HERMOSA MONTESSORI COMMUNITY TIMES

by Sheila

DECEMBERI invite you to follow your student’s school activities on our Facebook page. Look for photos and text which can give you a window into your student’s day at school.

DATES TO REMEMBER Sat Dec 15Holiday Choir Concert 7:00 p.m. Christ Church United MethodistEveryone is invited Wed Dec 19U.E. Potluck 6:00 – 8:00 p.m. Fri Dec 21-Fri Jan 4Winter Break NO SCHOOL

Thu Jan 3 Peter Piper Pizza Fundraiser All day at Broadway location to support Sustainability Fund Mon Jan 7 School Resumes

Mon Jan 14Journey of Discovery 4:00 – 5:30 p.m.

Thu Jan 17Journey of Discovery 4:00 – 5:30 p.m.

Mon Jan 21Civil Rights Day NO SCHOOL Tue Jan 22-Wed Jan 23 1st - 8th grade Conferences NO SCHOOL for 1st-8th grades only

INSIDE THIS ISSUE

Freedom Within Limits of Responsibility.............................5Hermosa Students Write.............2-4Visual Art News..............................6Talented Hermosa Students...........6 Message From a Former Student...7 Thank You.......................................7

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With the move to Common Core standards in education, writing is now (finally) being given attention by educators. A recent article in Education Week provides a dismal look at how writing in district public schools has been sorely neglected. Although I was aware of the lack of education in this important area, it was surprising to read that nearly half the teachers of high school students didn’t assign a single multi paragraph writing task each month! Students still spend little time writing in school. Teacher surveys by Steve Graham, the author of “Writing to Read,” and colleagues show that students spend less than half an hour writing each day in elementary school, and much of what they write is lists and fill-in-the-blank answers to questions. Even at the high school level, seven in ten teachers reported that their preservice training had not prepared them adequately to teach writing, and nearly half did not assign a single multiparagraph writing task per month. “What we have, typically, is kids not writing more than a paragraph of text, all the way through high school,” said Mr. Graham, a professor at Arizona State University in Tempe. “It’s not very promising for writing or for writing instruction.” Scores on the National Assessment of Educational Progress reflect correspondingly lackluster writing skills. The report issued in September, for the 2011 exam, shows only one in four middle and high school students writing at the “proficient” level or better. by Catherine Gewertz Education Week November 18, 2012

Come One! Come All! by MargieHow often do you get to see young children conduct a choir? Well, you will see it at the first public concert of the school year for the choirs of Hermosa School. Both the Hermosa Chil-dren’s Chorus (lower elementary) and Hermosa Singers (upper elementary) will be performing as guests of the Season Women’s Choir on their holiday concert on Saturday, December 15th.

The concert will be held at 7 p.m. (all singers arrive at 6 p.m.) at Christ Church United Methodist, 655 N. Craycroft. The concert is free but we do pass the hat so we hope you will be generous. The choir program at Hermosa has steadily grown over the past 4 years and if you haven’t seen them sing you’ve missed a great experience. So, come support these great children. The concert will end at approximately 8 p.m. so you’ll have time to attend other holiday events.

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Hermosa Students WriteHermosa teachers actively teach writing beginning with our youngest students, and even lower elementary students complete multiple paragraph writing. Our students write daily, and they learn to be quite amazing writers by middle school. You can read a sampling of their writing below in a variety of styles.

Cambria (1st year)

Matthew (2nd year)

Last Monday we learned a new (grammar) symbol it’s called pronoun. It’s the color purple. Then on Tuesday the Tucson Wildlife Center came with an American kestrel and a Great Horned owl. On Monday we learned a narrative paragraph and got a Math 3 lesson. On Tuesday we all did P.E. On Wednesday we all did art. We were painting our ornaments. Becca and I did a bunny. Today we get to do music and dance. On Friday it’s free art and chess. Chess is fun! I love writing newsletters!

