Middle School News


GMS Panthers in Soccer Playoffs This Afternoon!
Good luck Panthers!



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Middle School Soccer Games to be Played at Spears YMCA
First game of the season is Tuesday, September 20th at 4:15

This year, all of the GMS Middle School soccer games will be played at the Spears YMCA on Horse Pen Creek Road.  Games begin at 4:15.  Come out and support our GMS Panthers!


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GMS Students Ike Mango and Condi Cantrell Attend Congressional Youth Leadership Program


GMS Middle School students Ike Mango and Condi Cantrell continued their journey through the Congressional Youth Leadership summer experience this year by attending phase 2 of the program in Boston, Massachusetts.  Last year Ike and Condi attended the program in Washington DC.  This was an honor and a tremendous experience for Ike and Condi to learn about the history of our nation's leaders.

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GMS Students Help Protect Endangered Turtles
by Deirdre Kearney

Each spring our 8th graders travel to the east coast of Costa Rica to volunteer with the Programa de Protección de Tortugas in Matina, Limon. The students spend 3 days and 2 nights working with scientists to study and help preserve the leatherback turtles that nest on the coast at this time of year. These huge, ancient reptiles are in danger of extinction due to beach development, poachers, and other human threats.

At night the students take 4-hour shifts, scouring a 6-kilometer stretch of beach in search of turtles laying eggs. Working with a trained guide, they help collect turtle eggs as they are being laid. They measure and tag the turtle, record its position on the beach, and then carry the eggs, ever so gently, back to the research station. There the eggs are re-buried in nests for incubation in a hatchery.

During the day the students help create new hatcheries: clearing land, raking and sifting sand, and marking the incubation grids. They also build fences around the hatcheries - to protect the eggs, the hatchlings, and the future of the species.



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GMS 8th graders Evan Benson and Daniel Kilmnik inducted Into American Hebrew Academy's Prestigious Honor Society.


The American Hebrew Academy Honor Society, an international honor society that acknowledges exceptional 8th and 9th grade students, announced today that GMS students Evan Benson and Daniel Kilmnik have been inducted into the Honor Society based on their demonstrated excellence in academics, athletics, the arts, leadership and service to their communities.  

Along with the other students who have been inducted into the Honor Society, Evan and Daniel were invited to attend a Scholars Weekend at the Academy over the weekend of March 25-27 at the Academy's100-acre campus, located in Greensboro, NC where they were presented with an award certificate and participated in exceptional leadership programming.

Evan and Daniel also have the opportunity to compete for one of five renewable, $20,000 annual merit-based scholarships that will be applied toward the cost of tuition to attend the Academy.  Congratulations Evan and Daniel!



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Middle School Land Trip
Great week at The Land March 15th - 18th, 2010

The middle school students enjoyed another 4-day trip to the Land March 15-18.  The trip had been re-scheduled from early March due to the inordinately cold weather we experienced in late February and early March.  

Students prepared for the trip by salvaging materials from the structure that was damaged by a wind storm in February and starting a second structure on three Fridays previous to the trip.  Faculty designed activities related to making use of the salvaged materials, permaculture at the Land, tribe iconography, and an in-depth viewing and discussion of “Schindler’s List” as part of our continuing Possibilities curriculum focused on the 20th century.

During our stay, students worked really hard to remove the damaged structure, and they basically completed a second sleeping structure.  No students slept in tents this time as we now have enough space in our sleeping structures to house the entire middle school.

Each of the three tribes met in their areas where they have planted gardens and created pottery icons to identify their spaces.  The tribes made great use of the fire pits that were created and improved during our November visit, and did a variety of tasks at each site to make them more workable.

On Monday and Tuesday nights, we viewed and discussed “Schindler’s List” in the Retreat Center and examined not only the events depicted in the film, but also the character of Schindler, and Spielberg’s cinematography. On Wednesday night, we made use of the Community Fire Pit for the first time, celebrating the Irossetnom Nation’s collaborative effort.

Students have created models and designed an obstacle course for Lower El students which will be made from the salvaged pvc pipe that cannot be used on the structure.

Menus were improved to include grilled chicken and potatoes on this trip, in addition to our staples of chili and spaghetti for evening meals.  Breakfasts at the campsites included a special green pancake meal on St. Patrick’s Day.

We were greatly impressed with the strong collaboration and effort put forth by the students to improve our Land site.  The insight of our students in discussing the Holocaust in the evenings after a long day of work was also impressive and, once again helped remind us all of how important it is to gain practice in creating and maintaining an intentional community based upon respect and good will.



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Middle School Field Trip Dates


6th grade travels to Charleston April 18th - 23rd
7th grade travels to Arizona April 18th - 23rd
8th grade travels to Costa Rica April 16th - 25th

Middle School students have been busy raising money for their field trips by selling GMS t-shirts and sweatshirts.  Don't forget to come to the Middle School Yard Sale on Saturday, March 20th from 7 am to Noon in the Gym.  Donations gladly accepted on 3/12, 3/15 and 3/19 before and after school.


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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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Holiday Markeplace 2009 A Big Success!
Students raise over $660 for field trips

On Thursday, December 9th, the GMS Gym was bustling with activity as the Middle School hosted its annual Holiday Market Place.  Students and parents alike shopped for hand made crafts, treats and holiday goodies all created, marketed and sold by our Middle School students.  Market Place gives students the practical life experience of choosing a business partner, soliciting funds, producing goods, advertising and operating their own small business.  Students pay rental, advertising, "utility fees and taxes" so they truly understand what it costs to run a business.  Fees and proceeds from their sales help offest the cost of the end-of-year field trips.

Congratulations to all the Middle School students for a very successful Market Place!

GMS Middle School Students Vist United Nations
Participate in the Global Citizens Action Project

Each fall, the 8^th graders are given the opportunity to travel to New York City to attend a youth conference about the workings of the United Nations. This conference is called the Global Citizens Action Project. The students meet with other middle school students from around the US and neighboring countries to hear from various NGOs (Non-Governmental Organizations) about the humanitarian work their organizations are doing in all parts of the world to create better living conditions for people.  The students also visit a mission of one of the member nations of the UN to speak with that nation’s delegate and get a tour of the UN. While at the UN, the students get to eat lunch in the delegates’ dining room overlooking the East River.

This year the students heard from several NGOs: Pennies for Peace (building and supplying schools in Afghanistan and Pakistan); the Rainforest Alliance (preserving the rain forests of the world from deforestation); 350.org (an organization to promote awareness of the amount of carbon emissions in the atmosphere); UNICEF (supporting children with medicine, clean drinking water, school and recreational supplies); Woman’s World Banking (banks that make small business loans to women who want to begin supporting their families financially); and Children’s Movement for Creative Education  (supports children from war torn or natural disaster areas in expressing their experience through artistic outlets).

Our mission visit took us to the mission we requested – Afghanistan.  We met with their UN delegate and heard about his life and the Afghan culture.  He expressed appreciation for the US support in helping his country in their attempt to become free of the Taliban, and getting back to their pre-war state again. The students asked many questions such as: What is the general political and social climate in the country?   How has life changed in Afghanistan since 9/11 to today?  What is school like for students in Afghanistan? 

During the tour of the UN, the students got an overview of the structure of the UN.  They got to see the General Assembly in session, to learn about the history of the UN, to find out what languages are the official 6 languages spoken at the UN, to see incredible gifts of art given to the UN by various countries, to find out about the UN Peacekeeping troops, to see disengaged landmines, and to read a summary of the UN Convention on the Rights of a Child.

As a final experience, all the students at the conference met in small groups to decide what cause they felt was the most important to support during the coming year. The students, as a whole, decided that climate change was the most important issue to support since global warming is reaching a critical point. 

