The Obama administration is planning some big changes to how we measure the success or failure of schools and how we apportion federal money based on those assessments.
To read the article, click here.
Wednesday, February 3, 2010
Tuesday, December 22, 2009
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
Friday, December 18, 2009
Wednesday, November 11, 2009
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.”
Do you know...
Most critical periods for brain development
are over by age 6?
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.”
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
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
About Dr. St
even 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.
even HughesSteven 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.
Tuesday, November 3, 2009
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.
To read the full article, Click Here.
Monday, November 2, 2009
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.
Click here for article.
Wednesday, October 28, 2009
The Great Baby Einstein Scam
An article from Yahoo on Baby Einstein.
To view the article, click here.
To view the article, click here.
Tuesday, October 27, 2009
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.
Monday, October 26, 2009
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
Click Here For Video
Wednesday, October 7, 2009
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
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
Thursday, October 1, 2009
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
Wednesday, September 30, 2009
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
Thursday, September 24, 2009
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...
parents. We must:
Can we make guarantees? No. But what powerful tools we give our children through the example of such a lifestyle.
- 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.
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?
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?
Tuesday, September 22, 2009
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.
Monday, September 21, 2009
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
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
Thursday, September 17, 2009
Montessori in the Home
Children want to be part of the family.
Come see how easy it is to make it happen.
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.
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