therenaissanceschool

From Curiosity to Confidence: Inside Our Cultural Research Presentations

Mon, 30 Mar 2026 17:32:18 GMT

Celebrating Student Research: Elementary Cultural Presentations

One of the most beloved traditions at TRIS, the annual Elementary Cultural Research Project Presentations offer a window into the depth, curiosity, and confidence cultivated in our classrooms. This special event brings together students, families, and teachers as our elementary learners share in-depth research on different continents, celebrating academic, social, and emotional growth and the joys of curiosity, exploration, and discovery.

This year, students in the Cedar Classroom (Lower Elementary) journeyed through Oceania, while students in the Laurel Classroom (Upper Elementary) explored North America, each group diving deeply into the geography, history, cultures, and stories that shape these regions.

A Multilingual Academic Experience

Language is at the heart of each project. Students choose to present in Spanish, French, or English, and carry that choice through every stage of their work—from research and note-taking to writing and presenting. On presentation day, they not only share their findings but also respond to audience questions in their chosen language, demonstrating confidence and authentic language use in a meaningful academic context.

The Research Journey

The process begins with an introduction to the continent of study, designed to spark curiosity and build foundational knowledge. From there, students brainstorm and select topics that genuinely interest them, taking ownership of their learning from the very start.

Research unfolds thoughtfully and intentionally. Students gather information primarily from books—drawing from both the school library and local public libraries—turning to online sources only when needed. As they read, they capture key facts on individual index cards, a method that supports organization, comprehension, and the development of strong writing skills.

These notes become the building blocks of their first drafts, which are carefully reviewed by teachers before students refine and polish their final reports. Alongside their writing, students create detailed, hand-drawn illustrations and develop their presentation boards.

Practice is an essential part of the journey. Students rehearse their presentations with classmates and teachers, receiving feedback, strengthening their delivery, and building confidence. This steady, supportive progression prepares them for the culminating event.

A Joyful Celebration of Learning

On presentation day, the energy is palpable. Students speak with pride and enthusiasm, engaging visitors of all ages as they share their work and respond to thoughtful questions. It is a powerful moment—one where knowledge, confidence, and communication come together.

For our students, this experience builds lasting skills in public speaking, critical thinking, and self-assurance. For families and guests, it is both inspiring and deeply moving to witness the depth of understanding and poise our students bring to their work.

Sharing Culture Through Community

The celebration continues as families and guests gather to enjoy refreshments inspired by the continents studied—a simple yet meaningful way to extend the learning and come together as a community.

We are incredibly proud of our students, and deeply grateful to our teachers and families who support and sustain this rich tradition. We look forward to another year of curiosity, exploration, and shared discovery at next year’s Elementary Cultural Research Project Presentations.

The Power of Montessori Education: A Path to Peace

Wed, 04 Mar 2026 23:21:40 GMT

In a world that often feels rushed and fragmented, Montessori education offers something rare: a place where children are truly seen. It is an approach built not just on academic achievement, but on the belief that education, real education, has the power to change the world.

Maria Montessori developed her method in the early twentieth century, but her deepest conviction was not about reading or mathematics. It was about peace. She believed that if we want a more peaceful world, we must begin with the child. " Establishing lasting peace ," she wrote, " is the work of education ."

In a Montessori classroom, peace is not simply a topic that is taught. It is something that is lived. Children of different ages work alongside one another, learning to collaborate rather than compete. They develop independence, not because they are left alone, but because they are trusted. They are given real work that matters, real choices that shape their day, and real consequences that teach them to think carefully about their actions.

This freedom, however, is always balanced with responsibility. Children learn to care for their environment, to resolve conflicts with words, and to consider the needs of others as naturally as they consider their own. Grace and courtesy are woven into the fabric of every day, not as rules imposed from the outside, but as habits grown from the inside.

Montessori also understood something profound about the child's relationship with the world itself. Through Cosmic Education, the sweeping story of the universe, the Earth, life, and human civilization, children come to see themselves not as isolated individuals, but as participants in something vast and interconnected. They learn that every living thing depends on every other, that the air we breathe was shaped by ancient organisms, that the words we speak carry the fingerprints of countless civilizations. This perspective cultivates humility, wonder, and a deep sense of responsibility toward the world and toward one another.

What you will see today in our classrooms is a reflection of that vision. The quiet concentration, the purposeful movement, the children helping one another: these are not accidents. They are the fruits of an environment carefully prepared to bring out the best in each child.

Montessori education does not promise to solve the world's problems. But it does promise to raise children who are capable of empathy, who know how to listen, who find meaning in contributing to something greater than themselves. And in that promise lies something quietly extraordinary: the possibility that the children in these rooms might one day help build the more peaceful world we are all hoping for.

Afternoon In Elementary

Thu, 12 Feb 2026 20:04:14 GMT

An Afternoon in Elementary is a wonderful opportunity for preschool and Kindergarten families to experience the Montessori Elementary environment and learn more about this exciting next step in their child's journey. This event is designed to help parents understand how Montessori Elementary builds naturally upon the foundation established in the primary years. In Elementary, children continue to grow as independent, confident learners while engaging with big ideas in math, language, science, and cultural studies through hands-on materials, collaborative work, and guided exploration.

This year, our An afternoon in Elementary event was again a great success, bringing together children and their parents for a variety of engaging activities. These activities were led by Elementary students, with the support and supervision of Elementary staff and parent volunteers. The participants enjoyed the wonderful freshly baked French bread, explored the wonders of magnetism through experiments, and discovered a love of botany at the gardening and pot-decorating stations. There was great excitement during the math relay and while sewing geometric shapes. In Elementary, we also care for the health of both mind and body, which was reflected in the sports relay station. Creativity shone through our arts and crafts and face-painting stations. It was gratifying to see our Elementary students confidently engage with the younger students with empathy and warmth, guiding them through each activity and sharing their enthusiasm throughout the event.

Elementary parent ambassadors were essential to the event's success. They warmly welcomed Primary families, shared information about our Elementary Montessori program, answered questions, and guided children between activity stations. Their support of the Elementary teachers helped create a smooth, welcoming, and engaging experience for all.

We know that transitioning to Elementary can bring questions about readiness, independence, and academic expectations. An Afternoon in Elementary offers a space to see how children are supported socially, emotionally, and academically, and how the Elementary environment nurtures curiosity, critical thinking, and a love of learning.

We want to extend a sincere thank you to our community for participating in the Afternoon in Elementary event . Their curiosity, enthusiasm, and joy made the event truly special.

Warmly,

Wellington Pontes-Filho

Elementary Program Director

Supporting Your Child’s Learning at Home: A Montessori-Inspired Approach

Fri, 30 Jan 2026 08:00:04 GMT

At The Renaissance International School (TRIS), we understand that education is not confined to the classroom. According to the Montessori philosophy, learning continues at home, in the everyday environments we create for our children. A carefully prepared home space can foster not only academic growth, but also independence, focus, and a lifelong love of learning.

Dr. Maria Montessori emphasized that the environment plays a crucial role in a child’s development, famously stating, “The child builds himself through his environment.” This belief lies at the heart of our approach, both in school and at home. The way we organize a child’s space—its lighting, order, accessibility, and tone—can empower them to explore, concentrate, and develop confidence in their abilities. With this in mind, we offer practical suggestions for creating a Montessori-aligned workspace in your home that encourages your child to thrive.

First and foremost, it is essential to select a well-lit area for your child’s learning activities. Natural light, preferably from a nearby window, supports alertness and a positive mood, helping children remain engaged with their tasks. If natural light is not available, soft and warm task lighting is a suitable alternative. Bright, inviting spaces reduce eye strain and create an atmosphere that promotes curiosity and attention.

Equally important is choosing a suitable workspace that is consistent and appropriately sized. A child-sized table or desk provides a clear physical boundary for learning and helps establish a routine. Involving your child in selecting or decorating their space can foster a sense of ownership and responsibility. Even a simple arrangement—a small table, a chair, a mat, and a tray of supplies—can signal that this is their special place to work and learn.

To encourage deep concentration, it is crucial to minimize distractions in the work area. Montessori classrooms are intentionally calm and uncluttered, and this same principle should guide the setup at home. Keep the learning space free from distractions such as toys, loud noises, and screens during focused work time. A quiet, orderly environment supports what Montessori described as “normalization”—a state in which a child finds satisfaction and joy in meaningful work. Some families find it helpful to use visual cues, such as a “quiet time” sign, to indicate when the space is reserved for focused activities.

Comfort should not be overlooked. Providing an ergonomic chair suited to your child’s height supports proper posture, allowing them to concentrate without physical strain. Ideally, your child’s feet should rest flat on the floor or a footrest, and their arms should comfortably reach the table surface. This small but essential adjustment can improve stamina and engagement during work sessions.

In line with the Montessori emphasis on order and independence , children should be encouraged to maintain a tidy and organized workspace. Habits such as putting away materials after use, keeping only necessary items on the desk, and labeling work with their name and date not only create a sense of order but also foster responsibility and pride. A simple system—such as a tray for current work and a basket for completed tasks—can help children manage their materials effectively.

Accessibility is another key element of the Montessori environment. Storage solutions should be within the child’s reach, allowing them to retrieve and return their materials independently. This could include low shelves, labeled bins, file folders, or personal cubbies. The goal is to create an environment that is self-managing for the child, thereby reducing the need for adult intervention and increasing the child’s autonomy.

Additionally, families may consider incorporating a small movement or break area into the learning space. In Montessori classrooms, children are free to move about and take breaks as needed, respecting their natural rhythms and promoting self-regulation. At home, a simple rug for stretching, a corner with a few books, or a designated space for taking short water or movement breaks can offer moments of calm and renewal, helping to prevent frustration or fatigue during more extended periods of study.

It is important to recognize that each family’s situation is unique. Not every home has the same amount of space or resources, and that’s perfectly okay. The suggestions offered here are not about creating a perfect space, but rather about making thoughtful adjustments—however small—that respect your child’s developmental needs. Even one dedicated shelf, a basket for supplies, or a quiet corner can go a long way toward supporting your child’s ability to concentrate and feel confident in their learning journey.

As Maria Montessori once said, “The greatest gifts we can give our children are the roots of responsibility and the wings of independence.” By observing your child’s behavior and interests, you can begin to understand what kind of environment best supports their learning and development. What helps them feel calm and capable? What sparks their curiosity and creativity? Start with those observations, and let them guide your decisions.

