Brandy and Beth’s Corner – August- September Newsletter

Tallmadge School

Week 1

The Elementary students and teachers got acquainted with each other, the classroom and procedures. Old friends and new friends came together to hear three of the Great Stories: “God Who Has No Hands”,” The Coming of Life” and “The Coming of Human Beings”. These stories engage the Elementary student’s imagination to grasp the amazing ideas of how the Earth, plants, animals and human beings came to be and ultimately depend upon each other within the laws of the universe.

Singing, book making and poetry reading have all commenced for the year. Students have received lessons in all of the areas of the classroom: History, Physical Education, Music, Art, Biology, Language, Geometry, Geography and Math. Excitedly, our class held its first “Community Meeting”, kicking off the year with a formal forum for students and teachers to come together and create our environment through peaceful communication, creative solutions and abundant opportunities for all.


Week 2

After a fun holiday weekend with families and friends, Elementary students returned to school ready to work! Excitement built over the weekend as the previous week, students have dreamed up a goal: Beating the World Record of the longest finger knitting rope in the world. Thank you for all of the generous family donations to the students to support their knitting dreams.


The last two Great Stories piqued the interest of many students: The Story of Our Alphabet and The Story of Our Numerals where students learned the historical development of human recording of communication and amounts. All of the students have been brushing up on old Math concepts lost over the summer break and filling their Personal Dictionaries with new words to learn.

Taking advantage of our beautiful weather, students have learned how to play Australian Dodge Ball and tried their skills at Ultimate Frisbee. An experiment in States of Matter was observed and discussed by the students as we continue to develop an understanding of the Laws of Our Universe. Also, our class had the opportunity to enjoy our school garden’s generous reaping of carrots and tomatoes during lunch one day.

Week 3

Recently, students have been discussing “The Fundamental Needs of Human Beings” which consist of Material Needs [Nourishment, Protection, Housing, Clothing, Transportation] and Spiritual Needs [Religion, Vanity, Art/Cultural] that all people share in their own unique ways. Students have been quenching their “Art Needs” through the use of Geometry tools and designing with our Metal Insets used for Math and Geometry lessons.

Their creations at are evolving into beautiful ideas and gifts.

The Elementary study of the Earth and Life on Earth has commenced and students are looking forward to the opportunity of conducting Science experiments that parallel this focus. In addition to classroom lessons, our additional experts that joyfully share their knowledge have started visiting us: Music, Latin and Art. Our first class for self-defense (Tae Kwon Do) located at our Tallmadge campus has also begun.

Speaking of new starts, our classroom celebrated our first birthday of the year! Birthdays will be celebrated in a new approach and we hope you can assist your child with preparing for his or her birthday celebration. Each child will bring 3 pictures that define him or herself to class on the celebration day to share with us. None of the pictures have to be pictures of the student as each student’s perception of this will be unique. Unique is great! Your child will discuss each picture and fellow students will be able to ask questions about the birthday child. Our class will be gifting your student with blessings/good thoughts and compliments as a birthday gift for his or her special day. Do not worry. We will remind you as your child’s birthday nears.

Week 4

After a long discussion of Science Experiment Safety, the students plunged eagerly into the new Human Body Science Experiments. Experiment Cards will appear on shelves throughout the year in all the areas of study, Biology being first. Many materials have been graciously donated by parents for our Science Experiments. The Elementary class as a whole would like to extend a huge “Thank You!” for past and future donations to our mad scientists at work!



Also, this week, students have started selecting words they would like to learn how to spell. On Fridays and Mondays, as applicable, students take a quiz on their self-selected words. Beware, your student may ask you to spell words; such as, “Supercalifragilisticexpialidocious” or “galluses”. We are all learning new, interesting and unique words!

