19/2 November 2011

www.international-montessori.org

www.international-montessori.org Brussels

A Newsletter for the families of International Montessori

Editor: Annie Hoekstra-de Roos

Layout: Inspirit

Upper Primary-Tervuren exploring the 1950s

Linguistic Intelligence
Inside: Multiple Intelligences Linguistic Intelligence Language in the classrooms Second Language Learning in the Bilingual Classroom Children acquire language in different ways and intensities Advantages of second language learning Windows into the class Excursions Forthcoming events January 2012

Multiple Intelligences

Typical education still very much rotates around the belief that intelligence is a single entity. IQ scores are still being tested for and outcomes can affect students educational opportunities. IQ tests examine mostly mathematical, linguistic and visual-spatial intelligences. However, an increasing number of researchers believe there are a multitude of intelligences. Each intelligence has its own strengths and constraints and these vary within individuals. It is difficult to teach things that go against the learning style of a particular student. Therefore the educational setting needs a multitude of learning situations, thus preventing students from blocking, failing a class or in the worst case, dropping out of the schooling system. The child should not need to adapt to the school system, but, in order to get the best possible results for every child, the system needs to adapt to the student.

Howard Gardner provides a paradigm shift; from one size fits all educational practices to individualised learning. The different intelligences rarely operate independently. They are used at the same time and tend to complement each other as people develop skills or solve problems. All intelligences are needed to live life well. Schools and teachers need to tend to all intelligences, not just those that are traditionally seen as important. This newsletter has its focus on Linguistic Intelligence. We will discuss the strengths associated with this intelligence and also the related challenges. Additionally we will describe the activities done in the classroom that aid first and second language acquisition at the different age levels.

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This is the intelligence of language and communication. It includes the ability to speak, articulate, and express, and convey ones thoughts and feelings to the outside world in one or more languages. This can be at an oral and written level. It also includes the ability to listen and to understand other people.

Linguistic Intelligence

Strengths particular to this intelligence:

Children with a high linguistic intelligence are recognisable. First of all they usually love to talk! But they also love to read and write. Once in Secondary school, they will not complain about writing an essay. The traits are: High sensitivity to all aspects of language; likes to read, write, talk and listen Often speaks of what they have read

Has the capacity to use language to accomplish certain goals Has the knowledge of the many different uses for language, such as persuasion, negotiation information, and pleasure. Ability to interpret others Learns second languages easily and enjoys using them Flexibility in extracting meaning when speaking several languages

Possible career choices:

Good at spelling and is sensitive to patterns Knowledge of the structure of the language; can recognize and apply grammar rules Likes word games, puzzles, poems Cherishes their book collection Good memory for general knowledge Easily remembers quotes and famous sayings Orderly and systematic Good ability to reason Can communicate their viewpoints in a clear, beautiful, and refined manner Can describe abstract concepts well Good public speaker Likes to debate Likes to use fancy words Teacher, writer, poet, lawyer, copywriter,novelist, journalist, scriptwriter, orator, seminar presenter, politician, editor, publicist, journalist, translator, speechwriter, actor and broadcaster

Strengthening the linguistic intelligence through the other intelligences:

Not all students of course have linguistic intelligence as their prime intelligence. However, it is an important tool to have in the acquisition, processing and understanding of knowledge. In individualised education, the other intelligences can be used as an entry point. Some examples for Primary and MYP students:

Interpersonal Intelligence Happy to be with others Make up stories and tell them to the group Have debates about current events Interview friends, family and mentors; process data Discuss life, the universe and everything; produce a story Write letters/e-mails to pen pals Intrapersonal Intelligence Liking quietness and reflection Keep a journal Write poems Read all kinds of novels, stories Present a Haiku poem Help someone else write a poem Organise a book club

Bodily-Kinaesthetic Intelligence Movement is the main purpose in life Make a questionnaire and interview fellow students on which sports they would like to do Write a letter to the sports hall, communicate with the staff Write letters to the parents about equipment needs Organize an outing, research it, prepare, plan and execute Logical-Mathematical Intelligence Seeing it abstractly Explaining concepts to others Write word problems for the class Reason out concepts Present the timeline of a famous mathematician Write a story combining history and math

