“The needs of mankind are universal. Our means of meeting them create the richness and diversity of the planet. The Montessori child should come to relish the texture of that diversity.” – Dr. Maria Montessori

It’s hard to find fault with Evergreen – a beautiful mountain town with a small-town feel just minutes away from a metropolitan capitol city and airport along with beautiful weather conditions. It’s a dream for those that love the outdoors and enjoy wildlife. We even celebrate the traffic jams caused by our local elk herds!

However, our lovely town is missing something. It comes up often in conversation among each other. Among those debating a move to Evergreen. Among those looking at local demographics. While we may differ in many ways – religion, politics and socio-economics, for example, we can see that most of us identify as being white. In fact, according to various online sources, 97.3% of Evergreen identifies as white only, 2% identify as being Hispanic or Latino, and only 1% identify as being more than two races.

This is not typical of other areas of our state or the country. How do we teach our children who have never lived anywhere else to learn how to not only tolerate others that are different, but accept and relish their differences? How do we learn what our own biases are, and grow in that discomfort to recognize and overcome them?

At MSE, we strive to live up to the inclusive philosophy of Dr. Montessori. We are learning as we do this work, and will continue to work alongside our friends of color and those with differing beliefs from us. Being uncomfortable means we are growing and work is being done.

Much of our Montessori curriculum lends itself to natural discussions around these areas, but we can always do more and start even earlier. From a toddler age on, we are introducing Montessori materials to our students that depict other cultures. For example, in the month of December, our toddlers had the option to explore materials in the classroom we refer to as works. There were Christmas tree and candle works, a Menorah work, and a Kwanzaa work. We are always striving to do better, and realize we need to have a group such as members from the Brother Jeff Cultural Center in Denver come up and give us lessons on how they celebrate Kwanzaa and light the Kinara. Primary students also study each continent in-depth as they learn about how people meet their needs around the world.

We have learned that children form some biases by age five. We are looking at ways to introduce discussions of race and bias at an earlier age. While our middle school students delve into discussions on stereotypes, the refugee crisis and the novel, “To Kill a Mockingbird”, what else can we be doing? How else can we be guiding our students to best be prepared for the world around them while living in our cultural climate in Evergreen? We look forward to taking advantage of the multitude of resources available to help us guide those conversations.

Service learning is also a major component of the education we provide to our students. It differs from community service in that we partner with others and really dive deep into what is actually needed, rather than what we think someone else needs. We follow the lead of experts – the people we serve. For example, our 8^th years work regularly throughout the year with those that are elderly at Bessie’s Hope, and with those that are refugees at Mango House. Our 7^th years take on a world religion study their entire year, learning about how other religions and spiritualties differ and relate to ones we are familiar with. Our lower elementary students work with women, children and clients who are experiencing homelessness at the Gathering Place. Every project we begin and every hour we spend with our friends is based directly on their needs. It may be holding hands with an elderly woman for two hours so she can feel a connection, a human presence. It may be helping children who are refugees in this country practice their English and work with them on their homework. In the midst of that work, thoughts and ideas are shared. Differences are discussed, understood and ultimately celebrated. Everyone feels the sense of community and our students walk away with their hearts full – receiving much more than they have given.

We invite guest speakers to speak on tolerance and respect. We are honored to have Mr. Jack Adler, a Holocaust survivor, spend time with our middle school students and parents next month. We attend workshops and conferences such as the Conference on World Affairs at CU Boulder that delve more into this work, and expand our worldview. We spend faculty meetings learning about how to best incorporate anti-bias and anti-racism education into our community. Past and present MSE teachers are helping create Montessori programs in Tanzania and Nepal – working as a team to understand each other’s culture as they build a program together and sharing that experience with our students. There are so many resources out there, but it’s up to us to expand our ways of thinking and to intentionally grow a climate of inclusion.

Our goal is not to sway a student or family’s personal belief system one way or the other, because that diversity is respected, but rather to expose our students to experiences and to better understand differences in their world. Dr. Maria Montessori’s words are so relevant (despite having passed away in 1952). While we all have differences, our basic needs are all the same. It’s that connection that ties us together always.

To learn more about Montessori School of Evergreen, please call Christiane Leitinger at 303-674-0093 or visit us at www.montessori-evergreen.org.