Tipi Demonstration
Middle School students study tipi construction

The middle school Fox tribe invited two tipi experts to teach them the art of tipi construction. The tribe is considering using tipis as shelter at the Land Laboratory next year.
The tipis that were chosen are special in that they are constructed of materials that are all considered waste by others. The bamboo for the poles is an invasive species here in Greensboro and was harvested locally. The covering consists of discarded lumber wrappings and discarded webbing.
The tipis were set up on the soccer field so that they could be shared with the younger students at GMS. Students in the Primary and Upper El divisions came out and learned about tipi life from the middle school students.

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Sweet Peas for Spring - Middle School Permaculture Design


What happens when you give a group of GMS Middle School students a task (create a trellis for peas), four 2x2's, three nails, some nylon netting, and a drill?  They create art that's functional!

That's precisely the experience that the Fox Tribe had during their Permaculture Design and Gardening class.  Now that spring is upon us, it is time to put in delicious sweet peas.  Peas love to climb, thus arose the necessity of the trellis.  The Middle School students were given the materials, and allowed to let their imaginations run wild.  All had excellent ideas.  Two groups came up with a tipi, which was more effectively implemented with bamboo poles.  Another designed an artful rendition of an upside down A, while yet another group wanted to see if a simple pole in the ground would work.  The students ended up creating two of their own designs, and two conventional rectangle-framed trellises.  All in all, it was a valuable learning experience.  The next step is to recreate what was learned for building structures on the land....

To demonstrate that this was truly a collaborative effort, students from Upper Elementary planted peas, chard, and radishes along the trellises, including peas sprouted by Eleanor and her students while studying the agriculture of Sumeria.

This project was carried out thanks to the expertise of Charlie Headington and his college interns, Brittany and Christian, as well as our own Pete S.

"Children indeed love flowers, but they need to do something more than remain among them and contemplate their colored blossoms.  They find their greatest pleasure in acting, in knowing, in exploring, even apart from the attraction of external beauty."  ~Dr. Maria Montessori



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Students at GMS will have a deeper understanding of their education because they use it, feel it, and touch it during their experiences at the Land Laboratory. They will form extraordinary bonds with each other and nature as they become self-reliant citizens of the world and stewards of the earth.

The Middle School students and teachers are looking forward to their next visit to the Land Laboratory. In class recently, students worked with experts from the Haw River Assembly and learned the history, geography, and current condition of the Haw River. The Haw River Assembly monitors the quality of the Haw River and its tributaries and works to educate independent teams who then monitor water quality at a specific site and report data.

Next week, at the stream on the Land Lab, students will be trained in the monitoring techniques. They will identify flow cycles, judge creek banks, and examine the creek bed. They will collect and identify macro-invertebrates and determine their condition. They will learn to record and report their data accurately. Since the creek that flows at the Land Lab is part of the Haw River system, the data collected by the students will become part of the official data that is analyzed and reported by the Haw River Assembly annually.

Students have also been working with their tribes to develop plans for the week. Tribes continued their reflections of the previous land experience, and planned their meals and shopping lists. Several building projects are planned including tipi construction and bench making. Art projects will include mosaics and wood burning design and will make campsites more welcoming and unique.

The spring weather should bring new benefits and challenges and all will be welcomed!



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March Land Experience
At the GMS Land Laboratory

Students at GMS will have a deeper understanding of their education because they use it, feel it, and touch it during their experiences at the Land Laboratory. They will form extraordinary bonds with each other and nature as they become self-reliant citizens of the world and stewards of the earth.

The Middle School students and teachers are looking forward to their next visit to the Land Laboratory. In class recently, students worked with experts from the Haw River Assembly and learned the history, geography, and current condition of the Haw River. The Haw River Assembly monitors the quality of the Haw River and its tributaries and works to educate independent teams who then monitor water quality at a specific site and report data.

Next week, at the stream on the Land Lab, students will be trained in the monitoring techniques. They will identify flow cycles, judge creek banks, and examine the creek bed. They will collect and identify macro-invertebrates and determine their condition. They will learn to record and report their data accurately. Since the creek that flows at the Land Lab is part of the Haw River system, the data collected by the students will become part of the official data that is analyzed and reported by the Haw River Assembly annually.

Students have also been working with their tribes to develop plans for the week. Tribes continued their reflections of the previous land experience, and planned their meals and shopping lists. Several building projects are planned including tipi construction and bench making. Art projects will include mosaics and wood burning design and will make campsites more welcoming and unique.

The spring weather should bring new benefits and challenges and all will be welcomed!



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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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Middle School Rock-A-Thon
By Middle School Staff Writers Sarah Schott and Olivia Meyer-Jennette

On the night of February twentieth, eleven middle school students gathered in the GMS library to participate in a Rock-A-Thon. The Rock-A-Thon is an annual event that raises money for a charity that the participating students choose. The students bring rocking chairs and food, and settle in for a night of movies, candy, and community building. This year, the participants: Olivia, Grace, Emma, Jenna, Melisa, Maggie, Sydney, Kory, Rebecca, Haley, and Ryan raised $1,214. They decided to donate their profits to the Middle School field trip fund.

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Crime Scene Specialists Present to Middle School
Students Are Studying The Science Behind Forensics

What happened at the Montessori School? Did you see the Crime Scene Van there? Wednesday, March 11, 2009 at approximately 8:15 a.m., students entered the building to find Crime Scene Investigators, Patricia Caffey and Teresa Ketner, working in the library. There was a skeleton on the table and bullets in bags! What had happened??

Don't worry! Forensic Specialists were on campus to share information about their career. Middle school students study concepts related to anatomy and physiology, mathematics, physical science and chemistry through forensic science simulations.

So far this year, students have been studying microscope skills, cell biology, the chemistry of living things, DNA, protein synthesis, skeletal comparisons, and fingerprint analysis.

Over the next few weeks, students will explore blood spatter analysis, create composite sketches, and try their hand at forensic facial reconstruction. Students will also participate in crime scene scenarios where they will be working with fingerprint and handwriting analysis, fiber analysis, and drug chromatography, among other things.

Students and teachers were very impressed with CCSI Ketner and Caffey's presentation. Thank you both for sharing information about what you do. You are appreciated!



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Middle School Physical Education – Modern & Contemporary Dance


To provide a comprehensive and unique program, we introduced dance into the Middle School P.E. curriculum this year. We are fortunate to have a knowledgeable and experienced dance volunteer, Melanie, who attends UNCG in the Master’s of Dance program. Once specializing in Jazz, she now focuses on Modern and Contemporary Dance.

Students will participate in eight dance classes total until the end of the year. After the first class, students have learned the history of Modern Dance, stretching techniques, First and Second Position, and some basic dance moves.


Students also learned the value that dance can have in physical fitness, sports, and core muscle conditioning. The students have enjoyed the instruction so far and their reactions have been very positive. The next class will be March 18th and 19th.


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Middle School UN Trip Follow-Up


Global Citizens Action Project

For the past 6 years, the 8th graders at GMS have been invited to go to New York City to learn more about the workings of the United Nations. The program in which they participate is called Global Citizens Action Project ( formerly Youth Visits the United Nations.) This program lasts for 4 days, around the annual United Nations Day which is Oct. 24th. The Program was started by Ruth Selman, a retired Montessori teacher who served as the American Montessori Society NGO representative to the UN for many years until she retired to Florida 3 years ago. This fall nine 8th grade girls participated, along with 2 parent chaperones and Nancy Hofer, the GMS Associate Head of School and former AMS board member.

The Program begins with a day and a half of workshops given by several UN NGOs (Non Governmental Organizations). This fall the participants heard from NGO’s such as: The Rain Forest Alliance, Adopt a Landmine, Women’s World Banking, UNICEF, Children’s Movement for Creative Education, Amman Imman, and Roots and Shoots. The students were also given the opportunity to tour the UN, to eat lunch in the UN Delegates dining room, and to speak with a UN delegate. This year the students met with Mr. Mohammmad Khazaee, the UN delegate from Iran. The students asked questions such as:

-How have the recent wild variations in oil prices effected the government, the economy, and the morale in Iran?

