Upper Elementary Key Experience: Widjiwagan

written by Matty Brossart, Crow Wing Guide

““When the child goes out, it is the world itself that offers itself to him. Let us take the child out to show him real things instead of making objects which represent ideas and closing them in cupboards.””
— Maria Montessori

All the upper elementary communities have returned from our Key Experiences at Camp Widjiwagan* up near Ely!   The UE Key Experience, and all key experiences, are some of the foundational places that the Great River community works to foster an environment that can build community, connect us to nature, challenge ourselves, make memories, and learn in different and authentic ways.  These extended experiences are chances for us to build towards Great River’s daring vision and mission.   We know world peace built by responsible and engaged world citizens will take interdependence, strength, vulnerability, resilience, and a sense of joyful adventure.  And those traits are what we works to sow and nurture during these key experience weeks.

Now that we have completed this wonderful tradition, it seems a worthy time to stop and celebrate the big work that families, students, and staff each did during the upper elementary key experiences.

The Work of the Families:
It is not just the students who work and grow.  Families contribute in so many ways.  Many families did incredible juggling to get the supplies, and to rearrange schedules to make a week away work for their child and family.  For some caregivers, it is new big work to trust their precious child to be away from them and outside of their protection for so long.  It is hard for many parents to learn to trust the world, and their child, in these situations.  Other caregivers had big work to come and support sick or injured kids, or to bring up students who started the week sick.  Camp Widjiwagan is certainly not close to the cities!  The dedication of the GRS families to the children’s and community’s growth is inspiring.   

In addition to each individual family’s work, many families donated snacks, volunteered to get vans or load/unload buses, and helped with the myriad things that needed to be done before and after the trip.  This shared interdependence is a central part of the Montessori Method, and is demonstrated not only by the natural world we bring the students to, but equally by all the caregivers working together to make the trip possible.  

The Work of the Students: 
The upper elementary key experience is built around a list of characteristics of the second plane child, as Maria Montessori wrote extensively about.  We will certainly write about these in other newsletters, but, in short, the list includes: growing physical stamina, a social instinct, a developing moral sense, a need to expand “beyond” into the world, a need to practice grace and courtesy in authentic ways, and an incredible sense of imagination and reason.  Their work is to engage these traits and to work to bring their best selves to these challenges, and support each other's growth.  

At Widji, the staff encourages each child to bring a PMA or positive mental attitude to their challenges and adventures in order to best be able to grow through each one, and the students do big work to rise to this challenge.  Each year, each child seems to have a different experience that allows them to grow in different ways.  There are new joys and new challenges that help them develop the skills it takes to grow into a resilient, interdependent, and independent person. Sometimes these challenges are planned - such as hikes, classes, mixed groups, chores, and group games.  Going on the key experience three years in a row also builds a chance to learn, to connect, and to lead - providing a different experience each year.  Other times they are unplanned - such as cuts and scrapes, sicknesses, weather, impromptu games, emotions, life events, and social dynamics.  The special combinations of these things creates big work for each child, and for the community.   

The Work of the Staff:
Every year I am inspired by how much joy, care, communication, and effort the staff demonstrate at Widji.  They actively work to meet and get to know students from other classes.  They run cabins and help students face night time feelings.  They serve as nurses, wait staff, house parents, personal challengers, bus drivers, community leaders, first responders, cheerleaders, and more around the clock.  They help create a sense of place and possibility for the students.  And they get to experience the laughter and tears as the students grow into the people who help build the vision and mission of the school.

Thank you families, thank you students, and thank you GRS staff for coming together to take on this big work.  It was a joyful challenge helping to build resilience in our students and laying the foundations of the world peace focused work we do up North at Camp Widjiwagan.  We couldn’t have better companions on our journey.

“There is no description, no image in any book that is capable of replacing the sight of real trees, and all the life to be found around them, in a real forest. Something emanates from those trees which speaks to the soul, something no book, no museum is capable of giving.”
— Maria Montessori

* Language Note:  Some people have asked what Widjiwagan means.  Here are some interesting notes and discussions to help build our understanding of the word, the place, and the language of the Ojibwe people.  

Eagle Bluff Key Experience

written by Nadine Wetzel, St. Croix Guide

As our mission is preparing students for their unique roles as responsible and engaged citizens of the world, we must get them out into the world.  For Lower Elementary students, this is a two-night, three-day Key Experience at Eagle Bluff Environmental Learning Center.  Upper Elementary students have ventured to a few different places in Minnesota over the years.  This year all six UE classes got to experience the glory of Camp Widjiwagan (Widji) outside of Ely for a full five days.  Lower Elementary students work toward being ready for their Key Experience at the end of their third year; it is truly a celebration of what they have accomplished over the course of three years.  Other levels use their Key Experiences as a launching pad for their year together; the spark that ignites deeper learning.  

Students get an immersive experience in nature, take classes with experienced naturalists, support each other during times of homesickness and realize they are capable of managing themselves in new environments.  They would also say everyone makes a lot of new friends,  tries new foods, laughs a lot and makes new friends. (Listed twice on purpose!) Students connect to peers in cabin groups, on the trail, loading and unloading luggage, on bus rides, and cleaning up after meals.  These experiences are very different from the comfort of their smaller, more familiar classroom communities.  As such, deeper, more lasting connections are forged.  

There are also students who don’t thrive in classrooms doing enormous multiplication problems or researching their favorite amphibian yet who shine brightly catching frogs in a pond or grinding corn for cornbread.  A favorite memory is one such student who laid on the ground, arms and legs spread wide with a huge smile on his face after an afternoon outside and proclaimed for all to hear, “this is JUST what I needed!” Students’ bodies and minds are fully engaged, senses full to the brim.  There seems to be no need for a fidget or wobble chair when one’s hands are in the soil and feet on the forest floor.  