 

Spring is around the corner and at schools across our community the admissions season is in full swing. In fact, students and families all over the country are making decisions about where they want to find themselves this fall – from those attending school the first time as a toddler or kindergarten student, or continuing their education as a college or graduate student. These decisions are best made with a thoughtful research, including tours of schools, meeting with teachers and admissions directors, and seeking references from others.

As with anything in life, going through an unfamiliar process the first time may seem daunting. How do you even begin to make such an important decision? It all comes down to finding the right fit for your child and family. How do you determine this? Does your student have a passion for the arts, ambition for a dance or athletic scholarship, or desire for scientific research facilities? Strong preferences can help narrow down school options for an 18-year-old. However, for a younger student entering into primary, elementary or even middle school, it becomes more about what is a best fit for the whole family. From our years of experience giving admission tours for families from all walks of life, here are some helpful tips to get you started on this journey:

• Spend time perusing school websites, call schools of interest, ask initial questions on the phone, search for local recommendations (online Facebook groups can be helpful, especially if you are out-of-state), and talk to neighbors, friends and other parents. You will be able to find useful initial information this way (what kind of school is it, is the school accredited, what are the tuition rates, academic strengths, school programs, specials offered like music, art or a world language, etc.).
• Once you narrow your preference to a few schools, here are some considerations:
  1. Logistics. Are you, or will you be, physically located near your school of interest? If not, how far are you willing to commute each day given all factors (traffic, weather, job schedules)? Are there carpool options with other families, or a bus service option? What are the hours of service? Does this fit with your work and family schedule? If your child is pre-school age, does your child do well staying at school for several hours a day, or does he/she do better with the afternoons at home?
  2. Family values. Look at all aspects of the school that may or may not match your family values (school community values, character building or discipline of students, input and involvement of parents, etc.). You will likely develop long-term relationships with your child’s friends and their parents – do they share similar values?
  3. Is the school inclusive and supportive of your beliefs? Of who you are? Of others’ diversity? Did you feel welcome immediately (on the phone or on a tour)?
  4. Special needs/support services. Does your child need extra support? Does the school offer enough on-site support? Does the school have the resources to attend to your child’s special needs? Does the school have experience with differentiated lessons for individual students?
  5. Can you get access to Annual Reports? School Board or Board of Trustees’ documents? Parent Association minutes? Is the Principal or Head of School accessible, and are the teachers available for parent consultations?
  6. Tours and Shadow or Visit Days. Does the school open their campus and classrooms so you can get a real feel of what a typical day looks like? Is there an option for your child to share their voice? Will he/she be able to shadow or visit in a classroom with potential future classmates to get a sense of the social and academic dynamics?
     1. On your tour, are you invited to sit and quietly observe in the classroom to take in how the classroom runs?
     2. As you tour, observe the following: Do the children look at ease in the classroom? Are they interested and engaged? How do the children initiate lessons? How do the teachers approach the children and guide them to lessons? How are the children involved in their work for different periods of time? How do children react to their mistakes or errors? How is a correction made? Observe the different stages of self-discipline and self-restraint, the different types of activities the children are engaged in and the role of the teacher. Do you see examples of cooperation between children working in pairs and in small groups? Are the children sensitive to the needs of others?
     3. Also notice cleanliness, orderliness, and layout. What is your immediate impression of the school and classrooms? Is it welcoming and uncluttered? Is it organized in a manner that is child-centered?

After tours, we often hear parents and children say, “We just knew Montessori School of Evergreen was the right fit the minute we stepped through the doors”. Remember, everything you read may appeal to you as a good fit, but taking the time to physically experience the school will really tell you everything you need to know!

To find out more about Montessori School of Evergreen (MSE) or to schedule a tour, call Christiane Leitinger at 303-674-0093, or email cleitinger@montessori-evergreen.org. It’s not too late to enroll for the fall!

 

Why would 4th and 5th graders tackle such enormous problems as border disputes, displaced refugees, nuclear proliferation, toxic waste spills, and global warming? Because they can! The World Peace Game (WPG) is a global-scale political simulation in which students are immersed in complex issues that require critical thinking, negotiation skills, collaboration, and leadership in order to solve. Students take on roles such as prime ministers and cabinet members, United Nations leaders, World Bank officers, legal counsel and even arms dealers. In eight game sessions over the course of three months, they successfully found solutions to every crisis and raised the net worth of all four countries, achieving world peace!

