Dear Families,It seems appropriate for the first Follow the Child of the year to talk about the overarching principle that drives our work with, and for, your child.

Freedom and Responsibility is the core of Dr. Montessori’s theory of Education for Life and

Fall 2013

I N T H I S I S S U E

1 Úna’s Chat: Freedom & Responsibility

5 FA News

6 International Community

8 Reasons to Love Montessori: 11-20

9 Garden Party

10 International Day of Peace

12 Reading for life

14 Field Trips

15 What's Cooking?

17 Connection to Nature

18 Brilliance by Design: The Journey

20 Congratulations, Toko!

23 CADC Award

24 MSGH Alumni News

24 Welcome!

25 Grandparent's Corner

25 Save the Date!

26 Advancement Corner

ÚNA’S CHAT

Montessori School of Greater Hartford

fosters a strong foundation for confident,

compassionate participation in the world

by nurturing each child’s unique gifts,

passion for learning, and independence.

As a community, we enrich families, live

our diversity, and embody the Association

Montessori Internationale standards

of excellence.

the basis of democratic society. It is at once gloriously simple and deeply complex.

This article explains how Dr. Montessori came to this approach, and how we continue to implement it today.

First, I will create a scenario that will help you to relate freedom and responsibility to your own life, in this way, you can better understand its impact on the life of your child.

You have started a new job. You have a great vision for what you want to achieve. You know exactly how you are going to get there, possessing all the skills and drive to make it happen. You can’t wait to start.

Then you start. It is apparent very quickly that the vision you have is not at all the vision of the company you are working for. In fact, the job you are doing is not the job you thought you were hired to do and

your skills are not a match for this job. Your boss micromanages your every move, second guessing you at every turn. There are no stated expectations for the position. You are stymied in achieving anything meaningful by arbitrary rules and bureaucracy. You have not been made privy to the accepted protocol of the office community and as a result, you are constantly in conflict with your coworkers.

How do you feel? Like a fish out of water? Are you unsure of how to proceed? Welcome to the frustrating, confusing and obstacle ridden world of the child. Dr. Montessori found the antidote to this predicament for the child. A Scientific Discovery

Did you know that Dr. Montessori discovered the true nature of the child through scientific enquiry? She removed external forces, provided an environment with

Follow the ChildTHE MSGH CoMMUNIT y NEwSlETTEr

2 Follow the Child | Fall 2013

B oA r D o F T rU S T E E S

B oA r D P r E S I D E N T

David Tyson

B oA r D V I C E P r E S I D E N T

Jacqui Copp-Moffett

B oA r D T r E A S U r E r

Patrick Scully

B oA r D S E C r E TA ry

Brenda McVerry

Jennifer Apgar

John Bourdeaux

Ellen Brown

Lenworth Ellis

Catherine Flavin-McDonald

Leesa Heath

Dahlia Saad Pendergrass

Sam Nanayakkara

Margaret Richardson

Susan Roberts

Early Shirane

H E A D o F S C H o o l

Úna Barry

FA M I ly A S S o C I AT I o N C H A I r

Rebecca London

Fo l low T H E C H I l D

E D I T o r / w r I T E r

Kara Fenn Jessica Bona

l Ayo U T / P H o T o G r A P H E r S

Kara Fenn Amanda King

Neither this publication nor any portion

thereof may be reproduced for any

purpose whether private or public without

the express written permission of the

Montessori School of Greater Hartford.

Copyright©2013.

Montessori School of Greater Hartford141 North Main St.

West Hartford, Connecticut 06107

860 236 4565 | f 860 586 7420

which the child could interact and observed the results. What she discovered was nothing short of astounding. The child who had formerly been unruly and lacking purposeful movement or the child who had been reticent and timid, now both displayed a love of work, concentration, self discipline, sociability and patience. She used the term” normalization” to describe this outcome as she believed it to be the “normal” state of being for the child when given the opportunity to develop in freedom. She described her discovery:

“Following an inner guide the children busied themselves with something (different for each) which gave them serenity and joy.

Then another thing happened never before seen in a group of children. It was the arrival of ‘discipline’ which sprang up spontaneously …Discipline in freedom seemed to solve a problem which had hitherto seemed insoluble. The answer lay in obtaining discipline by giving freedom.” Maria Montessori, The Absorbent Mind.

Dr. Montessori recognized this as the child self constructing. She gave us the blueprints to repeat her experiment and obtain the same results. On deconstructing her experiment, she saw three

major elements of the child’s development that had to be addressed in order for us to provide the conditions for his self-construction:

We must nurture the child’s innate independence;

We must provide the conditions for the child to develop his intelligence;

We must provide the conditions and opportunities to develop his conscious will.

Nurturing Independence Dr. Montessori stated that the child must be free to become “normalized.” But, she also stated that “there is no freedom without independence.” Freedom can only be truly acquired if one is independent.

The orderly, child-sized design of the Prepared Environment allows for optimal independence while the exercises of Practical Life give the child the tools to develop independence and to manage the Environment and himself in the company of others.

