News&NotesOCTOBER 2012

DEARBORN HEIGHTS MONTESSORI CENTER

Accredited by the National Association

for the Education of Young Children

Choose your words wisely: Parent Talk shows you howAs parents, you know that your communi-

cation style and the words you choose are important to your children’s self-esteem,emotional health, and personal empower-ment. Learn to enhance those parentingskills at our Parent Talk System workshop!

The six-session workshop will be heldon Wednesdays beginning October 24 from6:30 to 8:30 p.m. Complimentary child carewill be available.

Developed by renowned educator, author,

and speaker Chick Moorman, the Parent TalkSystem is helping families across the countryand internationally create emotionally healthyrelationships. Workshop facilitators andDHMC staff members Sue Fitzpatrick andHeidi Gauger will guide parents and teachersthrough a series of exercises to identify wordsthat empower and words that wound.

Skills covered include teaching responsi -bility, setting limits with choices, praising

continued on page 3

On your mark, get set, get acquainted!Students in Karen McGraw’s lower elementary class kicked off the school year with a fun get-to-know-you event: their very own mini Olympic Games! Shown here, from left,are second-graders Robbie Meehan, Harry Ducu, Ava Habhab, and Amina Safiedinepre par ing for the running relay. Other events included a skipping relay, an obstaclecourse/relay, a long jump, and a relay that had students bear-crawling in one directionand crab-walking back! The games scored gold for outdoor fun and team building.Thank you to staff members Brett Rosbury and Jason Bengel for assisting with eventsetup and filling in as needed to complete the teams.

Come explore all levels of Montessori education at our fall Open House

Our first Open House of the school yearwill be on Sun day, November 11 from 1 to 3 p.m. Families of enrolled andprospective students are welcome!

Classrooms will be open, and the staffwill be on hand to discuss educationalprograms and answer questions. This isan ideal time to explore the next step inyour child’s education—from toddler topreschool, preschool to Extended Day,Extended Day to lower elementary, lower el to upper elementary, and upper el to Middle School.

We hope you’ll join us! If you would like to help with publicity for our Open House, please contact ShelleyBoatright at the school or via email at sboatright@dhmontessori.org.

2 NEWS & NOTES

FROM THE HEAD OF SCHOOL

Getting to know the ground rulesMontessori people do lots of

talking about ground rules,and children new to our programhave to learn about them. Ithought you might like to knowsome of the specifics too.

When children begin in a newschool or even with a new teacherin the same school, their first taskis to master the culture of theplace—to find out what is expect-ed of them in and out of the class-room, and to become comfortablewith the routines. This is whatground rules are all about.

Classroom ground rules arethe guidelines for behavior thatserve as the foundation for thechildren’s activities in school.Their purpose is to provide thechildren with a secure world—one in which all children (usually)adhere to the same “code of con-duct” and in which the consis -tency makes them feel safe.Ground rules also protect the chil-dren from doing things that areharmful to themselves, to theirfriends and teachers, or to theclassroom materials.

Ground rules are conveyed tothe children in a variety of ways.They are sometimes discussed (for example, how we treat ourfriends); sometimes demonstratedto the group (showing how a com-pleted activity is returned to theshelf); and sometimes re hearsed(practicing walking around rugsspread on the floor). Reinforce -ment is especially consistent at thebeginning of the year when chil-dren are still forming classroomhabits. There is a lot to learn, andparents should respect the effortinvolved. It is not unusual for chil-dren to experience some stressduring the acclimation period, butthey quickly become comfortable,with a real sense of mastery.

Interestingly, most groundrules are the same for all schoollevels. Two-year-olds and 12-year-olds alike have a similar structure,

and their mini-society is muchlike our larger one. These “rules”are really guidelines for life.

Logistical fundamentals areoften learned first—getting intothe building; managing coats andother possessions; using the toilet;and practicing such classroombasics as rolling and unrollingrugs and carrying trays. Childrenalso learn to move through thebuilding in a safe fashion, and(gradually!) to take turns and lis-ten when others are speaking.

