PLYMOUTH-CANTON MONTESSORI SCHOOL News & Notes March–April 2017 Toddler program begins this fall

reat news for parents of children aged skills, social competence, and much more. G18 months to 3 years: PCMS will be Our carefully prepared Toddler classroom introducing our Montessori Toddler pro- will be tailored to the children’s developmen- gram in September! tal needs. Low shelves, chairs, tables, and As a child transitioning between baby- coat hooks will allow toddlers to gain mas- hood and the preschool years, a toddler has tery over the environment. The room will be unique needs and abilities—which can be deliberately kept simple to prevent sensory well met by our Montessori Toddler envi- overload, and consistent routines will pro- ronment and the specially trained adults vide a predictable structure from which to within it. explore. Snacks, lunch, and nap, if applica- Our Toddler program is designed to pro- ble, will be part of the daily plan. vide a secure, caring, nurturing environment Watch for more information about the that allows each child to progress at his or her program, including class times, enrollment own pace. The children will experience a information, and tours of our new Toddler wide range of activities that foster the devel- classroom. We can’t wait to welcome our first Properly outfitted with safety goggles, opment of language, large and small motor group of Montessori toddlers this fall! Manya S. hones her fine motor skills by working with plastic workshop tools such as a screwdriver and drill. A rich learning environment

t’s re-enrollment time, and we encourage for learning, which Dr. Montessori called Iparents to submit their children’s applica- “the absorbent mind.” The young child tions soon. Choosing a PCMS Montessori retains this ability to learn by absorbing education will not only affect your child’s until he or she is almost 7 years old. learning in these early years, but will also During these early years, children undergo maximize his or her ability in future learn- extremely rapid growth of intelligence. By ing situations. The Mon­tessori curriculum giving your child the opportunity to com- has a dual purpose: the immediate aim of plete the Montessori cycle of education, you giving specific information to the child, and are allowing that growth to be influenced by the long-range goal of giving children tools a rich, developmental environment. for lifelong learning. In other words, Montessori education Spend time at PCMS teaches children how to learn instead of just Parent-teacher conferences begin in March, what to learn. but we hope you’ll visit at other times too. Dr. Maria Montessori always emphasized PCMS offers parents many opportunities to that the “hand is the chief teacher of the take part in the exciting learning experiences child.” There must be concentration in here at school. For instance, you are always order to learn, and the best way a child can welcome to attend our in-house presenta- concentrate is by fixing his attention on a tions. We invited the Ann Arbor Symphony task he is performing with his hands. The Orchestra here in early March to present the use of the materials in our classrooms is “Instrument Petting Zoo,” an interactive Accredited by the National Association based on the young child’s unique aptitude continued on page 4 for the Education of Young Children from the head of school Montessori: A wise investment arents choose a Montessori teacher’s approach to the children manage their time, and work Peducation for their children is fundamentally different from well with others. They exchange for a variety of reasons (all of that of a traditional educator. The ideas and discuss work freely. them good!). I am never sure, table below compares the two. These positive communication Encouraged­ to however, how much they under- A Montessori program is skills build the foundation for stand about the philosophy. based on self-directed, noncom- negotiating new settings. make decisions Montessori education is a com- petitive, and cooperative activi- After comparing the Montes- prehensive program that embraces ties that help a child develop a sori and traditional approaches at an early age, the whole child—essentially, it is strong self-image, high levels of to education, I’m sure you’ll a way of life based on respect for academic and social competence, agree that choosing Montessori Montessori-educated each child’s individual qualities. It and the confidence to face chal- is a wise investment in your is unique in that there is a well- lenges with optimism. Encour­ child’s future. children are defined philosophy, a set of mate- aged to make decisions at an rials that support the philosophy, early age, Montessori-educated problem solvers and teachers with specialized children are problem solvers who training in both. A Montessori can make appropriate choices, who can make appropriate choices, Comparing Montessori with traditional education manage their time, Montessori Traditional Views the child holistically, valuing Views the child in terms of competence, and work well cognitive, psychological, social, and skill level, and achievement with an spiritual development. emphasis on core curricula standards with others. and social development.

Child is an active participant in learning, Child is a more passive participant in learning; allowed to move about and respectfully teacher has a more dominant, central role in explore the classroom environment; teacher classroom activity. is an instructional facilitator and guide.

A carefully prepared learning environment Teacher acts as a primary enforcer of external and method encourage development of discipline promoting extrinsic motivation. internal self-discipline and intrinsic motivation.

Instruction, both individual and group, Instruction, both individual and group, adapts to students’ learning styles and adapts to core curricula benchmarks. developmental levels.

Three-year span of age grouping and Same-age and/or skill level grouping; one-year three-year cycles allow teacher, students, cycles can limit development of strong and parents to develop supportive, teacher, student, and parent collaboration. collaborative, and trusting relationships.

Grace, courtesy, and conflict resolution Conflict resolution is usually taught separately are integral parts of daily Montessori from daily classroom activity. peace curriculum.

2 News & Notes / March–April 2017 www.pcmontessori.org Comparing Montessori with traditional education (continued)

Montessori Traditional

Values concentration and depth of Values completion of assignments; time is experience; supplies uninterrupted time tightly scheduled. While the goal for focused work cycle to develop. of a traditional Child’s learning pace is internally determined. Instructional pace usually set by education is core-curricula standards expectations, group norm, or teacher. to master core Child is allowed to spot own errors through Work is usually corrected by the teacher; curricula objectives, feedback from the materials; errors are viewed errors are viewed as mistakes. as part of the learning process. a Montessori Learning is reinforced internally through Learning is reinforced externally by test scores education aims the child’s own repetition of an activity and and rewards competition and grades. internal feelings of success. to foster a love Care of self and environment are emphasized Less emphasis on self-care, spatial awareness, of learning. as integral to the learning process. and care of environment.

