Author Archives: Alex Chiu

A Day in the Life of a Montessori Teacher

by Alex Chiu and Sue Gallo

What is Montessori, Montessori classroom, Montessori preschools

A teacher’s carefully prepared environment

Montessori teachers possess a special passion for their chosen field of education and a strong desire to promote the growth and well-being of children in their classrooms. They approach teaching with warm hearts, open minds, careful attention to detail, and a strong commitment to the Montessori Method and to their students. Here’s a peek into one teacher’s preparation and progression through a ‘typical day’.

I have thought long and hard about how best to describe a ‘typical’ day as a Montessori teacher. The first thing that comes to mind is preparation. Preparation is one of the essential elements in the Montessori classroom, and a typical day begins with preparation for the children even before we enter the school. Every day, Montessori teachers have a ‘plan’ for each individual student. We believe it is important to follow the child, and to do that we need to know the children and provide each one with guidance in the areas that will help him or her grow. Being prepared for every school day means knowing which students are ready for new lessons, which need a bit of support in completing a work, who could use some extra attention, and who might be ready to take on new class leadership roles. Using her or his skills of observation from each day in the classroom, the Montessori teacher plans how to approach and work with the students on a daily basis. This preparation is ongoing, and many Montessori teachers find themselves involved in this type of preparation at home, in the car, and in the classroom, as they are always looking for ways to make the most of each day for each child. As Dr. Montessori said, “Our care of the child should be governed, not by the desire to make him learn things, but by the endeavor always to keep burning within him that light which is called intelligence.

Beyond preparing how to work with our students, another type of preparation we engage in is the preparation of the environment. Monthly, we prepare our room with work that focuses on a variety of Practical Life skills. We try to keep the work fresh and inviting to draw the students to this area so that they can continue working on skills that develop eye-hand coordination, left-to-right orientation, and concentration, just to name a few. Using seasonal colors, or enticing objects, we carefully arrange the materials in an organized and beautiful way. We teachers often try out the work ourselves to make sure it is appropriate for a young child to use, with just the right level of difficulty. We also change our Science activities or add something new to the Cultural shelves or the Art area in order to engage and challenge some of our older students or to extend a lesson of interest to the class. According to Maria Montessori, “The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.” She also believed, “The teacher must not content herself with merely providing her school with an attractive environment; she must continuously think about this environment, because a large part of the result depends on it.”

On a daily basis, we always take care to make sure that each area of the classroom is in order, with clean shelves that hold complete, carefully placed materials. When we arrive at school around 8:00AM (or earlier), we make sure chairs are in place, fresh water is added to the necessary materials in Practical Life, fresh food preparation work is set out, and that the work in each part of the environment is inviting. In some MCA classrooms, we prepare other items, such as the classroom job chart, fresh paint in the Art area, or pet food for the feeding of the class pet. Each day we remember, as Maria Montessori did, that “To assist a child we must provide him with an environment which will enable him to develop freely.”

Once the physical classroom is prepared, we remember to prepare ourselves with a smile and a positive attitude, grateful for another Montessori day! Dr. Montessori stated, “It is not enough for the teacher to love the child. She must first love and understand the universe. She must prepare herself, and truly work at it.” So we teachers work to present our best selves every day. By 8:30AM (or earlier in some classrooms), we begin to greet the children at the door. We welcome them in and depending on the classroom, the Assistant Teacher may read a story or have a conversation with the children at circle as they wait for their classmates to arrive. In other classrooms, students may begin choosing their work from the shelves for their work cycle immediately upon entering the classroom. It is always a joy to see our students in the morning, as they come to school filled with anticipation and excitement about what they will be doing that day!

At some point during the morning, students will have the opportunity to go outside on the playground. Outside playtime is an essential element of childhood. The children need fresh air and outdoor movement, and their free play is a chance to socialize and play creatively outside the classroom walls. As teachers, we use this as yet another opportunity to observe, facilitate, and enjoy time with our students. We observe both the leaders and the children who need some help interacting with others. We see opportunities to foster relationships on the playground and in the classroom. We take very seriously Dr. Montessori’s tenet that “To stimulate life, leaving it free, however, to unfold itself – that is the first duty of the educator.”

