SJES March Newsletter

NEWSmarch

Reality Versus Fantasy

Maria Montessori’s a Beliefs on Reality Versus Fantasy When Maria Montessori opened her first

school in 1907, she believed that children loved fairy tales and pretend play. Being a scientist at

heart, she was an avid observer and constantly tracked what the children were choosing. She quickly

realized that the children would walk away from the adult reading a fairy tale and would choose to

study a crawling insect or a lizard. They much preferred serving real tea to visitors than playing with

dolls. They would rather cook real food in a real kitchen rather than playing with pretend food in a

child’s kitchen. Dr. Montessori observed the children’s natural drives and developed an approach that

satisfied their desire to interact with the world around them. She realized what scientific research now

confirms: A child develops knowledge based on impressions fixed in his mind by his experiences in

reality. (These perceptions are absorbed into the child’s mind without a filter during the first six years

of life; a phenomenon Dr. Montessori termed the absorbent mind.)

.

- Loree Birkenback head of school

What does this mean in our environments here at St. James? We strive to provide these

real experiences in a variety of ways. The classrooms are maintained by the children. Each

is its own little home with opportunities to sweep and tidy, prepare food, and explore the

natural world through the indoor and outdoor worlds

We also ask that the children not bring fantasy into our rich environments. We prefer plain

lunch boxes and do not allow cartoon characters on clothing items. We choose books with

real animals and experiences for our youngest students. Studies show that children under

age 5 have a difficult time differentiating real from fantasy. For example, it’s difficult to ex-

plain that fairies and dragons are make-believe and that a seahorse and Komodo dragon are

real! A child who spends too much time in fantasy will not be able to relate to real situations

or have a lengthy focus … thus we see social and academic implications. In the present time,

it is not only fairy tales or fantasy stories that cause the mind of the child to stray. One of the

worst problems in our time is exposure to television before six years of age. It has now been

proven that viewing television causes great damage to the brain. Plenty of scientific research

is focused upon the effects of television in the child’s life, because it was noticed that young

children who watch TV for long periods start to have problems of adaptation, learning difficul-

ties, and behavior deviations. The child suffers a multi-level sensory deprivation and a lack of

motor development, which impair the ability to concentrate (Johnson).

We do believe in the power of a child’s imagination, however. How is imagination different

from fantasy? Let’s look at the definition of imagination: “1. The ability of the mind to form

new and original ideas that have their basis in reality. 2. The ability to be creative and resource-

ful”. Montessori says: “The true basis of the imagination is reality” (The Advanced Montessori

196). To us, the difference is clear! Let’s all inspire our children’s natural world and take a break

from fantasy.

The Advanced Montessori Method, Vol. I, Oxford, England: Clio Press, 1998.Method

Johnson, Susan R. Strangers in Our Homes: TV and Our Children’s Minds. 1999. <http://www.waldorfhomeschoolers.

com/TVstrangers.htm>

Happy spring everyone!!! We hope everyone had a

great spring break, and we were so happy to see ev-

eryone. I think the children were excited too!!

This spring we will be working on anything nature.

The children really enjoyed working with Ms. Loree on

our auction plant project. We have been teaching the

children how to water plants as well as how to plant

them in the ground. We also planted some vegetables

and spices as well. We learned what a plant needs to

grow…soil, sun and water!

We love spring because it is the best of the year to take

the children on nature walks with their baskets in hand ready to find a bug, rock, flower, or even just to look up at the birds and airplanes in the sky.

With Easter so close we think it would be so much fun

to have some Easter snacks like deviled eggs, hard boiled eggs, bunny sandwiches, bunny or egg shaped muffins, carrots and ranch, or any other fun Easter snack idea that you might be able to think of.

We would like to thank every-one who has donated to

our Auction basket this year. We are so thankful for our parents and we appreciate you all very much!

MDO

Toddlers A Montessori Education

Montessori education is devoted to helping each child achieve

his or her potential and develop a lifelong love of learning. An

attractive and orderly prepared environment, unique learning

materials, and special way of viewing and teaching the child

are essential parts of Montessori education.