Other typical ground rules forMontessori classrooms follow:n Sound and speed levels shouldfit the location. “Inside voices”and “slow feet” are right for theindoor environment; shoutingand running are reserved for theplayground.nChildren select materials fromthe display shelves, but do notwork on the shelves; this wouldobstruct other children’s access tothings on the shelf. Activities maybe done on a rug (on the floor) oron a table—which ever is mostsuitable to the particular item. n Children are free to choosematerials from the shelves, and touse them respectfully. Materialsmay not be used in ways that aredisturbing to other children, orthat damage the materials.nWhen a child is finished usingan activity, he or she returns it tothe shelf, ready for the next user.This process might involve wip-ing up spills (with a sponge that is provided with the activity) orreplenishing supplies on the tray.The children also put away theirrugs or mats, and push in theirchairs so others don’t trip.n Children may not touch orinterfere with another child’swork. This rule provides everychild with the security that willallow him or her to continue anactivity to completion, to repeatthe activity (thus lengtheningattention span), or to leave the

area temporarily with the confi-dence that he or she can returnand resume working.n Sharing is never forced.Rather, a child’s knowledge thatthe activity can be used indefi -nitely often leads to a more natu-ral sharing, and children who askto be included usually are. (Theappeal of working with friends isoften greater than the pull of theactivity when concerns about pos-session are eliminated.) However,the child’s right to work uninter-rupted is protected, and he or shemay choose to continue workingindependently. Generosity devel-ops naturally as children matureand become more self-confident.n Children are encouraged tojoin in group activities, but arenot coerced into participation.They may observe the activitywithout actively participating, butthey are not allowed to disrupt theother children.n A child has the right to watch,so long as he or she is not disturb-ing the activities of others. Muchlearning takes place while observ-ing others working—this is one of the special advantages of amixed-age-group class.n Children are expected to treateach other and their teachers withrespect, both verbally and physi-cally. Abusive words or actions arenot acceptable. (Staff are rolemodels for appropriate behavior.)

Visitors to Montessori class-rooms often remark about thecomfortable atmosphere, the lackof conflict, and the industrious-ness of the children. Typically,visiting children are welcomedand assisted by the class. All ofthis comes about naturally whenground rules are followed consis-tently. Come see for yourself!

Interestingly,

most ground rules

are the same for all

school levels. These

“rules” are really

guidelines for life.

NEWS & NOTES 3

Thank you to…n The Dhruna family for their donation of blocks, whichwill be used in our day careclassrooms.

n The Hourani family for donating a three-hole punch,which will be used throughoutthe building.

n The Persiconi family for donating an assortment ofblocks, which will be used in our toddler and day careprograms.

Parent Talk continued from page 1

effectively, promoting indepen -dence, and encouraging character.Participants can implement thestrategies presented immediately!

The workshop fee is $60 perindividual or $90 per couple.Registration forms were senthome with students and are avail-able at the front desk. Paymentand completed forms are due byFriday, October 19.

Can’t make Wednesday nights?Sue and Heidi will also offer the Parent Talk workshop at ourPlymouth-Canton Montes soriSchool affiliate on Tuesdaysbeginning October 23, from 6:30to 8:30 p.m. The school is in Canton at 45245 Joy Road,between Sheldon and Can tonCenter Roads, and com pli men -tary child care will be available.

Sue and Heidi are seasonedparents and Mon tessori teachers.They say that the Parent TalkSys tem has brought an evengreater sense of respect, love, and responsibility to their work,and they are eager to share their

experiences. “Chick Moormanshows us how to bring respectand peace into our homes to create a more stress-free envi -ronment,” says Heidi.

“Parenting well is a mostrewarding and challenging com-mitment,” says Sue. “Parent Talkis practical, common sense, andmindful of the child’s spirit.”

Workshop earns parents’ praiseHere’s what participants have said about our Parent Talk workshop:n “My husband and I considered these meetings ‘date nights’!

The free child care made it convenient, and we actually hadtime to talk to each other! It was all so worthwhile!”

n “I found that all the concepts in the program can be used for all ages. There was a lot of refreshing information.”

n “I liked sharing experiences and listening to others’ experiences.It helped to understand the material.”

n “I learned more than I thought, the lessons were easy to follow,and they really worked!”

Here’s what participants have learned from Parent Talk:n “Effective praise and promoting independence.”n “How to effectively communicate and have [my daughter]

actively listen to what I am saying to her.”n “To be able to communicate with my children more effectively.”n “Learn and apply empowering language in our home which

aligns with language used in our child’s Montessori classroom.”