With appreciation,

Wellington Pontes-Filho

A Winter Evening Filled with Music

Tue, 20 Jan 2026 20:13:25 GMT

A Winter Evening Filled with Music and Community

Our winter choir concert was a beautiful success, as Voci Pure and Catautori showcased incredible range and dedication through a diverse and moving repertoire. Voci Pure opened the evening with the delicate, refined melodies of Edward MacDowell’s To a Wild Rose, followed by the slow-moving grace of the Italian aria Caro Mio Ben. The students then shifted the mood with a hauntingly beautiful performance of Castle on a Cloud from Les Misérables, before moving the audience with the hopeful French anthem On écrit sur les murs.

The program continued with a shift toward unity as the choir performed a medley of We Are the World and Heal the World. To bring the evening to a close, Voci Pure was joined by Cantautori for the exciting, rhythmic spirit of Cielito Lindo. For our last piece, both groups collaborated on the festive winter classic, Sleigh Ride, leaving everyone with a joyful feeling. I am very proud of the artistry these students displayed, and want to thank everyone who joined us and made this concert possible.

Jade Woo

Music Educator

Renaissance Reflections

Tue, 23 Sep 2025 21:17:27 GMT

This year we are beginning a series of lunchtime virtual sessions for Parent Education. Once a month we'll invite a host from our knowledgeable TRIS staff to present on a topic related to our school philosophies. Our first session was held in September and was hosted by our Head of School, Renee Hites.

Renee wrote:

Thank you to those of you who joined me on Friday, September 5th, for our very first Renaissance Reflection Series , where we explored Carol Dweck’s Mindset . This is the book I invited everyone in our community to read over the summer, and one that all staff members have also read together. I chose this book because its core ideas resonate so strongly with Montessori philosophy—particularly the belief that growth and learning are lifelong processes, nurtured through curiosity, effort, and reflection.

During the session, we focused on the distinction between a growth mindset and a fixed mindset. A growth mindset is one in which a person sees all abilities as being able to improve and develop through dedication and hard work. In this paradigm, challenges are opportunities for growth and learning. A fixed mindset is one in which a person believes traits (like intelligence or artistic ability) are unchangeable. This mindset leads someone to avoid challenges, to fear failure, and to see setbacks as confirmation of their fixed limitations.

In our discussion, we spent time considering how we, as adults, are constantly modelling both these ways of thinking for the children in our lives. It is tempting to imagine ourselves as living entirely in a growth mindset, but as Carol Dweck reminds us, all of us inevitably experience moments where we slip back into a fixed mindset. Recognizing those moments is essential, because they provide opportunities to grow in self-awareness and to consciously shift the messages we are sending to ourselves and to our children.

One parent shared that on a difficult day, after forgetting something, they might say to themselves, “Oh, I am so stupid.” This simple, almost automatic reaction is a perfect example of how a fixed mindset can sneak into our language and self-talk without us even realizing it. By noticing these moments, we can begin to reframe them and ultimately also help our children reframe them.

How Can We Help Our Children?

One of the best ways we can support our children is by making the idea of a mindset shift relatable. After all, we as adults experience it, too. When we become aware of our thinking, we gain the power to change it—and with that awareness comes the freedom to choose how we grow. Children absorb everything in their environment, so it is crucial to model the behaviors we want to see in them.

We can demonstrate this by noticing when we slip into a fixed mindset and by practicing small, intentional shifts. It starts with the language we use: words that value curiosity, effort, and openness to change. From there, we can turn those words into action by embracing a growth mindset—not only when life is going well, but especially in the face of setbacks.

Acknowledging frustration and setbacks is essential. However, what truly matters is what we choose to do next. Whether we choose to encourage ourselves to grow, take action to make that growth happen, and strive to become better versions of ourselves ultimately defines who we become.

Where Learning Meets the Great Outdoors

Fri, 11 Jul 2025 01:55:46 GMT

Exploring the Bay Area: A One-of-a-Kind Summer Camp Adventure

Summer is a time for discovery, and at Exploring the Bay Area, our elementary Montessori students experienced a week like no other. Guided by the ever-enthusiastic wilderness guide and Montessori Elementary instructor, Nathalie Hites, the camp transformed each day into a journey across the diverse and stunning landscapes of the Bay Area. From riding buses and BART to catching the Ferry, students didn't just learn about the place they live — they lived it.

Each day brought new ecosystems, unforgettable views, and hands-on experiences that made learning an exciting adventure.

Monday: From Woodlands to Waves
Students kicked off the week with a deep dive into the natural treasures, exploring oak woodlands, sand dunes, and the stunning ocean beaches — all in a single day! It was a perfect introduction to the varied ecosystems right in San Francisco’s backyard.

Tuesday: Scaling Mt. Diablo
Their journey continued with a trip east to Mt. Diablo, where students learned about the chaparral, grasslands, and fascinating local geology. A highlight of the day was climbing through Rock City, where students could physically interact with the landscape they were learning about. It was both educational and exhilarating!

Wednesday: Wetlands and Water Fun at Brannan Island
Midweek took them to Brannan Island State Recreation Area, where students explored the vital role of wetlands in our environment. The warm weather also provided a perfect excuse to cool off — and yes, a dip in the water was part of the day's fun.

Thursday: Into the Redwoods at Muir Woods
Students explored the awe-inspiring Muir Woods, home to the towering redwoods that define Northern California. Walking beneath the canopy, students were immersed in the unique ecosystem of the redwood forest — an experience that inspired both wonder and curiosity.

Friday -Wonders at the Cull Canyon
To wrap up our week, students headed to Cull Canyon, where they observed more oak woodlands and explored a riparian corridor — a lush, biodiverse area along the creek. And yes, the week ended the way it began: with sunshine, laughter, and a refreshing swim!

Exploring the Bay Area wasn’t just about field trips — it was about connecting students to their environment, deepening their appreciation for nature, and fostering independence through real-world exploration. Whether hiking, swimming, or simply observing a new ecosystem, our students walked away with more than knowledge — they gained a sense of place and belonging in the world around them.

Stay tuned for more updates from our Montessori adventures — and until then, keep exploring!

Nature & Harmony: A Spring Concert Celebration

Thu, 12 Jun 2025 21:41:09 GMT

We're so excited for our upcoming spring concert, where we'll explore the incredible beauty of nature in all its forms! Our vision for this performance is to celebrate various aspects of the natural world, from animals and water to vibrant flowers, breathtaking landscapes, and captivating weather.

The students will perform "J'ai vu le Loup" (I Saw The Wolf), a lively French tune about animals playfully dancing and laughing. Its catchy melody and humorous lyrics, featuring wolves, foxes, and hares engaging in human-like antics, make it a favorite among our students to perform.

Be ready to be transported to the serene Scottish hills with "Loch Lomond." This beautiful piece evokes images of the famous lake and its rolling landscapes, telling a touching story of longing and natural splendor.

A charming Chinese folk song celebrating the sweet, fragrant jasmine flower, "Mo Li Hua" will also be featured. The students enjoy mimicking a jasmine bloom with their hands as they sing this beautiful melody.

We're also incredibly proud to debut an original piece created by our talented students: "Power of the Night." This semester, they've worked diligently, making key decisions on the time signature, key, and tempo. I developed a chord progression, and the students brainstormed lyrics inspired by winter and its unique weather. Through a collaborative process of refining lyrics and melodies, "Power of the Night" came to life, exploring themes of friendship, thunderstorms, and even dragons!

We can't wait to share these wonderful musical stories and more with our community at the spring concert!

Jade Woo

Kodály Vocal Instructor - Elementary

Innovative Art Education for Creative Growth

Tue, 06 May 2025 20:52:41 GMT

At TRIS, we believe that art education is more than just creating pretty pictures. It’s a powerful tool for cognitive and emotional development. Students build self-esteem, develop self-control, and strengthen their problem-solving skills through individual art projects. Our lessons also incorporate thoughtfully curated art history, organized by timeline and selected to highlight significant works and movements.

Comprehensive Artistic Exploration

Our art program in 2024-2025 begins with the fundamentals, teaching students how to observe subjects and transform them into personal concepts that express genuine emotions and communicate effectively with others. We start with basic drawing lessons using Monochrome materials, such as pencils, to help students grasp form, tone, and value.

Students explore traditional techniques, focusing on modern and contemporary styles. They work on imaginative subjects like dreams brought to life with realistic visual elements. They are provided with high-quality art supplies and introduced to various professional media, including acrylics, oil pastels, and watercolors on premium paper, enhancing their experience and the value of their artwork.

Throughout the curriculum, students study color theory, composition, and the relationship between 2D and 3D design. Inspired by influential modern artists such as Frank Stella and Bruce Marden, they learn to see the connection between fine art and the world around them. Sculpture lessons guide students through the process, from building plaster structures to painting finished forms. They also explore ceramics.

Students often experiment with various materials, including wood, paper, and mixed media, starting with clay modeling and moving through the firing and glazing process for 3D projects. Group projects, such as miniature interior design models, allow for collaboration, as students build small structures, create furniture, and incorporate plants and thematic details to bring their shared vision to life.

In addition, students are introduced to printmaking techniques, including a two-step gel printing process. This method allows them to layer colors and textures, experiment with positive and negative space, and explore abstract and representational designs. Through gel printing, students gain a deeper understanding of repetition, pattern, and surface design skills that complement and enhance their broader artistic development.

Unique Opportunities for Open Art

Our open art lessons offer exciting, hands-on experiences that encourage deeper exploration. This year, students have the opportunity to focus on special projects like mosaic art, clay making, sumi painting, and crafting beautiful bead and wire trees, each designed to spark imagination and expand artistic expression.

“I am confident that our distinguished art program will continue to flourish and that our students’ creativity will be valued throughout their lives.”

Julie Gochman (Elementary Art Instructor)

Montessori Silent Journey

Tue, 11 Mar 2025 19:41:08 GMT

Our school community was thrilled to experience the "Silent Journey," a unique and insightful event showcasing the TRIS Montessori curriculum. This school year, the Silent Journey focused on the Trilingual Immersion Program we offer at The Renaissance International School. The Preschool/Kindergarten Programs offer Spanish or French and English immersion, and the Elementary Program offers Spanish, French, and English immersion with native-speaking Montessori guides.

Why the Silent Journey?

The Silent Journey isn't just a walkthrough; it's a carefully curated experience for parents that maps out a Montessori curriculum for children aged two to twelve and explains the Montessori philosophy and methodology behind the careful, child-centric, developmentally appropriate, and systematic approach to learning.

The Silent Journey Experience - The Big Picture To The Nitty Gritty!

