BRAIN POWER: Studying Young Minds, and How to Teach Them

New research on when young brains are best able to grasp fundamental concepts could reshape early education.

From the New York Times

Click here to read.

Why Montessori?

Enjoy this 2 part video, "Why Montessori"

Part 1

Part 2

Special Presentation by Dr. Steven Hughes on November 30th

Join us the evening of November 30th as Countryside Montessori hosts a special presentation by World-Renowned Pediatric Neuropsychologist, Dr. Steven Hughes at the Glenbrook South High School auditorium.

Dr. Steven Hughes will be coming to Northbrook to talk with parents about what the study of the brain tells us about learning environments for young children.

Dr. Hughes says:
“Children now in school will face adult life as “independent agents” to a degree never before seen in our history. They will not be tied to a single job, employer, or even industry, and will experience career paths that were unimaginable as little as 20 years ago. This is occurring even as the trend toward rigid control, high-stakes academic testing, and limited school curricula has robbed them of the opportunities necessary to develop the broad-based problem-solving skills necessary for happy, productive, interesting lives.”

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Do you know...
Most critical periods for brain development
are over by age 6?

Join us for a special presentation by Dr. Steven Hughes
World-Renowned Pediatric Neuropsychologist

Monday, November 30, 2009 7:00p.m.-9:00p.m.
Watson Auditorium at Glenbrook South High School
4000 West Lake Avenue, Glenview, Illinois
Sponsored by Mothers of Countryside Montessori School

Open to the Public, All are Welcome
Call Now to Reserve a Place 847.769.4889

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About Dr. Steven Hughes

Steven J. Hughes, PhD, LP, ABPdN is Director of Education and Research for The TOVA Company, and assistant professor of pediatrics and neurology at the University of Minnesota Medical School.

Dr. Hughes completed his PhD in clinical psychology at the University of Minnesota and his post-doctoral fellowship in pediatric neuropsychology at the University of Minnesota Medical School, where he joined the faculty of the Division of Pediatric Clinical Neurosciences in 2001.

In his clinical work, he has specialized in neuropsychological assessment of children and adolescents with a wide range of learning, developmental, and medical disorders, and assisted in the supervision and training of future neuropsychologists. Himself a Montessori parent, Dr. Hughes has helped many families from the Twin Cities Montessori community understand their child’s special educational or developmental needs. He is a frequent guest lecturer at the Montessori Training Center of Minnesota and a Montessori schools around Minnesota and Wisconsin.

His research interests include measurement of attention and executive functioning in children and adults, the effects of living in poverty on child development, and the neurodevelopmental benefits of classical Montessori education.

For more information on Dr. Hughes, visit his website www.goodatdoingthings.com.

How Schools Stifle Creativity

Sir Ken Robinson, Ph.D, an expert in creativity, innovation and human resources, gave this popular talk at the TED conference in 2006. In this article he explores why the message has resonated with audiences. Robinson is a best-selling author whose latest book is "The Element: How Finding Your Passion Changes Everything (Viking)." He received a knighthood from Queen Elizabeth II in 2003 for his service to the arts and education.

To read the full article, Click Here.

Life 101

What every child should learn before you let them fly the coop.

To read the article, click here.

Life lessons: The learning never stops as kids grow up

A recent story about instructing children in tasks they'll need for the rest of their lives -- using a screwdriver, loading a dishwasher and the like -- brought suggestions of other activities that kids should master before being launched into the world.

Click here for article.

Baby Einsteins: No So Smart After All

An article from TIME about Baby Einstein.
To view, click here.

The Great Baby Einstein Scam

An article from Yahoo on Baby Einstein.
To view the article, click here.

The latest figures from Nielsen have children's TV usage at an eight-year high. Children's health advocates warn of adverse effects.

Click here for article.

Baby Einstein

Here is a New York Times article worth reading.

Click Here

Nine month old Cecilia is eating a meal at a weaning table as suggested by Montessori philosophy. Notice her independence, coordination, and joy.

Click Here For Video

Hi Mrs. Kulle,

Thanks for still sending us the newsletters. We do so miss Countryside and
there's not a week that goes by in which we do not have a Countryside
moment. Whether remembering a poem, song or music that was introduced at
CMS or observing moments of respect, responsibility or resourcefulness (or
possibly lack thereof) in our daily activities -- it always seems that we
can always harken back to a lesson learned at Countryside.

The most recent opportunity for a "teaching moment" was last Friday night
at the dedication of the Library/Media Center at Annika's school (there
were actually several teaching moments in this one short ceremony). The
first had to do with seating and respect. The second involved
inappropriate behavior.

In the first instance, gleeful and nimble young students dashed for the
front row chairs that had been set up for the ceremony. Other than the two
rows of chairs, the other available (and rather limited) seating in the
Center was on the carpeted stadium-type seating ledges behind the chairs;
beyond that, people stood at the rear of this small area. Not knowing the
agenda for the ceremony, I refrained from shooing them out of those chairs.
It became obvious, as the entire crowd filed in, that these children were
not part of any special presentation and were just seeking front row seats
for themselves. At this juncture the librarian did step forward and asked
these children to give up the chairs. Some kids did, some didn't, and some
just didn't get it. I explained to Annika the social graces regarding
public seating -- young people should respectfully offer their seats to
older people and those with special needs in these types of circumstances.

The second learning moment occurred during the ceremony when two youngsters
in the front row seats began leaning on each other and poking each other,
all of which was accompanied by audible commotion. Parental intervention
was late and minimal. We talked about it afterward and our conversation
was framed up this way: What Would Mrs. Kulle Do or What Would Mrs. Kulle
Say? Annika noted that Mrs. Kulle would have said something immediately to
them because their behavior was inappropriate and disruptive and that Mrs.
Kulle would probably have given the offenders a chance to quiet down. "If
that didn't work," Annika continued, "Mrs. Kulle would have given them a
small lecture."

It is with great affection that we acknowledge that "Mrs. Kulle" has
become, for us, what "Ms. Manners" or "Emily Post" was for prior
generations. "Mrs. Kulle" is the embodiment of social graces and
respectful behavior, a beacon for responsibility and resourcefulness and a
yardstick by which we measure our own actions as well as those of others.

As always, give our best to all at Countryside. We miss you and, as you
can tell, we think of you often.
_____________________

Lisa Olsen

WHEN "THE END" IS JUST THE BEGINNING

Reading The Hundred Dresses wasn’t enough for the girls at Countryside Montessori School. After completing the story, the girls analyzed the story by identifying the theme, plot, setting, protagonist, antagonist, conflict, climax and resolution. Had they had enough then? NO!

They next decided to scour the text for all the information that helped them to learn about the characters. They then took that information and created representations of what each of the girls imagined the characters looked like. Job well done.

But wait… Mrs. Calise, their teacher, mentioned to the girls that a play based on the book was showing at The Royal George Theater. So the girls organized a trip down to see the show last Friday. They used the Internet to find out the times and ticket prices, found some parents willing to accompany them to the show, got driving directions, explored parking options, and off they went.

They are finally satisfied. But, who knows where the next book will lead.

Published in TribLocal

Open House - Thursday October 1st

Please join us for an informal open house. Come see the school and learn more about Countryside Montessori.

