長華國際蒙特梭利教育-Taipei Montessori International Studies

｜印度河班｜自然課

蒙特梭利的自然課，怎麼上？
我們不是走向課本，而是走向自然。

在 Open House 當天，孩子們帶著家長，展示了他們如何學習自然。

當我們認識花朵的構造時，不是看著投影片記名稱，而是手中握著一朵真實的花。
孩子們一瓣一瓣、小心翼翼地拆解——

這是花瓣。
這是雄蕊。
這是雌蕊。
這是花柱。
這是萼片。
這是花藥與花絲……

層層拆解的同時，也層層建構理解。

在蒙特梭利教室裡，知識不是被告訴的，而是被發現的。
透過雙手操作、觀察與命名，孩子將抽象的名詞轉化為真實的經驗。
當他們真正觸摸過、拆解過、觀察過，花不再只是課本上的圖，而是一個可以理解、可以探索的生命。

而當孩子與自然的距離被拉近，學習便自然發生。
興趣會自己生長，好奇會自己延伸。
於是，他們開始忍不住想知道更多——
花怎麼授粉？
為什麼花朵會長出果實、有些沒有？
花朵要怎麼分類？

老師不急著給答案，而是陪著孩子一起提問、一起尋找。

這就是蒙特梭利的自然課。
從真實出發，讓理解在經驗中誕生。
我們不只是教自然，我們帶孩子走進自然。

｜Indus River Class｜ Nature Class

How Do We Teach Nature in Montessori?
We don’t move toward textbooks — we move toward nature.

On Open House Day, the children guided their parents and demonstrated how they learn about the natural world.

When learning about the structure of a flower, we do not begin with slides or memorizing terminology.
Instead, each child holds a real flower in their hands.

Petal by petal, they carefully take it apart—

This is the petal.
This is the stamen.
This is the pistil.
This is the style.
This is the sepal.
These are the anther and filament…

Layer by layer, as they deconstruct, they also construct understanding.

In a Montessori classroom, knowledge is not simply told — it is discovered.
Through hands-on work, observation, and precise naming, children transform abstract vocabulary into lived experience.
Once they have truly touched, taken apart, and observed, a flower is no longer just a picture in a book — it becomes a living organism they can understand and explore.

As children draw closer to nature, learning unfolds naturally.
Interest grows on its own. Curiosity extends on its own.

And so they begin to wonder—

How does pollination happen?
Why do some flowers turn into fruit while others do not?
How can flowers be classified?

The teacher does not rush to provide answers, but walks alongside the children — questioning and exploring together.

This is Montessori natural science.
Beginning with reality, allowing understanding to emerge through experience.
We do not simply teach nature — we guide children into it.

｜埃及班｜Open House × Chinese New Year 🌿
一月份的大多數時光，埃及班的孩子們都投入在 Open House 的準備中。
透過混齡分組，他們一起討論、選擇感興趣的主題，並共同製作海報與模型。
每一週，孩子們都在班級中向同儕練習簡報，一次次嘗試、調整與精進，慢慢累積自信，為正式發表的那一天做好準備。
在這個過程中，我們也持續討論如何公平分工、彼此合作，以及如何讓自己的表達更清楚、更吸引人。這些看似細微的練習，其實正培養著孩子的溝通能力、責任感與團隊合作精神。 除了忙碌的準備工作，班級中也穿插著輕鬆又有趣的課程。烹飪課始終是孩子們最期待的時光之一。為了迎接農曆新年，大家一起動手製作年糕與蘿蔔糕，孩子們貼心地規劃份量，確保每一位同學都能一起分享這份美味與喜悅。 孩子們也感受著節慶的氣氛，親手製作春聯與紅包，在一筆一畫中傳遞祝福，期待新年的到來。
也祝大家農曆新年快樂！
馬年行大運，萬事如意！ 🧧🐎

｜Egypt Class｜Open House × Chinese New Year 🌿

Throughout most of January, the children of the Egypt Class were fully engaged in preparing for the Open House. Working in mixed-age groups, they discussed ideas, chose topics they were curious about, and collaborated to create posters and models. Each week, the children practiced their presentations with classmates—trying, adjusting, and refining again and again—gradually building confidence as they prepared for the big day.

Along the way, we also spent time talking about fair sharing of responsibilities, working together, and how to communicate ideas more clearly and engagingly. These seemingly small practices play an important role in nurturing the children’s communication skills, sense of responsibility, and teamwork.