When we return to our classroom, students may finish their morning jobs, teachers may present new work, and other students may share something with their classmates, which encourages listening and speaking skills. After being outdoors, we are ready to go back to work. The children are allowed and encouraged to choose work to which they are drawn. Teachers facilitate a work period during which children can become absorbed in what they are doing with few interruptions. The children are absorbed because they have the freedom to choose to work with something that is fascinating to them in their particular stage of development. All the while, the teachers are observing, presenting lessons, and facilitating learning. We enjoy hearing the delight in students’ voices as they make new discoveries, achieve goals, and solve problems. The steady low hum of classroom activities tells us that our classroom is productive. We strive to achieve the goal set forth by Dr. Montessori when she said, “The greatest sign of success for a teacher is to be able to say, “The children are now working as if I did not exist.””

After the work period, some teachers ring chimes to end work and prepare for lunch. The children clean up their work, wash their hands, and get their lunches. Lunch is an extremely valuable learning time. Children are encouraged to be independent as they set up their lunch spaces and open their containers. Teachers help them to ‘do it themselves’. As we learned from Maria Montessori, “We must support as much as possible the child’s desires for activity; not wait on him, but educate him to be independent.” Throughout the day, students practice grace and courtesy, but this is especially true at lunchtime. Just as we do on the playground, teachers use this time to join in casual conversations with our students and to listen to how they interact with one another, all the while tucking our observations into our memory banks to help us in the future. When finished, the children clean up after themselves, taking good care of their classroom before they leave.

To end the morning session, students and teachers gather together on the carpet to conclude the day with songs or a story and always good conversation. As children await whoever is picking them up from school, they have this final time as a community until we meet again the next morning. After the last child has left, we will check our emails or voicemails for any parent communications, confer with our Assistants or other Teachers about the day’s events, and perhaps attend a school meeting with the Director or other staff.

Once the students are dismissed and any teacher meetings have concluded, the typical day ends in much the same manner that it began. We inspect each area of the classroom to make sure the materials are complete and in order, put away any water or food work, complete the clean-up of tables, chairs, and the floor, and ensure the environment is safe and clean. As we move about the room, we also reflect upon our observations of the day, taking down notes about student progress, concerns, and the general classroom climate. We take time to consider which lessons students will need the next day, what types of guidance to provide to certain students who were especially quiet (or noisy or unsettled), and how to make sure each child is challenged, secure, and attended to – all in preparation and anticipation of… tomorrow!

Whoever touches the life of the child touches the most sensitive point of a whole
which has roots in the most distant past and climbs toward the infinite future.”
~ Maria Montessori

Eye on the Montessori Elementary Experience

By Alex Chiu

Most people equate Montessori education with early childhood or the preschool years. However, did you know that there are Montessori programs which begin serving children in infancy and extend up through the elementary, middle, and high school grades? For families who embrace the Montessori philosophy, they truly do see Montessori education as an ‘education for life’ and something that continues throughout their children’s school years and beyond. Many adopt a Montessori approach to their family home life, especially if there is not an opportunity to continue in a Montessori program beyond preschool. We are lucky in that The Montessori Children’s Academy offers programs which invite families to begin the Montessori journey at age 18 months in the Montessori, My Child, & Me child-caregiver program and continues with programs for Preschool, Kindergarten, and Lower and Upper Elementary students. The MCA Elementary Program, one of the few Montessori Elementary programs in our area, serves students in grades 1-8 and is located at our Short Hills campus.

MCA Elementary Highlights
Let’s take a peek into just some of the unique opportunities that students have when they continue their Montessori education beyond the Preschool and Kindergarten years and move into the Elementary Program. Our MCA Elementary students benefit from many varied and unique experiences both in and out of the classroom. Here’s a sampling of just some of the special activities they’ve participated in so far this school year.

