​The Montessori Method

The following discusses key Montessori concepts, Montessori teacher education, and the characteristics of a Montessori classroom.

The American Montessori Society is committed to promoting quality Montessori education for all children from birth to 15 years based on these key concepts:

• The aim of Montessori education is to foster competent, responsible, adaptive citizens who are lifelong learners and problem solvers.
• Learning occurs in an inquiring, cooperative, nurturing atmosphere. Students increase their own knowledge through self- and teacher-initiated experiences.
• Learning takes place through the senses. Students learn by manipulating materials and interacting with others. These meaningful experiences are precursors to the abstract understanding of ideas.
• The individual is considered as a whole. The physical, emotional, social, aesthetic, spiritual, and cognitive needs and interests are inseparable and equally important.
• Respect and caring attitudes for oneself, others, the environment, and all life are necessary.

The Montessori teacher is educated in these areas:

• Human growth and development.
• Observational skills to match students’ developmental needs with materials and activities, allowing the teacher to guide students in creating their individual learning plan.
• An open-ended array of suggested learning materials and activities that empower teachers to design their own developmentally responsive, culturally relevant learning environment.
• Teaching strategies that support and facilitate the unique and total growth of each individual.
• Classroom leadership skills that foster a nurturing environment that is physically and psychologically supportive of learning.

A Montessori classroom must have these basic characteristics at all levels:

• Teachers educated in the Montessori philosophy and methodology appropriate to the age level they are teaching, who have the ability and dedication to put the key concepts into practice.
• A partnership with the family – the family is considered an integral part of the individual’s total physical, intellectual, creative and social independence.
• A schedule that allows large blocks of uninterrupted time to problem solve, to see the interdisciplinary connection of knowledge, and to create new ideas.
• A classroom atmosphere that encourages social interaction for cooperative learning, peer teaching, and emotional development.

AGBMS Curriculum

 
 
The Montessori classroom provides a setting that optimizes a child’s growth and development. Characteristics such as ability to concentrate, an interest and pleasure in meaningful work, self-discipline, and social skills do not develop in a single occurrence - they happen anew at each stage of development. This is one reason the Montessori method does not need a separate program for gifted children – it is designed to respond to each child’s individual needs and pace of development.

Curriculum and environment play a vital role in supporting this development. The curriculum must be a skillful blend of content that meets educational needs and is presented in a way that supports the development of these four characteristics.

The classroom setup should encourage work and cooperation, and this should be coupled with materials that support the child’s growing understanding of key concepts and goals. This combination creates a learning environment that supports both intellectual and emotional development.

The Montessori curriculum enhances knowledge and understanding, as well as emotional and social development. These must be balanced to allow both to flourish – since we know the ability of students to be successful academically is closely tied to their emotional and social well-being. 

Maria Montessori said children learn best by touch and manipulation, not by repeating what they are told. The Montessori method is structured around and promotes the child’s natural, self-initiated impulse to become absorbed in an environment and to learn from it. Montessori uses specific materials, techniques and curriculum areas that assist each child in reaching his or her full potential. Each material isolates one concept or skill that has been specially designed with children’s natural interests in mind – so little or no nudging is needed from adults. These materials are designed to be tools that help children work and learn at their own pace, see abstract ideas in a concrete way, and help them understand the concepts they are working on.

The Montessori curriculum is organized into the following key areas:

Practical Life - lays the foundation for all other work to be done in the classroom. It:

• Invites the child to act and work on real life tasks that foster independence, coordination, order and concentration.
• Contains objects familiar to the child, including everyday tasks to master the care of self and care of the environment - eating, dressing, pouring, sweeping and tying, as well as grace and courtesy. 
• Encourages responsibility, autonomy, and self-esteem.

Sensorial - this aspect of the curriculum is the starting point for intellectual growth. It:

• Stimulates intellectual development helping children order, compare and classify things that involve all the senses.
• Makes future learning more meaningful and useful.
• Inspires careful observation and identification of similarities and contrasts.
• Helps the child refine his or her experience of sight, sound, touch, taste and smell.
• Is modeled on scientifically based concepts, such as metric system dimensions or algebraic formulas.

Math - Introducing math at an early age lays the foundation for later cognitive development. Our math curriculum:

• Prepares for the gradual transition to abstract thinking.
• Transforms ideas into actions with hands-on learning that makes abstract concepts clear and concrete.
• Introduces elementary students to the study of the fundamentals of algebra, geometry, logic and statistics, in addition to the basic arithmetic principles.

Language - Activities across the curriculum foster vocabulary development, communication skills, writing, and reading readiness. Specifically:

• Reading readiness materials address phonemic awareness and word decoding skills.
• Writing precedes reading, as the children experiment with drawing and forming letters while developing motor control for writing.
• Reading skills normally develop so smoothly in Montessori classrooms that students tend to exhibit a sudden “explosion” in their ability to read.
• Includes reading for research, writing for reports, following written instructions and recipes, and recording observations and results.

Reading - Reading is an integral part of the academic program at AGBMS. 

