Category Archives: For Parents

Writer’s Workshop

I call it Writer’s Workshop but reeally you can’t be a good writer without being a good reader. And in Montessori, writing comes first. For the emergent Literacy neophyte, It’s easier to reproduce the sounds and images from one’s own mind than to guess at what some author you never met was trying to say. More info from Maria here.

Some of my heroes of writing:

  1. Ralph Fletcher
  2. Writing Down the Bones with Natalie Goldberg
  3. Bird by Bird
  4. Paul Fleishman
  5. Donald Graves
  6. Lucy Calkins

Tools:

  1. Read Write Think

Magic

Sarah Kay says, ” I write poem to figure thing out.”

 

Kay Sarah Sera

“I am young enough to know about Magic Cats” and Fairies. Are you?

Poet, Sarah Kay, reading one of her poems:

Here’s another of her poems, that actually became a short picture book called

B

“If I should have a daughter…”

(Teachers, Check out “Ten Things I Know to Be True”

at 10:00)

Why do you think she decided to call it that? Do you think she would say the same things to her son? Why or why not?
What verse will you add to the cosmic story ?

What will be YOUR gift to this wide wise world?

AMS Montessori Conference 2016

These are the workshops I attended and what I am learning:

Handouts

 

Thursday:

Peace Education: Vital for Every Student

We got lessons presented to us from this amazing book:

http://www.montessoriservices.com/honoring-the-light-of-the-child-book-cd

Sonnie McFarland

Sonnie McFarland, the AMS 2011 Living Legacy, has been a Montessori educator for over 40 years. She is an international speaker, consultant, and workshop leader on educating for peace, personal transformation, community building, and Montessori parenting. She has written Honoring the Light of the Child and Shining Through: A Teacher’s Handbook on Transformation. She and her husband, Jim McFarland, PhD, received the 2012 Independent Publisher Book Award for their co-authored book, Montessori Parenting: Unveiling the Authentic Self.

Patricia Yonka

Patricia Yonka is a member of the AMS Peace Committee. She is also the creator of the CD Peace Through Music. AMS-credentialed (Elementary I – II).

 

Friday:

Workshop 1

Reading Workshop

Amy Croel-Perrien

Amy Croel-Perrien, MEd, is a graduate student instructor at Michigan State University and a former Montessori elementary teacher in Holland, Michigan. AMS-credentialed (Elementary I – II).

http://mrsperriensclass.blogspot.com/

Keynote:

Mitchell Adler

He taught us about identifying and managing our

HW: for adults, teachers, parents, and students:

Write down 5 triggers in each of those categories

How do they manifest in your thoughts, your bodies, stomach head, actions

Think of a number 1-100:

  1. What’s the most stressed you’ve been in your life? That’s a 100
  2. What’s the most relaxed? That’s a 1.
  3. 50 is your baseline–daily. (Well, for some of us.)

For example, right now I’ feeling about a 60. I’m happy but not relaxed. I’m excited about this workshop and I’ve had a lot of coffee.

 

Workshop 2: Using Picture Books as Mentor Texts for Word Study

 

The Right Word

 

Big, Bigger, Biggest by Nancy Coffelt

Muldoon

 

http://saplkids.blogspot.com/2014/10/international-dictionary-day.html

Saturday:

Workshop 4: 8-9:30

http://www.montessoriplus.org/montessori-plus-school/

 

Silent Auction!

The silent auction is this Saturday, March 5th!

It’s Winter in Paradise!

Would you like to own part or all of  a complete set of framed artwork by our very own Eagle’s Nest?

It’s 27 Views of Mount Fuji. Inspired by our study of Hokusai and his woodblock print  series, 36 views of Mt. Fuji!

27 Views of Eagle’s Nest

IMG_7016.JPG

Inspired by Katsushika Hokusai,

“Thirty-six Views of Mount Fuji”

(富嶽三十六景 Fugaku Sanjūrokkei)the-great-wave-off-kanagawa1.jpg

Enemy Pie

Our Social Justice Curriculum for Jan/Feb:

This month we are focusing on learning to understand our moods and on building friendships–even with those we don’t feel we know very well. You never know, that person you may think of as “weird” or “different” or an “enemy” could turn into your best friend:

http://enemypie.com/blog1/

See also:

Nugget and Fang

http://www.owenandmzee.com/omweb/

Mouse and the Lion:

  1. https://www.storyarts.org/library/aesops/stories/lion.html
  2. http://www.read.gov/aesop/007.html

 

 

Spirituality

As we study all the cultures of the world this year, children will see that all peoples and cultures have some system of spirituality. This includes all Jewish, Christian, Muslim, Buddhist, Atheist, and Agnostic faiths among all others. The need for family and spirituality and love is a value that binds us all.