-What are the prospects for improved relations with Israel?

-Why have they pursued a nuclear program in the face of international sanctions? (and while they seem to lots of oil)

-Much of the population of the country is really young? How does that effect planning for the future of education, healthcare and the economy.

-What would be the greatest benefit of more international interaction for Iran?
-What do you see as Iran's greatest gift to the world of the 21st century?

-What do you think about the memoir “Persepholis.” (The students read this memoir of an Iranian girl last year.) I was fortunate to be a chaperone to nine 8th graders along with another parent and Nancy Hofer this year for the GCAP program in NYC. The GCAP program expands upon Montessori principles of caring for the environment around you but expands this to include the world. Different UN organizations gave excellent presentations about how they work to help different countries with their needs. One of the greatest needs is water -- something we don't normally think of not being readily available. There are places in the world where people live on less than a cup of water a day -- and that includes drinking, bathing and washing their clothes.

The schools that participated voted to support the UNICEF organization, who work to help children obtain medicine, food, and water. Our students participated in “Trick or Treat for UNICEF.” They will also create a fundraiser to support the Amman Imman organization. Amman Imman raises money for the Azawaks people who live in Niger. They are the poorest people on earth and have the least amount of water on earth. The students will be raising money to support digging a borehole in the Azawak region to provide water for their people. Digging a borehole in this region costs $175,000. because the hole has to be at least 600 feet deep to get to a water source.

On the nights the students were free to explore NYC, they shopped, ate dinner where they could get a view of the top of the skyscrapers at night, and went to an innovative performance by an Argentinean dance company, De La Guardia, called Fuerza Bruta. One lunch was eaten at an Ethiopian restaurant, “Queen of Sheba”, which the students recommend to everyone.

The parents that chaperoned were impressed with the leadership skills of the GMS students, whether the students were leading a small group activity or standing before all the students at the conference and leading a presentation of a collaborative activity. The photos included give an idea of the collaborative activities and presentations.

Below are comments about the experience from the parents, Sandra Shumaker and Ashley Williams, who helped chaperone.

“I was fortunate to be a chaperone to nine 8th graders along with another parent and Nancy Hofer this year for the GCAP program in NYC. The GCAP program expands upon Montessori principles of caring for the environment around you but expands this to include the world. Different UN organizations gave excellent presentations about how they work to help different countries with their needs. One of the greatest needs is water -- something we don't normally think of not being readily available. There are places in the world where people live on less than a cup of water a day -- and that includes drinking, bathing and washing their clothes.

Our group visited the UN and then went to visit the Iranian mission. This was the first time a group had visited the Iranian mission and it was fascinating. The gentleman with whom we met allowed the girls to ask a number of questions. We learned a great deal about Iran, its people and their culture. We appreciated the length of time he spent with the group and the number of questions he answered.

Overall, I felt this was an excellent trip that allowed 8th graders to learn more about the world. It challenges them to think about how they can help the global community.”


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Middle School Students Get Global Perspective at the United Nations

By Ashley Williams

The next time you hear of a travel opportunity to chaperone students of GMS, please take it. Many business professionals would be envious of the opportunities for learning more about our world on the recent Middle School Trip to the United Nations as part of the Global Citizenship Action Project (GCAP). But more importantly, watching the engagement and poise of our group as compared to schools from Denver, New York City, Miami and Palo Alto, would make you quite proud of your education choice of GMS.

The following eighth graders attended the session along with assistant head of school Nancy Hofer and parent chaperones Sandra Shumaker and myself for this three-day event: Mary Kathryn Craft, Julie Canziani, Hannah Kausche, Bettina Lluhi, Sarah Schott, Nikki Shumaker, Erica Tolin, Spencer Williams and Ellen Worth. The students attended daily sessions by the top leaders of six leading organizations and had the opportunity to ask questions of the presenters. Not only did the students listen to the sessions, but they used this opportunity to hone their note taking skills to be able to share their newly-gained knowledge with their fellow classmates when they returned. Here were some organizations they interacted with, and a few fun facts they learned.

* Women’s World Banking helps women in over 30 countries secure small loans of $100 to $150 with interest of 4%. Would you believe their payback rate is 98%? Why do they only provide loans to women? Their search shows that women put more money back into the community. Women spend $.75 of each dollar they make on their homes and children whereas men only spend $.58.
* Roots and Shoots is the youth program of the Jane Goodall Institute which teaches respect for living things and inspires others to take action to make the world a better place.
* UNICEF leaders shared with the group that 25,000 children die daily due to preventable diseases. In fact, it was this organization that the students selected to support and create local action projects with this year. Stay tuned for more information on this.
* The Climate Project leader who was trained by Al Gore talked about the biggest story in the last 2,000 years—the world population growth explosion. Of the 6.5 billion people today, 2 billion are under the age of 14; 3.5 billion are between ages 15-64; and 1.0 billion are older than 65.
* Children’s Movement for Creative Education and their founder Elana Havis helped NYC students closest to the 9/11 incident produce a video of what they saw to overcome their fears and work through their grieving process. She shared the video with the group, and all were powerfully moved by it. Then, she had the students divide into teams to create logos for a cause they felt strongly about and present them.

Imagine your child in front of the Marriott Marquis podium in NYC at age 14 making a presentation to a group of more than 100. One of the chief organizers told me how impressed she and her colleagues were with the presentations. She said one student even gave credit to each team member by name while sharing their individual contribution to the logo. I smiled and said, “That was Bettina Lluhi from our school. I will tell her how impressed you were of her.”

The trip to the UN included a visit into the General Assembly where each country sign was proudly displayed. The team learned how they decide which countries get coveted positions in the seating arrangement in that vast room. They use a lottery to pick the country to sit in front each year, and then go in alphabetical order from the selected country. Upon leaving, the students got to touch a statue from a church that had been buried and only partially exposed to the elements from the atomic bomb. Later, they sat in the same dining hall where UN delegates ate and feasted on Asian delicacies, including duck’s tongue.

That rainy afternoon, we all headed to our mission---the permanent mission to the Islamic Republic of Iran to the United Nations. The GCAP leader told me on our walk that Nancy Hofer always requests the most interesting missions. “We never thought we would get acceptance into the Iran Mission,” she said. “We’ll see what Nancy comes up with next year.”

The Iranian delegate, Mohammad Khazaee, spent over an hour with us at a formal 20-seat mahogany dining table. He said that he had hoped that we would meet with the Ambassador to Iran since he was in town, but he was held up in meeting with their president. He said, “Please do not hesitate to ask questions. No question will be offended. We are quite open people.”

Mr. Khazaee described his county as being “in a difficult neighborhood but getting along well with neighbors.” He said, “My country is looking for better relations in the world and wants better relations with the United States.” He called the relationship between the US & Iran as “a big misunderstanding.”

What a tremendous learning opportunity this trip was. I feel quite fortunate to have witnessed it first-hand. Please stay tuned for more news on the local GCAP project at GMS, AMMAN IMMAN, to do your part on making a difference. Your children already have.







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Tour of Charlie Headington’s Permaculture Garden
Permaculture in Action

On another brisk winter day, members of the Wolf Tribe in the Middle School had a unique opportunity to visit the gardens of Dr. Charlie Headington.

Here, they observed first-hand numerous examples of the practical application of the Permacultural design concepts that they have studied. For instance, a key aspect of Permaculture includes the conservation of limited resources, such as water. Charlie employs a number of water-saving strategies, such as careful irrigation, as well as a water catchment pond, which also serves as a habitat for animal life.

Charlie’s garden has a number of perennial, edible plants, including 17 different types of fruits. Pointing to a beautiful lattice of intertwining trees, he noted that they were apple trees that had been grafted onto each other to maximize the growing space.

Following the tour, the student’s were able to test Charlie’s culinary skills. He had prepared cornbread from locally-milled cornmeal, and included peppers that the Wolf Tribe had pickled themselves. Judging from the empty plates and satisfied smiles, Charlie’s cooking was a success!

