Separation Tips

Thu, 15 Sept 2011 22:35:27 GMT

Those first few days of school may be a little rough on your child and on you. Here are some suggestions for helping good-byes go smoothly:

Prepare your child the night before school. Discuss what will happen on arrival.
Make the good-byes as brief as possible. Give each other one big hug and one big kiss; it is important to establish this routine. If your child is upset, the sooner you get out the door, the sooner he/she can start to recover. Some parents place an extra kiss in their child’s palm in case they need it later.
Do not wait for your child to become distracted and then sneak off.
Do not tell your child that you will be waiting right outside; this encourages your child to try to leave the classroom to get to you.
Model behavior for your child. If you are cheerful and mater-of-fact, it will be easier for your child as well.
If problems persist, try to find out if there is something bothering your child at school. Let the teacher know; perhaps it is something that is easily remedied.

Remember, this is a process and may take time. You will get through this process with love & firmness.

Welcome to our new year!

Fri, 16 Sept 2011 22:35:27 GMT

Welcome to the start of a new school year, a year of growth and discovery for you and your child that will never again be repeated. We are thrilled and excited that you have chosen us as your partner in taking this journey. You have enrolled your child in a truly exceptional institution different from any that we as adults know of in the “normal” world. What can you expect from us in this coming year?

1. You can expect that we will care for and honor your child as the unique individual that he/she is.

2. You can expect that we will be committed to your child’s growth and development this year as we perceive his/her needs and interests.

3. You can expect that we will be committed to your understanding of what we do here to the best of our ability, strength and time.

4. You can expect that we will act in a professional and caring manner toward you and your child.

5. You can expect that we will be honest with you and that we have no intention to deceive or cause harm to you and your child.

6. You can expect that we are committed to Maria Montessori’s vision of creating global citizens, world peace and leadership as age appropriate for your child.

7. You can expect our staff to be committed to your child, you, our school and the Montessori ideals beyond all usual standards.

A school is nothing but people, and no institution can be any greater than its weakest link. What do we need from you in order to provide all that your child deserves from us, and to be an experience that will influence you and your child for the rest of your lives?

1. We ask that you learn about Montessori education, its goals and values and the manner in which our school in particular delivers it.

2. We ask that you attend every event we hold to further your understanding of Montessori in general and RVMA/Cherry Blossom in particular.

3. We ask that you volunteer your time and talents where you can to be able to offer your child ideas and ideals beyond what we as a staff can offer.

4. We ask that you bring your child to school on time so that we may offer him everything he is entitled to that day.

5. We ask that you pick her up on time so that your child never sees school as a place he is abandoned.

6. We ask that you rise above the normal beliefs and conventions that exist in the world and join us in creating a better world for our children.

Thank you again for joining us in a year of life together. As the great Indian Chief Sitting Bull said “Let us put our minds together and see what a world we can create for our children."

Lessons Learned From Lawnmower Racing

Thu, 4 Nov 2010 22:35:27 GMT

Written by Tina Paccione, Director of Development

There is a lesson to be learned in everything that we do, even in racing lawnmowers. Yes, mowers altered to weed out the competition to determine who has the cutting edge machine. Where a MOWtivated racer participates in US sanctioned races televised on national networks such as MSG, Fox Sports Net and even featured on an episode of “Home Improvement”.

Since my family is spread out over the East coast, it’s been a dream of mine to see them more often. In the past, we saw them once a year, but it was typically every other year that we visited with at least a few of them and not all at the same time. Little did I know that it would take a machine built for cutting grass, a chore that was assigned to my brother growing up, to bring us together a half a dozen times a year.

My father, who lives in Florida, took up the sport several years ago as a young 60 something-year-old man looking for another hobby. It’s not that he needed one as he spent his free time fishing and camping while still operating his own landscaping business.

After seeing the sport featured on TV, he joined a local racing chapter and very quickly became known as the “Rocketman” for his incredible fast starts and first place trophies. That’s right, trophies. There is no money, no major prizes; just bragging rights and a plastic trophy.

Soon, my brother from North Carolina joined the team and he was coined; “Rocketman Junior”. That’s when Rocketman Racing was born. The next to join was my husband, who on a visit to Florida 3 years ago was given a chance to ride one of my dad’s machines as a way to stop or lessen the heckling that was coming from his unforgiving son-in-law.

At that, we had another avid racer in the family and the next week he was off to Michigan to qualify for the National Championships held in Mowhio where he was eventually crowned the National Champion…of lawnmower racing (the IMOW class, that is, which stands for International Mower of Weeds). Are you starting to see the innuendos used in the sport?

Since that time, our team has expanded to include myself and a cousin from upstate NY among others. We have 7 racers, 10 machines and we run in all 7 classes of races. We gather on average once, sometimes twice, a month during racing season and our mini family reunions have pulled our family closer.

While the fun and camaraderie, and yes the laughs that go with it, are centered around a sport that may not rank as serious, this sport and being with my family has made a serious impact on the way I live my life. Not only has this sport given me the chance to spend more time with my family, it has provided an opportunity for me to bond with my dad again and in some ways tighter than when I was growing up. He has taught me many things over the years and I still find myself a student of his wisdom.

He has shown the entire racing community what it means to be a racer; that it doesn’t matter if we win or lose. It’s how we play the game. How we relate to one another and how we treat each other both on and off the track (or field, or court, or business, etc.). My dad is a winning driver. He takes his mower and his running starts to the machine at the beginning of every race seriously. He prepares his mowers for many hours days before the race and continues to tinker with them right up until race time. The other racers know him for his starts that leave the younger drivers in the dust, but that is not what he will be remembered for by those involved in this sport. He is a person who will give of his time, talents and knowledge to help a fellow racer. I have seen on countless occasions my dad run to the track during a race that he is not in and help get a mower going and get the racer back on the track. He offers his tools, parts and expertise to anyone who needs it. Most of the time, he reaches out to them before they get a chance to find him. He has won numerous awards for not only his speed on the track but for the character he brings to the track. He is respected by all, a role model and mentor to many and a gentleman.