We are charged with “sewing the seeds” of the Universe in the minds of children.  Key Experiences afford us numerous opportunities to do just this.  Dr. Montessori understood the need for children to learn in nature. 

“There is no description, no image in any book that is capable of replacing the sight of real trees and all the life to be found around them in a real forest. Something emanates from those trees which speaks to the soul, something no book, no museum is capable of giving. The wood reveals that it is not only the trees that exist but a whole interrelated collection of lives. And this earth, this climate, this cosmic power are necessary for the development of these lives. ”
— Dr. Maria Montessori

Heron's Nest Updates and Information - November 2023

Need breakfast in the morning? No problem! The Heron’s Nest has Breakfast options available for students and faculty. Breakfast and lunch are available daily.

We are introducing delicious quick breads for breakfast on Wednesdays.  Currently we are serving Banana Coconut Chocolate Chip bread with fruit and milk.  (Gluten free banana bread and non-dairy milk options available).  Quick bread flavors may vary with the season and chefs’ inclination.

–We are also introducing a hot breakfast on Thursdays:  Oatmeal with Cinnamon-Maple Syrup and Craisin on the side.  Milk and non-dairy milk are always available.  Oatmeal toppings may vary, but we invite our students and community members to try a warm breakfast on these brisk Fall mornings.

–Shout out to Chef Tess for creating a wonderful new hot sauce that we have been pleased to serve at lunch.  We’ve dubbed it “Peachy Heat”:  a not-too-hot sauce made from peaches and peppers harvested from our very own garden. It’s great on wraps, rice and beans, and heck, just about anything.

–Get ready for a menu change after the Fall break!   There will be some old favorites (Turkey Italian sandwich, anyone?) and some new recipes as well.  Check the Nutrition page on the Great River School website soon for updated menu information.  Quarter 2 menu will be available starting Monday, November 27.

We look forward to serving you!

Your friends in the Great River kitchen, Dan, Tess and Julie

Check out the updated Quarter 1 menu Below:

Completion of Extended Essays! Congrats!

Written by Lindsey Weaver, IB Coordindator

A big congrats to IBDP Class of 2024
Completion of Extended Essays!

Please join us in congratulating these 19 seniors on the completion of their IB Diploma Extended Essay Research Projects! We have included a list of the amazing research questions studied and what their authors are most proud of here.

These students could not have done it without Sarah Garton (our magnificent EE Coordinator) and our internal Extended Essay 1-1 mentors: Abby Mesnik, Aidan Clements, Andrea Christensen, Anu Dean, Caroline Miesle, Emily Blue, Libby Cook, Lindsey Weaver, Lisa Holt, Lisa Steinmann, Nick Kouhi, Pam Husak, Scott Alsleben, Sheila Sullivan, Sophie Hortman, Teresa Hichens-Olson, Tim Boerger, Todd Fortun, and Zack Scott.

Cosmic Education

written by Bailey Taylor, Otter Tail Guide

Great River’s mission ‘world peace through Montessori education’, is the result of Cosmic Education, the work that Maria and Mario Montessori envisioned for the elementary child. They observed that second plane children wondered and reasoned about ‘hidden realities’ of the universe, and cosmic education was born. The universe with all its intricacies is the gift we must give to the six to twelve year old. Cosmic education is an exploration of the interconnectedness of all things and the ultimate appeal to the reasoning mind. But what does that look like in practice? 

Let’s think first of the elementary child who is innately called to explore the reasons for things, who has discovered the power of her own imagination, who is immersed in the social fabric of her community, who loves big work, and who is building her own system of values. These are the characteristics that make Cosmic Education so appealing to the elementary child. 

Dr. Montessori writes about the second plane child:

“Psychologically, there is a decided change in personality... and there is an unusual demand on the part of the child to know the reasons for things. Knowledge can best be given when there is eagerness to learn, so this is the period when the seed of everything can be sown, the child’s mind being like a fertile field, ready to receive what will germinate into culture.”

- Maria Montessori, “The Six-Year-Old Confronted with the Cosmic Plan,” To Educate the Human Potential

Cosmic Education mirrors the development of the second plane. Young children want to know a little bit about everything, and as they grow, so does their interest in sophisticated details. Our brains organize new information in relation to what we already know, and we want to support this child as she works to make sense of the world and create order in her mind. In cosmic education we put each lesson in context with what came before. There are five Great Stories that open the door to all the work that follows. The first is the Story of the Universe, where the children hear that all particles have laws to follow, and it is because of these laws of nature that everything we know came to be. The second is the story of plants and animals, The Coming of Life. The third, is the Story of Human Beings and their special gifts of intellect, love, and hands for working. The last Great Stories are about the achievements of human intelligence, the Story of Writing, and the Story of Numbers. 

These Great Stories are the context for each and every subsequent lesson the child receives and she understands that no idea stands alone. For example, children exploring scientific classification of plants based on their leaf shapes, understand that those different shapes are strategies that plants developed to meet the same needs, to ‘eat’, grow, and make more like themselves. These are the laws they know all life is called to follow because of the story of the Coming of Life. The children engaging in complex conversations about migration know that all human behavior is based on meeting universal fundamental needs, which in turn is a part of the laws governing all life as well. 

Of course, these interdependencies support the organization of the child’s mind and, perhaps more powerfully, the child’s development of morality and justice. Cosmic Education fosters reverence for nature and humanity, and cultivates gratitude and respect for the gift of the work done by those who have come before us. What could possibly be more humbling and simultaneously empowering than to understand that you and everything around you have a place in the cosmos. Elementary children beautifully articulate this nuance and it is a reminder that we must never underestimate their intellect. 