The MCA Garden
This year, our MCA Elementary students have taken over the responsibility of maintaining our school garden. When the weather was warmer, the students used tools such as pitchforks and hand trowels to clean up the garden and pull out bulbs that were no longer needed. Next, they will begin indoor planting in February. Students have also been in contact with the Master Gardeners of Essex County to help plan their garden. They even tied the garden to math lessons as they measured the area and perimeter so that they could draw, to scale, graphs of the garden in order to plan how they will utilize the space most efficiently. The garden is just one example of how our students connect with community members, such as the master gardeners, and extend their learning beyond the classroom walls. It also illustrates cross-curricular learning where gardening meets math, science, and more.

Practical Life Skills Put to Work
The Montessori Practical Life exercises came in handy to the Elementary students recently. They decided they needed to adjust the height of some classroom tables, so they grabbed screwdrivers and went to work. The students made tables taller so they could fit more comfortably, as they have all grown so much this year! Here, too, students took the lead in problem solving, putting their skills to use in a practical way, and working together for their classroom community’s comfort and well-being.

Exploring History and Making Predictions for the Future
Our Elementary students have been continuing to study pre-humans and the theory of evolution. In order to understand how scientists develop theories based on evidence, the students analyzed models of pre-human skulls. They wrote down observations, drew what they saw, and compared the skulls to one another. The students then developed theories based on what they saw, as well as their prior knowledge from class lessons, to hypothesize what the skull changes meant for humans and why these changes might have occurred. One student even took it upon himself to predict what evolutionary changes could happen in the future and why those changes might occur! Montessori students continuously build upon prior learning, making connections and discovering ways to answer their many thoughtful questions.

Protons, Neutrons, Electrons, Oh My!
To kick off our chemistry studies, the MCA Elementary students explored atoms! The students used three-part cards and books to learn about the different parts of an atom. Some students took the initiative to take their studies one step further. Here you can see 3-D atoms built by our students with materials they found around the classroom. Montessori students are hands-on, engaged, active learners!

What Montessori Elementary is All About
It’s important to note that our MCA Elementary Program maintains the hallmarks of the Montessori philosophy, keeping its true values at the core. Here is what Montessori Elementary (and beyond) is all about:

Classroom Community
One thing that remains consistent in Montessori education across ages is the mixed-age groupings of the students. The benefits of the mixed-age group are clear when students fluidly move from one level to the next as they are ready, not limited by age or grade, and as students learn from one another, with each bringing different talents and skills to the classroom. A younger student may already be an ‘expert’ in dinosaurs because of a vast amount of interest and research done on the subject, so that student might take on a teaching role to share his or her knowledge with the others, regardless of whether they are same-age peers, or younger or older students. Students take on various leadership roles at different times throughout the school year, and all work together in a way similar to how families function, with each class member taking on different responsibilities and everyone working together for the common good of a happy, productive, learning environment.

Teachers Who Guide Students
Montessori Elementary teachers have a certification that is specifically designed for teachers working with the elementary age groups. Using their finely tuned observation skills, they adapt lessons to the needs and readiness of their students, continuously offering appropriate, challenging, and engaging activities. Montessori teachers act more as guides than lecturers, helping their students understand that the students must take ownership of their learning, which makes their learning so much more meaningful. This is not to say that Montessori teachers don’t ‘teach’. They meticulously prepare their classrooms, work alongside their students, and provide all of the support necessary to promote active, challenging, and real learning in their classrooms.

Montessori Materials and More
Elementary students may continue to use some of the same materials familiar to them from their Primary classes, but they do so in a much more advanced, sophisticated way. The materials grow with the students, moving them ever forward from concrete to abstract thinking. Supplementing these Montessori materials are important curriculum materials that equal and surpass what is being presented in traditional elementary schools. These may include supplemental writing exercises, literature, science tools, and current technology. What is different is that Montessori students continue to have the freedom to explore these varied academic components after having been provided with initial guidance by a teacher. After an introductory lesson on a material or concept, students move forward with their learning at their own pace, oftentimes seeking out independent study of special areas of interest. Very often, learning is interconnected across subject areas, and students can see how the skills they learn in their core academic areas work together in so many real life situations.