Britney (3rd year)

On Tuesday we had everything day. We got to wear our pajamas to school and bring a stuffed animal. Also the Tucson Wildlife came. They brought a Great Horned owl named Auto. One of Auto’s wings is hurt so he can’t fly. They also brought an American kestrel falcon named KeeKee. KeeKee didn’t know how to get her own food so they couldn’t release her. We got a five day weekend because we only went to school two days. On Tuesday in the morning the string family came. In the afternoon we had Page to Stage. Page to Stage is where kids write stories and give them to middle schoolers. Then the middle schoolers make them into plays. It’s always so much fun!

Torie (3rd year)

Virtues Every month we have a virtue, last month’s virtue was Thankfulness. We practice being thankful by appreciating those who are nice to us or help us. Each day at the end of the day, we acknowledge the people who have helped us, gave us something, or have been nice to us.

Gabriella & Gilly (upper elementary 4th-6th)

Matthew (2nd year)

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Arts and Crafts by Julia (upper elementary 4th-6th)Stocking Christmas OrnamentHello! This craft is great for the holidays and I think you will enjoy it!

What You Will Need:One sheet of red felt2 handfuls of Fiber FillFive white cotton ballsOne needle18 inches (or more if necessary) of threadGlue

First, cut a two inch long, one inch wide, piece of felt and set it aside. Next, cut two stocking-shaped pieces of felt about five inches long and three inches wide. Next, sew the stocking shaped pieces of felt together, BUT don’t sew the top. Stuff your stocking with the Fiber Fill. The next step is to sew the top up. Then take the strip of felt you cut out earlier and make it a loop. Then sew it on the top corner opposite of the way the bottom is facing (See Picture). The next and final step is to glue the cotton balls to the top. (Note you may have some cotton balls left over.) Now you are done! Hang your ornament on your tree or give it as a gift!

Colonial Days

Last week in the Upper Elementary we had a two day week which we used to celebrate Colonial Days. Colonial Days is a celebration of the colonies in America who started our country. To celebrate Colonial Days we make and do things that the colonists did. In the Upper Elementary we made cornhusk dolls, flags, pomander balls, pillows, rag dolls, tinfoil and duct tape ships, cooked food and played games like hopscotch, marbles, and jacks. Colonial Days were very important to our country and you may not know it, but it’s important to you too! If it weren’t for the Colonial Days, you might not be here! The world would be a different place! So remember to thank your ancestors for America, by doing an activity, making some food, or just playing jacks with your little sister. Here is a fun way to thank your ancestors for America. How to make a cornhusk doll. 1. Fill a small bowl with water and set the cornhusks in to soak over night.2. In the morning, take four cornhusks and tie them together near their tops.3. Fold the tops over to cover all of the string, then tie them in place.4. Take another cornhusk out of the bowl and rip it in half.5. Roll one half into a tight line, then take the other and tie them together tightly!6. Fold them together and tie them so they stay folded.7. Put them through the flaps on your doll and tie right beneath. Making clothing for your doll:8. Find some spare scraps of cloth (not your sister’s favorite shirt).9. Cut into medium and large triangles 10. Take a medium triangle and fold a small part over then put it on your doll’s head and tie the bottom ends.11. Take a large triangle and tie around your doll’s waist.

5th year art elective by Gloria (upper elementary 4th-6th)

This semester the new 5th years are starting art elective, which is taught by Carol. We made three things out of clay! We have made a leaf bowl with a ladybug or a snake on it, a fish, and a turtle. We made them colorful with glaze. It was fun! The people in my art group are Olivia, Emma, Kelly, Kari, and me. They are all very nice!!! Art elective is fun, especially with our awesome art teacher.

F.I.T. by Katie and Hannah (middle school 7th-8th)

This year in the United States 21-24% of children and adolescents are suffering from obesity. In the middle school, teachers and students are working together to change this surprising statistic. In past years, students received their exercise from a relatively low-impact P.E. program. This year students are kicking off the school year by beginning a highly concentrated exercise program called “F.I.T.” “F.I.T.” is an acronym for “Fit-ness Instruction and Training.” The purpose of F.I.T. is to elevate students’ athletic abilities. Students will test themselves regularly to track their progress and compete with themselves. At the end of the year, middle school students will show their newly acquired strengths on Field Day.

by Carmen (upper elementary 4th-6th)

