for it and that was what pushed me to get up so much during the night.” Niki also says that her body adapted to accommodate her baby. “I am usually a very deep sleeper, but, when I had the baby, I would wake up at the least little sound. Even after I gave the baby back, I was on edge for a while, thinking every little sound was a cry,” she explains. Judging from Niki’s experience, I believe that there is an overlooked aspect to the “Baby Think It Over” program. No one would ever suspect that they would become attached to their baby simulator. After all, it is just a machine. Perhaps it is the parental instincts that are instilled in us as human beings that make us care about something for which we are forced to care. Suddenly you enter into a parallel universe and the little alien child that you are convinced is out to kill you, becomes a responsibility you may not want to give up right away. However, the process of taking care of a baby is not any easier because of this, or is it?
While Niki and Julie had slightly different views on the program, one with experience and one without, they both agreed on one thing: it is better to go through the program now than to wait until high school. “I think it is good to do the program as an 8th grader, simply because, while transitioning to high school, the experience will still be fresh on your mind and remembering the experience may help with confronting peer pressure in the future. It may not have as much of an effect if you are already in high school and caught up in the social scene,” Julie explained to me. Niki agreed that the issue of peer pressure is prevalent. “I’ve always known to stay strong with my beliefs,” she says, “and this program enforced that knowledge. I know that I do not want to give up the many future experiences I will have, simply by getting pregnant. I do not have a boyfriend currently, but, if I am ever in a situation where someone is pressuring me to have sex, I believe that I will be able to make the right choice for me.”
As 8th graders, we are aware of some of what we will be facing next year, but our worries are thickly smeared across our minds. As teenagers, we are bombarded with opinions of sex: abstinence, sex with limitations, and indifference. The only thing we have not been exposed to is peer pressure involving sex in high school. If you look at our situation from the outside, you will see that what we need is not an opinion, but rather encouragement to take chances and to know our limits, encouragement to listen to ourselves and to discover what is best for us. We will never make this discovery without experience and experience is what the “Baby Think It Over” program is all about. However, feel free to judge for yourself. Listen to Niki’s insights or Julie and Sarah’s forethought. I’m sure they could shed some light on the dark and creepy subject of the “Baby Think It Over” program. You may realize that the intriguing suspense music in the background fades as you go along. You may even find yourself out of the Twilight Zone, after all.
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3/24/2009
Infant
Movement Opportunities in the Infant Program
Learning Motor Skills in a Carefully Designed Environment
The GMS infant program environment is set up to maximize the infant's gross and fine motor opportunities. Infants have a sensitive period for movement. They are born with an innate desire to move and master control of their bodies; it requires no instruction from caregivers.
The GMS infant environment includes climbing structures, low gym mats and pillows, a pull up bar, and shelves to allow the infants to pull up and stand when they are ready. Our outdoor environment includes a low sand box for climbing in and out of , a tunnel for climbing through, and a low bridge for climbing over.
We also include many fine motor activities for the infants who are ready for them. Objects for grasping, holding, and shaking are placed near a non-mobile infant, while posting, nesting, and stacking work is available on the shelves for the mobile infants to choose.
Infants’ natural movements are never restricted by placing them in containers such as bouncy seats, swings, or walkers. They are never put into a position they cannot get into and out of themselves. Infants roll onto their stomachs when they are ready to be on their stomachs, and infants crawl onto the climber by their initiative alone.
By providing developmentally appropriate movement opportunities and maintaining a safe environment that does restrict the exploration of the infants in the classroom, motor development is allowed to unfold naturally and at the infants’ own pace.
Maria Montessori wrote: When mental development is under discussion, there are many who say, 'How does movement come into it? We are talking about the mind.' And when we think of intellectual activity, we always imagine people sitting still, motionless. But mental development must be connected with movement and be dependent on it. It is vital that educational theory and practice should be informed by that idea.
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Infant
GMS Pare
Congratulations to Andrew McLardy, dad of Andi in Claudia and Zahara's class for qualifying for the 2010 PGA Tour! Andrew finished tied for 23rd at the PGA Tour Q-School event in West Palm Beach, Florida on Monday. We wish Andrew good luck on the PGA Tour!