An Uninterrupted Work Cycle
The work cycle of the Elementary classroom is similar to the Primary class in that the Elementary students also have a long, uninterrupted work time. During this work cycle, they may move from one activity or subject to another, completing experiments, writing essays, doing research, and working independently, in small groups, or with a teacher. The school day also includes special classes, such as Spanish, Music, Art, Technology, Physical Education, and Health.

Peace Education and Community Connections
The MCA Elementary Program continues developing the students’ global awareness and civic responsibilities through the ongoing Peace Education curriculum. This includes not only learning social graces, but also incorporating environmental education and involvement in community service activities. Students are encouraged to make community connections, and as they do, they discover that there is so much that they have to offer in making the world a better place starting right within their own communities.

Continuing a Montessori education beyond the preschool years allows children to further develop their love of learning while taking ownership of their education. Elementary students in a Montessori environment are provided with the opportunities to follow their interests and identify their passions. With the support and guidance of their teachers, these older Montessori students apply knowledge to new areas, make connections among subject areas, and delve deeper into each area of study. They come away with skills that stretch beyond strong academic performance. From their Montessori experiences, they learn how to learn, how to ask questions and seek answers, and how to be part of a community that works together for the benefit of all.

 

For more information about Montessori elementary in general, you might enjoy reading Montessori Today by Paula Polk Lillard, which provides an in-depth look at what Montessori elementary education is all about. We also invite you to visit our website at www.TheMontessoriChildrensAcademy.com for more details about our MCA Elementary Program, or call our Short Hills campus at 973-258-1400 to schedule a tour to visit and see for yourself.

Balanced Literacy in a Montessori Classroom

By Imelda McShane with Alex Chiu

Balanced literacy contains both spoken and written components. The foundation for language learning is hearing and imitating sounds, listening to words, understanding the meaning of words and sentences, and being able to use words to communicate. At The Montessori Children’s Academy, we teach the children who are ready to read by using a phonetic approach that demonstrates how words are made up of sounds, which is later supplemented by sight-reading strategies. Learning to read starts with phonics in Montessori schools because we understand that reading is essentially the decoding of the individual sounds of a word, and connections are made among speaking, reading, and writing in all areas of the curriculum right from the start to promote balanced literacy.

Many preschool children may already have mastered the names of the letters by the time they come to school. They know their ABCs from the Alphabet Song which uses the names of the letters and which we all know very well. When young children enter a Montessori classroom, they then are introduced to the sounds the letters make. For example, “A” says the sound “a” as in “cat”. This is a new concept for most preschoolers, and as their interest in the Language area of the classroom grows, they become engrossed in the various materials that facilitate their reading, writing, and general language skills.

The first of the Montessori materials used to help teach the sounds of letters are the Sandpaper Letters. These materials consist of 26 individual flat, thin wooden boards, each with a lower case letter made of sandpaper attached to one side of the board. Consonants are on pink boards and vowels are on blue boards. The Sandpaper Letters are kept in boxes containing 4 or 5 letters, chosen because of their differing sounds and shapes. For example, the first box a child would be introduced to includes the sounds “b”, “m”, “s”, and “t”. Each letter’s shape and sound is quite distinct from the others in the box, promoting an easier differentiation for the child.

Using these materials, children learn to recognize the symbols of the letters, associate the phonetic sounds with the letters, and make a tactile connection between the sounds and the formation of the letters. Montessori teachers show the child how to trace the Sandpaper Letter with one finger. While the child traces the letter, the teacher will repeat the phonetic sound of the letter. The child is encouraged to repeat the sound. An extension of this work is to have the child write the letter in a shallow tray filled with sand. The child is invited to form the letter in the sand, and if dissatisfied, the letter can easily be ‘erased’ by gentle smoothing the sand so the child can try again and again. These activities are direct preparation for writing because they give the children practice in the movement used for making the letter, which they will do with pencil and paper in the future.

