One of our students needed to go to the orthodontist today in the middle of the day. His mom wasn't sure whether it would be too disruptive to bring him back afterward, but he would be returning just about the time the rest of the class would be leaving lunch for the classroom anyway.

One of the other students asked about him just about the time he got back. He was concerned about where his classmate was. As it turned out, I'm glad this fellow returned in time to write in his journal, because this is what he wrote:

"I am glad I am at school again. I like the this [sic] school. It is a good school."

I brought the journals home with me to read while Carl was on the dialysis machine. That is always such a pleasure and today more than ever. I have read about new kittens, an amusing story with a talking squiggle, and this sweet entry.

With having to come home to do dialysis I am not at school as much as I would like. but I am with the children in spirit. I like this school, too.

Yesterday afternoon we had a parent sharing time in both classrooms. These are a bit different from the evening open houses, but serve a similar purpose. Parents have somewhat of a window into the workings of the classrooms with children choosing activities and sharing them with their families.

Of course, with all the extra adults in the room, the dynamic is much different. Even so, it is exciting from a teacher’s viewpoint to watch this interaction. I’m often surprised (and sometimes amused) at what the children choose to share. Montessori admonished us to respect the choices of the children, though.

One of the very big differences that I observe during the time that parents are in the class is that the children want to complete as many different activities as possible in the short time available. This doesn’t allow the parents to observe the deep concentration that we teachers routinely get to see.

And the children typically don’t want to stop sharing as the allotted time draws to a close. Just one more lesson. And one more. This rush to share as much as possible speaks volumes to how pleased the children are to have this opportunity.

Not all parents were able to attend. In the elementary I noticed that even those children with no parent available were working away quite happily. The same was true in the early childhood classroom when I peaked in to see how the event was progressing. Children love their school and the opportunities it offers. We teachers enjoy the opportunities, too.

The afternoon work cycle is so short that we often use it for special projects or finishing up other things. On Fridays it is used for the community meeting. This week we have been finishing up some work on our historical dinner and today we talked with the children about how things will be a little different over the next couple of days.

Children thrive on routine, so if there is going to be a change, they need some emotional preparation. Friday afternoon we are having a sharing day so we wanted to give the children some time to let it sink in. After lunch on Friday we want them to just treat the afternoon like a morning work cycle, choosing work they enjoy doing so that visiting parents may get a glimpse of what the classroom is like.

Someone asked what we would be doing this afternoon and I said that we could practice for Friday. It was like a gift. They were so excited to have that extra time to choose lessons. This is one of the special things about teaching in a Montessori classroom. The children know that learning is a gift!

The elementary students are gearing up for the Historical Dinner that will take place next Thursday. We built our papier mache heads yesterday. This is messy work, but oh, what fun. To prepare for the children, we cut noses and necks (Thanks to Cut and Chat help), tore newspapers into strips, blew up the balloons and attached the necks to them. We also mixed seven bowls of flour and water mix to use for the binder.

It only takes about an hour or so to actually make the heads, but imagine 19 children with their arms in papier mache mix up to their elbows. Many need help getting the paper smoothed down or securely attached. One overheard comment, “This is the messiest thing we’ve ever done at school. It sure is fun!”

Indeed it is. In addition to creating the heads of their historical people, the students have researched important facts about their chosen person, written a Limerick to crystallize that information and created wigs to put on the heads. Next week they will consider which folks should sit together during the “dinner” and create a life-sized, stuffed bodies to dress appropriately.

The big heads are part of a big project. Much learning happens during this project, not only about their own person, but about other historical figures, too. We teachers are looking forward to the most tiring day of the year. Getting those bodies stuffed really takes the stuffing out of us! But it is worth it.

On Fridays the elementary class goes through their work for the week and chooses some to save in their portfolios. Last Friday I missed this process since I was recuperating upstairs from extreme fatigue. I usually have a brief chat with each student as we get the portfolios done.

Today one of my younger fellows asked me why Carl and I had to leave early. I explained to him that dialysis takes so long, that if we don’t leave early, it is very late before Carl and I can get to bed. Then he said, “You have to miss reading to us and going outside.” Yes, that is true. I thought it was sweet that he was thinking about what I miss with the constraints on my time.

Then his concerns shifted, though. “How long has he had this?” I said that Carl has been doing dialysis since right after school got out last year and I have been doing it since when school started up. “But how id he get it?” At that point I made the connection to where this student’s concerns lay. I assured him that it was something that people don’t catch from one another, but parents give it to their children sometimes, I explained that Carl’s dad had this condition and that our daughter has it, too. “Oh. People are born with it?” he asked. Exactly. “That’s too bad,” he said.

Connections with others are important. His concern really touched me.

Later, I’ll write about what the elementary children are doing with their “heads.”