Like building the frame of a puzzle and filling in missing pieces, the children find joy in the picture of their world that is revealed. When the child has the freedom to focus on understanding in her own way, rather than memorizing lists of details, there is no reason that learning wouldn't be joyful and exciting. Cosmic education transforms learning into an engaging exploration that is never limited to one environment. This is, without a doubt, the greatest gift we can give to our children. It is much deeper than joyful work in the classroom, when we can present the universe to the children in this way it offers unlimited inspiration and resources to fuel their natural curiosity. It reframes the unfortunate idea that learning is something that happens in a specific environment with specific expectations, rather than a state of mind that is fundamental to human nature. When we embrace the child’s love of information and introduce them to tools that will help them learn, they will need no external incentives. The universe is irresistibly interesting. 

The child who has the freedom to explore her interests within the supportive structure of Cosmic Education will have an intrinsic sense of responsibility for the world, and an endless respect for it. She will find joy in her work, and the sense of peace knowing her place within it all. 

Adolescent Key Experiences: Farms, Colleges, Canoeing and more!

Odyssey

An Odyssey.

5 days, 3 camps, 1 school.

People often ask what is the purpose?

I’ve worked for a long time to put it into words, but it’s hard to distill something as complex and rich as an Odyssey into a tagline.

It is about community. And about individual growth. And about learning to work tighter. And about learning to work alone. 

It’s about creating a space safe enough to be vulnerable with each other. 

It’s about singing together, laughing together, and sometimes crying together. 

It’s about burnt pasta and rice and beans and hot dogs. It’s about hot coffee and fresh apple cider.

It’s about eating as a community, camping as a community, traveling into the world as a community.

I see the magic of the odyssey in the little moments most deeply. 

When a student pauses and looks up at the sunrise during breakfast crew, and says just to themself: oh, it’s beautiful.

Watching  a group of students braiding each other’s hair, caring for each other and themselves through talking, listening, just being together.

When the students approach the guides and ask to lead the evening meetings, and then do the work of preparing, leading, and helping create their own community.

When a student brings a new song to the meeting and teaches it to their peers.

When a cook crew gets a standing ovation for their meal.

Adolescence is a time of change and growth that is wonderful, beautiful, awkward, and deep! The Odyssey creates a space where you can just be you. Where you are surrounded by a community of people all outside their comfort zone and it is ok to just be who you are. And where you know that we can’t do this without each of you.

Thank you for supporting this work. It’s some of the hardest and most rewarding work we do here at Great River. 

Thank you each of you for showing up in whatever way you can and supporting this work.  We truly can not do it without each of you.

SAVE THE DATE - November 15th - Odyssey Night

9th Grade Farm Trip

Joy and learning from and with the land at Philadelphia Community Farm (PCF) was a huge success for the 9ther students and guides. PCF is a rural based intentional community farm located on occupied land of Anishinaabe, Dakota, and Ho-chunk Nations, along the St. Croix River Valley. We centered ourselves on the first day with a long walk around the property, learning about the oak savannah, Saint Croix Conservancy, and the Standing Cedars hiking paths. Day two was focused on learning about the minerals in the soils that come into the vegetables. One group harvested over 300 pounds of potatoes! Day three focused on the plants and the biosystems tended by the farmers and the land and students prepared seed garlic for fall planting. The final full day focused on the animals and we moved cattle from one area of grass to another. We had a beautiful dark walk listening to the night life after a rousing coffeehouse of student songs.

10 grade Lake Itasca Trip

Wonderful times were had by the 10th graders! It was a beautiful trip to Lake Itasca State Park where we literally watched the colors on the leaves change. Every day was filled with adventure, smiles, and even a bit of learning. Students learned about the history of the park, the search for the headwaters of the Mississippi, and honed their canoeing skills. Highlights of the weekend, as told by students at our final community meeting, were climbing the Aiton Heights Fire Tower, canoeing to Henry Schoolcraft’s original campsite, the night hike, frisbee, and fishing on Lake Ozawindib. The trip concluded with a trip to Bemidji to visit Bemidji State University, and have lunch on Lake Bemidji, under the watchful eye of Paul Bunyan and Babe the blue ox. 

11th Grade College Exploration

We could not have ordered up a better week of weather!  Our first night camping (very near Lake Superior in Ashland, WI) the Northern Lights danced through the sky beginning at 10 pm.  We gave students the opportunity to get out of their tents to see them. A first time experience for just about every student.  After visiting UW Superior and Northland College, we had a long drive down to Hudson for our 2nd night at Willow River State Park.  At community meetings in the evenings, students came together and staff on the trip shared their journey that brought them to Great River School.  A ritual we do to have students hear from many voices how success and journeys to get there can be very different.  Students toured UW Stout and worked together to problem solve at the ropes course.  Our last night was at Sakatah State park, where Thursday we headed to Northfield to visit either St. Olaf or Carleton.  It was great to see your 11th grade students thinking about options they are interested in pursuing after high school.  Students had many different reasons that certain schools were of more interest to them.  But if you asked any student on the trip what was the best part, they all would say the lunches/food on campuses.  But I challenge that they had a lot of other great memories and experiences besides the cafeteria meals!

12th grade Canoe Key Experience

The seniors took to the Namekagon River to canoe and enjoy the beautiful fall colors. Everyone had a chance to get their feet wet learning canoeing skills right away on day one. Day two was the true guts of the trip with an over 20 mile paddle! The weather was calm, so it made for easy paddling but the sheer length of the day made for exhausted canoers. Day three was a day of rest. Students reflected on their lives, wrote letters to their future selves, then participated in the annual senior olympics. The final day was a short paddle down the river to our ending spot at Jack’s canoe rentals. Students enjoyed some ice cream and said their final goodbyes to the river there, before hopping the bus back to school. 