Amid the busy preparations, the classroom schedule also included light-hearted and enjoyable activities. Cooking class is always one of the children’s favorite times. To welcome the Chinese New Year, everyone worked together to make sticky rice cakes and radish cakes. The children thoughtfully planned the portions so that everyone could share and enjoy the food together.

The children also embraced the festive spirit by making lucky couplets and red envelopes by hand, sending their blessings through every brushstroke and eagerly looking forward to the new year.

Wishing everyone a Happy Chinese New Year!
Good luck and best wishes in the Year of the Horse! 🧧🐎

長華2026年的夏令營報名表，歡迎您孩子在長華開啟一場歡樂、知性的夏日旅程！

🌱 「 走進世界，把世界帶進心裡， 成為世界的公民」
🌱 Montessori × Global Citizen
活動內容：
異國文化探索、黑白大廚-料理活動、奧運體能活動、走出教室--探索與健行
有吃有玩又有知識性的雙語活動，帶給孩子有趣又豐富開心的暑假～

每週文化深勘主題
巴西｜秘魯｜智利｜東南亞｜斯堪地那維亞｜非洲｜澳洲｜台灣

「蒙特梭利教育，不只是學習世界，而是學會自己在世界中的位置。」

夏令營開課時間：
2026年6月22日（一）至2026年8月14日（五），為期八週。
由於活動規劃為兩週一個主題，請以兩週為單位來進行報名，

名額有限，若您有任何疑問，歡迎您隨時與長華辦公室進行聯繫，謝謝！
電話：02-2718-2855
電郵：[email protected]
辦公室主任: Ms. Daphne
https://forms.gle/b2aWqKTWX3mTWWzV9
—————————— ————— ————— —————
🌱 “Step into the world, carry the world in your heart, and become a global citizen.”

🌱 Montessori × Global Citizen

Program Highlights:

Cultural exploration from around the world
Black & White Chefs – hands-on cooking activities
Olympic-inspired physical and sports activities
Learning beyond the classroom – outdoor exploration and hiking

A bilingual program that combines learning, movement, creativity, and fun,
offering children a joyful, enriching, and meaningful summer experience.

Weekly Cultural Focus:
Brazil | Peru | Chile |Southeast Asia | Scandinavia | Africa | Australia | Taiwan

“Through Montessori, children don’t just learn about the world —
they learn how to live responsibly within it.”

This year's summer camp will be held from June 22, 2026 (Monday) to August 14, 2026 (Friday), lasting for eight weeks. Registration must be done on two weekly basis.

If you have any questions, please feel free to contact the TMIS office at any time. Thank you!
TEL: 886-02-2718-2855
Email: [email protected]
Office Director : Ms. Daphne
https://forms.gle/b2aWqKTWX3mTWWzV9

長華2026年的夏令營報名表，歡迎您孩子在長華開啟一場歡樂、知性的夏日旅程！

🌱 「 走進世界，把世界帶進心裡， 成為世界的公民」
🌱 Montessori × Global Citizen
活動內容：
異國文化探索、黑白大廚-料理活動、奧運體能活動、走出教室--探索與健行
有吃有玩又有知識性的雙語活動，帶給孩子有趣又豐富開心的暑假～

每週文化深勘主題
巴西｜秘魯｜智利｜東南亞｜斯堪地那維亞｜非洲｜澳洲｜台灣

「蒙特梭利教育，不只是學習世界，而是學會自己在世界中的位置。」

夏令營開課時間：
2026年6月22日（一）至2026年8月14日（五），為期八週。
由於活動規劃為兩週一個主題，請以兩週為單位來進行報名，

名額有限，若您有任何疑問，歡迎您隨時與長華辦公室進行聯繫，謝謝！
電話：02-2718-2855
電郵：[email protected]
辦公室主任: Ms. Daphne
https://forms.gle/b2aWqKTWX3mTWWzV9
—————————— ————— ————— —————
🌱 “Step into the world, carry the world in your heart, and become a global citizen.”

🌱 Montessori × Global Citizen

Program Highlights:

Cultural exploration from around the world
Black & White Chefs – hands-on cooking activities
Olympic-inspired physical and sports activities
Learning beyond the classroom – outdoor exploration and hiking

A bilingual program that combines learning, movement, creativity, and fun,
offering children a joyful, enriching, and meaningful summer experience.

