Montessori emphasizes learning through all five senses, not just through listening, watching or reading. Children in Montessori classes learn at their own, individual pace and according to their own choice of activities from hundreds of possibilities. Learning is an exciting process of discovery, leading to concentration, motivation, self-discipline, and a love of learning. Montessori classes place children in three-year age groups (3-6, 6-9, 9-12 and so on), forming communities in which the older children spontaneously share their knowledge with younger ones. Montessori represents an entirely different approach to education.

Montessori teachers use few didactic approaches; they are primarily ‘observers’ of their students, stepping in when they see a child is “stuck” or ready to learn a new skill. This allows the children to learn independently, with the guidance and support of a teacher whose primary focus is observing how your child learns and tapping into those styles and approaches that work best for your child.

We encourage all our families to do their research and decide on a school that best meets the needs of their children. Questions should always be answered warmly and succinctly. We encourage families to ask questions such as:

o Is the school a member of a Montessori guiding organization such as AMI or AMS?

o Does the faculty (directors) hold recognized Montessori credentials?

o Is a full complement of core Montessori materials available, as appropriate, in every classroom?

o Are appointments for observations readily available?

o Do the children seem genuinely happy to be there and actively engaged in their work?

No! It is true that an important element in the Montessori classroom is to allow the children to follow their own interests and to take personal responsibility for their own education. But this freedom is always accompanied by the responsibility required for success and accomplished within the boundaries established by the child’s directress. This freedom is meant to give students access to the ability to move at their own individual pace. Direction and re-direction are always available to those who need more guidance, although independence is continually encouraged.

Mixed age groups naturally reflect family, neighborhood, and workplace environments. In mixed-age classrooms, younger children have opportunities to learn from older classmates; older children gain confidence from sharing their experience. This interaction fosters independent learning and creates a stimulating classroom atmosphere.

Research studies continue to demonstrate that Montessori children are well prepared for later life academically, socially, and emotionally. In addition to scoring well on standardized tests, Montessori children are ranked above average on such criteria as following directions, turning work in on time, listening attentively, using basic skills, showing responsibility, asking provocative questions, showing enthusiasm for learning, and adapting to new situations. The prestigious journal, Science published extensive research in 2006 and 2007 supporting these benefits of a Montessori education.

Every lead teacher has received extensive training and is certified by Association Montessori International (AMI). Teachers learn a broad curriculum as part of their training; they also learn to keenly observe children and to evaluate individual levels of readiness for lessons. Each teacher supplements this training yearly through workshops and seminars. We invite and encourage parents of currently enrolled students to learn about the curriculum by attending Montessori Parent Education Nights held throughout the year. Detailed literature is also available in the office.

Self-regard and self-respect in the Montessori classroom is two-fold. First, each child is accepted for who they are unconditionally and is given love and respect. Secondly, each child is guided through successful learning and social experiences, which over time accumulate into a general feeling of self-worth and competence. Children learn to take risks, to ask for help, and to offer help to others in what becomes a beautifully cooperative community where each child has an important place and purpose.