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Author: Joshi Haskell

The Montessori Greenhouse

Written by Joshi Haskell on . Posted in Blog, Parent Education.

A concern of parents is that a Montessori environment is too protective, that children may not be prepared to face the real world. After all, a Montessori environment is made for the child, (the real world isn’t.)  Everything in the environment is child size. Again, the real world is made for adults. A Montessori environment is constructed for the child to succeed – the real world doesn’t care.

So, is the Montessori environment an effective preparation to learn to swim in the real world or are children better off to be thrown into the deep end? A Montessori education is designed to master the deep end – but not today! It is designed to step by step to prepare (and help create) the future adult to master all the challenges of adult responsibility. The environment affords the protection for the child to safely build the adult they will become. The child will build the adult out of real successes gained day by day and processes learned and mastered in navigating the intricacies of interpersonal relationships and task management. It is often said in Montessori that a child’s work is his play and the irony is that when a Montessori child enters the adult world his work does become like child play because he or she has already spent the formative years mastering the tools of the deep end. The child knows how to set priorities; how to follow a plan; how to work with others; how to work through mistakes; how to develop initiative and countless other adult tools.

As equally important as the tools are, so are the emotional building blocks the child is adding to his or her life of the adult that will emerge. Blocks like confidence and competence are invaluable. Blocks like the satisfaction of working through a problem and the understanding that you can just about conquer any problem you encounter if you don’t give up.  As successful as a Montessori education might be intellectually, its emotional components are far more powerful. Those emotional components only grow in the protected environment where making mistakes is not branded as failure but only interim steps on the way to success. Finishing what you start (not going seventy percent of the way and quitting or being satisfied with less than your best) can only happen in the supportive environment of a Montessori education.

As parents we need to be mindful that what we see happening in our children are the underlying preparations that are being constructed in our children because of the Montessori education. The iceberg of your child’s potential and ability is hardly visible but the bulk of it is being constructed (and growing) under the surface day by day in the protected environment of the classroom. Far more is being constructed than can be seen without the eye of time when it will come to fruition.

Montessori is certainly a greenhouse. No one plants their tomato plants outside in the deep of winter. Our Montessori seeds are lovingly planted and tended where the roots go down and the stalk grows up strong until the young fledgling plant has the strength to grow and thrive – in the real world.

By Edward Fidellow

www.crossmountainmedia.com

Seed corn; five seeds planted now change what comes later.

Written by Joshi Haskell on . Posted in Blog.

I’m a city boy. Most of us live our lives in the city or the suburbs and have vague ideas about the rhythm of life lived by farmers and ranchers. We are blessed by their work when we go to the grocery store. We might actually know when strawberry season is (prices are lower.) But to understand the cycles and seasons gives us an appreciation for “real” life.

This is why Montessori classrooms put a major emphasis on botany and zoology – to introduce our children to the mystery and magic of springtime and harvest. Whether planting is done in pots or garden plots, to prepare the soil, to plant a seed, to water it, to watch it grow, to pull the weeds, to see it flower, to observe the fruit and to enjoy the harvest is a celebration of life.

What is the most important step in this botanical experiment? They are all important but the critical step happens long before you start the process – you have to have the seed! Where does the seed come from? (No, this is not about the birds and the bees.) The seed comes from that part of the harvest that you didn’t consume or sell. It is not part of the harvest that you get to “enjoy.” You keep the very best seed – and you bury it. Then you work and pray that it flourishes.

Your seed corn is your Montessori investment. Montessori education is expensive – sometimes even approaching college tuition. And a question often asked is, “Shouldn’t I be saving this money for prep school or college?” The best time to plant your educational seed is in the springtime of your child’s life – Now!

There are five seeds planted in a Montessori preschool or elementary that bloom in college.

  1. The first is order. Order is a foundational need of the child – it even has its own sensitive period in the child’s development. When a child enters this sensitive period, he builds for himself the internal apparatus that will guide his future acquisition of knowledge and give him the ability to construct all the other areas of his life. In a Montessori classroom everything has its own special place. This is not only efficient but impacts the whole psychological nature of the child. Order (especially from within) brings calmness and focus, saves frazzled nerves and produces the environment (both physical and emotional) in which concentrated work can occur.
  2. The second seed is initiative – learning to start on your own. Traditional schools spend twelve or thirteen years telling your child what to do, when to do it and how to do it. College is the first freedom from such constraints but it is hardly the time to begin to practice initiative that has been inactive and dormant.
  3. The third seed planted in preschool is the seed of mastery – finishing what you start. In Montessori you don’t take an “F” and go on. You go back and work on it until you master it. It is a major lesson (and habit) not only for school but for life.
  4. The fourth seed is taking responsibility. In college there is no one looking over your shoulder (or to blame.) You are the young adult expected to take responsibility. For thirteen years of traditional education someone else bore the burden of responsibility. College is not the place to begin especially when Montessori children welcome the responsibility so early and young.
  5. The fifth seed is curiosity. This is not so much of a seed that is planted in preschool but a seed that is nurtured, encouraged and kept alive. Curiosity is the difference between a life of boredom and a life of fascination with the world around you. Curiosity helps you not to settle, it helps you to dream, it helps you to look beyond the next hill. Curiosity can help, to not only make a living, but to make a life.