Weekly Cultural Focus:
Brazil | Peru | Chile |Southeast Asia | Scandinavia | Africa | Australia | Taiwan

“Through Montessori, children don’t just learn about the world —
they learn how to live responsibly within it.”

This year's summer camp will be held from June 22, 2026 (Monday) to August 14, 2026 (Friday), lasting for eight weeks. Registration must be done on two weekly basis.

If you have any questions, please feel free to contact the TMIS office at any time. Thank you!
TEL: 886-02-2718-2855
Email: [email protected]
Office Director : Ms. Daphne
https://forms.gle/b2aWqKTWX3mTWWzV9 顯示較少

TMIS 2026 Summer Camp 此份表單為長華小學2026年的夏令營報名表， 歡迎您填寫此份報名表單，開啟孩子在長華小學的夏日旅程！ 🌱 「 走進世界，把世界帶進心裡， 成為世界的公民」 🌱 Montessori × Global Citizen 活動內容： 異國文化探索、黑白大廚-....

｜希臘班｜都市小旅行 Trip to Jiasui Park
在學期即將畫下句點之際，希臘班的孩子們一起前往位於中和的嘉穗公園，展開一場輕快又充滿發現的都市小旅行，為這段豐富的學習時光留下美好的回憶。

走進公園，孩子們先繞著園區健行，感受身體的節奏與空間的變化。接著，他們自在地奔跑、攀爬樹幹、穿梭在各種遊戲設施之間，用全身去探索、去嘗試。每一次跳躍、每一個平衡的瞬間，都是孩子們在自然中練習手眼協調、平衡感與體力的過程。沒有被催促的步伐，只有依照自己節奏展開的學習。

當遊戲的時間漸漸接近尾聲，一個溫柔又令人感動的畫面悄悄出現——有孩子注意到地上的垃圾，主動彎下身來撿拾，其他孩子也陸續加入。他們像小小獵人一樣，仔細搜尋藏在草叢與角落中的垃圾，專注而認真。

這不是被指派的任務，而是源自內心的關懷。孩子們用實際行動表達對環境的尊重，理解「這是我們一起使用的空間」，也學習為公共環境付出一份心力。那一刻，照顧環境不再只是口號，而是一種自然流露的生活態度。

這趟戶外學習，不只留下了歡笑與奔跑的記憶，也在孩子心中種下了關懷他人、愛護環境的小小種子，為這學期畫下溫暖而有意義的句點

｜Greek Class｜Urban Mini Trip
Trip to Jiasui Park

As the semester gently approached its close, the children of the Greek Class set off together for Jiasui Park in Zhonghe, embarking on a light-hearted urban mini trip to celebrate and remember a rich and meaningful season of learning.

Upon entering the park, the children began with a leisurely walk around the grounds, tuning into their bodies’ rhythms and the surrounding space. Soon after, they moved freely—running, climbing trees, and hopping between play structures—using their whole bodies to explore and experiment. Every jump and moment of balance became a natural practice in hand-eye coordination, balance, and physical strength. There was no rushing—only learning that unfolded at each child’s own pace.

As playtime gradually came to an end, a tender and touching moment quietly appeared. One child noticed litter on the ground and bent down to pick it up, and soon others joined in. Like little hunters, they carefully searched through the grass and corners, focused and intent on their task.

This was not an assigned activity, but an action born from inner care. Through their choices, the children showed respect for the environment, recognizing that this is a space shared by all, and learning to contribute to the well-being of their community. In that moment, caring for the environment was no longer just an idea—it became a naturally expressed way of life.

This outdoor experience left behind more than laughter and running feet; it planted small seeds of kindness and environmental awareness in the children’s hearts, bringing the semester to a warm and meaningful close

｜音樂教育｜音樂帶你環遊世界
在蒙特梭利的教育中，我們期待孩子能擁有更多元、豐富且深刻的學習體驗。

一月底，「灣聲管弦樂團」的音樂家們為我們帶來了一場精彩絕倫的音樂會。隨著流動的音符，我們彷彿展開了一趟環遊世界的音樂旅程。

旅程從阿根廷熱情洋溢的探戈揭開序幕，接著來到法國，欣賞優雅動人的《Autumn Leaves（秋葉）》。之後，我們前往以色列，聆聽歡樂的婚禮音樂《Hava Nagila》，樂曲在結尾逐漸加快，讓人忍不住拍手、一起舞動。