Developing Intelligence

Intelligence requires freedom and purposeful activity to flourish. So, we offer the child the Prepared Environment with materials designed specifically to engage

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him in purposeful work, the work Dr. Montessori described as “mental food.”

Sensorial materials support the refinement of the discrimination of sensory impressions. Work with these materials gives the child the “keys to the physical world,” concrete impressions from which to create more precise abstractions and build his intelligence. The Sensorial Materials help the child to organize, efficiently store and retrieve information, make comparisons and form judgments, thereby building his intelligence. The materials of Language give the child the means to express what he has experienced. This outward expression serves to solidify that experience and enables him to share it with

others. The materials of Math appeal to the child’s inherent mathematical mind and illustrate for the child the order, rules and patterns of the universe. The Cultural materials broaden the child’s experience, give him the opportunity to learn more about himself as a human being, and more about the mechanisms, wonders and beauty of the world he lives in, orientating him to his time and place. Developing the Conscious Will

Freedom & Limits: The child’s ability to exert conscious control over his will can also only be developed in freedom. But, in order for this to happen, there must be guidance and opportunity to practice control so that it may develop. So, with each freedom comes a limit. In order for the child to abide by the limits, he must be aware of the limits, be capable of executing them, and be capable of adhering to them. The child has freedom of choice in work but he may only work with that which he has been presented or is able to use purposefully. If the work is to be repeated, it is done in a meaningful way. The work he chooses must be completed and returned to the shelf as found. He may move freely in the

environment, but only in a way that does not disturb the work of others. He may observe others as they work, but do so in respectful silence.

Grace and Courtesy: The adult must work untiringly, presenting Grace and Courtesy lessons in order to make the child aware of these limits and how to execute them, e.g. lessons such as how to watch others work without disrupting their concentration, how to move through the classroom with grace and care, how to get someone’s attention and how to wait your turn. The adult must consistently reinforce these expectations until such time as the child has internalized them.

The Prepared Environment: For the child to be capable of adhering to the limits he must have the conditions and opportunity to exercise both his intelligence and his will. The conditions and opportunities are provided by the Prepared Environment and the adult as a part of the Prepared Environment. The environment in which the child lives and the materials with which he works all become an aid to the child’s development of control over his will. Inherent in the environment are natural consequences. The glass not

4 Follow the Child | Fall 2013

carried with care will fall on the uncarpeted floor and break; the chair not lifted carefully will scrape the floor making noise. The child tempers his movements to minimize these consequences, thus exercising his will.

The Adult as part of the Prepared Environment: Materials presented with precision by the teacher provide the child a model towards which to strive. When material is presented with precision, it fosters interest, repetition and refinement of movement. This precision requires the child to exert control over his actions, exercising his will.

The Materials: The materials incorporate a control of error either within the material itself, or in a way that is observable to the child. This urges the child to self-correct, prompting repetition, increased focus, concentration, and an increased sense of precision. The child strives for mastery, and in doing so, tempers his actions, using his intelligence and his will to focus his powers on the challenge at hand.

Practical Life: The Practical Life activities play a special role in helping the child to become

master of his will. Each activity incorporates the opportunity for a specific challenge by focusing on a 'Point of Interest' afforded by the activity. It serves to not only extend interest and increase challenge, as mentioned before, but it also necessitates the child’s extra attention on the task at hand and challenges him to consciously control his actions towards a very purposeful end. So, the child, having worked with the activity for some time, is challenged by the teacher to scrub the table without spilling even one drop of water, clean the leaf until every speck of dust is gone, or pour the water just to the mark on the pitcher.

Steps to Consciousness: Dr. Montessori noticed that there was a definite pattern in the child’s developing ability to obey or respond to commands or expectations, such as the limits in the classroom. She observed, that initially, the child could only sometimes carry out the expected behavior. Then, the child could consistently reproduce the behavior on demand. Finally, the child responded to commands and expectations with joy and enthusiasm. Obedience as the conscience alignment of ones will to that of another.

The Normalized Child

The child has developed in an environment providing freedom and responsibility. He is independent. He has developed his intelligence and can apply it to his daily life. He has developed his will such that he can respond to expectations with joy and enthusiasm, consciously aligning his will to that of others. This is the normalized child as Montessori described. The usual obstacles of indulgence, the request for too much help, work without purpose and unclear or absent boundaries have been removed and the child has been free to self-construct, to become his “normal” self, the person he was designed to be.

Dr. Montessori put it beautifully and succinctly,

“It is necessary, then, to give the child the possibility of developing according to the laws of his nature, so that he can become strong, and, having become strong, can do even more that we dared hope for him.”

Fondly,

Úna

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Hi Everyone,

Welcome back! It is so lovely to see all of the children and staff rolling up their sleeves and jumping into the work of the school year. In addition, it has been wonderful to catch up with so many members of our community, both new and returning, during the New Parent Receptions in the MSGH lobby. I want to extend a big thank you to all of the volunteers who made these gatherings possible!