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What do archery, tent platforms, and a bearded man have to do with the middle school? The land lab of course! At the end of November, we middle schoolers took yet another trip to La Tierra de Montessori. This one being an overnighter, we did many fun things. My favorite was archery. Daniel Withers came with us and was often at the archery range shooting and supervising. Jesse Shepherd and Paul McDonough, Jewel’s father, helped us build tent platforms as well. Doing this, we learned about the importance of different beams like joists and bridges that help keep the wood from warping over time. With the help of saws and power drills, we were able to build a single 100 square foot platform for a little more than half a tent to rest on. Work and shooting isn’t all we did though. The artisan committee was out in the art shed all day making earthy art to sell in order to raise money for our end of the year trip. The wash next to the property was filled with excitement when we went and played some sports out there. And thanks to our culinary committee, we were able to enjoy four delicious meals. After the excitement of our trip, we are more than ready to go for just the day in February.

For the first fifteen years of your life, people ask you what you want to be when you grow up. Naturally though, most people don’t get to try it out until they’re already grown up. Whether they were putting on their lab coat, firing up their chainsaws (not really, it’s much too dangerous), or just trying out their “people skills” in the classroom and the workplace, during cycle 2, middle school students got the chance to taste their future. During internship week, seventh graders experienced the art of teaching, while eighth graders experimented with occupations throughout the city. Internships teach the responsibilities associated with the work environment in a safe and controlled fashion. They also allow students to adjust paradigms about growing up and adapt their habits now to make for an easier life to come. Now, if you ask a Middle School student what they want to be when they grow up, I’m sure that they will be able to answer your question with a little more certainty.

Nothing is a more satisfying emotion than observing the fruits of your labor. A wave of satisfaction swept over the middle school classroom during cycle 2 as students demonstrated their research projects with masterful skill and precision. Speaking on a wide variety of topics, from Unidentified Flying Objects to the Title IX act, a colorful array of interests was clearly evident in their presentations. Never once was there a dull moment, from an energetic presentation on the effects of coffee to a melodious speech on music censorship. Props and miniature skits awoke the audience with thrilling consistency. Students and teachers alike were amazed with the clear presentations and streamlined poster boards. “I thought that the depth of learning and the angles that students took on topics were very advanced,” says Wendy, a middle school teacher. “It was really exciting to see students shape projects that I had already been familiar with, and even more exciting, and impressive, to see what they accomplished when all I could see was the end result.” Research presentations also initiated a certain level of growth in the students’ skills. “I think this challenged students’ planning skills, but I observed them learning from it,” says Wendy. These presentations provided students with the opportunity to demonstrate their creativity, effort, and at times, long suffering. It is wonderful to be a part of a program that provides these opportunities.

Have you ever read a book, wishing that you could see the characters standing right in front of you? Imagine viewing vivid costumes and becoming absorbed in the fantastic setting, hearing the characters’ voices as they carry on a unique dialogue. Page to Stage leads the audience along in the melody of the story, stamping the imagination of the reader onto the screen of reality. Students in all grade levels were thrilled by this year’s Page to Stage performances, in which stories written by their classmates and friends were transformed into visual masterpieces and lighthearted dramas. For some, the thrill was derived from the surprise and excitement of watching their own stories carried onto the stage. “I thought it was exciting [seeing my story in Page to Stage],” says Julia, an Upper Elementary student. “They did a good job.” For others, like QuinLynne, a kindergarten student here at Hermosa, the enjoyment came simply from the performances. “I liked it [it was] fun,” says QuinLynne (during the interview she seemed a little shy; I think we caught her before lunch). I think that I can speak for everyone here at the Middle School when I say that we had just about as much fun bringing your stories to life as you did making them. We look forward to bringing laughter to students once again next year.

Jennifer (middle school 7th-8th)

Katie (middle school 7th-8th)

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Kids Talk Presents: Understanding Montessori

Freedom and responsibility are linked together. We are free to act when we have the right and also take responsibility. For example, in our society, we have the right to drive a car. We exercise this privilege to drive by taking the responsibility to learn how to drive, get a license, have a car, and the financial obligations that ensue. Then, we have the freedom to drive.