Child can work where he or she is comfortable, Child is usually assigned a specific work space; and often has choices between working alone talking among peers is discouraged. or with a group that is highly collaborative among older students.

Multi-disciplinary, interwoven curriculum. Curriculum areas usually taught as separate topics.

Child learns to share leadership; egalitarian Hierarchical classroom structure is more interaction is encouraged. prominent.

Progress is reported through multiple formats: Progress is usually reported through confer- conferences, narrative reports, checklists, and ences, report cards/grades, and test scores. portfolio of student’s work.

Children are encouraged to teach, collaborate, Most teaching is done by the teacher, and help each other. and collaboration is an alternative teaching strategy.

Child is provided opportunities to choose his Curricula organized and structured for child or her own work from interests and abilities; based on the curricula standards. concepts are taught within context of interest.

Goal is to foster a love of learning. Goal is to master core curricula objectives.

Information provided by the American Montessori Society.

www.pcmontessori.org News & Notes / March–April 2017 3 A rich learning environment continued from page 1

program that offers the children hands-on fun with lies are invited—please ask a friend or neighbor to musical instruments. accompany you. Your guests will be amazed to see Our very popular Art Day, a Saturday morning the rich learning environment and scope of mate- dedicated to fun art projects for students and their rial in our Montessori classrooms. parents, was scheduled for March 11. This event always draws a crowd to PCMS. Comfort and safety alerts We will be hosting an all-school Book Fair, pre- We will be looking for signs of spring as the sented by Usborne Books, March 21–23. We wrap warmer weather approaches. We believe it is very up the month with our Spring Celebration on Fri- important for the children to go outside daily, and day, March 31, leading into spring break (Monday, we advise parents to dress their children in com- April 3 through Friday, April 7). fortable playground wear. Layered clothing is best Shortly after we return to school in April, because the temperature varies from early morn- Huron-Clinton Metroparks will be here to present ing to late afternoon. “We’re Fond of Ponds” to all students. The pro- Increased outdoor time means more children gram is set for Wednesday, April 12. crossing the driveway to get to the playground. We celebrate our grandparents by inviting them Please do not park along the walk adjoining the or a special friend to visit on Thursday, April 20. school building, at the front door, or within one Family valentine The children always look forward to showing their car length of the crosswalk. Please drive slowly by Vihaan K., 4 classroom to their special guests and sharing their and cautiously in your swing around the driveway. favorite activities. With cellphones off, you are able to give your full attention to your driving and the children. Be part of our cultural diversity We plan to celebrate our school community’s many Summer program begins June 19 cultures during Multicultural Week, April 24–28. Soon after the end of the school year, our summer We invite all parents to present their cultures to camp begins, starting on June 19 and continuing their child’s classroom through music, dance, art, for nine weeks. Sessions are three hours in length dress, and language. The children truly benefit (8:45 to 11:45 a.m.), and day care is available from this rich exposure to different customs and before and after camp class, from 7 a.m. to 6 p.m. heritages. They will also experience many different Summer camp is theme-based, with each week languages as they listen to Brown Bear, Brown Bear, offering a variety of crafts, activities, and outdoor What Do You See? read by volunteer parents in their fun. Sprinkler Day is one of the most popular native language. We hope you’ll join us! weekly events. Several exciting in-house presenters have been scheduled, along with an ending field Spring Open House is April 30 trip to Maybury Farm in Northville. We will showcase our Montessori programs to the We look forward to the warmer days and spring community during our spring Open House on sunshine! Sunday, April 30 from 1 to 3 p.m. Enrolled fami- —Linda Myers and Cheryl Miller

Montessori kindergarten is crucial—come learn why Kindergarten is the crucial third year of the Montessori cycle for 3- to 6-year-olds. Why is it so important? Come find out at our informational kindergarten meeting on Thursday, April 13 at 6 p.m. Parents of both 3- and 4-year-old students are invited. Teachers will present information on our half-day kindergarten and full-day kindergarten (Extended Day) programs. We’ll also have several current kindergarten parents and students on hand to answer questions and showcase materials. Complimentary child care will be available. Our Extended Day kindergarten program offers many benefits to children, including the chance to explore the world outside their classroom through monthly field trips. On March 21 they head to the Creature Conservancy in Ann Arbor to meet some fascinating live animals, including an Austra- lian laughing kookaburra and a Madagascar giant hissing cockroach. On April 19, the Extended Day group will travel to The Farm at St. Joseph Mercy Health System in Ypsilanti, where the children will learn about the parts of a plant, nutrition, and building a healthy plate. To read more about what’s been happening in this year’s Extended Day kindergarten class, please turn to page 8.