接下來，我們被帶到日本，聽見熟悉又溫柔的傳統兒歌《櫻花（Sakura）》。隨後，一路飛往南美洲最大的國家——巴西，欣賞波薩諾瓦最具代表性的歌曲《The Girl from Ipanema（依帕內瑪的女孩）》。依帕內瑪是位於里約熱內盧州的著名海灘，而波薩諾瓦的旋律，就像巴西溫暖海岸吹來的微風，輕柔而令人放鬆。

音樂接著帶我們來到英國，欣賞傳統民謠《Scarborough Fair（斯卡布羅市集）》，彷彿走進充滿歷史記憶的古老市集。隨後，我們來到俄羅斯，感受《Korobushka》振奮人心的節奏，音樂速度不斷加快，讓人不禁想站起來，隨著節拍舞動。

接著，我們前往蒙古，聆聽《小黃鳥》。音樂會中也少不了孩子們熟悉的台灣歌曲，包括《草蜢弄雞公》、《外婆的澎湖灣》以及《夜來香》。此外，音符也帶領我們來到土耳其，欣賞充滿情感的愛情歌曲《Üsküdara》。

在安可曲中，樂團特別準備了音樂劇《貓》的〈Memory〉。這首曲子正好是幾位學生不久前在課堂上介紹過的作品，當下露出了驚喜的笑容。孩子們也特別喜愛《櫻桃小丸子》卡通的主題曲，有些孩子甚至跟著音樂一起輕聲哼唱。

這真是一場讓孩子與大人都沉浸其中、共同享受的美好音樂饗宴。🎶✨

｜Music Education｜Traveling Around the World Through Music

In Montessori education, we strive to provide children with learning experiences that are diverse, enriching, and deeply meaningful.

At the end of January, musicians from the One Song Orchestra presented us with a truly wonderful concert. Guided by flowing melodies, we embarked on a musical journey around the world.

Our journey began with the passionate tango of Argentina, followed by a visit to France to enjoy the elegant and moving “Autumn Leaves.” We then traveled to Israel to listen to the joyful wedding song “Hava Nagila.” As the music gradually sped up toward the end, it became impossible to resist clapping along and dancing together.

Next, we were taken to Japan, where we heard the familiar and gentle traditional children’s song “Sakura.” From there, we flew to Brazil—the largest country in South America—to enjoy one of the most iconic Bossa Nova songs, “The Girl from Ipanema.” Ipanema is a famous beach located in the state of Rio de Janeiro, and the Bossa Nova melody felt like a warm breeze drifting in from Brazil’s sunny coast—soft, soothing, and relaxing.

The music then carried us to the United Kingdom, where we listened to the traditional folk song “Scarborough Fair,” as if walking through an old marketplace filled with history and memories. After that, we arrived in Russia and experienced the energetic rhythm of “Korobushka.” As the tempo continued to increase, the lively beat made everyone want to stand up and move along with the music.

Our journey continued to Mongolia with “Little Yellow Bird.” The concert also included familiar Taiwanese songs such as “The Grasshopper Teases the Rooster,” “Grandma’s Penghu Bay,” and “Ye Lai Xiang.” In addition, the music brought us to Turkey to enjoy the emotional love song “Üsküdara.”

For the encore, the orchestra specially prepared “Memory” from the musical Cats. This piece had been introduced by several students in class not long before, and their faces lit up with surprise and delight when they heard it performed live. The children also especially enjoyed the theme song from the cartoon Chibi Maruko-chan, with some of them softly humming along.

It was truly a beautiful musical experience that both children and adults immersed themselves in and enjoyed together. 🎶✨

｜中學 Adolescence｜專題旅行 Project Journey
在蒙特梭利教育中，「旅行」從來不只是參觀或休閒，而是一段延伸課堂、走入真實世界的學習歷程。

這次青少年專題旅行的主題是「探索科學的過去、現在與未來」。學生從認識伽利略與牛頓等科學巨擘開始，學習科學革命的脈絡，並循著歷史足跡規劃行程：從科學革命到細胞生物學、自然科學，再到現代科技。這次旅行將課堂學習延伸到生活中，學生可以親身探索與體驗。