Another lesson has to do with supporting those who support us. For several years, I entered the gates of each race venue with a car load of family and proudly announced that we were the “pit crew” and proceeded to the pit area without paying the nominal fee charged to spectators. Boy, did I outsmart them, I thought as I kept the few dollars in my wallet for the concession stand or whatever souvenirs the kids wanted from that particular trip.

Then one day I was riding with my dad as he entered the gates to set up for his weekend of racing. He smiled and made small talk all the while he was taking money out of his wallet to pay for every person in his vehicle. As he drove away, I asked him why he paid; wondering if he was getting senile and forgot that as a racer he didn’t have to pay. His answer came with wisdom and reminded me of the same innocence I see in my children; when they do an act of kindness not because they should, but because that’s just what they do. He said that the local chapters put a lot of money into setting up these races and making sure the racers are taken care of. They provide full meals after the first night of racing for the racers and their entire families. Then came the words that will stay with me forever: “They can’t support us if we don’t also support them.” Wow, how prophetic but yet so simple. I will never forget this encounter with my dad but yet I have to stop and remember his words when I revert back to old habits.

I find myself looking for bargains, deals, the best way to get something for free. In fact, recently I found myself asking for a refund after paying for my three kids to enter the Bounce Castle when I realized that a receipt from the store that I just made a purchase in ensured them free access. That would have been a savings of $6! Luckily, my husband, who is also under the tutelage of my father, reminded me that this was a fundraising effort for a college organization. Immediately I thought of my dad and how his example, however influential as that moment was, took the back seat when my “automatic habits” took over.

Now I am more aware of where to look for bargains and where to spend my money to support a cause. For me, paying more for something when it benefits more than just the seller is the greatest feeling I could have and I know I’ve just made a difference in someone else’s life.

Sometimes I forget or take for granted the many lessons my dad had given me while living under his roof. What an honor it is to be in his company regularly again after all these years. I continue to learn from watching him in his subtle and humble ways. I am grateful that my children are learning from his example as well and just how influential he is in their lives even though we live hundreds of miles apart. I’ll always remember him as a prime example of giving unconditionally. He is selfless and not only does he give freely of himself, but he never second guesses or hesitates; it comes naturally to him. One day, I hope to grow up to be just like him and pass it down to the next generation of racers.

Perks

Tue, 30 Nov 2010 22:35:27 GMT

Written by Tina Paccione, Director of Development

There are perks with most jobs and working in a school is no different. Working in a school where your children go has additional perks. Being a part of a school with open arms and invitations to visit your child’s classroom at any time is a perk beyond perks as many schools do not allow parents past the front door.

Being a part of my children’s school allows for additional moments with my kids that I wouldn’t otherwise get. It’s usually a “Hey everyone, that’s my mommy!” or, in many cases, no words; just a hug then a “good-bye, Mommy”. Those moments are special and I experienced them while volunteering in the library before becoming a staff member. There is nothing that warms my heart more than a hug and a smile from my children who are both happy and surprised to see me in their world.

I just experienced another moment with my son, but this one touched us both even deeper. He’s my middle child and tends to fight a little harder for my attention. We even have a signal that we each use when we want love and attention at that moment from the other. Quiet moments with him are sparse but treasured.

I followed Ms. Nittoli to her classroom where Nick’s Kindergarten class was just cleaning up their work to begin music class. Nick came and hugged me as he exclaimed, “Mommy!”, followed by, “What are you doing here?” As I was finishing up my business, Mrs. Cesta started playing a little beat that immediately got me and Nick swaying back and forth with our arms wrapped around each other. “Tip-toe, tip-toe” she sang as the other students tip-toed in a circle. I then started to tip toe to the beat as he walked backwards to follow my lead. We joined the rest of the students who were laughing and swirling around us as we tip-toed together.

After a few minutes, I made my exit to go back to work. I didn’t need to see Nick’s face to know the pride he felt and how much that moment with his mom meant to him.

I love my job.

Sending a Message

Mon, 28 Feb 2011 22:35:27 GMT

Written by Tina Paccione, Director of Development

In the weeks prior to winter break, my youngest of three children awoke to a swollen knee. For two days prior she had been hobbling around, but definitely more so when I was in her eye sight. She’d even sit right down and refuse to walk saying “I can’t” until she was distracted by a passer-by who made her forget her “boycott”. She’d even walk upstairs when the thoughts of “carry me, Mommy, my leg can’t move” left her mind.

So you can imagine my relief, yes, I was relieved, to see a reason why she was struggling with her walking and experiencing pain that seemed to be there only when she saw me.

“Ok, this deserves a trip to the doctor”, I thought, but where do I begin…her pediatrician, an orthopedist or is this just something that can be iced down? Some friendly advice by a First Aid instructor and off we went to the pediatrician…then to the lab for blood work…then to the Orthopedist…then to the emergency room. Each referral kept taking us down a path that had never entered my mind. It was a swollen knee! How many of those have I had in my life and at most it was iced and wrapped in gauze only to be sent back to school!

So here we were in an overflow room at the ER. Obviously, we picked a very busy time to come and we shared our space with a lovely young lady who was a student at Rutger’s University and her mom. At first it seemed awkward to share this space, but I’d find out later on just how re-assuring it was to have company at a time when the prognosis took us on a roller coaster ride.

We were told it would take about 45 minutes to run her blood work. It actually took 4 hours to get the results which led to a knee tap then surgery at midnight followed by 2 more days in the children’s hospital.

During our stay in both the emergency room and in the pediatric ward, I was reminded of the value of the generosity of both strangers and friends. While in the emergency room, after 3 hours of waiting, I was beginning to second guess the direction that our doctors were taking us. Was all of this necessary? Should I be asking for a second opinion? Is the knee tap and possible surgery necessary? I was beginning to feel as scared as my daughter. Just when I thought I couldn’t hold the tears back, a nurse or resident came in with a stuffed elephant to help my daughter pass the time. She refused to look at any hospital staff or acknowledge their presence since each time one came in, she was either pricked by a needle or her knee was bent and straightened several times causing more pain. As I held the elephant I suddenly felt the strength of an elephant and was able to be the strong pillar that my daughter needed. I had learned that every child who comes through the ER receives a stuffed animal that was hand-made and donated through the hospital’s foundation. The gift from a stranger became one of the most meaningful acts of kindness that I had witnessed in quite some time.