The Phoenix

The Phoenix proved to be an eventful and fun week for students ranging from grades 8-12. We began the week by taking a trip to Taylors Falls where students embarked on a scenic boat tour down the St. Croix River. Tuesday included a day of pickling veggies with our kitchen staff along with a variety of activities focused on care of the environment. Students immersed themselves in an educational experience at Hocokata Ti where they learned about the Mdewakanton Dakota people and their history. The week concluded with a trip to Fort Snelling, Minnehaha Falls, and Mill City Museum. The week full of activities provided an opportunity for students and staff to engage in community building, form new relationships, and grow through educational experiences.

The Arms of the Great River School

written by members of The GRS Board, Foundation, and Parent Engagement Group

The school runs on the leadership of our administration, the amazing skills of each and every faculty and staff member, and the strong support of volunteers. Three major ways volunteers help GRS are serving on our Board of Directors, Foundation, and our Parent Engagement Group.

The current Board is made up of 11 individuals representing parents, community members, guides and a student.  The current group is extremely cohesive, brings loads of institutional knowledge and are extremely passionate about all aspects of Great River School.  We are charged with many ‘standard’ annual tasks but are always up to more.  Highlights from the past year are the ratification of the first ever union contract for staff and guides, solidifying an annual review process for the Head of School and creating more robust communication and partnerships with the Foundation and PEG.  Recently we have begun to put effort into financial stability and just approved the development of a sub-committee to look into feasibility of a second school site.  There is a LOT of behind the scenes work many people never know about. Please consider reviewing meeting minutes to see all the amazing work that has occurred published on the ‘board’ page of the GRS website.  Interested in joining a committee?  Reach out to Jeremy Sartain at jsartain@greatrivershool.org.  

For more information about the Great River School Board, visit our website: https://www.greatriverschool.org/board

Parent Engagement Group (PEG) members can be seen daily at GRS helping in a wide variety of capacities.  From organizing volunteers for Key Experience trips to solidifying classroom ambassadors to hosting several annual events including Harvest Fest – this group stays busy!  Events can be found in the calendar tab of the school website.  PEG is still looking for classroom ambassadors in Swan River and Blue Earth & both adolescent levels.

Harvest Fest is coming up quickly on Saturday, October 14th and your help is needed. 
Sign up here:  https://www.signupgenius.com/go/30E0D49A4A62BABF94-44696384-2023
Volunteering is a staple of GRS.  Not only is it fun, It bolsters community among caregivers and gives people a greater connection to the school.  Interested in being a classroom ambassador and/or being more involved with organizing events?  Reach out to peg@greatriverschool.org or attend our monthly meetings in person or via zoom typically the first Monday of each month.

You can also read up on PEG news by reading their bi-monthly newsletter: https://www.smore.com/jd6yb

For more information about P.E.G, visit our website:
https://www.greatriverschool.org/peg

The Great River Foundation is the fundraising arm of GRS, helping to fund programs like Key Experiences, classroom materials, and more. Like all charter schools, GRS receives 87 cents to every dollar given to district public schools. GRS has additional expenses beyond traditional public schools with Key Experience trips, Odyssey trips, animal care and more – all things that make GRS unique and build a massive foundation of community.  The costs of these things have gone up so your help is imperative. The Foundation works collaboratively with the GRS Board to help fill in funding gaps. There are lots of opportunities for involvement: smaller, short term tasks like editing or updating the webpage to longer term commitments like serving on the board or chairing a committee, and everything in between. 

The large annual (and very social) Great Heron Bash will be on Saturday, April 20th, so please save that date!  Take a look at this form to see available tasks and sign up to help: https://forms.gle/38QuU4UYU3E31hsz8

Questions? Email foundation@greatriverschool.org

To learn more about our Great River Foundation:
https://www.greatriverschool.org/give

October 2023 Head of School Message

written by David Núñez, Head of School

Dear GRS Community,

Happy Fall everyone!  The school year is off and running!

One of our biggest celebrations so far this year has been the success of the fall Key Experiences (still underway in Elementary).  While there were challenges to the trips, as always, the staff and students rose to those challenges and had some truly formative experiences. As a staff we will be meeting to process how we can improve upon the trips for next time, but you are welcome as community members to send feedback to me as well.  Thank you all, students, staff and families, who helped to make these experiences come together.

You may have noticed that last year’s MCA scores have been posted on the MN report card, alongside other schools in the state.  Two years ago, similar to all other schools in the state, our scores dropped post-pandemic.  I want to assure you, no matter your thoughts on standardized testing, we continue to take this drop in test scores seriously, and continue to focus on the health and wellbeing of our students.  In fact, we saw a significant rise in our math test scores this last year as we continue to recover from the pandemic.  Those scores still do not reflect our math scores in 2019, however.  As always, we know that students need to be in a good place socially and emotionally to succeed academically and so we are offering increased SEL support and increased academic support this year.   Individual score reports have just arrived at the school, are being addressed and should be mailed home in the coming weeks.

If you didn't know it, we are coming to the end of National Hispanic Heritage Month.  That means these weeks are a time to celebrate the vital role of Hispanic people in American history and highlight the accomplishments of people who identify as Hispanic. Jordan, our Equity and Inclusion Facilitator has been sharing resources with staff this whole month and, as always, I continue to encourage you and your family to do your own work in this area as well.

Please let me know if you have any questions or suggestions.

Have a great Fall everyone!

Peace,

David

Meet our Great River Staff: Jennifer Nelson

Jennifer Nelson is Great River School's new Front Desk Coordinator! Though she is new to this role, Jennifer is far from new to GRS. With a smile on her face, you will often see Jennifer providing concierge help to new and current families entering the front doors of GRS, aiding in the entrance of students, staff and visitors to the exterior and interior doors, and dispensing late passes with lightning speed in the morning! Take a look around the front desk and notice some of her beautiful decor and awesome organization skills. And if you’ve got a problem, yo, she’ll solve it because she also has amazing problem solving skills. Let’s get to know Jennifer!