Open House
Thursday, October 1 at 6pm

Call Karen to RSVP: (847)498-1105

Goal Setting

There’s an old joke about a newly married couple thinking of the life they will have together. They foresee having children, the children growing up, going away to school, getting married, leaving them alone. Before they know it they’re crying and missing these children they don’t even have yet. Silly, but perhaps there’s something to be learned here. Parents need to think about what they really want for their children. Of course, we all want health, happiness, education and a satisfying adult life for our children. But, we all know adults whose parents wanted these things for their children, but who somehow got to be adults who are not very happy with their jobs, their marriages, even their children. Is there something we can do to make it more likely for these goals to be met? Should the goals be more specific? What might such a list of goals look like? Here are some...

• Children who are peaceful, fun-loving, compassionate, generous, helpful, interested, trustworthy, and fit;
• children who love learning;
• children who take positions of leadership early on;
• children who remember their school experiences fondly;
• children who love their country;
• children who love to sing;
• children who have the opportunity to experience nature in all its wonder;
• children who respect their teachers and their parents because it is deserved, not because they fear them;
• children who take responsibility not only for themselves, but see their part in school, community, civic, and social situations as well;
• children who find ways to be useful and serve their family, school and community;
• children who accept a challenge;
• children who are active rather than passive;
• children who are curious;
• children who persevere when things don't go well;
• children who ask for help when it's needed, and decline it when it is not;
• children who are independent and can think for themselves now, even when they are two or three years old, and not have to wait 'till "they're bigger";
• children who will work for peace wherever it is absent.

Ah, you say. Easy to make such a list. But how does one go about helping their children accomplish these goals? Certainly, one must look for every opportunity and offer encouragement. But, perhaps the most effective way is through our own example as
parents. We must:

• model appropriate behavior;
• practice what we preach;
• volunteer at school, at church, in our community;
• speak positively of school and society;
• vote in every election;
• sing and listen to music;
• know the names of local birds, flowers and trees, and spend at least one night each year out in a tent;
• speak well of each other;
• understand that respect must be earned and is not a right that comes with our position;
• stop when we see someone who needs help, donate to charities regularly, and be good neighbors;
• do rather than talk ;
• ask questions and seek answers;
• not give up;
• admit mistakes;
• trust our children and believe they learn by doing, not by hearing;
• be able to stand back and let our children make small mistakes;
  
• and consciously endeavor to be peacemakers.

Can we make guarantees? No. But what powerful tools we give our children through the example of such a lifestyle.

Sanity in the Morning

In the October issue of Real Simple, there is an article on how to get through the morning with your children. It features a series of vignettes from different families with different challenges. It asks the reader to imagine her morning hours: calm, peaceful and productive. And, they claim, it’s no pipe dream. One Mom’s motto is making the morning fun. After years of pleading with her children to get up and get ready, she settled on something that works. She bought two giant wheels of carnival tickets and made up the rules of the game. The first boy up, dressed and with teeth brushed, got a “premiun” ticket. The first to report to the kitchen gets a ticket. Then, on Sunday, they get to trade tickets for small prizes she has purchased. If there is extra time, they sit on the front porch together. There’s a photo of the boys on skate boards, mom and dad on the stoop, and the girl, drinking a glass of milk.

In another vignette, a mom spent years struggling with two boys who wanted different things for breakfast, or having to urge them to set something substantial. Eventually together with her boys, they created a list of daily specials (waffles, eggs, miso soup, etc.) and posted it on the kitchen wall. The kitchen is open from 6:15 to 6:45 each weekday morning. Like in any restaurant, the boys must follow house rules to get service. No pajamas, and a good attitude. Once breakfast is finished, the boys bus the table, pour leftover water into the houseplants, and scatter crusts for the quail in the yard. Then they gather their books and are off to school.

Another mom likens her morning to a “well-organized three ring circus. Everyone has a job to do and a role to play. At night, the children lay out their school clothes for the next day, including hair ties, and pack their school bags with books, homework, signed permission sheets, etc. Then they line them up, unzipped by the door so that lunches can be added. If lunch is forgotten, the consequence is cafeteria food which they all dislike. Before bedtime, one of the children sets the table for breakfast and puts a vitamin at each place. In the morning, after waking to their own alarm clocks, the children have 15 minutes to wash up, dress and make their beds. If they are not down promptly, they get a protein bar or a banana. That only happened once. After
breakfast, two of the girls empty the dishwasher and clear the table.

Still another mother got tired of nagging every morning. So she sets timers. She has nine timers set around the house, for the two older boys. Her youngest daughter usually sleeps right through the timers. Now, everybody knows how much time they have. When necessary, she calmly says ‘The timer went off.”

It would be interesting to take a look in a few months to see what’s still working. Which do you think is more effective? Whose children will benefit in the long-run? Which moms are putting out little fires and which moms are preparing their children for the future? Which moms are feeding their children and which moms are teaching their children to fish?

Elementary Overnight

Elementary class (1 - 6 graders) at Countryside Montessori School enjoys their annual school overnight. The overnight starts on Thursday afternoon and continues until Friday afternoon. The kids play together, have pizza, sleep in the gymnasium, and then walk to the Village Green Park. Countryside believes that a school is only as strong as its sense of community. The overnight is offered so that the first grade children joining elementary get to know and be more comfortable with those who have already been in the class. Further fostering a sense of community is the responsibility of the older children. They rode school bicycles to Sunset Foods to buy the fixings for a sack lunch to bring along to the park. They also set up a sandwich making station and supervised the younger children as all 47 of them made a lunch to take on the road.

Posted on TribLocal.com

Driekers Study Group Starting October 13th

Join our free study group on the book "Children: The Challenge" by Dr. Rudolf Dreikur.
Click here to learn more about this program.

Begins October 13th. Everyone welcome - this study group is open to the public.

Call or email the school to reserve a spot or for more information.

info@countrysidemontessori.org
(847)498-1105

View Flyer

Montessori in the Home

Children want to be part of the family.
Come see how easy it is to make it happen.

Join us for a parent education class - Thursday, October 1st, 2009.
Everyone welcome. Call to reserve a space: (847)498-1105

Click here to view flyer.

Stay At School Until 4:30?

“I get to stay at school until 4:30 every day? Awesome,” said a 3rd grade boy on hearing that new this year, Countryside Montessori School is offering a longer day for their Elementary class. The class consists of forty-seven children in 1st through 6th grade. They study together in one large, bright classroom at the school on the corner of Pfingsten and Techny in Northbrook. In the Elementary classroom, children work individually and in small groups in self-directed learning. As in the past, attendance is required from 8:30 AM until 3:30 PM, but children can now arrive as early as 8 AM and leave any time until 4:30 PM.

“The children really love school and there just didn’t seem to be enough time in the day to do all of the things they want to do,” Wendy Calise, Elementary teacher and Educational Director, says. “Adding the hours has made the class feel more like a neighborhood of sorts, instead of a formal class.”
The new extended day is voluntary, and Countryside assures parents that children who don’t stay the extra time will receive, “the same volume of teaching and attention that they have in previous years.” As might be expected, parents are pleased with the program. To their delight, so are their children.
“Come back in 15 minutes,” begged one 3rd grade boy, whose mother arrived at 4:15 on the first Friday of school, a sunny, still-summer day. “Please! Please! Please! I want to go back upstairs.” And back to the classroom he went to his reading interpretation lesson, leaving his mom to shake her head, remembering how she had watched the clock, waiting for her school day to end. When this boy’s older sister, a Countryside graduate now in 8th grade, heard of the extra time in the classroom, she complained, “Why didn’t they do that when I was there?”