These seeds are a gift you plant in your child’s life now that bloom in college and for the rest of their lives. It is the best seed you can give.

By Edward Fidellow

www.crossmountainmedia.com

Light One Candle – Thank you!

Written by Joshi Haskell on . Posted in Blog, Community News.

Dear Mary,

I’m writing to thank you for your participation as a sponsor during our annual Light One Candle holiday gift drive. With your support, the International Rescue Committee (IRC) in Salt Lake City facilitated the delivery of over $70,000 worth of much needed household supplies and other gifts to 107 recently arrived refugee families, totaling over 350 people served. We are overwhelmed by your generosity and your continued support of refugees. Thank you for standing with refugees and showing how welcoming Utah can be.

The attached PDF will act as your tax receipt. Please retain this form for your records. Values listed on the donation receipt are assigned by the donor, as we cannot provide valuation for in-kind donations. The IRC takes no responsibility in the valuation of donated goods. You should attach original receipts or copies of receipts to this donation receipt when filing your taxes.

If you would like to learn more about our work and other ways to get involved throughout the year, please visit Rescue.org/SupportSLC. Sponsors will be able to sign up for our 2022 Light One Candle gift drive starting in November 2022.

Thank you, again, for taking on the responsibility of sponsoring a refugee family or individual during Light One Candle. I am sincerely grateful for your efforts to make refugees welcome in our community!

Best,

Caitlin Fellows | Grants Coordinator | She, Her, Hers

International Rescue Committee

221 South 400 West | P.O. Box 3988 | Salt Lake City, UT 84110

T +1 ‪(385) 424-0527

Follow us on Facebook.com/IRCSaltLakeCity | Learn more at Rescue.org/SaltLakeCity

P.S. New year, same priorities: helping refugee and new American families begin rebuilding their lives in our community. Join us! Get started at Rescue.org/SupportSLC.

FACTS Webforms (Update Contact Info)

Written by Joshi Haskell on . Posted in Blog, Parent Education.

Webforms on FACTS are used to update information for the student, parent, emergency contacts and pick-up contacts. Once you update information here, the school will be notified about the change.

Once you are logged into FACTS Family Portal using these instructions, continue to Webforms with the following instructions:

  • Click on the Hamburger menu at the top left of the screen and on the menu choose School > Web Forms
  • Once you are on Web Forms click on Parent & Student Information Update
  • You can now choose what to update on FACTS, as soon as you update it here it will be updated on your profile in FACTS and the school will get notified to update it in other places (this could take 1-2 school days)

FACTS Online Enrollment

Written by Joshi Haskell on . Posted in Blog, Parent Education.

Once you are logged into FACTS Family Portal using these instructions, continue to Enrollment with the following instructions:

Click on the hamburger menu in the top-left corner next to Foothill Montessori of Salt Lake, click the down arrow next to Apply/Enroll and choose Enrollment / Reenrollment and Click here to open Enrollment

When the Enrollment / Reenrollment forms have been opened up for the coming year you will be able to click Start Enrollment Packet for your child.

A Glimpse into Winter Sports 2022

Written by Joshi Haskell on . Posted in Blog.

Upper Elementary students take everyone’s skis and boards and load them onto the right bus.
Teachers and upper elementary students take roll to ensure everyone gets on the right bus.
Ready to shred!
Poling across the flat.
Teacher chaperones ready to help
Winter Sports is hard work!

Order Free at Home Test Kits

Written by Joshi Haskell on . Posted in Blog.

Every home in the U.S. is eligible to order 4 free at-⁠home COVID-⁠19 tests. The tests are completely free. Orders will usually ship in 7-12 days.

Order your tests now so you have them when you need them.

Order Free COVID-19 Tests

If you need a COVID-⁠19 test now, please see other testing resources for free testing locations in your area.

 Insurance Reimbursement for At-⁠Home Tests

Your health insurance company will pay you back for 8 at-⁠home tests per month for each person on the plan.

https://www.cms.gov/how-to-get-your-at-home-OTC-COVID-19-test-for-free

Parent Teacher Conferences are coming up quickly!

Written by Joshi Haskell on . Posted in Announcements, Blog.

Parent Teacher Conferences will be held on Friday, February 4, 2022. Progress Reports will be published in Compass prior to conferencing. Please note, all conferences will be virtual. The process to sign-up for a time slot will be shared with you soon.

Helpful tips to make the most of your conference:

  • Be prepared. Write down questions or things you would like to discuss and email the teachers with your questions before the conference.
  • Confer with your child. Ask your child if there is anything they would like you to discuss with the teachers.
  • Use your time carefully. Keep the conference focused on the child and the purpose of the conference.
  • Listen and share. Be open to suggestions from the teacher and be prepared to share suggestions of your own. No one knows your child like you know them.
  • Ask for clarification. If you are unclear about what the teacher is telling you about your child, ask for specific examples. Remember that you and the teachers are a team and your main focus is meeting the needs of your child.
  • Write it down. Take notes so you can share information with your child after the meeting.
  • Keep the teacher informed. Things happening at home often affect children’s behavior and performance at school.
  • Summarize. At the end, make sure that everyone understands what was talked about and what they have committed to do.
  • Follow up. If you have items that need to be followed up on, establish a check-in date.