Radio team keeps you in the know on 89.7 FMMiddle Schoolers (from left) Aliyah Moline-Freeman, Joseph Hermann, Amber Stockinger, andEmily Jason are taking the radio elective, which means they’ll be delivering all the latest DHMCnews from our student-run radio station, WDHM-FM 89.7. Radio students handle research, writethe broadcasts, and do the announcing themselves. WDHM keeps listeners in the know, so tune in as you drop off and pick up your children!

4 NEWS & NOTES

Be part of our Parents Association

If you haven’t already done so,please take a moment to com-

plete your Parents Asso ci a tion vol-unteer opportunity form (formswere emailed as well as sent homein backpacks, and are available inour lobby information center.)

Through fundraising and otherefforts, our Par ents Asso ci a tion hassupported schoolwide improve-ments and activities such as:n The addition of the large-

muscle skills room in the pre-school wing.

n The development and main-tenance of our outdoor envi-ronment, including theschoolyard habitat, play-ground, shelter, and walking/running footpath.

n The purchase of a large pro -jection screen for school eventsas well as staff training.

n Staff Appreciation Week.n Community-building events

such as Movie Night.

You can check out ParentsAsso ciation happenings on ourwebsite: Go to www.dhmontessori.org, click on Parent Resourcesand then Parents Association.You can even sign up to volun-teer for events!

The following parents havevolunteered to lead the associa-tion this school year: n Melissa Khalil (AJ and Ava’s

mom), president n Kathrine Horan (Sarah’s

mom), vice president n Lee Freeman (Aliyah and

Owen Moline-Freeman’s dad),treasurer

n Kelly Gallagher (Kelsea,Evan, and alumnus KyleKernosek’s mom), secretary

We appreciate their efforts,and we hope many of you willbecome involved in the ParentsAssociation!

PA meetings move to Wednesdays

The 2012–2013 Parents Association meeting schedule has been revised since we published the dates in our Sep tem bernewsletter. Meetings are slated for the following Wednes daysfrom 6 to 7 p.m. in the conference room, and com pli men tarychild care is available. Please join us! n November 7 n March 13n No meeting in December n No meeting in Apriln January 9 n May 15n February 6

The shape of things to come

Two-year-old Elliott Clarke(left), Dominic Wright

(18 months), and VictoriaJolly (who just turned 3)

engage in some cooperativeplay as they investigate alarge pegboard from the

Sensorial area of their tod-dler classroom. The peg-

board helps children identifyshapes and colors as well ashone their fine motor abili-

ties (which is necessary tomaster writing later on).

NEWS & NOTES 5

STAFF SPOTLIGHT

Teacher steps into parent-support roleAs the mother of four, Sue

Fitzpatrick knows firsthandhow invaluable it is to have sup-port from fellow parents, teachers,and others with experience inchild development. She bringsthat understanding—along with awealth of hands-on experience—to her new role as DHMC’sParent ing Support and Com mu -nity Out reach Coordina tor.

The role has required Sue, who has been a Montessori-certifiedteacher since 1982, to step out ofthe classroom and into publicrela tions. Most recently sheworked as a classroom assistant in our Middle School, where shemanaged the Peace and Servicegroup and served as the adviser tothe Future City engineering com-petition team. In addition to herthree years in the Middle School,Sue has worked in upper elemen-tary, lower elementary, and pre-school environments.

Outside the classroom, Sue has been providing support toDHMC parents since 2007 as aParent Talk Sys tem instructor andthe founder and facilitator of ourParent Perks discussion group.

“I started Parent Perks becauseas a parent, I saw firsthand how the Montessori philosophyand the wonderful friendships I forged with other Montessoriparents sup ported my own par-enting,” she says. “It’s importantto have ongoing opportunities to obtain good informationabout parenting issues, childdevelopment, and Montessoriphilosophy—and for parents toshare their experiences. I reallyenjoy the discussions at ourParent Perks sessions because ofthe support that parents offer to one another and the cama-raderie that develops there.”

As our Parenting Support and

Com munity Out reach Coor di -na tor, Sue will continue to runthe Parent Perks program (see the back cover of this newsletterfor details) and co-teach theParent Talk workshop (see page 1for details). She’ll also work with com mu nity organizationsto increase public awareness ofthe benefits of a Montessori education.