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10/15/2009
Toddler
Denise, Ericka and Camille's Class Enjoy the Woods
Despite a few rainy days, Camille and Erika's class enjoyed a beautiful picnic in the woods. The children enjoyed listening to Mother Nature’s sounds, bouncing on the bridge and practicing community work by helping to carry food.
The children have been working peacefully learning the vocabulary for this season, such as “orange” and “pumpkin.” They love a song in Spanish that is about washing the hands with soap and water, avery important procedure these days. Also they have been enjoyed being outdoors listening to Pete reading a story.
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4/30/2009
Toddler
Toddlers Love Learning!
Denise and Camille's Students Enjoy Classroom Work
Toddler students' love of learning is evident in Denise and Camille's class as the children pursue their interests with enthusiasm and fun!
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2/20/2009
Toddler
Toddlers Learn Japanese In Their Daily Activities
Hannah A. is able to get the attention of her classmates, Elliot, Ben, Danny, and Francesca by telling the story of We're Going on a Bear Hunt (retold by Michael Rosen) in both English and Japanese.
Hannah demonstrates the ease of learning more than one language simultaneously as she retells the story of Bear Hunt, and also sings songs in Japanese and English. She is able to switch from one language to the other effortlessly. She and her classmates can also follow simple directions given to them in Japanese by Kumiko.
Children from birth to three are able to absorb language without any effort (unconsciously) just by being in an environment where people are speaking their native tongues.
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1/22/2008
Toddler
I Do It Myself!
Written by Claudia Lane-Stafford
“I do it myself!” This is the toddler battle cry. Our toddler classroom is set up to foster independence. The child size furniture and low shelves allow the children to move freely around the classroom and choose work that interests them. As they pursue their interests, work with the materials, and learn new skills, the children discover they can solve their own problems. As they discover the power of relying on their own resources, their self-confidence grows.
Even the youngest children are drawn to purposeful work such as preparing their own snack, feeding the classroom pets, and arranging flowers in a small vase. Meaningful and purposeful work is socially important. Children get a feeling of personal worth when they do meaningful, productive work. They learn that they can maintain their environment and be a useful member of society. The independence and self-esteem that children develop, when allowed to do things for themselves, opens the door for them to discover their full potential.
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10/21/2007
Toddler
Classroom Environment & Group Lesson
By Kelly Wainscott
During January 2007, I had the opportunity to observe one day in Claudia & Kumiko’s Toddler classroom. Once they returned from outside, the students immediately began working in various areas of the classroom. Some of their work included: food-coloring water that demonstrates color recognition and blending colors, playing a xylophone, obtaining their own diapers in their cubbies for diaper changing, scooping rice from a bowl into smaller bowls, pouring water from a pitcher into a glass, feeding the gerbil (Shippo), which means “tail” in Japanese) corn the student picks off the cob, opening and closing jewelry box drawers, putting on and taking off a pair of zippered shoes, listening and interacting with Middle School study buddies who read books, exercising on the climbing apparatus.
The environment was very calm and relaxing. Instead of arguments and the traditional “grab, take and run” technique, these students used their words saying, “My work,” if a second student started to take their work. The student who wanted the work paused and waited patiently for the first student to finish their work process. At that point, the second student realized it was available and started using the work himself.
The block building area is interesting as well. Students build with blocks that have certain shapes on each side of the block. To attach the blocks together to build, the student must match the same shape on two blocks and connect them. If the shape does not match, the blocks will not attach to one another.
Another observation was the fact that older children demonstrated their work to younger students. The younger student carefully and patiently observed the older student to learn the process. Once the older student was finished with the work, the younger student could easily do the same learned work
During the group, Kumiko performed the entire lesson in Japanese which was understood by the students. Kumiko first rang a bell and all students stood still. They all began singing, “It’s Time to Put Your Work Away…and Come to Group” song at which point they cleaned their work areas and sat outside the mat area calmly.