• Young children work on phonemic awareness and phonics using the classic Montessori materials which allow the child to understand that words are composed of sounds. 
• Once a child learns some consonant and vowels sounds, they start to put these sounds together to make words.
• All 5 year-olds-and elementary students work in small groups and one-on-one to:
  • expand their knowledge of phonemic awareness
  • work with digraphs and blends
  • practice reading phonetic books
  • learn the Dolch Words- 220 of the most common words used in reading
• Older children work in small groups or a one-on-one situation based on their ability. 
• Small reading groups meet together during the week to read and discuss award winning Children’s Literature.  The discussions center on:
  • comprehension, new vocabulary, setting and theme
  • comparing or contrasting books 
  • ideas of what can be learned from the book
  • projects, summaries, or book reports

 
Cultural - this portion of our curriculum provides a sound introduction to botany, zoology, chemistry, physics, geology, history, geography, and astronomy. Specifically:

• It cultivates children’s natural fascination with the universe and helps them develop a lifelong interest in observing nature and discovering more about the world in which we live.
• Specially designed maps are used to learn names of the world’s continents and countries.
• Elementary students complete in-depth studies of the world’s culture, including language, literature, dress, food, artwork and music - both past and present.
• Elementary students participate in a science and/or cultural fair every spring.

Physical Education - 
We provide physical education specifically designed for a Montessori education. Fundamental physical education is designed for Children’s House (pre-k), 3- 6 - year-old children and developmental for elementary and middle school, ages 6 - 15.

Both programs target the development of physical literacy through a predefined group of fundamental physical skills, including neuromuscular and cognitive like decision-making, locomotor such as, running, object control like catching, spatial awareness like proprioception, foundational movements like rotation, visual processing such as binocular teaming, and social skills like cooperation.

We turn body work into simple mechanics and focus on natural movements. These programs combine individual and group activities, which, together with the organization of the prepared gym environment around functional stations, allow for independence, personalization as well as collaboration and peer-learning.

Secondary Education programs-
Montessori Secondary programs, for Middle School students ages 12 – 15, integrate rigorous academic studies with purposeful work, preparing teenagers to become contributing adult citizens who are self-confident and possess skills needed to thrive in society. The new developmental stage of adolescence involves different educational needs than those of the Elementary stage. Montessori Secondary Programs work with the developmental essence of adolescents to help them live full, vital lives. The approach responds to the unique developmental changes of this stage, which include:

     •     Physical: Adolescents experience a period of tremendous physical and neurological growth.
     •     Emotional: They experience self-awareness and self-criticism, emotional ups and downs, and egocentrism.                              They feel an increased desire for autonomy, along with a susceptibility to peer pressure. It is a time characterized by               a tendency toward  courage and creativity.
     •     Social: Adolescents seek solidarity with peers and crave greater independence from adults as they establish their                    own identity. They are concerned with human welfare and dignity and may exhibit novelty-seeking and risk-taking                behaviors as a response to a tendency to express courage and creativity.
​     •     Cognitive: Adolescents are critical thinkers who persistently ask “why.” They are creative and can reason and debate.
            Emotional: They experience self-awareness and self-criticism, emotional ups and downs, and egocentrism. They feel               an increased desire for autonomy, along with a susceptibility to peer pressure. It is a time characterized by a                           tendency toward  courage and creativity.

Montessori programs for adolescents offer thoughtful environments and experienced teachers attuned to these needs, safeguarding the young learners’ wellbeing while preparing them for adulthood. 

The Montessori classroom environment is unique. It is characterized by a student-centered approach that enables students to manage time, exercise choice, organize themselves, and practice self regulation within a group context. This development of independent self-management is crucial to succeeding in higher education and adulthood.

Multi-Age Groupings 

In Montessori Secondary Programs, students are commonly grouped in 2- or 3-year age cohorts. For example, a school might offer grades 7 – 8 (Middle School) and grades 9 – 12 (High School).

These communities allow opportunities for collaborative work and student leadership through:

     •     Regularly scheduled student-led community meetings
     •     Activities, such as in inquiry-based problem solving, and applied scientific method, that encourage diversity of                       perspectives, thoughts, and learning styles
​     •     Compassionate and respectful relationships and an appreciation of differences

Uninterrupted Work Periods

The daily schedule allows for uninterrupted work periods of 2 hours or more in core curricular subjects—math, language arts, history or humanities, sciences, additional world languages, and creative arts. Uninterrupted work periods honor student choice, foster concentration, and support student engagement, while allowing for deep inquiry and a chance to work in collaborative project teams. 

Spiral Curriculum

A “spiral curriculum” exposes students to many interrelated topics, repeatedly over time, resulting in broad and deep knowledge. Students are academically challenged and given reasonable opportunities for pacing work to meet their needs, while also learning responsibility, meeting deadlines, and mastering skills and concepts with the support and guidance of master teachers.

Montessori Secondary programs are rooted in hands-on, experiential learning. Your adolescent may have an opportunity to start a business, complete with developing a business plan and securing funding, or work as an apprentice to an expert in a field she loves. 

The Montessori Secondary program also includes advanced courses in language arts, mathematics, sciences, and social studies that are academically challenging. In addition, students take specialized courses including world languages, visual and performing arts, health, and fitness, and participate in field studies (such as apprenticeships) and service learning. 