The Silent Journey offered an opportunity to:

Strengthen the school-home partnership: A better understanding of the curriculum and specific methodologies used in the classroom supports a child's learning journey and strengthens the essential partnership between home and school.
Experiencing the Learning Continuum: Parents walked through our classrooms, observing the sequential progression of our language curriculum from Toddlers (ages 2-3) to Elementary (ages 6-12). This presentation allowed them to see the holistic development of language skills across all levels and how language studies intertwine with all subject areas in the Montessori classroom.
Exploring Our Trilingual Immersion: Our program is built on the science of reading, emphasizing phonics and phonemic awareness. Parents could see how we cultivate these skills in our youngest learners. They also witnessed our unique approach to phonemic awareness, grammar, and parsing across English, French, and Spanish.
Witness the Montessori Method in Action: Parents observed how Montessori materials and principles work together in learning. They discovered the thoughtfulness and intentionality behind the Montessori Method. This included the vast array of materials for all language study components such as phonology, syntax, semantics, etc., how Montessori guides give lessons to introduce, reinforce, and retain concepts, and the design of materials and how they foster independence, promote self-directed learning, and nurture a love of exploration. They saw materials and methodologies that empowered their children to learn and practice concepts independently and at their own pace, becoming active drivers of their learning.
From Observer to Participant - Stepping into a Montessori Student's World : After their silent observation, parents received lessons from our Montessori guides and enjoyed the hands-on experience of being a Montessori student.
Understanding the Form and Function of Montessori Materials: Parents better understood the Montessori Language materials and how they enable a deep conceptual understanding of study areas.

Overall, the Silent Journey experience was a great success and helped parents gain a deeper appreciation and understanding of the Montessori Method, with many parents remarking, " I wish I had learned the Montessori way! "

Reading Matters

Thu, 06 Feb 2025 00:13:25 GMT

Reading is often described as a gateway to new worlds, a bridge to understanding, and a sanctuary for the mind. Its benefits are myriad and go far beyond simple entertainment.

Books provide a unique escape from reality. One can spend an entire afternoon climbing the Citadel with Rudi Matt , traveling through space and time with Meg Murray , or befriending a gorilla named Ivan . Books also have the ability to help develop empathy. By stepping into the shoes of diverse characters, readers can experience situations and perspectives that differ from their own. They can experience the ups and downs of moving from a Japanese community in Iowa to the deep south of Georgia , learn how it feels to have a stutter , or see what it is like to adopt an orphaned gosling . Reading also provides us with a way to gain more information about history, science, or really any human knowledge. Through reading, we can learn about World War II , extraordinary women who have contributed to society, and so much more.

It is all the more concerning that recently a series of articles have come out discussing the concern among university professors about the decline of reading levels among their students. Professors across the board are finding that their students are unable to engage in the type of literature or academic reading that was once expected, even ten years ago. These articles point to social media usage, shortened attention spans, and high schools that do not ask their students to read entire books, as some of the reasons for the changes that are being seen. It is clearly a complex topic, and it is unlikely that there is one factor that is to blame, however, the topic has made me reflect on the importance of cultivating a reading culture and habit from a young age.

Being an avid reader has long-term benefits. It is one of the avenues that allows humans to be life-long learners. Building the skills to concentrate, focus, and understand different types of books is critical to being able to access information in the world. We want our students to have the skills and knowledge to seek out information based on their interests and to always be curious about the world around them. In the long-term, reading also helps keep the brain engaged and active. As people age it helps stave off cognitive decline. Having built that strong foundation

It is not just the act of reading which is important however, but what children are reading that is of equal importance. Choosing high quality books and content, however, is not always easy.

What to look for when choosing books for your children

Finding the right book for your child, at any reading level, can be a challenge. This is particularly true if they are resistant to reading independently (once they have reached a certain fluency level). There can be a temptation to therefore allow them to read any children’s literature out there - in fact, this is often recommended by librarians and other educators. We at TRIS, however, feel that there are some important factors that one must consider when choosing what literature to expose your child to. Here are some factors that we think are important as you choose books for your child:

Values and Messaging

One of the most important aspects of choosing literature for children is identifying what values and messaging are found in books. Think about what values and behaviors you would like to see your child embrace. If kindness and respect are important to you, be sure to find books in which respect and kindness are highlighted - not the opposite. Many children’s books depict “humorous” scenarios in which children are mean to each other, put each other down, or make jokes at the expense of others. While this may seem harmless, these messages impact your child and very often one will start to see a change in your child’s behavior.

Language and Vocabulary

It is important to trust that your child is able to understand and comprehend sophisticated language and vocabulary. Exposing them to sophisticated language from a young age is important. Believe that your children are capable of understanding challenging books. Read aloud with them frequently so that you can introduce them to words that on their own, they may not yet be able to understand.

Style/Genre

Children learn an immense amount from the books they read. Time and time again we see that strong writers are often avid readers. They are able to pick up style, tone and nuances of language when they read a variety of books. This is why it is so important that children are exposed to a wide variety of genres. It is important that they learn how to read more formal writing, as well as enjoy more informal writing. Being exposed to a large variety of genres opens the doors to their learning and adds to their arsenal of knowledge that they can then access later in life.

Grammar

There has been a rise in books geared toward early to mid readers in which the

grammar is incorrect. Every time a child reads a book, they are building their knowledge about language. If they are being exposed to incorrect grammar, that is what they will learn and it will show up in their writing. Choose books that follow correct grammar and models desired writing.

There are many other factors that may come into play when choosing a book for your child (this is whether they are reading it themselves or whether you are reading it with them) but the four criteria above are a good place to start.

Renée Hites

Head of School

The Renaissance International School

Parent's Day

Thu, 23 Jan 2025 19:18:40 GMT

Primary Parents Day: An Exciting Opportunity to Engage with Your Child's Learning

Primary Parents Day is a special and enriching event designed to give parents an inside look into the vibrant world of the primary classroom. This occasion allows parents to witness firsthand the engaging learning environment in which their children thrive every day.

During this event, your child has taken the initiative to select a variety of lessons and activities that they would like to share with you. This selection reflects their interests and the skills they have been developing throughout the school year. You can expect to see a mix of subjects, including literacy, mathematics, science, sensorial, and practical life, showcasing the diverse curriculum that supports their growth and learning.

We encourage you to engage actively during this day. Your child will be excited to showcase their work, and your presence will reinforce the value of education and support their enthusiasm for learning. Whether you are observing a science experiment, participating in a reading activity, or exploring a practical life activity, your involvement will contribute to a memorable experience for both you and your child.

We look forward to welcoming you to Primary Parents Day and sharing in this celebration of learning and growth together!

Katrina Cisne

Director of Early Childhood

The Renaissance International School

Accountability in Early Childhood

Mon, 09 Dec 2024 19:47:30 GMT

When I think about what my goal is as an early childhood educator and as a parent of young children, I often think about the attributes I encounter with adults and what I would like my children to exude in the future. For me, and probably for many, I would like my children (biological and students) to become confident, resilient, caring, curious and independent individuals. Now comes the big question, how do we get there?

Teaching children about choice and consequence is key. In building confidence, resilience, curiosity, and independence children must first make mistakes and learn from them. They must take risks and see what happens. They must face challenges and learn from their setbacks. In building kindness and empathy, children must learn how their choices and actions affect others. They must do all of this even if it makes them uncomfortable; especially when it makes them uncomfortable. For adults, this is the hardest part. In an interview, psychiatrist Dr. Daniel Amen stated “You want kids to make mistakes, and you want them to pay the consequences so they learn agency…It’s hard, you have to have the big picture in mind, and the long game in mind…if I do too much I am robbing them of their self-esteem, of their sense of responsibility and agency. And that is a disaster you just don’t want¹”

Let’s look at some definitions.

Accountability²: the quality or state of being accountable…willingness to accept responsibility or to account for one's actions

Empathy³: the action of understanding, being aware of, being sensitive to, and vicariously experiencing the feelings, thoughts, and experience of another

Excuse⁴: a: to make apology for. b: to try to remove blame from

There is no doubt that balancing empathy and accountability can be tricky. During our community meeting in October, we discussed some barriers that families have encountered. 1. Parents who are not of the same mind either of what is acceptable behavior from the child or of the consequences from such behavior. 2. Consistency with limits and consequences, especially when big feelings become involved. 3. Knowing what are age appropriate expectations, limits and consequences. 4. Understanding the differences between punishment and logical consequence. 5. Knowing when you as a parent should step in.

While we certainly don’t have the answers to all of these, here are a few tips we think may help.

Have weekly family meetings. If your child is really young, perhaps these meetings are with you and your partner to check in and make sure you are on the same page.
Parents need to present a united front when implementing limits and consequences.
Recognizing that it is acceptable for children to experience strong emotions but this does not mean that their upset feelings excuse them from taking responsibility for their actions. As Dr. Aliza Pressman states, “All feelings are welcome, all behaviors are not.”
Teaching children boundaries is essential! “No, you may not jump on the bed” is perfect for a toddler. As children get older, they may require a bit more of the why. “No, you may not jump on the bed because if you fall you can hurt yourself.”
You should not repeat a boundary endlessly. Once a child knows the boundary we must follow through with the consequence. For example, on day 1 “Please pick up your toys when you are done. If toys are not picked up, I will have to take them away for a while.” Day 2. “Remember, toys that are not picked up will be taken away.” (child doesn’t clean up toys) “It looks like these toys were not picked up, now I am going to take them away.”
The fundamental difference between a punishment and a consequence is that a punishment is meant to make a person feel bad or guilty while a consequence generally is meant to allow for a person to learn from their mistakes. Using the above example of a child who does not clean up their toys. A punishment might be something like. “If you don’t clean up your toys you will not have dessert.” Punishment is often unrelated to the behavior whereas a logical consequence is an outcome of the behavior.
Observe! Allow your child the opportunity to recognize a mistake and think about solutions. When the situation escalates to a point where safety is at risk, emotions are overwhelming for the child, or when the child is clearly unable to identify or implement a solution on their own then parents should step in to help regulate the child and help guide them to a solution. Ask yourself:
Is this my own anxiety, am I telling a story to myself
Is this about me, or is it an issue my child is having

In conclusion, fostering qualities like confidence, resilience, empathy, and independence in children is a nuanced and ongoing process. It requires a balance of teaching accountability while also allowing children the space to make mistakes, learn from them, and face consequences. As parents and educators, it's vital to remember that while children need to experience discomfort and challenges, they also need consistent boundaries and support to develop a sense of responsibility and agency. The key is to remain patient, reflective, and unified in your approach, understanding that mistakes and strong emotions are part of the learning journey. By combining empathy with accountability, we can help our children grow into well-rounded, thoughtful individuals who understand the impact of their actions, both for themselves and for others.

1 https://www.youtube.com/watch?v=avx4Ww9h3Tc

2. https://www.merriam-webster.com/dictionary/accountability

3. https://www.merriam-webster.com/dictionary/empathy

4. https://www.merriam-webster.com/dictionary/excuse

5. Pressman, Aliza. The 5 Principles of Parenting: Your essential Guide to Raising Good Humans

“First Fridays” at TRIS!

