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Middle School: That’s a Wrap for Set in Stone!

MORE AWESOME PICTURES OF THE SHOW HERE

Reminders:

  • Tuesday, 2/4 9:15-1:30pm-MS & UE field trip to The Aldrich Contemporary Art Museum in Ridgefield, CT. Please send your student(s) with a bagged lunch.

Wow! After an incredible two weeks of immersion, Thursday night’s final show of  Set in Stone was a huge success. As the set and curtains started going up on the stage during week two, students really became focused and zoned in on their acting. With the addition of mics and costumes, the characters came to life!

It is always wonderful to hear the students speak about the process in the Q & A segment after the show with the audience. It is a way of reflection. Another way we reflect on what worked and what challenges we had during immersion is by writing about it, which students did on Thursday and Friday.

Something that really stood out this year was the number of parents who said their MS child/children kept details of the production a surprise. While there has never been a conversation about keeping our production a secret, hearing this just proves how incredibly proud they were to show you their hard work.

It’s hard to take the set down and go back to normal, but the benefits of Middle School immersion will be present for the rest of the year. Going through the experience brings the Middle School even closer to a cohesive team. We have already noticed it!

We ended the week with bagels, pajamas, ice cream sundaes, and a watch party.

Thank you for all of your support. We hope you enjoyed the show! Back to the regular schedule and classes on Monday.


This Week in Upper El

On Tuesday, February 4, we will go to the Aldrich Contemporary Art Museum in Ridgefield. We will leave school at 9:30 and return at 1:30. Students need to pack a bagged lunch and wear clothing appropriate for painting that day.

An observer in our Upper Elementary classroom would notice that most children are working together on their tasks; this collaboration is intentional. Montessori elementary communities are designed to foster teamwork because it is recognized as a vital need for this age group. Elementary children seek interaction not only in social settings but also in organized groups where they can focus on common goals with their peers. At this stage, children form strong friendships and prefer to be surrounded by their classmates. For this reason, the majority of their work is collaborative, except when they are honing individualized skills.

This phase also represents the “acquisition of culture” in Montessori education. There is a significant emphasis on learning about how individuals throughout history have contributed to society. As children absorb this new historical knowledge, they also learn how to contribute positively to their own environment, both within the classroom and beyond.

We had our second week of Friday Book Buddies this past week. The Upper Elementary students spent their Friday Fun decorating bookmarks for their kindergarten friends. They will finish the bookmarks this week and present them to their buddies during their next Book Buddies session on Friday. Both Upper Elementary and Kindergarten students seemed to enjoy this week’s session even more than last week. Everyone is becoming more comfortable and relaxed while reading. It is heartwarming to see the connections being made, as well as the Upper Elementary students taking on leadership roles with their younger friends.


Ms. Handibode: Moving Like Molecules

We are just beginning our science unit on States of Matter. Matter is all around us. Everything that you can touch, taste, smell, and see is made of matter. The three main states of matter are solids, liquids, and gases.

Solids have a definite shape because these molecules are very close together and do not move very much. The shapes of solids do not change unless some type of force makes them change. Liquid matter does not have its own shape. The tiny molecules in liquids are not as close together as solid molecules, and they move around more. Liquids take the shape of the container they are in. Gas matter also does not have its own shape. The molecules in a gas are far apart, and they move around a lot. Gases spread out and fill up their container, too.  We did several experiments to learn more about the states of matter, including “dancing raisins,” where we watched raisins dance up and down when put into a container with carbonated water.  We also blew up a balloon using a water bottle filled with vinegar and baking soda.

We are eagerly waiting for some snowfall so that we can build a snowman, bring him inside, and observe how he will change from a solid to a liquid and finally a gas.

Wishing everyone a week filled with peace and love!

Michelle & Maria


Mrs. Lopes: A Look at Our Week

We are just finishing up our science unit on States of Matter. Matter is all around us. Everything that you can touch, taste, smell, and see is made of matter. The three main states of matter are solids, liquids, and gases.

Solids have a definite shape because these molecules are very close together and do not move very much. The shapes of solids do not change unless some type of force makes them change. Liquid matter does not have its own shape. The tiny molecules in liquids are not as close together as solid molecules, and they move around more. Liquids take the shape of the container they are in. Gas matter also does not have its own shape. The molecules in a gas are far apart, and they move around a lot. Gases spread out and fill up their container, too. We did several experiments to learn more about the states of matter, including “dancing corn kernels,” where we watched the kernels dance up and down when put into a container with water and Alka seltzer.  We also blew up a balloon using a water bottle filled with water and Alka seltzer.

We are eagerly waiting for some snowfall so that we can build a snowman, bring him inside, and observe how he will change from a solid to a liquid and finally a gas.

Wishing everyone a week filled with peace and love!

Amanda & Hema


Mrs. Sargeant: A Peek at the Week

We have begun a science unit on States of Matter. Matter is all around us. Everything that you can touch, taste, smell, and see is made of matter. The three main states of matter are solids, liquids, and gases.

Solids have a definite shape because these molecules are very close together and do not move very much. The shapes of solids do not change unless some type of force makes them change. Liquid matter does not have its own shape. The tiny molecules in liquids are not as close together as solid molecules, and they move around more. Liquids take the shape of the container they are in. Gas matter also does not have its own shape. The molecules in a gas are far apart, and they move around a lot. Gases spread out and fill up their container, too.

This week, we talked about experiments and making predictions. We blew up a balloon using something other than our mouths – we poured vinegar into a bottle, then added baking soda to the balloon, put it right on top, and watched the reaction as the balloon filled.