I was absent on Wednesday, September 23rd in observance of the Jewish Holiday of Yom Kippur. As a Jew, I celebrate both Rosh Hashanah and Yom Kippur. What does your family celebrate?

Correction: The place that I go to worship for the Jewish holidays is actually a Unitarian Universalist Church. I called this a Christian Church.  “It is actually not a Christian religion/church. It draws on Judeo-Christian teachings as one of six sources that inform the faith life of its congregants.”

In case you’re interested, here are three (brief!) pages from the UUA website that describe its beliefs.

http://www.uua.org/beliefs/who-we-are
http://www.uua.org/beliefs/who-we-are/beliefs
http://www.uua.org/beliefs/what-we-believe/sources

Teach me to do it myself

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One of the central tenets of Montessori Education is “Never do for a child what she can do for herself.” This concept in central to my teaching in the classroom. I almost always model for children first–how to carry a chair, wash a table, use the addition strip board, take notes, use three part cards-but then it’s their turn to try, make mistakes, and practice with the material.

Does your child know how to tie her own shoes? Dress herself? Clean her room? Prepare a meal or snack for herself? Make a choice? Does your child have chores and responsibilities at home.

These are all great places to start.

Is your child moody? Acting depressed or unmotivated? PUT AWAY THE SCREENS, Please.

Excerpt from this article: https://www.psychologytoday.com/blog/mental-wealth/201508/screentime-is-making-kids-moody-crazy-and-lazy#sidr-main is below.

I only share this article because I care about your children and all the children I know and I have seen the negative effects of screen time, first hand….

Screentime Is Making Kids Moody, Crazy and Lazy

….

Excerpt:

Here’s a look at six physiological mechanisms that explain electronics’ tendency to produce mood disturbance:

1. Screen time disrupts sleep and desynchronizes the body clock(link is external).

Because light from screen devices mimics daytime, it suppresses melatonin, a sleep signal released by darkness. Just minutes of screen stimulation can delay melatonin release by several hours and desynchronize the body clock. Once the body clock is disrupted, all sorts of other unhealthy reactions occur, such as hormone imbalance and brain inflammation. Plus, high arousal doesn’t permit deep sleep, and deep sleep is how we heal.

2. Screen time desensitizes the brain’s reward system.

Many children are “hooked” on electronics, and in fact gaming releases so muchdopamine—the “feel-good” chemical—that on a brain scan it looks the same as cocaineuse. But when reward pathways are overused, they become less sensitive, and more and more stimulation is needed to experience pleasure. Meanwhile, dopamine is also critical for focus and motivation, so needless to say, even small changes in dopamine sensitivity can wreak havoc on how well a child feels and functions.

3. Screen time produces “light-at-night.”

Light-at-night from electronics has been linked to depression and even suicide risk in numerous studies. In fact, animal studies(link is external) show that exposure to screen-based light before or during sleep causes depression, even when the animal isn’t looking at the screen. Sometimes parents are reluctant to restrict electronics use in a child’s bedroom because they worry the child will enter a state of despair—but in fact removing light-at-night is protective.

4. Screen time induces stress reactions.

Both acute stress (fight-or-flight) and chronic stress produce changes in brain chemistry and hormones that can increase irritability. Indeed, cortisol, the chronic stress hormone, seems to be both a cause and an effect of depression—creating a vicious cycle. Additionally, both hyperarousal and addiction pathways suppress the brain’s frontal lobe, the area where mood regulation actually takes place.

5. Screen time overloads the sensory system(link is external), fractures attention(link is external), and depletes mental reserves. 

Experts say that what’s often behind explosive and aggressive behavior is poor focus.(link is external)When attention suffers, so does the ability to process one’s internal and externalenvironment, so little demands become big ones. By depleting mental energy with high visual and cognitive input, screen time contributes to low reserves. One way to temporarily “boost” depleted reserves is to become angry, so meltdowns actually become a coping mechanism.

6. Screen-time reduces physical activity levels and exposure to “green time.”

Research shows that time outdoors, especially interacting with nature, can restore attention, lower stress, and reduce aggression.(link is external) Thus, time spent with electronics reduces exposure to natural mood enhancers.

In today’s world, it may seem crazy to restrict electronics so drastically. But when kids are struggling, we’re not doing them any favors by leaving electronics in place and hoping they can wind down by using electronics in “moderation.” It just doesn’t work. In contrast, by allowing the nervous system to return to a more natural state with a strict fast, we can take the first step in helping a child become calmer, stronger, and happier.

For more on this topic, check out my new book, Reset Your Child’s Brain: A Four Week Plan to End Meltdowns, Raise Grades and Boost Social Skills by Reversing the Effects of Electronic Screen Time.

Another related article:

http://www.wired.com/2011/10/infant-tv-guidelines/