THEMONTESSORIACADEMICPROGRAMANDSYLLABUS
Students learn in an atmosphere where each student's imagination and creativity are cultivated, and their emotional and spiritual growth is nurtured. In the Montessori classes, children ages 3 to 6 learn about the world around them through sensorial exercises, practical life activities, and geography lessons. They learn language and mathematics readiness skills through practice with materials that help make abstract concepts concrete and tangible. In religion class, their spiritual development is nourished through the Catechesis of the Good Shepherd Program and activities involving self-expression. Montessori students also have classes in art, music, and physical education. The Montessori 5-year-olds have Mandarin classes. For more information on the academic program, please visit our website www.carrollton.org
Conferences:
A parent-teacher conference is required twice a year. However, a parent or teacher may request a parent-teacher conference anytime during the year. To ensure positive communication, problems must be addressed to the lead teacher. If an amenable solution cannot be found, then the parent or teacher may address the School Head for a group discussion and resolution.
Evaluations:
A written assessment of your daughter’s progress will be sent by e-mail in January and June. There are two areas of assessment: academic and social/emotional. Montessori education has no grading system, but the child’s evaluation parallels Montessori principles and objectives.
Observations:
Parents are requested to visit at least once every school year after January, between 9:00 and 10:00 a.m. Beyond that, parents may see as frequently as time and space allows. Please make
an appointment with the individual teacher On the morning of your visit, we ask you to observe only rather than engage in your daughter’s work activity.
THEMONTESSORIPROGRAM
Dr Maria Montessori was one of the first women to be granted a medical degree in Italy and founded a philosophy of education in 1902 that continues to inspire reform in early modern childhood. Dr Montessori believed that children naturally desire to explore, discover and learn about their environment. Through her observations of children’s needs, Dr. Montessori devised a structured, common sense curriculum that develops the child’s intellectual, physical, and emotional abilities in a positive, appropriately paced manner, using hands-on equipment. She called this type of classroom a Prepared Environment
There are four main areas in the Montessori “Prepared Environment”:
PracticalLife:
The Practical Life Area contains practical and relevant exercises to the child’s daily life. They are separated into four topics: 1. Grace and Courtesy – activities such as greeting a visitor and learning how to interrupt 2. Care of the Person – exercises such as a button, bow, or lace dressing frame 3. Care of the Environment – performing tasks such as shoe, silver, brass, and wood polishing; water pouring and plant care 4. Control of Movement – experienced daily by walking on the red line or around a mat. The successful accomplishment of these exercises promotes the child’s (1) interest and care for the world around her, (2) confidence, (3) concentration, (4) sense of responsibility, and (5) self-esteem. These exercises also form the basis for intellectual development (a) because of the orderly and sequential manner in which each exercise is carried out and (b) because of the increasing complexity of each exercise as the child progresses through the Practical Life Area.
Sensorial:
The Sensorial Area contains exercises that aid in training the five senses. These exercises assist in refining the senses by enabling the child to clarify and classify all sense impressions to the finest degree. The training of the senses also indirectly provides a solid foundation for intellectual growth.
LanguageArts:
The Language Area is divided into two main parts – Reading and Writing. Reading is a slow, complex process involving a logical and orderly series of steps. Each is an outgrowth of a previous one. The child undertakes specific exercises that teach the alphabet phonetically and lead the child to read phonetic words or phrases. Additional concrete exercises allow the child to learn grammar rules outside the phonetic code, such as nouns, verbs, and adjectives. These
skills enable the child to begin reading simple short stories with understanding. Handwriting is a developmental process. The child is initially prepared for handwriting through specific Practical Life and Sensorial Areas activities. For example, pouring water from Practical Life and holding a piece of apparatus by its knob in Sensorial. As muscular dexterity is developed, a child learns to hold a pencil properly for writing. Lessons in the Language Area are taught so that the child may memorize the shape of the letter and learn its corresponding sound. Once these indirect preparations are in progress, purposefully structured activities are prepared to facilitate handwriting. For instance, a child is taught how each group of lowercase letters is positioned on their respective lines. Upper case letters are introduced later.
