Abintra has brought back regular Positive Discipline support groups for parents!  Throughout my journey to become a certified PD facilitator, I am reminded of the importance of having a support system and regular check-ins when doing this mindful work. Even though I have been practicing PD and taking workshops since our daughter started here at Abintra seven years ago, it’s helpful to have the support and hear the experiences of other parents to keep me on the PD track. Once a month, as part of the Parent Education program at Abintra, we will be having a support group for parents to continue to refine our skills with PD and build community with other parents. During our first support group, we worked  on leaving the house on time and in peace . I think we have all experienced this at some point, or are still struggling with it. We talked about what might be mistaken belief behind the child’s behavior, and some PD tools that might help address the issue. We talked about

What happens during a typical Early Childhood Montessori work cycle? Students can be found working in different areas of the Montessori curriculum: math, language, cultural, sensorial, and practical life.  This week in work cycle: Students prepared fresh squeezed orange juice... ...as well as other snack items for their community. Students worked with many Montessori materials, including the Metal Insets, Knobless Cylinders, Pink Tower, and Movable Alphabet. They received one-on-one lessons from their guides... ...and worked together to prepare their classroom environment. Some students have been working on map-making. This week, we had beautiful flowers donated from Whole Foods to use for flower arranging. Our tables looked so colorful and bright! We're excited to see what next week brings!

Several students have signed up to go to the Nashville Symphony’s performance of  Composers of Hope  next week on Wednesday. The description of the performance from the website is as follows: Through many hardships, obstacles, and persecution, even the very creation of art is an expression of defiance, survival, and most of all hope. Join us as we learn about some of the greatest composers in history, the obstacles they overcame, and the timeless music they gave to the world. Works by Jean Sibelius, Ludwig van Beethoven, Felix Mendelssohn, Amy Beach, John Williams, and William Grant Still will be performed by an ensemble that includes Abintra parent Chris Farrell! This week and next, a group of students are working in an archaeology lab using materials borrowed from the Tennessee State Museum. The materials are in a traveling trunk titled The Life and Times of the First Tennesseans, and includes real and replica artifacts from the Mississippian mound builders of Tenness

Our newsletter this week is comprised of several article submissions from students: "Much Ado About Nothing" - By Mallie (with help from Sidney) The play Much Ado About Nothing  was so much fun! As the stage manager, it was really nerve-racking because there was a lot of rushing, but when it came together, it was worth it. Kiki, who played Beatrice, said, “I loved everything. I really like acting. I have been in after-school theater with Christy, but this was my first performance.” Sidney, who played Oatcake, said, “I thought it was an extraordinary experience. I liked the costume that Reina helped create with me. I also liked practicing the play with friends. It was just exciting!” Dot, who played Don John, said, “I had a lot of fun. I really felt like I was my character. I felt the character was telling me she was British, so I spoke with an accent.”  Olivia said, “I loved making masks.” To conclude, most of the UE students enjoyed the play that we put on.  

Positive Discipline is used consistently at Abintra, and can especially be seen in action on the playground. Guides closely monitor playground interactions, are aware of peer dynamics, and respond to each concern with Positive Discipline. How does this work? When a child approaches the guides with a report about an interaction with another child, or the guides see behaviors that need to be addressed, the children involved sit and have a conversation. Each child has a turn to say, “I feel ________ (happy, sad, mad, scared, etc.) when my friend _________. I need ________.” After everyone has had a turn to speak, the guide restates what was said. For example: “I heard that Child 1 felt sad because Child 2 hit him. He needed a hug. I heard that Child 2 felt scared because Child 1 was running too close and bumped into him. He needed Child 1 to look where he is going.” By using Positive Discipline as a tool to help children and adults communicate, students can leave a discu