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Montessori Academy February Newsletter

Principal Corner

Montessori Academy Parents,

As I write this letter, I am hopeful that Punxsutawney Phil will not see his shadow on Ground Hog Day, and that we will have warm spring weather sooner, rather than later.

I appreciate the feedback I received at our most recent parent pulse survey.  Thank you for your candid comments and suggestions.  I shared the comments and feedback with the Administrative Team and the staff, and we discussed various options for meeting some of your requests. As our school continues to grow and develop into a better school, I do hope you will continue to share feedback personally to the administrative team and/or Lead Teachers. Doing so allows a more personalized and immediate opportunity for us to do better when needed and celebrate what we do well.

Thank you to all parents for supporting and joining us for our community Italian Lunch, our Pajama drive that benefited the WCA, our Homemade Dog Treat sales that will benefit the Human Society and joining us for our Elementary Beatles Night!

February brings re-enrollment for the 2019-2020 school year. Re-enrollment packets will be sent home. Priority enrollment is February 1-15th. Open enrollment will begin on February 19th for all those on our waiting list.


Kim Brooks

Important February dates to remember:  

February 1st: Spelling Bee Finals at 8:30 in our Big Room

Priority Enrollment begins

February 6th: Idaho Shakespeare will be presenting The Magicians Nephew

starting at 10:00 in our Big Room

February 7th: Elementary Information Night 6-6:30 pm in the Big Room—please RSVP

February 14th: Valentine’s Day—classroom celebrations and Pajama Day school wide

February 15th: NO SCHOOL-Professional Development Day and Priority Enrollment Ends

February 18th: NO SCHOOL-Presidents Day

February 27th: BMPTO Meeting 9 am in parent lounge and 5 pm see PTO board for


FUN FRIDAYS: 2/1: Sports day; 2/8: Wear Red; 2/22: Inside out Day


Problem Solving

As our students are growing socially, we tend to see social growth and conflict occur more often during the Spring. As we move into this social phase of learning, here are some ideas to support you as parents in developing a plan for problem solving.

When your child faces a problem, having a solid plan can help figure out how to solve it. So, whether your child is facing a disagreement with a friend or has fallen behind on daily work, suggest this approach.

  • Identify the problem. For younger students, ask questions about what is bothering your child. This will allow you to assist them in understanding and identifying the problem. For older students, ask them to share or write a quick summary of what is wrong. (“Elliot doesn’t like basketball, but that is what I really want to play.” Or “I am tired of having late work. It is impacting my free time during school.”)
  • Imagine the ideal solution. For instance, your child may want to play with Elliot and be friends as well as still play basketball. Or your child may want more opportunities to have a free time choice that is not late work.
  • Figure out alternatives. Brainstorm solutions together. For example, offer to play with Elliot at recess every other day or play together doing something they both like. Or, limit social time during work period by setting a timer and sitting in a quiet corner. Ask friends to honor work time until timer is off. See if this allows for more work to be done and less or zero late work.
  • Choose a solution. Have your child pick the solution they like best and are willing to try.
  • Evaluate. Try out the chosen solution and ask how it went. If it didn’t work, then consider trying another alternative from the brainstorm list.


The key is to help your child develop a plan and not develop a plan for them. This is important part of learning how to solve problems independently. Parents ultimate goals are for children to be independent of them at some point. Starting early allows multiple opportunities to work together with the process and build self-confidence to do this on their own for the small and large problems they will face in life. Additionally, if the child is not involved or make choices, implementation of the plan will most likely not work. Think about how you feel when a work problem has been assigned to you to manage as well as how to manage it. Most likely the problem won’t be managed as well as if you had input on solving the problem.

Primary Newsletter Links Here:

Miss Natasha February 2019

Miss Laura February 2018

Miss Kristi February 2019

Miss Erin February 2019

Miss CJ February 2019

Elementary Newsletter Link Here

Miss Aryn February 2019

Miss Maiya February 2019

Miss Maria February 2019

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