The Family Association was hard at work this summer planning fun gatherings and events for all members of our community. We have much to look forward to this year! There are Play Dates and Coffee Talks as well as more classroom socials right around the corner. Remember, just by being a member of MSGH, you are a member of the FA. Please don’t hesitate to take advantage of everything we have to offer, from social events to volunteer opportunities. I want to especially thank all the parents who have already sprang into action by becoming Classroom Representatives. These parents are great resources if you are looking for information about your class, upcoming events, or ways to get involved.

I am honored to be part of such a warm and unique environment and am looking forward to a wonderful year ahead!

Rebecca London Family Association Chair

Family Association NewsFamily AssociationToddler 1: Dean Batchelder and Ami Chokshi

Toddler 2: Katheryn Sivel and Rachel Coburn

Toddler 3: Rosangela Naut and Amanda Looney

Primary1: Kimberly Moster and Meghan Fanning

Primary 2: Michele Tabora and Katie Ahearn

Primary 3: Francie Ghose and Krista Wells

Primary 4: Joyce Aparicio and Julia Erlikh

Lower Elementary: Lorraine Tobrocke

Upper Elementary: Hyacinth Ellis

Chair: Rebecca London

Staff Appreciation: Lorraine Tobrocke, Lynn Lofberg, and Jennifer Augsberger

Treasurer: Brian Osoba

Family Association Liaison: Kara Fenn

Upcoming Volunteer opportunities

Open House, October 26 & 27

Winter Sing Along, December 20

6 Follow the Child | Fall 2013

Our diverse community is a point of pride and cause for celebration. Our staff and faculty have begun to fill in our own Puzzle Map of the World and we hope you will help us acknowledge all the places we represent! Send us your country or countries of origin to information@msgh.org!

International Community: A map of the world

Puzzle Map of the world by rose Bourdeaux, Primary 4

Dominican republic

United States of America

Costa rica

Peru

Canada

Help us fill out

our Puzzle Map!

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Ireland

Sweden

Philippines

Spain

Japan

Germany

Poland

Italy

russia

China

France

England

Geography, like all things in a Montessori classroom, is taught by first introducing the whole and then moving on to the parts that help to make up that whole. The Puzzle Map of the World is no different. This Sensorial material helps the child to discriminate form and color while being exposed to the continents that make up our world. The child will already be comfortable with the concept that our Earth is made up of land/continents and water/oceans from his/ her experience with the Globes. The Puzzle Map of the World requires the child to link the 3-dimensional globe to the 2-dimensional puzzle and begin to learn the names of each continent. This whole to parts approach encourages the child to focus on what is the same across the world, instead of what is different, uniting him to humanity.

Africa

8 Follow the Child | Fall 2013

50 Reasons to love a SGH ontessori Education: 11-20 In anticipation of our 50th year, we are compiling 50 reasons to love a Montessori Education. Here is our second installment: Email your reason why you love Montessori to karaf@msgh.org.

11 “I like my classroom. I love the racks and tubes. They challenge me and I use my math book”- Maia, Lower Elementary

“I love Montessori education because every day is a new adventure, filled with endless possibilities for discovery and growth.” - Ms. Marsha, Upper Elementary Teacher

“I like that Montessori fosters independence in children early on because it’s difficult to learn that when they are older. Giving them opportunities to be responsible and make decision for themselves prepares them for life.”- Ms. Sarah, Lower Elementary Assistant

“If we can truly follow the child then all will be well.” - Orla Black, Director of Programs

“I like the work… I can’t choose my favorite because I just love the work.”- Logan, Lower Elementary

“I love that Montessori is completely individual, each child is not expected to fit a mold, but expected to be unique!” –Ms. Jessica, Primary 2 Teacher

“My favorite work is fractions. It’s fun. I like that I can choose it. ” – Gabby, Lower Elementary

"I feel that Montessori is the best thing that has happened in my life. I love that is allows the children to express themselves and be their own person. I love the method of teaching and I love our community."- Nancy Rivera

“I like Montessori because of Math…and I love my teachers.”- Sadie, Lower Elementary

"I love the philosophy of Follow the Child, all the great opportunities each child gets to experience nature and to be nurtured."- Maria Bautista, Toddler 1

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Our Annual Garden Party

For more MSGH moments, please visit our blog at msgh.org/community/blog-resource/

10 Follow the Child | Fall 2013

International Day of Peace“Establishing lasting peace is the work of education."-Dr. Maria Montessori

Linking us with the thousands of children across the globe, we celebrated the United Nation’s International Day of Peace. Education for Peace is at the heart of a Montessori education. Dr. Montessori recognized that how we educate our future generations will dictate what kind of future that we will create for humanity. Having lived through two world wars, Montessori witnessed the desperate need for worldwide change. She knew that this change needed to begin with the tiniest members of our society, the children. During the celebration, Úna addressed the students, sharing with them that they are powerful vehicles for change in our world and they possess the ability to create goodness and peace in the world.

