At work with sensorial materials.

Click heading to skip to section

Next Week at Hilltop

MONDAY 2/2

Cultural Cooking

3:15-4:45

MS Basketball Game at Dummerston 4-5

TUESDAY 2/3

Rescheduled

OPEN HOUSE 9-11

Drum Circle 3:15-4:15

MOVING-UP NIGHT 6-7

WEDNESDAY 2/4

Creative Movement

3:30-4:30

UE Basketball

3:15-4:30

MS Basketball Game at BAMS 4-5

THURSDAY 2/5

Winter Sports!

FRIDAY 2/6

Fire & Stone 3:15-5:00

MS Basketball 3:30-4:45

Notes from the Head of School

Once again, a group of staff traveled south-east on a Saturday in January to attend the Montessori Schools of Massachusetts Conference. This year nine staff members joined in hearing the keynote speech, "Helping At Risk/Learning Different Students" given by Dr. Joyce Pickering from the Shelton School, the largest Montessori-based school for children with learning differences in the world. Dr. Pickering emphasized the strengths of the Montessori approach for all children, especially those with learning differences. She also noted where more intentional instruction can help further support some of our learners. Dr. Pickering highlighted that:

Montessori is one of the few education programs that includes direct teaching of the senses, enabling us to teach refinement of these skills and, in some cases, notice a developmental concern. In our Toddler Program and Children's House classrooms, we can quickly see if there is a potential hearing issue when a child works with the sound cylinders. We directly teach both the distinction and the language for subtle differences in size, texture, shading, etc.

It is critical for students to put everything into words, so that experiences can turn into concepts, which makes them useful. Montessori's three period lesson (this is...show me...what is) directly teaches putting into words. We can further this process by having students put a math process that they do with materials into words to solidify their understanding of what they have learned.

After attending Dr. Pickering's talk, each of us also attended two of the twenty-five other sessions offered. All of us came away with confirmation of what a wonderful, authentic Montessori school we have, ideas to implement in our classrooms and programs, and things to discuss and share with our colleagues. Some specific insights of note are:

Some students need exactly the kind of direct instruction in social skills that our "peace curriculum" provides
Real world math problems and projects should continue to be a critical part of our curriculum - with new great ideas for more of them, including ones that build community!
New ideas for how to use technology in the Upper Elementary classroom

How to choose the "just right" book for a budding reader

How to be "present" with a child and help them to "be present" with you - building on our mindfulness work
The economic diversity of our school community is wonderful and brings with it challenges that we might want to address more directly
Emergency planning can take many forms and requires extensive communication . . .

As always it is wonderful to feel part of a larger community and share ideas among others with a Montessori approach. We are already acting on and sharing the insights we gained to our community back here in snowy Vermont!

-Tamara

Dates for your social calendar

Friday, March 6th

Support and celebrate the 2015 Alabama Odyssey with

A WINTER-CHASING, DOWN-HOME COUNTRY CONTRA DANCE

Becky Tracy / Keith Murphy and friends

Stomp The Arts Barn

7 to 9 pm

Hilltop Middle School's Alabama Odyssey is a biennial encounter and exploration of civil rights and reality in one of the U.S.'s most culturally rich but economically depressed regions.

Tickets: $5, $20 cap per family; children under 6 free. Delicious gourmet snacks, refreshments, and crafts available. Cash or checks at door please.

Saturday, April 4th

"Vintage Swing" Dance and Auction - Not too early to start thinking about the dress!

The Auction committee needs your help finding enviable items and or experiences. Have an uncle with a house in Tuscany? Know someone with a hot air balloon? Contact Amelia if you have ideas.

Proceeds of this event benefit the Financial Aid Fund at Hilltop.

Toddler Room

The toddler classroom is prepared to provide a rich language environment to support the children during their Sensitive Period for language. We read lots of books, provide models of clear spoken language, and fill the shelves with nomenclature objects and cards to help children develop large vocabularies. Dr. Montessori devised a technique called the Three Period Lesson to teach these vocabulary lessons. A Three Period Lesson consists of an Introductory Period, a Teaching Period, and a Testing Period. This week Isaac, a revolving group of onlookers, and I sat down with a new set of nomenclature objects (grooming tools including a brush, a mirror, and a clip) and shared a Three Period Lesson. Here's how it worked:

1) The Introductory Period

I introduced the name of each object. "This is a brush. This is a mirror. This is a clip."

2) The Teaching Period

Isaac had an opportunity to handle each object and hear its name several times and then we played a game together. During the game I gave Isaac several simple and playful commands like "Move the brush here (pointing to the far corner of the work mat)" or "Put the mirror in Henry's lap" or "Place the clip in my hand." Isaac carefully listened to the directions and followed them. One time he even corrected himself - he heard brush, began to reach for the mirror, stopped himself, and then proudly held up the brush!

3) The Testing Period (not always done with toddlers - dependent on spoken language skills and willingness to answer questions)

I knew that Isaac was able to recognize the names of the objects when I spoke them, but I wanted to know if he could recall their names independently. Time for the Testing Period! To maintain the fun and playfulness of the lesson and to set Isaac up for success, I didn't directly ask "What's this?" Instead I pointed to the brush and prompted, "This is a..." giving Isaac a few seconds to answer independently. Isaac smiled and said, "Brush!" I encouraged, "Yes, that's the brush! You remembered it's name!" Next I pointed to the mirror and prompted again, "We call this a..." Kennedy, observer to the lesson, called out, "Mirror!" I responded, "Yes, it's a..." giving Isaac the opportunity to say the name too. Isaac said, "Mirror!" Smiles and cheers! Finally, pointing to the clip I prompted, "And this is called a...." Isaac and Kennedy together said, "A clip!"

Enjoy the weekend.

