Guest Post By Dana Bettwy, LePort Parent

I have two children currently enrolled at the LePort Montessori campus in Woodbridge (the Irvine – Lake campus.) Our son just completed his second year, and our daughter, her first. 

Beyond finances, however, there are other factors as well—some that may not appear all that dramatic on the surface.  Still, I think these "less obvious" differences are critical to making an educated decision, one that is in your child’s best long-term interest.  Different aspects matter more or less for different parents.  For me, certain factors such as parent fund-raising, and the food they serve at school are incidental.  Social development, the learning environment and overall happiness of my child are the most important considerations for me.  Academics are important, but I am more interested "how" my child learns to learn at this stage in the game, as opposed to "what" they learn, per se. 

Read more: http://bit.ly/1auJ4cw

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• The Importance of Sending Your Kid to the Irvine Preschools
• Little hooks for independent little hands
• 8 Principles for children learning sensorial material
• Dalai Lama quote of educating children
• Toilet Learning the Montessori way...was not what we did...
• Let the children choose

Child independents at home

When toddlers and young preschoolers start in Montessori, parents are often amazed at the sudden spurt in independence and skill their children display.

If your child is starting in a Montessori toddler or preschool program, and you want to witness this incredible development in your own child, it helps if you are able to prepare your home environment in ways that support your child’s new skills and desire to be independent.

Here are some ideas to consider:

1. Provide simple storage spots for belongings right inside the front door.  A small rug to place shoes or a basket to put them into and some hooks to hang jackets are a great start.  This can help your child get out of the house and back in more independently, and maybe prevent some meltdowns!  A little stool to sit on helps, as well.

2. Make your kitchen accessible to your child.  Find a low shelf or drawer to store cups, placemats, and utensils within your child’s reach.  Buy glass cups and inexpensive ceramic plates (IKEA is great!) that you don’t mind getting broken.  Invite your child to set his own place at the table.  A bigger step stool, or a learning tower can be a great help to little people who want to join you in the fun cooking activities at counter height.  And, of course, when it comes time to sit down and eat, encourage your child to feed himself:  Even young toddlers can eat finger-foods on their own, and start using a spoon; this is what they do in their Montessori classrooms, too.

3. Organize and simplify the play area.  Fewer toys, displayed on open shelves, are preferable over lots of toys in boxes that the children can’t see.

4. Small chairs and tables facilitate independent snack time and organized playtime.  Provide some buckets, sponges, rags, and child-sized brooms, and your child can even clean up after himself.

5. Facilitate getting dressed independently.  Low open shelves, low racks, a mirror and a bench with brush or comb can enable even 2- or 3-year-olds to begin to dress independently, especially if you pre-select an outfit the night before, or lay out two simple choices for a younger child.

6. Consider a floor or other low bed.  Some Montessori parents never have cribs; instead, they baby-proof an entire room and let even infants sleep on a floor bed.  While this may not work for every parent, a low bed or a twin mattress on the floor can be a great step up after a crib, instead of a toddler bed.

7. Make books accessible and create cozy reading areas.  The more that books are all over your house, the easier it is for your child to grab a book instead of asking for your iPhone or the TV when you are not available to play.

To see growth in your child’s independence, it’s not necessary to reorganize your entire house (who has the time and energy for that?!).  Just pick one or two ideas and make little changes over time.  You might think your child is too young to take advantage of these kinds of opportunities for independence—but once she starts school, you might be just as surprised and thrilled as the LePort Montessori parents who wrote the Facebook posts above! 

Thanks to Bernadette, a LePort parent of three children, ages infant to preschool, for inviting us into her house to take many of these beautiful pictures!

Related Posts

• Transitioning to Montessori: Independence (Part 1 of 5)
• What's the big deal with independence in Montessori preschool?
• The Dual Purpose of Montessori Preschool Practical Life Activities

Just not good enough: why your child deserves a better curriculum

This is a great layout of private vs public schools by LePort Schools

If you attended Elementary Curriculum Night, you had a sneak-peek into LePort’s unique approach to education. [See the videos at the bottom if you weren’t able to attend.]

In this newsletter, I’d like to offer you further insight into what makes LePort’s curriculum different. How does LePort’s approach, which we call “Knowledge for Life”, compare with the California Standards?

Almost everyone agrees that there’s something wrong with “teaching to the test”, the practice of focusing in school on memorizing and drilling for standardized tests. But this practice is based on the California Standards—the textbooks, lessons and outcome measures approved by State education committees.

Public schools have no choice about following the Standards. But even most private schools, which do have a choice, choose to stick with the same standards. Few actively explore the possibility that different content might produce superior learning.