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12 Follow the Child | October 2012

For Toddler and Primary Children

“The Giving Tree (my all-time favorite), The Very Hungry Caterpillar, Cloudy with a Chance of Meatballs. These are my favorite books to read with Primary Children” -Jessica Cote

"I love The Big Ripe Red Strawberry and How Much do I Love You; both for the illustrations and the simplicity of the text They’ll appeal to any age.”- Úna

“Inside All, Margaret H. Mason”- Jessica Bona

“The Monster at the End of This Book: Starring Lovable, Furry Old Grover.”-Michelle Hebert

“Everybody Cooks Rice by Norah Dooley and Mufaro’s Beautiful Daughters by John Steptoe and I love Nancy Tillman’s stories. Her stories have the most beautiful illustrations.”- Kara Fenn

“Eric Carle books (The Little Cloud, The Very Hungry Caterpillar, Polar Bear, Polar Bear What Do You Hear?, ...), Dr. Seuss books, Kevin Henkes books, LLama Llama Red Pajamas and other LLama Llama books and I Ain't Gonna Paint No More by Karen Beaumont.”- Renee Lockhart

“Some of my favorite books were Ferdinand the Bull, Caps for Sale and Make Way for Ducklings. My own children’s favorites were The Poky Little Puppy, Goodnight Moon, Blueberries For Sal, Just One Woof and Charlotte’s Web.”-Nancy White

"I recommend for early readers any of the Dr. Seuss books and Mrs. Piggle Wiggle."-Lis Harrison

“I love The Giving Tree.”-Anayancy Aguilar

Reading for LifeHuman beings are hard wired for stories. Sharing stories through reading with your children will benefit all members of your family. Through taking intentional time and setting it aside to read with your child, you promote reading as a valued activity worthy of complete concentration and void of interruption. Reading introduces children (and adults) to new and diverse vocabulary, to different cultures, helps to build concentration, and engages and grows imagination. Reading with your child, even after they have become a strong reader, increases their reading proficiency and offers them a wealth of shared family memories.

We asked our faculty and staff to share some book recommendations from their own childhood and life traditions.

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Books for Elementary and Adolescents

“Elementary- Anything by Shel Silverstein or Roald Dahl Adolescent- Diary of Anne Frank, The Giver by Lois Lowery”-Jessica Bona

“Magic Tree House series, by Andrew Clements (Room One...) The Diary of a Wimpy Kid series, The Series of Unfortunate Events books, books by Roald Dahl. Adolescent: Copper Sun, The Autobiography of Malcolm X” -Renee Lockhart

“One of my fondest memories is of my father reading J.R.R. Tolken’s The Hobbit. At the time, I was quite sick and confined to a bed. I remember feeling scared and upset, especially knowing my siblings were off having 'adventures'. Each night, my dad would be by my side reading such a grand

story! Having it narrated in his voice always made me feel we were on this great journey together; it was our exploration! The Hobbit will always have a special place in my heart. I absolutely loved Frances Hodgson Burnett’s The Secret Garden and A Little Princess, and not just because of the Shirley Temple movies (even though I secretly wished I had such amazing blonde curls). I’d spend countless hours searching for hidden gardens and hoping to wake to a feast of delights. Not to mention having a monkey for a pet!”-Toko

“Anne of Green Gables and The Velveteen Rabbit for Elementary and adults -Úna

“For very young children, it’s important to be thoughtful when choosing books. Little ones are focused on making sense of their world and cannot yet distinguish between fact and fantasy; it would be best to choose reality- based books. Some of my classroom’s favorites include: Robert Munsch’s Love you Forever, Audrey Wood’s The Napping House, Aliki’s All By Myself, Denise Fleming’s In the Small, Small Pond, Michael Rosen’s We are Going on a Bear Hunt, What a Wonderful World, picture book.”- Toko Odorczuk

“I love to read! One of the very best things I love about living here (in the United States) is the Public Library! Accessibility to a wonderful read for free is priceless! I visit local libraries twice a

month to borrow books for our T3 community. I recommend families to frequently visit their local library and take advantage of the many wonderful books and events it offers. It's the place to be!!

A toddler parent 'must read' (always) is Montessori From the Start by Paula Polk Lillard and Lynn Lillard Jessen”-Ms. Teresa

Primary: The Real Mother Goose Nursery Rhymes- Nursery Rhymes are so important and make such an impact on a child’s phonological development. One of the best gifts you can provide your child towards their reading development is Nursery Rhymes. – Christine Blais

14 Follow the Child | Fall 2013

Field Trips

Field Trips are always an exciting rite of passage for our students. This year, Third Year Primary Students learned all about the happenings at West Hartford Fire Department. They also trekked to the Noah Webster Library and spent the afternoon deeply immersed in reading! Elementary enjoyed the beautiful fall weather during their Apple Picking at Johnny Appleseed and explored Dendrology during the Notable Trees Tour at the Institute of Living in Hartford.

Please enjoy preparing and enjoying these recipes with your family and children. The Baked Apples are an Afternoon Enrichment favorite (asks parents and children alike)!

What's Cooking?