Ellie & Hannah

Willow Room

Dear Families of Hilltop Montessori School,

We are happy to find that both children and staff are recovering from the several illnesses that have been circulating around. We are now back to our normal routine!

A child's last year in Children's House is a valuable time to expand on developed skills, and further understanding of the inner-workings of classroom materials. Along with explosions in language -- reading and writing for some -- the foundational materials of the Montessori environment are explored in new ways. For example, two older children in the Willow Room found a new way to explore the Red Rods and the Brown Stairs, by creating or designing a structure, including making "architectural" drawings. During this process, the children began to think more

absrtactly about the process of building. It is during this work and exploration that a child begins to research the big questions of "how" and "why." Some of these projects may be finished during a single morning, or continue for several days. It is an exciting time!

We will be introducing a new friend to the Willow Room! Sophia will joining us on Monday, February 2nd. The children are eager to get to know her and look forward to showing her around our classroom during our morning work period. Please join us in giving a warm welcome to Sophia and her family!

Warm Wishes,

Jonathan, Rebecca and Mariam

Uri explores the Thermic Tablets.

Talia practices drawing a cat.

Aiden plans, draws and builds using sensorial materials.

Birch Room

The Three Year Cycle

First year students are beginners. They receive lessons from teachers and learn from older children through observing their work. When working with those older children, younger children generally learn quickly and enthusiastically. Second year children are more independent and comfortable in their environment. They learn how to interact with both older and younger children, while developing their knowledge and skills in all curriculum areas. The third year children have the opportunity to become the role models and leaders of the classroom. They reinforce their own knowledge and skills by sharing and teaching what they have learned!

Have a great weekend, and don't forget slippers on Monday!

-Cheryl and Serina

Lucas and Sebastian work on the addition strip board together.

Natalie works on her numerals with an older and a younger friend.

Malika builds a numeral for Jade as they work together.

Others have been busy writing numerals on a paper replica of the 1-100 board, or practicing writing their alphabet using the sandpaper letters as a guide. Last

Thursday was our first skating afternoon, and many of the olders were out with the stomach bug. This week, everyone was here for skating! Don't forget to bring your helmets and car seats next week.

Stay healthy and warm!

- Cheryl and Serina

Lower El

We may have lost one day to snow, but that didn't stop Lower El from resuming work in full force on Wednesday. We are currently studying the fundamental tenses: present, past, and future, as well as digraphs (two letters that share one sound, as in "ch," "wh," and "ck," to name a few) Those who hadn't heard of the "FLoSs" rule before, learned it this week: When a f, l, s, or z is heard after a short vowel in a one-syllable word, it is spelled with a double "ff," "ll," "ss," or "zz." (puff, bill, pass, buzz).

Other subjects we are studying:

-The Clock of Eons ( more information on that soon)

- Geometry: point to solid, pinwheels, adding and subtracting angles

- Grace and Courtesy: reflective listening

We welcome sharing from the children in Group A next Monday:
Shoshana, Marian, Ely, Henry, Tucker, Kaya, Pete, Ben, and Parker

Enjoy your weekend and have fun in the snow!

Kerstin and Patrick

Back to top

Upper El

The sixth years have embarked on a short study of probability. After learning about the probable outcomes of rolling two die and the probability of rolling, say, a sum of 9, they tried it themselves. Each student rolled the two die 36 times and recorded their results. We then used Excel to make a spreadsheet comparing 2 students' results, averaged them and made a graph.

	Shouldda	Sam	Mason	Average
2	1	0	1	0.5
3	2	2	2	2
4	3	7	3	5
5	4	4	5	4.5
6	5	9	3	6
7	6	5	10	7.5
8	5	2	4	3
9	4	4	3	3.5
10	3	2	1	1.5
11	2	0	0	0
12	1	1	4	2.5

Middle School

"We pass through this world but once. Few tragedies can be more extensive than the stunting of life, few injustices deeper than the denial of an opportunity to strive or even to hope, by a limit from without, but falsely identified as lying within."

~Stephen Jay Gould, The Mismeasure of Man, 1981

This is one of the quotes that Nora prefaces her Science of Race curriculum, which we began this week. In the introduction to the curriculum Nora writes:

"What does it mean to belong to a race, biologically speaking? Do our external differences reflect some deeper internal difference? What role has science played in shaping our racial identities? Do racial distinctions have anything to do with science?....In pursuit of your own answers to these questions, you are about to embark on a scientific exploration of race."

We entered this study with a conversation on white privilege. Students then interviewed their families about their understanding and recognition of white privilege and experiences with race. The ensuing conversation was fascinating, honest, and revealed the continuing need to examine the role of race in our society.

Nora's curriculum is another example of the integrated curriculum we feel is central to the middle school program and experience. As we explore the scientific nature of race, we are continuing our examination of the Civil Rights Movement and preparing for the odyssey to Alabama.

It is a busy weekend with an essay on To Kill A Mockingbird due on Monday and research topic choices due on Tuesday. This research project about someone involved in the Civil Rights Movement requires careful thought and background work. Not only will the student be writing a specific outline and research paper on this person but also a speech written in the spirit of that individual. The memorized speech will be recited during the course of the Alabama Odyssey.

Have a lovely weekend,

Paul, Finn, and Nora

Students present how we perceive what is truth in science.

Physical Education

Students from Children's House through Middle School got out on a few of inches of snow with snowshoes and cross-country skis in PE class last month.

Community News

Living Memorial Park Snow Sports - a.k.a. T-bar at the Park - is open for business! LMPSS is a non-profit, all volunteer organization that runs and maintains the ski area at the park. Only $5 for an all day ticket, night skiing included. Free lessons on Thursday evenings - just bring your own equipment.
Check out their website or Facebook page for hours and more information.

Hilltop Montessori School