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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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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

 

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

Upcoming P.S.O. Events
Please mark your calendars and join us for one or more of these fun events!

 

 

Dad's Sport Night

Thursday, Feb. 18 from 5:45 to 8:00 pm-  
All dads are invited to a friendly game of choice at school,
followed by a meet-up at a local establishment. 
Please R.S.V.P to pso.mch@icloud.com

Mom's Beauty Day
All MCH moms are cordially invited to a day of joy and beauty, with tips and techniques demonstrated by a make-up artist. 
When: Sunday, February 21, 1 - 3:00 p.m.
Where: 205 S. Trask St., Tampa, FL 33609 (Leyla's residence)
R.S.V.P. to pso.mch@icloud.com

$15.00 per person- to be sent to school in an envelope
-please write PSO and your name on it for better identification.

 

 

 

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.

 

 

 

The Montessori Children's House of Hyde Park celebrates their 20th Birthday!
A celebration was held on Saturday, April 30th 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.

 

The Montessori Children's House of Hyde Park
is pleased to announce the creation of our

Alumni Organization

alumnitreefinal

 

Please help us spread the word. If you know of a MCHHP alum,
please ask them to contact us at our new specific email account at

alumni.mchschool@icloud.com.

Thank you,

Amanda Linton-Evans