Musical Intelligence Hearing the beat in everything Write songs, lyrics Organise a small concert Write introductions of each song, present at the concert Make a time line of the life of a famous composer Natural Intelligence Love for nature Write observations Write lab reports Present your expertise to a small group Organise a Nature Appreciation day Organise excursions to the botanical gardens Write an article for the local newspaper

Visual/Spatial Intelligence Building images in the mind Write using a word processor Practice your challenging words Make your own website and teach this to others Prepare a Power Point presentation on a certain topic Explain to others how to do mind mapping Make a document with directions for an excursion

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The Montessori classroom offers a large variety of language activities. It covers oral acquisition of mother tongue and second language(s), written acquisition at all levels and language extensions through the integrated curriculum. The classroom offers whole language learning. Languages are presented as living phenomena, not only as a grammatical entity.

Language in the classrooms:

The importance of Concrete Experiences:

Language development is an integral part of the personality. It is not just a skill that can be taught; it is based on life experiences. One cannot talk about what one has never experienced. Small children want to touch, smell, taste and see. They use their senses to obtain many impressions. The adults automatically match a young childs activities with the appropriate words. A child who has little to touch and who has little contact, usually also has a small vocabulary. Built upon the experiences, the child forms an image of the object in his/her mind. The word is then attached to the image. And so language

development moves from concrete experiences to abstract thought during the first six years of life. During those early years, the mind absorbs the words without conscious learning. Such sensitivity is unique and slowly diminishes. However, then the reasoning mind takes over. From approximately six years onwards, the child has gained life experiences. He/she can start to think more abstractly, develop abstract skills such as reading and abstract thinking in the form of imagination. Therefore also imagination is related to early experiences. Now a child can read and imagine the desert, this is because he has had sandpit experiences, knows what is heat, dry, beach and other related concepts.

Children therefore need time to play. They do not receive concrete experiences that become integrated in their personality in front of the TV. Children also need time spend with adults and older children so that they absorb and learn to converse, to ask and to listen. This dance of language develops through practice and stimulation. Individualised education allows teachers to sit and listen to the child. They make eye contact and respond after a question has been made. They also ask to be able to speak uninterrupted and to not repeat their message unnecessarily. This contact stimulates language acquisition and also helps the child to tune into language. They know that when something is being said it is important, so it becomes necessary to listen.

Words Images Imagination Experiences

Expansion of vocabulary
In Toddler Community and Childrens House one finds many activities related to acquisition and expansion of the vocabulary. The sequence is as follows:

1) Children acquire words through small objects that are classified according to topics. E.g. objects related to summer holidays on the beach, animals of the farm, cleaning objects, fruit, winter gear, clothing, sport and so on. 2) The second level offers objects and related cards, thereby giving children the initial idea that an object can be represented in a two dimensional image. 3) Once this abstract representation is understood, work with cards only continues. 4) In Childrens House children continue with classified nomenclature. This can be common or scientific. Each set contains approximately ten cards that are rotated. Each noun is represented by a card with its name, a card without its name and the name separately on a label. The child matches the words to the cards and then checks with the control cards. Again, the topics are as wide as the interest. It can be names of trees, animals from Australia, flags of Europe, kinds of vegetables, animals and their young. Scientific topics can range from the shapes of leaves, parts of the frog, development of a seed, names of continents, and so on. 5) Extended language activities are related to what we traditionally call academic subjects. Children can learn the name of instruments, composers, artists, means of transport, local costumes, seeds of trees, names of the planets, parts of the flower and much more. Besides the specific language activities there are an abundance of language moments throughout the day, week, term, and year. Children learn from both the teacher and the other children. The other areas in the classroom such as practical life, sensorial and mathematics offer a wealth of vocabulary. Social interactions offer many opportunities to communicate with each other.

