Month: April 2016

Montessori maestro teaches peace

Montessori maestro teaches peace

Computers were down and tension was up in the class for six- through nine-year-olds at Drachman Montessori Magnet School in Tucson. But master teacher Sixto Valdez did not need to raise his voice to restore order.

Instead,  he asked his students to line up and walk quietly to the school’s outdoor patio for a relaxation exercise.

The students warmed their hands by briskly rubbing them together for five seconds. Then they placed their palms over their closed eyes and took deep breaths in and out.

After a moment of silence, Mr. Valdez spoke in a soft voice.

“This is how you need to be in the computer lab,” he said.

And he reminded them of Drachman’s mission: “We are responsible and peaceful.”

A classroom for everyone

I was fortunate to spend a morning observing Mr. Valdez’s classroom for a project for a Rio Salado College class called Learning and the Brain. The assignment was to spend three hours watching how a teacher works with both autistic and mainstream students in a single classroom.

But I learned about much more than mainstreaming special education students at Drachman. I learned that it is possible to build a positive classroom community from a group of 26 very diverse learners.

Mr. Valdez — his students call him “Mister” — has been at the A-rated magnet school for a decade.

When earning his master’s degree at the University of Arizona, he specialized in students who need special education as well as English language instruction. Part of his story is detailed in a recently published book, Crossing the Line: A Marriage Across Borders, by Mr. Valdez’s wife, Linda. 

Different students moving in the same direction

Mr. Valdez welcomes all kinds of students to his classroom: Recent immigrants who are still learning English, students who only speak English, students with autism or other learning challenges. In an age when parents increasingly seek out niche programs for their children, Drachman’s program is refreshingly inclusive.

During the morning I visited the school, first, second and third graders worked together on the same projects. Students who did not yet have the writing skills to work on a class project in letter writing used cards with words on them to make sentences.

A boy with autism worked on an independent writing and drawing project but stayed just as busy as everyone else in the class. At one point, he raised his hand and made a sentence out of a spelling word the others were using in their letters: Disappeared.

“Amelia Earhart disappeared over the Pacific Ocean in 1937,” the boy told the class.

Two students and Mr. Valdez took a minute to compliment the student’s knowledge. Then everyone else went back to their own project, which was about trash collection.

 

Finding that moment of peace

A large sign on the wall of Mr. Valdez’s classroom expands upon the school mission with specific goals for students:

  • I will respect myself.
  •  I will respect my friends.
  •  I  will respect the environment.
  •  I will have a peaceful time.

After school, Mr. Valdez shared another method he has used to help students stop chattering and calm down.

“You have to tell students the truth,” he explained. “I pointed out to them that they were talking and talking and talking but no one was listening to them.”

Mr. Valdez suggested that the students go outdoors and chat with trees on the playground during recess.

“What did the trees tell you?” Mr. Valdez recalls asking the students later in the day.

The students reported hearing a soothing swishing sound in the trees’ leaves and branches.

“I think that is what the trees want you to feel,” Mr. Valdez suggested.

They had found peace.

drachmanmontessori3
“What did the trees tell you?”

 

 

How well do kids in your neighborhood read?

Last summer, when AzMERIT scores were released, Arizona residents learned that more than half of the state’s third graders were not reading at grade level.

Last week, Arizona’s Office of the Auditor General chided the Arizona Department of Education for not making sure that schools are making good use of an annual $40 million allocation to bring weak readers up to speed.

But when the Legislature in 2010 approved Move On When Reading, which requires third graders to master reading or be held back, it did not include a plan for a state check-up on use of the funds.

And. because Arizonans pride themselves on local school district control — remember all the fighting over Common Core and the Arizona College and Career Ready Standards — I am not holding my breath in anticipation that much will change.

Read On Arizona spreads reading passion and skills

But I am applauding a private-non-profit effort called Read On Arizona, which is charging ahead with reading efforts all over the state. So far the partnership has helped 25 Arizona communities, including several in the Valley, become what it calls “Read On Communities.” The communities channel city, school, non-profit and business resources to programs that help young children read by the end of third grade.

Read On Arizona recently partnered with the Maricopa Association of Governments to create a data tool that allows users to see how young children in their neighborhood elementary schools, school districts and counties are doing in reading. The tool also shows factors like school attendance rates, health data and poverty information – all of these affect how well kids perform in school.

Consider helping an Arizona child learn to read

Check out your school, district or county and see how well kids in your area are reading.

Don’t like what you see? Then consider becoming a volunteer with one of the many Valley programs that connect adult readers with children who are struggling.

Programs like Volunteer Match can help. And if you want to get involved in an even bigger way, consider becoming a Read On Arizona supporter.