Lessons have continued in all areas of the classroom. A new interest has sparked in the classroom: Sewing. Some students have learned how to sew a button on fabric and others are making bean bags for our classroom to use during “Walking on the Line”. Measurement lessons have been paralleling this work. Students have been measuring things in the classroom with Small-Non Standard Units, i.e., identical paperclips, to relive how people may have measured things with everyday identical objects to communicate mathematical amounts predating our current standardized method of measurement. In the Story of Geometry, students also got to help demonstrate how the “Rope Stretchers” or “Harpenodapta” of Egypt returned the farmer’s fields to the correct size and space after the annual flood of the Nile through historical surveying processes.

Though students have been learning all kinds of skills and games in relation to Physical Education so far this year, they were excited for the first official class on Friday. With that said, we would like to personally remind parents to ensure that your student brings his or her water bottle to school every day and especially on Fridays. We have had some students forget their water bottles. We want to keep your student properly hydrated to promote their success in health. Students perform physical exertion daily at recess, spontaneous lessons and work; and also, more importantly, during scheduled classes. We like to keep the students moving to promote a healthy lifestyle!

Week 5

This week, students have finished up their Hero letters and donned red, white and blue in our class picture for the troops. They shared personal thoughts and appreciation to our heroes overseas. Students have been busy working on the four basic operations of Mathematics: Addition, Subtraction, Multiplication and Division. Some students are working on Fractions and Multiples, as well. The students have also been working on some basic Language skills, reading Poetry, Writing Creative Stories/Books/Plays and conducting basic Research on various topics.

Students are starting to show Mastery in new lessons. If your student shares his or her success about “Mastering” a lesson, rest assured, it is a big deal! This “Mastery” is one of the many things that make Montessori so different from the traditional approach of education. The teacher in traditional education gives information to his or her students to learn. Then the class as a group is assessed or tested in some fashion to see if the student has retained or learned that information. Whether all or some of the students have learned that information, the teacher is required to move on to new information as schedule in the traditional method.

Switching methods, in the Montessori method of education, the teacher shows the student how educational learning materials are used, tells stories, offers support, creates an environment conductive to learning and inspires. The student self-guides his or her learning at his or her pace and direction. The teacher observes the student and records the student’s progress. Mastery is attained when the student has mastered the concept or use of a material, lesson or idea. The next step of the learning process for the student is teaching and leading others. The students come to the realizations that there are always new heights learning can take place in and learning is for life. This idea is what separates the two methods vastly. Students do not “move on” when they do not understand information and students gain a self-propelled approach to learning that will last for life!


The two Latin classes have started a new year. For the first-and second-grade group the focus in September has been on learning basic vocabulary, especially words related to the Roman
family. The students have also learned to form and translate simple sentences using various forms of the verb “sum.” In the area of culture the class became familiar with maps of the Roman Empire and Italy.

In the third- and fourth-year class the emphasis has been on reviewing vocabulary first presented last spring. In addition, the group has investigated various aspects of ancient Roman food and
dining. The students helped construct a model of a Roman dining room, complete with Gumbius figures. Finally, the class participated in a banquet featuring foods from ancient Italy.



Brandy’s Corner – May 2014

Tallmadge School

For the last newsletter article of the year I asked my students to write about their summer plans. The following paragraphs have been typed exactly how each
student wrote them in their journals. I hope you enjoy reading them! Have a wonderful gaming summer!

Sumer Plans
by Zach Martinelli – 2nd grade
My Dad sing me up for Basketball camp. My friend Austin is going to sleep over. I’m going to build the chaos tower. I going to play bball. There are a lot of websites that are there on the internet but they just fake there users by typing HACK & MOD In their title, visit this website if you are looking for paid/modded apps I am play video games, you can come and check this out this new video game coaching site I found. I’m going to create a shirt. I’m going to draw.

Madelyn Wise – 3rd grade
This summer I will go the lake and play with My friends all day. I will ride my bike. I will play in my tree house. I will play on my play online games set with my cousin and spend time with my family.