Another child, a 3rd grade girl, tested the water on the first day of school by staying until 4 P.M. The minute she greeted her mom that afternoon, she said, “About tomorrow, pick me up at 4:30 please.”

Other families don’t leave the choice up to their children. That includes 1st grade twin boys, who are new to Countryside. Last year they were in public school half-day kindergarten, so the change is dramatic. Still, their mother reports they are loving the long day.

Several children, including a 6th grade girl, report they are enjoying the extra time with friends. So what happens in this extra time? In the morning as the children trickle in, Mrs. Calise says the teachers now have time to chat a little and hear about the things the children do out of school. Then as late afternoon arrives, she says, “children start to be called to go home, as in the morning not all at the same time. Many work up until the very last minute. Some listen to stories read aloud from William Bennett’s, THE BOOK OF VIRTUES, some younger children watch the 6th graders feed the snake, others organize the art cabinets, attend a geometry lesson, or continue with water color illustrations.”

Countryside decided to offer the longer day partly, Mrs. Calise points out, because American children have one of the shortest school years and shortest school days in the industrialized nations. The other inspiration came from Countryside’s All Year Montessori classroom, which is open to its 3 to 6-year-olds from 7:30 AM to 5:30 PM year round. “That classroom has a relaxed feel,” Mrs. Calise says. “There never seems to be a rush for time. We wanted that same feeling in Elementary. And so far,” she adds, “that is exactly what we have gotten.”

Posted on TribLocal

School's Founders Prepare to Retire after 40+ Years

One more first day of school. One more back to school picnic. One more parent orientation dinner. One final, exhilarating, exhausting, surprising, inspiring year. One last graduation day.

Frank and Annette Kulle have been the guiding spirits at Countryside Montessori School since they opened their first classroom in Glenview 43 years ago. Each event they host at the school this year will feel like a conclusion, a “one more time” event, a final celebration before they retire at the end of the year.

Annette composed her speech for the Parent Orientation Dinner over the summer. “I could talk about the kids who remain in my mind and heart, or the families who remain in my heart,” she said. “I think I will talk about what I am proud of . . . . I will tell stories. I love the stories.”

The Kulles founded Countryside in 1967. It was then a single classroom in Glenview United Methodist Church. After filling satellite classes in Skokie (1969) and Northbrook (1970), the Kulles purchased a piece of property. In 1971, they moved the school to the house on Pfingston Road that has remained the school’s home.

A major renovation and a large addition to the house were completed between 1995 and 1999. Today, Countryside is a not-for-profit Montessori school with an enrollment of about 150 students. The school accepts students as young as 16 months into the toddler program. Children graduate from Countryside at the age of 12.

When Countryside students enter the school through carpool each morning, the words printed above the vestibule door remind them of their school’s mission: “respect, responsibility, resourcefulness.” Most Countryside students can read the words independently by their kindergarten year.

The Kulles said they knew very little about Maria Montessori’s philosophy or educational method when they opened their first classroom. Frank had just been discharged from the army and was working as an engineer; Annette was at home with three young children. When their eldest daughter was ready for pre-school, every school Annette called had a waiting list.

“Frank came home one day in May, and I said, ‘how hard would it be to start a school?’”

Marty Fishman, a Lincolnwood accountant and life-long friend of the Kulles, has served on Countryside’s board since they founded the school. “I spent a lot of time with Frank on the phone from the outset, considering options, paying attention to progress and failures,” he said.

Fishman said he will continue to serve on the board after the Kulles retirement. “It started out as friendship and business,” he said. “With something like this, that you start and watch grow . . . it’s something you just don’t let go of.”

Fishman said the school’s purchase of property in 1971 and the subsequent renovation were pivotal events. “It was a large, courageous undertaking for the school,” he said.

The Kulles were not able to obtain a loan from the bank for the purchase – their classrooms were not yet profitable -- so they borrowed money from Frank’s Uncle Charlie.

“Uncle Charlie loved little kids,” Annette said, smiling. Uncle Charlie was then approaching his 100th birthday. He came to live with the Kulles and their three children shortly after they moved the school to it current location. He lived with them, watching the school he helped establish thrive and grow, until he was 103.

Fishman remembers how strong and firm the Kulles were -- and have remained -- in their commitment to the highest educational standards for very young children. “We are a school, an educational facility.” he said “We did not want to be billed as a babysitter.”

“There were times when things were rough, when (the board) had to consider day-care as a revenue source,” Fishman said. “Annette absolutely would not let the school grow into a day-care facility.”

Countryside is one of only two schools in Illinois to earn and maintain the highest, international accreditation for Montessori schools, granted by the Association Montessori Internationale (AMI). The school has also met or exceeded all requirements for accreditation through the Independent Schools Association of the Central States (ISACS) and the North Central Association Commission on Accreditation and School Improvement (NCA-CASI).

Dr. Elizabeth Raspanti is a Countryside alum and parent. She attended the school from 1973 through 1979. Her two oldest daughters are now enrolled in the school’s elementary and primary programs. “Montessori helped me develop self-discipline, patience and tenacity,” she said. “I learned to be methodical and pay attention to details, as well as take pride in my work.”

“I believe that with the Montessori materials, learning the basics comes in a fun, appealing, and natural way. The grammar I learned in Montessori helped me show my classmates how to diagram a sentence in sixth grade.”

“Everything I learned at such a young age became a part of me,” Raspanti said of her years at Countryside. “I had a great foundation on which to build. I wanted to pass on that experience to my girls.”

When the Kulles retire at the end of the year, their multiple responsibilities and ongoing projects will be distributed among the administrative staff they have been training for many years. Current Director of Education Wendy Calise will assume the position of Head of School.

Calise also attended Countryside as a child. She has three children enrolled in the school, the oldest of whom will graduate this year. After graduating from Northwestern University and completing AMI primary training, Calise began teaching at Countryside in 1990. Calise completed elementary training and began teaching in an elementary class in 1998. Soon thereafter, she began her work as Director of Education.

“I would like to preserve the benefit that comes from the Kulle’s 40-plus years of experience,” Calise said. “I hope to have their steadiness when steering us all in the CMS community through difficult times of a dizzying variety.”

What about the Countryside experience is unique? What distinguishes Countryside from the many other options available? “The classroom experience children have,” Calise said. “Teachers who care deeply about their profession, who understand intellectually and practically that every child has a unique path.”

The Kulles will remain in Norhbrook. The enjoy traveling. They have enjoyed “dabbling” in local and national politics. They hope to volunteer, and to enjoy the company of their seven grandchildren. They will continue to enjoy the stories they have collected through four decades of innovative work in education.

Fishman said that of the many stories he has exchanged with the Kulles, his favorite is now more than 20 years old. At that time, he was developing a hotel in Minneapolis. Several times a day he collaborated with an interior designer he had worked with on previous occasions. She was extraordinarily smart, talented, hard working and friendly, he said. The project was long and plagued with difficulties. “She was a great help to me,” he said.

