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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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The Montessori Children's House of Hyde Park is proud to announce we are newly accredited members of F.C.I.S.,
the Florida Council of Independent Schools.

The Florida Council of Independent Schools promotes the highest standards for PK-12 education
through its accreditation process, professional development programming, and advocacy efforts.
Please click on the link to learn more about this organization. 

https://www.fcis.org/

 

Penmanship

Handwriting is emphasized in Montessori while other schools dismiss it as "old fashioned" and "obsolete".

See the attached link for a wonderful youtube video highlighting the youngest "Master Penman" in the United States today.

 

https://www.youtube.com/watch?v=KvSyQDu49pI

 

 

 

grades

 

Why don't we have grades in Montessori?

 

 

Dr. Montessori emphasized the significance of internal, intrinsic motivation as the power behind learning- as opposed external, extrinsic rewards. Young people are hard-wired for learning. Their brains are still in formation for years after they are born, and during this period they are uniquely receptive to learning. their inner voice directs them to learn. We dont need to manipulate them in learning. We dont need to reward them, or to punish them, to make them learn. 

To see the entire answer from John Long, Head of Post Oak School in Bellaire, click here.

 

An Education Fit for a King
Prince George started his first day of school - at Westacre Montessori School- near his family's home, Amner Hall, in Norfolk, England.
Prince William and Kate enrolled their son in a school that practices the famous Montessori method. Founded by Italian physician and teacher Maria Montessori, this educational approach is known for encouraging creative thinking, personalized learning and embracing individuality. 
princegeorge

 

 

Primary Autumn Coffee Chat

October 2016

Ms. Sarah and Ms. Jayna

Surprise Guests:  Maya from 9-12 Class and Talia from 6-9 Class

Our annual Primary Coffee Chat was held on October 20 in the Lower Elementary Environment. 

Ms. Sarah talked about the child from birth to age 6 explaining the Tendencies of the Human Being and how they relate to the Primary Environment.  The Tendencies explored include:  

*Exploration:  The child must experience his environment through his senses, he must go out into the world to explore.  

The child explores through use of the sensorial materials, all five senses are used and then he goes out into the world and explores the wider environment.

*Orientation:  The young child must place himself in relation to the objects, persons and phenomenon in his world.  

The child comes into his environment and through preliminary lessons learns about movement and rules for his class.

*Order:  To gain a sense of security, as he places himself in relation to his environment, the child has a great need for stability and order within that world; therefore he does not like changes during the early years.

The three year cycle is important as the child spends three years in the Primary Environment The materials have order and the child becomes secure in his Prepared Environment.

*Abstraction:  The young child begins to abstract when he hears his mother’s voice in another room and recognizes it as hers;  the toddler abstracts when he hears the word “tree” and can envision a tree in his mind.

This happens all through our environment.  An example is with the mathematic materials as they use the concrete materials and subconsciously absorb math facts of addition, subtraction, multiplication and division.

*Exactitude:  The child has the need to see activities in exact sequence, to work in exact ways so that he may form in his mind logical and reasonable patterns of thinking.  

Examples of this include polishing and chair washing.

*Activity:  The child must be active in order to adapt to his environment and learn to live within it;  his exploration and orientation must take place through activity especially through the use of his hands.  

The environment offers much movement for the child as he carries a rod or a tray.

*Self - perfection:  The young child must repeat an action innumerable times until it becomes a very part of himself.  

The child may polish every day, or write a particular story each day.

*Language:  The child has an insatiable thirst for the language of his environment.  He learns how to express his needs and ideas to others. 

He uses the Moveable Alphabet to express his thoughts.

*Spiritual life:  The child needs to be included in the life of his culture so that he may become a part of it.

He learns about his family history and we celebrate culture through our Cultural Feast.

Ms. Sarah shared how the area of Practical Life relates to the above Tendencies and why Practical Life is such an important component of the environment.  It is through work in the area of Practical Life that the child constructs the personality and builds inner discipline.  Practical Life is based on four basic principles:

  1. Free choice
  2. Repetition of an exercise
  3. Proportioned environment
  4. Purposeful activity.

Parents were asked to submit any questions about the Primary Environment prior to the chat.  Some of the questions are as follows:

-Why does my child polish everyday?

 Children have a sense of order, exactitude and precision, and they work for self perfection.  The repetition fulfills an inner need for them.

-Why is there only one Directress in the environment?

 Lessons are given individually and the Directress presents new lessons to the child daily.

-What is the run-down of the day?