As we moved from recovery after surgery to our own room, I was once again emotionally overwhelmed by the generosity of strangers. We were greeted many times by a Child Life Specialist who helps children understand why they are in the hospital and what is happening during their stay in an age appropriate manner. Part of their role is also to provide activities, both in-room and in a playroom, to engage the children. We received a package with crayons, books, and other fun things to do. We later received a hand-made quilt and a doll to color; both of which were greatly appreciated by both of us.

During this time, I had also received texts and phone messages stating that we’re being thought of. I never realized how empowering these messages can be at a time when my world came to a complete stop to focus on one child. How many times have I thought of a friend who was going through something and thought that they’d be too busy to read my message or that I’d be bothering them. What an eye-opening experience to know that any message showing support and encouragement can be the catapult that allows that person to handle the situation with more strength and grace.

The moment that evoked tears and will stay with me always is when we were delivered a bag full of cards, pictures and notes from fellow students from school. As we read them and showed them to our three-year old patient, it was the first time she smiled in 4 days. She struggled to sit up and to stay focused. When she showed fatigue, we took a break only to be told by her to keep going. She wanted to make sure every one of them was read and acknowledged.

The generosity of others is such a powerful tool when dealing with stressful situations. I am grateful for the volunteers who don’t get to see the smiles that they create and for the messages of friends and family who may not truly know the emotional lift they cause. I will never take for granted the power of a simple message telling someone they are in my thoughts.

The Carrot

Mon, 28 Mar 2011 22:35:27 GMT

Written by Carol Nittoli, Primary and Kindergarten Teacher

It is a typical morning in the Martin Luther King Room as the children scurry off after group circle lesson to choose their favorite work. The older children, more familiar with our routine, need little or no direction subsequently allowing them first choice of an exciting theme-related work or new work recently added to the shelves. Our younger students however, are still approaching the shelves with a bit of apprehension and caution, not quite sure where their interests lie and to some degree, not yet confident in their skill level. I observe them closely.

A three-year-old and first-year student has had his eye on the “carrot cutting work” since I’ve introduced it to the food prep section in Practical Life a couple of weeks ago. He observes. He waits. He contemplates. Day after day I have observed him as he stands off to the side, watching his older classmates master the carrot cutting work. Yet he has not chosen it. It is a challenging work after all. The procedure for this multi-step work is as follows. The work is chosen and brought to a table. The child puts on an apron. A carrot is selected from the basket and placed on the tray. A bowl on the tray must be filled to a mark with water. The carrot is then scrubbed with a brush. The water is emptied into a bucket and the bowl is dried. Next, the carrot is peeled with a vegetable peeler. The shavings are placed into the bowl and emptied into the trash. The bowl is wiped clean and set aside. Now the carrot is ready to be cut into coin size pieces (we use a crinkle cutter). Once cut, the pieces are placed into another bowl and the child is ready to enjoy and share with the class.

Finally the day has come. This three-year-old is ready. The coast is clear. No one has chosen the carrot cutting work! He makes a dash for it. I observe him as he fumbles a bit but follows each step to the letter. He stops to pick up each carrot piece that pops off the cutting board onto the floor then resumes his work. He is determined. I am impressed. He scrubs meticulously; he chops and cleans with great care. Once confident that he does not need my assistance, I walk away and continue with my individual lessons, still keeping one eye on him. I can see that he has completed his work. He is so excited and anxious to serve the carrot to his classmates that while getting up from his chair he fell onto the floor! He makes his way around the room and I can hear his soft voice as he asks his classmates, “Would you like one?” He is extremely proud. The smile on his face says a thousand unspoken words. Some of the children approach him and politely ask if they may have one. He is filled with pride and with a smile that still has not left his face replies happily, “sure!”

While I was sitting at a table with one of the Kindergarten girls and occasionally watching this younger student as he continued to make his rounds with his little bowl of carrots, I could still hear his proud little voice and the crunching of carrots from his friends as they eagerly reaped the reward of his efforts. As the carrot buzz subsided, he found himself standing alone. I watch him as he looks around the room. It’s quiet. The children are busy with their lessons. He was now in close proximity to me but unaware of my presence and I observed something that has touched my heart so, causing my eyes to fill with tears. He suddenly realized that he himself has not had a piece of his own carrot. He stood there and lowered his head to peer into the bowl and to his surprise, one carrot coin was left! I watched him smile to himself as he picked up the little carrot and bring it to his lips. In that instant, his eyes met the Kindergarterner's. Time stood still, the smile faded from his face. His big brown eyes opened wide and sad as he slowly removed the carrot from his lips and without a word, stretched out his little arm and offered his last piece to the Kindergartener. This older student reached for the carrot, and then paused. For some unknown reason, she turned to me and our eyes met. Neither of us said a word but with a big, beautiful smile, she responded to him with, “No thanks, you can have it”. This younger student beamed with delight as he crunched happily on that last piece of carrot. All I could do was to simply hug each child and tell them how proud I was. How lucky was I to witness the younger student's unselfishness and the older student’s compassion and insight.

I realized throughout the morning just how fortunate and blessed I am to work with these children every day. It’s the simplicity of life that many of us miss at times. It’s the simplicity of life that opens our eyes and hearts to humanity in its purest form.