When describing the game, the World Peace Game Foundation website states, “students explore the connectedness of the global community through a variety of crises: economic, social, environmental and the imminent threat of war. The goal of the game, led by students grouped into “nation teams,” is for each participating country to extricate themselves from crisis situations and to achieve a measure of prosperity across all countries, using the least amount of military force possible”. Each game day, students review crises, negotiate terms and state the declarations of their individual countries and groups.

In this interactive social setting interwoven with highly wrought philosophical issues, students develop the skills necessary to identify and solve some of the world’s most intractable issues. Watching nine to eleven-year-olds solve the world’s most difficult issues with critical analysis, thoughtful negotiation and collaboration is an inspiration. When asked what characteristics make a good negotiator, James Lafferty, a fifth grader shared, “To be a good negotiator, you should be a good compromiser, someone that believes in justice and fairness, someone serious, someone kind, someone who believes and someone who is willing to sacrifice”. Daphne LeClercq, a fourth grader replied, “a good negotiator needs to be flexible, smart and strategic”.

The World Peace Game is only one vehicle for teaching and allowing our Upper Elementary students (fourth and fifth graders) to practice higher level thinking skills, for providing experience in solving real world problems, and for creating meaningful learning opportunities. Current events take on a new importance as students struggle to find solutions to very similar issues in the game. Children who may not choose to be a leader in other situations find the confidence to speak up and take a stand on issues important to them. Learning opportunities like this teach children that they have a voice and can make a significant difference in the world. It is exciting to think that these young people are our future leaders.

While many schools can’t implement this remarkable curriculum given the constraints they are under, our Montessori environment welcomes the addition of the World Peace Game as it dovetails beautifully with the values of a Montessori education. At this time, we are the only school in Colorado to implement the WPG as a regular feature of our curriculum (other schools offer it as a summer camp option). This game is played every two years, which gives every Upper Elementary student a chance to play during their time at MSE (this game was first played at MSE in 2013).

“My students learn so much about personal agency and global issues from participating in the World Peace Game,” says Vicki Thompson, the Upper Elementary teacher who facilitates the game. “They really dig deep and research the impact on society when faced with major decisions, such as whether to instigate nuclear war.”

When students were asked to reflect upon the World Peace Game after their final game day, they had a lot to say. When asked “What was the purpose of playing the World Peace Game for you”, Morgan Lindsey, a fifth grader replied, “It was to prepare us to be more bold, more strategic, and more prepared to bring peace to the world”. Tanner Gray, another fifth grader stated, “I always knew there was fighting and war going on between countries and disagreements about politics, money, religions and so much more. I think the point of the WPG is to teach the future generations how the world works, and how to work toward fixing it, and not making it worse. The game is teaching us and preparing us to go out into the world with the expectation we can make the world a better place”. Luke Gilchrist, a fourth grader shared, “I feel the purpose of the World Peace Game is the fact that it made me a whole new person. I was not a very good negotiator until I started getting involved with having to solve crises. I also think I was able to recognize the world in a whole new perspective”. Amelia Parrott, also a fourth grader, reflected, “The purpose for me was to take my experiences from the WPG into the real world. I someday hope to use these to solve a big problem, like climate change. I’m positive that these skills can help me change the world!” Ellie Smith, a fifth grader finished with “The purpose of playing the World Peace Game for me was learning what is really going on around the world. It inspired me to try to achieve world peace in real life”.

The World Peace Game was developed by legendary educator John Hunter and is used as a platform for critical-analysis, collaboration, nuanced understanding of global issues, communication and creative problem solving. John Hunter trains all WPG facilitators in an intense weeklong workshop. To learn more about Montessori School of Evergreen’s fascinating elementary program, please contact Christiane Leitinger at 303.674.0094 for a tour.

 

 

 

 

 

 

 

Upcoming Events at MSE

Open House, January 20, 9:30-11:30 a.m. at 6989 Highway 73. Learn more about MSE, our programs and curriculum, meet our Head of School, faculty and staff, and tour our classrooms!