Quinn Farkas – 2nd grade
In the summer I will go to camp. I will go swiming with my friends on the weekend. I will go to vacation. I will put up the pool and have ice cream with my friends. We will play dead man on the trampleen. I will play minecraft and build a good world. I will play in the water a lot with my friends. I will have fun and have
lots of treats.

“The Tooth Fairy” by Ryan Baxter – 1st grade
Tonight the tooth fairy is comeing to take your tooth away mommy said. So Ryan put his tooth under his pilow before the tooth fairy take Ryan’s tooth. When it was morning the tooth fairy give me money and some. Ions from my tooth and I’m so happy LoL I got my coins and money. The end.

Summer Plans by Nick Smith – 1st grade

  1. Meet new friends
  2. Look around are new house
  3. Go to new school
  4. Find new playgrounds
  5. Go to are new library
  6. Move to Mulberry St. Iowa City, Iowa
  7. See grandma and grandpa every weekend

“Summer” by Aleksandar Sudar – 1st grade
S is for sun
U is for underwater
M is for meet my new baby brother
M is for many play dates
E is for read everyday
R is for run

Skylar Mamajek – 3rd grade
This summer I will go to camp. I will go on the zip line and I will try to not get stuck. My goal is to win! I will have a good time with my friends at … SB2W (summers best 2 weeks).

Kassie Batchelor – 3rd grade
In summer I’m going to Washington D.C. for 2 days and going to florda 2 weeks later. Where going to Disney my friend Sydney’s house and spending the night and going to my gramas house and my nannys house and the beach. Then when I come back I will stay home for the rest of summer.

Elementary Students along with Kindergarten students worked
together to plant a garden for their garden project at the Tallmadge Campus. Elementary students will work the garden upon their return to school in August. This was a fun morning league of legends together and we are looking forward to seeing what our efforts will produce in the fall.

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Ms. Brandy’s Corner – April 2014

Tallmadge School

Couriosity guided our work during the month of April in the elementary classroom. As mentioned in last month’s newsletter, our first through third graders selected Natural Wonders of the World for their International Festival research and presentations. Ryan read about the Amazon Rainforest; Nick discovered the beauty of the Grand Canyon; Aleksandar stuck to his Serbian heritage and researched the Djavolja Varos; Allie and Annika plunged into Victoria Falls; Quinn and Zach bundled up to learn about the Aurora Australis, or Southern Lights; Madelyn and Mason revealed the majesty of Mount Everest; and Kassie and Skylar swam through the beautiful Great Barrier Reef. This was quite an extensive project for our students. 1133After selecting their Natural Wonder, they chose topics for their research reports. I provided them with a list of 12 from which to choose, and they narrowed it down to eight that were of interest. After selecting their Wonder and creating an outline, students then called the local library to request books about their Wonder and the topics they wanted to include in their research report. I was impressed with their etiquette on the phone. Even the librarian complimented your children’s manners. Students picked up their library books and began reading. They were so interested to learn about these great places. Everyone asked if we could take a field trip to their Wonder. Wouldn’t that be awesome!The reports were very impressive, full of detail and well written. The next step was to take their new knowledge and write a creative skit to be preformed at the International Festival. Watching their minds race through the possibilities and sharing their ideas was inspiring. Each partnership came up with a different idea and I was so happy with how they turned out. I hope you were able to see the Festival or at least watch the DVD. One of our wonderful parents has been able to get us 12 microscopes, 6 compound and 6 dissecting. Students were given individual lessons on how to operate the two types of microscopes. Continuing to follow the students’ curiosity for nature we explored several natural items under the microscopes. We even looked at our own skin as a cut, then each day as it healed. One creative student came up with the idea to examine a booger. It was quite a hit! We were also amazed at the incredible veins on various kinds of leaves. Students also brought in items from home to examine. 1132 Our classic reading adventures this month have been with the fun-loving, energetic Anne of Green Gables. This story has inspired us to get up and act! As we read, if there is an unfamiliar word, our Dictionary Helpers look up the definition and our Actors act out the word as it is used in the story for clarification. These activities have become a joy for us all to watch. A personal favorite, I have enjoyed reading this book with your children. Several of them have finished the book well before the entire class. We will be continuing to read this story into the month of May. 1113

