During a recent Friday at school, the students were at home and the teachers were in class.  We were learning about “Bringing out the Best in Students and Teachers” from Grace Dearborn, a Mentor Teacher/Consultant.  With over 15 years of teaching students ranging in age from kindergarten through high school aged children; Grace was a master storyteller, easily conveying tried and useful information to the FMS teaching staff.

Starting with some of the basics, like “The two pillars of effective classroom management are structure and safety.”  The more clearly the structure of the classroom is laid out for the students the easier it is for them to follow the procedures in the classroom.

For example, in the primary classrooms,  we show students how to roll up a mat so that it is evenly rolled up and tightly done.  In the course of the day,  if a child haphazardly rolls up a mat and then puts it away, they have not internalized the structure of “how to roll up a mat.”  

Hopefully, a teacher will see this and gently ask the child to try again, thus giving them a pattern of rolling up a mat that is in compliance with the structure of the classroom.

As each child is able to move and operate in the classroom, successfully navigating the rules and expectations within the room, the smoother the classroom runs.  Children naturally test the boundaries laid out by teachers (and parents) and most of the time, they are just testing to see how trustworthy the teacher is.

The first time they push a limit and a teacher is able to meet the child with “positive love and regard” while redirecting the student to making a better choice, the  student’s sense of safety is reinforced.  

They begin to relax because they know that the teacher is directing the room from a position of strength and awareness.

Naturally teachers are motivated to convey content to their students; the “important information”, like facts and concepts.  Yet, an equally important component of teaching is modeling appropriate behavior.  In fact, as was reinforced in our training; children come into a classroom wanting to learn appropriate behavior.

 It is the teacher’s duty to clearly lay out the procedures for appropriate behavior, redirecting a child to better choices when they are testing the limits, and to implement clear consequences for the choices being offered.  

As children learn to conduct themselves within the framework of the classroom, they begin to develop the skills to effectively be in groups.  Since most of our lives are spent working in groups, this is a fundamental skill that requires the attention it deserves.

.  A big thank you to all of our parents who donated time and materials for making our International Children’s Day the successful event that it was.  “Muchas Gracias!”

 

 

Our Monday morning started off with a “rat a tat tat” of a sacred drum and the soulful, energized dancing from Wendall Powless, a Native American Dancer.

 

Wendall is a member of the Sioux Ojibwe tribe from Bad River, Wisconsin.  As we watched Wendall dance the ancient stories, it was easy to see the movements of the hunt that he was trying to convey.

His headdress came from the capture of a porcupine, and since his name translates into “Eagle in the Sky”, he was allowed to wear three, golden eagle feathers.

Wendall taught a dance to a group of children and even got the teachers to take the stage and follow his dance steps!

REMINDERS

No school on Friday, 10/31.  We are celebrating Nevada Day.  Happy Halloween!

No school on Friday, 11/7 for teacher in-service.

No school on Monday, 11/10 and Tuesday, 11/11 in celebration of Veteran’s Day.

Picture re-take day is Thursday 11/20.

We are grateful to Cortland and Zoey and their families for providing delicious and entertaining snacks.  The flowers they provided were also beautiful.

 

 

 

 

 

 The Spanish language can be heard in our classroom as naturally as we hear words and phrases being said in English.  In our room, Ms. Diana is the teacher delivering all of her lessons in Spanish.

  Ms. Diana’s lessons mirror the lessons given to the children in English.

 

  If a child has done a math lesson using the small bead stair, they will also be given the same lesson using Spanish nomenclature.

“One” becomes “uno” and “two” becomes “dos.” In the process of using the Spanish language to respond to Ms. Diana, not only are the children reinforcing the core lessons, but they are utilizing their second language skills in a practical and useful way.

 

 Many of the children enjoy the lyrical sounds of the Spanish language as they learn numerous songs from Ms. Diana, and listen to her give instructions such as “Es hora de almuerzo”  (it is time for lunch) and “lavarse sus manos” (wash your hands).  

Research confirms that immersion in a second language when a child is young, often makes it easier for the child to acquire the fundamentals of using the second language.

Author Ronald Kotulak observes, “During the first three years of life, the foundations for thinking, language, vision, attitudes, aptitudes, and other characteristics are laid down,” he says in Inside the Brain.

  Consequently, it would be a waste not to use a child’s natural ability to learn during his or her most vital years, when learning a second language is as easy as learning the first.

Since 50 percent of the ability to learn is developed in the first years of life and another 30 percent by age eight, early childhood development programs have the opportunity to encourage early learning and development.”