Tue, 03 Dec 2024 12:13:05 GMT

Introducing “First Fridays” at TRIS!

Ever wondered:

How can I spend some down time with families and friends at TRIS?

How do I get to know other families?

How can my child play with other students across classrooms?

How can I also get exposure to the culture and languages my child learns daily in a social setting?

The TPA is offering a chance for all of these opportunities with First Fridays! If you attended our recent meetings you understand that this is a community effort aimed at mingling and learning more about each other.

When: December 6, 2024

Time: 5pm-7pm (join us straight from pick up)

Where: The Hub , 800 W Tower Ave, Alameda, CA 94501

Potluck Style - Bring your own drinks, snacks, and paddles. We will have some on hand, otherwise, $10 per set of paddles.

For your future planning we anticipate other First Fridays on the following dates: January 10. February 7, March 7, April 4, May 5 (Cinco de Mayo celebration) and June 4. Dates are tentative so watch out for confirmations of the planned activities. We anticipate hosting yoga, movies, dance/cultural events in Spanish/French. If you've got ideas feel free to get involved and/or help outs.

Please Join us!!

Rowena Lizin

The Open Classroom

Tue, 19 Nov 2024 20:25:07 GMT

From Materials To Milestones - Experiencing Learning In Our Multilingual Montessori Classrooms.

The Open Classroom event at The Renaissance International School (TRIS) offers parents a unique opportunity to experience their child's learning journey and engage with our school's mission to provide a supportive, multidisciplinary, and international environment where students can reach their full potential. Parents step into their children's shoes to experience firsthand their world of learning, exploration, discovery, and growth. They witness how teachers nurture curiosity and independence and instill the joy of learning in these important foundational years.

During the event, elementary teachers lead interactive lessons that immerse parents in the Montessori philosophy and classroom experience. Parents participate in hands-on activities, such as conducting science experiments, solving math problems using Montessori materials, creating a "Timeline of Life" to explore the evolution of life on Earth, and engaging in French and Spanish language lessons. These immersive activities provide a deeper understanding of the Montessori curriculum, the multilingual immersion program, and the range of academic skills students develop in our Elementary Program.

At the end of the event, parents ask teachers and administrators about the curriculum, classroom routines, and how to incorporate the Montessori approach at home to support their child's growth. This event fosters a deeper connection between school and home and promotes a better understanding of our program by offering parents to partake in their students' learning journey.

If you haven’t attended yet, we highly encourage you to attend the next event—it’s a fantastic opportunity to connect with teachers and gain a deeper appreciation for our Montessori Elementary program. You’ll leave excited about your child’s educational experience at TRIS.

TPA General Meeting

Thu, 14 Nov 2024 23:49:47 GMT

Summary

We met with Renee Hites, Head of School to cover a number of in depth topics on where the school is, some highlights

↗️Things are coming together nicely this year, really seeing the difference post covid on the child development front

Still trying to increase enrollment in many of the classrooms
We are looking into ways to reopen Junior High as well, stay tuned!

��Thanks to the TPA for fundraising and enabling all the kids to go on field trips this year

See the detailed notes for more highlights

TPA General temperature check

��Launching “First Fridays” for parents to get to know each other
Once a month, Dec 6 will be the first at The Hub
��P ay your dues: check the FLYER , for more detailed notes or send $150 for one child or $200 for families of two
via Zelle to renaissancetpa@gmail.com (the organization is listed as “A Parents World Association”).

��Walkathon raised about $13k gross, probably around $11k net, 20% of which will go to Covenant House

Detailed Notes

Introduction – Rowena, co-chair of TPA

Renee Hites, Head of School
Thanks to TPA for all of the support, and for the Walkathon which is a great tradition
Will start by talking about beginning part of the year, then enrollments.

Update on the year so far:

Two great outdoor education trips for elementary students, two field trips for primary (one with all primary students), thanks to TPA for that.
Initiation of the capoeira class, teacher speaks primarily Portuguese, amazing to see the kids who just seem to understand based on their prior training in Spanish and/or French in addition to English
We are always looking for additional offerings, if people have ideas for extracurricular activities it may be possible to find ways to bring it in
After the pandemic, it has taken some times to bring things back
5th and 6th year students are preparing for Montessori Model United Nations program in Rome (April 2025). They will have their first online session with MMUN participants from other schools this Friday. Since our Upper Elementary children are studying Africa this year, each one is representing an African country and has a UN Committee assignment corresponding to that country (e.g., UN Committee on Women, FAO, etc.)
One of the best things about this time of the year is seeing the growth. Renee recounted the tremendous and visible development in one student who just transitioned from pre-primary to primary, for instance.
Renee recently found notes on her doorstep from Upper Elementary students – they were not pleased with her decision not to permit devices in the classroom to allow individual listening to music during the work period. She explained that we don’t have devices without the Internet. The children said they would find a way to bring in music on devices without the Internet. Renee said if they can come up with a solution, she will consider it.
This is the kind of autonomy and advocating for themselves that she loves to see. Those moments bring a lot of joy.
We are in the process of preparing for the Thanksgiving feast and the end of year concerns

Enrollment

Where we are with enrollment – fewer kids in the classroom than before Covid – most people have experienced having small classrooms when joining (due to Covid, had 12 person pods). But we are targeting some growth this year.
We have also done a lot of work to be better about communication internally as well as marketing externally (multi-channel communication, room parents, etc.)
In general, schools in the area have seen a decline in enrollments.
We run a program that does not compare to any other elementary program in the area, when you look at trilingual program, arts and music, executive function, independence, and international travel. As an anecdote – Sara Sangco’s daughter Elise graduated from TRIS junior high and

was recently talking to a student who went to another international school but had not traveled internationally with their school ever. (Elise: “what makes them an international school then?”). Sara noted that Elise has been to Mexico, Ecuador, Italy (the France trip was canceled due to

Covid) with TRIS.

Jr. High

There have been questions about the future of Jr High. At this point, there is not a hard-and-fast date but our goal is to bring it back.
If we could have Montessori all through high school, it would be very beneficial for our students.
One question is to see the interest and commitment on the part of families to make this happen. It is a question of enrollment and teachers. She will be reaching out to current Upper Elementary families about their interest and intent.
We have a fantastic staff who have been here a very long time. But sometimes people’s lives take a different turn and they depart. We do a lot of internal training for staff who are already at TRIS.
Goal for this/next year would be increasing enrollments and hoping to open junior high next year

Q&A with Renee Hites, Head of School. Additional responses from Sara Sangco Tan, Willow Montessori Guide and TRIS Parent

Q: What traditional grades is Jr. High?
Renee : Upper elementary is the equivalent of 4th-6th grade. Jr High is the equivalent of 7th through 9th grade (though typically in the past most have left after 8th).
Traditional schools often start middle school in 6th grade. We believe 6th graders are not adolescents yet. She took the group to Mono Lake, not one is (yet) an adolescent, maybe, by the end of the year.

Q: What does full capacity look like?
Renee : Pre-primary is full right now. We are thinking about the end of the year because Ideally we would be at 24 students in each of the classrooms. Now we are estimated to end the year with 19 in two of the classrooms and 21-22 in the other two classrooms. Definitely we are going to fill up but we still have some room. Technically in the past we have had over 24 students in the classroom, and hired floaters (because of breaks).
Philosophically in a Montessori classroom, more students is better (autonomy and social regulation)

Sara : Smaller the classes, the more students depend on adults. Circle today about independence (which means you can do it by yourself). First you will try by yourself, then check with an older child, and only then to teacher. I meant this for zipping jackets or opening water bottles! I didn’t mean this for checking work! But today a child (who did not go to the observation chair) asked a 5 1⁄2 or 6 year-old to check the work (multiplication stamp game).

Q: How do we help children understand what they are capable of doing?

Renee : we would like to produce more content for parents (videos) on how to respond to certain situations at home (to also help parents understand what is happening in the classroom).

Renee : How can we share more with parents so they can get a better understanding of what that looks like. It’s very different. We have students who have gone through an assessment and the recommendations are often times things we do. We don’t always call it out because it’s part of the program. So what we want is more education and more collaboration with parents so they feel they know what is happening without feeling the need to micromanage what is happening. Our goal is for the children to be the drivers of their own education. That happens with a careful balance between autonomy, support and the ability to fail.

Sara Sangco : A mind that’s mine. This has been super helpful. Even with me, my kids will agree that I said the same thing, but when Renee says it the kids agree she’s right.

Renee : Explanation on how it works. It’s a way of thinking and talking about the brain and how different people can react differently. example using the stories of children, with the first chapter being a child with ADHD. We will talk about children with different challenges or ways of thinking. Then it culminates in different ways of strategizing for how to handle those challenges. From “forgets things a lot” to dyslexia. This opens the door for conversations about learning differences, social interactions, and how we approach things when we feel or see differently. In LE the word “weird” has come up a lot. We’ve talked about what that word means and what the differences are. UE and LE are different in conversations. Last year I worked with LE on kid power and I can weave that into this conversation as well.

Q: I bought a book that explains what the Montessori math tools are because I don’t know what the pink blocks are. Anyway, question is how does the lower enrollment affect tuition? Does it go up, down, or stay flat?
Renee : Historically tuition goes up a little every year. We are trying to minimize this to stay current with inflation. The low enrollment doesn’t necessarily increase tuition. It would mainly affect other decisions that need to be made. It’s not a problem right now but if it went down significantly we’d have to make some other decisions for example joining classrooms and the like.

Q: Question about Montessori philosophy. How is that being socialized in the admissions process? My experience was 3 years ago. It was all virtual. No open house. Is that affecting admissions?
Renee : Today we have the parents come on a tour. After they submit an application they meet me. We have a conversation in which I get to know the family. I talk a lot about Montessori and what we stand for there. Because, while I do want more enrollment, I want families who are onboard with Montessori conceptually at least. If there is a family who is really not willing to let their child figure things out or get upset when the teachers don’t step in when the child asks for help but doesn't need it, that’s not going to be a good fit. We have also had a current parent attend an open house so prospective parents can talk to someone directly who has been at the school.

Sara : We have been looking at school because my son is in the 6th grade. I am confused how we don’t have more people looking to come in. If you choose Montessori, you give up music and art. If you choose art, you lose Montessori and other aspects. If you choose language you give up something. Tuition is equivalent. It’s really painful to look at this and find the gaps. Every time we’ve looked at a school it’s disappointing. Language means 45 minutes twice a week, or Duo Lingo.

Rowena : Social emotional learning topic. A parent was moving to a school for that. But that’s what Montessori is in many ways. I didn’t know that originally.

Q: Is there a date for a date on when you will know about Junior High?

Renee : No specific date yet but I will be reaching out to parents who are interested.