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Learning to write and read:

Children learn to write and read in the Childrens House and the beginning of the Lower Primary. The process moves the child slowly from very concrete to abstract. Reading by its nature is an abstract phenomenon. However, Montessori developed many activities to bring this abstract activity to the concrete. The letters of the alphabet are presented by means of sandpaper letters that are traced and named. At this time, they learn the sound of the letter. This process gets the whole brain involved, not just the left side. The motor memory gets activated, which gives the child an extra hook to remember the names of the letters. Once the child knows approximately 50% of the alphabet, he/she starts to work with the large movable alphabet. Both of these tools are made in cursive letters. Cursive letters are initially taught since the child has a natural inclination to round movements and because the child moves from writing to reading. Why would this be, since it is the opposite of what typical schools do? Writing is a much simpler activity to reading. Initially the child only needs to analyze words that are in his/her mind. Whilst the child uses the movable alphabet he places the corresponding letters of the sounds on a mat. In the classroom

we call this writing. Children form words, without needing to synthesize. Reading is a lot more difficult, in that the child first needs to interpret what someone else has thought up, analyze it to sounds, then synthesize the letters and try to make sense of it. This is a double process and should be done later. Once children have had a lot of exercise with the analysis of words into sounds and matching these to corresponding letters, they move on to reading. Readers, cards, classified nomenclature, fiction, non-fiction books, objects and much more are used to keep the process interesting and to assist mastery. Children can also take readers home and read them with their parents. They then continue with: - Grammar exercises/function of words - Phonograms/spelling - Sentence analyses - Creative writing - Punctuation - Interpretive reading - Poetry - Essay writing and much more With all these different activities they move from being technical readers to total readers. This is defined as the child enjoying reading and seeing it as an important means to gather information and knowledge.

Integrated curriculum
As soon as the child can read, the written language is used in all subjects. The integrated curriculum ensures that language does not become a boring subject, but that it is a mechanism to discover the world! Children in Primary are very keen to learn about the question Why? They love to know more and find out. By integrating the subjects, they have an opportunity to see the relationships. It also ensures that all the different intelligences can be used. Like adults, children are not all interested in the same thing. Children with different personality traits remain concentrated and motivated, as there are always several interesting topics going on.

Multi Age Range

The variety in ages stimulates the development of language since different levels of acquisition and mastery are present. Children hear and see more advanced language use. The other students function unconsciously as role models. The teachers often say they help each other. This is often at an unconscious level. In a multi age classroom, students benefit from many teachers, not just the one in front of the class.

Second Language Learning in the Bilingual Classroom

Toddler Community, Childrens House and Primary
The Montessori classroom offers whole language learning. The two teachers, who speak their respective language, provide a rich environment. Children do not learn primarily through grammar exercises, but are exposed to the languages all day and in a variety of circumstances. Depending on childrens history, for some the bilingual environment is a submersion into new languages. For others it is immersion. Those who speak English or French at home gradually open up to the second language. The child can speak the home language and while being exposed to the second language at the same time. In order to help the newcomers, children can talk in their first language, even if this is not English or French. Many teachers are multilingual and understand. Even if they do not understand

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Middle Year Programme

the language literally, they are accustomed to communicate with children and can interpret what they mean. The aim is first for the child to feel confident that he/she is being heard, that language is not an issue and not an obstacle. This stimulates the self-esteem and opens the childs mind for the second language. When there is no stress involved, learning goes fast. Language used by the teachers is linked to concrete objects or gestures as long as it is needed. The teacher uses direct language that indicates the concrete experience. Therefore the child always knows what she is talking about and absorbs language together with the experiences. By simulating first language acquisition and expansion through concrete experiences and language activities, the network that is being built up is also usable for the second language. Both are rooted in the real life experiences. In the classrooms, the child moves from verbal understanding, to speaking, to writing and reading. Written acquisition within the second language can start as soon as the child has reached the level of technical reader in his/her first language. For children who started at Montessori in the Childrens House this is from approximately 7 years onwards. For children who are not mother tongue French or English, the teachers choose the language that the child knows best as the language they initially learn to read and write in. Classroom communication is meaningful and relevant. Second language learning seems incidental, mirroring the manner the first language is acquired. However, the nature of the classroom, the philosophy and the interactions are all planned and provide a very rich language environment. Within the Middle Years Programme one has different levels of second language mastery and development. This is depending on how long the students have been in the Montessori school and what they have been exposed to before and/or outside school. Within the IB curriculum, we now call the mother tongue language A and a second language B. Students progress in at least two languages. Additional second languages can be chosen, depending on individual workload and level in the first two languages. Overall English, French, Dutch, German and Spanish are on offer. Students have the opportunity to grow within their level at their own pace. So it can be that some children function in two languages at Level A. As Level A is considered to be mother tongue level it is more demanding than language B. Students also attend other subject classes in language B, thereby learning scientific vocabulary. Emphasis at this age is of course on becoming a fluent speaker, increase the vocabulary to a pre-adult level and grow towards becoming a fluent writer. Children read and write essays in the different languages. Grammar exercises are practiced in order to understand the syntax and grow to a mature level. Furthermore children organize and go on excursions that stimulate language development. They attend plays, write and perform parts of their own theatre performance in a second language and communicate in the different languages whilst doing their work experience activities. All these experiences stimulate the language in a holistic manner. The aim being that children learn usable language skills and become confident communicators.