While the visit to Charlie’s garden was largely to observe and interact, at the GMS gardens, students have an opportunity to put gardening skills and horticultural knowledge into practice. Unique to Middle School, the students study Permaculture design principles, such as companion planting, composting, and pond-building, and then put these into practice as a group. This is a working garden, and the students emerge with more advanced skills in cooperation and leadership, not to mention the practical aspect of growing one’s own food.

We would like to thank Susan K. and Christy A. for accompanying us on this trip and providing transportation.


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Middle School Fox Tribe Supports Hampton Academy


The Middle School Fox Tribe finished up their community service by writing reflections about their experience at Hampton Academy. Our students went to the elementary school and assisted teachers and students in a variety of ways. Below are excerpts from their reflections, which they chose to share with the GMS Community. Enjoy!

“When I first went to Hampton Academy I did not know what we were going to do or what it was going to be like… Going to Hampton Academy made me feel very fortunate. All the kids there were so uplifting because they were just so happy to go to school and get lunch… Walking out of Hampton Academy on the first day taught me how to accept people better.”
-Elizabeth

“I really liked how they had drawings and quotes around the school, because it encourages you to do good things… I had the privilege to help first and second graders. I think they learn a lot there and I hope to go back one day… I think Hampton is very different from our school, and they discipline a lot more than us… I thought it was a very good experience, and I learned a lot from it.”
-Erika

“I then accompanied half of the class to P.E, which took place in the same room that they ate lunch. I felt bad for them not having a proper gym, and I feel lucky at GMS.
-Marlee

“I helped teach a lesson. I really enjoyed this because the kids looked like they were having a lot of fun… I really liked Hampton, and although I thought some of the teachers were a little too harsh, I enjoyed spending time with the kids there.”
-Gabi

“I began to feel the ache in my chest again. Outside of a domineering presence, all of the kids were brimming with smiles, tricks, information, and just little kid stuff that they had to express. It made me so happy that I could be there for them… My only regret was that I couldn’t stay longer, and be with more of the kids.”
-Olivia

“Some of the kids were difficult to control, and some of the kids were very calm and welcoming. I enjoyed going to help there.”
-Daniel

“All the kids were so much fun to be around. They were all energetic, and happy, and made me laugh… Both of the classes we spent time with were kindergartners, but probably knew more than I did about Lil’Wayne and Chris Brown [rappers], and were by far better dancers than me. I’m glad I got to spend time with them, and we got to teach each other.
-Sarah

The school and teachers liked to talk about and enforce leadership… Although Hampton is a normal school, it is very different than ours [school]. The teachers are stricter, and less hands on, especially in the higher grades. The classes at Hampton are much larger, and the students get less attention. This is not necessarily a bad thing, as it means the students will learn to be independent.
-Pablo
“I think that we really helped some of the students. I could see that some of the teachers were really helped by us too… The second teacher we helped wanted to come and visit Montessori, and wanted to use methods like ours… Generally, though, they [the teachers] wanted to get the point across, and were more strict.”
-Ryan

“I think it was very fun to work with little kids. Most of them were very nice, and enjoyed being helped. I have gone to public school before and I can relate to the kids at Hampton Academy. The kids at Hampton Academy were very glad that we were there and helped them with their homework… I think it was very fun to follow the kids at Hampton Academy to their classes.”
-Erica

“The kids I had were a pleasure to work with, because they just liked you from the moment you walked in the door. For example, I knew this little girl for about a minute, or so, and we were in line for lunch. The girl said, ‘I want to hold your hand for line’. It was very sweet, and it made me feel good.”
-Ellen



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Extending the Growing Season
Gardening with Upper Elementary and Middle School Students

On a brisk Friday, Middle School and Upper Elementary students took advantage of a sunny afternoon to plant varieties of collards and broccoli. They also engaged in a number of maintenance activities, such as preparing beds for the cold months and planting ornamental plants to beautify the environment.
The collards and broccoli are cold weather plants and so naturally resistant to the cool months. In addition, the students learned that planting them in cold frames can help them survive the winter and produce in early spring. The Middle School brick wall acts as a heat sink, trapping the sun's energy and releasing it slowly as heat throughout the night.
Each student has an important role in the garden. They all discover that they have unique talents and skills to contribute. The Permaculture Garden provides a prime opportunity for the students to have structured outside time wherein the results of their labor are tangible and often delicious.

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Middle School October Land Experience


Middle School students need challenging work—both physically and intellectually. Recently at the Land Lab there were plenty of opportunities for both.

Some of the work is obvious to a visitor. The Fox tribe came prepared with specific plants that provide food and shelter for the types of butterflies that come through the Piedmont. During the week, they cleared an appropriate site of weeds and grasses, determined the placement of plants to give each one the sunlight it needs, and removed the tough roots of some invasive plants. The Chipmunk tribe constructed a shelter for their food area using their math and measurement skills to ensure its structural integrity. The Wolf tribe built a new cooking area for their site that allowed them to cook and sit around their fire without being covered in smoke. The Hawks transformed the gear box they built earlier into a dual purpose gear box/table complete with a hinged top.

From the concentration on the faces of the students during the projects to their fatigue at the end of the day, their hard work was obvious.

In addition to the projects comes the practical life work that is such an important component of the Land Lab experience. The students must eat and sleep as well, and they prefer to do so as comfortably as possible. For the sixth year students, this was their first overnight experience at the Land Lab. With a lot of guidance from seventh and eighth year students and some lessons learned on their own, they became acquainted with the excitement and challenges that the Land offers. They learned how to set up tents, prepare meals, cook over a fire, gather firewood in an ecologically sound way, clean dishes appropriately, and divide tasks among the tribe members.

The part of the Middle School Land Lab experience that is not so obvious to visitors is the problem solving and conflict resolution that occurs. Problems and conflicts arise on the Land. Firewood gets wet if left out overnight. Tents get torn. People forget to do their chores. Dinner gets burned. People get tired. Expectations and directions are misunderstood. People have different ideas about how tasks can and should be completed.
The intellectual work that is required to solve problems and the emotional work that is required to resolve conflicts is not as easy to see as the physical work. Cooperation is essential to every meal, every tent, every project and for each task, a different leader might emerge. Conflicts arise but they are often not obvious because resolution so naturally follows for these students.

Reflection was abundant—these students know how to learn from their experiences, whether they are successful or not. They have wonderful, productive ideas for overcoming any challenge and are committed to working together. They are already making plans for their next trip to the Land.

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The Chipmunks are so Mighty!
Middle School Land Lab Chipmunk tribe meets all land goals.

The Chipmunk Tribe had an amazing week at the land. We not only met our goal of building our food area structure we went on to create other items on our list. By the end of the week there were benches, a pots, pans & dishes rack, and a shoe rack.

More importantly, the tribe began to work independent of the tribe leaders, Nancy Hofer & Jon McLean as early as Tuesday afternoon. The image gallery below shows what the students created as well as shots of them working in a group or groups problem solving and thinking critically about the project at hand. The intensity of their thoughts are reflected in the close-up shots of each tribe member. The shots of the entire group capture their process for creating and completing the shoe rack.

The tribe is considering forming a construction guild and offering our skills to the other tribes in exchange for their skills with cooking, gardening, etc.


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Everything's Gonna Be All Right
Middle School Student Wins National

In 1989, Bruce FaBrizio and Simple Green, maker of environmentally safe cleaning products, founded the EGBAR Foundation. EGBAR is an acronym for Everything's Gonna Be All Right. The foundation is funded by a percentage of Simple Green sales, which goes toward a national education curriculum that teaches children about the environment and how to care for it. The EGBAR Foundation is making a difference by teaching everyone to “Think Globally, Act Locally.”

