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Welcome to Mt Sopris Montessori School.

We are so glad you are here and we hope you enjoy your visit.

Montessori Method:
Dr. Maria Montessori, an Italian physician and educator, developed a method of teaching based on her scientific
observations of young children's behavior. Her first "Children's House" was established in Rome in 1907. She
found children learned best in a homelike environment filled with developmentally appropriate materials that
provide experiences, which contribute to the growth of self-motivated, independent learners.

What Makes Montessori Unique:


Child- Centered Environment: All shelving, materials, and furniture are child-sized.
Prepared Environment: Everything has a place and a purpose. The environment is carefully
prepared with multisensory, sequential, self-correcting materials.

Multi-age Classes: Allows teachers to develop close, long-term relationships with their students.
Older students become role models, mentors, and leaders to younger students.

Hands-On Learning: Children learn through exploring with their senses. They need concrete
learning experiences which allow the child to be engaged rather than passive with their work.

Self -Directed Learning: Children select and choose their own work. They learn through repetition
and have the freedom to choose works that spark their interest.

Specific Materials: Children work with the developmental materials gaining independence, self-
esteem, self-confidence and a love for learning. Materials are sequential and progress from concrete to
abstract.

Grace and Courtesy: Peace and conflict resolution are taught while children are learning to be a
part of a community.

Independence: Even for the toddlers, independence is nurtured and leads to children becoming
purposeful, motivated and confident in their own abilities.

Individualized Progress and Development: Children progress at their own pace, moving on
to the next step in learning as they are ready.

Sensitive Periods: From birth-six, children learn from their environment without any conscious
effort. Young children become skilled at numerous activities without formal instruction. They may not even
be aware that they're learning. Once a sensitive period is passed, the development of the brain has
progressed past the point where that particular ability can be easily absorbed. After this, the ability must be
formally taught, it will take a great deal of effort to learn, and will not be as readily acquired by the child.
Toddler Environments:
Purpose of works and materials:

Eye hand coordination


Fine motor skills
Tracking left to right
Foster independence
Turn taking
Taking care of materials
It is about the process not the product
Cleaning up their own snack, washing the dishes, cleaning up spills

Toilet training

Socialization

Language/vocabulary development

Preschool Environments:
Continues to build on skills from the toddler environment.

Environment is divided into the following areas with hands on works in each area that are arranged on the
shelf by level of difficulty left to right and top to bottom:

Math area
Concepts- see attached flow chart
Language area
Sounds first
Concrete
Beginning sounds
Moveable alphabet
Word building
Early readers
Barn- sentence structure- nouns and verbs (parts of speech)
Practical Life
Scooping, pouring wet and dry ingredients
Eye hand coordination
Strengthen fingers for fine motor- pre-writing skills
Science/ Social Studies/Cultural
Maps
Sequential with controls
Choose because they are curious
Sensorial
Use their senses to complete these works
Examples:
Pink tower- size, sequence, shape, weight
Geometric solids

Sequence of the day

Music/group/ calendar
Work cycle with snack
Outside time
Family style lunch
Outside time
Quiet/read aloud time
Work cycle with snack
Home

Communication

Discussions
Parent/Teacher Conferences
Newsletters
White Boards
Emails
TS Gold- parent portal
Portfolios
Work samples
Pictures
Overview of skills
Observing in the classroom:
Please:

Make a silent entrance.


Turn off or mute your cell phone.
A chair will be provided for you.
Observe the teacher and children working, refrain from engaging with them.
Acknowledge childrens interest in you with a kind smile and tell them you are working by watching.
Write down questions you have.

To enhance your observation, please note the various aspects of a Montessori environment.

ORDER & CONCENTRATION: How do the children keep the materials in order? Ho do students assume responsibility for
themselves in the classroom?

INDEPENDENCE: Do children have freedom of movement and choice of works? Do some children work alone and
some with other children? Do children take responsibility of their work and their environment? Are they doing self-
care things without assistance (getting snack, washing dishes)?

SELF-DIRECTION: Do some children work quickly and others more slowly? How do the children move in the classroom?

COLLABORATION & RESPECT FOR OTHERS: Are there opportunities for peer learning, social development and leadership
through conversation and assisting one another in the multi-aged classroom?

INDVIDUALIZATION: Are there a variety of activities happening? Do you see individual children working on many
different skills- math, language, practical life, science, social studies, cultural, sensorial, musical, art?

ROLE OF THE GUIDE (TEACHER): A Montessori guide is not the central focus of the classroom. Rather, she or he observed
the children and provides materials and guidance for them to be successful in their work. A guide or assistant may make
notes based on their observations. They present new lessons to small groups or individual children. The guide helps the
community of children function in a mutually supportive way that inspires each child to pursue his or her passions and
interests.

I will abide by these guidelines.

Signature: ___________________________________________ Date: ______________________________


Notes and Questions:
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