Sue’s own four children are all DHMC alumni. “That’s 25years of Montessori schoolingamong them!” she says. “Theirteachers here helped them growin inde pen dence, confidence,risk-taking, and dedication toser vice. My children tend to bedrawn to travel and all thingsinter national, and I attributethat in part to their Mon tes sorieducation. My son Thomastaught in Japan and now worksfor the Japanese Mission to theUnited Nations. My son Paulhas traveled extensively and nowworks for Nintendo in Seattle.My daughter Julia worked in the

Middle East and just finishedher master’s degree in inter -national affairs, and my daugh-ter Erin is a junior in collegestudying liberal arts.”

Sue attended St. Mary’s Col -lege in Notre Dame, Indiana,where she earned a double majorin humanistic studies and philos-ophy. She was an early-childhoodconsultant for Arkansas State Uni versity, and she has served asan adviser, teacher trainer, andcurriculum instructor for theCDA (Child Development Asso -ciate) credential program.

“Sue understands the Mon -tessori philosophy very well,”says Kay Neff, head of school.“She is an eloquent speaker andwill be a wonderful face to thepublic for our school.”

Need resources on a parentingissue? Contact Sue Fitzpatrick at the school or email her at fitzsusan@aol.com.

Sue Fitzpatrick: “It’s important to have ongoing opportunitiesto obtain good information about parenting issues, childdevelopment, and Montessori philosophy—and for parents to share their experiences.”

6 NEWS & NOTES

Every day in our Mon tes soriclassrooms, students engage in

activities in the Prac tical Life areaof the curriculum. At the toddlerand preschool levels, Practical Lifeworks are the foundation of theclassroom. The activ ities help thechildren develop coordination/refinement of move ment, concen-tration, a sense of order, andindepen dence—all of which areessential for mastery of moreadvanced learning. At the elemen-tary and Middle School levels,Practical Life lessons continue toplay an important role in the chil-dren’s developmental and aca-demic progress.

Practical Life focuses on:n Care of self.n Care of the environment.n Grace and courtesy (lessons in

thoughtfulness and mannersneeded to be successful in acommunity).

Here’s a look at Practical Lifeat DHMC, level by level.

Toddler“Help me to do it by myself.”This tenet of the Montessoriphil osophy is also a toddler’s

mantra! To foster indepen dencein our youngest students (chil-dren aged 18 months to 3 years),our toddler teachers carefullyprepare their classrooms so thatthe children will be successful inmastering activities. For instance,small hooks placed at just theright height let toddlers hang upand take down their own coatsand backpacks. A small benchgives them a place to sit downand put on their shoes.

Other toddler self-care activi-ties include taking your coat on and off, using the toilet, washingyour hands properly, and prepar-ing a snack.

Food tasting and preparationare favorite works for many chil-dren. And as the toddlers areworking to master the many stepsrequired to slice a banana, peel aclementine, spread jam on a piece of toast, or bake a batch ofbiscuits to serve to the class, theyare developing concentration,coordination, a sense of order,and, ultimately, independence.

Beautiful, well-made materi-als attract the children to eachactivity (did you know that ourtoddlers use glass and ceramic

dishes for snack?!). The childrenlearn to care for the materials andfor the environment throughtasks such as wash ing the dishesthey used for snack, and return-ing a work to its place on a shelf.

Grace and courtesy lessons arepracticed daily. Examples includegreeting the teachers at the startof each class, saying good-bye atthe end of the day, and using“please” and “thank you.”

PreschoolChildren at the preschool level(ages 3 to 6) progress to morechallenging Practical Life activi-ties. They continue to work ongrace and courtesy lessons, suchas how to interrupt nicely, howto walk around a rug rather thanacross someone’s work, and howto tell someone you’re sorrywhen you make a mistake.

Self-care tasks also grow innumber and complexity. Pre -school ers practice how to covertheir sneezes, use a tissue, put onclothing, button a shirt, and somuch more.

Increasingly complex materialsand activities offer additionalopportunities for growth. Forinstance, chair scrubbing requiresa child to master 16 individualsteps in a specific sequence! Along the way, the child improves hissense of order (necessary formath) and sense of accomplish-ment (necessary for trying newtasks). Match ing socks helps achild improve his ability to noticedetail, which is essential for letterrecognition when learning toread. Sewing helps improve fine-motor skills, which is necessaryfor writing.