4 News & Notes / March–April 2017 www.pcmontessori.org curriculum spotlight An ingenious language curriculum With Montessori, children learn to write and read when they are individually ready

anguage is the central point such education rest, but upon “L of difference between the the didactic system.” human species and all others,” Before letters and writing are Dr. Maria Montessori wrote in introduced, the child completes The Absorbent Mind. “Lan­guage many necessary pre-language lies at the root of that transfor­ activities involving matching, mation of the environment that sequencing, left to right progres- we call civilization.… Language­ sion, discrimination of detail, is an instrument of collective and patterning. Games such as thought.… Hence, language is I Spy help the child to become truly the expression of a kind of aware of the sounds in words superintelligence.” and to isolate a sound by its Clearly, language is a crucial position in the word—begin- part of the human experience, so ning, middle, or end—as indi- it’s no surprise that it’s an impor­ rect preparation for spelling and tant component of our Montes­ ­ word building. sori curriculum too. Other materials help the indi- Dr. Montessori recognized rect preparation for writing by that the sensitive period for lan- strengthening the prehensile guage development in children muscles in the fingers and train- occurs between birth and age 6. ing the hand for more precise It is at this time in life that movement and control. Tracing Using the moveable alphabet, Matteo A. sounds out words children are most interested in sand­paper letters and drawing and then analyzes each sound with foam pieces. language and learn almost effort­ with the metal insets focus the lessly when taught in develop- child’s concentration and refine “Touching the letters and mentally appropriate ways. The small-muscle control. Many looking at them at the same preschool years are critical. activities help the children build time fixes the image more vocabulary: having stories read quickly through the coopera- “Auto education” through to them, learning precise tion of the senses,” Dr. Montes- didactic materials terminol­ogy during the Three sori wrote in The Montessori The genius of the Montessori Period Lesson (hearing the name Method. “Later, the two facts language curriculum is that a of an object, recognizing the separate; looking becomes read- child learns to write and read at object/remembering its name, ing; touching becomes writing. the precise time he or she is and recalling the name of the According to the type of indi- individually ready—and, using object), and labeling items. vidual, some learn to read first, the didactic materials designed others to write.” by Dr. Montessori, accom- The importance Words are built with the plishes much of the work on his of movement moveable alphabet, copied, and or her own! This “auto educa- Because Dr. Montessori knew then read. Stories are written tion,” as Dr. Montessori called that relating movement to con- with the moveable alphabet it, is made possible by activities cept fosters better learning and based on a chosen object, and that indirectly prepare the child retention, each lesson invites the may later be copied onto lined for reading and writing, offered child to participate through paper. Journals are the first in an atmosphere of curious movement. Children match tiny opportunity for young children exploration. objects to phonetic sound cards, to communicate their thoughts “Our didactic material ren- arrange the letters of the move- through pictures and narration. ders auto education possible, able alphabet into words, and All of these activities lay the permits a methodical education trace the sandpaper letters while groundwork for children to learn of the senses,” she wrote in The saying their sounds—all of which to communicate effectively—a Montessori Method. “Not upon may enable the child to write necessary skill for their educa- the ability of the teacher does before he or she is able to read. tional endeavors and for life.

www.pcmontessori.org News & Notes / March–April 2017 5 Mrs. Ewasek The best foundation? Montessori arch is a wonderful Our second-year stu- Mmonth in our Mon- dents are thrilled with tessori classroom. The newfound abilities. Many weather is finally beginning phone calls have been Our motto is to warm, and the blue skies made to let parents know and sunshine enliven our their children have read “We are helpful, spirits. We are able to get their first book. I have outside more often, and the learned over the years to not hurtful,” and children can run and play put the phone on speaker without the restrictions of when we do this, because not an hour goes heavy clothing. children at this age think Many parents visited in you can hear a nod or a by that we do not February to observe in the shrug. It is such a thrill to classroom. This can be see them take this giant see the children such an eye-opening expe- leap in reading. Every time, rience, because only by sit- I see their shoulders go live by this rule. ting quietly and observing In February we invite families to back and their chins lift up do you get a chance to see visit the classroom to observe their when they realize they have how the room operates. children at work. Here, Samay S. is acquired this awesome Our students do not need thrilled to have dad Vinay Shah share power. to be directly working with in his Montessori experience. Our kindergartners are a teacher to accomplish absolutely soaring; you can their work. Even when we are hour goes by that we do not see read about them in the Extended supporting a student, we are the children live by this rule. Day articles on pages 8 and 9. rarely sitting with them, and There are still altercations, Finally, I’d like to share some often we are working with sev- but we guide the children to find of the fun things we get to eral students at one time. The resolutions on their own; by this overhear. room is very active. time of the school year, they have The children were having a Those of you who came in got had enough practice that this discussion of favorite things. to see the many small vignettes usually goes quite smoothly. We One girl said her favorite num- that we enjoy daily, illustrating intervene when someone says, ber is eight. When asked why, what makes Montessori the best “I’m not going to be your she replied, “Well, I used to foundation you can provide for friend.” Just by us telling the like seven and nine, but I got your children. I’m sure you children that this approach tired of them.” noticed when a pair of children doesn’t work in our class, and When a pair of students welcomed you and offered then hovering nearby as they offered a snack to a visitor and Happy refreshment. I hope you said yes, find a solution, they are able to the guest declined, the children birthday! because children love to play host work things out. were a bit taken aback. They March and practice the grace and cour- Our first-year students are went off to the side to discuss the Carolina B. tesy skills they learn in class. confident making choices for problem. “What do we do?” the Vyvyan P. I am sure you saw many chil- themselves. They are developing first one asked. “I guess we just dren helping each other. Unless the observational and organizing let them be,” the second April we teachers hear glass shatter, we skills they will need as they con- answered. They both shrugged Sachi D. know we can count on the stu- tinue their educational journey. their shoulders—who can figure Hugo D. dents to handle most mishaps. In They are beginning to under- out these adults?—and went Yovella F. addition to caring for the class- stand that there is an order and back to their work. Manya S. room, they also care for each sequence to much of the work, It is easy to see why we love Nathan T. other; words of support and and that they must master one our job. encouragement abound in our skill before they can move to the —Sandy Ewasek, world. Our motto is “We are next. They are using the materi- Anne Marsh, and Mita Shah helpful, not hurtful,” and not an als carefully and are building coordination and strength, espe- cially in their hands.