Recently, in one of our MCA preschool classrooms, the children used crayons to trace letters written first by a teacher in pencil on a piece of paper. After tracing the letters, the children could choose stamps with pictures of objects that begin with those letters to illustrate their papers, for example using a stamp of a “rose” for the sound “r” or a stamp of a “monkey” for the sound “m”. Students have also used watercolors to paint turkeys and hats representing the sounds of “t” and “h”. Using a small pin punch tool, the children pin punched the outlines of the shapes of pumpkins and cats on construction paper to help them learn the sounds “p” and “c”. While studying invertebrates, the children had the opportunity to match different sounds with different types of invertebrates. Montessori classes perform many activities like this to reinforce the sounds across curriculum areas.

Another fun way to work with sounds is to play an “I Spy” sort of game. During circle time, some teachers, when calling children to choose work, line up, or get their coats, will often say, “If your name begins with the sound “d”, you may get your coat.” Parents can play this in the car or at home too, as it is an enjoyable way to incorporate learning sounds throughout the day.

Once the children have mastered many of the sounds, they begin working with another Montessori material – the Movable Alphabet. The Moveable Alphabet is a box containing small, lowercase letters of the full alphabet. Consonants are usually red and vowels are usually blue for the children to easily distinguish. The activity is done on a mat on the floor with a set of phonetic objects (for example, a hat, a cat, a rat, etc.). One of the objects is laid down on the mat, and the child is asked to identify the object. When the child names the object, he or she is then invited to listen for the first sound he or she hears when saying the word. The child then finds the letter that represents that first phonetic sound from the Moveable Alphabet box and places it beside the object on the mat. The child and teacher will repeat the word again, “h-a-t”, slowly so the child can hear each of the sounds used to make the word, and the child chooses each of the corresponding letters to spell the word on the mat. The fact that this reading activity requires manipulation of material is important because the child is still at an age where he or she learns a great deal through the use of the hands. The objects also are very inviting and draw the children to choose this activity in the classroom.

After the children have learned to spell out the words “hat”, “cat”, “bat”, etc. using the Moveable Alphabet, they read what they have laid out to a teacher; thereby moving from building the word with the Moveable Alphabet letters to reading the word out loud. The children will continue in this way building many words using all of the vowels in the box, and progressing from simpler words to more challenging ones, as they are ready.

To continue their work in putting sounds together, the children progress through the Montessori Pink, Blue, and Green Language Boxes. In one of the first Montessori reading exercises, the Pink Reading Boxes, the child matches small pictures with simple, phonetic words printed on cards. At first, this exercise involves three-letter words with short vowel sounds. Later, in the Blue and Green levels, four or five letter words such as “stamp”, “flag”, “crab”, etc. are introduced. These are called blends. There are many such pictures in the classroom, so that a variety of work is always available. The children are introduced to basic sight words and eventually reading phonetic sentences.

One way to enhance the Language curriculum in a Montessori classroom is with an activity known as “Sharing the Pen.” An example of this activity was observed recently when an MCA teacher drew a place setting on a large piece of paper. The children were asked to choose an object from the place setting picture and come to the paper and write the sounds they could hear when saying the name of the object. One child wrote “plt” on the picture of the dinner plate. Each child was allowed a turn to “share the pen.” The children look forward to activities such as this, and they are able to see how language is part of everything that they do.

Another important component of the Montessori Language curriculum is literature. Literature is part of every school day. Reading and class discussion are woven into every aspect of the MCA curriculum. Through their continuous exposure to literature, children build a wide vocabulary, gain a better understanding of the function of words, and learn to communicate and express themselves better, both orally and in writing. One recent literature lesson at MCA involved the book 10 Black Dots by Donald Crews. The author wrote, “One dot can make a sun, two dots can make the eyes of a fox, and three dots can make a snowman’s face.” The children were asked what they would do with 10 black dots. One child wrote, “Four dots for the flowers in my dad’s garden.” Another child wrote, “Two dots are for yummy chocolate chip cookies,” while still another one wrote, “10 dots can make a necklace for my mom.” Even the youngest students participated by illustrating pictures and dictating their stories to a teacher.