“I knew she had a grandson who was born with everything in the world wrong with him. He had learning problems and physical problems.” On the plane ride home from Minneapolis, Fishman said he asked her how her grandson was doing. Though they were exhausted, Fishman said her face “immediately lit up.”

“She talked for the whole ride to Chicago about how well he was doing, told me all about the great school he was attending, all they were doing to help him. She went on and on,” Fishman said. “ You know when I finally asked her where he went to school, she said ‘Countryside Montessori School!’ I’ll never forget that.”

Posted in the TribLocal

CHARACTER IS A FAMILY AFFAIR

I was at a park recently and observed several small groups of children playing in the sand. As is always the case, there was a variety of behaviors: some children played cooperatively, some struggled, some were selfish and demanding. In addition to the children, I noticed the parents who went along with this group of frolickers. As is also usually the case, there was a variety of behaviors in this group as well: some parents intervened successfully, others intervened unsuccessfully, and some did not intervene at all.

And it got me to wondering: why? Why was the human being created this way? Why are the social graces and qualities of good character not inherent within us at birth the way that so many other things are like our need to satisfy our hunger, to protect ourselves from danger, to reproduce? Why were we not given what we need to live happily and peacefully together as a part of our genetic code? The response to that question remains and will always remain unanswered. It is a part of the eternal mystery of the human condition.

What I did reflect upon, however, is that the human child at birth is primarily a blank slate: given an innate urge to live and move forward, but little more, so that he can adapt to the particular culture into which he is born. Although this blankness leaves each new child with much to accomplish in his first years of life - he manages to learn all facets of his particular culture, a formidable task indeed! – it also allows for the diversity and distinctness of each man and woman that is the splendor of the human race. In this instance, I speak of diversity not in physical characteristics, but rather cultural. Although all of the same species, we do not eat the same foods, we do not speak the same languages, we do not sing the same songs, wear the same clothes, hold the same ideas of beauty. Each human culture has created its own set of standards and ideals.

The result is that we are born with an incredible freedom granted no other being on earth. What a magnificent gift! What a glorious mystery: There is no telling when a baby is born who he will be, what he will choose for his life. But as is always the case, freedom comes with responsibility. And this is what is at once curious and divine: The baby is not born with a sense of responsibility. The task of inculcation rests squarely on the shoulders of the parents. It is solely and unilaterally their task. A helpless newborn human child takes longer than any other creature to become independent. And it is during this long apprenticeship borne of love that our children realize not only how to survive but also how to distinguish what is right and what is wrong - the very essence of morality. Our children are born into freedom with the desperate need to learn the qualities of fine character.

The question that begs our attention, then, is how to do this. How do we go about helping our children grow into adults of good character? When do we go about it? What are those qualities that we wish for them? There are many qualities of character that are universally embraced, across cultures and across the span of time: courage, honesty, perseverance, patience, strength, generosity, good humor, humility, forgiveness, kindness. The old adage here to practice what you preach goes a long way. Our first chance to teach our children directly is to be aware of our own behavior and choices. We must be living models of what we wish our children to become. But, among those qualities listed was not perfection. This does not mean that we have to be the perfect models of proper behavior. In fact, it is often when we do or say something that we regret that we have our first chance to speak to our children of humility and forgiveness!

Most of these qualities can be encouraged in children at a much younger age than we realize. The ability to persevere is one which children learn about from the time they can first control their movement in any way. When they see something that they want for themselves and start to scoot over toward it, we have as parents an early chance to help our children learn to struggle for something they want. And what’s best is that all we have to do in this case is nothing. Nothing. We must resist the temptation to move that object closer to the child or the child closer to the object. This is struggle and accomplishment in its fragile nascent beginning. Even when he cries out in frustration, we need then to encourage not to relieve. In this way we are thinking differently about our interactions with our children. We are asking ourselves: What opportunity lies here for me to teach?

Patience is another virtue best encouraged from the start. Again when we watch our young children struggle with a task, it is often our own impatience which causes us to intervene - on their behalf, of course, or so we tell ourselves. But this really is an opportunity both to model patience and to allow your child to develop his own patience. This first notion of patience will come through patience with himself. Later as he grows older, he will then understand to wait for the elderly man walking slowly in front of him, to wait pleasantly in the long line at the store, to allow others who may take longer with an answer some extra time to think.

Opportunities to foster courage are also present very early in the child’s life. How we respond to our own fears as well as those of our children will have a significant impact. To protect our children from all that they fear certainly does not prepare them for what they will face in their own life experiences. Still, it is a difficult paradox. How do we support our children yet not cripple them with too much help. There is no easy answer here. Each instance must be considered one at a time. When a child faces something that frightens him that you, the adult, know to be safe, reflect back to your child calm reassurance that he can manage it. Balance being close enough to offer support with enough space for your child to feel he can do it alone. In the face of something that frightens your child, sometimes it can be best to simply tell him he can handle it and walk away. It is often this calm assured communication of his ability to overcome his fear that helps a child realize he can manage something independently. A strong clear vote of confidence can do wonders. The tough part as a parent is to remind yourself that there is no way to overcome fear without some discomfort. There is no way to circumnavigate this part of the learning process. But the reward and satisfaction of accomplishment is also irreplaceable.

The list goes on and the opportunities are endless – if we take the time to think each day about the virtues we are trying to instill in our children, and also that we are the ones who must instill them. The development of good character in our children needs constant conscious attention. It is not something that will just happen. Our chance to influence our children passes much too quickly. No one waits to remind us of this, to help us refocus, to help us stay attentive. It is a matter of careful, thoughtful, determined, intentional, daily practice.

Click to see related article published in the TribLocal edition of the Chicago Tribune.

Educators explore all-year Montessori program in Northbrook

More than 70 teachers travelled from 13 states, Chile and Brazil last weekend to learn about Countryside Montessori School’s All Year Montessori class. They came to listen to veteran Countryside teacher Michele Aspinall talk about the unique program she helped create a decade ago.


Workshop attendees had the opportunity to tour the school and examine Aspinall’s famously beautiful indoor and outdoor environments.

Aspinall spoke honestly about the challenges an AYM program presents for teachers and administrators. She also shared her conviction that children benefit tremendously from the continuity and quality of care offered in Countryside’s AYM class.

Educational consultant Carol Alver agrees. Alver traveled from her home in Nashville to participate in Aspinall’s workshop.

“We need to come to grips with the needs of the young child,” Alver said.

“Children need to work,” she said, emphasizing that the young child’s work should be constructive, joyful and offered to each child as “an affirmation.”

Alver also noted that AYM programs are difficult to implement, and many programs fail within a few years.

“Michele is a great mentor now,” Alver said. “She took a great leap of faith when she started this program. Her first years were very hard.” Alver said Aspinall’s workshop presentations demonstrate that her class has been a dramatic success, and that Aspinall is a confident, leading educator.

The AYM program seeks to meet the needs of families with children between the ages of two and a half and six years old who need a full day of care. Aspinall’s class is open from 7:30 until 5:30, 245 days a year. Her class and the workshop she leads have an international reputation.

Countryside Montessori School’s enrollment is typically 150 students. The school has a toddler environment, three primary classes, upper and lower elementary classes. The school offers an AYM program at the elementary level. This year Countryside will also begin offering optional extended academic hours for all elementary students.

