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~Dr. Maria Montessori Please scroll down for the list of important dates. ![]() The Parent Guild would like to thank ![]() Dress rehearsal will be from 6:00 p.m. - 7:00 p.m. The concert will begin promptly at 7:00 p.m. ![]() Many people are surprised to learn that charter schools actually started with Albert Shanker while he was the president of the American Federation of Teachers. He described charters as schools where autonomous teachers would design and lead “laboratory” schools within traditional districts who could learn from innovative practices in these lab schools. Things haven't quite worked out as he envisioned them. Charter schools as we know them have devotees on both sides of the political spectrum. On the right, supporters viewed charter schools as freedom from bureaucracy and as an individual right. On the left, charters are a social justice issue, providing opportunity for distressed communities where the traditional district was failing generations of students. Both of these viewpoints are valid and often led to some strange bedfellows in the movement--as conservatives and liberals joined together to craft charter school laws across the nation. As someone who has taught and led in charter schools, my perspective is very personal. I had far too many experiences with students and parents who were so grateful to find a school that respected them, embraced their child, and listened to them to not get behind the notion of choice. Students who blossomed in front of our eyes because they finally felt like they were a part of an academic community was profoundly rewarding. I grew up in Detroit in the 70’s when Japanese cars first started hitting the market. At the time, you would go to a Tiger game and see signs that would say, “Park your non-American car here at your own risk.” But the fact was that the Big 3 hadn’t listened to their customers--because they had a captive market. Today, they all build high quality cars, because they had to, and they are leaders in automotive, technology, and business innovations. Charter schools are beginning to have that effect in the education sphere too--when parents and students have a choice, we all listen. And, as a result, a more vibrant “marketplace” can arise. Traditional public schools do wonderful things for their communities and their students, but for the kids or parents who want something else, it’s just too critical a time in a growing child’s life to ask them to “just do it, because you have to.” Although charter schools can be a contentious issue for some, if we remember the goals of education in general, it is hard to argue that students and parents should not be able to make educational decisions where their children are happy and learning.
![]() RECYCLING VOLUNTEERS NEEDED! With more students than ever, we are now looking for volunteers to help pick up recycling three times a week. Times are flexible and the process is simple. Recycling is a valuable practice for our children to learn as good stewards of our planet and is an important part of our Michigan Green School Certification. Whether its one day each month or just one day, your help is important and greatly appreciated! ![]() Music in the Montessori Classroom ![]() "...success [in music education] is bound up with the need for the production Music is a universal language, loved by children and adults in cultures throughout the world. Children have an uninhibited inclination to move, dance, and make music, as well as an innate capacity to appreciate all types of music. Musical activities are included in the daily life of the Montessori classroom and respected as much as other curriculum subjects. While many schools bring in a music teacher to give weekly classes, it's essential that classroom teachers integrate music into everyday activities through song, movement, instruments, music appreciation, the Montessori Bells, and Walking on the Line to music. What Children Learn from Music Research shows that music is fundamental in early childhood education, helping children to develop in various ways, including problem-solving and logic skills. Language acquisition is enhanced as children learn songs with varied vocabulary, meter, and rhyme. Cultural lessons are enriched with songs about continents, planets, respect for Earth, and much more. Music gives children opportunities to perfect their movements and refine coordination, with songs such as "Head, Shoulders, Knees, and Toes," and "Farmer in the Dell." Music and movement provide children with ways to express their own unique spirits. If You're Shy about Singing Everyone can successfully provide children with opportunities for musical expression. If you're shy about singing, teach yourself songs by singing along to a CD of children's songs as you drive. Since children have naturally high voices, you'll notice that many songs for children are sung quite high to help them match the pitch. When you're ready to introduce these songs to children, you can play the tune on a lap harp or sing with the CD playing softly in the background. If some children rarely join the singing, don't be discouraged. A parent once told me that her child was spontaneously singing songs he had learned at school. I was surprised because in class he preferred to just listen. Music Activities Toddlers naturally enjoy singing, dancing, and clapping along to music. Let young children explore percussion instruments such as shakers, drums, and tambourines. In the Montessori primary class, three-year-olds are ready for the Sound Cylinders and Montessori Bells. For Walking on the Line activities, there are several excellent CDs that will inspire children to tiptoe, march, gallop, and skip as the tempo and mood of the music change. Teachers also create musical activities:
The Gift of Music Whenever I visit a Montessori class, I'm always touched to see children singing as they work. I then know that music is an important part of the life of that classroom. During my internship in a lower elementary class, I was surprised that the teacher felt there wasn't enough time for singing. I asked if I could teach songs during transition times: lining up for recess, gathering for a class meeting, or walking to the library. Instead of squirming while waiting, children were engaged in singing and learning. We never had a moment that was officially dedicated to music. Yet by spring, the class put on a concert with songs that had been learned in those little cracks and crevices of transition moments. Maria and Mario Montessori understood that music is one of the fundamental spiritual needs of humans. All children can learn to sing on pitch and carry a tune, and even, with the advanced lessons on the Montessori Bells, learn to read and write music. Starting simply, teachers can give children the opportunity to participate in one of the great joys of life - listening to and making music. "Music... formed part of the sacred heritage that each group...transmitted to their children." —by Irene Baker, MEd, Montessori Educational Consultant at Montessori Services. She holds both primary (ages 3-6) and elementary (ages 6-12) Montessori certifications and has taught at all three levels. For over 15 years, she has served as a Montessori teacher-trainer for both primary and elementary levels and has presented workshops for teachers at schools and AMS national conferences. Her work with both students and teachers is infused with the knowledge she has gained from her passions: history, social justice, non-violent (compassionate) communication, nature, meditation, music, and poetry. —Originally Published 2017 ![]() FCMA & Parent Guild Dress Down Day: Winter Break: |