The Renaissance International School

Blog

By Wellington Pontes-Filho November 19, 2024
From Materials To Milestones - Experiencing Learning In Our Multilingual Montessori Classrooms.
October 28, 2024
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!
September 3, 2024
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!
September 1, 2024
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..
July 23, 2024
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.
July 22, 2024
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.
What TRIS Means To Us - Reflections from the Graduating Class of 2024!
July 19, 2024
What TRIS Means To Us - Reflections from the Graduating Class of 2024!
A poster for the 2024 student art show
June 1, 2024
Celebrating Young Artistic Talent
Spring Concert
May 20, 2024
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.
Montessori parent and child working with a presentation
May 13, 2024
Elementary Parent's Day, what is it, and why is it an essential milestone in a student's academic journey?
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