Director of Education Wendy Calise said Countryside teachers embrace a philosophy of joyful teaching and learning, and often find traditional school hours are too short. Learning in a stimulating environment surrounded by a community of friends is energizing and exciting for teachers and students of all ages, Calise said.

Michele Aspinall agrees. She has been at Countryside for 20 years, and has worked in all areas, toddler, primary and elementary. She is dedicated to Countryside’s philosophy and mission, and very proud of the AYM program.

“The All-Year class is almost 10 years old and in a really good place. This environment has become a home away from home for me and for many children. I love my job.”

See related article in the TribLocal

GRADUATION AND AWARDS ASSEMBLY AT COUNTRYSIDE MONTESSORI SCHOOL IN NORTHBROOK

At the 42nd commencement ceremony at Countryside Montessori School on June 10th, Elizabeth Shank, Jackie Cortopassi, Austin Doughty, Riley Delaney and Alex Alwan, received certificates attesting to their successful complettion of the Montessori elementary program.

Also honored at the ceremony, were Corianna Jensen, who received the Eleanor Jordan award given to the student making the most progress in physical education, and Alena Alwan, who received the Petrea Coelho award for sportsmanship.

Testimonial - The quality of her education has surpassed our high expectations

Four years ago, when my wife and I thought about sending our almost 3 year old to school, we looked at a number of alternatives. We sought to do the best we could to help our daughter develop a life-long love of learning. We also hoped that she would learn core skills that would help her throughout her life. These skills could include confidence in mathematical problem solving or "sounding out" tough words that she had never seen. It could also be the type of life skill that makes you a good roommate, a trusted partner, a life-long friend, or an effective colleague.

We concluded quickly that schools that were heavily weighted towards "rules and requirements" would be less likely to meet our needs than a school whose focus was weighted more towards a "principals-driven education."

Then we met the dedicated family and staff of Countryside Montessori School in Northbrook, Illinois. When we drove into the parking lot the tag-line of the school was painted boldly above the front door: Respect, Responsibility, Resourcefulness. My heart jumped and I felt an enthusiasm I had not felt about other schools. Did they really mean to run a school based on these principals? How many wars or time wasting arguments and vendettas could be avoided by those who took the time to understand the importance of respect in human relationships? How many people and businesses and governments would perform better if they took responsibility for their own actions? There are so many bright people that we meet in our day to day lives, but so few are resourceful. Could a kindergarten and elementary school really focus on this concept? Could they teach people to "find a way" to solve difficult problems? Could it teach children to execute well and to be effective by being resourceful? If so, it would be an extraordinary opportunity for our daughter to establish a firm foundation in life skills from an early age.

After four years in Countryside Montessori we see that our hopes for our daughter are being fulfilled and that the quality of her education has surpassed our high expectations.

Our daughter is respectful of animals, friends and adults. She swallows her pride when she makes an error and knows how to take responsibility for her mistakes. She also shows great confidence when leading peers and adults. We often tell her to "show us the way," and she gladly takes that responsibility. She became a learning machine when she discovered that her reading and writing skills would allow her to communicate on the internet. She has cousins, friends, siblings and traveling parents that she communicates with all over the world. She figured out how to download software, open attachments and paint funny things on photographs because she has little fear of failure and a strong desire to be resourceful. She has sung and danced in a 2 hour opera, she is learning piano and Spanish. Outside of school she plays soccer and is learning Mandarin with a fearless attitude.

As parents we offer our deepest gratitude to the principals-driven, effective and warm hearted staff at Countryside Montessori School. Our only regret is that we did not attend CMS ourselves.

Jim and Jamie McNulty, Countryside Parents

Testimonial - Self-confidence, self-reliance, an excitement for learning, ambition, and independenc

Countryside Montessori school was quite simply the best of all the education our daughter, Chloe, has received to this point in her 18 years. It was invaluable in setting her on a course of self-confidence, self-reliance, an excitement for learning, ambition, and independence. She has done very well in school her whole life and is regarded as an interesting and exceptional person in many ways by her teachers and her peers. We also as parents still treasure everything we learned there to help raise this fun, fascinating and wonderful girl. Thanks, Countryside.

Barbara Stahl, Former Countryside Parent

Testimonial - Our children have a love for learning as a result of CMS philosophy

We have been extremely pleased with the outcome of our children. If we were to sum it up in one sentence we would say that our children have a love for learning as a result of CMS philosophy and Montessori teaching. Thank you for this valuable lesson that should last a life time.

Zahra & Jay Jiwan, Countryside Parents

Testimonial - Promotes the highest standards of education

My husband and I have been extremely fortunate that our children are able to attend CMS. The curriculum along with the great staff have provided them with an environment which promotes the highest standards of education as reflected by their enthusiasm of their school life.CMS instills the values and ideals of independence, responsibility, and accountability within the school; as these same traits have been clearly exhibited within our home, thanks to CMS.We are confident with such a strong base provided by CMS ,that our children are fully prepared to meet the challenges of their future.

Stella Ullmann, Countryside Parent

Testimonial - Dedicated to a vision of childhood that is joyful, purposeful, and meaningful

When our children entered CMS as toddlers, we were looking for a school where they could develop as unique individuals, guided by teachers and staff who really knew them, with continuity. We had to take it on faith that "the Montessori part" would be beneficial. Honestly, it was hard to change our family life. It was hard to go to all the seminars and school nights. But, now that our son is 17 and our daughter is 14, a senior and freshman in high school, we know, absolutely and without a doubt, that it was the best thing that ever happened to them - and to us.

Sixth graders graduate with the core of their adult selves. They are secure in who they are. They know right from wrong. They are self-reliant, compassionate, and honest. They are socially and physically graceful. They know themselves. They are ahead academically. But more than that, they are curious and receptive to new experiences and learning. It's the difference between "fact stuffing" and a thinking, analytical and insightful way of life.

Not only are they prepared for the unknowns of junior high and high school, they are prepared for the world at large. CMS gave them the tools. CMS gave them the experience. CMS gave them the courage to be successful and the courage to try again when they fail. We don't worry about how our children will turn out or survive. We already know. CMS allowed our children to become people we admire and enjoy, as well as love, with futures full of promise.

There was a point, early on, when we felt that the expense and personal commitment were too much. We envied other parents who could drop their kids off and pick them up, nothing more. But now, we realize how it all fit together. There was no other way for CMS to provide the complete experience, a truthful "whole". They're not in it for the money. They're not interested in what's easy. CMS is dedicated to a vision of childhood that is joyful, purposeful, and meaningful. It's a miracle that continues to enrich our lives.

Linda Murakishi, Former Countryside Parent

Testimonial - Passionate committment of the teachers and staff to instill the love of learning

My children attend Countryside for so many reasons but there are two that drew me to the school four years ago when they were three. First, the school's goal of teaching my twins to be resourceful, responsible and respectful. Second, the passionate committment of the teachers and staff to instill the love of learning I see developing in my children every day.

Lauren MacBlane, Countryside Parent

Testimonial - Where modern education and old fashioned values intersect

CMS is a place where modern education and old fashioned values intersect. I appreciate the fact that not only are our children expected to live up to the school's principles, but we parents are as well. In this community, the parents are partners, not customers. And sometimes I feel like the parents learn as much as the kids do.

