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"Our mission is to direct each child towards meeting his or her own needs within a prepared environment that encourages independence, respect, and self-sufficiency.

Our goal is to create for each child within a nurturing environment overseen by AMI trained staff - a philosophy of learning which will enable him or her to confront higher conceptions and meet the needs of development as well as provide as education for life".

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Why Kids Need to Move, Touch and Experience to Learn

by Katrina Schwartz, MindShift/KQED


When students use their bodies in t eh learning process, it can have a big effect, even if it seems silly 
or unconnected to the l earning goal at hand. Researchers have found that when students use their bodies
while doing mathematical storytelling (like with word problems, for example), it changes the way they
think about math. "We understand language in a richer, fuller way if we can connect it to the actions we perform,"
said Sian Beilock, professor of psychology at the University of Chicago. 


To see more of this interesting article, please click the link below:




9/25/15 Reprinted with permission from Katrina Schwartz, MindShift/KQED. No part of this publication may be repro-
duced for any purpose, whether private or public, without the express permission of Katrina Schwartz, MindShift/KQED.



Play is an important part of our learning experience.

Click the link below to be directed to NPR's TED Radio Hour from March 27, 2015.

This webisode focused on the importance of Play in helping us become "smarter, saner,
and more
collaborative." Of particular interest will be the third and fourth speakers. 
Stuart Brown discusses how Play shapes our environment, while noted primatologist
Isabel Behncke
speaks on what Bonobo apes can teach us about Play. 




9/25/15 Reprinted with permission from NPR's TED Radio Hour. No part of this publication may be repro-
duced for any purpose, whether private or public, without the express permission of Katrina Schwartz, MindShift/KQED.



~ Launches literacy campaign to help families read 20 minutes a day ~

Last week, the Florida Department of Education launched the Just Take 20 literacy campaign to support K-12 Florida families with practical, easy-to-implement activities to add 20 minutes of reading to their day. Research says that children who read at least 20 minutes a day outside of the classroom do better in school and in life. Just Take 20 gives families tips and activities to integrate reading easily into daily life.

“Parents play a critical role in their child’s literacy development,” said Education Commissioner Pam Stewart. “Providing families with strategies to make the most of teachable moments and infuse reading into busy schedules can increase student literacy and help Florida students succeed now and in the future.”

The centerpiece of the campaign is an interactive website that prompts families to practice reading at home using a customizable literacy plan tailored to their child’s grade level and needs. Each family can build its own family profile, score points and earn badges while having fun with various reading and writing activities. Activities include tips for struggling readers and many of the resources are provided in Spanish and Haitian-Creole. Online activities and materials are easily accessed on any smart phone, tablet or computer.

The campaign includes a portal for educators where they can participate in virtual learning courses, download materials to engage students and families in literacy learning, and track online reading progress if a family chooses to connect with them for more support.

The Just Take 20 campaign is available free to all Florida families and K-12 public schools. In addition to the online web app, districts will also receive printed toolkits that will help them continue literacy engagement with families throughout the year. The toolkits will include event and activity guides, monthly newsletters and other communication materials.


For more information about the Just Take 20 family literacy campaign, visit JustTake20.org. 



Elementary Morning Chat Summary from 9/17/15
At our morning chat on Thursday, Sept. 17th, we discussed the Junior Great Books program.
Below is a summary of the program.

The Junior Great Books program has its emphasis on discussion and its focus is on each child’s interpretation.
This gives them many opportunities to develop their reading, writing, critical thinking, and oral communication skills. All the children will be able to contribute and grow in their ability to read and enjoy challenging literature, no matter their reading or writing levels. 

This language program contains interpretive activities that indirectly enable the children to become more aware
of their reactions as they read and develop a sensitivity to the written word.

This stimulates their curiosity about a text and encourages exploration of new ideas through writing. They will have practice with a variety of reading and thinking skills:

  1. recalling details from a story
  2. drawing inferences from the text
  3. analyzing characters and then motives
  4. finding the main idea or themes
  5. learning morals/ life lessons on values

JGB offers amazing reading selections, which are rich in both ideas and vocabulary while covering many genres and works from a variety of cultures. 
The program follows the following process:


First, a reading is done at school. This gives the children the opportunity to absorb the material on an imaginative, as well as an emotional, level. They do not have to worry about decoding, fluency or comprehension on their own at that time. They begin to reflect on the story and begin to formulate questions.