Please note, the school and office are closed on all PTC days.

On-site Testing Has Begun

Written by Joshi Haskell on . Posted in Announcements, Blog, Community News.

The first day of on-site COVID testing went smoothly. 25 students were selected for this first round of randomized testing; 3 of the 25 were unable to attend; 2 were a no-show. With advance knowledge of the absent students, Margaret selected 2 individuals to take the available slots. In total, 21 tests were conducted on students ranging from toddlers to sixth grade. One staff member was selected for testing. As previously reported, all tests had negative results. Phew!

The students were awesome. They lined up patiently to await their turn, listened very carefully to the directions and cooperated fully with all involved. Several of the upper elementary students were amongst the first tested and remarked they had lost count of the number of COVID tests they had already completed. Their confidence/nonchalance helped set the tone for the session. A life-sized, plush rainbow trout accompanied a 1st year lower elementary student and was a great diversion to those awaiting their turn. Kudos to the students who gently helped and supported those who were a little nervous. One lower elementary student was overheard explaining to an early childhood student that it [nasal swab] was comparable to the sensation experienced when picking your nose!

This success of the event was due in no small part to the parents who volunteered their time to make this possible.

  • Words cannot do justice to the gratitude we feel for those on the Test Team who helped research and implement the program. Simply said, thank you Elena, Tera, Matthew and Sophie.
  • In addition, we are grateful to Eyal for reaching out and offering to conduct the selection of students for each week’s randomized testing.
  • And lastly but by no means least, our heartfelt appreciation to the parents who showed up to conduct the first test session. Set up, swabbing, timing and reading of tests, and clean up was conducted with very careful attention to detail.

The Test Team met on 1/6/22 to discuss the possibility of expanding our testing capabilities to include a Test-to-Stay option. This was recently proposed by the CDC as an alternative to quarantine in an effort to keep students attending in-person school. Several members of our community have also enquired about the possibility of FMSL providing Day 5 testing (the recommended testing date for those exposed to COVID-19). Both options require more research and consideration. The community will be updated on developments in either of these areas.

We currently have 64.28% of those eligible to participate registered in the program. Registration for testing remains open.

Bathroom Independence in the Early Childhood Program

Written by Joshi Haskell on . Posted in Blog.

All children entering the Early Childhood Program should be bathroom independent. This means that they can handle bathroom related tasks with little or no assistance.

We expect:

  • Children entering the EC classroom have had a good deal of experience listening to the cues of their body as to when it is time to go to the bathroom.
  • Children have had experience dressing and undressing themselves.
  • Children have been taught how to handle basic toilet hygiene. This includes- wiping, flushing and handwashing.
  • Children are using a regular restroom toliet and not a training potty.

Why does my child need to be bathroom independent?

Our Early Childhood classrooms are not equipped to have children enrolled in our program in diapers or pull ups. We do not have changing tables or cleaning supplies for diapering in these environments. EC classrooms are not staffed to allow for students to be provided a great deal of assistance in the bathroom.

How do I tell if my child is bathroom independent?

​If your child is staying in the same cloth underwear and clothing all day long, 4 out of 5 days per week, and they are independently recognizing the need to go to the bathroom a majority of the time, they are considered bathroom independent.

If your child does not initiate going to the bathroom most of the time and is having at least one accident a day or is not using the toilet for urine/BMs, it is best to wait until they are ready.

 Accidents happen…

We do anticipate that in a new environment some children will have some mishaps. Students are given lessons on how to handle bathroom accidents. Children are never shamed; the accident is handled in a matter of fact and practical way.

If regression in bathroom independence occurs, a gradual transition to school can be considered. A half day or reduced hours may help support the child to transition into the school routine and become fully independent in no time.

What if…

What if my child is not bathroom independent and is having multiple accidents throughout the day? The child’s start date will need to be delayed until your child is ready to be in the classroom.

Tips for gaining bathroom independence:

  • Stay near home or a toilet during this transitional time. If you are not consistent, you can slow the process to the point of regression.
  • Read interesting and relaxing books while they are sitting on the toilet.
  • Be consistent: once you decide to make the transition from diapers to underwear do not go back. Pull-ups serve the same purpose as diapers and should only be used overnight when children cannot control bodily functions while asleep.
  • Set a timer for 15 minutes, 20 minutes, 30 minutes, etc. When the timer goes off say, “It is time to go to the bathroom,” and “Even if you don’t have to go, you can still try.” Lengthen the time as your child is successful with the shorter times.

Additional Resources:

http://www.montessorimom.com/montessori-potty-training/

https://montessorirocks.org/5-montessori-potty-training-tips/

https://www.themontessorinotebook.com/montessori-approach-toilet-training/

http://www.dailymontessori.com/self-development/toilet-learning-vs-toilet-training/

**Adapted from Mandala Montessori