Ms. Brandy’s Corner – March 2014

Tallmadge School

The month of March began with a flurry of art activities. Students added the beautiful finishing touches to their paper mache globes and imaginary islands we had been working on in our geography studies. We also placed the last of our human organs on each student’s body tracing project. Origami was a very popular activity as students designed patterns made from.
1084 origami boats, butterflies, and birds. These patterns were framed and part of our auction. Along with several masterpieces constructed in Art class with Ms. Michele, the students proudly displayed their handiwork at our annual Art Extravaganza.


We completed the book Robinson Crusoe in February. Each student chose a final project about the story.

Many of them built Crusoe’s island or his house, while others wrote their own adventure stories. Crusoe at the end of

Each student then presented their project to the class, explaining each detail of their design. It was a great project!


Geometry has continued to be focus for all of us. Typically geometry is not thought of as a subject of study for children in grades 1-3, but Dr. Montessori wanted to open up the child’s mind to the world of mathematics. Along with arithmetic, geometry and algebra are all expressions of the same “mathematical mind” Dr. Montessori desired each child to develop. Geometry is the link in the child’s mind between thinking arithmetically (specific quantities) and thinking in algebraic formulae (generalized ideas/rules of solving algebraic problems).


This is why geometry is so important in our classroom: geometry made specific becomes arithmetic; geometry made general becomes algebra. This month we focused on the study of lines and angles. Students learned that a line is not just a line, but can go on forever, unless cut, then it is a ray, with a distinct origin. We labeled several parts of lines and built them using our Box of Sticks. Next we discovered relationships between lines that are parallel, convergent and divergent. We made up stories about two friends who were walking on these lines to help us remember that convergent lines come together and divergent lines separate. We even drew little stick people to place on the lines we built.

Research is a wonderful way for children to explore and discover. Children are full of questions and they ask them almost constantly. In our classroom, students are encouraged to look up the answers to their questions, first in a book J, then online. It is rare that I just answer their questions. If I answer them, I become the resource, but if the child discovers the answer themselves, not only will they remember it, but they will become resourceful themselves.

This month we began a research project on the Natural Wonders of the World. Each student chose a natural wonder to research and, with a partner, wrote a research paper and skit, as well as designed a display board showcasing their discoveries. The Natural Wonders selected were The Grand Canyon, The Amazon Rainforest, Djavolja Varos (unique rock formations in Serbia), Victoria Falls, Mount Everest, The Great Barrier Reef, and The Aurora Australis (southern lights). The students will present their research skits at our International Festival on April 25th.


Ms. Brandy’s Corner – February 2014

Tallmadge School

Our class on customer service training has been going on a wild and courageous adventure with the great Robinson Crusoe throughout the month of February. Before reading each student made a list of what they thought they would need if they were stranded on a deserted island. I was impressed with many of the items. Several students said they would bring weapons for hunting food, seeds to plant crops and a dog or cat for companionship. Other items that made the lists were an iPad, a game system and favorite stuffed animals. We then discussed that a deserted island most likely would not have electricity, which was extremely disappointing to our tech-savvy students.

1017As we journeyed around the globe with Crusoe, students were asked if they would make the same choices he did throughout the story. The class was split when deciding to leave their families or stay home at the beginning, but as the journey progressed, each child became more and more excited about the adventures. We finished the story last week and students are now working on building models of Crusoe’s island and home or writing their own adventure story. Stay tuned for photos of their projects next month!

We have also focused on human anatomy this past month in biology. Children were fascinated to learn about the inner workings of their bodies, especially their heart and brain. As we read books about each organ students asked questions and researched their answers. We learned the names of each lobe of the brain and their functions. We learned how to use a stethoscope and check our heart rates. Students loved checking their heart rate, doing an activity, and then re-checking their heart rate to see what happened.


