Programs
1. Morning Circle
This is a time when w all come together to start our day. We do songs, movement activities o foster body awareness, self regulation and listening skills; also Tefilah (morning prayers), and calendar. This small part of our day is a time in which we work on being part of a large group.
2. Tzedakah Time
Tzedakah (righteous giving) is a daily occurrence at “Gani”. We will have a classroom container decorated with hearts and during Tefilah the children are encouraged to “open their hearts” and take out a few of their coins to give Tzedakah.
Pennies, nickels, dimes, or a combination of loose coins should be brought in at the beginning of the school year. The amounts are less important than establishing the concept of helping others and sharing what they have.
3. The Celebration of Shabbat
To celebrate the coming of the Shabbat, each Friday a special Shabbat atmosphere is created. Several Hebrew songs and Shabbat movement songs bring a special energy into the class. As for the celebration of Shabbat, candles are lit, and we recite the blessings for the Kiddush grape juice and Challah.
Every week a different boy and girl will be chosen to be the Ima (mommy) and Abba (daddy). The Shabbat celebration concludes with lunch and a special Shabbat story.
4. Challah on Friday
As we educate and excite our students about Shabbat, the children have the opportunity to make a Challah for the family. Of course, it takes practice and skill to braid the Challah. However, each child has a sense of self-pride when sharing their own Challah with their family.
5. Jewish Holiday Celebrations
Prior to each Jewish holiday parents and extended family are encouraged to join our school for a fun-filled holiday experience, which includes a holiday presentation by the children, as well as an array of hands-on activities which will create memorable moments that you share during this quality time with your child.
6. Practical Life
The purpose of practical life exercises is to encourage conscious, orderly, controlled and functional knowledge out of the mass happenings in the real world. The practical life exercises help a child break down jobs at hand into easily manageable components. They all require real tools: silverware, wood, glass etc- all items that reflect and typify an actual home environment. In this way, they provide the child a chance to learn what practical living is, and how to manage it. The main areas in the practical life exercises involve Grace and Courtesy, Care of Person, Care of the Indoor Environment, and Art.
7. Derech Eretz: Grace and
Courtesy Lessons in the language of respect (Derech Eretz) and lessons in control and coordination of movement are taught and practiced throughout the day for the children at Gani. Here are a few grace and courtesy lessons examples that are implemented very strongly in September, at the beginning of each school year, and extended throughout the school year and into summer school as well.
• Saying please and than you
• Saying excuse, me
• Politely blowing one's nose
• Politely covering one's mouth in a yawn or cough using the forearm
• Apologizing when appropriate, assuming responsibility
8. Sensorial
This area deals with size shape and color. The sensorial materials are designed to aid the child in training and refining his/her five senses. Children are exposed to concepts of size, shape and color and challenged to make judgments about them. By using the sensorial materials, the child learns to recognize similarities and differences; to discriminate between similar objects and to gradate similar objects. Each set of materials is used as carefully and precisely as possible. Precision at this stage prepares for later work in geometry.
9. English Arts
Gani children typically do not remember learning to read, as the environment is designed so that all experiences feed naturally toward the development of skills required for reading. Therefore, although reading, writing, spelling, and grammar are introduced to the child in an organized phonetic method, the presentation allows the child to acquire reading skills without realizing the effort.
10. Hebrew Language
Aleph Bet is always taught in order as opposed to English letters which are taught by most common sounds. After a child has mastered several
letters the teacher will then begin introducing one vowel at a time beginning with Kamatz then Patach etc. Once a child has shown fluency in blending letters with vowels the teacher will introduce the blending of two letters then three etc with different vowels. Children will have both Montessori materials and traditional materials to work with. The formal introduction to reading will happen for all children in their Kindergarten year, all other children in the primary room, depending on their level will be introduced and encouraged to use the Hebrew language materials. For those children who exhibit reading skills earlier, the teacher will provide materials to keep that child progressing.
11. Mathematics
Math is the study of numbers, quantities, shapes, and measurements and how they relate to one another. In Montessori math, the children are introduced to the concrete sensorial impressions of numbers, the decimal system and its functions, addition, multiplication, subtraction, and division. Using manipulative materials, the child explores these concepts physically, creating a basis for more abstract operations.
12. Geography
Geography is the study of the earth including its people, resources, climate and physical features. Teaching Geography aids the child in developing a clear sense of spatial orientation. By giving sensorial impressions of the earth and showing children their relationship to it, Montessori lessons help develop a foundation of global awareness.
Geography is a wonderful tool to introduce to children the different lands and waters Hashem created. Older children love working with these materials as they are both beautiful and complex. They begin to learn about Jewish culture and holy places all around the world.
13. Botany
Exploring the subject of Botany helps a child develop an appreciation for and an understanding of the life cycle and the beauty of Hashem's creatures. Through specific Botany works, the child develops a greater knowledge and understanding of the virtue of patience as the child is exposed to nature's seasonal changes and the growth cycle.
These lessons occur in our outdoor classrooms.
As the child builds success upon success with small tasks, he/she is able to go on to greater ones, mastering his/her small environment.