In addition, the consistentleft-to-right progression of eachactivity prepares the eye for reading. And each time a childrepeats a Practical Life sequence,he is building the all-importantneural pathways in the brain.

CURRICULUM SPOTLIGHT

Practical Life: Skills for lifelong learning

Maria Montessori recognized the relationshipbetween movement and cognition in veryyoung children (birth to age 6): The braindevelops when the body moves in service to the mind to fulfill a meaningful goal.

“Movement has great importance in mentaldevelopment itself, provided that the actionwhich occurs is connected with the mentalactivity going on,” Dr. Montessori wrote in TheAbsorbent Mind. “Watching a child makes itobvious that the development of his mindcomes about through his movement.”

Current research in neuroscience validatesthis. “The Mon tessori method is like educationdesigned by a pediatric developmental neuro -psychologist,” says Dr. Stephen Hughes, Ph.D.,

L.P., professor of pediatrics and neurology at the Uni versity of Min nesota Medical School.

Interest leads to activity. Over many decades Dr. Montessori observed that pre-school children are most interested in attempt-ing to do real “work” that adults do. Youngchildren like to take care of themselves and theworld around them and to imitate adults asthey interact with others. Dr. Montessori alsosaw that if given the chance, children will dowork thoroughly—carrying it out step by step,enjoying the sense of independence and prideof accomplishment, and taking satisfaction inthe results of their efforts. Such successes helpchildren build a positive self-image and givethem the confidence to try other things.

The neuroscience behind Practical Life

From toddler

through Middle

School, Practical Life

plays an important

role in the children’s

developmental and

academic progress.

NEWS & NOTES 7

Lower elementaryAt the lower elementary level(Grades 1 through 3), PracticalLife activities become more inte-grated into the students’ aca demicclasswork. Cooking and cleaningprojects tie directly into math andchemistry studies. Caring forclassroom plants or gardens pro-vides hands-on botany lessons.Taking care of classroom pets isreal-world zoology work.

Lower el children are becom-ing more aware of the world out-side their classrooms and are ableto turn Practical Life lessons intoactivities that make a difference.For instance, every year ourthird-level students host a used-book sale to raise funds for local, national, or global animal-welfare organizations!

As their coursework andactivities become more challeng-ing, students develop planningand time-management skills. Asthey venture outside of schoolfor field trips, they put theirgrace and courtesy lessons towork in new situations.

Upper elementaryAt the upper elementary level(Grades 4 through 6), students aredeveloping a deeper interest inother people and in the world,and their Practical Life workreflects this. Upper el studentsmanage our school’s recyclingprogram (see story on page 9),increasing their awareness of theenvironment. They operate thelunch time Crunch Cart, whichgives them lessons in economicsand customer service as they raisefunds for their class trips.

Social interactions becomemore intense for children in theupper-el age group, and theybegin to understand on an intel-lectual level the wisdom of graceand courtesy practices. A greatexample of this is their three-daytrip to camp each October, where

they learn lessons in (among otherthings) character education. Thecamp experience challenges stu-dents to try new things, work innew teams, and build groupdynamics. They gain valuablesocial skills that will serve themwell both in and out of the class-room. (See our November news -letter for a full report on this year’supper el camp outing.)

Middle SchoolAs you might expect, PracticalLife is even more integrated intothe curriculum in the MiddleSchool (Grades 7 and 8). Here,students take responsibility formaintaining a peaceful, cohesiveMiddle School community. Theyserve as classroom greeters and areresponsible for answering thephone professionally. They cleanthe classroom and manage thestock of supplies. They conductregular Middle School commu -nity meetings, during which theytake time to acknowledge theirclassmates’ positive behavior andcontributions to the group.

Seventh- and eighth-graders

also run DHMC’s hot lunch pro-gram. This work emphasizes theimportance of being courteous tocustomers and vendors; keepingtrack of orders, expenses, andincome; and fine-tuning food-delivery procedures.

Students operate the MiddleMart breakfast and snack cart,run the DHMC radio station(see photo on page 3), and pro-vide media services for schoolproductions.

Middle Schoolers learn theultimate lessons in Practical Lifethrough two real-world experi-ences: weeklong internships eachFebruary at local busi nesses(eighth-graders) or within theDHMC community (seventh-graders), and ongoing visits to theDean Wilson Farm in Cam den,where students are studying top-soil preservation.