Children acquire language in different ways and intensities

Since language is an intricate part of the personality, language learning is different for every child. It depends on many factors. As a family, one can assist in many areas, some which seem not related: Starting age of the child: The brain of a child aged 0-6 absorbs languages automatically and without difficulty if the languages are provided in a holistic manner and with the same person speaking the same language at all times. After six years of age, language absorption slows down and conscious language learning comes in its place. New language acquisition slows down with age. Linguistic history: Does the child come from a monolingual or bilingual background? Early exposure to a second language influences the speed and ability of learning another language at a later stage. This is because the neuro networks have been made.

Major and minor developed intelligences: The learning style of a child influences the speed and intensity of learning. A child with a large component of e.g. interpersonal intelligence will want to learn fast, because being amongst others is very important. Thus language learning takes priority. Cognitive abilities: Language learning requires, especially at a late age, large components of analysis, synthesis and abstract thought. Concentration: A student with a good concentration span will do well with language exercises, matching classified nomenclature cards, grammar boxes, sentence analysis, group tasks and so on. Value factor of the culture of the language: Language is integral to the related culture. When the family appreciates the new culture, language learning goes faster for the child.

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There has to be an emotional connection to the language. Cultural shock or negative emotions related to the host country or the fact that one had to move, can have an inhibitory effect on the learner. The amount of exposure: School offers a learning environment that can be complemented with other activities such as; ballet, football, summer camps, music activities, free play with neighbouring children in the street, babysitters, and friends of the family. This provides additional time spent with the language and different vocabularies. Necessity to learn: When the language understanding and use is required, the need to learn increases. Motivated students learn fast! Creating a climate in which a child feels he/she is allowed to make mistakes: When the child is immediately corrected he/she might decide not to continue using the language. Indirect

corrections by means of role modelling works best for younger children. Direct correction works with older children when it is not a degrading exercise but done in a positive manner. Allowing the child to be whom he is meant to be: An extravert learns differently from an introvert. Both might know the language to the same degree, but will display it in a different manner. An extravert will start talking as soon as he/she knows a few words. The introvert might wait and start talking once the language is completely absorbed. Children who love to take initiative will not be very good at a continuous repetition of grammar facts, whilst those who like to have patterns and structures love to do language exercises. Children can be accepted for whom they are and be given help according to their preferred learning styles. Thus creating interest and love of learning.

Providing a bilingual environment is unique. The Montessori School is the only school in Brussels offering two teachers in a classroom, each speaking a different language, thus providing an integral stimulation to become multi-lingual. Now, the schools aim is not only to become multi lingual. The set up has many more advantages. Multiple language learning has a lot of effect on different aspects of the personality: 1) It provides greater mental flexibility. People who speak several languages can become less black and white in their opinions. They have more access to information that can help to see things from different points of view. 2) Needing to transfer between languages benefits flexible thinking. 3) It influences divergent thinking; creative, original, imaginative, open minded personalities 4) Provides the necessity and ability to analyse and think abstractly. One question can, in different languages, have nuances in the answers. This is because words never mean exactly the same, due to its emotional context. This offers more variety in order to solve a problem. 5) It offers enriched cultural experiences which benefit the development of the different intelligences 6) Cultural acceptance and respect. When we speak several languages, we get to know other people on a deeper and more personal level. This can lead to mutual respect and appreciation. Language is not a means in itself, it is a tool. It is a human capacity that can combine people and help the world ahead in a positive way! Annie Hoekstra de Roos