Parmesan-Squash Cakes

Ingredients

Preparation

• 1 large egg • 2/3 cup finely chopped shallots • 1 tablespoon chopped flat-leaf parsley • 1/4 teaspoon salt

• 1/4 teaspoon freshly ground pepper • 2 cups shredded seeded summer squash, • 1/2 cup freshly grated Parmesan cheese • 1 tablespoon extra-virgin olive oil

1. Preheat oven to 400°F.2. Beat egg in a large bowl. Stir in shallots, parsley, salt and pepper. Place shredded squash in the center of a clean kitchen towel; gather up the ends and twist to squeeze out any liquid. Add the squash and cheese to the bowl; stir to combine.

3. Heat oil in a large nonstick skillet over medium heat. Pack a 1/3-cup measuring cup with the squash mixture and unmold it into the pan; gently pat it down to form a 3-inch cake. Repeat, making 4 squash cakes. Cook until browned and crispy on the bottom, 3 to 4 minutes. Gently turn the cakes over and transfer the pan to the oven. Bake for 10 minutes. Serve immediately.

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Ms. Michelle’s Baked Apples

Ingredients

Preparation

• 4-6 Large Apples (cored)

• ½ Cup rolled oats

• ¼ Cup chopped dates (currants or raisins)

• 1/8 Cup brown sugar

• 1 teaspoon cinnamon

• 2 tablespoons Maple Syrup

• 1 tablespoon Butter

• ¾ cup water

1. Preheat oven to 375˚.

2. Wash apples, and remove cores.

3. In a small bowl, combine sugar,

cinnamon, dates, and oats.

4. Place apples in an 8x8 inch square baking

pan and stuff the apples with the mixture.

Top with a dot of butter.

5. Add ¾ cup of boiling water to the pan.

Bake 30 Minutes, until tender.

6. Remove from oven and baste the apples

with the pan juice.

7. Serve and enjoy!

Apple Chips with Sweet yogurt Dip Ingredients

Steps

• Vegetable oil cooking spray Topping:• 1/4 cup sugar • 1 teaspoon ground cinnamon • 1/4 teaspoon salt

Apple Chips:• 1 red Gala apple • 1 6 oz Granny Smith apple Dip:

• 1 1/2 cups plain 2 percent or

whole milk • Greek yogurt • 3 tablespoons pure maple syrup • 1/2 teaspoon vanilla extract • Pinch of salt

Chips: Place 1 rack at the top and 1 at the bottom position and preheat the oven to 300 degrees F. Line 2 large heavy baking sheets with parchment paper. Lightly coat the parchment with nonstick spray.Topping: In a small bowl, stir the sugar, cinnamon and salt until blended.Apple chips: Stand each apple upright. Cut 1/4 inch vertically off the right and left sides of each apple. Set the mandoline or v-slicer for cutting 1/16-inch-thick slices. Place 1 apple, cut-side down, on the slicer. Cut slices until the apple core

is exposed. Turn the apple over and cut slices off the remaining side until the core is exposed. Arrange

the apple slices in a single layer on one of the baking sheets. Repeat with the second apple.Using your fingertips, sprinkle the apple slices generously with the topping. Bake until the edges

curl and the chips are golden and feel crisp, 40 to 45 minutes. Pull the parchment with the apples onto the work surface and cool completely, 20 to 30 minutes (the chips will crisp more as they cool).Dip: In a medium bowl, stir the yogurt, maple syrup, vanilla and salt until blended. Cover and

chill until ready to serve.Serve the dip alongside the apple chips.

Makes: 4 servings Active Time: 25 minutes Total Time: 35 minutes

Makes: 4 servings Active Time: 20 minutes Total Time: 1 hour,35 minutes

From EatingWell: July/August 2009

Recipe courtesy Giada De Laurentiis

16 Follow the Child | Fall 2013

Our Mission

The Montessori School of Greater Hartford fosters a strong foundation for confident, compassionate participation in the world by nurturing each child’s unique gifts, passion for learning, and independence. As a community, we enrich families, live our diversity, and embody the

Association Montessori Internationale standards of excellence.

Alex Tabora, demonstrating concentration on The Long Four Chain in Primary 2.

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Connection to Nature

“The land is where our roots are. The children must be taught to feel and live in

harmony with the Earth.” –Dr. Maria Montessori

18 Follow the Child | Fall 2013

Brilliance by Design: The Journey The goal of our Parent Information S-eries is to provide our community a solid grounding in child development that is central to Montessori philosophy. The Silent Journey is a powerful installment of our Parent Information Series. The Journey’s progression throughout the different levels demonstrates the true order and genius of Montessori. Everything is purposely designed, placed, and available with a skill or concept to impact. As one parent commented, “nothing in the classroom is there just to be there…it’s all there with a purpose in mind.” All of the environments are designed with the knowledge of where the children are coming from and developmentally where they are going. This hands on experience allows parents to fully grasp the curriculum design that compounds on itself from level to level. Throughout the day, it was difficult to draw parents away from the materials and lessons to move on to the next classroom as they found themselves so engaged!

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Next Parent Information Night

Montessori for Life/ Practical Life Thursday, October 17 5:30-7:30pm

Head of School, Úna Barry, will give a practical overview on how to implement Montessori principles in your life with your child. Úna will discuss practical, developmentally-appropriate strategies for parents to utilize relative to your child’s behavior, language, movement, sense of order and independence.