MCA students engage in language across all areas of the curriculum. Music and art connect to their Language learning, too. For Thanksgiving, some of our children wrote what they were thankful for on leaves with crayons and used watercolors to paint over them. In December, other students talked about their own holiday traditions and read holiday stories with a theme of gifts from the heart. The children then wrote cards to the parents expressing a gift such as love, joy, kindness, etc. Recently, a class read the book The Wonder of Hands by Edith Baer, which illustrates the many wonderful things hands can do. This book inspired much discussion about the varied things that hands could be used for, after which the children wrote about what their own hands can do. For example, one child wrote, “I can make a heart with my hands to show love,” while another wrote “I can hold my friend’s hand with my hand.” Throughout all seasons of the year, the children are exposed to poems and stories related to holidays, seasons, and current classroom themes, all contributing to their Language learning.

The goal of a developmentally appropriate classroom is to accept the children where they are and take them forward on their literacy journey. Montessori classrooms especially help guide children on this journey through a variety of activities and with specifically crafted materials that facilitate their language growth. A balanced literacy program, such as what you will find in MCA’s classrooms, helps to ignite the excitement of language learning and light the way for children’s development in this area.

Reflections at The Montessori Children’s Academy

As we enter this new year, we thought we’d take a look back at just some of the MCA special events and highlights from September through December. In just a few short months, the children have experienced so much both inside and outside of the classroom. Reflecting upon the fall 2017 semester, we are filled with gratitude for the opportunity to work with our MCA children and families, as well as with others in our local areas and the broader Montessori community. As we look forward to what 2018 holds, we are filled with hope and anticipation
for all that we are yet to discover and achieve together!

Commemorating the International Day of Peace

 

 

 

 

 

 

 

 

 

Fall Harvest Family Fun Day

 

 

 

 

 

 

 

 

Visit from Our Local Firefighters

 

 

 

 

 

 

 

Celebrating Diwali

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Making Music

 

Picasso Studies

                  

 

 

 

 

 

 

 

 

Elementary Study of Atoms

 

 

 

 

 

MCA’s Disaster Relief Bake Sale to Support Montessori Communities in Puerto Rico

 

 

 

 

 

 

 

 

Paws of War Assembly with Jason and Dixie

 

 

 

 

 

 

 

 

 

 

Working Around the Classroom

 

 

 

 

 

 

 

 

 

 

 

Gingerbread Decorating

Looking ahead to 2018…

Nurturing the Spirit of Charity and Goodwill

By Alex Chiu

The Merriam-Webster Dictionary defines “charity” as “benevolent goodwill toward or love of humanity” and “generosity and helpfulness, especially toward the needy or suffering”. We seem to hear more from charities during this time of year, with Salvation Army bell ringers on every corner and more envelopes than we can carry from the mailbox requesting donations for various groups. It is in December when more people are inclined to volunteer or make a contribution, opening their hearts and wallets a little more easily.

No doubt, we all feel a little lighter when we’ve done something to help someone else. Scientific studies have shown that volunteering and making charitable contributions of time or money can affect how we feel—people who are charitable tend to be happier, and even, according to some studies, healthier. So, if it makes us feel good to help others, why so often, do we set aside the needs of others until December rolls around? How do we keep this spirit of charity and goodwill alive throughout the year not only within ourselves, but in our children?

Think about that first Merriam-Webster definition again. In what ways do we foster “benevolent goodwill toward or love of humanity” at home? First, it comes from how we treat our own family members, showing respect through our words and actions at home. We then must have the same expectation of our children to show respect to us, their siblings, and other relatives. Words do matter. So do actions. When our children see and then emulate respect at home, this then naturally trickles into their interactions with friends, neighbors, store clerks, classmates, teachers, colleagues, etc. For Montessori students, it’s reinforced daily with Grace and Courtesy lessons as well. In addition, as Maria Montessori herself said, “There is a great sense of community within the Montessori classroom, where children of differing ages work together in an atmosphere of cooperation rather than competitiveness. There is respect for the environment and for the individuals within it, which comes through experience of freedom within the community.” The Montessori classroom is an extension of that environment of respect which is developed in the home.