At LePort, we think that’s just not good enough: why should you pay thousands of dollars to enroll your child in private school only to have him learn the same thing he can learn for free at your neighborhood public school? Even if his class size is a bit smaller and there is fancier equipment, it’s still amounts to the same basic “teach to the test” approach. Your child still receives the one-size-fits-all public school curriculum, just with a bit more accountability.

So LePort Schools has instead developed its own curriculum, one that we believe gives students the rich knowledge, the broad skill base, and the genuine love of learning that will lead them to success in high school and beyond.  

To help you see what I mean, here are five major differences between LePort and the California Standards:

• We teach history chronologically. In the public schools, children start with California history in 4th grade, then jump backwards in time to US history (5th grade.) In 6th grade, they jump far backward, to ancient civilizations, then move forward to medieval history (7th grade), and back to US history again in 8th grade.
  In contrast, at LePort we teach history as a chronological sequence of events.
  Our Lower Elementary program introduces students to historical time lines, going all the way back to the beginning of the earth, and gives them the context for comparing historical civilizations by discussing how people in different places and times have satisfied the fundamental needs of man (shelter, clothing, food, transportation…) We also explore world geography, so students gain a big-picture understanding of where history happens.    
  Starting in 4^th grade, our program guides students systematically forward through time, beginning in prehistory. We focus on the story in history: the key attributes of different civilizations, major historical figures and the roles they played, and begin to explore the causal connections that help explain the major events in history. By the time our students start studying the history of the United States, they really grasp why the colonists left England, and understand why the U.S. Constitution is a wondrous achievement that changed the world.
  “LePort teaches history chronologically, and thus makes it comprehensible to students. It’s such a contrast to the public schools, where they teach things haphazardly, and where students just don’t get it. When my older son was in 2nd grade, they had Black History Month in February. Recently, he recalled a game he and a friend used to play: at recess, they would sell each other to other people. They had learned that money could be made from slavery, and had made a game of it. That’s what you get when you teach history badly.  In contrast, my younger son, who had the benefit of being at LePort, really gets history. He doesn’t just memorize the dates of the Renaissance, but he understands what it was, and what it meant. LePort teaches history so well, so logically, that the kids really understand it.” – Shanan C., LePort parent

• We teach Singapore Math, the LePort way. In public schools, not only is math taught very slowly (think numbers to 1,000 introduced late in 2nd grade), it is also taught in a mechanistic, algorithm-driven way.
  At LePort, we combine the wonderful Montessori materials with the renowned Singapore Math program, and our own insights into the challenges that children often face in math. With our approach, many students start on Algebra by or before 8th grade – and find that transition to abstract math as easy and enjoyable as their entire math journey with LePort!
  “At her old school, my daughter worked really hard in math, and it just didn’t work. She told her LePort math teacher that math is now one of her favorite subjects—and you have no idea what that means: this came as a total shock to me and her dad, because she used to cry doing math. It’s a total turn-around from what it was before. Two of her least favorite subjects, math and science, are now her favorites!”—Lina S., LePort parent

• Our science program helps our students become “at home” in the world. Science often is taught one of two ways: either as a series of fun, disconnected hands-on projects, or as a dry body of facts to be memorized from a textbook. Neither is right!
  At LePort, science is about the world, not about words. We teach science as an exciting story of discovery—each student’s own discovery of the world in which he lives, and the discovery of natural laws by heroic men and women of science, whose work so benefits human life. While at LePort, your child will not memorize scientific jargon or equations out of context: he will learn meaningful, practical and observation-based science in every grade.
  “LePort inspires students to think about what they learn and apply it outside of class. My younger daughter excelled in science at LePort, and then did really well in her introductory science class in high school – a class many students struggle with. Throughout her LePort experience, she’d constantly point out interesting things to me and my wife—like take me to the park to look at a plant she had learned about, observing star constellations at night, or telling me about the movements of planets. I am not very science-oriented personally – but it is great to see my daughter develop this interest, and to see her excited about science.”—Tom C., LePort parent

• We teach grammar, vocabulary, spelling and writing. Our language arts program focuses explicitly on teaching clarity and sophistication in thought and communication, both oral and written. Learning to write and speak well enables your child to better appreciate and understand what others have written and to develop confidence in communicating his own ideas. In our language arts program, your child will study spelling, vocabulary, grammar and writing: these skills are the foundations of clear communication, and are fundamental to all learning. They deserve to be taught systematically, in a dedicated language arts program, not mixed into a generic “English” class.
  “I am an attorney, and I really appreciate LePort’s writing program. It’s really unique: because they are a small school and have very high standards, the kids will do many re-writes of their assignments. And that’s how they actually learn—by doing draft after draft, correcting their mistakes under the guidance of their teachers, and learning to become better writers in the process. Many schools just can’t do that—and what does a child learn, when he writes something once, then gets a grade and that’s it?!”—Susan F., LePort parent