Sara : Even that last year of 6th grade is a huge uplift. The dramatic transformation is notable. My oldest child is at St. Mary’s but is confused about how the other children don’t know how to work. She doesn’t think her brother is very good at anything but says even he would have to be in honors programs at least because everything else is too easy.

TPA General

Temperature check: Where the TPA is
��Pay your dues, we can’t do the work we do without it. HERE IS THE LINK TO THE FLYER.
Preferred - via Zelle : renaissancetpa@gmail.com (the organization is listed as “ A Parents World Association ”). OR
via check payable to “ The Parents Association of TRIS .” Drop it at the Dimond Campus office. OR
via PayPal : https://www.paypal.me/TRISparentpage
Please note your child’s name across all forms of payment

Walkathon update from Thad
Fundraiser, but also donation to The Covenant House community beneficiary
Grossed about $13k give or take, might net somewhere around $10k-$11k. 20% of the net will go to our community beneficiary

Carnival next year in March
��Launching “ First Fridays ”
Once a month, Dec 6 will be the first at The Hub
Most will be on campus but will be announcing
Pickleball session play or watch and socialize
Come as you are, meet parents (and their kids)

<<Back to The Parent Portal

Walkathon

Wed, 13 Nov 2024 11:55:40 GMT

2024-25 Walkathon

The Walkathon begins tomorrow morning with a fun stretch at 10 AM-2 PM the Dimond campus! Remember this year your parking is included and we have reserved a spot for you! Lots of additional parking on Dimond and near the park.

We are leaving the cooking to community chefs this year - come have some- it’s tasty!

The kids will love taking home something from the activity tables! Be a super hero, dress up and run or walk the course, artist in residence face painting and active creations for big and little hands!

Got questions?

Please find answers below to some FAQs . It is not too late to sign up!!

If you need volunteer hours this is a great way to meet them- Please sign up to take care of those volunteer fundraising hours!

Whether you have 1 hour tomorrow or all 4 hours, we invite you to come for the fun, stay for the community!

Excitedly!

Rowena

Your TPA at work!!!

<< Back to the Parent Portal

The Importance (Benefits) of Outdoor Education

Mon, 28 Oct 2024 16:15:28 GMT

In the Montessori program, the outdoor environment is an extension of the classroom, offering unique opportunities to foster social, emotional, physical, and academic growth and development. Nature stimulates curiosity and creativity and a sense of awe and wonder that stays with children long after the outdoor experience has ended.

The natural world presents opportunities to practice decision-making, problem-solving, and observation skills. For instance, students might have to decide the best route to take on a hike after evaluating options presented by peers depending on various factors such as time, varying abilities, and weather or build a shelter after collaborating to explore the best way to do so after careful observation of the terrain and surrounding area. These experiences build confidence and develop empathy, self-discipline, and initiative. They also nurture environmental stewardship and creativity and instill a sense of wonder and responsibility.

This month, our elementary students will participate in two outdoor education programs. Upper Elementary embarks on a week-long adventure at Mono Lake, where they hike, explore, and learn about nature. Lower Elementary participates in the Wolf School program, spending four days and three nights immersed outdoors. These programs offer physical challenges and teach essential practical life skills. Students prepare meals, manage their personal belongings, and maintain their cabins while learning to share space and respect one another.

After these trips, we witness remarkable personal growth in students and the classroom community. The experience strengthens community spirit, blossoms new friendships, and deepens bonds between students and teachers as they connect in a unique setting. The program encourages collaboration, teamwork, and social interaction while instilling an appreciation for nature and understanding the importance of environmental conservation.

The memories made during these trips—whether through collaborating on a task, exploring, playing, or simply enjoying each other's company—become cherished moments that the children carry with them for years to come. These experiences shape their understanding and appreciation of the natural world, instilling a lifelong love for nature that is a testament to the lasting impact of our outdoor education program.

Warmly,

Wellington Pontes-Filho

Elementary Program Director

Embrace the excitement of a new school year. Let's make this the best one yet!

Tue, 03 Sep 2024 11:00:17 GMT

Welcome to the 2024-2025 School Year!

As we prepare the classroom for an exciting new year, we hope you are enjoying this last stretch of summer. The beginning of each year brings with it a time to reset and review routines. As you know, children do best in structured environments where they know the expectations for themselves as well as the daily routine. As we head into the new school year, we think it might be helpful for your child (and yourself) to know some of these school routines and implement what you can at home. These activities provide routine and structure that when practiced, allow your child to not only reinforce crucial skills for growth and development but also thrive in their learning journey. Finally, we also want to share some ideas for making the transition to school easier, especially for our younger and new students.

Mealtimes

At school:

Food preparation and meals are important parts of our daily lives. At school, children will be involved with setting the tables, pouring water to drink, cleaning up after themselves, and occasionally preparing food.

We also practice patience during mealtime. For example, we wait to eat until everyone is ready so that we can partake in the meal together. When finished eating, the children ask to be excused before cleaning their plates, table, and floor around them.

At home:

Children can be part of preparing the table and then clearing the dirty dishes after the meal. We recommend having a clear routine for cleaning up, which can include putting dirty dishes in the sink, dishwasher, or a dish tub after eating. We also encourage the use of cups and glasses for meals and snacks, saving a water bottle for when in the car or on walks. Younger children should be encouraged to use silverware to feed themselves.

Older children can be involved with setting the menu for meals and even helping with grocery shopping. They can start to map out what they want to pack for lunch and be part of the process of getting their food ready in containers and everything into their lunch box. This also helps children have ownership and buy-in about what they are eating.

While the teachers are always available to help, we recommend that your child have food containers that are easy to open and close. Bring your child with you to the store to try opening different kinds of containers. This is a great way to find some that work well!

Prepare a Goodbye Routine

To be ready for the first days of school, we recommend preparing your child (and yourself) for what drop-off will look and feel like. As adults, the more clear we are about the routine, the more secure our children will feel.

Short and sweet transitions are key. The longer we linger the harder it is for our children to recalibrate and settle into the classroom. To that end, figure out your goodbye process ahead of time. Perhaps it is one hug and two kisses, plus a wave goodbye. Whatever you decide, stick with it. Our children are hard-wired to test our limits and they will want to figure out if they can negotiate two hugs and a wave goodbye then more hugs. However, if that negotiation is successful, they actually feel less secure because then they can’t rely upon a predetermined plan.

Most classrooms in primary request that goodbyes be said before opening the door or entering the classroom. Please keep in mind that the other children in the class may already be working or having a hard time with the transition from home themselves. It can be upsetting to them when witnessing a friend’s extended goodbye. Again, teacher’s are here to help. If your child is struggling with their goodbye, please contact your classroom teacher for help. They may be able to give you tips to help with you particular student or come up with a routine together with you.

If you do decide on a goodbye routine, practice! While at home and when everyone is in a great mood, suggest a game of pretending you are doing drop-off at school. Remember (or create) the goodbye routine and then act it out together! Take turns being the adult and the child (children love getting to be the adult). Playacting is a fun way to work through what can be a stressful few moments.

By establishing clear and firm routines, we help our children develop trust and confidence. If we feel hesitant or unsure, our children absorb those feelings. So we want to exude assuredness!

Adjust Schedules

If children have been staying up later during the long days of summer, it helps to gradually shift bedtimes and establish a consistent routine. If children have been going to bed later, start easing into a bedtime that is earlier by using 15-minute increments over a series of days. Rushed mornings tend to be more difficult, so putting some additional effort into getting enough sleep and having plenty of time in the morning can really help the transition back to school.

Although earlier mornings can be tough, children do better when they can get to school with enough time to settle in. We recommend trying to come on the early side of the arrival window so that children aren’t overwhelmed by the hustle and bustle of last-minute or late arrivals. Coming late can also mean that they miss out on some of the benefits of the Montessori work cycle. As a reminder, children in their kindergarten year are expected to arrive by 8:30.

Think About What to Wear

Children are learning to dress and undress themselves. As such, it helps if they wear loose fitting clothing. Especially our toddler friends who are learning to use the potty, a pants without buttons such as leggings or sweats might be a better choice. We know it requires a great deal of patience on the part of the adult, however It is crucial for these young people to practice these skills at home. We recommend giving your child the time and encouragement to do things for themselves, including taking shoes off, pulling pants up, unzipping jackets, and so on. Choosing clothing and shoes that are easy for your child to put on and take off is a big help for the transition to school. We ask that children avoid shoes with shoelaces until they are able to independently tie them. This is a lesson in the primary classroom and teachers will share with you when we think tie shoes are appropriate for school.

Some children have strong opinions about what they wear to school. You can help them (and you) by allowing them to choose their clothes the night before school. This should help with the morning rush. Older children can gather their belongings to make sure they have everything ready for the first day of school (and every subsequent day!). They can check the weather to determine appropriate outerwear and shoes, practice setting out their clothes the night before, and prep items needed for after-school activities.

Please make sure your children’s clothing is labeled with their name.

Check-In

As always, please let us know if you need anything or have any questions. The teachers are more than happy to help! Also, be on the lookout for a beginning of the year e-mail from your classroom teachers with more specific information and instructions on your child’s class.

Cheers to a great year!

Katrina Cisne

Welcome back to school, where new beginnings and endless possibilities await!

Sun, 01 Sep 2024 11:00:02 GMT

Dear Elementary Families,

Welcome to the new school year at TRIS! It is a pleasure to embark on another year of exploration, growth, and discovery with you and your children.

In our Montessori Elementary environment, we continue to build on the foundation laid in earlier years, nurturing your child's natural curiosity and love for learning. Students will have opportunities for hands-on learning, collaborative projects, and independent exploration. Our approach remains deeply rooted in Dr. Maria Montessori's philosophy, focusing on each child's holistic development. We cultivate academic excellence, support our students' social and emotional development, and aim to create a community where children feel respected, valued, and empowered to take ownership of their learning journey.

Education is a vital partnership between the school and the home. We deeply appreciate your support and involvement. Throughout this year, we encourage you to stay informed and connected with us through our newsletters, community meetings, classroom updates, the school's website, conferences, and events. Please don't hesitate to contact the teaching teams with questions, concerns, or help. Together, we will support our students and create a nurturing environment that fosters every child's growth and development.

We look forward to welcoming you in person at our Welcome Event for Parents. It is an excellent opportunity to meet other parents and teachers and visit your child's classroom. We also host an Elementary Back-to-School Night to share details about the curriculum, classroom routines, school and classroom events, and more and answer any questions.

We eagerly anticipate the return of our students to the classroom and are excited about the many beautiful moments ahead. We are confident that this year will be filled with learning, laughter, and growth for all our students.

Thank you for entrusting us with your child's education. Your trust is a great honor, and we are excited to be part of their journey. We look forward to all the amazing things they will accomplish this year.