Gratitude and Giving

Wed, 4 Jan 2012 22:35:27 GMT

News from the Mother Teresa Classroom

If there could be one word to summarize our theme most explored throughout the month of November, it would have to be gratitude. Similarly, the word which most captivates our central theme for December would be giving. The children learned first-hand the joy of giving as they hand-picked and wrapped gifts for one another – a very popular work in our Practical Life area. They also spent many days working on your [parents] holiday gifts and handmade cards. Giving showed up on our Kindness Tree as friends made snowflakes for a friend who had been kind to them that day. Giving came in the guise of friends helping each other zip up their coats, clean up spills, holding doors open for one another, helping each other with lessons, folding classroom laundry, putting out a younger friend’s nap mat, or inviting someone new to snack. The children sliced apples and served it to one another and made a beautiful get well card for Ms. Tamburello making sure that everyone signed it. Giving… they decided in a circle might just be more fun than receiving.

2012 here we come!

Why So Angry?

Thu, 16 Feb 2012 22:35:27 GMT

The staff at Raritan Valley and The Cherry Blossom Montessori schools has had the privilege of receiving top notch training in the area of understanding the behaviors of children and perhaps most invaluable; giving up the power struggle with the child who refuses to see things our way or do exactly what we tell them to do. Personally, it has given me the insight and tools to become a much better parent over the years as well as a teacher. Our training in Redirecting Children’s Behavior (RCB) has taught us not to react to a negative behavior, rather look for the source or cause of the behavior. This method of training actually goes hand-in-hand with our own “whole child” approach. Most children, especially at the 3-6 year-old-range, simply do not have the communication skills necessary to tell us why they are misbehaving. It is very easy for us as adults to become reactive to a particular behavior and undoubtedly create more of a problem instead of taking the time to really look within the child. Letting go of our pride, ego and determined authority over the child will help us to understand the true needs of the child as well as help that child overcome his own frustrations and underlying issues that he simply cannot explain to us. Positive behavior will attract positive behavior, but it may take some time.

How wonderful would it be for your 3 or 4 year old to approach you one day and tell you that the reason he has been throwing unruly tantrums for the past month is because he simply needs your attention or that the reason he has been biting and kicking friends and family members lately is because he feels powerless or useless. There are many causes for negative behavior. There is no bad child; only bad behaviors. Our staff has been trained to not engage in power struggles with a child exhibiting negative behavior. It is our responsibility as care takers to get to the root of the problem in a positive, loving and nurturing manner. It is also our responsibility to set safe and realistic boundaries for our children. A child going through developmental years without proper boundaries or weak, unclear boundaries could feel unsafe, insecure and perhaps unloved and will most likely begin to act out negatively. It is important that we set firm, yet realistic boundaries as well as give realistic choices to re-direct a child in a more appropriate manner. We allow natural consequences of a negative behavior to play out where appropriate to help them understand how their behavior affects others as opposed to a teacher-imposed consequence which can teach them to avoid negative behavior for fear of discipline. Sounds easy right? Well not quite. I’ll share with you a situation that put me to the test.

This particular morning started like all others. Most of the children came happily bounding in anxious to see their friends and choose their favorite work. One child however, (we’ll call him my friend) came in that morning and immediately displayed anger at the fact that someone had the audacity to mistakenly hang a coat on his hook! After flinging the coat into the air and onto the floor, he stomped in my direction to inform me of the horrible injustice that had been imposed on him first thing in the morning! I explained that perhaps his friend just made a mistake and suggested that he bring the coat to the child and ask him to hang it on his own hook. My friend’s response to me was very blunt. “No! You do it!” My internal response was “uh oh”, but I kept quiet. I then picked up the coat from the floor and gently guided my friend to the child who belonged to the coat and prompted a civil conversation between the two children. “Well that was easy”, I thought to myself. All is well. All coats on proper hooks? Check. Children working happily? Check. “It’s going to be a great day”, I tell myself. Later that morning I noticed that my friend was having a hard time choosing a work. When he did choose a work it was being misused, i.e., stacking knobless cylinders on top his head then screaming when they crashed onto the table. My seasoned glares were fruitless. The raising of my eyebrows was beginning to give me a headache. He seemed to be taking great pleasure in interrupting his friends who were busy working by running from one end of the room to the other causing upset with children in his path. I asked my friend if he would like me to help him choose a work and he responded with “No, I don’t need your help”. Ok, this is good, I thought, we like to see independence within our students. So I watched my friend as he made his way around the room, testing his peripheral vision to see if I was watching him, stopping to chat here and there, leaning on tables, interrupting his friends and scribbling on art work that didn’t belong to him. “Oh this is not going to be good”, I said to myself. Naturally the Artist was beside himself and worse, my friend refused to acknowledge the harm; after all, he was just . . . helping. Through tears and arguing back and forth, I decided it was time for a bit of conflict resolution. I said to my friend, “Can you think of way to make Artist feel better?” His response was “No! He needs to make me feel better!” I said, “Ok. Artist, is there anything that you would like to say to Friend about scribbling on your art work?” He replied, “Please don’t do that again!” “Fine!” said Friend as he stomped away. I followed my angry, foot-stomping friend and spoke firmly as I reminded him of the class rules and that destroying other’s work is not ok. I also reminded him of the natural consequence, which in this case is that his friends may not want to work with him or play with him in the future. His response does not surprise me at this point when he said, “Well, I don’t care!” Naturally he cares. He’s fighting back tears. He then allowed me to help him choose a work and settled in at the practical life table. This was the first real work he had done all morning and I made a dash to squeeze a few lessons in before recess time. I no sooner settled myself on a rug with a student, when an ear piercing scream is heard from across the room. It appeared that my friend had taken the ice cube tongs off of a tray to pinch his friend in the arm with it! As I breathed deeply, planning my course of action, I made my way to the practical life table and gently removed the tongs from my friend’s hand. I escorted him to the library and with a very stern look, I reminded him once again about the rules and hurting his friends. My friend, who has the most beautiful, angelic face, said to me, “I’m telling my mom on you!” “Really?” I said to my friend. “Well what is your mom going to say when she learns that you’ve hurt your friend?” I asked. “I’m not telling her that”, my friend replied. “And anyway”, he continued, “I don’t like you anymore”. Ouch. “Well I like you”, I told my friend. “Well I don’t care”, my friend replied as he stomped across a rug that two children were working on consequently disheveling their work. I calmed the two students down, who by the way had been setting up this work for 20 minutes. They then scanned the room to locate my friend. When I finally caught up to him, he turned to me and said, “And I’m never coming to this school again!” That’s it! It’s time to pull out all the stops now. I said, “Ok. I will miss you, ya know”. “Well I won’t miss you!” he said as his big brown eyes filled with tears. “Ok then Friend, go and get your coat and backpack and I’ll call your mom to come and get you right now.” His silence and momentary stunned look was broken within minutes when he replied, “I mean tomorrow I am never coming to this school again!” Well that was a close one I thought to myself. What would I have done if he had actually agreed to this? It took every ounce of strength I could muster not to chuckle or reach out and hug my friend. Instead I asked him if he could please ring the bell for circle and tell the children to clean up their work. He smiled (for the first time that day) and proudly rang the bell instructing his friends to clean up their work and come to circle. On our way in from the playground I asked my friend if he would like to be the line leader. He accepted the position with honor as he again instructed his friends to face forward and line up nicely. Was this the same child who came stomping in so angrily this morning? When it was time to wash hands for lunch, I watched my friend as he picked up paper towels from the floor and placed them into the trash. He asked me if I had seen his good deed and I told him that I had and that he must be very proud of himself for taking such good care of our environment. He smiled from ear to ear.

