SHOW AND TELL
Bring something used to build a house.
Almost all creatures find shelter.
The value is collaboration, which is the power to work together for the common good.
For safety we’ll learn how to resist stuff in our environment that is not good for us.
Outside we’ll imagine how to build a house.
The songs we’ll be singing are Day-O, Do-Re-Me, Home on the Range, and Red River Valley. We’ll also practice patterned clapping.
Our art activities are mazes, stamp sets, painting with a screen, animal houses, and paper roll houses.
Creative dramatics will be imagining ways to use things and how many things a thing can be.
For motor development we’ll build stamina with running, jumping, sit ups, and push ups. For body development, we’ll work on bilaterality with balloon volleyball, imitating patterns, bunny hop, and play pass.
THE REASON FOR THE ROUTINE
When you made the commitment to enroll your child in our Montessori school, you may have done it for dozens of reasons. As you’ve been here, you’ve discovered there are rules about everything. Mostly we like to think there are good reasons for our rules. Some of our rules have to do with the routine.
A major issue in a Montessori environment is that a child feels secure and confident so that energy can be fully directed into learning. A part of this is having a regular routine. When the child knows what to expect and what the schedule is, she can move confidently into her work. If she sometimes arrives before breakfast, sometimes on the playground, and at other times walks into a class already in progress, she has to expend extra energy adjusting to a non-routine schedule.
Another issue is a respect for the child and by extension, for all the children. When anyone enters a social environment, it’s important to “read” the environment, noticing what’s going on before entering the mainstream. The ability to understand these social cues is critical. When you enter the school’s environment with your child, it’s important that you notice what’s going on and that you guide your child into blending as effortlessly as possible. Stand for a few minutes at the edge of the playground while your child orients himself. Teach your toddler to walk into the environment as the other children are walking. If a class is in session, stand quietly at the edge until your child can walk confidently into the class. At the end of the day, wait respectfully at the edge of the children’s activity until it’s appropriate to interrupt the activity or until your child greets you. If you need to be at the school during mealtime or naptime, please be the least disruptive that you can be. Ask your teacher or the administrator for guidance if it’s not obvious what would be most appropriate. As an aside, once you have left the environment, please don’t continue to interrupt. Let your child move on into his day.
As high-achievers, we have our own routine that works well for us, and we chafe at those who would impose on that routine. We may not be aware of our children’s watching every move we make. They know the rule about being on time to class and not interrupting circle time. They know when we’re blatant about not following that rule, or any other rule. So they understand at the most intuitive level that rules don’t really have to be followed. Then one day, sooner than you would like to think, they won’t follow your rule. Let’s be meticulous about teaching our children good life rules today.
Stone Soup Day – On Thursday, Jan. 30, everyone will bring a handful of something to add to our morning snack . The children delight in finding their contribution in the big bowl
Prepare for Valentines – We’re already there. Every child should plan to bring enough valentines to give one to each child in the class on Valentines Day (Friday, Feb. 14). If your child is able to write his name, he could begin signing each of the valentines a few at a time so that his classmates can tell that the valentine came from him. It’ll be a simple, quiet celebration of sharing that morning.
Just Say No – Our safety curriculum will be the beginning of teaching our children to make their own decisions about resisting cultural forces that are not good for them, specifically drugs. You might want to continue to reinforce that learning at home. Ask to see the curriculum we’re using so we’re using a common language.