A word about achievement. We send our children to CMS not because we want them to be smarter than other kids, or because we want them reading or doing math earlier or better. This is not a race. We stretch ourselves to afford private Montessori school because we want our children to be happy and well-rounded, and to become lifelong learners who make a positive contribution to the world. We believe the 3 to 6 age range is the most important stage of this journey. Sure, in due time, they would have learned reading, writing, math, science, music, swimming, citizenship, cultural appreciation, responsibility. But there's nothing like seeing their faces light up with all of this learning, starting in preschool.

Andy Rogers, Countryside Parent

Testimonial - Fosters the development of real, individuated people

CMS does not attempt to churn out future high-profile alums; that is simply not the mission. CMS fosters the development of real, individuated people who believe themselves capable of achieving their personal bests. My experience assistant teaching for the school gave me the patience, kindness, self-respect, and self-discipline to help me appreciate my talents. Don't believe what you hear about Montessori schools being "work based." Montessori--particularly CMS--is about being both driven and simultaneously at peace with your unique ambitions.

Emily Hurd, Former CMS Faculty

Testimonial - CMS has awakened her love of learning and ability to learn

Unlike most Montessori families, my daughter transitioned into Montessori when she was already in second grade. Although the public school in my area is considered exceptional, it was clearly not nurturing my daughter's innate desire to learn or cultivating her natural abilities. In addition, the public school was not addressing my daughter's social and emotional needs.

Countryside Montessori has made a profound difference to my daughter as a person and a learner. She has thrived in the stimulating, individualized and sensory learning environment that has awakened her love of learning and ability to learn. Since being part of the Countryside Montessori learning community, my daughter's progress has transcended even my most optimistic of hopes. Countryside Montessori also offers a positive social and emotional community that provides my daughter with a safe place to learn. It has been a profound privilege to be part of th is vibrant community and I am eternally grateful to have found such a special place for my daughter.

Carla Garfinkle, Countryside Parent

Testimonial - Great educational experience and a sanctuary of safety

Our son has been enrolled at Countryside since 2002 and I feel that this is the greatest gift of awareness our family could of received . It has been both a great educational experience and a sanctuary of safety for him. If I had it within my power I would like to see the entire educational system in the word be managed and executed to the degree of perfection that the staff here has shown.

Gregory Terman, Countryside Parent

Testimonial - Offers everything we were looking for in a program

We transferred our Kindergarten daughter from a typical play based program to CMS seven months ago after looking at several Montessori programs. Of all the schools we visited, CMS offered everything we were looking for in a program. To name a few:

• They have an extremely well educated and very experienced staff
• Focused on educationally sound individualized plans for each child balanced with meaningful group activity work
• Multi age classrooms
• Physical education offered daily
• Offers the standard school subjects (Science, Mathematics, Geography, Social Studies, English, Handwriting, Art, etc) in a valuable nontraditional way
• All year program with extended hours
• Promotes community, respect and responsibility.

Kalissa Hugger, Countryside Parent

Testimonial - Commitment is reflected in every aspect of the school

Countryside Montessori is special. We have moved several times and tried all different types of school (daycare, traditional preschool, public school, even different Montessori schools) for our three boys. We have yet to find a school that can compare to Countryside. Their commitment to developing responsible, respectful, and resourceful children is reflected in every aspect of the school. If we're lucky enough to move back to Illinois while the boys are still in grade school, my first call will be to Countryside to see if they have room for three independent-minded boys.

Lisa Liang, Former CMS Parent

Testimonial - A place where children fulfill their highest potential

Of the many Montessori schools with which I have been associated over the past forty years, my association with Countryside has been the most far-reaching and comprehensive. I have found in this community of children, staff and parents a special commitment to "do it right", to question present patterns, to experiment with new ones, and to judge impartially what works for the good of all concerned. Countryside is a place where a high standard of the academic side of learning is balanced with an equally high expectation of fine character development, a place where children fulfill their highest potential, and families grow in their wholeness.

Sanford Jones, Youth Opera International

Good Neighbors

Twenty-four piano students from Countryside Montessori School performed for their neighbors across Techny Road at the Covenant Village of Northbrook’s retirement community on Sunday, June 7th 2009. Their teacher Joseph Francavilla arranged the recital. He wanted to offer his students another opportunity to perform and to provide Covenant residents the pleasure of two dozen children on the stage of the Fellowship Center auditorium of their lovely facility.

Mr. Francavilla introduced the program, explaining that the children ranged in age from five or six to 12 and some had been playing for only a few months, while others had studied with him for 6 years. The younger children played songs such as the traditional “Row, Row, Row Your Boat,” while one 6th grader played Scott Joplin’s difficult “The Entertainer” to rousing applause. There was one duet and the final song by three graduating 6th graders was a piece for six hands.

In addition to residents in the audience, all 300 people living in the Covenant Village campus had video and audio feed to the auditorium and had the opportunity to listen in. Before the concert began, one resident took a half-dozen piano-player parents on a short tour. It was a neighborly afternoon.

Testimonial - Incredibly grateful for CMS teaching staff!

At Corianna's other school she was always the slowest child when running and was not very physically active because she knew she didn't excel at it (something we see academically also and hope to help her develop skills to deal with this). When she was three and four, in dance class she would sit along the wall and play with the smaller children who didn't dance because the girls her age could do things better than she could. There was a special needs child in her class who had much difficulty in physical activities and Corianna would come home sad and say, but Mommy- even "so and so" runs faster than me.

Ms. Delany has done a FANTASTIC job working with her! Corianna had 2-3 years of swimming lessons and still couldn't swim when she came to Countryside. In one summer, Ms. Delany taught her how to swim. More importantly, she made Corianna feel comfortable with her abilities and was able to push her to do better without letting Corianna hide from trying new things. Corianna must feel safe and secure in her class and not feel intimidated by the fact that other people are doing better than she is otherwise she would not be doing as well! I would never have enrolled Corianna in gymnastics anywhere other than Countryside because I knew that Ms. Delany would create an emotionally safe learning environment, rich with excellent physical education training, in order for Corianna to develop her skills. Had she gone anywhere else, she would have tried to hide in the background and not push to improve. Her grandparents visited about a month ago and one of the first things they commented on was how much stronger she is and how amazed they were with her gross motor improvements!

Corianna was so excited about her award that she made a tower of boxes next to her bed for it to stand on and she fell asleep last night watching her trophy.

Once again, I find myself incredibly grateful for your teaching staff! Thank you!!!!

Countryside Parent

Opera Etiquette for 3-Year-Olds

The professional soprano Genevieve Thiers enjoys singing for kids, because of the big smiles on their faces. On Wednesday evening, May 13th, Ms. Thiers along with Joseph Francavilla on piano performed for Countryside Montessori School kids and their parents in Northbrook. It was the final of three A Little Night Music concerts of the school year. Mr. Francavilla is Countryside's piano teacher as well as a soloist and seasoned performer.

Head of School, Annette Kulle, conceived of A Little Night Music more than five years ago. "My original idea was to expose the families to the talent of Mr. Francavilla." The concerts are free, made possible by the school's Jena G. Fund. Mr. Francavilla puts together a 45-minute program to appeal to children of all ages that teaches them "concert etiquette and exposes them to music from many eras in history. When I say of all ages," he explains, "I mean students as young as 2 or 3 are welcome." Before the concert begins, Annette Kulle clearly states expectations. All are welcome to stay as long as they are enjoying the concert and not disruptive. Front rows are reserved for the youngest children, who might get restless. If a child becomes unruly, all parents are encouraged to help.