6 News & Notes / March–April 2017 www.pcmontessori.org Mrs. Shekar In full bloom pring is always a wonderful materials isolates one defining hension are important pre-read- Stime of year to help our chil- quality, such as color, weight, ing skills. Some of the children dren connect with nature and to shape, or texture. As part of our are already building words and instill in them an appreciation Sensorial work, we have learned blending words to read. The for the amazing world in which the names and properties of a younger children are working on Soon we will we live. The grass gets greener, few geometric shapes. We will phonics. It would be very benefi- the birds start chirping and fly- continue to learn about color cial for your children if you be learning about ing around, and the flowers tablets, which teach graded sen- would read short stories together begin blossoming. sations such as many different as often as possible. and exploring Soon we will be learning shades of a color. Children loved In geography, we have about and exploring metamor- the color-mixing activity, where learned about various natural metamorphosis phosis in flowers and insects. We they combined various primary forms of water and land, such as will also dissect flowers to learn colors to make secondary colors. cape, bay, lake, strait, gulf, archi- in flowers and about their various parts. In math, we recently played a pelago, isthmus, and island. The children’s skills are blos- fetch game: The teacher pro- In science, we studied mam- insects. soming in all areas of the vided a number, and the students mals and their characteristics. classroom. would go around the room and Our children were excited to Work in Practical Life—the fetch that number of objects. We learn some of the body parts of area of our classroom where our continue to work on the con- a horse and a human. We also children spend most of their cepts of units, tens, hundreds, learned about the rotation of the time—demands immense coordi- and thousands. Depending on earth and the concepts of day nation and concentration. Activi- the readiness of each child, we and night. We will soon learn ties that improve these abilities will soon learn about the simple about seasonal changes and birds include pouring, sewing, cutting concepts of addition and migrating due to these changes. pickles, and using spoons to subtraction. We had wonderful turnouts transfer objects from one Language skills are devel- for Moms’ Night and Dads’ container to another. Being able oped in all areas of the classroom, Night. These are favorite events to complete these activities fosters as well as through regular story every school year—the children independence and responsibility. time. Vocabulary and compre- always look forward to display- As the children ing their skills along- master skills, we chal- side their parents. lenge them further: Thank you for Gradually over time, participating. we replace the spoons, We look forward to funnels, and other many more beautiful Practical Life imple- spring days ahead. ments with items of —Sudha Shekar, decreasingly smaller Jeannie Michalak, size. Our children and Carolyn Pelli seem to be enjoying the challenges posed to them by all the Practi- Happy cal Life activities. birthday! The Sensorial area March of the classroom has Celia C. activities that help the Zoey N. children develop and Vivek P. refine their senses by Juliet R. providing organized opportunities for con- April tact with the environ- Charlee D. ment. Each of the Emma M. Rainbow artwork by Leah B., 5

www.pcmontessori.org News & Notes / March–April 2017 7 Extended Day Kindergarten Giant leaps forward riting, writing, writing! Going afield Sweet success WOur Extended Day kin- The Extended Day children We had fun making pancakes dergarten students are quickly loved our February field trip to for lunch. I wanted to make gaining the skill of expressing the Michigan Academy of Gym- sure the children had a chance themselves. They are journal- nastics. I love this trip because it to try real maple syrup har- ing and writing descriptive and provides a safe environment for vested from the trees on my even research paragraphs. It is the kids to try things that can be farm. We discussed how it was such a joy to watch their con- a bit daunting. The balance made. If you’ve never experi- fidence grow as they gain skill. beam is high in the air, and the enced staying up all night, We are focusing on the six- trampoline is very large. My feeding wood to the fire in plus-one traits of good writing: favorite is watching them swing the sugar shack, and trudging ideas, organization, voice, word from a rope and let go, only to up a 45-degree slope through choice, sentence fluency, con- fall into a pit filled with foam. It two feet of snow to set the ventions, and oh yes the plus is literally and figuratively a lines, it is difficult to under- one: presentation. giant leap. stand how special a harvest of If your child has started read- Our next exciting adventure maple syrup is. ing my four dot books, he or she takes us to the Creature Con­ This is a lively group of kids, has also begun to use a dictio- servancy in Ann Arbor. We are and we laugh a lot. Sometimes nary and a thesaurus. All of the looking forward to taking the we give them time to make each children have been introduced to bus! The visit will give the other laugh by being as silly as Self-portrait by articles, nouns, adjectives, verbs, children the opportunity to get they want for 20 seconds each. I Mariana B., 5. See the facing and adverbs. They identify these up close and personal with some never know what to expect and page for more self-portraits parts of speech in their daily interesting animals. The staff can sometimes laugh harder than inspired by the Italian artist “caught you” exercises, and always does a great job explain- the kids. It is a great group. Amedeo Modigliani. decide whether a sentence is a ing all about the animals and —Sandy Ewasek and statement or a question. answering questions. Beth McGinnis In math, once your child has a firm understanding of 1 to 100, we introduce thousands Extended Day Art and the idea of place value. The children build and count these Blossom and grow quantities with the Montessori materials before we begin to add xtended Day art class is the place to be for budding young artists. numbers together. First we add EThe children explore various artists and art forms and then apply with no carrying, and then we what they’ve learned to create their own masterpieces. introduce that idea. When the students exchange 10 hundreds Hundertwasser landscapes for 1,000, they are physically Austrian artist and architect Friedensreich Hundertwasser (1928– carrying them. 2000) was known for his use of “bright, dark colors” and organic In the first math materials lines, including his popular spiral shapes. He opposed straight the children use, the size reflects lines and standardization of any kind. His best-known work the value—for instance, 100 is is probably the Hundertwasserhaus in Vienna, an apartment build- one-tenth the size of 1,000. The ing whose facade features varied window shapes and a colorful next materials just have the patchwork of paint. quantities written on them. In Our students had fun creating their own Hundertwasser- this way the child is working inspired landscapes. They drew buildings with “melting” walls and toward abstraction. The next chimneys. They painted their finished designs in watercolor and steps are to introduce the func- added black outlines to the edges of the buildings. tions of multiplication, divi- sion, and finally subtraction. Positive impressions Toward the end of the school Printing is an impression of an object on fabric, paper, or another year, we work toward speed in surface. Incorporating elements of design such as line, shape, adding integers. color, and texture, the students used common household objects