Mathematics:
The Mathematics program begins with lessons that use concrete materials and manipulatives, which the children handle to grasp the mathematical idea. The Math and Sensorial equipment lay the foundation for knowledge of numerous geometric theories and concepts. These include manipulatives of various sizes, shapes, and colors. The Mathematical Area introduces the child to numbers 1 – 100, the decimal system, units, 10’s, 100’s, 1000’s, and all operations of arithmetic; addition, subtraction, multiplication, and division. All concepts are introduced with concrete materials, which gradually lead the child to perform arithmetic operations more abstractly or without the aid of manipulatives. Concepts related to the numbers 1 – 9, in addition to number sequencing 1 – 100, are presented at a concrete level and then progress towards abstract applications. Concrete ‘hands-on’ experiences are provided for understanding fractions and their unique patterns.
Inaddition,thereareseveralothersubjectsandareasoffocusintheMontessoriProgramthat aretaughtdaily:
Religion:
The three-year-olds are introduced to Jesus and learn simple concepts through lessons about His life and His teachings. The four-year-olds learn to see the presence of God through His world, a world they must care for They have a more in-depth introduction to their church community, the Bible, and prayer. The scope of the kindergarten religion program moves from learning about God’s works and the life He gives us to the gifts of Jesus, family, and friends. An effort is made to teach the children simple prayers. Whenever a feast or holiday occurs, time is spent with each group discussing the event. At Carrollton, we have implemented the Catechesis of the Good Shepherd, initially developed in Rome by Sofia Cavalletti and Gianna Gobbi 50 years ago. The Catechesis of the Good Shepherd is not a curriculum but rather an approach to the religious formation of children
and adults that is rooted in sacred scripture and liturgy and compatible with the inherently dignified educational principles and philosophy of Maria Montessori. It seeks to create and facilitate a hands-on space for children called an atrium, in which the children and their catechists can listen, ponder, and celebrate the essential mysteries of the Christian faith as revealed in the scriptures and liturgy At Carrollton, we do not have an Atrium. Each Montessori classroom has a designated area for the lessons of the Good Shepherd Catechesis. According to the liturgical season, the students work with child-sized materials representing the lesson they have been introduced to in their lessons.
Science:
The Montessori science program allows the children to use apparatuses that they manipulate to learn basic scientific concepts. It aims to enable children to learn about the world around them and encourage them to use all of their senses when exploring. In addition to using the materials that Maria Montessori developed for the classroom, children are introduced to scientific concepts such as buoyancy, magnetism, and living and nonliving. Throughout the year, the children explore and discuss different life cycles that coincide with the seasons. Simple lessons about the earth are taught, emphasizing weather, air, water, and respect for our environment. This program goes hand in hand with studies about geography and different landforms on earth.
GeographyandSocialStudies:
Social studies lessons are part of the geography program. The social studies lessons emphasize awareness and respect for the different cultures worldwide, people, places, and customs. The children are exposed to various items that characterize the continent or specific country being taught during these geography lessons. The students love this imaginary traveling around the world. They get involved by bringing pictures, food, books, personal anecdotes, or items from home representing that area of the world. Parent participation is highly encouraged. The curriculum presents students with historical figures who have impacted the lives of many through their perseverance and courage to follow a dream. The curriculum deepens a geographical and universal understanding, a sense of global responsibility, ethnic tolerance, and admiration for diversity.
Handwriting:
Handwriting is a developmental fine motor process. The child is initially prepared for handwriting through specific Practical Life and Sensorial Areas activities. For example, pouring water from Practical Life or holding a piece of apparatus by its knob in Sensorial. As muscular dexterity is developed, a child learns to hold a pencil properly for writing. Lessons in the Language Area are taught so that the child may memorize the shape of the letter and learn its corresponding sound. Once these indirect preparations are in progress, we initiate purposeful, structured activities to facilitate handwriting. For instance, a child is taught that each lowercase letter is positioned on lines of handwriting worksheets. Upper case letters are introduced later
Mandarin:
Mandarin Chinese is offered to the five-year-old students two times in a six-day rotation to educate our students as global citizens. As one of the three most prominent world languages, Chinese introduces children to communicate through verbal and auditory methods of instruction. During class, simple comparisons will be made between Eastern and Western cultures to introduce the students to expand their experiences with social diversity.
Art:
The art program in the Montessori classroom has been designed to complement and reinforce the lessons and teaching philosophy developed in their curriculum. Each art project begins with an introduction to a new material and artist or art movement. The students use environmentally conscious materials to learn about each material's origins and uses. Each student is encouraged to independently explore the materials with a particular focus on the sensorial experience and process application rather than the end product of their work. Our students explore color, texture, different materials, and nature with hands-on materials. The learning experience will emphasize the process rather than the product of their work.