What was it that my friend needed that morning? A bit of empowerment? Some attention? Perhaps a little of both. I fell short with my efforts in giving choices and attempts at conflict resolution; it happens, but I refused to be angry and engage in a power struggle. I refused to let my teacher authority and pride cloud my thinking. The incident of that morning was not about my ability to control or win. It was centered on the child and his needs.

The next morning started like all others. Most of the children came happily bounding in anxious to see their friends . . . “Oh you came back!” I said smiling enthusiastically at my friend with open arms as he walked through the door. My friend let out a belly laugh, stomped over to me, hugged my neck and whispered, “You know what Ms. Nittoli? I love you”. “I love you too friend. I love you too.”

Tyler and the Giant Speech

Thu, 19 Apr 2012 22:35:27 GMT

Hi, my name is Tyler Vrabel and I am a sixth year student at The Cherry Blossom Montessori School. I was asked to write a blog about how I think the 4th and 5th year students are going to feel when they go to the UN this year for the Montessori Model United Nations Program. The only way I can think of their emotions is through my own, so let me start talking to you about my first year at the UN.

When I was given the offer to go to the UN for the first time, I wasn't really too sure. It would mean a lot of extra work on really advanced matters, a rather large cost, but to end up in a great and life-changing experience. I went over the pros and cons with my family, and bravely replied yes.

I then learned that for the time being I would have to go to our Bridgewater campus twice a week after school to prepare myself for the experience. I really didn't want to go there after school at first, but once I got to know Mrs. Virk, I admit I was anxious to prepare.

I worked hard writing my position paper, speech, and even making the poster board, but once I walked through the doors of the Marriot hotel, I knew it would all pay off. I remember the conference room seeming larger than life. All of the other schools made beautiful poster boards - I felt slightly jealous.

Then the big moment came. I never gave a speech before in my life, let alone in front of some five hundred students. That's not me speaking in the picture on the left, but it gives you an idea of what speaking to all of these students looks like. This is actually a picture of the students in the general assembly. I tried desperately to remember all the tips Mrs. Virk told me. It sounded very clear and fluent through the microphone - that alone surprised me. I remember when I got off the podium and went back to my seat I received wonderful compliments through notes. There were a few people who wrote, "Great job, Finland" (that was the country I was representing) and even a "Have you ever done that before?"

I'm sorry, I went way off subject. I guess it is safe to say that I need some five hundred words to even begin to speak about my first MMUN experience. You know I just answered the question. I believe all new-comers to the MMUN system will have a more life-changing experience then they could say.

The Duffys Take on the MMUN

Mon, 7 May 2012 22:35:27 GMT

Written by Upper Elementary twins, Emmett and Aidan Duffy and their Mom and RVM teacher, Lynda.

This was my second year at the UN and I was glad to have my classmate Kevin with me this year. I have to say that this year was a lot better than the last year due to being prepared and being in control. That made it much easier. I was in a very small committee of 30 kids called United Nations Security Council A. Since we were small we got a small room with windows so I did not feel cramped. Our president was really nice and had a really good voice. We said our speeches and caucused which is everyone’s favorite thing. We get to talk with other delegates, learn a little about them and see their way to resolve the issues. We argue to get our point across and work really hard but the best part is making new friends. This year I saw a friend that I made last year and that is really cool. I felt really privileged to get to go to the UN for a second time and have this experience. – Emmett Duffy, 5^th Year Student

The MMUN (Montessori Model United Nations) was excellent. I liked all of it from giving speeches to passing notes. I was in the committee called UNEP (United Nations Environmental Program) I was in salon A, which is one of the many conference rooms in the building. We had a fairly big room because we had 70 people in the group. Our president (the head of our committee) was very nice. In our group there were mostly 5th and 6th graders there were very few 4th graders. The regular caucusing was good; it is where we get up and make resolutions for our topic. My partner’s topic was Natural Disasters which was first so I sat in on the meetings. There was a lunch break in the middle of the day (12:00 to 2:00) then we caucused, said our speeches and caucused till five which was the end of the day. The first day was much like the second day; we caucused and gave speeches on the other topic “Clean Water”. On the last day we went to the United Nations and voted on our resolutions. My resolution passed. I had a fun time and the United Nations was great! - Aidan Duffy, 5^th Year Student

I was privileged to attend a second year of Montessori Model UN on April 25^th-28^th in NYC. It was inspiring to watch the 5^th years return to the conference with a different level of participation. While they were all confident and successful last year this year they were the “pros” and they truly became leaders. They were comfortable with the process and were quick to jump into the debates, join groups, contribute to discussions and create resolutions. They got right to work and became role models for the 4^th years in their committees. The children had even more confidence and were excited to be in the middle of everything. They became so focused and involved with the topics that in one session they actually complained when they had to vote to break for lunch. They all wanted to stay and continue the session. That truly speaks to the foundation of Montessori! - Lynda Duffy, RVM Parent and Teacher

coMMUNications from our Delegates

Thu, 17 May 2012 22:35:27 GMT

Written by our Cherry Blossom

Upper Elementary Students

Tyler

When I was given the offer to go to the UN for the third time, I knew it would mean a lot of extra work on advanced matters, a rather large cost, and would end up in a great and life-changing experience. I could handle it. I went over it with my family, and eagerly replied “yes”.

