MONTESSORI SCHOOL
Peek into an early-grade classroom at a Montessori school and you are likely to see children of different ages moving around and talking, free to explore a variety of activities. Each activity will advance learning and development, but may not include instructions on exactly what to do and when.
MONTESSORI SCHOOL
Montessori education was created by Maria Montessori, the first female physician in Italy, whose work in a psychiatric clinic in the late 1800s drove her interest in child development. Montessori continued studying education, philosophy and psychology and opened a preschool in Rome in 1907.
Montessori recognized the importance of giving children ownership of their learning. Her successful, child-centered teaching methods caught on and, for the next several decades, she wrote and established teacher training programs throughout Europe. Her influence quickly reached the United States, where Montessori-inspired schools have blossomed for decades.
Leitinger cites an example of a student who completed all the scope and sequence work in kindergarten math. Rather than putting his learning on hold, the teacher retrieved first-grade math lessons from the elementary school and the student moved on.
In higher grades, this same concept can bring students outside the classroom to learn practical life skills. Leitinger says students in grades 6-8 at her school have internship opportunities in which they can identify a skill they want to learn and find a mentor to help them.
This holiday season, the Interdisciplinary team at The Montessori School of Raleigh (MSR), offered a special cultural experience for students on the school's Lead Mine Campus. MSR Spanish teachers had their elementary students, explore Caribbean holiday traditions. As part of that study, students learned about "las parrandas," a Puerto Rican musical tradition that takes place during the Christmas season.
Each year faculty and staff nominate a fellow employee to offer the Inspiramus at the start of the next new school year. The Inspiramus is designed to provide inspiration and encouragement as the school community prepares to welcome back MSR's students and families. This year's Inspiramus was delivered by Babe Clawson, Lower Elementary Directress (LE4). In her own words...
The Montessori School of New York International is committed to providing an environment that envelops all, regardless of age, race, religion, gender, ethnicity or orientation. No person shall be excluded from participation in, denied the benefits, or otherwise discriminated against, from any school session, event or employment.
Woodinville Montessori School does not discriminate on the basis of race, color, nationality, religion, gender, sexual orientation, sexual identity, disability, age, national or ethnic origin, or other legally protected status in admission of otherwise qualified students, or in providing access to the rights, privileges, programs, or activities generally available to all students and their families, including educational policies, tuition assistance, and other school-administered programs. Similarly, it does not discriminate in its hiring or employment practices.
Mt. Lebanon Montessori School and Academy is a nonprofit school located in Mt. Lebanon, Pennsylvania. The Mt. Lebanon community is a gracious, tree-lined suburb of Pittsburgh, Pennsylvania. The school educates children from ages 2-12 years.
The Montessori School of Westminster is an accredited private school where children age 2 through grade 9 learn by exploration in a hands-on environment. Its peaceful hilltop campus welcomes children to nature and tailored learning opportunities. Each child is encouraged to reach his or her full potential in all areas of classroom life.
This full-time position works with the Finance Committee of the Board of Trustees; handles payroll duties; participate in audits and compliance adjustments; assists the Head of School in budget preparation, employee management, etc.; handles all financial transactions within the school; and provides customer service to the school community.
It is not uncommon to see four-year-olds in our school reading, six-year-olds completing long division problems, and nine-year-olds classifying botanical specimens. Our curriculum presents skills at the time when children are most ready to learn.
Our school is a community for more than just the children. We view our relationship with you as a partnership, working together for the benefit of your child. Because children thrive when home and school work in harmony.
We invite you to submit an inquiry and then schedule a tour to see our school, and observe the children in their classrooms. We encourage you to ask questions learn about the opportunities available at all levels of our programs.
We invite you to learn more about our school, our programs, and our community. Complete the form below, and our Director of Admissions will reach out for a personal tour and conversation about how MSB can benefit your family.