RSVP: 303.674.0093 or www.montessori-evergreen.org

Becoming a Love and Logic Parent with parenting expert Barry Ebert, February 6, 13, 20 and 27 at Montessori School of Evergreen’s Gym – 6989 Highway 73. More info/RSVP: http://barryebert.com/workshops/

Bright lights. Big buildings. Crowded streets. Lifelong memories. As Head of School, I was grateful to have the opportunity to travel for the first time to experience a weeklong school journey to New York City in October. Every year, MSE 8^th graders attend a three-day conference called the Global Citizens Action Project (GCAP) with many other Montessori Middle School students around the country, as well as from Canada and Mexico. As part of the conference, students attend workshops about global issues, and visit the United Nations (on international territory within the city) and visit with a particular mission to the U.N. (in this case, we were able to visit the Afghanistan Mission). In addition, our jam-packed schedule included introducing our mountain students to the big city – with visits to a Broadway show, the 9/11 Museum, MoMA and Top of the Rock. In addition, we walked everywhere, and enjoyed city transportation (the New York City Subway). Sampling fresh pizza and bagels were also on the agenda!      

As part of our Montessori approach, students begin preparing for this trip the summer before their 8^th grade year. Each student chooses a service learning project on a topic they are passionate about, many connecting with a local agency that provides services, and figuring out a way to implement their project. These projects range from support for cancer patients, animal shelters, senior citizens, refugees, at-risk youth, bird ecosystems, school composting, to those that are homeless or with life-threatening illnesses, to making Montessori materials for a school in Nepal, supplying books to children in South Carolina and helping stray dogs in Mexico. While at GCAP, each student shared their service learning project to other conference participants, an audience of hundreds, refining their presentation skills at the same time! Other schools have been inspired by our previous presentations and have since then started service learning projects in their own communities – so good continues to spread from Evergreen! For photos and more details about each student’s project, visit Montessori School of Evergreen’s Facebook page.

8^th grade teacher, Chris Lafferty, challenges her students to look at each global issue from a variety of viewpoints, focusing on critical thinking. Together they investigated complicated issues such as hunger, poverty, the refugee crisis, racial and social inequity and women and children’s rights. They also studied the challenges and successes of the United Nations, and researched ahead of their anticipated discussion with a top diplomat from Afghanistan. This man spent over an hour discussing our students’ research of his country, the positive and beautiful aspects, along with the many challenges Afghanistan faces. He explained how he was part of the opposition party that recently gained control of the country, but also how this control was split between different groups, and challenging to manage.

After the conference, our students were able to explore the big city! Student choice, although not unstructured and completely free, is one fundamental Montessori element that gives students ownership of their work and supports a level of individual interest and engagement beyond what is seen in typical school environments. In preparation for this trip, students proposed and collaborated on the itinerary. Not only did they have to agree on what sites to visit, they also had to figure out how to transport themselves around the city, calculate costs/budgets and learn practical traveling skills. We enjoyed dinners featuring authentic Cuban, Ethiopian, Thai and Chinese food (where our Mandarin students practiced their conversation skills ordering dinner for the entire group.)

Students prepped in advance for our visit to the Museum of Modern Art (MoMA). Prior to traveling, each student researched and created a podcast about their favorite art piece at the MoMA, which was then loaded onto iPods. During their visit, students were then able to listen to their classmates’ podcasts while standing in front of Van Gogh, Picasso and Pollock paintings. The group quietly moved from painting to painting, listening to the various passionate and interesting presentations of history of the work and artist, as well as features and possible interpretations of meaning each student saw in the work. Perhaps it also brought back memories from the students’ time in Primary and Elementary – looking at and discussing art with our longtime Art Appreciation teacher, Nancy Benedick, and current Art Teacher, Lila Jones.

This is just a glimpse of our meaningful trip to New York City. I want to end with a few vignettes that most represents the way we work with and empower students at MSE to be aware of themselves and their connection to others:

A tourist who shared our bus tour insisted on being photographed with our students because she felt they were so genuine and kind (after the photo, our students serenaded her with the “I think you’re wonderful” song, which they know well from their time visiting with local senior citizens in assisted living facilities as part of our curriculum on human development).

The diplomat from Afghanistan (mentioned previously) called the GCAP conference leaders (this does not happen regularly) to specifically state how impressed he was by the engagement and knowledge of our MSE students.

The concept of independence and freedom fostered at Montessori School of Evergreen, which is directly tied to understanding individual responsibility and compassion for others, is clearly shown during experiences like this. To learn more about Montessori School of Evergreen, call Christiane Leitinger (Director of Advancement), for a tour at (303) 674-0093 or visit our website at www.montessori-evergreen.org.