Recently, the EGBAR Foundation held a student essay contest. Hundreds of participants from around the country submitted essays describing what they would do to “green-up” and clean up their schools if they were chosen to be principal for a day. Ten lucky and talented students were chosen as winners, including our very own 8th grader, Niki Shumaker!

Thanks to Niki's insightful essay, which reflected her drive to make a difference as a responsible global citizen, GMS will be the recipient of a year's worth of Simple Green cleaning supplies.

We're proud of you Niki! Thanks for making a difference and spreading the word on the importance of environmental stewardship.

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Lewis and Clark activity a great success, Next Middle School Land Laboratory planned for October 20-23


Lewis and Clark

This year's first Middle School trip to the Land Laboratory, scheduled for the beginning of the school year, was interrupted by Hurricane Ike. Since a terrific Lewis and Clark activity was planned, the Middle School students and teachers went for a day trip instead.
In class, students had studied Lewis and Clark and thought about the obstacles they may have faced. They talked about geographic features and weather conditions as well as food options and illnesses. They wondered about what it must have been like to go into a place you knew very little about.

Students arrived at the Land Laboratory armed with maps from different time periods. They compared the maps and discovered how the names of places had changed over time. They discussed how places were named and connected these naming practices to local places around Greensboro.
They learned how to use compasses and drew maps based on their compass readings, pretending that the creek on the Land was the Missouri River and using it as a starting point for their maps.
The students were given some of the actual journal entries of Meriwether Lewis and William Clark and they split into teams to explore them further. They discussed other people that Lewis and Clark encountered during their expedition and the interactions, assumptions, and solutions to conflicts between the explorers and the Native Americans.
The students learned that President Jefferson was very interested in the animals that Lewis and Clark encountered. They reviewed the taxonomy we use today that they studied while in Upper Elementary and discussed the importance of accurate descriptions. They practiced with "mystery" plants and animals and used descriptive language in a way that would lead other students to guess their plant or animal correctly.
When asked whether she enjoyed the Lewis and Clark activities, one student responded that she did because she realized at the end of the day that she had learned a lot without just hearing about it.


Upcoming Middle School trip to the Land Laboratory

The next Middle School trip to the Land Laboratory is planned for October 20-23. During these four days and three nights, the Middle School students and teachers will live, eat, learn and play together.
Currently, the Middle School students are reading "The Education of Little Tree" and participating in literature discussions. They have read and talked about Native American history and the acute observation skills used by the characters. Through their reading, they have been introduced to new vocabulary for water systems, herbs, and the phases of the moon. At the Land Laboratory next week, they will be able to utilize this new vocabulary as they explore the creek and the terrain and determine the current phase of the moon. They will practice their own observation skills and come to understand what life might have been like for the characters in the book. It is likely that people with a culture similar to those in the book lived on the land that is now our Land Laboratory!
In science classes, students have been exploring the question "What is life?" At the Land Laboratory, they will encounter an array of life. They will discuss producers, primary consumers, and secondary consumers and will be able to see how the web of life connects directly to that particular ecosystem.
During this particular trip to the Land, the students will also have a unique opportunity to learn from an expert on bats. Renowned bat expert, Dr. John Bowles, will give a talk about bats and students will have an opportunity to use instruments that convert the sounds that bats use in echolocation to a frequency that humans can hear. The curiosity that is ignited can be brought back to the classroom and motivate the students to seek answers to their questions.

Practical life skills will also be an important part of the students' experience. Each tribe will be responsible for purchasing and feeding their members for the week based on a budget. They will need to use what they have learned in Permaculture and Culinary Arts to create their meals around locally produced foods. Each tribe also has a special tribe project planned that will enhance future trips to the Land Laboratory.
As in class, there will be times when students will be guided by their own interests and they will have opportunities to pursue these interests. Materials such as compasses, magnifying glasses, field guides, and knowledgeable teachers will be available for them. The site used for Archaeology camp this summer will also be open and available for those who want to learn about the tools and techniques that archaeologists use. During their explorations, they may make the types of spontaneous discoveries and connections that Richard Louv discusses in his book "Last Child in the Woods".

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Food For Thought
Middle School Culinary Arts

The Middle School Restaurant has shifted its focus this year from one of production and fundraising to one of integrated learning and making connections. We call it Culinary Arts: Food For Thought.

Slow Food Piedmont Triad best describes this class' intentions with a statement on their website. "We believe that preparing, sharing, and tasting food is one of the greatest joys of life. Knowing and buying from your farmer connects you to and conserves the land. Buying local organic food and growing your own is even better. With each mouthful we enjoy the flavors of our region, renew our health, and secure our future."

Students participate in the GMS Culinary Arts program based on their tribe membership. Each tribe will participate in four sessions.

Session 1 is titled Sensible Food. During this class students focus on nutrition and the developing brain and compare "slow food" with "fast food." They research local, seasonal foods and local farms. They may even have the opportunity to visit a farm or farmers market. Some students may have the opportunity to hear a speaker from the group Slow Foods Piedmont Triad.

Session 2 is titled From Garden to Table. During this class, students visit one or two local farms. They have the opportunity to meet and talk with farmers in person and to learn about nature and agriculture firsthand. Students also share favorite family recipes and plan dishes to prepare during the next two sessions.

Session 3 is titled The Basics. Students learn about "Fight Bac," the four step process of fighting off bacteria that cause most food borne illnesses, and relate this information to bacteria specimens observed in science class. Students review basic knife techniques to prepare snacks and then practice advanced techniques to create garnishes and hors d'oeuvres.

Session 4 is titled Piedmont Traditions. This class is the culminating experience for students in Culinary Arts where the students prepare and share a meal.

The Hawk Tribe was the first group to participate in the class. They chose to visit Homeland Creamery, a family owned and operated dairy in Julian, NC. Beautiful views of the family farm were seen while taking a hayride pulled by the farm tractor. Students bottle fed a baby calf, practiced hand milking on a “simulated” cow, and took a first-hand look at the milk parlor. The group left the farm with a better understanding of how milk gets from the cow to the grocery store. Of course the best part of the trip was when everyone got to sample the delicious creamery made ice cream. Yum!

Hawk Tribe members did a great job making an assortment of appetizers and hors d'oeuvres such as: cucumber boats stuffed with homemade herbed goat cheese spread (using herbs from the GMS gardens); insalta caprese using sliced heirloom tomatoes and basil from the GMS garden with fresh mozzarella cheese; strawberry fans; sugared grapes (students learned about pasteurization), and sliced local apples (students learned about oxidation). Students served these goodies to their classmates and to visitors at the Richard Louv event. They were a huge hit!

The culminating event was a beautiful fall picnic near the labyrinth in the woods. The three-course luncheon consisted of:

Appetizer- insalata caprese made with heirloom tomatoes and fresh basil from the GMS gardens, fresh mozzarella cheese, hand-ground sea salt and pepper, and extra-virgin olive oil

Entree- stir-fried pork and veggie pitas seasoned with fresh herbs from the GMS gardens and served with sweet potato fries on the side and a homemade honey mustard sauce using local honey

Dessert- autumn fruit pizza made with homemade dough using Homeland Creamery milk, local, organic pears and apples that were poached in a honey orange reduction and topped with a bit of fresh goats cheese.

The tables were spread with green tablecloths and decorated with freshly picked local pears, ornamental pumpkins, and corn husks. A beautifully written toast by students Julie Canziani and Maggie Dunn started off the event with everyone sipping apple cider. A fine time was had by all.



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I'm Making A Difference
Middle School Students Comment on Community Service

Eleven students from Middle School’s Wolf Tribe (Mary Kathryn Craft, Hannah Kausche, Niki Shumaker, Allie Allen, Bridget Lavendar, Sidney Anderson, Michael Canziani, Emma Kroll-Smith, Jenna Schnitzler, Tyler Williams, and Melisa Yuce) chose the Greensboro Urban Ministries as their Community Service this trimester. They have worked two Fridays (6 hours) at Urban Ministries sorting food, folding and organizing clothes, and serving food to those members of our community who are in need. Our next work day, and last for this group of students, will be on October 3rd.