Next, think about the second part of the definition: “generosity and helpfulness, especially toward the needy or suffering”. Again, as the old adage acclaims “Charity begins at home”. How can your child show generosity and helpfulness at home? Very simply, they can do this by participating in the necessary tasks of daily life—tidying up, helping with mealtimes, sharing with siblings, or offering to do something for someone else who may be tired or busy. Parents who model this type of generosity and helpfulness, and who encourage their children to follow suit, have already laid the foundation for spreading that goodwill beyond their homes, where their children will realize that their acts of charity, however big or small, can benefit ‘the needy or suffering’, too.

This year, it’s been impossible to ignore the many needs of people suffering both in our own country and around the world. The many natural disasters, resulting in fires and flooding, have devastated so many areas near and far. Sometimes, even for adults, seeing the news repeat the details of such events can be overwhelmingly sad and disheartening. However, as we have seen with Hurricanes Harvey, Irma, and Maria, these disasters have actually brought people together working for the common good. And even our youngest children can learn that there are ways that they can help.

At The Montessori Children’s Academy, we recently held Bake Sales at each of our campuses, with all of the proceeds benefiting Montessori schools affected by Hurricane Maria in Puerto Rico. The students learned about how the schools were damaged, and class discussions led by the teachers allowed the children to process what it must be like for children just like them to not be able to go to school following such a strong storm. The empathy of the students permeated into their beautiful posters which were displayed at the Bake Sales, and the overwhelming response of parents, teachers, and administrative staff to contribute items as well as purchase them to support this great cause was heartwarming. In all, MCA raised more than $3,000 to support Instituto Nueva Escuela in its efforts to provide disaster relief to Montessori schools and their families in Puerto Rico!

In addition, MCA annually chooses an organization to support through various charitable endeavors throughout the entire school year. This year, we are supporting Paws of War. From September through June, our MCA students will learn about this organization and participate in several activities in the hopes of raising awareness, as well as funds, for the good work that they do. Earlier this fall, the students were treated to an in-school assembly where a Paws of War representative shared information about how the organization trains rescue dogs to become supportive service dogs to military veterans. The children had the opportunity to meet one veteran and his canine partner, and they learned firsthand how this partnership has improved the life of both the rescued dog and the serviceman. Doubly good work! Over the course of the next several months, MCA students will continue to learn about the programs and brainstorm other ways they would like to help.

At home, children learn respect and the value of helping family members. In school, there is a natural extension of this in the multi-age Montessori classrooms, where students help one another every day. Our Montessori children quickly come to learn that it feels good to help others. As a school that promotes awareness of a different charity each school year, our students also learn about the variety of larger needs in our communities. Whether it is by helping a classmate tie his or her shoelaces, making posters for a bake sale, or collecting money to support an organization such as Paws of War, they see that there are so many ways they can contribute to their communities and help others each and every day. And when a sudden disaster strikes, such as the hurricanes of this past fall, they see that their school families can combine efforts to help with those needs as well. Charity then is something that becomes a natural part of the children’s lives. Most importantly, they see that charity isn’t a one-time, December event. The children find that charity comes in the words and actions that they share daily, showing their “benevolent goodwill toward or love of humanity”.

This holiday season, everyone at
The Montessori Children’s Academy

extends our warmest wishes for
Peace on Earth and Goodwill to All!

*For more information about or to make a contribution to Paws of War, please visit their website www.pawsofwar.org. For more information about Instituto Nueva Escuela, please visit www.en-inepr.weebly.com and the GoFundMe page https://www.gofundme.com/puerto-rico-montessori2montessori to help support the disaster relief efforts for the Montessori community in Puerto Rico.