We offer a three hour work period of uninterrupted spontaneous work.  The child chooses what he would like to work on and when he is finished he returns the materials to the shelf in the same condition as when he collected the materials.

Maya and Talia answered impromptu questions from the audience about their Montessori experience in the Primary Class.

Montessori Schools Offer Big Lessons for ‘Managers’


Did you know that children at Montessori schools regularly out-perform those who graduate from traditional schools? And that some of the leading innovators in the world, including Google’s Larry Page and Sergey Brin, Amazon’s Jeff Bezos and Wikipedia’s Jimmy Wales credit their ability to think differently to their Montessori educations?

Founded in 1897 by Italian educator and physician Dr. Maria Montessori, the Montessori approach challenged predominant educational theories by giving children the freedom to grow, learn and contribute in the classroom.

Interestingly, although Dr. Montessori’s methodologies were developed for children and education, her philosophy was based on the science of life. So it makes sense that studies challenging the paradigm of ‘management’ today would echo several Montessori principles. The studies show striking parallels between the nature of children and adults, the environments needed to unleash potential in the classroom and the workspace and the role of teachers and leaders.

Let’s explore the most common parallels.

1.) New rules of inspiration

Instead of seeing children as empty vessels that need to be disciplined and filled, Dr. Montessori saw their innate desire and ability to learn.

She recognized their psychic instinct to grow by seeing life as it is. She saw that an infant learns to sit, walk and speak without external instruction. She observed a child’s indifference to rewards and punishments and recognized her inner guiding principles as the source of learning. And Dr. Montessori concluded that a child’s innate hunger for knowledge and development naturally leads to inner discipline, concentration and joy!

Similarly, implicit in traditional organizational structures and roles is a deep-seated belief that employees need to be given orders and disciplined. That is why traditional workspaces are built on the premise of ‘command and control’ with many measures for incentives, punishment and surveillance.

But authors like Daniel Pink of Drive, question this idea. Pink says that for activities that require rudimentary cognitive skills, large monetary rewards often lead to lower performance rather than the other way around. What really motivates us is autonomy, mastery and purpose. Pink speaks of the deep human need to direct our own lives, to learn and create new things and to do better for ourselves and our world. His research and studies across several companies show us that if we are looking to encourage (and not manage) people to be their best, we need to tap into their inner drive.

2.) Environments that Activate

Because Dr. Montessori saw a child’s inherent ability to learn, she realized that all children need is an enabling environment – much like the way a womb supports an embryo. Unlike traditional classrooms where children are dependent on adults for all activities and direction, Montessori classrooms enable a child to direct her own learning. Objects and furniture in a classroom are proportioned to a child’s body and books and materials are easily accessible. Most importantly, the environment gives the child the freedom to choose activities based on her inner needs and work at her own pace.

In 2014, organizational development thought leader Frederic Laloux (Reinventing Organizations) examined organizations with similar self-management structures. He found that FAVI, a French gearbox manufacturing company, organizes its teams into mini-factories (15-35 people each) that cater to a client. There is no middle management, and there are no support functions like human resources or planning and sales departments and no set rules and procedures. The teams self-organize to deliver to the client. Account managers bring orders to the team, which then jointly plans and agrees on a shipment date. The account managers have no sales targets – their motivation is to feed their teams with work and serve their clients well in the face of competition. When opportunities arise, workers also self-nominate to create temporary project teams.

This self-managing structure has reduced the need for meetings, improved coordination and boosted organic problem-solving among workers.

The blue collars wear their own white collars here and no longer receive instructions from above. FAVI has replaced a command and control structure with a structure that is built on trusting employees’ inner drive to lead and contribute. The result? FAVI is the only gearbox producer left standing in Europe with 50% market share because of its quality and on-time delivery.

3.) Leader as a facilitator

In Montessori schools, teachers don’t sit behind imposing desks, commanding authority. Children are at the center, free to choose and act. Teachers have to believe, guide, step aside and let the child fly.

Dr. Montessori believed a teacher couldn’t play such a role without studying herself and tearing out deeply rooted ego-centric, subconscious beliefs that impede the ability to see children as they are - without any preconceived notions or judgments. Instead of leading children, teachers should be willing to be taught by them. Teachers must remain constantly alert to the direction each child is heading and remove obstacles to growth. In essence, the role of the teacher is not to instruct, but to facilitate.

Bill Joiner & Stephen Josephs, authors of Leadership Agility, call the type of leadership that over-controls and underutilizes subordinates – heroic leadership. And they say that in an environment like the office, which now demands greater collaborative problem-solving abilities, we need post-heroic leaders who facilitate participation by acting as catalysts, co-creators and synergists.

