Middle School Program 
(grades 7-8)

School Year 2010-2011 marked the formal opening of our Middle School Program. Mr. Chris Simpson, past attorney and past Director of Efficiency Maine, teaches our Middle School Program. Chris brings fresh energy, a tremendous amount of background knowledge, and a depth of life experience to our school.  The Directors and Chris Simpson have written the following statement that defines the three main aspects of our Middle School.

                                Hallmarks
         Stepping Stones Montessori School’s 
                    Middle School Program
Academic Rigor........................Apprenticeship...........................................Diversity

HALLMARK ONE        Academic Rigor        ~~Embrace the goal of success.~~

Maria Montessori once said, “Do not permit a child to fail until he or she has a reasonable chance of success.” We expect that students entering our Middle School Program are ready to embrace the goal of success for themselves. In addition to the rigorous Science and Social Studies portions of the program, specific academic and leveled courses will be offered in Math, Language Arts, and Foreign Language, bringing a new degree of challenge and engagement. Our Middle School students will learn to pace themselves in a new way—meeting the requirements of the specific courses in which they are enrolled. Not only will students continue to be immersed in creative thinking activities, collaboration, and problem-solving, they will also have specialized preparation for high school and beyond. The Middle School will serve as a bridge between our self-directed Elementary Programs and the more traditional environments that await our students.
            

__ HALLMARK TWO           Apprenticeship               ~~Become an apprentice.~~

Middle School years have long been recognized as ones marked by change. The Middle Schooler begins to, consciously or unconsciously, search for something meaningful. At the same time, the peer group is of greater influence. We honor this unique stage, filled with new horizons, with independent, authentic work in the wider community—another bridge from the in-house classroom to the outside world. Peers will take on an expanded role for their other classmates by acting as a sounding board, support system, and audience for each classmate’s independent project for the year. At the beginning of the year, there will be a sampling period and interest inventory where children are exposed to various community careers and endeavors. Then, each student will immerse himself or herself in a self-chosen interest area (examples—community service, career-shadowing, or authentic research). Each student becomes a true apprentice. See our apprentices in the right hand column.

            A Few Examples of Middle School Apprenticeships
Forensic Science         

Forensic science is like a puzzle to me.  I love solving mysteries and figuring out how things fit together.  I am fascinated with fingerprints, DNA, and analyzing evidence.  During my apprenticeship, I will be working with someone who works at the Maine State Crime Lab.  I will dissect a fetal pig and work with a facial reconstruction kit.  I will set up a fake crime scene with my classmates and solve it.  My classmates will act as suspects and witnesses.  In the end, I will make a presentation about my project.  The apprenticeship is important because it gives us students a head-start as to what we want to do  when we grow up.    

                                                                     

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Fighting Poverty in Mexico

_ The rough draft of this statement was consumed in drawings.  I can’t seem to stop making art wherever I am!  Which gave me an idea.--maybe my artwork could help those in need. I also wanted to experience something new—a new place.  Yes, I want to travel, fight poverty, and do artwork all at once.  I chose an impoverished province in Mexico—Oaxaca.  In January 2011, My mom and I went there and observed local poverty, which I learned was very complex.  We visited local villages and an orphanage, Hijos de la Luna (Children of the Moon).  I will raise money by selling my artwork.  It will be used to benefit the orphanage and fund scholarships for Mexican children to go to secondary school.  I am taking my first step in saving the world.

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_ HALLMARK THREE  Diversity  ~Honor the uniqueness of self and others.~~

In our ever-changing and modern world, global connectedness brings diversity front and center. Even in our daily lives, we are constantly challenged by the various ideas of those who are different from ourselves in culture, belief, lifestyle, social status, and priorities.  One of the most important skills our children take with them is the ability to interact with diverse people. How to maintain a sense of self while respecting others will be key to our students’ well-being and success. In the Middle School Program, we continue to embrace the diversity of our student body. We aim to create both a balanced classroom environment, and one that allows for different learning styles, strengths, and challenges, while still maintaining high standards for each person.

Academic Rigor means that authentic work is used in combination with learning the discipline.

The classroom includes the natural world wherever possible.

We make time for good old fashioned fun on hat day and various holidays.

The world of (traditional) education is like an island where people, cut off from the world, are prepared for life by exclusion from it.                            
--Maria Montessori       

Using personal laptop computers to design a Spanish presentation.

A Middle School student with a community contact during her apprenticeship.

Apprenticeship means real world application, such as selling art work at the Cerulean Art Gallery.

Original portrait of woman the student met while on a trip to Mexico and other artwork to benefit an orphanage in Mexico.

We strive for an inclusive social setting.

Learning to share ideas and respect others' contributions.

Graduation 2011. Our 8th Grade Graduates reflect on their individual journeys.