I worked hard writing my position paper, speech, and even making the poster board, but once I walked through the doors of the Marriott hotel for the third time, I knew it would all pay off as it always did. I remember the conference room seeming smaller then in the previous years. All of the other schools made beautiful poster boards- I would have felt slightly jealous, however Mrs. Burlew and I made a gorgeous diorama.

Then the big moment came. I gave speeches twice before in my life, and I admit I was anxious. I knew all the tips everyone every told me. It sounded very clear and fluent through the microphone. When I got back to my seat I received a wonderful compliment through a note. It read, "I love you speech do you want to meet up?" Not the best grammar, but it still delivered a great message.

Ananya

One of my most favorite experiences I had at MMUN this year was getting to be with my best friend, Asrita. We had an amazing time together that was filled with laughter and fun. We helped each other write the resolution papers during session, and made each other confident when we gave our speeches. I am glad I have Asrita as a friend I can count on at anytime of the day.

My second most favorite part of MMUN this year was meeting new friends with whom I shared similar interests and could work with on the resolution paper during our sessions.It was very exciting to see our resolution come together, and I am proud to say that it was a successful paper that had everyone’s ideas in it.

My third most favorite part of Model UN was after session. We got to be with each other and do whatever we wanted. I enjoyed going to the swimming pool every day and going to dinner for Ms. Young’s birthday. It felt great to see Ms. Young’s face light up with surprise! The 2012 MMUN was the best of all the previous Model UN sessions I have ever been to.

Asrita

One of the things I will cherish forever is that I had my best friend Ananya to pull me through the new experience of the MMUN conference. It would have been pretty scary to do alone. Thank goodness I had an experienced friend to see me through this time.

During the MMUN sessions, I learned the protocol which the real delegates experience. Creating peaceful solutions to world problems is a very difficult job.

The social part was very empowering. Ananya and I got to have sleepovers every night; I always wanted an older sister! I also enjoyed swimming at the hotel pool; which was heated. Spending time with all my Cherry Blossom friends was also wonderful. We had the opportunity to go to favorite restaurants together.

Anish

The first night we all went to the United Nations for the MMUN Opening Ceremonies. I got to sit where the “real delegates sit” in the General Assembly. It was amazing.

Reading my speech was the highlight of sitting in session for six hours everyday! Having an experienced friend, Tyler Vrabel, to share what was going on during the sessions was very helpful to me. I also enjoyed learning how to caucus and the procedure for making resolutions. Our resolution paper was passed on Saturday which made me happy. I hope that the “real” delegates get to read our resolution papers.

I really enjoyed my trip to the United Nations and hope to go again someday. I believe I would make a great future USA delegate. I would love to create world peace.

Krish

At the MMUN, I presented my speech about Kenyan terrorism. Here is how I did it. But first I will tell you why I value it. I value it because I worked really hard on it and wanted to give it. Mrs. Young, my parents and I would be really disappointed if I didn't present it. So like I was saying, here is how I said it. First all the delegates where presenting their speeches from topic two (that's me) and the second session was nearly over so I wanted to give my speech before the day was over. So when the Dais asked if there were any more speakers I put the (Kenya) placard up. They called on us like this: “The Delegation from Kenya”. So I stood up. Now we were in the middle of a moderated caucus so I asked if I could say my speech. They told me that this was the time for resolutions but if I want I can give my speech. I got cold feet and told them that I would not like to present my speech and I sat down. Now some of you may be wondering why I said that; I will tell you why but you will have to just wait a little longer. So when I sat down Samuel told me that he would have gone if he were me. So I thought about that and soon left Samuel’s words behind me because I was worrying that if I didn't present my speech then I may never share it in front of such a huge audience. So a little later I raised the placard and asked the Dais if I could share my speech tomorrow. They said that tomorrow we would be working on topic one (Samuel’s committee) and I probably would not get to present my speech. So that’s when I decided to present my speech. I was extremely nervous as I walked toward the microphone but once I started speaking I was fine. I would like to go back next year.

Peter

Thursday during the MMUN, was the day that people were presenting The Humanitarian Situation in the Gaza Strip which is my topic. We got a note from Portugal asking to be with them in the caucus and we replied, “Yes”. In the caucus we came up with neat ideas. My partner kept on saying that my speech will be next but it wasn't. After we ate lunch we went back to the Marriott. Then after a long time I finally presented my speech. Unfortunately our resolution didn't pass. I want to go back to Montessori Model U.N.

Karsten

While at the MMUN conference, we went to dinner at Juniors Restaurant. I ordered cow tongue which I was told was a good muscle to eat until I thought about what I was eating and felt sick. The lesson I learned is to never listen to Tylers’ dad when it comes to food.

My MMUN experience was exciting at the general asembly. I got to walk where important world leaders walked.

I was proud of the work I did; like my speech and resolutions with all the other delagates. In conclusion, I would like to go to MMUN next year!

Samuel

I had a great time at the UN. There were 3 favorite things that I would like to share with you; doing my speech, our resolutions and going to the General Assembly.

First, I would like to talk about my speech. My topic was Taking Measure Toward the Total Elimination of Nuclear Weapons. At first the president told me I wasn't going to be able to do my speech because there wasn’t enough time. But then I ended being able to do it and enjoyed it very much.

