青鹏棋牌NewGate School http://www. International Montessori IB Sun, 26 Jan 青鹏棋牌 20:27:35 +0000 en-US hourly 1 http://wordpress.org/?v=5.4.1 http://www./wp-content/uploads/2018/04/cropped-newgate-logo-32x32.png 青鹏棋牌NewGate School http://www. 32 32 青鹏棋牌What is the Montessori Method? A Conversation with Tim Seldin http://www./青鹏棋牌/01/what-is-the-montessori-method-a-conversation-with-tim-seldin/?utm_source=rss&utm_medium=rss&utm_campaign=what-is-the-montessori-method-a-conversation-with-tim-seldin http://www./青鹏棋牌/01/what-is-the-montessori-method-a-conversation-with-tim-seldin/#comments Sun, 26 Jan 青鹏棋牌 19:19:11 +0000 http://www./?p=4069 The post What is the Montessori Method? A Conversation with Tim Seldin appeared first on NewGate School.

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In this interview, with Kelly Krueger Thomas, Tim Seldin, NewGate Head of School and President of the Montessori Foundation and Chair of the International Montessori Council, shares what it is about the Montessori approach that nurtures creativity and inventiveness that we can all learn from?

Montessori school alumni include Google’s founders Larry Page and Sergei Brin, Amazon’s Jeff Bezos, Wikipedia founder Jimmy Wales, not to mention Julia Child and rapper Sean “P.Diddy” Combs, making it appear that the Montessori educational approach might be the surest route to joining the creative elite.

In this interview, with Kelly Krueger Thomas, Tim Seldin, NewGate Head of School and President of the Montessori Foundation and Chair of the International Montessori Council, shares what it is about the Montessori approach that nurtures creativity and inventiveness that we can all learn from?

Montessori school alumni include Google’s founders Larry Page and Sergei Brin, Amazon’s Jeff Bezos, Wikipedia founder Jimmy Wales, not to mention Julia Child and rapper Sean “P.Diddy” Combs, making it appear that the Montessori educational approach might be the surest route to joining the creative elite.

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青鹏棋牌A Conversation with former NewGate student Paige Cornetet http://www./青鹏棋牌/01/a-conversation-with-former-newgate-student-paige-cornetet/?utm_source=rss&utm_medium=rss&utm_campaign=a-conversation-with-former-newgate-student-paige-cornetet Sun, 26 Jan 青鹏棋牌 18:40:38 +0000 http://www./?p=4062 The post A Conversation with former NewGate student Paige Cornetet appeared first on NewGate School.

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A conversation with former NewGate student, Paige Cornetet

Paige attended NewGate from early childhood through 6th grade, along with her siblings. Today she is a successful entrepreneur and a member of the board of her local Montessori school in Grand Rapids, Michigan. She is a business consultant and author of Louse In The House, a book that helps parents to raise financially literate children.

This was a recording of a conversation between Tim Seldin and Paige about how Montessori helped shape her success.

Paige’s website is

 

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青鹏棋牌Reflections on becoming a Montessori parent http://www./青鹏棋牌/01/reflections-on-becoming-a-montessori-parent/?utm_source=rss&utm_medium=rss&utm_campaign=reflections-on-becoming-a-montessori-parent Sun, 19 Jan 青鹏棋牌 18:17:06 +0000 http://www./?p=4059 When our son and daughter began in Montessori at age 18 months and 3 and a half, we were just looking for a really good place for them to be while my husband and I were at work. After a series of disappointing in-青鹏棋牌 caregivers and “preschools,” we were nervous but did not know what […]

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When our son and daughter began in Montessori at age 18 months and 3 and a half, we were just looking for a really good place for them to be while my husband and I were at work. After a series of disappointing in-青鹏棋牌 caregivers and “preschools,” we were nervous but did not know what we wanted or even if it existed. We stumbled onto Montessori. Everyone has heard the name, but no-one that we knew had any experience with it.

Our first impression? The toddler class was brilliant! We never saw anything like it. That one class alone sold us on Montessori, compared to the center that we had just left, which we could only describe as little and loud. The Children’s House was lovely, but we were somewhat hesitant to have our shy little girl sink or swim in a class of almost 30 children age 3, 4, and 5 The older children were writing in cursive, adding large numbers, and moving, always moving freely around the classroom. But, being impressed with the toddler class, and needing to solve our childcare problem, we said “I do.”

The next years were wonderful. We saw both children grow in ways that we never imagined. Our younger child graduated from the toddler class and moved up to one of the children’s houses without a hiccup. Our daughter transformed before our eyes over that first year from a shy child who held back to someone who was confident and a leader of the classroom. One visit to the local public school convinced us to keep her in Montessori, at least for another year.

So there we were, in January of her kindergarten year, and once again we had to make a decision.

Neither my husband nor I are educators, and we’ve really never been ones to worry that much. We both went on to professional schools and have good jobs. I would say we are well-educated, and we never really stress that much about our children’s education. Our 青鹏棋牌 life is filled with lively conversation, interesting trips to museums and galleries, and we read a lot with the children. We just assumed all along that our children would do fine in school and would go on and succeed in college. Perhaps that’s one of the things that made it easier for us to fall into the Montessori way of thinking. So many of our friends seem to agonize over everything that’s going on in their children’s education. We would just much rather ‘be’ with our children and enjoy our time together and read a good book.

So we ended up making the decision to stay and, in the process, we realized that we were committing our family to devote a hefty sum every year to private school tuition, but for us, it’s become a priority. I can’t tell you that our decision was terribly well-thought-out; it was more based on gut instinct. Our children were happy. We had loads of friends in the school community. We had the real sense that our children were part of an extended family. The simple fact that they got up every morning eager to go to school was worth every penny to us.

Looking back, I noticed a few things that were important to us along the way.

The first thing that struck us when our daughter moved on from the children’s house to lower elementary, was the fact that so much of the material with which she began to work in her kindergarten year was carried on into the elementary program. At first, this didn’t seem to be that important, although she often would speak about how much she continued to enjoy the Stamp Game, the Snake Game (what the devil is that, we wondered?), and the Bead Cabinet. We started hearing more and more about not only the names of countries but their flags and capital cities. There was this one day where all our daughter could talk about was the Big Bang and the creation of the universe. Who knew that a six-year-old could get so excited about the question of how the world came to be? Ours did!

Over the next year, we heard all about the Great Lessons. In case you haven’t heard about them yet from your own child, they are essentially five great experiential lessons that are given every year, at least in our child’s class, beginning with How the world came to be, the Timeline of all life on Earth from the first simple microbes to life today, the Story of the coming of human beings and the Needs of People, the Story of how language developed, and the Story of mathematics and how it was developed. Who knew that concepts like these would interest a young child? I certainly never expected it.

Over the years as our daughter grew, and our younger child entered elementary as well, we noticed that there were periods of incredibly rapid growth and excitement, and then there be other periods where one or the other would seem to go into a holding pattern. The teachers explained to us that this is fairly common. On the whole, what we found was that both children learned such a wide variety of things that we never anticipated.

