PHILOSOPHY

Montessori classrooms are rooted in respect and an understanding of each child's unique identity. This extends to the family as well. As a constructivist philosophy, Montessorians value the rich inner life which is already developing in the child. From the moment children walk through the door, we are observing who they are. This knowledge allows us to curate the learning process within a strong relationship, and where we provide a highly individualized approach. What works for one child might not work for another. We respond to the unfolding of the child as they grow and change. Learning takes place at the exact edge of the child's academic, social, and emotional capabilities.

CURRICULUM

The beautiful hands-on experiential curriculum of the Montessori classroom is divided into sections and offers choice as one of the primary motivations towards purposeful play. Children choose among intentionally designed "works". Sensorial, Practical Life Skills, Mathematics, Pre-Language, Reading & Writing, Art & Music, Geography, Science, and Social Studies are either on the shelves for Work Time or highlighted during Circle Time.

Circle time is the daily class gathering to check the weather, calendar, take attendance, sing, dance, hear a book, learn about a work from the shelves, or have a discussion. Standing in line, raising your hand, taking turns, "please and thank-you" are all described under the category of Grace and Courtesy for Montessorians. Using your words to negotiate and connect with others is a skill woven into each day with modeling, direct social coaching, and through childrens' books with social/emotional lessons as a theme.

OUTDOORS

Children also need to get outside, rain or shine, and play. Frequent recess breaks and "maker spaces" are an indispensable part of the schedule. Recess is closely supervised to make sure that the positive culture of the classroom extends to the playground. There are many important teaching opportunities in play that help students learn how to interact with others. Children may want to join a group, get a turn with a toy, ask questions, understand dialogue, or communicate their own thoughts and feelings which can be murky at times, even to them! Growing up is hard work. Emotions can be a roller coaster for us all. We are here to help them understand themselves and the world around them, giving them the tools to engage effectively with it. Social-emotional learning happens throughout the day and sometimes, most authentically on the playground.

DISCIPLINE

We will stop any behaviors which might lead a child to harm themselves or others in word or action. We gently interrupt behaviors that might disrupt the learning process for the group. Discipline really means there is a teaching opportunity. All discipline is conducted in a respectful manner to teach the child how to attain what they want within appropriate boundaries. This requires a lot of patience, occasionally firmness, creativity, intentional language, and a caring relationship with the child. An interesting curriculum, reasonable expectations, and frequent recesses mean that there are rarely serious issues with discipline! We will communicate with you if your child is having a rough day. Often it's illness or other dynamics at play. We use positive reinforcement and dialogue, never shame, never isolation unless the child requests this in order to regain their composure.

ENRICHMENT

The following elements top off the Montessori classroom experience for the year: frequent field trips, walks, group art projects, foreign language, service projects to connect us to the community, pen-pals, guest speakers, classroom pets, special music experiences, and creative or dramatic play. We believe children need to be in wild spaces and connect with nature. We believe in a growth mindset for everybody in the learning community; students, staff, and families. We want you all to love the school and treasure you and your child's experiences here.