Next, I would like to tell you about our resolutions and how we passed both of them on terrorism and nuclear weapons. When we made our resolutions we started with three sponsors and ended with 10 others such as Qatar, Russian federation and Botswana. Our signatories were Nigeria, Switzerland, Lao and Italy. When we voted, both of our resolutions passed.

The General Assembly was the best experience at the UN. The General Assembly was this huge room with a podium in front and that's where all of the real delegates from the countries meet.

The UN was a great experience that allowed us to act like real delegates. I would love to go to the UN again.

Resolutions Aren't Just for New Years

Thu, 17 May 2012 22:35:27 GMT

Written by RVM 5th Year Student, Thara Kalvala

A resolution that is made at the Montessori Model United Nations is a list of ideas that could help the world with issues that are hurting people. Making resolutions is one of the main things that we do at the MMUN. A resolution is really important because it could have an effect on the world. At the MMUN children are the ones that are making the resolutions to help save the world. Prior to the MMUN conference, we are assigned topics which we research before we come to a resolution. The topics and committees are decided by the MMUN. Later our teacher will put us in committees and decide which country we will represent. At the MMUN during caucuses we find other delegates and we work to create resolutions.

At the conference, the delegates are grouped by their topic which might mean a group of 50 – 100 students. Here they listen to each other’s prepared speeches and caucus. A caucus is the beginning of the resolution process. When a delegate feels strongly about the ideas presented in a speech, they can make a motion to hold a caucus that can last for 15 to 30 minutes. All delegates vote on the amount of time that each caucus is given. During the caucus, the delegates listen to each other’s opinions and they comment on whether they agree or disagree and share ideas about resolutions.

I learned a lot from my experience last year on how to find leaders or powerful people who can help me adjust the resolutions I came up with or created new ones that might pass. I learned the best way to find these people is to really listen to their ideas during their speeches and caucus with them.

I also learned that the best way to make any resolution pass is to gather a big group and that is what we did at this years' MMUN.

At the end of each year’s conference we go to the United Nations to vote on our resolutions. For each resolution to pass the majority of the votes must be “yes”. If a resolution is passed at the MMUN then it is forwarded to the committee’s president and then on to the UN for consideration in resolving current issues. This year my resolution passed along with many other delegates.

The amazing thing about making resolutions is that we are kids that are creating solutions to make our world better. The MMUN’s motto is “inspiring the youth to create a better world” and that is what we just did.

There's an App for That!

Wed, 23 May 2012 22:35:27 GMT

written by RVM 4th year student, Charmaine Murray

The United Nations was a great experience. I was a Delegate for Mozambique, Africa and I learned a lot about that country. I also learned so many things about the Gaza Strip. Before the UN I did not even know what the Gaza Strip was. I enjoyed meeting so many people from other places like China, Japan and Alaska. I am glad that I had the opportunity to talk about the world outside of where I live in the United States.

It took a lot of hard work and studying to get ready for the United Nations. There were many, many, many, hours spent on research and a lot of typing not just in class, at home also. I hope the Indigenous People of Mozambique will finally get the homes that they deserve. The big companies trying to take their land should give them a break and find property somewhere else.

During our committee meetings we voted on how long each person presenting could talk. We voted on 1 minute and 45 seconds. I prepared 1 minute and 30 seconds speech; when I presented to the committee it felt like I was only talking for 2 seconds! But I was very relieved when I finished; there was a lot of applause! I must have done a good job because I was asked by the Committee President to present a summary of the Resolution Letter our group collaborated on.

During the closing ceremony I read my summary of the Resolution Paper we drafted and submitted to the Dias. Our committee (SOCHUM) Social – Humanitarian – Cultural; voted on the resolution and it received 26 votes yes and 29 votes no.17 countries abstained. It was very close to becoming Resolution Number 6.2.2 on the United Nations Website.

The funniest part of my UN experience was trying to communicate with girls from China that could not speak any English. We collaborated using the Translator App on my IPad and their translator device. All I needed was one sentence from them for our summary; we entered the word “sentence” into the translator App and out came the definition of a jail sentence!

It was so funny, to see look on their faces. After half an hour of trying to get a sentence from them, I decided to write the summary myself. The Committee President allowed me and the other Delegate to present our summaries even though no one could understand a word she said.

I am looking forward to next year's UN experience. I hope I get a fun county like Trinidad and Tobago. That would be too easy; that’s where my Dad grew up. Let’s see what happens.

Immersed in Science

Thu, 24 May 2012 22:35:27 GMT

Primary students in the Emily Dickinson classroom soaked up their science project by creating a Grass Garden on a Sponge. They were absorbed in their work as they wet their sponges and sprinkled seeds to begin their science project. According to four-year-old Marilyn, sprinkling the seeds was the most fun.

Once the seeds were spread and the sponge covered with plastic wrap, the sponges were set in on a sunny window sill. “The next day I came in and I could see little bits of green coming out of the seeds.” said Marilyn. “I was so excited. I’d look to see it and then I’d have to turn around to look at it again.” She continued. “I think I looked at it every couple of seconds!”

When asked what she’ll do with it when she gets home, she said, “I’m going to water it and put it in my grass and flower garden outside. If it grows as tall as the tree, we’ll cut it and let it grow again.”

The Pink Sweater

Mon, 26 Nov 2012 22:35:27 GMT

(Written by Carol Nittoli)

Many people question the purpose of the mixed age group in a Montessori classroom. Some parents worry that their young child will be overpowered by much larger and older children, while other parents may worry that their older child will be distracted or held back by the much smaller and younger student. As Montessorians, we see the value for all aged students every day. We see our younger students learning through observation and interaction with older students. We see them develop confidence, social skills, self expression and the desire to model their older friends socially and academically. The benefit for our older students is equally important. The older child develops leadership skills, empathy, and patience while reinforcing their own mastered skills through teaching the younger child. The following account will give you a glimpse into the beauty of the multi age group within our classroom and will surely make you smile!