There is no 青鹏棋牌work, there were no grades (but there were very detailed weekly reports from Montessori Compass, and extensive narrative reports twice a year), and there is really no standardized testing week as all of our friends’ children seem to experience in the local schools.

We did wonder whether our children were learning what they needed to know. There was no set of textbooks, workbooks, or anything external to the school experience that we could relate to.

Mostly, what convinced us were visits to family members and friends whose children attended very different kinds of schools. The difference between our children and theirs was night and day. Many of these other children were ill-behaved, mean spirited, silly, and self-absorbed in comparison with what we saw in our own kids. Our children always had a wide range of interests of their own choosing, while many families outside of our school community had children whose lives were highly structured and scheduled by their parents from the end of the school day to bedtime, and throughout the weekend with sports, music lessons, tutoring sessions, and hours and hours of 青鹏棋牌work that seemed to us to look a lot like busywork.

Along the way, I came across the work of another Montessori parent, Trevor Eissler. In case you’ve never come across his book, Montessori Madness, or heard him on YouTube, he talks about a friend of his whose child left Montessori and transferred to a traditional school. Before long, his friend reenrolled her child in Montessori because she “saw the light going out of my child’s eyes.” Those words truly resonated with my husband and me.

As the years have gone by, other things that we’ve noticed include the fact that our children read voluntarily, and not only when they’re given an assignment. They will typically be working on two or three books at a time, and now that my daughter is in middle school, she is often working on five or more books at a time. More importantly to me, she really seems to understand what she reads. She has questions, she has opinions, and she can speak intelligently on a wide range of topics including current events and everyday ethics.

Another thing that I noticed early on was the school gave her children work plans as they got older. They were basically simple open-ended ways that the children could think about what they ought to do during the day, and where they could record what they actually accomplished. 

Over the years we notice that our children began to keep little notebooks in which they reflected on not only what did they do each day, but what they found interesting and what they found boring. 

When I ask my child what she’s doing these days, I actually get an answer. A word of caution, by the way. When they were younger, and I asked those same questions, the typical answer was “I don’t know.”

At first, work plans would be for a single day, and from what the teachers told me, they began by asking my daughter, and then later my son, what would you like to do first? They would write it down and then my child would come to them and let them know that she had completed it. One-day-at-a-time work-plans evolved into a weeklong wor- plan.

In recent years I’ve come across any number of articles about executive function skills, and why their development is so important in young children. I’m no expert, but my understanding is that this has to do with the ability to stay focused voluntarily, to organize one’s own time, and to follow through and complete work without external rewards and punishments. To me, another word for this is being mature and responsible. It seems to be a characteristic of both my children and their friends, and from what I’ve read, it’s very common among Montessori children everywhere.

I have to say that I’ve taken a fair amount of criticism and awkward questions over the years from family members and colleagues. In our family, and in my professional circle, almost everyone attended work and sends their children to highly competitive public or private schools. The idea that I husband and I chose Montessori strikes many of them as illogical. I’ve even been asked if I’m not worried about my children eventually being excepted into a good college.

When I look at my children, that’s the last thing that I worry about. These kids are going to be fine. 

They are culturally literate and can talk about a wide range of subjects and have all sorts of interests. They love their teachers. They don’t get into trouble. They have loads of great friends. We don’t have to worry about bullying, and when there is a spat among friends, which is inevitable in any school, the teachers turn it into a peace lesson. 

Again, who knew that conflict among a bunch of young children could be turned into a lesson in ethics in everyday practical psychology? It certainly has been our experience, and it works.

And one last memory that comes to mind. I remember sometime during my daughter’s first year in the children’s house coming to a student demonstration night. 

Student demonstration nights are an evening, held two times a year at our children’s school, where the children bring us, their parents, and they become our teachers. Being down on the floor in a young child’s classroom, getting a lesson from your three-year-old, is quite revealing. As the years went by, and this tradition continued, I became more and more amazed at the work my daughter, and later my son as he moved up, would share with us.

It took a long time for us to make sense of the Montessori materials. Gradually, we became used to what the children were talking about when they would mention the pink tower, metal insets, the Golden Bead’s, the Snake Game, the Grammar Symbol work, the Multiplication Checkerboard, the Polynomial work, the timelines, and all the other exercises you can fine for language, mathematics, geometry, geography, history, or science, history, and so much more.

Even art and music continue to surprises us. Our children’s school is not large, but the children develop an awareness of famous artists and famous artwork, as well as famous musical compositions, that I never had at that age. The head of our children’s school sometimes wears a tie that is made up of a print of Monet’s water lilies. Every time I’m with my daughter and she sees him, she points it out and reminds me that that is a Monet. Or, sitting around the house with the radio going softly in the background, she’ll stop and say that’s Scheherazade by Rimsky-Korsakov. 

So here it is, after all these years we are still a Montessori family. Every year, we check back in with each other to ask is this still the right choice. We ask ourselves and we ask her children. So far, we’ve had no regrets. We only wish everyone could have the opportunities that our children have had over the years.

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青鹏棋牌Reflections on NewGate: Madison Dodd – Class of 青鹏棋牌 http://www./青鹏棋牌/01/reflections-on-newgate-madison-dodd-class-of-青鹏棋牌/?utm_source=rss&utm_medium=rss&utm_campaign=reflections-on-newgate-madison-dodd-class-of-青鹏棋牌 Sat, 18 Jan 青鹏棋牌 18:12:12 +0000 http://www./?p=4052 The post Reflections on NewGate: Madison Dodd – Class of 青鹏棋牌 appeared first on NewGate School.

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The IB Is Something I Never Expected I Would End Up Doing

I have always pursued alternative education whether that be through Montes­sori, Waldorf, or 青鹏棋牌school. Therefore, it was a shock to me to think that I would be involved in a program so widely rec­ognized across all types of schools. I remem­ber my first day touring NewGate School as a high school freshman. I met with Tim Seldin, who showed me around campus and encouraged me to give the IB Diploma Program a shot once my junior year came, to which I replied, “But I can’t do math!” (to which he replied, “just do an IB Certificate!”)

青鹏棋牌MadisonI did not expect how much I was going to push myself over the course of these two years. I wasn’t aware of how much I was truly capable of. I remember the first day of our Science (Biology HL) class, our teacher told us there was going to be a ‘learning curve’ and that we should prepare ourselves to not always get A’s on our test like we may be ac­customed to. Although my classmates and I took in this information, it didn’t quite set in until we all studied for one of our first big tests We thought it was our best work yet, but then we realized that we all just scored in the ‘2-3 range’ … out of 7!

 Suddenly, our teachers were no longer there to give us all the tools to get a good grade in the class, to make sure our 青鹏棋牌work was done on time, or to make sure we were pres­ent for the lessons. By IB’s design, the weight was now put on us, as the students, and it was time to get to work.