旅途中，學生不是被動的觀眾，而是主動的觀察者與參與者：
在臺中的國立自然科學博物館，他們帶著問題參觀展覽、做筆記、討論與反思；
在中央研究院，他們親自操作專業工具，與研究人員交流，體驗科學研究的現場；
在奇美博物館，他們從歷史、設計與人文角度理解世界的變化。

同時，旅行刻意保留「生活教育」的空間——
學生需要自行分組、溝通、遵守時間、共同生活；
甚至在最後一天，他們自主規劃午餐選擇並管理預算。這些看似日常的小事，正是蒙特梭利重視的「社會化學習」。

在清晰的安排中，孩子擁有適度的自由；在安全的框架下，他們學習做決定、承擔後果，並為團隊負責。

這樣的專題旅行或許不追求行程密集或打卡數量，但讓學習變得立體、有溫度，更貼近真實世界。

當知識走出課本、融入生活；
當孩子親身經歷、親眼觀察、親手操作——
學習，便真正發生了。

這就是蒙特梭利專題旅行的意義。

In Montessori education, “travel” is never merely about sightseeing or leisure. It is an extension of the classroom—a learning journey that steps into the real world.

The theme of this adolescent project trip is “Exploring the Past, Present, and Future of Science.” Students begin by learning about scientific giants such as Galileo and Newton, understanding the context of the Scientific Revolution. They then trace this historical journey as they plan their itinerary: from the Scientific Revolution to cell biology and natural sciences, and onward to modern technology. This trip extends classroom learning into daily life, allowing students to explore and experience knowledge firsthand.

Throughout the journey, students are not passive spectators but active observers and participants.
At the National Museum of Natural Science in Taichung, they visit exhibitions with guiding questions, take notes, discuss, and reflect.
At Academia Sinica, they operate professional tools, interact with researchers, and experience the realities of scientific research.
At the Chimei Museum, they explore changes in the world through perspectives of history, design, and the humanities.

At the same time, the trip intentionally leaves room for “life education.”
Students form groups independently, communicate with one another, manage time, and live together cooperatively.
On the final day, they even plan their own lunch choices and manage their budget. These seemingly ordinary tasks are, in fact, the “social learning” that Montessori education deeply values.

Within a clear structure, children are given appropriate freedom.
Within a safe framework, they learn to make decisions, take responsibility for consequences, and be accountable to their team.

This kind of project-based journey may not aim for a packed schedule or a long list of photo check-ins, but it makes learning more tangible, meaningful, and closely connected to the real world.

When knowledge steps out of textbooks and into life;
when children experience, observe, and engage with their own hands—
learning truly happens.

This is the meaning of a Montessori project journey.

｜Open House｜尼羅河班

你還記得小時候學乘法嗎？
是不是常常被「哪一個要對齊哪一個」弄得一頭霧水？

在蒙特梭利教室裡，孩子不是先背規則，
而是先把數學「做出來」。

我們會準備：
數字方格、一到九的串珠，還有乘法棋盤。
這套教具，把原本抽象的「乘法」，變成看得到、摸得到、能移動的學習歷程。

棋盤上不同顏色的格子，代表不同位數；
不同顏色的串珠，清楚呈現實際的數量。
孩子依序一個乘一個地擺放，
再將結果滑動、聚集、進位，
每一個動作，都是在理解「位值正在改變」。

一開始，這樣算一題，真的不快。
甚至會花上不少時間。
但孩子正在累積的，是真正的數感。

進位不再只是紙上的符號，
而是「這裡滿了，所以要往下一個位值移動」。
數字不再是冷冰冰的阿拉伯數字，
而是有長度、有重量、會產生變化的存在。

加起來、乘起來，孩子能感覺到改變正在發生。

當數學不再只是算對答案，
而是一段可以親手走過的過程，
理解，就自然發生了。

這，大概就是讓數學變得有感、也變得有趣的魔法吧 ✨

｜Open House｜Nile Class

Do you remember learning multiplication as a child?
Were you often confused about which number should line up with which?

In a Montessori classroom, children don’t start by memorizing rules.
They start by making math visible and tangible.

We prepare materials such as
number grids, bead chains from one to nine, and the multiplication board.
With these materials, the once-abstract idea of multiplication becomes something children can see, touch, and move through step by step.

On the board, different colors represent different place values.
Beads in different colors clearly show the actual quantities.
Children place the beads one multiplier at a time,
then slide, gather, and carry the results.
Every single movement helps them understand that place value is changing.