During the first few days of school, our newest three year old girl to the class, walked about the classroom dragging her pink sweater behind her. After finding the sweater on the floor or left on a chair several times, I asked her if she needed me to help her hang her sweater on her hook. She refused the offer and told me that she needed her sweater in case she got cold because that’s what her mommy told her. Later that morning, still dragging the sweater, she approached Shreya, a second year, four year old student and simply handed her the sweater and said “Shreya I’m cold”. Shreya, staring blankly at the pink sweater in her hands instinctively looked for a teacher to assist her younger friend with the monumental task of putting on the sweater. Shreya took her by the hand in search of a teacher but soon realized that we were both busy with other students. Shreya had a look of dread on her face as she realized that she herself would have to assist her new little friend. After all, Shreya not long ago had just mastered putting on her own sweater! I laughed to myself when I heard Shreya, as a last ditch attempt to dodge this task try to convince her that it wasn’t really that cold in the classroom, offering to help hang the sweater on her hook. The young new student insisted that she was cold and held out one arm for Shreya. The challenge began as Shreya gently spun her around several times in order to figure out which arm went where. After several minutes, one arm finally went in! The smile on Shreya’s face was priceless. Now, for arm number two. The spin cycle continued, the girls tipped and toppled which finally led to success! That was until Arjun, another second year student walked by and said “you know that sweater is on upside down right Shreya”? With a giggle, Shreya began removing the sweater with Arjun’s help. The two older friends spun her body around again, flipped the sweater over and once again began the task of warming their younger friend. “No, this way” said Arjun. “No, like this” said Shreya as the three children danced around the room, toppling over each other. The perseverance paid off. Finally the sweater was on! That was until Athul, a Kindergarten student, walked by and informed the trio that the sweater was on inside out! “Here, let me do it” said the confident, experienced older student. The three children tried desperately to put that sweater on and after some frustration and a bit of bickering, the sweater was on correctly! The three children laughed with joy, feeling extremely proud of themselves. Less than five minutes later, I watched this new young student as she walked across the classroom dragging her pink sweater behind her once again. I smiled and felt so fortunate to have been witness to the care, concern and dedication of my students. One day, it will be the new young student’s turn to show the same kindness and patience to a younger friend.

Why Montessori?

Fri, 22 Mar 2013 22:35:27 GMT

Written by Tina Paccione, Director of Development

Making decisions for our children doesn’t always come easy. With the help of the internet and social media we are making decisions before we ever step away from our computers. There is overwhelming information on the web that can help us and at times paralyze us. We have the ability to learn about a person, product or service from any part of the world at any moment with just a few clicks of the mouse.

For many of us, we started saving for our child’s education as soon as she was born. No matter how much we research, interview, visit and ponder, the very first time we choose a school for our child we believe we are making it with our child’s best interest in mind. However, the truth is that many of us are making the decision within the financial confines of allowing savings to continue to grow for what we believe is the ultimate education, college.

Have you ever thought about at what age a child learns the most? Have you ever thought about when the most formative years of a person’s life are? While it’s true that there are much more opportunities for professional growth with a college diploma, it is the early years that a person’s intelligence is being formed. After analyzing thousands of modern psychological studies, Dr. Benjamin S. Bloom of the University of Chicago wrote in Stability and Change in Human Characteristics that an individual develops 50% of his mature intelligence from conception to age 4 and another 30% from ages 4 to 8. Since 80% of a child’s mental development takes place before he’s 8 years old, it’s easy to see where the emphasis and educational savings should be placed.

According to Dr. Aline D. Wolfe, an observation by Dr. Maria Montessori that has been reinforced by modern research is the importance of sensitive periods for early learning. These are periods of intense fascination for learning a particular characteristic or skill. Take for example a child who just learns to walk. All he wants to do is walk. We sit him down and he’s back up again. We put him in a stroller and he’s screaming to get out and walk. The best we can do is to keep him safe by setting gates and boundaries so that he can proceed with this fascination without getting hurt. The sensitive period for a particular skill is the easiest time for a child to learn than any other time in his life. The Montessori classroom takes advantage of these sensitive periods by allowing the child freedom to pursue her individual interests when she can best absorb information. “A child who acquires the basic skills of reading and arithmetic in this natural way has the advantage of beginning her education without drudgery, boredom, or discouragement. By pursuing her individual interests in a Montessori classroom, she gains and early enthusiasm for learning, which is the key to her becoming a truly educated person”, says Dr. Wolfe.

What comes to mind when you think of the creators of Google or Amazon? Innovators? Thinking outside of the box? In past interviews, they have each credited their Montessori beginnings for their confidence, ingenuity, and ability to gain knowledge to pursue a dream. Many other famous inventors and stars have acknowledged their Montessori education as well.

These days, there are more who are rooted in Montessori beginnings and making their mark on the world. It is our belief, Raritan Valley Montessori Academy, that strong beginnings create strong endings. Watch this video to see some of the fresh faces of Montessori: http://www.youtube.com/watch?v=aoSrph1Wzbw.

Google Doodle

Tue, 2 Apr 2013 22:35:27 GMT

Our Upper Elementary students, along with the assistance from Art Teacher Carrie Ward, created submissions for the 2013 Google Doodle competition.

According to Google, Doodle 4 Google is an annual program that invites K-12 students in the United States to use their artistic talents to think big and redesign our homepage logo for millions to see. Last year, 114,000 students from all 50 states entered the competition.

The goal of Doodle 4 Google is to give students a blank canvas but to spark their curiosity with a broad theme. We try for something that encourages exploration to the past, present or future as well as showing moments or thoughts that range from very small and personal to broad and far reaching – maybe even out of this universe.

This year’s theme is “My Best Day Ever…” One talented student artist will see their artwork appear on the Google homepage, receive a $30,000 college scholarship, and a $50,000 technology grant for their school along with some other cool prizes!

The public will be invited to vote online from May 1 through May 10, 2013. They will be asked to select their favorite doodles, one from each grade group. The winner will be announced on May 22nd and the doodle will appear for 24 hours on May 23rd. The American Museum of Natural History will be hosting a special exhibition of the 50 State Winners in New York City from May 22, 2013 through July 14, 2013.

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