WHAT IS IB?

 In a nutshell, IB is a two-year long diploma or certificate program that is internationally rec­ognized across universities to award college credit. That means that from junior to senior year, you will be in the same classes preparing for (depending on your course) between two to three final exams that will be scored from 1 and 7 in each subject. These courses will be three higher level (HL) courses and three standard level (SL) courses. The difference simply being that a HL course may have some extra requirements that SL students don’t have to complete.

Along with the end-of-year exams, there is the Internal Assessment that you must com­plete in each IB course. In Biology, that might look like a science experiment that you write a paper about. In Literature and Performance, you adapt a short story or poem into a play. The teachers grade it and then send it off to IB to be assessed by them.

In addition to your coursework, you must complete the Extended Essay (EE), which is a 4000-word research paper that is situated in one of your six IB courses. Then, there is the additional class you must take called “Theory of Knowledge” or “TOK”. This is essentially a philosophy class, and the only two require­ments for it are that you complete:

  • One TOK essay using one of IB’s supplied prompts
  • A TOK Presentation in which you develop your own research question and explore it using a real-world example

 All of these go towards your final IB score, which can be up to 45 points. I promise this will all begin to make more sense once you are in the course.

Finally, at the heart of IB’s program, there is CAS (Creativity, Action, and Service). This is something you complete outside of school and, most of the time, you are already doing it. Do you play a sport or an instrument? If so, the action and creativity boxes are already checked off. The only requirement for CAS is that you create a portfolio containing reflec­tions about these activities throughout your two years (mine is in the form of a blog) and that you complete one CAS project, which can involve one or all of the CAS components, and is at least six weeks long. While this does not go towards your score, you will not receive your diploma if you do not complete it.

Overall, IB takes a global approach by looking at big ideas across disciplines. You will notice yourself finding connections between something you learned in science class with something you are talking about in Spanish. No matter what you’re studying, students dig deep into subjects and try to find answers.

WHAT IF YOU DON’T WANT TO COMMIT TO ALL THAT EXTRA COURSEWORK?

For whatever reason, if a student does not want to do the full IB Diploma, they can take up to three IB courses; they only need to complete what is required in that course. That means no CAS, no EE, and no TOK. This represents the difference between the higher level and the stan­dard level requirements in the courses. This is beneficial for a student who might have a tighter schedule and doesn’t have time for the full diploma or has a subject area they do not want to take at such an intensive level. 

MY EXPERIENCE

IB is usually perceived as a big, scary, and difficult program that only those suited for ivy leagues can survive. However, through my experience, I have learned that it is not the skills that you enter the program with that matter; rather it is the skills you will acquire throughout the program that will carry you to the exams. I did not think, at the beginning of my junior year, that I would be leading a discussion in my Social and Cultural Anthropology class about hegemony in marginalized groups in East Harlem. I also did not think I would ever receive a 90 percent on a math test, but it happened! For me, IB has been a journey full of self-discovery and lots and lots of struggling. However, my own academic struggles have taught me so much about who I am and what I am capable of. I did not enter the program feeling that I was someone who was even remotely able to tackle all of these requirements. However, by putting in the work, learning how to manage my time, and not get in the way of myself, I’m able to positively reflect on it now. I can’t speak for every school, but at NewGate the support system from the teachers and students is something I attribute to why I entered IB in the first place. Therefore, I encourage anyone considering the program to try it out. Your name is not even registered as an IB student until late in your senior year, meaning you have time to see if the program works for you and adapt accordingly. Looking back, all the stress tears I cried, the coffee I consumed, and nights I stayed up were all formative in enabling me to believe in myself. Even though I am not at the finish line, it is now in my line of sight, and I am sprinting towards it faster than I ever have before, with my teachers and family cheering me on until I arrive.

 

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青鹏棋牌Reflections from a NewGate Graduate – Mikayla Bowling, Class of 2018 http://www./2019/12/reflections-on-newgate-mikayla-bowling-class-of-2018-2/?utm_source=rss&utm_medium=rss&utm_campaign=reflections-on-newgate-mikayla-bowling-class-of-2018-2 Wed, 11 Dec 2019 19:04:21 +0000 http://www./?p=3136 The post Reflections from a NewGate Graduate – Mikayla Bowling, Class of 2018 appeared first on NewGate School.

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I graduated from NewGate in the NewGate School’s Class of 2018 and continued my study of mathematics at New College here in Sarasota (Florida, USA).

When I came back to visit the school during my freshman year, Tim Seldin and the teachers asked me how I was doing at New College, and if I had any reflections about my years in Montessori.

I honestly think quite a lot about how my Montessori education created a seamless transition for me into New College, which really is like Montessori for higher education to me.

I was very fortunate to be able to have my childhood schooling be influenced heavily by schools like NewGate that are focused on whole-child development, which I think was the most valuable thing Montessori could have given me.

Academics always came quite easily to me, but I don’t think I would have been as prepared for college—or even going to a college that fits me so well—had I stayed at the college prep school I attended in ninth grade.

I feel that many kids can feel prepared for college, and even be more than ready for the academic shift, but perhaps not be as ready for the emotional, mental, social, and spiritual challenges that come with leaving the nest.

That being said, New College is also by far the college most focused on a student as a whole-person that I found in my extensive college search. New College was the school that I was confident would like my personal essay, in which I wrote about my experience helping with a rite of passage camp in the woods. I remember that when I finished writing, I felt pleased, but I was anxious when I submitted it to some of the bigger name schools on my list. That personal essay represented so much of me as a person: my non-academic struggle, personal growth, and so much that I was proud to overcome. Yet there I was applying to colleges that I wasn’t even sure would care about what I had to say.

NewGate and Montessori allowed me to realize the importance of everything outside of academics. For me, this was important because by my junior year I got to the point where I was building my identity around my grade point average. I think it is important to let kids realize that there is more growing to do than memorizing formulas or dates in history. Personal growth does great things for morale and confidence, which in then turn allows them to feel less anxiety when it comes to academics. Letting students realize that they are worth more than their schoolwork and that they are not defined by their grades actually does so much good when it comes to academic importance.

New College, Florida’s State Honor College, doesn’t even give grades. Our performance is based not on our scores but on our progress, engagement, and performance on tests. Many of my professors (all but my math professors, really) don’t even give scores on exams. We get satisfactory or unsatisfactory and comments to go with it about where we had strong material, places we were a little shaky, and places where we could use review. The commitment teachers have to students here, simply by teaching at an institution with this alternative grading system, goes such a long way when it comes to learning.

My fall semester, I got a concussion over fall break which left me with a headache that lasted over a month, and I struggled, especially in my screen-intense programming class. At a certain point in late November, I decided to cut that class loose and focus on passing my three math classes. When we got our evaluations in December, though, my unsatisfactory report ended up being the most kind of all. My instructor described how, even though I did not complete that class, here were the valid reasons why, and underscored all the ways I still put in a strong effort. They communicated with me. The fact that a school can recognize students as individuals and provide evaluations that reflect more than grades and numbers is so valuable and enhances the learning so much. And this system is really not far from Montessori, which made my transition here more smooth.

