Principles

The Montessori learning environment is organized around mixed-age grouping to provide rich peer stimulus and continuity in the learning process. It takes into account such factors as the young student’s need for extended sensorial exploration and the older student’s need for uninterrupted blocks of time for academic projects.

Individual differences in learning style and pace are accommodated within the classroom.
One-on-one teaching and group lessons, small and large, are some of the many components of instruction.

The curriculum is organized to move from the simple to the complex. Each lesson is built on the previous one, promoting a more comprehensive understanding of ideas, concepts, and values. Though the lessons are given one at a time, each subject area crosses the curriculum, incorporating a variety of skills and academic concepts.

The requisites for optimal learning determine the time allotted for different activities. A school day at The Montessori School is composed primarily of long, uninterrupted work periods offering personalized attention and small group activities. Prescheduled classes such as Spanish, music, physical education, and literature discussions are arranged to minimize interruption of the primary work period.

Learning is an active and experiential process, with studies typically based on a student’s previous work performance.These activities engage a variety of skills and modes of expression rather than focusing on the recitation of subject matter

Students are guided to interact freely and responsibly with their learning environment, their peers, and their instructors.They are encouraged to maximize their learning opportunities within the limits of their own sense of responsibility and according to guidelines set by their teacher.

An active effort is made to understand difference diversity, especially in matters of race, religion, ethnicity, age, and gender. Grace and courtesy set the tone at our school. All members of the community are guided to perform at their best level, respecting and acknowledging each other’s efforts and accomplishments. Respect and trust are woven throughout the social fabric of the school.

The primary tool for assessment is the demonstrated mastery of individual, performance-based activities. Essential masteries are cumulative and lasting. Our goal is for each student to exhibit these masteries across the full spectrum of his or her work. Each student develops a portfolio within the classroom that contains characteristic works from various areas of the curriculum.

The primary role of the teacher is to guide the student toward maximum learning through responsible choices and concentrated effort. The teacher in the classroom prepares a stimulating and well-equipped learning environment, giving key lessons that open doors to independent learning, while providing the social guidance and limitations necessary for students to work independently, collectively, and responsibly.

The faculty recognizes that learning takes place only when the student is engaged and committed to the learning process.The work of the student is to gain interest, involvement, concentration, and continuity of effort as an active learner. The process of learning both actively and experientially fosters a love of learning.

Elementary teacher with her students

“Every bit of educational research out there names ‘new’ solutions to current problems in schools. I feel proud that my children are in a place that is already grounded in those solutions.”

-PRIMARY AND LOWER ELEMENTARY PARENT

Young student working

“Montessori lets our children be who they truly are while discovering their full potential.”

-LOWER AND UPPER ELEMENTARY PARENT