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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 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. https://slate.com/human-interest/2024/02/literacy-crisis-reading-comprehension-college.html https://www.teenvogue.com/story/college-students-not-reading https://www.theatlantic.com/magazine/archive/2024/11/the-elite-college-students-who-cant-read-books/679945/ Renée Hites Head of School The Renaissance International School

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

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

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

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

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

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 (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