The teacher in a Montessori class acts as a source of guidance

and gentle direction. While the children develop inner direc-

tion and discipline, the teacher provides freedom within lim-

its. Nurturing the Love of Learning – “Help me to do it myself”

is one of the most commonly heard– and important principles

from Montessori education.

•Follow the child.

•Respect and encourage the child.

•Give freedom of movement (as long as children aren’t in dan-ger or misusing that freedom).

•Encourage independence and decision-making.

•Provide as many opportunities for hands-on learning as pos-sible.

•Emphasize practical life (daily living) and sensorial activities during the preschool years.

•Prepare and maintain an orderly and attractive environ-ment.

•Provide child-size materials and real child-size tools. Low shelves with materials on trays and child-size tables and chairs are important features of Mon-tessori early-childhood educa-tion.

A great example for in our toddler class was a gardening project that we started several weeks

ago. We had dirt, seeds, pots and a little plastic greenhouse. As a class we planted the seeds and

everyday a child in the classroom would ask to water (spray) the pots and one day we walked into

class and one the children noticed that the seeds had started to grow. Every day we continued to

spray them with water and all the pots had at least one little plant growing in each pot. This week

in garden class we took the little seedlings outside to our school garden and planted them in the

ground. They were so excited to see this process and it will be even more exciting when we will

actually see the little seedlings produce “baby bottle gourds”. Learning to love our environment.

•Follow the child.

•Provide child-size materials and real child-size tools. Low shelves with materials on trays and child-size tables and chairs are important features of Mon-tessori early-childhood educa-tion.

•Don’t interrupt a child’s work cycle. Allow children to choose their activities and work unin-terrupted to develop an ever-in-creasing ability to concentrate.

•Demonstrate how to do activi-ties.

•Isolate the difficulty in an activity whenever possible. For example, when introducing colors, have materials that vary in color but not shape or size.

The Montessori environment provides young children with many opportunities

to learn about science, including introductions to zoology and botany. Younger

children are given lessons on identifying the differences between what is living

and what is not living. Children can also practice plant and animal sorting, as well

as identifying the different parts of many plants and animals. Our classroom is

filled with plants and animals, providing the children with hands-on extensions to

their lessons. For example, we recently observed a three year old child using the

wooden “parts of a bird” puzzle and then naming all the parts of our classroom

zebra finch! The children also gain much practice caring for plants and animals

within the classroom and school environment. Each child has their own plant that

they are responsible for. They water, prune and observe the growth and changes

of their plant. Older children may choose to visit the St. James library to look up

more information about their plant! A Kindergarten student recently researched

and made a picture book about the plants and animals which are native to Texas,

a great science and cultural lesson! Each student also has the opportunity to help

care our classroom pets. They take turns feeding the bird, fish, and guinea pig.

Several of the children have even been lucky enough to observe Houdini, the rib-

bon snake, catching and eating live fish! Afterwards, we were able to have a great

classroom discussion about snakes eat, move, smell, hear, and see!

Primary Stark / Flowers

Tip!

Tip!

The video footage from the eagle cam is part of an ongoing Center for Conser-vation Biology research project designed to examine how different generations of eagles interact within the Chesapeake Bay population. This pair of eagles is lo-cated along the James River in Richmond Virginia. Learn more about this project

View the CCB Social Stream, which in-cludes an “Ask the eagle expert” chat on Fridays at 2 p.m.

The Richmond Eagle CamThank you Katherine Berry for sharing the exciting new eaglet news and eagle cam information with us!

To watch the Richmond Eagle Cam , visit http://www.ustream.tv/channel/9907628

Eagle Watching..

The primary purpose of the botany studies is for the children to grow their under-

standing of the world around them. Additionally, botany teaches them about

the delicate cycle of life and to care for the environment. The children love to care for

the plants in the classroom. This care includes potting plants, watering them, polish-

ing their leaves, creating compost and adding it to the soil of the plants. The botany

puzzles take this learning further by teaching the children the names of the parts of the

tree, the leaf, and the flower. The children gain real life exposure to how the different

seasons of the year affect nature through their work in the garden. For example, in the

fall the children plant bulbs and add mulch blankets around the plants in preparation

for winter. In the spring, the children pull weeds and plant young seedlings and flowers.