Last week the students wrote reflections about their experiences at Urban Ministries and they are wonderful. I took excerpts from each of the students’ reflections to share with the GMS Community. Please read all the children’s statements. They are truly fantastic. The students’ comments reinforce to me, as a teacher here at GMS, that we are indeed fulfilling our mission statement and living up to our principles.


“I really liked working at Urban Ministries. It brought our tribe together and changed my perspective on homeless people. I want to go there again.” – 7th Level Student

“I also felt really good when they would say the simplest things: ‘thank you’. Just hearing those two words let me know I was doing the right thing, and also just made me feel good. It just seemed to fill me with warmth.” – 7th Level Student

“I didn’t really dislike anything in particular about it, with the exception of seeing little kids there. Seeing little babies or toddlers there with their parents, or single parent, was one of the saddest things I had ever seen. It just opened my eyes to how incredibly lucky I was and how unfair it was that there were kids without homes; kids without pets and a warm and safe bed to sleep in at night. That overwhelming moment of realization and sadness was one of the worst moments in my life and that was the only thing I disliked.” – 7th Level Student

“I learned how to be productive in the community, how to help out. I think going to Urban Ministries was a good idea because we are helping out the people in our community.” – 6th Level Student

“I feel like we made a difference. We probably made those people’s day better. If we were not there to help, the services would have gone slower and not as smoothly.” – 6th Level Student

“It makes me feel good to help others. Just a simple “thank you” or even a smile makes me get a tingly feeling. I can’t even count how many time I said “your welcome” at Urban Ministries. Helping others makes you a stronger person on the inside. And carrying a gallon of tea around for three hours makes you stronger on the outside.” – 8th Level Student

“Urban Ministries really showed me how fortunate I am. None of the people who came and went through the kitchen were any different from us.” – 8th Level Student

“Before I went, I thought that all the less fortunate would be rude and unfriendly. I was really wrong. They are friendly and I wish the whole community could see this.” – 8th Level Student

“I believe that working at the Greensboro Urban Ministries was a very humbling experience. I realized that these people were no different than me, except for the fact that they either had no homes or were not well cared for as I am now." - 6th Level Student

"When I first went, I had the idea that these people were dirty and mean. However, when I left after that first day, I was changed.” -6th Level Student

“I have thoroughly enjoyed volunteering at Greensboro Urban Ministries. It has really opened my eyes to the real world of poverty and homelessness. Every week, I look forward to helping these people by sorting food, folding clothes, or serving meals. This makes me feel as though I have made a difference, however small or large, in helping the world become a better place. I like how everyone volunteering has a wonderful heart and really wants to help. I hope to do whatever I can to help make it a better place for these people.” – 6th Level Student

“Community service at Urban Ministries was fun and rewarding. At community service, I felt I was making an impact, even though it was a small one. I felt I was making an impact, and also felt it was a good experience and everyone should have it. I liked wearing a volunteer badge and helping.” – 6th Level Student

“I do feel I am making an impact. Urban Ministries has a lot of staff, but volunteers really help, so they do not have to do as much work. Urban Ministries is always expecting volunteers.” – 6th Level Student

“It makes me feel like I am making an impact on our community when I go to Urban Ministries because I know that every can I sort out will go to someone in need. It makes me feel good about myself to know that I am helping people” – 6th Level Student

“Before I went to Urban Ministries I was a little bit scared that the people would be so different that I would not quite like them, and they would be mean, but once I got there I loved it and wanted to come back again.” – 6th Level Student

“Most of the people I met when serving in Potter’s House were very thankful for the food. Compared to other parts of Urban Ministries, you really got to meet some people at Potter’s House. I learned from the people who worked there a lot; the volunteers who were regulars. Those people are the kind of people we want to be around because they were helpful and even it was not the ‘coolest’ thing to do, they really seemed to enjoy it.” – 8th Level Student

“I think working at Urban Ministries helped me to understand that not everyone is as lucky as I am, and to always work with a good attitude,” – 8th Level Student

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Middle School Wolf Tribe Begins Community Service


The Wolf Tribe in the GMS Middle School will be working at Urban Ministries of Greensboro. They look forward to collecting donations of food (mostly canned), clothes, toys, toiletries, blankets, cash and any other donations. At the ministry, they will be sorting donations, cleaning, helping in the soup kitchen and much more!

They are volunteering on September 12, 19 and October 3. This activity is part of their careers classes. For this month, their career class is community service. Each tribe will rotate though different occupations and everyone will have a chance to serve their community.


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Middle School Field Trips a Huge Success!
Middle School students return from Arizona, Charleston and Costa Rica.

Last week, GMS Middle School students traveled to three destinations for their year-end field trips. The 8th levels visited sunny Costa Rica, the 7's trekked out west to Arizona and the 6th level students enjoyed historic Charleston, South Carolina.

The Middle School students and staff wish to thank all the participants of this year's fund-raisers including the recent Under the Treetops Parent Prom. Without these funds our trips would not be possible.

Enjoy the images they speak for themselves.


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GMS 7th Grader Wins Writing Awards


Nicole Shumaker loves to write. She even does it in her spare time. Recently she has won 2 awards for essays she has written. The first was for an essay about her mentor. She wrote it about a teacher she had at the Greensboro Montessori School. She was awarded the Suave Dollar General Education Essay and the essay was about how someone in your life helped you to improve your life through education. Fantasia Barrino (the American Idol from High Point) was the Suave representative for the contest.

The second award she earned for writing was the one pictured here. It is an award for her essay on Patriotism given by the Veterans of Foreign Wars.

Congratulations Niki. We're all proud of you.

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National Middle School Association Says We're on the Right Track
GMS Middle School is ahead of the curve according to NMSA

A recent article in the National Middle School Association's magazine Middle Ground says, "the future belongs to a very different person with a very different mind". The Greensboro Montessori Middle School has been creating a very different student with a very different mind for years.

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Bugs & Architecture?
Students find out how bugs and structures are related

In preparation for the March Land Experience, Middle School students have been learning about bug carapaces, the history of certain cultures and their architecture and the math and physics behind one of humankinds' basic needs, shelter. How does all this relate you might ask?

The students' first lesson was on bug carapaces and their structure and use. The following lesson covered the history of several indigenous cultures both static and nomadic. The final lesson made the connection between the bug carapaces and human structures with applied concepts of math and physics.

A fun part of the second lesson was the Nomadic Structural Material Relay (see video link). Students had to relay several different structural materials to the finish to get a hands-on idea of what might influence a culture to make its choice of structural materials. Climate and other environmental influences were discussed as well.

All this is in preparation for the March Land Experience where the students will begin the week with the fourth and final lesson. They will then proceed through research & development, making a prototype structure and finally creating a scale model to accommodate the tribes population with real-time 6" action figures.

Ideally, the final structures will eventually be implemented on the land as structures over each tribe's camping platform.

This experience is a perfect example of how GMS allows the students to actually apply their knowledge, critical thinking, and problem solving skills in the real world.

Check out the video.


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Cutting Some Tracks
Middle School students begin recording first song in Performance & Production

Middle School students started recording their first song in February. Each class song begins with recording the drums, bass and one other instrument. The additional instrument is known as a "scratch" track as it only serves as a reference melody for the bass player and drummer. Students will be mixing down the songs in March and then begin mastering each final mix in April.

Each class band is required to write three original songs based on their curriculum. Original creation of songs supports the Middle School's three-year cycle and themed curriculum. This year's theme is Origins.


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Youth Visit the United Nations Presentation
GMS 8th Graders Share Information From Conference During International Day

In October of 2006, eight GMS 8th graders (Max Bitar, Soren Huette, Kyle Jones, Zoë Little, Ellie Rogowski, Sarah Slazyk, Lisa Tsuchiya, & Elena Wong) and three chaperones (Nancy Hofer, Morgan Kratovil, and Sherry Rogowski) traveled to New York City to participate in the Youth Visits the United Nations Project. 8th grade students from GMS have been attending this annual event since 2004.