Understanding the relationship between freedom and responsibility can be a difficult one. When we are fourteen, freedom dreams of driving a blue 1957 Corvette convertible down the road at 120 mph, the wind flying. By thirty, we know exactly the costs of that freedom in terms of responsibility. The freedom to drive our dream car takes significant responsibility.

Exercising our right to drive, by assuming responsibility for that privilege, allows us the freedom to drive. Maybe not a two-door roadster, but the freedom to drive.

In our country, we have many rights. In America, at sixteen we have the right to drive a car. We must assume the corresponding responsibilities of taking care of a car, getting a license, driving carefully as to not harm others or ourselves, and be willing to pay if we cause damage.

We have the right. We take the responsibility. We receive the freedom. In mathematical terms: Rights + Responsibilities = Freedoms.

As parents and teachers, we fail our children when we allow them freedoms without requiring the necessary responsibilities to obtain that freedom. When we confuse rights and freedoms, we neglect to teach our children how to obtain and keep freedoms.

As effective parents, we limit the freedoms we give our children, enlarging them as our children develop more responsibility. If a freedom is extended before the corresponding responsibility has been established within the life of a child, we place the child at high risk for failure. If we give children cars before they know how to drive, before they understand the cost of money, before they are aware of how their actions can affect others, we invite failure, expensive accidents, serious injury and death.

We want to assure success for our children. To be responsible we need to help our children learn to “respond with ability.” As we observe our children developing abilities, we can offer corresponding freedoms.

For the young child, we limit their freedoms, for example, by not allowing them to go outdoors alone. Once our children show us that they will stay in the yard, wear appropriate clothing, and not endanger themselves by climbing the fence, etc., then we might enlarge their freedoms to include going outside by themselves with our permission.

As the child over the age of six begins to explore the world around him, the issues of freedom and responsibility are many times at the core of power struggles; the child desires a freedom, but lacks the responsible skills to be able to have the freedom. By teaching the

Freedom Within Limits of Responsibility by Maren Schmidt

skills necessary for the freedom, we can help the child. In other cases, the child might be responsible and we do not allow the freedom, because we consider the child too young. A power struggle ensues. Conflict is created by not allowing responsibility and freedom to follow each other.

For the adolescent, there are times when a freedom has been granted and the responsibility is shrugged, for example the teen-ager who has earned the freedom to drive the car, but gets a speeding ticket or leaves the gas tank empty. The freedom has to be taken away and then re-earned.

The consequence of neglecting a responsibility should correspond to the freedom that flows from it. The freedom to have friends over to spend the night might correspond to the responsibility to help with household chores, or getting schoolwork completed.

The freedom to play with your toys comes from playing with them safely and properly or putting them away correctly.

The freedom to have dessert comes from helping with dinner, brushing your teeth without being told, or eating for proper nutrition.

The freedom to go to a movie comes from taking care of your chores, being respectful of others.

If you are in conflict with your child over desired freedoms, determine if responsibilities match the freedoms requested. If not, sit down and plan with your child (even a three-year-old) how to develop responsibilities that lead to freedom.

Freedom is limited by the ability to respond to a right or privilege. Wise parents limit and give freedom based on the observable abilities of their children. When we understand rights, responsibilities and freedoms, our children will learn to respond with ability, earning freedoms that lead to independence.

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Visual Art News by Carol “Every child is an artist. The problem is to remain an artist once we grow up.” Pablo Picasso

Paper Clay

This month lower elementary students spent several weeks making clay ornaments for the holiday season. Clay was rolled out and cut with cookie cutters, then fired in the kiln. The artists then painted and decorated their ornaments with tempera paint, glitter glue and gems. The ornaments were sent home in gift bags along with hand painted wrapping paper. Some students have “hidden” these in their homes so they can surprise you with hand made gifts-beware! Lower elementary students also made extra ornaments to give to the preschool students to decorate. It’s a beloved Hermosa tradition.

Fourth year students spent a day making handmade paper. They learned the history and chemistry of paper and then did their own sheet forming. One sheet will be used for a dragon collage and poetry project, and the other sheet was stained with colored inks to be mounted and sent home as a present.

