Be sure to click “…” to expand the entire email
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“What is the most important ingredient for motivating children to develop personal responsibility and the skills/characteristics to reach their full potential?
Every year, as kids return to school, people ask this question. Some believe the answer lies in developing improved teaching methods and more advanced curricula. Others contend that the solution involves improving the types of tests administered to students.
At Love and Logic, we believe that the single most important factor affecting children involves the quality of relationships they experience with important adults in their lives. We believe that there will never be enough rewards, consequences, or techniques to get kids to behave and learn responsibility if we are not first developing positive relationships. In fact, rules, consequences, and rewards can backfire without healthy relationships.
- Rules provided without relationship result in rebellion.
- Consequences given without relationship lead to resentment.
- Rewards without relationship feel like bribes.
When most of us recall the adults from our youth who had the biggest positive impact on us, we think of those who:
- had high expectations and communicated them to us through loving limits,
- focused mostly on our strengths, not our weaknesses,
- spent a lot of time with us,
- listened to us,
- guided us rather than told us what to do,
- empathized when things went wrong,
- modeled healthy, assertive behavior, and
- held us accountable, yet loved us, even when our behavior wasn’t lovable.
As this list shows, adults who enjoy positive, healthy relationships with children will be viewed as powerful and loving at the very same time. During this school year, let’s make it a goal to be this type of adult for the wonderful children we know and love.”
-Dr. Charles Fay of the
Love and Logic Institute
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Sprouts Farmers Market
will be delivering lunch
on Tuesday & Thursday next week.
Download menu here
(Bagel & Cream Cheese Kids Meal is also available)
$6 per lunch
Please complete order forms no later than
MONDAY 9/18 AT NOON
for lunch to be served on
Tuesday 9/19, Thursday 9/21
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Hermosa students and teachers will commemorate International Day of Peace by joining Montessori students around the world in singing
Light a Candle for Peace
by Shelley Murley. By learning this song and discussing the concept of peace, we share and express a unified hope for World Peace with Montessori students around the world. Each international region has been assigned a time zone; by participating during the assigned time, our shared song will travel around the world and, eventually, resound for a full 24 hour day.
World Gratitude Day, celebrated on September 21st, was established in 1965 at the International East-West Center in Hawaii. Over the years, it has become a global movement to pause and express appreciation for the many wonderful things in our lives.
We have much to be grateful for; let’s focus our intention on
gratitude and peacefulness on this day.
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Students participated in a Socratic discussion based on the Founding Father Patrick Henry’s declaration at the Second Virginia Convention,
“Give Me Liberty or Give Me Death,” as part of their Social Studies curriculum.
In Language Arts, students focused their attention on the following quote and question as they continued lessons on reading comprehension and written expression:
“Reading is a means of thinking with another person’s mind; it forces you to stretch your own.” -Charles Scribner, Jr.
“As readers, how can we consider multiple perspectives?”
-Charles Scribner, Jr.
In written expression, students worked on how a writer uses their voice, and they began their first novel study of the school year.
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Middle schoolers take a break from their lessons, and studying for their Social World cycle test, to do some team building!
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In
Science
, students continued their study of the Earth’s atmosphere, and how gas molecules and the sun’s rays create atmospheric changes. The beautiful impressionist charts help students visualize the concepts being presented.
In addition, students continued their
Astronomy
lessons related to stars, and learned how the visibility of a star depends on several factors including the star’s size, temperature, distance from the earth, as well as the time of night and year. Students learned about constellations, when certain constellations are visible, and how constellations were named.
As part of the
Geography
curriculum, students reviewed the geography of North America,which included countries, territories, and capital cities, as well as the cultural geography of North America including how physical and cultural geography relate to each other in North America. Students learned about the regions of the area, the history of immigration beginning with Native Americans from Asia, European explorers and settlers, and African and Asian slaves, workers, and finally modern immigrants from Central America, Asia, and the rest of the world. They learned about the homes built, and how lives were partly shaped by the cultures that immigrants brought with them.
I
n
Language Arts
, students and teachers focused on an author’s purpose: either to persuade, inform, entertain, explain, or describe. After participating in the lessons with their teachers, students then completed follow up work to solidify the concept.
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The First Great Lesson leads to the Astronomy study in which the students have been engaged. In these photos you can see students presenting their Astronomy research projects to their teachers and peers.
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As part of the Elementary I geography curriculum, the students learned about the land and water forms on our earth, using Hermosa’s approach of concrete representations and hands-on learning activities for young children. Students learn the forms and vocabulary associated with the following:
Island–
A landform that is surrounded by water and that is much smaller than a continent
Lake–
A body of water that is surrounded by land and that is larger than a pond and smaller than an ocean or a sea
Peninsula–
A piece of land almost surrounded by water or projecting out into a body of water
Gulf–
A gulf is a portion of the ocean that penetrates land
Isthmus–
A thin strip of land that connects two larger land masses
Strait–
A narrow passage of water between two masses of land
Cape–
A landform very similar to a peninsula, but smaller and shorter
Bay–
A body of water that is partially enclosed by land with a wide opening to the ocean
The most enjoyment occurs when students get their hands dirty and create the forms they have learned in their lessons!
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Students also continued their lessons on the earth’s composition, with manipulative materials and activities that help them understand that the earth is composed of:
- Crust
- Upper Mantle
- Lower Mantle
- Outer Core
- Inner Core
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As students continued their Astronomy study, focusing on the planets in our solar system, they enjoyed creating solar system necklaces made with clay and paint.
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Primary students are also learning about our solar system. They learn a special song to help remember the planets, and have fun with activities illustrating their knowledge.
Can your student sing the song?
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Your Extracurricular
Dollars at Work
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Elementary II students harvested basil and prepared the herb to be dried. Their next project is making a basil seasoning from this crop.
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Middle school students enjoyed their printmaking elective where they explored a fun alternative to the chemical process in traditional lithography, called kitchen lithography.
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The Hermosa Gila Monsters basketball team held their first practice this week. Our new team became acquainted with each other, learned about the history of the sport, and enjoyed a few introductory games.
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HERMOSA MONTESSORI PUBLIC CHARTER SCHOOL (K-8)
HERMOSA MONTESSORI PRESCHOOL
520.749.5518
Questions about Headlines?
Contact HRT@hermosaschool.org
www.hermosaschool.org
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