Biography provided by Jennifer Nelson, Front Desk Coordinator

Greetings Great River Community!

I am delighted to introduce myself to you in my new role as the Front Desk Coordinator, which is affectionately known here as the Director of First Impressions. I know what many of you are thinking..."Wait!  Where is Holly?!?"  Fear not.  Holly is still working at Great River as our Business Manager and will continue to share her many gifts and bright energy with our community.  I admit that taking on this position after my beloved predecessor feels a little like being asked to sing a song after Beyonce-but I am up for the challenge!  My goal is to ensure that everyone who walks through the doors of Great River School feels both welcome and valued.

If I look familiar to you, you may know me as the elementary classroom assistant from Rice Creek, where I enjoyed working with an amazing array of children and families for nine years.  In addition to my educational experience at Great River, I have worked in a variety of classroom settings for over twenty five years, including subbing for the Minneapolis and Saint Paul Public Schools and working as a first and fourth grade classroom teacher in Edina.  I am a graduate of the University of Minnesota and hold both a B.S. and Masters Degree in Elementary Education.  I feel so grateful to work in a vibrant school community where students are valued as unique individuals and where we can build relationships with learners and their families over the span of twelve years.

I am a native of St. Paul where I live with my family.  In my spare time I enjoy reading in my hammock, cooking with my son, thrifting with my daughter and traveling with my family and friends.  Some of my favorite places are the mountains of Colorado, the boreal forests of Northern Minnesota and the rocky shores of Lake Superior.  I love to grow perennials but cannot grow a vegetable to save my soul.

Thank you to all of the students and caregivers who have stopped by at the front desk to introduce themselves and have been generous with their patience and grace as I make this transition.  If I have not yet had the chance to meet you, please stop by to say hello!

Let's all honor Holly's tradition of creating a warm and welcoming community by making efforts to stay connected and reaching out to those who are new here-and if you are missing Holly-I understand!   Please visit the front desk where there are notecards and a mailbox for you to leave her a note of gratitude for all that she has and continues to do for our community.  

Best wishes for an amazing school year full of learning, connection and joy! 

Heron's Nest Updates and Information - September - November 2023

Heron’s Nest

"At Great River School, we believe that food is a connector. The food we eat not only nourishes our bodies, it reminds us of people and places, it connects us to the land." 

Thank you to UMN student Molly Farrell for showcasing the amazing work Mel and the rest of the Heron crew do on everyday here at Great River School. Molly highlights our focus on sustainable food systems and supporting students to build culinary skills in our kitchen.

Her fellow UMN intern Sylvia Michael created culinary curriculum posters to be used in GRS's experiential kitchen courses. 

Click here to read a reflection from Molly on her time at Great River and to learn more about how you can support Great River students building culinary skills in the kitchen! 
Need breakfast in the morning? No problem! The Heron’s Nest also has Breakfast options available for students and faculty. Breakfast and lunch are available daily.

Check out the Quarter 1 menu Below:

The Montessori Classroom: The Prepared Environment

written by Jean Peters, Elementary Program Director

When you walk into an elementary Montessori classroom, you are drawn to many things. The shelves have interesting materials to explore. The tops of shelves showcase interesting objects to observe. There are a wide variety of plants and animals. The art on the walls invites you to look closer. The colors are calm, the furniture is wood, the room feels light and uncluttered. It is a wonderful place to spend your day!

We call this a prepared environment. “Prepared for what?”, you might ask. Prepared for students to explore their world, their past, and their future. Prepared so that students can develop the skills needed in life. Everyday the environment is restored to be ready for the next day. Before the school year begins, guides spend many hours preparing the room to be an optimal learning environment. Each room has its own look and feel, yet they are all governed by the same principles. These principles are: freedom, structure and order, beauty, nature and reality, social environment, and an intellectual environment. 

Each room has many different options for seating, most of which are for multiple students to create a collaborative and social environment. Each room has distinct areas for different subjects. Each room is filled with materials to explore and manipulate. Each room is a community.

 I have had the opportunity to observe in many, many classrooms in the 30 years I have been in Montessori education. One of the biggest indicators of a successful classroom is the feeling that you do not want to leave! All of our prepared environments are beautifully prepared for students.  We will be opening up our classrooms for observation and I highly encourage each of you to come and observe. Lower El observation will start on October 16th and Upper El will start after trips on November th.You can sign up here - Lower Elementary, Upper Elementary.. While you are observing, look for these principles!

Holly's Last Huddle - August 2023

Written by Holly Bell, Former Director of First Impressions.

WELCOME BACK!!!

I cannot wait to see you when we return to school in a few weeks. Every year, in the fall, I continue to be constantly AMAZED at the changes that have happened since our paths last crossed. Some people have grown sooooo tall (compared to me) and some people have had such fantastic adventures that they are not the same person who just took a summer break. Some people have dyed their hair, or gotten their driver’s license! Some people might seem like nothing has changed, but even if you are feeling that way, I’m wondering if it can really be true. Time has passed and events have happened. The world has changed since we last saw each other.

There’s a saying about how the only thing constant in life is change. For better or worse, it’s true. I’m thinking that the secret is in how we respond to change - how much resilience we have - what can we learn from the change - how we approach the difference. I’ve found it’s helpful to look at change as growth - for others, and for us.

When you return to school, you might notice some changes - even in the jobs that people are doing now that they weren’t doing in June. Here’s a tiny slice of what you’ll see: shout-out to Amanda Erickson in our Elementary wing. Amanda taught art (and worked in Big Canoe) here previously - before going on a new adventure for her - and she has returned, stepping into the position of being the assistant to the elementary program director (the job that Derek did last year). Derek is still here! He has taken on a different role and is now working as one of our two Dean of Students (Shout-out to Alexis who is our other Dean of Students. She is still here!). Don’t worry, Matt is still here! He’s the Director of Student Services, instead of the Dean of Students. Some guides have moved on and you’ll see some new faces in those jobs. The majority of staff members are still here.