Kumiko first started the lesson with her Japanese puppet (Ai-chan) who says “Ohayo” – Japanese for “Hello” to all students by calling each of their names individually. They then began with musical instrument work. First, Kumiko demonstrated loud and quietly with the full basket of instruments; she made a loud noise and spoke the Japanese word for loud and all students automatically covered their ears. She then said the Japanese word for quiet and students nodded “yes.”
Each student was given a specific musical instrument. Kumiko identified each instrument as she placed it on the floor mat. Kumiko gave a special instruction on how to play the triangle: she muffled the triangle with one hand as she struck it with the bar in the other hand - the students said, “no;” she then placed her hand where the triangle was not muffled and struck it with the bar in the other hand – the students said, “yes!” They knew the sound of the triangle is brighter when held at the string from its top that does not touch the triangle while playing it. This demonstrated sound recognition, fine motor skills and learning the proper way to play the triangle.
Once all of the children had a musical instrument, each student picked them up and formed a line behind Kumiko. They sang a song and played their instrument. Kumiko then said the Japanese word for “stop” and the students stopped playing and stood still. They began again once Kumiko said the Japanese word “play/start.” The children used great listening skills during this process in addition to learning how to play an instrument.
Once the song was over, all students returned their instruments to the basket and sat down around the mat for the book. Each month, a new book is introduced to the students in Japanese (by Kumiko) and in English (by Claudia). Each day’s group lesson is either performed in English or Japanese. For January, the book is Brown Bear, Brown Bear, What Do You See? While Kumiko read the book in Japanese, there was a small stuffed animal that matched each character in the book. Kumiko said their name in Japanese and laid each one on the floor mat. Once the story was read, Kumiko asked a student (in Japanese) to place an animal into the basket. Kumiko sang a song in Japanese, then all students calmly prepared to go outside to exercise.
An example of many of the works that involve multiple stages was feeding crackers to the birds. This work starts with the student placing a cracker into a nut grinder. The child grinds the cracker with a side handle – the cracker falls into the bottom of the glass grinder. Once the cracker is ground, the student takes only the glass part of the grinder (with both hands) and goes outside to pour the ground cracker into the bird-feeding area on the ground. This work involves care for the environment. Additionally, the student has a responsibility which demonstrates that they are am important member of society which builds self-esteem within the student – a very important aspect of the Toddler program. This work also requires careful skill on the part of the student who must carry it outside and back inside without dropping or breaking it; this shows care of objects.
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10/15/2006
Toddler
The Observations of a First Time GMS Parent
By Tom Szott
From the first time parents enroll a child at the Greensboro Montessori School, particularly in the Toddler program, they hear the phrase "practical life skills." Although some may be dubious as to what life skills a toddler can acquire, as first-time parents, we have been impressed and at times amazed at some of the skills that Matthew brings home, as well as what we hear he does in the classroom. While our son has always had an independent personality, for much of the summer he seemed to experience frustration because he could not actually “do” that much. As much as we would like to consider ourselves parents who foster and encourage independence, we now see that what we missed and what Montessori provides is the opportunity, moment by moment and day by day, to practice being independent by trying out these practical life skills.
For instance, let's consider feeding. At home, Matthew was always quick to try out utensils, but Montessori has taken him to a whole new level. We remember being amazed at seeing Matthew’s ability, without even being prompted, to use tongs to get his own snack, sit down at the table by himself (another recently acquired skill), and then when finished to take his GLASS plate to the sink and make his best effort to wash it off.
Social graces are another important area to develop on the road to full-fledged childhood. Matthew learned to wave goodbye relatively early on, but he was often shy with strangers and did not grasp the concept of saying or waving hello. Since starting at GMS, we see him greeting Shirley on the way in, waving or trying to say "hi" when he meets others, and giving plenty of hugs as greetings.
Physical skills are also important in the Montessori philosophy, and we can see Matthew's development here as well. Whether it is the ease with which he now sits in a chair or at a table, or the clapping and thigh-slapping he does in the car when he hears music (or when he just wants to make his own!), we see that the biggest gift GMS is giving our son is an expansion of his experience. While the classroom walls may enclose a small area, and the tools and equipment seem sized sub-miniature, they are providing Matthew and his classmates the opportunity to explore a vast world of skills to help them to survive in and feel positive about the world outside the classroom.