Warm regards,

Wellington Pontes

Elementary Program Director

Montessori Model United Nations - Notes from Rome..

Tue, 23 Jul 2024 11:00:00 GMT

Montessori Model United Nations (https://montessori-mun.org/) is an organization that gives students the opportunity to share their solutions for real-world problems. One of the main differences between this and a regular Model United Nations setting is that rather than being a debate or having a winner, the conference is collaborative.

Schools from all around the world went to the Rome MMUN conference and shared ideas based on their research. Each pair of students, called delegates in the conference, study a country and focus on a committee. Our class was part of two different committees that studied Sudan. Norah and Joya were part of the Food and Agriculture Organisation(FAO), and Elise and Emilio cooperated in the Economic and Financial Affairs Council (ECOFIN). Throughout the school year we worked with our teacher, Paul, to research these topics and created a position paper and a one-minute speech. With thorough research on Sudan and our committee topics, we were able to contribute in Rome.

At the Rome conference, we made friends and connections with fellow delegates from all around the world; some came from Morocco, Peru, Azerbaijan, and the Philippines. Our favorite part of the conference was being able to meet students in a new setting and then being able to work with them on solving problems that would help other people around the world. Despite the language barriers and different backgrounds, we still were able to collaborate and have fun. There were morning activities, celebration nights, and fun and interactive working sessions. We all shared our views during the working sessions but also made sure to include and listen to the opinions of others.

After the MMUN conference, we were able to go around the city and sightsee. Famous sites we visited include the Colosseum, the Roman Forum, the St. Callisto Catacombs, St. Peter’s Basilica, the Pantheon, and the Pompeii ruins on our final day. One of the most impressive things we saw were the Vatican museums because not only were they the home to one of the biggest religions in the world, but also because they hold some of the best artworks in the world. The city has sites from thousands of years ago, hundreds of years ago, and five years ago all in one street. Being able to go on a school trip with a school like TRIS taught us values like responsibility, having to create an itinerary for the trip, and independence.

Elise Tan and Norah Abid 2023-24

The Renaissance International School

Discovering the beauty and power of dance through Alvin Ailey's legacy.

Mon, 22 Jul 2024 11:00:03 GMT

Alvin Ailey was an African American dancer, director, choreographer, and activist. He was born on January 5, 1931 in Rogers, Texas. When he was 12 years old, he moved to Los Angeles, and fell in love with dance when he saw a ballet performance on a school field trip.

He began his training with Lestor Horton, an American dancer and choreographer, learning about the style of modern dance. After Horton’s death, Ailey became the director of the Lester Horton Dance Theater and even began choreographing his own work. In 1958, he founded the Alvin Ailey American Dance Theater, which is located on 92nd street in New York.

Those ages 17- 25 are given the opportunity to travel across the world and perform the dances that were choreographed by Ailey. His goal when creating the company was “ enriching American modern dance,” and “preserving the uniqueness of black cultural expression.” In many of his pieces, it is evident he incorporates a lot of his religion and where he comes from in his dances. In 1969, he founded the Ailey School where students from ages 3-25 can take dance classes such as modern, jazz, ballet, and hip hop. Students from ages 17-25 can also take part in the training for the Alvin American Dance Theatre. The Ailey School allows students from young ages to appreciate the beauty of dance.

Alvin Ailey died on December 1 of 1989 at the age of 58. That same year, many of his friends founded Ailey Camp: a six-week-long program dedicated to the legacy of Ailey that is now found in 10 cities across the U.S.

The campers at Ailey Camp learn four different styles of dance, jazz, ballet, modern, and African. After the program, the students hold a performance showcasing their hard work. They also take classes like Creative Communication where they learn to express themselves in ways other than dance, and Personal Development, where they can get in touch with themselves. Ailey Camp students have the opportunity to learn dances choreographed by either Alvin Ailey himself or the three other company directors that came after Alvin Ailey. Anyone from ages 11-14 can attend Ailey Camp.

One of the amazing things about this program is that it is completely free. Students are provided with both buffet breakfasts and lunches and free transportation options. This program “develops self-esteem, self-discipline, creative expression, critical-thinking and goal-setting skills in a supportive environment.” All these I can attest to since I have already attended Ailey Camp twice.

This year will be my third time attending Ailey Camp. I decided to return again because I believe Ailey Camp is an amazing experience, and I am very grateful I was given the opportunity to attend. I fell in love with dance on my first day of camp back in the summer of 2022. I realized what dance meant to me and the things I could portray with just a couple of movements. I learned styles of dance that I don’t think I would have ever known and made many friends that I still talk to to this day.

At camp, I not only was surrounded by people who looked like me but I learned why that was so important. I also learned a lot of things other than dance. For one, I learned the importance of leadership. My last day of my first summer at Ailey Camp, I was one out of two students who was chosen for the award of Ailey ambassador. I was chosen for this award because I modeled the Ailey principles for all six weeks of camp. I did not expect to win the award. All I did was participate in all my classes and followed the rules. What’s so special about that? But what I hadn’t realized was that the group leaders saw something in me that I didn’t see in myself.

They saw the way I carried myself throughout camp, maintained a positive attitude, led my fellow campers, and my love for dance. Ailey camp helped me see something in myself that I had never seen before. The role I was given as an Ailey ambassador was a job I took very seriously during and outside of camp. In my second summer of camp, I was the only camper chosen to be interviewed by Cal performances. They asked me questions about my experience, and why I had chosen to return. That opportunity once again reminded me of the many opportunities Ailey camp has given me. I hope that all Ailey campers enjoy the experience and do not take it for granted.

When Upper Elementary and Junior High watched the Alvin Ailey American Dance Theatre (https://www.alvinailey.org/) perform at Zellerbach Hall, Berkeley back in April, we saw an abbreviation of the Revelations collection, created in 1960. The dances were choreographed by Ailey. The theme of the collection of music, dance, and added visuals that we saw was inspired by Ailey’s childhood, his relationship with God, and the overall suffering of African Americans in the South.

When putting the collection together, Ailey did extensive research on the time it was based, and he included a lot of his memories from when he was growing up and going to church. Songs like “Wade in the Water” were songs he recalled listening to when we people would be baptized at church. He wanted to include the feelings that black spirituals brought to African Americans back in the day; the ways that he did that would be through the lighting on stage, the brown, yellow, black, and white of the costumes, and the movements the dancers performed. All of these details put together made a beautiful performance that drew the audience's attention.

I have danced one of the songs in the Revelations collection called “I’ve Been Buked,” a dance that unfortunately we did not see that day, but I have watched the Alvin Ailey American Dance Theatre perform it and was astonished to think I did that too. When watching the collection, I was amazed by every detail that was put into the performance. The props, music, movements, lighting, costumes really did come together to showcase the beauty of dance.

Alvin Ailey, to me, was a mastermind. He is someone that I look up to to this day, someone I would love to have known. When watching his pieces, it’s easy to imagine the kind of person he was and how amazing of a dancer he was. He had a creative mind, and although he is no longer here, his work lives through so many people.

Joya Mayberry
2023-24 The Renaissance International School

What TRIS Means To Us - Reflections from the Graduating Class of 2024!

Fri, 19 Jul 2024 11:00:01 GMT

What TRIS Means To Us - Reflections from the Graduating Class of 2024!

(Speech given by the outgoing students during their Graduation Ceremony).

Joya: As you guys know, we are the last Middle School class of The Renaissance International School or TRIS for short, at least the last for the next few years. We decided to make a speech about our experience at TRIS and how grateful we were to attend the school.
Norah : Allow us to introduce ourselves:

Norah : My name is Norah, and I have attended TRIS for 6.5 years 205,120,019 seconds to be exact
Joya : My name is Joya, and I have attended TRIS for 5.5 years

Elise : My name is Elise, and I have attended TRIS for 14 years
Elise : As a TRIS tradition, we asked a few members of the TRIS community to describe TRIS in adjectives.

They said TRIS was:

committed, communal, enjoyable, child-centered, caring, friendly, accepting, diverse, involved, inclusive, beyond the expected, expensive

Joya : As a part of the beyond-the-expected community, we have learned that being a student at TRIS means being spoiled. You're spoiled by the involvement of your teachers in your education, their care about you and your future successes, and their commitment to the Montessori program, and you’re spoiled by them working with us for three years and being able to share their values over their time, and how they encouraged our mistakes–and taught us how to learn from them. But most importantly, they spoil us with the independence we, as young students, are given in and outside of the classroom.

Elise : I have been at TRIS my whole life, and many amazing teachers have taught me. You can tell how committed they are to their job, team, and students. I remember how sad I was every time I left to join the next level, from Preschool to Lower Elementary to Upper Elementary. An example of their commitment is them speaking to you in a language you barely understand, just so you can practice it, they bring you on trips, even if it means them leaving their homes, they’re there for you, to give you constructive criticism, to cheer you up, and just to talk and joke with you. Although TRIS teachers are the only teachers I have known, I am fortunate to have had them.

Norah : Throughout my experience at TRIS, I have gone through two elementary levels and the Middle School level. I have had around 15 teachers that have worked with me directly but I also know that many other teachers have impacted my TRIS experience and many other students. Because that's just how TRIS is. Everyone works together and even though it may seem like you have 3 teachers, in reality, at least 10 others have worked or are working on your program. The TRIS community works together, and you can tell it works by how many students have passed through TRIS with amazing experiences. Thank you Teachers!

Elise : We’re also spoiled by our parents who continued to trust the program throughout our time at TRIS, how they continued to let us attend this year even though they knew there would only be three kids in our class. How they let us travel the world without being in contact with them for around 12 days, which is pretty scary, but they trust this school, and they have trusted the Montessori method and the ways we are taught at TRIS. And being spoiled by how independent you are and how the school trusts you and your peers with your time, giving you the responsibility you need to become an adult.

Joya : The only learning method I’ve ever known has been Montessori. My parents first placed me in a Montessori when I was two. My mom said she did this because, “It was more of a learning at your own pace experience. So you could focus more on the work that you wanted to do.” After I visited TRIS, years later, my parents told me they chose this school because “it seemed very familiar to me” like I had already been there

for a long time. My parents loved how I was given opportunities like, traveling the world, speaking three languages, working independently, and they knew once I started TRIS they wanted me to finish it. So when Covid hit and classes changed completely their love for the school was the reason I stayed. This year when they found out that I would only have two other peers, they pushed that aside and thought more about the opportunities I was given that they didn’t have when growing up.

TRIS has taught me so many things, (and I’m not just talking about how to solve for x) it has taught me the importance of responsibility, exposure to different cultures, respect, healthy friendships, independence, and obviously the less important stuff like metaphors, polarization, current events, and trigonometry.

