GUIDING PRINCIPLES:

Children's House

Lower Elementary

Upper Elementary

Middle School

The mission of Andover School of Montessori fosters the growth of joyous learners and responsible citizens.  We encourage curiosity, deep thinking and respect for oneself and others.

In order for the Andover School of Montessori to uphold the mission statement currently in place, administrators, teachers, families, and board members must collaborate to maintain the key principles to a Montessori education: the child, the prepared adult, and the environment.  The specific goals for the children at Andover School of Montessori are:

Ø      to encourage respect for one another, staff, and parents

Ø      to develop respect for the materials and environment

Ø      to foster inner discipline and sense of order

Ø      to collaborate with their peers in a multi-age environment

Ø      to establish a positive attitude toward school and learning

It is our belief that children at Andover School of Montessori will thrive and develop to their full potential.  Through guided instruction, all children will be encouraged to develop:

Ø      at their own pace

Ø      independence

Ø      self-confidence

Ø      good work habits

In addition to the academics, children learn how to become a member of the community possessing similar characteristics of a family.  Integrity, respect, compassion, and cooperation are key elements that exist throughout the school. 

According to Montessori’s observations, we have come to realize that children learn from their environment and learn by direct interaction with the materials and apparatus in the surroundings, as well as from people.  Therefore the multi-age learning environment  encourages children to become independent thinkers and learners .  The children will be provided the freedom to:

Ø      to be themselves

Ø      to move about freely throughout the prepared environment

Ø      to teach themselves (auto-education)

Ø      to learn through trial and error (self correcting materials)

Ø      to independently choose work

The adults in the environment indirectly demonstrate what is acceptable in today’s society.  It is important that the adults are positive role models to the children.  The adults demonstrate respect and compassion towards others and the environment, uphold all school rules, and display appropriate disciplinary actions while maintaining respect for the individual. As positive models, the adults strive to embody the principle of being lifelong learners.

The preceding global guiding principles document explains the essential needs for the Andover School of Montessori.  In addition to the academic, social and environmental needs of the school there are essential specific skills for students to experience at each of our program levels (Children’s House, Lower Elementary, Upper Elementary, and Middle School). The bullets presented under each item below are specific parts of the curriculum presented to support each of the guiding principles listed below.

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Guiding Principles for the Children’s House

The Child

Developmental levels

the child is allowed to:

v     Develop at own rate

v     Develop independence

v     Develop self-confidence

v     Develop good work habits

FREEDOM WITH RESPONSIBILITIES

The child is given the:

v     Freedom to be him/herself

v     Freedom to construct/teach himself

v     Freedom to learn through trial and error

v     Freedom to move about in the classroom

v     Freedom to choose activities

v     Freedom to work without interruption from adult or child

v     Freedom to work in a non-competitive environment

RIGHTS

The child has:

v     A right to expect respect from others

THE MATERIALS

Must be:

Ø      Neat

Ø      Aesthetically pleasing

Ø      Complete

Ø      Divided into clearly defined areas

Ø      Displayed, where applicable, in logical order, from most simple to most complex or from most concrete to most abstract.

Ø      Easily accessible to all

Ø      Realistic utensils

FURNITURE

Should be:

Ø      Child size

Ø      Sturdy

Ø      Positioned in the classroom to allow for safe flow of busy little bodies.

Ø      Should have open low shelves

CLASSROOM APPEARANCE

Must be:

Ø      Bright

Ø      Neat without clutter on walls or shelves

Ø      Laid out into clearly defined areas of work.

THE DIRECTRESS

Should:

Ø      Use quiet, loving, encouraging voices

Ø      Walk quietly in the building

Ø      Uphold all school rules

Ø      Always be polite

Ø      Show respect toward everyone and everything in the environment

Ø      Use appropriate disciplinary actions

THE COMMUNITY

SHOULD WORK TOGETHER IN SUPPORT OF THE GREATER GOOD OF THE COMMUNITY.

“It is not a ‘Method’ that we are talking about, but a philosophy of life.   A philosophy of life which requires that we be ourselves at every moment, and we must try and be that best part of ourselves.”  Dr. Montessori

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 Guiding Principles for the Lower Elementary

Montessori main focus was not interested in accelerating mental growth but in helping each child to fulfill his/her potential.  The way to facilitate the fastest possible attainment of this goal is to help the child follow his/her own inner clock for development, for it is the child who must develop himself.  No one person can do the development of another.  The adult can only assist and encourage inner growth.  The adult acts as a catalyst, not as a creator, in the child’s development.