Some of the common words and phrases we use in our classroom are:

hola :  “hi”

Como esta? : “How are you?

por favor: “please”

de nada: “you are welcome”

gracias:  “thanks”

con permiso: ”excuse me”

Como se dice:  “how do you say?”

cuantos? :  “how many?”

 

 

 

REMINDERS

NO SCHOOL, Friday 10/17 due to Teacher in service.

Native Pride dancers will visit our school on Monday, 10/27.

International Children’s Day will take place on Thursday, 10/30.  It is a half day with dismissal at 11:15.  The theme in our room will be celebrating the country of MEXICO. We encourage our children to dress up using clothing found in Mexico (FYI: the colors of the Mexican flag are red, white and green) or any culture they would like to represent.

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NO SCHOOL on Friday, 10/31 due to Nevada Day.  Happy Halloween!

We are grateful to the families who recently donated books to our classroom, GRACIAS!

A big thank you to Sophia and Steven and their families for providing delicious snacks and beautiful flowers for our classroom.

 

Please review the following letter:

October 14, 2014

 

Re:  Active Threat Drill

 

Dear FMS Families –

 

We currently perform regularly scheduled fire drills and shelter in place.  However, we will also begin monthly active threat drills starting in October as part of our continuing safety initiatives on campus.  The purpose of the active threat drill is to prepare the students to urgently seek shelter and protection in the event of a violent incident or intruder on campus. The drill will be conducted as follows:

• “Test Test Test” will be announced campus wide through the intercom system
• Teachers will direct students to quietly hide in bathrooms, closets, or other protected areas and remain out of sight
• An admin staff member and/or law enforcement personnel will sweep the campus to ensure the classrooms are secured quickly and effectively
• Students and staff will be directed to resume activity after the drill is completed

 

Please note, we will not be discussing specifics with the children regarding shootings, guns and/or weapons of any kind.  Teachers are identifying the drill more in line with “hide and seek” or “quick and quiet”, especially for our younger students. However, it is highly likely our older students will know the reasoning behind the drill. Our primary goal is to stress the urgency and quickness of the lock down process with staff and students alike. Lastly, we will be sending you a one-time “test emergency text” when the first drill is conducted on October 28^th only.  The text will be clearly identified as a “test.” Subsequent drills will not be announced in advance and “test” texts will not be sent.

 

It is unfortunate we have to take such precautionary steps, but preventative measures are necessary and important.  If you have any further questions, please do not hesitate to contact me. Jason Russell, CEO and President of Secure Education Consultants, may also be contacted at 616-308-7626 or emailed at [email protected] to address any concerns.

 

Respectfully,

 

 

 

Karen Kolb

Executive Director

 

A resounding round of applause to our Parent Teacher Organization for creating a wonderful harvest festival!!

 

 

 

 

 

 

 

In the Montessori primary classroom, the Practical Life area of the room is often the first choice for doing work, especially if a student is new to the room.

The jobs in this area employ materials often found at home, like beans, peas, cotton balls, spoons and small pitchers of water.

To the untrained eye, the works seem very easy to do; and often they are.  However, the underlying  lessons being learned are foundational to the child’s Montessori experience.

There is a process for taking the jobs to a work area, for accomplishing the task at hand and then for returning the work to its proper place on the shelf. This methodical process sets the tone for using all other materials in the classroom.

Many steps in self control, concentration and coordination are engaged whenever a child uses the practical life materials, as well as developing a sense of independence.

 

Often a child is shown a work that they know they can do quickly, maybe grabbing two or three items at a time, and it is under the watchful eye of the teacher, that the child is gently guided to “take one thing at a time.”

 It is in this slowing down that a child begins to see a pattern for doing work that is simple, clear and offers powerful results.

Not only is the child setting a reliable pattern in their own mind for accomplishing the task successfully, there is a growing understanding that every task done with a “single eye” is much easier to do.

We are grateful to Ms. Barbara lending her hand to helping the children grow plants.

REMINDERS

FMS’s annual Fall Festival is on Friday, 10/10 from 5pm-8pm.  Join in the spirit of the school, eat some good food, meet new friends, enjoy being with old friends.

 Picture day is Tuesday, 10/14.

No school on Friday, 10/17 due to a teacher in-service day.

 International Children’s Day is on Thursday, 10/30 and the children will be dismissed at 11:15am.  No school on 10/31 as we celebrate Nevada Day.

A great big thanks to Vivian and Ava (and their families) for providing delicious snacks and beautiful flowers.