According to Jim Collins, author of Good to Great, the CEOs of companies outperforming the competition do not have giant charismatic personalities. Instead, they are good listeners, and they tend to be more humble, modest and quiet.

“The day I stopped seeing myself as a leader and more as a facilitator, my work started to expand,” says Dr. Suresh Kumar, the founder of the Institute of Palliative Medicine in India.

This change in thinking helped him shift from building a large hierarchical organization to catalyzing a decentralized network of over 200 autonomous palliative care units. Organizing them around the shared experience of death, Dr. Kumar encouraged members to lead the solution and positioned himself as only a support for his team. Today, his units across Kerala, Tamil Nadu, Sri Lanka and Thailand collectively serve over 65,000 patients a year.

Army Brigadier General Stanley McChrystal, who led the Combined Joint Task force in Afghanistan in the mid-2000s, shares that to respond to the unpredictable environment on the ground, he had to move from being a chess master to being a gardener. He says that “tending the garden became my primary responsibility.” He had to learn to make fewer decisions and focus on creating and maintaining the conditions needed for effective teamwork.

Why now? What now?

The parallels prove that Dr. Montessori was not off the mark when she said children conceal within themselves a secret that can help adults solve their own problems. Her observations and principles hold strong clues to addressing growing job dissatisfaction in organizations and the challenges posed by the fast changing environment.

Simply creating open spaces and changing processes, while a great first step, may not be enough. We need to begin challenging our fundamental assumptions about human nature, organizational structures and our roles as leaders.  And recognizing the child within may be the best approach to help us get closer to the answer.

Article by Supriya Sankaran. a Forbes Contributor, as seen online at forbes.com on August30, 2016 .

 

 

Why don’t we have grades?

The above question is a common question asked of Montessori Schools. The following response is an excerpt from an article by John Long, Headmaster of the Post Oak School in Bellaire.

    Dr. Montessori emphasized the significance of internal, intrinsic motivation as the power behind learning- as opposed external, extrinsic rewards. Young people are hard-wired for learning. Their brains are still in formation for years after they are born, and during this period they are uniquely receptive to learning. their inner voice directs them to learn. We don’t need to manipulate them in learning. We don’t need to reward them, or to punish them, to make them learn.

    But why not give them grades? Isn’t that the way the world works? Let me ask, ”What is the purpose of grades?” Is it to make students work? Our students work already. They do not need to be coerced into working.

    Is it to make them work harder? When Montessori students ask “How much do I have to do?” we ask in response, “How much can you do?” Consequently, students set goals for themselves that are monumental in scope and work to achieve them.

    Is it to make students competitive? Our graduates’ performance in high school tells us that they compete quite well.

    On the other hand, academic competition, as is structured in traditional schools, leads to results in the character of the individual and in the construction of society that Dr. Montessori was trying to help us escape. She said, “Education, as it is commonly regarded, encourages individuals to go their own way and pursue their own personal interests. School children are taught not to help one another, not to prompt their classmates who don’t know the answers, but to concern themselves only with getting promoted at the end of the year and to win prizes in competition with fellow pupils.”

    Furthermore, it has been shown that when students know they are being graded, their creativity declines. If a student knows he or she is being graded, he will make choices that are safe and not take risks. The student will do what he already knows will result in a predictable, positive result. He or she will not choose a project, or an answer, that could result in failure. Thomas Edison said that if you want to increase your creativity, increase your rate of failure.

    We want students to learn because of their own intrinsic desire to do so. We want them to become self-confident, creative risk-takers. Ultimately, our success as individuals is not best measured by our relative standing in society, but in the society itself that we help to create. 

 

The Montessori Children's House of Hyde Park celebrated their 20th Birthday!
A celebration was held on Saturday, April 30, 2016 to celebrate 20 years of operation. An article was published by AMI-USA in their May e-newsletter. Click on the link to see the article. http://amiusa.org/montessori-childrens-house-hyde-park-celebrates-20-years/

 

 

Handwriting is emphasized in Montessori while other schools dismiss it as "old fashioned" and "obsolete".

See the attached link for a wonderful youtube video highlighting the youngest "Master Penman" in the United States today.

 

https://www.youtube.com/watch?v=KvSyQDu49pI

 

Parent Night Summary- January 21st, 2016

     On Thursday, Jan. 21, we hosted a journey through the three classes and age groups, investigating how Mathematics is taught and how the materials change as the child grows.