When my children were young (faithful readers of past Holly’s Huddles have already heard this), we moved every couple of years, following their father’s/my husband’s rise in the hierarchy of arena management. When I was young, moves to different towns were much less frequent, and were not the best time. As a mom, I wanted to change that for my children. There were things I could not change (like the fact that we were moving), but the way we looked at our moves (our attitudes), could be different from how I had previously considered them. My children and I approached those frequent moves with a sense of adventure. I called them “vacations with furniture.” There were whole new experiences waiting for us, whole new lands to explore, many new friends to make. Our change of address was inevitable - our individual learning/growth of character was up to us. We tried to make the most of the opportunities, and there were, of course, some tough times we grew through, too.

Speaking of change, I want you to know that my job has also changed. I’m going to be working at Great River School as the Business Coordinator, paying our bills. I am still here! Someone else (undetermined at the time of this writing) will be covering the front desk. I’m still here! And though I’ll be working in the front office instead of in front of the front office, I’ll still be interested in YOUR life! How was your summer? What was your favorite part? What are you working on now? How can I help you?

Here’s my personal challenge… I am such a people-person, as you know. I remember that in my teens I dreamed of becoming a hermit when I grew up. I changed! I like people now! So my current challenge is figuring out how I’ll pay our school bills while not being at the front desk to see you every moment of your time passing through the orange lobby. I feel like my identity is wrapped up in the front desk, as the Director of First Impressions. An unexpected door just recently opened up and I had to make a choice about growing into a new opportunity here. I don’t know who I’ll be if I’m not at the front desk. And that is ok. It’s a little scary, but ok. I’m a little nervous and that’s part of growth. It’s ok. I will have some tough times to work through. And even THAT is ok. Maybe, if you happen to reflect on this writing when we see each other at school, you might give me some reassurance by saying, “Hey!” I want to see you at the front door each morning before school starts, even though I won’t be on the other side of the window. We can still greet each other to start our day(s)! And, for those of you who are in the elementary grades, we can greet each other in the hallways… please, and thank you!

My hope is that we’ll rally around to welcome the person who will be sitting at the front desk. They deserve the same chance you gave me when we first met and neither of us knew what to expect. And, remember: #Iamstillhere! And, I am interested in how your life is going. I will continue to go to school events like sports, theater, and concerts, etc. We will still see each other at school. Let’s support each other through all of the transitions of a new school year. Embrace the difference! We’ve got this - together! I can’t wait to see you!

On we go,

Holly

Holly's Huddle - June 2023

Written by Holly Bell, Director of First Impressions

Have you ever been so fired up about an idea, but you just didn’t know where to put that energy? Have you ever been so mad about a situation in our society, but didn’t know who to talk to about it?

In our government, who has been elected to represent you? These are the folks who make the laws that we, as a society, are supposed to follow.

As I’m writing this, it’s been less than a week since the shooting in nearby St. Anthony Park. Michael was a friend and neighbor of mine - we sometimes walked our dogs together. I miss his sunshine, daily, as I walk past their house with my dog, to pay my respects. He was shot while trying to stop someone from doing something (breaking in? stealing?) to the family car. He did what any one of us (adults) would probably do in a rushed moment early one Saturday morning.

An elder neighbor and I were talking about guns and what we can do about the current situation that made it easier for Michael to be killed. Of course, THIS is a very complicated subject. My brother (RIP) owned guns. My daughter has a license to carry, though she does not at this very moment. My next-door neighbor is a hunter when she has time/energy/need. I don’t intend to stir up a discussion (between you and me) about guns. I’m still mourning Michael’s sudden death by a gun. I work with re-entry of felons coming back into society from prison. In the past, I put case files together for a district attorney in Colorado. And one of my close friends works in Kansas City on gun violence reduction. I know this is complicated.

My elder neighbor has challenged me to ask everyone I know to start writing letters to our elected representatives (even if you cannot yet vote, and maybe, ESPECIALLY if you cannot yet vote) to tell them what you think of our society’s ills. Whatever you think - she’s not saying what to write, just asking you to express your opinion. 

This school year, I’ve seen many letters, written by elementary students, go out in the mail to representatives, including (BUT NOT LIMITED TO) the President of these United States of America. I get all revved up when they get responses! I run from the front desk and race into the classroom of the recipient and say - “A letter! A letter from the White House!” or “A letter from author Dav Pilkey!” or whatever the situation calls for. For me, it’s a very big deal that someone who has some kind of authority has written to (and acknowledged) a GRS student and their concerns. I may be wrong, but I think “we’ve” received 3 letters from the White House this year. It could be 4. I’ll bet The White House staff is wondering where this Great River School is! And what we are up to. I hope they get so many more letters that they look us up - and maybe, come to visit. Maybe meet our goats and chickens, even!

I recently had a conversation (a couple of weeks before Michael died) with an elementary student about guns. We were reading a book where you could put a variety of faces and bodies together in different ways to make interesting stories out of the combinations. Fun book. There was a mention of a gun and I said, “I don’t like guns.” He asked me why and I had to really stop to think about my answer. I’m glad he asked. I told him that it was because guns are so final. It’s not like an argument where maybe you can ask for forgiveness - to take a word back that was said in anger when you weren’t thinking clearly about who you were talking to or what you were saying. While those situations can also be destructive, you cannot change your mind once a trigger is pulled. There is no going back to how it was before. It’s too final.

Not to end on this very sad note, I want to challenge you to follow the lead of some of our elementary students to express your opinions to our elected officials. Take my neighbor’s challenge! What do YOU stand for? What can you NOT stand for? My letters will be to as many representatives (mine or not) as I can muster, at local, state, AND federal levels, continuing for as long as I can. I don’t even care if we share the same values. They still need to know that I am enraged and discouraged and saddened about Michael’s death. He was such a positive and kind influence on people he met. We really need more of that. I want to do something constructive with my energy and I think Michael would appreciate this. 