When selecting the program for these concerts, Mr. Francavilla tries to "portray composers from long ago as real people. All of the world's most famous composers began as children attending their first performances," he says. Over the years, he has invited a cellist, harpist, oboist, flutist, and saxophonist. Wednesday evening's performance is the second vocalist.

More than one little girl's eyes widen when tall, elegant Ms. Thiers enters the gym-converted-into-theater, wearing a deep blue satin gown with a black boa draped across her shoulders, and a huge smile. How can the children and their parents not return that smile? The program consists of eight songs. Before beginning, "When I Have Sung My Songs" by Ernest Charles, Ms. Thiers explains it is a parlor song and says, "I hope you kids won't think it's too mushy." All are breathless at this soprano's strong, stunning voice.

Ms. Theirs takes a break for the third selection, in which Joseph Francavilla delights the audience with "Cosmic Wind" by George Crumb for amplified piano, in which he never once plays a key! Instead, after warning listeners not to try this on their own, he uses a wire brush on the strings inside the piano. It is an eerily beautiful song. "These are not typical children's concerts," Mr. Francavilla says, "I try to expose them to music not only by the great composers of previous eras like Bach and Mozart, but also more contemporary composers."

After "Cosmic Wind," Ms. Thiers returns to her position in front of the piano, ready to resume, when horrors, a cell phone rings. Annette Kulle later says she realized she didn't tell the audience to turn off their phones! But the phone doesn't belong to an audience member. It belongs to Ms. Thiers. So much for concert etiquette. The performer removes her cell phone from the piano, looks at the number of the caller, and with a glance of consternation to the audience says, "I'm sorry. I have to get this."

"Hello. Hello," she sings into the cell phone. "I'm not feeling very well." By the time Genevieve Thiers lightly coughs into the phone, the audience has caught on. This is the fourth selection, "Telephone Aria" by Gian Carlo Menotti, which includes the lyrics "How is the dog?" plus staccato singing that transforms into peals of laughter. After the song ends, Ms. Thiers, sporting a coy smile, says, "Sorry," to the audience. When she announces the song is part of the Menotti opera she will perform in Elgin the first two weekends in July, at least one eight-year-old begs, "Please, please, can we go?" of her mom.

The concert holds a full range of emotions. Ms. Thiers removes her fanciful boa and her expression is somber when she sings from the second movement of Henryk G�recki's Symphony No. 3, a piece composed in 1976 from a poem written during World War II. It is, Ms. Theirs says, the first song she's performed in Polish. In the audience is mom of two students, Majka Jaromin from Poland, who later says, "It was hard to tell that she's not a native. It brought up tears in my eyes."

After the final bow, children are encouraged to talk with the performers, and occasionally allowed to play instruments. An endnote to this last performance of the school year, aside from that one errant cell phone, etiquette was exemplary. All the children stayed the entire performance. Their only sounds were laughter and applause.

Testimonial - Joy for knowledge combined with a joy for giving and a sense of community

When my wife and I found Countryside five years ago, I had never heard of the Montessori method of teaching. Since then, I have come to value (and be amazed by!) these learning methods; their intuitive nature, their accessibility by young children, and their effectiveness. Even more impressive to me are the citizenship lessons my children have learned. They are willing teachers/coaches to younger children; they have a genuine and informed interest in their school, community, and nation; they delight in the natural world and in solving problems with their peers. All this by the ages of 6, 8, and 10! I couldn't ask for a better parenting partner than Countryside.

Two things stand out in my oldest child's first grade year at Countryside. The first was him begging (begging!) to be grilled on square roots (which he had just learned to do abstractly - that is, in his head). I threw out 9 and then 16, which he answered quickly and followed up with, "Dad, those are too easy!" Next came "40" from me, and after a moment, "Six, remainder 4!" from him. Even more memorable was his out-of-the-blue decision later that year to ask the children coming to his birthday party to bring a gift suitable for a local charity instead of a present for him. Nothing illustrates how our family has been touched by CMS better than those two anecdotes - a joy for knowledge combined with a joy for giving and a sense of community. Thank you Countryside!

Steve Cummings, Countryside Parent

Testimonial - From Venezuela

On the local paper, here in Caracas - Venezuela, yesterday I read with great excitement the news about the participation of the children of the Countryside Montessori School on the occasion of the Venezuelan Youth Symphonic Orchestra and Dudamel's performance in Chicago this weekend.

Wow!! I got so excited telling my friends that my kids had attended that school!!

Allow me to give you a quick update:
I moved to Venezuela four years ago, long story behind such a move. I am busy managing the family's dairy farm.

Maria is graduating next year from Emerson in Boston, her major is English and her love is theater and creative writing. She will be doing an internship in stage management with the Goodman Theatre in Chicago this summer.

Rafael is graduating from Harvard this June with three degrees: Applied Mathematics, Economics, and Computer Science. He has already been hired by a trading firm in Chicago. Black Box trading and Econometrics are his love.

I have many reasons to be proud of my kids' accomplishments.

I must also give you thanks, Annette and Frank, because it was in your wonderful school that my children got their start in life. It was there that they acquired their love of learning. It was there that your genuine interest and love helped Josefina and I to be better parents.

Hector Garcia, Former Countryside Parent

Internationally Renowned Conductor Honors Countryside Montessori Elementary Students

Students present funds raised for Venezuelan Music Program, El Sistema

NORTHBROOK, Illinois - April 2009 - The Simon Bolivar Youth Orchestra of Venezuela conducted by renowned Maestro Dudamel ended it's U.S. Tour with a sold out concert at Chicago's Symphony Center and surprise award ceremony for Countryside Montessori students. Elementary children from Countryside Montessori had attended the night-before open rehearsal, in the hopes that they would have the opportunity to present someone in the Simon Bolivar Youth Orchestra organization with funds they had raised to support El Sistema, a Venezuelan music-education program.

Unforgettable Experience
Following the open rehearsal, after the crowd of fans had dispersed, the students approached the stage to tell of the funds they had raised. They then had the opportunity to present their donation to both Dr. Jose Antonio Abreu (founder of El Sistema) and Maestro Gustavo Dudamel (a product of El Sistema and world renowned conductor). Touched by such generous and unexpected consideration of the El Sistema organization, Dr. Abreu invited the students back to Symphony Center the following day where they were individually honored by Dr. Abreu, Mo. Dudamel and Jesus Rodrigues, Consul General of Venezuela and invited to attend the sold-out evening performance of the Simon Bolivar Youth Orchestra.

Dr. Abreu, founder of El Sistema, praised the students contribution as "this is a sample of the great thing which is the United States and of how to achieve the objectives of music in the children. For that reason we invite, the students to Venezuela, where they will be received with honors."

Inspired to Help Others
The Countryside elementary students were inspired to support the El Sistema program in Venezuela after watching an informative episode aired on CBS 60 Minutes. Learning that the core idea of El Sistema consists of the formation of community-based youth orchestras by providing free instruments and tuition to children living in dangerous, poverty-stricken areas and children with disabilities, Countryside students wanted to reach out and help those children by raising money to buy instruments for them.