Montessori acknowledges the need of the adolescent to serve others, so service is taught to care for the school community and the world outside the school. Through service, students learn the value of hard work, are exposed to lives and cultures different from their own and develop a sense of empathy. Powerful, successful service projects teach students that they have agency in the world— they can identify things that need to change and help change them. This is a skill that will serve them well as adults. 

Secondary students complete complex projects—a culmination of learning—that include research and presentation and illustrate their mastery of concepts. Through all their studies, tools (such as checklists, rubrics work plans, and study guides) promote time management, organization, and decision-making

Additional components of the Montessori Secondary curriculum include:

     •     A community within the classroom that allows opportunities to participate in classroom government and other                        leadership experiences.
     •     Experiences in nature that cultivate respect for the environment.
     •     Micro-economic experiences such as developing and running a business to promote a genuine understanding of                   currency.
     •     Responsible and ethical use of technology, with most of the school day spent in learning activities and practices that              require peer-to-peer and student-teacher interaction. 

Montessori Secondary educators respect the need for adolescents to have school/life balance, get adequate sleep, and maintain their love of learning. For these reasons, Montessori Secondary programs typically do not engage in “high stakes” testing and keep homework to a manageable amount.

Dr. Maria Montessori, the founder of the education system that bears her name, believed in giving adolescents the opportunity to experience self-worth through real and important work—a process she called valorization. The Montessori Secondary curriculum provides the opportunity for adolescents to realize they are strong, worthy, and capable of effort. Montessori Secondary programs respond to the adolescent’s need to exhibit creativity, to problem solve, to take responsibility, and to claim independence. Ultimately, the programs support each student in finding a place in the community and in becoming a respectful, responsible, and ethical contributor to society. Isn’t this exactly what you want for your child’s teenage years? 

Core Content Areas 

     •     English Language Arts
     •     World Languages • Science
     •     Social Studies
     •     Health and Physical Education
     •     Fine Arts
     •     Technology
     •     Physical Education/Health Wellness

Personalized Learning

     •     Schoolwide system of teacher collaboration
     •     Continuum of services for students with disabilities on Individual Education Plans
     •     Other supports and services for diverse learners
     •     Behavior supports
     •     Research-based academic interventions 

Pathway Plan

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SEVENTH GRADE

     ▪ Math
​     ▪ Microsoft Office
     ▪ Integrated Science
     ▪ World Studies 750 B.C. to 1600 A.D.
     ▪ Fine Arts ▪ English Language Arts
​     ▪ Physical Education

EIGHTH GRADE

     ▪ Math
     ▪ Microsoft Office
     ▪ Integrated Science
     ▪ U.S. Studies 1492-1877 
     ▪ U.S. Government
     ▪ Fine Arts
     ▪ English Language Arts
​     ▪ Physical Education 

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Assessments for Grades 7 - 8

GRADE LEVEL

STATE PERFORMANCE PASED ASSESSMENTS

7

    ▪ English Language Arts
​    ▪ Mathematics

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8

     ​▪ English Language Arts
     ▪ Mathematics
​     ▪ Science 

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Social Involvement
Alexander Graham Bell Montessori School hosts a number of school-sponsored social events over the course of the school year. In August we host an annual Back To School Picnic for the children and their families. We typically host family events, fall, winter and spring. In the spring, we usually host an annual Gala fundraising event with great food, student and local entertainment as well as a silent auction.
We usually offer a “Parents Night Out” a few times a year; our teachers will entertain kids at school for a few hours on a Friday night so parents can enjoy an evening out, or just time to yourself, kid-free! A minimum number of participants are required to host the event; details about dates, time, and cost will be shared once they are decided.
Parents are encouraged to join the Facebook group a closed community page, where followers must be approved by our Head of School in order to join. The purpose of this group is to give our families a way to share fun things you’re doing that other AGBMS families might enjoy. For example, you may post that you’re going to the park on a particular day, or attending a community event, and would like to meet up with other families.
The group is intended to be a tool for our families to connect in a fast, efficient way. The activities posted will not be "approved" by AGBMS. There may be events posted that do not fit your family’s preferences, and we ask that you simply pass on those and look for activities that better suit your family. Our hope is that this provides a way for our families to be social outside of the school in a more community-like approach.

Montessori morning is designed with the parents in-mind. Parents are invited to attend with their child so that their child can show them what they are working on and what they have been learning.

Parent-child classes are an opportunity to interact alongside a Montessori trained teacher in a thoughtfully prepared classroom. 

Community Outreach
​Volunteerism and global citizenship are important tenants of a Montessori education. AGBMS-AEHI seeks to model the joy of giving to others and to develop compassion in children.
At AGBMS, community outreach opportunities are available on a near monthly-basis. We typically respond to natural disasters within our community as they arise, examples of our outreach opportunities are:
​
- LaRabida Toy Drive
- Food Drive for Local Food Pantry
- Earth Day community clean up
- Plant a pollinator garden

We are always open to more community outreach ideas
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American Montessori Society

Website

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