8 News & Notes / March–April 2017 www.pcmontessori.org to design prints on paper. They explored texture and the devel­ opment of design through the use of repetition. Later, the children created a The children block print out of printing foam. They used a ballpoint pen to explore various press details into the foam, inked the foam, and then “pulled” artists and art prints onto paper. forms and then Rizzi self-portraits American pop artist James Rizzi apply what they’ve (1950–2011) was best known for his childlike style, vibrant learned to create colors, and zany images. Born in Brooklyn, New York, Rizzi their own developed his trademark style through a combination of masterpieces. graphic arts, painting, and sculp- ture. He spent most of his life in Soho, painting murals, exhibit- ing his work at the Brooklyn Museum, and designing puzzles, restaurant menus, and book cov- ers. In 1996, he achieved his most high-profile job—as the official artist for the Olympic Games in Atlanta. The children drew and painted zany self-portraits in the style of Rizzi.

Guyton sculptures Tyree Guyton, born in Detroit in 1955, is an internationally acclaimed outdoor artist. He’s best known for the Heidelberg To create Amedeo Modigliani–inspired self-portraits, Extended Project, described by the Detroit Day kindergartners started with a blank sheet of paper. Above Free Press as “an outdoor wonder- is a workspace Ms. Beth prepared for the lesson, and at top land of wit and whimsy, painted are finished pieces by Keyana K. (left), 5, and Eric C., 5. abandoned homes and repur- posed urban debris on Detroit’s direction. I gotta do something I A safe place to take risks east side.” Listen to Guyton talk have not done before.” For our students to get the most about the story behind his art at Inspired by Guyton, our out of their art lessons—draw- https://vimeo.com/28050010. Extended Day kindergartners ing, painting, weaving, cutting, After 30 years on display, the took their art in a new direction sculpting—they need to be Heidelberg Project is being dis- too. By focusing on line, shape, encouraged to push beyond what mantled. “I’ve decided to take it color, and design, the students they consider “safe” and take apart piece by piece in a very created abstract sculptures out of risks. Allowing these young artists methodical way, creating new recycled items—turning trash to explore in the art room encour- realities as it comes apart,” Guy- into treasure in the spirit of the ages them to blossom and grow! ton has said. “I gotta go in a new Heidelberg Project. —Beth McGinnis

www.pcmontessori.org News & Notes / March–April 2017 9 curriculum spotlight Practical Life: Skills for lifelong learning very day in our Mon­tes­sori tissue, put on clothing, button Eclassrooms, students engage a shirt, and so much more. in activities in the Prac­tical Life Food tasting and preparation area of the curriculum. At are favorite activities for many Each time the preschool-kindergarten level children. And as the children (ages 3 to 6), Practical Life works work to master the multiple steps a child repeats are the foundation of the class- required to slice a pickle, spread room. The activities­ help the cream cheese on crackers, or a Practical Life children develop coordination/ make fresh orange juice, they are refinement of move­ment, con- developing concentration, coor- sequence, he is centration, a sense of order, and dination, a sense of order, and, indepen­dence—all of which are ultimately, independence. building the essential for mastery of more advanced learning. New student Charlotte C. has Preparing for advanced all-important Practical Life focuses on: mastered the art of rolling learning n Care of self. up the rug she used while Increasingly complex materials neural pathways n Care of the environment. working on an activity. The and activities offer additional n Grace and courtesy (lessons children learn to be pro- opportunities for growth. For in the brain. in thoughtfulness and man- ductive members of their instance, chair scrubbing requires ners needed to be successful community by taking care of a child to master 16 individual in a community). the classroom, the materials, steps in a specific sequence! themselves, and each other. Along the way, the child Fostering independence improves his sense of order (nec- “Help me to do it by myself.” (shelves, tables, chairs) are sized essary for math) and sense of This tenet of the Montessori for the children. accomplishment (necessary for phil­osophy is a young child’s Self-care activities include trying new tasks). Match­ing mantra! To foster indepen­dence putting your coat on and taking socks helps a child improve his in our young students, our teach- it off, using the toilet, washing ability to notice detail, which is ers carefully prepare their class- your hands properly, and prepar- essential for letter recognition rooms so that the children will be ing a snack. Self-care tasks grow when learning to read. Sewing successful in mastering activities. in number and complexity as the helps improve fine motor skills, The activities are developmen­ children mature. They practice which are necessary for writing. tally appropriate, and the fixtures how to cover their sneezes, use a In addition, the consistent

The neuroscience behind Practical Life

Maria Montessori, a physician and educator, professor of pediatrics and neurology at the recognized the relationship between movement Uni­versity of Min­nesota Medical School. and cognition in very young children (birth to interest leads to activity. Over many age 6): The brain develops when the body moves decades, Dr. Montessori observed that pre- in service to the mind to fulfill a meaningful goal. school children are most interested in attempt- “Movement has great importance in mental ing to do real “work” that adults do. Young development itself, provided that the action children like to take care of themselves and the which occurs is connected with the mental world around them and to imitate adults as activity going on,” Dr. Montessori wrote in The they interact with others. Dr. Montessori also Absorbent Mind. “Watching a child makes it saw that if given the chance, children will do obvious that the development of his mind work thoroughly—carrying it out step by step, comes about through his movement.” enjoying the sense of independence and pride current research in neuroscience validates of accomplishment, and taking satisfaction in this. “The Mon­tes­sori method is like education the results of their efforts. Such successes help designed by a pediatric developmental neuro­ children build a positive self-­image and give psychologist,” says Stephen Hughes, PhD, LP, them the confidence to try other things.