The full list of our Parent Information Series can be found on our website.

The Science Behind the Genius

Thursday, March 20, from 5:30-7:30 we will present "The Science Behind the Genius". We will hold a discussion on Dr. Lillard’s and Dr. Steven Hughes' work linking Montessori principals and current neuroscience research. Our entire community is welcomed and encouraged to attend. In anticipation of this presentation, we recommend* our families read Dr. Lillard’s book; The Science Behind the Genius. Extra copies are available through the Main Office. *It is not necessary to read the book to attend this presentation.

20 Follow the Child | October 2012

Congratulations, Toko! Name: Toko Blais-Odorczuk

Toddler 2- Head Teacher

Degrees and Education: BA in English BA in Music Theory and Composition.

AMI: Montessori Institute in Denver, CO for Assistance to infancy; Birth- 3 years old.

How long have you been part of the MSGH community and in what capacities?

I have been a part of MSGH for 10 years, working in several positions. I began as the After-Care Assistant, helping with nap and working with Primary and Elementary children who needed care until 5:30. I also assisted many days in the main office, helping Ms. Teresa, who was, at the time, the office manager. I then moved on to become the Primary 4 Assistant, working alongside Ms. Preeti Shah. In my first year as a Toddler teacher, I taught the Half-Day Toddler program in the morning and ran the music program for the Elementary level in the afternoon. It was a very exciting year for the music program; it was the first year the children and I wrote the entire play script ourselves. I have also supported our board with administrative duties and have been a parent educator, running Saturday-morning parenting workshops for new parents of babies birth-6 months of age. Most recently, I have been helping with our school’s out-reach program, speaking at colleges within New England regarding Montessori Education.

Before coming to MSGH, what other fields did you work in?

Prior to joining MSGH, I was the Office Manager and Director at Down To Earth Landscaping and Irrigation. I was put in charge of most of the paperwork, along with managing crews of landscapers and assisting with job completion; stone walls were my favorite projects to work on! I was also the manager of Burlington Gardens Florist, a small family owned florist located in a small Connecticut town. I am always reminded of my time at the flower shop when a child asks for the name of a specific flower. I have also spent many years teaching piano lessons to adults and children, both privately and

through the music departments at local continuing education centers.

what drew you to teaching and specifically Montessori education?

I always knew I wanted to be a teacher, loving learning myself. I went to school with the expectation of becoming a high school English teacher; I loved reading and poetry and wanted to share that passion with other young learners. It was during my student teaching practice that things changed. I taught at a very nice school in my neighborhood and was given a lower level sophomore class to work with. I found the experience to be very different from what I had anticipated and experienced myself as a high school student. I was instructed to teach the lessons already set forth, whether or not the students were interested in the topic (which of course many times they were not). Instead of facilitating thought provoking conversations about what was considered great literature, I was writing spelling words on an overhead projector each day and handing out “busy work.” The students themselves appeared bored, uninterested, and frustrated. My hope of instilling the love of learning was not working; these children had already lost that passion, I was truly just babysitting. I knew this type of teaching would burn me out and was not something I believed in. I was so scared that I had wasted years of my college career, and was starting to think maybe children didn’t in fact love to learn; maybe I was just weird!

10YEARS

Congratulations, Toko on Ten Years of service to the Child at MSGH. We love you!

(Archive photo 2004)

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At the same time, I was helping a crew of our landscapers work on a patio and wall project at a new Montessori school being built in New Hartford, Connecticut. While working on the campus, I found time to speak with the owner of the school, enchanted with his version of education. I had heard of Montessori while in course studies, but was fascinated to hear first-hand how it all comes together.

I immediately went home and did as much research as possible on this incredible education method. I read Montessori’s The Absorbent Mind and The Secret of Childhood within a week, soaking up as much as I could. It was at this time, that I realized, if I wanted to help foster a love for learning, I needed to start early! Children do love learning, they are built for it. What they are not built for is the traditional form of

learning that I was taught; forcing them to sit and listen to lectures, quizzing daily. I called MSGH, seeking volunteerism. I was asked to come in and meet with the Head of School (at the time Julia Rinaldi-Alabid) and Program Coordinator, Úna Barry. It was Úna’s chat that really sold me; I needed to be a part of this kind of education. I was in luck; they were seeking an After-Care Assistant. The rest is history!

Describe your AMI training. what did you find the most challenging? The most exciting? The most rewarding?

I absolutely enjoyed my AMI training; it was such an enlightening experience. My training took place in sunny Denver, Colorado, drawing in people from all over the world. I was training with people from Canada, China, Japan, Germany, and all over the United States!

Through my time with these people, I gained such insight on other cultures, felt even more empowered about Montessori education, and made lifelong friendships. The course itself was incredibly intense, cramming everything into two summer sessions. While many times I remember feeling like I was running a marathon, I think it was necessary to be submerged in the pedagogy.

