We believe it is important that students “learn how to learn” rather than just amass academic knowledge. Our attention focuses on individual development and on the premise that progressive learning experiences promote that development.
Our school’s K-8 academic program is based on the principle of freedom within limits. Our Montessori guides determine, through observation of the students, when new activities and materials need to be introduced. Lessons are given individually or in small groups, with the aim of encouraging active, self-directed learning.
Experienced students share what they have learned with younger children, while reinforcing their own learning. Students work toward gaining independence and taking responsibility for the learning process. While Montessori education focuses on individual choice, students have tasks they are expected to accomplish and goals they work to achieve, according to their individual learning needs.
Guiding Pillars
Self-Direction
Self-Direction with Expectations: Developing the student’s ability to be self-directed while laying out clear, rigorous expectations for what that looks like within different environments and contexts.
Examples: Teach students what they are responsible for and give them the tools to meet those responsibilities independently, for example, using written trackers, to-do-lists, or reference charts. Establish expectations for what self-direction and self-control look like in the classroom, on a field trip, in an assembly, or at a performance.
Freedom Within Limits
Independence Balanced by Freedom within Limits: Recognize a student’s need for choice and autonomy within reason and setting clear limits within that autonomy so that the student engages with material and peers without interfering with another’s ability to learn.
Examples: Allow student choice in work completion order, constructing follow-up work, or design of student product.
Intrinsic Motivation
Intrinsic Motivation: Cultivate students’ internal desire to learn and work for the internal gratification it brings rather than the reward of an unrelated external motivator.
Examples: Develop internal drive by helping students recognize the feelings they have when they successfully work towards a goal or understanding. Praise the effort not the product with statements like; ‘I can tell you worked very hard on that’, ‘How do you feel about this work?’, ‘Is this your best effort?’.
Hands-On
Hands-On: Provide opportunities to experience subjects with concrete applications further strengthening the hand/mind connection.
Examples: Use Montessori materials where/when appropriate; math, language, cultural, and practical life. Freedom to create materials that provide similar concrete opportunities where Montessori may have none (particularly middle school).
Practical Life
Practical Life/Applicable Skills: Make real-world connections to learning through experiences that give students the chance to participate in simple and complex activities that relate to what they will do as adults.
Examples: Job shadowing, cooking, cleaning, sewing, peer mentoring, teacher/office assisting, etc.
Care of Community
Care of Environment and Community: Instill responsibility and understanding that a student’s school, classroom, home, and community environment need to be taken care of by everyone.
Examples: Wiping desks, picking up trash, returning work and items to where they belong in the classroom, keeping halls and bathrooms clean of trash. Picking up and returning playground items to storage. Service opportunities within the school for the community, taking care of our classmates when they are hurt or struggling. Recognizing that working together and respecting others allows for a more peaceful work and community environment.
Grace & Courtesy
Grace/Courtesy: Instruct students on the cultural norms of polite behavior and respectful communication in various situations.
Examples: Expressing gratitude and graciousness. Holding open a door. Saying please and thank you and sending thank you cards. Practicing patience in conversation and movement. Formal and informal letter writing and conversation.
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