We are eagerly awaiting a snowfall so that we can build a snowperson, bring them inside, and observe the transformation from a solid to a liquid and finally a gas.

We also took a trip to the gym this week to watch the Middle Schoolers’ performance of Set in Stone. It was such a treat, and your children were a very respectful audience!

Wishing everyone a fabulous week!

Christine & Fatima


Respecting Body Boundaries in Lower Elementary

This week in our lower elementary class meeting, we had an important discussion about body boundaries. It began with a student reading Don’t Touch My Hair by Sharee Miller, a book that sparked a thoughtful conversation about personal space, consent, and respect. We talked about how “no means no” and “stop means stop,” emphasizing the importance of always asking before touching someone else.

Together, we brainstormed ways to remind each other to respect body boundaries in our classroom. After sharing ideas, we voted on a solution we felt would be the most powerful—creating a collaborative sign that reads: “Don’t touch people without permission and respect each other’s personal space.” This sign will serve as a daily reminder of the agreements we made as a community.

Giving children autonomy in the classroom is essential for their growth and confidence. When they feel in control of their own bodies and know their voices are heard, they develop a strong sense of self-respect and respect for others. By engaging in these discussions and making decisions together, we empower them to take ownership of their environment and foster a culture of care, consent, and mutual respect.


Ms. Mollie’s Class: Geckos and Banana Bread!

Goodbye January, Hello February!

This week in the classroom, we welcomed back our beloved leopard geckos! Scooter and Lizzo are very happy to be back, too; they have enjoyed being held, talked to, and gazed at for many moments during the day! They had taken a little break to my house for a little winter R&R! The children were delighted when, as a class, we got to give them a bath to help with releasing the stubborn shedding on their little hands! The children have also gotten to watch and learn about what Scooter and Lizzo eat and watch them be fed! The children are cautious when holding them, and some of the children simply want to look at them and observe them. We are so very lucky to get to enjoy them each day, and yes, while they are reptiles, they are quite sweet! 

Our Baking this week was……banana bread! Surprise, surprise! Back by the request of the children once again, we made our banana bread, and how could I say no? In my observation and working with the children while baking, I have noticed that the skills of pouring, spooning, mixing, and even cracking eggs are getting stronger, and they are becoming much more independent! 

Ms. Mollie’s Class Banana Bread Recipe 

  • 2 eggs
  • 1 cup of sugar 
  • 4 mashed bananas 
  • 1 cup of oil (any will do) 
  • 3 cups of all-purpose flour
  • 1 teaspoon of baking soda 
  • 1 teaspoon of salt 

Preheat the oven to 350 degrees, add the first four ingredients to a large bowl, and let your child mix/smash all those ingredients till smooth. Then add the flour, baking soda, and salt……again let your child mix, mix, and mix until all ingredients are incorporated! Oil two loaf pans, and pour your batter evenly into each pan. (*The children love to sprinkle a little bit of sugar on top….because it makes it “sparkly”; this is totally optional.) Bake for 35/45 minutes! Enjoy! 

With Full Hearts, 

Ms. Mollie, Ms. Lizette and Ms. Anabelle


Mrs. Hood: The Process of Normalization!

In Montessori education, the concept of “normalization” holds a profound significance, quite different from its conventional meaning. Maria Montessori used this term to describe a remarkable process she observed in children’s development—a process that unfolds when children are given the freedom to work in an environment that aligns with their developmental needs.

“Normalization” in Montessori does not imply conforming to a standard or being forced into a mold. Instead, it signifies a state of being where children exhibit a deep sense of inner peace and discipline. Montessori observed that when children engage in activities that captivate their interest and require their full concentration, they experience a profound sense of fulfillment and satisfaction. This focused, purposeful work leads to a state of normalization characterized by a calm, content demeanor.

In our environment, we witness the signs of normalization every day. Children are deeply engaged in their chosen activities, demonstrating sustained concentration and a sense of joy in their work. As they grow more independent and self-disciplined, they contribute to a peaceful and harmonious atmosphere, fostering meaningful interactions.

This week, that sense of curiosity and engagement took our toddlers on an exciting journey to Antarctica! They learned about the icy landscape and some of the animals that call it home. One of the highlights was learning about penguins. The children seemed fascinated to discover that penguins are birds, but they cannot fly! Instead, they are excellent swimmers, using their wings like flippers to glide through the water. They also loved learning that penguins keep warm by huddling together in big groups, just like friends giving each other a cozy hug.

As we learned that penguins like to glide and skate on their bellies across the ice, we introduced a fun sensory activity. The children helped free small penguin models that were trapped in ice by rubbing and melting them with their hands. They were delighted to watch the penguins “skate” as they worked to free them, making the experience both engaging and educational.

We also added a new song to our dance list called “Walking with the Penguins” by Laurie Berkner. The children had so much fun practicing how to waddle like penguins, giggling as they moved side to side, just like the birds they had been learning about.

On another note, this week, we introduced the art skill of gluing, which has become a favorite among the children. Learning to use glue may seem like a simple activity, but it offers numerous benefits. It enhances hand-eye coordination, refines fine motor skills, and helps children understand the sensory concept of stickiness, adding a tactile dimension to their learning experience.

In our most recent food-tasting lesson, we explored carrots. The children seemed fascinated by their bright orange color, cool roots, and soft leaves. As I took a bite, the crunch made everyone giggle! Some children eagerly took big bites, while others cautiously nibbled small pieces.

As we continue to nurture the process of normalization in our environment, we celebrate the remarkable growth and development taking place in your child.

Wishing you all  a wonderful and restful weekend,

Mrs. Hood and Ms. Patty