Norah : When I moved schools from a traditional learning environment to TRIS–a Montessori, guided approach, my parents knew they would see improvement because when you're down the only way left to go is up. Montessori has helped me learn about myself as a person and also how I have relationships with other people. They knew they made the right choice keeping me the next year too, when I made friends and started speaking two additional languages. In my third year here, they also saw improvement in my relationships with other people, in my internationally diverse knowledge or language knowledge, and then the way to approach problems. Once COVID-19 hit, and I was one of several students in a small pod, they still saw the advantage of being in person and staying at TRIS. In the past few years, many things have changed but my parents and I have continued this program, and still remain faithful to TRIS. Recently as things at this school have come to a close for me and my family, i see my parents reflect on my experience at TRIS, knowing that the lessons and values i have learned have given me life-long uses and they also see that the experiences such as traveling have given me the independence and freedom to learn about my character. As my mom said a few days ago regarding the bi-annual Student Parent Teacher Conference which I have gone through 13 times, “Watching you develop your sense of self which takes you really far in life has been the best thing about these years at TRIS. Seeing you being able to identify the things you're good at but also things you need work on is something many adults cannot do and having that knowledge and knowing how to work on yourself is a very powerful skill:” This program has worked so well for me because it is montessori and because I have been guided through this education by amazing teachers and even peers.

Things we got to do at as Middle Schoolers at TRIS:

Joya : Travel to Rome and attend MMUN (being restricted to solely speaking french)
Joya : Run an online school newspaper (if you haven’t already make sure to check out our new PDM issue)
Norah : Community service/childcare services
Norah : Walk to Dimond Slice on Thursdays
Elise : Getting sweet treats on going-outs
Elise : Go to Mono Lake (and again, restricted to speak only in spanish)
Joya : Challenge U.E in basketball (and definitely not lose multiple times)
Norah : Watch films based on topics in our classes
Elise : Fundraise for our trips

Elise : Even though we are so excited for High School, we are still sad to move on from TRIS, which has been a huge part of our lives for so long. We are so grateful to every parent, teacher, and student who has been a part of the TRIS journey because you made us who we are and helped us in everything for our future.

- Joya Mayberry, Norah Abid, and Elise Tan

2023-24 The Renaissance International School

Student Art Show

Sat, 01 Jun 2024 14:00:00 GMT

Celebrating Young Artistic Talent

One of the most remarkable features of the TRIS Annual Art Show is that we display every student's artwork, from Primary to Junior High level. Even our youngest artists present a beautiful array of skills, imagination, and materials/techniques in their creations. From a quick, spontaneous burst of creativity to a thoroughly planned long-term art project such as weaving, needlepoint, or a bead mosaic, each of our students is acquiring art skills and learning to express their original ideas and build their stamina and self-confidence. This level of fine motor skills and concentration at such a young age is a norm in our school because all our students have a strong foundation that Montessori classrooms provide and a unique art program that focuses on the individual needs of every student.

When you attend the Art Show reception, ask your children about their work and the process, meet your children's art teachers, and look at all the art displayed at the gallery.

If the Reception time is a bit overwhelming for you and your children to observe and enjoy the art, please come again at a different time. The Art Show will be open until June 15.

- Natalia LaRoche (Preschool/Primary Art Instructor)

The annual Student Art Show is a highly anticipated event that showcases the remarkable talents of our school's aspiring artists. This year's exhibition promises to be a captivating display of skill, creativity, and imagination. From vibrant paintings that capture the essence of life to sculptures that celebrate human form and actions, making intricate beadwork and showcasing their sewing skills, the students have poured their hearts and souls into their masterpieces. Art enthusiasts, proud families, and fellow students will have the opportunity to experience the exceptional works and support the budding talents of these young artists. Take advantage of this inspiring exhibition!

We look forward to welcoming you!

- Rinu Mathew (Elementary and Middle School Art Instructor)

Spring Concert

Mon, 20 May 2024 07:22:35 GMT

Pre-Primary (Toddlers) and Primary Concert

Wednesday, May 22, 2024.

Voices of Spring

Our Pre-Primary and Primary students have picked songs celebrating Spring and Peace. They will sing songs in Voci Pure, and a combined piece with Cantatouri called Ukuthula, a song about peace.

Elementary and Junior High

Wednesday, May 22, 2024 and Thursday, May 23, 2024

Give Us Hope

For the spring concert, the elementary and junior high schools will perform songs to reflect areas of the world the students are currently studying in the classroom and themes that resonate with them. From Asia, students will perform a setting from Malala Yousefsai and a traditional dance song from Malaysia. From Europe, students are performing a Serbian Romani dance song, a French pop song made famous in the Eurovision Song Contest, and a Mozart canon. Students will also perform a set of songs using contemporary techniques, one with only speaking and no singing.

Elementary Parent's Day

Mon, 13 May 2024 07:08:43 GMT

Elementary Parent's Day, what is it, and why is it an essential milestone in a student's academic journey?

Elementary Parent's Day celebrates our world's rich cultures, student academic achievements, and community spirit. Every year, students embark on a research journey, delving deep into meticulously chosen topics of interest linked to their continent of study. They pour countless hours into their preparation, culminating in presentations to the school community that showcase the students' curiosity, perseverance, and academic, social, and emotional growth.

Participation in the Elementary Program's Parent's Day is a transformative journey for our students. It hones their research skills, significantly boosts their confidence, and enhances their fluency in presenting in multiple languages. This opportunity strengthens their public speaking skills, an important professional skill. They develop their presentation abilities through meticulous preparation and practice, laying a solid foundation for future success.

Equally important is developing written research skills, an essential in today's information-driven age. By independently seeking, analyzing, and presenting information, children fulfill their intellectual curiosity, cultivate project management skills, and boost motivation.

During the 2024 Elementary Parent's Day, our Lower Elementary students immersed themselves in Europe, and Upper Elementary students dived into Asia. Their presentations were not just informative but delivered with infectious enthusiasm. Community members and students engaged in conversations about the research topics in English, French, and Spanish. The atmosphere brimmed with appreciation and togetherness, fostering connections beyond the classroom.

As the students concluded their presentations, a palpable sense of accomplishment and pride enveloped the classrooms. Their resilience and determination inspired and warmed the hearts of all in attendance. As a school community, we deeply admired the students' remarkable achievements.

We are confident our students will continue to blossom and amaze us with their growth and academic rigor. Kudos to our young learners for an outstanding endeavor.

Warm regards,

Wellington Pontes

Elementary Program Director

Earth Day Celebrations - 2024

Mon, 06 May 2024 06:55:21 GMT

As part of our shared commitment to Earth Day, The Renaissance International School (TRIS) community came together last weekend for a day of gardening under a perfect cerulean sky.

While the community was busy mulching, pruning, and weeding the Vegetable Patch and the Pollinator Garden, our young participants took the lead in planting new pollinator-friendly, drought-tolerant plants, demonstrating their growing understanding and involvement in environmental conservation.

The children saw many critters in their yard work, like salamanders, pill bugs, spiders, beetles, and earthworms. They discussed the importance of sharing nature—and the garden—with the many creatures that depend on it for shelter and sustenance. The children learned how hummingbirds use bits of twigs, leaves, spider webs, moss, and lichen to make their nests. They were thrilled to quietly appreciate the TRIS resident hummingbird perched in her nest while they worked around in the yard.

A bird bath was also installed to give respite to all the little creatures that will rely on it to get through the long summer days we are blessed with in California. The children beautifully painted and decorated stones to beautify the bird bath. On their walk to the playground, the children get excited to see birds perched on the rim, quenching their thirst.

In addition to maintaining its pollinator garden, the TRIS community is working to establish a Monarch Butterfly Waystation, a place that provides the necessary resources for Monarch butterflies. As a first step, the children planted seeds of the suitable host plants in the Pollinator Garden.

The younger students at the Pre-Primary and Primary levels also raised butterflies as part of their classroom activities for Earth Day.

We appreciate the TRIS community for joining us this Earth Day!

Maulshree S.

TPA Environmental and Earth Day Co-Chair.

The Role of the Montessori Teacher

Mon, 05 Dec 2022 16:55:02 GMT

What, exactly, is the role of the Montessori teacher? How is it so different from that of any other teacher?

Sometimes it’s easiest to begin by explaining what a Montessori teacher isn’t.

A Montessori teacher is less like the traditional idea of an instructor, and more like a gentle guide. They don’t consider it their job to give a child information. They rather lead children in the general direction and give them the tools they need to find the information themselves.

Maria Montessori once said, “The greatest sign of success for a teacher...is to be able to say, ‘The children are now working as if I did not exist.’”

Montessori Teachers Cultivate Independence

In a Montessori classroom, rather than seeing a teacher at the front of the classroom giving the same lesson to every child, the teacher will be working quietly with individual children or small groups. While that is happening the rest of the children are free to spend their time doing the work that calls to them. A Montessori teacher works hard to create structures that allow children to be independent and to trust themselves as learners.

One large part of what a Montessori teacher does is to intentionally prepare a classroom environment that is developmentally appropriate, is inviting to children, and supports them on their journey to work independently. This environment is constantly changing in tiny ways as the teacher notices new and evolving needs of the students.

Montessori Teachers are Trained to Think Like Scientists

Parents should know that Montessori teachers are highly trained. Most have recognized Montessori credentials in addition to their college degrees. Montessori certification programs are intensive and demanding; one might compare them as being the equivalent of another college degree. These training programs don’t just teach Montessori educators how to use the specialized materials; there is extensive coursework about Montessori philosophy, child development, and integrating the arts.

When it comes to assessments, Montessori teachers don’t rely on standardized tests; they rely on the power of observation. They have notebooks brimming with evidence of what their students have mastered, need more support with, and are curious about. They are constantly recording what they notice children working on, how that work is being executed, and ideas they might have in anticipation of a child’s next steps. Montessori teachers literally sit beside a child and determine exactly what they know about a wide range of content areas.

Montessori Teachers Think Long-Term

Because of Montessori’s three-year cycles, teachers have the unique ability to consider their big picture when working with students. There is a natural tendency to allow the children to genuinely learn at their own pace. Getting to know a child and their family well over the course of a few years really supports this approach.

Montessori Teachers are Often Called ‘Guides’

...and for good reason. While children in Montessori classrooms have an abundance of choice in their educational pursuits, Montessori is based on the idea of ‘freedom within limits’. It’s the Montessori teacher’s job to carefully craft those limits. Children rely on having a certain amount of structure in place. This gives them comfort and a safe place in which they can take risks and try new things. Montessori teachers set some boundaries and then carefully help students navigate within them.

What if your second grader loves to read but tends to avoid math? Their Montessori teacher will find ways to ensure the math still gets done. Sometimes this involves a gentle discussion with a child about time management skills, priorities, or setting goals. Sometimes the teacher will find a way to integrate the child’s interests into the less desirable work. Sometimes all it takes is a minor change in the environment. Montessori teachers gives children freedom, but they assist children in finding their way to success in this environment.