In our Geometry studies students have been focusing on types of triangles and angles. We read a story about how geometry came to be and have been using our infamous Box of Sticks to create the seven different triangles (right-angled isosceles, right-angled scalene, acute-angled isosceles, acute-angled scalene, obtuse-angled isosceles, obtuse-angled scalene, and equilateral equiangular.)

1050Excitement overflows each Monday afternoon as students prepare for their Latin class with Magister Tom (Mr. Tom McCaffrey). I have been so proud of each child as they answer Magister Tom’s questions about English words derived from Latin and their ability to remember, from week to week, their new Latin vocabulary. They have learned simple greetings, feminine and masculine forms of nouns and verbs, as well as plural forms. This past week, their favorite activity was answering questions in Latin. Magister Tom would ask, “Quis est?” and point to the table. Every hand shot up in excitement to answer “Est mensa.” They can say over 30 words after just a couple of lessons and their pronunciation is fantastic! We have made labels for our classroom in Latin and students enjoy reading the label and placing it in the correct spot.


One goal of mine is to provide the children with several experiences outside of the classroom. This past month we went to Playhouse Square in Cleveland to see a show called Dino-Light. This was a show done without words, using only light and music to convey the emotions of the characters. The story was about a scientist who built a dinosaur, but the dinosaur was missing a heart. The scientist gave the dinosaur a heart in hopes he would became a kind and loving dinosaur. The scientist and his dinosaur were separated and they searched for each other throughout the play. In the end, the dinosaur defeated his foe to save the life of the scientist, thus showing his love. The play was fantastic, but my heart melted when we completed our “End of the Day Journal” entry and Annika said she had a lesson on friendship because the dinosaur in the play learned to love and care for another person, just like a true friend.

Brandy’s Corner – January 2014

The Elementary Journey
When the child enters our elementary classroom, he will find himself in an environment full of knowledge waiting to be discovered. His academic studies will be challenged with the curriculum outlined below, and his life skills will be nurtured, allowing him to grow into the person he was created to be.

Life Skills
There is no tangible measurement of character, initiative or inner drive; yet these are the life skills your child will develop at Absorbent Minds Montessori School. Weekly and daily goal setting, encouraged and reinforced by the teacher, guides the work of the elementary student; thus creating a strong sense of ownership of their education. Responsibility has the power to educate through self-direction. Your child’s confidence and self-esteem will grow and flourish as he learns to challenge himself until he becomes proficient in a skill. This personal drive will catapult your child into a world of information where his work ethic will create the character he needs to become a truly great person.

Every child uses the environment around him to learn, thus creating his Absorbent Mind. This, in conjunction with what we have discovered through current research of the hand constructing the neurological pathways of the brain, we can conclude, that mathematics is made easy if its roots can be implanted in the work of the hand that is developing the mind. Children are provided the opportunity to touch, feel and experience math. Every material takes the child on a tangible journey through operations, memorization, graphing, fractions, square and cube roots, the study of lines, angles, area, and equivalence. Through these experiences guided by the hand, each student discovers the process of how an answer is found, and gains an understanding of why an answer is correct.

From birth, all children pass through a period in which they can only pronounce syllable; then in early childhood they pronounce whole words, and finally, as a young student they use to perfection all the rules of syntax and grammar. Our curriculum encompasses reading, print and cursive handwriting, spelling, grammar, creative writing, research, and oral presentation. Through stories, charts, timelines, purposefully created materials and carefully chosen books we enable the child to develop an understanding of language. Junior Great Books and studies of the Classics enrich each child’s reading experience. Discussions of life lessons learned from characters in stories such as Robinson Crusoe and Anne of Green Gables equips your child with creative thinking skills she will carry with her in all areas of life. “Learning to read and write becomes a delightful exercise, a loving guide to lead the child along pleasant pathways to the discovery of things he has actually performed. Yes, the child will suddenly find himself, one day, in possession of a little composition, a little ‘work of art,’ that has issued from his own pen!” (Maria Montessori. The Montessori Elementary Material.)