Advantages of second language learning

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Interesting reading
Books: - Howard Gardner, Multiple Intelligences 1993 - Fons Trompenaars & Charles Hampden-Turner, Riding the waves of culture 1997

- Geert Hofstede & Gert Jan Hofstede, Cultures and Organisations 2005 - Maria Montessori, Absorbent Mind 1947 - Lise Eliot, Whats going on in there?, How the brain and mind develop in the fist five years of life - 1999 Internet: - Smith, Mark K. (2002, 2008) Howard Gardner and multiple intelligences, the encyclopedia of informal education, http://www.infed.org/ thinkers/gardner.htm

Communication in the school

The linguistic intelligence is an important part of being human. We are an exceptional species in that our forms of communication can be rich and varied. At school we are a community made up of many different cultures. We have our own habits and mannerisms and at the same time reach out to each other. We are a real example of how the world could function in an atmosphere of peace and understanding. Education of your child is most effective when there is mutual understanding, agreement and cooperation between home and school. There are a myriad of matters in daily school life and we aim to maintain a personal, comfortable and easy line of communication between students, teachers, parents, administration, and auxiliary staff. In the Montessori School, parents can have direct contact with teachers, auxiliary staff and administration. Therefore there is not a body such as a traditional Parent Association, where chosen delegates represent groups of parents. Every individual has a voice and can communicate directly with those who can make the difference. The schools educational aims are to help children in becoming effective communicators, independent and logical thinkers, and open minded individuals who are able to see topics from different points of view. In order for this to develop, children need opportunities and role models. Of course this is then also put into practise in the communication structure within the school at large; parents and staff are role-models at all times. To enable regular access, classroom teachers are available on a daily basis at drop off and pick up times. Feel free to connect and take time to communicate. Your child can also take you to the classroom in the afternoons and show some finished work. These interactions are very valuable. The offices work with an open door policy. When occupied, do not hesitate to come back at a later stage or make an appointment. We also offer structured communication opportunities in various ways. We hope to see you at the forthcoming work displays, social events, information evenings and report days.

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Windows into the class

Parents are invited to come, see and experience what the children have manipulated, made and created during the first three months of the school year. Windows XL is the right platform to get a thorough insight in the ongoing development! You will see beautifully prepared overviews of the childrens activities. Sometimes the display evolves around a theme and sometimes it shows progress within the different subjects. The set-up varies and the involvement of the children depends on the age range. The Primary children will provide an explanation of their display to the visitors, allowing practice of public speaking for our students and a greater understanding of the childrens work for the parents and visitors. Not to be missed! Wednesday

Wednesday November Friday

, 16 or 23

Topic: Food for Tots From 12.00 to 13.00 hrs.

Savoorke - Toddler Community:

23

Savoorke Childrens House:

From 11.00 to 12.00 hrs.

Due to the young age of the toddlers, parents can experience an adapted version. You are invited to attend in small groups and have a window into the classroom by attending together with your child for one hour on a Wednesday afternoon. The emphasis of this series will be on all activities that are related to having a meal. So it will include hand washing, food preparation, setting the table and cleaning up. We hope that you will get new ideas and use them at home, thus helping your child in becoming independent and self-confident.

November

November Wednesday November

25 30 1

Sterrebeek and WezembeekOppem Childrens Houses

From 14.30 to 15.30

Participating groups: CH1, CH2 and Primary Time: from 11.00 onwards Thursday December

Hof Kleinenberg; Two Childrens Houses and Primary class

Rotselaerlaan; Childrens House and Primary classes

From 14.30 to 15.30 hrs

Come along and make use of these windows of opportunity.

www. international-montessori.org
Please visit our website for forthcoming events and new photo albums.
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A variety of small group guided excursions will take place during November and December. Each excursion will be related to the ongoing work of the students. A separate note will come out to the parents of the children involved as the excursion approaches.