10 News & Notes / March–April 2017 www.pcmontessori.org left-to-right progression of each and for the environment through a rug rather than across some- activity prepares the eye for tasks such as washing­ the dishes one’s work, and how to tell reading. And each time a child they used for snack, and return- someone you’re sorry when you repeats a Practical Life sequence, ing a work to its place on a shelf. make a mistake. he is building the all-important Grace and courtesy lessons are neural pathways in the brain. practiced daily. Examples include Maria Montessori said, “The greeting the teachers at the start essence of independence is to be Developing character of each class, saying good-bye at able to do something for one’s Beautiful, well-made materials the end of the day, and using self.” At PCMS, the Practical attract the children to each “please” and “thank you.” The Life curriculum is helping your Practical Life work. The children children also learn how to inter- child to do just that. learn to care for the materials rupt nicely, how to walk around

Music Singing our way through spring arch marks the beginning of spring, and we to move to the music. We also galloped to the Mare enjoying the changes we see outside. Symphonic Dances in G. We have learned a silly Irish song called “Michael In April we’ll focus on Igor Stravinsky, who Finnigan” for St. Patrick’s Day. composed music for ballets. Artwork by Karina Z., 3 We are enjoying learning We plan to act out the char­ some new tunes about spring. A song called acters in The Firebird while We’re talking about the changes listening to the music. We can in nature and then putting it all “Little Seeds” pretend to be parts of nature together in cute songs such as while listening to The Rite of “It’s Spring Again” and “Popcorn teaches us about Spring, which is wild music, Popping.” We also are learning a quite unlike what you might bumblebee song. how plants grow. expect of spring music. We will As snow changes to rain, we also listen to the ballet Petrushka, are singing “Rain Is Falling.” A giving us another chance to use song called “Little Seeds” teaches us about how our imaginations as we move to the music. plants grow. As spring break approaches, we will have fun learning the Bunny Hop dance. Rhythm works We will share many of these fun songs with you In music theory we are learning about the music during the Spring Music Program in May. alphabet, the names of the lines and spaces on the music staff, and the different kinds of notes and Have you heard…? their note value. We will be clapping the rhythms One of my goals is to expose the children to many of familiar songs as we read the notes. We will also styles of music. Our monthly study of a composer learn about music dynamics. It is fun to practice has included music that is classical and modern, singing loudly and softly. and for March we’re back to classical with Edward I continue to work with the children on the Grieg. The children really loved hearing the fairy bells, egg shakers, and other rhythm instruments. tale of Peer Gynt, an adventurer who traveled the We also use scarves to help the children learn the world. The music tells of the people he met along way fast and slow music feels. the way. Of course we listened to “Morning Please continue to share your favorite music Mood” and “In the Hall of the Mountain King.” with your children when you are in the car and at The children pretended that they were going to a home. It helps them get a feel for what you like and castle on a mountain; the king was not very nice, then in turn develop a sense of what they prefer. and they hurried away. We had fun using scarves —Linda Christensen

www.pcmontessori.org News & Notes / March–April 2017 11 FRENCH Fun and games in la classe de français rench class (la classe de weather! This is what we’ll say Ffrançais) continues to meet The children as spring brings warm and and have fun twice a week. The sunny days. At this time of year, children are greeted in French decided that the our families begin making trips Invite your friends (en français) and have become to the zoo and the farm. See to our Open House comfortable telling each other French word for if your children can identify Thursdays how they feel. In addition to the some of their favorite animals Have friends or family mem- expressions for feeling great, “family,” la famille, at the zoo, such as le lion, bers who are interested in an feeling just OK, feeling sick, le kangourou, l’éléphant, and authentic Montessori educa- having a headache, and having sounds like le gorille. While at the farm, tion for their children? Tell a sore throat, we have added you might see le chat (cat), them about our Open House Je suis fatigué (I’m tired), J’ai “love for me.” le chien (dog), le cheval (horse), Thursdays! Every Thursday, faim (I’m hungry), and J’ai soif or le mouton (sheep). prospective PCMS parents are (I’m thirsty). Bon voyage! We enjoyed welcome to tour our school We DO love our families! father), la soeur (sister), le frère packing and unpacking a suit- anytime between 9 and 11 The children decided that the (brother), le bébé (baby), and les case as we learned about cloth- a.m. It’s a perfect opportunity French word for “family,” la animaux (animals). We practiced ing. We dressed paper dolls and to see our programs and famille, sounds like “love for our words and played a game played Bravo (like Bingo) and a classrooms in action. me.” We used dollhouse figures with a paper dollhouse where we match game. Of course, prospective as we learned la mère (mom), le added magazine pictures of the With spring on the way, stores parents are always welcome père (dad), la grand-mère (grand- different members of our family. are filled with decorations such as to schedule school tours at mother), le grand-père (grand­ Il fait beau! It’s beautiful flowers, baskets, chicks, ducks, their con­venience. Simply call eggs, and les bonbons (candy). Le the office at 734-459-1550 lapin (the rabbit) might even to set one up. have an egg hunt for us. As our playtimes move out- side, we will learn about sports. Children are always interested to learn that their familiar sport of soccer is called le football throughout much of Europe and South America. We continue to learn familiar words and phrases and play fun games to use the French lan- guage in a meaningful way. My goal is to give the children an introduction to French so that they will enjoy learning another language and be successful. Please feel free to contact me if you have questions or concerns. —Merci (thank you), Becky Wattleworth Artwork by Rohan U., 5 (Madame Becky)