Biology/Physical Science
We believe curiosity is the foundation of all discovery. Our Montessori science curriculum seeks to cultivate the child’s natural curiosity and to allow children to discover the answers to all of their “why” questions. Through science we facilitate the child’s understanding and admiration for all living things and respect for our interconnectedness with nature. The universe and its parts are brought into your child’s hands through experimentation. Scientific study at Absorbent Minds Montessori School concentrates on the process of question, hypothesis, procedure, observation, data analysis and conclusion (the Scientific Method). This method teaches children to think before deciding, to use a logical method of discovery and testing, and to use data to evaluate results and arrive at a thoughtful conclusion. Along with the process, the science curriculum provides each child a basic knowledge of chemistry, matter, energy, simple machines, water, engineering, and magnetism.

Cultural Subjects (History/ Geography)
The imagination of the elementary child flourishes when information is presented in the form of a story. Historical stories have the power to awaken the child’s imagination and take him on a tour of creation. This introduction will grab the child’s attention and encourage him to research the areas he find most interesting. As children discover new places through history, their interest in Geography intensifies. They start asking “where,” “why,” and “how.” The natural thirst for knowledge drives the child’s cultural studies through the solar system, physical and economic geography, map reading, vexillology (study of flags), and the study of rocks, minerals and biomes.

“Education boils down to two things: the student putting in the work to educate himself, and the teacher getting the student’s attention long enough and deeply enough to get him started and help keep him going.” (Oliver DeMille. A Thomas Jefferson Education. 2009.) Absorbent Minds Montessori School believes the child creates his own mental muscles, using what he finds in the world around him to accomplish this task. We call this type of mentality “The Absorbent Mind.” Through our prepared environment and curriculum beginning in preschool continuing throughout 4th grade your child will be equipped to develop his mind, body and soul.

Ms. Brandy’s Corner – November_December 2013

Tallmadge School

The month of November began with my students preparing to lead their first Student/Parent/Teacher conference. In an elementary Montessori classroom there is great freedom, but that freedom can only be achieved if the child is willing to take the responsibility that comes with it. I expect my students to take responsibility for their education. They are responsible for completing every assignment on their Work Plan each week and turning in their work to me when it is completed. In preparation for the conferences each student filled out a paper with a script to help them explain their work. Each child listed the concepts they have learned in Language, Mathematics and Geography to tell their parents. Children also listed their favorite works and had the opportunity to demonstrate these works to their parents. A few of the favorites were Golden Bead Multiplication and Division, Imaginary Island and writing in Cursive. Parents seemed to enjoy watching their children work and learning about the materials in the classroom. Each student ended the conference with telling their parents what their academic goal are for the rest of the year.934

After conferences we spent the next few weeks discussing what we are thankful for and reading about the first Thanksgiving. We discussed why the Pilgrims wanted to come to America and what their needs may have been when they arrived. We discussed how they learned to live in a new land and how the help of one particular Native American named Squanto, saved them from the cold, harsh winter. We made turkeys with feathers listing out what we are thankful for this year. Many of the feathers stated things like school, books, friends and family. It made me so happy to see that the children like school and reading so much!


We jumped into the Christmas spirit by filling boxes with great toys for active boys and books and special gifts for children less fortunate than ourselves, there were some plantwear accessories included as well. The children truly experienced the joy of giving and the feeling of love for others.


After Thanksgiving break we dove into practicing for our Christmas play, The Legend of Santa Claus. The children loved acting and enthusiastically got into character during each rehearsal. The children learned a lot about St. Nicholas and acting. They learned about stage presence, developing a character for the audience’s enjoyment, and public speaking. The children’s performance was flawless in front of over 600 people! I was very proud of them.