On Friday, April 13th, 2007, these same students shared information from the project with the GMS community during International Day.

The following is a transcript of their presentation:

Sarah Slazyk

In October of 2006, eight GMS 8th graders and three chaperones traveled to New York City to participate in the Youth Visits the United Nations Project. 8th grade students from GMS have been attending this annual event since 2004.

Zoë Little

The Youth Visits the United Nations Project was created by Ruth Selman, Ph.D. Dr. Selman is the American Montessori Society’s representative to the United Nations. She is the founder and director of four Montessori Schools and was honored as the American Montessori Society 2001 Living Legacy.

Max Bitar

Maria Montessori once said “Establishing lasting peace is the work of education; all politics can do is keep us out of war.” The goal of the Youth Visits the United Nations Project is to inspire students to become better educated and more productive global citizens by bringing Montessori middle school students from across the United States and Canada together for a 2-day immersion program with speakers from United Nations agencies.

Ellie Rogowski

The United Nations is an international organization whose aims are to facilitate co-operation in international law, international security, economic development, social progress and human rights issues. It was founded in 1945 by the Allied Powers after the end of World War II in the hope that it would act to intervene in conflicts between nations and thereby avoid war.

Sarah Slazyk

During our time at the United Nations, we took a tour of their headquarters and ate lunch in the famous Delegates Dining Room. We met with the Ambassador from Jordan and learned how war not only affects the countries that are at war with each other but the surrounding countries as well.

Zoë Little

We heard from a variety of speakers from United Nation’s Agencies and learned how they take on different global issues. One such agency is UNICEF. UNICEF helps to protect children’s and mother’s rights, to ensure gender equality, and to protect the world’s most disadvantaged children.

Max Bitar

Another speaker told us about the Millennium Campaign. The Millennium Campaign is a project that encourages people’s involvement and action to help meet eight important goals: to rid the world of extreme poverty and hunger; to ensure primary education for all children; to promote equality between men and women; to help children live happy, healthy lives; to improve the health of mothers; to help cure diseases like AIDS and malaria; to ensure environmental sustainability; and to develop ways that rich countries can help poor countries. The Millennium Campaign hopes to achieve these goals by 2015.

Ellie Rogowski

A global issue we learned about that made a big impact on all of us is the issue of landmines. Landmines are silent, secret weapons. People can't see them and step on them, causing death and injury. Millions of landmines are lying in the ground in over 60 countries. Landmines claim thousands of victims each year, and many of these victims live in the poorest parts of the world. Did you know that a lot of companies that make land mines manufacture them to look like Game Boys and yo-yos?

Sarah Slazyk

Let’s see how much our audience members know about landmines. If you would like to answer a question, please raise your hand after we ask the question and Soren or Elena will choose a person to help us learn more about these dangerous weapons.

(Various Students asked and answered the following questions.)

Do you think soldiers or people who aren’t soldiers, people like you and me, are more likely to be injured or killed by a landmine?

(Audience Member: Soldiers?)

It’s actually people like you and me. Most people think that it would be soldiers but it’s not. Many landmines are left over from wars. When civilians come across landmines, they can accidentally activate one. Landmines are hidden so people don’t know where they are. Some of them are underground, cmoflaged as everyday objects or hidden in tall grasses. We are very lucky in the United States because we don’t have any landmines.

Do you know how many people are killed or injured by landmines each year?

(Audience member: 2 million?)

Actually about 18,000 people. Remember, you don’t always die from activating a landmine, but there’s a very high chance that you will get hurt. Many people loose their arms and legs.

How many landmine survivors do you think there are in the world?

(Audience member: 2?)

There are between 300,000 and 400,000 people who have survive landmines. That’s the same as the entire population of Miami, Florida.

How long do landmines last?

(Audience member: 100 years?)

Landmines can last over 50 years from when they were placed. Some landmines from WWII are still active.

How are landmines cleared?

(Audience member: Metal detectors maybe?)

Yes. To clear a landmine we use metal detectors and dogs to find mines. Then they can be deactivated. It is very dangerous and we can only clear up to 10 square meters a day.


How much does it cost to remove a landmine?

(Audience member: A million dollars?)

It can cost up to $1000 to remove one landmine. It can cost as little as $3 to make one. The cost of prosthetic limbs can be between $100 and $3000. Prosthetic limbs must be replaced every 5 years for adults and every 6 months for children.

Zoë Little

We are lucky that we do not have to live in fear of landmines in the United States, but how can we help make other areas of the world safe and prevent landmines from further destroying the lives and communities of children in other countries?

Ellie Rogowski

People like you- students, parents and teachers- are taking action to heal the world of landmines. Learn everything you can about landmines and mine action. Question why landmines continue to be used. Imagine ways you might be able to help. Take action by joining other students and activists around the world. You can begin by helping the GMS 8th graders raise funds for the Adopt-A-Minefield Project. We chose to adopt the country of Afghanistan.

Max Bitar

Decades of conflict in Afghanistan have left its landscape littered with landmines and unexploded weapons. Recent bombing raids by coalition forces have left cluster bombs scattered throughout the country. Continued conflicts have increased the movement of people as refugees throughout Afghanistan. Large areas of fertile land cannot be farmed and residential areas cannot be resettled. People in Afghanistan live in fear of landmines and unexploded weapons every day. In the past 20 years, almost 14 thousand Afghani people have died due to landmines.

Sarah Slazyk

Locating and disarming landmines is a dangerous and expensive task. It takes an average of $15,000 per month to support a landmine removal team. Adopt-A-Minefield has supported mine clearance in Afghanistan since 1999 and survivor assistance since 2002.

Zoë Little

While we would like to be able to raise enough money to support an entire landmine removal team, that goal may not be realistic. Every penny counts and funds collected from various groups can be combined to help Adopt-A-Minefield operations. It is our goal to raise one thousand dollars to go to this program and help a landmine removal team to rid the world of these dangerous weapons.

Ellie Rogowski

Please visit our booth to learn more about Landmine Action, sample some Afghani delicacies and make a donation to our Adopt-A-Minefield Project. Thank you.






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6th Levels Study Sustainability
Written by Haley Hawkins, Olivia Meyer-Jennette, and Julie Canziani

On Monday, February 12th , 2007, 6th level students took a day-long trip to Chandler Design-Build, near Saxapahaw, NC, and Goat Lady Dairy, in Climax, NC, to extend our studies of sustainable design.
At Chandler Design-Build, we met with Michael Chandler and his wife, Beth Williams, and learned about different methods of using the Earth’s resources to provide elements that humans feel we need in a good home such as: using underground pipes holding water heated by solar panels to radiate heat through the floors and taking advantage of the surrounding area without destroying it. We also learned about some common things in the home that can have a direct effect on the people living there such as: certain types of carpet and tile grout that contain volatile organic compounds (VOCs)and the use of propane versus coal generated electricity. Michael also showed us the construction of a “hobbit house”, made out of steel and fiberglass-reinforced concrete and sealed with tar, in the Chandler’s backyard.
Next, we visited Goat Lady Dairy, where we met with Steve Tate, and learned how to observe our surroundings in order to determine the best way to position a house and the windows in the house. We also learned how to efficiently heat and cool a house without using as many resources. As Steve says,” Don’t just do something, stand there!” This is a valuable lesson, meaning that it is better to observe your world before doing something to it. He also introduced us to his “ Three-Legged Milking Stool of Sustainability”. These “three legs” stand for three different things: ecology (nature), economy (earning a living) and emotion (maintaining a positive outlook and not burning out). When trying to be sustainable, all of these things are necessary. Without one, your plan for sustainability will fail.
All in all, it was a very educational experience and will help us in furthering our sustainable design project, not to mention, a lot of FUN!


