In a Montessori environment, your infant or toddler will be with teachers, who are loving, nurturing, and rigorously trained in child development—who create peaceful, supportive, and safe environments for our youngest children. In these spaces, a child’s natural passion for wonder, curiosity, exploration, and discovery comes alive.
Primary level (3-6)
In Our school both primary and elementary classrooms are designed by creating a positive, nurturing environment where students clearly understand classroom procedures and expectations for appropriate behavior. These expectations are based upon respect for others and self, responsibility, and safety. Essentially, as vital members of the community, each child is given “freedom within limits.” In primary class (2 1/2-6) the child is taught to order and discipline. Primary environment caters the need of the child like sensorial exploration, language and cultural acquisition. Every child can be independently work and choose their own work. Most of the lessons in primary environment is given individually. We also track the progress of the child individually. We continue our lessons as per the abilities of the child.
Elementary level (6-12)
In elementary class mostly we concentrate on moral principles where the child will become a good citizen of future nation.Sometimes, all children will break the rules. They will forget, be unsure, or test limits. Rather than offer rewards or punishments, logical consequences are used when it is necessary to remind students of expected behavior.
Some circumstances require collaboration between parents and school staff to develop strategies that will encourage and promote a positive school experience for the student. In cases such as this, communication between school and home increases and a plan for addressing a student’s needs is created.
It is also important to note that the school has a responsibility to protect the rights of all students while maintaining the integrity of the classroom community. Thus the importance of working collectively with parents to address discipline-related issues cannot be understated.
Montessori classrooms are comprised of children among 3 age levels, with older children acting as “little assistants” to the younger ones. Dr. Montessori observed that this variation in the ages of children reduced the need for adult direction and interference; and the community was more cohesive with larger numbers of children of equally distributed ages. When more adults were in the environment, children began to focus more on pleasing the adults. However, with less interference they became more self-directed and independent. Dr. Montessori concluded, and the success of her method has confirmed, that children are much more capable of negotiating a prepared environment, thinking critically and solving problems than many adults may comprehend. When visiting a normalized Montessori classroom, one may not notice the teacher at first glance. Yet, the calm, confident and centered nature of the children is striking evidence of Montessori’s conclusion.
Montessori education prepares children for life, and being prepared helps them to adjust quickly. Generally, Montessori children have a positive view of school and learning, which helps them to be successful in new academic settings. In fact, their inclination to self-directed learning may ensure that they use their school time in more productive ways. As with any school transition, Montessori students may have an initial adjustment period when they are learning new rules and expectations.