Fifth year art elective continues to learn coil and slab clay hand building techniques as they create ever more fanciful objects including a fish wall hanging and a turtle with a coiled shell. All projects are glazed and fired.

Talented Hermosa Students by Raji

John Hopkins University’s Center for Talented Youth (CTY) began over 32 years ago when Dr. Julian Stanley, a psychology professor at John Hopkins University, introduced the first talent search designed to identify, challenge, and reward academically able young people. CTY’s mission is to inspire young people by offering distinctive educational opportunities that nurture intellectual abilities, advance academic achievement, and enhance personal development. Through state test results, CTY is able to identify top academic students from grades two through eight and provide challenging education programs through 12th grade. To qualify for the talent search a student must score in the 95th percentile or higher on a reasoning section of a nationally standardized test (e.g. Stanford 10) or have state test results categorized at the highest levels of performance such as “Exceeds” on the Arizona Instrument to Measure Standards (AIMS) in either reading, math or both.

As members of the Hermosa Montessori community, we can share in the pleasure of knowing that 52 out of the 139 children who participated in the 2012 Stanford Test 10 and AIMS state tests are eligible to participate in the 2013 CTY talent search. Congratulations to all!

For more information about CTY, visit their website at http://cty.jhu.edu/.

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Wish ListsA very warm and heartfelt ‘Thank you’ to all the parents that have generously donated money or items for our teacher’s wish lists. Your contributions enrich your children’s experiences. If we have missed anyone please know it was not intentional. Please let us know - we would like to recognize everyone!

Lina RosinRegina and James RowdenKent and Sherri MaasChris CoxJuana Luz GetzSarah and Michael NagleCarlos and Liliana GarciaGary and Ann FranksDawn Ridgeway-BarkerEdwin and Bernadette WartalskiGeorge and Karen HuppAdam and Terri KatzMegan RodgersMark and Cara ReynoldsMichael and Stacy GremillionHaroon HaqueKristin MaidenJohn and Linda CordesMike and Cindy GarroneMay and Mark SmithBecky ThiesH.O.P.E.

We would like to extend many, many, thanks and much appreciation to Angelica Travis and all of our amazing parents in H.O.P.E. for all of your hard work and diligent efforts in coordinating the donations for the wish lists!

Sustainability Fund: Salary Fundraising Campaign

Thank you to all who already contributed to our most important fundraising effort for this year, our sustainability fund. We’re on our way to reaching our $35,000.00 goal with a total of $5,235.00 collected so far. Thank you to our most recent contributors:

Jeffrey and Karen WinkelmanTony and Amber BrightSalah NoumaMiguel Dion and Cecilia X. Martos-ValdiviaHaroon HaqueMichael BenningSaul Rosin

DECEMBER’S VIRTUE IS GENEROSITY

December’s virtue is generosity. “Generosity is giving and sharing. You share freely, not with the idea of receiving something in return. You find ways to give others happiness, and give just for the joy of giving. Generosity is one of the best ways to show love and friendship.” The Virtues Project www.virtuesproject.com

Another unsolicited communication recently arrived from a former student, also now studying at a university. It seems our former students find time to reflect on their Hermosa education during their years in higher education. Below is an except from the most recent communication. “ … I just wanted to send you an email to thank you for all that you did for me when I was at Hermosa. I still think about my time in the Upper Elementary often, and I hold my memories of Hermosa and of Arizona close to my heart. I would not be the person I am today if I hadn’t gone to that school and learned what I did from you, Avon, and everyone else. You all changed me, both as a student and as a person. I could not be more grateful to you. …and wanted to thank you for showing me what it means, what it truly means to be a teacher… I am just so grateful that I was fortunate enough to have the wonderful teachers that I did, and I just felt the need to say thank you.” Aryn

Message From a Former Student

How Can I Be Generous? by André

Students in Ruth’s class were asked, “What are some ways that you can be generous?” Here is how they responded: Sophie “a hug”Averi “a hug”Simon “a kitty clip” Shea “a hug”Rhea “a gift”Cadence “my toys” Sean “my friendship with Rory”Rory “my friendship with Sean”Taylor “my last piece of pizza”Jackson “giving a house”Matthew “my toy cars”