Both Montessori and New College allow for more independence when it comes to learning, and student drive is actually key to the whole learning process. This is especially true at New College during Independent Study Project (ISP), which, at New College is basically a month-long semester in January that offers a wide range of flexibility for students to explore something of interest to them in a more self-guided way. This year I ended up in a group Independent Study Projec on eco-feminism, and explored the topics by actively reading and committing to learning and understanding the material, not just passing the class. I also was able to realize strong interests that I had outside of math, which was a safety box I think I kept myself in for too long. At any other college, I would probably still be on a Mathematics Major track, and not exploring things that I love (like Mathematical Biology applied to conservation, which is my current plan for a major).

On top of that, I think the type of people New College attracts definitely meshes well with the Montessori system. New College is particularly open-minded, diverse, and accepting of literally every kind of person you could think of. This school is full of self-expression, students being who they are and doing so loudly, and students who are so caring, driven, and motivated. Coming to New College has been one of the most incredible experiences of my life.

I feel like I could talk about this for hours, honestly. The ways Montessori and New College complement each other are endless. NewGate really was influential on me, and I still talk about the school and its importance to me more than occasionally.

Thank you for the opportunity to reflect on all the ways my education has prepared me for my time here at New College and why this school is so perfect for me!

Best,

Sky (Mikayla) Bowling
NewGate School Class of 2018

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青鹏棋牌Reflections from a NewGate Graduate – Ben Bogard, Class of 2018 http://www./2019/12/reflections-on-newgate-ben-bogard/?utm_source=rss&utm_medium=rss&utm_campaign=reflections-on-newgate-ben-bogard Wed, 11 Dec 2019 19:00:45 +0000 http://www./?p=3986 The post Reflections from a NewGate Graduate – Ben Bogard, Class of 2018 appeared first on NewGate School.

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I am a 2018 graduate of NewGate, now attending Georgia Tech and studying electrical engineering. Furthermore, I attended NewGate from 18 months of age- through to graduating high school minus a three year gap in elementary school. That makes 14 years at NewGate for me.

I can confidently say that NewGate helped me tremendously to become the person that I am today. NewGate teaches academics, independent thinking, kindness, and most of all has instilled a love of learning in me that will never go away. When I was in the toddler classroom I loved playing with the lock board (basically a wooden board with handles and many locks) and the label maker.

As I grew older, I became interested in how things work and was lucky to have many teachers at NG who fostered that interest. In middle and high school I was afforded the opportunity to manage the IT infrastructure, setting up the wireless networks and working on various other technical projects at NewGate. I was able to choose my interests and explore them more fully in the International Baccalaureate program (high school) where I investigated Kombucha fermentation for my IB Biology internal assessment and shoreline erosion and salinity of barrier islands in IB Geography.

At NewGate you feel connected with a community both of your peers and also of your teachers and administrators. NewGate’s exceptional drama program is also noteworthy- in which I participated in more plays during middle and high school than I can honestly keep track of (probably about 8). In elementary school and middle school you also participate in a yearly opera, which is an exciting experience for any young child as this is when I first fully realized how much can be accomplished when one works in a large group towards a common goal.

In highschool I learned how to plan large scale trips, working with other students and faculty to plan yearly research trips to Washington DC, the Dominican Republic, Denver, Appalachia, New York City, and more. I gained confidence speaking to representatives from airlines, bus companies, and more while also learning how to plan logistics of travel for large groups. Each trip experience helped to create the tight-knit community feeling so unique to NewGate while also fostering an openness to new experience.

I haven’t really talked about “academic rigor” in a traditional test scores sense on purpose. Getting my IB diploma and good SAT scores is important to NewGate and the teachers will help to push you to reach your academic goals- that much is for sure- but it’s not the end goal at NewGate.

The end goal there is much more. It’s about helping you to become a good person, a person capable of learning well beyond university, and a person who is unique and true to yourself. Additionally, NewGate’s academics (especially the rigor of the IB program) prepared me well to take on the STEM class heavy electrical engineering curriculum.

As a student now at a University many orders of magnitude larger than NewGate and surrounded by other students from various educational backgrounds, I often reflect on my experience at NewGate and remind myself how lucky I was to have had the opportunity to have such a unique and fulfilling education there. As someone who has spent more of their life at NewGate than away from it- I invite you to reach out to me if you have any questions about any aspect of my experience or about what the school has to offer. Just ask NewGate’s Headmaster, (timseldin@montessori.org) for my number and mention this review, I’d be happy to take your call.

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青鹏棋牌Handling the Christmas Gimmies (or any other holiday where gifts are exchanged) http://www./2019/11/handling-the-christmas-gimmies-or-any-other-holiday-where-gifts-are-exchanged/?utm_source=rss&utm_medium=rss&utm_campaign=handling-the-christmas-gimmies-or-any-other-holiday-where-gifts-are-exchanged Sun, 17 Nov 2019 18:34:50 +0000 http://www./?p=3950 This is a classic essay written some years ago by our dear friend, Kathryn Kvols. It is timeless and applicable regardless, whether you celebrate Christman, Hannukah, or any other holiday where it is customary to give children gifts, including their birthdays. By Kathryn Kvols “Mom, will you buy me a Play Station II for Christmas?” […]

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青鹏棋牌Presents

This is a classic essay written some years ago by our dear friend, Kathryn Kvols. It is timeless and applicable regardless, whether you celebrate Christman, Hannukah, or any other holiday where it is customary to give children gifts, including their birthdays.

By Kathryn Kvols

“Mom, will you buy me a Play Station II for Christmas?” asks Josh.

“No honey, we can’t afford it this year,” replies mom.

“But mom, ALL of my friends have one!” begs Josh.

“You’re exaggerating! Not ALL of your friends have one. And I told you…we can’t afford it.”

“Mom, ppppleease!”

“That’s it! I’ve had enough! You should be grateful for the things we give you. Mention it again and you won’t get any presents!” threatens Mom.

Josh flops down on the couch discouraged.

 

Sound familiar?  Christmastime, a time meant for joy and sharing, can become a war of the wills with strife and hard feelings.  We all desire closeness and meaning in our relationships, especially at this time. However, in the above example, Mom unwittingly squelched her son’s excitement and made him feel bad for asking for what he wanted. Though we may not be able or willing to buy a Play Station II for our child, it is essential that we handle our children’s requests with consideration. We need to find ways to say “no” to our children without undermining their self-esteem.

 

Here are some tips that may be helpful this holiday season:

 

  1.   Set clear limits in a friendly tone.  For example, say, “It looks like you really want that game. I’m unwilling to spend my money that way.  I’ll support you if you would like to save for it.”  Avoid telling your child you can’t afford something. This conveys a scarcity mentality without teaching the value of money.