932The last week of December we focused on learning about Christmas celebrations around the world. We discussed traditions in England and learned that a popular tradition is the mistletoe. Children made their own mistle’toe’ by tracing their feet, and decorating them with glitter, pom-poms and bells. We read about the history of the mistletoe and learned that the tradition of kissing under it found its origins in the legend of Goddess Frigga and her son Balder. The story goes that life the people on earth was held on the shoulders of Balder. If Balder died life on earth would end. Balder’s enemy, Loki, the God of Evil, killed Balder. It was the sprigs of a mistletoe plant and his mother’s tears that brought him back to life. The legend states that anyone who is kissed under the mistletoe will have love and friendship forever.

English Christmas tradition also gave us the classic story by Charles Dickens ‘A Christmas Carol.’ We read this story and watched the Disney Mickey Mouse version.

The next country we talked about was Germany. We read about how the German children celebrate St. Nicholas day by placing shoes outside their door full of straw for St. Nicholas’s horse. St. Nicholas will fill the shoes with treats. Outdoor markets are a Christmas tradition in Germany where children can get cookies, so naturally, we art cut-out cookies! The decorated Christmas tree is also a tradition that came from Germany. Our craft for Germany was making a tree out of Popsicle sticks and sequins, with a golden start on top!

We read the story of The Nutcracker and talked about the Russian tradition of this beautiful ballet. The children enjoyed the whole story, but most of all, the battle between the Nutcracker and the King of Mice.


We spent the last day before break in our PJs playing games and watching the movie Prancer. It was fun and relaxing. I hope everyone enjoyed their break!

Ms. Brandy’s Corner – October 2013

Tallmadge School

The month of October was full of a variety of fun activities. We began the month with a Gym class field trip to Downview Golf Course for a little miniature golf excitement and driving range laughter. Some of us were very serious about our golf game, while others found fishing the ball out of the water to be just as much fun! The driving range was thoroughly entertaining for those of us in the audience. The kids enjoyed watching how far their ball would go, attempting to hit the little cart picking up golf balls. Thank you to Mr. Martinelli for planning such a fun outing and to each of our parent volunteers who drove us that day!873In science we studied roots and stems and their functions. We did an experiment with white carnations, celery and colored water. Each flower and celery stalk was placed in blue, yellow or red water for several days. Students made predictions of what was going to happen to each flower/celery, why it would happen, and the time of when it would happen. Each day we kept a log of our observations. Many of us thought the flowers would change to the color of their water. Almost all of us thought red and blue would change first, we were wrong! The flowers in the yellow water turned color first and had the most color by the end of the week. The flowers were interesting, but not nearly as exciting as the celery stalks. We predicted the leaves on the top of the celery would change color like the flowers. They did slightly, but the true surprise came when we cut the celery stalk in half and saw the colors running through the veins. This was a great demonstration of the function of a stem and how it transports nutrients to the other parts of the plant. We also explored electricity by turning on a light bulb with a battery. Mason asked if the size of battery mattered or if more than one battery would change the light. Se we tried it. The size of battery didn’t make much difference, but when the students held three batteries together, the light was very bright! What a fun experiment.874

Junior Great Books were introduced this past month. This is a fantastic interpretive reading and discussion program. Students read a classic work of literature, study it and have small group discussions. Students listen to me read the text, read the text independently and take turns reading together as a group. Along with each story or group of poems, I lead discussions, dramatizations, creative writing activities and art projects. The program’s structure offers children ongoing opportunities to develop their ideas about a challenging work of literature and to share those ideas with others. Junior Great Books focuses on stressing the enjoyment of literature for its own sake, while at the same time, assisting each child with developing comprehension skills, interpretive thinking, and oral and written language skills. By listening to and reflecting on works that are rich in meaning, the students will feel that their efforts at understanding are rewarded, and they will become more motivated to learn and read for themselves.