Starting in 2008, through a series of student planned and organized bake sales, pancake breakfasts, and school movie nights, to date, they have raised $2,512.

The story does not end here, however. A family in Caracas, Venezuela saw a story about Countryside Montessori's donation in their local Venezuelan newspaper, and immediately recognized the name of the school - both of their children had attended Countryside when the family lived in the Chicago area. This family has offered additional help for the Countryside students' efforts.

What began as a heartfelt fundraising for children thousands of miles away has brought the Countryside Montessori students closer than they ever thought they would be to this organization they sought to help. The final chapter of this story is perhaps yet to be written.

About El Sistema
El Sistema is a publicly financed voluntary sector music-education program in Venezuela, originally called Social Action for Music. In 1975, Venezuelan economist and amateur musician Jose Antonio Abreu founded Social Action for Music and became its director. He received the National Music Prize for this work in 1979.

The purpose of El Sistema is to use music for the protection of childhood through training, rehabilitation and prevention of criminal behavior. The program is known for rescuing young people in extremely impoverished circumstances from the environment of drug abuse and crime into which they would likely otherwise be drawn.

About Countryside Montessori School
Founded in 1967, Countryside Montessori (Northbrook, Illinois) has been teaching children 16 months old through 6th grade respect, responsibility and resourcefulness. Countryside's elementary curriculum includes traditional course selections designed to spark the child's imagination with awe and wonder and inspire him to learn more.

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Countryside Montessori Makes International News

El Nacional (Venezuelan Newspaper article) Analitica (Venezuelan Newspaper article)

More about El Sistema and Gustavo Dudamel

Official Site - El Sistema MAESTRO DUDAMEL, VENEZUELAN SOFT POWER AND LESSONS FOR AMERICA Maestro Gustavo Dudamel, The Economist (Jan 15th 2009)

Countryside Montessori students perform in school Opera

On May 1, Countryside Montessori School students performed this year's opera, "Pearl," for classmates, staff and family members in the school's gymnasium. An annual tradition for the past 24 years, students push books and homework aside and work solely on their operatic performances, and for some, debuts.

Sanford and Judy Jones of Savannah, Ga., once again joined the students this year as the composer/accompanist and choreographer. The Joneses bring their experiences and accomplishments to the table, which include: Founding director of the American Montessori Teachers Association and director of 13 children's operas for Sanford Jones; an accomplished ballerina and director/owner of the Montclair Academy of Dance for Judy Jones.

The Joneses also brought Stacy Stephens with them to play the role of Sirenia. Stephens has performed as a soloist with the Savannah Symphony.

"Pearl," an underwater story, takes place in the colonial south. Sirenia, the river goddess and her daughter, Pearl, are returning to their "family" of underwater creatures (played by Countryside students) ranging from crayfish to river reeds to a worm.

Through song, the story of Pearl's kidnapping by the Oyster King and the underwater creatures step up to help, only to be defeated by the Oyster King and his evil sea currents. In the end, a water nymph rescues Pearl, leaving the story to end happily.

Around 60 students ranging in ages from 6 to 12-years-old performed a song and dance number in the opera. Cast members received compact discs of the opera's musical numbers a few months ago, and were able to listen and memorize the music/story before rehearsals, which began only four days before the performance.

The week of April 27-May 1 was solely dedicated to singing, dancing and rehearsing the show, which debuted on the evening of May 1. Costumes and set design were all results of the efforts of Countryside parents and faculty.

"The opera is not only an enjoyable part of the year, but it builds the childrens' confidence," Sanford Jones said. "It also teaches them to have an appreciation for the opera at a young age. For kids, singing is as natural as speaking, so it wasn't difficult to produce the show."

Countryside education director Wendy Calise said the opera is not only beneficial for the students, but for the faculty, staff and parents as well.

"It definitely builds community here, everyone pitches in," Calise said. "The older children are always eager to help the younger ones, which is something that's common here. They can show them the ropes since they've performed in the operas before."

By: Jessica Cantarelli/Triblocal.com staff reporter 05/01/09 04:42 PM

Hurray for the Red, White, and Blue

Cars honked and people waved in Northbrook as Countryside Montessori students, teachers, and parents, wearing red, white, and blue marched in their annual Memorial Day Parade on Friday morning, May 22nd. The route went north on Pfingsten from the school at the corner of Techny to Koepke and back. Countryside has been marching to honor Memorial Day for over 40 years.

"I’m an old flag waver,” Head of School, Annette Kulle, says, “and we have done it since 1967, starting in Glenview when the school was there.”

The parade ends in the school parking lot, where marchers gather under the flag for the Pledge of Allegiance and “The Star Spangle Banner,” followed by patriotic songs from “America, the Beautiful” to “You’re a Grand Old Flag.” After the last song, “O Countryside,” the school’s anthem, the party moves to the playground for red, white, and blue popsicles. It’s a grand way to mark the day.

Poetry Lives

Tuesday afternoons this April are special for the eleven children at Countryside Montessori attending Jennifer Rodgers' after-school poetry enrichment class. The attendees are 3 to 6-years-old.

They look forward to it, "with the enthusiasm you usually see associated with college football," Mrs. Rogers says. She's one of three primary teachers at Countryside, where children begin at 3 and stay with the same teacher and classmates through their kindergarten year. Her after-school poetry course draws students from all three primary classes.

The course is an introduction to the poetry of Robert Louis Stevenson, and as Jennifer Rogers describes in her class write-up, Stevenson's poems have ". . . delighted children and enchanted those of us who remain young at heart. His words capture timeless themes of childhood; his simple, musical rhyme makes reading joyful and fun." This week Mrs. Rogers reads, "A Good Play" about Tom and me building a ship on the stairs, "all made of the back-bedroom chairs." Then she serves apple cake, because Tom and me took, "an apple and a slice of cake," on their adventure. After the snack, with the help of a 5th grade boy and 2nd grade girl from Countryside's multi-age elementary class, the children make apple prints. It's a hallmark of the school, to have older children help younger ones, whether tying a shoe or pressing a cheery red-painted apple onto paper. The 2nd grade girl is herself a graduate of Mrs. Rogers' class and grins the entire time. The room is quiet, serious work is taking place, save for the occasional comment, "I ate an apple before," and "I love apples," and 'Look, Mrs. Rogers, you can see the veins."

There's time at the end for one more reading of the poem. "Let us also take, an apple and a slice of . . ." Mrs. Rogers pauses and lets the children fill in "cake." She asks if they remember the poet's name, "Robert . . ." she offers, and quickly one child says, "Frost." The child is from her class. "Yes, we read Robert Frost today," she explains to him. "This poet is Robert Louis Stevenson." She jokes with the children that if you want to be a poet, your first name should be Robert. There's a lively discussion about several of the children's names.

Poetry is a great love of this teacher and sharing it with young minds delights her. She is especially gratified that a few days after the first session, one young participant delivering fresh laundry to her classroom (such errands are an integral part of the school day) stopped to talk with her. The poem from that first session was "Escape at Bedtime" with the lines, "And high overhead and all moving about, there were thousands of millions of stars." The boy tells her that he and his parents every night read the poem together before bed. She's pleased. But what makes the news even more significant is that the boy and his family are Korean. English is not their native language. What a lovely testament to the universal language of poetry. Yes, on the corner of Pfingsten and Techny in Northbrook, poetry lives.