At first, solving one problem this way really isn’t fast.
It can even take quite a bit of time.
But what children are building is real number sense.

Carrying is no longer just a symbol on paper,
but “this place is full, so it needs to move to the next place value.”
Numbers are no longer cold Arabic numerals,
but things with length, weight, and the ability to change.

When numbers are added or multiplied,
children can feel that change is happening.

When math is no longer just about getting the right answer,
but becomes a process children can walk through with their hands,
understanding naturally follows.

This, perhaps, is the magic that makes math feel real—and fun ✨

｜Open House｜印度河班｜

Open House 是蒙特梭利教育中重要的一環。活動當天，家長走進教室，由孩子們擔任「小老師」，親自向家長分享自己所學、所關心的主題，並引導家長一同體驗學習歷程。

這次印度河班四個學生選擇的主題是——堰塞湖。

孩子們在新聞中看到相關事件時，既感到難過，也被許多人願意付出、投入救援的精神深深感動。於是他們開始思考：身為小學生，我們可以為世界做些什麼？

他們的答案是：
讓更多人了解堰塞湖的成因、原理，以及可能的解決方式。

孩子們主動蒐集資料、討論想法，並動手利用箱子與泥土製作堰塞湖模型，透過實驗來理解其形成與影響。從研究、實作到成果呈現，整個過程都是孩子們自主探索、反覆嘗試的學習成果。

不少家長看到展示後笑著說：「難怪每天回家褲子和鞋子都是泥巴！」
老師也驕傲地分享：「我只提出一些引導問題，孩子們就自己完成了。」

這正是蒙特梭利教育所珍視的學習樣貌——
從真實世界出發，孩子主動學習，並在動手操作中培養理解、責任感與行動力。

這是一個令人驕傲、也非常動人的主題。

｜Open House｜Indus River Class｜

Open House is an important part of Montessori education. On this day, parents are invited into the classroom, where students take on the role of “student teachers,” sharing what they have learned and the topics they care about, while guiding their parents through the learning experience.

This year, the Indus River Class chose the topic of landslide-dammed lakes.

When the students encountered related news, they felt sadness, but were also deeply moved by the spirit of people who stepped forward to help. This led them to reflect: As elementary school students, what can we do for the world?

Their answer was clear:
to help more people understand how landslide-dammed lakes form, how they work, and what possible solutions might be.

The children independently researched, discussed ideas, and worked hands-on using boxes and soil to build a landslide-dammed lake model. Through experiments, they explored the formation and impact of these lakes. From research to creation and presentation, the entire process was driven by the students’ own inquiry and repeated exploration.

Many parents smiled and said, “No wonder they came home every day with muddy shoes and pants!”
The teacher proudly shared, “I only offered a few guiding questions—the children completed everything on their own.”

This reflects what Montessori education values most:
learning rooted in the real world, led by children, and strengthened through hands-on exploration that builds understanding, responsibility, and action.

It was truly a meaningful and inspiring topic.

昨天（1/18）是臺北市114學年度教育盃國民小學跆拳道錦標賽。

一大早，長華的學生們便精神抖擻地在松山家商集合。現場擠滿了準備上場的參賽選手，氣氛既熱鬧又緊張，彷彿連空氣中都瀰漫著比賽前的期待與不安。

平常上課時，身邊都有同學一起練習與加油；而這次，孩子們必須獨自站上場地，面對評審與裁判。對多數學生而言，這是人生中的第一次正式比賽，因此難免顯得格外緊張。

然而，在家長與教練的鼓勵與陪伴下，大家仍然鼓起勇氣，踏上地墊，克服心中的害怕與壓力，展現出屬於自己的招式與實力。

每一位願意站上場的孩子，都是最勇敢的。你們的表現，真的都非常棒！

Yesterday (January 18) marked the Taipei City 114th Academic Year Elementary School Taekwondo Championship.

Early in the morning, Changhua’s students gathered at Songshan Vocational High School, full of energy and spirit. The venue was crowded with young athletes preparing to compete, creating an atmosphere that was both lively and filled with anticipation and nervous excitement.

During regular classes, the students usually practice and cheer for each other. However, they stepped onto the mat on their own, facing the judges and referees. For many of them, it was their very first official competition, so it was completely natural to feel especially nervous.