• We read great literature. Many schools these days serve up a bland collection of basal readers in the early grades, and so-called high-interest young adult stories in the upper grades. In contrast, at LePort, students read great literature from the beginning, because it gives children the opportunity to enter exciting worlds, to meet heroic characters, and to consider what could be. While studying the classics of yesterday and today, students not only improve their thinking and communication skills, but also learn important moral lessons, lessons they can use to guide their lives. Our students learn about independence from To Kill a Mockingbird, integrity from Antigone, and heroic perseverance from The Miracle Worker.
  “Literature is based on the classics, on great works—and students learn real lessons from what they read. The teachers always ask students to think about what they can learn from their readings, for their own lives: Would you be a friend with that person? What would you have done differently if you had been in this character’s situation, and why? At LePort, they really connect what they teach to the kids’ lives.”—Tami W., LePort parent

Curriculum matters: it’s what your child will learn at school. Unfortunately, given the state of public education, it’s wrong to assume that the learning agenda set out by the public schools is right.

I hope that this newsletter has shed some light on a few key issues in the California Standards, and how we at LePort can and will do better for your child, if you choose to enroll him with us for the elementary years.

Ray Girn

CEO, LePort Schools

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P.S. If you are interested in learning more, below are some links to well-researched books discussing the question of curriculum, and the many other ways in which today’s public school curriculum and pedagogical approach short-change students.

Why Don’t Students Like School, by Daniel T. Willingham. A cognitive scientist analyzes why many of the common pedagogical approaches used in today’s schools actually demotivate students, and discusses what better approaches schools should use instead.

The Language Police: How Pressure Groups Restrict What Students Learn, by Diane Ravitch. Renowned historian of education Diane Ravitch provides a well-researched and disturbing inside view into how pressure groups determine what curriculum is “adopted” by state authorities, and how as a result children learn not only less, but may even come away from the standard public school curricula with many wrong ideas about the world.

The Schools We Need: And Why We Don’t Have Them, by E.D. Hirsch. Discusses how a disdain for a well-thought-out, content-based curriculum, abandoned in favor of process-based “standards”, hurts children, and is a driver behind the U.S.’s deplorably low scores in international academic comparison tests.

The Global Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills Children Need—and What We Can Do About It,by Tony Wagner. Wagner, an education professor at Havard, shows why and how U.S. schools today fail to equip students with the thinking skills and deeply-understood knowledge of the world they’ll need to thrive in the global economy.

Readicide: How Schools Are Killing Reading, and What You Can Do About It, by Kelly Gallagher. Discusses how a focus on basal readers, and “overteaching”, which focuses on drilling children in state-mandated standards, kills the joy of reading, even in children who come to school ready to become strong readers.

Building Foundations of Scientific Understanding, by Bernard Nebel. A practical handbook on teaching science, this first volume of Dr. Nebel’s series also contrasts an observation-based approach to science with the progressive and traditional approaches that dominate the standard curriculum.

A Seven-Day Teaching Sampler

Monday: Mommy's little reader

Once your child is 4 months old, you can start using Little Reader to teach her to read. Using the curriculum which comes with your software, or word sets you have made yourself or downloaded from the BrillKids Forum, create a playlist of 20-50 words (fewer if your child is younger, more if she is older). Err on the side of more words, as you can immediately stop a lesson if your child's attention wanes. Check your settings to make sure "random” order is selected and "auto-forward" is unselected. Now, you're ready to press play! After listening to a word's pronunciation, read the word to your child, and click to look at the picture or watch the animation. You can replay a sound effect by pressing the down arrow.

For more on teaching your child to read, go to the Reading section of BrillBaby.

Tuesday: Moving on

Young children today have less opportunity to become mobile than ever before. Devices such as playpens, strollers and certain walkers all impede mobility in the interests of safety or convenience, slowing the development of children's crawling and walking skills.

As your child's parent, you have an important role to play in encouraging her physical development. Which of the following exercises you try with your child will of course depend on the stage she is at.