Primary:

     Maria Montessori has said that the Human Being is born with a Mathematical Mind. The Mathematical Mind is a natural part of life. When Math and Geometry are introduced to children during the Primary class years, they grow up adoring Math.

     The child creates his intelligence through activity of the hand and mind. Many math activities encourage the young child to explore and investigate, which are two of the natural tendencies of man. We use Materialized Abstractions in the Primary Environment. Materialized Abstractions offer “an idea” in concrete form.

     The evening began with a synopsis of the “Decimal System Material.” This material is a collective exercise portraying addition, subtraction, multiplication and division. We worked with multiplication showing how when two friends have the same number, this number is simply “taken two times”. 

An Example: 2,342 x 2 = 4,684

     Children are introduced to the decimal system addition games around age 4 and are working with multiplication from age 5. In the 3-6 class, units are color coded, with green for ones, blue for tens and red for hundreds.


Lower Elementary:

     We moved into the Lower Elementary Environment and had a lesson on The Wooden Hierarchical Material. This area of Mathematics is called “The Passage to Abstraction.” With this lesson, the child sees what a “million” looks like. It represents the idea of repeating correspondence of category and color as it moves green, blue, red, green, blue, red, green and so forth. They receive the impression of point, line, plane, point, line, plane.

Next, we did an example on the Small Bead Frame. The beads are color coded with green, blue, red, green but the beads are very small now and it takes focus and concentration to count and result with the correct answer to the example.

  

Checkerboard1         Checkerboard2       

     We showed the Checker board - which uses beads to continue multiplying large numbers and also shows category multiplication (e.g. Units x units equals units).Our kind two ladies multiplied 45,123,232 x 2 showing how working on the board, along with the bead bars made the problem easy to solve. These beads help us go to larger numbers.

     When the child is ready, they move to the Elementary Bank game which consists of only cards. There, the child has memorized the times tables, and knows category x and exchanging. (3 x 40= 120) so one hundred and two tens (twenty). This is a group activity as the four adults who played the Elementary Bank game found out. It took a few of us to just put out the cards.

     Parallel work shown was fractions and how this hands-on material shows how to identify fractions. What’s a 1/2? Show me. Then….

“What is a 1/2 equal to?          halffraction copy


Upper Elementary:

     We continued into 9-12, where children work to complete all aspects of addition, subtraction, multiplication and division of fractions and then onto word problems. We looked at some word problems that the 6th year graduates had prepared.
FractionsParentNight1   FractionsParentNight2  FractionsParentNight3

    

     Another aspect of work shown was the Decimals Board and how the colors of categories continue. This time the colors go to shades for 1/10, 1/100, 1/1000. Children entering the 9-12 class will go and multiply 0.36 x3 using materials. Other materials on display were the Power of 2, the Trinomial cube using the power of 10. 

     We concluded by discussing the Math activities and exercises that the 9-12 class engage in from Algebra to Ratios, how to change fractions into percentages and vice versa. Math is built into each day 
on a regular basis and testing prep, where Math processes are moving towards abstraction.

 
 An Education Fit for a King
Prince George started his first day of school - at Westacre Montessori School- near his family's home, Amner Hall, in Norfolk, England.
Prince William and Kate enrolled their son in a school that practices the famous Montessori method. Founded by Italian physician and teacher Maria Montessori, this educational approach is known for encouraging creative thinking, personalized learning and embracing individuality. 
princegeorge

 

Summary of Primary Coffee Chat- October 8, 2015
coffeeOn Thursday, Oct. 8, we enjoyed a Morning Coffee Chat with Ms. Sarah. 
The topic of discussion was Learning to Read in the Montessori Primary Environment. We discussed assessment and the use of Montessori materials in learning to read. 


First, vocablulary/language ability is assessed when they enter our environment.
We introduce I Spy/Sound games, Sandpaper letters, and the Moveable Alphabet nomenclature material. These exercises lead to total reading. We offer the child a full understanding of what he is reading and the "finer shades" of meaning of words. It is a result of all of the exercises in this area that the children learn to read.


These exercises are simply a KEY given to the child, a key which he will use to enter the wide field of reading. The exercises offer striking impressions that help his mind to become more aware of the importance of each word in the sentence. Example: It is not only the meaning of every single word, but also the importance of the position of each word in the phrase or sentence. (Function of Word Exercises)


The series of Exercises in the Function of Word area show the function of each part of speech. Reading generally begins by giving one word, then two words, then three words. (We do not give the name of the part of speech at this level.) Reading therefore becomes introduction to grammar.