Maria Montessori said, “Theessence of independence is to beable to do something for one’sself.” At DHMC, the PracticalLife curriculum is helping stu-dents at each level do just that.

Preschooler Yousef Nehmeh practices using a zipper, an important self-care activity in thePractical Life area. Mastering tasks such as this helps children gain a sense of independence.

Lobby display showcases Practical LifePractical Life is the featuredcurriculum on our lobby display boards. Stop by to see all the photos of studentsdemonstrating a variety ofPractical Life works.

8 NEWS & NOTES

Preschooler Isaac Perkins created this

paper-cuttingand collage

work. Using scis-sors to carefully

cut out the 16different piecesof paper helpedIsaac, who turns

4 this month,sharpen his fine

motor skills.

Making connections in phys edGuided by physical education teacher Brett Rosbury, these lower elementary students worked onputting together a skeleton as part of a series of activities designed to get students excited aboutstarting PE classes. From left are Owen Moline-Freeman, Cecilia Lind, Mia Zaben, Jasmine Nguyen,Mr. Brett, and Adrian Seidel. The skeleton-building area was one of six inter active stations Mr. Brettset up around the gym. The others had students juggling scarves, twirling Hula-Hoops, throwing aball at a target, jumping rope using a traditional jump rope, and using Skip-it jump ropes (whichhave ankle loops that let you spin the rope while skipping over it). Each activity helped studentsbuild motor skills, hand-eye coordination, team spirit—and interest in PE class!

NEWS & NOTES 9

Self-portrait puppets help students say helloStudents in Mary Beth’s upper elementary classroom discovered a fun and clever way to get to know each other: They created self-portrait puppets to use as props when introducing them-selves to their classmates. The puppets featured photographs of each student. Above left is Antonio Rugiero with his self-portrait. Above right are the puppets of (from left) Mila Nowlan,Grace Audi, JJ Martinez, Kyse Zeidieh, Jenna Dabaja (in back), and Reema Haimour.

Upper elementary students manage our school’srecycling program, which is an important com-

munity service component of the curriculum. Everyclassroom is equipped with recycling containers forpaper, plastic, and cardboard. Once a week, upper elstudents collect the containers and deposit the itemsin the recycling bin outside the school.

DHMC also participates in a recycling programthrough Funding Factory for used inkjet cartridgesand cellphones. For each of these items we send in, we collect points that are redeemable for tech-nology equipment through various companies. Toparticipate, simply have your child bring any usedcartridges or cellphones to school.

Recycling programs promote service, savings

Check out our lobby informa-tion center!

The screen on the north wallfeatures our school calendar,upcoming events, pictures ofactivities that have occurredthroughout the school, andother highlights that will helpkeep you informed about all ofthe great things happening atDHMC.

On the table below the lobbyscreen you’ll find schoolwide flyers, newsletters, Metro Parentand Tomorrow’s Child magazines,and other useful information.

The shelves to the right of thelobby screen house informativebrochures and provide space forparents to leave business cards.Below the shelves you’ll finddrop boxes for Box Tops for

Education coupons and Labelsfor Education.

Our information center alsofeatures a suggestion box. Wetruly appreciate it when youbring us your comments andquestions (in person or in writ-ing) and hope you’ll feel free to use this additional commu -nication tool!

Need info? Look to our lobby

10 NEWS & NOTES

Clockwise from top right: Kindergartners Lillian Harvell (left) and Marta Meehan gatherin the gym for our Peace Day assembly. Seated behind them are third-graders MargaretMeehan (left) and Maya Liljegren. n Fifth-graders (from left) Jenna Dabaja, Grace Audi,and Mila Nowlan carry handmade peace signs during the Peace March. n A dove illus -trated by sixth-grader Anna Isgo bears her message of peace: “I will be peaceful to myfriends and family.” n Extended Day students (from left) Ahmad Ahmad, Ginger Chisholm,and Ava Rahal display the peace doves they decorated with colorful feathers. n Lower elstudents Hannah Hourani (left) and Prisha Patel show their support for peace.

NEWS & NOTES 11

On the march for Peace Day

Amusic-filled celebrationbrought DHMC students,

staff, and guests together to markthe United Nations Inter nationalDay of Peace on Sep tember 21.