Excursions

PRIMARY Hof Kleinenberg

Tuesday

Childrens Houses
Hands-on Science Museum - Scientastic Located in the tram station Bourse, level -1, underground, Boulevard Anspach, 1000 Brussels. Dates: Monday December Sterrebeek and Wezembeek-Oppem: Drop off/pick up for all children at the Wezembeek-Oppem School. Rotselaerlaan and Savoorke: Drop off/pick up at your childs own school. Hof Kleinenberg CH1 and CH2: Drop off/pick up at your childs own school.

November Several minerals will appear very familiar. Its no wonder, since they hold an important place in our daily life. Let them introduce you into their wonderful world, and discover all of their extraordinary properties!

Museum of natural sciences Topic: Minerals

VISITS TO THE THEATRE

The MYP students regularly visit different theatre productions. This is a part of their language curriculum and can be in their mother tongue or a second language. Tuesday November

5 6

Tuesday December

17

Cyrano de Bergerac dEdmond Rostand Please arrive at 20.00 hrs. at the theatre.

Thatre des Martyrs, Place des Martyrs, 1000 Brussels The year 3 to 5 attending French as Language A will attend.

Time: Please all arrive at school before 8.45. Standard pick-up time in the afternoon is applicable. Transport: The children will be transported by bus. Topic: 101 surprising and wonderful handson science exhibits about light, sound, optics, touch, vision, smell and the world of illusions Unbelievable, yet true! An unforgettable experience, only two minutes away from the Grand Place. Using light, sound, smell and touch, come and discover 80 exciting and interactive hands-on experiments, based on the themes of entertaining physics, illusions and the five senses. The experiments are even more surprising that they use very simple tools from our daily life. Definitely worth a visit. Right in the center of Brussels, just a two minutes walk away from the Grand Place, in a surprising and magic underground area, between the tramways, underneath, and the street, above. For more information please consult: http://www.scientastic.com/EN/IntroE.htm

PRIMARY Rotselaerlaan
National Botanic Garden of Belgium in Meise As an extension of the Lower Primarys November work on the parts and function of the plant, the children will go to this national botanical garden to study the plants up close. They will study in particular tropical varieties of plants and compare their features and parts to that of the plants in their own back gardens. Thursday

24

Les Grottes de Remouchamps A group of Primary students from the Lower and Upper classes will travel to November these caves to study their geographic as well as historical backgrounds. This excursion will support the students studies on rivers and the first humans on earth. Monday

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Forthcoming events
Saturday November

19

Christmas Market and Family Photographer

International Montessori Savoorke From 10.00 to 17.00 hrs.

The International Montessori School invites you to Savoorke, Bergestraat 24, Tervuren, to brows and buy beautiful handmade and original presents for friends and family. Different stalls will be present selling decoration, childrens books, jewelry, quality toys and games, cards, cake and chocolate. The Middle School students provide catering for the event, The Savoorke caf will be open and the smell of the malt wine will get us all into Christmas mood. The school photographer will be available to make family portraits. We have even had the family dog included in the past! In order to book a sitting, signup lists will be on your schools notice board. The photos generally arrive three weeks after the market. You may then purchase the pack and/or order additional photos including Christmas card sizes.

Lease a Christmas Tree from the MYP students

Your Christmas tree leased last year, has grown bigger and more beautiful. You and your family are in the fortunate position to lease again and take care of one of these trees for a period of three weeks in December for the price of 35. The students of the Middle School together with a few teachers and bus drivers make sure that the tree is brought and collected at your home. In the month of November you can choose the tree at the Christmas tree plantation situated at the Hof Kleinenberg location. You can pick the one that goes best with you, label it, pay for it to the Middle School, and mid December it appears on your doorstep. A sign-up list will become available after the autumn-break. Or you can phone 02-721-2111; the office in Woluwe takes early orders. Please E-mail to montessori-woluwe@skynet.be

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The Parent Caf is situated at International Montessori Savoorke, Bergestraat 24, 3080 Tervuren. It is open every third Tuesday of the month.
The following sessions are scheduled:
Tuesday November

A display of concrete and creative activities for your children will be available to you, giving ideas for holiday activities. Constructive activities that help the development of independence, fine-motor skills, concentration and enjoyment! Tuesday December

22

Getting Ready for the Holiday

We make a soup together using winter veggies or items from the refrigerator that you need to get rid of prior to going away for the holiday.

