The classroom has top-quality, child-sized furnishings and learning apparatus. Materials sit on shelves designed specifically for them. Children are taught how to use the materials and are then free to move about the room, selecting their activities and pursuing their work, either individually or in small groups. Montessori materials are specifically designed to be self-correcting for errors, allowing children to learn on their own, under the guidance of the teacher.

A Montessori education means that a child has a very special guide for his or her self-led journey. Montessori teachers are called Guides and are certified after hundreds of hours of specialized training. They are skilled at asking questions rather than providing answers. They know how to observe children as they learn. They know how to help a child build self-confidence and self-esteem. The carefully prepared environment and method provide discipline. The Montessori teacher provides guidance.

In Montessori classrooms, teachers address the needs of individual children who are learning through practice with hands-on materials. The teacher introduces a child to materials systematically, depending on developmental needs. The Montessori classroom is designed to promote self-discipline, independence and responsibility. Academically, children develop a foundation in language and math skills, physical and cultural geography, zoology, botany, physical science, history, music and art. They also learn practical life skills such as cooking, carpentry, sewing and cleaning. One of the most important aspects of a Montessori classroom is the teacher’s respect for the dignity of every child.

When children leave a Montessori program, we strive to help them leave with inner self-discipline; a positive attitude toward others, school and learning; self-esteem and the ability to concentrate on tasks. Often, but not always, they are ahead of their peers. The skills and attitudes developed at Montessori lead to a lifetime of curiosity and learning – a benefit for children who move from Montessori to private or public schools.

Most children benefit from the Montessori Method. It is used around the world to educate children from all socio-economic backgrounds. Maria Montessori’s approach to education has been so successful that many private and public schools, as well as early childhood education centers, have adopted Montessori practices and philosophy.

It is our goal to have children internalize good behavior, not just respond to an adult. To do this we again are focused on respect, responsibility and resourcefulness. But children do not come to us with all of these qualities in place. When a child behaves in a manner that is unacceptable he is held accountable with a logical consequence, one that is related to the misbehavior. For example, if a child chooses a particular material and is using it incorrectly, perhaps even damaging it, he will at first be redirected to use it appropriately. If this does not remedy the problem the child will be told to put the material away and may not be able to use it again for several days. If a child is consistently running in the class endangering himself and others, he might be asked to stay with the teacher or to stay seated at a table. But this problem was related to movement, thus the consequence is the restriction of movement.

If you want children to develop the qualities of respect, responsibility and resourcefulness they need consistency. They need many opportunities to practice. If they are only coming a few days per week, they do not really feel the classroom is their own. They are only partially attached, and therefore do not develop a strong desire to be responsible for it.

The Montessori primary program is one that builds each year upon the year previous. When a child starts in the class at 3 or 4 years of age he is guided his teacher but also by his peers. In the beginning the child appreciates the help and guidance that his offered him. But as he grows a bit older, he starts to aspire to that position of leadership himself. He slowly starts to see himself as capable of offering that help rather than just receiving it. When his last year in the primary finally arrives, he is well aware of his responsibilities and assumes them with joy. To the children it is like their senior year in high school. If you understand the Montessori philosophy and fully appreciate what the program offers the children, this idea is not a difficult one to understand and the commitment is not a difficult one to make.