During the interim school year it was necessary to complete 250 hours of observation of children from birth through their third year of life. It was quite the challenge to complete those hours while working in the classroom at the same time. That said, it was absolutely amazing to see and understand the remarkable power the young body and brain has; from flexing his tiny toes for the first time, to understanding

22 Follow the Child | October 2012

complex language(s). The first three years of life are the most fundamental in the development of human beings and their potential.

How do your life’s experiences influence you as a teacher in the classroom?

I feel being the oldest of six children has greatly influenced my ability to work in the classroom. Growing up with so many siblings of different ages, everyone took a role in helping the family, as a whole, thrive. We needed to work as a group while understanding each other’s unique gifts and personality traits.

Now, being a mother myself, I see everything differently. I can now relate to the sleep deprived parents who are desperately trying to be consistent with a bedtime routine, along with the bittersweet feeling of dropping your little one off at school for the first time EVER.

why is the prepared environment so important to your classroom?

Children learn from everything around them. Dr. Montessori understood this, urging adults to refrain from “teaching” the young child, and instead, create an environment that fulfills their need for discovery. In the Montessori classrooms, careful attention is placed on the organization of the entire room. The teacher’s responsibility is to create an environment that is both accessible and beautified specifically for the child. Everything within the room has been considered: the furniture is size appropriate, pictures and art have been displayed at their level, and attention has also been given to how the lighting may affect the environment. The teacher becomes a guide, demonstrating how the environment and material in the room may best be used and the active learner is then set free to explore.

Children are often required to exist and learn in an environment that is not suited for them; a world that is too large and inaccessible. Children struggle in an adult-sized world, so it is understandable why they become frustrated. Creating an environment that is prepared specifically for the children allows the little ones to become intrigued with everything in the room (now that they can actually see and interact with it), feel pride and ownership of their community environment, and lessen the need for temper tantrums. The more accessible things are, the fewer struggles little ones will experience.

Anything else to share or add?

MSGH truly feels like a second home to me, the staff and families being an extension of my own family. I can honestly say I love coming to work every day! It’s a gift to witness the children’s growth and personal achievement. Throughout our time in the classroom, I become close with the children and learn just as much from them as they do from me and each other.

“Children learn from everything around them. Dr. Montessori

understood this, urging adults to refrain from 'teaching' the young

child, and instead create an environment that fulfills their

need for discovery.”-Ms. Toko, Toddler 2 Teacher

msgh.org | 23

Favorite food: Dark Chocolate

I can’t start my day without: A really hot shower and cup of coffee, though I wish I could cut the coffee habit.

last book I read: Re-reading Dan Kindlon & Michael Thompson’s Raising Cain: Protecting the Emotional Life of Boys

last movie I watched: Can’t remember, most likely a romantic comedy.

Favorite color: Red. When I was a very young girl, my parents tended to dress my twin sister and I alike. She would wear blue and I would wear the same outfit in red; the color stuck!

If I could have dinner with anyone, living or dead, I would have dinner with...

Honestly, my parents. I miss them so very much. My second dinner request would be reserved for Fredrick Chopin, my favorite composer.

CADC AwardsThe Connecticut Art Directors Club honors the best of creative work in their annual CADC Awards. We are so thrilled that co:lab, won distinct honors for their collaboration with us. co:lab won a Silver award in the category of Design in Campaigns. They also won one of the five special Judges Awards from across all categories, a most prestigious accomplishment. Thank you co:lab for all your hard work on our community’s behalf. To learn more about the Connecticut Art Directors Clubs please visit www.cadc.org. For more information on our friends at co:lab, please visit colabinc.com.

24 Follow the Child | Fall 2013

MSGH Alumni NewsDad writes in that “Catherine (Cat) Flaherty has started her Senior year at Kingswood Oxford School and was awarded the Brendan Gill prize for the most promising writer in the Upper School. This summer she spent a month at the Wesleyan campus, attending the Center for Creative Youth Program conducted by CREC, taking courses in photography and musical theater. After three years of Latin study at KO, she’ll begin studying Greek this fall. Where has the time gone since MSGH?”(Photos left- At MSGH and a recent shot!)

we want to hear from you! Email your Alumni Update to karaf@msgh.org and follow us on Facebook!

Meg Connor is entering 7th grade at Bristow Middle School. She plays Jazz Piano, percussion in the band, participates in musical theater performances and loves animals. She is still friends with Lindsey MacDonald, her Primary buddy from Mrs. Lockhart's class. She has many fond memories of Montessori and MSGH.

Abi Connor started as a “new-girl” or Freshman at Miss Porter's School in Farmington, CT. She is active in musical theater productions, plays clarinet and still has a love for learning. She has been working on a long-term project to raise enough money to install a well for fresh water in a village in Africa. Check out her project, “Wheels for Wells.” www.wheelsforwells.tumblr.com.

Tristan Wyskiewicz still remembers having Ms. Ana and Mrs. Aldridge as his Primary teachers. MSGH is a wonderful learning community which gave Tristan the independence to grow into a fine young man. Tristan entered 5th grade this fall at St. Paul's School. He has a love of math and science and hopes to become a Marine Veterinarian someday.