 

  1.   Teach children the value of earning money by saying, “If you really want that toy, I would be happy to discuss some ways you can earn enough money to buy it.” This teaches children perseverance while motivating them to find innovative ways to achieve goals for themselves. Instead of giving up, the child discovers an opportunity to prove they are capable which enhances their self-esteem.  No matter what the child decides, you have conveyed the message that you care about what’s important to him. One way to “invest” in our relationships without spending money is to value what’s important to each other.

 

  1.   Empathize with your child:  “I can see why you’d want that toy. It can do many clever things.” Sometimes children are satisfied with you siding with them instead of fighting with them.

 

  1.   Once you say  “no,” stick to it!  Do not get into a debate or argument. You may need to repeat yourself once but then change the subject or if you need to, leave the room.

 

  1.   Encourage children to give you choices.  Surprises are fun for everyone so ask your children to make a Christmas list. Tell the child he can put the Play Station on their Christmas list. This helps to dissipate the “heat of the moment.” (Make sure they know that they will not get everything on their list.)

 

  1.   Emphasize the joy of giving. Find a family service project to do together such as reading to “shut-ins,” picking up trash, or making cookies as a family project and giving them to neighbors. Then ask your children how they feel in their heart after they have given a gift or done something for someone. This helps children get in touch with the good feeling that comes from giving of oneself.

 

  1.   Model giving and discuss how it feels.  Throughout the year share with your child how good it feels to you when you give. Your giving does not have to be something big. It could be a smile, a kind word, an encouragement offered, a flower or a card. Children learn more from our modeling than they do from our words.

 

  1.   Teach children the importance of gratitude. All too often our children sit in a pile of toys surrounded by a heap of tattered Christmas paper searching for their next gift.  This attitude can grate on even the most loving parent. One way to encourage gratitude is to start a family tradition which cultivates gratitude through practice. For example, make a daily habit of saying what each person is thankful for before bedtime. Challenge everyone to think of different things each night.

Another way to foster gratitude is to write thank you notes or make thank you cards as a family for all the people who gave of their hearts.

 

  1.   Do an encouragement feast with your family on Christmas. Here’s what an encouragement feast looks like.  Everyone gets in a circle and chooses someone to be “it.” The rest of the family takes turns and says, “What I love about you is…”  Then the person that’s “it” says what he/she loves about his/herself and chooses the next person to be “it.” Make sure everyone in the family has a turn to be appreciated. This is a very powerful exercise and you may want to be ready with a tissue box. This is also great to do if tension gets high, which frequently happens at Christmas. (You may need to teach children the difference between encouraging statements versus discouraging statements.)

 

  1. Encouragement Christmas feast variation, Give each family member a piece of white parchment paper for every person in the family except themselves at least a week before Christmas. Have them write love notes to each person. Write the person’s name that is to receive the scroll on the outside edge of the paper. Roll the paper and tie a ribbon around each scroll. Then place them on your Christmas tree. On Christmas, pass them out to each other, and read them. Or help your youngest child feel valuable by asking her or him to pass them out. Do not be surprised if opening presents seems anticlimactic!

 

Christmastime is a time for joy and sharing. Activities such as the examples mentioned above are the glue that bonds families together. They create closeness, fun, and sometimes opportunities to resolve conflicts … including the “Christmas Gimmies!”

Kathryn Kvols is the mother and stepmother of five children. She is the author of the book “Redirecting Children’s Behavior” and the accompanying course. She is also the president and an international speaker for the International Network for Children and Families. You can reach her at

 

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青鹏棋牌If A Dog Was Your Teacher http://www./2019/08/if-a-dog-was-your-teacher/?utm_source=rss&utm_medium=rss&utm_campaign=if-a-dog-was-your-teacher Sat, 24 Aug 2019 21:30:03 +0000 http://www./?p=3896 The post If A Dog Was Your Teacher appeared first on NewGate School.

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青鹏棋牌

If a dog was your teacher

You would learn critical life skills like these:

When loved ones come 青鹏棋牌, always run to greet them.
Never pass up the opportunity to go for a ride.

Allow the experience of fresh air and the wind in your face to be pure ecstasy.

When it’s in your best interest — practice obedience.

Let others know when they’ve invaded your territory.

Take naps and stretch before rising.

Run, romp, and play daily.

Thrive on attention and let people touch you.

Avoid biting, when a simple growl will do.

On warm days, stop to lie on your back on the grass.

On hot days, drink lots of water and lay under a shady tree.

When you’re happy, dance around and wag your entire body.

No matter how often you’re scolded, don’t buy into the guilt thing and pout… run right back and make friends.

Delight in the simple joy of a long walk.

Eat with gusto and enthusiasm. Stop when you have had enough.

Be loyal.

Never pretend to be something you’re not.

If what you want lies buried, dig until you find it.

When someone is having a bad day, be silent, sit close by and nuzzle them gently.

Author unknown,

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青鹏棋牌Montessori Basics http://www./2019/08/auto-draft/?utm_source=rss&utm_medium=rss&utm_campaign=auto-draft Sat, 24 Aug 2019 14:26:56 +0000 http://www./?p=3892 The post Montessori Basics appeared first on NewGate School.

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Montessori Basics For Parents

by Tim Seldin

 

What makes Montessori different?

The Montessori approach is often described as an “education for life.” When we try to define what children take away from their years in Montessori, we need to expand our vision to include more than just the basic academic skills.

Normally, Americans think of a school as a place where one generation passes down basic skills and culture to the next. From this perspective, a school only exists to cover a curriculum, not to develop character and self-esteem. But in all too many traditional and highly competitive schools, students memorize facts and concepts with little understanding, only to quickly forget them when exams are over.

Recent studies show that many bright students are passive learners. They coast through school, earning high grades, but rarely pushing themselves to read material that hasn’t been assigned, ask probing questions, challenge their teacher’s cherished opinions, or think for themselves. They typically want teachers to hand them the “right answer.” The problem isn’t with today’s children, but with today’s schools. Children are as gifted, curious, and creative as they ever were, when they’re working on something that captures their interest and which they have voluntarily chosen to explore.

Montessori schools work to develop culturally literate children and nurture their fragile sparks of curiosity, creativity, and intelligence. They have a very different set of priorities from traditional schools, and a very low regard for mindless memorization and superficial learning. Montessori students may not memorize as many facts, but they do tend to become self-confident, independent thinkers who learn because they are interested in the world and enthusiastic about life, not simply to get a good grade.

Montessori believed that there was more to life than simply the pursuit of wealth and power. To her, finding one’s place in the world, work that is meaningful and fulfilling, and developing the inner peace and depth of soul that allows us to love are the most important goals in life.