20

Winter Vegetable Soup that kids will love

Wednesday November

30

Information session What to buy for your child?

Friday December

International Montessori Savoorke, Bergestraat 24, Tervuren From 19.30

Report Day In your childs classroom

From 8.00 onwards individual time slots No school for the children

Annie Hoekstra will present information on the functioning of the brain and how the stimulation within the childs environment is an aid to the development of concentration, language acquisition, interest and motivation. Different toys will be evaluated and the effects of television and screen related entertainment will be highlighted.

Twice a year, the teachers prepare a written progress report for every child. This report is initially presented during the report meeting and then parents can take it home and share the information with other family members. A sign-up list will be available at your childs school for you to book a time slot. Could we advise all parents with children aged 1 to 11 to organize a child minder or playdate during this meeting time? Middle Year students come with their parents to the report meeting and contribute to the meeting and reflect on their own learning.

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Wednesday December

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Venue: The courtyard of Hof Kleinenberg. Two morning sessions for you to choose from: Arrival time: from 8:30 to 9:00 or Morning pickup time: from 11:30 until 12:00 This year Hof Kleinenbergs inner courtyard will change to Christmas mood. It will host a beautiful pine tree from the Ardennes in ithe centre. You are invited to cometogether and experience the atmosphere. Please come bundled up, since the singing will be outside!

Lets sing together Christmas Carols for children and their parents

Wednesday December

21

Christmas Craft Evening

International Montessori School, Rotselaerlaan 1 and 3, Tervuren From 18.30 to 21.00

In the evening we invite everyone to come to the school in Tervuren to attend the yearly Christmas Craft evening! This is a favourite with many families. The staff of the school set up stations for the children to do different crafts such as cards, ornaments, candies, and bookmarks, all collected in a decorated bag. Malt wine will be available for the parents and warm chocolate milk for the children. A wonderful way to start the festive season! Visiting family members are welcome to attend as well!

Wednesday December

21

Last Day of School Celebration and party lunch

From 9.00 to 12.00/12.30 The last school day of the year is always an exciting one!

Thursday December

22

Staff Planning Day First day of the Winter Holiday for the children.
No school for the children

It starts with special activities and music in the classrooms. This is followed by a nice party lunch for the children and teachers in their classroom. Would you provide your child with a lovely dish to share with their classmates? This can either be a savoury or a dessert. Pick up time is as usual on Wednesdays.

The teachers will organize their classrooms for the term to come and attend necessary meetings. They will also have a Christmas lunch together! Monday January 2012

School re-opens

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It seems far away, however in this newsletter, for your planning purpose, we would already like to give a glimpse into the New Year

January 2012

Tuesday January

17

Topic: Ecological Living in Belgium

From 9.30 to 11.00

Tuesday January

17 21

Parent Infant Community

From 13.00 to 14.30 First session of a new series for parents and babies

Saturday

Dads morning

Once a year we set aside a special January Saturday morning for dad and mum. This year it will be Dads turn first. We hope you can come and work with your child in the classroom. This gives you some precious uninterrupted time together. The child will lead you and show the different activities he/she is currently doing. The teachers are there to guide the process. Mums morning will be on Saturday February 11. Should you be out of the country on these days, please do not hesitate to switch. Should you wish for a grandparent to come instead, this is also possible!

Thursday January

26

Information Session Today is the day! Creating special moments and memories
Venue: Savoorke 19.30

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Christmas Market
Savoorke Tervuren

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Saturday November 19 from 10.00 to 17.00 hrs.

www.international-montessori.org

Bergestraat 24, 3080 Tervuren