“Peace Day” festivities beganat 2:30 p.m. with a Peace March.Students had made doves, signs,and other symbols of peace tocarry during the procession.They marched through theschool halls and into the gym,where staff as well as a number of parents, grandparents, and

other guests were gathered for an assembly.

Music teacher Pat Tait led thecrowd in singing “Light a Candlefor Peace” (written by musicianand Mon tes sori edu cator ShelleyMurley). Head of School KayNeff welcomed everyone andspoke about the Inter nationalDay of Peace and what it meansto be peaceful. We viewed a U.N.video about the history of PeaceDay and then sang “We Are theWorld.” After ward, we moved to the music with Matt Hardingin his “Danc ing” video, which

chronicles him dancing withpeople in 40-plus countriesaround the world (as of this writing, the video had beenviewed more than 6 milliontimes on YouTube).

The weather was beautiful on Peace Day, so we were able toconduct the finale outdoors.Everyone formed a large circlearound our Peace Pole (which is normally in our lobby) andsang “Light a Candle for Peace”one more time.

Middle Schoolers lead the Peace March through the school halls. In front, from left, are Nahla Hammoud, Dale Garner, Balgis Fhasan, and Maeve McMaster.

DATES TO REMEMBEROctober22–26 Monday–Friday Middle School Immersion Week: Includes high school visits.

23 Tuesday Parent Talk six-session parenting workshop begins at Plymouth-CantonMontessori School. 6:30–8:30 p.m. See page 1 for details, including registration fees.Complimentary child care provided.

24 Wednesday Parent Talk System six-session parenting workshop begins at DearbornHeights Montessori Center. 6:30–8:30 p.m. See page 1 for details, including registrationfees. Com pli mentary child care provided.

25 Thursday Cookie Dough orders due.

26 Friday Upper elementary field trip: Wiard’s Orchard, Ypsilanti.

31 Wednesday Halloween celebrations. All levels. During school hours.

November6 Tuesday Parent Perks meeting. 8:30 a.m. Complimentary child care provided.

7 Wednesday Parents Association meeting. 6 p.m. Complimentary child care provided.

7–9 Wednesday–Friday Vision and hearing testing.n Vision: Preschool, kindergarten, and grades 1, 3, 5, and 7n Hearing: Preschool, kindergarten, and grades 1, 2, and 4

9 Friday Elementary and Middle School Grandparents’ Day.n 10:30–11:30 a.m.: Grandparents visit classroom.n 11:30 a.m.–12:30 p.m.: Lunch for all.

DEARBORN HEIGHTS MONTESSORI CENTER

466 N. John DalyDearborn Heights, MI 48127-3703

313-359-3000www.dhmontessori.org

“The child is truly

a miraculous being, and

this should be felt deeply

by the educator.”

—Dr. Maria Montessori

Artwork by Noah Piekny, 5

Our drop-off and pick-up procedures canonly run smoothly with your coopera-

tion. Parents, please help us keep the processefficient and—even more important—safefor all children. The following are a few pertinent reminders: n Once your child has been dropped off orpicked up, please do not jump out of line. n Children must be unloaded on the right-hand side of your vehicle. It is not safe forthe children to exit vehicles on the left.n Morning drop-off begins at 8:10 and

ends at 8:25, and teachers and staff are onhand to ensure that students get into thebuilding safely. If you arrive after 8:25 a.m.,for safety reasons, please walk your child intothe building. n Elementary pick-up begins at 3:30 p.m.,and the line will start moving at that time.While waiting in line on John Daly, pleasedo not block the condo driveways or the fire hydrants.

Thank you for your cooperation!

Help keep drop-off/pick-up safe for all

Coffee, tea, and lively discussions on par-enting topics—it’s Parent Perks!

On the first and third Tuesday of eachmonth, stop by the conference room afteryou drop your child off at school. We’ll discuss a topic of interest related to parent-ing and/or Montessori philosophy.

Watch your email for reminders aboutupcoming meetings as well as the parent-ing articles that will be the focus of each session. (Articles are archived on our web-site, www.dhmontessori.org; to access them,

click on Parent Resources and then ParentEducation).

We hope you’ll take advantage of this com-plimentary parent education opportunity!

Parent Perks scheduleMeetings are scheduled for the followingTuesdays at 8:30 a.m.:n November 6 & 20 n March 5 & 19n December 4 & 18 n April 16n January 15 n May 7 & 21n February 5

Join our lively Parent Perks discussions