1. The children develop at their own developmental pace through:

§         Individual lessons

§         Frequent student-teacher conferences

§         A multiage environment

§         Interaction with materials designed to teach a specific

objective

§         Independent learning and discovery

2. The children develop independence through:

§         Daily work choices

§         Daily classroom jobs

§         Research fostered by individual interest

§         Learning inner discipline

§         Using organization and a sense of order

§         Grace and Courtesy

§         Developing and maintaining ground rules

3. The children develops self-confidence through:

§         Community building activities

§         Individual time spent with teacher

§         A free voice in the classroom discussions

§         Gaining respect for self and others

§         Interaction with materials

§         Peer-conflict resolution

§         Sharing projects and discoveries in small and/or large groups

4. The children develop good work habits by:

§         Developing a daily routine

§         Learning to respect others space and time

§         Respecting the materials and environment

§         Establishing goals

§         Solving problems

§         Using time management skills

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Guiding Principles for the Upper Elementary

1.  The Child Develops at His/Her Own Developmental Pace Through…

            -Individual Lessons

            -Individual Weekly Student Learning Journals/Planners

            -Frequent Student/Teacher Conferences

            -A Multiage Environment

            -An Opportunity for Independent Learning and Discovery

2.    The Child Develops Independence Through…

            -Work Choices

            -Daily Classroom and School Wide Jobs

            -Projects which are Open-Ended

            -Research which is guided by Their Interest

            -Gaining a Love for Learning

            -Learning Inner Discipline

            -Using Organization and Sense of Order

            -Practical Life Experiences, including snack/lunch preparation

3.  The Child Develops Self-Confidence Through…

            -Community Building Opportunities via Class Meetings

            -Individual Time Spent with Teacher

            -A Free Voice in Classroom Decisions

            -Practicing Presentations

            -Gaining Respect for Self and Others

            -Mastery Learning

4.  The Child Develops Good Work Habits By…

            -Learning to Have High Expectations for Self

            -Developing a Daily Routine

            -Learning to Respect Others Space and Time

            -Experiencing Daily Achievements

            -Using Time Management

            -Respecting for Others and Materials

            -Solving Problems

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Guiding Principles for the Middle School

1.  The Child Develops at His/Her Own Developmental Pace Through…

…Individual math lessons and math work

…Weekly Student/Teacher Conferences

…Multiage Environment

…Opportunities for Independent research and discovery

…Independent goal setting each semester

2.  The Child Develops Independence Through…

…Work choices

…Daily classroom jobs

…Projects which are open-ended and guided by student questions

…Learning inner discipline and time management

…Learning organization skills

…Weekly work contracts

3. The Child Develops Self-Confidence Through…

…Class Meetings

…Mastery Learning

…Giving and receiving respect

…Managing time

4. The Child Develops Good Work Habits By…

…Meeting expectations of mastery

…Managing time

…Solving problems

…Completing long-term assignments

…Developing good study skills and test-taking skills

Using the Guiding Principles as the blueprint for the Middle School program, the Middle School student will develop and/or foster:

A Love of Learning

Students maintain a love of learning throughout the levels at ASM.  During the middle school years, this can become a challenge.  We strive to keep this love of learning by making:

·        the classroom dynamic

·        the learning integrated

·        the topics interesting

·        the projects creative

·        the students involved in the classroom and the academics

Time Management Skills

Students learn how to be successful in time management.

·        Weekly work contracts (for class and homework)

·        Long term projects ( with given due date)

Independent Learning Skills

Students know how to learn independently

·        Consulting reference books such as a dictionary, encyclopedia, thesaurus, almanac, atlas, etc.

·        Drive to answer questions and find information when necessary

Mastery Learning Skills

Students are learning for the knowledge, so students prove a certain amount of knowledge to successfully complete a unit of study.

·        90% is expected for the class work / homework, a final test, and a final project.  This upholds our high academic standards.  

Responsibility

Students are now old enough to learn that with their choices come consequences, and with their age comes responsibility.

·        Responsible to complete work and manage time

·        Responsible for communicating to parents and teachers

·        Responsible for directing their academic conferences

·        Responsible for setting goals, and knowing their needs

·        Responsible for being role models within the school

A Preparation for Life Outside of Montessori

Students will be leaving this environment and entering schools of a traditional nature (desks, lectures, tests, large class size, etc.)  We are doing a disservice to these students if we do not prepare them to be successful beyond ASM.

·        Note taking

·        Lectures

·        Tests

·        Moving to different classes and teachers (i.e. science)

·        Expectations and deadlines with clear consequences

·        Due dates on projects

·        Homework in all subject areas