Before your baby can crawl… Give her regular tummy time from birth, preferably in a crawling track (which you can make yourself, or buy online). If you don't have a track, use a yoga or exercise mat. This kind of surface is cushioned enough to be comfortable, and sturdy enough to give traction while learning to crawl. Get down on the floor, at your baby's eye level, and encourage him to move forwards. Dangle toys in front of her. If she is fussing, comfort her but do not pick her up immediately. Praise your child for moving even the shortest distance. If your baby can crawl on her belly or "army crawl"… Continue to provide regular tummy time. Avoid carpets, and make sure your child's hands, feet, knees and elbows are free of clothing. You can also make the job of learning to crawl easier by inclining the crawling track downwards. If your baby can crawl on all fours or "cross-pattern crawl"… Baby-proof your home! Now, give your child maximum opportunity to crawl around. You can make the job of crawling more challenging by inclining the track upwards. Encourage your baby to crawl over cushions. Even at this stage, it is helpful to get down on the floor: your child is more likely to think crawling is fun if you do it too! If your child knows how to walk… Give her plenty of opportunity to practice walking. Once she is steady on her feet, let her explore walking on uneven surfaces and on sand. Let her walk on a gentle slope. Your child will naturally break into a run from time to time, and this is to be encouraged. Have races with each other, and play catch. You can also play creative games like seeing how many people you can overtake on your way someplace.

Wednesday: Seeing spots

Little Math is designed to teach your child quantity recognition in a similar fashion to the Glenn Doman math program. Once your child has learned quantity recognition, you will be able to teach addition, subtraction, division and multiplication, and later, fractions, factors, square roots, algebra... the sky's the limit!

To begin with, show your child numbers 1-5 and 6-10 in separate sessions, three times each. For more information, read Doman's How To Teach Your Baby Math. For a more advanced lesson plan, check out the Gentle Revolution Homeschooling website, created by a mother who is successfully doing the Doman math program with her son.

Thursday: Pure PLAY

Children learn enormous amounts through play, so get ready to explore with your little one!

How you play together will depend on the age of your child…

0-6 months Look for ways to engage your baby's senses. Play "airplane" by holding your baby up and moving him through the air, with your feet on his chest and your hands supporting his arms. Make whooshing noises and talk about the directions you're going in. 6-12 months Play games and sing songs to teach your baby the names of the parts of the body. Sing Head, Shoulders, Knees And Toes while touching each of your child's body parts in turn. Play peekaboo with your or your child's belly button. 12-24 months Let your toddler have a go at fingerpainting! As she dips her fingers into the paints, name the colors she is using. Then, help her mix two primary colors to make a new color. Talk about how many different colors you can make. 24-36 months At this age, children become masters of pretend play. Let your child take the lead and set the rules of the game. Role-playing games (doctors and patients, mommies and babies) help your toddler to develop his social skills. Ask him questions while you play these games: "Why did the mommy do that? How did that make the baby feel?"

Friday: Feeling funky

Nothing beats having fun with music and rhythm - or dancing with your little one! Put on a favorite tune, preferably one with a beat, and get ready to have some fun. If your baby is too young to sit up, you can dance with her in your arms. The gentle swinging, rocking and spinning movementswill help to develop your baby's vestibular (balance) system. Sing along to the music as you dance.

If your child is old enough to sit up, then give him a drumstick or spoon to hold, and encourage him to bash on some baby drums, the bongos, or an upturned pot or pan. If your child is old enough to stand, then kneel down to his level and dance together! Babies in the cruising phase of learning to walk love bending their knees and jigging up and down to music. And don't forget to sing!

Saturday: Signs of things to come

Teaching your baby sign language is a great way to communicate with her before she is old enough to talk. You can buy DVDs (such as Signing Time) or attend a parent workshop (such as those organized by Baby Signs) to get you started. Alternatively, you can simply buy a baby signing book or look up words in American Sign Language (or another sign language) online.

You can start teaching signs from birth, but bear in mind that your child will only be able to sign back from around 10 months of age. Start with a few signs for words you use often (e.g. “milk,” “more,” “all done”). Once you feel confident about using them, add a few more. Although your child will not sign back to you until nearly a year old, he will be able to understand what you are signing much earlier - as young as 3 or 4 months.

Be sure to check out the discounts on Signing Time available to BrillKids Forum members!

Sunday: Going swimmingly

Young babies naturally love the water - not very surprising when you consider it was their first home! You can make use of this natural fearlessness to introduce your baby to the pool from before 6 months of age. (Some doctors recommend waiting until a baby is 3 or 4 months old, so that the first vaccinations can take effect, and to avoid exposure to chlorine vapor when a baby's lungs are at their most sensitive.)

Your child will not have the coordination to perform swimming strokes until around age three. However, floating, splashing and kicking from an early age will build her strength and coordination in ways that will benefit her on dry land as well as in the pool. Introducing children to water before age two can also prevent a full-blown fear of the water from developing. Such early positive experiences will set the stage for your child to become a competent swimmer when she is older.

http://www.brillbaby.com/early-learning/start-here/seven-day-lesson-sampler.php