Montessori teachers value independence, self-reliance, and intrinsic motivation.

They also value cooperation, kindness, and strength in community.

Still curious? Call us to set up an appointment today to observe in a classroom. See what Montessori is really all about.

The Benefits of Multi-age Grouping

Mon, 07 Nov 2022 16:45:52 GMT

One hallmark of a Montessori education is the use of multi-age classrooms.

Infants and toddlers may be together or separate, with a toddler classroom serving children 18 months to three years. Primary classrooms are for children ages 3-6, with preschool and kindergarten-aged children together. The elementary years serve children ages 6-12; some schools separate into lower (6-9) and upper (9-12) elementary, while many split elementary into two groups. Even Montessori middle- and high-school students learn in multi-age classrooms.

While Montessori is not the only type of education that utilizes this approach, it’s not what most people are used to. What are the benefits of structuring a classroom this way? Read on to learn more...

Learning at an Individual Pace

Children in multi-age classrooms tend to have a little more flexibility when it comes to mastering skills within a specific timeframe. We know that learning is not linear, and that learners have periods of significant growth, plateaus, and even the occasional regression. In multi-age classrooms, children are typically able to work at their own pace without the added pressure of keeping up with the whole group, or even being held back by the whole group.

When children in a classroom range in ages, everyone has someone they can work with, regardless of their skill level. Children don’t feel left behind if they struggle with a concept, and they also don’t feel bored by repetition of something they have already mastered. Teachers who teach in multi-age classrooms typically have deep knowledge for a range of developmental abilities, leaving them well-equipped to differentiate instruction for each individual child.

Building Stronger Relationships

Traditionally children move from one class to the next each year. This means not only a new set of academic expectations, different routines, and different classroom structures, but a different teacher.

In multi-age classrooms teachers have a longer period of time to get to know a student and their family, and vice versa. When teachers really get to know a student, they are able to tailor instruction in regards to both content and delivery. They know how to hook a specific child onto a topic or into a lesson. They know what kind of environment a child needs to feel successful.

Parents have an opportunity to get to know teachers better this way, too. If your child has the same teacher for two or three years, the lines of communication are strengthened. Parents get to know the teacher’s style and expectations. The home to school connection becomes more seamless, and the biggest beneficiary is the child.

Mentors and Leaders

When a child spends multiple years in the same class they are afforded two very special opportunities.

Children who are new to the class are fortunate enough to be surrounded by helpful peer mentors. Children often learn best from one another, and they seek to do so naturally. First and second year students watch as the older children enjoy advanced, challenging work, and this inspires them. They look to the older children for guidance, and the older children are happy to provide it.

After a year or two in the same room, students have a chance to practice leadership skills. In Montessori classrooms, the older children are often seen giving lessons, helping to clean up spills, or reaching out a comforting hand to their younger friends.

The best part is kids make the transition from observer to leader in their own time. It doesn’t happen for all children at the same time, but when it does it’s pretty magical to observe.

Mirroring Real-Life

There is no other area in life in which people are split into groups with others who are exactly their chronological age. Whether in the family, the workforce or elsewhere, people ultimately need to coexist with people older and younger than themselves. Doing so makes for a more enriching environment, replete with a variety of ideas and skills.

Why not start the experience with young children in school?

Moving On

While staying in the same class for multiple school years has many benefits, a child will eventually transition into a new class. While this can feel bittersweet (for everyone involved!) children are typically ready when it is time.

The Montessori approach is always considering what is most supportive of children depending on their development. When formulating how to divide children into groupings, Maria Montessori relied on her ideas about the Planes of Development. There are very distinctive growth milestones children tend to reach at about age 3, another set around age 6, and yet another at age 12. The groupings in our schools are intentional, and they give kids a chance to feel comfortable in their community, while also preparing them to soar forward when the time is right.

The Planes of Development

Mon, 04 Oct 2021 15:35:22 GMT

Maria Montessori based her entire educational philosophy on the idea that children developed through a series of four planes. Each of these planes is easy to recognize and has clear, defining characteristics. If we study and understand these stages, we can approach our interactions with children with a new perspective.

Learning about the planes of development isn’t just for Montessori educators. Understanding your child’s development can help at home, too.

The First Plane: birth-6 years

During this stage children absorb everything like sponges. They are, indeed, excellent examples if what Montessori called ‘The Absorbent Mind.’ This is a time in which we are able to utilize what Montessori called sensitive periods of learning. While each child is different, there are typical patterns that emerge in regards to brain development and general readiness to learn particular skills.

During the first three years of this plane, all learning is done outside of the child’s conscious mind. They learn by exploring their senses and interacting with their environment. During the second half of the plane, from about 3-6 years, children enter the conscious stage of learning. They learn by using their hands, and specialized materials in the Montessori classroom were developed with this consideration.

During this time, children have a wonderful sense of order. They are methodical and can appreciate the many steps involved in practical life lessons in their classrooms. The organization of the works on their classroom shelves is intentional, which appeals again to this sense of order.

The first plane is a time in which children proclaim, “I can do it myself”; it is a time of physical independence.

The Second Plane: 6-12 years

During the elementary years children begin to look outside themselves. They suddenly develop a strong desire to form peer groups. Previously, during the first plane, a child would be content to focus on their own work while sitting near others. In the second plane, a child is compelled to actually work with their friends. It is during this time that children are ready to learn about collaboration.

During the second plane there is a sudden and marked period of physical growth. This may be a contributing factor to the observation that many children of this age seem to lack an awareness of their body, often bumping into things and knocking things over. Children begin to lose their teeth around this time as well. Their sense of order and neatness tend to fade a bit during this plane.

Throughout the second plane, children’s imaginations are ignited. Since Montessori education is based in reality, we find ways to deliver real information to children through storytelling and other similar methods. For example, when teaching children about the beginnings of our universe, Montessori schools use what is called a Great Lesson. The first Great Lesson is a dramatic story, told to children with the use of props, experiments, and dramatics (think: a black balloon filled with glitter is popped to illustrate the Big Bang, with bits of paper in a dish of water used while talking about particles gathering together). This lesson is fascinating for children in the way it is presented, but gives them basic information about the solar system, states of matter, and other important concepts.

Children in the second plane have a voracious appetite for information, and are often drawn strongly to what we in Montessori call the cultural subjects: science, history, and geography. While we support their rapid language and mathematical growth during this time, we are also responsible for providing them with a variety of rich cultural lessons and experiences.

It is important to note that children develop a sense of moral justice at this time. They are very concerned with what is fair, and creating the rules to a new game is often as important (if not more so) than playing the actual game itself.

This is the period of time in which children are striving for intellectual independence.

The Third Plane: 12-18

The third plane of development encompasses the adolescent years. During the second plane, children become aware of social connections, but in the third plane they are critical. During this time children rely heavily on their relationships with their peers. They feel a strong desire to remain independent from adults, although they are not quite ready to do this entirely. It is our job to find ways that allow them to experiment with independence while also providing a safe structure in which they may do so.

Children in the third plane tend to require more sleep, and they sleep later than when they were younger. They long for authentic learning experiences, and Dr. Montessori imagined just that. Her ideas of Erdkinder (children of the earth) led her to contemplate a school setting that would support children’s development during this time. She imagined a farm school, in which children would work to keep the farm operational, but also contribute to planning and decision making while doing so.

During the third plane children are refining their moral compass while developing a stronger sense of responsibility.

The Fourth Plane: 18-24

The final plane is a time in which young adults are striving for financial independence. They are often living away from home for the first time, and use this time to figure out where they fit into their society. Many make choices to further their education and/or explore career paths.

It is during the fourth plane that people begin to develop a truer sense of who they are as individuals.

Each plane of development should be mindfully nurtured. If a child is able to experience one developmental phase in a rich and carefully prepared environment, they are ready to fully take on the next phase when it is time.

therenaissanceschool

From Curiosity to Confidence: Inside Our Cultural Research Presentations

Celebrating Student Research: Elementary Cultural Presentations

The Power of Montessori Education: A Path to Peace

Afternoon In Elementary

Supporting Your Child’s Learning at Home: A Montessori-Inspired Approach

A Winter Evening Filled with Music

A Winter Evening Filled with Music and Community

Renaissance Reflections

Where Learning Meets the Great Outdoors

Exploring the Bay Area: A One-of-a-Kind Summer Camp Adventure

Nature & Harmony: A Spring Concert Celebration

Innovative Art Education for Creative Growth

Comprehensive Artistic Exploration

Unique Opportunities for Open Art

Montessori Silent Journey

Reading Matters

Parent's Day

Primary Parents Day: An Exciting Opportunity to Engage with Your Child's Learning

Accountability in Early Childhood

“First Fridays” at TRIS!

The Open Classroom

From Materials To Milestones - Experiencing Learning In Our Multilingual Montessori Classrooms.

TPA General Meeting

Summary

Walkathon

2024-25 Walkathon

The Importance (Benefits) of Outdoor Education

Embrace the excitement of a new school year. Let's make this the best one yet!

Mealtimes

At school:

At home:

﻿ Prepare a Goodbye Routine

Adjust Schedules

Think About What to Wear

Check-In

Welcome back to school, where new beginnings and endless possibilities await!

Montessori Model United Nations - Notes from Rome..

Discovering the beauty and power of dance through Alvin Ailey's legacy.

What TRIS Means To Us - Reflections from the Graduating Class of 2024!

What TRIS Means To Us - Reflections from the Graduating Class of 2024!

(Speech given by the outgoing students during their Graduation Ceremony).

Student Art Show

Celebrating Young Artistic Talent

Spring Concert

Pre-Primary (Toddlers) and Primary Concert

Voices of Spring

Elementary and Junior High

Give Us Hope

Elementary Parent's Day

Elementary Parent's Day, what is it, and why is it an essential milestone in a student's academic journey?

Earth Day Celebrations - 2024

The Role of the Montessori Teacher

What, exactly, is the role of the Montessori teacher? How is it so different from that of any other teacher?

Montessori Teachers Cultivate Independence

Montessori Teachers are Trained to Think Like Scientists

Montessori Teachers Think Long-Term

Montessori Teachers are Often Called ‘Guides’

The Benefits of Multi-age Grouping

One hallmark of a Montessori education is the use of multi-age classrooms.

Learning at an Individual Pace

Building Stronger Relationships

Mentors and Leaders

Mirroring Real-Life

Moving On

The Planes of Development

The First Plane: birth-6 years

The Second Plane: 6-12 years

The Third Plane: 12-18

The Fourth Plane: 18-24

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Prepare a Goodbye Routine