Music:
Students are given opportunities to sing, dance, listen, imagine and explore sacred and secular music from various cultures in a safe and creative learning environment. Students are introduced to music literacy and appreciation fundamentals through rhymes, songs, games, movement, rhythmic instruments, and listening activities. The curriculum is drawn from various resources, and religious songs are incorporated throughout the liturgical year. Students are
invited to share their talents with the community at events, assemblies, and prayer services throughout the school year.
CreativeExpression:
Focusing on the creative process, students explore their unique creative abilities through exercises in The Arts. Inspired by music, they’re gently led to develop: an awareness of their bodies, their bodies in space, articulating spontaneous movements that lead to dancing and the first steps into choreography, role playing, and storytelling; expanding and expressing their imagination. Providing the space and right environment for students to move freely, most sessions take place in the outdoor classroom. Encouraged to listen and observe nature and its beauty from different angles, they are invited to express themselves spontaneously through puppets, fabrics of all colors, props, and theatrical objects. Creative Expression collaborates, reinforces, and plays with other disciplines when possible. The process of creative enlightenment is a gentle experience promoting harmonious individual and group interaction, developing consideration, understanding of different cultures, different points of view, and appreciation of Art in all forms.
PhysicalEducation:
The physical education class consists of activities in movement education, physical fitness, creative games, relays, and swimming at the beginning of the school year and again after spring break. All Montessori 4 and Montessori 5 students are taught water and pool safety. The physical fitness exercises emphasize the development of agility, gross motor control, strength, and endurance. Students develop skills and interests through playing simple and creative games. Growth in emotional control and social adjustments is nurtured by learning to accept rules.
DevelopmentalCurriculum:
Students will learn about feelings and the varying degrees of emotions. Through storytelling and role-playing, the students will learn how to recognize, name, and explain changes in their thoughts, feelings, and body. The students will learn and practice different breathing exercises to help regulate their emotions to feel calm and in control. They will begin to understand that our feelings are unique gifts from God, and it is essential to handle their feelings in helpful and healthy ways. Through the Cloud 9 World curriculum called Let’s Learn about Emotions with Kiwi. Students will learn, along with a bird named Kiwi, how to regulate various emotions. Kiwi helps the children in the storybooks cope with emotion using breathing and visualization techniques to feel calm and in control. Kiwi’s gray feathers change in color depending on the intensity of a particular emotion. In addition to learning about emotions, the students will
learn about essential virtues through different stories from Cloud 9 World Early Elementary Core Values, such as respect, love, gratitude, kindness, cooperation, unity, humbleness, and compassion. Our M5 students will have a lesson on personal safety towards the end of the school year
WeeklyClassroomActivities
The Montessori children are allowed to grow in their own special and unique ways in harmony, respect, and love for each other Each day includes the following activities:
1. Morning assembly consists of a greeting, the Pledge of Allegiance, a song, a discussion period, and a simple prayer.
2. Several small group lessons about Montessori materials are frequently presented in the morning and afternoon. They are teacher-directed and in accordance with the needs of the student.
3. Individual work time and lessons from the four main areas of Montessori are presented and practiced daily. The student may use only the materials presented to her by the teacher.
4. Snack, lunch, rest, and free play times are incorporated appropriately.
5. Lessons in one or more of the following areas; music, Mandarin, physical education, art, and religion.
WhattoExpectinaMontessoriClassroom
A person coming to a Montessori class will observe the following:
1. The teachers will be seen in the classrooms assisting a child with difficulty with an exercise. The teacher frequently allows each child time and independent work to master the skill she needs to practice at her own pace.
2. The teachers consistently observe their students to avoid interrupting the child’s concentration, determining when to introduce a new concept or why a child may be avoiding certain work areas.
3. Children are free to socialize, walk around the room and involve themselves in purposeful activity in any subject they wish to undertake.
4. Children may be seen repeating an exercise, which is encouraged. The visitor often sees an older child helping a younger one with lessons. The underlying concept here is that if a person can teach something to another person, they have indeed mastered the skill taught.
5. Children are taught the appropriate use of apparatus. They are also taught to be responsible for returning the apparatus to its correct form and place; thus, an atmosphere of respect, sharing, and independent thinking is consistently present in the classroom.