The Children’s House

In her research, Dr. Montessori noted specific characteristics associated with the child’s interests and abilities at each plane of development. She argued that a school carefully designed to meet the needs and interests of the child will work more effectively because it doesn’t fight human nature. Montessori taught teachers how to “follow the child” through careful observation, allowing each student to reveal her strengths and weaknesses, interests and anxieties, and strategies that work best to facilitate the development of her human potential.

This focus on the “whole child” led Dr. Montessori to develop a very different sort of school from the traditional adult-centered classroom. To emphasize this difference, she named her first school the “Casa dei Bambini” or the “Children’s House.”

There is something profound in her choice of words, for the Montessori classroom is not the domain of the adults in charge, but rather it is a carefully prepared environment designed to facilitate the development of the children’s independence and sense of personal empowerment. This is the children’s community. They move freely within it, selecting work that captures their interest, rather than participating in all-day lessons and projects selected by the teachers.

In a very real sense, even very small children are responsible for the care of their own child-sized environments. When they are hungry, they prepare their own snack and drink. They go to the bathroom without assistance. When something spills, they help each other carefully clean things up. Four generations of parents have been amazed to see small children in Montessori classrooms cut raw fruits and vegetables, sweep and dust, carry pitchers of water and pour liquids with barely a drop spilled. The children normally go about their work so calmly and purposely that it is clear to even the casual observer that they are the masters in this environment: a “Children’s Community.”

Montessori’s first “Children’s Community,” opened in 1907, was made up of 60 inner-city children who largely came from dysfunctional families. In her book, The Montessori Method, Dr. Montessori describes the transformation that took place during the first few months, as the children evolved into a “family.” They prepared and served the daily meals, washed the pots and dishes, helped the younger children bathe and change their clothes, swept, cleaned, and worked in the garden. These very young children developed a sense of maturity and connectedness that helped them realize a much higher level of their potential as human beings.

While times have changed, the need to feel connected is still as strong as ever. In fact, for today’s children it is probably even more important. Whether it’s an inner-city child or a child from an affluent suburb, the sense of community has all but disappeared from our children’s lives. Families regularly move from house to house and from town to town. Grandparents usually live in other cities or other states. Both parents work out of necessity, and when they are at 青鹏棋牌, they are very, very busy. The “latch-key” child has become the norm for this generation. Many children have the sense that they do not belong to anything or anybody, which is why gangs, which give a sense of belonging, have always had a certain appeal for some children.

Along with whatever else Montessori gives our children, it definitely gives them the message that they belong – that their school is like a second family. Studies on the moral and emotional development of children strongly suggest that while there are probably a few children in every thousand who are truly little “gangsters” at heart, a child’s sense of moral reasoning and sense of self are directly related. Children will normally grow up to be productive, happy, positive individuals if given the right emotional environment. It seems clear that our attitudes about people, the ability to overcome our tendency to be egocentric, our willingness to share, to compromise, to resolve conflicts non-violently, and our ability to discover a basic sense of self-worth are not qualities that human beings develop spontaneously but rather through years of experience with caring people, who convince us that we belong and give us the opportunity to practice and master these skills of everyday living. As in all things, children learn to be kind and compassionate.

Montessori Schools Are Based on the Principles of Respect and Independence

Montessori schools believe very strongly that intelligence is not fixed at birth, nor is the human potential anywhere near as limited as it sometimes seems in traditional education. The validity of these beliefs has been confirmed by the research of Piaget, Gardner, Coleman, and many others. We know that each child is a full and complete individual in her own right. Even when she is very small, she deserves to be treated with the full and sincere respect that we would extend to her parents. Respect breeds respect, and creates an atmosphere within which learning is tremendously facilitated. Success in school is directly tied to the degree to which children believe that they are capable and independent human beings. If they knew the words, even very young children would ask: Help me learn to do it for myself!

By allowing children to develop a meaningful degree of independence and self-discipline, Montessori sets a pattern for a lifetime of good work habits and a sense of responsibility. Students are taught to take pride in doing things for themselves carefully and well.

Montessori Teaches Children to Think and Discover for Themselves

Montessori schools are designed to help each student discover and develop her unique talents and possibilities. They treat each child as a unique individual learner. In Montessori, children learn at their own pace, and learn in the ways that work best for them as individuals. The goal is to be flexible and creative in addressing each student as a unique individual.

Learning the right answers may get a child through school, learning how to become a life-long, independent learner will take her anywhere! Montessori teaches children to think, not simply to memorize, feed back, and forget. Rather than present students with loads of right answers, Montessori educators keep asking the right questions, and lead them to discover the answers for themselves. Learning becomes its own reward, and each success fuels a desire to discover even more. Older students are encouraged to do their own research, analyze what they have found, and come to their own conclusions. Teachers encourage children to think for themselves and become actively engaged in the learning process.

 

The Importance of Freedom of Movement and Independently Chosen Work

Young children touch and manipulate everything in their environment. In a sense, the mind is hand made, because through movement and touch, the child explores, manipulates, and builds up a storehouse of impressions about the physical world around her. Children learn by doing, and this requires movement and spontaneous investigation Montessori children are free to move about, working alone or with others at will. They may select any activity and work with it as long as they wish, so long as they do not disturb anyone or damage anything and they put it back where it belongs when they are finished.

Many exercises, especially at the early childhood level, are designed to draw the child’s attention to the sensory properties of objects within her environment: size, shape, color, texture, weight, smell, sound, etc. Gradually she learns to pay attention, seeing more clearly small details in the things around her. She has begun to observe and appreciate her environment. This is a key in helping the child discover how to learn.

Freedom is a second critical issue as the child begins to explore. Our goal is less to teach her facts and concepts, but rather to help her fall in love with the process of focusing her complete attention on something and solving its riddle with enthusiasm and even joy. Work assigned by the adult rarely results in such enthusiasm and interest as does work that a child freely chooses for herself. The prepared environment of the Montessori class is a learning laboratory in which the child is allowed to explore, discover, and select her own work. The independence that the child gains is not only empowering on a social and emotional basis, but it is also intrinsically involved with helping the child become comfortable and confident in her ability to master the environment, ask questions, puzzle out the answer, and learn without needing to be spoon-fed by an adult.

A Carefully Prepared Environment

Montessori classrooms tend to fascinate both children and their parents. They are normally bright, warm, and inviting, filled with plants, animals, art, music, and books. There are interest centers filled with intriguing learning materials, fascinating mathematical models, maps, charts, fossils, historical artifacts, computers, scientific apparatus, perhaps a small natural-science museum, and animals that the children are raising. Montessori classrooms are commonly referred to as a prepared environment. This name reflects the care and attention that is given to creating a learning environment that will reinforce the children’s independence and intellectual development.

You would not expect to find rows of desks in a Montessori classroom. The rooms are set up to facilitate student discussion and stimulate collaborative learning. One glance and its clear that children feel comfortable and safe. Students are typically found scattered around the classroom, working alone or with one or two others. They tend to become so involved in their work that visitors are immediately struck by the peaceful atmosphere. It may take a moment to spot the teachers within the environment. They will be found working with one or two children at a time, advising, presenting a new lesson, or quietly observing the class at work.