Amherst Montessori School admits students of any race, color, national and ethnic origin to all the rights, privileges, programs and activities generally accorded or made available to students at Amherst Montessori. Amherst Montessori does not discriminate on the basis of race, color, class, gender, gender identity and/or expression, age, sexual orientation, religion, culture, nationality, or ethnic origin in the administration of its admissions policies, educational programs, hiring practices, financial aid or other school-administered programs.
The Montessori School of Huntsville (MSH) is an independent, nonprofit school that provides a loving learning environment for toddlers, preschoolers, elementary, and adolescent children through the eighth grade. Campuses are located in South Huntsville (18 mo. through 8th grade) and Hampton Cove (18 mo. through kindergarten).
The method was started in the early 20th century by Italian physician Maria Montessori, who developed her theories through scientific experimentation with her students; the method has since been used in many parts of the world, in public and private schools alike.[3][4]
Montessori education had spread to the United States by 1912 and became widely known in educational and popular publications. In 1913 Narcissa Cox Vanderlip and Frank A. Vanderlip founded the Scarborough School, the first Montessori school in the U.S.[10][11] However, conflict arose between Montessori and the American educational establishment. The 1914 critical booklet The Montessori System Examined by influential education teacher William Heard Kilpatrick limited the spread of Montessori's ideas, and they languished after 1914. Montessori education returned to the United States in 1960 and has since spread to thousands of schools there. Montessori continued to extend her work during her lifetime, developing a comprehensive model of psychological development from birth to age 24, as well as educational approaches for children ages 0 to 3, 3 to 6, and 6 to 12.
Montessori education also spread throughout the world, including Southeast Asia and India, where Maria Montessori was interned during World War II. In October 1931, Indian independence leader Mahatma Gandhi met with Maria Montessori in London. At the time, Gandhi was very interested in the role the Montessori method might play in helping to build an independent nation. Thus, initially, Montessori education in India was connected to the Indian independence movement. Later, elite, private Montessori schools also arose, and in the 1950s, some Montessori schools opened to serve children from lower-socioeconomic families, a trend that continues today with foundation and government-funded schools.[12]
Elementary school classrooms usually serve mixed-age 6- to 9-year-old and 9- to 12-year-old groupings; 6- to 12-year-old groups are also used. Lessons are typically presented to small groups of children, who are then free to follow up with independent work of their own as interest and personal responsibility dictate. Montessori educators give interdisciplinary lessons examining subjects ranging from biology and history to theology, which they refer to as "great lessons". These are typically given near the beginning of the school term and provide the basis for learning throughout the year. The great lessons offer inspiration and open doors to new areas of investigation.[18]
Montessori schools are more flexible than traditional schools. In traditional schools, the students sit at tables or desks to do their work. At a Montessori school, the child gets to decide where they would like to work whether that is at a table or on the floor. It is about them going where they feel most comfortable. Anything a child would need during their learning experience is placed on a shelf that the student can easily get to. This promotes not only their learning, but also their independence because they do not need to ask for help as much. Montessori classrooms have an age range so that the younger students can look up to the older students and the older students can help the younger students as needed. It gives all age groups a chance to learn from one another.[20]
Montessori education for this level is less developed than programs for younger children. Montessori did not establish a teacher training program or a detailed plan of education for adolescents during her lifetime. However, a number of schools have extended their programs for younger children to the middle school and high school levels. In addition, several Montessori organizations have developed teacher training or orientation courses and a loose consensus on the plan of study is emerging. Montessori wrote that "The essential reform of our plan from this point of view may be defined as follows: during the difficult time of adolescence it is helpful to leave the accustomed environment of the family in town and to go to quiet surroundings in the country, close to nature".[21]
Although not supported by all, most Montessori schools use digital technology with the purpose of preparing students for their future. Technology is not used the same as it would be used in a regular classroom, instead it is used "in meaningful ways". Students are not to simply replace "real-world activities with high-tech ones" such as the applications mentioned earlier.[25] 041b061a72