12 News & Notes / March–April 2017 www.pcmontessori.org Day care Yes, these are Montessori kids ne day in day care when we Owere unable to get out- doors due to inclement weather, it was exciting to observe a group of children initiate a game of musical chairs! One desig- nated group member provided the music by humming or sing- ing a favorite tune and then stopping so that the other chil- dren could find their prospective seats. It was amazing to see them creating, organizing, communi- cating, and negotiating at such a young age! Yes, these are Mon- tessori children!

Loft ideals We had fun transforming the Day care delights (clockwise bottom loft in our room into a from top left): Alyson A. puts grocery store. A grocery cart, her “care of others” skills to cash register with plastic cur- work by tending to the baby rency, shopping bags, and many in our housekeeping area. n choices of groceries allowed the Anyone order a pizza? Isaac M. children to experience firsthand delivers! n Time in day care how it feels to be a shopper as gives Charlee D. something to well as a cashier. smile about. n Henry B. goes We’ve been discussing the dif- aloft—our top loft affords a ferent foods that make our bodies great view of the room. work. Parents, you can continue these discussions at home as you ing boxes to create their very blooming, brighter days, milder shop for and prepare food. Meal- own “bunny.” They use felt temperatures, and of course time is a great teaching moment. pieces to decorate and dress their unpredictable weather. You can talk about a specific 5-foot-tall friend. As a school we practice what food, where and how it grows, We continue to have wonder- to do when there are tornado and how it helps our bodies. If a ful Montessori works that Mrs. warnings. We’ve had opportuni- parent samples a small bite first Shekar presents to the children ties to practice several weather and exhibits a positive response, each week. We are able to carry safety drills, which have helped children are often more willing to over lessons that are taught in the to calm some of the fears the try new foods. classroom to enhance our day children may have. To keep our dramatic play area care activities. We’ve practiced We look forward to putting interesting, we change the bot- measuring, pouring, stirring, away our “winter bags” once and tom loft regularly. We said fare- and negotiating a rolling pin. for all! Please remember as we well to the grocery store and hello We’ve also enjoyed creating transition to lighter jackets and to a puppet theater. Two students tasty snacks such as springtime sweaters to label, label, label. have an opportunity to decide pancakes and sunshine pizzas. Our lost and found items are sta- what puppets to use while putting tioned in the lobby. on a presentation for their friends. Spring has sprung Spring has definitely sprung Their creativity really shines! We’re celebrating the signs of in the day care room! Come on spring! We have been making in for some fun! Hopping right along observations about such things —Annette Walsh, Martha Almon, Hippety-hoppety: The children as trees budding, robins and Parul Desai, Beth McGinnis, enjoy arranging our large stack- songbirds returning, flowers Mita Shah, and Donna Tooley

www.pcmontessori.org News & Notes / March–April 2017 13 Choose Montessori for grades 1–8 A DHMC education offers many benefits—here are the top 10

f your child is moving up to High School, Cranbrook Kings­ 2. Safety. “Students are safe at Ifirst grade next year, we invite wood High School, Dearborn DHMC, both physically and you to consider Dearborn High School, Detroit Catholic emotionally,” says Kay. Policies Heights Montessori Center for Central High School, Divine and procedures related to physical In contrast the elementary years. Child High School, Henry Ford safety are firmly in place. And in DHMC is in its 45th year of Academy, Ladywood High contrast to many other schools, to many other pro­viding the highest-quality School, and Mercy High School. at DHMC it is safe to be smart, education available—and rep­­ The maturity and self-posses- to be polite, to ask questions, to schools, at DHMC resents the only single-choice sion of DHMC graduates are make a mistake, to be different, Montessori environment­ for remarkable. Here are some of to tell the truth. The teachers it is safe to be toddler through grade 8 in this the many achievements DHMC truly know their students and cre- area. Giving your child the gift grads have attained: ate a safe haven in every respect. smart, to be polite, of an authentic Montessori edu- n High school scholarships cation at DHMC has numerous n Honor roll status in high 3. Impressive test scores. to ask questions, to lifelong benefits. Here are the school, many with summa DHMC students’ composite top 10. cum laude honors scores on standardized achieve- make a mistake, n Valedictorians of their ment tests are consistently higher 1. Amazing graduates. “Our high schools than their actual grade level. to be different, to graduates are recruited by college- n Perfect scores on the ACT Grade equivalent is a decimal preparatory high schools, are n Acceptance to prestigious number that describes a student’s tell the truth. accepted at the high schools of universities, including the location on an achievement con- their choice, and thrive when University of Michigan, tinuum in terms of grade and they get there,” says Kay Neff, Georgetown, and Johns months at which the typical stu- head of school at DHMC, Hopkins dent received this score. On Plymouth-Canton Montessori, n Athletic scholarships the 2016 IOWA Assessment, and Livonia Montessori. n Full scholarship to MIT DHMC students achieved the DHMC’s 2016 graduates are n Opportunity to work with following Complete Composite now attending Bloomfield Hills NASA grade equivalent scores:

Artwork by Zoya P., 4

14 News & Notes / March–April 2017 www.pcmontessori.org 7. Respect. Children are 9. We are the world. “Our DHMC Scored students in a grade treated with respect and in turn culturally diverse community this grade equivalent of are expected to behave respect- welcomes and celebrates individ- 3 4.3 fully. They are trusted to do the ual differences, at the same time right thing, and their conduct recognizing and appreciating “We care most 4 5.8 justifies that trust. “We receive things we have in common,” says 5 6.9 many compliments from outside Kay. “We also care about the nat- about the kind 6 8.0 presenters who are impressed by ural world, and by word and 7 11.6 the students’ interest, attentive- example emphasize ‘green.’ ” of people these ness, and thoughtful questions,” 8 13+ says Kay. 10. Authenticity. The Mon- children will tessori name is not patented, 4. Depth and richness of 8. Independence. In devel- and it is often attached to pro- grow up to be.” program. DHMC offers so opmentally appropriate ways, grams that are “Montessori” in much more than the basics. Field DHMC students acquire an name only. DHMC is the real —Kay Neff, trips, in-house presenters, art, array of self-management skills. thing in both philosophy and Head of Schools music, world languages, physical They learn to be responsible for practice, with properly trained education, and technology com- their work, their belongings, and staff, well-equipped classrooms, plement a rich curriculum that the school environment. They and a long history of success encourages discovery and develop confidence in them- (since 1972). Authentic Montes- in-depth exploration. Individu- selves as individuals and as mem- sori works! alized instruction targets lessons bers of a group. to each child’s level of under- standing. Other “extras” include after-school classes and commu- Come experience DHMC for yourself nity service. The staff at Dearborn Heights Montessori Center welcomes the opportunity to share with prospective families all the benefits 5. Happy kids go to school that a DHMC education has to offer. You’re invited to explore at DHMC—kids who love to the school through: learn, who love to come to school, who love their friends n Walk-In Wednesdays. Prospective parents are welcome to and their teachers. tour anytime between 9 and 11 a.m. on Wednesdays.

6. Character. The academic n Open House sessions. Stop by on Tuesday, April 25 between success of DHMC students is 9 and 11 a.m. or Wednesday, April 26 between 1 and 3 p.m. important but is, in the adminis- School will be in session, giving guests a firsthand look at the tration’s view, secondary to char- DHMC Montessori experience. acter. “We care most about the kind of people these children n Personalized tours. Contact DHMC Admissions Director Julie will grow up to be,” says Kay. Bawulski to schedule a tour at your convenience: Call her at Loosely defined,character is 313-359-3000 or email her at [email protected]. doing the right thing when no one is looking. This internalized DHMC is located at 466 N. John Daly in Dearborn Heights, sense of integrity—of moral and one-half mile east of Inkster Road and one block north of Cherry ethical conduct that is indepen- Hill. The school’s website is www.dhmontessori.org. dent of external control—is the plan a visit soon! overriding goal of DHMC’s program.

www.pcmontessori.org News & Notes / March–April 2017 15 Dates to remember March

PLYMOUTH-CANTON MONTESSORI SCHOOL Through 30 Thursday. Parent-Teacher Conferences. School remains in session. Dates for individual classrooms to be announced. 45245 Joy Road Canton, MI 48187 21 Tuesday Extended Day Kindergarten Field Trip. 1:30–2:30 p.m. Students visit the 734-459-1550 Creature Conservancy in Ann Arbor. www.pcmontessori.org 21–23 Tuesday–Thursday Spring Book Fair. Offered by Usborne Books. 31 Friday Spring Celebration. Last day of school before spring break. Regular class hours.

April 3–7 Monday–Friday. Spring Break. NO CLASSES. NO DAY CARE. 10 Monday Return to School. Welcome back! 12 Wednesday In-house Presentation. 10 a.m. and 10:45 a.m. Huron-Clinton Metroparks presents “We’re Fond of Ponds.” 13 Thursday Kindergarten Information Meeting. 6 p.m. For parents of prospective kindergarten and Extended Day students. Complimentary child care available. 14 Friday Good Friday. NO CLASSES. NO DAY CARE. 19 Wednesday Extended Day Kindergarten Field Trip. 1:15 p.m. Students visit The Farm at St. Joseph Mercy Health System, Ypsilanti. 20 Thursday Grandparents’ Day (or a special person if grandparents are not available). Raymon Z. proudly displays the Open house format: skip-counting work he completed with n Morning classes: 9–11 a.m. the bead chains. It’s fun to learn math! n Extended Day: 12:30–2:30 p.m. 24–28 Monday–Friday Multicultural Week. Parents present their cultures to their child’s classroom through music, dance, art, dress, and language. 25–26 Tuesday–Wednesday Open House at Dearborn Heights Montessori Center. Come explore DHMC’s elementary programs and the benefits of continuing your child’s Montessori education! See page 15 for details. n Tuesday, April 25: 9–11 a.m. n Wednesday, April 26: 1–3 p.m. 26 Wednesday Parent Perks Meeting. 8:45 a.m. Complimentary child care provided. 30 Sunday Open House at PCMS. 1–3 p.m. Current and prospective families are invited to tour our classrooms and learn more about the Montessori philosophy.

May 6 Friday Records Day. NO CLASSES. Day care available—please sign up in advance. 10 Wednesday Extended Day Kindergarten In-house Presentation. 1–2 p.m. Leslie Science and Nature Center presents “Fur, Feathers, and Scales.” 16 Tuesday Music Program—Mrs. Shekar’s Students. Details TBA. 17 Wednesday Parent Perks Meeting. 8:45 a.m. Complimentary child care provided. 18 Thursday Music Program—Mrs. Ewasek’s Students. Details TBA. 29 Monday Memorial Day. NO CLASSES. NO DAY CARE.

“Joy is the evidence of inner growth.”

—Dr. Maria Montessori