Alumna Moriah Way writes on behalf of her sister and herself Acacia:“We spent our primary years at MSGH. Garden parties were great! Acacia is a sophomore at the School of the Art Institute of Chicago, and Moriah is a freshman at DePaul University, Chicago. I, Moriah, had a crush on Sam Moffet (Jaqui's son)! He was highlighted in a recent newsletter. Our mom is now Montessori trained and owns Montessori of Greenwich Bay in RI. We love your newsletters.”

Welcome, Viviana Catherine Ayala!

We know there are many new little ones in our community. Additions to the family or other announcements can be

submitted to: karaf@msgh.org

Keep

in To

uch!

Haley Madigan and her Mom visited lower Elementary over the summer. Haley’s brother Kyle kept busy this summer helping MSGH archive in preparation for our 50th Anniversary next fall!

msgh.org | 25

We are thrilled that our Grandparents want more opportunities to actively participate in our community. With this in mind, we are reinstating a beloved MSGH tradition and bringing back Grandparents and Special Person’s Day to our calendar. Grandparents are encouraged to observe or volunteer in our classrooms throughout the year and are welcomed at all our Parent Information Nights or School events. Additionally, we have set aside a day unique to Grandparents or a Special Friend to actively participate in the classrooms. Additional information and invitations will be sent out soon, but please mark your calendar for May 9.

Grandparents' CornerPlease join Head of School, Úna Barry for refreshments and conversation at our Montessori School of Greater Hartford

Hosted by MSGH Grandparents

Early and Tutch Shirane93 Walbridge Road, West Hartford, CT 06119 • 860.231.9915

RSVP to the Main Office by October 11 860.236.4565 or Karaf@msgh.org

Grandparents’ Teas

Save the Date!

Winter Sing AlongFriday, December 20

10 a.m. Please bring a non-perishable item

for our FA Food Drive.

Grandparents and family members are welcome to schedule a time to volunteer, visit, or observe

in all our classrooms.

Thursday, December 19

8:30am

May 9, 2014 is

Grandparents' Day

26 Follow the Child | Fall 2013

We want to offer you the opportunity to touch the lives of many children.

You will soon receive a letter from us requesting your support of our Annual Fund. Like all independent schools, our Annual Fund is an essential aspect of the financial health of our community. Tuition alone does not fully cover our operating costs. As a result, we must turn to you, our friends and supporters, to allow us to realize the full richness of our Mission.

Contributions to our Annual Fund support current school year activities including classroom materials and programming, faculty professional development, and financial aid.

We believe that our students deserve the best we can offer them and ensuring funds for classroom materials and programming helps preserve our commitment to authentic implementation of Montessori principles. Our commitment to continued faculty development allows us to recruit and retain the best teachers for our classrooms. Diversity is a cornerstone of our Mission, and our dedication to financial aid through funds generated in the Annual Fund is an important aspect of maintaining our diversity.

Participation is very important as it indicates the level of engagement and commitment within our school. Please join others in your community in supporting our children and faculty with a tax deductible gift.

It is our Mission to foster a strong foundation for confident, compassionate participation in the world by nurturing each child’s unique gifts, passion for learning and independence. Your gift supports this Mission in our ultimate pursuit of Education for Peace. We thank you for considering a gift in support of this work.

Advancement Corner

“Whoever touches the life of the child touches the most sensitive point of a

whole which has roots in the most distant past and climbs toward the infinite future.” -Dr. Montessori

Classroom Materials and Programming

Faculty Professional Development

Financial Assistance

Where MSGH needs it most

My gift is: In Honor of:

In Memory of:

I/We gift $

860 236 4565 | f 860 586 7420 | Tax I.D. number: 06-0804807

| information@msgh.org | www.msgh.org | 141 North Main Street, West Hartford, Connecticut 06107

Current Parent

Alumnus/a

Parent of Alumnus/a

Grandparent

Friend

Trustee

Affiliation:

Thank you for supporting the Montessori School of Greater Hartford!

To give online visit:

www.msgh.org Support MSGH Make a Donation

For questions, please contact Kara Fenn, Director of Advancement at 860.236.4565 ext.27.

Montessori School of Greater HartfordAnnual Fund Campaign 2013/2014

Name(s)(as you wish to appear in the Annual Report)

Maiden Name, if MSGH Alumna

Address

City, State, Zip

Home Phone E-mail

Please initial here if you wish to remain an anonymous donor

The Maria Montessori Circle $5,000 +

The Pink Tower Circle $2,5000-$4,999

The Director’s Circle $1,500-$2,499

Benefactor $1,000-$1,499

Sustainer $500-$999 (Leadership Level begins)

Patron $250-$499

Supporter $100-$249

Friend up to $99

Categories of Giving

Should any fund become oversubscribed, MSGH will use the gift where it is most needed.

141 North Main Street West Hartford, CT 06107

Rolling AdmissionsServing children 15 months to 12 yearsProgramming available 7:30am–5:30pm

Open HouseSaturday & Sunday

October 26-271-3 pm

We hope that you will encourage your

friends and family to visit us at our:

Thank you, Margeaux Ford for telling all your

neighbors about our Open House!