In the 6-9 class, the next step is as follows: both the children and the parents will be asked to do three additional readings- 1. done by the child only, 2. done by the parent only, and 3. both the parent and child take turns reading together.  Repeated exposure to the text promotes fluency in reading, as well as comprehension. Children can acquire new vocabulary and learn to derive word meanings from context clues. 


Multiple readings also make it possible for students who are not yet fluent readers to work on equal footing with the rest of their friends and peers. This shared group discussion is based on the idea that many minds working together can discover and uncover more than one individual working alone; especially given the complex stories introduced by the Junior Great Books program. Knowing that there are no right or wrong answers, the children will collaborate and share their ideas and thoughts. They may have different answers or points of view but they are taught to respect others’ views, ways of thinking and opinions. When they listen to others, they may be able
to provide NEW ideas. 


Sometimes sharing the answers to questions during the group allows the children to clear up any misunderstandings of the story. They learn that listening to other peoples’ opinions and reactions is an important part of developing one’s own thoughts.


There is a writing component which is a natural compliment to the reading experience. The emphasis at first is not on the final product. The writing is used to assist the children to think and use it as a means to help understand the overall story, the characters, the theme and their own thoughts based on their personal life experiences. After the discussion, the children have time to refine/revise and edit their ideas with attention to tense, spelling, grammar rules and sentence flow. 


The Junior Great Books program also helps establish the concept of “deadlines” and helps the children develop the ability to set up time management skills and how to prioritize. They  learn to do their best work independently; relying not on the facilitators but each other.


This work continues into the 9-12 class. Here J.G.B. is worked on all year long and is now done all in school, not
as part of their homework. 


There is an emphasis now on written language in the Upper Elementary. In the Fourth and Fifth years, the students have a workbook, which has writing exercises and activities. This is  preparing them for the Sixth year, where the emphasis is on writing essays. There is no longer a workbook or prepared pages at the this level. As our “Chat” participants saw, the Sixth Years have a box of JGB, with ideas for essay preparation. 


These stories are works of Literature which is on grade level and satisfies various components of the Common Core Standards.


Coastal Cleanup Day with P.S.O.
on Sept. 19th at Davis Island was a great success!
Thank you to all who were able to turn out for our cleanup event.
We had a great time and made a difference in our community. 
Here are two photos of some of our hard workers in action.




If you have would like to find out more about our PSO, please contact Tanya King @ 813-843-0140 phone or text. Email the PSO at pso.mch@icloud.com.




Montessori Children's House Parent Social Organization


The MCH P.S.O.is to create a sense of camaraderie and friendship between parents and families of Montessori Children's House of Hyde Park by means of organizing social activities and events.


Our email address is pso.mch@icloud.com.



Our first event is Coastal Cleanup Day!


  Saturday, September 19th


   8:30 AM –12:00 PM at Davis Island


    (south end of Island-near dog parks/beach/sailing)



We’ll be there from 8:30 until 12. Stop by when you can!


This is a fun, community-service event for all ages. We form groups and head out to pick up trash along Davis Island beaches and waterways. 


Garbage bags and gloves are provided.
We recommend you wear hats, sunglasses, sunscreen, bug spray and closed-toe shoes.


If you have questions, please contact Tanya King @813-843-0140 phone or text.


Email at tanyad@tampabay.rr.com.


We hope to see you there!



Hot Lunches are here! 

Hot lunches have returned to
Montessori Children's House of Hyde Park.

We will use two vendors for our optional hot lunch program.  

On Thursdays, students will be able
to enjoy delicious meals from Evos.

Parents now have the flexibility of ordering one week and/or multiple weeks at a time.  The weekly Sunday midnight deadline is for the upcoming week only.  Additionally, if parents forget to order by Sunday, they can still place a late order up until 7am the day of service but the only menu option at that point is the 3pc chicken strips for $10. 

Click here to see details on how to order from Evos website.


On Tuesdays and Wednesdays, students will be able to
enjoy meals from Wholesome Tummies Cafe. 
Click here to see details on how to order from WTCafe.

Bon Appetit!




Calendar for the 2015 - 2016 School Year


Click here for a .pdf file of our calendar.



 For the 2014-2015 school year,

We will be using Risse Brothers Uniforms on South Armenia as our uniform supplier.

The store offers a large quantity of items in stock, as well as dressing rooms for your child to try on items prior to purchasing to ensure a good fit. 



Please click here to view the Risse Brothers welcome letter and registration form. Click here for our Required Uniform list.