The Montessori Curriculum

The Montessori classroom is organized into several curriculum areas, usually including: language arts (reading, literature, grammar, creative writing, spelling, and handwriting), mathematics and geometry, everyday living skills, sensory awareness exercises and puzzles, geography, history, science, art, music, and movement. Most rooms will include a classroom library. Each area is made up of one or more shelf units, cabinets, and display tables with a wide variety of materials on open display ready for use as the children select them.

The Montessori curriculum is organized into a spiral of integrated studies, rather than a traditional model in which the curriculum is compartmentalized into separate subjects, with given topics considered only once at a specific grade level. In the early years, lessons are introduced simply and concretely and are reintroduced several times over succeeding years at increasing degrees of abstraction and complexity.

The course of study uses an integrated thematic approach that ties the separate disciplines of the curriculum together into studies of the physical universe, the world of nature, and the human experience. Literature, the arts, history, social issues, political science, economics, science and the study of technology all complement one another. This integrated approach is one of Montessori’s great strengths. As an example, when students study Africa, they also read African folktales, create African masks and make African block print dashikis in art, learn Swahili songs in music and traditional folk dances, and study the ecosystems, flora, fauna, and natural resources. Montessori schools offer a rigorous and innovative academic program.

The Montessori Materials: A Road from the Concrete to the Abstract

A basic element of the Montessori approach is the simple observation that children learn most effectively through direct experience and the process of investigation and discovery. In her studies of child development, Dr. Montessori noted that most children do not learn by memorizing what they hear from their teachers or read in a text; instead, they learn from concrete experience and direct interaction with the environment. Asking a child to sit back and watch us perform a process or experiment is like asking a one-year-old not to put everything in his mouth. Children need to manipulate and explore everything that catches their interest. Anyone who has raised a child knows that this is true just from daily experience. It’s ironic that most schools today still teach primarily through lecture, textbooks, and workbooks. Most students still spend their days sitting behind a desk praying for the recess bell to ring.

Dr. Montessori recognized that concrete learning apparatus makes learning much more rewarding. The Montessori learning materials are not the method itself; they are the tools that we use to stimulate the child into logical thought and discovery. They are provocative and simple, each carefully designed to appeal to children at a given level of development. Each material isolates and teaches one thing or is used to present one skill at a time as the child is ready. Montessori carefully analyzed the skills and concepts involved in each subject and noted the sequence in which children most easily master them.

The materials are displayed on low, open shelves that are easily accessible to even the youngest children. They are arranged to provide maximum eye-appeal without clutter. Each has a specific place on the shelves, arranged from the upper left-hand corner in sequence to the lower right, following their sequence in the curricular flowchart. The materials are arranged in sequence from the most simple to the most complex and from the most concrete to those that are most abstract.

Montessori classes are made up of a two- or three-year age span

Many pre-schools are proud of their very small group sizes, sometimes as low as five children to one adult, and parents often wonder why Montessori classes are so much larger. Schools with the smaller groups assume that the teacher is the source of instruction, a very limited resource. They reason that as the number of children decreases, the time that teachers have to spend with each child increases. Ideally, we would have a one-on-one tutorial situation. But the best teacher of a three-year-old is often another child who is just a little bit older and has mastered a skill. This process is good for both the tutor and the younger child. In this situation, the teacher is not the primary focus. The larger group size puts the focus less on the adult and encourages children to learn from each other. By having enough children in each age group, all students will find others at their developmental level.

Montessori classes are organized to encompass a two- or three-year age span, which allows younger students to experience the daily stimulation of older role models, who in turn blossom in the responsibilities of leadership. Students not only learn “with” each other, but “from” each other. Some parents worry that by having younger children in the same class as older ones, one group or the other will be shortchanged. They fear that the younger children will absorb the teachers’ time and attention, or that the importance of covering the kindergarten curriculum for the five-year-olds will prevent them from giving the three- and four-year-olds the emotional support and stimulation that they need. Both concerns are misguided. Working in one class for two or three years allows students to develop a strong sense of community with their classmates and teachers. The age range also allows the especially gifted child the stimulation of intellectual peers, without requiring that she skip a grade and feel emotionally out of place.

A Different Daily Schedule

Days are not divided into fixed time periods for each subject. Teachers call students together as they are ready for lessons individually or in small groups. A typical day’s work is divided into “fundamentals” that have been assigned by the faculty and self-initiated projects and research selected by the student. Students work to complete their assignments at their own pace – typically with care and enthusiasm. Teachers closely monitor their students’ progress, keeping the level of challenge high. Teacher feedback to students and parents helps students learn how to pace themselves and take a great deal of personal responsibility for their studies, both of which are essential for later success in college and in life. We encourage students to work together collaboratively, and many assignments can only be accomplished through teamwork. Students constantly share their interests and discoveries with each other. The youngest experience the daily stimulation of their older friends, and are naturally spurred on to be able to “do what the big kids can do.”

How Montessori Teachers Meet the Needs of So Many Different Children

Montessori teachers do more than present curriculum. The secret of any great teacher is helping learners get to the point that their minds and hearts are open and they are ready to learn, where the motivation is not focused on getting good grades but, instead, involves a basic love of learning. As parents know their own children’s learning styles and temperaments, teachers, too, develop this sense of each child’s uniqueness by developing a relationship over a period of years with the child and her parents. Dr. Montessori believed that teachers should focus on the child as a person, not on the daily lesson plan. Montessori nurtures and inspires the human potential, leading children to ask questions, think for themselves, explore, investigate, and discover. Our ultimate objective is to help them to learn how to learn independently, retaining the curiosity, creativity, and intelligence with which they were born. Montessori teachers don’t simply present lessons; they are facilitators, mentors, coaches, and guides.

Traditionally, teachers tell us that they “teach students the basic facts and skills that they will need to succeed in the world.” Studies show that in many classrooms, as much as 40 percent of the day may be spent on discipline and classroom management. Montessori educators play a very different role. Wanting to underscore the very different role played by adults in her schools, Dr. Montessori used the title “director” or “directress” instead of “teacher.” In Italian, the word implies the role of the coordinator or administrator of an office or factory. Today, many Montessori schools prefer to call their teachers “guides.”

Whatever they’re called, Montessori teachers are rarely the center of attention, for this is not their class; it is the “Children’s House.” Normally Montessori teachers will not spend much time working with the whole class at once. Their primary role is to prepare and maintain the physical, intellectual, and social/emotional environment within which the children will work. Certainly, a key aspect of this is the selection of intriguing and developmentally appropriate opportunities for learning to meet the needs and interests of each child in the class.

Montessori guides have four principle goals:

  • to awaken the child’s spirit and imagination;
  • to encourage his normal desire for independence and high sense of self-esteem;
  • to help him develop the kindness, courtesy, and self- discipline that will allow him to become a full member of society; and
  • to help the child learn how to observe, question, and explore ideas independently.