Then in late summer, the children harvest produce from the garden. This illustrates the

cycle of life in a very hands on way.

The primary classroom also contains a zoology curriculum. As everyone knows,

children at this age are fascinated by the realization that animals also possess life

and unique characteristics. Jameson (the school guinea pig) became a fast favorite of

all the children. They love to share fruits and vegetables from the serving works with

him and take time to watch him eat, sleep, and play in his environment. They love to

hear his sounds, to pet him, and even assist with his bath and cleaning his cage.

We would like to thank all the families in our

class for donating so many amazing things

for our auction basket. We received so many items

that we were able to fill TWO baskets for our class!

We would also like to thank everyone who has vol-

unteered their extra time to help the school and the

auction; we really appreciate it!

-Julia and Tamara

Monday morning, after Spring Break, the children arrived quietly, one by one, several bringing treasures from trips away with their families. Soon shells from San Diego, California, were arranged on a floor rug while two boys brought the Large Movable Alphabet, opened the boxes and writing began while conversa-tions about beaches and shells fell like sand all around the edges. One boy said, “I went to the beach with my Dad”. “Oh! Where did you go?” “Oh, not really, but I do WANT to!” Later we went to the Science Closet to find our photographs of dif-ferent kinds of shells with their names. A small group of beachcombers identified two Helmet Shells, a Scallop, and a Conch

Another child brought a see-through box of ladybugs! With encouragement three boys wrote “laideebugz” and at least that many OBSERVED those laideebugz all day long! Then when we went outside the children found even more ladybugs around the rocks on the hill.

That day was warm and sunny with tall weed flowers blooming. There was a gath-ering fest of bright green grasses with pretty pink flowers for making a giant nest. “Everyone has to help because our bird is really big! Leo is our bird!”

-Bailey/GavinClassrom Conversations

Today is Wednesday and the children are

still working happily with Golden Beads,

Stamp Games, Strip Boards and Bead Bars.

We’re making pockets for Math Works: red

ones for Addition, green ones for Subtraction,

yellow for Multiplication and blue for Division.

It seems to help both the children and the

teachers. (Maria Montessori did tell us that

children between the ages of 3 and 6 years

love to categorize.)

The best part of our week for me was

observing the children lying on their

stomachs in a loose oval shape, legs out-

stretched, telling their friends about their

time at home or special things they did. They

were truly happy to see each other and hav-

ing conversations!

“I skied on the double blues all by myself!” “I

won a trophy!” “I was very sick!” “Oh, let me

tell you about my trip! I had PIZZA and ICE

CREAM! “I missed you very much!”

In the classroom the students are busy doing work and growing and maturing and visit-

ing/socializing, etc. There is never a dull moment in our classroom. Throughout the

course of the day, these are some of the works that the students will be working on:

100 board, addition equations, subtraction equations, addition with the golden beads,

multiplication bead board, division bead board, stamp game, teen board, tens board,

broad stairs, pink tower, pattern boards, red rods, color boxes, knobbed and knobless

cylinders, metal insets, moveable alphabet, language puzzles, handwriting, story writ-

ing, pouring water, 100 peg pegboard, sorting various objects, table scrubbing, hand

washing, bolt boards, painting, art cache, etc., etc., etc. The students take out and put

up many works daily. All the while we give lessons and assist as needed

*If you wonder what some of the above works are, I have a book that you can borrow

to take home and read. It is a very short book that explains many of the works in the

Montessori classroom, and is a wonderful resource.

Also, If you ever have questions or concerns about your child feel free to ask us. Com-

munication is very important in doing what is best for each individual student.

-Mrs. Barrineau and Ms. Ana

In the Classroom

Georgia O’keefe Georgia O’Keeffe was born in Sun Prairie, Wisconsin in 1887. The second of seven children, O’Keeffe longed to be an artist from an early age.She worked briefly as a com-mercial artist in Chicago be-fore moving to Texas to teach, and later becoming one of the most compelling American Artist of the 20th century

A fter taking a small break from their clay projects to

work on the Auction Artwork, the students are back to work on their clay projects. They are currently applying the finish-ing touches on their clay turtles, fish, sea creatures, animals and houses. They have all really enjoyed learning about sculpture and working with the clay. Some of our upcoming projects include Self Portraits, Georgia O’keefe flowers, and making our own paint!