 Functional Reading Exercises are grouped around the noun and the verb, with the noun learned first. Other reading exercises were described such as: Phonetic Object Box- one word, The Article Game, Object Box 1, Object Box 2- Phonograms, Puzzle words, Function of Words lessons: article, adjective, noun, conjunction, preposition, verb, adverb, and Sentence Analysis.

 Thank you to all who were able to attend our chat.

 

 

 

 

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:

 

http://ww2.kqed.org/mindshift/2015/03/26/why-kids-need-to-move-touch-and-experience-to-learn/ 

 

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. 

 

www.npr.org/programs/ted-radio-hour/390249044

 

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.

 

 DEPARTMENT OF EDUCATION URGES FAMILIES TO JUST TAKE 20

~ 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.

 

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 .

 

 

 

 

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 .">.

 

 

Click here for a printable calendar of the 2016-2017 School Year.

 

2016- 2017 Calendar

 

 August     24/25  MANDATORY PARENT CONFERENCES (See your schedule.)                      
   29  Elementary classes begin- 1/2 Day dismissal for ALL NEW STUDENTS 
(which includes students who moved into a new classroom this Fall) NO EXTENDED CARE
   30  Primary orientation day 1 (Only half the class attends. See your schedule.)
  31  Primary orientation day 2 ( Only half the class attends. See your schedule.)

 

 

September 1        1/2 day WITH lunch for all Primary students                                                    
  2      Regular a.m./p.m. schedule for Primary students begins (Extended Care begins for Primary)
  5 Labor Day- No School 
  10 Welcome Back! Saturday Family Social 10:30 - 11:30 a.m. 
  13 School Pictures- Say Cheese!
  23 Montessori Morning Chat for Lower and Upper Elementary- 8:30a.m  
  29 Visiting Day- Upper Elementary 7:45a.m to 8:45a.m.
  30 Visiting Day- Lower Elementary 8:15a.m to 9:15a.m.

 

 

October  7      School canceled due to approaching hurricane                               
  10 School will be open- Professional Teacher Day is canceled
  13 Visiting Day- Primary 8:30a.m. to 9:30a.m. 
  28 Halloween Festivities- Times to be announced 

 

 

November 7 No School - MANDATORY PARENT CONFERENCES
  10-11 Pathfinder at DaySpring, FL - Lower Elementary 
  18 1/2 Day dismissal- Thanksgiving Cultural Feast
  21-25 No School- Thanksgiving Week
  28 Return to School                                                                                                         

 

     

December  15       Winter Program- 9:30a.m.                                                                                                    
  16 1/2 Day dismissal- Winter Break begins

 

January   3        School reopens                                                                                                 
  8 Open House- Noon until 3:00p.m.
  16 No School- Martin Luther King Jr. Day
  26 Parent Education Night 

 

February    2         Mom's Visiting Morning- 7:45 a.m. to 10:00 a.m.                                                                       
  14 Valentine's Day celebration
  23 Dad's Visiting Morning- 7:45 a.m to 10:00 a.m.
  * 9-12 Overnight Trip: T.B.D.

 

March       6          Standardized Testing begins                                                                                           
  17 St. Patrick's Day Celebration and lunch
  20-24 Spring Break
  27 School resumes

 

April    13 No Extended Care- School closes at 3:15 p.m.                               
  14/17 No School                      
  28 No School- MANDATORY PARENT CONFERENCES

 

 May 
20    No School- MANDATORY PARENT CONFERENCES
  19 Graduation Ceremony for 6th Years- Time TBD
  29 No School- Memorial Day

 

June  6      School Picnic                                                         
  7 Final day of School- 1/2 day dismissal

 

 

To print a waitlist application to fill out and return, please click here. 

To print out an application form to fill out and return, click here.

 

Wait List Application
If you want your child to be placed on our waiting list, please print this form and mail with payment to:
Administrative Director
Montessori Children's House of Hyde Park
2416 W. Cleveland Street
Tampa, FL 33609

Note: make your check payable to MCHHP in the amount of $25
CHILD'S NAME: ___________________________________
ADDRESS: _______________________________________
________________________________________________
PHONE: ( ____ ) ____ - _______
CHILD'S BIRTH DATE: __________
YEAR OF ATTENDANCE DESIRED: ________
PARENT SIGNATURE: __________________________________
DATE: ___________
MONTESSORI INTERNAL USE ONLY:
DATE RECEIVED: __________