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Lights, Camera, Action!
Middle School Students Movies in Full Swing

Students are in the throws of full-blown production on four indepedent films this year. Each class has a budget, schedule, executive board, cast and crew that has to be maintained all the while creating, editing & marketing the entire film.

The curricular theme this year is "Possibilities" so all the films are being lensed on the green screen to allow for endless location possibilities. If you'd like to know more about the films or the Performance & Production curriculum, check out our link to the right labeled Middle School or stop by the class and observe.

Check out some of the "behind-the-scenes" footage at the link below.

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Volleyball Seasons Starts with Big Win at B'nai!


The GMS Panthers started off the volleyball season by trouncing rival B'Nai Shalom on their own turf three games to zero.

The next game will be held Thursday, November 30 here at GMS against New Garden Friends School. Come out and support the Panthers!

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Marshmallows Away!
Middle School Students Launch Comestibles

Middle School students participated in test launches of their science project catpults in the gym. The students competed for distance and accuracy. The record distance of 50 feet was launched from the catapult of Kaitlyn Webster and Brendt Gray while accuracy awards went to Max Bitar & Camille Nesi and Julie Canziani & Olivia Meyer-Jennette.

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Real Learning on the Land
A Parent's Land Experience

As the photographer on the Land Lab Experience, I was afforded the role of observer. My overall impression was one of amazement. The teacher’s level of planning and preparation, as well as their determination to carry on with lessons in the midst of one day of steady rain was impressive, to say the least. The student’s cooperation and resilience in the face a full day of being wet, muddy and generally uncomfortable was commendable. The vast number of things the group accomplished was the end result of the teacher’s dedication and the students’ working together with them. Although I was not able to photograph every event, my goal was to let the pictures tell the story. When we returned to school and I saw the loads of equipment stacked up outside the well organized, cozy classrooms, I had a revelation. These teachers have a dream they are willing to go to great lengths to realize. They could stay here in these wonderful classrooms and talk about conservation, nature, science experiments, and many other interesting noble topics. However, they are willing to take their classrooms beyond these well decorated walls to the world outside and give their students opportunities to live their lessons. School cannot get much more real than that.

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Are You Land Experienced?
Middle School Land Laboratory Premier

“It smells different out here.” “Yes, it’s called fresh air.”
- conversation between Max (8th level student)
and Morgan Kratovil (Teacher/Land Experience Guide)

Monday morning, October 16, middle school students arrived on campus with backpacks and camping gear in tow, ready for their first Land Experience. A project that had been in development for over nine years and is core to the Montessori adolescent experience was about to be realized.

The GMS Land Experience program is based on Maria Montessori’s Erdenkinder concept. Erdenkinder is German for “children of the land.” Dr. Montessori recommended that students spend time connecting with nature and studying civilization through its origins in agriculture.

And connecting with nature is just what students and guides did. Perhaps just a little too much connecting if you ask some due to below average temperatures and over a half inch of rain.
“I overcame the challenge of not having a rain coat. I used a trash bag with holes in it as a poncho.”
-Soren (8th level student)

“I touched a chicken!”
-Matthew (6th level student)

“[I overcame the challenge of] hiking through the woods. I wasn’t very comfortable doing it before, but now I’m okay with it.”
-Camille (7th level student)


“My time on this Land Experience was okay because it was really fun. Although my sleeping bag got wet and it rained, it was really fun. I really liked the entertainment because it was funny. Over all it was really fun. A challenge was getting out of my comfort zone.”
-Erika (6th level student)

“The land was great. I had a ton of fun exploring in the woods.”
-Spencer (6th level student)


In order for students to fully appreciate information learned in the classroom, it must be experienced through real life application. The Land Experience provides this opportunity.

“During the Land Experience, we did a lot of fun activities. Even though it was rainy, I enjoyed it and I feel I learned more than I would in the classroom.”
-Griffin (7th level student)

Students continued their classroom work with simple machines and catapults by building miniature catapult models while on the land. We had hoped to launch marshmallows, but the weather and time didn’t permit. Students brought their catapults back to campus and will continue with the project over the next week.

“I (with my partner) was able to overcome the challenge of our catapult. With Angie’s help, we were able to make a great catapult that actually worked! I really liked the activities we did, and I hope we can do this again.”
-Olivia (6th level student)

Students also went on guided hikes through the woodland areas, had an introduction to orienteering, practiced Tai Chi, and wrote journal reflections.

One of the highlights of the trip was building an almost life-size catapult that launched pumpkins. It was great fun! We launched many pumpkins. The record setting pumpkin weighed 7 lbs and was launched a distance of 287 ft!

“My time on the land was great. I enjoyed it a lot even when it was muddy! We got to scout out land for our tribe and do a land rush. That was fun. My favorite activity was building the giant catapult. We also got to take hikes, learn Tai Chi, and do orienteering with Morgan.”
-Candice (7th level student)


The Land Experience is a microcosm that broadens social understanding. Adolescence is a sensitive period for social interest. Dr. Montessori felt that by fully identifying with a community by having a direct, concentrated, hands-on experience, the adolescent would develop the foresight and determination to not only adapt to society, but to be active in its positive transformation as well.

“On the land, I learned a lot about people that I did not know much about, and I made more friends.”
-Julie (6th level student)

“I tried cheering people up when they were wet.”
-Brendt (6th level student)

“The teachers taught me to cook. I’m most proud of cooking! It was fun. I helped the community as a whole by volunteering to cook a lot.”
-Austin (6th level student)


“I did not complain the whole time. Morgan Kratovil said so.”
-Juliane (7th level student)



“My time on the land was good because I was surrounded by my friends. It was also good because, even though at some points we were miserable, we would laugh it off. It wasn’t so good because sometimes spending a lot of time with people who aren’t exactly your best friends is rough and you have to pull your own weight.”
-Niki (6th level student)




Some parting thoughts about our first Land Experience…

“My time on the Land Experience was totally different from what I thought it would be. It was sort of fun (especially the first night, since it rained the other days), and it was way different because I thought it was going to be boring.”
-Adriana (7th level student)

“I had fun on this trip and can’t wait to see how my [tribe’s] campsite turns out.”
-Ellie (8th level student)

“I really liked the first day. It was really fun. I liked setting up camp, collecting firewood, and helping to make the fire pit. Both nights, I liked the entertainment. The second day was fun, but the rain made it really wet and muddy. Even though it was wet and muddy, the outdoor activities were fun. The big catapult was really cool and fun to build and see [launch pumpkins].”
-Kaitlyn (7th level student)

“If there was any challenge to overcome, it would probably be the fear of tents and sleeping in them. I overcame that because I really liked my tent mates.”
-Haley (6th level student)

“[The Land Experience] was awesome. My old school did not do anything like this. Next time will be even more fun because we will be [camping] out in the woods.”
-Sarah (6th level student)


Future Land Experience outings will take place in December, February, and March. Look for updates!


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Character Development in Films
Middle School students work on characters for 4 upcoming films

Students in Performance & Production class started creating the details of their characters for the films they'll start shooting soon. The class began with viewing the German Expressionist film The Cabinet of Dr. Caligari. This early silent film is an example of the importance of how to develope a character without any dialogue. Ask your child about it!

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Middle School Slings Some Hash.


Middle school kids from Greensboro Montessori harvested, prepared and served food from their school garden last Saturday, September 16 at the Greeensboro Curb Market. Chef Brian Dahlstrom, head chef at the Greensboro coliseum, along with Mary Ellen Smith, their kitchen and catering manager, volunteered their time and equipment to conduct a tasting of autumn food. Angie Cook and Jon McLean of the Montessori school came along for support and picture taking.

Everyone got there early at 7am, heated the grill, sliced and diced, and eventually offered a delicious vegetable hash of potatoes, butternut squash, onion, peppers and basil served on a toasted tortilla to hundreds of marketers.


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