Montessori teachers rarely present a lesson to more than a handful of children at one time, and they limit lessons to brief, efficient presentations. The goal is to give the children just enough to capture their attention and spark their interest, intriguing them enough that they will come back on their own to work with the materials. Lessons center around the most clear and simple information necessary for the children to do the work on their own: the name of the material, its place on the shelf, the ground-rules for its use, and some of the possibilities inherent within it. Montessori guides closely monitor their students’ progress, keeping the level of challenge high. Because they normally work with each child for two or three years, guides get to know their students’ strengths and weaknesses, interests, and anxieties extremely well. Montessori guides often use the children’s interests to enrich the curriculum and provide alternate avenues for accomplishment and success.

Elementary level Montessori students rarely work from textbooks. Instead they learn to use the library and internet to gather information into reports and presentations to share with their friends. Naturally they also do a great deal of hands-on project-oriented learning that makes their studies come alive. Dr. Montessori often spoke of “spontaneous activity in learning.”

青鹏棋牌work, Tests, and Grades

Many parents have heard that Montessori schools do not believe in 青鹏棋牌work, grades, and tests. This is really a misunderstanding of Montessori’s insights. Whenever students voluntarily decide to learn something, they tend to engage in their work with a passion and attention that few students will ever invest in tasks that have been assigned. This doesn’t mean that they can do whatever they want academically, possibly electing to learn to read and possibly not. Montessori students have to live within a cultural context, which for us involves the mastery of skills and knowledge that we consider basic. Montessori gives students the opportunity to choose a large degree of what they investigate and learn, as well as the ability to set their own schedule during class time.

This freedom of choice sometimes causes parents to worry about whether their children will be able to cope if they transfer to another school. For many families, 青鹏棋牌work, grades, and test results are the only objective evidence that can tell them how well their children are doing in comparison to children attending traditional schools. The ongoing impact of a Montessori program and its long-term outcomes are not always visible and clear to parents. Many struggle to understand how Montessori works, but all too often they come away confused and worried that they might be setting their children up for failure when they transfer to a traditional classroom. This leads some parents to have ambivalent thoughts about their long-term relationship with Montessori. They will stay as long as their children are happy and “doing well,” but parents may plan to transfer them to a traditional school when they reach the age when their education “really counts.”

Even very supportive parents may worry whether their investment in Montessori is going to pay off, and they look for evidence as to whether or not it is really working. Montessori guides reassure parents every year that their fears are misguided, and that children who transfer from Montessori programs normally make a smooth adjustment to their new schools and typically end up as honor students. Even when their children are very young, parents don’t want to hear that Montessori schools don’t believe in report cards, workbooks, 青鹏棋牌work, or tests. No matter how impressed they may be with Montessori, few parents can place trust any in school when it involves their children’s future. They expect to be kept informed about their children’s progress and the classroom program.

Montessori educators, on the other hand, frequently argue that testing is inaccurate, misleading, and stressful for children. Further, they argue that tests are not necessary, since any good teacher who works with the same children for three years and carefully observes their work, knows far more about their progress than any paper and pencil test can reveal; however, in our culture, test-taking skills are just another practical life lesson that children need to master. Many elementary Montessori programs regularly give students quizzes on the concepts and skills that they have been studying, and many schools use standardized tests, either annually or every other year with students over first grade.

The problem with tests is how they have been used and interpreted in other schools, rather than as a means to challenge students to demonstrate skills and knowledge. When tests are used as a feedback loop, at times indicating that a student needs a new lesson and more practice, instead of a mark of shame and failure, then they can be quite useful. Children will face standardized tests throughout their education, and they certainly need to develop good test taking skills.

Competition

In Montessori, students learn to collaborate with each other rather than mindlessly compete. Students discover their own innate abilities and develop a strong sense of independence, self-confidence, and self-discipline. In an atmosphere in which children learn at their own pace and compete only against themselves, they learn to not be afraid of making mistakes. They quickly find that few things in life come easily, and they can try again without fear of embarrassment. Children compete with each other every day both in class and on the playground.

Montessori, herself an extraordinary student and a very high achiever, was never opposed to competition on principle. Her objection was to using competition to create an artificial motivation to get students to achieve. She argued that for an education to profoundly touch a child’s heart and mind, he must be learning because he is curious and interested, not simply to earn the highest grade in the class. Montessori allows competition to evolve naturally among children, without adult interference unless the children begin to show poor sportsmanship. The key is the child’s voluntary decision to compete, rather than having it imposed on him by the school.


Tim Seldin is the President of the Montessori Foundation. He is the Headmaster of the NewGate School, Headmaster Emeritus of the Barrie School, Co-Founder of the Institute for Advanced Montessori Studies, and author of several books, including The Montessori Way,How To Raise An Amazing Child, The World In The Palm Of Her Hand, and Celebrations of Life.

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青鹏棋牌The Essence of NewGate’s Secondary Montessori Program http://www./2019/07/the-essence-of-newgates-secondary-montessori-program/?utm_source=rss&utm_medium=rss&utm_campaign=the-essence-of-newgates-secondary-montessori-program Mon, 08 Jul 2019 22:28:54 +0000 http://www./?p=3194 The post The Essence of NewGate’s Secondary Montessori Program appeared first on NewGate School.

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These are the essential characteristics of our secondary Montessori program:

1. We allow for individualized pacing where possible and appropriate.

2. Our program allows students ample opportunities, interwoven throughout the curriculum, to move around and work with their hands.

3. We do not emphasize academic competition among students.

4. We encourage students to learn from their mistakes without anxiety.

5. Our program provides a wide range of experiential learning opportunities interwoven throughout the curriculum to allow students to learn through experience and practical application.

6. We evaluate students on a logical, objective basis.

7. Our curriculum is oriented toward the development of high-order ?formal? thinking ? not simply memorization.

8. Our curriculum offers students a broad view of the world, emphasizing the historical development of ideas and things, and an international perspective.

9. We consciously strive to help students to develop maturity, high self-esteem, independence, responsibility, compassion, an openness to new experience and learning, patience and self-discipline, acceptance of others, and effective and satisfying social relationships.

10. Our program provides for a multi-disciplinary approach to learning and an inter-disciplinary approach to program planning.

11. We consciously strive to create a sense of community among the faculty and students, allowing many opportunities for student participation in the planning and operation of the life of the school community.

12. We introduce students into the broader life, functions, and social issues of the community in which they live, both through the curriculum and through field experiences, volunteer efforts, and work projects.

13. We facilitate our students? transition into adulthood through supporting the development of effective and responsible interpersonal and social skills, particularly in the areas of the relationship between the student and his family, relationships with peers, relationships with the opposite sex, and the development of a capacity for financial independence, responsibility, compassion, strives to introduce students into the broader life, functions, and social issues of the community in which they live.

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