TYPICAL DAY
ARRIVAL
When children arrive each morning at 9 a.m., they hang their coats, remove their shoes, put on slippers and gather with their teacher. These simple acts help develop their independence and let them transition into their school day. Next the children have circle time, which often begins with music and creative movement. We sing a greeting song in English or Italian and share conversation, stories or poems.
MORNING
Circle time is followed by lesson demonstrations and free choice activities. In a Montessori environment, the teacher’s role is to guide students to educational materials or “works” that are appropriate for the developmental needs of a child. After an initial demonstration, children choose works from orderly shelves and tables. When they complete a work, they replace it and make another choice. Children may use the materials for as long or short a time as they wish. Older or more experienced children frequently demonstrate works to younger or less experienced students.
By providing children the opportunity to select activities that spark their interest, we help students develop life-long intellectual curiosity and a passion for learning. By allowing children to decide how long they need to spend on a project, they have the chance to master a new skill before moving on. This approach develops students who are self-directed and motivated and who find satisfaction in their accomplishments.
LATE MORNING
After the free choice period, children have a snack and play in the fenced-in backyard. Outdoor play improves coordination and strength, and helps children acquire confidence and build relationships.
LUNCH
The children then come in for lunch in the kitchen. Children share in the preparation and clean up of their meal, and frequently we will read a story during lunch that corresponds to the theme of the week.
After lunch, there is a brief closing ceremony before school concludes at 1 p.m.
When children arrive each morning at 9 a.m., they hang their coats, remove their shoes, put on slippers and gather with their teacher. These simple acts help develop their independence and let them transition into their school day. Next the children have circle time, which often begins with music and creative movement. We sing a greeting song in English or Italian and share conversation, stories or poems.
MORNING
Circle time is followed by lesson demonstrations and free choice activities. In a Montessori environment, the teacher’s role is to guide students to educational materials or “works” that are appropriate for the developmental needs of a child. After an initial demonstration, children choose works from orderly shelves and tables. When they complete a work, they replace it and make another choice. Children may use the materials for as long or short a time as they wish. Older or more experienced children frequently demonstrate works to younger or less experienced students.
By providing children the opportunity to select activities that spark their interest, we help students develop life-long intellectual curiosity and a passion for learning. By allowing children to decide how long they need to spend on a project, they have the chance to master a new skill before moving on. This approach develops students who are self-directed and motivated and who find satisfaction in their accomplishments.
LATE MORNING
After the free choice period, children have a snack and play in the fenced-in backyard. Outdoor play improves coordination and strength, and helps children acquire confidence and build relationships.
LUNCH
The children then come in for lunch in the kitchen. Children share in the preparation and clean up of their meal, and frequently we will read a story during lunch that corresponds to the theme of the week.
After lunch, there is a brief closing ceremony before school concludes at 1 p.m.