872The last week of October brought extra candy and high energy. Students planned their own Halloween party and enjoyed every minute of it! Earlier in the month they chose a committee to be a part of for planning the Halloween party. Each committee met to create their portion of the event. The Food Committee created a delicious menu of pizza, chocolate covered strawberries, chips, juice, veggies and dip. We even had silly skeleton straws to drink from. The Decoration Committee came up with covering our room with spider webs, creepy crawly spiders, gel stickers, hanging ghosts and bats, and pumpkins. I think the Game Committee had the most fun planning our mummy wrap with toilet paper, the mystery box, a witch hat ring toss and a worm search game.  To find their worm, students had to dig with their mouth through whipped cream and pull out their gummy worm. Once they found it, it was theirs to eat! Yummm! The mummy wrap was the most popular game, especially since the students turned it into a race to make the fastest mummy. Our Craft Committee came up with an adorable Frankenstein light which turned out nicely. I hope everyone is enjoying them at home!


I would like to say THANK YOU to Emily Smith (Nick and Elise’s mom) for organizing and planning our Usborne Book Fair. Both classrooms were able to get almost everything on their wish lists. It was a great success! Thank you to all of the parents who supported our school through this book fair.

Ms. Brandy’s Corner – September 2013

Tallmadge School

The start of the school year brought back so many faces I haven’t seen in a year or more. It has been so nice to reunite with my students from years past. I am enjoying teaching a new age group this year and I am excited about all they are learning!

Each day we read from either “Everyday Graces” or “365 Manners Kids Should Know.” While reading one of the stories about family dinners a few of my students asked if we could have a family dinner at school. Of course I didn’t want to pass up this incredible teaching moment, so we did! As a class we created a menu and each student provided a food or drink to share. We rearranged all the tables in our room and sat down to a Family Style Lunch. Students loved asking “Can you please pass the corn?” or “Will you please hand me the salad dressing?” I was impressed with their patience and etiquette. Everyone asked if we could have Family Style Lunch every month.


Anyone who has walked down the hall outside our classroom has seen our note cards posted along the coat rack. Each day we create a new card telling us the date, weather and current events. It is the responsibility of a new student each day to copy the note card and hang it in the hallway. We are creating our very own class timeline. It is neat to go back and read what was happening a few weeks ago.


Responsibility and self-government seem to have worked their way out of our society in recent years; however, I am determined to teach them to your children. Responsibility is being accountable for your actions and choices.



In the Elementary program responsibility is the name of the game. Each 825week I create a Work Plan for every student. This Work Plan is the child’s responsibility to complete throughout the week. They are responsible for managing their time, recording their work in a journal and then presenting it to me at the end of the week. Each student is expected to set educational goals each week based on lessons they have been given. These goals are essentially their classroom “to do list” for the week. Students write their goals on their Work Plan every Monday morning. On Fridays, we have Student/Teacher Conferences where each child presents their work from the week to me. During these conferences I ask each student what work they are most proud of and what work was the most difficult for them to complete. I check their journals and look at the work they have recorded. If they did not meet a goal, they reset the goal for the following week. This is one of my favorite parts of the week!

We the student of Absorbent Minds, in order to protect our freedom, create fairness, and ensure a peaceful environment, establish this Constitution of Absorbent Minds Montessori School.
1.    Respect other people.
2.    Push in your chair.
3.    Always use kind words.
4.    Do random acts of kindness.
5.    No whining or complaining.
6.    Always include others.
7.    Look out for each other.
8.    No chewing with your mouth open.

9.    No talking with food in your mouth.

I was very impressed with several suggestions made and very happy to see such kind “rules” added to our list. The full Absorbent Minds Montessori School Constitution has been professionally printed and each student signed the final document. Click here to view the Absorbent Minds Constitution.

It is a blessing to me to spend everyday with such a talented group of children. Thank you to every parent for sharing your child with me!