For those who may not be familiar with the Montessori approach, here is a brief overview of some characteristics of a Montessori classroom environment.

The first few weeks of the school year are dedicated to community building. That is, learning to care for one’s self, others, and the environment. This includes elements of courtesy and refining large motor skills. During this time you will notice that the classroom has a particularly simple and spacious quality that is intended to facilitate the process of normalization to the environment.  Materials are always well kept and changed according to the interests of the children.

The materials are organized into seven areas: practical life, sensorial, art, language, math, puzzles and science. Science includes geography, botany, zoology, and history. The curriculum is integrated, and in particular, the sciences and art are woven into the language and practical life activities whenever possible.

In each area the materials are sequenced to provide an opportunity for focused attention on one particular skill. Children are introduced to materials when the guide / teacher observes a readiness and interest to engage with them. Children, even of the same age, have individual learning styles and interests, as well as unique developmental needs. To encourage a sense of inner tranquility and self-confidence, children are allowed to engage with a particular activity until a satisfying sense of mastery is experienced.  In a Montessori classroom, the child's choice of activity is respected, and the teacher avoids interrupting a child who is absorbed in her or his "work."

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