Setting the right learning environment is an important aspect of promoting the true nature of a child. Unconsciously, children absorb the elements present in their environment and adapt to it. Here in A CHILD’S CHOICE MONTESSORI SCHOOL, we take great care in providing the proper elements a child needs for learning. Included in the factors we consider are: the child’s interest, adult involvement, schedule, independence, mixed, age, discipline, and individualized learning.
One of Montessori’s most significant discoveries was the capacity of children for self-learning. During “sensitive periods,” children gravitate towards certain activities with profound concentration. In this time, their interest drives them to learn from the object or matter they are concentrating on. For this reason, the teachers here at A CHILD’S CHOICE MONTESSORI SCHOOL allow these children to find their interests at the present moment. Through objective monitoring and observation, our teachers are trained to identify these interests and provide children materials in those areas.
Adults in the classroom and at home greatly influence a child’s true nature. As such, our program involves constantly monitoring teachers and assisting parents of children to play a vital role in the success of nurturing a child’s true nature.
Our staff members strive to work together with parents whenever possible. With feedbacks, questions, and suggestions, parents and teachers constantly have an exchange to assure that their partnership in a child’s education will bring positive results. The principles of Montessori techniques are also relayed to parents to help them adhere to these at home.
The class schedule is an integral part of the environment that promotes a child’s true nature. Classes should include long periods when children can freely choose what to work and concentrate on. To make sure students have long uninterrupted learning, we have carefully designed our services to fit these requirements. A CHILD’S CHOICE MONTESSORI SCHOOL implements a Montessori all-day program. This means that the school continues its commitment to Montessori principles and allows the children to use Montessori equipment beyond the traditional school hours of 9:00 AM to 3:00 PM. This gives continuity to the environment that is sometimes lacking in other Montessori programs.
At the same time, the scheduling we provide is flexible in the sense that it allows children to attend classes during hours that are convenient for parents. For example, a child who is signed up for a half-day morning can come in at any time between 7:00 AM and 9:00 AM. There is also a half-day afternoon option when children can be picked up between 4:00 PM and 6:00 PM. However, for the wellbeing of the children, they each should have their own set schedule because children need consistent routines.
This flexibility also allows the children to get adequate rest. In our system, only children who sleep during nap time are allowed to stay asleep during the afternoon. If they aren’t tired during the afternoon class time, they can join the afternoon class until the end of the afternoon rest session.
Detailed below is the schedule we have formulated for the children:
Morning Class Time 7:00 AM – 11:30 AM Outside Time 11:30 AM – 12:00 NN Lunch 12:00 NN – 12:30 PM Rest 12:30 PM – 1:15 PM Afternoon Class time 1:15 PM – 4:00 PM Outside Time 4:00 PM – 4:30 PM Late Afternoon Class 4:30 PM – 6:00 PM
A CHILD’S CHOICE MONTESSORI SCHOOL aims to enhance a child’s independence as much as possible. One way of fostering independence is through carefully planning the physical aspects present in the environment. There are self-teaching materials available all around the classroom that allow children to learn with minimal instruction from the teacher. The materials have a built-in control of error so children can correct their own mistakes. These materials are arranged properly on shelves where children can easily get them. They are also expected to return these to their correct places when finished.
These are also dressing frames that teach buttoning, zipping, tying, snapping, etc. to teach children how to dress themselves. Stools stationed around the classrooms allow children to reach sinks, drinking fountains, and toilets without the adult’s help. Considering that it is in the nature of children to love order and desire independence, they are given sponges, sweepers, towels, scrubbers to teach them to clean up for themselves.
In their interaction with children, the teachers do their best to promote independence. Teachers show children how to do things for themselves. By using the Socratic Method, children are encouraged to be curious, not only that, children are taught to train their minds on how to answer their own questions. If a child has a problem or asks a question the teacher will use reflective language and questioning to help the child come up with an answer or find a book or other material that will help the child research the answer to the question. If this doesn’t work, the teacher can suggest children get help from one another. This helps the children become more independent from adults and also fosters a feeling of community and social harmony between the children.
All these methods employed foster an independent mind.
Montessori had a mixed-age group of children at her school. This greatly contributed to her success. A CHILD’S CHOICE MONTESSORI SCHOOL has a mixed-age which provides a cooperative and socially harmonious community atmosphere which serves great advantages to both younger and older children. Younger children benefit because they are able to get help and instruction from the older children. By seeing the older children’s work, they become interested in learning to do it themselves. On the other hand, the older children have a chance to set a good example for the younger children to follow. In their role as a teacher themselves, they learn thins more thoroughly in order to teach other children.
This interaction helps both of them to fuel each other’s interest. Older children will enjoy because of the enthusiasm of younger children and younger children will be excited to work with new materials in the environment. This helps both age groups to learn to be helpful and responsible leaders and role models to other children that may ask for their help.
Our discipline policy is centered on creating an environment that allows the child’s natural self-discipline to emerge. Children concentrating on purposeful work don’t misbehave. With this in consideration, the staffs are trained to help children back to work when they are losing their focus.
Some of the techniques that are employed to help children stay on track are eye-contact, moving closer to the child who is getting distracted, and giving the child a clear direction related to what they need to do. These basic techniques delivered in a friendly way are usually all that is needed to handle most discipline problems that arise. As expounded guidelines of basic Montessori principles, touching the child, questioning, controlling objects, and repetition are also necessary, at times, to maintain an orderly class. The staff is taught to consistently evaluate their use of these techniques within the framework of Montessori principles.
Here at A CHILD’S CHOICE MONTESSORI SCHOOL, the individuality of each child is respected. Here, they are given to follow their own interests at their own pace. In this way, children are given an opportunity to learn to make choices. As proven by Montessori, children are capable of learning much more when it is based on their own interest.