Will you be able to send even just one letter to someone who represents you? And, hopefully, for most of this audience, you can sign your letter… “Love, a future voter.”  (That’ll really get their attention!)

ENJOY YOUR SUMMER! Please stay as safe as you can be.

On we go,

Holly

3rd Grade Key Experience: Eagle Bluff Environmental Learning Center

written by Jean Peters, Elementary Program Director

Greetings from Eagle Bluff Environmental Learning Center in Lanesboro, MN!  

The third years are off at their last class and then headed home from their first Key Experience.  I have been going on trips with kids for decades and it always inspires me.  We often think of school in regards to academic gain, test scores, or work engagement/completion, but Dr. Montessori believed that education is a preparation for life.  The goal of education is not to memorize facts, but to learn how to be a member of a community and to find what your gift is to give back to that community.

One of the goals of this trip was to mix up students in preparation for moving to Upper Elementary and being in new classrooms.  There were so many moments of connections and new friendships, moments of support and comfort, moments of joy and disappointment.  All of these things occur in community.  Many times during the last few days another adult and I would witness an interaction or a personal triumph and make eye contact and smile, or put our hand on our heart.  Our kids were amazing, both individually and collectively.

The staff at Eagle Bluff gave rave reviews on how well our kids participated.  They showed interest and curiosity during their classes which included: a river hike, group games, water wigglers, and learning about the original people on this land, the Oneota. GRS was given two awards, one for being “food wise” and decreasing the amount of food waste at meals, and another for “eagle eye”, which is for being a steward of the earth.  

Key experiences are part of the foundation of GRS.  These students will head off to Widjiwagan in the fall for a week. and will get to experience ten years of Key Experiences which allows for both personal growth and community growth.  That is pretty amazing!  It takes a lot of adult work to make all of these trips happen; many adults work tirelessly to support these excursions, both before they happen and on the trip.  Adults on the trip get to experience the highs and the lows, and it is both an amazing and exhausting time. Many parents volunteer to support these trips! We really appreciate their generous efforts and know we couldn’t do it without them. If you happen to see a staff member, feel free to say thanks for their aid in giving students this opportunity.

May 2023 Head of School Message

written by David Núñez, Head of School

Dear GRS Community,

Happy May everyone!

We are quickly approaching the end of the school year and the spring Key Experiences.  I wanted to take this opportunity and say, Happy Spring!

It is important to mention that May is both Asian American and Pacific Islander Heritage month and Jewish Heritage Month.  Here at Great River one of the things we do to observe celebrations such as this is that Jordan Samejima, the Equity and Inclusion Facilitator, and I will be sharing resources with staff to help them in their growth and help with the continual development of our curriculum to celebrate inclusion and diversity.

Prep for the Bike Trip and the new 3rd grade Key Experiences are in full swing!  I for one am really excited and I’m trying to arrange my schedule to participate in at least a day or two of the Bike Trip.

On Wednesday April 19th we held a Nutrition Program Town Hall.  If you missed it please check out these resources. We are still looking for everyone’s input on the decision.

Video of the presentation

Nutrition Program slides

Link to the survey (Once you have watched the video and reviewed the slides!)

Graduation planning is also well under way. This month we will be holding a planning meeting for seniors to answer all their questions. 

I hope you all have a delightful May!

Peace,

David

Heron's Nest Updates and Information - May 2023

Nutrition Program Town Hall Follow-up

On Wednesday, April 19th at 6pm we had a town-hall style webinar meeting about our lunch program.  We would love everyone’s input on the decision regarding the future of the GRS lunch program. Please take a look at both the video and the slides presented and fill out the survey. Every voice counts. Please take a minute to do so if you have input to give.

Nutrition Program presentation video
Lunch Program Presentation slides
Link to the survey (Once you have watched the Video and Reviewed the slides!)

Heron’s Nest

"At Great River School, we believe that food is a connector. The food we eat not only nourishes our bodies, it reminds us of people and places, it connects us to the land." 

Thank you to UMN student Molly Farrell for showcasing the amazing work Mel and the rest of the Heron crew do on everyday here at Great River School. Molly highlights our focus on sustainable food systems and supporting students to build culinary skills in our kitchen.

Her fellow UMN intern Sylvia Michael created culinary curriculum posters to be used in GRS's experiential kitchen courses. 

Click here to read a reflection from Molly on her time at Great River and to learn more about how you can support Great River students building culinary skills in the kitchen! 

Just a friendly reminder, don’t forget to pre-order lunches each week for your students. When you pre-order your student’s lunches, Mel and the staff in the Heron’s Nest Kitchen are better prepared, and are able to ensure the right amount of supplies are ordered. In addition, it helps the Heron’s Nest Crew know how many students will be having lunch on any given day.
Need breakfast in the morning? No problem! The Heron’s Nest also has Breakfast options available for students and faculty. Breakfast is available to pre-order on the School payment portal.

Check out the Quarter 4 menu Below:

Bike to School Day Wednesday 5/3

Wednesday, May 3 is Bike to School Day! Plan to ride to school.

Students and parents who would like to participate in a group ride are invited to meet-up at the locations below. A map of the meet-up locations can be viewed here!

Parents can support all riders by joining a group ride. Please plan to ride if your student is a novice rider or needs extra attention. Parent volunteers leading the ride shall not be liable for any damages arising from personal injuries that are a result of student participation in the Great River School National Bike to School Day event. In event of inclement weather, Bike to School Day may be postponed until Wednesday, May 11. Watch school announcements for details. Please notify the site group leader if you need to cancel your participation for any reason.