With the encouragement and support of their parents and coaches, the children bravely took their places on the mat, overcame their fears and pressure, and demonstrated their own unique techniques and skills.

Every child who had the courage to step onto the mat was truly a champion. Their performances were all outstanding!

｜節日紀錄｜羅馬班的聖誕節

如果一個班級要選一個國家來代表自己，羅馬班的孩子們毫不猶豫地選了——義大利，因為「羅馬就在義大利呀！」

那麼，義大利的聖誕節有什麼特別呢？
羅馬班的孩子們介紹了三種充滿節日氣氛的慶祝方式：香甜的聖誕麵包 Pandoro、親手編織的聖誕襪，還有超好玩的義大利「雪地體驗」。

三年級的孩子更勇敢站上舞台，向全校分享義大利女巫奶奶 La Befana 的故事。
她騎著掃帚在夜空飛翔，把糖果送進乖孩子的襪子裡，不乖的孩子則收到象徵提醒的「煤炭」糖果。外表像女巫，內心卻溫暖又善良，是義大利孩子最期待的奶奶之一。

孩子們善用晨讀時間，自己規劃旁白、繪製插圖，甚至親手裁縫布偶，將故事講給希臘班的同學聽。
大家一起製作 Pandoro、編織聖誕襪，還用小蘇打和潤髮乳創造出夢幻的雪地體驗。

在笑聲與香氣中，孩子們度過了一個不一樣、卻充滿文化與愛的義大利聖誕節 🎄

｜Festival Highlights｜Christmas in Rome Class
If one class were to choose a country to represent, the students of Rome Class chose Italy without hesitation—because Rome is in Italy!

So, what is Christmas like in Italy?
The children introduced three festive traditions: the sweet Christmas bread Pandoro, handmade Christmas stockings, and a fun Italian-style “snow experience”

Our third graders bravely took the stage to share the story of La Befana, the beloved Italian witch grandma
She flies through the night sky on her broom, leaving candy in the stockings of well-behaved children, and “coal” candy as a gentle reminder for others. Though she looks like a witch, her heart is warm and kind—making her one of the most loved figures in Italian Christmas traditions.

Using their morning reading time, the children planned narration, drew story illustrations, and even sewed their own puppets to tell the story to students in the Greeks Class
Together, they baked Pandoro, knitted Christmas stockings, and created a magical snow experience using baking soda and conditioner.

Filled with laughter, creativity, and delicious smells, the children enjoyed a unique Italian Christmas full of culture, learning, and love 🎄

｜節日紀錄｜埃及班。
來自約旦的文化分享 — 學生主題探究

在本次主題探究學習中，學生們依循自己的好奇心，共同選擇「約旦」作為學習主題。班上剛好有同學的媽媽來自約旦，於是邀請她走進教室，讓學習從孩子的提問出發，連結到真實而有溫度的文化經驗。

在聖誕節活動前的幾天，來自約旦的 Ms. Tamara 走進教室，透過故事、實物與生活分享，引導孩子們認識約旦的生活樣貌、飲食文化與節慶特色。孩子們專心聆聽、主動提問，並在引導下，一起動手製作具有聖誕節氣氛的約旦餅乾，在實作中累積理解與自信。

到了聖誕節活動當天，學生們將事前親手製作的餅乾分享給其他同學，並自信地介紹自己的學習成果。透過「從孩子出發、在真實情境中學習，並與他人分享」的歷程，孩子們不僅加深了對不同文化的理解，也實際體驗了尊重、連結與世界共好的蒙特梭利精神。

A Cultural Sharing from Jordan — Student-Led Inquiry

In this student-led inquiry, the children followed their curiosity and chose Jordan as their learning topic. As one student’s mother is from Jordan, we invited her into the classroom, allowing learning to grow naturally from the children’s questions and connect with an authentic cultural experience.

A few days before the Christmas celebration, Ms. Tamara visited the classroom and shared stories, objects, and daily life experiences from Jordan. She guided the children to explore Jordanian culture, food, and festive traditions. The children listened attentively, asked questions, and worked together to make Jordanian Christmas cookies, building understanding and confidence through hands-on learning.

On the day of the Christmas celebration, the students shared the cookies they had made with other classmates and confidently presented what they had learned. Through learning that begins with the child, takes place in a real-life context, and is completed through sharing with others, the children experienced the Montessori values of respect, connection, and global understanding.