Artwith Ms. Ashli

Technology

T he kindergartners are learning how to use Microsoft Pow-erpoint, and are currently making a presentation about

their favorite things. The students have been learning how to change the look of their presentaions by adjusting font, size and color. They have also learned about inserting and manip-ulating images into thier work.

The students have been so excited to learn how to save their work on to their USB drives, and cant wait to take

them home at the end of year and show off their work.

We are learning

Sensors Microsoft Word

Microsoft Powerpoint

with Ms. Ashli

Chapel Lessonswith Ms. Ashley

March is one of my favorite months to teach

Chapel. There are so many wonderful les-

sons and stories to cover! March is when the

bulk of Lent is observed in the church and is

a time for repentance, reflection and recon-

ciliation. We repent from bad choices we’ve

made over the year by fully turning away

from them. We reflect on where we have

been and look forward to where we are go-

ing. Most importantly we are reconciled with

God and join Him in the Easter celebration!!

All of these things are taught to our students

in a modified version. The children have real-

ly enjoyed learning about the season of Lent.

Another fun topic is that of St. Patrick! Did

you know that St. Patrick was not Irish? He

was born in Scotland in 387 A.D. He was

kidnapped by Irish pirates and was sold into

slavery. After he escaped, he returned to Ire-

land as a missionary. He used the three leaf

clover to share the idea of the Trinity. The

Father, The Son, and The Holy Spirit! It is so

important to know the history of why we do

the things we do. It truly brings a whole new

meaning to why we celebrate this great Saint

who spread the word about God’s unending

love.

This week we talked about the story of Dan-

iel and the Lions den. A story that shows us

that we must do what is right in the eyes of

God even if people around us do not agree.

God will always protect us and love us! Even

in a lions den!! :)

I hope you all had a fabulous spring break

and the next time you see a three leaf clo-

ver you will remember about God’s Great BIG

love for us!

Blessings,

Ashley Flowers, Christian Ed. Director

While we try to teach our children all about life,

Our children teach us what life is all about.

~Angela Schwindt-

Tip!

Tip!

You might have heard your primary child talk-

ing about fruit and a jar and wondering what in

the world they are talking about. The object is

to fill a jar with plastic fruit and when the jar is

full, there will be a splash party. Each afternoon,

we have a “fruit meeting” where we talk about

our afternoon in ASC. Did we get along and not

have any disagreements during outside time? IF

there was a disagreement, were the children able

to work out a peaceful solution on their own? If it

was a peaceful playtime, we earn a piece of fruit.

Did the children that are playing with the blocks

on the rug, get along and remember to keep the

blocks on the rug so that our room will be a safe

place to walk? If so, they can earn another piece

of fruit. The object is to work on building a safe

community AND to work/play peacefully with

each other. I must say, it has been awesome.

The children have been working so hard on be-

ing kind to each and not raising their voices and I

have so much help at clean up time that I am just

completely speechless.

The toddlers and primary are both enjoying new

crafts and the lovely spring weather, may it con-

tinue. I have had several parents ask about play-

time outside. To keep the children safe, we must

allow the toddlers and primary to have separate

playtimes. The primary will be on the playground

until 4:30 and the toddlers will be on the play-

ground from 4:30 – 5:30. As always, if you need

to contact me during ASC hours, please call the

school 214-348-1349 and listen for the prompts

for the ASC extension.

Happy Spring,

Lisa, Lindsey, Yoli, Amanda, Brooke and Tori

After School Care

Upcoming Events

Oct 31Halloween Parties

Noon Dismissal

April

April 3rd and 4th MDO Easter Egg Hunt

April 5th Easter Egg Hunt - Toddler and Primary Classrooms Staff Inservice- noon dismissal

April 6thGood Friday - No School

April 9thEaster Monday - No School

April 16thMonday Morning Montessori Discussion

Registration is now Open