We are looking for donations of fruit and snacks, and volunteers to help direct bikers and hand out giveaway items. Please sign up at this link.

Helmets required. Notify the group leader at your preferred meet up spot that you plan to ride with them so no one gets left behind. Please make sure to arrange after school transportation with your student and group leader. Arrive early enough to check tire pressure and review group ride basics before listed departure times. 

Horton Park (departing at 8:10am), Hamline Avenue at Englewood. Contact Casy Fath, casy.fath@gmail.com or 651-325-1807.

McMurray Field (departing at 8:00am), southwest corner of Como/Wynne Avenue and Lexington. Contact Karen Solas, ksolas@gmail.com or 651-334-0793.

Newell Park (departing at 8:10am). Northwest corner of Hewitt and Wheelter. Contact Abram Shapiro, abr@mshapiro.com or 650-296-8692.

Longfellow Park (departing at 7:50), corner of east 34th St and 36th Ave S. Contact Randy Lewandowski, randylewandowski@gmail.com or 612-250-5001. 

Parent Coffee Social Wednesday, May 3 from 8:15 to 9:00am

Bike to school with your students and stay for a cup of coffee with other parents!

Big Work in the Upper Elementary

written by Meggie Exner, Swan River guide

Big work is work that takes up a lot of time or physical space to create. Elementary children in particular are attracted to the challenge of big work. While guides suggest ideas for follow-on after lessons, children are given the freedom to choose how they would like to integrate, practice, or further their understanding of what they have learned - and often what they choose far exceeds our expectations. 

Ezra Eischen (left) and Brixton Cornell (right) show their work counting up to 1000 in a base-five number system.

Big work appeals to elementary children and supports their learning for several reasons. Children of this age are especially interested in group work. Big work provides an excellent opportunity for children to collaborate in a meaningful way and practice the social skills needed to come to group decisions. Big work also is a source of inspiration and because Montessori classrooms consist of mixed age groups, every child throughout their elementary career will have two opportunities to be be among the youngest in the class, looking up to and being inspired by older children, as well as two opportunities to be among the oldest, providing that inspiration and mentorship to others. Ultimately, big work is a source of pride and confidence and is a way for children to practice pursuing their interests without constraints.

Lochlan Solas sets up a large bead bar multiplication problem on the decimal checkerboard. 

While big work can emerge at any time as an offshoot from a lesson or an individual’s personal interest, the Upper Elementary program weaves big work into part of our classroom culture with some of our annual big projects. In the fall, all 6th years completed Imaginary Island projects. Imaginary Island is a summative big work during which children come up with their own imaginary island, complete with its own government and culture. As children consider the climate and biomes of their island, what imaginary flora and fauna might live there, and how people might have migrated to their island, they draw on their geography, biology, and history work from their previous years in the elementary program. This spring, all upper elementary children will be pursuing a big work centered around United States history to be shared with families during our end-of-the-year workshare. We have been thrilled to watch the children delve into these projects with enthusiasm, deepening their understanding while modeling the joys of learning with others.

Icy Cool Guests in Environmental Education

written by Kyla Sisson and Brent Cummins, Outdoor Education guides

This winter, upper elementary students had the opportunity to investigate ice and snow in unique ways through partnerships with two organizations, Ardent Outdoors and the Cedar Creek Ecosystem Science Reserve, part of the University of Minnesota. 

Little Elk students hold Northern Pike before returning them to Como Lake. 

Ardent Outdoors is a nonprofit dedicated to helping all communities access the outdoors. During the summer, they are known as the Dive Guys, using scuba gear to remove invasive aquatic species from lakes. But in the winter, they give back through introducing kids and veterans to ice fishing. 

Ardent Outdoors explain safe ice thickness. 

Ice fishing isn’t just a recreational sport. Catch and release is one way to observe and form a relationship with aquatic life, even in the depths of winter. Before going fishing, students learned about fish species who call Como Lake home. We applied algebra to calculate safe ice thickness for different amounts of weight. Using magnetic models from the Science Museum, we investigated the polar properties of H20 that cause solid water to float instead of sink, allowing lakes to support life throughout the big freeze. Then we were ready to make the trek to our closest body of water. 

Jigging with a pole for panfish. 

Students learn to drill a hole and set a tip-up. 

We were lucky to have some warm days for fishing this year. Though some students worried about melting ice, the Dive Guys helped them measure the thickness – between 14 and 18 inches of ice – and they quickly acclimated to the power of “walking on water.” Ardent Outdoors provided warm tents for a cozy afternoon on the lake. Students learned to bait meal worms on hooks and jig for pan fish, which yielded one or two crappie, but the real excitement was in getting to meet the Northern Pike. Tip-ups are baited for larger fish, popping up a bright flag when one bites. Some students helped drill holes and set tip-ups, then staked a lookout, ready for the big one. For one class, the tip-ups yielded four northern pike, which we had the opportunity to observe for an extended time. Students learned how to care for the fish by refreshing oxygen levels in the shallow water of a well dug into the ice, gently felt their scales, watched their swimming behavior and interactions, and were able to tell each fish apart before they released them back to lake life. 

Back on land, we continued our study of frozen water with Dr. Kara Baldwin from the Cedar Creek Ecosystem Science Reserve. This UMN field study site holds ongoing research about climate’s effects on forests, prairies, bogs, and the animals who call them home. Thanks to generous sponsorship funds from Cedar Creek donors, Dr. Kara came to us to provide a place-based science program in our neighborhood park. Students created snow study plots, where they collected data to tell the story of this winter. Using tools from Cedar Creek, they measured the thickness and temperature of each snow layer and calculated the amount of water held by the snow. Dr. Kara also answered “Ask a Scientist” questions from students about Cedar Creek experiments and what a scientist’s job is like. 

Thank you to both Ardent Outdoors and Cedar Creek for partnering with our students to create such icy cool environmental studies!