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3/10/2010
Primary
Dr. Michael Ignelzi and Dr. Eiber Sanchez Visit Carmen and Monica's Class
Learn about proper dental health
Dr. Mike from Lake Jeanette Orthodontics and Pediatric Dentistry visited Carmen and Monica's classroom on March 8th to discuss good dental hygiene. The students are studying the human body in their class. Dr. Eibar Sanchez, who is from Peru and also a dentist at Lake Jeanette, accompanied Dr. Mike. Dr. Eibar, a native Spanish speaker, communicated in Spanish to the students in Carmen and Monica's Spanish-immerision class, while Dr. Mike presented in English. This very interactive lesson started with Drs. Mike and Eibar explaining required items for good dental hygiene (toothbrush, toothpaste and floss), and demonstrated the proper method of teeth-brushing and flossing. Each student was able to brush a stuffed dinosaur's teeth to show his or her skills.
Following the brushing lesson, the Drs. showed discussed the various types of healthy and unhealthy foods to eat. The students called out the Spanish names for each item and discussed whether they were good or bad for their teeth. The students already knew many of the Spanish names before Dr. Eibar told them! Once the session about good vs. bad food choices (and the reasons) were discussed, Dr. Mike talked about how teeth are the strongest part of our bodies (even stronger than bones) and how the teeth and mouth relate to the digestive system. Dr. Mike then showed the children a model of a tooth with a transparent view of the inside of the tooth. At the conclusion of the lesson, the students were given new toothbrushes, toothpase and floss along with dental literature for their parents to review. Many thanks to Dr. Mike and Dr. Eibar for visiting!
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1/20/2010
Primary
Great Work and New Students in Isabelle and Syeda's Class
Students in Isabelle and Syeda's class welcomed three new students to their classroom after the winter break. Francesca and Hanna moved up from the Toddler division in January and Alex is new to GMS. The children enjoy washing work in Practical Life while the older children have been busy studying the solar system this winter. CASA students are enjoying their work in the afternoons as well.
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1/19/2010
Primary
Tracy and Evelyn's Class Give to Local Animal Shelter
As a holiday project, the students in Tracy and Evelyn’s Primary class collected pet supplies for the Guilford County Animal Shelter. The students, their families and friends collected a van load of food, toys, bedding, grooming items and carriers for the shelter animals. Thanks to everyone for their participation!
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12/17/2009
Primary
Experiencing Practical Life in Tracy and Evelyn's Class
Practical Life promotes independence, order, concentration, and coordination. The students choose from a variety of works that include: pouring, spooning, scooping, tweezing, stringing, basting, scrubbing, polishing, hammering, screw driving, sorting, and dressing frames (button, buckle, zipper, snap, tying, and lacing frames). Students are able to self-correct their own work by using the class materials. The following images are examples of the Practical Life works found in our classroom. As you can see, the students use real-life tools and breakable materials. Photos include: bubble making, pouring, tweezing, grinding, button frame, table scrubbing, changing clothes, baby scrubbing, hand washing, and hammering work.
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12/17/2009
Primary
Math works in Tracy and Evelyn's Class
Students in our class are introduced to counting, numeral recognition, numeral writing, addition, multiplication, subtraction, division, fractions, measurements, time (clock work), and money. Some of the materials in our room can be viewed in the following images.
The photos are of: linear math chains (skip counting), the 100 board, addition with objects, golden bead addition, division, and the teen boards and beads.
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12/17/2009
Primary
Learning all about Language in Tracy and Evelyn's Class
In language, students are introduced to story sequencing, opposite work, sign language, rhyming, poetry, handwriting, cursive, journal writing, story writing, report writing, rhyming, riddles, phonograms, grammar, and reading.
The following photographs are of students using the moveable alphabet to recall initial sounds, build short and long phonetic words, and eventually sentences on paper.
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12/17/2009
Primary
Evelyn and Tracy's Holiday Party 2009!
We would like to thank all the parents for volunteering their time, effort, materials, and support for our holiday party. The children loved making crafts, snowmen, and dream catchers. Enjoy the photos from this mornings party!
Happy holidays to all! Evelyn and Tracy.
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